Force and Energy

Curved mirrors - Types of curved mirrors

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

- 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 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

How are curved mirrors used in day to day life?

- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors

- Observation - Oral questions - Written assignments

Force and Energy

Curved mirrors - Terms associated with concave mirrors
Curved mirrors - Determining focal length of concave mirror
Curved mirrors - Ray diagrams for concave mirrors
Curved mirrors - Image formation by concave mirrors (beyond C)
Curved mirrors - Image formation by concave mirrors (at C)
Curved mirrors - Image formation by concave mirrors (between C and F)
Curved mirrors - Image formation by concave mirrors (at F)

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

- Identify the terms associated with concave mirrors
- Describe the structure of a concave mirror
- Show interest in understanding the properties of concave mirrors

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

- Discuss the terms associated with concave mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a concave mirror
- Watch animations explaining the terms associated with concave mirrors
- 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

How is the structure of the concave mirror important in image formation?
What are the characteristics of images formed when objects are placed at the center of curvature?

- Mentor Integrated Science (pg. 135)
- Digital resources
- Charts showing the structure 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)
- Mentor Integrated Science (pg. 144)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 145)
- Mentor Integrated Science (pg. 147)

- Observation - Drawings and labels - Written assignments
- Observation - Ray diagram assessment - Written descriptions

Force and Energy

Curved mirrors - Image formation by concave mirrors (between F and P)
Curved mirrors - Characteristics of images formed by concave mirrors
Curved mirrors - Locating images formed by concave mirrors experimentally

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

- Draw ray diagrams to locate images when objects are placed between F and P
- Describe the characteristics of images formed
- Appreciate the practical applications of this image formation

- Draw ray diagrams to locate images when objects are placed between the principal focus and the pole
- Determine the characteristics of images formed
- Discuss practical applications like magnifying mirrors

What are the characteristics of images formed when objects are placed between the principal focus and the pole?

- Mentor Integrated Science (pg. 148)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 149)
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Mirror holders
- Screens
- Candles or light sources
- Rulers

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

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

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

- Identify the terms associated with convex mirrors
- Compare the structure of convex mirrors with concave mirrors
- Appreciate the differences between concave and convex mirrors

- Discuss the terms associated with convex mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a convex mirror
- Compare terms used in convex mirrors with those in concave mirrors

How does the structure of convex mirrors differ from concave mirrors?

- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Digital resources
- Charts showing the structure of convex mirrors
- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 156)
- Mentor Integrated Science (pg. 159)
- Mirror holders
- Objects of various sizes

- Observation - Drawings and labels - Written assignments

Force and Energy

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:

- Identify applications of concave mirrors in daily life
- Explain how the properties of concave mirrors make them suitable for specific applications
- Appreciate the practical importance of curved mirrors

- Research and discuss applications of concave mirrors (magnifying mirrors, dentist mirrors, solar concentrators, projectors)
- Explain how the image-forming properties of concave mirrors relate to their applications
- Demonstrate applications using actual mirrors where possible

What are the practical applications of concave mirrors in our daily lives?

- Mentor Integrated Science (pg. 161)
- Concave mirrors
- Digital resources
- Examples of devices using concave mirrors
- Mentor Integrated Science (pg. 162)
- Convex mirrors
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors

- Observation - Oral presentations - Written assignments

Force and Energy

Waves - Meaning of waves
Waves - Generating waves in nature
Waves - Transverse and longitudinal waves
Waves - Classifying waves
Waves - Amplitude and wavelength
Waves - Frequency and period
Waves - Practical: Period of waves

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

- Explain the meaning of waves in science
- Describe waves as a transmission of disturbance that carries energy
- Show interest in understanding wave phenomena in nature

- Classify various waves into transverse and longitudinal categories
- Give examples of transverse and longitudinal waves in nature
- Value the importance of classification in scientific study

- Read the story about John and ripples in the dam
- Discuss what happens when an object is dropped in still water
- Observe the movement of water waves and how they transport energy without moving matter
- Study different wave examples provided in the textbook
- Classify the waves into transverse and longitudinal categories
- Research and identify real-world examples of both types of waves
- Create a classification chart of common waves

How are waves applied in our day to day life?
How are waves classified based on particle movement?

- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- Digital resources
- Mentor Integrated Science (pg. 167)
- Rope
- Speakers
- Rice or sand
- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion
- Mentor Integrated Science (pg. 171)
- Digital resources
- Charts showing different wave types
- Wave demonstration equipment
- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations
- Mentor Integrated Science (pg. 173)
- String and masses
- Stopwatches
- Mentor Integrated Science (pg. 175)
- Stands with clamps
- Strings
- Masses

- Observation - Oral questions - Written assignments
- Observation - Classification exercises - Oral presentations - Written assignments

Force and Energy

Waves - Wave speed
Waves - Phase of waves
Waves - Oscillation in phase

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

- Explain how to determine the speed of a wave
- Apply the wave speed equation v = fλ
- Show interest in mathematical relationships in wave phenomena

- Discuss how to calculate wave speed using the distance-time method
- Introduce the wave equation speed = wavelength × frequency
- Solve example problems involving wave speed calculations
- Perform calculations with different wave parameters

How is the speed of a wave determined?

- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Digital resources
- Wave demonstration equipment
- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment

- Observation - Problem-solving exercises - Mathematical calculations - Written assignments

Force and Energy

Waves - Oscillation out of phase
Waves - Characteristics of waves: straight-line motion
Waves - Characteristics of waves: reflection

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

- Set up pendulums oscillating out of phase
- Compare the displacement-time graphs of out-of-phase oscillations
- Value the mathematical description of wave phenomena

- Set up identical pendulums oscillating out of phase
- Record and compare the motion patterns
- Create displacement-time graphs for out-of-phase oscillations
- Analyze the phase difference between oscillations

What are the characteristics of oscillations that are out of phase?

- Mentor Integrated Science (pg. 181)
- Pendulum apparatus
- Stopwatches
- Measuring equipment
- Graph paper
- Mentor Integrated Science (pg. 183)
- Ripple tank
- Water
- Paper for tracing
- Rulers
- Mentor Integrated Science (pg. 184)
- Metal strips as reflectors
- Paper for tracing wave patterns

- Observation - Practical assessment - Graph construction and analysis - Written reports

Force and Energy

Waves - Characteristics of waves: bending
Waves - Characteristics of waves: diffraction
Waves - Remote sensing in relation to waves
Waves - Transmission, absorption and reflection in remote sensing

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

- Demonstrate bending (refraction) of waves in a ripple tank
- Explain how wave speed changes with medium depth
- Show interest in how waves interact with different media

- Set up a ripple tank with shallow and deep regions
- Generate waves and observe their behavior at the boundary
- Measure and compare wavelengths in different depth regions
- Relate wavelength changes to speed changes

How do waves bend when moving between different media?

- Mentor Integrated Science (pg. 185)
- Ripple tank
- Water
- Glass plate to create shallow region
- Paper for tracing wave patterns
- Mentor Integrated Science (pg. 186)
- Metal barriers with adjustable gaps
- Mentor Integrated Science (pg. 187)
- Digital resources
- Diagrams of remote sensing processes
- Video clips on remote sensing
- Mentor Integrated Science (pg. 188)
- Examples of remote sensing data

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy
Living Things and their Environment
Living Things and their Environment

Waves - Applications of waves in everyday life
Nutrition in plants - External structure of the leaf
Nutrition in plants - Functions of leaf parts
Nutrition in plants - Observing leaf structures
Nutrition in plants - Leaf adaptations for photosynthesis
Nutrition in plants - Internal structure of the leaf

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

- Identify various applications of waves in everyday life
- Explain how wave properties are utilized in different technologies
- Appreciate the importance of waves in modern society

- Collect and observe different types of leaves
- Identify external parts of leaves using a hand lens
- Draw and label parts of leaves

