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2026 KICD CBC Curriculum Design5 Strands · 8 Sub-strands136 Suggested Lessons

Grade 7 Integrated Science Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 7 Integrated Science. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 7 Integrated Science Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Integrated Science under the Kenya CBC curriculum framework.

Class / Level
Grade 7
Pre-Primary Education
Major Strands
5 Strands
8 Sub-strands
Annual Lessons
136 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 7 Integrated Science Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) outline the components of Integrated Science as a field of study

1. How is the knowledge acquired in Integrated Science useful in daily life?

- brainstorm on the components of Integrated Science

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) outline the components of Integrated Science as a field of study

1. How is the knowledge acquired in Integrated Science useful in daily life?

- brainstorm on the components of Integrated Science

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) outline the components of Integrated Science as a field of study

1. How is the knowledge acquired in Integrated Science useful in daily life?

- brainstorm on the components of Integrated Science

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) outline the components of Integrated Science as a field of study

1. How is the knowledge acquired in Integrated Science useful in daily life?

- use digital or print media to search for more information on components of integrated science and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) explain the importance of science in daily life

1. How is the knowledge acquired in Integrated Science useful in daily life?

- use digital or print media to search for more information on components of integrated science and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) explain the importance of science in daily life

1. How is the knowledge acquired in Integrated Science useful in daily life?

- use digital or print media to search for more information on components of integrated science and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) explain the importance of science in daily life

1. How is the knowledge acquired in Integrated Science useful in daily life?

- discuss the importance of science in daily life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) explain the importance of science in daily life

1. How is the knowledge acquired in Integrated Science useful in daily life?

- discuss the importance of science in daily life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- discuss the importance of science in daily life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Scientific InvestigationIntroduction to Integrated Science

By the end of the sub strand, the learner should be able to;

a) show interest in learning Integrated Science at junior school

1. How is the knowledge acquired in Integrated Science useful in daily life?

- search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Scientific InvestigationLaboratory apparatus and instruments

By the end of the sub strand, the learner should be able to;

a) describe the basic skills in science

1. Why are basic skills in science important?

- discuss the use of basic skills in science

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 7 Integrated Science Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Integrated Science. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Scientific Investigation

2 Sub-strands28 Lessons

1.1 Introduction to Integrated Science

Term 112 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • outline the components of Integrated Science as a field of study
  • explain the importance of science in daily life
  • show interest in learning Integrated Science at junior school
Key Inquiry Questions (KIQs)
  • How is the knowledge acquired in Integrated Science useful in daily life?
Suggested Experiences
  • brainstorm on the components of Integrated Science
  • use digital or print media to search for more information on components of integrated science and share with peers
  • discuss the importance of science in daily life
  • search for information from print or digital media on pathways related to Integrated Science at Senior School, project use locally available materials to construct a career chart and display
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Laboratory apparatus and instruments

Term 116 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe the basic skills in science
  • use and care for apparatus and instruments in the laboratory
  • use the SI units for basic and derived quantities in science
  • appreciate consumer protection when handling different apparatus, instruments and other materials in day to day life
Key Inquiry Questions (KIQs)
  • Why are basic skills in science important?
  • How are quantities in science expressed?
Suggested Experiences
  • discuss the use of basic skills in science
  • practice use and care for apparatus and instruments in the laboratory,(for heating, measuring mass, temperature, length, volume, weight, magnification and time) (include parts, functions and care of a light microscope; and parts of a bunsen burner)
  • carry out activities on measurements of basic quantities and express them in the International System of Units (SI) (length, mass, time, electric current, temperature, amount of substance, light intensity)
  • carry out activities to determine derived units from basic units (area, volume, speed, density)
  • collect packaging featuring labels of quantities and discuss the importance of the information on labels
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

Mixtures, Elements and Compounds

2 Sub-strands40 Lessons

2.1 Mixtures

Term 118 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • separate homogeneous mixtures using appropriate methods
  • outline applications of separating homogeneous mixtures in day to day life
  • appreciate the use of different methods of separating mixtures in day-to-day life
Key Inquiry Questions (KIQs)
  • How is the separation of mixtures important in day to day life?
Suggested Experiences
  • identify and record mixtures at school and home in groups
  • categorise the identified mixtures as homogeneous or heterogeneous
  • discuss meaning of the terms solvent, solute and solution
  • carry out activities to separate homogeneous mixtures with peers
  • discuss the applications of separating mixtures in day to day life
  • where possible use digital devices to observe fraction distillation as a method of separating a mixture of water and ethanol
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Acids, bases and indicators

Term 1 Term 222 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify acids and bases using a litmus paper
  • prepare an acid-base indicator from plant extracts
  • describe the physical properties of acids and bases
  • outline applications of acids, bases and indicators in real life
  • appreciate the uses of acids and bases in real life
Key Inquiry Questions (KIQs)
  • Why are acids and bases important?
Suggested Experiences
  • use litmus paper to classify household solutions into acids and bases
  • Carry out activities to prepare acid-base indicators from plant extracts, and dispose of laboratory waste responsibly
  • use acid-base indicator from plant extracts to classify common household solutions as either acidic or basic
  • carry out activities to investigate the physical properties of acids and bases
  • where possible use digital or print media to explore applications of acids and bases and present findings
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

