Displaying items by tag: Science

Wednesday, 23 November 2022 12:10

Science (Understanding Science) - Class 8 Schemes of Work Term 1 2023

SCIENCE SCHEMES OF WORK FOR STD 8 TERM ONE 2023

WK	LES	TOPIC	SUB TOPIC	OBJECTIVES	LEARNING ACTIVITIES		T /L AIDS		REFERENCE	RMKS
1		REVISION	General	By the end of the lesson the learner should be able to give correct answers to revisions questions in preparation for std. eight work	Asking and answering oral/written questions		Past exam papers. Chalk board		Revision materials Content covered in previous class
2	1	HUMAN BODY	Reproduction in human beings Fertilization in human beings	By the end of the lesson the learner should be able to Explain fertilization in human beings	Explanation Discussion Oral questions		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1 Nairobi: Longhorn Pub.
	2	HUMAN BODY	Foetal development	By the end of the lesson the learner should be able to Describe the development of foetus in human beings	Explanation Discussion Demonstration Drawing		Paper bag Water doll String		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 3. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Functions of the placenta, umbilical cord and amniotic fluid	By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid	Explanation Discussion Group work Drawing		Diagram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 5 Nairobi: Longhorn Pub.
	4	HUMAN BODY	Process of birth	By the end of the lesson the learner should be able to Describe the process of birth in human beings	Explanation Discussion Note Taking		Balloon Doll Pictures and illustrations on chalkboard		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 6, Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content	Explanation Discussion Oral questions		chalkboard		Ppls book pg. 16
3	1	HUMAN BODY	Excretory organs	By the end of the lesson the learner should be able to identify the main excretory organs	Explanation Discussion Note Taking		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 9. Nairobi: Longhorn Pub.
	2	HUMAN BODY	Excretory organs skin	By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products	Explanation Discussion drawing Note making		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 10. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Lungs	By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products	Explanation Discussion		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 13. Nairobi: Longhorn Pub.
	4	HUMAN BODY	kidneys	By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products	Discussion Explanation Discussion		Diagram in ppls textbook		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 14 Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to write correct answers to given fill in – theblank test.	Answering written questions		Revision exercise in ppls text bk		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 16 Nairobi: Longhorn Pub.
4	1	HEALTH EDUCATION	Sexual transmitted infections STIs Ø syphilis	By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s Describe cause, signs, symptoms and prevention of syphilis	Explanation Discussion Asking and answering questions		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 18 Nairobi: Longhorn Pub.
	2	HEALTH EDUCATION	Gonorrhea Cause/prevention	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea	Discussion Discussion note making		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 20 Nairobi: Longhorn Pub.
	3	HEALTH EDUCATION	Chancroid	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid.	Explanation Discussion Group work		Diagrams in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 21 Nairobi: Longhorn Pub.
	4	HEALTH EDUCATION	HIV/AIDS	By the end of the lesson the learner should be able to identify control measures of HIV/AIDS	Explanation Asking and answering questions		Pictures in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 23 Nairobi: Longhorn Pub.
	5	HEALTH EDUCATION	REVISION	By the end of the lesson the learner should be able to recall content covered in the week.	Writing		Revision exercise in ppls text bk		Ppls bk pg. 30
5	1	PLANTS	Adaptation of plants Dry areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment(dry areas)	Explanation Discussion		Drawings in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 32 Nairobi: Longhorn Pub.
	2	PLANTS	Adaptation of plants Wet areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment(wet areas)	Explanation Discussion Group work		Local environment		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 36 Nairobi: Longhorn Pub.
	3	PLANTS	Crop diseases	By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.	Explanation Discussion Oral questions		Crops in the school compound		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 39 Nairobi: Longhorn Pub.
	4	PLANTS	Crop diseases	By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops.	Explanation Discussion		Local environment		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 40 Nairobi: Longhorn Pub.
	5	PLANTS	Effects of crop diseases	By the end of the lesson the learner should be able to state effects of crop diseases	Discussion Explanation		Local environment		Ppls bk. pg. 42
6		FORMATIVE ASSESSMENT	GENERAL	BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content.	Asking and answering questions. Tests and quizzes		Exercises mid term exams		Revision materials Covered content
7	HALF TERM
8	1	ANIMALS	Adaptation in animals feeding habits – herbivores.	By the end of the lesson the learner should be able to explain how herbivores are adapted to their environment	Explanation Discussion		Drawings		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 45 Nairobi: Longhorn Pub.
	2	ANIMALS	Carnivores	By the end of the lesson the learner should be able to explain how carnivores are adapt to their environment	Explanation Discussion		Diagram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 48 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptations in animalsfeeding habitsomnivores.	By the end of the lesson the learner should be able to list signs of crop diseases	Explanation Discussion Oral questions		Digram in ppls text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 50 Nairobi: Longhorn Pub.
	4	ANIMALS	Illhealth in livestock	By the end of the lesson the learner should be able to identify and list signs of illhealth in livestock	Explanation Discussion Oral questions		Animals from the locality		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Adaptation of beaksgrain eaters	By the end of the lesson the learner should be able to explain the adaptation of grain eaters to their environment.	Explanation Discussion		Models Pictures in pupils text book		Karaka J. et al (2005) Understanding science ppls bk. 8 pg 52 Nairobi: Longhorn Pub.
9	1	ANIMALS	Adaptation of beaksfilter feeders.	By the end of the lesson the learner should be able to pupil be able to explain the adaptation of filter feeders to their environment		Explanation Discussion		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptationsflesh eaters	By the end of the lesson the learner should be able to able to explain the adaptation of flesh eaters		Explanation Discussion		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation of beaks nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders		Explanation Discussion Oral questions		Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	4	ANIMALS	Adaptation of beaks nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders		Explanation Discussion Oral questions		Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	5	ANIMALS	REVISION	By the end of the lesson the learner should be able toPupil be able to answer questions correctly		Explanation Discussion Oral questions		Revision exercise in ppls text bk	Ppls bk 8 pg. 55
10	1	ANIMALS	Adaptation to movementflying	By the end of the lesson the learner should be able to able to explain how animals are adapted to their environment by flying		Explanation Discussion Group work		Charts Pictures in pupils text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 55 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations to movement by swimming	By the end of the lesson the learner should be able to explain the adaptations of animals that swim.		Explanation Discussion Group work		Charts Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 57 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation to movementhoping and leaping	By the end of the lesson the learner should be able to explain how animals are adapted to their movement by hopping and leaping		Explanation Discussion Group work		Explanation	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 58 Nairobi: Longhorn Pub.
	4	ANIMALS	Effects/signs of illhealth to livestock.	By the end of the lesson the learner should be able to state and list effects of illhealth to livestock		Explanation Discussion Writing		Picture cut outs	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Effects/signs of illhealth to livestock.	By the end of the lesson the learner should be able to state and list effects of illhealth to livestock		Explanation Discussion Writing		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 61 Nairobi: Longhorn Pub.
11	1	WATER	Soft and hard water	By the end of the lesson the learner should be able to state the difference between hard and soft water		Explanation Discussion Oral questions		Salty water Rainy water Soap and basin	Karaka J. et al (2005) Understanding science ppls bk. 8 pg Nairobi: Longhorn Pub.64
	2	WATER	Softening hard water	By the end of the lesson the learner should be able to investigate softening of hard water by boiling		Experimentation Oral questions		Jiko Sufuria Salty water	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 65 Nairobi: Longhorn Pub.
	3	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to pupil be able to investigate the disadvantages of hard water		Explanation Discussion Group work		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 66 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water		Explanation Discussion Group work Experiment		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 67 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water		Explanation Discussion Group work Experiment		Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 68 Nairobi: Longhorn Pub.
	5	WATER	REVISION	By the end of the lesson the learner should be able to answer questions correctly to reinforce covered content		Writing		Revision exercise in ppls text bk	Ppls bk 8 pg. 70
12	1	ENVIRONMENT	Effects of pollution on environment; plants, small animals e.g. bacteria	By the end of the lesson the learner should be able to identify and list effects of soil pollution on plants		Explanation Discussion Oral questions		Local invironment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 73 Nairobi: Longhorn Pub.
	2	ENVIRONMENT	Effects of pollution on environmenton animals	By the end of the lesson the learner should be able to describe effects of soil pollution on animals		Discussion Explanation Group work		Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	3	ENVIRONMENT	Conservation of soil	By the end of the lesson the learner should be able to explain the meaning of soil conservation and describe conservation methods		Writing Explanation Discussion Group work		Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	4	ENVIRONMENT	Methods of conserving soil	By the end of the lesson the learner should be able to describe some of the conservation methods of soil		Explanation Discussion Local environment		Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 75 Nairobi: Longhorn Pub.
	5	ENVIRONMENT	REVISION	By the end of the lesson the learner should be demonstrate knowledge of covered content.		Writing		Revision exercise in ppls text bk	Ppls book pg 7374
13		REVISIONS	General	By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam		Asking and answering questions. Tests and quizes		Past exam papers	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 175 Nairobi: Longhorn Pub.
14	END TERM ONE EXAMS , MARKING, ANALYSING AND RECORDING EXAM RESULTS

