1

NATIONAL STANDARDS CURRICULUM

GRADE 8 INTEGRATED SCIENCE

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 2

GRADES 7-9 SCOPE AND SEQUENCE

TERM 1 TERM 2 TERM 3

GRADE 7  Working Like a Scientist 1  Energy  Sexually Transmitted Infections and Drugs

 Matter  Plant Reproduction  Climate Change

 Cells & Organisms  Sexual Maturity, Reproduction and

Personal Hygiene

GRADE 8  Working Like a Scientist 2  Human Nutrition  Respiration & Gas exchange

 Photosynthesis and Energy  Physical and Chemical Changes  Space science

Relationships
 Forces & Motion  Water and the Earth’s atmosphere
 More about Matter

GRADE 9  Working Like a Scientist 3  Electricity and Magnetism  Sensitivity and Coordination

 Transport in Humans & Plants  Chemical Bonding, Formulae  Acids and Alkalis
and Equations
 Sexual reproduction and birth Control

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 3

UNITS OF WORK GRADE 8 TERM 1 UNIT 1: WORKING LIKE A SCIENTIST 2

About the Unit

In this unit students will, through hands-on activities, learn how to represent experimental data in pie charts. They will identify and classify experimental
variables. They will learn how to analyse and interpret data in order to arrive at meaningful conclusions. They will also learn how to annotate drawings.

Range of Content

 The construction of pie charts to present data;

 The classification of variables;
 The analysis and interpretation of experimental data;
 The annotation of drawings

Guidance for the Teacher

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 4

Prior Learning
Check that students can:
 Construct tables, bar graphs and line graphs to
required standards
 Make labelled drawings/diagrams to required
standards

UNIT TITLE: Working like a scientist 2

Theme: Science Exploration, Application and Design Practice Objectives

Students will:
Attainment Target(s)  Construct pie charts using findings from observations /data
 Apply scientific knowledge and processes to the solution of real world  Classify variables as dependent, independent and control
problems.  Analyse and interpret displayed data
 Use mathematics as a tool for problem-solving, and as a means of  Annotate drawings
expressing and/or modelling scientific theories.  Show honesty in sharing findings from investigations
 Appreciate the influence and limitations of science with consideration  Demonstrate persistence in collecting and analysing data
for ethical issues.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmark(s):
 Analyse and interpret experimental data to determine similarities and
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 5

observations and explanations.

 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Data Presentation and Analysis

Duration: hours

 COMMUNICATION AND COLLABORATION - Students use technology

to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
As recap, use experimental data provided by the teacher to create a table, a Communicate, think critically Table, bar graph and line graph
line graph and a bar graph. As a class, review when it is most appropriate to reflects required standards.
use bar graphs/line graphs to represent data sets.

In groups/as class, examine samples of pie charts provided by the teacher. List collaborate, assess, observe,

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 6

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
the common features observed in the samples. Share list with class. Observe as record, communicate
the teacher demonstrates how to construct a pie chart to illustrate data.

Create pie charts to represent data provided by the teacher. Communicate Pie chart correctly constructed to
required criteria.

Convert the information/data from pie charts to bar graphs and tables. Think critically, communicate Table and bar graph correctly
represents information in pie chart.
Bar graph reflects criteria provided.

In groups, be given an experimental report to read, discuss and identify collaborate, think critically,
problems with the experimental method. Make suggestions on how the classify, communicate
experiment could be improved. Share with the class problems identified and
suggestions for improvements. As a class, with the aid of the teacher, identify
the variables involved. In teacher led discussion, classify the variables as
manipulating, responding and controlled. (Teacher should introduce the terms
independent and dependent variables as synonyms for the terms manipulating
and responding variables respectively.)

In groups view sample experimental procedures (see points to note) provided collaborate, think critically, Variables identified and correctly
by the teacher. Identify and classify the variables in the procedures as classify, communicate classified.
manipulating, responding and controlled. Share classifications with class.

In groups, be given data that is presented in a variety of ways (tables, bar collaborate, think critically, draw
graphs, line graphs, pie charts). Identify the trends/patterns/relationships conclusions, communicate
where applicable and give simple explanations for these. Indicate any
anomalies/irregularities in the data. Draw conclusions from these analyses.
Report findings and conclusions to class.

Individually, carry out analysis of data provided by the teacher. think critically, draw conclusions Trends and relationships identified
and explained correctly.
Anomalies in data identified.
Conclusions supported by data and
analysis.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 7

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups/as class, examine samples of annotated drawings provided by the Observe, think critically,
teacher. Discuss the usefulness of annotations on drawings. communicate

Individually, make annotated drawings of familiar specimens provided by the Draw, label, annotate Drawing, labelling and annotations
teacher. done according to required
standards.

Learning Outcomes
Students who demonstrate understanding can:
 Construct pie charts accurately
 Identify the different types of variables in an experiment
 Assess the meaning of experimental data

Points to Note Extended Learning

Students must be given as much opportunities to practise the Use appropriate software to generate the various pie charts and graphs that
construction of pie charts, analyse data and annotate drawings. were manually created throughout the unit. Then, evaluate the computer
generated and manually created pie charts and graphs.
Sample experimental reports.

Resources Key vocabulary

Graph sheets, fictitious research report, sample experimental Pie chart, anomalies, annotation, variables, trend, pattern, relationship
procedures, samples of annotated drawings , Computer, Internet,
multimedia projector

Links to other subjects

Mathematics - statistics

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 8

UNITS OF WORK GRADE 8 TERM 1 UNIT 2: PHOTOSYNTHESIS AND ENERGY RELATIONSHIPS

About the Unit

In this Unit students will learn that green plants are producers because they manufacture their own food during photosynthesis. Chloroplasts in leaf cells
use the raw materials, carbon dioxide and water, in the presence of sunlight (light energy) and chlorophyll, to synthesize glucose/starch. Oxygen is released
as a by-product of the process. Students will examine leaves to identify ways in which they are adapted for photosynthesis and investigate the presence of
glucose and starch in leaves exposed to sunlight. They will learn that animals, as consumers, depend on green plants for their energy supply. They will
explore ways in which energy is transferred from green plants directly or indirectly to animals, in food chains and webs. Students will construct food chains
and webs using familiar organisms identified during their study of simple ecosystems and appreciate that humans can negatively affect terrestrial and
aquatic ecosystems

Range of Content
 During photosynthesis green plants use carbon dioxide and water, in the presence of sunlight and chlorophyll, to manufacture food.
 Photosynthesis takes place in chloroplasts and these are found in particular cells of the plant
 Leaves are specially adapted to carry out photosynthesis
 Energy is lost during transfer between trophic levels in food chains
 Human activities can have negative effects on food chains and webs

GUIDANCE FOR THE TEACHER

Only a simple explanation of the process of photosynthesis required:
Carbon dioxide from the air enters the leaves through the stomata; water from the soil enters the roots through the root hairs and travels up the stem to the
leaves; carbon dioxide and water are used to produce glucose within the chloroplasts; oxygen is released and diffuses out of the leaves via the stomata;
glucose is converted to starch and stored.

All aspects of drawing must be done in pencil: clear, clean continuous lines of even thickness; labels to the right of the drawing, written in script and lower
case; label lines drawn with ruler and do not overlap; title underlined, below drawing and in uppercase; correct magnification [calculated and written e.g.
(Mag. X 100)].

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 9

Prior Learning
Check that students can:
describe the basic structure of plants, e.g. leaf, root, stem, flower
recall that organisms depend on each other for survival.
know that green plants take in water through their roots and that
the leaf plays a part in photosynthesis
state that plants are producers.

UNIT TITLE: Photosynthesis and Energy Chains

Theme: Living Things, Life Processes and the Environment Objectives

Students will:
Attainment Target(s)  Recall that plants are producers and are the source of energy
 Understand the importance of the life processes in plants and animals, for animals.
their interdependence, their interaction with the environment, and  Investigate the raw materials and conditions necessary for
how lifestyles determine health and well-being. photosynthesis, controlling relevant variables.
 Construct the word equation for photosynthesis.
 Apply scientific knowledge and processes to the solution of real world
 Examine the external adaptations of the leaf for
problems. photosynthesis.
 Use mathematics as a tool for problem-solving, and as a means of  Formulate definitions of the terms producer, consumer,
expressing and/or modelling scientific theories. carnivore, herbivore, omnivore, food chain and habitat.
 Appreciate the influence and limitations of science with consideration  Construct terrestrial and aquatic food chains using familiar
for ethical issues. organisms.
 Demonstrate a positive attitude towards the use of scientific language.  Create food webs using the constructed food chains.
 Explain energy flow in a food chain.
 Demonstrate positive interpersonal skills in order to foster good
 Assess the impact of human activities on food chains and webs.
working relationships.

Benchmark(s):
 Understand how plants make their food, and how this forms the basis
of energy chains and webs.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 10

 Analyse and interpret experimental data to determine similarities and

differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate care and concern for living things and the environment.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate concern for man’s impact on the environment.
 Demonstrate sensitivity to others who are different.

Topic: Photosynthesis

Duration: 13 Hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 11

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
In small groups, investigate the adaptations of the leaf to carry out Investigate, think critically, infer, Acceptable list of external
photosynthesis. Examine the leaves as they are found attached to the plant. collaborate, communicate adaptations given
Make a list of the external adaptations and present to the class in a variety of
ways.

in groups, investigate: Investigate, think critically, infer, Procedures carried out accurately
1. the presence of starch in a green leaf which was previously exposed to collaborate, communicate and safely.
sunlight.
2. that: Experimental report done in
i. carbon dioxide, acceptable format.
ii. chlorophyll and
iii. sunlight are necessary for photosynthesis. Suitable observations recorded and
correctly explained.
Place the freshly picked/treated leaf into the boiling water (provided by the
teacher) for about three minutes. Transfer the leaf to a test/boiling tube Acceptable conclusions drawn and
containing ethanol or alcohol and then place the test/boiling tube in the hot limitations noted.
water in the beaker for about five minutes. (Turn off the flame before placing
the test tube with the alcohol in the hot water.) Remove the leaf from the
ethanol and dip it into the warm water. Spread the leaf on a white tile and
place a few drops of Iodine solution on it and observe. Record the colour
changes that occur and explain the reason for these changes.

ICT Integration
View and manipulate interactive video tutorial on testing for starch in leaves.

