Nurturing Every Learner’s Potential

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGNS

INTEGRATED SCIENCE

GRADE EIGHT

JANUARY, 2022
 First published in 2022

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ISBN: …………………………………….

Published and printed by Kenya Institute of Curriculum Development

FOREWORD

Curriculum is a tool which a country employs to empower its citizens. The Kenya Institute of Curriculum Development in meeting its core
mandate ‘to develop curriculum and curriculum support materials’ has spearheaded curriculum reforms in the education sector. The reforms are
based on rigorous research, monitoring and evaluation activities conducted on the 8-4-4 system of education to inform the Competency-Based
Curriculum through a phase-in phase-out model. The reforms were informed by the Summative Evaluation Survey (2009), Needs Assessment
Study (2016) and the Task Force Report on Re-alignment of Education Sector (2012), 21st century learning and approaches, the East Africa
Protocol on harmonisation of education, among many others.
The curriculum reforms aim at meeting the needs of the Kenyan society by aligning the curriculum to the Constitution of Kenya 2010, the Kenya
Vision 2030 and the East African Protocol, among other policy requirements as documented by the Sessional Paper No. 1 of 2019 on
‘Reforming Education and Training in Kenya for Sustainable Development’. The reforms adopted the Competency-Based Curriculum (CBC) to
achieve development of requisite knowledge, skills, values and attitudes that will drive the country’s future generations as documented by the
Basic Education Curriculum Framework (BECF). Towards achieving the mission of the Basic Education, the Ministry of Education has
successfully and progressively rolled out curriculum implementation for Early Years Education, Grades 4 and 5. The roll out for Grade 6 and
Junior Secondary (Grade 7-9) will subsequently follow.
It is my hope that the curriculum designs for Grade 7 will guide the teachers, among other educational stakeholders, for progressive achievement
of the curriculum vision which seeks to have engaged, empowered and ethical citizens.

PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE

The Government of Kenya embarked on the national implementation of the Competency Based Curriculum in January, 2019 for Early Years
Education (Pre-Primary 1 and 2, and Lower Primary Grade 1, 2 and 3). The implementation progressed to Upper Primary (Grade 4, 5 and 6)
based on the reorganization of the Basic Education structure. Grade 7 curriculum furthers implementation of the Competency-Based Curriculum
to Junior Secondary education level. This level marks the zenith of Middle School education whose main feature is to offer a broad opportunity
for the learner to explore talents, interests and abilities before selection of pathways and tracks in Senior Secondary education level.

The Grade 7 curriculum designs for the respective learning areas will enable the development of 21 st Century competencies. Ultimately, this will
lead to the realization of the vision and mission of the Competency-Based Curriculum as documented in the Basic Education Curriculum
Framework (KICD, 2017).

It is my hope that all Government agencies among other stakeholders in education will use the designs to guide effective and efficient
implementation of the learning activities as well as provide relevant feedback on various aspects of the curriculum. Successful implementation of
the Grade 7 curriculum will be a significant milestone towards realization of the curriculum mission ‘Nurturing Every Learner’s Potential’.

JULIUS O. JWAN, PhD, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula and
curriculum support materials for basic and tertiary education and training, below the university. The curriculum development process for any
level involves thorough research, international benchmarking, and robust stakeholder engagement. Through this systematic and consultative
process, KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF).
The CBC responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, Kenya Vision 2030, East
African Commission Protocol and the United Nations Sustainable Development Goals.

The Kenya Institute of Curriculum Development has developed the Grade 7 curriculum designs taking cognisance of the tenets of the CBC, key
among them being the need to ensure that learners are provided with learning experiences that call for higher order thinking, thereby ensuring
they become engaged, empowered and ethical citizens as articulated in the BECF Vision. The Grade 7 designs also provide opportunities for
learners to develop the core competencies as well as engage in Community Service Learning. The designs present assessment rubric linked to
sub strands in the individual subjects. Teachers are encouraged to use varied assessment tools when assessing learners.

KICD obtains its funding from the Government of Kenya to enable the achievement of its mandate and implementation of the Government and
Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting specific programmes. The
Grade 7 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary Education Quality
Improvement Program (SEQIP) commissioned by the MoE. The Institute is grateful for the support accorded to the process by the Government
of Kenya, through the MoE and the development partners for the policy, resource, and logistical support.

I acknowledge the KICD curriculum developers and other staff, teachers and all the educators who participated, as panelists, in the development
of the designs. I also appreciate the contribution of the Semi-Autonomous Government Agencies (SAGAs) and representatives of various
stakeholders for their various roles in the development of the Grade 7 curriculum designs.

My special thanks to the Cabinet Secretary, Ministry of Education; the Principal Secretary State Department of Early Learning and Basic
Education; the Secretary, Teachers’ Service Commission (TSC) and the Chief Executive Officer, Kenya National Examinations Council
(KNEC) for their support in the process.

