Living Things and Their Environment

Nutrition in animals - Herbivores, carnivores, omnivores

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

- Identify dentition of herbivores, carnivores and omnivores
- Explain adaptations of teeth to different feeding habits
- Show interest in relationship between dentition and diet

- Study jaws of herbivores, carnivores and omnivores
- Identify adaptations of teeth to feeding habits
- Discuss dental formula of different animal groups

How does dentition reflect the feeding habits of animals?

- Textbooks (KLB Integrated Science pg. 85)
- Models or specimens of animal jaws
- Digital resources
- Charts

- Written assessment - Oral questions - Practical skills

Living Things and Their Environment

Nutrition in animals - Digestive system in humans

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

- Identify parts of the human digestive system
- Draw and label the digestive system
- Appreciate the organization of the digestive system

- Study charts on human digestive system
- Identify parts of the digestive system
- Draw and label the system

What are the main parts of the human digestive system?

- Textbooks (KLB Integrated Science pg. 86)
- Charts of digestive system
- Models
- Digital resources

- Drawings - Written assessment - Oral questions

Living Things and Their Environment

Nutrition in animals - Process of digestion
Nutrition in animals - Absorption and assimilation

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

- Explain the process of digestion along the alimentary canal
- Describe the role of digestive juices and enzymes
- Show interest in the digestive process

- Search for information on digestion in the alimentary canal
- Discuss digestion in the mouth, stomach, duodenum and ileum
- Watch animations on the digestive process

How does the process of digestion occur?

- Textbooks (KLB Integrated Science pg. 87)
- Digital resources
- Charts of digestive process
- Textbooks (KLB Integrated Science pg. 88)
- Charts of villi structure

- Written assessment - Oral questions - Observation

Living Things and Their Environment

Reproduction in plants - Functions of parts of a flower

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

- Identify parts of a flower
- Describe functions of flower parts
- Show interest in flower structure

- Collect and examine suitable flowers
- Identify calyx, corolla, pistil, stamen
- Discuss functions of each part

What are the different parts of a flower and their functions?

- Textbooks (KLB Integrated Science pg. 86)
- Fresh flowers
- Hand lens
- Charts of flower structure

- Practical skills - Drawings - Written assessment

Living Things and Their Environment

Reproduction in plants - Pollination

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

- Define pollination
- Differentiate between self and cross-pollination
- Appreciate the importance of pollination

- Discuss the meaning of pollination
- Distinguish between self and cross-pollination
- Illustrate different types of pollination

What is pollination and why is it important?

- Textbooks (KLB Integrated Science pg. 87)
- Digital resources
- Charts on pollination

- Written assessment - Oral questions - Observation

Living Things and Their Environment

Reproduction in plants - Adaptations to insect pollination

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

- Identify features of insect-pollinated flowers
- Explain adaptations of flowers to insect pollination
- Show interest in flower adaptations

- Examine an insect-pollinated flower
- Record color, scent, size of flower
- Discuss adaptations to insect pollination

How are flowers adapted to insect pollination?

- Textbooks (KLB Integrated Science pg. 88)
- Insect-pollinated flowers
- Hand lens
- Charts

- Practical skills - Written assessment - Oral questions

Living Things and Their Environment

Reproduction in plants - Adaptations to wind pollination

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

- Identify features of wind-pollinated flowers
- Explain adaptations of flowers to wind pollination
- Compare wind and insect pollination

- Examine a wind-pollinated flower
- Record structural features
- Discuss adaptations to wind pollination

How are flowers adapted to wind pollination?

- Textbooks (KLB Integrated Science pg. 94)
- Wind-pollinated flowers (grass/maize)
- Hand lens
- Charts

- Practical skills - Written assessment - Oral questions

Living Things and Their Environment

Reproduction in plants - Field observation of pollination
Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Double fertilization

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

- Observe pollinating agents in action
- Identify different types of pollinating agents
- Show interest in natural pollination processes

- Describe structures containing male and female gametes
- Explain the process of fertilization in flowering plants
- Appreciate sexual reproduction in plants

- Survey different areas to identify flower types
- Observe organisms visiting flowers
- Record observations on pollinating agents
- Search for information on fertilization in plants
- Study diagrams of pollen grains and embryo sacs
- Discuss pollen tube growth and fertilization

What organisms act as pollinating agents?
How does fertilization occur in flowering plants?

