2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
2026 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8 (TERM 1)
WEEK 1 WEEK 2 WEEK 3 WEEK 7
WEEK 4 WEEK 5 WEEK 6 WEEK 8 WEEK 9 WEEK 10 WEEK 11
14/1 – 16/1 19/1 – 23/1 26/1 – 30/1 23/2 – 27/2
TERM 1 02/2 – 06/2 09/2 – 13/2 16/2 – 20/2 02/3 – 06/3 09/3 – 13/3 16/3 – 20/3 23/3 – 27/3
(3 days) (5 days) 5 days) (5 days)
5 days (5 days) (5 days) (5 days) (5 days) (5 days) (5 days)
CAPS TOPIC Life and living
Photosynthesis and Respiration Interactions and Interdependence within the Environment Micro-Organisms Remediation, Revision and
Consolidation
CORE • Photosynthesis • Introduction to ecology • Types of micro-organisms
CONCEPTS, • Respiration • Harmful micro-organisms
• Ecosystems
SKILLS AND • Useful micro-organisms
• Feeding relationships
VALUES
• Energy flow: Food chains and food webs
• Balance in an ecosystem
• Adaptations
• Conservation of the ecosystem
REQUISITE • Grades 4 and 5: Seven life processes of living • Grades 5 and 6: The concept of an ecosystem and feeding relationships (food • Grades 7: Classification of
PRE- things chains in Grade 5 and 6) living organisms
KNOWLEDGE • Grades 5 and 6: Photosynthesis in the • Grades 7 (Life and Living): Biosphere; Biodiversity and Sexual Reproduction
context of green plants and food chains in Angiosperms, (including sections on pollination)
• Grades 6 and 7 (Energy and Change):
Energy for movement
(kinetic energy) and energy that is stored (potential
energy)
RESOURCES • Reference materials • Pictures of different ecosystems (large and small) showing the living and non-living • Hand lenses, or
(OTHER THAN • A variety of leaves components • Bio-viewers
TEXTBOOK) • Heat source/spirit or Bunsen burners • Thermometers
TO ENHANCE • Glass containers/test tubes • Hand lenses
LEARNING • Ethanol/methylated spirits • String (for making quadrats)
• lodine solution • Rulers/meter sticks
• White surfaces • Sieves
• Slaked lime (to make lime water) • Field guides for identifying plants and animals
• Drinking straws • Pictures of different local/South African organisms
• Video clips
• Pictures of plants and animals in different ecosystems, such as forests, oceans,
deserts
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
INFORMAL • Explain the requirements and products of • Evaluate disruptions to an ecosystem; giving causes, effects and solutions • Research various
ASSESSMENT photosynthesis • Identify the type of interaction between organisms within an ecosystem infectious disease caused by
• Investigate which leaves photosynthesise • Identifying a food chain or food web in an ecosystem in or near the school viruses, bacteria, protists or fungi
• Test if human breath contains carbon dioxide grounds using sources from the library,
the internet and interviews with
• Identify and explain requirements and products of • Draw food chains and food webs (linking names with arrows) in different healthcare professionals, with
respiration ecosystems focus on; causes, symptoms and
• Compare photosynthesis and respiration • Draw and analysing energy pyramids treatment. Write a report,
• Describe how the different organisms are adapted to live in their specific prepare a poster or oral
environments • Include practical work presentation.
• Extra time used for AFL reinforcement of concepts • Research various useful
microorganism used in, e.g., food
and food-making processes,
water treatment, biotechnology
research to produce alternative,
renewable energy, for example,
biogas and biofuels, the
development of various
medicines, for example,
antibiotics
• Investigating the growth
of yeast under different
conditions, e.g., different
amounts of sugar, different
temperatures, etc.
