Grade 7 Integrated Science Curriculum Designs
Grade 7 Integrated Science Curriculum Designs
Grade 7 Integrated Science Curriculum Designs
INTEGRATED SCIENCE
GRADE 7
Page | 1
First published 2023
Revised 2024
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic,
mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.
ISBN:
FOREWORD i
PREFACE ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS v
TIME ALLOCATION vi
NATIONAL GOALS OF EDUCATION vii
LEARNING OUTCOMES FOR MIDDLE SCHOOL x
ESSENCE STATEMENT x
SUBJECT GENERAL LEARNING OUTCOMES xi
STRAND 1.0: SCIENTIFIC INVESTIGATION 1
STRAND 2.0: MIXTURES 10
STRAND 3.0: LIVING THINGS AND THEIR ENVIRONMENT 16
STRAND 4.0: FORCE AND ENERGY 23
GUIDELINES ON COMMUNITY SERVICE LEARNING CLASS ACTIVITY 30
APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES 34
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 the wake of rapid modernisation. 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 recognises 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.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil 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.
LESSON ALLOCATION AT JUNIOR SCHOOL
S/No Learning Area Number of Lessons
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
Pastoral /Religious Instructional Program 1
Total 40 + 1
LEARNING OUTCOMES FOR JUNIOR SCHOOL
By end of Junior 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.
ESSENCE STATEMENT
Science is a dynamic, collaborative human endeavour that enables use of distinctive ways of logistical valuing, thinking and working to understand natural
phenomena in the biological, physical and technological world. The emphasis of science education at Junior School level is to enhance learners’ scientific
thinking through learning activities that involve planning, designing, measuring, observing, evaluating procedures, examining evidence, and analysing
data. This is envisaged in the Kenya Vision 2030, which states in part that; “The achievement of the vision greatly depends on Science, Technology and
Innovation.” Equally, Sessional Paper No.1 of 2005 highlights the fact that “for a breakthrough towards industrialisation, achievement of the desired
economic growth targets and social development, a high priority needs to be placed on the development of human capital through education and training
by promoting the teaching of sciences and information technology.” Both Sessional Paper No. 14 of 2012 and Sessional Paper 1 of 2019 equally underscore
the need for sustainable basic and higher education, with an emphasis on Science, Technology and Innovation.
Integrated Science, as a learning area, is therefore expected to inculcate a scientific culture and enhance scientific literacy among learners to enable them
to make informed choices in their personal lives and approach their life challenges in a systematic and logical manner. This learning area intends to enable
learners to practically explore and discover knowledge within their environment and in the laboratory to allow them understand themselves and relate
with their environment through application of scientific principles and ideas. It will equip learners with the relevant basic integrated scientific knowledge,
skills, values and attitudes needed for their own survival and/or career development. Concepts in Integrated Science are presented as units within which
there are specific strands that build on the competencies acquired in Science and Technology at Upper Primary School level. This provides the learner
with the basic requisite knowledge, skills, values and attitudes necessary for specialisation in pure sciences (Physics, Chemistry, and Biology), Applied
Sciences, Careers and Technology Studies (CTS) and Technical and Engineering offered in the STEM pathway at Senior School. Integrated Science is
taught through inquiry-based learning approaches with an emphasis on the 5Es: engagement, exploration, explanation, elaboration and evaluation.
GENERAL LEARNING OUTCOMES
By the end of Junior School, the learner should be able to:
1. Acquire scientific knowledge, skills, values and attitudes to make informed choices on career pathways at Senior School.
2. Select, improvise and safely use basic scientific tools, apparatus, materials and chemicals effectively in everyday life.
3. Explore, manipulate, manage and conserve the environment for learning and sustainable development.
4. Practise relevant hygiene, sanitation and nutrition skills to promote good health.
5. Apply the understanding of body systems with a view to promote and maintain good health.
6. Develop capacity for scientific inquiry and problem solving in different situations.
7. Appreciate the use of scientific knowledge, skills, principles and practices in everyday life.
8. Apply acquired scientific knowledge, skills, principles and practices in everyday life.
STRAND 1.0: SCIENTIFIC INVESTIGATION
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key Inquiry
Question(s)
1.0 Scientific 1.1 Introduction to By the end of the sub strand, The learner is guided to: How is the knowledge
Investigation Integrated Science the learner should be able to: ● brainstorm on the components of acquired in Integrated
(12 lessons) a) outline the components of Integrated Science, Science useful in daily
Integrated Science as a field ● use digital or print media to search for life?