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Finally, I am grateful to the KICD Governing Council for their consistent guidance during the development of the curriculum designs. The
Institute assures all curriculum implementers, parents, and other stakeholders that the designs will ensure effective implementation of the CBC at
Grade 7.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS

FOREWORD ....................................................................................................................................................................................................................................................................................... I

PREFACE............................................................................................................................................................................................................................................................................................ II

ACKNOWLEDGEMENT ................................................................................................................................................................................................................................................................ III

TABLE OF CONTENTS ................................................................................................................................................................................................................................................................... V

TIME ALLOCATION ....................................................................................................................................................................................................................................................................... VI

NATIONAL GOALS OF EDUCATION ............................................................................................................................................................................................................................... VII

LEARNING OUTCOMES FOR MIDDLE SCHOOL .................................................................................................................................................................................................................... IX

STRAND 1.0: MIXTURES, ELEMENTS AND COMPOUNDS ................................................................................................................................................................................................. 1

STRAND 2.0: LIVING THINGS AND THEIR ENVIRONMENT.............................................................................................................................................................................................. 8

STRAND 3.0: FORCE AND ENERGY ......................................................................................................................................................................................................................................... 13

COMMUNITY SERVICE LEARNING PROJECT ....................................................................................................................................................................................................................... 23

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TIMEALLOCATION

Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
5. Health Education 2
6. Pre-Technical and Pre-Career 5
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 2
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13. Optional Subject 3
14. Optional Subject 3
Total 45

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NATIONAL GOALS OF EDUCATION

Education in Kenya should:

i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and
interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and
promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive
contribution to the life of the nation.

ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress
of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid
modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to
support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and
relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes
the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this
development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young
people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their
potential interests and abilities. A vital aspect of individual development is the building of character.

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iv) Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and
help children to grow up into self-disciplined, self-reliant and integrated citizens.

v) Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational
opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service
irrespective of gender, ability or geographical environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society.
Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to
build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should
therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights
and benefits that this membership entails.

viii) Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or
mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to
appreciate the need for a healthy environment.

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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

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Essence statement
Integrated science is a new subject area that enable learners to apply distinctive ways of logical valuing, thinking and working to understand
natural phenomena in the biological, physical and technological world. The emphasis of science education at lower secondary levels is to
enhance learners’ scientific thinking through learning activities that involve the basic science process skillsThe subject area is expected to create
a scientific culture that inculcates scientific literacy to enable learners to make informed choices in their personal lives and approach life
challenges in a systematic and logical manner.
It provides the learner with the basic requisite skills, knowledge, values and attitudes necessary for specialization in STEM pathway at senior
school level. The rationale for inclusion of integrated Sc. is anchored in The Kenya Vision 2030, Sessional Papers No. 14 of 2012, and No. 1 of
2019, which all underscore the importance of Science, Technology and Innovation in education and training. The subject area is to be taught
through inquiry-based learning approaches

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Subject general learning outcomes
Integrated Science provides the learner with opportunities to:
1. Acquire sufficient scientific knowledge, skills, values and attitudes to make informed choices on career pathways at senior school and for
everyday use, further education and training.
2. Select, improvise and safely use basic scientific apparatus, materials and chemicals effectively in everyday life.
3. Explore, manipulate, manage and conserve the environment for learning and sustainable development.
4. Practice relevant hygiene, sanitation and nutrition skills to promote good health.
5. [Link] the understanding of body systems with a view to promote and maintain good health.
6. [Link] capacity for scientific inquiry and problem solving in different situations.
7. [Link] and use scientific principles and knowledge in everyday life.
8. 8. Apply acquired scientific skills and knowledge to construct appropriate scientific devices from available resources.

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STRAND 1.0: MIXTURES, ELEMENTS AND COMPOUNDS

STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY

OUTCOMES EXPERIENCES QUESTIONS
1.0. Mixtures, Elements 1.1 Properties of By the end of the sub The learner is guided to: How do particles
and Compounds matter in the strand the learner should  Perform simple experiments on move in the
different states be able to: properties of the different states of different states of
a) describe properties of matter (volume, shape, density, matter?
(6 Hours) the different states of compressibility and ability to flow)
matter.  perform experiments to demonstrate
b) demonstrate diffusion in liquids (use of water and
diffusion in liquids. potassium manganate (VII)).
c) distinguish between  Carry out simple experiments to
temporary and demonstrate physical changes,
permanent changes in temporary chemical changes and
substances. permanent changes of substances.
d) appreciate the  Discuss the applications of change of
applications of state of matter in day-to-day life
change of state of (refrigerators, ice-cream vendors among
matter in day-to-day others).
life.  Where necessary, use digital devices to
search, play and observe videos and
animations showing the properties of
different states of matter (in relation to
volume, shape, density, compressibility

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 and ability to flow)
Core competencies to be developed
● Critical thinking and problem solving: as learners discuss the properties of the different states of matter.
● Learning to learn: as learners gain knowledge by manipulating apparatus and materials as they carry out simple experiments.
● Digital literacy: as learners search, play and observe videos on properties of different states of matter.

Pertinent and Contemporary Issues (PCIs) Values:

Life skills as they apply the knowledge on the change of state of ● Unity: as the learners carry out simple experiments in groups.
matter in day to day life (example, preparation of ice cubes, make ● Respect: As learners respect each other’s opinion when
candles). discussing the applications of change of state of matter in day to day.
Financial literacy: as learners develop the economic awareness of ● Responsibility: As learners handles experimental equipment
the applications of change of state of matter in the locality. while perform simple experiments on properties of the different states of
matter

Links to other subjects:

● Home science: in the preservation of foods by applying the knowledge of change of state of matter.
● Physical education: when ice cubes are used to relieve muscle pain in case of sprain.