- Research applications of waves in everyday life (communication, medical imaging, entertainment)
- Discuss how specific wave properties are utilized in different applications
- Present findings on wave applications
- Relate wave theory to practical applications
- Walk around the school compound to collect leaf samples
- Use a hand lens to observe external parts of leaves
- Draw and label parts of leaves observed
- Compare leaves with those identified previously

What are the practical applications of waves in our everyday life?
What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 190)
- Digital resources
- Examples of wave-based technologies
- Video clips on wave applications
- Mentor Integrated Science (pg. 49)
- Charts showing external structure of leaf
- Fresh leaves
- Mentor Integrated Science (pg. 50)
- Mentor Integrated Science (pg. 50)
- Hand lens
- Fresh leaves
- Drawing materials
- 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

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

Living Things and their Environment

Nutrition in plants - Leaf tissues for photosynthesis
Nutrition in plants - Internal adaptations for photosynthesis
Nutrition in plants - Structure of chloroplast
Nutrition in plants - Chloroplast adaptations

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

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

- 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. 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
- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

- Explain the process of photosynthesis
- Identify raw materials and products of photosynthesis
- Show interest in understanding photosynthesis

- Discuss conditions and raw materials necessary for photosynthesis
- Identify products of photosynthesis
- Search for information on the process of photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis

- Observation - Oral questions - Written assignments

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
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:

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

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

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

What is the importance of photosynthesis in nature?
How do different animals feed?

- 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)
- Charts showing carbon cycle
- Mentor Integrated Science Grade 9 (pg. 73)
- Digital devices
- Pictures of animals with different feeding habits
- 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 - Practical work - Written reports
- 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)
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:

- 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
- Mentor Integrated Science Grade 9 (pg. 77)
- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- 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

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in omnivores

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

- Describe the dentition of omnivores
- Identify adaptations of omnivore teeth to their feeding habits
- Show interest in understanding omnivore 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. 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)
Nutrition in animals - Process of digestion (digestion)
Nutrition in animals - Process of digestion (absorption)
Nutrition in animals - Process of digestion (assimilation)

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

- 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 ingestion
- Using charts/models, identify structures involved in ingestion
- Demonstrate the role of teeth and saliva in ingestion
- Research on the process of ingestion
- 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. 82)
- Charts/models of the digestive system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 83)
- Mentor Integrated Science Grade 9 (pg. 83)
- Charts/models of the digestive system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 84)
- Charts of the circulatory system

- Observation - Oral questions - Written assignments - Demonstrations
- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

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

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

- 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 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/models of the large intestine
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 86)
- Fresh flowers
- Hand lens
- Drawing materials

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Functions of parts of a flower
Reproduction in plants - Meaning of pollination
Reproduction in plants - Types of pollination (self-pollination)
Reproduction in plants - Types of pollination (cross-pollination)

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

- Outline the functions of different parts of a flower
- Relate the structure of flower parts to their functions
- Show interest in understanding flower parts

- Discuss in groups the functions of different parts of a flower
- Use models/charts to explain how the structure of flower parts relates to their functions
- Create presentations on flower parts and their functions

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 88)
- Videos on pollination
- Charts showing pollination
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination
- Charts showing cross-pollination

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Agents of pollination (insects)
Reproduction in plants - Agents of pollination (birds, other animals)
Reproduction in plants - Agents of pollination (wind, water)

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

- Identify insects as agents of pollination
- Explain how insects aid in pollination
- Appreciate the role of insects in plant reproduction

- Observe pictures/videos of insects as pollinators
- Discuss how insects aid in pollination
- Take a field excursion to observe insects pollinating flowers
- Record observations and present to class

How does reproduction in plants occur?

