Living Things and their Environment

Nutrition in plants - External structure of the leaf

By the end of the lesson, the learner should be able to:

- Identify the external parts of a leaf
- Draw and label external parts of a leaf
- Show interest in exploring plant structures

- Observe pictures showing external structure of a leaf
- Identify external parts of the leaf from the pictures
- Discuss the functions of each external part of the leaf

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 49)
- Charts showing external structure of leaf
- Digital resources
- Fresh leaves

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Functions of leaf parts
Nutrition in plants - Observing leaf structures

By the end of the lesson, the learner should be able to:

- Describe the functions of external leaf parts
- Relate the structure of leaf parts to their functions
- Appreciate the diversity of leaf structures

- Discuss the functions of each external part of the leaf
- Relate the structure of leaf parts to their functions
- Share findings with classmates

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 50)
- Charts showing external structure of leaf
- Digital resources
- Fresh leaves
- Hand lens
- Drawing materials

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Leaf adaptations for photosynthesis
Nutrition in plants - Internal structure of the leaf
Nutrition in plants - Leaf tissues for photosynthesis
Nutrition in plants - Internal adaptations for photosynthesis
Nutrition in plants - Structure of chloroplast

By the end of the lesson, the learner should be able to:

- Explain how leaf structures are adapted for photosynthesis
- Relate leaf adaptations to their functions
- Show interest in understanding plant adaptations

- Explain the functions of internal leaf tissues
- Relate internal leaf structures to photosynthesis
- Appreciate the complexity of leaf tissues

- Discuss how external leaf structures are adapted for photosynthesis
- Search for information about leaf adaptations from digital devices or print resources
- Make summary notes on leaf adaptations
- Discuss the functions of different internal leaf tissues
- Relate the structure of internal leaf tissues to photosynthesis
- Share findings with classmates

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 51)
- Digital resources
- Charts showing leaf adaptations
- Reference materials
- Mentor Integrated Science (pg. 52)
- Charts showing internal structure of leaf
- Models
- Mentor Integrated Science (pg. 53)
- Charts showing internal leaf tissues
- Digital resources
- Models
- Mentor Integrated Science (pg. 54)
- Charts showing internal leaf adaptations
- Reference materials
- Mentor Integrated Science (pg. 55)
- Charts showing structure of chloroplast

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Chloroplast adaptations
Nutrition in plants - Process of photosynthesis

By the end of the lesson, the learner should be able to:

- Explain how chloroplasts are adapted for photosynthesis
- Identify chloroplast structures from photomicrographs
- Show interest in microscopic structures

- Study a photomicrograph of a chloroplast
- Identify parts of the chloroplast from the photomicrograph
- Discuss how chloroplasts are adapted for photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure
- Digital resources
- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Reference materials

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of photosynthesis

By the end of the lesson, the learner should be able to:

- Identify conditions necessary for photosynthesis
- Explain the role of each condition in photosynthesis
- Appreciate the complexity of photosynthesis

- Search for information on conditions necessary for photosynthesis
- Discuss the role of each condition in photosynthesis
- Make summary notes on conditions for photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis
Nutrition in plants - Carbon (IV) oxide and photosynthesis

By the end of the lesson, the learner should be able to:

- Demonstrate the procedure for testing for starch in a leaf
- Explain why each step in the procedure is important
- Observe safety measures when carrying out experiments

- Set up an experiment to test for the presence of starch in a leaf
- Follow the correct procedure step by step
- Observe and record the results
- Explain why certain steps are necessary

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves
- Chemicals (iodine solution)
- Fresh leaves
- Heat source
- Mentor Integrated Science (pg. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals
- Mentor Integrated Science (pg. 62)
- Conical flasks with corks
- Potassium hydroxide solution

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - Chlorophyll and photosynthesis
Nutrition in plants - Importance of photosynthesis
Nutrition in plants - Environmental impact of photosynthesis
Nutrition in animals - Modes of nutrition in animals

