MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN

NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

8 HUMAN BODY Male Reproductive System ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number one on the Human Body in the series of five. It will help
learners acquire skills and values of identifying the parts of the human reproductive system.
Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Human
body.
SPECIFIC OUTCOMES, LSBAT:
1) Identify organs of the human reproductive system,
2) Explain the functions of the parts of the Male reproductive system.
3) Draw and label the Male reproductive systems.

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Definition of Science Teacher Pupils listen Question
____min
It’s a practical study that deals with the study of behaviour introduces and &
and structure of the physical world through observation learners to participate Answer
and experiments Science
 D HUMAN BODY Teacher Pupils listen Teachers
Male reproductive system. explains the
E Side view (Male: testes, sperm duct, scrotum, urethra and and ask Exposition
V penis. details to the questions
learners
E where not
L clear
O
P
M Front View
Teacher puts
E Pupils Group
pupils in
N discuss and work
groups to
T bring out
discuss
points
___min
.

The functions of the parts of the reproductive system.

Male
 Penis - depositing sperms into the vagina
 Testes - producing the sperm cells and the
male sex hormone, Testosterone.
 Scrotum - skin sac that holds the testes outside
the body to keep them cooler than the body
temperature.
 Epididymis - Long, coiled tube that stores
sperm cells.
 Sperm duct - tube that transports sperm
cells from the testes to The urethra
 Urethra - tube that transports the
semen through the penis and Urine from the
bladder to the outside of the body.
Lesson Conclusion Teacher asks Learners Question
random respond to &
Teacher emphasises on the main points of the lesson
questions the questions Answer
Exercise/ Activity/ Home Work
 1) Draw and label the male reproductive systems
2) Explain the functions of any three parts of the male reproductive system.

PUPIL’S EVALUATION
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

8 HUMAN BODY Female Reproductive System ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number two on the Human Body in the series of five. It will help
learners acquire skills and values of identifying the parts of the human reproductive system.
Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Human
body.
SPECIFIC OUTCOMES, LSBAT:
1) Identify organs of the human reproductive system,
2) Explain the functions of the parts of the Female reproductive system.
3) Draw and label the Female reproductive systems.

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on the previous lesson. Teacher asks Pupils Brainstorm
____min
HUMAN BODY random respond and
Male reproductive system.
questions participate
(Male: testes, sperm duct, scrotum, urethra and penis
 D HUMAN BODY Teacher Pupils listen Teachers
Female reproductive system (Side view). explains the
E and ask Exposition
V details to the questions
learners
E where not
L clear
O
P
M
Front View Teacher puts
E Pupils Group
pupils in
N discuss and work
groups to
T bring out
discuss
points
___min
.

The functions of the parts of the reproductive system.

Females:
Ovary - producing the ovules (eggs)
Cervix - lower narrow end of the
uterus where it joins the Vagina.
 Oviduct - where fertilization occurs
 Vagina - it accepts the penis during
copulation and is the Birth canal for the feotus
during normal child birth.
 Uterus- where the embryo develops during pregnancy.
Lesson Conclusion Teacher asks Learners Question
random respond to &
Teacher emphasises on the main points of the lesson
questions the questions Answer
Exercise/ Activity/ Home Work
1) Draw and label the female reproductive systems
2) Explain the functions of any three parts of the female reproductive system.

PUPIL’S EVALUATION
………………………………………………………………………………………………………
TEACHER’S EVALUATION
 ………………………………..……………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HUMAN BODY Puberty ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number three on the Human Body in the series of five. It will help
learners acquire skills and values of identifying the parts of the human reproductive system.
Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Human
body.
SPECIFIC OUTCOMES, LSBAT:
1) Identify changes associated with puberty for both male and female.
2) Explain the importance of observing personal hygiene of the reproductive organs.
3) Describe the process of fertilization in human beings

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on the previous lesson. Teacher asks Pupils Brainstorm
____min
HUMAN BODY random respond and
 Male reproductive system
questions participate
  Female reproductive system

D Changes associated with puberty for both male and Teacher Pupils listen Teachers
female explains the
E and ask Exposition
V Males: details to the questions
 pubic hair grows at the base of the penis learners
E where not
 the penis enlarges
L clear
 the testicles grow
O  wet dreams
P  chest enlarges

M Females:
 The breasts grow Teacher puts
E Pupils Group
 Pubic hair appears on the vulva pupils in
N discuss and work
 Hair grows in the arm pit
groups to
T  The body grows in height bring out
 The hips become wider. discuss
points
 The first menstruation occurs
___min
Importance of observing personal hygiene of the
reproductive organs. .
 Avoids inflections
 Avoids diseases

The process of fertilization in human beings.

 Fertilization is the fusion of the sperm and an egg
(ovum) in the oviduct to form a zygote. Contact
between sperm and ovum makes the sperm to release
enzymes which break through the wall of the ovum. A
small path is created that allows the head of the sperm
to enter the ovum. The nucleus of the sperm and the
nucleus of the ovum then fuse (i.e. fertilization).
 Once fertilization has occurred, the wall of the ovum
becomes thickened to prevent further entry of another
sperm. The zygote formed during this process contains
information from both the mother and the father.
Lesson Conclusion Teacher asks Learners Question
Teacher emphasises on the main points of the lesson random respond to &
questions the questions Answer
Exercise/ Practical Activity/ Home Work
1) Identify changes associated with puberty for both male and female.
 2) Explain the importance of observing personal hygiene of the reproductive organs

PUPIL’S EVALUATION
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

8 HUMAN BODY Development of the embryo ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number four on the Human Body in the series of five. It will help
learners acquire skills and values of identifying the parts of the human reproductive system.
Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Human
body.
SPECIFIC OUTCOMES, LSBAT:
1) Explain the functions of the parts important for development of the embryo.
2) Describe Gestation period
3) Describe the process of Birth

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on the previous lesson. Teacher asks Pupils Brainstorm
____min
HUMAN BODY random respond and
 Changes associated with puberty for both male and
questions participate
female
 Importance of observing personal hygiene of the
reproductive organs.
 D The functions of the parts important for development Teacher Pupils listen Teachers
of the embryo. explains the
E and ask Exposition
PLACENTA
V details to the questions
 Allows the nutrients to pass from the maternal blood
into the foetal blood learners
E where not
 Allows the waste products to pass from foetal blood to
L the maternal blood clear
O  Allows carbon dioxide to pass from foetal blood to the
maternal blood
P
 Allows oxygen to pass from the maternal blood to the
M foetal blood Pupils Group
Teacher puts
E AMNION discuss and work
 This membrane ensures that the liquid that surrounds pupils in
N bring out
the developing embryo/ foetus does not drain away. groups to
T points
UMBILICAL CORD discuss
 This cord transports blood from the embryo /foetus to
___min and from the placenta. .