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

- Observation - Field notes assessment - Oral questions - Written assignments

Living Things and their Environment

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

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

- Identify adaptations of flowers to insect pollination
- Explain how these adaptations facilitate insect pollination
- Appreciate the relationship between structure and function

- 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 insect-pollinated flowers
- Identify and discuss adaptations to insect pollination
- Compare different insect-pollinated flowers
- Create presentations on adaptations to insect 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. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers
- Mentor Integrated Science Grade 9 (pg. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators
- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process

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

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

- 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

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
- 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)
Reproduction in plants - Adaptations of fruits and seeds for dispersal
Reproduction in plants - Role of flowers in nature

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

- 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

- 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
- 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. 101)
- Samples of self-dispersed fruits and seeds
- Digital devices
- Pictures of self-dispersal mechanisms
- Mentor Integrated Science Grade 9 (pg. 102)
- Various fruit and seed samples
- Hand lens
- Sorting trays
- Mentor Integrated Science Grade 9 (pg. 105)
- Digital devices
- Pictures of different flowers and their roles
- Charts on flower roles in ecosystems

- Observation - Oral questions - Written assignments - Group presentations
- Observation - Oral questions - Classification activities - Written assignments

Living Things and their Environment

The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation)
The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis)

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

- Identify biotic and abiotic components of the environment
- Explain the interrelationships between organisms and their environment
- Appreciate the interdependence in ecosystems

- Observe different components of the environment in the school compound
- Identify biotic and abiotic components
- Discuss interrelationships between organisms and their environment
- Record observations in a table

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

- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships

- Observation - Field notes assessment - Oral questions - Written assignments

Living Things and their Environment

The interdependence of life - Biotic factors (competition)
The interdependence of life - Biotic factors (saprophytic)
The interdependence of life - Abiotic factors (temperature)

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

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

- 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. 111)
- Pictures/videos of competitive relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms
- Mentor Integrated Science Grade 9 (pg. 113)
- Thermometers
- Pictures/videos of organisms in different temperature zones

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain how light affects living organisms
- Describe adaptations of organisms to different light conditions
- Appreciate the role of light in ecosystems

- Discuss how light affects living organisms
- Research on adaptations of organisms to different light conditions
- Observe plants grown under different light conditions
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 114)
- Light meters (if available)
- Plants grown under different light conditions
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 115)
- Pictures of plants from arid and wet environments
- Water samples

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Abiotic factors (wind)
The interdependence of life - Abiotic factors (atmospheric pressure, pH and salinity)
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 how wind affects living organisms
- Describe adaptations of organisms to windy environments
- Appreciate the role of wind in ecosystems

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

- Discuss how wind affects living organisms
- Research on adaptations of organisms to windy environments
- Observe plants from windy and sheltered environments
- Present findings to class
- 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

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

- Mentor Integrated Science Grade 9 (pg. 116)
- Pictures of plants from windy and sheltered environments
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 117)
- pH testing equipment (if available)
- Water samples of different salinity
- 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

- Observation - Oral questions - Written assignments - Group presentations
- Observation - Oral questions - Food chain construction assessment - Written assignments

Living Things and their Environment

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Human activities (introduction of new living things)

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Interrelationships in Kenya national parks
The interdependence of life - Role of decomposers in ecosystems

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

- Describe interrelationships in Kenya national parks
- Construct food chains and food webs of Kenya national parks
- Value the importance of national parks for biodiversity

- Research on interrelationships in Kenya national parks
- Construct food chains and food webs of Kenya national parks
- Discuss the importance of national parks for biodiversity
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 123)
- Pictures of Kenya national parks
- Digital devices
- Maps of Kenya national parks
- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Materials to create models

- Observation - Oral questions - Food web construction assessment - Presentations

Mixtures, Elements and Compounds

Structure of the atom - General structure.
Structure of the atom - Meaning of an atom
Structure of the atom - Atomic number
Structure of the atom - Mass number
Structure of the atom - Representation of elements
Structure of the atom - Energy levels
Structure of the atom - Electron arrangement

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

- Describe the general structure of an atom
- Identify the subatomic particles in an atom
- Show interest in exploring the structure of atoms

- Write chemical symbols with atomic and mass numbers
- Interpret chemical symbols with atomic and mass numbers
- Appreciate the importance of standard atomic notation

- Observe a diagram showing the structure of an atom
- Discuss in groups the general structure of atoms
- Identify the particles shown in the atom
- Complete a table showing representation of elements
- Practice writing chemical symbols with atomic and mass numbers
- Interpret given chemical symbols

How is the structure of the atom important?

