REPUBLIC OF KENYA

MINISTRY OF EDUCATION

JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN

INTEGRATED SCIENCE
GRADE 8

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

 First published in 2022

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.

PROF. GEORGE A. O. MAGOHA, EGH

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.

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. 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 ................................................................................................................................. IX
ESSENCE STATEMENT ............................................................................................................................................................................... IX
SUBJECT GENERAL LEARNING OUTCOMES ....................................................................................................................................... X
STRAND 1.0: MIXTURES, ELEMENTS AND COMPOUNDS .................................................................................................................. 1
STRAND 2.0: LIVING THINGS AND THEIR ENVIRONMENT ............................................................................................................ 10
STRAND 3.0: FORCE AND ENERGY ......................................................................................................................................................... 17
COMMUNITY SERVICE-LEARNING PROJECT .................................................................................................................................... 28

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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 4
5. Health Education 2
6. Pre-Technical Studies 4
7. Social Studies 3
8. Religious Education (CRE/IRE/HRE) 3
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.

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iii) Promote individual development and self-fulfillment
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.

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.

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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.

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 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. The integrated science learning area 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.

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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.

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

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. 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 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
Elements and of matter in the learner should be able to: • Perform simple experiments on particles move
Compounds the different a) describe properties of the properties of the different states of in the different
states different states of matter. matter (volume, shape, density, states of
b) demonstrate diffusion in compressibility and ability to flow) matter?
(6 Hours) liquids. • perform experiments to demonstrate
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) appreciate the demonstrate physical changes,
applications of change of temporary chemical changes and
state of matter in day-to- permanent changes of substances.
day life. • Discuss the applications of change of
state of matter in day-to-day life
(refrigerators, ice-cream vendors
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: 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)
• 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 learners carry out simple experiments in groups.
• Respect: As learners respect each other’s opinion when discussing the applications of change of state of matter in day to day.
• Responsibility: As learners handles experimental equipment 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.

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

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Mixtures, 1.2 Elements By the end of the sub strand The learner is guided to: 1. How are
Elements and and Compounds the learner should be able to: ● Discuss the difference between symbols
Compounds (7 Hours) a) distinguish between an elements and compounds. assigned to
element and a compound. ● Assign appropriate symbols to elements?
b) relate common elements to common elements and compounds 2. What is the
their symbols. (copper, aluminium, iron, silver, value of
c) explain the applications of table salt, and water). elements in
common elements in day- ● discuss the names of common day-to-day
to-day life. elements and their symbols (the life?
d) appreciate the information first 13 elements of the periodic
on packaging labels of table and commonly used metals
commonly consumed such as zinc, lead, tin,gold, mercury
substances. and limited to 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 elements as part of the
ingredients.

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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)
• Financial literacy: as learners discuss the importance and market value of common elements and compounds in the society.
Values
• Respect and love: as they work in groups to assign symbols to common elements and compounds.
• 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 Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to distinguish Correctly and Correctly Correctly gives some Needs assistance to
between an element consistently distinguishes distinguishes between differences between an distinguish between
and a compound. between an element and a an element and a element and a compound. an element and a
compound. compound. compound.
Ability to relate Correctly and Correctly relates Correctly relates some of Needs assistance to
common elements to consistently relates common elements to the common elements to relate common
their symbols. common elements to their symbols. their symbols. elements to their
their symbols. symbols.
Ability to explain the Correctly and Correctly explains the Correctly explains some of Needs assistance to
applications of consistently explains the applications of the applications of common explain the
common elements in applications of common common elements. elements. applications of
society. elements. common elements.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Mixtures, 1.3 Structure By the end of the sub strand The learner is guided to: 1. What is the
Elements and of the atom the learner should be able to: • Discuss the meaning of the atom structure of an
Compounds a) describe the structure of an and illustrate its structure atom?
(7 Hours) atom and electron (components of the nucleus and 2. How do atoms
arrangement of elements. energy levels). gain stability?
b) determine atomic number • Draw and discuss the electron 3. What are the
and mass number of arrangements of elements and different
elements. classify them into metals and classes of
c) classify elements into non-metals fire?
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
their control measures. fire.
g) appreciate the application • Classify fire according to the
of fire control measures in cause and suggest control
day-to-day life. measures.
h) develop curiosity about • Practice fire control measures
rights to safety and access (breaking the fire triangle and use
of fire extinguishers).