AMMINIOTIC FLUID
 This fluid allows the foetus to move freely inside the
uterus while it is still developing
 It ensures that the development of the foetus will be
normal and that the foetus will have symmetrical
growth
 protects the foetus from mechanical shocks (bumped)
 Protects the foetus from dehydration.
Gestation period
 Gestation period is the period of foetal development in
the uterus until birth. In humans the average length of
the gestation period is 266 – 270 days (38 – 38.5
weeks) or 9 – 9.5 months.
 Stages of embryo development, that is, zygote –
embryo - foetus and baby.
Birth
 Birth happens at the end of a pregnancy when one or
more newborn infants are pushed out from a human’s
uterus.
 The stages of birth are:
- The dilation and shortening of the cervix.
- The descent and birth of the infant.
- The expulsion of the placenta.
 Lesson Conclusion Teacher asks Learners Question
random respond to &
Teacher emphasises on the main points of the lesson
questions the questions Answer
Exercise/ Practical Activity/ Home Work
1) Explain the functions of the parts important for development of the embryo.
TEACHER/PUPIL EVALUATION………………………………………………………….
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HEALTH- NUTRITION Types of food nutrients ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Food samples, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number one on the Health & Nutrition in the series. It will help
learners acquire skills and values of identifying the different types of food nutrients. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about nutrients.
SPECIFIC OUTCOMES, LSBAT:
1) Describe the different types of food nutrients.
2) Describe the dietary needs for different persons.
3) Identify common nutritional deficiency diseases of symptoms and their diseases.
ST CONTENT TEACHERS PUPILS METHODS
AGE ACTIVITY ACTIVITY
INTRODUCTION
Definition of nutrition Teacher asks Pupils Brainstorm
____min Nutrition is the study of nutrients in food, hoe the body
random respond and
uses them and the relationship between nutrition and health
and diseases questions participate
D The different types of food nutrients. Teacher Pupils listen Teachers
E  Carbohydrates: a food type that can be broken down explains the and ask Exposition
V to release energy; also known as starch. details to the questions
 Protein: a food type that contains nitrogen; they make learners
E up the structural parts of body cells and tissues. where not
L  Lipids: a food type that includes fats and oils. clear
 O  Minerals salts: inorganic substances which are
P essential in small amounts in a person’s diet for good
health.
M  Vitamins: an organic substance that is essential in
E small amounts in a person’s diet for normal growth and
good health.
N
Dietary needs for different persons
T Pupils
 Baby - more proteins and mineral salts discuss and Group
 Pregnant Mother - more proteins, calcium, lron
___min and vitamins D. Teacher puts bring out work
pupils in points
Common nutritional deficiency diseases of symptoms
and their diseases groups to

Kwashiorkor discuss .
Symptoms
 Hair Loss
 Swollen stomach
 Swollen ankles, feet and hands
 An enlarged fatty liver
 Diarrhea
 Anemia
 Loss of teeth
 Loss of skin colour
 Loss of appetite
Marasmas
Symptoms
 Swollen stomach
 Dry skin
 Loose skin folds
 Extreme hunger
 General tissue and muscle wasting
Rickets
Symptoms
 Aching bones
 Dental problems
 Muscle weakness
Scurvy
Symptoms
 Tiredness
 Spongy gums
  Bleeding from the mucus membrane
 Pale skin
 Depression
Anaemia
Symptoms
 Pale yellow skin
 Weakness
 Hair loss
 Fainting
 Missed menstrual cycle
 Depression
 Mouth ulcers
Importance of children’s clinics.
 For nutrition, growth and monitoring.
 Providing immunization
 Providing nutritional advice
Lesson Conclusion Teacher asks Learners Question
Teacher emphasises on the main points of the lesson random respond to &
questions the questions Answer
Exercise/ Practical Activity/ Home Work
1) Describe the different types of food nutrients.
2) Describe the dietary needs for different persons.
3) Identify common nutritional deficiency diseases of symptoms and their diseases.
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 ENVIRONMENT Pollution ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number one on the Environment. It will help learners acquire skills
and values of identifying the different types of pollutants in the environment. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Environment.
SPECIFIC OUTCOMES, LSBAT:
1) Define Pollution.
2) Identify different types of pollution to the environment.
3) Identify causes of pollution to the environment.
ST CONTENT TEACHERS PUPILS METHODS
AGE ACTIVITY ACTIVITY
INTRODUCTION
Pollution Teacher asks Pupils Brainstorm
____min  Pollution is addition of harmful substances to the
random respond and
environment.
questions participate

D Different types of pollution to the environment. Teacher Pupils listen Teachers

E  Water pollution explains the and ask Exposition
 Air pollution details to the
V questions
 Land pollution
learners
E Causes of pollution to the environment where not
clear
 L Water pollution- Causes
O  Untreated sewage
 Washing clothes in rivers and streams,
P
 chemicals from factories and farm land
M Air pollution -Causes
E Pupils
 Smoke, dust, fumes
N Land pollution - Causes Teacher puts discuss and Group
T pupils in bring out work
 Garbage, effluents from factories
The effects of pollution in the environment groups to points
___min Water pollution discuss
 Outbreak of diseases
.
 Poisonous
 Effects aquatic life
Air pollution

 Breathing difficulties
 Global warming
 Acidic rain
Land pollution

 Outbreak of disease
 Unpleasant smile
 Unproductive land

Ways of preventing pollution of the environment.

 Conservation of resources’ -3Rs reduce,
Re- use and Recycle of pollutants.

Lesson Conclusion Teacher asks Learners Question

Teacher emphasises on the main points of the lesson random respond to &
questions the questions Answer
Exercise/ Practical Activity/ Home Work
1) Define Pollution.
2) Identify different types of pollution to the environment.
3) Identify causes of pollution to the environment.
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 PLANTS AND ANIMALS PLANT CELLS ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Plants, Microscope, Chalk board, Learners books and
Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number one on Plants and Animals. It will help learners acquire
skills and values of identifying the different types of animal and plant cells. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Plant and animals.
SPECIFIC OUTCOMES, LSBAT:
1) Identify the main parts of the microscope.
2) Examine the plant cell structure using a microscope
3) List parts of a plant cell

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Plants and Animals Teacher asks Pupils Brainstorm
____min Description of plants and animals in the environment
random respond and
questions participate
D The main parts of the microscope. Teacher Pupils listen Teachers
E explains the and ask Exposition
 Mirror
V details to the questions
 Stem
 Lens learners
E where not
 L  Stage clear
O  Eye piece
 Adjustment knob
P
M
E
N Teacher puts Pupils Group
T pupils in discuss and work
groups to bring out
___min discuss points

PRACTICAL ACTIVITY

Examining the plant cell structure using a microscope.

 Cell wall
 Cell membrane
 Cytoplasm
 Nucleus
 Chloroplast
 Vacuole

Lesson Conclusion Teacher asks Learners Question

Teacher guiding learners in the practical activity random respond to &
questions the questions Answer
Practical Activity
1) Identify the main parts of the microscope.
2) Examine the plant cell structure using a microscope
3) List parts of a plant cell

PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 PLANTS AND ANIMALS PLANT GROWTH & NUTRIENTS ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Plants, Microscope, Chalk board, Learners books and
Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number two on Plants and Animals. It will help learners acquire
skills and values of identifying the different types of Plant growth & nutrients. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Plant and animals.
SPECIFIC OUTCOMES, LSBAT:

1) Identify regions of growth of a plant

2) Demonstrate responses to stimuli in shoots and roots
3) List parts of a stimuli in shoots and roots

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min  Description of plants and animals in the
random respond and
environment
 The main parts of the microscope questions participate

D Regions of growth of a plant Teacher Pupils listen Teachers

 Shoot explains the
E and ask Exposition
 Roots
V details to the questions
learners
 E where not
 Stem
L clear
Responses to stimuli in shoots and roots
O Roots and shoots of plants determine the growth rate of a
P plant. These are dependent on the response of the root or
shoot to external stimuli. Shoots respond to light. The
M response of shoots to light is called phototropism. The
E figure below illustrates the response of shoots to light. Teacher puts
N pupils in Pupils Group
T groups to discuss and work
discuss bring out
___min points

Note: The response of the root to light is negative and this

is called negative phototropism Roots however, respond
positively to gravity, hence they are positively geotropic.
We call this response as positive geotropism. The response
of roots to gravity is beneficial in that the plant is able to
get fixated in the soil; it is able to absorb water and mineral
salts.
Plant roots also respond to water the same way they
respond to gravity. The response of plants to water is
hydrotropism.
Experiment; To find out about geotropism in roots and
stems using a newly germinated bean.
Materials: germinating bean seeds, beaker or glass
jar, cotton wool.
Method - soak the cotton wool in water
- Place the cotton wool into the beaker.
- Place the germinating bean seeds between the walls of
the beaker and soaked cotton wool so that they can be
seen through the glass wall of the beaker.
- when positioning the seeds, arrange at a 45⁰ angle so
that their radicals (roots) point upwards and their
plumules (shoots) point downwards
- Place in a warm, sunny place.
- Allow standing for three to five days. Ensure that the
 cotton wool is kept moist at all times
- draw your seed in the correct biological way
- Explain your results and observations
Observations/results
 The roots of the germinating seeds curve away from
the top of the beaker and grow downwards.
 The shoots of the germinating seeds curve away from
the bottom of the beaker and grow downwards.
The figure below illustrates predicted results for the
experiment described above.

