REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

INTEGRATED SCIENCE SYLLABUS

GRADE 8 – 9

Prepared and Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka

2013
© Curriculum Development Centre

All rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any
means, mechanical, photocopying, recording or otherwise without the prior permission of the copyright holder.

i
CONTENTS

Preface........................................................................................................................................................................................................................ iv

Acknowledgement..................................................................................................................................................................................................... v

Introduction................................................................................................................................................................................................................ vi

General Outcomes.................................................................................................................................................................................................. vii

Attitudes and Values.............................................................................................................................................................................................. viii

General Aim.............................................................................................................................................................................................................. ix

Assessment................................................................................................................................................................................................................ x

Time Allocation......................................................................................................................................................................................................... xi

Unit 1.0 The Human Body....................................................................................................................................................................................... 1

Unit 2.0 Health........................................................................................................................................................................................................ 2

8.2.1 Nutrition.............................................................................................................................................................................................................. 3

Unit 3.0 The Environment....................................................................................................................................................................................... 5

Unit 4.0 Plants and Animals..................................................................................................................................................................................... 7

8.4.1Plant Cells.................................................................................................................................................................................................... 7
8.4.2 Plant Growth and Nutrients........................................................................................................................................................................8
8.4.3Animal Cell................................................................................................................................................................................................... 9

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UNIT 5.0 MATERIALS AND ENERGY..............................................................................................................................................................10

8.5.1................................................................................................................................................................................................................... 10
Composition of Matter....................................................................................................................................................................................... 10
8.5.2 Physical Change of State........................................................................................................................................................................... 11
8.5.3 Mixtures.................................................................................................................................................................................................... 12
8.5.4 Mass and Weight...................................................................................................................................................................................... 12
8.5.5 Density...................................................................................................................................................................................................... 13
8.5.6 Heat transfer............................................................................................................................................................................................. 14
8.5.7 Heat and expansion of substances............................................................................................................................................................14
8.5.8 Reflection and refraction of Light..............................................................................................................................................................15
8.5.9................................................................................................................................................................................................................... 16
Composition of Air............................................................................................................................................................................................. 16
9.1.2Respiratory System.................................................................................................................................................................................... 18

iii
Preface

Since the ability to think Scientifically and understand scientific processes is becoming a condition for survival in Zambia,there is
need for the national education policy to emphasise the need for learners to develop skills that they can apply in various ways in their
environment.

The Basic Education Syllabus for Grade 8 and 9 emphasises that the approach to be used in teaching of Integrated Science should be
learner centred. Therefore, the prime goal for science teaching at this level of education should develop processes of scientific
thinking in learners. It is necessary, therefore, in Integrated science for learners to be enabled to apply their own ideas, use their
hands, conduct their own investigations, however simple. This necessitates balancing the content of what learners learn with the
processes by which they learn. This also implies an enhanced role for guided discovery teaching/learning methods/techniques.

This syllabus suggests that the development of scientific thought processes in learners can be approached from a number of starting
points. The criterion should be the relevance of the material to the environment and to the possible later sphere of the employment of
the learner.

Finally, it is hoped that the product of Integrated Science will be able to adapt and use scientific and technological developments and
to generate new developments.

Chishimba Nkosha (Mr)

PERMANENT SECRETARY
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

iv
Acknowledgement

The production of this syllabus has been made possible by the involvement, participation and commitment of many people who have
the passion for science in its many disciplines. We would like to thank them all. Most importantly we would like to thank the
stakeholders that were consulted during the general curriculum review process. Special thanks also go to the Integrated Science
Curriculum Committee for its invaluable contribution towards the production of the syllabus.

Sincere thanks also go to the many institutions and organisations that provided experts who rendered technical assistance during the
review of the syllabus.

C.N.M.Sakala (Mrs.)
Director-Standards and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

v
Introduction

Integrated Science includes crosscutting issues such as Environmental, Reproductive Health, HIV and AIDS, Hygiene, Nutrition,
Substance Abuse, Water and Sanitation.

Methodology

The success of Integrated Science can be achieved by maximum participation by learners. This subject, enhances creativity, analysis,
problem solving and an investigative approach. It can be taught effectively using a variety of methods (techniques) both in the
classroom and outside. It is advisable that these are integrated wherever possible. Learners are expected to conduct experiments,
study tours, fieldwork and project work.

vi
General Outcomes

Integrated Science is a subject in which learners are required to acquire knowledge, develop skills:-

Critical Thinking skills Creative

 Attributing  Generating ideas

 comparing and contrasting  Relating
 Grouping and Classifying  Making inferences
 Sequencing  Predicting
 Prioritising Reasonin  Making hypotheses
 Analysing g  Synthesising
 Detecting bias  Making generalisations
 Evaluating  Visualising
 Making conclusions  Making analogies
 Inventing

Thinking Strategies

 Conceptualising
 Making decisions
 Problem solving vii
Manipulative Skills

These enable learners to:

 Use and handle science apparatus and laboratory substances correctly;

 Handle specimens correctly and carefully;
 Draw specimens, apparatus and laboratory substances accurately;
 Clean science apparatus correctly;
 Store science apparatus and laboratory substances correctly and safely.

They also need to develop attitudes and values.

Attitudes and Values

These include:

 Having an interest and curiosity towards the environment;

 Being honest and accurate in recording and validating data;
 Being diligent and persevering;
 Being responsible about the safety of oneself, others and the environment;
 Realising that Integrated Science is a means to understand nature;
 Appreciating and practising clean and healthy living;
 Appreciating the balance of nature;
 Appreciating the contribution of Integrated Science and technology to society;
 Having critical and analytical thinking;
 Being flexible and open minded;
 Being kind hearted and caring;
 Being objective;
viii
  Being systematic;
 Being cooperative;
 Being fair and just;
 Daring to try;
 Thinking rationally;
 Being confident and independent.

These will help learners to explore and understand their immediate environment and the world at large

General Aim

The main aim of the Integrated Science syllabus is to develop science competencies to assist learners contribute effectively in their
own environment and also for their lifelong learning. These competencies include:

 Attitudes that enable the responsible use of scientific knowledge and skills
 Communication and group work skills for use in collaborative team work
 The selection and application of appropriate science skills, apparatus/tools and strategies to understand and interpret the
world around them
 An increased awareness of the importance of Science Technology, Society and the Environment (STSE)
 Application of science knowledge skills , values and positive attitudes to everyday life and situations

Each unit of the syllabus is introduced with its own broader general outcomes. The general outcomes are then broken down to specific
outcomes which highlight the content in terms of knowledge, skills and values that a learner is expected to exhibit as a result of the
learning experience.

ix
Assessment

Considering that the syllabus for intergraded science does emphasise teaching in a practical way, the assessment at this level will now
include a practical part covering the areas of basic biological and physical sciences in addition to the two theory papers that learners sit
for. It is hoped that this will form a sound foundation for learners to be grounded in doing science with hands on experience as well as
build confidence in teachers in the way they conduct practical.

Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The
Examinations Council of Zambia (ECZ) will prepare detailed procedures on how continuous assessment will be conducted by the
teachers. ECZ will also develop examination syllabus to provide teachers with guidelines on the Outcomes to be tested. The scheme of
assessment will consists of school based assessment and final examination that will be conducted by the Examinations Council of
Zambia.

School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice
attitude and performance, learners.

After studying this course learners are expected to develop the following:

 an attitude of scientific curiosity and enquiry;

 the ability to generate new ideas;
 ability to co-operate;
 willingness to share knowledge;
 an understanding of human beings and their environment;
 awareness of a variety of life;
 an understanding of the relationship of living things in their environment;
 Knowledge and skills in health and nutrition.

Therefore, it is envisaged that the product of this subject will be able to adapt and use scientific and technological developments and to
generate new development.

x
Time and Period allocation

Time allocation for the effective coverage of this syllabus is:

6 periods x 40 minutes. Four of the six periods must be doubles.

xi
xii
xiii
Grade 8

General Outcomes: Key competences

• Demonstrate an understanding of the basic facts about the • Demonstrate the ability to measure mass, temperature and
human body volume

 Develop investigative skills Recognise the importance of • Show basic skills and knowledge in determining density, real
personal health and apparent depth
 Develop investigative skills on personal health • Demonstrate ability to record the breathing rate
 Develop knowledge, values and positive attitudes for the
immediate environment • Show basic skills and knowledge in preparing oxygen , carbon
 Develop investigative skills about the immediate dioxide and hydrogen
environment
 Demonstrate an understanding of the basic facts about plants
and animals
 Develop investigative skills about plants and animals
 Develop knowledge, values and positive attitudes about
materials and energy
 Demonstrate investigative skills about materials and energy

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.1 THE HUMAN 8.1.1 Human 8.1.1.1 Identify organs of the human  Organs of reproduction;  Observing parts  Appreciating
BODY Reproductive reproductive system. Male: testes, sperm of reproductive one self
System and Puberty 8.1.1.2 Explain the functions of the parts duct, scrotum, urethra, system using a  Applying
of the reproductive system. penis. model knowledge
8.1.1.3 Identify changes associated with Female: ovaries,  Communicating on hygiene to
puberty for both male and female oviducts, uterus, cervix, information on stay healthy
8.1.1.4Explain the importance of vagina. reproduction  Being aware
observing personal hygiene of the  Functions of  Communicating of one’s
reproductive organs reproductive parts: information on changes at
penis-depositing changes in boys puberty
sperms, ovary- and girls at
producing ovules puberty using a
 Changes associated variety of
with puberty: sources.
Menstruation and Wet
dreams.
 Importance of personal
hygiene E.g. avoid
infections, diseases

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.1.2 8.1.2.1Describe the process of  Fertilisation: fusing of a sperm  Communicating  Appreciating
Fertilization and fertilisation in human beings. and an egg in oviducts to form a functions of human life
Embryo 8.1.2.2 Explain the functions of the zygote parts involved in from
development parts important for development  Functions of :placenta, amnion, embryo conception to
of the embryo. amniotic fluids, umbilical cord, development birth
uterus and cervix  Predicting the  Asking more
8.1.2.3Describe gestation period and  Gestation: Period in months or birth date given questions for
birth. days from fertilization to birth. the gestation better
Stages of embryo development: period understanding
Zygote; Embryo; Fetus and
Baby.
8.2 8.2.1 Nutrition 8.2.1.1 Describe the different types of  The different types of food  Comparing the  Appreciating
HEALTH food nutrients. nutrients: carbohydrates, proteins, dietary needs of the need for
fats, minerals and vitamins different people different
 Dietary needs for different dietary
persons: e.g. Baby – more protein  Classifying requirements
and minerals, Pregnant mother – deficiency  Participating
8.2.1.2 Describe the dietary needs for more protein, calcium, iron and diseases actively in
different persons. vitamin D, etc. group work
 Nutritional deficiency diseases  Inferring the  Being aware of
and their symptom such as types of different food
8.2.1.3 Identify common nutritional kwashiorkor, marasmus, rickets, deficiency nutrients
deficiency diseases of symptoms anemia, scurvy. diseases.
and their diseases.  The roles of children’s clinics for
nutrition; growth monitoring and
immunization, providing
8.2.1.4 Describe the importance of supplement and providing
children’s clinics nutritional advice

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.3.0 The 8.3.1 Water, Air 8.3.1.1 Explain what pollution is.  Pollution as the addition of  Communicating
Environment and Land 8.3.1.2 Identify different types of harmful substances to the information on  Awareness of
Pollution pollution of the environment environment pollution. pollution
 Types of pollution: Water, Air  Observing  Applying
8.3.1.3Identify causes of pollution of and Land pollution. effects of knowledge on
the environment.  Causes of pollution: Water pollution on the the three Rs to
pollution-Untreated sewage, environment conserve
washing clothes in rivers and  Investigating materials
streams, chemicals from factories ways of
and farmland. Air pollution- reducing, re-
Smoke, dust, fumes etc. Land using and
pollution-garbage, effluents from recycling of
8.3.1.4 Describe the effects of pollution factories, garbage used materials.
on the environment  Effects of pollution: water
pollution- out breaks of diseases,
poisonous, affects aquatic life.
Air pollution- Breathing
difficulties, global warming, and
acid rain. Land pollution-
outbreak of diseases, unpleasant
smells, unproductive land.
8.3.1.5 Describe ways of preventing  Ways of preventing pollution:
pollution of the environment (conservation of resources-3Rs:
Reduce, Re-use and Recycle of
pollutants)

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.4 PLANTS 8.4.1Plant 8.4.1.1Identify the main parts of a  Parts of a microscope: mirror,  Demonstrating  Cooperating in
AND Cells microscope Stem, lens, stage, eye piece, how to use a group activities
8.4.1.2Examine the plant cell structure adjustment knob. microscope  Asking more
ANIMALS
using a microscope.  The structure of plant cell: Cell  Observing the questions for
8.4.1.3 Describe the functions of the better
wall, cell membrane, cytoplasm, cell structure
parts of the cell understanding
nucleus and chloroplast, vacuole using the
 Respecting other
 Functions of cell parts: cell wall- microscope people’s ideas
protection, cell membrane-  Communicating
selectively permeable to materials, information on
nucleus- controls all cell activities, the functions of
Chloroplasts- contain chlorophyll the cell parts.

