Intergrated Science Syllabus ...

Republic of Zambia
Ministry of Education, Science, Vocational Training and Early Education
INTERGRATED SCIENCE SYLLABUS

GRADE 8 - 9
Prepared and Published by Curriculum Development Centre

P.O. Box 50092
Lusaka
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
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INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 ii

Vision
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
iii INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

Table of Contents
PREFACE.................................................................................................................................................................................................................... vi
ACKNOWLEDGEMENT.........................................................................................................................................................................................vii
INTRODUCTION.....................................................................................................................................................................................................viii
METHODOLOGY....................................................................................................................................................................................................viii
GENERAL OUTCOMES.........................................................................................................................................................................................viii
Attitudes and Values .................................................................................................................................................................................................... x
General Aim ................................................................................................................................................................................................................ xi
ASSESSMENT ............................................................................................................................................................................................................ xi
TIME AND PERIOD ALLOCATION .....................................................................................................................................................................xii
8.1 THE HUMAN BODY ......................................................................................................................................................................................... 2
8.1.1 Human Reproductive System and Puberty................................................................................................................................................... 2

8.2HEALTH............................................................................................................................................................................................................... 3
8.2.1 Nutrition................................................................................................................................................................................................................ 3
8.3. THE ENVIRONMENT....................................................................................................................................................................................... 4
8.4 PLANTS AND ANIMALS................................................................................................................................................................................ 5
8.4.1Plant Cells ...................................................................................................................................................................................................... 5

8.4.2 Plant Growth and .......................................................................................................................................................................................... 5
Nutrients................................................................................................................................................................................................................. 5
INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 iv

8.4.3Animal Cell .................................................................................................................................................................................................... 6
8.5MATERIALS AND ENERGY ........................................................................................................................................................................... 7
8.5.1Composition of............................................................................................................................................................................................... 7
Matter ..................................................................................................................................................................................................................... 7
8.5.2Physical Change of State................................................................................................................................................................................ 8
8.5.3Mixtures ......................................................................................................................................................................................................... 9
8.5.4 Mass and Weight ........................................................................................................................................................................................... 9
8.5.5 Density ........................................................................................................................................................................................................ 10
8.5.6 Heat transfer................................................................................................................................................................................................ 11
8.5.7 Heat and expansion of substances............................................................................................................................................................... 11
8.5.8 Reflection and refraction of Light............................................................................................................................................................... 12
8.5.9Composition of Air ...................................................................................................................................................................................... 13
GRADE 9 .................................................................................................................................................................................................................... 14
9.1 THE HUMAN BODY .................................................................................................................................................................................... 15
9.1.1Circulatory System....................................................................................................................................................................................... 15
9.1.2Respiratory System ...................................................................................................................................................................................... 16
9.2 HEALTH............................................................................................................................................................................................................ 17
9.3 THE ENVIRONMENT................................................................................................................................................................................ 17
9.3.1 Cycles in the Biosphere............................................................................................................................................................................... 17

9.3.2 Water ........................................................................................................................................................................................................... 18
Management......................................................................................................................................................................................................... 18
9.4 PLANTS AND ANIMALS ................................................................................................................................................................................ 18
v INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

9.4.1 Conservation of animals and Plants ............................................................................................................................................................ 18
9.4.2Photosynthesis.............................................................................................................................................................................................. 19
9.4.3Transpiration ................................................................................................................................................................................................ 19
9.5MATERIALS AND ENERGY ........................................................................................................................................................................... 20
9.5.1Chemical reaction ........................................................................................................................................................................................ 20

9.5.2 Light and its nature ..................................................................................................................................................................................... 21
9.5.3Colour Filters ............................................................................................................................................................................................... 21
9.5.4 Electric Current and Voltage in Circuit....................................................................................................................................................... 22
9.5.5 Pressure ....................................................................................................................................................................................................... 22
9.5.6 Energy and its conservation ........................................................................................................................................................................ 23
9.5.7Communication............................................................................................................................................................................................ 23
9.5.8 Digital and Analogue Transmission............................................................................................................................................................ 24
9.5.9 Satellite Communication............................................................................................................................................................................. 24
Integrated Science Practical Data............................................................................................................................................................................. 25
Apparatus ................................................................................................................................................................................................................... 25
Reagents ...................................................................................................................................................................................................................... 26
APPENDIX 1: SCOPE AND SEQUENCE................................................................................................................................................................. 27
INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 vi

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 centered.
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, and 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
vii INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

ACKNOWLEDGEMENT
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to make
suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other
institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering financial and
technical support in the production of this syllabus.
C. N. M Sakala (Mrs.)
Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONALTRAININGAND EARLY EDUCATION
INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 viii

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.
ix INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

