Living Things and their Environment

Nutrition in plants - External structure of the leaf
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:

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

- Collect and observe different types of leaves
- Identify external parts of leaves using a hand lens
- Draw and label parts of leaves

- 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
- Walk around the school compound to collect leaf samples
- Use a hand lens to observe external parts of leaves
- Draw and label parts of leaves observed
- Compare leaves with those identified previously

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 49)
- Charts showing external structure of leaf
- Digital resources
- Fresh leaves
- Mentor Integrated Science (pg. 50)
- Mentor Integrated Science (pg. 50)
- Hand lens
- Fresh leaves
- Drawing materials
- Mentor Integrated Science (pg. 51)
- Digital resources
- Charts showing leaf adaptations
- Reference materials

- Observation - Oral questions - Drawings
- Observation - Practical work - Drawings

Living Things and their Environment

Nutrition in plants - Internal structure of the leaf
Nutrition in plants - Leaf tissues 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

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Internal adaptations for photosynthesis
Nutrition in plants - Structure of chloroplast

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

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

- 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. 54)
- Digital resources
- Charts showing internal leaf adaptations
- Reference materials
- Mentor Integrated Science (pg. 55)
- Charts showing structure of chloroplast
- Models

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

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

- 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

- Search for information on conditions necessary for photosynthesis
- Discuss the role of each condition in photosynthesis
- Make summary notes on conditions for photosynthesis
- 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. 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
- Mentor Integrated Science (pg. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals

- Observation - Written assignments - Oral presentations
- Observation - Practical work - Written reports

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Practical work - Written reports

Living Things and their Environment

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

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

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

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

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials
- Mentor Integrated Science (pg. 65)
- Charts showing carbon cycle

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

- 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
- 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. 74)
- Digital devices
- Pictures/videos of saprophytic organisms
- Mentor Integrated Science Grade 9 (pg. 75)
- Pictures of symbiotic relationships
- 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

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

Living Things and their Environment

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

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in carnivores

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

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

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

How is food digested in the human body?

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

- 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
Nutrition in animals - Process of digestion (ingestion)

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

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

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

- Observe pictures/models of omnivore teeth
- Discuss the adaptations of omnivore teeth to their feeding habits
- Research on examples of omnivores and their dentition
- Make presentations on omnivore dentition
- Discuss the process of ingestion
- Using charts/models, identify structures involved in ingestion
- Demonstrate the role of teeth and saliva in ingestion
- Research on the process of ingestion

How is food digested in the human body?

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

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

Living Things and their Environment

Nutrition in animals - Process of digestion (digestion)

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

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

- Discuss the process of digestion in different parts of the digestive system
- Using charts/models, identify organs involved in digestion
- Research on mechanical and chemical digestion
- Present findings to the class

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (absorption)

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

- Explain the process of absorption in human beings
- Identify structures involved in absorption and their adaptations
- Appreciate the efficiency of the absorption process

- Discuss the process of absorption in the small intestine
- Using charts/models, identify structures involved in absorption
- Research on the adaptations of the small intestine for absorption
- Present findings to the class

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (assimilation)

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

- Explain the process of assimilation in human beings
- Describe how absorbed nutrients are utilized in the body
- Value the importance of proper nutrition for body functions

- Discuss the process of assimilation
- Research on how different nutrients are used in the body
- Create presentations on the process of assimilation
- Discuss the importance of proper nutrition

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (egestion)
Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of parts of a flower

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

- Explain the process of egestion in human beings
- Identify structures involved in egestion and their functions
- Appreciate the importance of proper waste elimination

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

- 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
- 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 is food digested in the human body?
How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 84)
- Charts/models of the large intestine
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 86)
- Fresh flowers
- Hand lens
- Drawing materials
- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts
- Digital devices

- Observation - Oral questions - Written assignments - Presentations
- Observation - Drawing assessment - Oral questions - Written assignments

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

Living Things and their Environment

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 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
- 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)

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

- 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

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

- Observe insect-pollinated flowers
- Identify and discuss adaptations to insect pollination
- Compare different insect-pollinated flowers
- Create presentations on adaptations to insect pollination
- 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. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers
- Hand lens

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Effects of agrochemicals on pollinating agents

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

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

- Research on the effects of agrochemicals on pollinating agents
- Discuss how these effects impact plant reproduction
- Debate on the use of agrochemicals and their effects on pollination
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators

- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants

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

- Explain the process of fertilization in flowering plants
- Describe the journey of pollen tube to the ovule
- Appreciate the complexity of plant reproduction

- Watch videos on fertilization in flowering plants
- Use diagrams/charts to illustrate the fertilization process
- Discuss the journey of the pollen tube to the ovule
- Create presentations on fertilization in flowering plants

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process
- Digital devices

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Seed formation in flowering plants

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

- Explain the process of seed formation in flowering plants
- Identify the changes that occur during seed formation
- Value the importance of seeds in plant reproduction

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

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 96)
- Videos on seed formation
- Charts showing seed formation
- Samples of seeds at different developmental stages

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

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

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

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

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

- Watch videos on fruit formation
- Use diagrams/charts to illustrate fruit formation
- Observe different stages of fruit development if available
- Discuss the changes that occur during fruit formation
- Discuss the meaning of fruit and seed dispersal
- Research on the importance of fruit and seed dispersal
- Debate on what would happen if seeds were not dispersed
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 97)
- Videos on fruit formation
- Charts showing fruit formation
- Samples of fruits at different developmental stages
- Mentor Integrated Science Grade 9 (pg. 98)
- Digital devices
- Charts showing seed dispersal

- Observation - Oral questions - Written assignments - Drawing assessment
- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

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

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

- Explain wind and water dispersal of fruits and seeds
- Identify fruits and seeds dispersed by wind and water
- Show interest in different dispersal mechanisms

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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
Reproduction in plants - Role of flowers in nature

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

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

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

- Collect and observe different fruits and seeds
- Identify adaptations for different dispersal methods
- Categorize the fruits and seeds based on their dispersal methods
- Create presentations on adaptations for dispersal
- Discuss the role of flowers in nature
- Research on the ecological importance of flowers
- Debate on the value of flowers in the ecosystem
- Create presentations on the role of flowers in nature

How does reproduction in plants occur?