SUGGESTED ASSESSMENT RUBRIC

ASSESSMENT RUBRIC
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to describe the Correctly and consistently Correctly describes the Correctly describes some Needs guidance to
properties of the different describes the properties of properties of the different of the properties of the describe the properties of
states of matter. the different states of states of matter. different states of matter. the different states of
matter. matter.
Ability to demonstrate Correctly and consistently Correctly demonstrates Correctly demonstrates Needs assistance to
diffusion in liquids. demonstrates the patterns the patterns of movement the patterns of movement demonstrate the patterns
of movement of particles of particles in the different of particles in some states of movement of particles
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 in the different states of states of matter. of matter. in the different states of
matter with illustrations. matter.
Ability to distinguish Correctly and consistently Correctly distinguishes Correctly differentiates Needs assistance to
between temporary and distinguishes between between temporary and some temporary and distinguish between
permanent changes of temporary and permanent permanent changes in permanent changes in temporary and permanent
substances. changes in substances. substances substances. changes in substances.

STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY

OUTCOMES EXPERIENCES QUESTIONS

1.0 Mixtures, 1.2 Elements and By the end of the sub strand the The learner is guided to: 1. How are
Elements and Compounds learner should be able to: ● Discuss the difference between symbols
Compounds (7 Hours) a) distinguish between an element elements and compounds. assigned to
and a compound. ● Assign appropriate symbols to elements?
b) relate common elements to their common elements and compounds
(copper, aluminium, iron, silver, table 2. What is the
symbols. value of
salt, and water).
c) explain the applications of elements in
● discuss the names of common
common elements in day-to-day elements and their symbols (the first day-to-day
life. 13 elements of the periodic table and life?
d) appreciate the information on commonly used metals such as zinc,
packaging labels of commonly lead, tin,gold, mercury and limited to
consumed substances. the latin names only where
applicable).
● Discuss the importance and market
value of common elements and
compounds in the society (jewellery,
iron, toiletries, food, medals among
others)
● Sample labelled containers of different
substances indicating the common
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 elements as part of the ingredients.
Core competencies to be developed
● Learning to learn: as learners observe labels on containers indicating the common elements as part of the ingredients.
● Communication and collaboration: as learners assign symbols to common elements and compounds.

Pertinent and Contemporary Issues (PCIs) Values

 Financial literacy: as learners discuss the importance and  Respect and love: as they work in groups to assign symbols to
market value of common elements and compounds in the common elements and compounds.
society.  Responsibility: as they sample containers with labels while taking
care of the environment.

Links to other subjects

 Home science: when using ingredients and items made from the common elements and compounds.
 Business studies: as learners study the market value of common elements and compounds.
ASSESSMENT RUBRICS
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to distinguish Correctly and consistently Correctly distinguishes Correctly gives some Needs assistance to
between an element and a distinguishes between an between an element and a differences between an distinguish between an
compound. element and a compound. compound. element and a compound. element and a compound.
Ability to relate common Correctly and consistently Correctly relates common Correctly relates some of Needs assistance to relate
elements to their symbols. relates common elements elements to their symbols. the common elements to common elements to their
to their symbols. their symbols. symbols.
Ability to explain the Correctly and consistently Correctly explains the Correctly explains some Needs assistance to
applications of common explains the applications applications of common of the applications of explain the applications of
elements in society. of common elements. elements. common elements. common elements.

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STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY
OUTCOMES EXPERIENCES QUESTIONS

1.0 Mixtures, 1.3 Structure of By the end of the sub strand The learner is guided to: 1. What is the structure
Elements and the atom the learner should be able to:  Discuss the meaning of the atom of an atom?
Compounds a) describe the structure of an and illustrate its structure 2. How do atoms gain
(7 Hours) atom and electron (components of the nucleus and stability?
arrangement of elements. energy levels). 3. What are the different
b) determine atomic number  Draw and discuss the electron classes of fire?
and mass number of arrangements of elements and
elements. classify them into metals and non-
c) classify elements into metals
metals and non-metals.  ( first 13 elements of the periodic
d) Describe the physical and table).
chemical properties of  Discuss and illustrate the atomic
oxygen in day-to-day life. number and mass number of
e) explain the role of oxygen elements (first 13 elements of the
in combustion and spread periodic table)
of fire.  Discuss the role of oxygen in
f) identify classes of fire and combustion and the spread of fire.
their control measures.  Classify fire according to the cause
g) appreciate the application and suggest control measures.
of fire control measures in  Practice fire control measures
day-to-day life. (breaking the fire triangle and use
h) develop curiosity about of fire extinguishers).

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 rights to safety and access  Discuss rights to safety and access
to information. to information on flammable
substances.
 Where possible, use digital devices
to search, play and watch and
discuss videos and animations on
the different classes of fire.
 Project: model the atomic structure
of selected elements of the periodic
table using locally available
materials.