8.4.2.1Identify regions of growth of a  Regions of plant growth: e.g.  Investigating  Cooperating in

8.4.2 Plant plant Shoot, roots, stem the movement group activities
Growth and 8.4.2.2 Demonstrate responses to  Responses to stimuli: Phototropism of minerals  Applying
Nutrients stimuli in shoots and roots and geotropism salts in plants knowledge to
8.4.2.3 Describe nutrients important to care for the
 Plant nutrients: potassium,  Recording data
plant growth environment
nitrogen, phosphorous. on a planned when using
8.4.2.4 Investigate how plants obtain  How plant obtain minerals: Roots investigations fertilisers
dissolved mineral salts from the to the stem to the leaves  Communicating  Asking more
soil  Sources: Organic fertilisers sources of plant questions for
84.2.5Identify sources of plant (manures, compost) and Inorganic nutrients better
nutrients fertilizers (Urea, D Compound)  Identifying understanding
8.4.2.6Explain the advantages and  Advantages and disadvantages of ways of
disadvantages of inorganic and inorganic and organic fertilizers reducing the
organic fertilisers  Effects of excessive fertilisers: adverse effects
8.4.2.7 Explain the effect of excessive plants die, soil become acidic, over of fertiliser use
use of inorganic fertiliser to the growing of plants
soil.

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.4.3 8.4.3.1Describe the basic structure of an  Structure of an animal cell: Cell  Comparing  Appreciating
Animal Cell animal cell membrane, cytoplasm, nucleus plant and the structure of
 Functions of cell parts: cell animal cells cells
8.4.3.2 Describe the functions of the membrane-selectively permeable  Observing parts
parts of the cell to materials, nucleus- controls all of cells  Participating
8.4.3.3Identify different features in the actively in
cell activities  Recording
basic structure of an animal cell  Differences between plant and class activities
findings during
and plant cell animal cell: Cell wall, the observation
chloroplast and vacuole

8.5 8.5.1 8.5.1.1 Describe the composition of  Composition of matter: All matter  Communicating  Participating
Materials Composition of matter is made up of particles called the composition actively in
and Energy Matter atoms ( basic building block of of matter. class activities
matter).Most atoms can combine  Questioning
 Observing the
with other atoms to form new ideas,
molecules. An element is a form basic structure concepts and
of matter made up of only one kind of the atom models
of atom. using a model.
8.5.1.2 Describe the basic structure of  Structure of an atom:  Formulating
an atom. Nucleus(centre) surrounded by models of
electrons in shells simple
8.5.1.3 Identify common atoms using  Common Atoms such as
molecules
Carbon(C), Hydrogen(H),
symbols
Oxygen(O), Nitrogen(N),
Copper(Cu), Iron(Fe),
Aluminium(Al).
8.5.1.4 Demonstrate the formation of  Molecules: Oxygen(O2 ),
simple molecules using models Hydrogen(H2 ), Nitrogen (N2 ),
of atoms. Water(H2O), Carbon dioxide(CO2)

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 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.2 Physical 8.5.2.1 State what physical change is  What Physical change is: change  Communicating  Applying
Change from one state to another the arrangement safety rules
8.5.2.2 Describe the arrangement of of atoms in the when
of State
atoms in the three states of  Arrangement of Atoms: Solid- three states of experimenting
Atoms very close together; Liquid- matter.  Cooperating
matter
Close together; Gas- Atoms spread  Experimenting during group
far apart. change of state work
8.5.2.3 Identify the temperatures at of water.  Participating
which water changes state.  Temperatures at which water  Measuring actively in
changes state: Melting and boiling accurately the class activities
points(plotting a graph of temperature of
temperature against Time) water.
 Recording data
 Organising data
in tables and
graphs
 Inferring the
melting and
boiling points.

7
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.3 8.5.3.1 Explain what a mixture is  Substance made up of two or more substances  Communicating Applying the
8.5.3.2 Identify different types of that are not chemically combined. different types of separation of
Mixtures
 Mixtures such as soil, air, corks and marbles, mixtures mixtures in
mixtures
sea water ,fruit salads  Investigating the everyday life
 Methods of separating mixtures: Filtration, separation of Cooperating in
8.5.3.3 Identify methods of Simple distillation, evaporation, mixtures class activities
Separating mixtures. magnetisation,  Planning an Taking
8.5.3.4 Explain some of the  Industrial application of separation investigation to precautions when
techniques: E.g. making sugar, salt from sea separate mixtures carrying out
industrial applications of water, scrap metal  Communicating investigation
separation techniques. industrial
applications for
separating
mixtures
8.5.4 Mass 8.5.4.1 State what mass is  Mass as the amount of matter in a  Measuring mass
and Weight 8.5.4.2 Measure the mass of substance. and weight of  Applying the
different objects  Recording mass and its units(flour, rice, given objects measuring of
salt) in Kg and g  Comparing mass mass and
8.5.4.3 State what weight is  Weight as the pull of gravity on a and weight weight in
mass(Weight=mass x acceleration due to  Calculating the everyday life
gravity) weight of  Participating
Note that the acceleration due to gravity is different objects actively in
10N/kg on earth given the mass. group
8.5.4.4 Measure the weight of a  Recording weight and its units in activities
given object correctly Newton(N)  Participating
8.5.4.5 Calculate the weight of a  Calculating the weight of different actively in
substance given the mass substances given the masses group
8.5.4.6 Distinguish between mass  Difference between mass and weight in activities
and weight terms of; nature, measuring instruments,
units, and mass is constant while weight

8
 varies from place to place.
CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.5 Density 8.5.5.1 Explain the meaning of  Density as mass per unit volume:  Designing the  Appreciating
density Mass/volume and its units(cubic experiment to densities of
8.5.5.2 Demonstrate how to determine centimeter) determine different
the densities of different  Factors of density such as mass and densities materials
volume to calculate densities of:  Measuring the  Cooperating in
substances.
stone, wood water mass and class activities
8.5.5.3 Demonstrate that an object
 Sinking and floating: Denser volume of  Asking more
will sink or float on a liquid. objects sink and less denser objects questions for
8.5.5.4 Describe how vessels float. objects float in relation to the  Investigating better
density of liquid the densities of understanding
8.5.5.5 Explain the effects of over  How vessels float: Larger volume- different
loading vessels. less dense materials
 Effects of overloading vessels:  Observing the
sinking, accidents sinking and
floating of
materials
 Inferring
sinking and
floating based
on observations
 Classifying
materials into
floating and
sinking

9
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.6 Heat 8.5.6.1 Demonstrate the types of heat  Types of heat transfer: conduction,  Communicating  Applying the
transfer transfer convection and radiation information on use of heat
8.5.6.2 Investigate the movement of  Movement of heat in solid heat transfer transfer in
heat in matter (conduction), liquid (convection) and its use everyday life
and air (convection)  Experimenting  Cooperating in
8.5.6.2 Describe how the vacuum flask
 The application of heat transfer; on the heat class activities
works.
How a vacuum flask works: transfer  Participating
Maintaining temperature constant,  Observing the actively in
etc movement of class activities
heat transfer
8.5.7 Heat and 8.5.7.1Demonstrate  Expansion of substances such as  Investigating  Participating
expansion of expansion of substances copper, aluminum, steel, brass, the expansion of actively in
substances 8.5.7.2 Describe the use of the bronze different class activities
expansion of different substances  Applying
 Use of expansion in everyday life:  Comparing the knowledge on
substances in everyday life
E.g. thermometers, thermostats, expansion of the expansion
engines different of substances
8.5.7.3Explain the substances
effect of expansion and  Effects of expansion and  Recording data
contraction of contraction: e.g. fracture of bridges, on expansion
Substances. glass breaks, rail tracks buckle correctly