● Components of of study, more information on components of
Integrated Science as a b) explain the importance of integrated science and share with
field of study science in daily life, peers,
● Importance of science in c) show interest in learning ● discuss the importance of science in
daily life ( health, Integrated Science at junior daily life,
agriculture, industry, school. ● search for information from print or
transport, food and digital media on pathways related to
textile and Integrated Science at Senior School,
career opportunities) project
use locally available materials to
construct a career chart and display.
Values:
● Respect: The learner works harmoniously in groups as they discuss the importance of scientific knowledge in daily life.
● Unity: The learner cooperates while working in groups as they brainstorm on th e components of Integrated Science.
Pertinent and Contemporary Issues (PCIs)
● Socio-Economic Issues - cyber security: The learner observes cyber security as they search for information on the internet using the digital devices in o
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry Questions
1.0 Scientific 1.2 Laboratory Safety By the end of the sub strand, the The learner is guided to: 1. How do accidents
Investigation (14 lessons) learner should be able to: ● brainstorm on common hazards and their happen in the
● Common hazards a) identify common hazards and symbols, laboratory?
and their symbols their symbols in the laboratory, ● discuss causes of common laboratory
in the laboratory b) explain causes of common accidents and their related first aid measures, 2. What safety
(flammable, accidents in the laboratory, ● role-play some First Aid procedures for measures should
corrosive, toxic, c) demonstrate First Aid measures common accidents in the laboratory, be considered
carcinogenic, and for common laboratory ● practice safety measures in the laboratory and while working in
radioactive substances) accidents, the general school learning environment, the laboratory?
● Common accidents d) appreciate the importance of ● practice laboratory wastes management
in the laboratory, safety in the laboratory and ● discuss the importance of safety measures in
(cover Causes and access to a healthy working the laboratory,
First Aid :-burns environment. ● use digital or print media to search for
and scalds, cuts, information on laboratory safety procedures.
and ingestion of
harmful
substances)
● Safety measures in
the laboratory
Values:
Responsibility: The learner exercises accountability as they practise safety measures in the laboratory and the general school learning environment.
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Scientific 1.3 Laboratory By the end of the sub The learner is guided to: 1. Why are basic
Investigation apparatus and strand, the learner should ● discuss the use of basic skills in science, skills in science
instruments be able to: ● practice use and care for apparatus and instruments in important?
(16 lessons) a) describe the basic the laboratory,(for heating, measuring mass,
● Basic skills in skills in science, temperature, length, volume, weight, magnification 2. How are quantities
science b) use and care for and time) (include parts, functions and care of a light in science
(manipulative, apparatus and microscope; and parts of a bunsen burner) expressed?
observation, instruments in the
measurement, laboratory, ● carry out activities on measurements of basic
classification, c) use the SI units for quantities and express them in the International
prediction, basic and derived System of Units (SI) (length, mass, time, electric
communication quantities in science, current, temperature, amount of substance, light
and conclusion d) appreciate consumer intensity),
skills), protection when ● carry out activities to determine derived units from
● Laboratory handling different basic units (area, volume, speed, density),
instruments and apparatus, ● collect packaging featuring labels of quantities and
apparatus instruments and other discuss the importance of the information on labels.
● International materials in day to
System of Units day life.
(SI) for basic and
derived quantities
in science
Values:
● Respect: The learner appreciates others’ opinions while working in groups as they discuss the use of basic skills in science,
Responsibility: The learner cares for apparatus and instruments as they practise how to care and use them in the laboratory.
