Living Things and their Environment

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

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

- Explain the meaning of nutrition in animals
- Identify different modes of nutrition in animals
- Appreciate the diversity of feeding mechanisms in animals

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

- Observe pictures of animals with different feeding mechanisms
- Discuss modes of nutrition in animals
- Categorize different animals based on how they feed
- Search for information on animal nutrition using digital devices or print materials
- 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. 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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Symbiotic mode of nutrition
Nutrition in animals - Holozoic mode of nutrition

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

- Explain symbiotic mode of nutrition
- Identify organisms that exhibit symbiotic relationships in feeding
- Appreciate the interdependence of organisms in nutrition

- Observe pictures of symbiotic relationships
- Discuss examples of symbiotic relationships in feeding
- Research on symbiotic relationships
- Create presentations on symbiotic relationships

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices
- Pictures of symbiotic relationships
- Pictures of animals with holozoic feeding

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth (structure)
Nutrition in animals - Types of teeth (functions)

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

- Identify different types of teeth
- Describe the structure of different types of teeth
- Appreciate the diversity in teeth structure

- Observe and draw different types of teeth
- Use models/charts to identify the structure of different types of teeth
- Discuss the structure and location of different types of teeth in the mouth

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 77)

- Observation - Drawing assessment - Oral questions - Written assignments

Living Things and their Environment

Nutrition in animals - Dentition in animals (homodont and heterodont)
Nutrition in animals - Dentition in carnivores

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

- Differentiate between homodont and heterodont dentition
- Classify animals based on their dentition
- Appreciate the diversity in animal dentition

- Observe pictures of different animal teeth
- Compare and contrast homodont and heterodont dentition
- Classify animals as either homodont or heterodont
- Research on examples of animals with different dentition types

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 79)
- Pictures/models of carnivore teeth

- Observation - Oral questions - Classification exercises - Written assignments

Living Things and their Environment

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 herbivores
- Identify adaptations of herbivore teeth to their feeding habits
- Show interest in understanding herbivore 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 herbivore teeth
- Discuss the adaptations of herbivore teeth to their feeding habits
- Research on examples of herbivores and their dentition
- Make presentations on herbivore 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. 80)
- Pictures/models of herbivore teeth
- Digital devices
- 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

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

- 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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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:

- Explain self-pollination
- Identify plants that undergo self-pollination
- Value the diversity in plant reproduction strategies

- Discuss self-pollination
- Use diagrams/charts to illustrate self-pollination
- Research on examples of plants that undergo self-pollination
- Create presentations on self-pollination

How does reproduction in plants occur?

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

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

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

Living Things and their Environment

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

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

- Identify wind and water as agents of pollination
- Explain how wind and water aid in pollination
- Show interest in various pollination mechanisms

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

- Observe pictures/videos of wind and water pollination
- Discuss how wind and water aid in pollination
- Research on examples of flowers pollinated by wind and water
- Present findings to class
- 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

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 91)
- Pictures/videos of wind and water pollination
- Digital devices
- 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
- Hand lens

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Effects of agrochemicals on pollinating agents

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

- 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

- 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. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators

- 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

- Explain the meaning of fruit and seed dispersal
- Describe the importance of fruit and seed dispersal
- Value the role of dispersal 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
- Discuss the meaning of fruit and seed dispersal
- Research on the importance of fruit and seed dispersal
- Debate on what would happen if seeds were not dispersed
- Present findings to class

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
- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

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

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

- 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 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. 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)
Reproduction in plants - Adaptations of fruits and seeds for dispersal

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Role of flowers in nature
The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation)

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

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

- 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
- 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

How does reproduction in plants occur?
What is the role of living and non-living factors in environments?

- 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
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships

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

Living Things and their Environment

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:

- Explain parasitism as a biotic interaction
- Identify examples of parasitic relationships
- Value the diversity of relationships in ecosystems

- Discuss parasitism as a biotic interaction
- Observe pictures/videos of parasitic relationships
- Research on examples of parasitic relationships
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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 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

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

- Explain how wind affects living organisms
- Describe adaptations of organisms to windy environments
- Appreciate the role of wind in ecosystems

- 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
- 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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Energy flow (food chains)

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

- 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. 118)
- Charts showing food chains
- Pictures of local organisms
- Digital devices

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

Living Things and their Environment

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

- 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. 119)
- Charts showing food webs
- Pictures of local organisms
- Digital devices

- 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)
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 hunting and poaching on ecosystems
- Describe conservation measures against hunting and poaching
- Show concern for wildlife conservation

- 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 hunting and poaching on ecosystems
- Research on conservation measures against hunting and poaching
- Debate on sustainable hunting practices
- Present findings to class
- 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. 121)
- Pictures related to hunting and poaching
- Digital devices
- Newspaper articles
- 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

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

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

Living Things and their Environment

The interdependence of life - Role of decomposers in ecosystems

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

- 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

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

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

- Observation - Oral questions - Model assessment - Written assignments

Force and Energy

Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with concave mirrors
Curved mirrors - Determining focal length of concave mirror

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
- 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

- Observation - Oral questions - Written assignments

Force and Energy

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)

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

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

- 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 conventional ray diagrams of concave mirrors
- Identify and draw the four types of rays used in ray diagrams (ray through center of curvature, ray parallel to principal axis, ray through focus, ray through pole)
- Analyze how these rays help locate images
- 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 do ray diagrams help in locating images formed by concave mirrors?
What are the characteristics of images formed when objects are placed at the center of curvature?