Published in Class 8 Schemes of Work Term 1 2023

Tagged under

Wednesday, 23 November 2022 08:16

Science (Understanding Science) - Class 8 Schemes of Work Term 2 2023

STD 8 SCIENCE SCHEMES OF WORK TERM 2023

WEEK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	RMKS
1	1	ENVIRONMENT	soil pollution Effects of soil pollution	By the end of the lesson the learner should be able to: 1. Explain meaning of soil pollution. 2. Describe effects of soil pollution on animals	Revision Explanation Discussion Writing	Real soil samples clay loam sand	Karaka J. et al (2005) Understanding science ppls bk. 8pg 1 Nairobi: Longhorn Pub.
	2	‘’	Soil conservation	By the end of the lesson the learner should be able to: 1. Explain meaning of soil conservation. 2. Describe soil conservation methods	Explanation Discussion Writing Question-answer	Real soil samples Pictures Diagrams	Und. Sci p pls 8 pg 75
	3	‘’	Air pollution	By the end of the lesson the learner should be able to: 1.Practice soil conservation 2. Describe how air gets polluted	Revision Explanation Discussion Writing	A chart showing causes of air pollution	Und. Sci ppls bk 8 pg 80
	4	‘’	Effects of air pollution	By the end of the lesson the learner should be able to: State effects of air pollution	Revision Explanation Discussion Writing	Text books Pictures	Und. Scipplsbk 8 bkpg 82
	5	‘’	Ways of controlling air pollution	By the end of the lesson the learner should be able to: Identify ways in which air pollution can be controlled	Revision Explanation Discussion Writing Ques-ans	Text books Pictures	Und. Sci ppls 8 pg 83
2	1	FOOD AND NUTRITION	Nutrition for special groups pregnant mother lactating mother	By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups.	Explanation Discussion naming Writing	Real food samples Pictures	Und. Sci ppls bk 8 bk 87
	2	‘’	Nutrition for infants Value of breast milk	By the end of the lesson the learner should be able to: 1.Identify nutritional requirements for special groups. 2. Describe value of breast milk (advantages)	Revision Explanation Discussion Writing Ques-ans	Real food samples Pictures	Und. Scipplsbk 8 bkpg 89
	3	‘’	Nutrition for people with HIV/AIDS	By the end of the lesson the learner should be able to: Identify nutritional requirements for special groups	Revision Explanation Discussion Asking and answering oral questions	food samples Pictures	Und. Sci ppls bk 8 pg 90
	4		FOOD POISONING Causes of food poisoning	By the end of the lesson the learner should be able to: 1.Name Causes of food poisoning	Explanation Discussion Writing	food samples Pictures	Und. Sci ppls 8 pg 90
	5		Ways of preventing food poisoning	By the end of the lesson the learner should be able to: -State ways of preventing food poisoning	‘’	Chalkboard	Und. Sci ppls 8 pg 93
3	1	Revision test	Written exercise	By the end of the period the learners should be able to give correct answers to the given test items to demonstrate retention of content on Food and nutrition	Attempting written questions	Revision exercise 6	Und. Sci.ppls bk 8 pg 85
	2	ENERGY	Meaning Types of energy	By the end of the lesson the learner should be able to: 1. Explain what energy is 2. Describe different types of energy	Defining Discussion describing types of energy	chart showing types of energy	Und. Sci ppls bk 8 Pg 96
	3	,,	Different types of energy	By the end of the lesson the learner should be able to: 1.Describe different types of energy -chemical energy -Heat energy -light energy	Revision Defining Discussion observation note taking	Chart showing types of energy	Und. Sc ppls bk 8 pg 96
	4	,,	Different types of energy	By the end of the lesson the learner should be able to: 1.Describe different types of energy -Electric energy -Magnetic energy -Sound energy	Discussion observation note taking n	Chart showing types of energy	Und. Sci ppls bk 8 pg 100
	5	ENERGY	Transformation of energy in electric circuit	By the end of the lesson the learner should be able to: · Describe transformations of energy	Explanation Discussion Experimentation Observing Naming	Real material eg cells,bulbs.wires	Und. Sci ppls bk 8 pg 103
4	1	ENERGY	Energy transformation in food.	By the end of the lesson the learner should be able to: - Describe transformation of energy.	Explanation experimentation Discussion observation note taking	Chart showing energy transformations in food.	Und. Sci ppls 8 bkpg 104
	2	,,	Energy transformation in burning fuels	By the end of the lesson the learner should be able to: - Describe transformation of energy in burning fuels	Explanation experimentation Discussion observation	Real fuelseg. firewood, kerosene. charts showing changes.	Und. Sci ppls bk 8 pg 105
	3	,,	Energy transformation in a radio.	By the end of the lesson the learner should be able to: - Describe transformation of energy	Explanation experimentation Discussion observation	Real radio Charts showing changes	Und. Sci ppls 8 bkpg 106
	4	,,	Simple electromagnet	By the end of the lesson the learner should be able to: - Describe transformation of energy.	Explanation experimentation Discussion observation	Real material eg. cells, wires, bulbs, nailsetc	Und. Sci ppls bk 8 pg 107
	5	Revision test	Written exercise	By the end of the period the learners should be able to give correct answers to the given test items to demonstrate retention of content on energy	Attempting written questions	Revision exercise 6	Und. Sci.ppls bk 8 pg 107
5	1	Energy	Methods of conserving energy Using energy sparingly	By the end of the lesson the learner should be able to: - State methods of conserving energy by using energy sparingly	Revision Explanation Discussion Writing.	Chart showing methods of conserving energy.	Und. Sci ppls 8 pg 108
	2	,,	using energy efficient devices	By the end of the lesson the learner should be able to: - state methods of conserving energy by using energy –efficient devices	Revision Explanation Discussion Writing	Chart showing methods of conserving energy.	Und. Sci. ppls bk 8 pg 109
	3	,,	using renewable energy	By the end of the lesson the learner should be able to: - state methods of conserving energy by using renewable energy	Revision Explanation Discussion Writing	Chart showing methods of conserving energy.	Und. Sci ppls k 8 pg 111
	4	MAKING WORK EASIER	Simple machines Inclined planes ladder	By the end of the lesson the learner should be able to: - Investigate how inclined planes make work easier.	Explanation experimentation measuring recording	Metre rule Vertical stand Weight Screws ladder tamp.	Und. Sci ppls 8 bkpg 116
	5	‘’	stair case road winding up a hill	By the end of the lesson the learner should be able to: Investigate how inclined planes make work easier.	Explanation experimentation observation discussion	Pictures and illustrations	Und. Sci ppls 8 bk 119
6	1	MAKING WORK EASIER	PULLEYS meaning simple machines	By the end of the lesson the learner should be able to: 1. investigate how single fixed pulley make work easier	Explanation experimentation observation discussion recording	pulleys from the scie. kit	Und. Sci pplsbk 8 pg
	2	MAKING WORK EASIER	single fixed pulley	By the end of the lesson the learner should be able to: 1) investigate how single fixed pulley makes work easier 2) state advantages and uses of single fixed pulley	Explanation experimentation observation discussion recording stating	Single fixed pulley on a Flag post	Und. Sci ppls 8 pg 124
	3		single fixed pulley	By the end of the lesson the learner should be able to: state advantages and uses of single fixed pulley	Explanation experimentation observation discussion	single fixed pulley
	4	MAKING WORK EASIER		By the end of the lesson the learner should be able to: raise a flag using a single fixed pulley to raise a flag	Explanation experimentation observation discussion	Flag,, flag post rope, single fixed pulley	Und. Sci ppls 8 pg 124
	5	Revision test	Written exercise	By the end of the period the learners should be able to give correct answers to the given test items to demonstrate retention of content on making work easier	Attempting written questions	Revision exercise 6	Und. Sci.ppls bk 8 pg 85
7	1	HUMAN BODY (Revision)	Reproduction in human beings Fertilization in human beings	By the end of the lesson the learner should be able to Explain fertilization in human beings	Explanation Discussion Oral questions	Drawings in ppls text book	Understanding science ppls bk. 8 pg 1	1
	2	,,	Foetal development	By the end of the lesson the learner should be able to Describe the development of foetus in human beings	Explanation Discussion Demonstration Drawing	Paper bag Water doll String	Understanding science ppls bk. 8 pg 3.	2
	3	,,	Functions of the placenta, umbilical cord and amniotic fluid	By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid	Explanation Discussion Group work Drawing	Diagram in ppls text book	Understanding science ppls bk. 8 pg 5	3
	4	,,	Process of birth	By the end of the lesson the learner should be able to Describe the process of birth in human beings	Explanation Discussion Note Taking	Balloon Doll Pictures and illustrations on chalkboard	Understanding science ppls bk. 8 pg 6,	4
	5	,,	REVISION	By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content	Explanation Discussion Oral questions	chalkboard	Ppls book pg. 16	5
8	1	HUMAN BODY (Revision)	Excretory organs	By the end of the lesson the learner should be able to identify the main excretory organs	Explanation Discussion Note Taking	Diagram in ppls textbook	Understanding science ppls bk. 8 pg 9.
	2	,,	Excretory organs skin	By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products	Explanation Discussion drawing Note making	Drawings in ppls text book	Understanding science ppls bk. 8 pg 10
	3	,,	Lungs	By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products	Explanation Discussion	Diagram in ppls textbook	Understanding science ppls bk. 8 pg 13.
	4	,,	kidneys	By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products	Discussion Explanation Discussion	Diagram in ppls textbook	Understanding science ppls bk. 8 pg 14
	5	,,	REVISION	By the end of the lesson the learner should be able to write correct answers to given fill in – the-blank test.	Answering written questions	Revision exercise in ppls text bk	Understanding science ppls bk. 8 pg 16
9	1	HEALTH EDUCATION (Revision)	Sexual transmitted infections STIs syphilis	By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s -Describe cause, signs, symptoms and prevention of syphilis	Explanation Discussion Asking and answering questions	Diagrams in pupils text book	Understanding science ppls bk. 8 pg 18
	2	,,	Gonorrhea Cause/prevention	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea	Discussion Discussion note making	Diagrams in pupils text book	Understanding science ppls bk. 8 pg 20 .
	3	,,	Chancroid	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid.	Explanation Discussion Group work	Diagrams in pupils text book	Understanding science ppls bk. 8 pg 21 .
	4	,,	HIV/AIDS	By the end of the lesson the learner should be able to identify control measures of HIV/AIDS	Explanation Asking and answering questions	Pictures in ppls text book	Understanding science ppls bk. 8 pg
	5	,,	REVISION	By the end of the lesson the learner should be able to recall content covered in the week.	Writing	Revision exercise in ppls text bk	Ppls bk pg. 30
10	1	PLANTS (Revision)	Adaptation of plants Dry areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(dry areas)	Explanation Discussion	Drawings in ppls text book	Understanding science ppls bk. 8 pg 32
	2	,,	Adaptation of plants Wet areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(wet areas)	Explanation Discussion Group work	Local environment	Understanding science ppls bk. 8 pg
	3	,,	Crop diseases	By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.	Explanation Discussion Oral questions	Crops in the school compound	Understanding science ppls bk. 8 pg 39
	4	,,	Crop diseases	By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops.	Explanation Discussion	Local environment	Understanding science ppls bk. 8 pg 40
	5	,,	Effects of crop diseases	By the end of the lesson the learner should be able to state effects of crop diseases	Discussion Explanation	Local environment	Ppls bk. pg. 42
11	End term exams