Ability to explain the Explains the importance of Explains the importance of Explains the importance of Explains the importance of
importance of science in science in daily life science in daily life science in daily life partially science in daily life
daily life, extensively, partially with prompts
Ability to identify common Identifies common hazards and Identifies common hazards Identifies some common Identifies some common
hazards and their symbols their symbols in the laboratory and their symbols in the hazards and their symbols in hazards and their symbols
in the laboratory consistently laboratory the laboratory in the laboratory with
prompts
Ability to demonstrate First Demonstrates First Aid Demonstrates First Aid Demonstrates some First Aid Demonstrates some First
Aid measures for common measures for common measures for common measures for common Aid measures for common
laboratory accidents laboratory accidents laboratory accidents laboratory accidents laboratory accidents
consistently with assistance
Ability to use and care for Uses and cares for apparatus Uses and cares for apparatus Uses and cares for some Uses and cares for some
apparatus and instruments and instruments in the and instruments in the apparatus and instruments in apparatus and instruments
in the laboratory, laboratory correctly and laboratory correctly the laboratory in the laboratory with
accurately assistance
2.0 Mixtures, 2.1 Mixtures By the end of the sub-strand, the The learner is guided to: How is the
Elements and (18 Lessons) learner should be able to: ● identify and record mixtures at school separation of
Compounds ● Homogeneous mixtures a) separate homogeneous mixtures and home in groups, mixtures
(solid-solid, solid-liquid, using appropriate methods, ● categorise the identified mixtures as important in day
liquid-liquid and gas-gas) b) outline applications of homogeneous or heterogeneous, to day life?
● Separation of homogeneous separating homogeneous ● discuss meaning of the terms solvent,
mixtures (evaporation, mixtures in day to day life, solute and solution,
crystallisation, Simple c) appreciate the use of different ● carry out activities to separate
distillation, fractional methods of separating mixtures homogeneous mixtures with peers,
distillation, sublimation, in day-to-day life. ● discuss the applications of separating
solvent extraction and mixtures in day to day life,
chromatography) ● where possible use digital devices to
● Applications of methods of observe fraction distillation as a method
separating mixtures in real of separating a mixture of water and
life ethanol.
Values:
● Unity: The learner cooperates with peers as they work in groups to separate mixtures
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s)
2.0 Mixtures, 2.2 Acids, bases and indicators By the end of the sub-strand, the The learner is guided to: Why are acids
Elements and learner should be able to: ● use litmus paper to classify household and bases
Compounds (22 Lessons) a) identify acids and bases solutions into acids and bases, important?
● introduction to acids and using a litmus paper, ● Carry out activities to prepare acid-base
bases b) prepare an acid-base indicators from plant extracts, and
● Identification of acids and indicator from plant dispose of laboratory waste responsibly.
bases using a litmus paper extracts, ● use acid-base indicator from plant
● Preparation of acid-base c) describe the physical extracts to classify common household
indicators from plant properties of acids and solutions as either acidic or basic,
extracts bases, ● carry out activities to investigate the
● Classification of d) outline applications of physical properties of acids and bases,
commonly used acids, bases and ● where possible use digital or print media
substances as acids and indicators in real life, to explore applications of acids and bases
bases using acid -base e) appreciate the uses of and present findings.
indicator from plant acids and bases in real
extract life.
● Physical properties of
acids and bases
● Uses of acids, bases and
indicators in real life
Values:
● Responsibility: The learner engages in assigned roles as they carry out activities to prepare acid-base indicators from plant extracts collaboratively.
● Respect: The learner appreciates diverse opinions of peers as they collaboratively use digital or print media to explore applications of acids and bases
and present findings in plenary.
Assessment Rubric
Ability to separate Separates all the suggested Separates most of the Separates some of the Separates homogeneous mixtures
homogeneous mixtures homogeneous mixtures using suggested homogeneous suggested homogeneous using inappropriate method
using appropriate method appropriate methods mixtures using mixtures using appropriate
appropriate methods methods
Ability to identify acids Correctly identifies all the Correctly identifies most Correctly identifies some of Correctly identifies a few of the
and bases provided substances as acids of the provided the provided substances as provided substances as acids or
or bases acids or bases bases
substances as acids or
bases
Ability to outline correctly outlines all the correctly outlines most of correctly outlines some of the correctly outlines a few applications
applications of acids, applications of acids and the applications of acids applications of acids and of either acids or bases
bases in real life bases and bases. bases.
