REPUBLIC OF KENYA

MINISTRY OF EDUCATION

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

INTEGRATED SCIENCE
GRADE 8

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

 First published in 2023

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: 978-9914-43-798-0

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, National Curriculum Policy 2019, the United Nations
Sustainable Development Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. Towards
achieving the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the
implementation of the Competency Based Curriculum (CBC) at Pre-Primary and Primary School levels. The roll out of Junior
Secondary School (Grade 7-9) will subsequently follow as from 2023-2025.

The Grade 8 curriculum designs build on competencies attained by learners at the end of Grade 7. Further, they provide
opportunities for learners to continue exploring and nurturing their potentials as they prepare to transit to Senior Secondary
School.

The curriculum designs present National Goals of Education, essence statements, general and specific expected learning
outcomes for the learning areas (subjects) as well as strands and sub strands. The designs also outline suggested learning
experiences, key inquiry questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, Community Service
Learning (CSL) activities and assessment rubric.

It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and
efficient implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) is implementing the second phase of the curriculum reforms with the national roll out of the
Competency Based Curriculum (CBC) having been implemented in 2019. Grade 8 is the second level of the Junior Secondary School
(JSS) in the new education structure.

Grade 8 curriculum furthers implementation of the CBC from Grade 7. The main feature of this level is a broad curriculum for the
learner to explore talents, interests and abilities before selection of pathways and tracks at the Senior Secondary education level. This
is very critical in the realisation of the Vision and Mission of the on-going curriculum reforms as enshrined in the Sessional Paper No.
I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development in
Kenya. The Sessional Paper explains the shift from a Content - Focused Curriculum to a focus on Nurturing every Learner’s
potential.

Therefore, the Grade 8 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy,
Learning to Learn and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands
and the other aspects of the CBC. The curriculum designs also offer several suggested learning resources and a variety of assessment
techniques. It is expected that the designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes
for Grade 8 and prepare them for smooth transition to the next Grade. Furthermore, it is my hope that teachers will use the designs to
make learning interesting, exciting and enjoyable.

DR. BELIO KIPSANG’, 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. The curriculum development process for any level of education involves
thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative process, the KICD
conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF), that responds to the
demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, the Kenya Vision 2030, East African Community
Protocol and the United Nations Sustainable Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to enable the successful achievement of the stipulated 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 8 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. Therefore, the Institute is very grateful for the support of the Government of
Kenya, through the MoE and the development partners for the policy, resource and logistical support. Specifically, special thanks to the Cabinet
Secretary – MoE and the Principal Secretary – State Department of Early Learning and Basic Education,

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their roles in the development of the Grade 8
curriculum designs. In relation to this, we acknowledge the support of the –Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) for their support in the process of developing these designs.

Finally, we are very grateful to the KICD Council Chairperson Prof. Elishiba Kimani and other members of the Council for very consistent
guidance in the process. We assure all teachers, parents and other stakeholders that these curriculum designs will effectively guide the
implementation of the CBC at Grade 8 and preparation of learners for Grade 9.

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 .................................................................................................................................................................................... iv
LESSON ALLOCATION .................................................................................................................................................................................... v
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... vi
LEARNING OUTCOMES FOR MIDDLE SCHOOL ..................................................................................................................................... viii
ESSENCE STATEMENT................................................................................................................................................................................. viii
GENERAL SUBJECT LEARNING OUTCOMES ............................................................................................................................................ ix
STRAND 1.0: MIXTURES, ELEMENTS AND COMPOUNDS ....................................................................................................................... 1
STRAND 2.0: LIVING THINGS AND THEIR ENVIRONMENT.................................................................................................................. 11
STRAND 3.0: FORCE AND ENERGY ............................................................................................................................................................ 17
COMMUNITY SERVICE-LEARNING PROJECT ......................................................................................................................................... 23
APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES .............................. 27

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LESSON ALLOCATION

Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 5
5. Pre-Technical Studies 4
6. Social Studies 4
7. Religious Education (CRE/IRE/HRE) 3
8. Business Studies 3
9. Agriculture 3
10. Physical Education and Sports 2
11. Optional Subject 3
12. Optional Subject 3
Total 44

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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, and 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
Integrated Science is a new learning 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 learning 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. The inclusion of Integrated Science is therefore a deliberate effort to
enhance the level of scientific literacy of all learners and equip them 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 level. The emphasis of science education at lower secondary levels is to enhance learners’ scientific thinking
through learning activities that involve the basic science process skills.