By the end of the lesson, the learner should be able to:

- Investigate whether chlorophyll is necessary for photosynthesis
- Design a fair test using variegated leaves
- Draw conclusions based on evidence

- Describe how photosynthesis affects carbon (IV) oxide levels
- Explain the role of photosynthesis in reducing global warming
- Value plants as contributors to environmental balance

- Design an experiment using variegated leaves to investigate the role of chlorophyll
- Test for starch in variegated leaves
- Record and analyze results
- Draw conclusions from the experiment
- Discuss how photosynthesis affects the carbon cycle
- Explain how plants help reduce carbon (IV) oxide in the atmosphere
- Relate photosynthesis to environmental conservation

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 63)
- Variegated leaves
- Apparatus for testing starch
- Chemicals
- Heat source
- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials
- Mentor Integrated Science (pg. 65)
- Digital resources
- Charts showing carbon cycle
- Reference materials
- Mentor Integrated Science Grade 9 (pg. 73)
- Digital devices
- Pictures of animals with different feeding habits

- Observation - Practical work - Written reports
- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in animals - Parasitic mode of nutrition
Nutrition in animals - Saprophytic mode of nutrition
Nutrition in animals - Symbiotic mode of nutrition

By the end of the lesson, the learner should be able to:

- Explain parasitic mode of nutrition
- Identify animals that exhibit parasitic mode of nutrition
- Appreciate the role of parasites in the ecosystem

- Observe pictures of parasitic animals
- Discuss the characteristics of parasitic animals
- Research on examples of parasitic animals
- Create presentations on parasitic animals

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 74)
- Digital devices
- Pictures of parasitic animals
- Pictures/videos of saprophytic organisms
- Mentor Integrated Science Grade 9 (pg. 75)
- Pictures of symbiotic relationships

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Holozoic mode of nutrition
Nutrition in animals - Types of teeth (structure)

By the end of the lesson, the learner should be able to:

- Explain holozoic mode of nutrition
- Identify animals that exhibit holozoic mode of nutrition
- Show interest in exploring holozoic nutrition

- Observe pictures of animals with holozoic feeding
- Discuss the steps involved in holozoic nutrition
- Research on examples of animals with holozoic nutrition
- Create presentations on holozoic feeding

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices
- Pictures of animals with holozoic feeding
- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth (functions)
Nutrition in animals - Dentition in animals (homodont and heterodont)

By the end of the lesson, the learner should be able to:

- Describe the functions of different types of teeth
- Relate the structure of teeth to their functions
- Show interest in understanding tooth function

- Discuss the functions of different types of teeth
- Using models, demonstrate how different teeth perform their functions
- Make presentations on the relationship between structure and function of teeth

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 77)
- Dental models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in carnivores
Nutrition in animals - Dentition in herbivores
Nutrition in animals - Dentition in omnivores

By the end of the lesson, the learner should be able to:

- Describe the dentition of carnivores
- Identify adaptations of carnivore teeth to their feeding habits
- Show interest in understanding carnivore dentition

- Describe the dentition of omnivores
- Identify adaptations of omnivore teeth to their feeding habits
- Show interest in understanding omnivore dentition

- Observe pictures/models of carnivore teeth
- Discuss the adaptations of carnivore teeth to their feeding habits
- Research on examples of carnivores and their dentition
- Make presentations on carnivore dentition
- Observe pictures/models of omnivore teeth
- Discuss the adaptations of omnivore teeth to their feeding habits
- Research on examples of omnivores and their dentition
- Make presentations on omnivore dentition

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 79)
- Pictures/models of carnivore teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 80)
- Pictures/models of herbivore teeth
- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (ingestion)

By the end of the lesson, the learner should be able to:

- Explain the process of ingestion in human beings
- Describe the role of teeth and salivary glands in ingestion
- Appreciate the complexity of the digestive process