3.0 Living things 3.1 Human reproductive By the end of the sub strand, the Learners is guided to: 1. What are the physical,
and the system learner should be able to: ● use charts and other print materials social and emotional
Environment (16 lessons) a) identify parts of the human to observe and identify parts of the changes that take place
● Parts of the human male and female reproductive human male and female during adolescence?
reproductive system and systems, reproductive systems,
their functions (Male; b) describe functions of parts ● discuss the functions of parts of the 2. How are
penis, testis and urethra. of the male and female male and female reproductive developmental
Female; vagina, cervix, reproductive system, systems and share, changes managed
uterus, oviduct, and c) describe the physical ● use print and non-print material to during
ovaries) changes that take place in search for information on physical adolescence?
Note: Detailed internal boys and girls during changes that take place in boys and
structures of testis and adolescence, girls during adolescence and share,
ovaries are not required. d) develop a plan to manage ● use print and non-print material to
● Changes in boys and girls developmental challenges search for information on
during adolescence and during adolescence, developmental challenges during
their implications e) appreciate that physical adolescence and coping
● How to manage changes in boys and girls mechanisms, discuss and share with
developmental challenges during adolescence have peers,
during adolescence social and reproductive ● discuss with peers and develop a
(physical, social and implications. plan to manage developmental
emotional) challenges during adolescence.
Values:
• Integrity The learner shows self-discipline in coping with developmental challenges during adolescence.
• Respect: The learner appreciates others as they learn about the uniqueness of their bodies.
PCIs:
● Human sexuality: The learner develops the skill of self-awareness as they discuss the developmental challenges during adolescence and coping
mechanisms.
Strand Sub- Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
3.0 Living Things and their
3.2 Human Excretory By the end of the sub The learner is guided to: 1. What is the role of
Environment System strand, the learner ● use a hand lens to observe the external parts of the excretory
(18 Lessons) should be able to: the skin (hair and sweat pores), system?
● Components of the a) identify parts of ● use a chart or model to discuss on parts and
excretory system human skin and functions of the human skin (epidermis, 2. How can a healthy
● Parts of the human skin their functions, dermis, sweat glands, sweat duct and sweat excretory system
and their functions. b) identify parts of the pore –indicate position of the hair and avoid be maintained?
● Parts of the urinary urinary system and homeostatic functions of the skin),
system and their their functions ● search for information on the waste products
functions (external c) describe causes of excreted through the skin (excess salts and
appearance of the kidney disorders, water in sweat), lungs (carbon dioxide) and
kidney, and vessels d) develop and kidneys (excess salts and water in urine),
serving kidney, ureter, maintain a daily log ● discuss parts of the urinary system use locally
bladder, urethra), on activities that available materials to model the urinary
Note: avoid details of the promote skin and system,
nephron and kidney health, ● use charts/models/animations to discuss the
osmoregulation e) appreciate the need external parts and functions of the human
● Common kidney for a healthy kidney,
disorders and their lifestyle to promote ● use print and non-print materials to search for
causes kidney and skin information on the causes and prevention of
health. kidney disorders,
● search for information on healthy lifestyles that
promote kidney and skin health, record and
share,
● discuss and develop a daily log on activities that
promote skin and kidney health.