- Mentor Integrated Science (pg. 140)
- Plain paper
- Rulers
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 143)
- Concave mirrors
- Digital resources
- Mentor Integrated Science (pg. 144)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 145)

- Observation - Drawing assessment - Written assignments
- 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

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

- 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

How do image characteristics vary with object position for concave 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

- Observation - Table completion assessment - Written assignments

Force and Energy

Curved mirrors - Terms associated with convex mirrors
Curved mirrors - Ray diagrams for convex mirrors

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

- Observation - Drawings and labels - Written assignments

Force and Energy

Curved mirrors - Image formation by convex mirrors
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)

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

- Draw ray diagrams to locate images formed by convex mirrors
- Describe the characteristics of images formed by convex mirrors
- Appreciate the consistent nature of images formed by convex mirrors

- 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

- Draw ray diagrams to locate images formed by convex mirrors for different object positions
- Determine the characteristics of images formed
- Discuss why convex mirrors always form virtual, upright, and diminished images
- 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 characteristics of images formed by convex mirrors?
What are the practical applications of concave mirrors in our daily lives?

- Mentor Integrated Science (pg. 156)
- Convex mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 159)
- 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)
- Convex mirrors
- Examples of devices using convex mirrors

- Observation - Ray diagram assessment - Written descriptions
- Observation - Oral presentations - Written assignments

Force and Energy

Curved mirrors - Applications of curved mirrors (parabolic reflectors)
Waves - Meaning of waves
Waves - Generating waves in nature

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

- Identify applications of parabolic reflectors in daily life
- Explain how the focusing properties of parabolic reflectors make them suitable for specific applications
- Show interest in advanced applications of curved mirrors

- Research and discuss applications of parabolic reflectors (solar cookers, car headlamps, photography equipment)
- Explain the special focusing properties of parabolic surfaces
- Demonstrate applications using models or examples

What are the practical applications of parabolic reflectors in our daily lives?

- Mentor Integrated Science (pg. 163)
- Digital resources
- Examples of devices using parabolic reflectors
- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- Mentor Integrated Science (pg. 167)
- Rope
- Speakers
- Rice or sand

- Observation - Oral presentations - Group projects

Force and Energy

Waves - Transverse and longitudinal waves
Waves - Classifying waves

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

- Differentiate between transverse and longitudinal waves
- Demonstrate the generation of both types of waves using a slinky spring
- Show interest in classifying waves based on particle movement

- Use a slinky spring to demonstrate transverse waves (moving left to right)
- Use a slinky spring to demonstrate longitudinal waves (moving to-and-fro)
- Compare the motion of particles in both types of waves
- Observe and record the differences between these wave types

What is the difference between transverse and longitudinal waves?

- 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

- Observation - Practical assessment - Drawings and diagrams - Written reports

Force and Energy

Waves - Amplitude and wavelength
Waves - Frequency and period

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

- Define amplitude and wavelength of waves
- Identify these parameters on wave diagrams
- Appreciate the importance of these measurements in wave description

- Study diagrams of transverse and longitudinal waves
- Discuss the meaning of amplitude and wavelength
- Identify amplitude and wavelength on various wave diagrams
- Measure these parameters on drawn wave patterns

How are amplitude and wavelength measured in different types of waves?

- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations
- Mentor Integrated Science (pg. 173)
- Digital resources
- String and masses
- Stopwatches

- Observation - Practical measurements - Diagram labeling - Written assignments

Force and Energy

Waves - Practical: Period of waves
Waves - Wave speed
Waves - Phase of waves
Waves - Oscillation in phase

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

- Determine the period of oscillation experimentally
- Calculate frequency from period measurements
- Value precision and accuracy in scientific measurements

- Explain the concept of phase in wave motion
- Differentiate between in-phase and out-of-phase oscillations
- Appreciate the mathematical precision in describing wave relationships

- Set up an experiment with a mass on a string
- Time multiple oscillations and calculate average period
- Calculate frequency from period measurements
- Record and analyze results
- Conduct experiments with identical pendulums oscillating in phase
- Observe pendulums with same frequency but different amplitudes
- Compare pendulums oscillating in opposite directions
- Create and analyze displacement-time graphs for different phase relationships

How is the period of oscillation measured experimentally?
What determines whether waves are in phase or out of phase?

- Mentor Integrated Science (pg. 175)
- Stands with clamps
- Strings
- Masses
- Stopwatches
- 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 - Practical assessment - Data analysis - Written reports
- Observation - Practical assessment - Graph interpretation - Written reports

Force and Energy

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

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

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

Force and Energy

Waves - Characteristics of waves: reflection
Waves - Characteristics of waves: bending

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

- Demonstrate reflection of waves in a ripple tank
- Verify that waves obey the laws of reflection
- Appreciate that various wave types follow similar behavior patterns

- Set up a ripple tank with barriers to demonstrate wave reflection
- Observe reflection patterns with barriers at different angles
- Compare the incident and reflected waves
- Verify the laws of reflection for water waves

How are waves reflected at barriers?

- Mentor Integrated Science (pg. 184)
- Ripple tank
- Water
- Metal strips as reflectors
- Paper for tracing wave patterns
- Mentor Integrated Science (pg. 185)
- Glass plate to create shallow region

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

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

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

- Demonstrate diffraction of waves around obstacles
- Explain how gap size affects diffraction patterns
- Appreciate diffraction as a fundamental wave property

- Set up a ripple tank with barriers having gaps of different sizes
- Generate waves and observe their behavior passing through gaps
- Compare diffraction patterns with different gap widths
- Relate observations to wave theory

How do waves behave when passing through gaps or around obstacles?

- Mentor Integrated Science (pg. 186)
- Ripple tank
- Water
- Metal barriers with adjustable gaps
- Paper for tracing wave patterns
- 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
- Mentor Integrated Science (pg. 190)
- Examples of wave-based technologies
- Video clips on wave applications

- Observation - Practical assessment - Drawing analysis - Written reports