Predict what will happen if a variegated leaf which was exposed to sunlight was Predict, make annotated drawing, Correct drawing rules observed
tested for starch. communicate, think critically Labels correctly annotated with basic
Make an annotated drawing of a freshly picked variegated leaf. Map the areas function.
that are green and non-green. Indicate on the drawing the areas that should Drawing of leaf shows correct
have and not have starch. Explain why chlorophyll is needed for outline of the distribution of
photosynthesis. chlorophyll
Presence/absence of starch correctly

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 12

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
ICT Integration matched to green/non-green parts
View and manipulate interactive video tutorial on the function of chlorophyll in of leaf
photosynthesis. Accurate conclusion that only green
parts produce
starch/photosynthesize, chlorophyll
is necessary for photosynthesis

In groups, investigate the release of oxygen from actively photosynthesising Collaborate, investigate, Accurate measurement of the
pondweed (Elodea). Measure the total volume of gas produced or count the measure, communicate, think volume of gas released.
number of bubbles released per minute. Discuss how they could identify the critically Acceptable suggestions given for
gas produced and share their suggestions with the class. (Teacher should help identification of the gas.
students to refine their suggestions and predict how the release of oxygen from
pondweed varies with light intensity)

ICT Integration
View and manipulate interactive video tutorial on the production of oxygen
during photosynthesis.

view online/offline video/chart (or listen to a song/story or podcast) on Define operationally, collaborate, Acceptable explanation of
photosynthesis. In groups, use information from the video/chart and the communicate, think critically photosynthesis.
results of previous investigation to formulate a definition of the term Raw materials, conditions and
photosynthesis. Identify the raw materials, conditions and products of the products correctly identified.
process. Present definitions to class and match with teacher prepared
notecards.
in groups use the information to construct a word equation for Think critically, collaborate, Accurate word equation for
photosynthesis. photosynthesis.

in groups walk around the school yard or visit a garden, pond, or a tree and Make observations, Observations appropriately recorded
observe and record, in a suitable table, the organisms seen on their tour, communicate, collaborate in a table.
where they are seen and what they are feeding on. (If the organisms are not
feeding at the time of the trip or visit they must still be noted for later research;
cameras/mobile phones can be used to capture images of organisms).

Participate in a teacher-led discussion on food chains and define the terms

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 13

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
food chain, food web, producer, consumer, carnivore, herbivore, omnivore, Collaborate, communicate, Acceptable definition of terms and
and habitat. Classify the organisms identified from the nature walk as operationally define, classify, classification of organisms.
producers, primary, secondary or tertiary consumers. think critically

Construct food chains using the organisms identified. [Food chain should have Create, think critically Food chains and webs constructed
at least three (3) organisms.] accurately.
Create food webs using the food chains constructed.

ICT Integration
Use image capturing devices to capture the organisms in their habitats. Capture and store digital images

Brainstorm and suggest whether all the energy from one organism is Think critically, communicate Logical arguments given to justify
transferred to the organism that consumes it and justify their suggestions. suggestions.
Share their suggestions with the class in a teacher led discussion.

Use the food chains created from the field activity and a scenario depicting a Predict, think critically, Logical justifications given for
human activity that disrupts the habitat (e.g. pollution, removal of species etc.) communicate, collaborate predictions.
to predict the effects that the outlined human activity will have on the food
chain. Give reasons to support their predictions. Share and discuss their
predictions and justifications with the class.

view video/PowerPoint presentation/posters summarizing the topic of food

chains and webs. Complete worksheet on food chains and food webs. Think critically Worksheet correctly completed.

Learning Outcomes

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 14

Students who demonstrate understanding can:

 Explain the process of photosynthesis
 Write a word equation for photosynthesis.
 Explain how the leaf is adapted for photosynthesis.
 Explain the terms producer, consumer, omnivore, carnivore, herbivore, food chain, food web and habitat.
 Describe energy transfer in terrestrial and aquatic food chains.
 Describe how human activities affect food chains.
 Understand, use and spell correctly specialised scientific terms.
 Use image capturing devices to capture, format and store digital images
 Use word processing, multimedia and/or digital story tools to create and present digital content

Points to Note Extended Learning

 Simple explanation of the process of photosynthesis limited to Explore the use of greenhouses to improve crop productivity.
word equation.

Resources Key vocabulary

Videos/posters on food chains, computer, projector, camera, scissors, photosynthesis, producer, consumer, food chain, food web, chlorophyll,
markers, masking tape, hand-outs, beaker, test tube, Bunsen burner, chloroplast, carbon dioxide, oxygen, glucose, terrestrial, aquatic, lamina, mid
forceps, white tile, iodine solution dropper, alcohol/ethanol, rib, petiole, vein, starch, primary consumer, secondary consumer, tertiary
variegated leaf, tripod stand, gauze, blank cards, food chain/web consumer, herbivore, carnivore, omnivore, habitat
worksheet

Links to other subjects

Social Studies, Geography, Agriculture

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 15

UNITS OF WORK GRADE 8 TERM 1 UNIT 3: MORE ABOUT MATTER

About the Unit

In this unit, students will use the Periodic Table as the means of classifying elements into metals and non-metals.

Students will apply the Kinetic Theory of Matter to explain the movement of particles. In addition, students will perform experiments and account for their
observations using the kinetic theory of matter.

Students will learn additional information (building on grade 7) about atoms as the building blocks of elements. Students are introduced to the term
subatomic particles and also the location, mass and charge of each subatomic particle.

Range and Content

The key concepts, skills and knowledge students will learn in this subject:
 The atom
 Subatomic particles -: location, charge and relative mass
 atomic number of an atom
 The Periodic Table
 Kinetic Theory
 Diffusion

GUIDANCE FOR THE TEACHER

Chemical symbols are always written with capital letters if they are represented by a single letter and capital letter for the first and common letter for the
second if represented by two letters.
It is sufficient to tell students that elements are grouped based on the number of outer shell electrons.
 For diffusion activity:
1. Soak separate pieces of cotton wool in concentrated ammonia and hydrochloric acid and place each at opposite ends of a cylindrical glass
tube and cork both ends)
2. Place glass tube in clamp stand for students to observe
 If plasma comes up in discussion on states of matter indicate to students that it is outside the scope of the lesson.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 16

Prior Learning
Check that students can:
Recall that matter exists as particles and exist in the states
solid, liquid and gas. (plasma not considered)

UNIT TITLE: More About Matter

Theme: Energy, Forces and Matter Objectives

Students will:
Attainment Target(s)
 Understand the existence of materials such as solids, liquids and gases,  Describe briefly, the development of the Periodic Table
the particulate nature of matter, and simple chemical reactions that  Show that the Periodic Table is a collection of elements
 Collect and display common everyday elements on the Periodic
change one material into another.
Table
 Apply scientific knowledge and processes to the solution of real world  Match elements to their respective symbols
problems.  Classify elements as metals or non-metals
 Use mathematics as a tool for problem-solving, and as a means of  Distinguish between some selected properties of metals and non-
expressing and/or modelling scientific theories. metals
 Summarize uses of selected metals and non-metals
 Appreciate the influence and limitations of science with consideration
 Categorize the groups and periods in the Periodic Table
for ethical issues.
 Investigate the building blocks of elements (matter).
 Demonstrate a positive attitude towards the use of scientific language.  Cite evidence for the kinetic theory of matter
 Demonstrate positive interpersonal skills in order to foster good  Use appropriate scientific language
working relationships.  Differentiate between the sub-atomic particles in terms of their
position in atom, relative mass and charge.
Benchmark(s):  Create models to represent different atoms.
 Deduce the basis for arrangement of elements on the Periodic
 Understand physical and chemical changes and know that chemical
Table.
changes take place through the re-arrangement of atoms.  Construct a board game using the first 20 elements on the Periodic
 Know that chemical symbols are used to represent one atom of an table based on their symbols and atomic number.
element which is represented on the periodic table, and how selected  Identify by name, some special groups in the periodic table
elements are grouped in the periodic table.  Find novels ways to state conclusions from observations
 Complete their own activity even if others have already finished
 Know the structure of an atom.
theirs

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 17

 Know how substances can be classified by their chemical nature and

how this relates to the way they react.
 Analyse and interpret experimental data to determine similarities and
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Elements and the Periodic Table

Duration: 10 hours

 COMMUNICATION AND COLLABORATION - Students use technology

to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 18

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, research internet/read literature on the contribution of specified communicate, observe, classify, Montage correctly represents
scientists to the development of the periodic table. Create a montage/digital collaborate, create, think information. Presentation creative
story to represent information. Display montage and present a 5 minutes critically and support information on
playlet (dramatization, song etc) to the class. montage
Communicate, collaborate, make
In groups, read information/view video on Elements in the Periodic Table. Correct observations noted
observations, think critically
Examine different elements provided by the teacher (e.g. aluminium, Elements correctly classified.
magnesium, sodium (under oil), sulphur, gold, silver, carbon). Place the
selected elements on a Periodic Table and identify existing patterns. (Teacher
will lead students to where solids/ gases or metals/non-metals are located).
Describe the appearance and properties of each element and compare them.
Tabulate descriptions and share with class.

Select an element of choice and research its uses and occurrence in nature. Research, communicate, create, Model and Poster
Write a poem or jingle on its everyday uses and create a poster displaying the think critically Poster contains correct information
information (the poster should have a picture/drawing of the element). on the element chosen. Poster is
clean and neat, information well
organized, colourful and creative.

Participate in teacher led discussion on the representation of elements using Communicate, collaborate, think Symbols and names correctly
symbols. Play online/offline game of match the name with symbol (the names critically matched
of the elements and their symbols are divided among students). Try to locate
the person with matching name or symbol and tag them (Other versions of the
game may also be used). Explain their choice (students may respond that P is
for potassium or that Na is not a symbol for any of the elements given)

View Periodic Table with the names and symbols and revise their choices Communicate, collaborate, think Correctly write the symbols for
where necessary. In groups, list the first 20 elements and their associated critically selected elements in periodic table
symbols. (Teacher should use Periodic Table with the elements in order of
atomic number.)

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 19

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Participate in teacher led demonstration of sub-division of samples of elements Manipulate, think critically, Atoms identified as building blocks
previously identified (such as graphite), until further break up cannot take communicate for elements. Particles identified as
place. Discuss findings with class. building blocks for matter.

view video/read literature on the basic unit of matter and participate in group Research, communicate, Correct definition of the term
discussion on video content. (Teacher should guide students to infer that the operationally define, think element.
tiny particles that make up matter are called atoms, and an element contain critically, collaborate
atoms that are the same.) Formulate a definition for elements and share
definition with class.

Examine structures/ materials made from only one kind of brick and others Manipulate, think critically, Argument supported by evidence
made of several types of bricks. Produce an argument as to which structures communicate
represent elements and which do not.

Investigate the evidence and movement of particles by the following: Make observations, Correct observations noted
Diffusion through a liquid communicate, think critically, Movement of particles from high to
1. Place a food colouring or a few crystals of potassium permanganate investigate, manipulate low concentration stated
(VII) in a beaker with water
2. Observe for a few minutes and record Lighter gas identified
Correct observations noted
Diffusion of gases
1. Place a cotton wool soaked with concentrated ammonia and another
soaked in concentrated hydrochloric acid on opposite ends of a glass
tube
2. Watch for the appearance of a white ring inside the tube
3. Observe and record
4. Note the exact position of the white ring
(Teacher should extend discussion to talk about the rate of diffusion of gases
based on the position of the white ring).