10
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.8 Reflection 8.5.8.1 Describe what reflection is.  Reflection of light: Bouncing of  Observing  Appreciating
and refraction light off a smooth surface such as reflection and the use of light
of Light a mirror refraction of in everyday
8.5.8.2 Investigate the characteristics  The characteristics of reflection of light life
of reflection of light on mirror. mirror  Predicting the  Applying
path of light knowledge on
during light in
8.5.8.3 Describe what refraction is.  Refraction of light: The bending, or refraction and everyday life
changing of direction, of light rays reflection  Participating
when they pass from one material  Communicating actively in
into another information on class work
8.5.8.4 Identify the real and apparent the  Cooperating in
depths of an object under  Refraction in water: Real and characteristics group work
water. apparent depth of light  Listening to
8.5.8.5 Explain the application of  Accurately friends’
reflection and refraction.  Application of reflection and recording the opinion with
refraction: Reflection-. angles of respects
Searchlights, headlamps, incidence and
magnifying mirrors. Refraction-in refraction
lenses  Planning to
confirm real and
apparent depth

11
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
8.5.9 8.5.9.1 Identify the components of air  Components of air: Nitrogen,  Communicating  Applying
Composition of carbon dioxide, oxygen and water the components knowledge on
Air vapour of air components of
8.5.9.2 Investigate the proportion of  Proportion of substances in air :  Investigating air in everyday
each substance in air Oxygen 21%,Nitrogen 78% and the % of life
other gases 1% oxygen in air  Participating
8.5.9.3 Describe the nature of each  Properties in terms of colour,  Communicating actively in
substance in air odour, solubility, density uses of group work
8.5.9.4 Describe the uses of each  The use of substances: Oxygen; in substances of  Asking more
substance in air hospitals, steel works ,etc, Carbon air questions for
dioxide; fire extinguisher, fizzy better
drinks etc ,hydrogen; ‘Harden’ understanding
vegetable oils,

12
Grade 9

General Outcomes: Key competences

• Demonstrate an understanding of the basic facts about the • Demonstrate the ability to record the pulse rate, electric current
human body and voltage

 Develop investigative skills • Demonstrate the ability to purify water

 Recognise the importance of personal health • Show understanding and knowledge on the formation of
• Develop knowledge, values and positive attitudes for the images, rainbow
immediate environment
• Demonstrate the ability to care and protect plants and animals
 Demonstrate an understanding of the basic facts about plants
and animals
 Acquire knowledge, values and positive attitudes about
materials and energy

13
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.1 THE 9.1.1Circulatory 9.1.1.1Describe the blood circulatory  The circulatory system involves  Communicating  Appreciating
HUMAN System system. the movement of blood in vessels the organs of the circulatory
BODY around the body. It involves organs the circulatory system
such as the Heart and lungs. system  Applying the
9.1.1.2 Identify the components of  Components of blood: Red Blood  Comparing recording of
blood and their functions Cells-Transport oxygen and carbon veins and the pulse rate
dioxide, White Blood Cells- Fight arteries in everyday
disease; Platelets-For clotting; and  Predicting the life
Plasma-Transports water, body pulse rate when  Cooperating in
wastes, Food nutrients(glucose, at rest and after group work
amino acids, lipids) an exercise  Asking more
9.1.1.3 Describe the internal structure  Internal structure of the heart:  Investigating questions for
of the heart. Atria, Ventricles, Valves, Vessels, the pulse rate better
muscle understanding
9.1.1.4 Illustrate the movement of  Movement of blood: Heart to
blood in the double circulatory lungs, and vice versa; Heart to rest
system. of the body, and vice versa.
9.1.1.5 Identify the role of the heart,  Functions of organs in the
lungs and blood vessels in circulatory system such as heart:
blood circulation pump blood, valves prevent back
9.1.1.6 Take the pulse rates at rest and flow of blood; Lungs add oxygen
after physical exercises. to the blood and remove Carbon
Dioxide; Arteries carry blood from
the heart to the body while veins
take blood to the heart.
 Pulse rates: taking pulse at rest
and after exercising

14
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.1.2 9.1.2.1 Identify organs of the Organs of respiration: Mouth, nose,  Communicating  Appreciating
Respiratory respiratory system of a human trachea, bronchi, lungs, ribs, information on the
System being. diaphragm and air sac. the organs of respiratory
9.1.2.2 Explain the functions of the Functions of: nose, lungs, ribs, the respiratory system
organs of the respiratory system diaphragm, air sac system  Cooperating
9.1.2.3 Demonstrate the mechanism of Mechanism of ventilation:  Investigating in group work
ventilation in a human being. Inhaling- Diaphragm contracts; the process of  Asking more
External Intercostal muscles ventilation questions for
contract and pull rib cage upwards using a model better
and outwards; Lungs expand  Communicating understanding
drawing air inside. Exhaling- The information on
opposite of inhaling happens the diffusion of
9.1.2.4 Describe the exchange of Gaseous exchange in the lungs: oxygen and
oxygen and carbon dioxide in Diffuses out into the blood stream carbon dioxide
the lungs. and carbon dioxide diffuses into the across the
lungs from the blood. lungs.
9.1.2.5 Explain tissue respiration Tissue respiration: Chemical  Investigating
process in cells by which energy is effects of
9.1.2.6 Explain the effect of cigarette produced from food (glucose). smoking on
smoking on the respiratory  Effects of smoking: Lung cancer, health.
system Bronchitis.

