Living Things and their Environment

Nutrition in plants - Observing leaf structures

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

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

- 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. 50)
- Hand lens
- Fresh leaves
- Drawing materials

- Observation - Practical work - Drawings

Living Things and their Environment

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

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

- Explain how leaf structures are adapted for photosynthesis
- Relate leaf adaptations to their functions
- Show interest in understanding plant adaptations

- Explain the functions of internal leaf tissues
- Relate internal leaf structures to photosynthesis
- Appreciate the complexity of leaf tissues

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

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 51)
- Digital resources
- Charts showing leaf adaptations
- Reference materials
- Mentor Integrated Science (pg. 52)
- Charts showing internal structure of leaf
- Models
- Mentor Integrated Science (pg. 53)
- Charts showing internal leaf tissues
- Digital resources
- Models
- Mentor Integrated Science (pg. 54)
- Charts showing internal leaf adaptations
- Reference materials
- Mentor Integrated Science (pg. 55)
- Charts showing structure of chloroplast

- 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

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

- Search for information on conditions necessary for photosynthesis
- Discuss the role of each condition in photosynthesis
- Make summary notes on conditions for photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis
- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves
- Chemicals (iodine solution)
- Fresh leaves
- Heat source

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Light and photosynthesis
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 light is necessary for photosynthesis
- Control variables in an experiment
- Practice safety measures when conducting experiments

- Design an experiment to investigate the effect of light on photosynthesis
- Set up the experiment with appropriate controls
- Record and analyze results
- Draw conclusions from the experiment

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals
- Mentor Integrated Science (pg. 62)
- Conical flasks with corks
- Potassium hydroxide solution
- Mentor Integrated Science (pg. 63)
- Variegated leaves
- Heat source

- Observation - Practical work - Written reports

Living Things and their Environment

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

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

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

- Explain the meaning of nutrition in animals
- Identify different modes of nutrition in animals
- Appreciate the diversity of feeding mechanisms in animals

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

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

- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials
- Mentor Integrated Science (pg. 65)
- Charts showing carbon cycle
- Mentor Integrated Science Grade 9 (pg. 73)
- Digital devices
- Pictures of animals with different feeding habits
- Mentor Integrated Science Grade 9 (pg. 74)
- Pictures of parasitic animals
- Pictures/videos of saprophytic organisms

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

Living Things and their Environment

Nutrition in animals - Symbiotic mode of nutrition
Nutrition in animals - Holozoic mode of nutrition

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

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

- Observe pictures of symbiotic relationships
- Discuss examples of symbiotic relationships in feeding
- Research on symbiotic relationships
- Create presentations on symbiotic relationships

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices
- Pictures of symbiotic relationships
- Pictures of animals with holozoic feeding

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth (structure)
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:

- Identify different types of teeth
- Describe the structure of different types of teeth
- Appreciate the diversity in teeth structure

- Observe and draw different types of teeth
- Use models/charts to identify the structure of different types of teeth
- Discuss the structure and location of different types of teeth in the mouth

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 77)
- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth

- Observation - Drawing assessment - Oral questions - Written assignments

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
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 herbivores
- Identify adaptations of herbivore teeth to their feeding habits
- Show interest in understanding herbivore 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 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
- 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. 80)
- Pictures/models of herbivore teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth
- 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)
Nutrition in animals - Process of digestion (assimilation)

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (egestion)

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

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

- Discuss the process of egestion
- Using charts/models, identify structures involved in egestion
- Research on the importance of fiber in egestion
- Present findings to the class

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of parts of a flower
Reproduction in plants - Meaning of pollination
Reproduction in plants - Types of pollination (self-pollination)
Reproduction in plants - Types of pollination (cross-pollination)

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

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

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

- 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
- Discuss self-pollination
- Use diagrams/charts to illustrate self-pollination
- Research on examples of plants that undergo self-pollination
- Create presentations on self-pollination

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 86)
- Fresh flowers
- Hand lens
- Drawing materials
- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 88)
- Videos on pollination
- Charts showing pollination
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination
- Digital devices
- Charts showing cross-pollination

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

Living Things and their Environment

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

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

- 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
- Mentor Integrated Science Grade 9 (pg. 91)
- Pictures/videos of wind and water pollination

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

Living Things and their Environment

Reproduction in plants - Adaptations of flowers to insect pollination

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of flowers to wind pollination
Reproduction in plants - Effects of agrochemicals on pollinating agents

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

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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Seed formation in flowering plants

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

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

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

- Watch videos on fertilization in flowering plants
- Use diagrams/charts to illustrate the fertilization process
- Discuss the journey of the pollen tube to the ovule
- Create presentations on fertilization in flowering plants
- Watch videos on seed formation
- Use diagrams/charts to illustrate seed formation
- Observe different stages of seed development if available
- Discuss the changes that occur during seed formation

How does reproduction in plants occur?

