MINISTRY OF EDUCATION

INTEGRATED SCIENCE
TEACHER’S GUIDE

GRADE 8
 TABLE OF CONTENTS

UNIT PAGE
1 LIFE
· The microscope 1
· Cells- The building blocks of life
· Storage organs in plants 2
· Energy from foods 3
· Respiration 5
· Pollination 6
· Fertilisation
· Human reproduction 7

2 SIMPLE MACHINES
· Forces and motion 8
· Machines 9
· The composition of matter 10

3 ACIDS AND BASES

· Measuring acidity and alkalinity 12

4 DETECTING THE ENVIRONMENT

· The eye 13
· Hearing sounds 14
· Other senses 15
· The nose
· The tongue
· The skin

5 SOIL: THE BASIS OF AGRICULTURE

· Soil composition 16
· Soil types
· Comparing soils 17
· Improving the pH of soil
· Improving clayey soils 18
· Improving sandy soils
· Conserving and renewing soil fertility 19
· Making compost
UNIT PAGE

6 ENERGY
· Simple circuits 20
· Parallel and series circuits
· Making electricity 21
· Electricity in the home
 ACKNOWLEDGEMENTS
The following persons were involved in writing and reviewing the Level 7 Curriculum Guide.

Dr Kenneth Hunte Director

Secondary School Reform Project (SSRP)

Sharon Patterson-Bourne Senior Subject Specialist

Secondary School Reform Project (SSRP)

Ian Melville Subject Specialist

Secondary School Reform Project (SSRP)

Nigel London Subject Specialist

Secondary School Reform Project (SSRP)

Lawrence James Subject Specialist

Secondary School Reform Project (SSRP)

Wendel Roberts Queens College

Cheryl McDonald Deputy Head Mistress

Mackenzie High School

Maylene Dyer Christianburg Wismar Secondary School

Sybil Blackman Allyene’s High School

Claudette Samuels Head of Department (Science)

President’s College

Dwarka Shivraj Deputy Head Master

 FOREWORD

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even
more critical today when one considers the limited resources, both human and material, which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum
materials that have been designed to improve the quality, equity and efficiency of secondary education. The
curriculum materials include Levels 7-9 Curriculum Guides and Teacher’s Guides for Language Arts, Mathematics,
Science, Social Studies, Reading and Practical Activity Guides for Science. These materials have been tested in all
secondary-aged schools nationwide and are considered useful in providing teachers with a common curriculum
framework for planning, monitoring and evaluating the quality of teaching and learning. The curriculum materials
also provide a basis for continuous student assessment leading to the National Third Form Examination (NTFE).

The initial draft curriculum materials have been subjected to evaluation, by respective Heads of Departments,
form all ten Administrative Regions and Georgetown and they have been subsequently revised to reflect the views
expressed by teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consistency and
support for teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers
must ensure that they make good use of these curriculum materials so that the quality of and learning can
improved in all schools.

Ed Caesar
Chief Education Officer
 PREFACE

The teaching of Science has shown sustained growth at the secondary school level in the past decade, and in order to
maintain such growth, the Level 9 curriculum guide has been developed by a team of curriculum Science specialist.

The curriculum guide has objectives which are achievable targets of skills, knowledge, understanding and attitudes. The
guide has also identified units, topics, content and strategies to be used, developed and reinforced.

It is the duty of the heads of department to prepare general schemes, which they can use to better inform the teachers in
their departments in order to write a more detailed year/term plan.

There is no set format for the writing of schemes of work. This may vary from school to school and even teacher to
teacher. However, the scheme of work for any academic year must be broken down into term schemes. Further, the term
schemes can be broken up into a weekly outline, which identifies objectives to be completed each week.

In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge all of our
Science teachers to provide such feedback to the curriculum staff at NCERD and also as they visit to provide support that
will enhance your classroom teaching.

Mohandatt Goolsarran
Head
Curriculum Development and Implementation Unit
National Centre for Educational Resource Development
May 2002
UNIT: LIFE
Topic Learning Objectives Content Activities/Materials Evaluation Areas of
Skills Knowledge Understanding Attitudes Strategies Integration
The Observe The parts of the Recognize the The microscope Group Activity Can students: Language
microscope microscope need for Discussion -identify the Reporting
Manipulate taking care of parts of and
apparatus The purpose of the use the
each part of the microscope microscope?
Record microscope.