• Research all the
scientists who made
contributions in the study of
various types of microorganisms
SBA (FORMAL • Practical task
ASSESSMENT) • Test
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
2026 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8 (TERM 2)
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11&12
TERM 2 08/4 – 10/4 13/4 – 17/4 20/4 – 24/4 28/4 – 30/4 04/5 – 08/5 11/5 – 15/5 18/5 – 22/5 25/5 – 29/5 01/6 – 05/6 08/6 – 12/6 15/6 – 26/6
(3 days) (5 days) (5 days) (3 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (9 days)
CAPS TOPIC
Matter and materials
Introduction to the Atoms Particle Model of Matter Chemical Remediation, Revision and
Periodic Table of Reactions Consolidation
Element
CORE • Arrangement of • Atoms – building blocks of matter • Reactants and
• The concept of the particle model of matter
CONCEPTS, elements on the periodic • Sub-atomic particles products
table • Change of state
SKILLS AND • Pure substances
VALUES • Some properties of • Density, mass and volume
• Elements
metals, semi-metal and • Density and states of matter
non-metals • Compounds
• Density of different materials
• Mixtures of elements and compounds
• Expansion and contraction of materials
• Pressure
REQUISITE
• Grade 4: Materials around us
PRE-
KNOWLEDGE • Grade 6: Solids, liquids and gases
• Grade 6: Mixtures
• Basic mathematical operations
• Grade 7: Introduction to the periodic table of elements
RESOURCES • Posters, e.g., the periodic table, video players, laptops/tablets/smart phones
(OTHER THAN • Laboratory Equipment and materials: Paper/plastic cups (of identical size), heat source (such as Bunsen burner or spirit lamp), matches, tripod stands, gauze wire mats,
TEXTBOOK) safety goggles, tongs/ pliers, ball and ring apparatus, cell/ battery, conducting wires, metal plates (electrodes), balloons, soccer ball, bicycle tyre, hand pump, small ceramic/glass dish
TO ENHANCE (heat resistant) test tubes, test tube racks, measuring cylinder/large glass jar, glass containers, beakers/glass jars, evaporating dishes, wireless temperature sensor, wireless pressure
LEARNING sensor
• Chemicals and materials: Ether, Copper (II) chloride, Potassium permanganate
• Perishables and or household substances: White vinegar, water, sand, flour, oil, plastic beads or dried lentils or dried peas, or plasticine or modelling clay or playdough,
paper plates, glue, sponge, polystyrene, wooden and metal blocks of the same size, tins, foil pie dishes
INFORMAL
• Identify the names and symbols of the first 20 elements of the periodic table [learners need NOT memorise the atomic number of each element]
ASSESSMENT
• Identify metals, semi-metals, and non-metals on the periodic table of elements
• Use beads or dried lentils or dried peas to make a 3-dimensional model of an atom
• Show the atoms which make up molecules (such as O2, H2, N2, H2O, CO2)
• Draw diagrams to represent particles in a solid, a liquid and a gas, and explain them in terms of arrangement, movement, forces and spacing using the particle model of matter
• Draw a table comparing the particles of gases, liquids, and solids
• Do an investigation to determine whether it is possible to decompose copper chloride using electrical energy
• Investigate if particles diffuse (mix) faster when they are in the liquid state or in the gaseous state
• Investigate what happens when we heat and then cool candle wax
• Compare objects with same volume but with different mass (by hand) in terms of their density, such as sponge, polystyrene, wooden and metal blocks of the same size
• Compare the densities of different states of the same material, a solid, a liquid or a gas
• Investigate which material has the highest density; sand, flour, water, or air
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
SBA (FORMAL • Practical task
ASSESSMENT) • Test
2026 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8 (TERM 3)
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
TERM 3 21/7 – 24/7 27/7 – 31/7 03/8 – 07/8 11/8 –14/8 17/8 – 21/8 24/8 – 28/8 31/8 – 04/9 07/9 – 11/9 14/09 – 18/9 21/9 – 23/9
(4 days) (5 days) (5 days) (4 days) (5 days) (5 days) (5 days) (5 days) (5 days) (3 days)
CAPS TOPIC
Energy and change
Remedial, Revision
Static Electricity Energy Transfer in Electrical Systems Series and Parallel Circuits Visible Light
and Consolidation
CORE • Friction and static • Circuits and current electricity • Series circuits
• Radiation of light
CONCEPTS, electricity • Components of a circuit • Parallel circuits
• Spectrum of visible light