Describing functions of Describes functions of parts of Describes functions of Describes functions of parts Describes functions of parts
parts of the male and the male and female parts of the male and of the male and female of the male and female
female reproductive system reproductive system precisely female reproductive system reproductive system partially reproductive system partially
with prompts
Developing a plan to Develops an innovative plan to Develops a plan to manage Develops a simple plan to Develops a sketchy plan to
manage developmental manage developmental developmental challenges manage developmental manage developmental
challenges during challenges during adolescence during adolescence challenges during challenges during
adolescence adolescence adolescence
Identifying parts of the Identifies parts of the excretory Identifies parts of the Identifies parts of the Identifies parts of the
excretory system and their system and their functions excretory system and their excretory system and their excretory system and their
functions comprehensively functions functions partially functions partially with
prompts
Developing and maintain a Develops and maintains a Develops and maintain a Develops and maintain a Develops and maintain a
daily log on activities that purposeful daily log on daily log on activities that simple daily log on activities haphazard daily log on
promote skin and kidney activities that promote skin and promote skin and kidney that promote skin and kidney activities that promote skin
health kidney health health health and kidney health
STRAND 4.0: FORCE AND ENERGY
Strand Sub Strand Specific learning outcomes Suggested learning experiences Key inquiry
question(s)
4.0 Force 4.1 Electrical By the end of the sub- The learner is guided to: 1. What are the
and Energy Energy strand, the learner should ● discuss in groups the sources of electricity in the sources of
(18 lessons) be able to: environment, electricity in
Sources of a) identify sources of ● use print or digital media to search for more the
electricity in electricity in the information on sources of electricity in nature (hydro- environment?
environment, electric power, geothermal, solar, wind power 2. How is
the nuclear, tidal-wave, fossil fuels, biomass, natural gas,
environment b) demonstrate flow of electrical cells), electricity
Flow of electric current using ● use electrical apparatus to set up simple electrical used in day to
electric simple electric circuits in series and in parallel (electrical cells, day life?
current using circuits, connecting wires, switch, bulb, bulb holder)
simple c) identify common ● perform experiments to classify materials as either
electric electrical conductors or non-conductors of electricity,
appliances used ● discuss and identify common electrical
circuits appliances used in day to day life (pressure
Common in day to day cooker, electric cooker, electric blender,
electrical life, electrical lamp and torch, electric iron box,
appliances d) identify safety measures electric kettle, electric guitar, electric fan, air
used in day to observed when conditioner, electric oven, television, electric
day life handling electrical speaker, washing machine and electric
refrigerator.),
Safety appliances,
● identify and discuss safety measures observed
measures e) appreciate the use of
when using electrical appliances,
followed electricity in day to ● explore uses of electricity in day to day life,
while using day life. ● use digital or print media to search for more
electrical information on electrical appliances and safety
appliances measures observed when using them.
Use of
electricity in
day to day
life.
Values:
● Unity: The learner works harmoniously with peers as they set up simple electrical circuits in series and parallel.
● Patriotism: The learner practises dedication in setting up simple electrical circuits in series and parallel while working in groups.
4.0 Force and 4.2 Magnetism By the end of the The learner is guided to: How are
Energy (16 lessons) sub-strand, the ● carry out activities to demonstrate properties of a magnet magnets used in
learner should be (attractive and repulsive, directional, poles and magnetic day-to-day life?
Properties of a able to: strength properties),
magnet a) demonstrate the
● carry out activities to investigate the nature of force between
Materials as properties of a
magnetic or magnet, different poles of magnets (basic law of magnetism),
non-magnetic b) classify ● use a permanent magnet to test different materials, sort and
Uses of materials as classify them into either magnetic or non-magnetic materials,
magnets in magnetic or non- ● discuss the applications of magnets in day to day life
day-to-day magnetic, (separation of mixtures, radios, speakers, refrigerator door,
life c) identify the
magnetic compass and magnets used in toys to give magic
Applications of uses of
magnets in effect),
magnets in
day-to-day ● use digital or print media to search for more information on
day-to-day
life life, applications of magnets in day to day life.
d) appreciate the
applications of
magnets in day-to-
day life.
Values:
● Responsibility: The learner diligently engages in assigned roles when carrying out activities to investigate the nature of force between different
poles of magnets.
● Respect: The learner exercises patience with one another as they discuss the various applications of magnets.