- Mentor Integrated Science (pg. 1)
- Charts showing structure of an atom
- Digital resources
- Models of atoms
- Mentor Integrated Science (pg. 2)
- Charts showing structure of atoms
- Mentor Integrated Science (pg. 3)
- Periodic table
- Charts
- Mentor Integrated Science (pg. 4)
- Charts showing atomic structure
- Mentor Integrated Science (pg. 5)
- Periodic table
- Digital resources
- Charts
- Mentor Integrated Science (pg. 6)
- Charts showing energy levels
- Models
- Charts showing electron arrangements

- Observation - Oral questions - Written assignments
- Observation - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangements of elements
Structure of the atom - Energy level diagrams
Structure of the atom - Electron arrangement practice

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

- Write electron arrangements for different elements
- Illustrate electron arrangements using diagrams
- Appreciate the systematic arrangement of electrons in atoms

- Discuss electron arrangement in different elements
- Complete electron arrangement diagrams for various elements
- Practice writing electron arrangements

How is the structure of the atom important?

- Mentor Integrated Science (pg. 7)
- Digital resources
- Charts showing electron arrangements
- Models
- Charts showing energy level diagrams
- Mentor Integrated Science (pg. 8)
- Periodic table
- Exercise sheets

- Observation - Practical work - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Modelling structures
Structure of the atom - Metals and non-metals identification
Structure of the atom - Metals and non-metals classification
Structure of the atom - Assessment

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

- Create models of atomic structures
- Identify suitable materials for modelling atomic structures
- Show creativity in making models of atomic structures

- Observe different models of atomic structures
- Identify materials for modelling atoms
- Create models of atomic structures in groups

How is the structure of the atom important?

- Mentor Integrated Science (pg. 8)
- Locally available materials
- Digital resources
- Sample models
- Mentor Integrated Science (pg. 9)
- Periodic table
- Charts showing electron arrangements
- Charts showing classification of elements
- Mentor Integrated Science (pg. 10)
- Assessment items
- Models

- Observation - Project work - Peer assessment

Mixtures, Elements and Compounds

Metals and Alloys - Identifying metals
Metals and Alloys - Classification of materials
Metals and Alloys - Physical properties (state)

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

- Identify metals and non-metals in the environment
- Classify materials as metallic or non-metallic
- Appreciate the variety of materials in the environment

- Observe pictures of items made from different materials
- Identify and classify materials as metallic or non-metallic
- Walk around the school to identify metallic and non-metallic items

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 15)
- Samples of metallic and non-metallic items
- Digital resources
- Pictures
- Samples of different materials
- Worksheets
- Mentor Integrated Science (pg. 16)
- Samples of different metals
- Charts

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Malleability
Metals and Alloys - Ductility
Metals and Alloys - Electrical conductivity
Metals and Alloys - Thermal conductivity
Metals and Alloys - Causes of rusting
Metals and Alloys - Effects of rusting
Metals and Alloys - Control of rusting

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

- Investigate the malleability of different metals
- Explain the property of malleability in metals
- Observe safety measures when investigating metal properties

- Investigate the thermal conductivity of different metals
- Explain why metals conduct heat
- Observe safety measures when using heat sources

- Carry out an investigation on malleability of different metals
- Record observations when metals are hammered
- Compare the malleability of different metals
- Set up experiments to test thermal conductivity
- Record observations on how different metals conduct heat
- Compare the thermal conductivity of different metals

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 17)
- Samples of different metals
- Hammer or mallet
- Safety equipment
- Metal wires
- Pliers
- Mentor Integrated Science (pg. 18)
- Simple circuit components
- Metal samples
- Digital resources
- Mentor Integrated Science (pg. 19)
- Metal samples
- Heat source
- Candle wax or cooking fat
- Mentor Integrated Science (pg. 20)
- Iron nails
- Test tubes
- Water and oil
- Digital resources
- Mentor Integrated Science (pg. 21)
- Pictures of rusted items
- Actual rusted items
- Mentor Integrated Science (pg. 22)
- Items with rust prevention
- Pictures