15
 CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.2 HEALTH 9.2.1 Sexually 9.2.1.1 Identify the common  Common STIs: e.g. HIV, syphilis,  Communicating  Awareness of
Transmitted sexually transmitted gonorrhea, warts common STIs the prevalence
Infections infections  Transmission of Sexually of infectious
(STIs) 9.2.1.2 Explain transmission of Transmitted Infections: E.g.  Inferring the diseases i.e.
Sexually Transmitted unprotected sex, blood transfusion trend of STI HIV and
Infections with contaminated blood infections given AIDS in
 Prevention of Sexually Transmitted Zambia
9.2.1.3Describe the prevention of relevant data
Infections : E.g. correct and  Cooperating in
STIs. consistence of condom use, one group
faithful partner, avoiding casual sex activities
 Impact of HIV and AIDS: E.g.  Asking more
9.2.1.4 Explain the impact of HIV poverty, increase of orphans, questions for
and AIDS on the pressure of health services. better
population. understanding

9.3 THE 9.3.1 Cycles in 9.3.1.1 Describe what Oxygen  What oxygen and carbon dioxide  Comparing the  Asking more
ENVIRONMENT the Biosphere and Carbon cycle cycle in the environment is process of questions for
(Note: refer to respiration and photosynthesis better
photosynthesis) understanding
and respiration
9.3.1.2 Identify factors affecting  Factors of Oxygen and Carbon cycle;  Applying
Oxygen and Carbon cycle. Plants: taking in Carbon dioxide and  Investigating knowledge on
giving off Oxygen, Others: taking in cycles to avoid
the processes
Oxygen and giving off Carbon harming the
Dioxide that contribute environment
9.3.1.2Describe the nitrogen cycle  Nitrogen cycle: Lightning, nitrogen to the balance  Participating
fixing bacteria, planting of legumes, actively in
16
 9.3.1.3 Explain the natural use of nitrogen rich fertilisers of nature class activities
balance of gases in the  Correct proportions of oxygen,
atmosphere nitrogen and carbon dioxide in the
atmosphere

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.3.2 9.3.2.1 Describe the importance of  The importance of water  Communicating  Appreciating
Water water management in our daily management; source of water, information on water water
Management life. generating electricity, etc management management
 Comparing the system in their
9.3.2.2 Describe effective water different water life
 Water management system;
management system management  Participating
construction of dam, reservoir, systems actively in class
purification plant activities

9.4 PLANTS 9.4.1 9.4.1.1Explain the importance of  Importance of domesticating  Communicating  Appreciating
AND Conservation of domesticating animals and animals the importance of plants and
ANIMALS animals and plants. and plants: conserving, food, pets plants and animals animals
Plants 9.4.1.2 Explain ways of improving  Ways of improving plant and  Investigating ways  Participating
domestic breeds of animals and animal breeds: E.g. crossing, of improving plant actively in
plants. cross-pollination, and animal breeds class work
9.4.1.3 Identify animals and plants  Animals and plants near  Investigating  Asking more
threatened by extinction. extinction: e.g. Rhino, elephant animals and plants questions for
9.4.1.4 Describe the importance of (animals), sausage, mutondo, threatened with better
protecting endangered animals mukwa (plants). extinction understanding
and plants.  Importance of protecting  Recording data
9.4.1.5 Explain methods of protecting endangered plants and animals from the
endangered animals and plants. E.g. tourism, food, shelter observations made
 Methods of protection: game  Communicating
parks, forest reserves, game information on the

17
 management areas(GMA) methods of
protecting
endangered
animals and plants

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.4.2 9.4.2.1 Identify the  Conditions: Sunlight, carbon  Experimenting on  Appreciating
Photosynthesis conditions necessary for dioxide, water and factors necessary for photosynthesis
photosynthesis temperature. photosynthesis  Cooperating in
9.4.2.2 Identify the  Products of photosynthesis:  Investigating the group work
products of photosynthesis in a Starch presence of starch in  Asking more
leaf (Note: test for starch using plants questions for
9.4.2.3Relate the process of iodine solution)  Observing the blue- better
photosynthesis to respiration  Process of Photosynthesis black colour understanding
(uses carbon dioxide from  Recording data from  Appreciating
air and releases oxygen) the observations made respiration
while Respiration(uses  Inferring the presence  Participating
oxygen and releases carbon of starch in leaves. actively in
dioxide)  Comparing class work
photosynthesis and  Asking more
respiration questions for
better
understanding
9.4.3 9.4.3.1 Describe the process of  Transpiration: Loss of water  Investigating the  Appreciating
Transpiration transpiration. by plants through the factors that affect the transpiration
9.4.3.2 Investigate the factors that stomata. rate of transpiration in  Participating
affect the rate of transpiration  Factors affecting plant actively in
9.4.3.3 Explain the importance of transpiration: E.g. .humid,  Recording data from class work
transpiration in plants stomata, temperature observations made  Asking more
18
  Importance of Transpiration: questions for
Transportation of water and better
minerals from roots to the understanding
upper part of the plant

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.5 9.5.1Chemical 9.5.1.1Describe what chemical  What chemical reaction is;  Communicating the  Applying
MATERIALS reaction reaction is Formation of new substances formation of new safety rules
AND such as burning of sugar paper substances and nature when
ENERGY  Nature of chemical reactions of chemical reactions experimenting
such as endothermic and  Classifying different
9.5.1.2Describe the nature of exothermic types of chemical  Cooperating in
chemical reactions  Different Types of chemical reactions group work
reactions: Synthesis,  Recording data from
Decomposition, Single the observations  Asking more
9.5.1.3Classify different types of replacement, Double  Observing the questions for
chemical reactions Replacement chemical reaction of better
 The synthesis of copper: synthesis understanding
Copper combined with  Measuring the mass
9.5.1.4 Describe the chemical Oxygen. of substances before  Listening to
reaction of synthesis Copper + Oxygen → Copper and after chemical others with
Oxide reaction respect
 The electrolysis of acidified  Formulating the
9.5.1.5Demonstrate the chemical water: splitting water into its models of chemical
reaction of water with component (twice as much equation
electricity hydrogen as oxygen ) by  Observing the amount
means of an electric current of each gas collected
 The law of conservation of through the
matter; the total mass of electrolysis of
substances before a chemical acidified water
9.5.1.6 Explain the law of
19
 conservation of matter reaction is equal to the total  Inferring the
mass of the substances that are components of water
produced. from the results of
electrolysis

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.5.2 Light and 9.5.2.1 Describe the different types of  Types of lenses: Converging  Investigating the  Participating
its nature lenses. and diverging lenses focal length and in experiments
9.5.2.2 Demonstrate the location of  Locating the positions of Focal position of the actively
the focal point and focal length point and focal length focal point  Cooperating in
of a lens.  Real and virtual images of  Planning an group work
9.5.2.3Explain the mechanism of a converging lenses experiment to find  Taking
converging lens to produce  Uses of: Converging lens- real and virtual precautions
real and virtue images. microscope ,film projector; images of an when using
9.5.2.4 Explain the uses of converging Diverging lens-spectacles object using light sources
and diverging lenses  Production of a spectrum of converging lenses  Respecting the
9.5.2.5 Demonstrate the production of light: Dispersing of white light  Experimenting to views of
a spectrum from white light. using a prism see the colours of others
9.5.2.6 Demonstrate the combination  Combining spectrum colours white light  Applying
of colours of the spectrum to into white light: Two  Investigating the knowledge on
produce white light. prisms ,one upside down to combination of the spectrum in
9.5.2.7 Describe the production of a disperse white light seven colours into everyday life
rainbow.  Formation of a rainbow: white light
9.5.2.8 Explain why sunsets and Splitting of sun light by a rain  communicating
sunrise appear red. drops. information on
9.5.3.1 Explain that colours of an  Why sunsets appear red: Red is colour filters
object depend on the colour of reflected, other colours are
light it reflects. absorbed
 Why the colour of objects
20
 9.5.3.2 Describe the effects of colour depends on the colour it reflects
filters on light rays.  The effects of colour filters:
Filtering of colours on light rays