- Discuss the process of ingestion
- Using charts/models, identify structures involved in ingestion
- Demonstrate the role of teeth and saliva in ingestion
- Research on the process of ingestion

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 82)
- Charts/models of the digestive system
- Digital devices

- Observation - Oral questions - Written assignments - Demonstrations

Living Things and their Environment

Nutrition in animals - Process of digestion (digestion)

By the end of the lesson, the learner should be able to:

- Explain the process of digestion in human beings
- Identify organs involved in digestion and their functions
- Appreciate the importance of proper digestion

- Discuss the process of digestion in different parts of the digestive system
- Using charts/models, identify organs involved in digestion
- Research on mechanical and chemical digestion
- Present findings to the class

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 83)
- Charts/models of the digestive system
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (absorption)

By the end of the lesson, the learner should be able to:

- Explain the process of absorption in human beings
- Identify structures involved in absorption and their adaptations
- Appreciate the efficiency of the absorption process

- Discuss the process of absorption in the small intestine
- Using charts/models, identify structures involved in absorption
- Research on the adaptations of the small intestine for absorption
- Present findings to the class

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 83)
- Charts/models of the digestive system
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (assimilation)
Nutrition in animals - Process of digestion (egestion)
Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of parts of a flower

By the end of the lesson, the learner should be able to:

- Explain the process of assimilation in human beings
- Describe how absorbed nutrients are utilized in the body
- Value the importance of proper nutrition for body functions

- Explain the process of egestion in human beings
- Identify structures involved in egestion and their functions
- Appreciate the importance of proper waste elimination

- Discuss the process of assimilation
- Research on how different nutrients are used in the body
- Create presentations on the process of assimilation
- Discuss the importance of proper nutrition
- Discuss the process of egestion
- Using charts/models, identify structures involved in egestion
- Research on the importance of fiber in egestion
- Present findings to the class

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 84)
- Charts of the circulatory system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 84)
- Charts/models of the large intestine
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 86)
- Fresh flowers
- Hand lens
- Drawing materials
- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Meaning of pollination
Reproduction in plants - Types of pollination (self-pollination)

By the end of the lesson, the learner should be able to:

- Explain the meaning of pollination
- Describe the importance of pollination in plant reproduction
- Appreciate the role of pollination in plant reproduction

- Discuss the meaning of pollination
- Watch videos on pollination process
- Research on the importance of pollination in plant reproduction
- Present findings to the class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 88)
- Digital devices
- Videos on pollination
- Charts showing pollination
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Types of pollination (cross-pollination)
Reproduction in plants - Agents of pollination (insects)

By the end of the lesson, the learner should be able to:

- Explain cross-pollination
- Identify plants that undergo cross-pollination
- Appreciate the advantages of cross-pollination

- Discuss cross-pollination
- Use diagrams/charts to illustrate cross-pollination
- Research on examples of plants that undergo cross-pollination
- Compare self-pollination and cross-pollination

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing cross-pollination
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of insect pollinators

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Agents of pollination (birds, other animals)
Reproduction in plants - Agents of pollination (wind, water)
Reproduction in plants - Adaptations of flowers to insect pollination

By the end of the lesson, the learner should be able to:

- Identify birds and other animals as agents of pollination
- Explain how birds and other animals aid in pollination
- Value the diversity of pollination mechanisms

- Observe pictures/videos of birds and other animals as pollinators
- Discuss how birds and other animals aid in pollination
- Research on examples of flowers pollinated by birds and other animals
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of bird and animal pollinators
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 91)
- Pictures/videos of wind and water pollination
- Mentor Integrated Science Grade 9 (pg. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of flowers to wind pollination
Reproduction in plants - Effects of agrochemicals on pollinating agents

By the end of the lesson, the learner should be able to:

- Identify adaptations of flowers to wind pollination
- Explain how these adaptations facilitate wind pollination
- Value the diversity in plant adaptations

- Explain the effects of agrochemicals on pollinating agents
- Describe how these effects impact plant reproduction
- Show concern for the impact of human activities on pollinators