- Textbooks (KLB Integrated Science pg. 95)
- Flowers in school compound
- Hand lens
- Camera/smartphone
- Textbooks (KLB Integrated Science pg. 96)
- Digital resources
- Charts on plant fertilization
- Textbooks (KLB Integrated Science pg. 97)
- Charts on double fertilization

- Field observation skills - Written reports - Practical assessment
- Written assessment - Oral questions - Drawings

Living Things and Their Environment

Reproduction in plants - Fruit formation

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

- Describe the process of fruit formation
- Explain development of ovary into fruit
- Show interest in post-fertilization changes

- Search for information on fruit formation
- Discuss events in fruit development
- Draw labeled diagrams of fruits

How does a fruit develop after fertilization?

- Textbooks (KLB Integrated Science pg. 98)
- Digital resources
- Various fruits
- Charts

- Drawings - Written assessment - Oral questions

Living Things and Their Environment

Reproduction in plants - Types of fruits

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

- Classify fruits based on structure
- Differentiate between succulent and dry fruits
- Show interest in fruit diversity

- Collect various fruits and seeds
- Group fruits into dry and succulent types
- Observe internal features of different fruits

How are fruits classified?

- Textbooks (KLB Integrated Science pg. 99)
- Various fruits
- Knife/scalpel
- Specimen dishes

- Practical skills - Written assessment - Classification charts

Living Things and Their Environment

Reproduction in plants - Fruit and seed dispersal

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

- Explain the importance of fruit and seed dispersal
- Describe different methods of dispersal
- Appreciate adaptations for dispersal

- Collect fruits and seeds from different plants
- Observe external features
- Group fruits according to dispersal methods

How are fruits and seeds dispersed?

- Textbooks (KLB Integrated Science pg. 102)
- Various fruits and seeds
- Hand lens
- Specimen dishes

- Practical skills - Written assessment - Observation

Living Things and Their Environment

Reproduction in plants - Animals as dispersal agents
Reproduction in plants - Water as a dispersal agent

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

- Identify fruits dispersed by animals
- Explain adaptations for animal dispersal
- Show interest in plant-animal interactions

- Identify fruits dispersed by water
- Explain adaptations for water dispersal
- Appreciate plant-environment interactions

- Observe fruits adapted for animal dispersal
- Identify hooks, edible parts, and other adaptations
- Discuss the role of animals in seed dispersal
- Observe fruits adapted for water dispersal
- Identify buoyancy adaptations
- Discuss features of water-dispersed fruits

How are fruits adapted for dispersal by animals?
How are fruits adapted for dispersal by water?

- Textbooks (KLB Integrated Science pg. 106)
- Fruits with hooks (black jack)
- Succulent fruits
- Hand lens
- Textbooks (KLB Integrated Science pg. 107)
- Coconut fruit if available
- Pictures of water-dispersed fruits
- Digital resources

- Practical skills - Written assessment - Observation
- Written assessment - Oral questions - Observation

Living Things and Their Environment

Reproduction in plants - Wind as a dispersal agent
Reproduction in plants - Self-dispersal mechanism

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

- Identify fruits dispersed by wind
- Explain adaptations for wind dispersal
- Show interest in dispersal mechanisms

- Observe fruits adapted for wind dispersal
- Identify wings, hair, feathery structures
- Discuss censor mechanism and other adaptations

How are fruits adapted for dispersal by wind?

- Textbooks (KLB Integrated Science pg. 108)
- Wind-dispersed fruits/seeds
- Hand lens
- Digital resources
- Textbooks (KLB Integrated Science pg. 109)
- Pods of legumes
- Castor oil fruits if available

- Practical skills - Written assessment - Observation

Living Things and Their Environment

Reproduction in plants - Importance of dispersal

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

- Explain the importance of fruit and seed dispersal
- Describe benefits of dispersal for plant survival
- Appreciate ecological significance of dispersal

- Search for information on importance of dispersal
- Discuss colonization of new areas
- Discuss reduced competition through dispersal

Why is fruit and seed dispersal important?

