Living Things and their Environment

Nutrition in plants - External structure of the leaf

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Functions of leaf parts
Nutrition in plants - Observing leaf structures
Nutrition in plants - Leaf adaptations for photosynthesis

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

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

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

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 50)
- Charts showing external structure of leaf
- Digital resources
- Fresh leaves
- Hand lens
- Drawing materials
- Mentor Integrated Science (pg. 51)
- Charts showing leaf adaptations
- Reference materials

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

- Identify the internal parts of a leaf
- Describe the arrangement of tissues in a leaf
- Show curiosity in learning about internal leaf structures

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

- Observe a diagram showing internal structure of a leaf
- Identify the internal parts of the leaf
- Discuss the functions of each internal part of the leaf
- 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. 52)
- Charts showing internal structure of leaf
- Digital resources
- Models
- Mentor Integrated Science (pg. 53)
- Charts showing internal leaf tissues
- 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
- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure

- Observation - Oral questions - Written assignments
- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Oral questions - Written assignments

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - Carbon (IV) oxide and photosynthesis
Nutrition in plants - Chlorophyll and photosynthesis
Nutrition in plants - Importance of 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
- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - Environmental impact of photosynthesis
Nutrition in animals - Modes of nutrition in animals
Nutrition in animals - Parasitic mode of nutrition
Nutrition in animals - Saprophytic mode of nutrition
Nutrition in animals - Symbiotic mode of nutrition

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

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

- Explain saprophytic mode of nutrition
- Identify organisms that exhibit saprophytic mode of nutrition
- Value the role of saprophytes in nutrient cycling

- Discuss how photosynthesis affects the carbon cycle
- Explain how plants help reduce carbon (IV) oxide in the atmosphere
- Relate photosynthesis to environmental conservation
- Observe pictures/videos of saprophytic organisms
- Discuss the characteristics of saprophytic organisms
- Research on examples of saprophytic organisms
- Discuss the importance of saprophytes in the ecosystem

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

- Mentor Integrated Science (pg. 65)
- Digital resources
- Charts showing carbon cycle
- Reference materials
- Mentor Integrated Science Grade 9 (pg. 73)
- Digital devices
- Pictures of animals with different feeding habits
- Mentor Integrated Science Grade 9 (pg. 74)
- Pictures of parasitic animals
- Mentor Integrated Science Grade 9 (pg. 74)
- Digital devices
- Pictures/videos of saprophytic organisms
- Mentor Integrated Science Grade 9 (pg. 75)
- Pictures of symbiotic relationships

- Observation - Written assignments - Oral presentations
- Observation - Oral questions - Written assignments - Group discussions

Living Things and their Environment

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

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

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

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

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices
- Pictures of animals with holozoic feeding
- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts
- Mentor Integrated Science Grade 9 (pg. 77)

- Observation - Oral questions - Written assignments - Group presentations

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

- 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

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

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

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

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

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

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

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

Living Things and their Environment

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

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

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (egestion)

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Parts of a flower
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:

- Identify external parts of a flower
- Draw and label parts of a flower
- Appreciate the complexity of flower structure

- Collect and observe flowers from the school compound
- Identify and name the parts of the flowers
- Draw and label the parts of a flower
- Discuss the functions of the parts of a flower

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 86)
- Fresh flowers
- Hand lens
- Drawing materials
- 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 - Drawing assessment - Oral questions - Written assignments

Living Things and their Environment

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

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

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

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

- Discuss self-pollination
- Use diagrams/charts to illustrate self-pollination
- Research on examples of plants that undergo self-pollination
- Create presentations on self-pollination
- 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. 89)
- Charts showing self-pollination
- Digital devices
- Charts showing cross-pollination
- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of insect pollinators
- 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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

- Observe insect-pollinated flowers
- Identify and discuss adaptations to insect pollination
- Compare different insect-pollinated flowers
- Create presentations on adaptations to insect pollination

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers

- 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

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
- 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 - Group presentations

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

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of fruits and seeds for dispersal

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Classification activities - Written assignments