Draw and label The purpose of

diagrams the microscope

Cells- Building The parts of a Explain the Appreciate Plant and animal -make Agriculture
blocks of life plant and an importance of cell that plant and cells temporary Science
animal cell organelles to their animal cells slides of plant Plant and
functions in the are living units and animal animal cells
The function(s) plant and /or cells? and tissues
of the nucleus, animal cell
cell wall
cytoplasm, -identify the
mitochondrion parts of plant
vacuole, cell and animal cell
membrane from a
chloroplast temporary
slide?

The types of How specific Animal and plant -identify plant Mathematics
plant tissue tissues function tissue and animal Measuring
tissues from and drawing
Tissues are temporary to scale
groups of similar slides?
cells working
together in
unison

1
UNIT: LIFE
Topic Learning Objectives Content Activities/Materials Evaluation Areas of
Skills Knowledge Understanding Attitudes Strategies Integration
Storage Organs Manipulate The parts of A storage organ Appreciate Storage organs Activity Can students: Language
in plants plants that store can be tested for that these in plants Reporting
Observe food starch food storage Laboratory report -identify from
organs are tests, storage Art
Record The food Plants need very important Discussion organs that Drawing
nutrients found in storage organs sources of contain starch?
Hypothesise specific plant food for Agriculture
storage organs humans Science
Predict Plants

Communicate
Energy from Energy can be Explain how to Willingness to Energy in food -identify how Home
food Experiment release at measure release use much energy is Economics
different rates: - from a sample of equipment release from a Food
quickly food carefully sample of
(combustion), food? Agriculture
slowly (digestion) Science
Plants

Language
Reporting

Mathematics
Measuring

2
UNIT: LIFE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Feeding Observe What the term Specific organisms Willingness to Habitats Field trips Can students : Agricultural
relationships in habitat means are adapted to live share ideas and -Identify the Science
the ecosystem Record in their habitat information on Discussion types of Habitats
Types of preserving habitat?
Report habitats habitats Social Studies
-explain how Relationships
Estimate and the organism is
calculate adapted to the
habitat?

What the term Organisms need to Appreciate the Communities: - -Identify a Social Studies
community live together interdependence -Terrestrial community of Communities
means of organisms in a organisms?
community -Aquatic Language
Types of Reporting
communities

What the term A quadrat can be Willingness to Population -Find the % Mathematics
population used to calculate % appreciate the population Calculating
means population. importance of species in a
knowing the quadrat? Social Studies
The population specific species Population
of various population of an
types of environment
vegetation can
be identified
using the
quadrat

3
UNIT: LIFE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Feeding Observe What the terms: Feeding Appreciate that Food chains Field trips Can the students Language
Relationships producer, primary relationships organisms need and food webs -construct food Reporting
Classify secondary and occur in various each other in Discussion chains and food
tertiary consumers environments order to survive webs? Agriculture
Draw mean Science
Willingness to -name an Organisms
Record The names of the How organisms accept that organism and
trophic levels. depend on each humans are identify its trophic Visual Arts
other for survival involved in level? Charts
feeding
relationships in - classify
their organisms in
environment trophic levels?

4
UNIT: LIFE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Respiration Observe What respiration, Respiration is Appreciate the Respiration: Activity Can students: Language
anaerobic and important to living importance of -Aerobic and -compare Reporting
Record aerobic respiration organisms respiration to -anaerobic Discussion anaerobic and
and breathing mean living organisms respiration aerobic
Hypothesise respiration and
The difference write word
Measure between breathing equations for
and respiration same?
Draw and label
diagrams The similarities and
differences of
Manipulate aerobic and
anaerobic respiration

The characteristics Surface area to Use the surface Respiratory -solve problems Mathematics
of respiratory volume ratio is area to volume surfaces using surface Measurements
surfaces important to living ratio to solve area to volume Calculations
organisms simple problems ratio