Ability to identify Identifies common Identifies common Identifies some Identifies some
common electrical electrical appliances electrical appliances common electrical common electrical
appliances used in day to used in day to day life used in day to day life appliances used in appliances used in
day life extensively sufficiently day to day life day to day life with
prompts
Ability to identify safety Extensively identifies safety Sufficiently identifies safety Identifies some safety Identifies some safety
measures observed when measures observed when measures observed when measures observed when measures observed when
handling electrical handling electrical handling electrical appliances. handling electrical handling electrical
appliances. appliances. appliances correctly appliances with prompt
Ability to demonstrate Demonstrates the properties Demonstrates the properties of Demonstrates the Demonstrates some
the properties of a of a magnet correctly and a magnet correctly properties of a magnet properties of a magnet with
magnet. consistently partially prompt
Ability to identify the Identifies the uses of Identifies the uses of magnets Identifies some of the uses Identifies the uses of
uses of magnets in day- magnets in day-to-day life in day-to-day life sufficiently of magnets in day-to-day magnets in day-to-day life
to-day life. extensively life correctly superficially with prompt
Strand Sub Strand Suggested Assessment Suggested Learning Suggested Non-Formal Activities
Methods Resources
● Written Test
● Oral Questions and
Answers
1.2.Laboratory Safety ● Practical Work ● Science Kit ● Interacting actively with resource
persons to understand issues to do
● Observation Schedule ● Basic Laboratory with common hazards and their
Apparatus, equipment and symbols in the laboratory.
● Checklist selected specimens
● Preparing charts, posters and
● SEPU Kit slogans, First Aid safety measures
for common laboratory accidents
● First Aid Kit
● Internet
● Library
2.0 Mixtures, 2.1 Mixtures ● Written Test ● Course book ● Organising and participating in
Elements and exchange programmes / field trips
Compounds ● Assessment Rubrics ● Basic Laboratory to distinguish between pure and
Apparatus, equipment and impure substances using melting
● Checklist selected specimens and boiling points
● Sieve
● magnet
2.2 Acids, bases and ● Assessment Rubrics ● Course book ● Engaging resource persons on
indicators how to use plant extracts as acid-
● Checklist ● Basic Laboratory base indicator.
Apparatus, equipment and
● Oral Questions and selected specimens
Answers
● Universal indicator, pH
● Written Test scale and pH chart
2.3. Solid–Liquid Mixture ● Practical Work ● Basic Laboratory ● Inviting a resource person to talk
separation Apparatus, equipment and about different methods of
● Observation Schedule selected specimens separating mixtures in day-to-day
life
● Checklist ● Portfolio and file
● Conducting debates during club
● Course book meetings on separate mixtures
using different methods
3.0 Living 3.1 Reproduction in human ● Observation ● Charts ● Engaging in straight talk on
Things and their beings reproduction in human beings.
Environment ● Practical Work ● Course book
● Engaging a resource person to
● Assessment Rubrics ● Basic Laboratory talk about reproduction in human
Apparatus, equipment and beings
● Checklist selected specimens
● Anecdotal Records
● Written Test
3.2 Human Excretory ● Practical Work ● Basic Laboratory ● Conducting document analysis on
System-Skin and Apparatus, equipment and human Excretory System-Skin
Kidneys ● Observation selected specimens and Kidneys
● Oral Questions and ● Charts ● Holding discussions on causes of
Answers kidney disorders
● Salts and water ● Inviting a resource person to talk
● Assessment Rubrics about how to adopt a healthy
● Course book lifestyle to promote kidney and
● Checklist skin health.
● Anecdotal Records
● Written Test
4.0 Force and 4.2 Electrical Energy ● Written Test ● Basic Laboratory ● Initiating projects on how to set
Apparatus, equipment and up simple electrical circuits in
Energy ● Assessment Rubrics selected specimens series and parallel using dry
cells, bulbs, ammeters and
● Checklist ● Course book voltmeters.
● Anecdotal Records
● Practical Work
Milestone Description
Milestone 1 Problem Identification
Learners study their community to understand the challenges faced and their effects on community members.
Milestone 4 Implementation
The learners execute the project and keep evidence of work done.
Learners write a report detailing their project activities and learnings from feedback
Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to do their project as well as how
the project helped to deepen learning of the academic concepts.
Assessment for the integrated CSL activity will be conducted formatively. The assessment will consider both the process and end product. This
entails assessing each of the milestone stages of the integrated CSL class activity. It will focus on 3 components namely: skills from various learning
areas applied in carrying out the activity, core competencies developed and values nurtured.