Published in Class 8 Schemes of Work Term 2 2023

Tagged under

Wednesday, 23 November 2022 08:15

Science (KLB) - Class 8 Schemes of Work Term 2 2023

STD 8 SCIENCE SCHEMES OF WORK TERM 2 2023

WEEK	LESSON	TOPIC	*SUBTOPIC*	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	RMKS
1	1	ENVIRONMENT	soil pollution Effects of soil pollution	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution.	Revision Explanation Discussion Writing	Real soil samples clay loam sand	Pri sci. ppls bk pg 44 2 pg 66 soil samples
	2	‘’	Soil conservation	By the end of the lesson the learner should be able to: Explain meaning of soil conservation. Describe soil conservation methods	Explanation Discussion Writing Question & answer	Real soil samples Pictures Diagrams	Sci bk pg 90
	3	‘’	Air pollution	By the end of the lesson the learner should be able to: Practice soil conservation Describe how air gets polluted	Revsion Explanation Discussion Writing	A chart showing causes of air pollution	Pry. scie ppls bk pg 97
	4	‘’	Effects of air pollution	By the end of the lesson the learner should be able to: State effects of air pollution	Revision Explanation Discussion Writing	Text books Pictures	Pry. scie ppls bk 8 pg 102
	5	‘’	Ways of controlling air pollution	By the end of the lesson the learner should be able to: Identify ways in which air pollution can be controlled	Revision Explanation Discussion Writing Quesans	Text books Pictures	Pry. scie ppls bk 8 pg 104
2	1	FOOD AND NUTRITION	Nutrition for special groups pregnant mother lactating mother	By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups.	Explanation Discussion naming Writing	Real food samples Pictures	Pry. scie ppls bk 8 pg 113
	2	‘’	Nutrition for infants Value of breast milk	By the end of the lesson the learner should be able to: Identify nutritional requirements for special groups. Describe value of breast milk (advantages)	Revision Explanation Discussion Writing Quesans	Real food samples Pictures	Pry. scie ppls bk 8 pg 117
	3	‘’	Nutrition for people with HIV/AIDS	By the end of the lesson the learner should be able to: Identify nutritional requirements for special groups	Revision Explanation Discussion Asking and answering oral questions	Real food samples Pictures	Pry. scie ppls bk 8 pg 118
	4		FOOD POISONING Causes of food poisoning	By the end of the lesson the learner should be able to: Name Causes of food poisoning	Revision Explanation Discussion Writing	Chalkboard	Pry. scie ppls bk 8 pg
	5		Ways of preventing food poisoning	By the end of the lesson the learner should be able to: State ways of preventing food poisoning	‘’	Chalkboard	‘’
3	1	ENERGY	Meaning Types of energy	By the end of the lesson the learner should be able to: Explain what energy is Describe different types of energy	Revision Defining Discussion Stating	chart showing types of energy	Pry. scie ppls bk 8 pg 128
	2	Different types of energy		By the end of the lesson the learner should be able to: Describe different types of energy	Revision Defining Discussion Writing Stating	Chart showing types of energy	Pry. scie ppls bk 8 pg 136
	3	,,		By the end of the lesson the learner should be able to: Describe different types of energy	‘’	Chalkboard	‘’
	4	ENERGY	Transformation of energy in electric circuit	By the end of the lesson the learner should be able to: Describe transformations of energy	Explanation Discussion Experimentation Observing Naming	Real material eg cells,bulbs.wires	Pry. scie ppls bk 8 pg 141
	5	‘’	CAT	Pupils will do a CAT on food and nutrition and energy	Doing a CAT on topics covered	Written questions	Chalkboard Textbooks
4	1	ENERGY	Energy transformation in food.	By the end of the lesson the learner should be able to: Describe transformation of energy.	Explanation experimentation Discussion observation writing	Chart showing energy transformations in food.	Pry. scie ppls bk 8 pg pg 143
	2	,,	Energy transformation in burning fuels	By the end of the lesson the learner should be able to: Describe transformation of energy in burning fuels	Explanation experimentation Discussion observation	Real fuels eg. firewood, kerosene. charts showing changes.	Pry scie pls bk 8 pg 140
	3	,,	Energy transformation in a radio.	By the end of the lesson the learner should be able to: Describe transformation of energy	Explanation experimentation Discussion observation	Real radio Charts showing changes	Pry scie pls bk 8 pg 144
	4	,,	Simple electromagnet	By the end of the lesson the learner should be able to: Describe transformation of energy.	Explanation experimentation Discussion observation	Real material eg. cells, wires, bulbs,nails etc	Pry scie pls bk8 pg 145
	5		CAT	Pupils will do a cat on topic energy.	Doing a cat Marking Revision	Written question.	chalkboard textbooks
5	1	Energy	Methods of conserving energy	By the end of the lesson the learner should be able to: State methods of conserving energy	Revision Explanation Discussion Writing.	Chart showing methods of conserving energy.	Pry. scie pls bk 8 pg 147 Scie in action pg 74
	2	,,	,,	By the end of the lesson the learner should be able to: state methods of conserving energy in revision	Revision Explanation Discussion Writing	Chart showing methods of conserving energy.	Pry. scie pls. pg 147 Scie inaction pg 74
	3	Making work easier	Simple machines ladder stair case road winding up a hill	By the end of the lesson the learner should be able to: Investigate how inclined planes make work easier.	Explanation experimentation measuring recording observation	Metre rule Vertical stand Weight Screws ladder tamp.	Syllabus vol 2pg.71 Pry scie pls pg 160163
	4	‘’	‘’	By the end of the lesson the learner should be able to: Investigate how inclined planes make work easier.	‘’	‘’	2pg.71 Pry scie pls
	5	,,	CAT	Pupils will answer typed questions on topics covered	Answering typed questions	Typed questions on papers	Chalkboard. Question booklets
6	1	,,	PULLEYS meaning Single fixed pulley	By the end of the lesson the learner should be able to: investigate how single fixed pulley make work easier	Explanation experimentation observation discussion recording	Real pulleys from the scie. kit	Syllabus vol. 2 pg 71 Pry scie. pls bk8 pg 164
	2	,,		By the end of the lesson the learner should be able to: investigate how single fixed pulley make work easier state uses of single fixed pulley	Explanation experimentation observation discussion recording stating	Real pulley from the scie kit.	Pry scie pls bk 8 pg 165
		REVISION (health education)		By the end of the lesson the learner should be able to: answer oral and written questions on topic covered.	group discussion reporting	Writing questions	text books past papers
7		REVISION (Animals)		By the end of the lesson the learner should be able to: answer oral and written questions on topic covered	group discussion writing reporting	Written questions	Text books Past papers
8		REVISION (Making work easier)		By the end of the lesson the learner should be able to: answer written questions on making work easier	groups discussion writing reporting	Written questions	Text books Past papers
9		REVISION (Energy)		By the end of the lesson the learner should be able to: perform different activities to demonstrate energy transformation	naming materials performing experiments observations recording	Real materials brought to class	Text books Science kit
10		REVISION (Environment)		By the end of the lesson the learner should be able to: questions on topic environment	group discussion writing reporting	Written questions	Text books Past papers
11	END TERM TWO EXAMS

Published in Class 8 Schemes of Work Term 2 2023

Tagged under

Tuesday, 22 November 2022 08:31

Science (Understanding) - Class 8 Schemes of Work Term 3 2023

SCIENCE SCHEMES OF WORK
STD 8 TERM III 2023

WK	LSN	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITES	T/L RESOURCES	ASS	RMKS

