INTEGRATED SCIENCE
Grade 7
Content Outline
• Rationale for Integrated Science
• General Learning outcomes
• Strands and Sub strands
• Unique features of Integrated Science
KWL
• 1. What I know about ….........
• 2. What I want to know about
…............
Activity (10 minutes)
Read the essence statement of the Integrated Science
design and note the following:
a) What constitutes integrated Science?
b) What skills are targeted?
c) What is the rationale for the subject?
d) What teaching methods are recommended for the
subject?
e) What is the theoretical foundation for the methods
recommended?
ESSENCE STATEMENT (1)
• Science is a dynamic, collaborative human endeavor that
enables use of distinctive ways of logistical valuing, thinking
and working to understand natural phenomena in the
biological, physical and technological world.
• The emphasis of science education at JSS is to enhance
learners’ scientific thinking through learning activities that
involve planning, designing, measuring, observing, evaluating
procedures, examining evidence, and analyzing data.
• Vision 2030; “The achievement of the vision greatly depends
on Science, Technology and Innovation.”
Essence Statement Continued (2)
• Sessional Paper No.1 of 2005 highlights the fact that “for a
breakthrough towards industrialization, achievement of the
desired economic growth targets and social development, a
high priority needs to be placed on the development of human
capital through education and training by promoting the
teaching of sciences and information technology.”
• Sessional Papers No. 14 of 2012 and Sessional Paper 1 of
2019 equally stress the need for basic and higher education,
with an emphasis on Science, Technology and Innovation.
Essence Statement Continued (3)
Integrated Science learning area is expected to
• create a scientific culture among learners that inculcates scientific literacy
to enable learners make informed choices in their personal lives and
approach their life challenges in a systematic and logical manner.
• Enable learners to practically explore and discover knowledge within their
environment and in the laboratory to allow them understand themselves
and relate with their environment through application of scientific
principles and ideas.
• Enhance the level of scientific literacy to equip learners with the relevant
basic scientific knowledge, skills, values and attitudes needed for their
own survival and/or career development.
Essence Statement Continued (4)
• Concepts are presented in units within which there are specific strands
that build on the competencies acquired in science and technology at
upper primary school level.
• This provides the learner with the basic requisite skills, knowledge, values
and attitudes necessary for specialization in pure sciences (Physics,
Chemistry, and Biology), applied sciences, Careers and Technology
Studies (CTS) and Technical and Engineering subjects offered in the
STEM pathway at senior school.
• Integrated science is taught through inquiry-based learning approaches
with an emphasis on the 5Es: engagement, exploration, explanation,
elaboration and evaluation.
Activity 2
Access the Integrated Science Grade 7 design on the
KICD website. Study and Identify the following:
a) The general learning outcomes
b) The strands and sub strands
General Learning Outcomes for
Integrated Science
By the end of middle school, the learner should be able to:
1) Acquire scientific knowledge, skills, values and attitudes to make
informed choices on career pathways at senior school.
2) Select, improvise and safely use basic scientific tools, apparatus,
materials and chemicals effectively in everyday life.
3) Explore, manipulate, manage and conserve the environment for learning
and sustainable development.
4) Practice relevant hygiene, sanitation and nutrition skills to promote good
health.
General Learning Outcomes for Integrated
Science (2)
5) Apply the understanding of body systems with a view to promote and
maintain good health.
6) Develop capacity for scientific inquiry and problem solving in different
situations.
7) Appreciate and use scientific principles and practices in everyday life.
8) Apply acquired scientific skills and knowledge in everyday life.
Strands in Integrated Science
• Scientific Investigation
• Mixtures, Elements and Compounds
• Living Things and their Environment
• Force and Energy
Strand 1: Scientific Investigation
Strand 1, introduces the learner to science inquiry
skills safety and laboratory apparatus upfront
before delving into specific strands as a foundation
for progressive development of scientific
knowledge, skills and attitudes.