The gases involved How gaseous Gaseous -demonstrate

in the process of exchange occurs exchange in: and explain
gaseous exchange in: -plants gaseous
-man -animals exchange in
-fish man
-insect
-plant - compare
inhaled and
Inhaled air differs Show exhaled air?
from exhaled air concern/interest
for issues relating
to atmospheric
pollution

5
UNIT: LIFE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Pollination Classify Types of pollination Flowers are Appreciate the Types of Field trip Can students: Agri. Science
(cross and self) adapted to role of insects in pollination -compare cross
Observe facilitate cross pollination and the (cross and self) Group activity and self Language
Agents of pollination and self role of pollination pollinated
Investigate pollination in fruit production. Discussion flowers? Art
The advantages of
Interpret cross and self Reporting -identify the
pollination advantages of
Draw Presentation cross and self
pollination?
Record

Communicate

Manipulate

Design

Fertilisation What the term Explain: Appreciate the Fertilisation and -prepare
fertilisation means (i) how the male role of fertilisation development of temporary slides
sex cells in food production seeds/fruits of pollen grains?
Where fertilisation (gametes) move
occurs to meet the -make drawings
female sex cells using hand lens,
Results of fertilisation (gametes) of the
longitudinal
(ii) the process section through
and site of the ovary of a
fertilisation flower?

-use a chart to
explain (i) how
the male sex
cells (gametes)
move to meet
the female sex
cells (gametes)

(ii) the process

and site of
fertilisation

6
UNIT: LIFE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Human Draw The names of the The structures of Appreciate the Human Group activity Can students Health and
reproduction structures of the the reproductive need to control reproductive -relate the family life
Observe male and female system relate to our sexual drives systems: Reporting structures of the Human
reproductive their functions structure and male and female reproduction
Communicate systems function Discussion reproductive
systems to their
The normal site of functions?
fertilisation

What the term Physical changes Appreciate the Physical -compare the
puberty means occur at puberty physical changes characteristics changes in
which occur at of puberty males and
The physical puberty as well as females, that
changes that occur the fact that they occur at
at puberty occur at different puberty?
periods in the
lives of various
individuals

What the menstrual The reasons for Appreciate the Menstruation -use a diagram
cycle is the occurrence of role of the to explain the
the menstrual menstrual cycle in menstrual cycle
cycle a woman’s
reproductive life

7
UNIT: SIMPLE MECHANICS
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials Integration
Strategies
Forces and Manipulate The meanings of the Appreciate that Force and Activity Can students Language
Motion terms force and objects move motion -solve problem Reporting
Record acceleration due to when forces are Discussion using F=mg?
gravity applied to them
Predict Demonstration - compare the
The SI unit of force force required to
Hypothesise move an object Social Studies
The formula for Use the formula along various Forces
calculating force F=mg to solve surfaces?
(F=mg) problems Mathematics
Equation

Ways of reducing Friction can be

friction reduced -explain ways of
reducing friction?
The advantages and Mass can be
disadvantages of converted to force
friction

8
UNIT: SIMPLE MECHANICS
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials/ Integration
Strategies
Machines Manipulate Examples of simple and A hammer could be Appreciate the Machines: Activity Can students-: Mathematics
complex machines and used as a first, importance of i) Levers -name examples of Measuring
Observe their uses second and third pulleys in our -First class Discussion simple and
class lever daily life -Second class complex machines
Record -Third class and state their Agriculture
Willingness to uses? Science
Classify participate in a Use of
First, second, and third The incline plain group activity - explain how a Agricultural tools
Predict class levers and can be compared -The incline hammer can be
examples of same to a screw plane used as a first,
second and third Industrial Arts
class lever? Tools and
Two different levers in Levers, pulleys and -The Screw machinery
the human body inclined planes
make work easier -The pulley
i) single -demonstrate and Physical
ii) block and explain how levers, Education
tackle pulleys, and Machinery
inclined planes
make work easier?

9
UNIT: MATTER
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials/ Integration
Strategies
The Manipulate What the term matter Willingness to The particulate Activity Can students
composition equipment means. question the theory of matter -explain the
of matter particulate theory (Dalton’s Discussion particulate theory of
Observe The particulate theory of Theory) matter?
matter
Predict -draw and describe
The meaning of the How the parts of Show an interest the structure of an
Infer terms atom, proton, the atom are in atoms and atom?
neutron, electron and arranged molecules
Design and molecule. -differentiate
plan Atoms differ from between a
Examples of atoms and molecules molecule and an
Investigate molecules atom?