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 Reasoning
 Making hypotheses
 Analysing  Synthesising
 Detecting bias  Making generalisations
 Evaluating  Visualising
 Making conclusions  Making analogies
 Inventing
Thinking Strategies
 Conceptualising
 Making decisions
 Problem solving
INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 x

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;
· Being systematic;
xi
· 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 competences 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.
xii
ASSESSMENT
Considering that the syllabus for intergrated 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 consist of school based assessment and final
examination which includes the practical to 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.
xiii
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.
xiv
GRADE 8
General Outcomes: Key competences:

• Demonstrate an understanding of the basic facts about the • Demonstrate the ability to measure mass, weight, temperature
human body and 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 • Show basic skills and knowledge in preparing oxygen , carbon
immediate environment dioxide and hydrogen
 Develop investigative skills about the immediate
environment
 Demonstrate an understanding of the basic facts about plants
and animals
 Develop investigative skills about plants and animals
 Demonstrate investigative skills about materials and energy
1 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
8.1 THE HUMAN 8.1.1 Human 8.1.1.1 Identify organs of the human  Organs of  Observing  Appreciating
BODY Reproductive reproductive system. reproduction; Male: parts of one self
System and testes, sperm duct, reproductive  Applying
Puberty scrotum, urethra, system using a knowledge
penis. model on hygiene to
Female: ovaries,  Communicatin stay healthy
oviducts, uterus, g information  Being aware
cervix, vagina. on reproduction of one’s
8.1.1.2 Explain the functions of the parts  Functions of  Communicatin changes at
of the reproductive system. reproductive parts: g information puberty
penis-depositing on changes in
sperms, ovary- boys and girls
producing ovules at puberty
8.1.1.3 Identify changes associated with  Changes associated using a variety
puberty for both male and female with puberty: of sources.
Menstruation and Wet
dreams.
8.1.1.4 Explain the importance of  Importance of
observing personal hygiene of the personal hygiene E.g.
reproductive organs avoid infections,
diseases
INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 2

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

CONTENT
8.3. THE 8.3.1 Water, 8.3.1.1 Explain what pollution is.  Pollution as the addition of  Communicating
ENVIRONMENT Air and harmful substances to the information on  Awareness of
Land environment pollution. pollution
Pollution 8.3.1.2 Identify different types of  Types of pollution: Water, Air  Observing  Applying
pollution of the environment and Land pollution. effects of knowledge on
 Causes of pollution: Water pollution on the the three Rs to
8.3.1.3 Identify causes of pollution pollution-Untreated sewage, environment conserve
of the environment. 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
factories, garbage used materials.
8.3.1.4 Describe the effects of  Effects of pollution: water
pollution on the environment 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  Ways of preventing pollution:
preventing pollution of the (conservation of resources-3Rs:
environment Reduce, Re-use and Recycle of
pollutants)

CONTENT
8.4 PLANTS 8.4.1 Plant 8.4.1.1Identify the main parts of a  Parts of a microscope: mirror,  Demonstrating  Cooperating
Cells microscope Stem, lens, stage, eye piece, how to use a in group
AND activities
ANIMALS adjustment knob. microscope
8.4.1.2Examine the plant cell  The structure of plant cell: Cell  Observing the  Asking more
structure using a microscope. questions for
wall, cell membrane, cytoplasm, cell structure
better
nucleus and chloroplast, vacuole using the understanding
8.4.1.3 Describe the functions of the  Functions of cell parts: cell wall- microscope  Respecting
parts of the cell protection, cell membrane-  Communicating other people’s
selectively permeable to materials, information on ideas
nucleus- controls all cell activities, the functions of
Chloroplasts- contain chlorophyll the cell parts.
8.4.2 Plant 8.4.2.1Identify regions of growth of  Regions of plant growth: e.g.  Investigating  Cooperating
Growth a plant Shoot, roots, stem the movement of in group
and 8.4.2.2 Demonstrate responses to  Responses to stimuli: minerals salts in activities
Nutrients stimuli in shoots and roots Phototropism and geotropism plants  Applying
knowledge to
 Recording data
8.4.2.3 Describe nutrients important  Plant nutrients: potassium, on a planned
care for the
to plant growth nitrogen, phosphorous. environment
investigations when using
8.4.2.4 Investigate how plants obtain  How plant obtain minerals: Roots  Communicating fertilisers
dissolved mineral salts from sources of plant  Asking more
to the stem to the leaves nutrients
the soil questions for
better
84.2.5 Identify sources of plant  Sources: Organic fertilisers understanding
nutrients (manures, compost) and Inorganic
fertilizers (Urea, D Compound)

