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SCHEME OF WORK
INTEGRATED SCIENCE
Grade 8 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
Living things and their environment.
Living things and their environment
Menstrual cycle in human beings
By the end of the lesson, the learner should be able to:

Discuss human menstrual cycle using flashcards with information about human menstruation.
Describe the menstrual cycle in human beings.
Appreciate menstruation in human beings
Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle.
Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings.
What is the meaning of menstruation?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
1 2
Living things and their environment
Menstrual cycle in human beings
Challenges related to menstrual process
By the end of the lesson, the learner should be able to:

Name menstrual phases in a human menstrual cycle in a wheel chart.
Write down the events that take place in the phases of the human menstrual cycle.
Describe the events that take place in the phases identified
Appreciate the human menstrual cycle.
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified.
Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle.
How many phases are in the human menstrual cycle?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
1 3
Living things and their environment
How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel
By the end of the lesson, the learner should be able to:

Make discussion cards with information on challenges related to menstrual cycle
Write down short notes on how to manage challenges related to menstrual cycle
Appreciate the ways to manage the challenges related to the human menstrual cycle.
Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle.
How best can we manage issues related to the menstrual cycle?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
1 4
Living things and their environment
Fertilization and implantation
By the end of the lesson, the learner should be able to:

Name the two main processes in the reproductive process
Use digital devices to observe animations showing fertilization and implantation
Appreciate reproduction in human beings.
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation.
Individually, learners to write down how fertilization takes place in human beings.
How does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
1 5
Living things and their environment
Fertilization and implantation
Sex related challenges
By the end of the lesson, the learner should be able to:

Discuss the events that take place during implantation process
Present on a table the stages, time after fertilization and the process taking place in the human body
Appreciate reproduction in human beings.
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process.
Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body.
What happens at stage d after fertilization?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
2 1
Human Reproductive Health
Pubertal growth and development
Personal hygiene needs during puberty
By the end of the lesson, the learner should be able to:

Define the term puberty.
Identify physical, emotional and social changes during puberty in both boys and girls.
Classify the changes as physical, emotional or social.
Appreciate the importance of puberty.
Learners to define the term puberty.
Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls.
Learners are guided to classify the changes as physical, emotional or social.
Which changes are common for both boys and girls? Why do you think adolescents form peer groups?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
2 2
Human Reproductive Health
Myths and misconceptions on menstrual experience in the community.
Importance of reproductive health in the community
By the end of the lesson, the learner should be able to:

Define the term myths and misconceptions.
Identify the stages for identifying intersex persons.
Discuss the myths and misconceptions about menstrual experience.
Appreciate puberty as a stage in personal growth and development.
Learners to define the term myths and misconceptions.
Learners are guided to identify the stages for identifying intersex persons.
In groups, learners to discuss the myths and misconceptions about menstrual experience.
What is a myth?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
2 3
Human Reproductive Health
Myths and misconceptions about reproductive health in the community
By the end of the lesson, the learner should be able to:

Identify myths and misconceptions about reproductive health in the community.
Compose songs and poems with information on positive reproductive health practices.
Appreciate puberty as a stage in personal growth and development.
Learners to identify myths posters condemning practices such as female genital mutilation and early marriages.
In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices.
What are the positive reproductive health practices that we should adopt in the community?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
2 4
Force and energy
Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
By the end of the lesson, the learner should be able to:

Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy.
In their groups, learners are guided to do the tasks in learner's book 8 page 131
What is energy? What are the forms of energy in the environment?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures
Charts
Realia
Computing devices
Curriculum design; Integrated Science Grade 8
Oral questions Oral Report Observation
2 5
Force and energy
Non-renewable energy sources
Classification of renewable and non-renewable energy sources
By the end of the lesson, the learner should be able to:

Explain the meaning of non-renewable energy sources.
Recognise the importance of non-renewable energy sources.
Appreciate the use of non-renewable energy sources.
In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources.
In groups, learners are guided to give examples of non-renewable energy sources.
What are non-renewable energy sources?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
3 1
Force and energy
Energy transformations in nature.
Energy transformations using materials in their locality
By the end of the lesson, the learner should be able to:

Explain the meaning of energy transformation.
Demonstrate energy transformations using locally available materials.
Have a desire to learn more about energy transformation.
In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature.
In groups, learners are guided to demonstrate energy transformations using locally available materials.
What is energy transformation?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Oral questions Oral Report Observation
3 2
Force and energy
Energy transformations using materials in their locality
By the end of the lesson, the learner should be able to:

State the materials needed to demonstrate the energy transformations in a swinging objects.
Demonstrate the energy transformations in a swinging objects.
Have fun and enjoy doing the experiment.
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to outline the procedure of investigating energy transformations in a swinging objects.
In groups, learners are guided to demonstrate the energy transformations in a swinging objects.
What form of energy does the stone possess when moving downwards from its highest point?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
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Charts
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Computing devices
Oral questions Oral Report Observation
3 3
Force and energy
Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
By the end of the lesson, the learner should be able to:

State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
Demonstrate the energy transformations in a simple steam-driven turbine.
Have fun and enjoy doing the experiment.
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine.
In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine.
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
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Charts
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Oral questions Oral Report Observation
3 4
Force and energy
Digital Activity
Safety measures associated with energy transformation.
By the end of the lesson, the learner should be able to:

Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
Write down their findings.
Appreciate the use of digital devices.
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings.
In groups, learners to share their findings with their classmates.
What have you learnt about the dangers associated with energy transformation?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Oral questions Oral Report Observation
3 5
Force and energy
Safety measures associated with energy transformation.
Application of energy transformation.
By the end of the lesson, the learner should be able to:

Read the report in learner's book 8
Demonstrate the steps to follow when lighting a gas cooker.
Appreciate the importance of preventing dangers associated with energy transformation.
In groups, learners are guided to read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures.
In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker.
What are some of the preventive measures against the dangers associated with energy transformation?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
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Charts
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Oral questions Oral Report Observation
4 1
Force and energy
Pressure
Describing pressure in solids
By the end of the lesson, the learner should be able to:

Discuss the meaning of pressure.
Read the discussion in learner's book 8
Have a desire to learn more about pressure.
In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148
In groups, learners are guided to answer the questions that follows.
What is force? What is pressure.
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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Charts
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Realia
Oral questions Oral Report Observation
4 2
Force and energy
Describing pressure in liquids
By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in liquids.
Investigate pressure in liquids.
Appreciate the importance of pressure in liquids.
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids.
In groups, learners are guided to describe pressure in liquids.
What have you observed from the experiment?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
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Charts
Realia
Computing devices
Oral questions Oral Report Observation
4 3
Force and energy
To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin.
By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
Investigate pressure in liquids using glass tubes and balloons.
Have fun and enjoy conducting the experiment.
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to describe pressure in liquids using glass tubes and balloons.
What have you observed from the experiment?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Oral questions Oral Report Observation
4 4
Force and energy
Determining pressure in solids and liquids
Determining pressure in solids
By the end of the lesson, the learner should be able to:

State the formula of pressure, P
Work out SI unit of pressure.
Have a desire to learn more about pressure in solids.
In groups, learners are guided to state the formula of pressure, P
In groups, learners are guided to explain the meaning of SI unit of force.
In groups, learners are guided to work out SI unit of pressure.
What is the formula of pressure?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
Oral questions Oral Report Observation
4 5
Force and energy
To determine pressure in a regular solid
To determine pressure in similar solids.
By the end of the lesson, the learner should be able to:

State the materials and requirements needed to determine pressure in a regular solid.
Investigate pressure in a regular solid.
Have fun and enjoy the experiment.
In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid.
In groups, learners are guided to calculate the pressure exerted by each surface area using the formula.
Relate the area of the faces with pressure they have calculated. What do you notice?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Oral questions Oral Report Observation
5 1
Force and energy
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate variation of pressure in liquids.
Investigate variation of pressure in liquids.
Appreciate the importance of variation of pressure in liquids.
In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 160
What is variation of pressure?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
5 2
Force and energy
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Solving numerical problems involving pressure.
By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to discuss their observations with their classmates.
What is the relationship of pressure in liquids to its depth and density?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures
Charts
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
Oral questions Oral Report Observation
5 3
Force and energy
Solving numerical problems involving pressure using a formula
Pressure formula in liquids.
By the end of the lesson, the learner should be able to:

State the formula of working out pressure
Solve numerical problems involving pressure using the formula.
Enjoy solving numerical problems involving pressure using the formula.
Individually, learners are guided to state the formula of working out pressure
Individually, learners are guided to solve numerical problems involving pressure using the formula.
Individually, learners are guided to show their work to their teacher.
What is the formula of working out the surface area?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Pictures
Charts
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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Oral questions Oral Report Observation
5 4
Force and energy
Solve numerical problems involving pressure using formula
Applications of pressure in solids.
By the end of the lesson, the learner should be able to:

State the formula of working out pressure using the formula.
Solve numerical problems involving pressure using the formula.
Appreciate the importance of numerical problems.
Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG    Where h- height, d- density, g - gravity.
What is the formula of working out the pressure in solids?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Oral questions Oral Report Observation
5 5
Force and energy
Applications of pressure in liquids.
By the end of the lesson, the learner should be able to:

Identify the applications of pressure in liquids.
Summarise the applications of pressure in liquids.
Appreciate the applications of pressure in liquids.
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169.
In groups, learners are guided to summarise the applications of pressure in liquids.
What are other applications of pressure in liquids?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation

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