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2026 KICD CBC Curriculum Design3 Strands · 8 Sub-strands150 Suggested Lessons

Grade 8 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 8 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 8 Integrated Science Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Integrated Science under the Kenya CBC curriculum framework.

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

Grade 8 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
11Mixtures, Elements and CompoundsElements and Compounds

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

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

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

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

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

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- discuss the meaning of atoms, elements, molecules and compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

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

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

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

a) explain the relationship between an atom, an element, a molecule and a compound

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Mixtures, Elements and CompoundsElements and Compounds

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

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

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

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

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

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

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

a) assign symbols to selected elements

1. Why is it important to use symbols for representing elements in day to day life?

- collaboratively represent selected elements using symbols

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

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

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Mixtures, Elements and CompoundsElements and Compounds

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

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Mixtures, Elements and CompoundsElements and Compounds

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

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- use word equations to represent reactions of elements to form compounds

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Mixtures, Elements and CompoundsElements and Compounds

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

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Mixtures, Elements and CompoundsElements and Compounds

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

a) write word equations to represent reactions of selected elements to form compounds

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Mixtures, Elements and CompoundsElements and Compounds

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

a) outline the applications of common elements

1. Why is it important to use symbols for representing elements in day to day life?

- identify elements in selected compounds (compounds with only two elements)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 8 Integrated Science Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Integrated Science. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Mixtures, Elements and Compounds

3 Sub-strands60 Lessons

1.1 Elements and Compounds

Term 118 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the relationship between an atom, an element, a molecule and a compound
  • assign symbols to selected elements
  • write word equations to represent reactions of selected elements to form compounds
  • outline the applications of common elements
Key Inquiry Questions (KIQs)
  • Why is it important to use symbols for representing elements in day to day life?
Suggested Experiences
  • discuss the meaning of atoms, elements, molecules and compounds
  • collaboratively sample labelled containers of different substances, identify and record the elements or compounds on the containers
  • collaboratively represent selected elements using symbols
  • use word equations to represent reactions of elements to form compounds
  • identify elements in selected compounds (compounds with only two elements)
  • explore the importance and value of common elements and
Teaching Resources

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

1.2 Physical and chemical changes

Term 122 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the characteristics of particles in the three states of matter
  • explain the effects of impurities on boiling point and melting point of a substance
  • distinguish between physical and chemical changes in substances
  • outline applications of change of state of matter in day-to-day life
  • appreciate the applications of change of state of matter in day-to-day life
Key Inquiry Questions (KIQs)
  • How does the movement of particles in matter affect its properties?
Suggested Experiences
  • Carry out activities to demonstrate the characteristics of particles in the three states of matter
  • perform experiments to demonstrate diffusion in liquids and gases, for example use of water and ink to illustrate kinetic theory of matter
  • carry out experiments to determine the boiling and melting points of pure and impure substances
  • draw the heating curve and discuss the trends
  • discuss the effects of impurities on boiling point and melting point of a substance
  • carry out experiments to demonstrate physical and chemical changes in substances
  • discuss the applications of physical and chemical changes in day-to-day life
  • use digital or print media to search for the information on movement of particles in the different states of matter
Teaching Resources

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

1.3 Classes of fire

Term 1 Term 220 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify causes of fire in nature
  • explain the role of the components of fire triangle in the spread of fire
  • describe ways of controlling different classes of fires
  • acknowledge the dangers of fires in nature
Key Inquiry Questions (KIQs)
  • What are the dangers of fire in nature?
Suggested Experiences
  • discuss the possible causes of fire in nature
  • discuss the role of the components of fire triangle in the spread of fire
  • brainstorm on the different classes of fire
  • discuss the dangers of fires in the environment
  • collaboratively practice fire control measures
  • discuss rights to safety information on flammable substances
  • 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
Teaching Resources

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

2
Strand 2.0

Living Things and their Environment

3 Sub-strands54 Lessons

2.1 The Cell

Term 220 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the structure of plant and animal cells as observed under a light microscope
  • describe the functions of components of cells seen under the light microscope
  • compare plant and animal cells as observed under a light microscope
  • determine the magnification of cells under the light microscope
  • appreciate the role of cells in living things
Key Inquiry Questions (KIQs)
  • What makes up plant and animal cells?
Suggested Experiences
  • 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)
  • observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope
  • 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
  • discuss the similarities and differences between plant and animal cells as seen under a light microscope
  • calculate magnification of specimens at various objective lenses of the light microscope
Teaching Resources