1	1-2	Animals (revision)	Methods of grazing Types of animal feed	By the end of the lesson the learner should be able to:- explain methods of grazing types Explain types of animal feeds	Discuss the methods of grazing Discuss the types of animal feeds Do exercise on the revised topic	Primary science KLB std 6 Chalk board illustrations	Written work Questioning
	3-4	Water revision	Water borne diseases	By the end of the lesson the learner should be able to:- state water borne diseases, state their signs and symptoms and preventive measure against them	Name water borne diseases Discuss signs and symptoms Discuss prevention of water borne diseases. Do exercise	Primary science KLB std 6 Chalk board illustrations	Written exercise Questioning
	5	Food and nutrition revision	Food preservation methods	By the end of the lesson the learner should be able to:- answer oral questions concerning food preservation methods	Asking oral questions about traditional methods of food preservation Asking about modern methods.	Primary science KLB std 6	Questioning
2	1-2	K.C.P.E past paper		By the end of the lesson the learner should be able to:- do a K.C.P.E past paper	Distribute the papers Doing the test	Test papers	Written work
	3-4	K.C.P.E past paper	Revision	By the end of the lesson the learner should be able to:- answer questions from the past paper correctly	Distribute the papers to the pupils Guide in revision using questions and answer method	Test papers Chalk board Illustrations	Questioning
	5	Revision		By the end of the lesson the learner should be able to:- elaborate some of the difficult questions correctly	Discuss the topics off the most failed questions Give a summary of the questions for better understanding	Chalk board Text books	Questioning
3	END OF MONTH EXAMS
4	1-3	REVISION OF END OF MONTH EXAMS
4	4-5	Health education (revision)	Sexually transmitted diseases	By the end of the lesson the learner should be able to:- answer questions on sexually transmitted diseases correctly	Write questions on the topic on the chalk board Mark the questions Revise the exercise	Chalk board Text books e.g. foundation Science pg 16-21	Questioning Written work
5	1-2	K.C.P.E past paper		By the end of the lesson the learner should be able to:- do past paper given	Distributing papers Doing the test	Test papers	Written work
5	3-5	K.C.P.E past paper	Revision	By the end of the lesson the learner should be able to:- revise the questions from the past paper correctly	Distributing papers Form group discussions Guide on difficult questions	Test papers	Oral questioning
6	1-2	Energy	Sources of energy Energy transformation	By the end of the lesson the learner should be able to:- state sources of energy and transformation of energy	Asking the sources of energy Discussing forms of energy Discussing energy transformation Give an exercise	Foundation science Bk 8 Pg 107-125	Written work
	2-4	Energy	Conservation of energy	By the end of the lesson the learner should be able to:- state how energy is conserved	Discuss conservation of energy Give exercise Mark and revise	Foundation science Bk 8 Pg 126-135	Written work Questioning
	5	Human body	Excretory system	By the end of the lesson the learner should be able to:- answer questions about excretory system	Discuss excretory organs and the products they excrete Give exercise	Foundation science Bk 8 Pg 9-15	Written work Questioning
7	MID TERM EXAMS TERM III
8	1-3	REVISION OF MID TERM EXAMS
8	4-5	Soil fertility	Types of in organic fertilizers	By the end of the lesson the learner should be able to:- explain straight on compound fertilizers	Discuss types of fertilizers Give a summary Do an exercise	Primary science std 7 Book	Written work Questioning
9	1-3	K.C.P.E past paper	Revision	By the end of the lesson the learner should be able to:- answer K.C.P.E questions orally	Distribute the papers Discuss the questions	Past paper	Questioning
9	4-5	Self study	Revising	By the end of the lesson the learner should be able to:- revise on his/her own	Ask pupils to do their own study Supervise	Any science material	Observation
	K.C.P.E EXAMS 2019

Published in Class 8 Schemes of Work Term 3 2023

Tagged under

Tuesday, 22 November 2022 08:29

Science (KLB Primary) - Class 8 Schemes of Work Term 3 2023

KLB SCIENCE SCHEME OF WORK CLASS 8

REFRENCE BOOKS:

KLB: Primary Science standard eight
Our Lives Today science Standard Eight

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM ONE

WEEKS	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
1	3	The human body	Introduction to reproduction in human beings	The leaner should be able to explain how fertilization in human beings takes place	Identifying parts of male and female reproductive system Explaining Discussing	Charts Photos Student book Specimen	KLB Primary Science book pages 1-2 SCIA- 8- pages 2-6
2	3		Development of Foetus	The leaner should be able to explain and discuss the development of a foetus	Discussing Explaining Describing	Charts Photos Student book	KLB Primary Science book pages 5-6 SCIA- 8- pages 3
3	3		The process of birth	The leaner should be able to; To explain and describe the process of birth	Observing charts describing	Charts Photos Student book	KLB Primary Science book pages 6-7 SCIA- 8- pages 3-4
4	1	Assessment on topic the human body
4	2,3	The excretory system	Introduction to excretory system and the skin	The leaner should be able to; Defining excretory systems Identify the skin as an excretory organ Name the waste product it help remove	Discussing Explaining Describing Drawing	Charts Photos Student book	KLB Primary Science book pages 9-12 SCIA- 8- pages 5-6
5			The lungs	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 12-13 SCIA- 8- pages 6-7
6			The kidney	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
7	1		Revision on the topic excretory system
	2,3	Health education	Meaning of STD’s	The leaner should be able to; Distinguish between good and bad health Define STD’s	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
8	3		Sexually transmitted disease	The leaner should be able to; Name causes of STD’s Discuss preventive measures for sexually transmitted infections	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 21-22 SCIA- 8- pages 12-13
9	3		Control measures for HIv and Aids	The leaner should be able to; Identify measures to take to control HIV/AIDS	Reading Explaining Discussing	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 22-23 SCIA- 8- pages 14-16
10	1,2		Creating public awareness and campaigns through various media	The leaner should be able to; Identify ways of Creating public awareness and campaigns through various media	Reading Explaining Discussing Identifying	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book 24-25 SCIA- 8- pages 14-16
	3		Summary on topic health	The leaner should be able to Identifying the most important concept in the topic	Reading Explaining Discussing Identifying	Charts Photos Student book
11	3	Plants	Adaptation of plants to their environment	The leaner should be able to Identify adaptive features of plants Explain how plants adapt to their environment	Reading Explaining Discussing Identifying	Charts Photos Student book Specimen	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
12	3		Adaptation of plants	The leaner should be able to Describe the different ways in which plants are adapt and defend themselves	Reading Explaining Discussing Identifying	Charts Photos Student book	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
13	3	3	Signs of unhealthy crops	The leaner should be able to Identify signs of unhealthy plants	Discussion identifying Drawing Asking question	Charts Photos Student book diagrams	KLB Primary Science book 8-39 SCIA- 8- pages 24
		REVISION AND END OF TERM EXAMS

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM TWO

WEEKS	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
1	3	PLANT	Effects of crop disease	The leaner should be able to Identify the effect of crop disease Observe effects of crop disease in their habitat around the school compound.	Discussion Identifying Note Taking Asking Question	Charts Photos Student book Diagrams Local environment Video tapes	KLB Primary Science book 8-39 SCIA- 8- pages 24
2	3	Animals	Feeding habits	The leaner should be able to Identify the different feeding habits of animals in the school environment Describe the characteristic of Herbivores, carnivores and omnivores	Discussion Identifying Note Taking Asking Question	Charts Photos Student book	KLB Primary Science book 48-50 SCIA- 8- pages 28-30
3	3		Feeding adaptation in birds	The leaner should be able to Explain how the beaks of birds are adapted to their feeding habits	Discussion Identifying Note Taking Asking Question Sampling Observation	Charts Photos Student books Sample of birds	KLB Primary Science book 55-56 SCIA- 8- pages 31-32
4	3		Adaptation for movement	The leaner should be able to Explain how animals are adapted to their way of moving	Discussion Identifying Note Taking Asking Question Sampling Observation	Charts Photos Student books Sample of birds	KLB Primary Science book 57-64 SCIA- 8- pages 33-35
5	3		Signs of ill- health in livestock	The leaner should be able to State and name signs of ill- livestock	Identifying Note Taking Asking Question Sampling Observation	Charts Photos Student books Local environment	KLB Primary Science book 64-66 SCIA- 8- pages 36-38
6	3		Effects of livestock disease	The leaner should be able to State the effects of ill health on livestock	Identifying Note Taking Asking Question Sampling Observation	Charts Photos Student books Local environment	KLB Primary Science book 66-68 SCIA- 8- pages 37-38
7	1	Revision on animals
	2,3	Water	Hard and soft water	The leaner should be able to Define hard and soft water State the difference between hard and soft water	Discussion Experiment Note taking Observation Asking and answering questions	Sample of hard and soft water	KLB Primary Science book 75-78 SCIA- 8- pages 40-41
8	3		Softening hard water	The leaner should be able to State and explain how to soften hard water	Experiment Observation Asking and answering questions	Sample of hard and soft water Fire	KLB Primary Science book 79-81 SCIA- 8- pages 42
9	3		Advantages and disadvantages of hard and soft water	The leaner should be able to State and explain the advantages and disadvantages of soft and hard water	Explaining Stating Discussing Asking and answering questions	Student text book	KLB Primary Science book 79-81 SCIA- 8- pages 42
10	1	Assessment test on water
	2,3	Environment	Soil pollution	The leaner should be able to Define environment State the component of environment define pollution	Define Explaining Stating Discussing Asking and answering questions	Local environment Student book	KLB Primary Science book 85- SCIA- 8- pages 42
11	3		Effects of soil pollution and effect of soil pollution on animals	The leaner should be able to Effects of soil pollution on animals and effect of soil pollution on animals	Explaining Stating Discussing Asking and answering questions	Local environment Student book	KLB Primary Science book 86-89 SCIA- 8- pages 44-46
12	3		Soil conservation and managing industrial wastes	The leaner should be able to Describe ways of conserving the soil	Explaining Discussing Asking and answering questions	Local environment Student book	KLB Primary Science book 90 SCIA- 8- pages 44-46
13		REVISION FOR THE END OF TERM EXAMS
14		END OF TERM EXAMS AND CLOSING

