Displaying items by tag: Science

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

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

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:

  1. Explain meaning of soil pollution.
  2. 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:

  1. Explain meaning of soil conservation.
  2. 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:

  1. Practice soil conservation
  2. 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:

  1. 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:

  1. 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:

  1. 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:

  1. Identify nutritional requirements for special groups.
  2. 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:

  1. 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:

  1. 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:

  1. 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:

  1. Explain what energy is
  2. 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:

  1. 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:

  1. 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:

  1. Describe transformations of energy
  • Explanation
  • Discussion
  • Experimentation
  • Observing
  • Naming
  • Real material eg cells,bulbs.wires

Pry. scie ppls bk 8 pg 141

 

 

5

‘’

CAT

  1. 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:

  1. 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:

  1. 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:

  1. 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:

  1. Describe transformation of energy.
  • Explanation
  • experimentation
  • Discussion
  • observation
  • Real material eg. cells, wires, bulbs,nails etc

Pry scie pls bk8 pg 145

 

 

5

 

CAT

  1. 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:

  1. 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:

  1. 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:

  1. 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:

  1. Investigate how inclined planes make work easier.

‘’

‘’

2pg.71

Pry scie pls

 

 

5

,,

CAT

  1. 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:

  1. 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:

  1. investigate how single  fixed pulley make work easier
  2. 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:

  1. 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:

  1. 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:

  1. 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:

  1. 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:

  1. questions on topic environment
  • group discussion
  • writing
  • reporting
  • Written questions

Text books

Past papers

 

11

END TERM TWO EXAMS

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

  1. 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:-

  1. 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:-

  1. 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

4-5

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

 

 

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

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

 

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

KLB SCIENCE SCHEME OF WORK CLASS 8

REFRENCE BOOKS:

  1. KLB: Primary Science standard eight
  2. 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;

  1. Defining  excretory systems
  2. Identify the skin as an excretory organ
  3. 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;

  1. Identify the lungs as an excretory organ
  2. 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;

  1. Identify the lungs as an excretory organ
  2. 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;

  1. Distinguish between good and bad health
  2. 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;

  1. Name causes of STD’s
  2. 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;

  1. 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;

  1. 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

  1. 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

  1. Identify adaptive features of plants
  2. 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

  1. 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

  1. 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

  1. Identify the effect of crop disease
  2. 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

  1. Identify the different feeding habits of animals in the school environment
  2. 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

  1. 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

  1. 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

  1. 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

  1. 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

  1. Define hard and soft water
  2. 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

  1. 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

  1. 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

  1. Define environment
  2. State the component of environment
  3. 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

  1. 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

  1. 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

  1. Define air pollution
  2. 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

  1. 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

  1. 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

  1. 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

  1. 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

  1. State the causes of poisoning
  2. 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

  1. 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

  1. State the meaning of energy
  2. 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

  1. 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

  1. 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

  1. State the methods of energy conserving
  2. 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

  1. 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

 

 

 

 

 

 

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:

  1. Explain fertilization in human beings.
  2. Discuss the development of the foetus.
  3. Describe the process of birth.
  4. 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:

  1. Explain the meaning of sexually transmitted infections.
  2. Give examples of sexually transmitted infections.
  3. 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:

  1. Explain how plants are adapted to their environment.
  2. Identify signs of unhealthy crops
  3. 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:

  1. Name some internal and external parasites.
  2. State the effects of parasites on livestock
  3. Control some livestock parasites.
  4. 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:

  1. State the meaning of the environment.
  2. 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:

  1. State how water gets polluted.
  2. Describe effects of water pollution.
  3. 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:

  1. Investigate the composition of soil
  2. 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:

  1. Identify the three basic food groups
  2. Classify locally available foods in the three food groups.
  3. 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:

  1. Describe the importance of proper lighting of a house.
  2. 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:

  1. Investigate how inclined planes make work easier.
  2. 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:

  1. Explain how plants are adapted to their environment.
  2. Identify the differences between plants growing in the different environment.
  3. 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:

  1. Explain different crop diseases.
  2. Identify signs of unhealthy crops.
  3. 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:

  1. Explain how animals are adapted to their environment.
  2. Identify the adaptation of beaks in birds to feeding.
  3. 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:

  1. Explain signs of poor health in livestock.
  2. Identify signs of poor health in livestock.
  3. 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:

  1. State the difference between soft and hard water.
  2. Investigate disadvantages of Hard water.
  3. 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:

  1. Explain meaning of soil pollution.
  2. Describe effects of soil pollution on the environment.
  3. 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:

  1. Explain the meaning of soil conservation.
  2. 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:

  1. State effects of air pollution.
  2. 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:

  1. 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:

  1. Explain how plants are adapted to their environment.
  2. Identify the differences between plants growing in the different environment.
  3. 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:

  1. Explain different crop diseases.
  2. Identify signs of unhealthy crops.
  3. 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:

  1. Explain how animals are adapted to their environment.
  2. Identify the adaptation of beaks in birds to feeding.
  3. 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:

  1. Explain signs of poor health in livestock.
  2. Identify signs of poor health in livestock.
  3. 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:

  1. State the difference between soft and hard water.
  2. Investigate disadvantages of Hard water.
  3. 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:

  1. Explain meaning of soil pollution.
  2. Describe effects of soil pollution on the environment.
  3. 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:

  1. Explain the meaning of soil conservation.
  2. 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:

  1. State effects of air pollution.
  2. 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:

  1. Identify nutritional requirement for special groups. Draw foods given to lactating mothers.
  2. 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

 

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

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

 

 

 

 

 

 

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:

  1. Differentiate between flowering and non- flowering plants
  2. Identify flowering and non- flowering plants in the environment
  3. develop interest in classifying plants 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2   Plants: classification of plants 

By the end of the sub strand the learner should be able to:

  1. Identify the two classification of plants
  2. classify plants into flowering and nonflowering
  3. develop interest in classifying plants   
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  3   Plants:
classification of plants 

By the end of the sub strand the learner should be able to:

  1. identify the two classification of plants
  2. Classify plants into flowering and non- flowering plants
  3. develop interest in
    classifying plants 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. classify plants into flowering and non- flowering plants
  2. Demonstrate precautions taken when handling harmful plants in the environment.
  3. develop interest in classifying plants 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
2 1   Plants: safety when handling harmful plants

  By the end of the sub strand the learner should be able to:

  1. classify plants into flowering and non- flowering plants
  2. Demonstrate precautions taken when handling harmful plants in the environment.
  3. develop interest in classifying plants
 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2

 Plants: Importance of flowering plants 

 By the end of the sub strand the learner should be able to:

  1. Specify the importance of flowering plants.
  2. Draw and colour flowering plants
  3. develop interest in classifying plants 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  5. questions and answer methods
 
  3     Plants:
Importance of flowering plants 

 By the end of the sub strand the learner should be able to:

  1. Specify the importance of flowering plants.
  2. Draw and colour flowering plants
  3. develop interest in classifying plants 
 
  1. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  4    Plants: classification of plants  

By the end of the sub strand the learner should be able to:

  1. Use digital devices to observe flowering and non- flowering plants
  2. Draw and colour flowering plants
  3. develop interest in classifying plants
 
  1. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
3 1

 

 

 Fungi : Define the term fungi   

By the end of the sub strand, the learner should be able to:

  1. Define the term fungi
  2. Identify fungi in their locality
  3. Develop curiosity in explaining the meaning of fungi
  1.  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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment
  4. project work
 
  2    Fungi :  Identifying
fungi

 By the end of the sub strand, the learner should be able to:

  1. identify fungi in their locality
  2. state the importance of fungi to human beings
  3. appreciate the economic importance of fungi in the environment 
  1.  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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment
  4. project work
 
  3   Fungi : Identifying
fungi 

By the end of the sub strand, the learner should be able to:

  1.  identify fungi in their locality
  2. state the importance of fungi to human beings
  3. appreciate the economic
    importance of fungi in the environment 
 
  1. 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 
 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  4    Fungi : Safety when handling
fungi 

 By the end of the sub strand, the learner should be able to:

  1. State the precautions to take when handling fungi.
  2. Observe safety when handling fungi
  3.  appreciate the economic importance of fungi in the
    environment 
  1. 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
  1.   question and answer method,
  2. class quizzes
  3. individual performance improvised resources from the environment assessment and
  4. project work
 
4 1    Fungi : Safety
when handling fungi 

 By the end of the sub strand, the learner should be able to:

  1. State the precautions to take when handling fungi.
  2. Observe safety when handling fungi
  3. appreciate the economic importance of fungi in the environment 
  1. 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
  1. question and answer method,
  2. class quizzes And improvised resources from 
  3. individual Environment performance assessment and
  4. project work
 
  2    Fungi 

By the end of the sub strand,
the learner should be able to:

  1. Observe fungi using digital devices
  2. Mention some fungi that we should avoid handling
  3. appreciate the economic importance of fungi in the environment 
  1.  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
  1.  question and answer method,
  2. class quizzes
  3. Improvised resources
  4. individual performance
     assessment 
  5. project work
 
  3

Animals: Vertebrates : Meaning of vertebrates 

By the end of the sub strand the
learner should be able to:

  1. Explain what a vertebrate in the group of animals is.
  2. Identify vertebrates in the immediate environment
  3. develop interest in characteristics of vertebrates in their locality  
  1.  What differentiates
    Mammals from birds?
  2. 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 
  1. question and answer method
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  4

 Animals: Vertebrates (10) 

By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2.  identify the animals in the various groups of vertebrates
  3. develop interest in characteristics of
    vertebrates in their locality In group learners to explore
  1.  What differentiates mammals from birds?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
5 1   Animals: Vertebrates Mammals 

 By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2. Identify major characteristics of each group of vertebrates.
  3. develop interest in
    characteristics of vertebrates in their locality 
 
  1. What differentiates mammals from birds?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2    

Animals: Vertebrates Birds 

 By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2. Identify major characteristics of each group of vertebrates.
  3.  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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  3    