Integrated Science 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 Science is anchored on the

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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.

Integrated Science is taught through inquiry-based learning approaches with emphasis on the 5Es: engagement, exploration,
explanation, elaboration and evaluation.

GENERAL SUBJECT LEARNING OUTCOMES

By the end of Junior Secondary school, the learner should be able 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. Practise relevant hygiene, sanitation and nutrition skills to promote good health.
5. Apply the understanding of body systems with a view to promoting and maintaining good health.
6. Develop capacity for scientific inquiry and problem solving in different situations.
7. Appreciate and use scientific principles and knowledge in everyday life.
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 Experiences Key Inquiry
Outcomes Questions
1.0. Mixtures, 1.1 Properties By the end of the sub strand The learner is guided to: How do the
Elements and of matter in the learner should be able to:  perform simple experiments on movement of
Compounds the different a) describe properties of the properties of the different states of particles in
states different states of matter, matter (volume, shape, density, matter affect its
b) demonstrate diffusion in compressibility and ability to flow), physical
(6 Hours) liquids,  perform experiments to demonstrate properties?
c) distinguish between diffusion in liquids (use of water and
temporary and permanent potassium manganate (VII),
changes in substances,  carry out simple experiments to
d) outline applications of demonstrate physical changes,
change of state of matter temporary chemical changes and
in day-to-day life, permanent changes of substances,
e) appreciate the  discuss the applications of change of
applications of change of state of matter in day-to-day life
state of matter in day-to- (refrigerators, ice-cream vendors, fog
day life. formation, among others),
 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 and ability to flow).

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Core competencies to be developed
 Critical thinking and problem solving: developed as the learner discuss with peers the properties of the different states of
matter.
 Learning to learn: developed as the learner gains knowledge by manipulating apparatus and materials while carrying out
simple experiments.
 Digital literacy: as the learner searches, plays and watches videos on properties of different states of matter.
Pertinent and Contemporary Issues (PCIs)
 Life skills: as they apply the knowledge on the change of state of matter in day-to-day life (example, preparation of ice
cubes, make candles).
 Financial literacy: as learners develop the economic awareness of the applications of change of state of matter in the locality.
Values:
 Unity: as the learner carry out simple experiments in groups.
 Respect: as the learner respects each other’s opinion when discussing the applications of change of state of matter in day to
day.
 Responsibility: as the learner handles experimental equipment while performing 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 and Sports: when ice cubes are used to relieve muscle pain in case of sprain.

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to describe Correctly and consistently Correctly describes Correctly describes some With assistance,
the properties of the describes the properties of the properties of the of the properties of the describes properties of
different states of the different states of different states of different states of matter. the different states of
matter. matter. matter. matter.
Ability to Correctly and consistently Correctly Partly demonstrates With prompts,
demonstrate demonstrates diffusion in demonstrates diffusion in liquids demonstrates diffusion
diffusion in liquids. liquids with illustrations. diffusion in liquids. in liquids.
Ability to Correctly and consistently Correctly Correctly distinguishes With assistance,
distinguish between distinguishes between distinguishes between between some temporary distinguishes between
temporary and temporary and permanent temporary and and permanent changes temporary and
permanent changes changes in substances. permanent changes in in substances. permanent changes in
of substances. substances substances.

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

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 Communication and collaboration: developed as the learner assigns symbols to common elements and compounds.
Pertinent and Contemporary Issues (PCIs)
 Financial literacy: as the learner discusses the importance and market value of common elements and compounds in society.
Values
 Respect and love: as the learner harmoniously work in a group to assign symbols to common elements and compounds.
 Responsibility: as the learner samples 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 the learner studies the market value of common elements and compounds.
 Agriculture: as the learner studies the mineral elements required by plants.