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Investigating rusting
Metals and Alloys - Uses of metals
Metals and Alloys - Identifying alloys

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

- Carry out an investigation on rusting in the environment
- Record observations on rusted items
- Show concern about the effects of rusting

- Walk around the school or neighborhood to observe rusted items
- Record observations on rusted items
- Write a report on effects of rusting

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 22)
- Camera (if available)
- Observation sheets
- Rusted items
- Mentor Integrated Science (pg. 23)
- Digital resources
- Pictures showing uses of metals
- Charts
- Mentor Integrated Science (pg. 24)
- Samples of items made from alloys
- Pictures

- Observation - Field activity - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Alloys in locality
Metals and Alloys - Composition of alloys
Metals and Alloys - Uses of alloys

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

- Collect items made from alloys in the locality
- Identify the alloys used to make different items
- Appreciate the use of alloys in everyday items

- Walk around school to identify items made from alloys
- Collect or take photographs of items made from alloys
- Discuss why the items are made from alloys

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 24)
- Items made from alloys
- Camera (if available)
- Digital resources
- Mentor Integrated Science (pg. 25)
- Pictures of different alloys
- Charts
- Mentor Integrated Science (pg. 26)
- Pictures showing uses of alloys

- Observation - Field activity - Project work

Mixtures, Elements and Compounds

Metals and Alloys - Observing alloy uses
Metals and Alloys - Assessment
Water hardness - Physical properties
Water hardness - Water sources

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

- Observe uses of alloys in the locality
- Explain advantages of using alloys for specific purposes
- Show interest in applications of alloys

- Walk around the school or locality to observe uses of alloys
- Record observations on uses of alloys
- Discuss findings with classmates

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 27)
- Observation sheets
- Items made from alloys
- Digital resources
- Mentor Integrated Science (pg. 32)
- Assessment items
- Samples of metals and alloys
- Mentor Integrated Science (pg. 33)
- Water samples from different sources
- Containers for samples
- Charts
- Water samples

- Observation - Field activity - Written reports

Mixtures, Elements and Compounds

Water hardness - Colour and odour
Water hardness - Investigating color and odor
Water hardness - Boiling point
Water hardness - Hard and soft water
Water hardness - Differences
Water hardness - Advantages of soft water

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

- Determine the colour and odour of clean water
- Distinguish between clean and dirty water
- Show interest in water quality

- Distinguish between hard and soft water
- Explain the difference in lathering ability
- Show interest in investigating water properties

- Discuss the colour and odour of water from different sources
- Observe the colour of water in a clear container
- Compare the colour and odour of different water samples
- Compare lathering of soap in different water samples
- Distinguish between hard and soft water based on lathering
- Discuss differences between hard and soft water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 34)
- Water samples
- Clear containers
- White paper
- Worksheets
- Mentor Integrated Science (pg. 35)
- Thermometer
- Heat source
- Beaker
- Water
- Mentor Integrated Science (pg. 36)
- Soap
- Water samples
- Beakers
- Digital resources
- Mentor Integrated Science (pg. 37)
- Charts
- Mentor Integrated Science (pg. 38)
- Debate materials

- Observation - Practical work - Oral questions

Mixtures, Elements and Compounds

Water hardness - Hard water advantages
Water hardness - Methods of softening
Water hardness - Boiling method
Water hardness - Chemical method
Water hardness - Distillation method
Water hardness - Applications

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

- Identify advantages of hard water
- Discuss health benefits of minerals in hard water
- Appreciate the value of hard water in certain applications

- Discuss benefits of minerals in hard water
- Research advantages of hard water
- Debate on usefulness of hard water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 39)
- Digital resources
- Charts
- Research materials
- Mentor Integrated Science (pg. 40)
- Water samples
- Mentor Integrated Science (pg. 41)
- Hard water samples
- Heat source
- Beakers
- Soap
- Mentor Integrated Science (pg. 42)
- Washing soda
- Mentor Integrated Science (pg. 44)
- Distillation apparatus
- Mentor Integrated Science (pg. 45)
- Pictures of water applications

- Observation - Oral presentations - Written assignments