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 to information. • Discuss rights to safety and
access 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)
• Disaster Risk Reduction: as learners apply methods of fire control.
Values
• 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.

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• 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 the Correctly and Correctly describes the Correctly describes Needs assistance to
structure of an atom consistently describes structure of an atom and some of the structures describe the structure
and electron the structure of an atom electron arrangement of of an atom and electron of an atom and electron
arrangement of and electron selected elements. arrangement of some arrangement of selected
selected elements. arrangement of selected selected elements. elements.
elements with use of
diagrams.
Ability to determine Correctly and Correctly determines Correctly determines Needs assistance to
atomic number and consistently determines atomic number and mass the atomic number or determine the atomic
mass number of atomic number and number of elements. the mass number of number and mass
elements. mass number of some element. number of elements.
elements giving
examples.
Ability to classify the Correctly and Correctly classifies the Correctly classifies Needs assistance to
selected elements into consistently classifies selected elements into some of the selected classify the selected
metals and non-metals. the selected elements metals and non-metals. elements into metals elements into metals
into metals and non- and non-metals. and non-metals.
metals.
Ability to explain the Correctly and Correctly explains the Partially explains the Needs assistance to
role of oxygen in consistently explains role of oxygen in role of oxygen in explain the role of

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combustion and spread the role of oxygen in combustion and spread combustion and spread oxygen in combustion
of fire. combustion and spread of fire. of fire. and spread of fire.
of fire.
Ability to identify Correctly and Correctly identifies Correctly identifies Needs guidance to
classes of fire and their consistently identifies classes of fire and their some of the classes of identify the classes of
control measures. classes of fire and their control measures. fires and their control fires and their control
control 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 Things 2.1 The Cell By the end of the sub- The learner is guided to: 1. Why is the
and their strand, the learner should be • Observe, identify, draw, label and light
Environment (18 Hours) able to: state the functions of parts of the microscope
a) identify the components light microscope. important in
of a cell as seen under • Practise how to use and care for a day-to-day
the light microscope and light microscope. life?
state their functions. • Prepare, mount and observe plant 2. What are the
b) compare plant and cells under a light microscope. differences
animal cells as observed • Observe permanent slides of between plant
under a light animal cells under the light and animal
microscope. microscope. cells?
c) calculate the • Discuss with others, the
magnification of cells 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.

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• 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)
• Social cohesion: as the learners work together during experiments.
• Environmental Conservation: safe use and disposal of specimens and equipment.
Values
• Respect: as learners work together in groups on projects and experiments.
• 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 Correctly and Correctly identifies all Correctly identifies some Needs assistance to
the components of consistently identifies the components of a cell components of a cell as identify some
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 state
state their states their functions. their functions.
functions.

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

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

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions

2.0 Living Things 2.2 Movement of By the end of the sub strand The learner is guided to; 1. How is
and their materials in and the learner should be able to; ● carry out experiments to diffusion and
Environment out of the cell a) describe the properties of demonstrate the effects of osmosis
the cell membrane. heat, dilutes acids and important in
alkalis on the cell
(32 Hours) b) explain the role of living
membrane.
diffusion in living organisms?
● carry out experiments to
organisms. demonstrate diffusion 2. What are the
c) demonstrate the process of using perfumes/scented similarities
osmosis in living things. flowers and discuss their and
d) describe factors affecting roles in living things. differences
osmosis. ● carry out experiments on between
osmosis using plant
e) explain the role of osmosis osmosis and
materials and visking
in living organisms. tubing. diffusion?
f) appreciate the importance ● discuss with peers, the
of diffusion and osmosis in role of osmosis in living
living organisms. things.
● observe and account for
the changes that occur in
the plant leaves at

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 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
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)
• Social cohesion as the learners work together during experiments.
• Environmental issues- safety while handling specimen, apparatus and equipment as well as their disposal
Values:
● Respect - while working with others in groups on projects and experiments.
● Responsibility- by sharing tasks and assigning each other different tasks during the course of working in groups.
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● 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 Correctly and consistently Correctly describes Partly describes the Needs guidance to
the structure and describes the structure and the structure and structure and properties of describe the structure
properties of the properties of the cell properties of the cell the cell membrane. and properties of the
cell membrane. membrane. membrane. cell membrane.