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.5.4 Electric 9.5.4.1 Explain the difference between  The definition of electric  Comparing current in  Applying
Current and electric current and voltage current and voltage a series and parallel information on
Voltage in 9.5.4.2 Demonstrate the use of an  Use of an ammeter to circuit current and
Circuit ammeter to measure electric measure current in  Investigating the potential
currents in a circuit. amperes(A) relationship between difference in
 Measuring potential current and potential everyday life
9.5.4.2 Demonstrate how to measure difference in a circuit in difference  Cooperating in
potential difference in a volts(V)  Measuring electric group work
circuit.  Relationship between current current and voltage in  Participating
and potential difference a circuit in class works
9.5.4.3 Describe the relationship  Accurately recording actively
between potential difference  Uses of electric current: E.g. information from an  Applying
and current. lighting, heating, cooking experiment safety rules
 Plotting graphs given when
9.5.4.5 Explain the use of electric relevant data from experimenting
current in the local experiment
environment.  Inferring the
relationship between
electric current and
voltage
9.5.5 Pressure 9.5.5.1 State what pressure is  Pressure as force per unit  Observing how  Applying
area,(pressure= force/area) in pressure depends on pressure in
2
N/m the surface area and everyday life
9.5.5.2 Identify factors affecting  Factors affecting pressure: force applied  Cooperating in
21
 pressure in gases temperature and volume.  Investigating how group work
pressure is affected
by temperature and
volume.

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.5.6 Energy 9.5.6.1 Explain what energy is.  Energy as the ability to do  Comparing  Applying forms
and its work different energy of energy
conservation 9.5.6.2 Identify different forms of  Forms of energy: e.g. resources conservation in
energy Potential energy, Kinetic  Communicating everyday life
energy, Chemical energy, information on  Participating
Electric energy and Heat different forms of actively in class
energy energy sources work
9.5.6.2 Describe how different forms  Conversion of energy  Investigating the  Appreciating
of energy can be changed  Law of energy conservation conversion of different forms of
 Advantages and energy from one energy
9.5.6.3 Explain the law of energy disadvantages of each: E.g. form into different  Applying safety
conservation reliability, cost, pollution. forms rules when
 Effects of energy generation experimenting
9.5.6.4 Explain the effects of energy e.g. land degradation, with different
production on the pollution. forms of energy
environment.
 Conserving energy: use of
alternative sources, avoid
9.5.6.5 Explain ways of conserving
wastage energy, use three Rs
energy.
of conservation.
9.5.7 9.5.7.1 Identify ways of sending and  Ways of receiving and  Communicating  Awareness of
Communication receiving information over sending messages: E.g. information on different ways of
long distances. Cell phones, radios, sending and communicating
9.5.7.2 Describe the advantages and television, mail receiving messages  Applying ways of
disadvantages of the different  Advantages and  Comparing sending messages
22
 ways of sending messages disadvantages of each different ways of in everyday life
device: .refer to distance, sending messages group work
signal strength, network  Cooperating in
failure. group work

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILL VALUES
9.5.8 Digital and 9.5.8.1 Describe the transmission of  Transmission: radio  Observing the  Appreciating
Analogue radio and television signals transmits sound signals and stages of TV and both TV and
Transmission television transmits sound radio broadcasting radio
9.5.8.2 Explain the amplification of and image signals  Comparing digital transmission
sound.  Amplification of sound: and analogue  Applying ways of
Strengthening of the signal. transmission storing data in
9.5.8.3 Explain the difference between  Differences between: everyday life
digital and analogue Digital and  Cooperating in
transmission information. Analogue transmission group work
9.5.9 Satellite 9.5.9.1 Explain the use of satellite in  Use of Satellite: in long  Communicating  Awareness of
Communication long distance communication. distance communication. information on satellite
9.5.9.2 Describe the transmission of a  Transmission of a Live satellite communication
live broadcast of an event from broadcast of an event communication  Awareness of
Africa to Europe using raw  Comparing live digital and
block diagrams and recorded analogoue
broadcasting transmission
 Participating
actively in class
activities

23
 SCOPE and SEQUENCE
The following table shows the “Scope and Sequence” of integrated science syllabus from G1 to G9.

Sub-Topics & Knowledge

G1 G2 G3 G4 G5 G6 G7 G8 G9
1.1.1 External parts of 2.1.1 The Internal 5.1.1 The Heart 6.1.1 The Blood 9.1.1Circulatory
the human body parts of the human System
UNIT1: The Human Body

Body • Function of the heart • Composition of • The blood

• External parts of • Structure of the blood circulatory system
human body • Major internal parts heart • Functions of blood • Components of
• Functions of major • How to take the • Double circulation of blood
parts pulse blood in the body: • Internal structure
Artery and Veins of the heart
• Movement of
blood
• Functions of
organs in the
circulatory system
1.1.2 The senses 3.1.1 Mouth 7.1.1 The Digestive
System
• Parts associated • Functions of mouth
with the five senses • What Digestive
system is
• Organs of digestive
system
• The parts of
alimentary canal
• Undigested food

24
 3.1.2 Nose 5.1.2 Breathing 9.1.2Respiratory
System
• Function of the nose ・The roles of
breathing: • Organs of
・The types of organs respiration
in breathing • Functions of
・The function of organs in the
organs in breathing respiratory system
• Mechanism of
ventilation
• The function of
lungs
• Tissue respiration
• Effects of smoking
4.1.1 Eyes
• Basic parts of eyes
• Function of eyes
4.1.2 The Ear
• Basic parts of ears
• Function of ears
4.1.3 The skin
• Parts of the skin
• Functions of the skin

3.1.3 Structure of the

Body

• Movement of arms
and legs
• Movable joints
• Function of bones
and muscles
• Broken arm or leg
• Parts of the human
skeleton
1.1.3 Stages of 5.1.3 Puberty 6.1.2 Features of 8.1.1 Human
human life • Male and female pregnancy Reproductive System
• Stages in the human parts of the body • Features of and Pubert
life cycle • Changes of human pregnancy • Organs of
• Activities at different body at puberty • Signs and symptoms reproduction
stages of human of pregnancy • Functions of
growth reproductive parts
• Role of clinics • Changes associated
with puberty
• Importance of
personal hygiene
6.1.3 Health risks 8.1.2Fertilization and
embryo development
• Health and social
risks for teenage • The Process of
pregnancy Fertilisation
• Health risks • Functions of the
associated with early parts
sexual debut • Gestation period and
birth

25
 2.2.1 Food Hygiene 3.2.1 Food 6.2.1 Food Nutrients 7.2.2 Fruits 8.2.1 Nutrition