Conclusion
This shows that:
 The stems are negatively geotropic as the shoots are
growing upwards (away from the earth)
 The roots are positively geotropic as they are growing
downwards (towards the earth).

Lesson Conclusion Teacher asks Learners Question

Teacher guiding learners in the practical activity random respond to &
(Experiments) questions the questions Answer

Practical Activity

1) Identify regions of growth of a plant

2) Demonstrate responses to stimuli in shoots and roots
3) List parts of a stimuli in shoots and roots

PUPIL’S EVALUATION
………………………………………………………………………………………………………
 ………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 PLANTS AND ANIMALS PLANT GROWTH ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Plants, Microscope, Chalk board, Learners books and
Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number three on Plants and Animals. It will help learners acquire
skills and values of identifying the different types of Plant growth & nutrients. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Plant and animals.
SPECIFIC OUTCOMES, LSBAT:
1) Describe nutrients important to plant growth
2) Investigate how plants obtain dissolved mineral salts from the soil
3) Identify sources of plant nutrients

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min  Regions of growth of a plant
random respond and
 Shoot questions participate
 Roots
 Stem
  Responses to stimuli in shoots and roots

D Nutrients important to plant growth Teacher Pupils listen Teachers

E Three major elements are: explains the and ask Exposition
V details to the questions
 Potassium
 Nitrogen learners
E where not
 Phosphorous
L clear
These elements are present in the form of salts such as
O potassium nitrate, potassium phosphate and calcium nitrate.
P Other nutrients required by plants are;
 Calcium, Magnesium, Sodium, Iron, Sulphur.
M The following table describes the function and effects of
E deficiency of these nutrients in plants. Pupils Group
Teacher puts
N Nutrient Function Effects of deficiency discuss and work
pupils in
T Nitrogen Constituents of -Chlorosis bring out
amino acids and (yellowing) in older groups to
points
proteins, co- leaves. discuss
___min
enzymes and -poor growth of all
chlorophyll plant organs
phosphorous Useful in the Stunted growth and
formation of leaf fall
ATP and
regulation of
several enzyme
systems
Potassium Very important Reduced plant growth
in the formation -reduced root, fruit
of cell and seed
membrane development
-chlorosis
((yellowing) of
leaves.
-brown scorching of
leaves
-curling of leaf tips
Calcium Useful in the -poor growth of plant
formation of the
middle lamella
 Magnesium Is a component General yellowing of
of chlorophyll leaves.
molecule -drying back of the
meristem of roots and
shoots
Sulphur Formation of General yellowing of
plant proteins leaves
Sodium Reduced plant growth
Iron Chlorosis of leaf
veins inhibition of
photosynthesis and
cellular respiration
How plants obtain dissolved mineral salts from the soil
Plants absorb all mineral salts that they need through their
roots in the form of mineral salts. Roots have tiny hair like
structures, called root hairs, near their tips. These root hairs
allow water and dissolved mineral salts (ions) from the soil
to enter them. Water moves into the root hairs by a process
known as osmosis. The process by which the mineral salts
move into the root hairs is known as diffusion. The water
with the dissolved mineral salts is carried from the roots up
through the stem into the branches, leaves and flowers of
the plant. This upward movement of water in the plant is
due to a number of factors. The most important factor is the
suction force that is created by a process known as
transpiration. Transpiration is the loss of water vapour
from the parts of the plant that occur above the ground,
mainly the leaves.
Sources of plant nutrients:
(i) Organic fertilizers ( manure, compost),- these are
dead, decaying substances such as leaves, cow dung,
poultry manure and stalks of cereals, for example,
maize, sun flowers and bean stems.
(ii) Inorganic (artificial) fertilizers- these are made in
factories by industrial companies such as nitrogen
chemicals. Examples of these fertilizers include;
urea, D compound and ammonium nitrate.
Lesson Conclusion Teacher asks Learners Question
random responds to &
 Teacher guiding learners in the Experiments questions the questions Answer
Experiment:-To show how plants absorb water and dissolved mineral salts
Materials; two beakers, red/blue ink (to represent dissolved minerals), coloured chalk dust (to
represent insoluble particles, scarpel/razor, two young plants such as black jack.
PUPIL’S EVALUATION
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

8 PLANTS AND ANIMALS Advantages & Disadvantages of ____min ____/___/__
inorganic and organic fertilizers.

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS: Plants, Microscope, Chalk board, Learners books & Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number four on Plants and Animals. It will help learners acquire
skills and values of identifying the Advantages & Disadvantages of inorganic and organic fertilizers .
Group work, discussion, demonstration and Question & Answer methods will be used to execute
the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Plant and animals.
SPECIFIC OUTCOMES, LSBAT:
1) Describe the Advantages of using inorganic and organic fertilizers.
2) Describe the disadvantages of using chemical fertilizers.
3) List the effects of excessive use of inorganic fertilizer to the soil.

ST CONTENT TEACHERS PUPILS METHODS

AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min  Nutrients important to plant growth
random respond and
 Sources of plant nutrients
questions participate
 D Advantages and disadvantages of inorganic and Teacher Pupils listen Teachers
E organic fertilizers. explains the and ask Exposition
V Advantages of using organic fertilizers details to the questions
-Organic fertilizers make the soil rich. Adding humus learners
E where not
for example,
L clear
-Improves soil texture by creating air spaces in
O between the soil particles.
P -Improves water retention (ability to hold water) in
the soil).
M -Makes the soil soft for cultivation
Teacher puts
E -enables bacterial action in soil Pupils Group
pupils in
N Disadvantages of using organic fertilizers discuss and work
groups to
T -May not be easily available to farmers bring out
discuss
points
-They take a long time to decompose and so the
___min nutrients take a long time to be available to plants.
-They may promote the growth of weeds in the field.
-They may encourage worms, termites and ants
which feed on crops, causing them harm.

Advantages of using inorganic fertilizers

- Inorganic fertilizers are easy to use on large
areas of land
- They are easy to transport over long
distances
- They are quick acting
- They are effective if correctly bused and
greatly increase crop yield.
Disadvantages of using of using chemical
fertilizers
- They are costly because farmers must buy
them
- Chemical fertilizers change the amount of
acidic substances in the soils, for example,
soils may become acidic.
The effects of excessive use of inorganic fertilizer
to the soil;
- The soils become too acidic, which causes
the plants to stop growing properly or to die
- Excessive use inorganic fertilizers promote
 overgrowing of plants.
Lesson Conclusion Teacher asks Learners Question
random responds to &
Teacher concludes by emphasising the main points of the questions Answer
questions
the lesson.
Exercise/ Activity/ Home Work
1) Describe the Advantages of using inorganic and organic fertilizers.
2) Describe the disadvantages of using chemical fertilizers.
3) List the effects of excessive use of inorganic fertilizer to the soil.

TEACHER / PUPIL’S EVALUATION

………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 PLANTS AND ANIMALS Structure of an animal cell ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Plants, Microscope, Chalk board, Learners books and
Charts.
REFERENCES : I/Science Progress book 8
RATIONALE: This is lesson number five on Plants and Animals. It will help learners acquire skills
and values of identifying the different types of animal cell structures. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about the Plant and animal
cells.
SPECIFIC OUTCOMES, LSBAT:

1) Describe the basic structure of an animal cell

2) Describe the functions of the parts of the cell
3) Identify different features in the basic structure of an animal cell and a plant cell.
ST CONTENT TEACHERS PUPILS METHODS
AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min  Description of plants and animals in the
random respond and
environment
  The main parts of the microscope questions participate

D The basic structure of an animal cell Teacher Pupils listen Teachers

It is made up of the following parts: explains the
E and ask Exposition
V details to the questions
 Cell membrane learners
E where not
 Cytoplasm
L clear
 Nucleus
O
P
M
E
The functions of the parts of the cell
Teacher puts
N  Cell membrane - selectively permeable to materials. Pupils Group
 Nucleus - controls all the activities of the cell. pupils in
T discuss and work
 Cytoplasm - jelly - like material that fills a cell groups to
and contains organelles which perform functions bring out
that is vital for the survival. discuss
___min points
Different features in the basic structure of an animal
cell and a plant cell.
Plant cells Animal cells Teacher
Learners Socratic
writes brief
They have a definite shape They have an irregular copy the
shape. notes on the
notes in
They have cell walls. They have no cell walls. board
their books
Some have chloroplasts. None of them have
chloroplasts.
They usually have a large They usually have no
cell vacuole; if there is vacuoles; if present, they
more than one vacuole, are small and numerous.
they are usually all big.

