2026 KICD CBC Curriculum Design3 Strands · 9 Sub-strands150 Suggested Lessons

Grade 9 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 9 Integrated Science. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 9 Integrated Science Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Integrated Science under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 3 Strands
Annual Lessons: 150 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 Integrated Science Term 1 Scheme Table

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

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

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) describe the structure of the atom	1. How is the structure of the atom important?	- discuss the meaning of the atom and illustrate its structure	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) describe the structure of the atom	1. How is the structure of the atom important?	- discuss the meaning of the atom and illustrate its structure	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) describe the structure of the atom	1. How is the structure of the atom important?	- discuss the meaning of the atom and illustrate its structure	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) determine the mass number of elements	1. How is the structure of the atom important?	- work out the mass number of an element with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) determine the mass number of elements	1. How is the structure of the atom important?	- work out the mass number of an element with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) determine the mass number of elements	1. How is the structure of the atom important?	- write the electron arrangements of elements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) draw the electron arrangement in atoms using dot or cross diagrams	1. How is the structure of the atom important?	- write the electron arrangements of elements	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) draw the electron arrangement in atoms using dot or cross diagrams	1. How is the structure of the atom important?	- illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) draw the electron arrangement in atoms using dot or cross diagrams	1. How is the structure of the atom important?	- illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) classify elements into metals and non-metals	1. How is the structure of the atom important?	- illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) classify elements into metals and non-metals	1. How is the structure of the atom important?	- use electron arrangement to classify elements into metals and non-metals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) classify elements into metals and non-metals	1. How is the structure of the atom important?	- use electron arrangement to classify elements into metals and non-metals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) show interest in classifying elements into metals and non- metals	1. How is the structure of the atom important?	- where possible use digital media to observe animations or videos on the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) show interest in classifying elements into metals and non- metals	1. How is the structure of the atom important?	- where possible use digital media to observe animations or videos on the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Mixtures, Elements and Compounds	Structure of the atom	By the end of the sub strand, the learner should be able to; a) show interest in classifying elements into metals and non- metals	1. How is the structure of the atom important?	- where possible use digital media to observe animations or videos on the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Integrated Science Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 Integrated Science. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Mixtures, Elements and Compounds

3 Sub-strands44 Lessons

1.1 Structure of the atom

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

describe the structure of the atom
determine the mass number of elements
draw the electron arrangement in atoms using dot or cross diagrams
classify elements into metals and non-metals
show interest in classifying elements into metals and non- metals

Key Inquiry Questions (KIQs)

How is the structure of the atom important?

Suggested Experiences

discuss the meaning of the atom and illustrate its structure
work out the mass number of an element with peers
write the electron arrangements of elements
illustrate the electron arrangement in atoms using dot or cross diagrams collaboratively
use electron arrangement to classify elements into metals and non-metals
where possible use digital media to observe animations or videos on the structure of an atom and electron arrangement. Project: model the atomic structure of selected elements of the periodic table using locally available materials

Teaching Resources

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

1.2 Metals and Alloys

Term 116 Lessons

Specific Learning Outcomes (SLOs)

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

describe the physical properties of metals
describe the composition of alloys
identify the uses of metals and alloys in day to day life
explain the effects of rusting of metals
appreciate the importance of common alloys in day to day life

Key Inquiry Questions (KIQs)

How are alloys important in day-day life?

Suggested Experiences

identify metals and non-metals in their environment
carry out experiments to demonstrate the physical properties of metals
discuss the composition of common alloys with peers
identify some items from the locality that have been made from alloys with peers
discuss the uses of common metals and alloys
discuss causes, effects and ways of controlling rusting of metals
where possible, use digital or print media to search for information on the physical properties of metals and common alloys

Teaching Resources

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

1.3 Water hardness

Term 114 Lessons

Specific Learning Outcomes (SLOs)

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

describe the physical properties of water
distinguish between hard and soft water in nature
apply methods of softening hard water in day to day life
outline advantages and disadvantages of hard and soft water
appreciate the applications of soft and hard water in day to day life

Key Inquiry Questions (KIQs)

What is the importance of different types of water?
Why is hard water preferred for drinking?

Suggested Experiences

Collect and observe water from different sources, compare them in terms of appearance, odour, taste and boiling point (taste water from safe sources)
carry out activities to compare the lathering abilities of various samples of unboiled water with soap collaboratively
group the samples into hard and soft water
explain the meaning of hard and soft water
discuss the advantages and disadvantages of soft and hard water
perform various activities for softening hard water
where possible, use digital or print media to search for information, on the methods of softening hard water

Teaching Resources

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

Strand 2.0

Living Things and their Environment

4 Sub-strands72 Lessons

2.1 Nutrition in plants

Term 1 Term 218 Lessons

Specific Learning Outcomes (SLOs)

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

identify external and internal parts of a leaf
explain adaptations of the leaf to photosynthesis
describe the process of photosynthesis
investigate the conditions necessary for photosynthesis
appreciate the process of photosynthesis in nature

Key Inquiry Questions (KIQs)

What is the importance of photosynthesis in nature?