Osmosis Experiment
In groups,

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 20

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
1. Half-fill two beakers. One with water and the other with concentrated  Investigate, manipulate, Correct measurements made
sugar solution. Measure mass of potato strips make observations, measure,
2. Place one strip of potato in each solution and leave for at least 30 think critically, communicate, The direction of particle movement
minutes collaborate, predict and correctly traced
3. Make predictions and develop a hypothesis as to which strips would hypothesize Does the hypothesis explain why the
have the heavier mass particle movement occurred
4. Measure the mass of the two potato strips Predictions correct
5. Observe and record
6. Share results with the class
(Emphasis should only be placed on the results in terms of particle movement
and not on the concept of Osmosis)

In groups, view video/ read literature/research internet and visit web quest on
the structure of the atom and complete a teacher prepared question sheet.  Communicate, collaborate, Table or chart correctly
Discuss their answers with class. Create a table or chart, possibly using word Create labelled/titled. Information
processing/spreadsheet software, to summarize the properties of the  Conduct electronic searches contained in table or chart is correct.
subatomic particles. Create word
processing/spreadsheet table
and chart
 Navigate and manipulate
digital content
View a diagram of an atom (nucleus and shells only) and correctly position the
sub-atomic particles. (Guide students to appreciate that the electrons are not
static but are constantly moving in energy levels/ shells).

In groups, use modelling clay/play dough and wire to construct models of Manipulate, make observations, Position of sub-atomic particles
unknown atoms given the number of the sub-atomic particles and make think critically, create, correctly located
presentation to class. Develop checklist criteria for peer evaluations. collaborate, manipulate, Model correctly done.
Participate in discussion on models presented by other groups, possibly using communicate Number of sub-atomic particles
online discussion forums and class wiki. (Students should keep models for Communicate information using correctly presented.
future lesson.) discussion forums and social
networks

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 21

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Manipulate digital content

View a copy of the periodic table of elements and participate in teacher Make observations,
facilitated discussion on how the elements are arranged (based on atomic
communicate, think critically
number). (Teacher should guide students to the recognition that the
differences in elements are due to the number of protons that make them up.)

Plan and design a game of BINGO using the first 20 elements of the Periodic Prototype contains groups, periods
Table. (To sensitize students to the concept of groups and periods). Choose Plan and design, Create, and elements correctly represented
appropriate materials to construct a prototype. Develop checklist criteria for communicate, think critically,
peer evaluations. Present ideas to the class with supporting arguments to
collaborate
justify their designs. Modify design where necessary then construct prototype.
Display models.
Accurately group elements into
Conduct research to identify special named groups (metals, non-metals, alkali Research, communicate, classify, metals and non-metals
metals, alkali earth metal, halogens and noble gases) in the Periodic Table. Special groups correctly identified.
think critically
Colour code and key these groups.

Learning Outcomes
Students who demonstrate understanding can:
 Know that symbols are used to represent elements in the periodic table.
 Recognize some familiar elements by their symbols.
 Classify elements as metals and non-metals
 Formulate a definition for diffusion
 Describe experiments which prove evidence of the kinetic theory of matter
 Describe the sub-atomic particles in terms of charge, mass and location
 Place elements in the Periodic Table according to periods and groups based on atomic number.
 Apply the concept of atomic structure to identify special groups on the Periodic Table
 Create and format word processing and spreadsheet documents and tables.
 Collaborate and communicate information using discussion forum and social network

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 22

Points to Note Extended Learning

Mention proper way of writing symbols (capital letter for the first and Research how elements got their names and symbols.
common letter for the second). Conduct further research on the relationship between the placement of
Simple treatment of periodic table – State only that elements are elements in the Periodic Table and the number of electrons in their outer shell.
grouped based on outer shell electrons. Chemical properties should
not be discussed.

Caution to be exercised when handling concentrated solutions. If

possible make use of a fume cupboard when placing soaked cotton
wool into the cylindrical tube.

Carefully add the potassium permanganate (VII) crystals to the bottom

of beaker using a tweezer.

Use the experiment on Osmosis to illustrate the movement of particles

only, as the concept of Osmosis is not being taught.

Teacher created/supervised discussion forums and social network

Plan and conduct research, using a wide variety of electronic sources
e.g. online periodicals, CDs/DVDs
Demonstrate safe, respectful, responsible and clear online
communication

Resources Key vocabulary

Periodic table, worksheet on atoms, material for montage Periodic table, atomic/proton number, nucleus, shells, energy levels, proton,
Potassium permanganate, concentrated hydrochloric acid and neutron, electron, periods, groups, symbol, element, atom, metal, non-metal
ammonia, cylindrical tube, beaker, water, potato, ruler, sugar, ice, wax, Kinetic theory, diffusion, concentration
Bunsen burner

Computers, Internet, speaker, multimedia projector, interactive video

tutorials, CDs/DVDs, concept mapping software, class Wiki and social
network sites, Digital story tools

Links to other subjects

Grade 7 (Matter), Physics (Kinetic Energy), Biology

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 23

UNITS OF WORK GRADE 8 TERM 2 UNIT 1: HUMAN NUTRITION

About the Unit

In this unit students will learn how food is broken down mechanically by teeth and chemically by enzymes during digestion to form products that can be
used by the cells of the body. They will investigate the structure of the teeth and relate this to their functions. They will also learn about selected digestive
enzymes and where they are produced. Students will use models to explore the process of digestion and perform chemical tests to identify more food
nutrients.

Range of Content

 Chewing or mastication of food by the teeth mechanically breaks down large particles into smaller ones to prepare them for digestion
 Teeth are specially adapted to cut, tear or grind/crush food.
 Some foods (protein, fat and some carbohydrates) have molecules that are too large to be absorbed by the cells/body
 Other foods (vitamins minerals water and some sugars) can be absorbed without digestion
 Large food molecules are broken down by enzymes in the alimentary canal to smaller molecules which are absorbed by the walls of the small
intestine
 Digestion is the breakdown of food into simpler substances for absorption into the blood stream.
 Some food cannot be digested and is passed out of the body as faeces during defaecation/egestion.
 Our body uses digested food products for energy, growth and repair

GUIDANCE FOR THE TEACHER

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 24

Prior Learning
Check that students can:
Identify the different nutrients in food.
Relate the main organs of the digestive system to their functions.
Recall that the digestive system is responsible for breakdown/
digestion of food for subsequent use by body cells.

UNIT TITLE : Human Nutrition

Theme: Living Things, Life Processes and the Environment Objectives:

Students will:
Attainment Target(s)  Differentiate between mechanical and chemical breakdown of
 Understand the importance of the life processes in plants and animals, food
their interdependence, their interaction with the environment, and  Relate the structural adaptations of human teeth to their role
how lifestyles determine health and well-being. in the mechanical breakdown of food (mastication)
 Apply scientific knowledge and processes to the solution of real world  Draw and label a longitudinal section of a canine tooth
problems.  evaluate different ways of taking care of the teeth
 Use mathematics as a tool for problem-solving, and as a means of  Describe the processes involved in human nutrition as
expressing and/or modelling scientific theories. ingestion, digestion, absorption, assimilation, and egestion.
 Investigate the presence of protein, fat, starch and simple
 Appreciate the influence and limitations of science with consideration
sugars in foods
for ethical issues.  Explain the need for proteins, fats and some carbohydrates to
 Demonstrate a positive attitude towards the use of scientific language. be broken down during digestion.
 Demonstrate positive interpersonal skills in order to foster good  Recognise the importance and the site of secretion of digestive
working relationships. juices in the alimentary canal.
 Explain the role of selected enzymes (protease, lipase and
Benchmark(s): amylase) in digestion.
 Identify the final products of digestion of protein, fat and
 Understand the intake, digestion and absorption of food in animals,
starch

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 25

and how energy is released through respiration.  Present and interpret data in acceptable way
 Understand the importance of nutrients, their functions and food tests.  Draw conclusions from observations and explain these using
 Analyse and interpret experimental data to determine similarities and scientific knowledge
differences in findings.  Check for health and safety before and during practical work
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate care and concern for living things and the environment.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Human Nutrition

Duration: 10 Hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
DIGITAL CITIZENSHIP - Students recognise the human, ethical, social, cultural
and legal issues and implications surrounding the use of technology and
practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 26

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, observe a chart of the digestive system with the names of the Communicate, summarize, Number sequence accurately
structures represented by numbers. Take turns to select a number from a collaborate, represents path food travels in the
bag which contains the numbers on the chart. Identify the structure that the alimentary canal
number represents. Sequence the numbers to show the route food travels in Correct structures and related
the alimentary canal. Construct a table showing the identified parts of the functions in completed table
digestive system and their function(s). Table constructed to acceptable
standard

Watch a video/ teacher prepared power point presentation about the stages Think critically, summarise, define Acceptable summary of each stage
involved in the process of nutrition (ingestion, digestion, absorption, operationally
assimilation, and egestion). Write a simple summary of each stage and
present to the class.

Eat a cracker. Explain to the class the process of mechanical breakdown of communicate,
food in the mouth and its importance in digestion.

Use a mirror to examine the teeth, describe each type and explain how they observe, draw, annotate Drawing done to acceptable
are adapted to perform their function. Make an annotated drawing of the standard
longitudinal section of the canine. Structures accurately labelled and
correct functions given

Visit / invite/interview a dentist/dental technician to obtain information on Communicate, think critically,

dental care and oral hygiene. In groups use the information, to role-play critique
different ways of caring for the teeth. Critique each other’s presentation.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 27

Complete a KWL chart based on the topic: digestive juices / enzymes. Write Communicate, collaborate, think Correct responses to questions on
what they know and want to know about enzymes and share their ideas critically, worksheet
with the class or use class email and blogs to share or make comments on
peer ideas/information on digestive juices/enzymes. Read teacher created
hand-out/web-post on enzymes, then complete the section on what they
have learnt and share information with the class. Answer questions on
teacher designed worksheet.

Perform tests to identify the presence of protein (Biuret), starch (Iodine), Manipulate, tabulate, make Accurate inferences drawn from
simple sugar (Benedict’s) and fat (grease spot/ethanol) in common food inferences, think critically observations
substances. Record results in a table and make inferences. Table constructed to acceptable
standard

Learning Outcomes
Students who demonstrate understanding can:
 Identify the main parts of the human digestive system and describe their functions.
 Differentiate between chemical and mechanical digestion
 Explain the role of selected enzymes in the process of digestion
 Identify the final products of digestion of protein as amino acids, starch as glucose (simple sugars) and fat as fatty acids and glycerol.
 Describe the stages involved in human nutrition
 Identify the types of teeth in an adult and explain how they are adapted for their function
 describe different ways of caring for their teeth
 Use word processing software and other technology tools to create original work, to share information on digestion processes/concepts
 Conduct electronic search for different kinds of information

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 28

Points to Note Extended Learning

Distinguish between the digestive system (all the organs involved in Visit / invite a dentist or dental technician to speak and gather
digestion - mouth, oesophagus, stomach, small intestine, large Information and resources about different types of dental prosthetics
intestine, pancreas and liver) and the alimentary canal (the long tube such as dentures, partials, crowns, bridges and implants.
extending from mouth to anus)

Differentiate between egestion (removal of undigested food/faeces Research on selected diseases associated with the digestive system.
from the alimentary canal) and excretion (removal of metabolic waste
from the body) Research Insectivorous plants and describe how they digest captured
insects.
Protein digesting enzymes are treated under the broad cover –
protease. Proteases break down proteins to amino acids. The named
examples of pepsin, trypsin etc. do not breakdown proteins directly to
amino acids, this requires peptidases in the small intestine.