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

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

Ability to Correctly demonstrates Correctly Partially demonstrates the Requires assistance

demonstrate the the process of osmosis in demonstrates the process of osmosis in to demonstrate the
process of osmosis living things in a variety process of osmosis in living organisms. process of osmosis in
in living organisms. of ways living organisms. living organisms.

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

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

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STRAND 3.0: FORCE AND ENERGY
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
3.0 Force and 3.1 Static By the end of the sub strand the The learner is guided to: 1. How do
Energy charges learner should be able to; • Discuss with peers the origin of lightning
a) explain the origin of charges on materials and SI unit of arrestors
(9 Hours) charges on a material, charge (atom, nucleus, neutrons, work?
b) Describe detection of static protons, electrons and coulomb) and 2. How do
charges on bodies, the law of conservation of charge. materials
c) Describe the distribution of • Describe the features, charging and get
charges on metallic discharge/earthing of a leaf charged?
conductors, electroscope and uses in electrostatics
d) explain the application of (contact and induction) (testing for
static charges in day to day presence, type, quantity and
life, conduction and insulation of
e) outline the necessary safety materials)
measures against lightning, • Perform simple experiments using
f) appreciate applications of proof plane and leaf electroscope or
static charges in day to day using digital gadgets to investigate the
life. distribution of charges on metallic
conductors (spherical, wedge shaped,
pear shaped and sharp conductor)
• Search for information from reference
materials, resource persons or videos,
animations and simulations from

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 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)
• Disaster risk reduction as the learners learn on safety measures during lightning
• Education for Sustainable Development as learners construct a simple leaf electroscope using locally available materials
.Values:
• Responsibility enhanced as learners perform their different roles during the experiment to demonstrate methods of charging
a conductor.
• Unity is promoted as the learners perform the activities in groups to discuss and explain safety measures when there is
lightning
Links to other subjects:
• Electricity as learners discuss with peers about the origin of charges on materials and SI unit of charge

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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
origin of charges on a origin of charges on a origin of charges on a origin of charges on a the origin of charges
material material with supporting material material but omits on a material
illustrations mentioning some
constituent particles
Ability to describe Correctly describes Correctly describes Partially describes With assistance,
detection of static detection of static detection of static detection of static charges describes detection of
charges on bodies charges on bodies using charges on bodies on bodies of either static charges on
varied methods bodies
Ability to describe the Correctly and accurately Correctly describes the Correctly describes the Need assistance to
distribution of describes the distribution distribution of charges distribution of charges on describe the
charges on metallic of charges on metallic on metallic conductors some shapes of metallic distribution of
conductors conductors with conductors only charges on metallic
illustrations conductors
Ability to explain the Correctly and Correctly explains the Correctly explains some With help, explains
application of static satisfactorily explains the application of static applications of static the application of
charges in day to day application of static charges in day to day charges in day to day life static charges in day
life charges in day to day life life to day life
Ability to outline the Correctly and accurately Correctly outlines the Correctly outlines some Needs help to outline
necessary safety outlines the necessary necessary safety necessary safety measures the necessary safety
measures against safety measures against measures against against lightning measures against
lightning lightning lightning lightning

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

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 • 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.
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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
• 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)
• Safety is enhanced as learners identify and explain safety measures in place when dealing with electrical appliances

Values:
• Unity is enhanced as learners work in groups to identify and 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

