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

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

- Describe how internal leaf structures are adapted for photosynthesis
- Relate specific adaptations to photosynthetic functions
- Show interest in plant adaptations

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

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

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure
- Digital resources
- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Reference materials
- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Stages of photosynthesis
Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis

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

- Describe the light and dark stages of photosynthesis
- Explain where each stage occurs in the chloroplast
- Show curiosity in understanding photosynthetic stages

- Study a chart showing stages of photosynthesis
- Discuss the light and dark stages of photosynthesis
- Explain the products of each stage of photosynthesis

What is the importance of photosynthesis in nature?

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

- Observation - Written assignments - Oral questions

Living Things and their Environment

Nutrition in plants - Carbon (IV) oxide and photosynthesis
Nutrition in plants - Chlorophyll and photosynthesis

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

- Investigate whether carbon (IV) oxide is necessary for photosynthesis
- Control variables in an experiment
- Practice safety measures when conducting experiments

- Design an experiment to investigate the effect of carbon (IV) oxide on photosynthesis
- Set up the experiment with appropriate controls
- Record and analyze results
- Draw conclusions from the experiment

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 62)
- Potted plants
- Conical flasks with corks
- Potassium hydroxide solution
- Apparatus for testing starch
- Mentor Integrated Science (pg. 63)
- Variegated leaves
- Chemicals
- Heat source

- Observation - Practical work - Written reports

Living Things and their Environment

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

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

- Explain the importance of photosynthesis in nature
- Relate photosynthesis to food production and oxygen release
- Appreciate the significance of photosynthesis

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

- Search for information on importance of photosynthesis
- Discuss how photosynthesis benefits plants, animals and the environment
- Make summary notes on importance of photosynthesis
- 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. 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

- Observation - Written assignments - Oral presentations
- 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
Nutrition in animals - Types of teeth (structure)

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

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

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
Nutrition in animals - Process of digestion (ingestion)

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

- 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

- 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
- 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. 81)
- Pictures/models of omnivore teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 82)
- Charts/models of the digestive system
- Digital devices

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

Living Things and their Environment

Nutrition in animals - Process of digestion (digestion)
Nutrition in animals - Process of digestion (absorption)

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 (assimilation)

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

- 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

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 84)
- Charts of the circulatory system
- Digital devices

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

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of flowers to wind pollination

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

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

- 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. 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
Reproduction in plants - Seed formation in flowering plants
Reproduction in plants - Fruit formation 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

- 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 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
- 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. 95)
- Videos on fertilization in plants
- Charts showing fertilization process
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 96)
- Videos on seed formation
- Charts showing seed formation
- Samples of seeds at different developmental stages
- Mentor Integrated Science Grade 9 (pg. 97)
- Videos on fruit formation
- Charts showing fruit formation
- Samples of fruits at different developmental stages

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

Living Things and their Environment

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

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

- Explain the meaning of fruit and seed dispersal
- Describe the importance of fruit and seed dispersal
- Value the role of dispersal in plant reproduction

- 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. 98)
- Digital devices
- Charts showing seed dispersal

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

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

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

Reproduction in plants - Adaptations of fruits and seeds for dispersal
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:

- 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

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

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

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 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
- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks

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

Living Things and their Environment

The interdependence of life - Biotic factors (predation)
The interdependence of life - Biotic factors (parasitism)

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

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

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

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

- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain symbiosis as a biotic interaction
- Identify examples of symbiotic relationships
- Appreciate the importance of symbiotic relationships

- Discuss symbiosis as a biotic interaction
- Observe pictures/videos of symbiotic relationships
- Research on examples of symbiotic relationships
- Create presentations on symbiotic relationships

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

- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships
- 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 atmospheric pressure, pH and salinity affect living organisms
- Describe adaptations of organisms to these abiotic factors
- Value adaptations to different environments

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

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

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

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

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)
The interdependence of life - Human activities (habitat change)

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

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

Living Things and their Environment

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

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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
Living Things and their Environment
Force and Energy
Force and Energy

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

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

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

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

- 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
- 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. 123)
- Pictures of Kenya national parks
- Digital devices
- Maps of Kenya national parks
- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors
- Mentor Integrated Science (pg. 135)
- Digital resources
- Charts showing the structure of a concave mirror

- Observation - Oral questions - Food web construction assessment - Presentations
- Observation - Oral questions - Model assessment - Written assignments

Force and Energy

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

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

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

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

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

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

- Observation - Practical assessment - Written reports

Force and Energy

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

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

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

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

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

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

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

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

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)
- Mentor Integrated Science (pg. 149)
- Previous ray diagrams

- Observation - Ray diagram assessment - Class discussion assessment

Force and Energy

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

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

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

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

- Set up experiments to locate images formed by concave mirrors for different object positions
- Record observations in a structured table
- Compare experimental results with theoretical predictions
- Draw conventional ray diagrams of convex mirrors
- Identify and draw the four types of rays used in ray diagrams for convex mirrors
- Analyze how these rays help locate images

How can we experimentally verify the characteristics of images formed by concave mirrors?
How do ray diagrams help in locating images formed by convex mirrors?

- Mentor Integrated Science (pg. 150)
- Concave mirrors
- Mirror holders
- Screens
- Candles or light sources
- Rulers
- 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)
- Convex mirrors
- Digital resources
- Mentor Integrated Science (pg. 159)
- Mirror holders
- Objects of various sizes

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

Force and Energy

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:

- 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

- 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
Waves - Amplitude and wavelength

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
- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations

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

Force and Energy

Waves - Frequency and period
Waves - Practical: Period of waves

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

- Define frequency and period of waves
- Describe the relationship between frequency and period
- Show interest in quantitative aspects of wave motion

- Search for the meaning of frequency and period using digital or print resources
- Discuss the motion of a mass on a string to illustrate oscillation
- Create displacement-time graphs for oscillating objects
- Establish the relationship between frequency and period

What is the relationship between frequency and period in wave motion?

- Mentor Integrated Science (pg. 173)
- Digital resources
- String and masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 175)
- Stands with clamps
- Strings
- Masses

- Observation - Practical assessment - Graph analysis - Written assignments

Force and Energy

Waves - Wave speed
Waves - Phase of waves

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

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