- Textbooks (KLB Integrated Science pg. 110)
- Digital resources
- Reference books

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

Reproduction in plants - Effect of agrochemicals

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

- Explain effects of agrochemicals on pollinating agents
- Discuss impact on plant reproduction
- Show concern for environmental conservation

- Search for information on agrochemicals
- Discuss categories of agrochemicals
- Analyze effects on pollinators and plant reproduction

How do agrochemicals affect pollination and reproduction in plants?

- Textbooks (KLB Integrated Science pg. 111)
- Digital resources
- Charts on agrochemicals

- Written assessment - Oral questions - Group discussions

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 ecological and economic importance of flowers
- Appreciate the significance of flowers

- Define ecosystem, ecology and environment
- Identify biotic and abiotic components
- Show interest in interactions in ecosystems

- Search for information on roles of flowers
- Discuss ecological functions of flowers
- Discuss social and economic value of flowers
- Study diagrams of ecosystems
- Identify living and non-living components
- Discuss relationships between organisms

What is the role of flowers in nature?
What is an ecosystem?

- Textbooks (KLB Integrated Science pg. 111)
- Digital resources
- Reference books
- Textbooks (KLB Integrated Science pg. 115)
- Digital resources
- Charts of ecosystems

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

Living Things and Their Environment

The interdependence of life - Competition

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

- Define intraspecific and interspecific competition
- Explain effects of competition on organisms
- Show interest in competitive interactions

- Search for information on competition in ecosystems
- Discuss effects on number and distribution of organisms
- Analyze examples of competition

How does competition affect organisms in an ecosystem?

- Textbooks (KLB Integrated Science pg. 116)
- Digital resources
- Reference books

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Predation
The interdependence of life - Parasitism

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

- Define predation, predator and prey
- Explain adaptations of predators and prey
- Show interest in predator-prey relationships

- Search for information on predation
- Discuss adaptations of predators and prey
- Analyze predator-prey population dynamics

How does predation affect population dynamics?

- Textbooks (KLB Integrated Science pg. 117)
- Digital resources
- Videos on predation
- Textbooks (KLB Integrated Science pg. 119)
- Charts on parasitism

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Symbiosis

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

- Define symbiosis
- Describe examples of symbiotic relationships
- Appreciate mutual benefits in symbiosis

- Search for information on symbiotic relationships
- Discuss root nodules, lichens, and ox-pecker relationships
- Analyze benefits to each partner

How do organisms benefit from symbiotic relationships?

- Textbooks (KLB Integrated Science pg. 120)
- Digital resources
- Charts on symbiosis

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Saprophytism
The interdependence of life - Temperature effects

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

- Define saprophytism
- Explain the role of saprophytes in ecosystems
- Appreciate decomposers in nutrient cycling

- Measure environmental temperature
- Explain effects of temperature on organisms
- Show interest in abiotic factors

- Search for information on saprophytes
- Discuss bread molds, mushrooms and other decomposers
- Analyze effects on nutrient cycling
- Suspend thermometer to measure air temperature
- Measure soil and water temperature
- Discuss effects of temperature on organisms

How do saprophytes contribute to ecosystem functioning?
How does temperature affect living organisms?

- Textbooks (KLB Integrated Science pg. 121)
- Digital resources
- Photographs of fungi
- Textbooks (KLB Integrated Science pg. 122)
- Thermometers
- Water in basin
- Digital resources

- Written assessment - Oral questions - Group presentations
- Practical skills - Written assessment - Oral questions

Living Things and Their Environment

The interdependence of life - Light effects

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

- Explain how light affects organisms
- Describe importance of light intensity, quality and duration
- Show interest in light as an ecological factor

- Discuss aspects of light affecting organisms
- Explain how light affects plants and animals
- Discuss measurement of light in ecosystems

How does light affect organisms in an ecosystem?