- Observe wind-pollinated flowers
- Identify and discuss adaptations to wind pollination
- Compare insect-pollinated and wind-pollinated flowers
- Create presentations on adaptations to wind pollination
- Research on the effects of agrochemicals on pollinating agents
- Discuss how these effects impact plant reproduction
- Debate on the use of agrochemicals and their effects on pollination
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators

- Observation - Oral questions - Written assignments - Group presentations
- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants

By the end of the lesson, the learner should be able to:

- Explain the process of fertilization in flowering plants
- Describe the journey of pollen tube to the ovule
- Appreciate the complexity of plant reproduction

- Watch videos on fertilization in flowering plants
- Use diagrams/charts to illustrate the fertilization process
- Discuss the journey of the pollen tube to the ovule
- Create presentations on fertilization in flowering plants

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process
- Digital devices

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Seed formation in flowering plants

By the end of the lesson, the learner should be able to:

- Explain the process of seed formation in flowering plants
- Identify the changes that occur during seed formation
- Value the importance of seeds in plant reproduction

- Watch videos on seed formation
- Use diagrams/charts to illustrate seed formation
- Observe different stages of seed development if available
- Discuss the changes that occur during seed formation

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 96)
- Videos on seed formation
- Charts showing seed formation
- Samples of seeds at different developmental stages

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

Reproduction in plants - Fruit formation in flowering plants
Reproduction in plants - Fruit and seed dispersal (meaning and importance)

By the end of the lesson, the learner should be able to:

- Explain the process of fruit formation in flowering plants
- Identify the changes that occur during fruit formation
- Appreciate the role of fruits in plant reproduction

- Watch videos on fruit formation
- Use diagrams/charts to illustrate fruit formation
- Observe different stages of fruit development if available
- Discuss the changes that occur during fruit formation

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 97)
- Videos on fruit formation
- Charts showing fruit formation
- Samples of fruits at different developmental stages
- Mentor Integrated Science Grade 9 (pg. 98)
- Digital devices
- Charts showing seed dispersal

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

Reproduction in plants - Modes of fruit and seed dispersal (animals)
Reproduction in plants - Modes of fruit and seed dispersal (wind, water)

By the end of the lesson, the learner should be able to:

- Explain animal dispersal of fruits and seeds
- Identify fruits and seeds dispersed by animals
- Appreciate the role of animals in plant reproduction

- Explain wind and water dispersal of fruits and seeds
- Identify fruits and seeds dispersed by wind and water
- Show interest in different dispersal mechanisms

- Collect and observe fruits and seeds dispersed by animals
- Discuss the adaptations of these fruits and seeds for animal dispersal
- Research on examples of animal-dispersed fruits and seeds
- Create presentations on animal dispersal
- Collect and observe fruits and seeds dispersed by wind and water
- Discuss the adaptations of these fruits and seeds for wind and water dispersal
- Research on examples of wind and water dispersed fruits and seeds
- Create presentations on wind and water dispersal

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 99)
- Samples of animal-dispersed fruits and seeds
- Digital devices
- Pictures of animal dispersal
- Mentor Integrated Science Grade 9 (pg. 100)
- Samples of wind and water-dispersed fruits and seeds
- Digital devices
- Pictures of wind and water dispersal

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

Reproduction in plants - Modes of fruit and seed dispersal (self-dispersal mechanisms)

By the end of the lesson, the learner should be able to:

- Explain self-dispersal mechanisms in fruits and seeds
- Identify fruits and seeds that use self-dispersal mechanisms
- Appreciate the diversity in dispersal mechanisms

- Observe fruits that use self-dispersal mechanisms
- Discuss the adaptations of these fruits and seeds for self-dispersal
- Research on examples of self-dispersed fruits and seeds
- Create presentations on self-dispersal mechanisms

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 101)
- Samples of self-dispersed fruits and seeds
- Digital devices
- Pictures of self-dispersal mechanisms