Sub- Strands in Scientific Investigation
Sub-Strand Content
Introduction to integrated • Learners are introduced to; the different components of Integrated
science-4 lessons Science as a field of study.
• Relate knowledge and skills gained in Integrated Science to career
opportunities.
• Appreciate the importance of Integrated Science in daily life.
Laboratory Safety- • Learners are introduced to; common hazards and their symbols in
8 lessons the laboratory
• Causes of common accidents in the laboratory and how to carry out
first aid safety measures for common laboratory accidents.
• Appreciate the importance of safety in the and access to a healthy
working environment.
Sub- Strands in Scientific Investigation(2)
Sub Strand Content
Basic Science skills-
10 lessons • learners Identify basic skills in science
• Use the International System of Units (SI) for basic and
derived quantities in science
• Appreciate the application of Basic skills in science
Laboratory apparatus and • Learners are guided on how to use and care for different
instruments laboratory apparatus and instruments in the laboratory.
10 lessons • Appreciate the importance of consumer protection when
handling different apparatus and chemicals in the
laboratory
Strand 2:Mixtures, Elements and Compounds
Sub – Strands Content
Mixtures
14 lessons • Learners are guided to classify different types of mixtures as
homogeneous or heterogeneous
• Distinguish between pure and impure substances using melting and
boiling points
• Separate mixtures using a variety of methods
• Appreciate the use of different methods of separating mixtures in
day-to-day life
Acids, bases and Learners use plant extracts as acid-base indicator
indicators Categorize different house-hold solutions as either acidic or basic
15 lessons using indicators.
Determine the strength of acids and bases using universal indicator
Outline applications of acids, bases and indicators in real life
Appreciate the applications of acids and bases in real life
Strand 3: Living Things and Their Environment
Sub – Strands Content
Reproduction in Human Beings The learner should be able to:
16 Lessons • describe the menstrual cycle in human beings
• describe challenges related to the menstrual cycle
• describe the process of fertilization and implantation.
Unique Features: Covers Challenges related to intersex condition and
challenges related to the menstrual cycle
Human Excretory System The learner should be able to:
(Skin and Kidneys) • identify the external parts of the human skin and their functions.
11 Lessons • identify the external parts of the kidney and their functions.
• describe causes of kidney disorders
• adopt a healthy lifestyle to promote kidney and skin health.
• appreciate the importance of proper use of cosmetics for consumer
protection.
Unique Features: Covers responsible use of cosmetics
Strand 4: Force and Energy
Sub-Strands Content
Static Electricity – The sub strand the learner should be able to:
12 Lessons • demonstrate the existence of static charges in objects
• charge objects using different methods
• demonstrate the effects of force between charged objects
• appreciate the use of static charges in daily life
Electrical Energy- The learner should be able to:
12 Lessons • identify various sources of electricity in their environment
• set up simple electrical circuits in series and parallel using dry cells, bulbs,
ammeters and voltmeters
• classify materials as conductors and non-conductors of electricity
• identify electrical appliances in their locality
• identify safety measures when handling electrical appliances
• appreciate the use of electricity in their daily life
Magnetism – The learner should be able to:
10 Lessons • classify materials in the environment as magnetic or non-magnetic
• investigate the force between like and unlike poles of magnets
• identify the uses of magnets in day-to-day life
• appreciate the applications of magnets in day-to-day life
Unique Features
Integration of aspects from the three science domains (Biology, Chemistry &
Physics into one broad learning area of study.
The main strands (topics) have been reduced from 10 to 4
Strand 1, introduces the learner to science inquiry skills safety and
laboratory apparatus upfront before delving into specific strands as a
foundation for progressive development of scientific knowledge, skills, and
attitudes.
Mainstreaming of core competencies, values, & Pertinent and contemporary
issues
Emphasis on application of learnt concepts in real life experiences
Emphasis on development of knowledge-skills values & scientific attitudes
across the learning outcomes.
Self-Reflection
1. I learnt…….
2. I need to learn more about…….
3.How I will apply what I have learnt
Suggestions I have for improvement of the session
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