Living things and the Environment

1 Sub-strand16 Lessons

3.1 Human reproductive system

Term 216 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify parts of the human male and female reproductive systems
  • describe functions of parts of the male and female reproductive system
  • describe the physical changes that take place in boys and girls during adolescence
  • develop a plan to manage
Key Inquiry Questions (KIQs)
  • What are the physical, social and emotional changes that take place during adolescence?
  • How are developmental changes managed during adolescence?
Suggested Experiences
  • use charts and other print materials to observe and identify parts of the human male and female reproductive systems
  • discuss the functions of parts of the male and female reproductive systems and share
  • use print and non-print material to search for information on physical changes that take place in boys and girls during adolescence and share
  • use print and non-print material to
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4
Strand 4.0

Living Things and Environment

1 Sub-strand18 Lessons

4.1 t3h.e2i rH u m an Excretory System

Term 218 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify parts of human skin and their functions
  • identify parts of the urinary system and their functions
  • describe causes of kidney disorders
  • develop and maintain a daily log on activities that promote skin and kidney health
  • appreciate the need for a healthy lifestyle to promote kidney and skin health
Key Inquiry Questions (KIQs)
  • What is the role of the excretory system?
  • How can a healthy excretory system be maintained?
Suggested Experiences
  • use a hand lens to observe the external parts of the skin (hair and sweat pores)
  • use a chart or model to discuss on parts and functions of the human skin (epidermis, dermis, sweat glands, sweat duct and sweat pore –indicate position of the hair and avoid homeostatic functions of the skin)
  • search for information on the waste products excreted through the skin (excess salts and water in sweat), lungs (carbon dioxide) and kidneys (excess salts and water in urine)
  • discuss parts of the urinary system use locally available materials to model the urinary system
  • use charts/models/animations to discuss the external parts and functions of the human kidney
  • use print and non-print materials to search for information on the causes and prevention of kidney disorders
  • search for information on healthy lifestyles that promote kidney and skin health, record and share
  • discuss and develop a daily log on activities that promote skin and kidney health
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5
Strand 5.0

Force and Energy

2 Sub-strands34 Lessons

5.1 Electrical Energy

Term 318 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify sources of electricity in the environment
  • demonstrate flow of electric current using simple electric circuits
  • identify common electrical appliances used in day to day life
  • identify safety measures observed when handling electrical appliances
  • appreciate the use of electricity in day to day life
Key Inquiry Questions (KIQs)
  • What are the sources of electricity in the environment?
  • How is electricity used in day to day life?
Suggested Experiences
  • discuss in groups the sources of electricity in the environment
  • use print or digital media to search for more information on sources of electricity in nature (hydro- electric power, geothermal, solar, wind power nuclear, tidal-wave, fossil fuels, biomass, natural gas, electrical cells)
  • use electrical apparatus to set up simple electrical circuits in series and in parallel (electrical cells, connecting wires, switch, bulb, bulb holder)
  • perform experiments to classify materials as either conductors or non-conductors of electricity
  • discuss and identify common electrical appliances used in day to day life (pressure cooker, electric cooker, electric blender, electrical lamp and torch, electric iron box, electric kettle, electric guitar, electric fan, air conditioner, electric oven, television, electric speaker, washing machine and electric refrigerator.)
  • identify and discuss safety measures observed when using electrical appliances
  • explore uses of electricity in day to day life
  • use digital or print media to search for more information on electrical appliances and safety measures observed when using them
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 Magnetism

Term 316 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • demonstrate the properties of a magnet
  • classify materials as magnetic or non- magnetic
  • identify the uses of magnets in day-to-day life
  • appreciate the applications of magnets in day-to- day life
Key Inquiry Questions (KIQs)
  • How are magnets used in day-to-day life?
Suggested Experiences
  • carry out activities to demonstrate properties of a magnet (attractive and repulsive, directional, poles and magnetic strength properties)
  • carry out activities to investigate the nature of force between different poles of magnets (basic law of magnetism)
  • use a permanent magnet to test different materials, sort and classify them into either magnetic or non-magnetic materials
  • discuss the applications of magnets in day to day life (separation of mixtures, radios, speakers, refrigerator door, magnetic compass and magnets used in toys to give magic effect)
  • use digital or print media to search for more information on applications of magnets in day to day life
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 7 Integrated Science Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Integrated Science.

Term 1 Scheme13 Weeks
  • Scientific Investigation
  • Mixtures, Elements and Compounds
View Term 1
Term 2 Scheme14 Weeks
  • Mixtures, Elements and Compounds
  • Living things and the Environment
  • Living Things and Environment
View Term 2
Term 3 Scheme9 Weeks
  • Force and Energy
View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

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Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 8 SchemesGrade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 Integrated Science?

The official KICD strands for Grade 7 Integrated Science are: Scientific Investigation, Mixtures, Elements and Compounds, Living things and the Environment, Living Things and Environment, Force and Energy. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 7 Integrated Science?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 7 Integrated Science schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 7 Integrated Science?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.