SCHEMES OF WORK

SCHOOL: ……………………………………….
GRADE: GRADE EIGHT
LEARNING AREA: INTEGRATED SCIENCE
TERM ………………………………..2024
TEACHER’S NAME: ……………………………………………. TSC NO…………………

1 OPENING AND RECEIVING LEARNERS

2 1 ELEM Introducti By the end of the The learner is w do the Laboratory Reflections
ENTS, on to lesson learner guided to: movement Apparatus 
MIXT should be able to: perform simple experiments of and Game
Matter
URES a)define matter particles Equipment
on projectperties of the Playing
AND
COM
b)identify some different states of matter in  
POUN matter. (volume matter Textbooks Pre
DS c)watch a video e, shape, density, affect its  -
clip on matter compressibility and ability to physical Software Post T
state in our day to flow) projectper  esting
day life  ties Relevant 
reading Model
use digital devices materials Making
to search, play and observe  
videos Digital Exploration
and animations sho Devices s
wing the  
projectperties of different Recording Experimen
states of matter Active ts
(in relation to Integrated 
volume, shape, density, Science Investigati
compressibility and ability to Learner’s ons
flow Book Grade 8 
pg. 1-2 Conventio
ns,
Conferenc
es, and
Debates

Application
 s

Teacher
Observatio
ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

2 ELEM Classifica By the end of the The learner w do the Laboratory Reflections
ENTS, tion of lesson learner is movement Apparatus
MIXT should be able to: guided to of and Game
matter
URES a) : particles Equipment Playing
AND
COM
describe  in 
POUN projectperties of perform simple experiments matter Textbooks Pre
DS the on affect its  -
different states projectperties of the different physical Software Post T
of states of projectper  esting
matter, matter ( ties Relevant 
b) volum reading Model
appreciate the e, shape, density, materials Making
applications of compressibility and ability to  
change of flow Digital Exploration
state in our day to ), Devices s
day life   
perform experiments to Recording Experimen
demonstrate Active ts
diffusion in liquids ( Integrated 
use of water and Science Investigati
potassium manganate (VII Learner’s ons
), Book Grade 8 
 pg. 3-4 Conventio
c ns,
 arry out simple experiments to Conferenc
demonstrate physical es, and
changes, Debates
temporary chemical changes 
and Application
perma s
nent changes of substances, 
 Teacher
discuss the applications of Observatio
change of ns
state of matter in day 
- Projectject
to 
- Journals
day life 
( Portfolio
refrigerators, ice 
- Oral or
cream vendors, fog Aural
formation, among others Questions
), 
 Learner’s
where necessary, Project
use digital devices
to search, play and observe
videos
and animations sho
wing the
projectperties of different
states of matter
(in relation to
volume, shape, density,
compressibility and ability to
flow

3 ELEM Projectpe By the end of the The learner w do the Laboratory Reflections
ENTS, rties of lesson learner is movement Apparatus 
MIXT should be able to: guided to of and Game
solids
URES a) : particles Equipment Playing
AND
COM
describe  in  
POUN projectperties of perform simple experiments matter Textbooks Pre
DS the on affect its  -
different states projectperties of the different physical Software Post T
of states of projectper  esting
matter, matter ( ties Relevant 
b) volum reading Model
demonstrate e, shape, density, materials Making
diffusion in compressibility and ability to  
liquids, flow Digital Exploration
c) ), Devices s
distinguish   
between perform experiments to Recording Experimen
temporary and demonstrate Active ts
permanent diffusion in liquids ( Integrated 
changes use of water and Science Investigati
in potassium manganate (VII Learner’s ons
substances ), Book Grade 8 
,  Conventio
pg. 7
d) c ns,
outline arry out simple experiments to Conferenc
applications of demonstrate physical es, and
change of state of changes, Debates
matter temporary chemical changes 
in day and Application
- perma s
to nent changes of substances, 
-  Teacher
day life, discuss the applications of Observatio
e) change of ns
appreciate the state of matter in day 
applications of - Projectject
change of to 
state in our day to - Journals
day life day life 
( Portfolio
refrigerators, ice