Lesson Conclusion Teacher asks Learners Question

respond to
Teacher concludes by emphasising on the main points of random &
the
the lesson. questions questions Answer
Practical Activity
 1) Describe the basic structure of an animal cell
2) Describe the functions of the parts of the cell
3) Identify different features in the basic structure of an animal cell and a plant cell.
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MATERIALS AND Composition of matter ____min ____/___/__
ENERGY

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Microscope, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Materials and Energy. It will help learners acquire
skills and values of identifying the different Compositions of matter. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Matter.
SPECIFIC OUTCOMES, LSBAT:

1) Describe the composition of matter

2) Describe the basic structure of atoms and Identify common atoms using symbols
3) Demonstrate the formation of simple molecules using models of atoms:
ST CONTENT TEACHERS PUPILS METHODS
AGE ACTIVITY ACTIVITY
INTRODUCTION
Composition of matter. Teacher asks Pupils Brainstorm
____min
All matter is made up of particles called atoms (basic random respond and
building block of matter). Most atoms can combine questions participate
with other atoms to form molecules.
during
 An element is a form of matter made up of only one introduction
kind of atom.
D The basic structure of atoms. Teacher Pupils listen Teachers
 Nucleus (centre) surrounded by electrons in shells explains the
E and ask Exposition
V details to the questions
learners
E where not
L clear
O
P
M Common atoms using symbols Pupils Group
 Carbon (C) Teacher puts
E discuss and work
 Oxygen (O) pupils in
N  Copper (Cu) bring out
 Aluminum (Al) groups to
T main points
 Hydrogen (H) discuss
 Nitrogen (N)
___min  Iron (Fe)

The formation of simple molecules using models of

atoms:
Molecules
 Oxygen (O2)
 Hydrogen (H2)
 Water (H2O)
 Carbon dioxide (CO2)
A: An oxygen molecule represented by two identical spheres
joined together. B: An oxygen molecule represented by the
nucleus and energy level with electrons for both atoms. The four
blue balls at (a) represent the four shared electrons that join the
two oxygen atoms.

A B

C: A hydrogen molecule represented by two identical

spheres joined together. D: A hydrogen molecule

C D
represented by the nucleus and energy level with electrons
for both atoms. The two blue balls at (a) represent the two
shared electrons that join the two hydrogen atoms.

E: A nitrogen molecule represented by two identical

spheres joined together. F: A nitrogen molecule
represented by the nucleus and energy level with electrons for
both atoms. The six blue balls at (a) represent the six shared
Teacher Pupils copy Individual
electrons that join the two nitrogen atoms. writes brief the notes in work
notes on the their books
board

G: A carbon dioxide molecule represented by two

identical red spheres representing oxygen atoms that
are joined by a black sphere representing a carbon
atom. H: A carbon dioxide molecule represented by
the nucleus and energy level with electrons for both
atoms. The four blue balls at (a ) and (b) represent the
two groups of four shared electrons that join the two
oxygen atoms to the carbon atom.

I: A water molecule represented by two identical

white spheres representing hydrogen that are joined
 by a red sphere representing oxygen. J: A water
molecule represented by the nucleus and energy level
with electrons for both atoms. The blue ball at (a) and
(b) represent the two shared electrons that join the
two hydrogen atoms to the oxygen atom.

Lesson Conclusion Teacher asks Learners Question

Teacher guiding learners in the practical activity random respond to &
(Experiments) questions the questions Answer

Practical Activity

1) Describe the composition of matter

2) Describe the basic structure of atoms and Identify common atoms using symbols
PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MATERIALS & ENERGY PHYSICAL CHANGE OF STATE ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Microscope, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Materials and Energy. It will help learners acquire
skills and values of identifying the different Physical changes of states. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Matter.
SPECIFIC OUTCOMES, LSBAT:

1) Define the term physical change

2) Describe the arrangement of atoms in the three states of matter
3) Identify the temperature at which water changes state
ST CONTENT TEACHERS PUPILS METHODS
AGE ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min
Composition of matter. random respond and

All matter is made up of particles called atoms (basic questions participate

building block of matter). Most atoms can combine during
with other atoms to form molecules.
introduction
D Physical change Teacher Pupils listen Teachers
E  It is change from one state to the another explains the and ask Exposition
 V The arrangement of atoms in the three states of details to the questions
matter. learners
E where not
L  Solids - Atoms very close together clear
 Liquids - Close together
O
 Gas - Spread far apart
P
M Pupils
E Teacher puts discuss and Group
N pupils in bring out work
T groups to main points
discuss

___min

The temperature at which water changes state.

- Melting point is the temperature at which a
solid changes into a liquid. The melting point of
ice is0 ℃ .
- When a liquid is heated it changes into a gas. This
process is called evaporation. Once the liquid
reaches a certain temperature it starts to boil. The
temperature at which this happens is called
boiling point. The boiling point of water under
normal conditions at sea level is100 ℃.

Interpreting the graph.

 A. The temperature of ice rises steadily as heat is
observed by ice.
B. Ice is been converted to water at the melting
point. Although heat is absorbed, the temperature
remains constant through the change.
C. Added heat now increases the temperature of the
liquid until the boiling point is reached.
D. At the boiling point, the vapour pressure of the Pupils copy
water equals the external atmospheric pressure.
Teacher writes the notes in Individual
Added heat is used to overcome the
intermolecular forces. The temperature remains brief notes on their books work
constant until the liquid has completely the board
vapourised.
E. The temperature of the steam increases steadily as
the heat increases.

LESSON CONCLUSION Teacher goes Learners ask Question

round and questions &
Teacher emphasises on the main points of the lesson
and assists slow learners in grasping the concepts. check on were not Answer
pupils books clear
Exercise/ Practical Activity/ Home work

1) Define the term physical change

2) Describe the arrangement of atoms in the three states of matter
3) Identify the temperature at which water changes state
PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MATERIALS & ENERGY MIXTURES ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Mixture. It will help learners acquire skills and
values of identifying the different types of mixtures. Group work, discussion, demonstration and
Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Matter.
SPECIFIC OUTCOMES, LSBAT:

1) Define the term Mixture

2) Identify different types of mixtures
3) Identify methods of separating mixtures

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min
Physical change random respond and
 It is change from one state to the another questions participate
The three states of matter.
during
 Solids - Atoms very close together
 Liquids - Close together introduction
  Gas - Spread far apart

D Different types of mixtures Teacher Pupils listen Teachers

E (a) Homogeneous mixture, examples: explains the and ask Exposition
 sugar water (sugar solution) details to the
V questions
 Sea water
learners
E  Air
L  Blood Learners Group
(b) Heterogeneous mixture, examples Teacher puts
O discuss and work
 Soil
pupils in
P  Salt bring out
 Fruit salad groups to
M main points
 sand in water discuss
E
 Marbles
N  Corks
T  Oil and water
 Soups and stews
Methods of separating mixtures
___min  Filtration Pupils copy Individual
Teacher writes
Filtration is the process of separating insoluble the notes in work
particles from liquids using filter paper, for example, brief notes on
their books
separating the sand from a mixture of sand and water.
the board
Set the apparatus as shown in the diagram below
 Pour the mixture into the filter funnel
 The solvent will go through and be collected in
the beaker as the filtrate
 The insoluble solid will be collected from the
funnel as the residue

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
 and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
Exercise/ Practical Activity/ Home work