CONTENT
8.4.2.6 Explain the  Advantages and disadvantages of  Identifying  Applying
advantages and inorganic and organic fertilizers ways of knowledge to
disadvantages of reducing the care for the
inorganic and organic adverse effects environment
fertilisers when using
of fertiliser use
fertilizers
8.4.2.7 Explain the effect of  Effects of excessive fertilisers:  Asking more
excessive use of plants die, soil become acidic, over questions for
inorganic fertiliser to growing of plants better
the soil. understanding
8.4.3 Animal Cell 8.4.3.1 Describe the basic  Structure of an animal cell: Cell  Comparing plant  Appreciating
structure of an animal membrane, cytoplasm, nucleus and animal cells the structure
cell  Observing parts of cells
8.4.3.2 Describe the  Functions of cell parts: cell of cells  Participating
functions of the parts membrane-selectively permeable actively in
of the cell to materials, nucleus- controls all  Recording class
cell activities findings during activities
the observation
8.4.3.3 Identify different  Differences between plant and
features in the basic animal cell: Cell wall,
structure of an animal chloroplast and vacuole
cell and plant cell

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
8.5 MATERIALS 8.5.1 Composition 8.5.1.1 Describe the  Composition of matter: All matter  Communicating  Participating
AND ENERGY of Matter composition of is made up of particles called the composition actively in
matter atoms ( basic building block of of matter. class
matter).Most atoms can combine activities
with other atoms to form  Questioning
molecules. An element is a form new ideas,
of matter made up of only one kind concepts and
of atom. models
8.5.1.2 Describe the basic  Structure of an atom:  Observing the
structure of an atom. Nucleus(centre) surrounded by basic structure of
electrons in shells the atom using a
Common Atoms such as model.
8.5.1.3 Identify common  Carbon(C), Hydrogen(H),  Formulating
atoms using symbols Oxygen(O), Nitrogen(N), models of simple
Copper(Cu), Iron(Fe), molecules
8.5.1.4 Demonstrate the Aluminium(Al).
formation of simple  Molecules: Oxygen(O2 ),
molecules using Hydrogen(H2 ), Nitrogen (N2 ),
models of atoms. Water(H 2O), Carbon dioxide(CO2)

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

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

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

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

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

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

GRADE 9
GENERAL OUTCOMES AND KEY COMPETENCES
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

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

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

CONTENT
9.2 HEALTH 9.2.1 Sexually 9.2.1.1 Identify the common  Common STIs: e.g. HIV, syphilis,  Identifying  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 AIDS in
9.2.1.3Describe the prevention  Prevention of Sexually given relevant Zambia
of STIs. Transmitted Infections : E.g. data  Cooperating
correct and consistence of condom in group
use, one faithful partner, avoiding activities
casual sex
9.2.1.4 Explain the impact of  Impact of HIV and AIDS: E.g.
HIV and AIDS on the poverty, increase of orphans,
population. pressure of health services.
9.3 THE 9.3.1 Cycles in 9.3.1.1 Describe what Oxygen  What oxygen and carbon dioxide  Comparing  Asking more
ENVIRONMENT the and Carbon cycle are cycle in the environment is the process of questions for
Biosphere 9.3.1.2 Identify factors affecting  Factors of Oxygen and Carbon photosynthesis better
Oxygen and Carbon cycle; Plants: taking in Carbon and respiration understanding
cycle. dioxide and giving off Oxygen,  Investigating  Applying
Others: taking in Oxygen and the processes knowledge on
giving off Carbon Dioxide that contribute cycles to avoid
9.3.1.3Describe the nitrogen  Nitrogen cycle: Lightning, nitrogen to the balance harming the
cycle fixing bacteria, planting of of nature environment
legumes, use of nitrogen rich  Participating
fertilisers actively in
9.3.1.4 Explain the natural  Correct proportions of oxygen, class activities
balance of gases in the nitrogen and carbon dioxide in the
atmosphere atmosphere

CONTENT
9.3.2.1 Describe the importance of  The importance of water  Communicating  Appreciating
9.3.2 Water water management in our management; source of water, information on water water
daily life. generating electricity, etc management management
Management  Comparing the system in their
different water life
9.3.2.2 Describe effective water  Water management system;
management system management  Participating
construction of dam, reservoir,
systems actively in class
purification plant activities
9.4 PLANTS 9.4.1 9.4.1.1 Explain the importance of  Importance of domesticating  Communicating  Appreciating
AND Conservation domesticating animals and animals the importance of plants and
ANIMALS of animals plants. and plants: conserving, food, pets plants and animals animals
and Plants 9.4.1.2 Explain ways of improving  Ways of improving plant and  Investigating ways  Participating
domestic breeds of animals animal breeds: E.g. crossing, of improving plant actively in
and 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
(animals), sausage, mutondo, threatened with better
mukwa (plants). extinction understanding
9.4.1.4 Describe the importance of  Importance of protecting  Recording data
protecting endangered endangered plants and animals from the
animals and plants. E.g. tourism, food, shelter observations made
 Communicating
9.4.1.5 Explain methods of protecting  Methods of protection: game information on the
endangered animals and parks, forest reserves, game
methods of
plants. management areas(GMA)
protecting
endangered
animals and plants

