CBE · Junior School
Grade 8 Integrated Science Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Integrated Science scheme of work for Grade 8 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 8
- Subject
- Integrated Science
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MIXTURES, ELEMENTS AND COMPOUNDS
Elements and Compounds · Elements and Compounds - Symbols of common elements (oxygen, carbon, hydrogen, nitrogen, iron, aluminium, copper, silver, gold, chlorine, sodium, mercury, lead) · Elements and Compounds - Word equations for reactions of elements to form compounds (sodium chloride, water, carbon dioxide, copper oxide, aluminium oxide) · Elements and Compounds - Uses of some common elements in the society (jewellery, construction, electricity, food nutrients, minerals elements, medals. · Physical and chemical changes · Physical and chemical changes - Heating curve · Physical and chemical changes - Effects of impurities on boiling point and melting point · Physical and chemical changes - Physical and chemical changes (both temporary and permanent changes) · Physical and chemical changes - Applications of physical and chemical changes in day to day life. · Classes of fire · Classes of fire - Fire triangle and Fire control (breaking the fire triangle and use of fire extinguishers) · Classes of fire - Dangers of fires.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: explain the relationship between an atom, an element, a molecule and a compound. | The learner is guided to: discuss the meaning of atoms, elements, molecules and compounds. | Why is it important to use symbols for representing elements 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 | |
| 1 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds - Symbols of common elements (oxygen, carbon, hydrogen, nitrogen, iron, aluminium, copper, silver, gold, chlorine, sodium, mercury, lead) | By the end of the lesson, the learner should be able to: assign symbols to selected elements. | The learner is guided to: collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers. | Why is it important to use symbols for representing elements 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 | |
| 1 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds - Word equations for reactions of elements to form compounds (sodium chloride, water, carbon dioxide, copper oxide, aluminium oxide) | By the end of the lesson, the learner should be able to: write word equations to represent reactions of selected elements to form compounds. | The learner is guided to: collaboratively represent selected elements using symbols. | Why is it important to use symbols for representing elements 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 | |
| 1 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds - Uses of some common elements in the society (jewellery, construction, electricity, food nutrients, minerals elements, medals. | By the end of the lesson, the learner should be able to: outline the applications of common elements in the society. | The learner is guided to: use word equations to represent reactions of elements to form compounds. | Why is it important to use symbols for representing elements 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 | |
| 1 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: appreciate the information on packaging labels of commonly consumed substances. | The learner is guided to: identify elements in selected compounds (compounds with only two elements). | Why is it important to use symbols for representing elements 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 | |
| 2 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: explain the relationship between an atom, an element, a molecule and a compound. | The learner is guided to: explore the importance and value of common elements and compounds in day-to-day life. | Why is it important to use symbols for representing elements 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 | |
| 2 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: assign symbols to selected elements. | The learner is guided to: use digital or print media to search for information on atoms, elements, molecules and compounds or observe simulations of atoms, elements, molecules and compounds. | Why is it important to use symbols for representing elements 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 | |
| 2 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: write word equations to represent reactions of selected elements to form compounds. | The learner is guided to: discuss the meaning of atoms, elements, molecules and compounds. | Why is it important to use symbols for representing elements 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 | |
| 2 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: outline the applications of common elements in the society. | The learner is guided to: collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers. | Why is it important to use symbols for representing elements 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 | |
| 2 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: appreciate the information on packaging labels of commonly consumed substances. | The learner is guided to: collaboratively represent selected elements using symbols. | Why is it important to use symbols for representing elements 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 | |
| 3 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: explain the relationship between an atom, an element, a molecule and a compound. | The learner is guided to: use word equations to represent reactions of elements to form compounds. | Why is it important to use symbols for representing elements 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 | |
| 3 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: assign symbols to selected elements. | The learner is guided to: identify elements in selected compounds (compounds with only two elements). | Why is it important to use symbols for representing elements 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 | |
| 3 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: write word equations to represent reactions of selected elements to form compounds. | The learner is guided to: explore the importance and value of common elements and compounds in day-to-day life. | Why is it important to use symbols for representing elements 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 | |
| 3 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: outline the applications of common elements in the society. | The learner is guided to: use digital or print media to search for information on atoms, elements, molecules and compounds or observe simulations of atoms, elements, molecules and compounds. | Why is it important to use symbols for representing elements 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 | |