Communicate
The meanings of the An element differs Show curiosity in -make models of
terms element and from a compound elements and named compounds
compound compounds and elements?

-differentiate
between an
element and a
compound?

What a mixture is There are Willingness to Mixtures and -compare the Home Ec.
differences in the work in a clean compounds physical properties Food
The names of elements physical properties and orderly of a mixture with preparation
in a mixture and a of a mixture and a manner those of a
compound compound compound and Agri Science
state reasons for Animal feeds
Chemical reactions Make oxides in the the differences? Agri. Chemicals
either give off or take in laboratory
heat -write word
equations for a
Word equations can be reaction between
written for chemical two or more
reactions elements?

-make oxides in the

laboratory

10
UNIT: MATTER
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials/ Integration
Strategies
The Research The kinetic theory of The kinetic theory Willingness to The kinetic Activity Can students Home Ec.
composition matter can be related to share ideas theory of matter -use the kinetic The three
of matter Communicate the physical Discussion theory to explain phases of
properties of the the three states of matter
Interpret three states of matter?
observations matter
-relate the kinetic
Draw theory to the
conclusions physical properties
of the three states
of matter?

The meaning of the The products of Concern for the Electrolysis -set up and carry
terms electrolysis, electrolysis of personal safety out the electrolysis
electrolyte, anode and (i) water in as well as that of of a salt solution
cathode sulphuric acid others and identify the
(ii) salt solution products?
(iii) copper sulphate
solution
can be compared

11
 UNIT: ACIDS AND BASES
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Materials/ Integration
Strategies
Measuring Observe The meaning of the To extract an Willingness to Indicators Activity Can students Home Ec.
acidity and terms indicator, indicator from cooperate with -extract an indicator Food
alkalinity Manipulate universal indicator flowers and use it others Discussion from a flower and preparations
use it to test
Record Litmus changes colour substances for
in acids/alkalis acidity/alkalinity?
Draw
Acidity and alkalinity are To compare the Willingness to be pH scale -identify the pH Home Ec
Predict measured on a pH scale strengths of critical of results levels of various Foods
(0-14) acids/alkalis using obtained acids and alkalis? Agri Sc.
Communicate the pH scale Soils

The meaning of the Why a named alkali Willingness to Alkalis -name house-hold Home Ec.
terms alkali and base is used in the home share and alkalis and state Chemicals in
question ideas what they are used the home
Examples of alkalis for and why?
(i) at home
(ii) in the lab.

The meaning of the Why a named acid Acids -name house-hold

terms acid is used in the home acids and state
what they are used
Examples of acid for and why?
(i) at home
(ii) in the lab.

What the term The products of Neutralisation -name and

neutralisation reaction neutralisation reactions compare the
means reactions can be products of
compared neutralisation
Acids can be neutralised reactions?
by metals, alkalis/bases
or carbonates -write and explain
word equations for
Word equations for neutralisation
neutralisation reactions reactions?

The names of How to identify: Show curiosity Tests for CO2, -collect and identify
chemicals, materials and CO2, (g) about gases O2, and H2, the following gases:
equipment necessary to O2 (g) CO2, O2, and H2,
test for CO2, O2, and H2, H2 (g) Concern for
safety

12
UNIT DETECTING THE ENVIRONMENT
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
The eye Draw The parts of the How the parts of Appreciate that The mammalian Discussion Can students: Agri. Science
mammalian eye and the eye function the eyes are eye -identify the parts of
Manipulate their function very important Activity the eye and describe Visual Arts
equipment, The eye can be to organisms. their function?
The principle involved compared with a Demonstration Language
Observe in seeing objects. camera Be willing to
handle -dissect a Math
Record equipment mammalian eye?
carefully Art and Craft
-explain the principle
Appreciate that by which parts of the
a series of eye function?
processes are
involved in -experiment with
being able to lenses of varying
see objects thickness to explain
accommodation?