Core competencies to be developed

● Citizenship: as learners discuss rights to safety and access to information.
● Communication and collaboration: as learners practice fire control measures.
● Learning to learn as learners discuss the role of oxygen in combustion and spread of fire.

Pertinent and Contemporary Issues (PCIs) Values

Disaster Risk Reduction: as learners apply methods of fire control. ● Respect and love: as they work in groups.
● Responsibility: as they care for fire extinguishers.
● Integrity: as they use digital devices.

Links to other subjects

Home science: when they practise safe measures to prevent fire accidents.
Mathematics: as they distribute electrons in the various energy levels of atoms of elements.

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ASSESSMENT RUBRIC
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to describe the Correctly and consistently Correctly describes the Correctly describes some Needs assistance to
structure of an atom and describes the structure of structure of an atom and of the structures of an describe the structure of an
electron arrangement of an atom and electron electron arrangement of atom and electron atom and electron
selected elements. arrangement of selected selected elements. arrangement of some arrangement of selected
elements with use of selected elements. elements.
diagrams.
Ability to determine Correctly and consistently Correctly determines Correctly determines the Needs assistance to
atomic number and mass determines atomic number atomic number and mass atomic number or the mass determine the atomic
number of elements. and mass number of number of elements. number of some element. number and mass number
elements giving examples. of elements.
Ability to classify the Correctly and consistently Correctly classifies the Correctly classifies some Needs assistance to
selected elements into classifies the selected selected elements into of the selected elements classify the selected
metals and non-metals. elements into metals and metals and non-metals. into metals and non- elements into metals and
non-metals. metals. non-metals.
Ability to explain the role Correctly and consistently Correctly explains the role Partially explains the role Needs assistance to
of oxygen in combustion explains the role of oxygen of oxygen in combustion of oxygen in combustion explain the role of oxygen
and spread of fire. in combustion and spread and spread of fire. and spread of fire. in combustion and spread
of fire. of fire.
Ability to identify classes Correctly and consistently Correctly identifies Correctly identifies some Needs guidance to identify
of fire and their control identifies classes of fire classes of fire and their of the classes of fires and the classes of fires and
measures. and their control measures. control measures. their control measures. their control measures.

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STRAND 2.0: LIVING THINGS AND THEIR ENVIRONMENT
STRAND SUB- SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY
STRAND OUTCOMES EXPERIENCES QUESTIONS

2.0 LIVING THINGS 2.1 The Cell By the end of the sub-strand, The learner is guided to: 1. Why is the light
AND THEIR the learner should be able to:  Observe, identify, draw, label and microscope important
ENVIRONMENT (18 Hours) a) identify the components state the functions of parts of the in day-to-day life?
of a cell as seen under the light microscope. 2. What are the
light microscope and state  Practise how to use and care for a differences between
light microscope.
their functions. plant and animal cells?
 Prepare, mount and observe plant
b) compare plant and animal cells under a light microscope.
cells as observed under a  Observe permanent slides of
light microscope. animal cells under the light
c) calculate the microscope.
magnification of cells  Discuss with others, the
differences between plant and
seen under the light
animal cells as seen under a light
microscope. microscope.
d) appreciate the use of a  Calculate magnification at various
light microscope in objective lenses of the light
magnification. microscope.
Core competencies to be developed:
● Citizenship: as learners work in groups to enhance social cohesion.
● Creativity and Imagination: as learners apply knowledge and skills gained to make charts and models.
● Self-efficacy: as learners prepare and observe specimen under the light microscope.
Pertinent and Contemporary Issues (PCIs) Values
Social cohesion: as the learners work together during experiments.  Respect: as learners work together in groups on projects and
Environmental Conservation: safe use and disposal of specimens and experiments.

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equipment.  Responsibility: as learners share tasks and assigned to each other.
Links to other subjects
Agriculture: Role of diffusion and osmosis in plant nutrition.
Mathematics: As learners calculate magnification of cells as seen under a light microscope.
ASSESSMENT RUBRIC

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Ability to identify the Correctly and Correctly identifies all the Correctly identifies some Needs assistance to
components of a cell as consistently identifies components of a cell as seen components of a cell as seen identify some components
seen under the light all the components of under the light microscope under the light microscope of a cell, as seen under the
microscope and state their a cell as seen under the and states their functions. and states their functions. light microscope and state
functions. light microscope and their functions.
states their functions.

Ability to compare plant Correctly and Correctly compares plant and Correctly makes some With guidance compares
and animal cells as consistently compares animal cells as observed comparison between plant plant and animal cells as
observed under a light plant and animal cells under a light microscope. and animal cells. observed under a light
microscope. as observed under a microscope.
light microscope.