Resources Key vocabulary

Video/web-post/ chart on the Digestive system/digestion, Protein, fat, starch, ingestion, digestion, absorption, assimilation, egestion
worksheet/hand-out on enzymes, Benedict’s Solution, Iodine, Biuret enzymes, digestive system , alimentary canal, digestive juice, incisors, canines,
reagent (NaOH/KOH) and CuSO4), Ethanol, food materials for testing, premolars and molars, mastication
crackers

Links to other subjects

Home Economics

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 29

UNIT OF WORK GRADE 8 TERM 2 UNIT 2: PHYSICAL AND CHEMICAL CHANGES

About the Unit

In this Unit students will group matter as pure and impure. Concepts of physical and chemical changes will be explored through experimentation and used
to explain the formation of compounds and mixtures.

Students will use experiments to determine the differences in properties of elements, mixtures and compounds.

In addition, students will investigate ways of separating impure matter particularly mixtures.

Range of Content

 Physical and Chemical Changes

 Elements, compounds and mixtures

Guidance for the Teacher

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 30

Prior Learning
Check that students can:
 Show that matter is made up of particles
 Explain the difference between reversible and
irreversible changes.
 State that elements are made of atoms

UNIT TITLE: Elements, Compounds and Mixtures

Theme: Energy, Forces and Matter Objectives:

 Classify substances as pure and impure
Attainment Target(s)  Explain the differences between physical and chemical changes
 Understand the existence of materials such as solids, liquids and gases, in terms of composition, reversibility and properties
the particulate nature of matter, and simple chemical reactions that  Perform investigations to distinguish physical and chemical
change one material into another. changes
 Infer that chemical changes lead to formation of compounds
 Apply scientific knowledge and processes to the solution of real world
and physical changes lead to formation of mixtures
problems.  Collect and display information
 Use mathematics as a tool for problem-solving, and as a means of  Set up simple comparative and fair tests
expressing and/or modelling scientific theories.  Develop a logical argument for classifying substances
 Appreciate the influence and limitations of science with consideration  Differentiate between elements, mixtures and compounds
for ethical issues.  Investigate methods that can separate mixtures
 Demonstrate a positive attitude towards the use of scientific language.  Predict how a given mixture can be separated based on
solubility, particle size and structure
 Demonstrate positive interpersonal skills in order to foster good
 Use appropriate scientific language
working relationships.
 Value individual effort and team work

Benchmark(s):
 Understand physical and chemical changes and know that chemical
changes take place through the re-arrangement of atoms.
 Know that chemical symbols are used to represent one atom of an

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 31

element which is represented on the periodic table, and how selected

elements are grouped in the periodic table.
 Know the structure of an atom.
 Know how substances can be classified by their chemical nature and
how this relates to the way they react.
 Analyse and interpret experimental data to determine similarities and
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Elements, Compounds and Mixtures

Duration: 5 hours

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
In groups, recap that elements are made of the same atoms making them pure Make observations, think Substances correctly classified as
substances. Given samples of substances, identify the pure substances critically, classify, define pure and impure.
(elements) from the collection. Sort the remaining substances as impure operationally, collaborate Elements correctly identified as pure
substances. Formulate a definition for pure and impure substances based on substances.
the properties of the substances.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 32

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, view video/read literature online/offline /visit web quest outlining Research, define Correctly define physical and
the differences between physical and chemical changes and formulate a operationally, collaborate, chemical change
definition for physical and chemical change. In groups, compose a jingle, think critically, create, Correctly outline the differences
possibly using audio recording software, to distinguish physical changes and communicate between physical and chemical
chemical changes and record it on a CD-ROM. change.
Jingle contains correct information
and shows a clear understanding of
the topic and can be easily
remembered
In groups perform the following investigations to determine which are
chemical or physical changes. Tabulate observations and compare physical and Collaborate, think critically, Correctly identifies which changes
chemical change based on composition, properties, reversibility, change in Make observations, classify, are physical and which changes are
mass of substance. Draw conclusions as to which ones are physical and which communicate, investigate chemical.
are chemical. Give a reason in each case. Accurate explanation given for each
change identified. Giving explanation
for each choice.
Investigation # 1 (Physical Change)
1. Add one spatula of salt into a beaker. Measure, manipulate Accurate observations made
2. Add 5ml of water into the beaker and stir. Communicate, collaborate, Correct conclusions arrived at
3. Wait 15 seconds. Do not taste! think critically, make
4. Record your observations. observations
5. Heat solution to dryness and record observations
6. Draw conclusions

Investigation # 2 (Chemical Change)

1. Add one spatula of baking soda into a beaker. Measure, manipulate, Accurate observations made
2. Add 5ml of vinegar into the beaker. communicate, collaborate, Correct conclusions arrived at
3. Wait 15 seconds. think critically, make
Do not taste! observations

4. Record your observations.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 33

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
5. Draw conclusions

Investigation # 3 (Physical Change) Measure, manipulate, Accurate observations made

communicate, collaborate, Correct conclusions arrived at
Add 2 antacid tablets to a cup of water, followed by 3 or 4 raisins. Record your think critically, make
observation. Or observations

Add 3 or 4 raisins to a cup of cream soda/ sprite. Record your observations.

Draw conclusions

Measure, manipulate, Accurate observations made

Investigation # 4 (Physical) communicate, collaborate, Correct conclusions arrived at
think critically, make
Place four ice cubes in a dish and leave for five minutes. Record observations.
observations
Draw conclusions

Investigation # 5 (Chemical)
Measure, manipulate, Accurate observations made
Place some copper sulphate solution in a test tube and add a strip of communicate, collaborate, Correct conclusions arrived at
think critically, make
magnesium ribbon or zinc strip. Record observations. Draw conclusions. observations

Investigation # 6
Measure, manipulate, Accurate observations made
1. Place large crystals of ammonium dichromate on a sand tray and then communicate, collaborate, Correct conclusions arrived at
on a tripod. think critically, make
2. Heat with a Bunsen flame until crystals begin to change. observations
3. Record observations.
4. Draw conclusions

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 34

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Other investigations include heating wax or iodine, mixing vinegar and chalk,
burning wood or paper and rusting of iron.

Use digital drawing tools to create flow chart to show the various chemical and Communicate, think critically Flowchart correctly shows changes
physical changes that occur when flour is sifted, made into dumplings and in the correct sequence.
cooked.

View teacher demonstration/video showing the heating of the elements iron Make observations, think Accurate information reported on
and sulphur to form the compound iron (II) sulphide, then record and discuss critically, communicate, the process observed.
their observations in groups. Share findings with class and participate in collaborate
teacher-led class discussion (Teacher guide students to realise that a new
substance was formed and that this new substance is an example of a
compound). Alternately, burn magnesium in air to form magnesium oxide
(although oxygen cannot be seen). Teacher should guide students that oxygen
is used up. Formulate a definition for compounds. Define operationally Correct definition of compound
given.
View video/research on compounds and develop a graphic organizer showing
information on: Research, communicate, create Graphic organizer has an appropriate
 how a compound is formed (definition) title and contains accurate
 examples of compounds information.
 uses of selected compounds
Present graphic organiser to class.

Research a list of common compounds and prepare a table with the following Research, classify, communicate, Table contains correct information
headings: common names, chemical names, chemical elements think critically under appropriate headings.

Collect labels of ten substances found in the home. From the ingredients given Make observations, classify, Display is neat with appropriate
on each label, identify and record the names of two compounds present. create, communicate, think headings/ title and correct
Produce a display board with the labels and information extracted. Set up critically information.
display in science corner.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 35

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
In groups, label two beakers A and B. Place a mixture of iron and sulphur in Collaborate, make observations, Report contains accurate
beaker A, and the compound Iron (II) sulphide in beaker B, make observations investigate, communicate, think information on observations.
(particle size, colour, attraction to a magnet etc.) then mix each beaker with critically, report, compare and Correct definition for mixtures given.
water, make observations and record findings. Report on findings including contrast, define operationally Two correct differences between
written explanations of results, displays or presentations and use the results to mixtures and compounds given.
suggest improvements and predictions for setting up further tests. After class
discussion, formulate a definition for mixtures and state at least two
differences between mixtures and compounds.

Given picture/video/list of different substances, construct a table with Think critically, communicate, Substances correctly classified as
appropriate headings to group the substances as elements, mixtures and classify, create elements, mixtures and compounds
compounds, suggesting reasons for the classification.

In groups, carry out separation techniques including filtration and evaporation, Collaborate, make Properly labelled diagrams of
paper chromatography, simple distillation, sublimation, centrifuging and observations, manipulate, separation techniques
separating funnel. E.g. sand and gravel by sifting, sulphur and iron using a communicate, think critically
magnet, sand and salt by dissolving and filtering, salt solution by simple
distillation; oil and water using separating funnel and the colours in black
marker/purple kool aid using paper chromatography. In a teacher led
discussion, students will use their results to draw simple conclusions about how
the method used to separate a mixture depends on the properties of the Techniques correctly predicted
components of that mixture and make predictions for setting up further
investigations.

Learning Outcomes
Students who demonstrate understanding can:
 Recognize substances as pure and impure
 Distinguish between physical and chemical changes.
 Explain the difference between elements, mixtures and compounds
 Carry out investigations to distinguish physical and chemical changes

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 36

 Deduce that chemical changes lead to formation of compounds and physical changes lead to formation of mixtures
 Carry out simple comparative and fair tests
 Explore methods that can separate mixtures
 Predict suitable separation techniques
 Work cooperatively in groups
 Discuss and question what they are learning and how it is relevant
 Capture, edit and record audio using audio editing software
 Collaborate and communicate ideas and information using class wiki/blogs and webquest
 Collaborate and communicate ideas and information using word processing and multimedia software

Points to Note Extended Learning

De-ionized water can be purchased at gas stations/ stores. Research the separation of crude oil.
It is best if the deionised water is boiled e.g. in a kettle, as close to the Investigate the melting and boiling points of pure and impure matter.
start of the lesson as possible and supplied warm to the students.
Ensure that the room is well ventilated when sulphur is being burned.

Teachers should provide students with criteria for construction of

display board, taking into account available space for displays.

Participate in online discussions using resources designed for student

collaboration and knowledge building
Use word processing software and other technology tools to create
original work for a specific purpose and audience.

Resources Key vocabulary

Salt, water, vinegar, beaker, copper sulphate, magnesium ribbon, ice, Pure substance, impure substance, physical change, chemical change, rusting,
antacid tablets, raisins, wax, iodine, ammonium dichromate, chalk, bonds, reactants, products, atoms, elements, mixtures and compounds, atom,
wood, paper. Iron(II) sulphide, sulphur, iron, internet, multimedia miscible and immiscible, solvent and solute, solution, colloids, chromatography,

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 37

projector filtration, evaporation, distillation, separating funnel, centrifuging, sublimation

Samples of different mixtures, materials for making poster, multimedia
material on mixtures, elements and compounds, video on the heating
of the elements iron and sulphur to form the compound iron (II)
sulphide.

computer, speakers, Internet, multimedia projector, video CDs/DVDs,

word processing, multimedia and graphic software tools, audio
capturing software, web quest site
Links to other subjects
Grade 6 (Mixtures) Grade 7(Matter)

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 38

UNITS OF WORK GRADE 8 TERM 2 UNIT 3: FORCES AND MOTION

About the Unit

In this Unit students will investigate motion and forces. They will describe motion in one dimension and perform simple calculations involving distance,
displacement, speed, velocity and acceleration. They will be able to identify various forces. They will investigate the origin and behavior of common forces
in everyday experience and explore how knowledge of these forces can be utilized.