Appreciate that
the camera -make a model of
functions the eye?
similarly to the
eye. -compare the eye
with the camera?

13
UNIT DETECTING THE ENVIRONMENT
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Hearing Draw and label The parts of the ear How the parts of Appreciate the The Ear Demonstration Can students: Art and Craft
Sounds diagram and their functions the ear function need to care for -make a model ear?
the ear Activity Language
Manipulate -explain how the
equipment Discussion parts of the ear
function?
Observe
Sound travels in How sound is Exhibit an Sounds -demonstrate the Music
Record waves produced awareness of transmission of
the importance sound through
Appliances that use The ear detects of sound various media?
sound sound
· Microphone
· Stethoscope How the
microphone and
stethoscope
function

14
UNIT DETECTING THE ENVIRONMENT
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Other Observe How smell is Appreciate that The olfactory Activity Can students: Food and
senses: detected the nose must organs -explain how smell is Nutrition
The Nose Draw and label be cared for. Discussion detected?
diagram Social Studies
-describe smells?
Communicate Language

The areas of the Explain how tastes Appreciate The tongue -explain taste is Food and
tongue which detect are detected importance of detected? Nutrition
The sweet, sour, salty and the tongue
Tongue bitter tastes -identify the areas of Visual Arts
the tongue that
detect various
tastes?

- describe tastes

The Skin The functions of the Sensitivity varies in Willingness to The mammalian -label parts and
skin parts of the skin. care for the skin skin state the function of
the skin?
The skin aids in
regulating body
temperature

How to care for our

skin.

15
UNIT SOIL: THE BASIS OF AGRICULTURE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Soil Manipulate The organic and Appreciate the The composition Activity Can students: Agri.Science
Composition equipment inorganic importance of of soil -perform
components of soil soil to our daily Discussion experiments to Social Studies
Experiment lives observe soil
structure? Math
Observe
The names of How Show interest in The physical -perform
Record some soil (i) soil organisms promoting soil properties of soil experiments to
organisms can be collected conservation observe organic and
(ii) to test for the inorganic
presence of air and components of soil?
water in soil

The properties that Humus influences The importance -perform

are important to plant growth of soil properties experiments to
plant growth to plants explain the effects of
humus on plant
growth?

Soil Types The three main Types of soil: -collect, name and
types of soil Sand, clay, identify the three
silt/loam main types of soil?

- describe samples
of soil in relation to
The main physical their particle sizes?
properties of the The physical
three main soil properties of the -identify and
types three main soil compare the
types physical properties
of sand, silt and
clay?

16
UNIT SOIL: THE BASIS OF AGRICULTURE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Comparing Manipulate The physical The capillarity, Appreciate that Comparing soils: Activity Can students: Agri.Science
Soils: equipment properties of sand, permeability, air it is important to sand, clay and -perform
Sand, clay and loam space and humus know about the loam Discussion experiments to Social Studies
Clay Experiment content, in sand, properties of compare capillarity,
Loam clay and loam can soils. permeability, air Language
Observe be compared space and humus
content, in sand, Visual Arts
Record clay and loam?
Math
Draw
The soil that is Loam is considered Promote public -determine which
most fertile the most fertile soil awareness of soil type is most
the effects of suitable for the plant
soil degradation growth?

-design a chart to
show the
comparison of the
three main soil
types?
3
Improving the The pH at which Soil samples are Appreciate that Testing soil -prepare 1cm of
pH of soil plants grow best. prepared for testing knowledge of samples for pH each sample of soil
their pH values soil pH helps values for testing and
farmers determine their pH
values?

- compare soil
samples with the
colour on the
universal indicator?

Soil pH can be Appreciate that Improving soil -add chemicals to

improved soil pH can be pH soils to alter their
altered to pH?
improve their
fertility

17
UNIT SOIL: THE BASIS OF AGRICULTURE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Improving Research Ways of improving Explain the effects Appreciate the Improving Research Can students: Language
clayey soils clayey soils of the addition of importance of clayey soil for -grow garden crops
Manipulate the following on humus in soil increased Activity on original clayey Math
equipment The effects of lime clayey soils: fertility production soil and on improved
on clayey soils - sand Discussion clayey soil? Agri. Science
Observe - lime
- ash Willingness to -draw graphs to
Record work show comparison of
co-operatively plants’ growth rate
in groups to on original clayey
improve clayey soil and on improved
soil clayey soil?