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM THREE

WEEKS	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	TEACHING/LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
1	3	Environment	air pollution	The leaner should be able to Define air pollution State and explain causes of air pollution	Discussing Explaining Defining Stating	Charts Pictures Student book	KLB Primary Science book 97-102 SCIA- 8- pages 52-53
2	3		Effects of air pollution on living and non- living things	The leaner should be able to State and explain the effects of air pollution on living and non- living things	Discussing Explaining Defining Stating	Charts Pictures Student book	KLB Primary Science book 102-103 SCIA- 8- pages 52-53
3	1		Ways of controlling air pollution	The leaner should be able to State and explain ways of controlling air pollution	Discussing Explaining Stating Note taking	Charts Pictures Student book Newspaper	KLB Primary Science book 104-105 SCIA- 8- pages 55
	2,3		Appreciating the environment	The leaner should be able to Define the appreciating the environment	Discussing Explaining Stating Note taking	Charts Pictures Student book	KLB Primary Science book 105-106 SCIA- 8- pages 55
4	1	Foods and nutrition	Nutritional requirements for special groups	The leaner should be able to Identify the nutritional requirement for pregnant women	Discussing Explaining Stating Note taking	Charts Pictures Student book Fruits	KLB Primary Science book 113 SCIA- 8- pages 55
	1		Lactating mothers	The leaner should be able to Identify the nutritional requirement for Lactating mothers	Discussing Explaining Stating Note taking	Charts Pictures Student book Fruits	KLB Primary Science book 114-115 SCIA- 8- pages 59
	1		Nutrition for infants	The leaner should be able to Identify the nutritional requirement for infants	Discussing Explaining Stating Note taking	Charts Pictures Student book Infant food	KLB Primary Science book 117 SCIA- 8- pages 60
5	1		Nutritional needs for people with HIV/AIDS	The leaner should be able to Identify the nutritional requirement for people with HIV/AIDS	Discussing Explaining Stating Note taking	Charts Pictures Student book Fruits	KLB Primary Science book 118-120 SCIA- 8- pages 61-63
	2		Agents of food poisoning	The leaner should be able to State the causes of poisoning Discuss the prevention of food poisoning	Discussing Explaining Stating Note taking	Charts Pictures Student book	KLB Primary Science book 120-121 SCIA- 8- pages 64
	3		Ways of preventing food poisoning	The leaner should be able to Explain ways of preventing food poisoning	Discussing Explaining Stating Note taking	Charts Pictures Student book	KLB Primary Science book 121-122 SCIA- 8- pages 64
6	1	Assessment test on nutrition
	2,3	Energy	Meaning of energy	The leaner should be able to State the meaning of energy Discuss the situation in which energy is used	defining Explaining Observing Note taking	Charts Pictures Student book	KLB Primary Science book 128-130 SCIA- 8- pages 68
7	3		Types of energy	The leaner should be able to State and explain the different types of energy	Defining Explaining Observing Note taking	Charts Pictures Student book Jiko Batteries	KLB Primary Science book 128-130 SCIA- 8- pages 68
8	1		Transformation of energy	The leaner should be able to Describe different energy transformation	Defining Explaining Observing Note taking	Charts Pictures Student book	KLB Primary Science book 139 SCIA- 8- pages 72-74
	2		methods of energy conservation	The leaner should be able to State the methods of energy conserving Explain the need to conserve energy	Defining Explaining Observing Note taking	Charts Pictures Student book	KLB Primary Science book 147 SCIA- 8- pages 72-74
	3		Using energy efficient devices and using renewable energy	The leaner should be able to Explain how to use energy efficient devices and renewable energy	Explaining Observing Note taking	Charts Pictures Student book	KLB Primary Science book 149 SCIA- 8- pages 72-74
9		REVISION AND END OF TERM EXAMS

Published in Class 8 Schemes of Work Term 3 2023

Tagged under

Tuesday, 22 November 2022 08:29

Science - Class 8 Schemes of Work Term 3 2023

SCIENCE SCHEMES OF WORK
STANDARD 8, 2023

TERM 1

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES			T/L RESOURCES	T/L AIDS	REMARKS
1	Opening and Revisions
2	1 - 5	HUMAN BODY	Reproduction in human beings. Excretory system	By the end of the lesson the learner should be able to: Explain fertilization in human beings. Discuss the development of the foetus. Describe the process of birth. Identify the main excretory organs and their waste products.		Defining production. Explaining fertilization. Describing the process of birth. Identifying excretory organs	Primary science standard 8 pg 1 – 15 Quick reading science 1 - 8		Charts photos
3	1 – 5	HEALTH EDUCATION	Sexually transmitted infections. Control of HIV/AIDS	By the end of the topic the learner should be able to: Explain the meaning of sexually transmitted infections. Give examples of sexually transmitted infections. Describe causes and prevention of some sexually transmitted infections.		State meaning of STIs Stating signs of various STIs Stating control measures of HIV and AIDS.		Primary science standard 8 pg 20 – 30 Quick reading science 8 - 21	Hospital chart
4	1 - 5	PLANTS	Adaptation of plants Crop diseases.	By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify signs of unhealthy crops State effects of crop disease.		Identifying different adaptations features on plants. Recognize unhealthy crops		Primary science standard 8 pg 31 – 46 Quick reading science 22 - 33	Different plants e.g. maize, beans, acacia.
5	1 – 5	ANIMALS	Livestock parasites Human intestinal worms	By the end of the lesson the learner should be able to: Name some internal and external parasites. State the effects of parasites on livestock Control some livestock parasites. Control some human intestinal worms.		Observing several parasites. Stating effects of parasites. Tell the control measures.		Primary science standard 8 pg 47 – 58 Quick reading science 33 - 41	External parasites eg ticks
6	1 – 5	ENVIRONMENT	Meaning of environment. Components of the environment.	By the end of the lesson the learner should be able to: State the meaning of the environment. Name the major components of the environment.		Defining the environment Nature walk Identifying the component of the environment	Primary science standard 8 pg 59 – 79 Quick reading science 61 - 76		plants Soil animals
7		Mid term and mid term exams
8	1 – 5	WATER	Water pollution. Effects of water pollution. Water conservation	By the end of the lesson the learner should be able to: State how water gets polluted. Describe effects of water pollution. Identifying ways of controlling water pollution.		Demonstrate how water is polluted. State effects of water pollution. How to conserve water.	Primary science standard 8 pg 80 – 89 Quick reading science 77 - 81		Water Paper Jeri cans
9	1 – 5	SOIL	Comparison of soil Soil pollution.	By the end of the topic the learner should be able to: Investigate the composition of soil Explain the composition of soil.		Investigate the composition of soil. Name the components of soil.	Primary science standard 8 pg 89 - 92 Quick reading science 84 - 89		Soil containers
10	1 – 5	FOOD AND NUTRITION	Food groups Balanced diet Nutritional requirements for special groups	The learner should be able to: Identify the three basic food groups Classify locally available foods in the three food groups. Describe the term balanced diet.		Stating the food groups Classifying food Describing a balanced diet.	Primary science standard 8 pg 93 - 102 Quick reading science 90 - 96		Foods e.g. bananas and oranges
11	1 – 5	ENERGY	Light Heat meaning of energy Transformation of energy.	The learner should be able to: Describe the importance of proper lighting of a house. Identify the sources of light.		State the importance of lighting a house. Investigate energy transfer.		Primary science standard 8 pg 103 – 109 Quick reading science 97 - 180	Battery cells Electric wire bulbs
12	1 – 5	MAKING WORK EASIER	Simple machines	The learner should be able to: Investigate how inclined planes make work easier. Investigate how single fixed pulleys make work easier.		Listening Inclined planes Stating uses of single fixed pulleys		Primary science standard 8 pg 110 – 121 Quick reading science 100 - 105	Flag post Ladder
13	Revisions and preparations for End Term Exams
14		End Term Exams and Closing

TERM 2

WK	LESSON		TOPIC/SUB TOPIC		OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCES	REMARKS
1	Opening and Revisions
2	1 – 5		PLANTS Adaptation of plants to their environment. Dry areas Wet areas.		By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify the differences between plants growing in the different environment. State special features that help the plants survive in their environment.	Classify plants into green and non green plants. Explanation. Identify the differences between plants growing in different environment. Go outside and collect plants. Give assignment.	Realia	Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn.
3	1 – 5		PLANTS Signs of unhealthy crops. Crop diseases Effects of crop diseases.		The learner should be able to: Explain different crop diseases. Identify signs of unhealthy crops. State effects of crop diseases.	Observe diseased crops. Explanation. Write short notes. Preparing a write up showing signs of unhealthy crops.	Realia	Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23
4	1 – 5			ANIMALS	The learner should be able to: Explain how animals are adapted to their environment. Identify the adaptation of beaks in birds to feeding. State different ways of movement of animals.	Explanation. Observe how herbivores teeth are adapted to feeding. Stating the ways in which animals move. Drawing beaks.	Charts	Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28
5	1 – 5			ANIMALS Signs of poor health in livestock. Effects of livestock diseases.	The learner must be able to: Explain signs of poor health in livestock. Identify signs of poor health in livestock. State the effects of poor health.	Perform an experiment. Observe livestock for signs of poor health. Stating Explain signs of poor health.	Local environment.	Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38
6		1 – 5		WATER Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling	By the end of the lesson the learner should be able to: State the difference between soft and hard water. Investigate disadvantages of Hard water. Soften hard water by boiling	Investigate the difference between hard and soft water. Soften hard water by boiling. Explaining. Write short notes	Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes.	Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38
7		1 – 5		ENVIRONMENT. Meaning of soil pollution. Effects of soil pollution on plants and animals	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution on the environment. Observe living things found in the soil.	Define soil pollution. Describe effects of soil pollution. Observe things found in the soil. Write short notes.	Local environment. Chart	Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41
8		1 – 5		ENVIRONMENT. Meaning of soil conservation. Soil conservation methods.	The learner should be able to: Explain the meaning of soil conservation. Describe soil conservation measures. Practice soil conservation	Define soil conservation. Explain soil conservation methods. Observe how waste is managed at home.	Local environment.	Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
9		1 – 5		ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution.	By the end of the lesson the learner should be able to: State effects of air pollution. Identify ways in which air pollution can be controlled.	Discuss air pollution. Explain effects of air pollution. Discuss ways of controlling air pollution. Define terms like gabions, inorganic refuse, incinerator.	Local environment	Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
10		1 - 5		FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for	By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups. Draw foods given to lactating	Define nutrition. Discuss nutrition for pregnant and lactating mothers. Identify nutritional requirements for special groups.	Vegetables, fruits, beans, bones.	Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52
11		1 – 5		PLANTS	Adaptation of plants to their environment. Dry areas Wet areas	By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify the differences between plants growing in the different environment. State special features that help the plants survive in their environment.	Classify plants into green and non green plants. Explanation. Identify the differences between plants growing in different environment. Go outside and collect plants. Give assignment.	Realia	Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn.
12		1 – 5		PLANTS .	Signs of unhealthy crops. Crop diseases Effects of crop Disease	The learner should be able to: Explain different crop diseases. Identify signs of unhealthy crops. State effects of crop diseases.	Observe diseased crops. Explanation. Write short notes. Preparing a write up showing signs of unhealthy crops.	Realia	Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23
13		Revisions and Preparations for End Term Exams
14		End Term 11 Exams and Closing