Range of Content

 Distance, displacement, speed, velocity and acceleration

 Balanced and unbalanced forces in various media
 The effects of unbalanced forces on objects.
 Methods of reducing of resistive forces on objects

Guidance for the Teacher

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 39

Prior Learning
Check that students can:
Identify some types of forces

UNIT TITLE: Forces and Motion

Theme: Energy, Forces and Matter Objectives:

Students will:
Attainment Target(s)  Distinguish between vector and scalar quantities.
 Understand natural laws as they apply to motion, forces, and energy  Record situations in which unbalanced/balanced forces act
transformations.  Conclude that only unbalanced forces cause objects to change their
motion or shape
 Apply scientific knowledge and processes to the solution of real world
 Recall that friction is the force which opposes motion
problems.  Explain why some things are able to float in water and air,
 Use mathematics as a tool for problem-solving, and as a means of identifying all the forces involved
expressing and/or modelling scientific theories.  Construct diagrams to show all the forces acting on moving objects,
 Appreciate the influence and limitations of science with consideration in given situations
for ethical issues.  Perform investigations to determine how streamlined shapes
influence the degree of resistance to motion in water and air
 Demonstrate a positive attitude towards the use of scientific language.
 Show curiosity in investigating forces
 Demonstrate positive interpersonal skills in order to foster good  Suggest innovative and relevant ways to solve problems
working relationships.

Benchmark(s):
 Explore the relationships between forces and motion, and illustrate
these relationships in the environment and living things.
 Analyse and interpret experimental data to determine similarities and
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 40

 Appreciate the importance of scientific methods.

 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Balanced and Unbalanced Forces

Duration: 5 hours

ICT ATs
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 41

Suggested Teaching and Learning Activities Key Skills Assessment Criteria

Students will:

in groups, be given a list quantities (time, temperature, force, mass, ) to sort Collaborate, think critically, Quantities correctly classified.
under the headings “Quantities with Direction and Size” and “Quantities with classify, communicate
Size Only”, and share with the class. In a teacher-led discussion, connect the
label ‘Vector Quantities’ to those quantities with direction and size, and the
label with ‘Scalar Quantities’ to those quantities with size only.

As a class review forces. In groups examine a variety of situations in which Collaborate, communicate, Forces correctly identified.
forces act and identify the forces acting. Report findings to class in a variety of record, think critically
ways e.g., using multimedia presentations, digital story presentations. Create, communicate using
digital content

Investigate the effects of balanced and unbalanced forces by engaging in a Observe, think critically, classify, Correctly Identify at least two
game of “tug of war” or “arm wrestling”. Identify and record the stages where record, communicate, collaborate situations in which balanced forces
balanced and unbalanced forces are in operation. In groups discuss and Identify act and two in which unbalanced
at least two other situations in which balanced/unbalanced forces act and forces act.
report to class in a variety of ways, e.g., using multimedia presentations, using
class blogs and email with attachment.

Examine a variety of situations in which forces cause a change in direction, observe, think critically, record, Illustrate two situations for each of
shape or motion (example: kicking a football, blowing a balloon and batting a communicate, classify the following in which forces
cricket ball) and discuss the role of unbalanced forces in these situations. causes a change in direction, shape
or motion.
in groups carry out the following activities to investigate the
balanced/unbalanced forces involved:
1. Place a tennis ball floating in a cup of water. Observe and record what Investigate, observe, think Relationship between floating and
happens to the ball when a pencil is used to submerge the ball and critically, communicate, upthrust Correctly identified.
then release it. Discuss and suggest explanations for observations. manipulate, conduct fair test
2. Toss a tennis ball vertically upwards and record observations. Discuss
what might have caused the ball to stop moving upwards and return to
the ground.
3. Drop a stone and a feather and compare their observations. Suggests Correctly conclude that the falling
reasons for differences observed. motion of the ball was due
4. Drop a stone and observe its fall. Attach a parachute the stone, allow it gravitational force.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 42

Suggested Teaching and Learning Activities Key Skills Assessment Criteria

Students will:

to fall again and record their observations. Suggests reasons for

differences observed.
5. Attach a rubber band/spring to a wooden block and place the block on
a rough surface. Pull on the rubber band, gradually increasing the pull,
until the block begins to move. Repeat the procedure for a smooth
surface. Record, compare and suggest reasons for observations.
6. Release a small mass (e.g. a coin) from a specific height and record
observations (including time to hit the ground). Attached the coin to a
parachute and repeat the procedure. Compare and offer explanations
for observations.

Share and discuss their results and ideas with the class. This may be done using Communicate, think critically Acceptable explanations given for
online journal sites. Journalize observations observations.

Using diagrams illustrate the opposing forces acting in each case. Present Construct diagrams, Correctly draw use arrows on
findings to class in a variety of ways including using multimedia presentation communicate diagrams to indicate direction of
and/or digital story tools. (Teacher should guide students in identifying the Create, manipulate, communicate forces experienced on the floating
balanced and unbalanced forces involved in the various activities: upthrust, using digital content model and the parachute
gravity, friction, air resistance.)

In groups be given a container of water and two equal clumps of plasticine Collaborate, observe, think Conclude that the depth at which a
“play dough” investigate sinking and floating in the water. Design and construct critically, communicate, body floats in water is related to
a model that will sink and a model that will float. Discuss how the shape of the manipulate, investigate upthrust it experiences. shape
play dough affects floating and sinking. (Teacher should guide students to the related to upthrust and weight
inference that shape of the play dough changes the upthrust it experiences.) related to sinking

Use plasticine to form balls. Add the balls one at a time to the floating model observe, communicate, think
observing the change in depth at which it floats, until the model sinks. Discuss critically, manipulate
the relationships between the depth of floating and upthrust, and weight and
sinking.

In groups design and construct a paper plane (as outlined in the figure 1 below) observe, investigate, Comparison of flight distances of
to investigate the effects of streamlining. Fly planes in groups and observe and communicate, think critically, both model designs correctly

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 43

Suggested Teaching and Learning Activities Key Skills Assessment Criteria

Students will:

record the horizontal distance of flight. Use word processing software/digital manipulate illustrates the effects of
drawing tools for shape designs and documentation. streamlining.

Comparison of rate of descent of

both situations correctly illustrates
the effects of streamlining.

Fold back the tail of the airplane (as shown in figure 2 below) to create drag
and repeat the flight process. Observe and record the horizontal distance of
flight

Compare the difference in distances of travel for the two flight processes.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 44

Suggested Teaching and Learning Activities Key Skills Assessment Criteria

Students will:

(Teacher should ensure that students realise that the paper plane with the flaps
experiences more air resistance due to the fact that more surface area is
exposed.)

Explore further using planes of different designs.

Use a clump of plasticine “play dough” to design a solid cone. Drop the cone
point first into a cylinder of water and note the rate of descent. Then drop the
cone base first into a cylinder of water and note the rate of descent. Discuss
and report on the observations.

Learning Outcomes
Students will be able to:
 explain the action of balanced and unbalanced forces in various situations
 demonstrate the effect of streamline shapes on resistance to motion in water and air
 Conduct electronic search for kinds of information e.g. text images and audio
 Collaborate and communicate online using class blog/social network sites.

Points to Note Extended Learning

design and construction of model parachute should be done prior to Research on ways of reducing friction. (include the invention of the wheel and
class (at home) axle and use of lubricants)
teacher should introduce and explain the term drag Research the purpose of Plimsoll Lines on ships

Participate in online discussions using resources designed for student

collaboration and knowledge building

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 45

Teacher created/supervised class blog/social network sites.

Demonstrate safe, respectful, responsible and clear online

communication

Resources Key vocabulary

Rope, football, balloon, cricket ball, tennis ball, rubber band, wooden Forces, upthrust, friction, drag, gravity, streamline, floating, sinking, stretching
block, water, cylinder, plasticine, paper

Computers, Internet, speaker, multimedia projector, interactive video

tutorials, CDs/DVDs, word processing and multimedia software, class
blog/social network sites

Links to other subjects

Technical Vocational Education – apply solutions
Mathematics – measurement

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 46

Prior Learning
Check that students can:
identify the fundamental of length and time and their
units;
correctly construct line graphs.

UNIT TITLE: Forces and Motion

Theme: Energy, Forces and Matter Objectives:

Students will:
Attainment Target(s)  Describe the motion of an object by its position, direction, and
 Understand natural laws as they apply to motion, forces, and energy speed.
transformations.  Distinguish between displacement, distance, velocity, speed, and
acceleration.
 Apply scientific knowledge and processes to the solution of real world
 Solve problems involving displacement, distance, velocity, speed,
problems. and constant acceleration.
 Use mathematics as a tool for problem-solving, and as a means of  Work cooperatively in groups.
expressing and/or modelling scientific theories.  Value individual effort and team work by respecting different
 Appreciate the influence and limitations of science with consideration perspectives.
for ethical issues.  Show objectivity by using data and information to validate
observations.
 Demonstrate a positive attitude towards the use of scientific language.
 Demonstrate positive interpersonal skills in order to foster good
working relationships.

Benchmark(s):
 Explore the relationships between forces and motion, and illustrate
these relationships in the environment and living things.
 Analyse and interpret experimental data to determine similarities and
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 47

 Appreciate the importance of scientific methods.

 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: One Dimensional Motion

Duration: hours

ICT ATs
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 48

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

in groups, push an object (ball/toy car) from a start/reference point and describe its motion Collaborate, communicate, Descriptions of positions
with respect to its position and direction from the reference point, and its speed (e.g. the manipulate, investigate, sated giving distance and
object moved slowly 5m west of the start point). Repeat the activity several times with think critically direction.
varying sizes of push and in different directions. Share and discuss their descriptions of the
object’s motion with the class. As a class, discuss the importance of stating the direction
and distance from the reference point when describing the motion of objects.

In groups carry out the following: Investigate, communicate, Correct/acceptable answers

collaborate, think critically, and justifications given.
 Mark a reference point and place an object on it. Move the object in a straight line to a manipulate
particular distance from the reference point, say 20 cm, in a particular direction, say
East. Describe and record the new position of the object with regards to the reference
point. Repeat several times, each time moving the object the same distance but in a
different direction.
 Move the object several distances in the same direction, in a straight line. Measure the
distance from the reference point and describe and record the new position in each
case.
 Move the object along a looped path, starting and ending at the reference point.
Measure the distance moved by the object and describe its new position.

Answer and justify their responses to questions based on the activities. Example:
1. If the distance the object moves is the same, is its final position always the same?
2. If the object moves in the same direction, is its final position always the same?