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

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

CONTENT
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
of a lens.  Real and virtual images of  Planning an in group work
9.5.2.3 Explain 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
produce white light.
,
into white light: Two prisms  Investigating the knowledge on
one upside down to disperse combination of the spectrum in
9.5.2.7 Describe the production of a white light seven colours into everyday life
rainbow.
 Formation of a rainbow: white light
9.5.2.8 Explain why sunsets and  Communicating
Splitting of sun light by a rain
sunrise appear red. information on
drops.
 Why sunsets appear red: Red is colour filters
9.5.3 Colour 9.5.3.1 Explain that colours of an reflected, other colours are
Filters object depend on the colour of absorbed
light it reflects.  Why the colour of objects
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
9.5.4 Electric 9.5.4.1 Explain the difference between  The definition of electric  Comparing current in a  Applying
Current electric current and voltage current and voltage series and parallel circuit information on
and 9.5.4.2 Demonstrate the use of an  Use of an ammeter to  Investigating the current and
Voltage ammeter to measure electric measure current in relationship between potential
in Circuit currents in a circuit. amperes(A) current and potential difference in
difference everyday life
 Measuring electric  Cooperating
current and voltage in a in group work
9.5.4.3 Demonstrate how to measure  Measuring potential circuit  Participating
potential difference in a difference in a circuit in  Accurately recording in class works
circuit. volts(V) information from an actively
experiment  Applying
9.5.4.4 Describe the relationship  Relationship between
current and potential  Plotting graphs given safety rules
between potential difference relevant data from when
and current. difference
experiment experimenting
 Inferring the
9.5.4.6 Explain the use of electric  Uses of electric current: relationship between
current in the local E.g. lighting, heating, electric current and
environment. cooking voltage
9.5.5 Pressure 9.5.5.1 State what pressure is  Pressure as force per unit  Observing how pressure  Applying
area,(pressure= force/area) depends on the surface pressure in
2
in N/m area and force applied everyday life
9.5.5.2 Identify factors affecting  Factors affecting pressure:  Investigating how  Cooperating
pressure in gases temperature and volume. pressure is affected by in group work
temperature and volume.

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

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

Integrated Science Practical Data
The following points should be considered during practical in Integrated Science:

(i) The learner should have the knowledge in measurement of substances.
The learner is expected to comprehend recording of breathing rate, measurement of mass, weight, temperature and volume. Experiments of this
nature will rely on the use of ordinary apparatus in the laboratory.
(ii) Experiments involving testing of gases or separating mixture could be set. A learner is expected to observe and investigate the expected outcome.
This may comprise elementary distillation, chromatography, Magnetism, Floatation and Filtration . Detailed analysis is not necessary but a learner is
expected to have the knowledge on how mixtures can be separated .A learner should also carry out the tests for Chemical tests for gases which should
include carbon dioxide, hydrogen and oxygen dioxide.
Organic substances and ions not mentioned above may be included in the practical sessions. A learner is expected to have sufficient knowledge in this
area. Examination involving different substances similar to the ones specified above may be set but candidates are expected to draw out their
conclusions from the observations.
N.B. No note books, course books, information booklets and text books will be allowed in the practical examination.
Alearner shall be expected to perform simple calculations as outlined by the Integrated Science syllabus.
Apparatus
The following apparatus should be stocked for teaching and examination purposes. Each learner should be provided with the necessary apparatus to conduct
the experiments.
Test-tubes
Measuring cylinder calibrated 25cm3 or 50cm3.
Filter funnel.
Beaker (polystyrene, glass) volume of 250cm3.
Conical flasks with volume of 250cm3.
Thermometers calibrated -10oC to 110oC at intervals of 1oC.
Stop clocks/stop watches which record time in seconds.
Wash bottles.
Pyrex test tubes are essential for heating purposes with capacities 125mmx 16mm.
Boiling tubes i.e. of dimension 150mm x 25mm.