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of fruits and seeds for dispersal

By the end of the lesson, the learner should be able to:

- Identify adaptations of fruits and seeds for different dispersal methods
- Categorize fruits and seeds based on their dispersal methods
- Value the relationship between structure and function

- Collect and observe different fruits and seeds
- Identify adaptations for different dispersal methods
- Categorize the fruits and seeds based on their dispersal methods
- Create presentations on adaptations for dispersal

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 102)
- Various fruit and seed samples
- Hand lens
- Sorting trays

- Observation - Oral questions - Classification activities - Written assignments

Living Things and their Environment

Reproduction in plants - Role of flowers in nature
The interdependence of life - Components of the environment

By the end of the lesson, the learner should be able to:

- Explain the role of flowers in nature
- Describe the ecological importance of flowers
- Appreciate the value of flowers in the ecosystem

- Discuss the role of flowers in nature
- Research on the ecological importance of flowers
- Debate on the value of flowers in the ecosystem
- Create presentations on the role of flowers in nature

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 105)
- Digital devices
- Pictures of different flowers and their roles
- Charts on flower roles in ecosystems
- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Biotic factors (predation)
The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis)
The interdependence of life - Biotic factors (competition)
The interdependence of life - Biotic factors (saprophytic)

By the end of the lesson, the learner should be able to:

- Explain predation as a biotic interaction
- Identify examples of predator-prey relationships
- Show interest in predator-prey relationships

- Explain competition as a biotic interaction
- Identify examples of competitive relationships
- Show interest in how competition shapes ecosystems

- Discuss predation as a biotic interaction
- Observe pictures/videos of predator-prey relationships
- Research on examples of predator-prey relationships
- Present findings to class
- Discuss competition as a biotic interaction
- Observe pictures/videos of competitive relationships
- Research on examples of competitive relationships
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships
- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Abiotic factors (temperature)
The interdependence of life - Abiotic factors (light)

By the end of the lesson, the learner should be able to:

- Explain how temperature affects living organisms
- Describe adaptations of organisms to different temperatures
- Value the importance of temperature in ecosystems

- Discuss how temperature affects living organisms
- Research on adaptations of organisms to different temperatures
- Observe pictures/videos of organisms in different temperature zones
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 113)
- Thermometers
- Pictures/videos of organisms in different temperature zones
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 114)
- Light meters (if available)
- Plants grown under different light conditions

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Abiotic factors (water)
The interdependence of life - Abiotic factors (wind)

By the end of the lesson, the learner should be able to:

- Explain how water availability affects living organisms
- Describe adaptations of organisms to different water conditions
- Show interest in water conservation

- Discuss how water availability affects living organisms
- Research on adaptations of organisms to different water conditions
- Compare plants from arid and wet environments
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 115)
- Pictures of plants from arid and wet environments
- Water samples
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 116)
- Pictures of plants from windy and sheltered environments

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Abiotic factors (atmospheric pressure, pH and salinity)

By the end of the lesson, the learner should be able to:

- Explain how atmospheric pressure, pH and salinity affect living organisms
- Describe adaptations of organisms to these abiotic factors
- Value adaptations to different environments

- Discuss how atmospheric pressure, pH and salinity affect living organisms
- Research on adaptations of organisms to these factors
- Test pH and salinity of different water samples if possible
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 117)
- pH testing equipment (if available)
- Water samples of different salinity
- Digital devices

- Observation - Oral questions - Practical assessment - Written assignments

Living Things and their Environment

The interdependence of life - Energy flow (food chains)
The interdependence of life - Energy flow (food webs)

By the end of the lesson, the learner should be able to:

- Explain the concept of food chains
- Construct simple food chains
- Appreciate energy flow in ecosystems

- Explain the concept of food webs
- Construct simple food webs
- Value the complexity of feeding relationships in ecosystems