-
Oral or
cream vendors, fog
Aural
formation, among others
Questions
),


Learner’s
where necessary,
Project
use digital devices
to search, play and observe
videos
and animations sho
 wing the
projectperties of different
states of matter
(in relation to
volume, shape, density,
compressibility and ability to
flow

4 ELEM Projectpe By the end of the The learner w do the Laboratory Reflections
ENTS, rties of lesson learner is movement Apparatus 
MIXT should be able to: guided to of and Game
liquids
URES a) : particles Equipment Playing
AND
COM
describe  in  
POUN projectperties of perform simple experiments matter Textbooks Pre
DS the on affect its  -
different states projectperties of the different physical Software Post T
of states of projectper  esting
matter, matter ( ties Relevant 
b) volum reading Model
demonstrate e, shape, density, materials Making
diffusion in compressibility and ability to  
liquids, flow Digital Exploration
c) ), Devices s
distinguish   
between perform experiments to Recording Experimen
temporary and demonstrate Active ts
permanent diffusion in liquids ( Integrated 
changes use of water and Investigati
Science
in potassium manganate (VII ons
Learner’s
substances ), 
Book Grade 8
,  pg. 8 Conventio
d) c ns,
outline arry out simple experiments to Conferenc
applications of demonstrate physical es, and
change of state of changes, Debates
matter temporary chemical changes 
in day and Application
- perma s
to nent changes of substances, 
-  Teacher
day life, discuss the applications of Observatio
e) change of ns
appreciate the state of matter in day 
 applications of - Projectject
change of to 
state in our day to - Journals
day life day life 
( Portfolio
refrigerators, ice 
- Oral or
cream vendors, fog Aural
formation, among others Questions
), 
 Learner’s
where necessary, Project
use digital devices
to search, play and observe
videos
and animations sho
wing the
projectperties of different
states of matter
(in relation to
volume, shape, density,
compressibility and ability to
flow

5 ELEM Projectpe By the end of the The learner w do the Laboratory Reflections
ENTS, rties of lesson learner is movement Apparatus 
MIXT should be able to: guided to of and Game
gases
URES a) : particles Equipment Playing
AND
COM
describe  in  
POUN projectperties of perform simple experiments matter Textbooks Pre
DS the on affect its  -
different states projectperties of the different physical Software Post T
of states of projectper  esting
matter, matter ( ties Relevant 
b) volum reading Model
demonstrate e, shape, density, materials Making
diffusion in compressibility and ability to  
liquids, flow Digital Exploration
c) ), Devices s
distinguish   
between perform experiments to Recording Experimen
temporary and demonstrate Active ts
permanent diffusion in liquids ( Integrated 
 changes use of water and Science Investigati
in potassium manganate (VII Learner’s ons
substances ), Book Grade 8 
,  pg. 9 Conventio
d) c ns,
outline arry out simple experiments to Conferenc
applications of demonstrate physical es, and
change of state of changes, Debates
matter temporary chemical changes 
in day and Application
- perma s
to nent changes of substances, 
-  Teacher
day life, discuss the applications of Observatio
e) change of ns
appreciate the state of matter in day 
applications of - Projectject
change of to 
state in our day to - Journals
day life day life 
( Portfolio
refrigerators, ice 
- Oral or
cream vendors, fog Aural
formation, among others Questions
), 
 Learner’s
where necessary, Project
use digital devices
to search, play and observe
videos
and animations sho
wing the
projectperties of different
states of matter
(in relation to
volume, shape, density,
compressibility and ability to
flow

3 1 ELEM Temporar By the end of the The learner w do the Laboratory Reflections
ENTS, y and lesson learner is movement Apparatus 
MIXT
permanen should be able to: guided to of and Game
URES t changes a) : particles Equipment Playing
AND describe  in  
COM projectperties of perform simple experiments matter Textbooks Pre
POUN the affect its
DS
on  -
different states projectperties of the different physical Software Post T
of states of projectper  esting
matter, matter ( ties Relevant 
b) volum reading Model
demonstrate e, shape, density, materials Making
diffusion in compressibility and ability to  
liquids, flow Digital Exploration
c) ), Devices s
distinguish   
between perform experiments to Recording Experimen
temporary and demonstrate Active ts
permanent diffusion in liquids ( Integrated 
changes use of water and Investigati
Science
in potassium manganate (VII ons
Learner’s
substances ), 
Book Grade 8
,  Conventio
d) pg. 15
c ns,
outline arry out simple experiments to Conferenc
applications of demonstrate physical es, and
change of state of changes, Debates
matter temporary chemical changes 
in day and Application
- perma s
to nent changes of substances, 
-  Teacher
day life, discuss the applications of Observatio
e) change of ns
appreciate the state of matter in day 
applications of - Projectject
change of to
state in our day to 
- Journals
day life day life 
( Portfolio
refrigerators, ice

