Mixtures, Elements and Compounds

Water hardness - Physical properties

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

- Collect water samples from different sources
- Compare water from different sources
- Appreciate the variety of water sources in the locality

- Tour the locality to observe water sources
- Collect water samples from different sources
- Compare water samples in terms of appearance, odor, taste and boiling point

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 33)
- Water samples from different sources
- Containers for samples
- Charts

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Water hardness - Water sources
Water hardness - Colour and odour
Water hardness - Investigating color and odor

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

- Identify different sources of water in the locality
- Compare characteristics of water from different sources
- Show interest in water sources in the environment

- Discuss different sources of water in the locality
- Compare characteristics of water from different sources
- Record findings in a table

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 33)
- Water samples
- Digital resources
- Charts
- Mentor Integrated Science (pg. 34)
- Clear containers
- White paper
- Worksheets

- Observation - Oral discussions - Written assignments

Mixtures, Elements and Compounds

Water hardness - Boiling point
Water hardness - Hard and soft water
Water hardness - Differences

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

- Investigate the boiling point of water
- Explain why water boils at a specific temperature
- Observe safety measures when using heat sources

- Set up apparatus to determine boiling point of water
- Measure temperature changes as water heats
- Record observations about boiling water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 35)
- Thermometer
- Heat source
- Beaker
- Water
- Mentor Integrated Science (pg. 36)
- Soap
- Water samples
- Beakers
- Digital resources
- Mentor Integrated Science (pg. 37)
- Charts

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Water hardness - Advantages of soft water
Water hardness - Hard water advantages
Water hardness - Methods of softening
Water hardness - Boiling method
Water hardness - Chemical method

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

- Identify advantages of soft water
- Debate on uses of soft water
- Appreciate the value of soft water in certain applications

- Identify methods of softening hard water
- Explain different water softening processes
- Show interest in water treatment methods

- Debate on advantages of soft water
- Discuss benefits of using soft water for cleaning
- Research advantages of soft water
- Search for information on methods of softening hard water
- Discuss different methods of water softening
- Summarize findings on water softening methods

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 38)
- Digital resources
- Charts
- Debate materials
- Mentor Integrated Science (pg. 39)
- Research materials
- Mentor Integrated Science (pg. 40)
- Digital resources
- Charts
- Water samples
- Mentor Integrated Science (pg. 41)
- Hard water samples
- Heat source
- Beakers
- Soap
- Mentor Integrated Science (pg. 42)
- Washing soda

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

Mixtures, Elements and Compounds
Living Things and their Environment

Water hardness - Distillation method
Water hardness - Applications
Nutrition in plants - External structure of the leaf

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

- Demonstrate how to soften hard water by distillation
- Explain how distillation removes hardness
- Observe safety measures during distillation

- Set up distillation apparatus
- Distill hard water and test the distillate
- Compare properties of hard water and distilled water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 44)
- Distillation apparatus
- Hard water samples
- Heat source
- Soap
- Mentor Integrated Science (pg. 45)
- Digital resources
- Charts
- Pictures of water applications
- Mentor Integrated Science (pg. 49)
- Charts showing external structure of leaf
- Fresh leaves

- Observation - Practical work - Written reports

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

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

- 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

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)
- Charts showing internal leaf adaptations
- Reference materials

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Chloroplast adaptations
Nutrition in plants - Process of photosynthesis
Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of photosynthesis
Nutrition in plants - Testing for starch

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

- Describe the structure of a chloroplast
- Identify parts of a chloroplast and their functions
- Appreciate the role of chloroplasts in photosynthesis

- Identify conditions necessary for photosynthesis
- Explain the role of each condition in photosynthesis
- Appreciate the complexity of photosynthesis

- Observe a diagram showing the structure of a chloroplast
- Identify the parts of a chloroplast
- Discuss the functions of different parts of a chloroplast
- Search for information on conditions necessary for photosynthesis
- Discuss the role of each condition in photosynthesis
- Make summary notes on conditions for photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 55)
- Charts showing structure of chloroplast
- Digital resources
- Models
- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure
- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Reference materials
- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis
- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves
- Chemicals (iodine solution)
- Fresh leaves
- Heat source

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

Living Things and their Environment

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

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

- Investigate whether light is necessary for photosynthesis
- Control variables in an experiment
- Practice safety measures when conducting experiments