Ability to calculate the Calculates the Correctly calculates the Has some difficulties in Needs help to calculate the
magnification of cells as magnification of cells magnification of cells as seen calculating the magnification of cells as
seen under the light as seen under the light under the light microscope magnification of cells as seen under the light
microscope microscope with seen under the light microscope
precision. microscope

9
STRAND SUB-STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY
OUTCOMES EXPERIENCES QUESTIONS

2.0 LIVING THINGS 2.2 Movement of By the end of the sub strand the The learner is guided to; 1. How is diffusion
AND THEIR materials in and learner should be able to; ● carry out experiments to and osmosis
ENVIRONMENT out of the cell a) describe the properties of the demonstrate the effects of important in
cell membrane. heat, dilutes acids and alkalis living
on the cell membrane.
(32 Hours) b) explain the role of diffusion in organisms?
● carry out experiments to
living organisms. demonstrate diffusion using 2. What are the
c) demonstrate the process of perfumes/scented flowers and similarities and
osmosis in living things. discuss their roles in living differences
d) describe factors affecting things. between osmosis
osmosis. ● carry out experiments on and diffusion?
e) explain the role of osmosis in osmosis using plant materials
and visking tubing.
living organisms.
● discuss with peers, the role of
f) appreciate the importance of osmosis in living things.
diffusion and osmosis in living ● observe and account for the
organisms. changes that occur in the plant
leaves at different times of the
day.
● search, play and watch videos
and animations showing the
structure and properties of the
cell membrane.
● watch animations on factors
that affect diffusion
● watch animations on factors
that affect osmosis
● search, and watch videos
10
 showing how gases are
exchanged in the human
lungs.
Core competencies to be developed:
● Communication and collaboration- Learners work in groups to conduct experiments, prepare reports, present their findings using appropriate scientific language.
● Citizenship- Learners work in groups to enhance social cohesion.
● Digital literacy – Learners use various digital devices in learning process
Pertinent and Contemporary Issues (PCIs) Values:
● Social cohesion as the learners work together during experiments. ● Respect - while working with others in groups on projects and
● Environmental issues- safety while handling specimen, apparatus experiments.
and equipment as well as their disposal ● Responsibility- by sharing tasks and assigning each other
different tasks during the course of working in groups.
● Peace and Unity – by assigning specific tasks to individuals
for the benefit of the whole group while learning.
Links to other subjects:
● Agriculture (Role of diffusion and osmosis)
● Computer studies (use of digital devices)
ASSESSMENT RUBRIC

Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Ability to describe the Correctly and consistently Correctly describes the Partly describes the structure Needs guidance to
structure and properties describes the structure and structure and properties of and properties of the cell describe the structure
of the cell membrane. properties of the cell the cell membrane. membrane. and properties of the
membrane. cell membrane.

Ability to describe Correctly and consistently Correctly describes factors Correctly describes some Needs assistance to
factors affecting the rate describes factors affecting affecting diffusion. factors affecting diffusion. describe factors
of diffusion. diffusion. affecting diffusion.

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Ability to explain the Correctly and Correctly explains the role Partly explains the role of With aid partly explains
role of diffusion in comprehensively explains of diffusion in living diffusion in living organisms. the role of diffusion in
living organisms. the role of diffusion in organisms. living organisms.
living organisms.

Ability to demonstrate Correctly demonstrates Correctly demonstrates the Partially demonstrates the Requires assistance to
the process of osmosis the process of osmosis in process of osmosis in living process of osmosis in living demonstrate the process
in living organisms. living things in a variety organisms. organisms. of osmosis in living
of ways organisms.

Ability to describe Correctly and consistently Correctly describes factors Correctly describes some Needs assistance to
factors affecting describes factors affecting affecting osmosis. factors affecting osmosis. describe factors
osmosis. osmosis. affecting osmosis.

Explaining the role of Giving examples correctly Correctly explains the role Partly explains the role of With assistance
osmosis in living explains the role of of osmosis in living osmosis in living organisms. explains the role of
organisms. osmosis in living organisms. osmosis in living
organisms. organisms.

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STRAND 3.0: FORCE AND ENERGY
STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY
OUTCOMES EXPERIENCES QUESTIONS

3.0 3. 1 Static charges By the end of the sub strand The learner is guided to: 1. How do
FORCE AND (9 Hour) the learner should be able to;  Discuss with peers the origin lightning
ENERGY of charges on materials and SI arrestors
a) explain the origin of unit of charge (atom, nucleus, work?
charges on a material, neutrons, protons, electrons 2. How do
and coulomb) and the law of materials
b) Describe detection of
conservation of charge. get
static charges on bodies,
 Describe the features, charged?
c) Describe the distribution charging and
of charges on metallic discharge/earthing of a leaf
conductors, electroscope and uses in
electrostatics (contact and
d) explain the application of induction) (testing for
static charges in day to presence, type, quantity and
day life, conduction and insulation of
materials)
e) outline the necessary
 Perform simple experiments
safety measures against using proof plane and leaf
lightning, electroscope or using digital
f) appreciate applications of gadgets to investigate the
static charges in day to distribution of charges on
day life. metallic conductors
(spherical, wedge shaped,
pear shaped and sharp

13
 conductor)
 Search for information from
reference materials, resource
persons or videos, animations
and simulations from digital
devices describing real life
effects of electrostatics and
describe the applications of
electrostatics (spray gun,
lightning arrestor and
associated safety measures)
 Construct a simple leaf
electroscope using locally
available materials.
Core competencies to be developed:
● Digital literacy developed as learners search, play and observe videos and animations showing the origin of charges.
● Communication and Collaboration developed as learners discuss with peers the origin of charges on materials and SI unit of charge.
● Citizenship enhanced as learners identify necessary safety measures for themselves and others during lightning.

