SCHEME OF WORK 2019
GRADE 7 SCIENCE
Book : Science Grade 7 - MIE
TOPICS
LEARNING OUTCOMES Candidates should be able to:
1st assessment: 4th week
2nd assessment: 10th week
1ST TERM (14 JAN-12 APR)
WEEKS 1 – 13 (2 PERIODS PER SUBJECT PER WEEK)
PHYSICS
1. MEASUREMENT IN
SCIENCE [pg 1-32]
(26 periods)
Candidates should be able to:
 Measure length using a
measuring tape and a metre
rule
 Use measured quantities to
calculate area and volume of
regular objects
 Measure the volume of a
liquid using measuring
cylinder
 Determine the volume of
irregular objects using the
displacement method
 Measure time using a organization from cell to
stopwatch
 Use a stopwatch to measure
the time period of a simple
pendulum
 Appreciate the use of light
years for expressing distance
between Earth and the stars
 Measure mass using a digital
balance
BIOLOGY
2. CELLS AND
CHARACTERISTICS OF
LIVING THINGS [pg 33-58]
(26 periods)
Candidates should be able to:
 Observe and recognize the
different parts of a cell using
microscope
 Draw a labelled diagram of a
typical animal cell and a plant
cell
 Compare the differences in
structure of animal and plant
cells
 State the major functions of:
cell membrane, cytoplasm,
nucleus, central vacuole and
cell wall
 Give the correct sequence of
organism using examples in
animals and plants
 State that all living organisms
are made of cells
 Demonstrate a simple
understanding of the basic
characteristics of living things
CHEMISTRY
3. EVERYTHING IS ABOUT
MATTER [pg 59-94]
(26 periods)
 Recognise that everything
around us (living and non-
living) is made up of matter
 State that matter has mass
and occupies space
 Investigate the properties of
the three states of matter
 Compare and contrast the
properties of the three states
of matter
 Infer that matter is made up of
tiny particles
 Use illustrations and models
to represent and explain the
arrangement and movement
 of particles in each of the
three states of matter
 Investigate how changes of
states of matter are brought
about by increase or decrease
in temperature
 Infer that matter can undergo
changes through simple
investigations
 Demonstrate an
understanding of physical and
chemical changes
 Measure temperature using a  Infer that a physical change
mercury thermometer and a does not lead to the formation
of new substance(s)
digital thermometer
 Identify chemical change as a
 Demonstrate a simple change which leads to
understanding of fundamental formation of new substance(s)
physical quantities  Compare and contrast
 Express physical quantities physical and chemical
changes through simple
such as length, mass, volume, experiments
temperature, area and time in  Explain why changes of states
the appropriate SI unit are physical changes
 Appreciate the importance of
data logging
 SCHEME OF WORK 2019
GRADE 7 SCIENCE
2nd TERM (29 APRIL – 19 JULY)
Book : Science Grade 7 - MIE

WEEKS 1 – 9 (2 PERIODS PER SUBJECT PER WEEK)

CHEMISTRY PHYSICS BIOLOGY

TOPICS 4. ELEMENTS, COMPOUNDS 5. THE SOLAR SYSTEM AND 6. ECOSYSTEM

& MIXTURES ENERGY (18 periods)
(18 periods) (18 periods)

LEARNING OUTCOMES Candidates should be able to:
 Identify elements as the
building blocks of matter
 Demonstrate understanding of
the terms elements and
symbols
 Show understanding of the
Berzelius system of
representing elements by
symbols
 Recognise the Periodic Table
as a classification of elements
 Identify periods and groups in
the Periodic Table
 Locate metals and non-metals
in the Periodic Table
1ST ASSESSMENT: 4th week
 Carry out simple
investigations to compare and
2ND ASSESSMENT: 8th week
contrast the properties of
metals and
 non-metals (e.g. physical
appearance, ductility,
malleability, conduction of
electricity)
 Identify some metals and non-
Candidates should be able to: Candidates should be able to:
 Demonstrate understanding of  Explain the basic concepts of
our solar system, with an ecosystem
reference to the sun, the  Identify the major types of
planets, ecosystems
 planetary satellites, comets (terrestrial/aquatic/ wetlands)
and asteroids  State the importance of
 Discuss a simple model of the ecosystems
solar system (2D and 3D)  Identify and list the different
 Draw a labelled diagram of types of interactions within a
our solar system (Sun and the named ecosystem
planets)  Recognise feeding
 Recognise planets in terms of relationship among living
their appearance, relative organisms in a food chain and
position and size food web
 State basic characteristics of  Construct and draw a food
planets in terms of their chain/food web using
composition, period of orbit appropriate diagrams
around the sun, and any other  Describe energy flow in a
specific characteristics given ecosystem
 Recognise the earth as the  Count and record the number
only known planet supporting of organisms in a
life given/selected ecosystem
 Define energy using appropriate apparatus
 List the different forms of and instruments (e.g. quadrat)
 metals and state their energy and suitable examples  List the factors that affect the
importance where these are found balance of an ecosystem
 Distinguish between mixtures  State that energy can be  Explain how one chosen
and compounds transformed from one form to factor can affect an ecosystem
 Identify some common other forms  Discuss the impact of human
compounds and their  State the law of conservation activities on the ecosystem
constituent elements of energy  Suggest ways an ecosystem
 Infer that rusting results in the  Describe the transformation of can be protected
formation of new compund. energy in various examples
 Explain why rusting is a from daily life with reference to
chemical change the law of conservation of
 ldentify some common energy
mixtures and their  Recognise that energy
components sources are classified as
being renewable or non-
renewable
 Discuss the implications of too
much reliance on fossil fuels
 Describe different alternatives
for sustainable production of
energy including solar, wind
 hydro-electric and
biomass/fuel
 SCHEME OF WORK 2019
GRADE 7 SCIENCE
3rd TERM (12 AUGUST – 31 OCTOBER)
Book : Science Grade 7 - MIE

WEEKS 1 – 9 (2 PERIODS PER SUBJECT PER WEEK)

CHEMISTRY BIOLOGY PHYSICS

TOPICS 7. AIR 8. BIODIVERSITY 9. ELECTRICITY

(18 periods) (18 periods) (18 periods)

LEARNING OUTCOMES Candidates should be able to: Candidates should be able to: Candidates should be able to:
 Identify the components of  State that living organisms  Discuss the importance and
pure air and state their can be classified under five main uses of electricity
percentage composition  Recognise the main parts of
main groups: bacteria,
 State the properties of pure air an electric circuit as having a
 Discuss the importance of air protista, fungi, plants and source of electrical energy
for burning, respiration and animals connecting wires and a device
photosynthesis to convert the electrical
 Recognise that animals are
 State that air is a mixture energy into other forms of
 Discuss the uses of oxygen, classified under vertebrates energy
nitrogen, carbon dioxide and and invertebrates  Recognise some main
1ST ASSESSMENT: 4th week components of electric circuits
the noble gases  Classify vertebrates into five
2ND ASSESSMENT: 8th week  Show presence of water namely cells, batteries, bulbs,
classes on the basis of simple switches and resistors
vapour and carbon dioxide in
air distinguishing characteristics  Draw conventional electric
 Describe the laboratory  Recognize that plants are circuits using appropriate
preparation of oxygen and circuit symbols
classified into two groups
carbon dioxide  Investigate the working of
 Investigate how the presence (flowering and non-flowering simple circuits
of oxygen and carbon dioxide plants)
can be tested
 Classify plants using simple
 Explain why respiration and
photosynthesis are chemical distinguishing characteristics
changes