TERM 3

WK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCES		REMARKS
1	Opening and Revisions
2	1 – 5	ANIMALS		The learner should be able to: Explain how animals are adapted to their environment. Identify the adaptation of beaks in birds to feeding. State different ways of movement of animals.	Explanation. Observe how herbivores teeth are adapted to feeding. Stating the ways in which animals move. Drawing beaks.	Charts		Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28
3	1 – 5	ANIMALS	Signs of poor health in livestock. Effects of livestock diseases	The learner must be able to: Explain signs of poor health in livestock. Identify signs of poor health in livestock. State the effects of poor health.	Perform an experiment. Observe livestock for signs of poor health. Stating Explain signs of poor health.	Local environment.		Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38
4	1 – 5	WATER	Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling	By the end of the lesson the learner should be able to: State the difference between soft and hard water. Investigate disadvantages of Hard water. Soften hard water by boiling	Investigate the difference between hard and soft water. Soften hard water by boiling. Explaining. Write short notes	Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes.		Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38
5	1 – 5	ENVIRONMENT.	Meaning of soil pollution. Effects of soil pollution on plants and animals	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution on the environment. Observe living things found in the soil.	Define soil pollution. Describe effects of soil pollution. Observe things found in the soil. Write short notes.	Local environment. Chart		Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41
6	1 – 5	ENVIRONMENT. Meaning of soil conservation. Soil conservation methods.		The learner should be able to: Explain the meaning of soil conservation. Describe soil conservation measures. Practice soil conservation	Define soil conservation. Explain soil conservation methods. Observe how waste is managed at home.	Local environment.		Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
7	1 – 5	ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution.		By the end of the lesson the learner should be able to: State effects of air pollution. Identify ways in which air pollution can be controlled.	Discuss air pollution. Explain effects of air pollution. Discuss ways of controlling air pollution. Define terms like gabions, inorganic refuse, incinerator.	Local environment		Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
8	1 - 5	FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for		By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups. Draw foods given to lactating mothers. Name some of the nutrients found in those foods.	Define nutrition. Discuss nutrition for pregnant and lactating mothers. Identify nutritional requirements for special groups. Drawing Write short notes.	Vegetables, fruits, beans, bones.		Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52
9	End Term Exams and Closing

Published in Class 8 Schemes of Work Term 3 2023

Tagged under

Monday, 21 November 2022 11:21

Science (Understanding) - Class 8 Schemes of Work Term 1 2023

SCIENCE SCHEMES OF WORK FOR STD 8 TERM ONE -2022

WK	LES	TOPIC	SUB TOPIC	OBJECTIVES	LEARNING ACTIVITIES	T /L AIDS	REFERENCE	RMKS
1	-	REVISION	General	By the end of the lesson the learner should be able to give correct answers to revisions questions in preparation for std. eight work	Asking and answering oral/written questions	Past exam papers. Chalk board	Revision materials Content covered in previous class
2	1	HUMAN BODY	Reproduction in human beings Fertilization in human beings	By the end of the lesson the learner should be able to Explain fertilization in human beings	Explanation Discussion Oral questions	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1 Nairobi: Longhorn Pub.
	2	HUMAN BODY	Foetal development	By the end of the lesson the learner should be able to Describe the development of foetus in human beings	Explanation Discussion Demonstration Drawing	Paper bag Water doll String	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 3. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Functions of the placenta, umbilical cord and amniotic fluid	By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid	Explanation Discussion Group work Drawing	Diagram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 5 Nairobi: Longhorn Pub.
	4	HUMAN BODY	Process of birth	By the end of the lesson the learner should be able to Describe the process of birth in human beings	Explanation Discussion Note Taking	Balloon Doll Pictures and illustrations on chalkboard	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 6, Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content	Explanation Discussion Oral questions	chalkboard	Ppls book pg. 16
3	1	HUMAN BODY	Excretory organs	By the end of the lesson the learner should be able to identify the main excretory organs	Explanation Discussion Note Taking	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 9. Nairobi: Longhorn Pub.
	2	HUMAN BODY	Excretory organs skin	By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products	Explanation Discussion drawing Note making	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 10. Nairobi: Longhorn Pub.
	3	HUMAN BODY	Lungs	By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products	Explanation Discussion	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 13. Nairobi: Longhorn Pub.
	4	HUMAN BODY	kidneys	By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products	Discussion Explanation Discussion	Diagram in ppls textbook	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 14 Nairobi: Longhorn Pub.
	5	HUMAN BODY	REVISION	By the end of the lesson the learner should be able to write correct answers to given fill in – the-blank test.	Answering written questions	Revision exercise in ppls text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 16 Nairobi: Longhorn Pub.
4	1	HEALTH EDUCATION	Sexual transmitted infections STIs Ø syphilis	By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s Describe cause, signs, symptoms and prevention of syphilis	Explanation Discussion Asking and answering questions	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 18 Nairobi: Longhorn Pub.
	2	HEALTH EDUCATION	Gonorrhea Cause/prevention	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea	Discussion Discussion note making	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 20 Nairobi: Longhorn Pub.
	3	HEALTH EDUCATION	Chancroid	By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid.	Explanation Discussion Group work	Diagrams in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 21 Nairobi: Longhorn Pub.
	4	HEALTH EDUCATION	HIV/AIDS	By the end of the lesson the learner should be able to identify control measures of HIV/AIDS	Explanation Asking and answering questions	Pictures in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 23 Nairobi: Longhorn Pub.
	5	HEALTH EDUCATION	REVISION	By the end of the lesson the learner should be able to recall content covered in the week.	Writing	Revision exercise in ppls text bk	Ppls bk pg. 30
5	1	PLANTS	Adaptation of plants -Dry areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(dry areas)	Explanation Discussion	Drawings in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 32 Nairobi: Longhorn Pub.
	2	PLANTS	Adaptation of plants --Wet areas	By the end of the lesson the learner should be able to explain how plants are adapted to their environment-(wet areas)	Explanation Discussion Group work	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 36 Nairobi: Longhorn Pub.
	3	PLANTS	Crop diseases	By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 39 Nairobi: Longhorn Pub.
	4	PLANTS	Crop diseases	By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops.	Explanation Discussion	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 40 Nairobi: Longhorn Pub.
	5	PLANTS	Effects of crop diseases	By the end of the lesson the learner should be able to state effects of crop diseases	Discussion Explanation	Local environment	Ppls bk. pg. 42
6	-	FORMATIVE ASSESSMENT	GENERAL	BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content.	Asking and answering questions. Tests and quizzes	Exercises mid - term exams	-Revision materials -Covered content
7	HALF TERM
8	1	ANIMALS	Adaptation in animals- feeding habits – herbivores.	By the end of the lesson the learner should be able to explain how herbivores are adapted to their environment	Explanation Discussion	Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 45 Nairobi: Longhorn Pub.
	2	ANIMALS	Carnivores	By the end of the lesson the learner should be able to explain how carnivores are adapt to their environment	Explanation Discussion	Diagram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 48 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptations in animals-feeding habits-omnivores.	By the end of the lesson the learner should be able to list signs of crop diseases	Explanation Discussion Oral questions	Digram in ppls text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 50 Nairobi: Longhorn Pub.
	4	ANIMALS	Ill-health in livestock	By the end of the lesson the learner should be able to identify and list signs of ill-health in livestock	Explanation Discussion Oral questions	Animals from the locality	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Adaptation of beaks-grain eaters	By the end of the lesson the learner should be able to explain the adaptation of grain eaters to their environment.	Explanation Discussion	Models Pictures in pupils text book	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 52 Nairobi: Longhorn Pub.
9	1	ANIMALS	Adaptation of beaks-filter feeders.	By the end of the lesson the learner should be able to pupil be able to explain the adaptation of filter feeders to their environment	Explanation Discussion	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations-flesh eaters	By the end of the lesson the learner should be able to able to explain the adaptation of flesh eaters	Explanation Discussion	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation of beaks- nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	4	ANIMALS	Adaptation of beaks- nectar feeders	By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders	Explanation Discussion Oral questions	Crops in the school compound	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub.
	5	ANIMALS	REVISION	By the end of the lesson the learner should be able toPupil be able to answer questions correctly	Explanation Discussion Oral questions	Revision exercise in ppls text bk	Ppls bk 8 pg. 55
10	1	ANIMALS	Adaptation to movement-flying	By the end of the lesson the learner should be able to able to explain how animals are adapted to their environment by flying	Explanation Discussion Group work	Charts Pictures in pupils text bk	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 55 Nairobi: Longhorn Pub.
	2	ANIMALS	Adaptations to movement by swimming-	By the end of the lesson the learner should be able to explain the adaptations of animals that swim.	Explanation Discussion Group work	Charts Drawings	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 57 Nairobi: Longhorn Pub.
	3	ANIMALS	Adaptation to movement-hoping and leaping	By the end of the lesson the learner should be able to explain how animals are adapted to their movement by hopping and leaping	Explanation Discussion Group work	Explanation	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 58 Nairobi: Longhorn Pub.
	4	ANIMALS	Effects/signs of ill-health to livestock.	By the end of the lesson the learner should be able to state and list effects of ill-health to livestock	Explanation Discussion Writing	Picture cut -outs	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub.
	5	ANIMALS	Effects/signs of ill-health to livestock.	By the end of the lesson the learner should be able to state and list effects of ill-health to livestock	Explanation Discussion Writing	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 61 Nairobi: Longhorn Pub.
11	1	WATER	Soft and hard water	By the end of the lesson the learner should be able to state the difference between hard and soft water	Explanation Discussion Oral questions	Salty water Rainy water Soap and basin	- Karaka J. et al (2005) Understanding science ppls bk. 8 pg Nairobi: Longhorn Pub.64
	2	WATER	Softening hard water	By the end of the lesson the learner should be able to investigate softening of hard water by boiling	Experimentation Oral questions	Jiko Sufuria Salty water	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 65 Nairobi: Longhorn Pub.
	3	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to pupil be able to investigate the disadvantages of hard water	Explanation Discussion Group work	Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 66 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water	Explanation Discussion Group work Experiment	Water Buckets , basins, salt	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 67 Nairobi: Longhorn Pub.
	4	WATER	Disadvantages of hard water	By the end of the lesson the learner should be able to investigate the disadvantages of hard water	Explanation Discussion Group work Experiment	Water Buckets , basins, salt	- Karaka J. et al (2005) Understanding science ppls bk. 8 pg 68 Nairobi: Longhorn Pub.
	5	WATER	REVISION	By the end of the lesson the learner should be able to answer questions correctly to reinforce covered content	Writing	Revision exercise in ppls text bk	Ppls bk 8 pg. 70
12	1	ENVIRONMENT	Effects of pollution on environment; plants, small animals e.g. bacteria	By the end of the lesson the learner should be able to identify and list effects of soil pollution on plants	Explanation Discussion Oral questions	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 73 Nairobi: Longhorn Pub.
	2	ENVIRONMENT	Effects of pollution on environment-on animals	By the end of the lesson the learner should be able to describe effects of soil pollution on animals	Discussion Explanation Group work	Picture cutouts	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	3	ENVIRONMENT	Conservation of soil	By the end of the lesson the learner should be able to explain the meaning of soil conservation and describe conservation methods	Writing Explanation Discussion Group work	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub.
	4	ENVIRONMENT	Methods of conserving soil	By the end of the lesson the learner should be able to describe some of the conservation methods of soil	Explanation Discussion Local environment	Local environment	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 75 Nairobi: Longhorn Pub.
	5	ENVIRONMENT	REVISION	By the end of the lesson the learner should be demonstrate knowledge of covered content.	Writing	Revision exercise in ppls text bk	Ppls book pg 73-74
13	-	REVISIONS	General	By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam	Asking and answering questions. Tests and quizzes	Past exam papers	Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1-75 Nairobi: Longhorn Pub.
14	END TERM ONE EXAMS, MARKING, ANALYSING AND RECORDING EXAM RESULTS