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to distinguish Correctly and consistently Correctly Correctly distinguishes Requires assistance to
between an element distinguishes between an distinguishes between some elements distinguish between an
and a compound. element and a compound. between an element and compounds with element and a
and a compound. assistance. compound.
Ability to relate Correctly and consistently Correctly relates Correctly relates some of With prompts, relates
common elements to relates common elements to common elements to the common elements to common elements to
their symbols. their symbols. their symbols. their symbols with their symbols.
assistance.
Ability to outline Correctly and consistently Correctly outlines Correctly outlines some With assistance,
applications of explains the applications of the applications of of the applications of outlines applications
common elements in common elements. common elements. common elements. of common elements.
society.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
1.0 Mixtures, 1.3 Structure By the end of the sub The learner is guided to: 1. What is the
Elements and of the atom strand the learner should be  discuss the meaning of the atom and structure of an
Compounds able to: illustrate its structure (protons, neutrons, atom?
(7 Hours) a) describe the structure and electrons), 2. How do atoms
of an atom and electron  draw and discuss the electron gain stability?
arrangement of arrangements of elements and classify
elements, them into metals and non-metals
b) determine atomic (first 20 elements of the periodic table),
number and mass  discuss and illustrate the atomic number
number of elements, and mass number of elements (first 13
c) classify elements into elements of the periodic table),
metals and non-metals,  use digital or print media to search for
d) appreciate the value of information on the structure of an atom,
different elements in electron arrangement, atomic number
day-to-day life. and mass number of elements,
 Project: model the atomic structure of
selected elements of the periodic table
using locally available materials.

Core competencies to be developed

 Communication and collaboration: as the learner discusses with peers the meaning of atom.
 Imagination and Creativity: as the learner uses locally available materials to model the atomic structure of selected elements
in the periodic table.

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Pertinent and Contemporary Issues (PCIs
 Life skills: as the learner uses locally available materials to model the atomic structure of selected elements in the periodic
table.
Values
 Respect and love: as the learner work with others in groups to illustrate the atomic number and mass number of elements.
 Responsibility: as the learner models the atomic structure of selected elements of the periodic table using locally available
materials.
 Integrity: as the learner uses digital devices to search for information on the structure of an atom, electron arrangement,
atomic number and mass number of elements.
Links to other subjects
 Mathematics: as they distribute electrons in the various energy levels of atoms of elements.

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Ability to describe Correctly and consistently Correctly describes the Correctly describes With prompts,
the structure of an describes the structure of structure of an atom and some of the structures describes the structure
atom and electron an atom and electron electron arrangement of of an atom and electron of an atom and electron
arrangement of arrangement of selected selected elements. arrangement of some arrangement of selected
selected elements. elements selected elements. elements.
Ability to determine Correctly and consistently Correctly determines Correctly determines With assistance,
atomic number and determines atomic number atomic number and mass the atomic number the determines the atomic
mass number of and mass number of number of elements. mass number of some number and mass
elements. elements. element. number of elements.

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Ability to classify Correctly and consistently Correctly classifies the Correctly classifies Needs assistance to
the selected classifies the selected selected elements into some of the selected classify selected
elements into elements into metals and metals and non-metals. elements into metals elements into metals
metals and non- non-metals. and non-metals. and non-metals with
metals. assistance.

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Mixtures, 1.4 Oxygen By the end of the sub strand The learner is guided to: 1. How is
Elements and the learner should be able to:  carry out experiment using hydrogen oxygen
Compounds (7 Hours) a) prepare oxygen in the peroxide/potassium permanganate to important in
laboratory, prepare oxygen, day to day
b) investigate the physical and  discuss the role of oxygen in life?
chemical properties of combustion and the spread of fire, 2. What are the
oxygen,  classify fire according to the cause different
c) explain the role of oxygen and suggest control measures, classes of
in combustion and spread  practise fire control measures fire?
of fire, (breaking the fire triangle and use of
d) identify classes of fire and fire extinguishers),
their control measures,  discuss rights to safety and access to
e) appreciate the role of information on flammable
oxygen in day to day life substances,
 discuss the role of oxygen in every
life.