Stirring rods for stirring or mixing purposes.
Electronic balances /triple beam balances.
Lenses,Ammeters, Voltmeters
Reagents
The following standard reagents should be stocked among others. These are of paramount importance during practical.
Sulphuric acid. 0.5 mol/dm3

Aqueous sodium hydroxide 1.0mol/dm3
Lime water (a solution of calcium hydroxide)
Aqueous Hydrogen peroxide
Dilute Hydrochloric acid
Iodine solution
Test for gases
Gas Test Test result
Carbon dioxide Bubble the gas through limewater White precipitate formed
Hydrogen (H2) Introduce a lighted splint into the gas Puts out the lighted splint with a
‘pop’sound
Oxygen (O2) Introduce a glowing splint into the gas Glowing splint relighted

APPENDIX 1: 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 parts 5.1.1 The Heart 6.1.1 The Blood 9.1.1Circulatory
the human body of the human Body System
• Function of the heart • Composition of blood • The blood
• External parts of • Major internal parts • Structure of the heart • Functions of blood circulatory system
human body • Functions of major • How to take the pulse • Double circulation of • Components of
parts blood in the body: blood
Artery and Veins • Internal structure 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 with • Functions of mouth
the five senses • What Digestive system
is
• Organs of digestive
system
• The parts of alimentary
canal
• Undigested food
3.1.2 Nose 5.1.2 Breathing 9.1.2 Respiratory
System
• Function of the nose ・The roles of
• Organs of respiration
breathing:
• Functions of organs
・The types of organs in in the respiratory
breathing system
・The function of • Mechanism of
ventilation
organs in breathing
• 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

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 human 5.1.3 Puberty 6.1.2 Features of 8.1.1 Human
life • Male and female parts pregnancy Reproductive System
• Stages in the human of the body • Features of pregnancy and Pubert
life cycle • Changes of human • Signs and symptoms of • Organs of reproduction
• Activities at different body at puberty pregnancy • Functions of
stages of human 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 pregnancy • The Process of
• Health risks associated Fertilisation
with early sexual debut • Functions of the parts
• Gestation period and
birth
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 of
hygiene • Food nutrients and minerals • Seeds used as food food nutrients
• Danger of exposed • Composition of • Roles of vitamins and • Importance of fruits • Dietary needs for
food balanced diet 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 children’s
• Interpreting the clinics for nutrition
children’s clinic cards
1.2.1 Hygiene 4.2.1 Personal Hygiene
• Importance of clean
bodies in Prevention of • How to care for Eyes,
diseases ears, Feet and skins
• Ways of Cleaning
• Importance of hand
washing

G1
• Importance of clean
G2 G3 G4
4.2.2 Water in the body
G5 G6 G7 G8 G9
surrounding • Importance of water
for the body
• Effects of dehydration
• Prevention and
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 Diseases 5.2.3 Malaria

• Causes of malaria
• Communicable • Symptoms of 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 a Transmitted Infections
• Common causes of • Common air and virus and bacteria (STIs)
diseases waterborne diseases • Effect of viruses and • Common STIs
• Common diseases in • Symptoms of common bacteria • Transmission of
the community air borne and water • Effect of disease Sexually Transmitted
• Infection and Non- borne diseases prevalence on health Infection
infection disease • Ways of preventing air services • Prevention of
• The ways for and waterborne diseases Sexually Transmitted
preventing disease Infections
• Impact of HIV and
2.2.2 HIV and AIDS 5.2.4 HIV and AIDS and 6.2.3 Living with HIV AIDS
• The meaning of HIV STIs and AIDS
and AIDS • Ways of STIs and HIV • Challenges of living
• HIV Transmission transmission with HIV and AIDS
• Prevention of HIV • Ways of prevention
• Care and treatment of
AIDs patients
3.2.2 Drug Abuse 5.2.5 Harmful 6.2.2 Effects of harmful
• Common drugs Substances and their Substance
• Effects of too much effects • Effect of substance
drugs • Harmful substances abuse on lives
• Harmful effects • How to Help substance
• Effects of alcohol addicts
4.2.3 Medicines
• Traditional Medicines

G1 G2 G3 G4 G5 G6 G7 G8 G9
1.3.1 The Environment 2.3.1 Our environment 3.3.1 Soil formation 5.3.1 Soil
• Features of the local • Harmful things in • Importance of water in
environment environment • Weathering the soil
• Urban and Rural • Wastes in environment • Agents of weathering • Retention of water in
Environment • Effects of harmful • Soil layers soil
• Importance of things • Drainage rates of soils
environment • Keeping homes and
schools clean
• Caring of surrounding
by cleaning
4.3.3 Fertile Soils 5.3.2 Fertilizers
• Types of soils: ・What organic and

• How to improve soil
inorganic fertilizers are
fertility
• Way of Preparing
• The superiority of
compost manure
natural methods
• 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
4.3.4 Pollution 8.3.1 Water, Air and
• Types of pollution Land Pollution
• Sources of pollution • What Pollution is
• Conserving resources • Types of pollution
• 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 system management
• The process of • Sources of water for
Evaporation and our life • The importance of
Condensation of water • Water treatment in water management
in the environment urban and rural areas • Water management
.• Effects of water cycle • Importance of water system
treatment
• Water conservation