Share and discuss their results from the activities and answers to the questions with the
class. (Teacher should use relevant points raised by the students in the discussion to
introduce the term displacement.) Discuss the difference between distance and
displacement. (Note: Distance refers to how much ground an object has covered during its
motion, whereas displacement refers to the distance covered in a particular direction.)

Practise finding distance and displacement (see examples below).

 A man walks from point A to B to C. Determine the distance he travels and his
final displacement.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 49

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

 A cow and a chicken take different routes in moving from Point A to Point B as
shown below.

i. What distance does the cow travel?

ii. What distance does chicken travel?
iii. What is the cow’s displacement?
iv. What is the chicken’s displacement?

 A car travels around a 400 m track as shown below.

i. If the car travels once around the track, what distance does it travel?
ii. If the car travels twice around the track, what distance does it travel?
iii. If the car travels once around the track, what is its displacement?

View videos of situations where speed is measured, e.g. athletics events, racing car events, Collaborate, communicate, Speeds correctly calculated.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 50

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

and discuss what they know about how speeds can be determined. In groups, be provided investigate, think critically, Correct similarities and
with times for a series of athletic events, e.g. men’s/women’s 100m, 200m, etc., and asked manipulate, conduct fair differences speed and
to deduce what they can about the speeds in the events, and to explain their answers (e.g. tests velocity identified.
distance and time have to be measured). (Teacher should introduce the formal
relationship, .) With the aid of teacher, use the relationship
between speed, distance and time in a variety of contexts. As a class, compare speeds in
different units of measurement. Carry out simple activities in which they predict the speeds
of objects over a particular distance, then measure the time for the objects to travel that
distance; for example, predict then determine the speed a ball travels with when dropped
from a height of 2m to the ground. Calculate the speeds of the objects and compare their
results to their predictions. (Teachers should ensure that students make repeated
measurements and conduct fair tests.)

In groups, be provided with descriptions of objects moving at various velocities (for

example: a truck moving at 80kmhr-1 due East; a man running at 10 ms-1 due North) and
asked to discuss, identify and record the similarities and differences between speed and
velocity, including how they are calculated. Share and discuss their views with the class.
(Teachers should use the discussions to clarify any misconceptions and elicit the relevant
points from students.) As a class, summarise the similarities and differences between speed
and velocity.

Observe two students in a short skit depicting a driving instructor and his student (see Collaborate, communicate, Correct answers to problems
dialogue below). think critically on acceleration.
Student: What do you use to make a car go faster?
Driving instructor: The gas pedal or accelerator.
Student: What causes the car’s velocity to change from 40kmhr-1 to 80kmhr-1?
Driving instructor: The gas pedal or accelerator.
Student: What do you use to go slower?
Driving instructor: The brake.
Student: What causes the odometer’s needle to move from 80kmhr-1 to 40kmhr-1?
Driving instructor: The brake.
The student: What do you use to change the velocity of the car?

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 51

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Driving instructor: The accelerator, which is the gas pedal, or the brake.

In groups, answer questions based on the skit. For example:

 Does a car’s velocity change when it speeds up?
 Does a car accelerate when it speeds up?
 Does a car’s velocity change when it slows down?
 Does a car accelerate when it slows down?

Share and discuss their answers to the questions with the class and, as a class, formulate
simple working definition for acceleration. Discuss the equation for calculating
acceleration, provided by the teacher ( ), and the unit of
acceleration.
In groups, discuss scenarios in which objects move in a circular path and determine if the
velocity and acceleration changes, providing justifications for their ideas.

Be given simple problems in which they determine change of velocity and acceleration. For
example: A car moving at 40kmhr-1 changes its velocity to 80kmhr-1 in 10s. What is the
change in the car’s velocity? Find the acceleration of the car?

(Note: students are NOT required to perform unit conversions here, nor should the
equations of motion be introduced.)

Learning Outcomes
Students who demonstrate understanding can:
 Differentiate among the basic terms used to describe motion
 describe the motion of objects using words, diagrams, numbers, graphs, and equations
 Measure distance and time and calculate speed.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 52

Points to Note Extended Learning

If there are pupils with physical disabilities in the class, ensure that Research suitable methods of measuring the speed of sound in air and, if
examples are used which enable them to make a positive contribution, possible, carry out this activity.
e.g. records from the Special Olympics for people with disabilities.

Resources Key vocabulary

Instruments for measuring time and length, computer, internet. displacement, distance, velocity, speed, acceleration

Links to other subjects

Mathematics – measurement, graphs

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 53

UNITS OF WORK GRADE 8 TERM 2 UNIT 3: RESPIRATION AND GAS EXCHANGE

About the Unit

In this Unit students will learn that all living cells require energy to function and that the energy is released from food substances during respiration. Aerobic
respiration uses oxygen obtained from the atmosphere during breathing, takes place inside the mitochondria of cells and produces carbon dioxide and
water as by products. In anaerobic respiration energy is released without oxygen.

Range of Content

 Breathing is the process of drawing air into and out of the lungs.
 During respiration energy is released from food for use by cells.
 There are two types of respiration, aerobic and anaerobic.
 In aerobic respiration oxygen is used to release energy from food.
 Carbon dioxide and water are by products of aerobic respiration.
 In anaerobic respiration energy is released in the absence of oxygen.
 Gaseous exchange is the process by which oxygen and carbon dioxide diffuse across the alveoli.

GUIDANCE FOR THE TEACHER

 Students should consider the welfare of and demonstrate appropriate attitudes to the care of living organisms

 Pay attention to the ways in which human activities can affect breathing

 Wash hands and wipe the bench with disinfectant after handling live materials.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 54

Prior Learning
Check that students can:
 Recall the main organs of the human
respiratory system and their basic functions
 Explain diffusion as the movement of particles
of a substance from high to low concentration
 State the function of mitochondria
 Describe the nutrients in food
 Identify the final products of digestion
 Describe the process of photosynthesis.

UNIT TITLE: Respiration

Theme: Living Things, Life Processes and the Environment Students will:
 Describe the structure and basic function of the human
Attainment Target(s) respiratory system
 Understand the importance of the life processes in plants and animals,  Trace the pathway of oxygen from the atmosphere to the alveoli
their interdependence, their interaction with the environment, and  Describe respiration as the process in which energy is released
how lifestyles determine health and well-being. from food either in the presence or absence of oxygen.
 State that mitochondria are required for aerobic respiration
 Apply scientific knowledge and processes to the solution of real world
 Describe the exchange of oxygen and carbon dioxide across the
problems. alveoli
 Use mathematics as a tool for problem-solving, and as a means of  Write a simple word equation to describe the process of aerobic
expressing and/or modelling scientific theories. respiration.
 Appreciate the influence and limitations of science with consideration  Explain the importance of energy to organisms
for ethical issues.  Distinguish between respiration and breathing.
 Demonstrate a positive attitude towards the use of scientific language.  Perform investigations to identify the products of aerobic
respiration.
 Demonstrate positive interpersonal skills in order to foster good
 Compare photosynthesis and respiration and explain how they are
working relationships. linked.
 Make observations and present these in a suitable format

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 55

Benchmark(s):  Account for factors that cannot be controlled when working with
 Understand the intake, digestion and absorption of food in animals, living materials
and how energy is released through respiration.  Display safety consciousness for self and others
 Analyse and interpret experimental data to determine similarities and  Keep work area tidy during practical activities
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Respiration

Duration: 10 Hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 56

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
View a video/diagram/poster (online or offline) of the respiratory system and Collaborate, communicate Pathway of air correctly traced.
trace the pathway of air from the moment it enters the nostrils until it reaches
the alveoli. Write down the structures involved in sequence and share with
class.

View illustrations, models or digital/animated pictures of the fine structure of Predict, annotate, infer, Diagrams accurately annotated to
the lungs and suggest why the alveoli have so many blood vessels around communicate show movement of oxygen from
them. Use the information provided by the teacher about carbon dioxide and alveoli to the blood and removal of
oxygen concentrations in the atmosphere, blood and alveoli to predict what carbon dioxide from the blood into
happens to the gases in the alveoli. Annotate given diagrams with arrows to alveoli.
show the direction of movement of oxygen and carbon dioxide and describe
gas exchange in the alveoli.

In groups, talk about their experiences and view video clips of athletic Collaborate, communicate, think Acceptable explanation and role of
activities. Brainstorm the meaning of the term ‘breathing’ and explain why critically breathing
breathing is important for carrying out these activities. Share ideas with the
class.

Sit quietly for 3 minutes. In pairs, take turns to count the number of breaths Calculate, tabulate, Acceptable record of data using
taken by each member in a minute by observing the movement of the chest. communicate, collaborate, make table and graph
Repeat two more times and find the average number of breaths per minute. Inferences , investigate, measure, Satisfactory summary of impact of
Take turns to run vigorously on the spot for 3 minutes then immediately count think critically selected factors on the rate of
the number of breaths taken in a minute. Combine class results to construct a breathing
table to record the breathing rates before and after exercise. Plot a suitable
graph using the data in the table. Explain the results.
As a class, brainstorm how gender, state of health and different types of
activity can affect breathing rate.

Test for the presence of carbon dioxide in exhaled air by using a straw to blow Investigate, observe, infer, Cloudiness of lime water accurately
into a transparent container of lime water (Calcium Hydroxide solution). manipulate linked to the presence of CO2

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 57

Record their observations and explain their findings.

In groups, half fill 3 boiling tubes with hydrogen carbonate indicator and record Investigate, make observations, Colour change from orange-red to
the colour. Immerse a pond snail/guppy (small fish) into one, a piece of Elodea infer, think critically, manipulate, yellow correctly linked to carbon
or other water plant in the second tube, and leave the third without any communicate , collaborate dioxide produced in respiration
organism. Stopper each tube using a rubber bung and leave all three tubes in a The role of the control correctly
dark place (cupboard) for half to one hour. Record and explain any colour identified.
changes observed.

In groups, Investigate the release of energy from food material (e.g. a peanut). Investigate, manipulate, infer, Accurate inference drawn from
Pour 20 cm3 of water into a test tube and support it on a burette stand. communicate, collaborate, think observation of rise in temperature of
Measure and record the initial temperature of the water. Find the mass of a critically water. The energy released from the
peanut or cashew then stick it on the end of a pointed needle. Light the burning peanut/cashew is correctly
peanut/cashew and place below the test tube with the water. When the nut linked to respiration.
has completed burning, stir the water in the test tube then measure and record
the final temperature. Calculate the energy released from the peanut/cashew
using the following formula:
Energy released (J) = Mass of Water (g) x Rise in Temperature (oC) x 4.2
(Note: 1cm3 water = 1g)

Investigate the presence of water vapour in exhaled air by breathing out onto a Investigate, manipulate, infer Acceptable inferences made.
cool mirror or glass. Observe what happens to the mirror/glass and test for the
presence of water using blue cobalt chloride paper
Watch online/offline demonstration and interactive videos on the products
respiration.