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  where possible, use digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
Core competencies to be developed
 Citizenship: as the learner practices fire control measures.
 Communication and collaboration: as the learner discusses with peers the rights to safety and access to information on
flammable substances.
 Learning to learn: as the learner discusses with peers the role of oxygen in combustion and spread of fire.
Pertinent and Contemporary Issues (PCIs
 Disaster and risk reduction: as the learner applies different methods of fire control.
Values
 Respect and love: as the learner works with peers in groups to classify fire according to the cause and suggest control
measures.
 Responsibility: as the learner discusses with peers the rights to safety and access to information on flammable substances
Links to other subjects
 Home Science: when they practice safety measures to prevent fire accidents.

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches Below expectation
expectation
Ability to prepare Systematically and Systematically prepares Prepares oxygen in the With assistance,
oxygen in the correctly prepares oxygen oxygen in the laboratory, but omits prepares oxygen in the
laboratory. in the laboratory. laboratory. some steps. laboratory.

Ability to Correctly investigates Correctly investigates Investigates physical With assistance,

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investigate physical physical and chemical physical and chemical and chemical properties investigates physical
and chemical properties of oxygen, properties of oxygen. of oxygen, but omits and chemical properties
properties of giving examples. some steps. of oxygen.
oxygen.
Ability to explain Correctly and consistently Correctly explains the Partially explains the Needs assistance to
the role of oxygen explains the role of role of oxygen in role of oxygen in explain the role of
in combustion and oxygen in combustion and combustion and spread combustion and spread oxygen in combustion
spread of fire. spread of fire. of fire. of fire. and spread of fire
Ability to identify Correctly and consistently Correctly identifies Correctly identifies Needs guidance to
classes of fire and identifies classes of fire classes of fire and their some of the classes of classes of fires and
their control and their control control measures. fires and their control their control measures.
measures. measures. measures

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STRAND 2.0: LIVING THINGS AND THEIR ENVIRONMENT
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions

2.0 Living 2.1 The Cell By the end of the sub strand, The learner is guided to: 1. Why is the
Things and their the learner should be able to:  observe, identify, draw, label and light
Environment (18 Hours) a) identify the components state the functions of parts of the microscope
of a cell as seen under the light microscope, important in
light microscope and  practise how to use and care for a day-to-day
state their functions, light microscope, life?
b) compare plant and  prepare, mount and observe plant 2. What are the
animal cells as observed cells under a light microscope, differences
under a light microscope,  observe permanent slides of between plant
c) calculate the animal cells under the light and animal
magnification of cells microscope, cells?
seen under the light  discuss with others, the differences
microscope, between plant and animal cells as
d) appreciate the use of a seen under a light microscope,
light microscope in  calculate magnification at various
magnification. objective lenses of the light
microscope.
Core competencies to be developed:
 Citizenship: as the learner works in harmony with peers in groups that enhance social cohesion.
 Creativity and imagination: as the learner applies knowledge and skills gained to draw and label parts of the light
microscope.

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 Self-efficacy: as the learner prepares and observes specimens under the light microscope.
Pertinent and Contemporary Issues (PCIs)
 Social cohesion: as the learner works together in groups to prepare, mount and observe plant cells under a light microscope.
 Environmental conservation: as the learner safely uses and disposes of used specimens and equipment.
Values
 Respect: as the learner respects each others’opinion when discussing the differences between plant and animal cells as seen
under a light microscope.
 Responsibility: as the learners play different roles as they prepare, mount and observe plant cells under a light microscope.
Links to other subjects
 Agriculture: as learners learn about the role of diffusion and osmosis in plant nutrition.
 Mathematics: as the learner calculates magnification of cells as seen under a light microscope.

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

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

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Ability to Correctly and Correctly compares plant Correctly makes some Has difficulty
compare plant and consistently compares and animal cells as comparisons between comparing plant and
animal cells as plant and animal cells as observed under a light plant and animal cells animal cells as observed
observed under a observed under a light microscope. with guidance. under a light
light microscope. microscope. microscope.