-
Oral or
cream vendors, fog
Aural
formation, among others
Questions
),


Learner’s
 where necessary, Project
use digital devices
to search, play and observe
videos
and animations sho
wing the
projectperties of different
states of matter
(in relation to
volume, shape, density,
compressibility and ability to
flow

2 MIXT Elements By the end of the rner How are Laboratory Reflections
URES and lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
compoun
MEN be able to: : to Equipment
d Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and Active ts
common elements water Integrated 
in ), Investigati
Science
day ● ons
Learner’s
- discuss the names of 
Book Grade 8
to common elements and
pg. 16-17 Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury

packag and limited to
Application
ing labels the
s
 of latin names only where 
commonly applicable), Teacher
consumed ● Observatio
substances d ns
iscuss the importance and 
market value of Projectject
common elements and 
compounds in Journals
society ( 
jewellery, iron, toiletries, food Portfolio
nutrients,mineral elements, 
medals among Oral or
others Aural
), Questions
● 
S Learner’s
ample labelled containers of Project
different
substances
indicating the common
elements
as part of the ingredients

3 MIXT Common By the end of the rner How are Laboratory Reflections
URES elements lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
and their
MEN be able to: : to Equipment
symbols Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and Active ts
common elements water Integrated 
in ), Investigati
Science
 day ● Learner’s ons
- discuss the names of Book Grade 8 
to common elements and pg. 18 Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury 
packag and limited to Application
ing labels the s
of latin names only where 
commonly applicable), Teacher
consumed ● Observatio
substances d ns
iscuss the importance and 
market value of Projectject
common elements and 
compounds in Journals
society ( 
jewellery, iron, toiletries, food Portfolio
nutrients,mineral elements, 
medals among Oral or
others Aural
), Questions
●

S
Learner’s
ample labelled containers of
Project
different
substances
indicating the common
elements
as part of the ingredients

4 MIXT Applicati By the end of the rner How are Laboratory Reflections
URES ons of lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
common
MEN be able to: : to Equipment
elements Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and Active ts
common elements water Integrated 
in ), Science Investigati
day ● Learner’s ons
- discuss the names of Book Grade 8 
to common elements and pg. 20 Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury 
packag and limited to Application
ing labels the s
of latin names only where 
commonly applicable), Teacher
consumed ● Observatio
substances d ns
iscuss the importance and 
market value of Projectject
common elements and

compounds in
Journals
society (

jewellery, iron, toiletries, food
Portfolio
nutrients,mineral elements,
medals among 
others Oral or
), Aural
● Questions
S 
ample labelled containers of Learner’s
different Project
substances
indicating the common
elements
as part of the ingredients
5 MIXT Packagin By the end of the rner How are Laboratory Reflections
URES g lables lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
MEN be able to: : to Equipment Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and ts
common elements water 
in ), Investigati
day ● ons
- discuss the names of 
to common elements and Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury

packag and limited to
Application
ing labels the
s
of latin names only where

commonly applicable),
Teacher
consumed ●
Observatio
substances d
ns
iscuss the importance and
market value of 
common elements and Projectject
compounds in 
society ( Journals
jewellery, iron, toiletries, food 
nutrients,mineral elements, Portfolio
medals among 
others Oral or
Aural
 ), Questions
● 
S Learner’s
ample labelled containers of Project
different
substances
indicating the common
elements
as part of the ingredients

