CBE · Junior School
Grade 7 Integrated Science Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Integrated Science scheme of work for Grade 7 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 7
- Subject
- Integrated Science
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
SCIENTIFIC INVESTIGATION
Introduction to Integrated Science · Introduction to Integrated Science - Importance of science in daily life ( health, agriculture, industry, transport, food and textile and career opportunities). · Laboratory Safety · Laboratory Safety - Common accidents in the laboratory, (cover Causes and First Aid: burns and scalds, cuts, and ingestion of harmful substances) · Laboratory Safety - Safety measures in the laboratory. · Laboratory apparatus and instruments · Laboratory apparatus and instruments - Laboratory instruments and apparatus · Laboratory apparatus and instruments - International System of Units (SI) for basic and derived quantities in science.
MIXTURES, ELEMENTS AND COMPOUNDS
Mixtures · Mixtures - Separation of homogeneous mixtures (evaporation, crystallisation, Simple distillation, fractional distillation, sublimation, solvent extraction and chromatography) · Mixtures - Applications of methods of separating mixtures in real life.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: outline the components of Integrated Science as a field of study. | The learner is guided to: brainstorm on the components of Integrated Science. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science - Importance of science in daily life ( health, agriculture, industry, transport, food and textile and career opportunities). | By the end of the lesson, the learner should be able to: explain the importance of science in daily life. | The learner is guided to: use digital or print media to search for information on components of integrated science and share with peers. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: show interest in learning Integrated Science at junior school. | The learner is guided to: collaboratively discuss the importance of science in daily life. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: outline the components of Integrated Science as a field of study. | The learner is guided to: search for information from print or digital media on pathways related to Integrated Science at Senior School, Project. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: explain the importance of science in daily life. | The learner is guided to: use locally available materials to construct a career chart and display. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: show interest in learning Integrated Science at junior school. | The learner is guided to: brainstorm on the components of Integrated Science. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: outline the components of Integrated Science as a field of study. | The learner is guided to: use digital or print media to search for information on components of integrated science and share with peers. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: explain the importance of science in daily life. | The learner is guided to: collaboratively discuss the importance of science in daily life. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: show interest in learning Integrated Science at junior school. | The learner is guided to: search for information from print or digital media on pathways related to Integrated Science at Senior School, Project. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: outline the components of Integrated Science as a field of study. | The learner is guided to: use locally available materials to construct a career chart and display. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: explain the importance of science in daily life. | The learner is guided to: brainstorm on the components of Integrated Science. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | SCIENTIFIC INVESTIGATION | Introduction to Integrated Science | By the end of the lesson, the learner should be able to: show interest in learning Integrated Science at junior school. | The learner is guided to: use digital or print media to search for information on components of integrated science and share with peers. | How is the knowledge acquired in Integrated Science useful in daily life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: identify common hazards and their symbols in the laboratory. | The learner is guided to: brainstorm on common hazards and their symbols. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | SCIENTIFIC INVESTIGATION | Laboratory Safety - Common accidents in the laboratory, (cover Causes and First Aid: burns and scalds, cuts, and ingestion of harmful substances) | By the end of the lesson, the learner should be able to: explain causes of common accidents in the laboratory. | The learner is guided to: discuss causes of common laboratory accidents and their related first aid measures. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | SCIENTIFIC INVESTIGATION | Laboratory Safety - Safety measures in the laboratory. | By the end of the lesson, the learner should be able to: describe First Aid measures for common laboratory accidents. | The learner is guided to: collaboratively role-play some First Aid procedures for common accidents in the laboratory. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: appreciate the importance of safety in the laboratory and access to a healthy working environment. | The learner is guided to: practice safety measures in the laboratory and the general school learning environment. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: identify common hazards and their symbols in the laboratory. | The learner is guided to: discuss the importance of safety measures in the laboratory. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: explain causes of common accidents in the laboratory. | The learner is guided to: use digital or print media to search for information on laboratory safety procedures. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: describe First Aid measures for common laboratory accidents. | The learner is guided to: brainstorm on common hazards and their symbols. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: appreciate the importance of safety in the laboratory and access to a healthy working environment. | The learner is guided to: discuss causes of common laboratory accidents and their related first aid measures. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: identify common hazards and their symbols in the laboratory. | The learner is guided to: collaboratively role-play some First Aid procedures for common accidents in the laboratory. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: explain causes of common accidents in the laboratory. | The learner is guided to: practice safety measures in the laboratory and the general school learning environment. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: describe First Aid measures for common laboratory accidents. | The learner is guided to: discuss the importance of safety measures in the laboratory. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: appreciate the importance of safety in the laboratory and access to a healthy working environment. | The learner is guided to: use digital or print media to search for information on laboratory safety procedures. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | SCIENTIFIC INVESTIGATION | Laboratory Safety | By the end of the lesson, the learner should be able to: identify common hazards and their symbols in the laboratory. | The learner is guided to: brainstorm on common hazards and their symbols. | What causes accidents in the laboratory; What safety measures should be considered while working in the laboratory? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 7 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Space Exploration
The solar system · heavenly bodies
Matter
Particle model of matter · diffusion
Mixtures
Separation of mixtures · elements and compounds
Forms and Functions of Living Things
Cells · tissues and organs
Energy
Forms of energy · transformations
Ecology
Ecosystems · food chains
| Week | Strand | Sub-Strand | Specific Learning Outcomes | Key Inquiry Questions | Suggested Learning Experiences | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|
| 1 | Space Exploration | The solar system | Describe the solar system and its components. | What makes up the solar system? How do heavenly bodies affect life on Earth? | Use models and digital simulations to explore the solar system. | Textbook, realia and locally available materials; digital content where accessible. | Teacher observation, oral questions, checklists, peer and self-assessment, projects. | |
| 2 | Space Exploration | heavenly bodies | Describe the solar system and its components. | What makes up the solar system? How do heavenly bodies affect life on Earth? | Use models and digital simulations to explore the solar system. | Textbook, realia and locally available materials; digital content where accessible. | Teacher observation, oral questions, checklists, peer and self-assessment, projects. | |
| 3 | Matter | Particle model of matter | Explain matter in terms of the particle model. | How are particles arranged in different states of matter? | Carry out diffusion experiments using potassium permanganate. | Textbook, realia and locally available materials; digital content where accessible. | Teacher observation, oral questions, checklists, peer and self-assessment, projects. | |
| 4 | Matter | diffusion | Explain matter in terms of the particle model. | How are particles arranged in different states of matter? | Carry out diffusion experiments using potassium permanganate. | Textbook, realia and locally available materials; digital content where accessible. | Teacher observation, oral questions, checklists, peer and self-assessment, projects. | |
| 5 | Mixtures | Separation of mixtures | Separate mixtures using appropriate methods. | Why do we separate mixtures in everyday life? | Practise filtration, evaporation and magnetic separation. | Textbook, realia and locally available materials; digital content where accessible. | Teacher observation, oral questions, checklists, peer and self-assessment, projects. |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 7 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Human Excretory System · Human Excretory System - Parts of the human skin and their functions · Human Excretory System - Parts of the urinary system and their functions (external appearance of the kidney and vessels serving kidney, ureter, bladder, urethra), Note: avoid details of the nephron and osmoregulation · Human Excretory System - Common kidney disorders and their causes.
FORCE AND ENERGY
Electrical Energy · Electrical Energy - Flow of electric current · Electrical Energy - Common electrical appliances · Electrical Energy - Safety measures when using electrical appliances · Electrical Energy - Use of electricity. · Magnetism · Magnetism - Classification of materials as magnetic or non-magnetic · Magnetism - Uses of magnets.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of human skin and their functions. | The learner is guided to: use a hand lens to observe the external parts of the skin (hair and sweat pores). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System - Parts of the human skin and their functions | By the end of the lesson, the learner should be able to: identify parts of the urinary system and their functions. | The learner is guided to: use a chart or model to discuss on parts and functions of the human skin (epidermis, dermis, sweat glands, sweat duct and sweat pore –indicate position of the hair and avoid homeostatic functions of the skin). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System - Parts of the urinary system and their functions (external appearance of the kidney and vessels serving kidney, ureter, bladder, urethra), Note: avoid details of the nephron and osmoregulation | By the end of the lesson, the learner should be able to: describe causes of kidney disorders. | The learner is guided to: search for information on the waste products excreted through the skin (excess salts and water in sweat), lungs (carbon IV oxide) and kidneys (excess salts and water in urine). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System - Common kidney disorders and their causes. | By the end of the lesson, the learner should be able to: develop and maintain a daily log on activities that promote skin and kidney health. | The learner is guided to: discuss parts of the urinary system. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: appreciate the need for a healthy lifestyle to promote kidney and skin health. | The learner is guided to: use locally available materials to model the urinary system. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of human skin and their functions. | The learner is guided to: use charts/ models/ animations to discuss the external parts and functions of the human kidney. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of the urinary system and their functions. | The learner is guided to: use print and non-print materials to search for information on the causes and prevention of kidney disorders. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: describe causes of kidney disorders. | The learner is guided to: search for information on healthy lifestyles that promote kidney and skin health. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: develop and maintain a daily log on activities that promote skin and kidney health. | The learner is guided to: collaborate with peers to develop a daily log on activities that promote skin and kidney health. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: appreciate the need for a healthy lifestyle to promote kidney and skin health. | The learner is guided to: use a hand lens to observe the external parts of the skin (hair and sweat pores). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of human skin and their functions. | The learner is guided to: use a chart or model to discuss on parts and functions of the human skin (epidermis, dermis, sweat glands, sweat duct and sweat pore –indicate position of the hair and avoid homeostatic functions of the skin). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of the urinary system and their functions. | The learner is guided to: search for information on the waste products excreted through the skin (excess salts and water in sweat), lungs (carbon IV oxide) and kidneys (excess salts and water in urine). | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: describe causes of kidney disorders. | The learner is guided to: discuss parts of the urinary system. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: develop and maintain a daily log on activities that promote skin and kidney health. | The learner is guided to: use locally available materials to model the urinary system. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: appreciate the need for a healthy lifestyle to promote kidney and skin health. | The learner is guided to: use charts/ models/ animations to discuss the external parts and functions of the human kidney. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Human Excretory System | By the end of the lesson, the learner should be able to: identify parts of human skin and their functions. | The learner is guided to: use print and non-print materials to search for information on the causes and prevention of kidney disorders. | What is the role of the excretory system?; How can a healthy excretory system be maintained? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FORCE AND ENERGY | Electrical Energy | By the end of the lesson, the learner should be able to: identify sources of electricity in the environment. | The learner is guided to: discuss the sources of electricity in the environment. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FORCE AND ENERGY | Electrical Energy - Flow of electric current | By the end of the lesson, the learner should be able to: connect simple electrical circuits to demonstrate the flow of electric current. | The learner is guided to: use print or digital media to search for more information on sources of electricity in nature (hydro-electric power, geothermal, solar, wind power, nuclear, tidal-wave, fossil fuels, biomass, natural gas, electrical cells). | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FORCE AND ENERGY | Electrical Energy - Common electrical appliances | By the end of the lesson, the learner should be able to: identify common electrical appliances used in day to day life. | The learner is guided to: collaboratively set up simple electrical circuits in series and in parallel (using electrical cells, connecting wires, switch, bulb, bulb holder) to demonstrate the flow of electric current. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | FORCE AND ENERGY | Electrical Energy - Safety measures when using electrical appliances | By the end of the lesson, the learner should be able to: identify safety measures observed when handling electrical appliances. | The learner is guided to: discuss common electrical appliances used in day to day life (pressure cooker, electric cooker, electric blender, electrical lamp and torch, electric iron box, electric kettle, electric guitar, electric fan, air conditioner, electric oven, television, electric speaker, washing machine and electric refrigerator.). | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FORCE AND ENERGY | Electrical Energy - Use of electricity. | By the end of the lesson, the learner should be able to: appreciate the use of electricity in day to day life. | The learner is guided to: discuss safety measures observed when using electrical appliances. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FORCE AND ENERGY | Electrical Energy | By the end of the lesson, the learner should be able to: identify sources of electricity in the environment. | The learner is guided to: collaboratively explore uses of electricity in day-to-day life. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FORCE AND ENERGY | Electrical Energy | By the end of the lesson, the learner should be able to: connect simple electrical circuits to demonstrate the flow of electric current. | The learner is guided to: use digital or print media to search for more information on electrical appliances and safety measures observed when using them. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FORCE AND ENERGY | Electrical Energy | By the end of the lesson, the learner should be able to: identify common electrical appliances used in day to day life. | The learner is guided to: discuss the sources of electricity in the environment. | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | FORCE AND ENERGY | Electrical Energy | By the end of the lesson, the learner should be able to: identify safety measures observed when handling electrical appliances. | The learner is guided to: use print or digital media to search for more information on sources of electricity in nature (hydro-electric power, geothermal, solar, wind power, nuclear, tidal-wave, fossil fuels, biomass, natural gas, electrical cells). | What are the sources of electricity in the environment?; How is electricity used in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 7 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 7 Integrated Science so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
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