In groups, brainstorm to formulate a definition then construct a word equation Define operationally, Acceptable definition and word
for aerobic respiration. Share definitions and equations with the class and communicate, collaborate, equation given
generate common definition. think critically

Work in small groups to construct a table to compare photosynthesis and Tabulate, compare, collaborate, Similarities and differences between
respiration. communicate, think critically photosynthesis and respiration
correctly cited

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 58

Learning Outcomes
Students who demonstrate understanding can:
 Define aerobic respiration.
 Trace the route taken by carbon dioxide and oxygen in the respiratory system.
 Explain the importance of respiration to living organisms.
 Describe the exchange of gases across the alveoli.
 Summarise aerobic respiration using a simple word equation.
 Perform simple experiments to identify products of aerobic respiration.
 State similarities and differences between photosynthesis and respiration.
 Distinguish between respiration and breathing.
 Recognise the need for a control in an investigation.
 Create and publish original documents using word processing software and other technology tools

Points to Note Extended Learning

Do not allow students to share straws because of the danger of cross Research and report on how human activities contribute to diseases of the
infections human respiratory tract.

Teacher should initiate discussion for students to clearly distinguish Find out which respiratory diseases are more prevalent in Jamaica. (Relate to
between breathing and respiration, inspired and expired air. age, gender, occupation and lifestyle).

Constituent Inhaled air % Exhaled air % Design a leaflet/poster/advert for teenagers aimed at informing them of the
Oxygen 20 16 benefits of aerobic exercise and encouraging them to get fit.
Carbon dioxide about 0.03 4
Nitrogen and other about 80 about 80 Research how aquatic organisms exchange gases.
gases
Heat usually less about 37

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 59

Water Vapour usually less saturated air

Table showing the comparison of inhaled/exhaled air

Establish that the hydrogen carbonate indicator changes colour from

orange-red to yellow, and that lime water (Calcium Hydroxide solution)
changes from colourless to milky in the presence of carbon dioxide.

Be aware of medical conditions that affect the ability of certain

students to perform exercise (e.g. asthmatics, persons who suffer from
sickle cell anaemia).

Include diagram of apparatus for energy release from food in

instructions given to students.

Resources Key vocabulary

Videos, charts, hydrogen carbonate indicator, variety of invertebrates, Respiration, glucose, aerobic, anaerobic, energy, hydrogen carbonate indicator,
Elodea, boiling tubes, drinking straws, disinfectant, rubber bungs, jars lime water, lung, trachea, bronchi, bronchioles, alveoli, breathing, oxygen,
for collected specimens, lime water (Calcium hydroxide), nitrogen, carbon dioxide,
peanuts/cashews, thermometers, cobalt chloride paper, transparent
tape, mirror, timers, clamp and stands, water, plasticine, large pins,

computer, speakers, Internet, multimedia projector, video CDs/DVDs,

multimedia, word processing and graphic software tools,

Links to other subjects

Physical Education
Home Economics

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 60

UNITS OF WORK GRADE 8 TERM 3 UNIT 2: SPACE SCIENCE

About the Unit

In this Unit students will study outer space and some technologies that are used in space exploration. Through fun hands-on activities and simulations, they
will explore planets, stars, and the solar system. They will become familiar with the light-year as a unit of astronomical distance, and discover the role of
gravity

Range of Content

 The solar system: the sun, the planets, moons, comets, asteroids, and meteoroids.
 Deep space: the universe, galaxies, and stars
 Space exploration
 Gravity
 The light year

Guidance for the Teacher

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 61

Prior Learning
Check that students know:
 that the gravitational attraction of the Earth on a mass
causes weight
 about the planets of the solar system and that they
orbit the Sun

UNIT TITLE: Space Science

Theme: Living Things, Life Processes and the Environment Objectives:

Students will:
Attainment Target(s)  Construct a model of a technological tool/device needed for space
 Gain an understanding of the components and structure of the exploration (e.g. telescope, gyroscope, robot, camera, detector,
universe, and how advances in science and technology have enabled rocket)
 Determine the connections between the concepts universe, galaxy,
space exploration.
and star.
 Apply scientific knowledge and processes to the solution of real world  Recognise that some stars have planetary systems
problems.  describe, in qualitative terms, the physical characteristics of
 Use mathematics as a tool for problem-solving, and as a means of selected components of the solar system (the sun, the planets,
expressing and/or modelling scientific theories. moons, comets, asteroids, and meteoroids)
 Appreciate the influence and limitations of science with consideration  construct simple models and diagrams to explain eclipses of the
Sun and Moon
for ethical issues.
 explain the role of gravity in determining the motions of the
 Demonstrate a positive attitude towards the use of scientific language. planets, stars, and solar system
 Demonstrate positive interpersonal skills in order to foster good  use the light year, as a unit of astronomical distance, in solving
working relationships. simple problems
 formulate relevant questions about the Universe and produce
Benchmark(s): correct answers to them
 work cooperatively in groups
 Understand the physical characteristics of the universe and how
 show respect in responding to other persons’ reports
technology has enabled its exploration.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 62

 Analyse and interpret experimental data to determine similarities and  Communicate scientific information
differences in findings.
 Analyse several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate sensitivity to others who are different.

Topic: Beyond the Earth

Duration: hours

ICT ATs
 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 63

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Recap the concepts of mass, weight, gravity and the solar system in a variety of Think critically Correct information provided for
ways, such as, crossword puzzles/worksheets/videos/simulations/games/KWL each concept.
strategy. Participate in teacher-led discussion to emphasise the concepts.
(Teacher should emphasize the difference between mass and weight.)

In groups, discuss and list tools/instruments they think would be needed to Collaborate, think critically, Mini booklet/scrapbook contains
gather information about outer space. Research the instruments they have create, research, communicate correct information on space
listed (online/offline). Create a mini booklet or scrapbook on ‘Space Exploration exploration tools.
Tools’, including the names and pictures of instruments needed for space
exploration, and a brief description of the purpose of each instrument. Share
and critique booklets in a class discussion.

In groups, plan and design a simple model of any one of the technological tools Collaborate, communicate, think Plans reflect the Engineering
discussed. Plans should include criteria for success and constraints, and scale critically, plan and design, Design Process.
diagrams. Present plans to class and make necessary adjustments to their manipulate, create Model of instrument constructed.
design, if necessary, based on feedback. Make the model instrument based on
revised plans, and display them in the science corner.

In groups, be given pictures, or carry pictures, of the universe, a galaxy and Collaborate, think critically Pictures correctly labelled.
stars, and separate labels with the names. Attach the labels to the pictures. Use Flow chart reflects correct
the labelled pictures to create a flow chart showing the relationships among information.
them (see example below).

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 64

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Relationship among universe,

galaxy and star correctly
represented in set notation.

Figure 1. Flow chart

Use mathematical set notation to illustrate the relationship among the

concepts universe, galaxy and star (see examples below).

 
Figure 2. Set diagram Expression 1: Set Notation
Visit a virtual observatory through the internet, or watch video, or read articles Collaborate, communicate, Acceptable descriptions written for
on the solar system. In groups, discuss the materials viewed/read and write a create, think critically the sun, the planets, moons,
brief description of each of the following: the sun, the planets, moons, comets, comets, asteroids, and meteoroids.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 65

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

asteroids, and meteoroids.

As a class, share and refine descriptions, then create a poem/short story/poster Poem/short story/poster contains
(electronic/non-electronic) entitled “Components of Our Solar System”. correct information.

In a class discussion, suggest what bodies they might be associated with other Fictional story contains acceptable
stars. Individually, write a fictional story about their journey to another suggestions about other bodies
planetary system, focusing on the types of bodies they saw. that might be in another planetary
system.

Recap the meaning of the terms luminous and non-luminous. Group the Classify, collaborate, investigate, Objects correctly grouped as
objects in space they have looked at as luminous or non-luminous. manipulate, communicate, luminous or non-luminous
observe, think critically
In groups, in a relatively dark area, place a flashlight directly in front of a large Appropriately recorded
ball (e.g. a football), at a fixed distance from it. Turn on the flashlight and observations: diagrams illustrate
slowly move a small ball (e.g. a tennis ball) across and in front of the flashlight. solar and lunar eclipses.
Record their observations using simple scientific language and labelled
diagrams. Repeat the movement of the small ball in front of the flashlight at
varying distances, and record their observations using simple scientific
language and labelled diagrams.
Repeat the activity above with the small ball at the fixed distance from
flashlight and the large ball being moved. Record their observations using
simple scientific language and labelled diagrams.

Share observations and discuss observations with the class. Participate in

teacher-led discussion on solar and lunar eclipses, relating the concepts to the
activities done. (Teacher should emphasize safety practices to be observed
when viewing eclipses.)

In groups, use a wooden or foam ball with a hole bored through its centre, a Collaborate, observe, manipulate, Summary includes all the main
plastic tube, (e.g. a 1-inch PVC pipe) nylon cord and washer to construct a investigate, infer, think critically points from the class discussions.
simple model of a satellite system.
 Tie one end of the cord to the washer.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 66

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

 Pass the other end of the cord through the plastic tube and the ball,
and then tie this end around the ball.
 Hold the washer next to the bottom of the tube and rotate their fists
so that the ball circles your fist, as shown in figure 3 below.
 Take turns rotating the ball and record their observations.

Figure 3. Model Satellite System

Answer the following questions and share their responses in a class discussion.
 What keeps the ball from flying off when being spun around?
 Compare the model satellite to the motion of the Earth and the other
planets around the Sun.
 What keeps Earth and the other planets from flying off into space away
from the Sun?

As a class, watch a video or read an article on how gravity causes the motions
of space bodies and discuss how gravity causes the following:
• The motions of planets and stars.
• The orbit of the solar system around the centre of the galaxy.
Individually, write a brief summary of the main points from the class
discussions.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 67

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, be given a timer and a metre rule/measuring tape/trundle wheel. collaborate, manipulate, Measurements taken with due
Measure about 20 metres between two points, A and B, inside or outside the investigate, think critically, precaution to minimise errors.
classroom. Starting from one of the points, have one member of the group measure, communicate Mean average calculated correctly.
walk heel-to- toe, back-and-forth between the two points for exactly one Questions correctly answered.
minute. Then stop and mark their position. Measure how far they walked to Table correctly completed.
the nearest metre, and record this distance in the table below. Repeat the
steps two more times, then calculate and record the mean average in the table.

Trials Distance Walked/metres

1
2
3
Average (Student-minute)

(The average is the distance walked heel-to-toe in one minute, called a

‘student-minute’.)

In groups, use their student-minute to solve various problems. For example:

How many metres in 5 student-minutes? How many of student-minutes are
there in 8000 metres?

Share and compare their results with the other groups. As a class, discuss the
advantages and disadvantages of representing distance (metre) using time
(student-minute). Suggest student-time units that may better cover larger
distances.

In groups, discuss and record what they think the term ‘light-year’ means.
Discuss the similarities between student-minutes and light-year. Share their
thoughts with the class. Be given the equivalent value of the light-year (1 light-
13
year 1 10 km ) by the teacher and, as a class, discuss the importance of this
unit. Use their knowledge of the light-year to complete the table below.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 68

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

Distance to other stars in the Milky Way

Star Distance in Kilometres Distance in Light years
Proxima Centauri 4.3  1013
Sirius 9.0  1018
Betelgeuse 500
Vegas 2.6  1014

Polaris 6800

Be asked to think of questions to answer about the Universe, e.g. Think critically
‒ Can any other planet support life?
‒ Why do we only see other stars at night?