SKILLS AND • Effects of an electric current
• Opaque and transparent substances
VALUES • Absorption of light
• Reflection of light
• Seeing light
• Refraction of light
REQUISITE Grade 5 & 6: Circuits and current electricity
PRE- Grade 7: The transfer of energy, solar energy
KNOWLEDGE Grade 7: The seasons and life on Earth
RESOURCES • Reference materials • Electrical circuit diagrams • Cells/batteries • Video clips from the internet about the
(OTHER THAN • Video clips from the • Cells/batteries • Circuit boards electromagnetic spectrum
TEXTBOOK) internet • Circuit boards • Torch bulbs • Pinhole camera (if available)
TO ENHANCE • Plastic or perspex rods or • Torch bulbs • Switches • Cardboard box (shoe box)
LEARNING rulers • Switches • Resistors (various • Tissue paper
• Pieces of wool/nylon/silk • Resistors (steel wool or nichrome wire) conducting wires, steel wool or • Glue
fabric • Copper wires nichrome wires) • Pin
• Small pieces of paper • Steel wires • Copper wires • Tinfoil (to make a pinhole camera)
• Copper (II) chloride • Steel wires • Light source
• Magnetic compasses • Triangular prism
• Other (available) input and output devices • Light source
• Cut-out cardboard shapes
• Reference materials
• Video clips from the internet
• Mirror
• Aluminium foil
• Parallel sided prism
• Cardboard with a narrow slit or glass
• Pencil or ruler
• Clear container with water
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
INFORMAL • Observe what happens • Draw and interpreting an electrical circuit diagram • Investigate the heating effect • Investigate the relationship between the
ASSESSMENT and describe in terms of and the symbols used in it of a current by using a resistance angles of incidence and reflection
same or opposite charge • Investigate the heating effect of a current by using wire (such as a strand of steel- • Investigate if light change direction when it
on the materials when: - a resistance wire wool/nichrome wire) passes through a glass block
Rubbing a plastic or (such as a strand of steel-wool/nichrome wire) • Investigate which metals • Investigate the refraction of light as it enters
perspex ruler with a piece • Investigate the current strength at all points in a offer the most resistance water
of wool or nylon or silk series circuit • Investigate the magnetic • Draw diagrams to show how shadows are
fabric • Investigate the magnetic effect of a current in a effect of a current in a wire bent into cast by opaque objects
- Bringing the ruler close to wire bent into a coil a coil • Draw a ray diagram to show the change in
small pieces of tissue paper • Investigate electrolysis of copper (II) chloride • Investigate the effects of direction of light rays at a smooth reflector (such as a
or sawdust connecting more resistors into the mirror)
solution
series and parallel circuits. • Draw a ray diagram to show the changes in
• Investigate how different direction of light rays reflected off a rough surface
metals conduct electricity differently (such as crumpled aluminium foil)
• Draw a ray diagram of a triangular prism and
a magnifying glass (lens) to show dispersing and
focusing of light
• Make colour spinning wheels
SBA (FORMAL • Project
ASSESSMENT) • Test
2026 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8 (TERM 4)
WEEK 6
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 7 WEEK 8 WEEK 9 WEEK 10
09/11 – 13/11
TERM 4 06/10 – 09/10 12/10 – 16/10 19/10 – 23/10 26/10 – 30/10 02/11 – 06/11 16/11 – 20/11 23/11 – 27/11 30/11 – 04/12 07/12 – 11/12
(5 days)
(4 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days) (5 days)
CAPS TOPIC
Planet Earth and beyond
Looking into Remediation, Revision, and
The Solar System Beyond the Solar System
Space Consolidation
• The Sun • The Milky Way Galaxy • Early viewing of
CORE space
• Objects around the Sun • Our nearest star
CONCEPTS,
• Earth’s position in the Solar System • Light years, light hours, and light • Telescopes
SKILLS AND
minutes
VALUES
• Beyond the Milky Way Galaxy
REQUISITE Grade 6: The Solar System
PRE- Grade 6: Systems for looking into space
KNOWLEDGE Grade 6: Systems to explore the Moon and mars
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
RESOURCES
• Reference materials
(OTHER THAN
TEXTBOOK) • Video clips from the internet showing:
TO ENHANCE - surface of the Sun
LEARNING - movement of the planets around the Sun
- meteors, asteroids, comets
• Table of facts about the Solar System
INFORMAL • Constructing a model of the Solar System showing relative distances of the planets from the Earth and