Ability to Correctly calculates the Correctly calculates the Calculates the Has difficulty
calculate the magnification of cells as magnification of cells as magnification of cells as calculating the
magnification of seen under the light seen under the light seen under the light magnification of cells as
cells as seen microscope with microscope microscope with some seen under the light
under the light precision. inaccuracies. microscope.
microscope

Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Questions
2.0 Living 2.2 Movement By the end of the sub strand The learner is guided to; 1. How is
Things and of materials in the learner should be able to; ● carry out activities to illustrate the diffusion and
their and out of the a) describe the structure and structure of the cell membrane, osmosis
Environment cell properties of the cell ● brainstorm and discuss the important in
membrane, properties of the cell membrane, living
(32 Hours) b) explain the role of ● carry out experiments to organisms?
diffusion in living things demonstrate the effects of heat, 2. What are the
c) demonstrate the process dilutes acids and alkalis on the cell similarities
of osmosis in living membrane, and
things, ● carry out experiments to differences
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 d) describe factors affecting demonstrate diffusion using between
diffusion and osmosis, perfumes/scented flowers and osmosis and
e) explain the roles of discuss their roles in living things, diffusion?
osmosis in living things, ● carry out experiments on osmosis
f) appreciate the importance using plant materials and visking
of diffusion and osmosis tubing,
in living things. ● discuss with peers, the roles of
osmosis in living things,
● observe and account for the
changes that occur in the plant
leaves at different times of the day,
● use digital or print media to search
for information on the structure
and properties of the cell
membrane or watch videos and
animations over the same,
● use digital or print media to search
for information on factors that
affect diffusion and osmosis,
● use digital or print media to search
for information on how gases are
exchanged in the human lungs.
Core competencies to be developed:
● Communication and collaboration: as the learner works with peers in groups to conduct experiments, prepare reports,
present their findings using appropriate scientific language.
● Citizenship: as the learner works with peers in groups to demonstrate the effects of heat dilutes acids and alkalis on the cell

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 membrane that enhances social cohesion.
● Digital literacy: as the learner uses various digital devices to search for information on the structure and properties of the
cell membrane.
Pertinent and Contemporary Issues (PCIs)
 Social cohesion: as the learner works with peers in groups to carry out experiments on osmosis using plant materials and
visking tubing.
Values:
● Respect – as the learner respects each other’s ideas and opinion when discussin with peers in groups the roles of osmosis in
living things.
● Responsibility- as the learners play different role when carying out experiments on osmosis using plant materials and
visking tubing.

Links to other subjects:

● Agriculture: as learners learn about the role of diffusion and osmosis in plants and animals.
● Computer Studies: as learners uses digital devices.

Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation

Ability to Correctly and Correctly describes the Partly describes the Has difficulty describing
describe the consistently describes the structure and structure and properties the structure and
structure and structure and properties properties of the cell of the cell membrane. properties of the cell
properties of the of the cell membrane. membrane. membrane.
cell membrane.

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Ability to explain Correctly and Correctly explains the Partly explains the role Has difficulty explaining
the role of comprehensively role of diffusion in of diffusion in living the role of diffusion in
diffusion in living explains the role of living things. things. living things.
things. diffusion in living things.
Ability to Correctly demonstrates Correctly Partially demonstrates Has difficulty
demonstrate the the process of osmosis in demonstrates the the process of osmosis demonstrating the process
process of living things in a variety process of osmosis in in living things. of osmosis in living
osmosis in living of ways. living things. things.
things.
Ability to Correctly describes Correctly describes Correctly describes Has difficulty describing
describe factors factors affecting diffusion factors affecting some factors affecting factors affecting diffusion
affecting and osmosis, giving diffusion and osmosis. diffusion and osmosis. and osmosis.
diffusion and examples
osmosis.
Ability to explain Correctly explains the Correctly explains the Partly explains the roles Has difficulty explaining
the roles of roles of osmosis in living roles of osmosis in of osmosis in living the roles of osmosis in
osmosis in living things, giving real life living things. things. living things.
things. examples.

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STRAND 3.0: FORCE AND ENERGY
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions

3.0 Force 3.1 Transformation By the end of the sub strand, The learner is guided to: 1. How can energy
and Energy of energy the learner should be able to;  discuss with peers and identify be transformed
a) identify forms of energy forms of energy found in the from one form
(9 Hours) in nature, environment, to another?
b) explain energy  demonstrate and explain types 2. How can energy
transformations in nature, of energy transformations transformation
c) identify appliances using locally available be applied in
whose working relies on materials, day-to-day life?
energy transformation,  discuss the processes energy 3. What are the
d) describe safety measures transformation in day-to-day energy
associated with energy life (electrical to heat, transformation
transformation, chemical to electrical, processes that
e) appreciate the mechanical to electrical, occur in our
applications of energy electrical to light, electrical to environment?
transformation in day-to- sound and potential to kinetic),
day life.  discuss applications of energy
transformation in day-to-day
life (bulb, diodes, moving
microphone, electric heater,
solar panel, dynamo, motor),
 use digital or print media to