Learning Outcomes
Students who demonstrate understanding can:
 Describe and build simple models of space exploration tools.
 Explain and represent the hierarchy of organisation of the Universe in graphical and mathematical forms.
 describe, in qualitative terms, the physical characteristics of selected components of the solar system
 illustrate solar and lunar eclipses using models and diagrams
 explain the movement of selected space bodies due to gravitational force
 Explain the significance of the light-year
 Convert the light-year to kilometres and vice-versa
 Generate questions about the Universe

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 69

Points to Note Extended Learning

Students should be encouraged to write their reports using ICT and to Research and describe some uses of artificial satellites, e.g. to assist weather
include images within it. forecasting, TV transmissions.
Many of the concepts in this unit may be abstract, so videos,
animations and appropriate websites should be used as much as is
possible.
Teacher could organise a viewing of stars, provided the school has a
telescope.

Resources Key vocabulary

Various stimulus materials on space science, electronic and non- Light-year, universe, galaxy, star, satellite, moon, comet, asteroid, meteoroid,
electronic. Materials for building science exploration devices. astronomy, telescope, solar eclipse, lunar eclipse
Materials for model satellite: nylon cord, plastic tube, washer
Telescope

Links to other subjects

Mathematics – Sets
Geography/Social Studies – Solar System

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 70

UNITS OF WORK GRADE 8 TERM 3 UNIT 3: WATER AND THE EARTH’S ATMOSPHERE

About the Unit

In this Unit students will explore the importance of water and air to survival. They will investigate some properties, sources, and uses of water
and air. They will explore how water and carbon is cycled in the atmosphere. They will also examine the constituents of air and relate their
properties to their uses. They will also explore methods of water conservation and purification.

Range of Content

 Properties, uses, sources of water, and chemical tests for water

 Water cycle
 Water conservation and purification
 Properties, uses, and composition of air
 Carbon cycle

GUIDANCE FOR THE TEACHER

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 71

Prior Learning
Check that students can:
State the chemical composition and formula of water
Recall that air is made up of different types of gases.

UNIT TITLE: Water and the Earth’s Atmosphere

Theme: Living Things, Life Processes and the Environment Objective:
Students will:
Attainment Target(s)  Relate the properties of water to its uses
 Understand the importance of the life processes in plants and animals,  Investigate selected properties of water
their interdependence, their interaction with the environment, and  Identify different sources of water
 Describe a chemical test for water
how lifestyles determine health and well-being.
 Summarize various methods of water conservation
 Apply scientific knowledge and processes to the solution of real world  Explain how water is cycled in nature.
problems.  Describe common methods of water purification
 Use mathematics as a tool for problem-solving, and as a means of  State the composition of clean air
expressing and/or modelling scientific theories.  Use appropriate statistical graphs to represent the percentage
 Appreciate the influence and limitations of science with consideration composition of gases in air
 Describe the chemical tests for oxygen and carbon dioxide
for ethical issues.
 Relate the properties of the gases in air to their uses
 Demonstrate a positive attitude towards the use of scientific language.  Describe the carbon cycle in simple terms to include the processes
 Demonstrate positive interpersonal skills in order to foster good of combustion, respiration and photosynthesis
working relationships.  Make a model to illustrate the processes involved in the carbon
cycle
Benchmark(s):  Value individual effort and team work
 Show interest in the outcomes of investigations
 Know the properties, sources and uses of water.
 Know the percentage composition of air and understand how carbon is
cycled in the atmosphere.
 Analyse and interpret experimental data to determine similarities and
differences in findings.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 72

 Analyse several design solutions to identify the best characteristics of

each that can be combined into a new solution to better meet the
criteria for success.
 Appreciate the importance of scientific methods.
 Demonstrate objectivity by seeking data and information to validate
observations and explanations.
 Demonstrate concern for safety of self and others.
 Demonstrate curiosity, objectivity and perseverance in their approach
to scientific activities.
 Demonstrate concern for the preservation of natural resources.
 Demonstrate concern for man’s impact on the environment.
 Demonstrate sensitivity to others who are different.

Topic: Water

Duration: 4 hours

ICT Attainment Targets:

 COMMUNICATION AND COLLABORATION - Students use technology
to communicate ideas and information, and work collaboratively to
support individual needs and contribute to the learning of others.
 RESEARCH, CRITICAL THINKING AND DECISION MAKING- Students use
digital tools to design and develop creative products to demonstrate
their learning and understanding of basic technology operations.
 DESIGNING AND PRODUCING – Students use appropriate digital tools
and resources to plan and conduct research, aid critical thinking,
manage projects, solve problems and make informed decisions.
 DIGITAL CITIZENSHIP - Students recognise the human, ethical, social,
cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 73

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
participate in teacher led discussion to review the properties of water. Use the Communicate, think critically
KWL chart to ascertain the chemical composition and formula of water.

view video / read literature /conduct online/offline research and participate in Research, communicate, think Correctly state the properties of
teacher led discussion to highlight the properties of water. Record findings in a critically water
variety of ways.
in groups, place a drop of water on a glass slide; place another slide on top of it Manipulate, make observations, Correct conclusions offered
and then try to separate the slides. Discuss the observations and suggest an think critically, communicate,
explanation. Report findings using simple scientific language and use results to collaborate
draw simple conclusions. Share with class. (Teacher should introduce the term
adhesion here).

in groups pour coloured water into a beaker and place capillary tubes of Manipulate, make observations, Correct conclusions drawn
different sizes in the water; record any observable change. Participate in think critically, communicate,
teacher led discussion on observations made. Report findings using simple collaborate
scientific language and use results to draw simple conclusions. Share with class.
(Teacher should introduce the term capillarity).

in groups, pour water in a beaker and gently place a paper clip or black pepper Manipulate, make observations, Correct conclusions drawn
on the surface of the water; sprinkle soap powder in the beaker with the black think critically, communicate,
pepper or paperclip. Record observations using simple scientific language, collaborate
drawings or labelled diagrams. Use results to draw simple conclusions and
share with class. (Teacher should draw students attention to the concept of
surface tension)
in groups, place a strip of blue cobalt chloride paper and a small sample (about Manipulate, make observations, Accurate observations of colour
quarter spatula) of anhydrous copper sulphate salt on separate white tiles. communicate, collaborate, changes made
Record initial colour of samples. Use a teat pipette to add a few drops of water
to the cobalt chloride paper and the anhydrous copper sulphate salt until there
is an observable change. Tabulate observations under the following headings:
substances used to test water; colour before water added; colour after water
added.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 74

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:
Research the various sources of water and categorize them as groundwater or Communicate, classify Correctly classify sources of water as
surface water. groundwater and surface water.

In groups, state some uses of water in the home and industry. Develop a 24 Communicate, collaborate, think Presentation and analysis of data
hour ‘Water Use’ diary and present data as bar graphs, line graphs or pie critically, create acceptable and accurate
charts. Analyse the data to indicate the area of maximum water usage. Discuss Poster/leaflet/booklet contains
and record findings and suggest ways in which water can be conserved. correct information
Produce a poster, leaflet, or booklet on water conservation. Creative presentations

Create a strategy to reduce water usage in the home, school, or community. Think critically

In groups, research the water cycle and construct a model using indigenous Manipulate, create, collaborate, Correct representation of the
materials. Make a presentation of the water cycle using the model. Display think critically processes in the water cycle.
model in the science corner. Model creative, to scale, correct
facts represented.
In groups, research common water purification processes. Plan and design a
water purification device. Select appropriate materials. Plans should include Communicate, plan and design, Model correctly represents the
costing and reasons for material selection. As a class, develop the criteria for create, think critically, process depicted
the success of the device. Participate in a teacher led discussion to decide collaborate
which design is the best solution for the water purification device. Implement
where possible.
in groups, research online/offline the percentage composition of air and Research, communicate, Presentation contains correct
present data in a variety of ways (chart, pie chart, bar graph). Present collaborate, think critically information.
information in a class display.

in groups, investigate the percentage of oxygen in clean air by passing air Make observations, collaborate, Accurate calculations
repeatedly over heated copper to form copper oxide. Make observations and communicate, think critically Correct conclusions drawn
record findings.

in groups, research (online/offline) selected properties and uses of gases such Collaborate, communicate, think Correct information presented
as carbon dioxide, oxygen and nitrogen. Share views with class. Produce a critically, create
leaflet, podcast or wiki to sensitize the school community about the gases in
the air.

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 75

Suggested Teaching and Learning Activities Key Skills Assessment

Students will:

In groups, investigate the chemical tests for oxygen and carbon dioxide. Make observations, collaborate, Accurate observations recorded
- Oxygen relights a glowing splint communicate, think critically
- Carbon dioxide turns calcium hydroxide (lime water) milky or cloudy.

In groups, research and complete the activities in a web quest or computer Research, think critically, Accurate completed information
simulation on the carbon cycle. collaborate

in groups, use information from discussion/internet/textbooks/multimedia Collaborate, create, think Model contains accurate information
and/or graphic software to create a model of the carbon cycle, and present critically, communicate Creative model displays
work to class. Display cycles in the science corner.

Learning Outcomes
Students who demonstrate understanding can:
 Show how the properties of water relate to its uses
 Classify various sources of water
 Cite evidence for the presence of water
 Suggest ways of conserving water
 Describe how water is cycled in nature
 Investigate common methods of water purification
 Represent the percentage composition of air using appropriate statistical graphs
 Show how the properties of the gases in air relate to its uses
 Cite evidence for the presence of oxygen and carbon dioxide
 Use context cues to construct the carbon cycle

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3

 76

 Work cooperatively in groups

 Use word processing, multimedia/digital story software to create digital content to communicate information
 Conduct electronic search to access navigate and manipulate digital content

Points to Note Extended Learning

Teacher must make connections with human activities and the impact Research water pollution and water borne diseases
these activities have on both cycles in order to sensitize on Research the fractional distillation of air
environmental concerns. Research two human activities that contributes to an increase in carbon dioxide
level and air pollution.
Use word processing software and other technology tools to create
original work for a specific purpose and audience. Find out how water is treated before it gets to homes.
Locate relevant information on the Internet by using the successful
Research artificial aquifer recharge.
search strategies
Follow guidelines to promote healthy use of ICT tools

Resources Key vocabulary

Capillary tube, beaker, paper clip, black pepper, soap powder, cobalt Adhesion, capillarity, surface tension, ground water, surface water, water
chloride paper, anhydrous copper sulphate salt, spatula, white tile, purification, cycles, components, composition, carbon dioxide, oxygen, fossil
teat pipette, charts/multimedia materials on the carbon cycle fuel, photosynthesis, respiration, combustion, nitrogen

computer, speakers, Internet, multimedia projector, video CDs/DVDs,

word processing, multimedia and graphic software tools

Links to other subjects

Social Studies (Climate)

Version 4: June 2016; NSC Integrated Science: Grade 8; Terms 1-3