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

2.2 Movement of Materials in and out of the cell

Term 216 Lessons
Specific Learning Outcomes (SLOs)

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

  • outline the process of diffusion and osmosis in cells
  • demonstrate diffusion and osmosis in living things
  • explain the role of diffusion and osmosis in living things
  • appreciate the importance of diffusion and osmosis in living things
Key Inquiry Questions (KIQs)
  • How do materials move in and out of a cell?
Suggested Experiences
  • use print and non-print material to search for information on the processes involved in movement of materials in and out of a cell, discuss with peers (cover diffusion and osmosis)
  • carry out experiments to demonstrate diffusion of materials in plant materials and share the findings with peers
  • carry out experiments to demonstrate osmosis using visking tubing and plant materials and share their findings with peers
  • search for information from print and non-print media on the roles of diffusion and osmosis in living things and discuss with peers
Teaching Resources

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

2.3 Reproduction in human beings

Term 2 Term 318 Lessons
Specific Learning Outcomes (SLOs)

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

  • outline the menstrual cycle and its related challenges in human beings
  • develop a plan to manage challenges related to menstrual cycle in human beings
  • describe fertilisation and implantation in human beings
  • outline symptoms STIs of in human beings
  • Explain prevention measures for common STIs in human beings
  • appreciate the need for a healthy reproductive system
Key Inquiry Questions (KIQs)
  • How best can challenges related to the menstrual cycle be managed?
Suggested Experiences
  • search for information from print or non-print media on the menstrual cycle
  • search for information from print or non-print media on challenges related to the menstrual cycle
  • discuss management of challenges related to the menstrual cycle
  • study illustrations/charts on the process of fertilisation and implantation
  • search for information from print and non-print materials on symptoms of common STIs and their prevention, discuss
Teaching Resources

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

3
Strand 3.0

Force and Energy

2 Sub-strands36 Lessons

3.1 Transformation of Energy

Term 320 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify forms of energy in nature
  • classify energy sources into renewable or non- renewable
  • demonstrate simple energy transformations in nature
  • describe safety measures associated with energy transformation
  • appreciate the applications of energy transformation in day-to- day life
Key Inquiry Questions (KIQs)
  • What are the sources of energy in the environment?
  • How is energy transformation applied in day-to-day life?
Suggested Experiences
  • discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy)
  • discuss and classify energy sources in nature (renewable and non- renewable sources)
  • use digital or print media to search for information on classification of energy sources in nature
  • 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)
  • 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)
  • use digital or print media to search for information on the applications of energy transformations in day to day life
  • 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)
  • 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
  • use digital or print media to search for information on safety measures on energy transformation and mitigation strategies
Teaching Resources

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

3.2 Pressure

Term 316 Lessons
Specific Learning Outcomes (SLOs)

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

  • demonstrate pressure in solids and liquids
  • identify applications of pressure in solids and liquids
  • appreciate the applications of pressure in solids and liquids
Key Inquiry Questions (KIQs)
  • What are the applications of pressure in solids and liquids?
Suggested Experiences
  • brainstorm on the meaning of pressure as used in science
  • carry out activities to demonstrate pressure exerted by solids
  • carry out activities to demonstrate pressure in liquids
  • discuss the relationship between pressure, area of contact and weight of solids
  • describe the relationship between pressure and height of liquids (qualitative treatment only)
  • discuss the applications of pressure in solids and liquids (syringe, high heeled shoes, cutting tools, car brakes, siphons, bicycle pumps, drinking straw)
  • use digital or print media to search for information on the applications of pressure in solids and liquids
Teaching Resources

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

Grade 8 Integrated Science Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Integrated Science.

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

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

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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.

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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 8 Integrated Science?

The official KICD strands for Grade 8 Integrated Science are: Mixtures, Elements and Compounds, Living Things and their 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 8 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 8 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 8 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.