1 MIXT Package By the end of the rner How are Laboratory Reflections
5 URES labels lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
MEN be able to: : to Equipment Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and ts
common elements water 
in ), Investigati
day ● ons
- discuss the names of 
to common elements and
Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury

packag and limited to
Application
ing labels the
s
of latin names only where

commonly applicable),
Teacher
consumed ●
Observatio
 substances d ns
iscuss the importance and 
market value of Projectject
common elements and 
compounds in Journals
society ( 
jewellery, iron, toiletries, food Portfolio
nutrients,mineral elements, 
medals among Oral or
others), Aural
● Questions
Sample labelled containers of 
different Learner’s
substances Project
indicating the common
elements
as part of the ingredients

2 MIXT Common By the end of the rner How are Laboratory Reflections
URES elements lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
and their
MEN be able to: : to Equipment
symbols Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and Active ts
common elements water Integrated 
in ), Investigati
Science
day ● ons
Learner’s
- discuss the names of 
Book Grade 8
to common elements and
pg. 22 Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
 d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury 
packag and limited to Application
ing labels the s
of latin names only where 
commonly applicable), Teacher
consumed ● Observatio
substances d ns
iscuss the importance and 
market value of Projectject
common elements and 
compounds in Journals
society ( 
jewellery, iron, toiletries, food Portfolio
nutrients,mineral elements, 
medals among Oral or
others Aural
), Questions
● 
S Learner’s
ample labelled containers of Project
different
substances
indicating the common
elements
as part of the ingredients

3 MIXT Common By the end of the rner How are Laboratory Reflections
URES elements lesson the learner is symbols Apparatus 
,ELE should guided to assigned and Game
and their
MEN be able to: : to Equipment
symbols Playing
TS
AND
a) ● elements?  
COM distinguish d 2. Textbooks Pre
POUN between iscuss the difference between What is  -
DS an elements the Software Post T
element and a and compounds, value of  esting
compound, ● elements Relevant 
b) a in reading Model
relate common ssign approjectpriate symbols day materials Making
elements to their to common -  
symbols, elemen t Digital Exploration
c) ts and compounds cover ( Devices s
 outline the copper,  
ap aluminium, iron,silver, table Recording Experimen
plications of salt, and ts
common elements water 
in ), Investigati
day ● ons
- discuss the names of 
to common elements and Conventio
- their symbols (the first 13 ns,
day life, elements of the Conferenc
d) periodic table and commonly es, and
appreciate the used metals: Debates
information on zinc, lead, tin, gold, mercury 
packag and limited to Application
ing labels the s
of latin names only where 
commonly applicable), Teacher
consumed ● Observatio
substances d ns
iscuss the importance and 
market value of Projectject
common elements and 
compounds in Journals
society (

jewellery, iron, toiletries, food
Portfolio
nutrients,mineral elements,

medals among
Oral or
others
Aural
),
Questions
●
S 
ample labelled containers of Learner’s
different Project
substances
indicating the common
elements
as part of the ingredients

4 MIXT STRUCT By the end of the The learner is guided to: hat is the Course book Written
URES URE OF lesson the learner  structure Basic Test
, should be d of an
THE Laboratory Assessment
ELEM able to: atom?
ATOM iscuss the meaning of the Apparatus Rubrics
ENTS
7 a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements Integrated
number and mass and classify Science 
number of eleme them into metals and non Game
Learner’s
nts, - Playing
Book Grade 7
c) metals 
pg. 66-67
classify elements ( Pre
into first -
metals and non 20 Post T
- elements of the periodic table esting
metals, ), 
d)  Model
appreciate the d Making
value of iscuss and illustrate the 
different elements atomic number Exploration
in and mass number of s
day elements ( 
- first 13 Experimen
to elements of the periodic table ts
- ), 
day life  Investigati
a) use digital or pr ons
int media to search for 
information on the Conventio
structure of an atom, ns,
electron arrangement, atomic Conferenc
number es, and
and mass number of Debates
elements, 
 Application
Projectject: s
model the atomic structure of 
selected elements of the Teacher
periodic table Observatio
using locally available ns
materials