G1 G2 G3 G4 G5 G6 G7 G8 G9
6.3.1 The water cycle• 7.3.1 Water supply 9.3.2 Water
The water cycle system system management
• The process of • Sources of water for
Evaporation and our life • The importance of
Condensation of water in • Water treatment in water management
the environment urban and rural areas • Water management
.• Effects of water cycle • Importance of water system
treatment
• Water conservation
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 Classification 5.4.1 Non Flowering 8.4.1Plants Cells
Plants
• Local plants • Plant parts • Classification of plants • Parts of a microscope
• Plant growth stages • The life cycle of a plant in Flowering and Non- • Types of non- • The structure of plant
Flowering; Flowering flowering plants cell
Plants • The use of Ferns and • Functions of cell parts
Fungi for our life
4.4.1 Flowering plants 7.4.1 The flower
• Function of parts of the • Parts of a flower

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
7.4.4 Seed dispersal

• Seed dispersal
• Ways of seed dispersal

• Importance of seed
dispersal

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 and 9.4.2Photosynthesis
Nutrients
• Conditions required for • The movement of • Conditions necessary
seed germination water/mineral • Regions of plant for photosynthesis
• Factors for plant • Process by which growth • Products of
growth plants make food • Responses to stimuli photosynthesis
• Steps in growing maize The presence of starch in • Plant nutrients • Process of
a leaf: • How plant obtain Photosynthesis
minerals
• 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 us 2.4.2 Types of Animals 3.4.2 Animal 5.4.2 Invertebrate 6.4.3 Vertebrate animals 8.4.3Animal Cell
Classification Animals
• Wild animals • Different types of • The different types of • Structure of an animal
• Common Activities of animals • Classification of • Different types of Vertebrate animals cell
animals • Animals and food animals in Vertebrate Invertebrate Animals; • Adaptation of • Functions of cell parts
• Places where animals and Invertebrate • Basic Structures of vertebrates • Differences between
are found • Groups of vertebrates insects and spiders • Life cycle of vertebrate plant and animal cell
• Protection of animals • Usefulness of insects animals
from enemies • The ways of conserving
• Conserving animals vertebrates
3.4.3 Homes of living 4.4.3 Domestic Animals 5.4.3 Pest and Parasites 6.4.2 Care for Domestic 9.4.1 Conservation of
things Animals animals and Plants
• The types of domestic • Common pests and
• Place of living animals parasites • Basic needs of • Importance of
• Favourable pasture and • Harm caused by pests livestock domesticating animals
conditions and parasites • Importance of and plants
• Importance of domestic • Parasite and pests cleanliness in the care of • Ways of improving
animals control livestock plant and animal
• Harm on environment • Farming Procedure of breeds
caused by Chemical domestic animals • Animals and plants
pesticides near extinction
• Importance of
protecting endangered
plants and animals
• Methods of
protection

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 and • Separating of a soluble • Types of Mixtures • What chemical
Materials liquid form a mixture and an insoluble solid ・Separating methods of reaction is
• Properties of materials • Dissolving and non- • The nature of mixtures from water • Nature of chemical
Mixtures
• Uses of materials dissolving substances • The types of mixtures • Separation of iron reactions
• Industrial application
• The different rate of fillings from sand • Different Types of
of separation techniques
dissolution of materials chemical reactions
• 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 and • Composition of matter

cooling on matter (Atoms & Molecules)
• Process of change of • Structure of an atom
states • 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 of • Components of air
• Advantages and air • Proportion of
disadvantages of winds • Characteristics of air substances in air
• The nature of air
• The use of substances
in air
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

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 Sound 6.5.2 Sound
• Sources of sound • What sound is

• Different sounds • How sound can make
• Transmission of sound
• Making sound louder
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 of • Location of the
reflection of mirror positions of Focal
• Refraction of light point and focal length
• Refraction in water of lens
• Application of • Real and virtual
reflection and refraction images of 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

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 Conductors 8.5.6 Heat transfer

• What heat is
• Temperature • Types of heat transfer:
measurement conduction, convection
• Good and bad and radiation
conductors of heat • Movement of heat in
• Good insulators solid, liquid and air
• The uses of good and • The application of heat
bad conductors of heat in transfer
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 and 9.5.4 Electric Current
Circuits and Voltage in Circuit
• What Electric current is • The definition of

• How to make a simple electric current and
circuit voltage
• Two t ypes 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

G1 G2 G3 G4 G5 G6 G7 G8 G9
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 simple machine

• What forces do is
• Use of force in daily • 6 Kinds of simple
life machines
• Application of simple
machines
5.5.4 Measuring Matter 8.5.4 Mass and Weight
• Instruments for • Mass and Weight

measuring mass and • Measurement of mass
weight and its units
• Effect of gravity • Measurement of weight
• Difference between and its units
mass and weight • Calculating the weight
of different substances
given the masses
• Difference between
mass and weight
6.5.3 Pressure 8.5.5 Density 9.5.5 Pressure
• Effects of pressure • What Density is • The definition of

