2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 9 Integrated Science Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Integrated Science Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Integrated Science Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Integrated Science in Term 1.

Class / Grade: Grade 9
Learning Area: Integrated Science
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Integrated Science Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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)

Curriculum Design & Content

Grade 9 Integrated Science Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Integrated Science. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Mixtures, Elements and Compounds

3 Sub-strands44 Lessons in Term 1

1.1 Structure of the atom

14 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Metals and Alloys

16 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Water hardness

14 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Living Things and their Environment

1 Sub-strand18 Lessons in Term 1

2.1 Nutrition in plants

18 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 9 Integrated Science Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Integrated Science showing the term-by-term distribution of all 3 strands.

Term 1Current

Mixtures, Elements and Compounds
Living Things and their Environment

Term 2View Term 2 →

Living Things and their Environment

Term 3View Term 3 →

Living Things and their Environment
Force and Energy

Other Grade 9 Schemes of Work for Term 1

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

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)English (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

Explore Schemes for Other CBC Grades

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:

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: Grade 9 Integrated Science Term 1

What strands and sub-strands are covered in Grade 9 Integrated Science Term 1?

In Term 1, Grade 9 Integrated Science covers the following main strands: Mixtures, Elements and Compounds, Living Things and their Environment. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 Integrated Science in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 9 Integrated Science Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.