Improving Ways of improving Explain the effects Appreciate that Improving sandy -grow garden crops
sandy soils sandy soils of the addition of soil fertility can soil for on original sandy
the following on be improved to increased soil and on improved
The effects of lime sandy soils: improve production sandy soil?
on sandy soils - clay production
- humus -draw graphs to
- fertilizers show comparison of
Willingness to plants’ growth rate
work on original sandy
co-operatively soil and on improved
in groups to sandy soil?
improve sandy
soil

18
UNIT SOIL: THE BASIS OF AGRICULTURE
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Conserving Research The methods used Soil fertility can be Appreciate that Renewing soil Research Can students: Language
and renewing to improve and conserved and techniques in fertility -describe the
soil fertility Manipulate conserve soil renewed using soil Activity methods used to Math
equipment fertility various methods conservation conserve and renew
and renewal Discussion soil fertility? Agri. Science
Observe It is important to are very useful
conserve and in making soil a -compile in a booklet
Record renew soil fertility. permanent information on
resource renewing and
Draw and conserving soil
label fertility?

Making The components of How compost is Promote public Making compost -make compost from
compost compost made awareness of suitable waste
the importance materials and
of making remains from plants
compost in and animals?
relation to
waste
management

19
UNIT ENERGY
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Simple Draw The components of Why the lamp lights Appreciate the Simple circuits Activity Can students: Language
circuits a simple electric in the circuit importance of -construct a simple
Manipulate circuit electricity in our Discussion circuit and use the Visual Arts
equipment daily lives appropriate symbols
to draw a circuit Math
Observe diagram?

Predict
Series and What the terms How a series and a Appreciate the Series and -construct series and
parallel Communicate series, parallel parallel circuit differ need to connect parallel circuits parallel circuits?
circuits circuits, cell, household
battery, ammeter How a cell and a electrical -draw series and
mean battery differ appliances in parallel circuits using
parallel symbols?
The brightness of
the bulbs and -compare the
ammeter readings brightness of the
differ for the series bulbs and ammeter
and parallel circuits readings for the
series and parallel
circuits?

20
 UNIT ENERGY
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Making Manipulate Methods by which Electricity can be Appreciate the Electricity Activity Can students: Home Ec.
electricity equipment electricity is produced produced by need to production -construct a simple Electricity in the
various methods conserve Discussion voltaic cell? home
Observe e.g. resources that
electromagnetic are used to -name some
Record Some sources of induction produce sources of Industrial Arts
electrical energy electricity electricity?
Draw and label Energy can be
converted -produce electricity
Hypothesise by employing
Electricity is used in various methods?
Predict every day activities e.g.
- chemical action
- electromagnetic
induction
- friction

The parts of a dry cell How the parts of a Be willing to The dry cell
dry cell function handle -open a dry cell,
dangerous identify the parts and
chemicals with explain how the
due care parts function?

Electricity The safety devices Electricity can be Appreciate the Electricity in the -wire a two pin fused
in the that are used in dangerous to need to follow home. / three pin plug
home electrical appliances humans all precautions according to the
in the home when handling correct colour code?
Cables/wires are wires, plugs
What to do in a designed to ensure and electrical
electrical emergency electrical safety appliances

Some conductors and

insulators that are
found in the home

21
 UNIT ENERGY
Topic Learning Objectives Content Activities/ Evaluation Areas of
Skills Knowledge Understanding Attitudes Methods/ Integration
Strategies
Electricity Manipulate What a fuse/circuit A short circuit can Willingness to Fuses Activity Can students: Home Ec.
in the equipment breaker is be dangerous to exercise the demonstrate the Electricity in
home humans necessary Discussion heating effect of the home
Predict What a fuse looks like precautions electricity?
and where to find one Fuses or circuit when handling e.g. using steel wool Industrial Arts
Observe in an electrical breakers are useful electrical in a circuit
appliance in electrical safety appliances
Record
Electricity can
produce a heating
effect that may be
harmful or beneficial
to man

22