| 3 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: appreciate the information on packaging labels of commonly consumed substances. | The learner is guided to: discuss the meaning of atoms, elements, molecules and compounds. | Why is it important to use symbols for representing elements 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 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: explain the relationship between an atom, an element, a molecule and a compound. | The learner is guided to: collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers. | Why is it important to use symbols for representing elements 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 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: assign symbols to selected elements. | The learner is guided to: collaboratively represent selected elements using symbols. | Why is it important to use symbols for representing elements 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 | MIXTURES, ELEMENTS AND COMPOUNDS | Elements and Compounds | By the end of the lesson, the learner should be able to: write word equations to represent reactions of selected elements to form compounds. | The learner is guided to: use word equations to represent reactions of elements to form compounds. | Why is it important to use symbols for representing elements 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 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes | By the end of the lesson, the learner should be able to: describe the characteristics of particles in the three states of matter. | The learner is guided to: Carry out activities to demonstrate the characteristics of particles in the three states of matter. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes - Heating curve | By the end of the lesson, the learner should be able to: explain the effects of impurities on boiling point and melting point of a substance. | The learner is guided to: perform experiments to demonstrate diffusion in liquids and gases, for example use of water and ink to illustrate kinetic theory of matter. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes - Effects of impurities on boiling point and melting point | By the end of the lesson, the learner should be able to: distinguish between physical and chemical changes in substances. | The learner is guided to: carry out experiments to determine the boiling and melting points of pure and impure substances. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes - Physical and chemical changes (both temporary and permanent changes) | By the end of the lesson, the learner should be able to: outline applications of change of state of matter in day-to-day life. | The learner is guided to: draw the heating curve and discuss the trends. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes - Applications of physical and chemical changes in day to day life. | By the end of the lesson, the learner should be able to: appreciate the applications of change of state of matter in day-to-day life. | The learner is guided to: discuss the effects of impurities on boiling point and melting point of a substance. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes | By the end of the lesson, the learner should be able to: describe the characteristics of particles in the three states of matter. | The learner is guided to: carry out experiments to demonstrate physical and chemical changes in substances. | How does the movement of particles in matter affect its properties? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Physical and chemical changes | By the end of the lesson, the learner should be able to: explain the effects of impurities on boiling point and melting point of a substance. | The learner is guided to: discuss the applications of physical and chemical changes in day-to-day life. | How does the movement of particles in matter affect its properties? | 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 8 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MIXTURES, ELEMENTS AND COMPOUNDS
Classes of fire · Classes of fire - Fire triangle and Fire control (breaking the fire triangle and use of fire extinguishers) · Classes of fire - Dangers of fires.
LIVING THINGS AND THEIR ENVIRONMENT
The Cell · The Cell - Cell structure as seen under a light microscope (plant and animal cells) · The Cell - Preparation of temporary slides of plant cells · The Cell - magnification of cells seen under the light microscope. · Movement of Materials in and out of the cell · Movement of Materials in and out of the cell - Demonstration of diffusion and osmosis · Movement of Materials in and out of the cell - Role of diffusion and osmosis in living things (Absorption of water, nutrients in the intestines, gases in the lungs). · Reproduction in human beings · Reproduction in human beings - Challenges related to the menstrual cycle (include irregular periods, irregular bleeding, and pain) · Reproduction in human beings - Process of fertilisation and implantation (cover fusion of sperm with the egg and implantation of blastocyst in the uterus) · Reproduction in human beings - Note: -details on formation of blastocyst not necessary
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: identify causes of fire in nature. | The learner is guided to: discuss the possible causes of fire in nature. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire - Fire triangle and Fire control (breaking the fire triangle and use of fire extinguishers) | By the end of the lesson, the learner should be able to: explain the role of the components of fire triangle in the spread of fire. | The learner is guided to: discuss the role of the components of fire triangle in the spread of fire. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire - Dangers of fires. | By the end of the lesson, the learner should be able to: describe ways of controlling different classes of fires. | The learner is guided to: brainstorm on the different classes of fire. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: acknowledge the dangers of fires in nature. | The learner is guided to: discuss the dangers of fires in the environment. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: identify causes of fire in nature. | The learner is guided to: collaboratively practice fire control measures. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: explain the role of the components of fire triangle in the spread of fire. | The learner is guided to: discuss rights to safety information on flammable substances. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: describe ways of controlling different classes of fires. | The learner is guided to: use digital devices or print media to search for information on fire control measures. project: Learner is guided to prepare posters on classes of fires and their control measures and hang them in places where they can be seen. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: acknowledge the dangers of fires in nature. | The learner is guided to: discuss the possible causes of fire in nature. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: identify causes of fire in nature. | The learner is guided to: discuss the role of the components of fire triangle in the spread of fire. | What are the dangers of fire in nature? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MIXTURES, ELEMENTS AND COMPOUNDS | Classes of fire | By the end of the lesson, the learner should be able to: explain the role of the components of fire triangle in the spread of fire. | The learner is guided to: brainstorm on the different classes of fire. | What are the dangers of fire in nature? | 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 | The Cell | By the end of the lesson, the learner should be able to: describe the structure of plant and animal cells as observed under a light microscope. | The learner is guided to: collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope). | What makes up plant and animal cells? | 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 | The Cell - Cell structure as seen under a light microscope (plant and animal cells) | By the end of the lesson, the learner should be able to: describe the functions of components of cells seen under the light microscope. | The learner is guided to: observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope. | What makes up plant and animal cells? | 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 | The Cell - Preparation of temporary slides of plant cells | By the end of the lesson, the learner should be able to: compare plant and animal cells as observed under a light microscope. | The learner is guided to: use print and non-print material to search for information on functions of components of plant and animal cells as seen under the light microscope. | What makes up plant and animal cells? | 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 | The Cell - magnification of cells seen under the light microscope. | By the end of the lesson, the learner should be able to: determine the magnification of cells under the light microscope. | The learner is guided to: discuss the similarities and differences between plant and animal cells as seen under a light microscope. | What makes up plant and animal cells? | 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 | The Cell | By the end of the lesson, the learner should be able to: appreciate the role of cells in living things. | The learner is guided to: calculate magnification of specimens at various objective lenses of the light microscope. | What makes up plant and animal cells? | 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 | The Cell | By the end of the lesson, the learner should be able to: describe the structure of plant and animal cells as observed under a light microscope. | The learner is guided to: collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope). | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: describe the functions of components of cells seen under the light microscope. | The learner is guided to: observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: compare plant and animal cells as observed under a light microscope. | The learner is guided to: use print and non-print material to search for information on functions of components of plant and animal cells as seen under the light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: determine the magnification of cells under the light microscope. | The learner is guided to: discuss the similarities and differences between plant and animal cells as seen under a light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: appreciate the role of cells in living things. | The learner is guided to: calculate magnification of specimens at various objective lenses of the light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: describe the structure of plant and animal cells as observed under a light microscope. | The learner is guided to: collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope). | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: describe the functions of components of cells seen under the light microscope. | The learner is guided to: observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: compare plant and animal cells as observed under a light microscope. | The learner is guided to: use print and non-print material to search for information on functions of components of plant and animal cells as seen under the light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: determine the magnification of cells under the light microscope. | The learner is guided to: discuss the similarities and differences between plant and animal cells as seen under a light microscope. | What makes up plant and animal cells? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | LIVING THINGS AND THEIR ENVIRONMENT | The Cell | By the end of the lesson, the learner should be able to: appreciate the role of cells in living things. | The learner is guided to: calculate magnification of specimens at various objective lenses of the light microscope. | What makes up plant and animal cells? | 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 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 8 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Reproduction in human beings · Reproduction in human beings - Challenges related to the menstrual cycle (include irregular periods, irregular bleeding, and pain) · Reproduction in human beings - Process of fertilisation and implantation (cover fusion of sperm with the egg and implantation of blastocyst in the uterus) · Reproduction in human beings - Note: -details on formation of blastocyst not necessary · Reproduction in human beings - Symptoms and prevention of common STIs (HIV& Aids, Gonorrhea, Syphilis, Herpes - Avoid details of causative agent)
FORCE AND ENERGY
Transformation of Energy · Transformation of Energy - Renewable and non-renewable energy sources · Transformation of Energy - Energy transformations in nature · Transformation of Energy - Safety measures associated with energy transformation · Transformation of Energy - Applications of energy transformation in day-to-day life. · Pressure · Pressure - Applications of pressure in solids and liquids.