Pertinent and Contemporary Issues (PCIs) .Values:

 Responsibility enhanced as learners perform their different roles
 Disaster risk reduction as the learners learn on safety measures during the experiment to demonstrate methods of charging a
during lightning conductor.
 Unity is promoted as the learners perform the activities in
 Education for Sustainable Development as learners construct a
groups to discuss and explain safety measures when there is
simple leaf electroscope using locally available materials
lightning

Links to other subjects:

● Electricity as learners discuss with peers about the origin of charges on materials and SI unit of charge

14
ASSESSMENT RUBRIC

Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation

Ability to explain the Correctly explains the Correctly explains the Correctly explains the Needs help to explain the
origin of charges on a origin of charges on a origin of charges on a origin of charges on a origin of charges on a
material material with supporting material material but omits material
illustrations mentioning some
constituent particles

Ability to describe Correctly describes Correctly describes Partially describes With assistance, describes
detection of static charges detection of static charges detection of static charges detection of static charges detection of static charges
on bodies on bodies using varied on bodies on bodies of either on bodies
methods

Ability to describe the Correctly and accurately Correctly describes the Correctly describes the Need assistance to describe
distribution of charges on describes the distribution distribution of charges on distribution of charges on the distribution of charges
metallic conductors of charges on metallic metallic conductors some shapes of metallic on metallic conductors
conductors with conductors only
illustrations

Ability to explain the Correctly and satisfactorily Correctly explains the Correctly explains some With help, explains the
application of static explains the application of application of static applications of static application of static
charges in day to day life static charges in day to day charges in day to day life charges in day to day life charges in day to day life
life

15
Ability to outline the Correctly and accurately Correctly outlines the Correctly outlines some Needs help to outline the
necessary safety measures outlines the necessary necessary safety measures necessary safety measures necessary safety measures
against lightning safety measures against against lightning against lightning against lightning
lightning

STRAND SUB STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY

OUTCOMES EXPERIENCES QUESTIONS

3.0 3. 2 Electrical energy By the end of the sub strand, the The learner is guided to: What are
FORCE AND (10 Hours) learner should be able to:  Working together with peers, alternative sources
ENERGY discuss the meaning of terms of power in your
a) Explain the meaning of terms associated with electrical
locality
used in electrical energy, energy supply (electric
current, electric potential
b) Describe the working of difference, electromotive
primary cells and secondary force)
cells as a source of electrical  Describe the measurement of
electric current and electric
energy,
potential difference (use of
c) Outline necessary care and ammeter and voltmeter)
 Make a rectangular shape
maintenance of secondary
using straw and a beaker of
cells, coloured water to demonstrate
the flow of charge in an
d) Apply mathematical
electric circuit.
relationship between charge  Discuss with peers the
and time to determine the direction of electric current in
rate of flow of electricity. a circuit the relationship

16
 e) Appreciate use of cells as an between charge, electric
alternative source of current and time
electrical energy to fossil
fuels.
 Using reference materials,
resource persons or digital
materials, distinguish between
primary cells and secondary
cells and explain their working
(simple cell, dry leclanche
cell, lead acid accumulator
and alkaline accumulators)
 Use common laboratory
materials (zinc plate, copper
plate, dilute sulphuric acid,
connecting wires and a bulb)
to investigate the working of a
simple cell
 Discuss with peers the defects
of primary cells and the
maintenance of secondary
cells (local action,
polarization)
 Search for information from
digital devices or otherwise
the growing use of cells as
opposed to fossil fuels as a
source of electrical energy.
Core competencies to be developed:
 Learning to learn developed as the learner uses common laboratory materials (zinc plate, copper plate, dilute sulphuric acid, connecting
wires and a bulb) to investigate the working of a simple cell

17
  Digital Literacy developed as the learner search for information from digital devices or otherwise the growing use of cells as opposed to
fossil fuels as a source of electrical energy
 Communication and Collaboration developed as the learner work together with peers discuss the meaning of terms associated with
electrical energy supply (electric current, electric potential difference, electromotive force)
 Citizenship developed as learners identify and explain safety measures required when dealing with electrical appliance
Pertinent and Contemporary Issues (PCIs) Values:

 Safety is enhanced as learners identify and explain safety  Unity is enhanced as learners work in groups to identify and
measures in place when dealing with electrical appliances discuss electrical appliances in the environment and set up
simple electrical circuits.
 Responsibility as learners perform their different roles during
the experiment to set up simple electrical circuits

Links to other subjects:

Pre-technical and pre-career: as learners learn to set up simple electrical circuits.
Electricity as learners identify and explain safety in place when dealing with electrical appliances
ASSESSMENT RUBRIC

Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation

Ability to explain the Correctly explains the Correctly explains the Correctly explains the Needs help to correctly
meaning of terms used in meaning of terms used in meaning of terms used in meaning of some terms explain the meaning of
electrical energy, electrical energy, their electrical energy, used in electrical energy, terms used in electrical
symbols and SI units energy,

