2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons1 Strands in Term 2

Grade 9 Integrated Science Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Integrated Science Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Integrated Science Term 2 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 2.

Class / Grade: Grade 9
Learning Area: Integrated Science
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 9 Integrated Science Term 2 Scheme of Work Table

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

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70 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	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) describe the process of photosynthesis	1. What is the importance of photosynthesis in nature?	- observe the structure of the chloroplast on charts/photomicrographs, discuss its role in photosynthesis, share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) investigate the conditions necessary for photosynthesis	1. What is the importance of photosynthesis in nature?	- use print or non-print media to search for information on the process and products of photosynthesis, discuss and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) investigate the conditions necessary for photosynthesis	1. What is the importance of photosynthesis in nature?	- use print or non-print media to search for information on the process and products of photosynthesis, discuss and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) investigate the conditions necessary for photosynthesis	1. What is the importance of photosynthesis in nature?	- use print or non-print media to search for information on conditions necessary for photosynthesis, discuss and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) investigate the conditions necessary for photosynthesis	1. What is the importance of photosynthesis in nature?	- use print or non-print media to search for information on conditions necessary for photosynthesis, discuss and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) appreciate the process of photosynthesis in nature	1. What is the importance of photosynthesis in nature?	- use print or non-print media to search for information on conditions necessary for photosynthesis, discuss and share with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) appreciate the process of photosynthesis in nature	1. What is the importance of photosynthesis in nature?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and their Environment	Nutrition in plants	By the end of the sub strand, the learner should be able to; a) appreciate the process of photosynthesis in nature	1. What is the importance of photosynthesis in nature?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) outline modes of nutrition in animals	1. How do different animals feed?	- use print or non-print media to search for information on modes of nutrition in animals, discuss with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) outline modes of nutrition in animals	1. How do different animals feed?	- use print or non-print media to search for information on modes of nutrition in animals, discuss with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) outline modes of nutrition in animals	1. How do different animals feed?	- use print or non-print media to search for information on modes of nutrition in animals, discuss with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) outline modes of nutrition in animals	1. How do different animals feed?	- use print or non-print media to search for information on modes of nutrition in animals, discuss with peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) describe the structure and functions of different types of teeth	1. How do different animals feed?	- use specimens/charts/ models/ digital media to identify and draw different types of teeth	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) describe the structure and functions of different types of teeth	1. How do different animals feed?	- use specimens/charts/ models/ digital media to identify and draw different types of teeth	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Living Things and their Environment	Nutrition in animals	By the end of the sub strand, the learner should be able to; a) describe the structure and functions of different types of teeth	1. How do different animals feed?	- use specimens/charts/ models/ digital media to identify and draw different types of teeth	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Integrated Science Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Integrated Science. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Living Things and their Environment

4 Sub-strands72 Lessons in Term 2

1.1 Nutrition in plants

18 Suggested LessonsTerm 2

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.

1.2 Nutrition in animals

16 Suggested LessonsTerm 2

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?

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

1.3 Reproduction in plants

20 Suggested LessonsTerm 2

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?

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

1.4 The interdependence of life

18 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Mixtures, Elements and Compounds
Living Things and their Environment

Term 2Current

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 2

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

Arabic (Term 2)Creative Arts & Sports (Term 2)French (Term 2)Agriculture & Nutrition (Term 2)Pre-Technical Studies (Term 2)Christian Religious Education (Term 2)English (Term 2)Islamic Religious Education (Term 2)Mathematics (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Social Studies (Term 2)

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 2

What strands and sub-strands are covered in Grade 9 Integrated Science Term 2?

In Term 2, Grade 9 Integrated Science covers the following main strands: Living Things and their Environment. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 9 Integrated Science in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.