- Discuss the concept of food chains
- Identify producers and consumers in the environment
- Construct simple food chains using organisms observed in the local environment
- Present food chains to class
- Discuss the concept of food webs
- Identify how food chains interconnect to form food webs
- Construct simple food webs using organisms observed in the local environment
- Present food webs to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 118)
- Charts showing food chains
- Pictures of local organisms
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 119)
- Charts showing food webs
- Pictures of local organisms
- Digital devices

- Observation - Oral questions - Food chain construction assessment - Written assignments
- Observation - Oral questions - Food web construction assessment - Written assignments

Living Things and their Environment

The interdependence of life - Human activities (habitat change)

By the end of the lesson, the learner should be able to:

- Explain how human activities lead to habitat change
- Describe the effects of habitat change on ecosystems
- Show concern for habitat conservation

- Discuss human activities that lead to habitat change
- Research on the effects of habitat change on ecosystems
- Debate on the balance between development and conservation
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 120)
- Pictures showing habitat change
- Digital devices
- Newspaper articles

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Human activities (hunting and poaching)

By the end of the lesson, the learner should be able to:

- Explain the effects of hunting and poaching on ecosystems
- Describe conservation measures against hunting and poaching
- Show concern for wildlife conservation

- Discuss the effects of hunting and poaching on ecosystems
- Research on conservation measures against hunting and poaching
- Debate on sustainable hunting practices
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 121)
- Pictures related to hunting and poaching
- Digital devices
- Newspaper articles

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Human activities (introduction of new living things)
The interdependence of life - Interrelationships in Kenya national parks

By the end of the lesson, the learner should be able to:

- Explain the effects of introducing new species to ecosystems
- Describe examples of invasive species and their impacts
- Appreciate the importance of biodiversity conservation

- Discuss the effects of introducing new species to ecosystems
- Research on examples of invasive species and their impacts
- Debate on the management of invasive species
- Present findings to class

What is the role of living and non-living factors in environments?

- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species
- Digital devices
- Newspaper articles
- Mentor Integrated Science Grade 9 (pg. 123)
- Pictures of Kenya national parks
- Maps of Kenya national parks

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment
Force and Energy

The interdependence of life - Role of decomposers in ecosystems
Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with concave mirrors

By the end of the lesson, the learner should be able to:

- Explain the role of decomposers in ecosystems
- Identify examples of decomposers
- Appreciate the importance of decomposers in nutrient cycling

- Describe the types of curved mirrors
- Differentiate between concave and convex mirrors
- Appreciate the applications of curved mirrors in day to day life

- Discuss the role of decomposers in ecosystems
- Observe pictures/videos of decomposers in action
- Research on examples of decomposers
- Create a model of nutrient cycling showing the role of decomposers
- Discuss the types of curved mirrors (concave, convex, and parabolic surfaces)
- Use shiny spoons to demonstrate the difference between concave and convex reflective surfaces
- Observe and record how images are formed by the inner and outer surfaces of the spoon

What is the role of living and non-living factors in environments?
How are curved mirrors used in day to day life?

- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors
- Mentor Integrated Science (pg. 135)
- Digital resources
- Charts showing the structure of a concave mirror

- Observation - Oral questions - Model assessment - Written assignments
- Observation - Oral questions - Written assignments

Force and Energy

Curved mirrors - Determining focal length of concave mirror
Curved mirrors - Ray diagrams for concave mirrors
Curved mirrors - Image formation by concave mirrors (beyond C)

By the end of the lesson, the learner should be able to:

- Explain how to determine the focal length of a concave mirror
- Perform an experiment to determine the focal length of a concave mirror
- Value the practical approach in determining properties of mirrors

- Set up a concave mirror to focus an image of a distant object on a screen
- Measure the distance between the mirror and the screen
- Record and analyze the results to determine the focal length

Why is it important to know the focal length of a concave mirror?