• The relation between • Factors of density Pressure
area and force • Sinking and floating • Factors affecting
• Application of pressure • How vessels float pressure
in our life • Effects of overloading
5.5.5 Volume vessels
• 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
device
• Methods of
communication • Ways of receiving
• Importance of and sending messages
communication • Advantages and
• Use of sound waves disadvantages of each
device

G1 G2 G3 G4 G5 G6 G7 G8 G9
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
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

APPENDIX 1:
SCOPE AND SEQUENCE CHART

GRADE 8 GRADE 9
TOPIC SUBTOPIC SUBTOPIC
AGRICULTURE IN ZAMBIA  Agriculture practice and industry  Agriculture practice and industry
 INTERGRATED activities in Zambia  Effects of human population on Agriculture.
 Factors that influence INTERGRATED  Farming areas in Zambia
Development
 Farmer Support
 Types of farmers
SOIL SCIENCE  Soil formation  Characteristics of soils.
 Composition of soil  Soil structure
 Soil profile  Plant nutrients
 Soil texture  Manures and ashes
 Types of soil  Soil reaction
 Organic and chemical fertilisers  Soil erosion

GRADE 8 GRADE 9
CROP PRODUCTION  Classes and varieties of vegetables  Importance of the crop
 Site for Vegetable growing  Ecological requirements of the crop
 Vegetable garden  Varieties and propagation
 Seedbed preparation  Site suitable for the crop
 Planting vegetables  Crop rotation
 Weed Control  Land preparation
 Pest Control  Manure and fertiliser application
 Disease Control  Sowing and planting materials
 Harvesting and marketing  Plant population
 Weed Control
 Insect pests
 Diseases
 Harvesting
 Yield
 Storage
 Handling and Marketing
FORESTRY  Importance of trees in soil management  Soil and water conservation
 Selecting a site for growing trees  Importance of trees in soil management

GRADE 8 GRADE 9
CONSERVATION  Mixed cropping  Tillage
FARMING  Inter cropping  Land clearing
 Mixed farming  Seedbed preparation
 Land clearing and preparation  Sowing and planting
 Chemical fertiliser and manure  Manure and chemical fertilisers
application  Weeding
 Planting and weed control  Pest Control
 Soil Erosion Control  Crop Rotation in conservation farming
 Manure
LIVESTOCK PRODUCTION  Importance of livestock  Importance of livestock
 Parts of Digestive systems  Digestive system in live stock
 Parts of the reproductive systems  Rations Conversion ratio
 Breeds  Reproductive systems
 Brooder house  Fertility and
 Incubation of eggs and Brooding Characteristics of common breeds
 Pests and diseases  Livestock improvement
 Records and Marketing  Management practices on young animals
 Pastures
 Parasites and diseases
 Marketing
FARM STRUCTURES  Storage of vegetables  Storage for grains
 Poultry houses  Storage for fruits

GRADE 8 GRADE 9
FARM MACHINERY  Hand tools  Power drawn implements for soil
 Sprayer preparations
 Animal drawn implements  Power drawn implements for
 Storage for farm machinery sowing/planting
 Storage for farm machinery
FARM MANAGEMENT  Farm management  The farm
 INTERGRATED economics  Entrepreneurship
 Opportunity cost and production
decision
 Types of credit
 Interest
 Records
 Enterprise
 Grading and Standardisation

PROJECT WORK
Some requirements for Project Work

Some requirements for Project work at school level are:
1. Each pupil is required to maintain and submit at the end of the course a file or folder or A4 exercise book containing two project reports to the
teacher.
2. The projects chosen by each pupil must be from the list on livestock, crops or general topics studied.
3. Teachers should ensure that projects are marked (assessed) as soon as they are submitted and marks stored safely in an official file known by the
Head of INTERGRATED Science Section in the school and possibly the Head of the school.
4. Heads of INTERGRATED Science Sections in each school should ensure that a full list of pupils and their practical mark schedules are
accompanied as follows:
i) One best project files with its mark scheme;

ii) One average project files with its marking scheme;
iii) One worst project files with its marking scheme.
5. Heads of schools should ensure that pupils going or coming on transfer are accompanied by their INTERGRATED Science Project Work file(s).