1) Define the term Mixture

2) Identify how Filtration can be used to separate mixtures
TEACHER/ PUPILS EVALUATION
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MATERIALS & ENERGY MIXTURES ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number two on Mixture. It will help learners acquire skills and
values of identifying the different types of mixtures. Group work, discussion, demonstration and
Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Mixtures.
SPECIFIC OUTCOMES, LSBAT:
1) Define Simple distillation
2) Identify Fractional distillation as a types of separating method of mixtures
3) Identify stages methods of separating mixtures

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min
Different types of mixtures random respond and
(c) Homogeneous mixture, examples: questions recall what
 sugar water (sugar solution)
during the they learnt
 Sea water
 Air introduction
  Blood
(d) Heterogeneous mixture, examples
 Soil
 Salt
 Fruit salad

D Simple distillation Teacher Pupils listen Teachers

E In simple distillation, a liquid is boiled to form a explains the and ask Exposition
V vapour, and then condensed back to a liquid. This details to the questions
liquid is collected; is called the distillate. Distillation learners
E removes the pure liquid from the particles that may
L be dissolved in it; the pure liquid is removed and Learners Group
collected. This method is prefect for distilling sea Teacher puts
O water. discuss and work
pupils in
P Set the apparatus as shown in the diagram below bring out
 Turn on the Bunsen burner groups to
M main points
 The solvent will evaporate and rise as vapor into discuss
E
the condenser
N  The cold water surrounding the tube where
T the water is in the condenser will make the
vapor condense into liquid
 The solvent is collected in the tube or beaker on
___min the other side of the condenser, it’s called the Pupils copy Individual
distillate. Teacher writes
 The solute is collected in the flask as powder. the notes in work
brief notes on
 The thermometer must be where the vapor their books
passes the measure the boiling point of the the board
solvent.

Fractional distillation
Fractional distillation is a method of separating a
mixture of two or more liquids provided that they
 have different boiling points.
 The apparatus is set as in the diagram below
 When the heat is turned on the vapor of all
the liquids rises
 The liquid with the lowest boiling point goes
all the way through the glass beads and into
the condenser and out on the other side as
liquid. The temperature is constant during
this.
 The liquids with the higher boiling points
condense on the glass beads. When all of the
liquid with the lowest boiling point have
evaporated and collected, the temperature
starts rising again. The liquid with the second
lowest boiling point evaporates now, and
gets collected on the other side. And so on.
 The glass beads are to provide a cool large
surface area for condensation.

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
Exercise/ Practical Activity/ Home work
1) Explain how Fractional distillation helps in separating mixtures

PUPILS EVALUATION
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
 MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MATERIALS & ENERGY MIXTURES ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number four on Mixtures. It will help learners acquire skills and
values of identifying the different types of mixtures. Group work, discussion, demonstration and
Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Mixtures.
SPECIFIC OUTCOMES, LSBAT:
1) Describe Evaporation method of separation
2) Identify magnetization as a types of separating method of mixtures
3) Identify stages methods of separating mixtures in crystallization

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
 Simple distillation
questions and recall
 Fractional distillation during the what they
introduction learnt
 D Evaporation Teacher Pupils listen Teachers
E Evaporation is the escape of molecules from the top explains the and ask Exposition
of a liquid to form a gas or vapour. A substance is
V details to the questions
often recovered from the solution. For evaporation to
occur, the solution is heated. As the heating learners
E
continues, the liquid (water) vaporizes, leaving the
L substance behind.
O
P
Teacher puts
M Learners
pupils in
E discuss and Group
groups to
N bring out work
discuss
T main points

___min

Magnetization
Magnetization is a separation method that uses the
property of magnetism. Magnets separate magnetic Teacher writes
substance from non-magnetic substances. Pupils copy
Magnetization is used for recycling metals from non- brief notes on
the notes in Individual
magnetic metals from a mixture of crap metals. For the board
example, an electromagnet can separate iron from their books work
other metals as shown in the diagram below.

Crystallization
Crystallisation separates a pure solid from a
substance from an impure solution in a liquid.
Crystallization involves heating a solution until the
substances separate. When the separatedsolution
 cools, it forms crystals. The diagram below shows the
crystallization of copper sulphate from a solution of
copper sulphate solution.

Some of the industrial applications of separation

techniques:

 Making sugar

Formation of salt from sea water

Salt can be extracted from sea water. Sea water is
pumped into open pans. The heat of the sun
evaporates the water, leaving the salt in the pans for
collection. Salt collected in this way contains small
quantities of magnesium chloride. This is an impurity
and must be removed. Sodium sulphate is added,
which causes the salt to dry and not absorb any
moisture.
Separation of scrap metals.
Magnetisation is used for recycling metals and to
separate magnetic metals from non-magnetic metals
from a mixture of scrap metals. For example, an
electromagnet can separate iron from other metals.

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
Exercise/ Practical Activity/ Home work
1) Describe Evaporation method of separation
2) Identify magnetization as a types of separating method of mixtures
3) Identify stages methods of separating mixtures in crystallization

PUPILS EVALUATION
 ………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MASS AND WEIGHT MASS ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on mass and weight. It will help learners acquire skills
and values of identifying the different types of mass and weights. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Mixtures.
SPECIFIC OUTCOMES, LSBAT:
1) Define the term mass
2) State what weight is
3) Describe how to measure the mass and weight of different objects

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
 Evaporation method of separation
questions and recall
 Magnetization as a types of separating during the what they
method of mixtures introduction learnt

D Mass Teacher Pupils listen Teachers

E - Mass is the amount of matter in a substance. explains the and ask Exposition
How to measure the mass of different objects details to the
V questions
- Mass is usually measured in kilograms (kg) and
learners
E
 L grams (g).
O - We can measure mass using a beam balance. A
simple beam balance employs already known
P
masses to determine the unknown masses. Other
M balances used to measure the mass of different Teacher puts Learners
E objects are the triple beam balance and the digital pupils in discuss and Group
or electronic balance.
N groups to bring out work
Example: To measure the mass of salt.
T 1. Place an empty beaker on the triple beam discuss main points
balance and record its mass as M1.
___min 2. Pour the salt in the beaker and record the
new mass as M2 (mass of beaker and salt).

3. Calculate the difference between M1 and

M2. This gives the mass of the salt.

4. Repeat the experiment using other

substances such as flour or rice.

Weight
Teacher writes Pupils copy
Weight is the pull of gravity on the mass of an object.
brief notes on the notes in Individual
Weight = mass × acceleration due to the board their books Work
gravity
W=mg
Where m is mass; g is
acceleration due to gravity.
Note: Acceleration due to gravity is 10N/kg on earth
which is represented by g.

How to measure the weight of a given object

We measure weight with a spring balance and its unit

is Newton (N). When measuring weight, hold a
spring balance or attach it to a fixed surface by its
ring at the top. Attach the object you want to weigh
to the hook at the bottom of the balance. This causes
the spring in the balance to stretch. Measure the
weight of the object then. The marker on the outside
of the spring balance moves down the scale of the
spring balance.
 A spring balance Teacher gives Learners
practical together Demonstratio
n
examples with the
The weight of a substance with a given mass.
teacher
Example: (i) Calculate the weight of a 20kg stone on
earth (acceleration due to gravity is 10m/s2) workout
Solutions solutions
Experiment
Weight = mass × acceleration due to gravity.
Weight = 20kg × 10m/s2
Weight = 200N
Example: (ii) The mass of a man is 70kg.
What is his weight on the earth?
Solutions
Weight= mass× acceleration due to gravity.
Weight=70kg×10m/s2
Weight=700N
Note: When an object is taken to another planet, the
weight differs from the weight on earth, while the
mass remains unchanged. For example, gravity on the
moon is 1/6 that of the earth.
g= 10×16 m/s2 (=1.6m/s2) on the moon
The following table shows the changes to the mass
and weight of an astronaut when he travels from the
earth to the moon in a spacecraft.

Earth Moon

Mass 60kg 60kg

Weight 600N 100N

Distinguish between mass and weight.