- Mentor Integrated Science (pg. 137)
- Concave mirrors
- Rulers
- White screens or plain paper
- Mirror holders
- Mentor Integrated Science (pg. 140)
- Plain paper
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 143)
- Digital resources

- Observation - Practical assessment - Written reports

Force and Energy

Curved mirrors - Image formation by concave mirrors (at C)
Curved mirrors - Image formation by concave mirrors (between C and F)

By the end of the lesson, the learner should be able to:

- Draw ray diagrams to locate images when objects are placed at C
- Describe the characteristics of images formed
- Show curiosity in investigating image formation

- Draw ray diagrams to locate images when objects are placed at the center of curvature
- Determine the characteristics of images formed
- Verify the results through practical observation

What are the characteristics of images formed when objects are placed at the center of curvature?

- Mentor Integrated Science (pg. 144)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 145)

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

Curved mirrors - Image formation by concave mirrors (at F)
Curved mirrors - Image formation by concave mirrors (between F and P)

By the end of the lesson, the learner should be able to:

- Draw ray diagrams to locate images when objects are placed at F
- Describe the characteristics of images formed
- Show interest in understanding special cases of image formation

- Draw ray diagrams to locate images when objects are placed at the principal focus
- Analyze what happens to reflected rays when objects are at F
- Discuss the concept of images formed at infinity

What happens to the image when an object is placed at the principal focus of a concave mirror?

- Mentor Integrated Science (pg. 147)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 148)

- Observation - Ray diagram assessment - Class discussion assessment

Force and Energy

Curved mirrors - Characteristics of images formed by concave mirrors
Curved mirrors - Locating images formed by concave mirrors experimentally
Curved mirrors - Terms associated with convex mirrors
Curved mirrors - Ray diagrams for convex mirrors
Curved mirrors - Image formation by convex mirrors

By the end of the lesson, the learner should be able to:

- Summarize characteristics of images formed by concave mirrors for different object positions
- Create a comprehensive table of image characteristics
- Value the systematic organization of scientific information

- Draw conventional ray diagrams for convex mirrors
- Identify the four special rays used in ray diagrams for convex mirrors
- Show interest in the ray diagram approach to locate images

- Create a summary table of image characteristics for different object positions (at infinity, beyond C, at C, between C and F, at F, between F and P)
- Discuss the patterns and relationships observed
- Compare theoretical predictions with practical observations
- Draw conventional ray diagrams of convex mirrors
- Identify and draw the four types of rays used in ray diagrams for convex mirrors
- Analyze how these rays help locate images

How do image characteristics vary with object position for concave mirrors?
How do ray diagrams help in locating images formed by convex mirrors?

- Mentor Integrated Science (pg. 149)
- Concave mirrors
- Digital resources
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Mirror holders
- Screens
- Candles or light sources
- Rulers
- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Charts showing the structure of convex mirrors
- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 156)
- Convex mirrors
- Digital resources

- Observation - Table completion assessment - Written assignments
- Observation - Drawing assessment - Written assignments

Force and Energy

Curved mirrors - Locating images formed by convex mirrors experimentally
Curved mirrors - Applications of curved mirrors (concave mirrors)
Curved mirrors - Applications of curved mirrors (convex mirrors)
Curved mirrors - Applications of curved mirrors (parabolic reflectors)

By the end of the lesson, the learner should be able to:

- Set up an experiment to locate images formed by convex mirrors
- Record and analyze experimental observations
- Show interest in practical verification of theoretical concepts

- Set up experiments to observe images formed by convex mirrors
- Record observations about the nature, size, and position of images
- Compare experimental results with theoretical predictions

How can we experimentally verify the characteristics of images formed by convex mirrors?

- Mentor Integrated Science (pg. 159)
- Convex mirrors
- Mirror holders
- Objects of various sizes
- Rulers
- Mentor Integrated Science (pg. 161)
- Concave mirrors
- Digital resources
- Examples of devices using concave mirrors
- Mentor Integrated Science (pg. 162)
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors

- Observation - Practical assessment - Written reports