Projectject
 
Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

5 MIXT Atomic By the end of the The learner is guided to: hat is the Course book Written
URES numbe lesson the learner  structure Basic Test
, should be d of an Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements
number and mass Integrated
and classify 
number of eleme Science
them into metals and non Game
nts, Learner’s
- Playing
c) metals Book Grade 8
pg. 66-67 
classify elements ( Pre
into first -
metals and non 20 Post T
- elements of the periodic table esting
metals, ), 
d)  Model
appreciate the d Making
value of iscuss and illustrate the 
different elements atomic number Exploration
in and mass number of s
day elements (
- 
first 13
to Experimen
elements of the periodic table
- ts
),
 day life  
b) use digital or pr Investigati
int media to search for ons
information on the 
structure of an atom, Conventio
electron arrangement, atomic ns,
number Conferenc
and mass number of es, and
elements, Debates
 
Projectject: Application
model the atomic structure of s
selected elements of the 
periodic table Teacher
using locally available Observatio
materials ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

1 MIXT Mass By the end of the The learner is guided to: hat is the Course book Written
URES number lesson the learner  structure Basic Test
, should be d of an Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active
determine atomic arrangements of elements
number and mass and classify Integrated flections
number of eleme them into metals and non Science
nts, - Learner’s 
c) metals Book Grade 8 Game
classify elements ( pg. 66-67 Playing
into first 
metals and non 20 Pre
- elements of the periodic table -
metals, ), Post T
d)  esting
appreciate the d 
value of iscuss and illustrate the Model
different elements atomic number Making
in and mass number of 
day elements ( Exploration
- first 13 s
to elements of the periodic table 
- ), Experimen
day life  ts
c) use digital or pr 
int media to search for Investigati
information on the ons
structure of an atom, 
electron arrangement, atomic Conventio
number ns,
and mass number of Conferenc
elements, es, and
 Debates
Projectject: 
model the atomic structure of Application
selected elements of the s
periodic table 
using locally available Teacher
materials Observatio
ns

Projectject

Journals

Portfolio

Oral or
 Aural
Questions

Learner’s
Project

2 MIXT Metals By the end of the The learner is guided to: hat is the Course book Written
URES and non lesson the learner  structure Basic Test
, should be d of an
metals Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements
number and mass Integrated
and classify 
number of eleme Science
them into metals and non Game
nts, Learner’s
- Playing
c) metals Book Grade 8
pg. 66-67 
classify elements ( Pre
into first -
metals and non 20 Post T
- elements of the periodic table esting
metals, ), 
d)  Model
appreciate the d Making
value of iscuss and illustrate the 
different elements atomic number Exploration
in and mass number of s
day elements (
- 
first 13
to Experimen
elements of the periodic table
- ts
),
day life 

d) Investigati
use digital or pr
ons
int media to search for

information on the
Conventio
structure of an atom,
ns,
electron arrangement, atomic
 number Conferenc
and mass number of es, and
elements, Debates
 
Projectject: Application
model the atomic structure of s
selected elements of the 
periodic table Teacher
using locally available Observatio
materials ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

3 MIXT Metals By the end of the The learner is guided to: hat is the Course book Written
URES and non lesson the learner  structure Basic Test
, should be d of an
metals Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements
number and mass Integrated
and classify 
number of eleme Science
them into metals and non Game
nts, Learner’s
- Playing
c) metals Book Grade 8
pg. 66-67 
classify elements ( Pre
into first
metals and non 20 -
- elements of the periodic table Post T
metals, ), esting
d)  
appreciate the d Model
value of iscuss and illustrate the Making
different elements atomic number 
in and mass number of Exploration
day elements ( s
- first 13 
to elements of the periodic table Experimen
- ), ts
day life  
e) use digital or pr Investigati
int media to search for ons
information on the 
structure of an atom, Conventio
electron arrangement, atomic ns,
number Conferenc
and mass number of es, and
elements, Debates
 
Projectject: Application
model the atomic structure of s
selected elements of the 
periodic table Teacher
using locally available Observatio
materials ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project
4 MIXT Metals By the end of the The learner is guided to: hat is the Course book Written
URES and non lesson the learner  structure Basic Test
, should be d of an
metals Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements
number and mass Integrated
and classify 
number of eleme Science
them into metals and non Game
nts, Learner’s
- Playing
c) metals Book Grade 8
pg. 66-67 
classify elements ( Pre
into first -
metals and non 20 Post T
- elements of the periodic table esting
metals, ), 
d)  Model
appreciate the d Making
value of iscuss and illustrate the 
different elements atomic number Exploration
in and mass number of s
day elements (
- 
first 13
to Experimen
elements of the periodic table
- ts
),
day life 

f) Investigati
use digital or pr
ons
int media to search for

information on the
Conventio
structure of an atom,
ns,
electron arrangement, atomic
Conferenc
number
es, and
and mass number of
Debates
elements,