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

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

- 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
- Mentor Integrated Science Grade 9 (pg. 98)
- Digital devices
- Charts showing seed dispersal

- Observation - Oral questions - Written assignments - Drawing 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)
Reproduction in plants - Adaptations of fruits and seeds for dispersal
Reproduction in plants - Role of flowers in nature

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

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

- 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

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

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

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)
The interdependence of life - Biotic factors (competition)

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
- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain 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
- Mentor Integrated Science Grade 9 (pg. 114)
- Light meters (if available)
- Plants grown under different light conditions

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

- Discuss how water availability affects living organisms
- Research on adaptations of organisms to different water conditions
- Compare plants from arid and wet environments
- Present findings to class
- Discuss how 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. 115)
- Pictures of plants from arid and wet environments
- Water samples
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 116)
- Pictures of plants from windy and sheltered environments
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 117)
- pH testing equipment (if available)
- Water samples of different salinity

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Energy flow (food chains)

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)

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

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

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

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

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

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

Living Things and their Environment

The interdependence of life - Human activities (habitat change)

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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

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

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

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

- Mentor Integrated Science Grade 9 (pg. 121)
- Pictures related to hunting and poaching
- Digital devices
- Newspaper articles
- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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
Curved mirrors - Determining focal length of concave mirror
Curved mirrors - Ray diagrams for concave mirrors

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

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

- Identify the terms associated with concave mirrors
- Describe the structure of a concave mirror
- Show interest in understanding the properties of concave mirrors

- Discuss the role of decomposers in ecosystems
- Observe pictures/videos of decomposers in action
- Research on examples of decomposers
- Create a model of nutrient cycling showing the role of decomposers
- Discuss the terms associated with concave mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a concave mirror
- Watch animations explaining the terms associated with concave mirrors

What is the role of living and non-living factors in environments?
How is the structure of the concave mirror important in image formation?

- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors
- Mentor Integrated Science (pg. 135)
- Digital resources
- Charts showing the structure of a concave mirror
- Mentor Integrated Science (pg. 137)
- Concave mirrors
- Rulers
- White screens or plain paper
- Mirror holders
- Mentor Integrated Science (pg. 140)
- Plain paper
- Pencils
- Drawing instruments

- Observation - Oral questions - Model assessment - Written assignments
- Observation - Drawings and labels - Written assignments

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)
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 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)
- Mentor Integrated Science (pg. 148)

- Observation - Ray diagram assessment - Written descriptions

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

Force and Energy

Curved mirrors - Terms associated with convex mirrors
Curved mirrors - Ray diagrams for convex mirrors
Curved mirrors - Image formation by convex mirrors
Curved mirrors - Locating images formed by convex mirrors experimentally
Curved mirrors - Applications of curved mirrors (concave mirrors)

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

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

- 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
- 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 does the structure of convex mirrors differ from concave mirrors?
How can we experimentally verify the characteristics of images formed by convex 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
- Mentor Integrated Science (pg. 156)
- 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 - Drawings and labels - Written assignments
- Observation - Practical assessment - Written reports

Force and Energy

Curved mirrors - Applications of curved mirrors (convex mirrors)
Curved mirrors - Applications of curved mirrors (parabolic reflectors)
Waves - Meaning of waves

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
- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water

- Observation - Oral presentations - Written assignments

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

Force and Energy

Waves - Classifying waves
Waves - Amplitude and wavelength
Waves - Frequency and period

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
- Mentor Integrated Science (pg. 173)
- String and masses
- Stopwatches

- Observation - Classification exercises - Oral presentations - Written assignments

Force and Energy

Waves - Practical: Period of waves
Waves - Wave speed
Waves - Phase of waves
Waves - Oscillation in phase
Waves - Oscillation out of phase

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

- 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
- 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

How is the period of oscillation measured experimentally?
What are the characteristics of oscillations that are in phase?

- 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
- Mentor Integrated Science (pg. 178)
- Strings and identical masses
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Stopwatches
- Measuring equipment
- Graph paper
- Mentor Integrated Science (pg. 181)

- Observation - Practical assessment - Data analysis - Written reports
- Observation - Practical assessment - Graph construction and analysis - Written reports

Force and Energy

Waves - Characteristics of waves: straight-line motion
Waves - Characteristics of waves: reflection
Waves - Characteristics of waves: bending

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

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

- 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

How do we demonstrate that waves travel in straight lines?

- 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
- Mentor Integrated Science (pg. 185)
- Glass plate to create shallow region

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

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

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

- Demonstrate diffraction of waves around obstacles
- Explain how gap size affects diffraction patterns
- Appreciate diffraction as a fundamental wave property

- Set up a ripple tank with barriers having gaps of different sizes
- Generate waves and observe their behavior passing through gaps
- Compare diffraction patterns with different gap widths
- Relate observations to wave theory

How do waves behave when passing through gaps or around obstacles?

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

- Observation - Practical assessment - Drawing analysis - Written reports