- Mass is the quantity of matter in a body while
weight is the pull of gravity on a body.
- Mass is measured with a beam balance while
weight is measured with a spring balance.
- Mass is measured in grams (g) or kilograms (kg)
 while weight is measured in Newton (N).
- Mass is constant while weight varies from place
to place

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
TEACHER/ PUPILS EVALUATION
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 MASS AND WEIGHT DENSITY ____min ____/___/__

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number two on Mass and Weight. It will help learners acquire skills
and values of how to determine the densities of different substances. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about Mass and Weight.
SPECIFIC OUTCOMES, LSBAT:
1) Define the term Density
2) Demonstrate how to determine the densities of different substances
3) Demonstrate that an object will sink or float on a liquid

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
 Evaporation method of separation
questions and recall
 Magnetization as a types of separating during the what they
method of mixtures introduction learnt
 D Density Teacher Pupils listen Teachers
E Density is mass per unit volume of a substance. explains the and ask Exposition
V mass details to the questions
Density =
E volume learners
- The unit for density is grams per cubic
L centimeter (g/cm3)
O Demonstrate how to determine the densities of
P different substances
(i) Determining the density of a stone Teacher puts
M Learners
- Weigh the stone by placing it on a beam pupils in
E balance. Read and record its mass (m) discuss and Group
- Pour water into a measuring cylinder and record groups to
N bring out work
its volume as V1. discuss
T main points
- Tie a thin string to the stone and gently lower it
into the water until it is fully submerged (under
___min water).
- Record the total volume of the water and the
stone as V2.
- Now calculate the density of the stone as follows:
Density = m
v2 – v1
The figure below illustrates how the density of a
stone can be determined.
Teacher writes
Pupils copy
brief notes on
the notes in Individual
the board
their books Work

(ii) To determine the density of water using

eureka can / overflow can
- Get the mass of the stone using
the balance. And record the mass
as (m)
- Pour water in the eureka can and
allow it to overflow until it levels
to just below the overflow pipe.
 - Lower the stone into the water,
the stone displaces the water
which runs down the overflow
pipe into the empty measuring
sylinder.
The water that runs into the
measuring cylinder is equal to the
volume of the stone.

Teacher gives
practical Learners
examples together Demonstration

with the
teacher
workout
Experiment
solutions

(iii) To determine the density of a block of wood.

Draw a table for the results like the
one shown below.

Mass Length Width Height Volume

(L) (W) (H)
(g) L × W × H (cm3)
(cm) (cm) (cm)

- Using a beam balance, measure the mass of the

block of wood and record your results in the table
above.
- Measure and record the length, width and height
of the block of wood.
- Calculate the volume of the block of wood using
 the formula,
V=L×W×H or
V=l×b×h
- Calculate the density of the wooden block using
the formula
mass
Density =
volume

(iv) To determine the density of a liquid e.g.

water.
- Draw a table for your results like the one shown
below
Liquid (A) Mass of (B) Mass (C) Mass of (D) volume
cylinder of water of water
(g) cylinde C=B–
M1 r+ A (cm3)
water (g)
(g)
Mass=M1-
M2
M2=

Water

- Carefully determine the mass of the empty

measuring cylinder using the beam balance.
- Record this in column A in the table above.
- Pour water into the measuring cylinder and record
the volume of this water in column D.
- Now place the measuring cylinder with the water
on the beam balance. Record the mass in column
B.
- Calculate the mass of water in column C.
- Use the data recorded in your table to calculate
the density of the water.
D=M2 –M1
V

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
Experiments/ Practical Activity/ Home work
1) Define the term Density
2) Demonstrate how to determine the densities of different substances
 3) Demonstrate that an object will sink or float on a liquid

PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHERS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HEAT TRANSFER Types of heat transfer ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on heat transfer. It will help learners acquire skills and
values of how to determine the types of heat transfer. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about heat.
SPECIFIC OUTCOMES, LSBAT:
4) Define the term Density
5) Demonstrate how to determine the densities of different substances
6) Demonstrate that an object will sink or float on a liquid

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Density
questions and recall
 mass during the what they
Density =
volume introduction learnt

D Types of heat transfer. Teacher Pupils listen Teachers

The types of heat transfer are conduction, convection explains the
E and ask Exposition
and radiation.
V Conduction is the transfer of heat through solids. In details to the questions
conduction, heat is transferred from the hot region to learners
E
the cold region by vibration of particles.
L Conduction can be demonstrated using the following
experiment:
O
P
Teacher puts
M Learners
pupils in
E discuss and Group
groups to
N bring out work
In this experiment, the pins fall off one by one
discuss
T starting with pin A. This is because particles at the main points
end of the wire in the flame become hot and start to
vibrate more strongly. As these particles vibrate, they
___min hit other particles next to them and make them
vibrate as well. In this way the hot particles transfer
some of their heat to the cooler particles next to them.
This continues until heat reaches the other end of the
wire. In this way we say heat has been conducted
along the wire.
Convection is the transfer of heat through liquids and
gases. In convection, heat is carried by the particles
from the hot region to the cold region. Convection
can be demonstrated as illustrated in the experiment
below: Teacher writes
Pupils copy
In this experiment, used tea leaves are sprinkled into
brief notes on
the water and the water is heated gently. the notes in Individual
the board
their books Work

Observation
When the water is heated in the experiment above,
 the hot particles of the water at the bottom rises to the
top. At the same time, the cold particles of water at
Teacher gives Learners
the top moves down to the bottom and also become
together
heated. This process of the hot articles rising and cold practical
with the Experiment
particles moving downwards results in convection
examples teacher
currents which are shown by the movement of tea
workout
leaves.
solutions
Radiation is the method of heat transfer from the
source without requiring particles of a solid, liquid or
gas. The heat reaching your hands when you hold
them near a fire reaches them by radiation. Heat from
the sun reaches us also by radiation.
LESSON CONCLUSION Teacher goes Learners ask Question
Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
TEACHER/PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HEAT TRANSFER Types of heat transfer ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number two on heat transfer. It will help learners acquire skills and
values of how to determine the types of heat transfer. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about a vacuum flask.
SPECIFIC OUTCOMES, LSBAT:
1) Describe how a vacuum flask works
2) Describe the main parts of a flask
3) Describe how a flask insulates heat

STAGE CONTENT TEACHERS PUPILS METHODS

 ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Types of heat transfer.
questions and recall
The types of heat transfer are conduction, convection
and radiation. during the what they
introduction learnt

D How a vacuum flask works. Teacher Pupils listen Teachers

A vacuum flask is a device that keeps liquids hot or explains the
E and ask Exposition
cold by preventing heat transfer.
V details to the questions
Main parts of a vacuum flask
learners
E
L
O
P
M
E
Teacher puts
N Learners
The main insulator in the vacuum flask is the inner pupils in
T glass container which has double silvered walls, discuss and Group
namely, inner wall and outer wall. These silvered groups to bring out work
walls reduce heat loss by radiation. This is done by discuss
___min the inner wall reflecting heat back into the liquid. In main points
this way a hot liquid put into the flask remains hot for
a long time.
Heat gain is reduced by the outer wall reflecting heat
towards the outer housing (outer casing). In this way
a cold liquid put into the flask remains cold for a long
time. Between the inner wall and the outer wall is a
vacuum to reduce heat loss or gain by convection or
conduction. A cork or plastic stopper in the mouth of
the flask reduces heat loss or gain by convection and
conduction.