Published in Class 8 Schemes of Work Term 1 2023

Tagged under

Monday, 21 November 2022 07:06

Science (KLB)- Class 8 Schemes of Work Term 1 2023

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM ONE

WEEKS	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	TEACHING/ LEARNING ACTIVITIES	LEARNING RESOURCES	REFERENCES	REMARKS
1	3	The human body	Introduction to reproduction in human beings	The leaner should be able to explain how fertilization in human beings takes place	Identifying parts of male and female reproductive system Explaining Discussing	Charts Photos Student book Specimen	KLB Primary Science book pages 1-2 SCIA- 8- pages 2-6
2	3		Development of Foetus	The leaner should be able to explain and discuss the development of a foetus	Discussing Explaining Describing	Charts Photos Student book	KLB Primary Science book pages 5-6 SCIA- 8- pages 3
3	3		The process of birth	The leaner should be able to; To explain and describe the process of birth	Observing charts describing	Charts Photos Student book	KLB Primary Science book pages 6-7 SCIA- 8- pages 3-4
4	1	Assessment on topic the human body
4	2,3	The excretory system	Introduction to excretory system and the skin	The leaner should be able to; Defining excretory systems Identify the skin as an excretory organ Name the waste product it help remove	Discussing Explaining Describing Drawing	Charts Photos Student book	KLB Primary Science book pages 9-12 SCIA- 8- pages 5-6
5			The lungs	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 12-13 SCIA- 8- pages 6-7
6			The kidney	The leaner should be able to; Identify the lungs as an excretory organ Name waste products it helps remove	Discussing Explaining Describing Drawing	Charts Photos Student book Diagram Chalkboard	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
7	1		Revision on the topic excretory system
	2,3	Health education	Meaning of STD’s	The leaner should be able to; Distinguish between good and bad health Define STD’s	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 13-14 SCIA- 8- pages 10-11
8	3		Sexually transmitted disease	The leaner should be able to; Name causes of STD’s Discuss preventive measures for sexually transmitted infections	Discussing Explaining Describing Watching	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 21-22 SCIA- 8- pages 12-13
9	3		Control measures for HIv and Aids	The leaner should be able to; Identify measures to take to control HIV/AIDS	Reading Explaining Discussing	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book pages 22-23 SCIA- 8- pages 14-16
10	1,2		Creating public awareness and campaigns through various media	The leaner should be able to; Identify ways of Creating public awareness and campaigns through various media	Reading Explaining Discussing Identifying	Charts Photos Student book Chalkboard Video tapes	KLB Primary Science book 24-25 SCIA- 8- pages 14-16
	3		Summary on topic health	The leaner should be able to Identifying the most important concept in the topic	Reading Explaining Discussing Identifying	Charts Photos Student book
11	3	Plants	Adaptation of plants to their environment	The leaner should be able to Identify adaptive features of plants Explain how plants adapt to their environment	Reading Explaining Discussing Identifying	Charts Photos Student book Specimen	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
12	3		Adaptation of plants	The leaner should be able to Describe the different ways in which plants are adapt and defend themselves	Reading Explaining Discussing Identifying	Charts Photos Student book	KLB Primary Science book 32-33 SCIA- 8- pages 14-16
13	3	3	Signs of unhealthy crops	The leaner should be able to Identify signs of unhealthy plants	Discussion identifying Drawing Asking question	Charts Photos Student book diagrams	KLB Primary Science book 8-39 SCIA- 8- pages 24
		REVISION AND END OF TERM EXAMS