Application
Projectject:
s
model the atomic structure of
 selected elements of the 
periodic table Teacher
using locally available Observatio
materials ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

5 MIXT Importanc By the end of the The learner is guided to: hat is the Course book Written
URES e of lesson the learner  structure Basic Test
, should be d of an
elements Laboratory Assessment
ELEM able to: atom?
iscuss the meaning of the Apparatus Rubrics
ENTS
a) atom and 2. Equipment Checklist
AND
COM describe the illustrate its structure How do Selected Anecdotal
POUN structure (projecttons, neutrons, atoms specimens Records
DS of an atom and and electrons), gain Ice Oral
electron  stability Candle wax Questions
arrangement of d Water/salty and
elements, raw and discuss water AnswersRe
b) the electron Active flections
determine atomic arrangements of elements
number and mass Integrated
and classify 
number of eleme Science
them into metals and non Game
nts, Learner’s
- Playing
c) metals Book Grade
8pg. 66-67 
classify elements ( Pre
into first -
metals and non 20 Post T
- elements of the periodic table esting
metals, ), 
d)  Model
appreciate the d Making
value of iscuss and illustrate the
 different elements atomic number 
in and mass number of Exploration
day elements ( s
- first 13 
to elements of the periodic table Experimen
- ), ts
day life  
g) use digital or pr Investigati
int media to search for ons
information on the 
structure of an atom, Conventio
electron arrangement, atomic ns,
number Conferenc
and mass number of es, and
elements, Debates
 
Projectject: Application
model the atomic structure of s
selected elements of the 
periodic table Teacher
using locally available Observatio
materials ns

Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

11 1 MIXT OXYGEN BY The end of the learner is guided to: how is Basic Written
URES lesson  oxygen Laboratory Test
, the learner should carry out experiment using important Apparatus Assessment
ELEM be able to: in
hydrogen Equipment Rubrics
ENTS
a) peroxide/potassium day to day Selected Checklist
AND
COM prepare oxygen in permanganate to life specimens Anecdotal
the ?
POUN laboratory, prepare oxygen, 2. Candle wax Records
DS b)  What are Water Oral
investigate the d the Active Questions
physical and iscuss the role of oxygen in different Integrated and
chemical co classes of Science AnswersRe
projectperties of mbustion and the spread of fire flections
Learner’s
oxygen, fire,
c) Book Grade8
 
explain the role of c pg. 67- Game
oxygen lassify fire according to the 68Laboratory Playing
in combustion and cause 
spread Apparatus
and suggest control Pre
of f and
measures, -
ire, Equipment
 Post T
d) 
p esting
identify classes of Textbooks
ractise fire control measures 
fire and ( 
Model
their control breaking the fire triangle and Software
Making
measures, use of 

e) fire extinguishers Relevant
Exploration
appreciate the role ), reading
s
of  materials

oxygen in day to d 
Experimen
day life iscuss rights to safety and Digital
ts
The access to Devices

a) information on flammable 
Investigati
s Recording
ons
ubstances, 
 Conventio
discuss the role ns,
of oxygen in every life Conferenc
es, and
Projectperty
of the Government of Kenya Debates
Not for Sale 
Page | Application
9 s
 
where possible, u Teacher
se digital devices Observatio
to search, play and watch and ns
discuss videos and 
animations on the Projectject
different classes of fire.

 Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

2 MIXT PREPAR BY The end of the learner is guided to: how is Basic Written
URES ATION lesson  oxygen Laboratory Test
, the learner should carry out experiment using important
OF Apparatus Assessment
ELEM be able to: in
OXYGEN hydrogen Equipment Rubrics
ENTS
a) peroxide/potassium day to day Selected Checklist
AND
COM prepare oxygen in permanganate to life specimens Anecdotal
POUN the prepare oxygen, ? Candle wax Records
DS laboratory,  2. Water Oral
b) d What are Active Questions
investigate the iscuss the role of oxygen in the
Integrated and
physical and co different
Science AnswersRe
chemical mbustion and the spread of classes of
projectperties of fire Learner’s flections
fire,
oxygen,  Book Grade8

c) c pg. 67- Game
explain the role of lassify fire according to the 68Laboratory Playing
oxygen cause 
in combustion and and suggest control Apparatus
Pre
spread measures, and
-
of f  Equipment
Post T
ire, p 
esting
d) ractise fire control measures Textbooks

identify classes of ( 
Model
fire and breaking the fire triangle and Software
Making
their control use of 

measures, fire extinguishers Relevant
Exploration
e) ), reading
s
appreciate the role  materials
of 
d 
oxygen in day to Experimen
iscuss rights to safety and Digital
day life ts
access to Devices
The 
information on flammable 
 b) s Recording Investigati
ubstances, ons
 
discuss the role Conventio
of oxygen in every life ns,
Conferenc
Projectperty es, and
of the Government of Kenya
Not for Sale Debates
Page | 
9 Application
 s
where possible, u 
se digital devices Teacher
to search, play and watch and Observatio
discuss videos and ns
animations on the 
different classes of fire. Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

3 MIXT PHYSICA BY The end of the learner is guided to: how is Basic Written
URES L lesson  oxygen Laboratory Test
, the learner should carry out experiment using important
PROJECT Apparatus Assessment
ELEM be able to: in
PERTIES hydrogen Equipment Rubrics
ENTS
OF a) peroxide/potassium day to day Selected Checklist
AND
COM OXYGEN prepare oxygen in permanganate to life specimens Anecdotal
POUN the prepare oxygen, ? Candle wax Records
DS laboratory,  2. Water Oral
b) d What are Active Questions
investigate the iscuss the role of oxygen in the
Integrated and
physical and co different
Science AnswersRe
chemical mbustion and the spread of classes of
projectperties of fire Learner’s flections
fire,
oxygen,  Book Grade8
c) c pg. 67- 
explain the role of lassify fire according to the 68Laboratory Game
oxygen cause Playing
in combustion and and suggest control Apparatus 
spread measures, and Pre
of f  Equipment -
ire, p  Post T
d) ractise fire control measures Textbooks esting
identify classes of (  
fire and breaking the fire triangle and Software Model
their control use of  Making
measures, fire extinguishers Relevant 
e) ), reading Exploration
appreciate the role  materials s
of d  
oxygen in day to iscuss rights to safety and Digital Experimen
day life access to Devices ts
The information on flammable  
c) s Recording Investigati
ubstances, ons
 
discuss the role Conventio
of oxygen in every life ns,
Conferenc
Projectperty
of the Government of Kenya es, and
Not for Sale Debates
Page | 
9 Application
 s
where possible, u 
se digital devices Teacher
to search, play and watch and Observatio
discuss videos and ns
animations on the

different classes of fire.
Projectject

Journals

Portfolio

Oral or
Aural
Questions
 
Learner’s
Project

4 MIXT CHEMIC BY The end of the learner is guided to: how is Basic Written
URES AL lesson  oxygen Laboratory Test
, the learner should carry out experiment using important
PROJECT Apparatus Assessment
ELEM be able to: in
PERTY hydrogen Equipment Rubrics
ENTS
OF a) peroxide/potassium day to day Selected Checklist
AND
COM OXYGEN prepare oxygen in permanganate to life specimens Anecdotal
POUN the prepare oxygen, ? Candle wax Records
DS laboratory,  2. Water Oral
b) d What are Active Questions
investigate the iscuss the role of oxygen in the
Integrated and
physical and co different
Science AnswersRe
chemical mbustion and the spread of classes of
projectperties of fire Learner’s flections
fire,
oxygen,  Book Grade8

c) c pg. 67- Game
explain the role of lassify fire according to the 68Laboratory Playing
oxygen cause 
in combustion and and suggest control Apparatus
Pre
spread measures, and
-
of f  Equipment
Post T
ire, p 
esting
d) ractise fire control measures Textbooks

identify classes of ( 
Model
fire and breaking the fire triangle and Software
Making
their control use of 

measures, fire extinguishers Relevant
Exploration
e) ), reading
s
appreciate the role  materials
of 
d 
oxygen in day to Experimen
iscuss rights to safety and Digital
day life ts
access to Devices
The 
information on flammable 
d) Investigati
s Recording
ons
ubstances,