PLANNING
Project work requires planning and execution in a logical sequence. Pupils should be guided through questions and suggestions by subject teachers in
order to arrive at a result, that can be analysed and conclusion drawn.
Although it is better for pupils to do the projects individually, certain projects may be carried out in pairs or groups of 3 to 5 to gather data; except, that
the analysis of the data collected must be done individually.
Each pupil is expected to maintain records of Project Work in an exercise book or file provided for this purpose. These records should be available for
inspection and assessment mid-way and at the end of the project by Head teacher and Standards Officers examinations at District level.
The pupils are allowed:
i) to choose their own project for investigation

ii) select the topic for investigation from the list of possible projects displayed by the teacher.
Projects may consist of:

i) an investigation of growth, management and marketing of a particular animal(s), bird(s), or crop(s);
ii) an investigation of a particular aspect of the local INTERGRATED practice.
Suggested crops to be studied include:

i) Cereal crops ii) Leaf crops iii) Legumes
Maize cabbage beans
Millets chomoulier groundnuts
Rice rape peas
Sorghum
wheat
iv) Root crops v) Solanaceous vi) Fruits

cassava potatoes bananas
sweet potatoes tomatoes guavas
carrots mangoes
paw paws
pineapples

vii) Oil crops
cotton
sunflower
The suggested animals to be studied are:

i) Ruminants ii) Non-ruminants iii) Poultry
cattle; beef or dairy pigs chicken; broilers
goats rabbits or layers
sheep ducks
geese
It is suggested that:
i) The two projects are spaced so that one project is completed before the other begins. It may be a good idea to start the first project in grade 8 in
the third term. Projects should involve at least one term of work.
ii) Project Work should be carried out to some extent during the pupil's own time, but regular checks on progress should be made and in case of
negligence, every effort should be made to motivate pupils. Teachers should expect a high standard of work from their pupils at all times and the
quality of pupils' work should be commented upon from time to time.
iii) The organisation and supervision of project work should be the collective responsibility of INTERGRATED Science teachers in the school.
iv) In organising the requirements of the project, the use of worksheets is recommended, but care must be taken not to take away the initiative from
pupils.

SOME TOPICS FOR PROJECT WORK
Some examples of projects that can be done are:
Crops:
i) Effect of weeds
ii) Effect of pests
iii) Effect of manure
iv) Effects of soil erosion
v) Growth rate in plants
vi) Crop sales
vii) Marketing ability of crops
Live stock
i) Compare the effectiveness of feeds from different manufacturers

ii) Effect of livestock population in a given locality
iii) Investigate the effect of taboos on livestock rearing
Others
i) Investigate the effectiveness of marketing policies

ii) Investigate the effect of certain farming systems on the locality
iii) Tracing the history of Agriculture in a given area.

ASSESSING PROJECT
Each project is marked out of 100 marks and the total marks obtained are divided by 10 to give a mark out of 10. The marks for the two projects are then added
to give a mark out of 20. This is the mark that is entered on the official mark sheet.
Evaluation Sheet
Name of Pupil:
Name of School:
School Code:
Category of Assessment Maximum Marks Project

1 2
Topic and title 2
Aim(s) 3
Hypothesis 5
Method/Procedure 25
Observation and recording 20
Analysis 25
Problems and limitations 5
Conclusion 10
Recommendations 5
Interest and Commitment 5
Total Score 100 X X
Actual Score out of 10=x 10
10
Supervisor's comments: Provide information on cases of extreme poor performance resulting from inability to do or conclude a project or failure to
hand in a project report.

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Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

INTERGRATED SCIENCE SYLLABUS

Prepared and Published by Curriculum Development Centre

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 ii

iii INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

Attitudes and Values .................................................................................................................................................................................................... x

General Aim ................................................................................................................................................................................................................ xi

TIME AND PERIOD ALLOCATION .....................................................................................................................................................................xii

8.1 THE HUMAN BODY ......................................................................................................................................................................................... 2

8.1.1 Human Reproductive System and Puberty................................................................................................................................................... 2

8.3. THE ENVIRONMENT....................................................................................................................................................................................... 4

8.4 PLANTS AND ANIMALS................................................................................................................................................................................ 5

8.4.1Plant Cells ...................................................................................................................................................................................................... 5

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 iv

9.1 THE HUMAN BODY .................................................................................................................................................................................... 15

9.3 THE ENVIRONMENT................................................................................................................................................................................ 17

9.3.1 Cycles in the Biosphere............................................................................................................................................................................... 17

v INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

9.5.1Chemical reaction ........................................................................................................................................................................................ 20

APPENDIX 1: SCOPE AND SEQUENCE................................................................................................................................................................. 27

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 vi

Chishimba Nkosha (Mr)

vii INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 viii

ix INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

Critical Thinking skills Creative

 Attributing  Generating ideas

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 x

These enable learners to:

They also need to develop attitudes and values.

Attitudes and Values

· an attitude of scientific curiosity and enquiry;

Time allocation for the effective coverage of this syllabus is:

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

General Outcomes: Key competences:

1 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 2

3 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 4

5 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 6

7 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 8

9 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 10

11 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 12

13 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes: Key Competences

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 14

15 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 16

17 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 18

19 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9

INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9 20

21 INTERGRATED SCIENCE SYLLABUS - Grade 8 - 9