- Textbooks (KLB Integrated Science pg. 123)
- Digital resources
- Light meter if available
- Secchi disc

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Atmospheric pressure
The interdependence of life - Humidity effects

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

- Define atmospheric pressure
- Explain effects of atmospheric pressure on organisms
- Show interest in pressure as an ecological factor

- Discuss meaning of atmospheric pressure
- Explain how pressure changes with altitude
- Analyze effects on organisms

How does atmospheric pressure affect organisms?

- Textbooks (KLB Integrated Science pg. 124)
- Digital resources
- Barometer if available
- Textbooks (KLB Integrated Science pg. 125)
- Cobalt(II) chloride paper
- Forceps
- Stopwatch

- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Wind effects

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

- Define wind and explain how it is measured
- Describe effects of wind on organisms
- Show interest in wind as an ecological factor

- Discuss meaning of wind and wind parameters
- Explain effects of wind on plants and animals
- Construct simple wind measuring instruments

How does wind affect living organisms?

- Textbooks (KLB Integrated Science pg. 126)
- Digital resources
- Materials for windsock/wind vane

- Practical skills - Written assessment - Group work

Living Things and Their Environment

The interdependence of life - pH and salinity
The interdependence of life - Energy flow

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

- Define pH and salinity
- Measure pH of soil and water samples
- Explain effects of pH and salinity on organisms

- Explain energy flow in ecosystems
- Describe trophic levels
- Appreciate energy transfer in nature

- Test pH of water samples
- Test pH of soil samples
- Discuss effects on organisms
- Discuss energy flow from sun to producers and consumers
- Explain the concept of trophic levels
- Analyze energy loss between trophic levels

How do pH and salinity affect living organisms?
How does energy flow through an ecosystem?

- Textbooks (KLB Integrated Science pg. 127)
- Universal indicator paper
- Soil and water samples
- Test tubes
- Textbooks (KLB Integrated Science pg. 128)
- Digital resources
- Charts on energy flow

- Practical skills - Written assessment - Observation
- Written assessment - Oral questions - Group discussions

Living Things and Their Environment

The interdependence of life - Food chains

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

- Define food chain
- Construct simple food chains
- Show interest in feeding relationships

- Observe feeding habits of organisms
- Record what each organism feeds on
- Construct food chains based on observations

What is a food chain?

- Textbooks (KLB Integrated Science pg. 129)
- Digital resources
- Charts on food chains

- Written assessment - Food chain construction - Observation

Living Things and Their Environment

The interdependence of life - Food webs

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

- Define food web
- Construct food webs from food chains
- Appreciate complexity of feeding relationships

- Observe feeding habits of organisms
- Construct multiple food chains
- Combine food chains into food webs

How do food chains interact to form food webs?

- Textbooks (KLB Integrated Science pg. 130)
- Digital resources
- Charts on food webs

- Food web construction - Written assessment - Group presentations

Living Things and Their Environment

The interdependence of life - National Parks ecosystem
The interdependence of life - Decomposers

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

- Identify organisms in Kenyan National Parks
- Describe interrelationships in National Parks
- Appreciate biodiversity conservation

- Select a National Park for study
- Research organisms found in the park
- Construct food webs based on park organisms

What interrelationships exist in Kenyan National Parks?

- Textbooks (KLB Integrated Science pg. 131)
- Digital resources
- Reference books on National Parks
- Textbooks (KLB Integrated Science pg. 132)
- School compost site
- Hand lens

- Project work - Written assessment - Group presentations

Living Things and Their Environment
Force and Energy

The interdependence of life - Human activities
Curved mirrors - Types of curved mirrors

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

- Describe effects of human activities on ecosystems
- Explain habitat change, conservation, and species introduction
- Show concern for environmental conservation

- Identify different types of curved mirrors
- Describe curved mirror surfaces
- Show interest in curved mirrors

- Search for information on human impacts
- Discuss habitat change, poaching, and introduced species
- Analyze conservation methods
- Observe different reflector surfaces
- Discuss the description of concave, convex and parabolic reflectors
- Compare the surfaces of different curved mirrors

How do human activities affect the environment?
How are curved mirrors used in day-to-day life?