The outer housing protects the glass vessel from

damage. The sealed tip on the inner glass container is Teacher writes Pupils copy
where the air was sucked out from between the walls. brief notes on
the notes in Individual
Liquids are kept in containers because they have no the board their books Work
fixed shape. To see the increase in volume of a liquid
due to heating, we also heat the container in which
the liquid is. The container will also expand
 LESSON CONCLUSION Teacher goes Learners ask Question
Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
EXERCISE/ HOMEWORK
1) Describe how a vacuum flask works
2) Describe the main parts of a flask
3) Describe how a flask insulates heat

PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HEAT TRANSFER HEAT AND EXPANSION OF ____min ____/___/__
SUBSTANCES
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number four on heat transfer. It will help learners acquire skills and
values of how to determine the types of heat transfer. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about a vacuum flask.
SPECIFIC OUTCOMES, LSBAT:
1) Demonstrate expansion of substances
2) Demonstrate the expansion of solids.
 3) Describe the use of the expansion of different metals in a bimetallic strip

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
 Parts of a vacuum flask.
questions and recall
during the what they
introduction learnt

D HEAT AND EXPANSION OF SUBSTANCES Teacher Pupils listen Teachers

E Expansion of substances. explains the and ask Exposition
-Expansion is the increase in amount of space used details to the
V questions
by another due to heating.
learners
E Expansion of solids
L
-Different solids have different expansion rates from
O fastest to slowest; the rates of expansion for some
P solids are aluminum, copper, brass and steel. For
example, aluminum expands more than copper does
M
when they are heated to the same temperature.
E
-This difference in expansion can be shown by Teacher puts
N Learners
heating a bimetallic strip. pupils in
T -A bimetallic is a strip of two different metals joined discuss and Group
together. When heated or cooled, one metal expands groups to
bring out work
or contracts faster than the other, causing the strip to discuss
___min main points
bend as shown below.
Brass and iron

Copper and alluminium

Copper Copper Teacher writes
Pupils copy
brief notes on
Alluminium Alluminium
the notes in Individual
the board
their books
 Work
Steel and bronze
Bronze Bronze

Steel
Steel

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
PRACTICAL EXERCISE/ HOMEWORK
1) Demonstrate the expansion of solids.
2) Describe the use of the expansion of different metals in a bimetallic strip

PUPILS EVALUATION
………………………………………………………………………………………………………
TEACHER EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 HEAT TRANSFER HEAT AND EXPANSION OF ____min ____/___/__
SUBSTANCES
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number five on heat transfer. It will help learners acquire skills and
values of how to determine the types of heat transfer. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about a vacuum flask.
SPECIFIC OUTCOMES, LSBAT:
1) Demonstrate expansion of substances
 2) Demonstrate the expansion of liquids and gases
3) Describe the use of the expansion of different substances in everyday life

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
HEAT AND EXPANSION OF SUBSTANCES
questions and recall
Expansion of substances. during the what they
 -Expansion is the increase in amount of space introduction learnt
used by another due to heating.
D Expansion of liquids Teacher Pupils listen Teachers
E explains the and ask Exposition
Liquids are kept in containers because they have no
V fixed shape. To see the increase in volume of a liquid details to the questions
due to heating, we also heat the container in which learners
E
the liquid is. The container will also expand
L
O Note: if the liquid level in the container rises as it is
being heated, then the liquid has expanded more than
P
the container. The experiment below illustrates that
M liquids expand when heated.
E
Teacher puts
N Learners
pupils in
T discuss and Group
groups to
bring out work
discuss
___min main points

In this experiment, the water level falls at first, and

then rises steadily. The initial drop in the water level
occurs because the flask expands first, before the heat
reaches the water. The next rise in the water level is
due to the volume of the water increasing as it is
heated. We can therefore conclude that liquids
expand when heated.
Expansion of gases

The expansion of gases is so large that we can ignore

the expansion of the containers they are stored in. To
show that gases expand when heated, the experiment
is set as shown below.

In this experiment, bubbles start coming out of the

submerged delivery tube in the beaker due to the
expansion of the air inside the flask caused by the
heating.
Teacher writes
The use of the expansion of different substances in
brief notes on
everyday life.
In thermometers. In most thermometers the liquid the board
used is mercury because it expands quickly when Pupils copy Individual
heated. Other thermometers use alcohol.
the notes in Work
In thermostats: thermostats are devices used to
maintain temperature between certain limits in their books
electrical appliances and indoor areas. These devices
use bimetallic strips as switches.
In internal combustion engines: Internal
combustion engine, the mixture of fuel and air is
drawn into the cylinder where it is ignited by a spark
from a spark plug.
This hot air now expands rapidly and pushes on a
piston, pushing it down. When the piston moves, it
pushes a crankshaft that turns the wheels. Most
internal combustion engines operate using four
strokes, which repeat themselves over and over.
The effect of expansion and contraction of
substances.
Fracture of bridges.
Bridges are built to allow for expansion and
contraction of their parts to take place without
causing damage. Some metal bridges are supported at
one end by steel rollers, while the other end is
attached to a surface. This allows the roller end of a
bridge to move when expansion occurs. Other
bridges are built with sliding expansion joints which
allow for movements for expansion and contraction.
Breakage of glass e.g. window pane.
When putting panes of glass into window frames, the
glass must be 2 mm smaller than the opening of the
frame. This allows the glass to expand when it gets
hot, and not press against the sides of the window
frame. If the pane is too big for the frame, the glass
would crack with expansion. The pane is secured
with putty to keep it in the correct position, and to
allow the glass to expand.
Buckling of rail tracks.

The metal rails of railways tracks expand when the

temperature when the temperature increases. They
are laid in sections with expansion gaps between
them. This prevents the rails from buckling or
bending due to expansion. Sliding joints or fish plates
join the two ends of adjacent rails. Fish plates have
slotted bolt holes which allow movement.
 LESSON CONCLUSION Teacher goes Learners ask Question
Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
EXERCISE/ HOMEWORK
1) Demonstrate expansion of substances
2) Demonstrate the expansion of liquids and gases
3) Describe the use of the expansion of different substances in everyday life

PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 REFLECTION AND REFLECTION ____min ____/___/__
REFRACTION OF LIGHT

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Reflection and Refraction of light. It will help
learners acquire skills and values of how to determine the types of heat transfer. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on light.
SPECIFIC OUTCOMES, LSBAT:
 1) Define the term Reflection
2) Investigate the characteristics of reflection of light in a mirror.
3) Carry out experiments on Reflection

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Reflection Teacher asks Pupils Brainstorm
____min - Reflection is the bouncing of light off a smooth random respond and
surface. questions participate
- Light that bounces off a smooth surface such as a during the
mirror is reflected in a regular way while light introduction
bouncing off a rough surface is reflected in an
irregular way.

D Practical Activity Teacher Pupils listen Teachers

The figures below illustrate regular (smooth) explains the
E and ask Exposition
reflection and irregular (diffused) reflection.
V details to the questions
learners
E
L
O
P Learners Group
The characteristics of reflection of light in a Teacher puts
M discuss and work
mirror.
pupils in
E This can be done by carrying out an experiment as bring out
follows: groups to
N main points
- Place the plain paper on the cardboard and fix it
discuss
T at the edges using paper clips.
- Draw a horizontal line on a sheet of plain paper
and then draw a perpendicular line to the
___min
horizontal line. This is the normal.
- Measure a 300 angle to the perpendicular line and
draw the line AB.
- Place a plain mirror upright on the horizontal line
with the reflecting surface facing the normal.
- Fix three drawing pins P.Q and R on the line AB
representing the incident ray. Look into the
mirror and find the images P, Q and R.
- Fix pins S, T and U to the paper in line with the
 image P, Q and R, as shown in figure below.

- Measure the angles formed that represent the

angle of incidence and the
- angle of reflection.
- Repeat the experiment using different angles.
Observation Pupils copy Individual
The angle of incidence and the angle of reflection are Teacher writes the notes in Work
always equal, no matter what the size of the angle of
brief notes on their books
incidence is.
Conclusion the board
When light is reflected, the angle of incidence is
always equal to the angle of reflection.
EXPERIMENT
4) Define the term Reflection and Investigate the characteristics of reflection of light in a mirror
Demonstrate.
TEACHER/ PUPILS EVALUATION ....................................................................................

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 REFLECTION AND REFRACTION ____min ____/___/__
REFRACTION OF LIGHT

ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Reflection and Refraction of light. It will help
learners acquire skills and values of how to determine the types of heat transfer. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
 PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about a Reflection of light.
SPECIFIC OUTCOMES, LSBAT:
1) Define the term Refraction of light
2) Investigate the characteristics of refraction.
3) Describe the application of reflection and refraction to daily life.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min Reflection random respond and
- Reflection is the bouncing of light off a smooth questions participate
surface. during the
- Light that bounces off a smooth surface such as a introduction
mirror is reflected in a regular way while light
bouncing off a rough surface is reflected in an
irregular way.

