CBE · Junior School
Grade 9 Integrated Science Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Integrated Science scheme of work for Grade 9 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 9
- Subject
- Integrated Science
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MIXTURES, ELEMENTS AND COMPOUNDS
Structure of the atom · Structure of the atom - Atomic number and mass number of elements · Structure of the atom - Electron arrangement of elements · Structure of the atom - Energy level diagrams (cross or dot) · Structure of the atom - Metals and non –metals, Note: (use the first 20 elements of the periodic table; do not introduce periodic table at this level). · Metals and Alloys · Metals and Alloys - Composition of alloys (steel, stainless steel, bronze, brass and duralumin) · Metals and Alloys - uses of metals and alloys in day to day life (sodium, magnesium, aluminium, copper, iron, gold, silver, brass, steel, bronze, duralumin and stainless steel) · Metals and Alloys - Rusting (causes, effects, prevention) · Water hardness · Water hardness - Hard and soft water · Water hardness - Methods of softening temporary hard water (boiling, addition of washing soda, distilling), Note. avoid ion exchange · Water hardness - Advantages and disadvantages of hard water and soft water.
LIVING THINGS AND THEIR ENVIRONMENT
Nutrition in plants · Nutrition in plants - Adaptations of the leaf to photosynthesis · Nutrition in plants - Structure of chloroplasts (membranes, grana and stroma) · Nutrition in plants - Process of photosynthesis (chemical reactions during light and dark stage are not required) · Nutrition in plants - Conditions necessary for
| 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 | Structure of the atom | By the end of the lesson, the learner should be able to: describe the structure of the atom. | The learner is guided to: discuss the meaning of the atom and illustrate its structure. | How is the structure of the atom important? | 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 | Structure of the atom - Atomic number and mass number of elements | By the end of the lesson, the learner should be able to: determine the mass number of elements. | The learner is guided to: work out the mass number of an element collaboratively. | How is the structure of the atom important? | 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 | Structure of the atom - Electron arrangement of elements | By the end of the lesson, the learner should be able to: draw the electron arrangement in atoms using dot or cross diagrams. | The learner is guided to: write the electron arrangements of elements. | How is the structure of the atom important? | 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 | Structure of the atom - Energy level diagrams (cross or dot) | By the end of the lesson, the learner should be able to: classify elements into metals and non-metals. | The learner is guided to: illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively. | How is the structure of the atom important? | 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 | Structure of the atom - Metals and non –metals, Note: (use the first 20 elements of the periodic table; do not introduce periodic table at this level). | By the end of the lesson, the learner should be able to: show interest in classifying elements into metals and non-metals. | The learner is guided to: use electron arrangement to classify elements into metals and non-metals. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: describe the structure of the atom. | The learner is guided to: use digital or print media to observe the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: determine the mass number of elements. | The learner is guided to: discuss the meaning of the atom and illustrate its structure. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: draw the electron arrangement in atoms using dot or cross diagrams. | The learner is guided to: work out the mass number of an element collaboratively. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: classify elements into metals and non-metals. | The learner is guided to: write the electron arrangements of elements. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: show interest in classifying elements into metals and non-metals. | The learner is guided to: illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: describe the structure of the atom. | The learner is guided to: use electron arrangement to classify elements into metals and non-metals. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: determine the mass number of elements. | The learner is guided to: use digital or print media to observe the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: draw the electron arrangement in atoms using dot or cross diagrams. | The learner is guided to: discuss the meaning of the atom and illustrate its structure. | How is the structure of the atom important? | 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 | Structure of the atom | By the end of the lesson, the learner should be able to: classify elements into metals and non-metals. | The learner is guided to: work out the mass number of an element collaboratively. | How is the structure of the atom important? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: describe the physical properties of metals. | The learner is guided to: identify metals and non-metals in their environment. | How are alloys important in day-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 | Metals and Alloys - Composition of alloys (steel, stainless steel, bronze, brass and duralumin) | By the end of the lesson, the learner should be able to: describe the composition of alloys. | The learner is guided to: carry out experiments to demonstrate the physical properties of metals. | How are alloys important in day-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 | Metals and Alloys - uses of metals and alloys in day to day life (sodium, magnesium, aluminium, copper, iron, gold, silver, brass, steel, bronze, duralumin and stainless steel) | By the end of the lesson, the learner should be able to: identify the uses of metals and alloys in day to day life. | The learner is guided to: discuss the composition of common alloys. | How are alloys important in day-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 | Metals and Alloys - Rusting (causes, effects, prevention) | By the end of the lesson, the learner should be able to: explain the effects of rusting of metals. | The learner is guided to: identify some items from the locality that have been made from alloys. | How are alloys important in day-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 | Metals and Alloys | By the end of the lesson, the learner should be able to: appreciate the importance of common alloys in day to day life. | The learner is guided to: discuss the uses of common metals and alloys. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: describe the physical properties of metals. | The learner is guided to: discuss causes, effects and ways of controlling rusting of metals. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: describe the composition of alloys. | The learner is guided to: use digital or print media to search for information on the physical properties of metals and common alloys. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: identify the uses of metals and alloys in day to day life. | The learner is guided to: identify metals and non-metals in their environment. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: explain the effects of rusting of metals. | The learner is guided to: carry out experiments to demonstrate the physical properties of metals. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: appreciate the importance of common alloys in day to day life. | The learner is guided to: discuss the composition of common alloys. | How are alloys important in day-day life? | 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 | Metals and Alloys | By the end of the lesson, the learner should be able to: describe the physical properties of metals. | The learner is guided to: identify some items from the locality that have been made from alloys. | How are alloys important in day-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 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 9 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Nutrition in plants · Nutrition in plants - Adaptations of the leaf to photosynthesis · Nutrition in plants - Structure of chloroplasts (membranes, grana and stroma) · Nutrition in plants - Process of photosynthesis (chemical reactions during light and dark stage are not required) · Nutrition in plants - Conditions necessary for · Nutrition in animals · Nutrition in animals - Dentition in animals (homodont and heterodont; carnivorous, herbivorous and omnivorous) · Nutrition in animals - Types of teeth (incisors, canines, premolars and molars) (structure and functions) · Nutrition in animals - Process of digestion in human beings (ingestion, digestion, absorption, assimilation and egestion). · Reproduction in plants · Reproduction in plants - Meaning and types of pollination · Reproduction in plants - (details on factor that promote/hinder self-pollination not required) · Reproduction in plants - Adaptations of flowers to wind and insect pollination · Reproduction in plants - Fertilisation, seed and fruit formation in flowering plants · Reproduction in plants - Fruit and seed dispersal in plants (modes and importanc · The interdependence of life · The interdependence of life - Abiotic(non-living) components of the environment (temperature, light, water, wind, atmospheric pressure, pH and salinity)
| 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: identify external and internal parts of a leaf. | The learner is guided to: use a hand lens to observe fresh leaves of plants, draw and label the external parts. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants - Adaptations of the leaf to photosynthesis | By the end of the lesson, the learner should be able to: explain adaptations of the leaf to photosynthesis. | The learner is guided to: use print or non-print media to search for information on the internal structure of the leaf in relation to their roles in photosynthesis, discuss and share with peers. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants - Structure of chloroplasts (membranes, grana and stroma) | By the end of the lesson, the learner should be able to: describe the process of photosynthesis. | The learner is guided to: discuss the adaptations of a leaf in relation to their roles in photosynthesis. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants - Process of photosynthesis (chemical reactions during light and dark stage are not required) | By the end of the lesson, the learner should be able to: investigate the conditions necessary for photosynthesis. | The learner is guided to: observe the structure of the chloroplast on charts/photomicrographs, discuss its role in photosynthesis, share with peers. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants - Conditions necessary for | By the end of the lesson, the learner should be able to: appreciate the process of photosynthesis in nature. | The learner is guided to: use print or non-print media to search for information on the process and products of photosynthesis, discuss and share with peers. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: identify external and internal parts of a leaf. | The learner is guided to: use print or non-print media to search. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: explain adaptations of the leaf to photosynthesis. | The learner is guided to: use a hand lens to observe fresh leaves of plants, draw and label the external parts. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: describe the process of photosynthesis. | The learner is guided to: use print or non-print media to search for information on the internal structure of the leaf in relation to their roles in photosynthesis, discuss and share with peers. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: investigate the conditions necessary for photosynthesis. | The learner is guided to: discuss the adaptations of a leaf in relation to their roles in photosynthesis. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: appreciate the process of photosynthesis in nature. | The learner is guided to: observe the structure of the chloroplast on charts/photomicrographs, discuss its role in photosynthesis, share with peers. | What is the importance of photosynthesis 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: identify external and internal parts of a leaf. | The learner is guided to: use print or non-print media to search for information on the process and products of photosynthesis, discuss and share with peers. | What is the importance of photosynthesis in nature? | 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 | Nutrition in plants | By the end of the lesson, the learner should be able to: explain adaptations of the leaf to photosynthesis. | The learner is guided to: use print or non-print media to search. | What is the importance of photosynthesis in nature? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: outline modes of nutrition in animals. | The learner is guided to: use print or non-print media to search for information on modes of nutrition in animals and discuss. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals - Dentition in animals (homodont and heterodont; carnivorous, herbivorous and omnivorous) | By the end of the lesson, the learner should be able to: describe the structure and functions of different types of teeth. | The learner is guided to: use specimens/charts/ models/ digital media to identify and draw different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals - Types of teeth (incisors, canines, premolars and molars) (structure and functions) | By the end of the lesson, the learner should be able to: classify animals based on their dentition. | The learner is guided to: discuss the functions of different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals - Process of digestion in human beings (ingestion, digestion, absorption, assimilation and egestion). | By the end of the lesson, the learner should be able to: describe the process of digestion in human beings. | The learner is guided to: use specimens/ charts/ models/ digital media to study dentition in different animals and share the findings with peers. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: appreciate that animals have varied modes of nutrition. | The learner is guided to: use print or non-print media to search for information on the process of digestion in human beings, discuss and share with peers. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: outline modes of nutrition in animals. | The learner is guided to: use print or non-print media to search for information on modes of nutrition in animals and discuss. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: describe the structure and functions of different types of teeth. | The learner is guided to: use specimens/charts/ models/ digital media to identify and draw different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: classify animals based on their dentition. | The learner is guided to: discuss the functions of different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: describe the process of digestion in human beings. | The learner is guided to: use specimens/ charts/ models/ digital media to study dentition in different animals and share the findings with peers. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: appreciate that animals have varied modes of nutrition. | The learner is guided to: use print or non-print media to search for information on the process of digestion in human beings, discuss and share with peers. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: outline modes of nutrition in animals. | The learner is guided to: use print or non-print media to search for information on modes of nutrition in animals and discuss. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: describe the structure and functions of different types of teeth. | The learner is guided to: use specimens/charts/ models/ digital media to identify and draw different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 | Nutrition in animals | By the end of the lesson, the learner should be able to: classify animals based on their dentition. | The learner is guided to: discuss the functions of different types of teeth. | How do different animals feed?; How is food digested in the human body? | 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 9 Integrated Science scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
The interdependence of life · The interdependence of life - Abiotic(non-living) components of the environment (temperature, light, water, wind, atmospheric pressure, pH and salinity) · The interdependence of life - Energy flow in an ecosystem · The interdependence of life - (food chains and food webs,) · The interdependence of life - Effect of human activities on the environment (habitat change, hunting and poaching, introduction of new living things).
FORCE AND ENERGY
Curved mirrors · Curved mirrors - Image formed by concave and convex mirrors (locating images, characteristics of images and uses of curved concave and convex mirrors) · Curved mirrors - Applications of curved mirrors in day to day life. · Waves · Waves - Classification of waves as longitudinal and transverse · Waves - Characteristics of waves · Waves - Remote sensing · Waves - Applications of waves in day to day life (medical - ultrasound, X- rays, CT scans
| 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 | The interdependence of life | By the end of the lesson, the learner should be able to: explain the biotic and abiotic factors of the environment. | The learner is guided to: use print and non-print material to search for information biotic interrelationships, share findings with peers. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life - Abiotic(non-living) components of the environment (temperature, light, water, wind, atmospheric pressure, pH and salinity) | By the end of the lesson, the learner should be able to: construct food chains and food webs in the environment. | The learner is guided to: investigate the interrelationships between biotic factors of the environment in their locality and discuss the findings with peers (include insects, spiders, lizards, toads, chameleon). | What is the role of living and non-living factors in environments? | 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 | The interdependence of life - Energy flow in an ecosystem | By the end of the lesson, the learner should be able to: describe the effect of human activities on the environment. | The learner is guided to: use digital or print media to search for more information on the interrelationships between biotic factors of the environment. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life - (food chains and food webs,) | By the end of the lesson, the learner should be able to: appreciate the interdependence between living and non-living factors of the environment. | The learner is guided to: use print and non-print media to search for information on interrelationships between organisms in Kenya national parks and game reserves. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life - Effect of human activities on the environment (habitat change, hunting and poaching, introduction of new living things). | By the end of the lesson, the learner should be able to: explain the biotic and abiotic factors of the environment. | The learner is guided to: discuss the effect of abiotic factors on living organisms. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life | By the end of the lesson, the learner should be able to: construct food chains and food webs in the environment. | The learner is guided to: search for information on the effect of human activities on the environment and discuss. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life | By the end of the lesson, the learner should be able to: describe the effect of human activities on the environment. | The learner is guided to: carry out activities to identify living organisms and what they feed on and construct food chains and food webs. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life | By the end of the lesson, the learner should be able to: appreciate the interdependence between living and non-living factors of the environment. | The learner is guided to: discuss the role of decomposers in an ecosystem and their importance in recycling nutrients (avoid details of chemical reactions and specific microorganisms involved in nitrogen, carbon & sulphur cycles). | What is the role of living and non-living factors in environments? | 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 | The interdependence of life | By the end of the lesson, the learner should be able to: explain the biotic and abiotic factors of the environment. | The learner is guided to: use print and non-print material to search for information biotic interrelationships, share findings with peers. | What is the role of living and non-living factors in environments? | 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 | The interdependence of life | By the end of the lesson, the learner should be able to: construct food chains and food webs in the environment. | The learner is guided to: investigate the interrelationships between biotic factors of the environment in their locality and discuss the findings with peers (include insects, spiders, lizards, toads, chameleon). | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: describe the effect of human activities on the environment. | The learner is guided to: use digital or print media to search for more information on the interrelationships between biotic factors of the environment. | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: appreciate the interdependence between living and non-living factors of the environment. | The learner is guided to: use print and non-print media to search for information on interrelationships between organisms in Kenya national parks and game reserves. | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: explain the biotic and abiotic factors of the environment. | The learner is guided to: discuss the effect of abiotic factors on living organisms. | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: construct food chains and food webs in the environment. | The learner is guided to: search for information on the effect of human activities on the environment and discuss. | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: describe the effect of human activities on the environment. | The learner is guided to: carry out activities to identify living organisms and what they feed on and construct food chains and food webs. | What is the role of living and non-living factors in environments? | 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 interdependence of life | By the end of the lesson, the learner should be able to: appreciate the interdependence between living and non-living factors of the environment. | The learner is guided to: discuss the role of decomposers in an ecosystem and their importance in recycling nutrients (avoid details of chemical reactions and specific microorganisms involved in nitrogen, carbon & sulphur cycles). | What is the role of living and non-living factors in environments? | 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 | Curved mirrors | By the end of the lesson, the learner should be able to: describe types of curved mirrors. | The learner is guided to: discuss the types of curved mirrors (concave, convex and parabolic surfaces). | How are curved mirrors 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 | Curved mirrors - Image formed by concave and convex mirrors (locating images, characteristics of images and uses of curved concave and convex mirrors) | By the end of the lesson, the learner should be able to: draw ray diagrams to locate images formed by concave and convex mirrors. | The learner is guided to: discuss the terms used in curved mirrors (aperture, pole, centre of curvature, principal axis, radius of curvature, principal focus, focal length and focal plane). | How are curved mirrors 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 | Curved mirrors - Applications of curved mirrors in day to day life. | By the end of the lesson, the learner should be able to: describe the characteristics of images formed by concave and convex mirrors. | The learner is guided to: carry out activities to locate position of images formed by concave and convex mirrors. | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: explain the uses of concave and convex mirrors in day to day life. | The learner is guided to: illustrate image positions for various object positions in concave and convex mirrors. | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: appreciate the applications of curved mirrors in day to day life. | The learner is guided to: discuss the characteristics of images formed by curved mirrors (object at infinity, beyond C, at C, between C & F, at F and between F and P). | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: describe types of curved mirrors. | The learner is guided to: discuss the applications of concave and convex mirrors in day to day life (solar concentrators, car headlamps, shaving mirrors, dentists’ mirrors, projector lamps, telescopes, mirrors used in supermarkets, driving mirrors). | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: draw ray diagrams to locate images formed by concave and convex mirrors. | The learner is guided to: use digital or print media to explore more information on applications of curved mirrors. | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: describe the characteristics of images formed by concave and convex mirrors. | The learner is guided to: discuss the types of curved mirrors (concave, convex and parabolic surfaces). | How are curved mirrors 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 | Curved mirrors | By the end of the lesson, the learner should be able to: explain the uses of concave and convex mirrors in day to day life. | The learner is guided to: discuss the terms used in curved mirrors (aperture, pole, centre of curvature, principal axis, radius of curvature, principal focus, focal length and focal plane). | How are curved mirrors 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.
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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 9 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?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.