| 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: outline the menstrual cycle and its related challenges in human beings. | The learner is guided to: search for information from print or non-print media on the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings - Challenges related to the menstrual cycle (include irregular periods, irregular bleeding, and pain) | By the end of the lesson, the learner should be able to: develop a plan to manage challenges related to menstrual cycle in human beings. | The learner is guided to: search for information from print or non-print media on challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings - Process of fertilisation and implantation (cover fusion of sperm with the egg and implantation of blastocyst in the uterus) | By the end of the lesson, the learner should be able to: describe fertilisation and implantation in human beings. | The learner is guided to: discuss management of challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings - Note: -details on formation of blastocyst not necessary | By the end of the lesson, the learner should be able to: outline symptoms STIs of in human beings. | The learner is guided to: study illustrations/charts on the process of fertilisation and implantation. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings - Symptoms and prevention of common STIs (HIV& Aids, Gonorrhea, Syphilis, Herpes - Avoid details of causative agent) | By the end of the lesson, the learner should be able to: Explain prevention measures for common STIs in human beings. | The learner is guided to: search for information from print and non-print materials on symptoms of common STIs and their prevention, discuss. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: appreciate the need for a healthy reproductive system. | The learner is guided to: search for information from print or non-print media on the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: outline the menstrual cycle and its related challenges in human beings. | The learner is guided to: search for information from print or non-print media on challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: develop a plan to manage challenges related to menstrual cycle in human beings. | The learner is guided to: discuss management of challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: describe fertilisation and implantation in human beings. | The learner is guided to: study illustrations/charts on the process of fertilisation and implantation. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: outline symptoms STIs of in human beings. | The learner is guided to: search for information from print and non-print materials on symptoms of common STIs and their prevention, discuss. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: Explain prevention measures for common STIs in human beings. | The learner is guided to: search for information from print or non-print media on the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: appreciate the need for a healthy reproductive system. | The learner is guided to: search for information from print or non-print media on challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: outline the menstrual cycle and its related challenges in human beings. | The learner is guided to: discuss management of challenges related to the menstrual cycle. | How best can challenges related to the menstrual cycle be managed? | 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 | Reproduction in human beings | By the end of the lesson, the learner should be able to: develop a plan to manage challenges related to menstrual cycle in human beings. | The learner is guided to: study illustrations/charts on the process of fertilisation and implantation. | How best can challenges related to the menstrual cycle be managed? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | FORCE AND ENERGY | Transformation of Energy | By the end of the lesson, the learner should be able to: identify forms of energy in nature. | The learner is guided to: discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy). | What are the sources of energy in the environment?; How is energy transformation applied 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 | 1 | FORCE AND ENERGY | Transformation of Energy - Renewable and non-renewable energy sources | By the end of the lesson, the learner should be able to: classify energy sources into renewable or non-renewable. | The learner is guided to: discuss and classify energy sources in nature (renewable and non-renewable sources). | What are the sources of energy in the environment?; How is energy transformation applied 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 | 2 | FORCE AND ENERGY | Transformation of Energy - Energy transformations in nature | By the end of the lesson, the learner should be able to: demonstrate simple energy transformations in nature. | The learner is guided to: use digital or print media to search for information on classification of energy sources in nature. | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy - Safety measures associated with energy transformation | By the end of the lesson, the learner should be able to: describe safety measures associated with energy transformation. | The learner is guided to: carry out activities to show energy transformation in day-to-day life (electrical to heat, chemical to electrical, mechanical to electrical, electrical to light, electrical to sound and potential to kinetic). | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy - Applications of energy transformation in day-to-day life. | By the end of the lesson, the learner should be able to: appreciate the applications of energy transformation in day-to-day life. | The learner is guided to: discuss the applications of energy transformations in day to day life (use of a falling object, rubbing both hands, burning of wood, electric bulbs, Light Emitting Diodes (LED), electric heater, steam engine, piezoelectricity, microphone, windmills, electric generator/dynamo, hydroelectric dams, thermocouple, geothermal power plant, solar panel, electric motor). | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: identify forms of energy in nature. | The learner is guided to: use digital or print media to search for information on the applications of energy transformations in day to day life. | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: classify energy sources into renewable or non-renewable. | The learner is guided to: discuss safety measures on energy transformation and mitigation strategies, (relate to road accidents; K.E to P.E; action and reaction, accidents caused by fire, electricity, health hazard from bright light, loud sound). | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: demonstrate simple energy transformations in nature. | The learner is guided to: relate safety measures during energy transformations to road accidents; K.E to P.E; action and reaction, accidents caused by fire, electricity, health hazard from bright light, loud sound. | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: describe safety measures associated with energy transformation. | The learner is guided to: use digital or print media to search for information on safety measures on energy transformation and mitigation strategies. | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: appreciate the applications of energy transformation in day-to-day life. | The learner is guided to: discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy). | What are the sources of energy in the environment?; How is energy transformation applied 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 | Transformation of Energy | By the end of the lesson, the learner should be able to: identify forms of energy in nature. | The learner is guided to: discuss and classify energy sources in nature (renewable and non-renewable sources). | What are the sources of energy in the environment?; How is energy transformation applied 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.
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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 8 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.
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