Suggested Experiences

use a hand lens to observe fresh leaves of plants, draw and label the external parts
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
discuss the adaptations of a leaf in relation to their roles in photosynthesis
observe the structure of the chloroplast on charts/photomicrographs, discuss its role in photosynthesis, share with peers
use print or non-print media to search for information on the process and products of photosynthesis, discuss and share with peers
use print or non-print media to search for information on conditions necessary for photosynthesis, discuss and share with peers
set-up experiments to show that light, carbon (IV) oxide and chlorophyll are necessary for photosynthesis and share their findings with peers, (use the starch test)

Teaching Resources

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

2.2 Nutrition in animals

Term 216 Lessons

Specific Learning Outcomes (SLOs)

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

outline modes of nutrition in animals
describe the structure and functions of different types of teeth
classify animals based on their dentition
describe the process of digestion in human beings
appreciate that animals have varied modes of nutrition

Key Inquiry Questions (KIQs)

How do different animals feed?
How is food digested in the human body?

Suggested Experiences

use print or non-print media to search for information on modes of nutrition in animals, discuss with peers
use specimens/charts/ models/ digital media to identify and draw different types of teeth
collaboratively discuss the functions of different types of teeth
use specimens/charts/models/ digital media to study dentition in different animals and share with peers
use print or non-print media to search for information on the process of digestion in human beings, discuss and share with peers

Teaching Resources

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

2.3 Reproduction in plants

Term 220 Lessons

Specific Learning Outcomes (SLOs)

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

outline functions of parts of a flower
describe pollination in plants
outline the adaptations of flowers to wind and insect pollination
explain fertilisation and fruit formation in

Key Inquiry Questions (KIQs)

How does reproduction in plants occur?

Suggested Experiences

collaboratively discuss the functions of parts of a flower
use print or non-print media to search for information on meaning and types of pollination, discuss and share with peers
use print or non-print media to search for information on adaptations of flowers to wind and insect pollination, discuss and share with peers
study samples of flowers to discuss their adaptations to agents of pollination, draw, label and share with peers
watch animations or take an excursion in the school compound or neighbourhood to observe pollinating agents in action, record and discuss, (the behaviour of insects and birds in relation to flowers; swaying of anthers of grasses e.g maize in wind)
use print or print media to search for information on the effect of agrochemicals on pollinating agents and their effects on reproduction in plants

Teaching Resources

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

2.4 The interdependence of life

Term 2 Term 318 Lessons

Specific Learning Outcomes (SLOs)

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

explain the biotic and abiotic factors of the environment
construct food chains and food webs in the environment
describe the effect of human activities on the environment
appreciate the interdependence between living and non-living factors of the

Key Inquiry Questions (KIQs)

What is the role of living and non-living factors in environments?

Suggested Experiences

use print and non-print material to search for information biotic interrelationships, share findings with peers
investigate the interrelationships between biotic factors of the environment in their locality and discuss the findings with peers (include insects, spiders, lizards, toads, chameleon)
where possible observe videos or animations/ showing the interrelationships between biotic factors of the environment
use print and non-print media to search for information on interrelationships between organisms in Kenya national parks and game reserves
discuss the effect of abiotic factors on living organisms
search for information on the effect of human activities on the environment and discuss

Teaching Resources

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

Strand 3.0

Force and Energy

2 Sub-strands34 Lessons

3.1 Curved mirrors

Term 318 Lessons

Specific Learning Outcomes (SLOs)

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

describe types of curved mirrors
draw ray diagrams to locate images formed by concave and convex mirrors
describe the characteristics of images formed by concave and convex mirrors
explain the uses of concave and convex mirrors in day to day life
appreciate the applications of curved mirrors in day to day life

Key Inquiry Questions (KIQs)

How are curved mirrors used in day to day life?

Suggested Experiences

discuss the types of curved mirrors (concave, convex and parabolic surfaces)
discuss with peers the terms used in curved mirrors (aperture, pole, centre of curvature, principal axis, radius of curvature, principal focus, focal length and focal plane)
carry out activities to locate position of images formed by concave and convex mirrors
illustrate image positions for various object positions in concave and convex mirrors
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)
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)
use digital or print media to explore more information on applications of curved mirrors

Teaching Resources

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

3.2 Waves

Term 316 Lessons

Specific Learning Outcomes (SLOs)

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

describe generation of waves in nature
classify waves as longitudinal and transverse
describe basic characteristic of waves in nature
describe remote sensing in relation to waves
describe applications of waves in day to day life
appreciate the applications of waves in day to day life

Key Inquiry Questions (KIQs)

How are waves applied in our day to day life?

Suggested Experiences

brainstorm on the meaning of wave as used in science
carry out activities to demonstrate generation of waves in nature and classify them into longitudinal and transverse (use a slinky spring, skipping rope, water in a basin, a source of sound/speaker, animations on wave)
Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations; velocity=wavelength x frequency)
carry out activities in groups to demonstrate characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
discuss remote sensing in relation to waves, (reflection, absorption, and transmission of electromagnetic radiation at different wavelengths)
use digital or print media to search for more information on the relationship between remote sensing and waves
discuss the applications of waves in real life situations

Teaching Resources

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

Grade 9 Integrated Science Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 Integrated Science.

Term 1 Scheme13 Weeks

Mixtures, Elements and Compounds
Living Things and their Environment

View Term 1

Term 2 Scheme14 Weeks

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 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

Arabic Hub Creative Arts & Sports Hub French Hub Agriculture & Nutrition Hub Pre-Technical Studies Hub Christian Religious Education Hub English Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin Hub Social Studies Hub

Explore Schemes for Other CBC Classes

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes

Curriculum Compliance & Official Accreditation

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

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 9 Integrated Science?

The official KICD strands for Grade 9 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 9 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 9 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 9 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.