Living Things and their Environment

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

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

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

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

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
- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- 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)
The interdependence of life - Abiotic factors (temperature)

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

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

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

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

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

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

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

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

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

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

Living Things and their Environment

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

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

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

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

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

- Mentor Integrated Science Grade 9 (pg. 120)
- Pictures showing habitat change
- Digital devices
- Newspaper articles
- Mentor Integrated Science Grade 9 (pg. 121)
- Pictures related to hunting and poaching

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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

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

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

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

- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species
- Digital devices
- Newspaper articles

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Interrelationships in Kenya national parks

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
Force and Energy
Force and Energy

The interdependence of life - Role of decomposers in ecosystems
Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with concave mirrors
Curved mirrors - Determining focal length of concave mirror
Curved mirrors - Ray diagrams for concave mirrors

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

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

- 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

- 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
- 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

What is the role of living and non-living factors in environments?
Why is it important to know the focal length of a concave mirror?

- 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
- 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

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

Force and Energy

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 ray diagrams to locate images when objects are placed beyond C
- Describe the characteristics of images formed
- Appreciate the systematic approach in determining image properties

- Draw ray diagrams to locate images when objects are placed beyond the center of curvature
- Use the ray diagrams to determine image characteristics (size, position, nature)
- Compare theoretical predictions with practical observations

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

- Mentor Integrated Science (pg. 143)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 144)
- 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

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

- 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

How can we experimentally verify the characteristics of images formed by concave 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
- Pencils
- Drawing instruments

- Observation - Practical assessment - Written reports

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)
Curved mirrors - Applications of curved mirrors (parabolic reflectors)

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
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors

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

Force and Energy

Waves - Meaning of waves
Waves - Generating waves in nature
Waves - Transverse and longitudinal waves

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

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

- Read the story about John and ripples in the dam
- Discuss what happens when an object is dropped in still water
- Observe the movement of water waves and how they transport energy without moving matter

How are waves applied in our day to day life?

- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- Digital resources
- Mentor Integrated Science (pg. 167)
- Rope
- Speakers
- Rice or sand
- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion

- Observation - Oral questions - Written assignments

Force and Energy

Waves - Classifying waves
Waves - Amplitude and wavelength

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

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

- Study different wave examples provided in the textbook
- Classify the waves into transverse and longitudinal categories
- Research and identify real-world examples of both types of waves
- Create a classification chart of common waves

How are waves classified based on particle movement?

- 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 - Classification exercises - Oral presentations - Written assignments

Force and Energy

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

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
- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Wave demonstration equipment

- Observation - Practical assessment - Graph analysis - Written assignments

Force and Energy

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

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

- 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

- Identify parts of a ripple tank
- Demonstrate that waves travel in straight lines
- Show interest in systematic investigation of wave properties

- 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
- Identify parts of a ripple tank
- Set up a ripple tank to demonstrate straight-line motion of waves
- Observe and trace wave fronts on paper
- Analyze the direction of wave propagation

What determines whether waves are in phase or out of phase?
How do we demonstrate that waves travel in straight lines?

- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment
- Mentor Integrated Science (pg. 181)
- Mentor Integrated Science (pg. 183)
- Ripple tank
- Water
- Paper for tracing
- Rulers
- Mentor Integrated Science (pg. 184)
- Metal strips as reflectors
- Paper for tracing wave patterns

- Observation - Practical assessment - Graph interpretation - Written reports
- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

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

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

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

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

How do waves bend when moving between different media?

- Mentor Integrated Science (pg. 185)
- Ripple tank
- Water
- Glass plate to create shallow region
- Paper for tracing wave patterns
- Mentor Integrated Science (pg. 186)
- Metal barriers with adjustable gaps
- Mentor Integrated Science (pg. 187)
- Digital resources
- Diagrams of remote sensing processes
- Video clips on remote sensing
- Mentor Integrated Science (pg. 188)
- Examples of remote sensing data
- Mentor Integrated Science (pg. 190)
- Examples of wave-based technologies
- Video clips on wave applications

- Observation - Practical assessment - Drawing analysis - Written reports