Published in Class 8 Schemes of Work Term 1 2023

Tagged under

Tuesday, 15 November 2022 09:24

Science and Technology Activities - Grade 5 Schemes of Work Term 1 2023

SCIENCE AND TECHNOLOGY ACTIVITIES.
GRADE FIVE SCHEMES OF WORK
Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcomes	Key inquiry questions	Learning experience	learning resources	assessment methods	Refl
1	1	LIVING THINGS	Plants: Difference between flowering and Non-flowering plants	By the end of the sub strand the learner should be able to: Differentiate between flowering and non- flowering plants Identify flowering and non- flowering plants in the environment develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to collect green plants in their locality. Learners are guided to take excursion to identify and classify flowering and non- flowering plants in their locality Learners are guided to digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Plants: classification of plants	By the end of the sub strand the learner should be able to: Identify the two classification of plants classify plants into flowering and nonflowering develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to Collect green plants in their locality. Learners are guided to excursion to identify and classify flowering and non- flowering plants in their locality digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	3		Plants: classification of plants	By the end of the sub strand the learner should be able to: identify the two classification of plants Classify plants into flowering and non- flowering plants develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to: Collect green plants in their locality. Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality digital devices such as	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work - camera phones and tablets to take photos of flowering and non-flowering plants in their locality
	4		Plants: safety when handling harmful plants	By the end of the sub strand the learner should be able to: classify plants into flowering and non- flowering plants Demonstrate precautions taken when handling harmful plants in the environment. develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality Learners are guided to: Discuss the precautions taken when handling harmful plants.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
2	1		Plants: safety when handling harmful plants	By the end of the sub strand the learner should be able to: classify plants into flowering and non- flowering plants Demonstrate precautions taken when handling harmful plants in the environment. develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality Learners are guided to: Discuss the precautions taken when handling harmful plants.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Plants: Importance of flowering plants	By the end of the sub strand the learner should be able to: Specify the importance of flowering plants. Draw and colour flowering plants develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to: Collect Green plants in their locality. Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality Learners are guided to: Discuss the Importance of flowering plant.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work questions and answer methods
	3		Plants: Importance of flowering plants	By the end of the sub strand the learner should be able to: Specify the importance of flowering plants. Draw and colour flowering plants develop interest in classifying plants	What is the main difference between Flowering plants and non-flowering plants?	Learners are guided to: Collect green plants in their locality. Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality Learners are guided to: Discuss the importance of flowering plant.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	4		Plants: classification of plants	By the end of the sub strand the learner should be able to: Use digital devices to observe flowering and non- flowering plants Draw and colour flowering plants develop interest in classifying plants	What is the main difference between flowering plants and non-flowering plants?	Learners are guided to: Collect green plants in their locality. Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
3	1		Fungi : Define the term fungi	By the end of the sub strand, the learner should be able to: Define the term fungi Identify fungi in their locality Develop curiosity in explaining the meaning of fungi	What is the economic importance of fungi?	Learners are guided to: Collect fungi such as bread moulds, puffballs, yeast and mushroom. Learners are guided to: Search for more examples of fungi using digital devices. Hint -Avoid handling toadstools- Scientific names and process of making food not required	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment project work
	2		Fungi : Identifying fungi	By the end of the sub strand, the learner should be able to: identify fungi in their locality state the importance of fungi to human beings appreciate the economic importance of fungi in the environment	What is the economic importance of fungi?	Learners are guided to: discuss the economic importance of moulds(yeast and mushroom) Hint -Avoid handling toadstools - Scientific names and process of making food not required	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment project work
	3		Fungi : Identifying fungi	By the end of the sub strand, the learner should be able to: identify fungi in their locality state the importance of fungi to human beings appreciate the economic importance of fungi in the environment	What is the economic importance of fungi?	Learners are guided to: discuss the economic importance of moulds (yeast and mushroom) Hint -Avoid handling toadstools - Scientific names and process of making food not required	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	4		Fungi : Safety when handling fungi	By the end of the sub strand, the learner should be able to: State the precautions to take when handling fungi. Observe safety when handling fungi appreciate the economic importance of fungi in the environment	What is the economic importance of fungi?	Learners are guided to: Discuss precaution to take when handling fungi such as bread moulds Hint -Avoid handling toadstools - Scientific names and process of making food not required	Convectional laboratory resources and	question and answer method, class quizzes individual performance improvised resources from the environment assessment and project work
4	1		Fungi : Safety when handling fungi	By the end of the sub strand, the learner should be able to: State the precautions to take when handling fungi. Observe safety when handling fungi appreciate the economic importance of fungi in the environment	What is the economic importance of fungi?	Learners are guided to: Discuss precaution to take when handling fungi such as bread moulds Hint -Avoid handling toadstools - Scientific names and process of making food not required	Convectional laboratory resources	question and answer method, class quizzes And improvised resources from individual Environment performance assessment and project work
	2		Fungi	By the end of the sub strand, the learner should be able to: Observe fungi using digital devices Mention some fungi that we should avoid handling appreciate the economic importance of fungi in the environment	What is the Economic importance of fungi?	Learners are guided to: Search for more examples of fungi using digital devices. Discuss precaution to take when handling fungi such as bread moulds Learners are guided to: Discuss the economic importance of moulds(yeast and mushroom) Hint -Avoid handling toadstools - Scientific names and process of making food not required	Convectional laboratory resources and From the environment	question and answer method, class quizzes Improvised resources individual performance assessment project work
	3		Animals: Vertebrates : Meaning of vertebrates	By the end of the sub strand the learner should be able to: Explain what a vertebrate in the group of animals is. Identify vertebrates in the immediate environment develop interest in characteristics of vertebrates in their locality	What differentiates Mammals from birds? What are the differences between mammals and reptiles?	The school and neighborhood to observe and identify different vertebrates	Convectional lab resources, improvised resources from the environment	question and answer method class quizzes individual performance assessment and project work
	4		Animals: Vertebrates (10)	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians identify the animals in the various groups of vertebrates develop interest in characteristics of vertebrates in their locality In group learners to explore	What differentiates mammals from birds? What are the differences between mammals and reptiles?	the school and neighborhood to observe and identify different vertebrates	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
5	1		Animals: Vertebrates Mammals	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians Identify major characteristics of each group of vertebrates. develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	Learners are guided to: major characteristics of mammals.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Animals: Vertebrates Birds	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians Identify major characteristics of each group of vertebrates. develop interest in characteristics of vertebrates in their locality	1. What differentiates mammals from birds? 2. What are the differences between mammals and reptiles?	In groups learners to: Discuss major characteristics of birds	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	3		Animals: Vertebrates Fish	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians Identify major characteristics of each group of vertebrates. develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	In groups learners to: Discuss major characteristics of fish	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes Major characteristics of fish. Use digital devices to learn More about vertebrates. individual performance assessment and project work
	4		Animals: Vertebrates Reptiles	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians Identify major characteristics of each group of vertebrates. develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	In groups learners to: Discuss major characteristics of reptiles	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
6	1		Animals: Vertebrates Amphibians	By the end of the sub strand the learner should be able to: group vertebrates into mammals, birds, reptiles fish and amphibians Identify major characteristics of each group of vertebrates. develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	In groups learners to: Discuss major characteristics of amphibians	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Animals: Vertebrates	By the end of the sub strand the learner should be able to: a. Identify major characteristics of each group of vertebrates. b. State the precautions necessary when handling animals in the locality c. develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	Safety when handling animals precaution when handling different animals in their locality	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment project work
	3		Animals: Vertebrates	By the end of the sub strand the learner should be able to: 1. a. Make a portfolio on the different classes of vertebrates b. Observe safety when handling materials c. develop interest in characteristics of vertebrates in their locality different animals in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	Making a portfolio of different animals in the locality Project 1:making a photo album of categories of different animals	Convectional laboratory resources and improvised resources from the environment	question and answer method, precaution when handling class quizzes individual performance assessment and project work
	4		Animals: Vertebrates	By the end of the sub strand the learner should be able to: Make a portfolio on the different classes of vertebrates Observe safety when handling materials develop interest in characteristics of vertebrates in their locality	What differentiates mammals from birds? What are the differences between mammals and reptiles?	Making a portfolio : observe and identify different vertebrates Project 1:making a photo album of categories of different animals	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
7	1	HUMAN BODY	Human Body: sense organs	By the end of the sub strand the learner should be able to: Identify the various sense organs in a human being. Draw and colour the various sense organs Appreciate the importance of sense organs	What role do sense organs play in human beings? Why is it important to care for the body sense organs? guided to identify sense organs in their bodies (Nose, ears, eyes, skin and tongue). NB: Details of internal structure not required.		Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Human Body: functions of sense organs	By the end of the sub strand the learner should be able to: State the functions of the various sense organs Watch a video clip on the functions of sense organs Appreciate the importance of sense organs	What role do sense organs play in human beings? Why is it important to care for the body sense organs? NB: Details of internal structure not required.	Learners are guided to watch a video to showing functions of sense organs.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	3		Human Body: functions of sense organs	By the end of the sub strand the learner should be able to: Identify and fill crosswords on sense organs Explain functions of sense organs in a human being. Demonstrate the care of the various sense organs.	What role do sense organs play in human beings? Why is it important to care for the body sense organs? NB: Details of internal structure not required.	Learners are guided to fill crosswords on sense organs.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	4		Human Body: Observing sense organs using a hand lenses	By the end of the sub strand the learner should be able to: Observe the sense organs using a hands lens and record their observation Explain functions of sense organs in a human being. Appreciate the importance of sense organs	What role do sense organs play in human beings? Why is it important to care for the body sense organs? NB: Details of internal structure not required.	Learners in groups observe the skin, nose and ears using the hand lens. Learners record their findings and explain observations.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
8	1		Human Body: Care for sense organs	By the end of the sub strand the learner should be able to: Identify the various sense organs in a human being. State ways of caring for the various sense organs Demonstrate the care of the various sense organs.	What role do sense organs play in human beings? Why is it important to care for the body sense organs? NB: Details of internal structure not required.	Learners in groups guided to discuss how to care for their sensory organs.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Human Body: Care for sense organs	By the end of the sub strand the learner should be able to: Identify the various sense organs in a human being. State ways of caring for the various sense organs Demonstrate the care of the various sense organs.	What role do sense organs play in human beings? Why is it important to care for the body sense organs? NB: Details of internal structure not required.	Learners in groups guided to discuss how to care for their sensory organs.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	3		Skeleton and Muscles Observing parts	By the end of the sub strand the learner should be able to: Watch a video clip and observe the parts of a human skeleton Draw and colour the human skeleton Appreciate the importance of the human skeleton	What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required	Convectional laboratory resources and improvised resources from the environment	question and answer method, of a human class quizzes skeleton individual performance assessment project work
	4		Skeleton and Muscles Parts of a human	By the end of the sub strand the learner should be able to: State the parts of human skeleton. Model a human skeleton Appreciate the importance of the human skeleton	What is the main function of the human skeleton?	Learners are guided to discuss parts of a human skeleton NB: Detailed structure not required	Convectional laboratory resources and Improvised resources, From the environment	question and answer method, class quizzes individual performance assessment project work
9	1		Skeleton and Muscles Parts of a human skeleton	By the end of the sub strand the learner should be able to: State the parts of human skeleton. Model a human skeleton Appreciate the importance of the human skeleton	What is the main function of the human skeleton?	NB: Detailed structure not required Leaners are guided to discuss parts of a human skeleton	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	2		Skeleton and Muscles Types of muscles	By the end of the sub strand the learner should be able to: State the different types of muscles Watch a video clip on the different types of muscles Appreciate the importance of muscles	What is the main function of the human skeleton?	NB: Detailed structure not required Learners are guided to discuss state the different types of muscles	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	3		Skeleton and Muscles Functions of skeletal muscles	By the end of the sub strand the learner should be able to: State the functions of skeletal muscle in a human being. Watch a video clip on the functions of skeletal muscles Develop curiosity in explaining the importance of skeletal muscles in human beings	What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners in groups discuss cuss the functions of skeletal muscles.	Convectional laboratory resources and improvised resources from the environment	question and answer method, class quizzes individual performance assessment and project work
	4		Skeleton and Muscles Functions of	By the end of the sub strand the learner should be able to: State the functions of skeletal muscle in a human being. Watch a video clip on the functions of skeletal muscles Develop curiosity in explaining the importance of skeletal muscles in human beings	What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners discuss the functions of skeletal muscles.	Convectional laboratory resources and improvised resources from the environment	question and answer method, skeletal muscles class quizzes individual performance assessment and project work
10	ASSESMENT

Published in Grade 5 Schemes of Work Term 1 2023

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