• Importance of food • Importance of food • Sources of vitamins • Fruits used as food • The different types
hygiene • Food nutrients and minerals • Seeds used as food of food nutrients
• Danger of exposed • Composition of • Roles of vitamins • Importance of fruits • Dietary needs for
food balanced diet and minerals and seeds for health different persons
• The importance of • Well-balanced diets • Nutritional deficiency
clean and safe water • Food labelling diseases and their
• Common dietary symptom
diseases • The roles of
• Interpreting the children’s clinics for
children’s clinic cards nutrition
1.2.1 Hygiene 4.2.1 Personal
• Importance of clean Hygiene
bodies in Prevention
of diseases • How to care for
• Ways of Cleaning Eyes, ears, Feet and
• Importance of hand skins
washing 4.2.2 Water in the
• Importance of clean body
surrounding • Importance of water
for the body
• Effects of
dehydration
• Prevention and
UNIT2: Health

treatment of
dehydration
5.2.1 Fresh Air
• The importance of
ventilation
• The ways of good
ventilation
• First Aid treatment
for a suffocated
person
1.2.2 Common 5.2.3 Malaria
Diseases • Causes of malaria
• Symptoms of
• Communicable malaria
diseases • Ways of preventing
malaria
3.2.3 Illnesses and 5.2.2 Air and water 7.2.1 Diseases 9.2.1 Sexually
diseases borne Diseases • Differences between Transmitted
• Common causes of • Common air and a virus and bacteria Infections (STIs)
diseases waterborne diseases • Effect of viruses and • Common STIs
• Common diseases • Symptoms of bacteria • Transmission of
in the community common air borne • Effect of disease Sexually
• Infection and Non- and water borne prevalence on health Transmitted
infection disease diseases services Infection
• The ways for • Ways of preventing • Prevention of
preventing disease air and waterborne Sexually
diseases Transmitted
2.2.2 HIV and AIDS 5.2.4 HIV and AIDS 6.2.3 Living with HIV Infections
• The meaning of HIV and STIs and AIDS • Impact of HIV and
and AIDS • Ways of STIs and • Challenges of living AIDS
• HIV Transmission HIV transmission with HIV and AIDS
• Prevention of HIV • Ways of prevention
• Care and treatment
of AIDs patients

26
 3.2.2 Drug Abuse 5.2.5 Harmful 6.2.2 Effects of
• Common drugs Substances and their harmful Substance
• Effects of too much effects • Effect of substance
drugs • Harmful substances abuse on lives
• Harmful effects • How to Help
• Effects of alcohol substance addicts
4.2.3 Medicines
• Traditional
Medicines
1.3.1 The 2.3.1 Our 3.3.1 Soil formation 5.3.1 Soil
Environment environment • Importance of water
• Features of the local • Harmful things in • Weathering in the soil
environment environment • Agents of • Retention of water in
• Urban and Rural • Wastes in weathering soil
Environment environment • Soil layers • Drainage rates of
• Importance of • Effects of harmful soils
environment things
• Keeping homes and
schools clean
• Caring of
surrounding by
cleaning
UNIT3: The Environment

4.3.3 Fertile Soils 5.3.2 Fertilizers

• Types of soils: ・What organic and

• How to improve soil inorganic fertilizers
fertility are
• The superiority of • Way of Preparing
natural methods compost manure
• Importance of
maintain a supply of
composted materials
• Advantages and
disadvantages of
chemical fertilizers in
agriculture
4.3.1 Forests
• Importance of
forests
• Human activities
• Ways of conserving
forests
4.3.2 Game
Management Areas
(GMA)
• Control of wild
animals
• Threats to wildlife
• The importance of
Conserving wild life

27
 4.3.4 Pollution 8.3.1 Water, Air and
• Types of pollution Land Pollution
• Sources of pollution • What Pollution is
• Conserving • Types of pollution
resources • Causes of pollution
• Effects of pollution
• Ways of preventing
pollution
6.3.1 The water cycle• 7.3.1 Water supply 9.3.2 Water
The water cycle system management
system • Sources of water for
• The process of our life • The importance of
Evaporation and • Water treatment in water management
Condensation of urban and rural areas • Water
water in the • Importance of water management
environment treatment system
.• Effects of water • Water conservation
cycle
9.3.1 Cycles in the
Biosphere
• What oxygen and
carbon dioxide cycle
in the environment
is
• Factors of Oxygen
and Carbon cycle
• Nitrogen cycle
• The nature
balance of oxygen,
nitrogen and carbon
dioxide in the
atmosphere
1.4.1 Local Plants 2.4.1 Parts of Plants 3.4.1 Plant 5.4.1 Non Flowering 8.4.1Plants Cells
Classification Plants
• Local plants • Plant parts • Parts of a
• Plant growth stages • The life cycle of a • Classification of • Types of non- microscope
plant plants in Flowering flowering plants • The structure of
UNIT4: Plants and Animals

and Non-Flowering; • The use of Ferns plant cell

Flowering Plants and Fungi for our life • Functions of cell
parts

4.4.1 Flowering plants 7.4.1 The flower

• Function of parts of • Parts of a flower

the flowering plant • Functions of parts of
flower
7.4.2 Pollination and
fertilization in
flowering plant

• Pollination
• Agents of pollination
• Fertilisation in plants
7.4.3 Fruits and seeds
• The roles of seeds
• The process of seed
growth

• Importance of
improving seed
varieties

28
 7.4.4 Seed dispersal
• Seed dispersal

• Ways of seed
dispersal
• Importance of seed
dispersal
7.4.5 Propagation

• What plant
propagation is
• Methods of plant
propagation
• Plant propagation in
local area
4.4.2 Plant Growth 6.4.1 Photosynthesis 8.4.2 Plant Growth 9.4.2Photosynthesis
and Nutrients
• Conditions required • The movement of • Conditions
for seed germination water/mineral • Regions of plant necessary for
• Factors for plant • Process by which growth photosynthesis
growth plants make food • Responses to stimuli • Products of
• Steps in growing The presence of • Plant nutrients photosynthesis
maize starch in a leaf: • How plant obtain • Process of
minerals Photosynthesis
• Sources of plant
nutrients
• Advantages and
disadvantages of
inorganic and organic 9.4.3Transpiration
fertilizers
• Effects of excessive • Process of
fertilisers Transpiration
• Factors affecting
transpiration
• Importance of
Transpiration
1.4.2 Animals around 2.4.2 Types of 3.4.2 Animal 5.4.2 Invertebrate 6.4.3 Vertebrate 8.4.3Animal Cell
us Animals Classification Animals animals
• Structure of an
• Wild animals • Different types of • Classification of • Different types of • The different types animal cell
• Common Activities animals animals in Vertebrate Invertebrate Animals; of Vertebrate animals • Functions of cell
of animals • Animals and food and Invertebrate • Basic Structures of • Adaptation of parts
• Places where • Groups of insects and spiders vertebrates • Differences between
animals are found vertebrates • Usefulness of • Life cycle of plant and animal cell
• Protection of insects vertebrate animals
animals from enemies • The ways of
• Conserving animals conserving
vertebrates