- Design an experiment to investigate the effect of light 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. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals
- Mentor Integrated Science (pg. 62)
- Conical flasks with corks
- Potassium hydroxide solution

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - Chlorophyll and photosynthesis
Nutrition in plants - Importance of photosynthesis
Nutrition in plants - Environmental impact of photosynthesis

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

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

- Design an experiment using variegated leaves to investigate the role of chlorophyll
- Test for starch in variegated leaves
- Record and analyze results
- Draw conclusions from the experiment

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 63)
- Variegated leaves
- Apparatus for testing starch
- Chemicals
- Heat source
- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials
- Mentor Integrated Science (pg. 65)
- Charts showing carbon cycle

- Observation - Practical work - Written reports

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

- 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

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

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

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

- Observe pictures of symbiotic relationships
- Discuss examples of symbiotic relationships in feeding
- Research on symbiotic relationships
- Create presentations on symbiotic relationships
- 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 do different animals feed?
How is food digested in the human body?

- 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
- Mentor Integrated Science Grade 9 (pg. 77)
- Dental models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth
- Mentor Integrated Science Grade 9 (pg. 79)
- Pictures/models of carnivore teeth

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

Living Things and their Environment

Nutrition in animals - Dentition in herbivores

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in omnivores

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

- Describe the dentition of omnivores
- Identify adaptations of omnivore teeth to their feeding habits
- Show interest in understanding omnivore dentition

- Observe pictures/models of omnivore teeth
- Discuss the adaptations of omnivore teeth to their feeding habits
- Research on examples of omnivores and their dentition
- Make presentations on omnivore dentition

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

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

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
- Mentor Integrated Science Grade 9 (pg. 83)

- Observation - Oral questions - Written assignments - Demonstrations

Living Things and their Environment

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

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

- 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 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
- 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. 83)
- Charts/models of the digestive system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 84)
- Charts of the circulatory system
- Digital devices
- Charts/models of the large intestine

- 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)

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
- 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
Reproduction in plants - Effects of agrochemicals on pollinating agents

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

- Explain the effects of agrochemicals on pollinating agents
- Describe how these effects impact plant reproduction
- Show concern for the impact of human activities on pollinators

- Observe wind-pollinated flowers
- Identify and discuss adaptations to wind pollination
- Compare insect-pollinated and wind-pollinated flowers
- Create presentations on adaptations to wind pollination
- Research on the effects of agrochemicals on pollinating agents
- Discuss how these effects impact plant reproduction
- Debate on the use of agrochemicals and their effects on pollination
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators

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

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

- Explain the process of fruit formation in flowering plants
- Identify the changes that occur during fruit formation
- Appreciate the role of fruits in plant reproduction

- Watch videos on fruit formation
- Use diagrams/charts to illustrate fruit formation
- Observe different stages of fruit development if available
- Discuss the changes that occur during fruit formation

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 97)
- Videos on fruit formation
- Charts showing fruit formation
- Samples of fruits at different developmental stages

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

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

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

- Observation - Oral questions - Written assignments - Debate 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
Reproduction in plants - Role of flowers in nature

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

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

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

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

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

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)
The interdependence of life - Abiotic factors (water)

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
- Mentor Integrated Science Grade 9 (pg. 115)
- Pictures of plants from arid and wet environments
- Water samples

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

- Explain how atmospheric pressure, pH and salinity affect living organisms
- Describe adaptations of organisms to these abiotic factors
- Value adaptations to different environments

- Discuss how wind affects living organisms
- Research on adaptations of organisms to windy environments
- Observe plants from windy and sheltered environments
- Present findings to class
- Discuss 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. 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
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 118)
- Charts showing food chains
- Pictures of local organisms

- 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 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

- 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
- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species

- 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)
Curved mirrors - Image formation by concave mirrors (at 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)
- Mentor Integrated Science (pg. 147)

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

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

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

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

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

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

- Mentor Integrated Science (pg. 148)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 149)
- Previous ray diagrams

- Observation - Ray diagram assessment - Written descriptions

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
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:

- 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 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

- 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 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

How can we experimentally verify the characteristics of images formed by concave mirrors?
What are the characteristics of 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
- Pencils
- Drawing instruments
- 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
- Examples of devices using concave mirrors
- Mentor Integrated Science (pg. 162)
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors

- Observation - Practical assessment - Written reports
- Observation - Ray diagram assessment - Written descriptions