Animals: Vertebrates Fish 




By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2. Identify major characteristics of each group of vertebrates.
  3. 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 fish
  •  Convectional laboratory resources and improvised   resources from the environment 

 

  1. question and answer method,
  2. class quizzes Major characteristics of fish.
    Use digital devices to learn
    More about vertebrates.
  3. individual performance assessment and
  4. project work
 
  4   Animals: Vertebrates Reptiles 

By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2. Identify major characteristics of each group of vertebrates.
  3. 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 reptiles
 
  • Convectional laboratory resources and improvised resources from the environment 
 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
6 1   Animals: Vertebrates Amphibians 

By the end of the sub strand the learner should be able to:

  1. group vertebrates into mammals, birds, reptiles fish and amphibians
  2.  Identify major characteristics of each group of vertebrates.
  3. 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 amphibians
  • Convectional laboratory resources and improvised resources from the environment 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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
  1. What differentiates mammals from birds?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment 
  4. 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

  1. What differentiates mammals from birds?
  2. 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
  1. question and answer method, precaution when handling
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  4   Animals: Vertebrates 
 

 By the end of the sub strand the learner should be able to:

  1. Make a portfolio on the different classes of vertebrates
  2. Observe safety when handling materials
  3. develop interest in characteristics of
    vertebrates in their locality 
  1. What differentiates mammals from birds?
  2. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
7 1 HUMAN BODY Human Body: sense organs   

 By the end of the sub strand the learner should be able to:

  1. Identify the various sense organs in a human being.
  2. Draw and colour the various sense organs
  3. Appreciate the importance of sense organs
 
  1. What role do sense organs play in human beings?
  2. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2   Human Body: functions of sense organs

By the end of the sub strand the learner should be able to:

  1. State the functions of the various sense organs
  2. Watch a video clip on the functions of sense organs
  3. Appreciate the importance of sense organs 
  1. What role do sense organs play in human beings?
  2. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  3   Human Body: functions of sense organs
 

 By the end of the sub strand the learner should be able to:

  1. Identify and fill crosswords on sense organs
  2. Explain functions of sense organs in a human being.
  3. Demonstrate the care of the various sense organs. 

 

  1. What role do sense organs play in human beings?
  2. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. Observe the sense organs using a hands lens and record their observation
  2. Explain functions of sense organs in a human being.
  3. Appreciate the importance of sense organs
 
  1. What role do sense organs play in human beings?
  2. 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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
8 1   Human Body: Care for sense organs 

 By the end of the sub strand the learner should be able to:

  1. Identify the various sense organs in a human being.
  2. State ways of caring for the various sense organs
  3. Demonstrate the care of the various sense organs. 

 

  1. What role do sense organs play in human beings?
  2.  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 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2   Human Body: Care for sense organs 

By the end of the sub strand the learner should be able to:

  1. Identify the various sense organs in a human being.
  2.  State ways of caring for the various sense organs
  3. Demonstrate the care of the various sense organs.
 
  1. What role do sense organs play in human beings?
  2. 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 
  1.  question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work 
 
  3   Skeleton and
Muscles Observing parts 

 By the end of the sub strand the learner should be able to:

  1. Watch a video clip and observe the parts of a human skeleton
  2. Draw and colour the human skeleton
  3. Appreciate the importance of the human skeleton 

 

  1. 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 
  1. question and answer method, of a human 
  2. class quizzes skeleton 
  3. individual performance assessment 
  4. project work
 
  4   Skeleton and Muscles
Parts of a human 

By the end of the sub strand the learner should be able to:

  1. State the parts of human skeleton.
  2. Model a human skeleton
  3. Appreciate the importance of the human skeleton
 
  1. 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
  1.  question and answer method,
  2. class quizzes
  3. individual performance assessment 
  4. 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:

  1. State the parts of human skeleton.
  2.  Model a human skeleton
  3. Appreciate the importance of the human skeleton 
  1.  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 
  1.  question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2   Skeleton and Muscles
Types of muscles 

By the end of the sub strand the learner should be able to:

  1. State the different types of muscles
  2.  Watch a video clip on the different types of muscles
  3. Appreciate the importance of muscles
  1. 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
  1.   question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  3   Skeleton and Muscles Functions of skeletal muscles 

 By the end of the sub strand the learner should be able to:

  1. State the functions of skeletal muscle in a human being.
  2. Watch a video clip on the functions of skeletal muscles
  3. Develop curiosity in explaining the importance of skeletal muscles in
    human beings 
 
  1. 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
 
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  4   Skeleton and
Muscles Functions of 

By the end of the sub strand the learner should be able to:

  1. State the functions of skeletal muscle in a human being.
  2. Watch a video clip on the functions of skeletal muscles
  3. Develop curiosity in explaining the importance of skeletal muscles in
    human beings
  1. 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 
 
  1. question and answer method, skeletal muscles
  2. class quizzes
  3. individual performance assessment and
  4. project work 
 
10  ASSESMENT





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