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

- Observation - Oral questions - Classification activities - Written assignments
- 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)

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

Living Things and their Environment

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

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

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

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

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

- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- 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
- Discuss how water availability affects living organisms
- Research on adaptations of organisms to different water conditions
- Compare plants from arid and wet environments
- Present findings to class

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
- Digital devices

- Observation - Oral questions - Written assignments - Group presentations

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

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

Living Things and their Environment

The interdependence of life - Energy flow (food chains)

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

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

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

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

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

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

Living Things and their Environment

The interdependence of life - Energy flow (food webs)
The interdependence of life - Human activities (habitat change)

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

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

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

- 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
- 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. 119)
- Charts showing food webs
- Pictures of local organisms
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 120)
- Pictures showing habitat change
- Digital devices
- Newspaper articles

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

Living Things and their Environment

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

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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:

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

- 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 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
- 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

What is the role of living and non-living factors in environments?
How are curved mirrors used in day to day life?

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

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

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

Force and Energy

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 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
- 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
Curved mirrors - Locating images formed by concave mirrors experimentally

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

- 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

- 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
- 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

What are the characteristics of images formed when objects are placed between the principal focus and the pole?
How do image characteristics vary with object position for concave mirrors?

- Mentor Integrated Science (pg. 148)
- Concave mirrors
- Drawing instruments
- Digital resources
- 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 - Ray diagram assessment - Written descriptions
- Observation - Table completion assessment - Written assignments

Force and Energy

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

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

- Identify the terms associated with convex mirrors
- Compare the structure of convex mirrors with concave mirrors
- Appreciate the differences between concave and convex mirrors

- Discuss the terms associated with convex mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a convex mirror
- Compare terms used in convex mirrors with those in concave mirrors

How does the structure of convex mirrors differ from concave mirrors?

- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Digital resources
- Charts showing the structure of convex mirrors
- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments

- Observation - Drawings and labels - Written assignments

Force and Energy

Curved mirrors - Image formation by convex mirrors
Curved mirrors - Locating images formed by convex mirrors experimentally

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

- 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

What are the characteristics of images formed by convex mirrors?

- Mentor Integrated Science (pg. 156)
- Convex mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 159)
- Mirror holders
- Objects of various sizes
- Rulers

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

Curved mirrors - Applications of curved mirrors (concave mirrors)
Curved mirrors - Applications of curved mirrors (convex mirrors)

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

- Identify applications of concave mirrors in daily life
- Explain how the properties of concave mirrors make them suitable for specific applications
- Appreciate the practical importance of curved mirrors

- Research and discuss applications of concave mirrors (magnifying mirrors, dentist mirrors, solar concentrators, projectors)
- Explain how the image-forming properties of concave mirrors relate to their applications
- Demonstrate applications using actual mirrors where possible

What are the practical applications of concave mirrors in our daily lives?

- Mentor Integrated Science (pg. 161)
- Concave mirrors
- Digital resources
- Examples of devices using concave mirrors
- Mentor Integrated Science (pg. 162)
- Convex mirrors
- Examples of devices using convex mirrors

- Observation - Oral presentations - Written assignments

Force and Energy

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

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

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

- Describe how to generate different types of waves
- Differentiate between mechanical and electromagnetic waves
- Appreciate the presence of waves in everyday phenomena

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

What are the practical applications of parabolic reflectors in our daily lives?
How are different types of waves generated in nature?

- Mentor Integrated Science (pg. 163)
- Digital resources
- Examples of devices using parabolic reflectors
- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- Mentor Integrated Science (pg. 167)
- Rope
- Basin with water
- Speakers
- Rice or sand
- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion

- Observation - Oral presentations - Group projects
- Observation - Practical assessment - Written reports

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

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

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

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

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

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

- Observation - Practical assessment - Graph analysis - Written assignments

Force and Energy

Waves - Wave speed
Waves - Phase of waves

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

- Explain how to determine the speed of a wave
- Apply the wave speed equation v = fλ
- Show interest in mathematical relationships in wave phenomena

- Discuss how to calculate wave speed using the distance-time method
- Introduce the wave equation speed = wavelength × frequency
- Solve example problems involving wave speed calculations
- Perform calculations with different wave parameters

How is the speed of a wave determined?

- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Digital resources
- Wave demonstration equipment
- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper

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

Force and Energy

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:

- Set up pendulums oscillating in phase
- Compare the displacement-time graphs of in-phase oscillations
- Show curiosity in investigating wave phenomena

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

- Set up identical pendulums oscillating in phase
- Record period and create displacement-time graphs
- Analyze the characteristics of in-phase oscillations
- Compare theoretical and experimental results
- 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 are the characteristics of oscillations that are in phase?
How do we demonstrate that waves travel in straight lines?

- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Stopwatches
- Measuring equipment
- Graph paper
- 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 construction and analysis - Written reports
- Observation - Practical assessment - Drawing analysis - Written reports

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

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

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