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Assessment Rubric
Indicator Exceeds Expectation Meets Expectation Approaches Below Expectation
Expectation
Ability to explain the Correctly explains the Correctly explains the Correctly explains the Needs help to
meaning of terms meaning of terms used in meaning of terms meaning of some terms correctly explain the
used in electrical electrical energy, their used in electrical used in electrical energy, meaning of terms used
energy, symbols and SI units energy, in electrical energy,
Ability to describe the Correctly and Correctly describes Correctly describes the With assistance,
working of primary systematically describes the working of working of primary cells correctly describes the
cells and secondary the working of primary primary cells and and secondary cells as a working of primary
cells as a source of cells and secondary cells secondary cells as a source of electrical cells and secondary
electrical energy, as a source of electrical source of electrical energy without clear cells as a source of
energy energy distinction between them electrical energy
Ability to outline Correctly and Correctly outlines Correctly outlines Needs help to
necessary care and systematically outlines necessary care and necessary care and correctly outline
maintenance of necessary care and maintenance of maintenance of necessary care and
secondary cells maintenance of secondary secondary cells secondary cells maintenance of
cells secondary cells
Ability to apply Correctly and consistently Correctly applies Correctly applies With help, applies
mathematical applies mathematical mathematical mathematical relationship mathematical
relationship between relationship between relationship between between charge and time relationship between
charge and time to charge and time to charge and time to sometimes to determine charge and time to
determine the rate of determine the rate of flow determine the rate of the rate of flow of determine the rate of
flow of electricity. of electricity flow of electricity electricity flow of electricity

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
3.0 Force 3.3 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 be transformed
a) identify forms of energy identify forms of energy from one form
(9 Hours) in nature. found in the environment. to another?
b) explain energy • demonstrate and explain types 2. How can energy
transformations in nature. of energy transformations transformation
c) identify appliances whose using locally available be applied in
working relies on energy materials. day to day life?
transformation. • discuss the energy 3. What are the
d) identify strategies to transformation processes energy
mitigate dangers • search, play and observe transformation
associated with energy videos and animations processes that
transformation. showing applications of occur in our
e) appreciate the applications energy transformation environment?
of energy transformation processes in day-to-day life
in day to day life. • identify and explain
applications of energy
transformation in day to day
life (Electrical to heat,
Mechanical to electrical,
Electrical to light, Electrical
to sound and Potential to
kinetic).

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 • Discuss with others and
identify dangers associated
with energy 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 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.

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

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 Correctly identifies With help, identifies
forms of energy in the consistently identifies forms of energy in the some forms of energy forms of energy in the
environment. forms of energy in the environment in the environment environment
environment
Ability to explain Correctly and Correctly explains Correctly explains With help, explains
energy transformations consistently explains energy transformation some energy energy transformation
in the environment energy transformations processes that occur in transformation processes that occur in
in the environment the environment processes that occur in the environment
the environment
Ability to identify Correctly and Correctly identifies Correctly identifies With assistance,
appliances whose consistently identifies appliances whose some appliances whose identifies appliances

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working relies on appliances whose working relies on working relies on whose working relies
energy transformation working relies on energy transformation energy transformation on energy
energy transformation transformation

Ability to identify Correctly and Correctly identifies Correctly some With assistance,
strategies to mitigate consistently identifies strategies to mitigate identifies strategies to identifies strategies to
dangers associated to strategies to mitigate dangers associated to mitigate dangers mitigate dangers
energy transformation dangers associated to energy transformation associated to energy associated to energy
energy transformation transformation transformation

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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:

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
innovation 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.
vii) Community Development: Learners will be empowered with skills necessary to effect relevant change including
building stronger and more resilient communities.
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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
• Life style 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
identified problem, • discuss possible solutions to the identified project?
• Conflicts in the
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
• prepare a programme/timetable of the entire
project execution

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 • 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 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.
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• 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 • Participate in science clubs and
• Portfolio societies
• Oral or Aural Questions • Attending and Participating Science
• Learner’s Profile and Engineering fairs
• Written Tests
• Anecdotal Records • Organizing and participating in
exchange programs.
• Make oral presentations and
Demonstrations on science issues.

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