 Conventio
discuss the role ns,
of oxygen in every life Conferenc
Projectperty
es, and
 of the Government of Kenya Debates
Not for Sale
Page | 
9 Application
 s
where possible, u 
se digital devices Teacher
to search, play and watch and Observatio
discuss videos and ns
animations on the 
different classes of fire. Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

5 MIXT ROLE OF BY The end of the learner is guided to: how is Basic Written
URES OXYGEN lesson  oxygen Laboratory Test
, the learner should carry out experiment using important
IN Apparatus Assessment
ELEM be able to: in
COMBUS hydrogen Equipment Rubrics
ENTS
TION a) peroxide/potassium day to day Selected Checklist
AND
COM prepare oxygen in permanganate to life specimens Anecdotal
POUN the prepare oxygen, ? Candle wax Records
DS laboratory,  2. Water Oral
b) d What are Active Questions
investigate the iscuss the role of oxygen in the
Integrated and
physical and co different
Science AnswersRe
chemical mbustion and the spread of classes of
projectperties of fire Learner’s flections
fire,
oxygen,  Book Grade8

c) c pg. 67- Game
explain the role of lassify fire according to the 68Laboratory Playing
oxygen cause 
in combustion and and suggest control Apparatus
Pre
spread measures, and
-
of f  Equipment
Post T
ire, p 
 d) ractise fire control measures Textbooks esting
identify classes of (  
fire and breaking the fire triangle and Software Model
their control use of  Making
measures, fire extinguishers Relevant 
e) ), reading Exploration
appreciate the role  materials s
of d  
oxygen in day to iscuss rights to safety and Digital Experimen
day life access to Devices ts
The information on flammable  
e) s Recording Investigati
ubstances, ons
 
discuss the role Conventio
of oxygen in every life ns,
Conferenc
Projectperty
of the Government of Kenya es, and
Not for Sale Debates
Page | 
9 Application
 s
where possible, u 
se digital devices Teacher
to search, play and watch and Observatio
discuss videos and ns
animations on the 
different classes of fire. Projectject

Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

12 1 MIXT CLASSES BY The end of the learner is guided to: how is Basic Written
URES OF FIRE lesson  oxygen Laboratory Test
,
ELEM AND the learner should carry out experiment using important Apparatus Assessment
ENTS CONTRO be able to: hydrogen in Equipment Rubrics
AND a) peroxide/potassium day to day
L Selected Checklist
COM prepare oxygen in permanganate to life
POUN MEASUE specimens Anecdotal
the prepare oxygen, ? Candle wax Records
DS
laboratory,  2. Water Oral
b) d What are Active Questions
investigate the iscuss the role of oxygen in the and
Integrated
physical and co different AnswersRe
chemical classes of
Science
mbustion and the spread of flections
projectperties of fire, fire Learner’s
oxygen,  Book Grade8

c) c pg. 69-70 Game
explain the role of lassify fire according to the Laboratory Playing
oxygen cause 
in combustion and and suggest control Apparatus
and Pre
spread measures, -
of f  Equipment
Post T
ire, p 
esting
d) ractise fire control measures Textbooks

identify classes of ( 
Model
fire and breaking the fire triangle and Software
Making
their control use of 

measures, fire extinguishers Relevant
Exploration
e) ), reading
s
appreciate the role  materials

of d 
Experimen
oxygen in day to iscuss rights to safety and Digital
ts
day life access to Devices

The information on flammable 
Investigati
f) s Recording
ons
ubstances, 
 Conventio
discuss the role ns,
of oxygen in every life Conferenc
Projectperty
es, and
of the Government of Kenya Debates
Not for Sale

Page |
Application
9
s


where possible, u
Teacher
se digital devices
Observatio
 to search, play and watch and ns
discuss videos and 
animations on the Projectject
different classes of fire. 
Journals

Portfolio

Oral or
Aural
Questions

Learner’s
Project

13- END TERM EXAMINATION AND CLOSING

14