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 search for information on
applications of energy
transformation processes in
day-to-day life or watch videos
and animations on the same,
 discuss with peers the safety
measures associated with
energy transformation in the
environment,
 use digital or print media to
search for information on
dangers associated with energy
transformation and strategies
of mitigating them (relate to
road accidents; K.E to P.E;
action and reaction, accidents
caused by fire, electricity,
health hazard from bright
light, loud sound) or watch
videos and animations showing
the same

Core competencies to be developed:

 Digital Literacy: as the learner searches for information on dangers associated with energy transformation and strategies of
mitigating them.
 Communication and collaboration: as the learner discusses with peers the safety measures associated with energy

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 transformation in the environment.
Pertinent and Contemporary Issues (PCIs)
 Sustainable Development: as the learner identifies and explains the applications of energy transformation in day-to-day life.
 Life Skills and Value Education: as the learner identifies the applications of energy transformation in day-to-day life.
Values:
 Respect: as the learner respects each other’s opinion when working in groups to discuss the energy transformation processes.
 Responsibility: as learner demonstrates types of energy transformations using locally available materials.
Links to other subjects:
 Home Science: as the learner 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 identifies all forms Correctly identifies Correctly identifies With help, identifies
forms of energy in of energy in nature, giving all forms of energy some forms of energy some forms of energy
nature. examples from the locality. in nature. in nature. in nature.
Ability to explain Correctly explains energy Correctly explains Explains energy Has difficulty
energy transformation in nature, energy transformation in explaining energy
transformation in giving supporting transformation in nature but ignore some transformation in
nature. illustrations. nature. key concepts. nature.
Ability to identify Correctly identifies Correctly identifies Correctly identifies With prompt,
appliances whose appliances whose working appliances whose some appliances whose identifying appliances
working relies on relies on energy working relies on working relies on whose working relies
energy transformation, giving energy energy transformation on energy
transformation. examples from the locality. transformation. transformation.

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Ability to describe Correctly describes safety Correctly describes Correctly describes With prompt, describes
safety measures measures associated with safety measures some safety measures safety measures
associated with energy transformation, associated with associated with energy associated with energy
energy giving examples. energy transformation. transformation.
transformation. transformation.

Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 Force 3.2. Pressure I By the end of the sub strand The learner is guided to: 1. What is the
and the learner should be able to;  brainstom and discuss with peers the meaning of
Energy (9 Hours) a) explain the meaning of meaning of pressure, pressure as
pressure as used in  carry out activities to demonstrate and used in
science, describe pressure in solids and liquids, science?
b) describe pressure in  carry out experiments to determine 2. What are the
pressure in solids and liquid (pressure applications of
solids and liquids, exerted by objects with different surface pressure in
c) determine pressure in areas e.g. bricks, pressure in liquids solids and
solids and liquids, increases with depth and density), liquids?
d) identify applications of  solve numrical problems involving
pressure in solids and pressure (Pressure = Force/Area
liquids,  F  and
P  
e) Appreciate the  A
applications of pressure Pressure = liquid density x gravitational

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 in solids and liquids. pull x column height of the liquid
( P  gh ),
 discuss and identify the applications of
pressure in solids and liquids
 use digital or print media to search for
information on pressure in solids,
liquids and their applications.
Core competencies to be developed:
 Digital literacy as the learner searches for information on pressure in solids, liquids and their applications.
 Communication and collaboration as the learner discusses with peers the meaning of pressure as used in science.
Pertinent and Contemporary Issues (PCIs)
 Social cohesion: as the learner works with peers in groups to carry out experiments to determine pressure in solids and
liquid.
Values:
 Responsibility: as the learners play different roles as they carry out experiments to determine pressure in solids and liquid.
 Unity: as the learner brainstoms and discusses with peers in a group, the meaning of pressure.
Links to other subjects:
 Wood Technology: as the learner the learner relates pressure exerted by an object through its surface area.

Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to explain Correctly and Correctly explains the Correctly explains the Has challenges
the meaning of comprehensively meaning of pressure as meaning of pressure as explaining the
pressure as used in explains the meaning of used in science. used in science. meaning of pressure as

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science. pressure as used in used in science.
science.
Ability to describe Correctly describes the Correctly describes Describes pressure in With prompt,
pressure in solids pressure in solids and pressure in solids and solids and liquids, describes pressure in
and liquids. liquids, giving relevant liquids. leaving out some key solids and liquids.
illustrations. points.
Ability to Correctly determines Correctly determines Correctly determines With prompt,
determine pressure in solids and pressure in solids and either pressure in solids determines pressure in
pressure in solids liquids with ilustrations. liquids. or in liquids. solids and liquids.
and liquids.

Ability to identify Correctly and consistently Correctly identifies Identifies some With help, identifies
applications of identifies applications of applications of pressure applications of pressure applications of
pressure in solids pressure in solids and in solids and liquids. in solids and liquids pressure in solids and
and liquids. liquids. liquids.

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COMMUNITY SERVICE-LEARNING PROJECT
Introduction
In Grade 8, focus is on learners 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 from Life Skills Education as well as
other subjects.

CSL Skills to be Covered:

i) Leadership: Learners develop leadership skills as they undertake various roles during preparation.
ii) 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
innovative ways. Moreover, they could identify business ideas and opportunities as well as resources to meet the needs of
the community.
iii) 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.
iv) 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.
v) 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.
vi) 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.

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vii) Community Development: Learners will be empowered with skills necessary to effect relevant change, including
building stronger and more resilient communities.

Suggested PCIs Specific Learning Suggested Learning Experiences Key Inquiry

Outcomes Questions
 Environmental By the end of the CSL The learner is guided to: 1. How does one
degradation project, the learner should  brainstorm on pertinent and contemporary determine
 Lifestyle diseases be able to: issues in their community that need attention community
 Communicable and a) identify a problem in in groups needs?
non-communicable the community through  choose a PCI that needs immediate attention 2. Why is it
diseases research and explain why in groups necessary to
 Poverty b) plan to solve the  carry out research using digital devices/print make adequate
 Violence in identified problem in media/interactions with members of the preparations
community the community, community/resource persons in identifying a before
 Food security issues c) design solutions to the community problem to address in groups embarking on a
 Conflicts in the
identified problem,  discuss possible solutions to the identified project?
d) appreciate the need to issue in groups
community
belong to a 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. collect data on the problem (questionnaires,
Teachers should allow interviews, observation schedule, etc)
learners to identify  develop instruments for data collection
PCIs as per their  identify resources needed for the CSL project
context and reality. (human, technical, financial)
 discuss when the project will begin and end
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  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
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 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
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 address.
 Respect as learners brainstorm on pertinent and contemporary issues in their community that need attention

Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to identify a Correctly and precisely Correctly identifies a Partially identifies a Partially identifies a
problem in the identifies a problem in problem in the problem in the problem in the
community through the community through community through community through community through
research research research research research with assistance
Ability to plan to solve Accurately and Accurately plans to Plans to solve the With assistance plans
the identified problem systematically plans to solve the identified identified problem to solve the identified
solve the identified problem leaves out some details problem but leaves out
problem many details

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

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APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Assessment Methods in Science Learning Resources Non-Formal Activities
 Reflections  Laboratory Apparatus and  Visit the science historical sites.
 Game Playing Equipment  Use digital devices to conduct
 Pre-Post Testing  Textbooks scientific research.
 Model Making  Software  Organizing walks to have live
 Explorations  Relevant reading materials learning experiences.
 Experiments  Digital Devices  Developing simple guidelines on
 Investigations  Recordings how to identify and solve some
 Conventions, Conferences, and community problems.
Debates  Conducting science document
 Applications analysis.
 Teacher Observations  Participating in talks by resource
 Project persons on science concepts.
 Journals  Participating in science clubs and
 Portfolio societies
 Oral or Aural Questions  Attending and participating science
 Learner’s Profile and engineering fairs
 Written Tests  Organizing and participating in
 Anecdotal Records exchange programmes.
 Making oral presentations and
demonstrations on science issues.

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