Ability to describe the Correctly and Correctly describes the Correctly describes the With assistance, correctly
working of primary cells systematically describes working of primary cells working of primary cells describes the working of
and secondary cells as a the working of primary and secondary cells as a and secondary cells as a primary cells and
cells and secondary cells source of electrical energy secondary cells as a source
18
source of electrical energy, as a source of electrical source of electrical energy without clear distinction of electrical energy
energy between them

Ability to outline Correctly and Correctly outlines Correctly outlines Needs help to correctly
necessary care and systematically outlines necessary care and necessary care and outline necessary care and
maintenance of secondary necessary care and maintenance of secondary maintenance of secondary maintenance of secondary
cells maintenance of secondary cells cells cells
cells

Ability to apply Correctly and consistently Correctly applies Correctly applies With help, applies
mathematical relationship applies mathematical mathematical relationship mathematical relationship mathematical relationship
between charge and time to relationship between between charge and time to between charge and time between charge and time to
determine the rate of flow charge and time to determine the rate of flow sometimes to determine determine the rate of flow
of electricity. determine the rate of flow of electricity the rate of flow of of electricity
of electricity electricity

STRAND SUB-STRAND SPECIFIC LEARNING SUGGESTED LEARNING KEY INQUIRY

OUTCOMES EXPERIENCES QUESTIONS

3.0 FORCE 3.3. Transformation By the end of the sub The learner is guided to: 1. How can
19
AND ENERGY of energy strand, the learner should  discuss with peers and identify forms energy be
be able to; of energy found in the environment. transformed
(9 Hours) a) identify forms of  demonstrate and explain types of from one form
energy in nature. to another?
energy transformations using locally
b) explain energy available materials. 2. How can
transformations in  discuss the energy transformation energy
nature. processes transformation
c) identify appliances  search, play and observe videos and be applied in
whose working relies day to day life?
animations showing applications of
on energy energy transformation processes in 3. What are the
transformation. day-to-day life energy
d) identify strategies to  identify and explain applications of transformation
mitigate dangers energy transformation in day to day processes that
associated with energy occur in our
life (Electrical to heat, Mechanical to
environment?
transformation. electrical, Electrical to light, Electrical
e) appreciate the to sound and Potential to kinetic).
applications of energy  Discuss with others and identify
transformation in day to dangers associated with energy
day life. transformation.
 identify and explain the applications of
energy transformation in day to day
life (bulb, diodes, moving microphone,
electric heater, solar panel, dynamo,
motor).
 search, play and observe videos and
animations showing dangers associated
with energy transformation and
strategies of mitigation them (relate to
20
 road accidents; K.E to P.E through
action and Reaction Forces; accidents
caused by fire, electricity, health
hazard from bright light)

Core competencies to be developed:

● Digital Literacy: developed as learners search, play and observe videos and animations showing energy transformations and their
applications.
● Communication and collaboration developed as learners work in groups to identify and discuss types of energy transformation in
the environment.

Pertinent and Contemporary Issues (PCIs) Values:

 Education for Sustainable Development enhanced as learners  Respect: as learners respect each other’s opinion when
identify and explain the applications of energy transformation in day working in groups to discuss the energy transformation
to day life. processes.
 Responsibility: As learners demonstrate types of energy
 Life Skills and Value Education: as learners identify the
transformations using locally available materials.
applications of energy transformation in day to day life.

Links to other subjects:

Home science: as learners learn about applications of energy transformation processes in day to day life.

ASSESSMENT RUBRIC
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Ability to identify Correctly and Correctly identifies forms Correctly identifies With help, identifies forms of
forms of energy in the consistently identifies of energy in the some forms of energy in energy in the environment
environment. forms of energy in the environment the environment
environment
Ability to explain Correctly and Correctly explains energy Correctly explains some With help, explains energy
21
energy consistently explains transformation processes energy transformation transformation processes that
transformations in the energy transformations that occur in the processes that occur in occur in the environment
environment in the environment environment the environment

Ability to identify Correctly and Correctly identifies Correctly identifies some With assistance, identifies
appliances whose consistently identifies appliances whose working appliances whose appliances whose working
working relies on appliances whose relies on energy working relies on energy relies on energy
energy transformation working relies on energy transformation transformation transformation
transformation
Ability to identify Correctly and Correctly identifies Correctly some identifies With assistance, identifies
strategies to mitigate consistently identifies strategies to mitigate strategies to mitigate strategies to mitigate dangers
dangers associated to strategies to mitigate dangers associated to dangers associated to associated to energy
energy transformation dangers associated to energy transformation energy transformation transformation
energy transformation

22
COMMUNITY SERVICE-LEARNING PROJECT

Introduction

In Grade 8, focus is on making preparations to undertake a CSL activity of their own choice. They will be required to identify a community
problem through research, plan and come up with solutions to solve the problem. The preparations will be carried out in groups. Learners will
build on CSL knowledge, skills and attitudes acquired during Life Skills Education as well as other subjects.

