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SCHEME OF WORK
INTEGRATED SCIENCE
Grade 9 2025
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
Living Things and their Environment
Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of parts of a flower
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
- Observation - Drawing assessment - Oral questions - Written assignments
2
Living Things and their Environment
Reproduction in plants - Meaning of pollination
Reproduction in plants - Types of pollination (self-pollination)
By the end of the lesson, the learner should be able to:

- Explain the meaning of pollination
- Describe the importance of pollination in plant reproduction
- Appreciate the role of pollination in plant reproduction
- Discuss the meaning of pollination
- Watch videos on pollination process
- Research on the importance of pollination in plant reproduction
- Present findings to the class
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 88)
- Digital devices
- Videos on pollination
- Charts showing pollination
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination
- Observation - Oral questions - Written assignments - Group presentations
3
Living Things and their Environment
Reproduction in plants - Types of pollination (cross-pollination)
By the end of the lesson, the learner should be able to:

- Explain cross-pollination
- Identify plants that undergo cross-pollination
- Appreciate the advantages of cross-pollination
- Discuss cross-pollination
- Use diagrams/charts to illustrate cross-pollination
- Research on examples of plants that undergo cross-pollination
- Compare self-pollination and cross-pollination
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing cross-pollination
- Digital devices
- Observation - Oral questions - Written assignments - Group presentations
4
Living Things and their Environment
Reproduction in plants - Agents of pollination (insects)
Reproduction in plants - Agents of pollination (birds, other animals)
By the end of the lesson, the learner should be able to:

- Identify insects as agents of pollination
- Explain how insects aid in pollination
- Appreciate the role of insects in plant reproduction
- Observe pictures/videos of insects as pollinators
- Discuss how insects aid in pollination
- Take a field excursion to observe insects pollinating flowers
- Record observations and present to class
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of insect pollinators
- Digital devices
- Pictures/videos of bird and animal pollinators
- Observation - Field notes assessment - Oral questions - Written assignments
5
Living Things and their Environment
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 wind and water as agents of pollination
- Explain how wind and water aid in pollination
- Show interest in various pollination mechanisms
- Observe pictures/videos of wind and water pollination
- Discuss how wind and water aid in pollination
- Research on examples of flowers pollinated by wind and water
- Present findings to class
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 91)
- Pictures/videos of wind and water pollination
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens
- Observation - Oral questions - Written assignments - Group presentations
2 1
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
2
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
3
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
4
Living Things and their Environment
Reproduction in plants - Fertilization in flowering plants
By the end of the lesson, the learner should be able to:

- Explain the process of fertilization in flowering plants
- Describe the journey of pollen tube to the ovule
- Appreciate the complexity of plant reproduction
- Watch videos on fertilization in flowering plants
- Use diagrams/charts to illustrate the fertilization process
- Discuss the journey of the pollen tube to the ovule
- Create presentations on fertilization in flowering plants
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process
- Digital devices
- Observation - Oral questions - Written assignments - Group presentations
5
Living Things and their Environment
Reproduction in plants - Seed formation in flowering plants
By the end of the lesson, the learner should be able to:

- Explain the process of seed formation in flowering plants
- Identify the changes that occur during seed formation
- Value the importance of seeds in plant reproduction
- Watch videos on seed formation
- Use diagrams/charts to illustrate seed formation
- Observe different stages of seed development if available
- Discuss the changes that occur during seed formation
How does reproduction in plants occur?
- Mentor Integrated Science Grade 9 (pg. 96)
- Videos on seed formation
- Charts showing seed formation
- Samples of seeds at different developmental stages
- Observation - Oral questions - Written assignments - Drawing assessment
3 1
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
2
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
3
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
4
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
5
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
4 1
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
2
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
3
Living Things and their Environment
Reproduction in plants - Role of flowers in nature
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
- 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. 105)
- Digital devices
- Pictures of different flowers and their roles
- Charts on flower roles in ecosystems
- Observation - Oral questions - Written assignments - Group presentations
4
Living Things and their Environment
The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation)
By the end of the lesson, the learner should be able to:

- 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
- Observation - Field notes assessment - Oral questions - Written assignments
5
Living Things and their Environment
The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis)
By the end of the lesson, the learner should be able to:

- Explain parasitism as a biotic interaction
- Identify examples of parasitic relationships
- Value the diversity of relationships in ecosystems
- Discuss parasitism as a biotic interaction
- Observe pictures/videos of parasitic relationships
- Research on examples of parasitic relationships
- Present findings to class
What is the role of living and non-living factors in environments?
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships
- Observation - Oral questions - Written assignments - Group presentations
5 1
Living Things and their Environment
The interdependence of life - Biotic factors (competition)
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
- Observation - Oral questions - Written assignments - Group presentations
2
Living Things and their Environment
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 saprophytic relationships as a biotic interaction
- Identify examples of saprophytic organisms
- Appreciate the role of saprophytes in ecosystems
- Discuss saprophytic relationships
- Observe pictures/videos of saprophytic organisms
- Research on examples of saprophytic organisms
- Create presentations on saprophytic relationships
What is the role of living and non-living factors in environments?
- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 113)
- Thermometers
- Pictures/videos of organisms in different temperature zones
- Observation - Oral questions - Written assignments - Group presentations
3
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
4
Living Things and their Environment
The interdependence of life - Abiotic factors (wind)
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
- Observation - Oral questions - Written assignments - Group presentations
5
Living Things and their Environment
The interdependence of life - Abiotic factors (wind)
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
- Observation - Oral questions - Written assignments - Group presentations
6 1
Living Things and their Environment
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 atmospheric pressure, pH and salinity affect living organisms
- Describe adaptations of organisms to these abiotic factors
- Value adaptations to different environments
- 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. 117)
- pH testing equipment (if available)
- Water samples of different salinity
- Digital devices
- Observation - Oral questions - Practical assessment - Written assignments
2
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
3
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
4
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
5
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
7 1
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
2
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
3
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
4
Living Things and their Environment
The interdependence of life - Role of decomposers in ecosystems
By the end of the lesson, the learner should be able to:

- Explain the role of decomposers in ecosystems
- Identify examples of decomposers
- Appreciate the importance of decomposers in nutrient cycling
- Discuss the role of decomposers in ecosystems
- Observe pictures/videos of decomposers in action
- Research on examples of decomposers
- Create a model of nutrient cycling showing the role of decomposers
What is the role of living and non-living factors in environments?
- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- Observation - Oral questions - Model assessment - Written assignments
5
Force and Energy
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 the types of curved mirrors
- Differentiate between concave and convex mirrors
- Appreciate the applications of curved mirrors in day to day life
- Discuss the types of curved mirrors (concave, convex, and parabolic surfaces)
- Use shiny spoons to demonstrate the difference between concave and convex reflective surfaces
- Observe and record how images are formed by the inner and outer surfaces of the spoon
How are curved mirrors used in day to day life?
- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors
- Mentor Integrated Science (pg. 135)
- Digital resources
- Charts showing the structure of a concave mirror
- Observation - Oral questions - Written assignments
8 1
Force and Energy
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 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
- Observation - Practical assessment - Written reports
2
Force and Energy
Curved mirrors - Image formation by concave mirrors (beyond C)
Curved mirrors - Image formation by concave mirrors (at C)
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)
- Observation - Ray diagram assessment - Written descriptions
3
Force and Energy
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 between C and F
- Describe the characteristics of images formed
- Appreciate the systematic approach in determining image properties
- Draw ray diagrams to locate images when objects are placed between the center of curvature and the principal focus
- Determine the characteristics of images formed
- Verify the results through practical observation
What are the characteristics of images formed when objects are placed between the center of curvature and the principal focus?
- Mentor Integrated Science (pg. 145)
- Concave mirrors
- Drawing instruments
- Digital resources
- Observation - Ray diagram assessment - Written descriptions
4
Force and Energy
Curved mirrors - Image formation by concave mirrors (at F)
Curved mirrors - Image formation by concave mirrors (between F and P)
By the end of the lesson, the learner should be able to:

- Draw ray diagrams to locate images when objects are placed at F
- Describe the characteristics of images formed
- Show interest in understanding special cases of image formation
- Draw ray diagrams to locate images when objects are placed at the principal focus
- Analyze what happens to reflected rays when objects are at F
- Discuss the concept of images formed at infinity
What happens to the image when an object is placed at the principal focus of a concave mirror?
- Mentor Integrated Science (pg. 147)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 148)
- Observation - Ray diagram assessment - Class discussion assessment
5
Force and Energy
Curved mirrors - Characteristics of images formed by concave mirrors
Curved mirrors - Locating images formed by concave mirrors experimentally
By the end of the lesson, the learner should be able to:

- Summarize characteristics of images formed by concave mirrors for different object positions
- Create a comprehensive table of image characteristics
- Value the systematic organization of scientific information
- Create a summary table of image characteristics for different object positions (at infinity, beyond C, at C, between C and F, at F, between F and P)
- Discuss the patterns and relationships observed
- Compare theoretical predictions with practical observations
How do image characteristics vary with object position for concave mirrors?
- Mentor Integrated Science (pg. 149)
- Concave mirrors
- Digital resources
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Mirror holders
- Screens
- Candles or light sources
- Rulers
- Observation - Table completion assessment - Written assignments
9

Midterm

10 1
Force and Energy
Curved mirrors - Terms associated with convex mirrors
By the end of the lesson, the learner should be able to:

- Identify the terms associated with convex mirrors
- Compare the structure of convex mirrors with concave mirrors
- Appreciate the differences between concave and convex mirrors
- Discuss the terms associated with convex mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a convex mirror
- Compare terms used in convex mirrors with those in concave mirrors
How does the structure of convex mirrors differ from concave mirrors?
- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Digital resources
- Charts showing the structure of convex mirrors
- Observation - Drawings and labels - Written assignments
2
Force and Energy
Curved mirrors - Ray diagrams for convex mirrors
Curved mirrors - Image formation by convex mirrors
By the end of the lesson, the learner should be able to:

- 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
- 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 do ray diagrams help in locating images formed by convex mirrors?
- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 156)
- Convex mirrors
- Digital resources
- Observation - Drawing assessment - Written assignments
3
Force and Energy
Curved mirrors - Locating images formed by convex mirrors experimentally
Curved mirrors - Applications of curved mirrors (concave mirrors)
By the end of the lesson, the learner should be able to:

- Set up an experiment to locate images formed by convex mirrors
- Record and analyze experimental observations
- Show interest in practical verification of theoretical concepts
- Set up experiments to observe images formed by convex mirrors
- Record observations about the nature, size, and position of images
- Compare experimental results with theoretical predictions
How can we experimentally verify the characteristics of images formed by convex mirrors?
- Mentor Integrated Science (pg. 159)
- Convex mirrors
- Mirror holders
- Objects of various sizes
- Rulers
- Mentor Integrated Science (pg. 161)
- Concave mirrors
- Digital resources
- Examples of devices using concave mirrors
- Observation - Practical assessment - Written reports
4
Force and Energy
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:

- Identify applications of convex mirrors in daily life
- Explain how the properties of convex mirrors make them suitable for specific applications
- Value the role of curved mirrors in enhancing safety and efficiency
- Research and discuss applications of convex mirrors (driving mirrors, security mirrors, eliminating blind spots)
- Explain how the wide field of view property of convex mirrors relates to their applications
- Observe examples of convex mirrors in use
What are the practical applications of convex mirrors in our daily lives?
- Mentor Integrated Science (pg. 162)
- Convex mirrors
- Digital resources
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors
- Observation - Oral presentations - Written assignments
5
Force and Energy
Waves - Meaning of 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
- Observation - Oral questions - Written assignments
11 1
Force and Energy
Waves - Generating waves in nature
Waves - Transverse and longitudinal waves
By the end of the lesson, the learner should be able to:

- Describe how to generate different types of waves
- Differentiate between mechanical and electromagnetic waves
- Appreciate the presence of waves in everyday phenomena
- Demonstrate generation of waves using a rope
- Generate water waves in a basin
- Observe how sound waves are generated using a speaker
- Discuss the difference between mechanical and electromagnetic waves
How are different types of waves generated in nature?
- Mentor Integrated Science (pg. 167)
- Rope
- Basin with water
- Speakers
- Rice or sand
- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion
- Observation - Practical assessment - Written reports
2
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
3
Force and Energy
Waves - Frequency and period
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
- Observation - Practical assessment - Graph analysis - Written assignments
4
Force and Energy
Waves - Practical: Period of waves
Waves - Wave speed
By the end of the lesson, the learner should be able to:

- Determine the period of oscillation experimentally
- Calculate frequency from period measurements
- Value precision and accuracy in scientific measurements
- Set up an experiment with a mass on a string
- Time multiple oscillations and calculate average period
- Calculate frequency from period measurements
- Record and analyze results
How is the period of oscillation measured experimentally?
- Mentor Integrated Science (pg. 175)
- Stands with clamps
- Strings
- Masses
- Stopwatches
- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Digital resources
- Wave demonstration equipment
- Observation - Practical assessment - Data analysis - Written reports
5
Force and Energy
Waves - Phase of waves
Waves - Oscillation in phase
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
- 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
What determines whether waves are in phase or out of phase?
- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment
- Observation - Practical assessment - Graph interpretation - Written reports
12 1
Force and Energy
Waves - Oscillation out of phase
Waves - Characteristics of waves: straight-line motion
By the end of the lesson, the learner should be able to:

- Set up pendulums oscillating out of phase
- Compare the displacement-time graphs of out-of-phase oscillations
- Value the mathematical description of wave phenomena
- Set up identical pendulums oscillating out of phase
- Record and compare the motion patterns
- Create displacement-time graphs for out-of-phase oscillations
- Analyze the phase difference between oscillations
What are the characteristics of oscillations that are out of phase?
- Mentor Integrated Science (pg. 181)
- Pendulum apparatus
- Stopwatches
- Measuring equipment
- Graph paper
- Mentor Integrated Science (pg. 183)
- Ripple tank
- Water
- Paper for tracing
- Rulers
- Observation - Practical assessment - Graph construction and analysis - Written reports
2
Force and Energy
Waves - Characteristics of waves: reflection
By the end of the lesson, the learner should be able to:

- Demonstrate reflection of waves in a ripple tank
- Verify that waves obey the laws of reflection
- Appreciate that various wave types follow similar behavior patterns
- Set up a ripple tank with barriers to demonstrate wave reflection
- Observe reflection patterns with barriers at different angles
- Compare the incident and reflected waves
- Verify the laws of reflection for water waves
How are waves reflected at barriers?
- Mentor Integrated Science (pg. 184)
- Ripple tank
- Water
- Metal strips as reflectors
- Paper for tracing wave patterns
- Observation - Practical assessment - Drawing analysis - Written reports
3
Force and Energy
Waves - Characteristics of waves: bending
Waves - Characteristics of waves: diffraction
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
- Observation - Practical assessment - Drawing analysis - Written reports
4
Force and Energy
Waves - Remote sensing in relation to waves
Waves - Transmission, absorption and reflection in remote sensing
By the end of the lesson, the learner should be able to:

- Describe remote sensing process
- Explain the role of waves in remote sensing
- Show interest in technological applications of wave properties
- Search for information about remote sensing using digital resources
- Discuss the remote sensing process and how waves are used
- Identify where absorption and reflection occur in remote sensing
- Prepare and present findings on remote sensing
How is remote sensing related to waves?
- 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
- Observation - Research reports - Oral presentations - Written assignments
5
Force and Energy
Waves - Applications of waves in everyday life
By the end of the lesson, the learner should be able to:

- Identify various applications of waves in everyday life
- Explain how wave properties are utilized in different technologies
- Appreciate the importance of waves in modern society
- Research applications of waves in everyday life (communication, medical imaging, entertainment)
- Discuss how specific wave properties are utilized in different applications
- Present findings on wave applications
- Relate wave theory to practical applications
What are the practical applications of waves in our everyday life?
- Mentor Integrated Science (pg. 190)
- Digital resources
- Examples of wave-based technologies
- Video clips on wave applications
- Observation - Research reports - Oral presentations - Written assignments

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