29
 3.4.3 Homes of living 4.4.3 Domestic 5.4.3 Pest and 6.4.2 Care for 9.4.1 Conservation
things Animals Parasites Domestic Animals of animals and
Plants
• Place of living • The types of • Common pests and • Basic needs of
domestic animals parasites livestock • Importance of
• Favourable pasture • Harm caused by • Importance of domesticating
and conditions pests and parasites cleanliness in the care animals and plants
• Importance of • Parasite and pests of livestock • Ways of improving
domestic animals control • Farming Procedure plant and animal
• Harm on of domestic animals breeds
environment caused • Animals and plants
by Chemical near extinction
pesticides • Importance of
protecting
endangered plants
and animals
• Methods of
protection
1.5.1 Types and 2.5.1 Soluble and 3.5.2 Solutions 4.5.1 Making Mixtures 5.5.1 Separating 8.5.3 Mixtures 9.5.1Chemical
properties of Materials insoluble Materials substances reaction
• Saturated and • The differences • What a mixture is
• Different types of • Matter in Solid and unsaturated solution between a substance • Separating of a • Types of Mixtures • What chemical
Materials liquid form and a mixture soluble and an ・Separating methods reaction is
• Properties of • Dissolving and non- • The nature of insoluble solid from of Mixtures • Nature of chemical
materials dissolving substances mixtures water • Industrial reactions
UNIT5: Materials and Energy

• Uses of materials • The different rate of • The types of • Separation of iron application of • Different Types of
dissolution of mixtures fillings from sand separation techniques chemical reactions
materials • The synthesis of
copper
• The electrolysis of
acidified water
• The law of
conservation of
matter
3.5.1 Three States of 8.5.1 Composition of
matter Matter

• Effects of heating • Composition of

and cooling on matter matter (Atoms &
• Process of change Molecules)
of states • Structure of an atom
• Symbols of Common
Atoms
• Models of
Molecules:
4.5.3 Air 6.5.1 Nature of Air 8.5.9 Compositions of
Air
• What Air is • Composition of air
• Uses of air • Physical properties • Components of air
• Advantages and of air • Proportion of
disadvantages of • Characteristics of air substances in air
winds • The nature of air
• The use of
substances in air

30
 8.5.2 Physical
Change of State

• What Physical
change is
• Arrangement of
Atoms in the three
states of matter
• Temperatures at
which matter changes
state
7.5.5 Metals and Non-
metals

• Types of metals &

Non-metals
• Conduction and non-
conduction of
electricity
7.5.6 Mining

• Minerals mined in
Zambia
• Properties of copper
• Extraction of copper
• Items made from
copper
• Impact of mining
7.5.1 Energy 9.5.6 Energy and its
conservation
• What Energy is
• Types of energy • The definition of
• Energy conversion Energy
• Forms of energy
• Conversion of
energy
• Law of energy
conservation
• Effects of energy
generation
• Conserving energy
2.5.2 Sources of 6.5.2 Sound
Sound
• What sound is
• Sources of sound • How sound can
• Different sounds make
• Transmission of
sound
• Making sound louder

31
2.5.3 Light 4.5.5 Nature of Light 8.5.8 Reflection and 9.5.2 Light and its
refraction of Light nature
• Sources of light • Movement of light
• Light & Shadow • Passage of light • Reflection of light • Types of lenses
through material • The characteristics • Location of the
of reflection of mirror positions of Focal
• Refraction of light point and focal
• Refraction in water length of lens
• Application of • Real and virtual
reflection and images of
refraction converging lenses
• Uses of
converging and
diverging lenses
• Production of a
spectrum of light
• Spectrum
• Formation of a
rainbow
• Why sunsets
appear red?
• The nature of
colour of objects
• The effects of
colour filters
4.5.4 Magnets

• The nature of
magnet
• Types of magnets
• Magnetic Materials
• Two types of poles
of a magnet
• The laws of
repulsion and
attraction
• The uses of magnet
5.5.2 Electricity

• What electricity does

• Sources of electricity
• The application of
electricity in our life
• Conductors of
electricity
• Uses of good and
bad conductors in our
life

5.5.3 Heat 8.5.6 Heat transfer

Conductors
• What heat is • Types of heat
• Temperature transfer: conduction,
measurement convection and
• Good and bad radiation
conductors of heat • Movement of heat in
• Good insulators solid, liquid and air
• The uses of good • The application of
and bad conductors of heat transfer

32
 heat in our life 8.5.7 Heat and
expansion of
substances

• Expansion of
substances
• Use of expansion in
everyday life
• Effects of expansion
and contraction
7.5.2 Electric current 9.5.4 Electric
and Circuits Current and Voltage
in Circuit
• What Electric current
is • The definition of
• How to make a electric current and
simple circuit voltage
• Two types of circuits • How to use an
• Action of a switch ammeter and its unit
• How to use a
Voltmeter and its
unit
• Relationship
between current
and potential
difference
• Uses of electric
current
7.5.3 Lightning

• Causes of lightning
• Effects of lightning
• Preventing damage
from lightning
• Importance of
lightning
4.5.2 Forces 5.5.6 Simple
Machines
• Types of forces
• What forces do • What simple
• Use of force in daily machine is
life • 6 Kinds of simple
machines
• Application of simple
machines
5.5.4 Measuring 8.5.4 Mass and
Matter Weight

• Instruments for • Mass and Weight

measuring mass and • Measurement of
weight mass and its units
• Effect of gravity • Measurement of
• Difference between weight and its units
mass and weight • Calculating the
weight of different
substances given the
masses
• Difference between
mass and weight

33
 6.5.3 Pressure 8.5.5 Density 9.5.5 Pressure

• Effects of pressure • What Density is • The definition of

• The relation • Factors of density Pressure
between area and • Sinking and floating • Factors affecting
force • How vessels float pressure
• Application of • Effects of
pressure in our life overloading vessels
5.5.5 Volume

• Instruments for
measuring volume
• Measuring Volume
of given liquids
• Measuring Volume
of regular and
irregular solid objects.
6.5.4 Communication 9.5.7
Communication
• Methods of device
communication
• Importance of • Ways of receiving
communication and sending
• Use of sound waves messages
• Advantages and
disadvantages of
each device
9.5.8 Digital and
Analogue
Transmission

• Transmission of
radio and television
signals
• Amplification of
sound
• Differences
between Digital and
Analogue
transmission
9.5.9 Satellite
communication
• Use of Satellite
• Transmission of a
Live broadcast of an
event

34
 7.5.4 The solar
system
• The formation of
Solar system
• Difference between
sun and the planets
• Source of light in the
solar system
• The movement of
the earth and the
moon
• The cause of day &
night
• The cause of
seasons
• Formation of solar
and lunar eclipse
• Uses of solar energy

35