D Refraction Teacher Pupils listen Teachers

- Refraction is the bending or changing of direction explains the
E and ask Exposition
of light rays when they pass from one material
V details to the questions
into another. Refraction takes place at the
learners
E boundary of the two media (singular – medium).
L - When light passes from a less dense medium to a
denser medium, it is refracted towards the
O
normal.
P - Light travelling from a denser medium to a less Learners Group
dense medium is refracted away from the normal. Teacher puts
M discuss and work
- However, whether light is from a less dense pupils in
E bring out
medium to a denser medium, or vice versa, groups to
N refraction will not occur if it strikes the surface at main points
discuss
T right angles as shown in figure (c) below.0.21

___min

Identify the real and apparent depths of an object

under water.

Note: light from point D is refracted away from the

normal at the water surface. Light reaching the
observer appears to come from point B, which is
directly above point D. the object D appears to be in
position B. thus RB is its apparent depth. The true
or real depth is RD since the coin has not been
raised. The apparent depths are always less than the
Teacher writes Pupils copy Individual
real depths of the object.
brief notes on the notes in Work
The application of reflection and refraction.
the board their books
- Reflection is applied in:
(i) Searchlights

(ii) Headlamps
 (iii) Magnifying mirrors

Refraction is applied in lenses of instruments

such as camera, binoculars, telescope, spectacles
and microscope.

PRACTICAL EXERCISE
1) Define the term Refraction of light
2) Investigate the characteristics of refraction.
3) Describe the application of reflection and refraction to daily life.

PUPILS EVALUATION
………………………………………………………………………………………………………
TEACHERS EVALUATION
..........................................................................................................................................................
MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 COMPOSITION OF AIR COMPONENTS OF AIR ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Composition of Air. It will help learners acquire skills
and values of how to describe the components of air. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about air.
SPECIFIC OUTCOMES, LSBAT:
 1) Identify the components of air
2) Investigate the proportion of each substance in air.
3) Describe the nature of each substance in air.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Components of air. Teacher asks Pupils Brainstorm
____min The components of air are: nitrogen, carbon dioxide, random respond to
oxygen and water vapour. questions the teachers
during the questions
introduction
D Teacher Pupils listen Teachers
E composition of gases in explains the and ask Exposition
V
the atmosphere details to the questions
carbon
dioxide learners
E
oxygen 21%
L
oxy- nitogen 78%
O gen
carbon dioxide
P other 0.03%
inert other inert gases
M
gases 0.97%
E
Teacher puts
N Learners
pupils in
T EXPERIMENT discuss and Group
The proportion of each substance in air. groups to
bring out work
- This can be done by first investigating the
discuss
___min proportion of oxygen in air as explained below: main points
- Fix the candle firmly to the bottom of a dry
trough and place enough water in the trough to
cover the lower half of the candle. Light the
candle and while the candle is burning, cover it
with a dry gas jar. The experiment is set as shown
in (a) below.
It is observed that as the candle burns, the level of the
water in the gas cylinder rises until the candle goes
out. The water rises to replace the air that has been
used during burning (combustion). The water rises to
a level of about one fifth (21%) of the height of the
gas cylinder. This shows that oxygen is the gas that
supports combustion and that it makes about 21% of
the air in the atmosphere. In the experiment, the
water did not fill the whole jar as seen in (b) because
some air was not used in burning. We call this the
(inactive) part of the air which is a mixture of several
gases, the main one being nitrogen occupying
approximately four fifth 78% of the volume of air
around us. Air also contains carbon dioxide and water
vapour which occur in very small amounts (1%)

The nature of each substance in air

(i) Nature of Nitrogen

- It is colorless
- It is odourless (has no smell)
- It is slightly soluble in water
Teacher writes
- It has almost the same density as that of air
(ii) Nature of Oxygen brief notes on Pupils copy
- It is colorless the board the notes in
- It is odourless their books
- It is slightly soluble in water (100cm3 of water
Individual
contains about 4cm3 of oxygen
- Its density is approximately the same as that of air Work
(iii) Nature of carbon dioxide
- It is colorless
- It is soluble in water
- It is denser than air
- It is odourless
(iv) Nature of hydrogen
Hydrogen is the lightest, simplest and most
abundant element in the universe, which does not
normally exist as a free gas but present in
compounds, such as water, ammonia and
ammonium compounds, for example, in artificial
fertilizers. Hydrogen however has the following
 properties:
-It is colorless
-It is odourless
-It is less dense than air

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
EXERCISE/ HOMEWORK
1) Identify the components of air
2) Investigate the proportion of each substance in air.
3) Describe the nature of each substance in air.

PUPILS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHER EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
8 COMPOSITION OF AIR COMPONENTS OF AIR ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number one on Composition of Air. It will help learners acquire skills
and values of how to describe the components of air. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
 PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about air.
SPECIFIC OUTCOMES, LSBAT:
1) Identify the uses of each substance of air
2) Investigate the industrial uses of air.
3) Describe the nature of each substance in air.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond to
composition of gases in questions the teachers

carbon
the atmosphere during the questions
introduction
dioxide
oxygen 21%
oxy- nitogen 78%
gen carbon dioxide
other 0.03%
inert other inert gases
gases 0.97%

DThe uses of each substance in air Teacher Pupils listen Teachers

(a) Uses of Nitrogen explains the
E and ask Exposition
- It provides a non-reactive (inert) environment, for
V details to the questions
example,
learners
E  Inside an incandescent (ordinary) light bulb
L to prevent the filament from reacting with
oxygen in air.
O
 To protect historical documents by
P preventing paper and ink from reacting with
M oxygen in air. This stops the document
decomposing (rotting).
E
 It is used to freeze materials and keep things
Teacher puts
N cold during transportation. Learners
 It is used in the preparation of ammonia pupils in
T discuss and Group
when it is made to react with hydrogen groups to
bring out work
 It is an important element that is found in discuss
___min fertilizers such as ammonium nitrate. main points
 Plants with nodules containing bacteria such
as legumes can convert nitrogen into
 nitrates thereby enriching the soil for good
plant growth.
(b) Uses of Oxygen.

The uses of oxygen will be classified into medical

industrial and others.
(i) Medical uses of oxygen
 It is used in incubators for premature babies
 It is used in ventilators for patients on life
support system
 Oxygen therapy is used to treat some
infections, diseases and disorders
 Oxygen supplementation increases the
oxygen levels in patient’s blood
(ii) Industrial Uses Of Oxygen
 It is used in oxy-acetylene flames for
welding and cutting of metals
 It is used for manufacturing steel from iron
by oxidizing impurities such as carbon,
sculpture and phosphorous which are found
in iron. The steel is then pure.
 It is important in combustion process such
as the motor car engine and rocket fuel in
which it is mixed with the fuel
 It is used in the purification of water
 It is used in the chemical industry for the
manufacturer of some chemical compounds.
(iii) Other Uses Of Oxygen
 It is used by both animals and plants to
produce energy during aerobic respiration Teacher writes
 It is used by deep sea divers and mountain
climbers to assist them in breathing brief notes on
(c) Uses of Carbon dioxide the board Pupils copy Individual
 It is used in fire extinguishers, this is the notes in Work
because it does not support combustion, and
their books
it is non- flammable and is denser than air.
 It is used to make carbonated (fizzy) drinks.
 It is used as a refrigerant because it can be
made into a white solid (dry ice).
 It is used in bakeries where it is produced
through fermentation thereby causing the
 dough to rise as the gas begins to escape.
 It is used by green plants for the process of
photosynthesis.
(d) Uses of Hydrogen
 It is used in the production of ammonia
 It is used for removing impurities in
refining petrol
 It is used in extracting metals such as iron
from oxide ores
 It is used in the production of fertilizers
such as ammonia compounds
 It is used for hardening vegetable oils,
changing them into solid saturated facts
such as margarine.

LESSON CONCLUSION Teacher goes Learners ask Question

Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
EXERCISE/ HOMEWORK
1) Describe the uses of air in everyday life.
PUPILS EVALUATION
………………………………………………………………………………………………………
TEACHER EVALUATION
………………………………………………………………………………………………………