ASSESSMENT relative sizes of planets • Interpreting a table of facts about the Solar System
• Comparing and writing about the conditions on other planets in our Solar System including their special
features
• Presenting a fact sheet about any object found in our Solar System
• Writing about why the conditions on Earth are ideal for life
• Demonstrating the shape of the Milky Way Galaxy with a spiral shape
• Drawing spiral arms to represent the Milky Way Galaxy and placing our Solar System in the outer edges of
the spiral to show our location in the galaxy
SBA (FORMAL
ASSESSMENT) • Test
SCIENCE PROCESS SKILLS
The teaching and learning of Natural Sciences involve the development of a range of process skills that may be used in everyday life, in the community and in the workplace. Learners also develop the ability to think objectively and
use a variety of forms of reasoning while they use these skills. Learners can gain these skills in an environment that taps into their curiosity about the world, and that supports creativity, responsibility and growing confidence.
The following are the cognitive and practical process skills that learners will be able to develop in Natural Sciences:
1. Accessing and recalling information – being able to use a variety of sources to acquire information, and to remember relevant facts and key ideas, and to build a conceptual framework.
2. Observing – noting in detail objects, organisms and events.
3. Comparing – noting similarities and differences between things.
4. Measuring – using measuring instruments such as rulers, thermometers, clocks and syringes (for volume).
5. Sorting and classifying – applying criteria in order to sort items into a table, mind-map, key, list or other format.
6. Identifying problems and issues – being able to articulate the needs and wants of people in society.
7. Raising questions – being able to think of, and articulate relevant questions about problems, issues, and natural phenomena.
8. Predicting – stating, before an investigation, what you think the results will be for that particular investigation.
9. Hypothesising – putting forward a suggestion or possible explanation to account for certain facts. A hypothesis is used as a basis for further investigation which will prove or disprove the hypothesis.
10. Planning investigations – thinking through the method for an activity or investigation in advance. Identifying the need to make an investigation a fair test by keeping some things (variables) the same whilst other things will
vary.
11. Doing investigations – this involves carrying out methods using appropriate apparatus and equipment, and collecting data by observing and comparing, measuring and estimating, sequencing, or sorting and classifying.
Sometimes an investigation has to be repeated to verify the results.
12. Recording information – recording data from an investigation in a systematic way, including drawings, descriptions, tables and graphs.
13. Interpreting information – explaining what the results of an activity or investigation mean (this includes reading and understanding maps, tables, graphs). A Translation Task requires learners to make sense of information
and convert the information into a different format e.g., from information captured on a table into a graph format and or written format.
14. Communicating – using written, oral, visual, graphic and other forms of communication to make information available to other people.
15. The Scientific Process is a way of investigating things about the world. Scientists use this process to find out about the world and to solve problems. The steps that make up the scientific process are not necessarily in order
(sequential), and may include:
Step 1: Identify a problem and develop a question. What is it you want to find out?
Step 2: Form a hypothesis. A hypothesis is your idea, answer, or prediction about what will happen and why.
Step 3: Design an activity or experiment. Do something that will help you test your idea or prediction to see if you were right.
Step 4: Observe/note changes/reactions (e.g., through measuring), and record your observations (e.g., onto a table). What were the results of your activity or experiment? Write about what happened.
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2025 ANNUAL TEACHING PLANS: NATURAL SCIENCES: GRADE 8
Step 5: Make inferences about the observations recorded in the tables, graphs, drawings, photographs. Make some conclusions. What did you find out? Do your results support your hypothesis? What did you learn from this
investigation?