CSL Skills to be Covered:

Leadership: Learners develop leadership skills as they undertake various roles during preparation.
Financial Literacy and Entrepreneurship Skills: Learners will gain skills on wise spending, saving and investing for sustained economic
growth. They could consider ways of generating income as they undertake the CSL project through innovation ways. Moreover, they could
identify business ideas and opportunities as well as resources to meet the needs of the community.
Research: Learners will be expected to identify a problem or pertinent issue in the community and indicate how the problem will be solved.
They will also acquire skills on how to report their findings.
Communication: Learners indicate reporting mechanisms to be used during the actual project e.g., how they intend to communicate with
members of the community, either online or offline.
Citizenship: As learners engage in the CSL activities for this Grade, they will be vested with the rights, privileges and duties of a citizen, hence
giving them a sense of belonging and attachment to the nation. They will also be empowered to engage and assume active roles in shaping a
more peaceful, tolerant and inclusive society.
Life Skills Education: Learners will be equipped with life skills including decision making, assertiveness, effective communication, problem
solving and stress management. This will enable them to manage interpersonal relationships, develop leadership skills as well as discover and
grow their talents.
Community Development: Learners will be empowered with skills necessary to effect relevant change including building stronger and more
resilient communities.

23
Suggested PCIs Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions

 Environmental By the end of the CSL project, The learner is guided to: 1. How does one
degradation the learner should be able to:  brainstorm on pertinent and contemporary issues in determine
 Life style diseases a) identify a problem in the their community that need attention in groups community needs?
 Communicable and community through  choose a PCI that needs immediate attention and 2. Why is it necessary
non-communicable research explain why in groups to make adequate
diseases b) plan to solve the identified  carry out research using digital devices print preparations before
 Poverty problem in the community, media/interactions with members of the embarking on a
 Violence in community c) design solutions to the community/resource persons in identifying a project?
 Food security issues identified problem, community problem to address in groups
 Conflicts in the
d) appreciate the need to  discuss possible solutions to the identified issue in
belong to a community. groups
community
 propose the most appropriate solution to the
Note: problem in groups
The suggested PCIs are  discuss ways and instruments they can use to
only examples. Teachers collect data on the problem (questionnaires,
should allow learners to interviews, observation schedule, etc)
identify PCIs as per their  develop instruments for data collection
context and reality.  identify resources needed for the CSL project
(human, technical, financial)
 discuss when the project will begin and end
 prepare a programme/timetable of the entire project
execution
 Assign roles to be carried by all group members
 reflect on how the project preparation enhanced
learning.
Key Component of CSL developed
24
a) Identification of a problem in the community through research
b) planning to solve the identified problem
c) designing solutions to the identified problem

Core competencies to be developed

 Communication and collaboration: Learners will make the preparations in groups and conduct discussions on best ways of carrying out the
project.
 Self efficacy: Learners develop the skills of self awareness and leadership as they undertake the CSL project
 Creativity and Imagination: Learners will come up with creative ways of solving the identified community problem
 Critical Thinking and Problem Solving: Learners will demonstrate autonomy in identifying a community need, exploring plausible
solutions and making necessary preparations to address the problem.
 Digital Literacy: Learners can use technology when as they research on a community problem that they can address.
 Learning to Learn: Learners gain new knowledge and skills as they identify a community problem to be addressed and make preparations
to carry out the project.
 Citizenship: This is enhanced as learners choose a PCI that needs immediate attention in the community.

Pertinent and contemporary Issues

● Social cohesion as learners discuss possible solutions to the identified issue.
● Critical thinking as learners discuss possible solutions to the identified issue.

Values
 Integrity as learners carry out research using digital devices and print media as they identify a community problem to address.
 Respect as learners brainstorm on pertinent and contemporary issues in their community that need attention

Assessment Rubric (Customise to SLOs)

Indicator Exceeds Expectation Meets Expectation Approaches Expectation Below Expectation
Ability to identify a Correctly and precisely Correctly identifies a Partially identifies a problem Partially identifies a problem in
problem in the identifies a problem in the problem in the in the community through the community through research
community through community through research community through research with assistance
research research

25
Ability to plan to solve Accurately and systematically Accurately plans to Plans to solve the identified With assistance plans to solve the
the identified problem plans to solve the identified solve the identified problem leaves out some identified problem but leaves out
problem problem details many details

Ability to design Correctly and elaborately Correctly designs Partly designs solutions to Partly designs solutions to the
solutions to the designs solutions to the solutions to the the identified problem identified problem with prompting
identified problem identified problem identified problem

APPENDIX

Assessment Methods in Science Learning Resources Non-Formal Activities

 Reflections  Laboratory Apparatus and Equipment  Visit the science historical sites.
 Game Playing  Textbooks  Use digital devices to conduct
 Pre-Post Testing  Software scientific research.
 Model Making  Relevant reading materials  Organizing walks to have live learning
 Explorations  Digital Devices experiences.
 Experiments  Recordings  Developing simple guidelines on how
 Investigations to identify and solve some community
 Conventions, Conferences, and problems.
Debates  Conducting science document analysis.
 Applications  Participating in talks by resource
 Teacher Observations persons on science concepts.
 Project  Participate in science clubs and
 Journals societies
 Portfolio  Attending and Participating Science
 Oral or Aural Questions and Engineering fairs
 Learner’s Profile
26
 Written Tests  Organizing and participating in
 Anecdotal Records exchange programs.
 Make oral presentations and
Demonstrations on science issues.

27