- Textbooks (KLB Integrated Science pg. 133)
- Digital resources
- Reference books
- KLB Integrated Science pg. 147
- Car driving mirrors
- Car headlight reflectors
- Laboratory curved mirrors
- Digital content on curved mirrors

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

Force and Energy

Curved mirrors - Types of curved mirrors

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

- Distinguish between concave and convex mirrors
- Compare parabolic reflectors with other curved mirrors
- Show interest in different types of reflectors

- Examine the curving of different mirrors
- Identify the reflecting surfaces of different mirrors
- Draw diagrams to illustrate different curved mirror surfaces

How do different curved mirrors differ in structure?

- KLB Integrated Science pg. 147
- Laboratory curved mirrors
- Digital resources
- Drawing materials

- Observation - Drawing assessment - Oral questions

Force and Energy

Curved mirrors - Images formed by concave and convex mirrors

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

- Define terms used in curved mirrors
- Identify parts of curved mirrors
- Show interest in terminology used in optics

- Study diagrams illustrating parts of curved mirrors
- Search the Internet and relevant print materials for meanings of optical terms
- Discuss terms used in curved mirrors

What are the key terms used in describing curved mirrors?

- KLB Integrated Science pg. 148
- Internet resources
- Digital devices
- Geometrical sets
- Curved mirrors

- Observation - Oral questions - Written assignments

Force and Energy

Curved mirrors - Images formed by concave and convex mirrors

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

- Describe the pole of a mirror
- Explain the center of curvature and radius of curvature
- Show interest in features of curved mirrors

- Locate the pole, center of curvature, and radius on diagrams
- Draw and label the parts of curved mirrors
- Discuss the significance of each feature

How do the parts of curved mirrors relate to image formation?

- KLB Integrated Science pg. 149
- Diagrams of curved mirrors
- Geometrical sets
- Drawing materials

- Observation - Drawing assessment - Oral questions

Force and Energy

Curved mirrors - Images formed by concave and convex mirrors
Curved mirrors - Focal length
Curved mirrors - Position of image formed by concave mirrors

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

- Describe the principal axis of curved mirrors
- Explain the principal focus and focal plane
- Show interest in optical features

- Locate images formed by concave mirrors experimentally
- Describe image characteristics for different object positions
- Show interest in image formation

- Draw the principal axis for concave and convex mirrors
- Locate the principal focus on mirror diagrams
- Discuss the focal plane and its significance
- Set up apparatus to locate images formed by concave mirrors
- Place objects at different positions relative to the mirror
- Record image characteristics for each position

How does the principal focus relate to image formation?
How do image characteristics change with object position?

- KLB Integrated Science pg. 150
- Diagrams of curved mirrors
- Geometrical sets
- Drawing materials
- KLB Integrated Science pg. 152
- Concave mirrors
- Meter rule
- White screen
- Mirror holder
- KLB Integrated Science pg. 153
- Concave mirrors
- Mirror holders
- Meter rules
- Screens
- Candles

- Observation - Drawing assessment - Written assignments
- Observation - Practical skills assessment - Written reports

Force and Energy

Curved mirrors - Position of image formed by convex mirrors

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

- Locate images formed by convex mirrors
- Describe image characteristics for convex mirrors
- Compare images formed by concave and convex mirrors

- Observe images formed by convex mirrors
- Record image characteristics
- Compare with images formed by concave mirrors

How do images formed by convex mirrors differ from those formed by concave mirrors?

- KLB Integrated Science pg. 154
- Convex mirrors
- Mirror holders
- Objects
- Meter rules

- Observation - Oral questions - Written assignments

Force and Energy

Curved mirrors - Rays commonly used for ray diagram construction

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

- Identify rays used in ray diagram construction
- Explain how different rays are reflected
- Show interest in ray diagram construction

- Search the Internet for information on ray behavior
- Sketch ray diagrams showing reflection of different rays
- Discuss with peers and display sketches

Which rays are most useful for locating images in ray diagrams?

- KLB Integrated Science pg. 155
- Internet resources
- Digital devices
- Manila paper
- Drawing materials

- Observation - Drawing assessment - Oral questions