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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Introduction to Matter
|
By the end of the
lesson, the learner
should be able to:
Define matter Identify some matter within our class Watch a video clip on states of matter and how they change Appreciate the importance of changes of state |
The learner is guided to; Define matter. Identify some matter within their environment. Watch a video on state of matter and how they change. Appreciate the importance of changes of matter.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading material Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Invesigation
Conventions, Conferences, and
Debates
|
|
| 2 | 2-3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Classification of matter
Properties of solids Properties of liquids Properties of gases |
By the end of the
lesson, the learner
should be able to:
Describe properties of different states of matter Carry out an experiment on how matter changes from one form to another Appreciate the importance of various changes of states Demonstrate diffusion in liquids. Perform experiments to demonstrate diffusion in liquids Appreciate the applications of changes of states in our daily lives |
The learner is guided to; Describe properties of different states of matter. Carry out experiments on how matter changes from one state to another.
The learner is guided to; Demonstrate diffusion in liquids. Perform experiment to demonstrate diffusion in liquids. Appreciate the applications of changes of state in our daily lives. |
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4 Equipment Spotlight Integrated Science Learner's Book Grade 8 pg. 7 Laboratory Apparatus and Equipment Textbook Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 8 Textbooks Spotlight Integrated Science Learner's Book Grade 8 pg. 9 |
Reflections
Game Playing
Pre-
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journal
Oral or Aural Questions
Learner's Project
Reflections Game Playing Post Testing Model Making Explorations Experiments Applications Teacher Observations Project Journals Portfolio |
|
| 2 | 4 |
ELEMENTS, MIXTURES AND COMPOUNDS
Living Things and their Environment |
Temporary and permanent changes
Nutrition in plants - External structure of the leaf |
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 - Mentor Integrated Science (pg. 49) - Charts showing external structure of leaf - Digital resources - Fresh leaves |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
| 2 | 5 |
Living Things and their Environment
|
Nutrition in plants - Functions of leaf parts
Nutrition in plants - Observing leaf structures |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of external leaf parts - Relate the structure of leaf parts to their functions - Appreciate the diversity of leaf structures |
- Discuss the functions of each external part of the leaf
- Relate the structure of leaf parts to their functions - Share findings with classmates |
What is the importance of photosynthesis in nature?
|
- Mentor Integrated Science (pg. 50)
- Charts showing external structure of leaf - Digital resources - Fresh leaves - Hand lens - Drawing materials |
- Observation
- Written assignments
- Oral presentations
|
|
| 3 | 1 |
Living Things and their Environment
|
Nutrition in plants - Leaf adaptations for photosynthesis
Nutrition in plants - Internal structure of the leaf |
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 |
- 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 |
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 |
- Observation
- Written assignments
- Oral presentations
|
|
| 3 | 2-3 |
Living Things and their Environment
|
Nutrition in plants - Leaf tissues for photosynthesis
Nutrition in plants - Internal adaptations for photosynthesis Nutrition in plants - Structure of chloroplast Nutrition in plants - Chloroplast adaptations Nutrition in plants - Process of photosynthesis |
By the end of the
lesson, the learner
should be able to:
- Explain the functions of internal leaf tissues - Relate internal leaf structures to photosynthesis - Appreciate the complexity of leaf tissues - Describe the structure of a chloroplast - Identify parts of a chloroplast and their functions - Appreciate the role of chloroplasts in photosynthesis |
- Discuss the functions of different internal leaf tissues
- Relate the structure of internal leaf tissues to photosynthesis - Share findings with classmates - Observe a diagram showing the structure of a chloroplast - Identify the parts of a chloroplast - Discuss the functions of different parts of a chloroplast |
What is the importance of photosynthesis in nature?
|
- 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 - Digital resources - Models - Mentor Integrated Science (pg. 56) - Photomicrographs of chloroplasts - Charts showing chloroplast structure - Mentor Integrated Science (pg. 57) - Charts showing photosynthesis process - Reference materials |
- Observation
- Written assignments
- Oral presentations
- Observation - Oral questions - Written assignments |
|
| 3 | 4 |
Living Things and their Environment
|
Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of 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 |
- 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 |
- Observation
- Written assignments
- Oral presentations
|
|
| 3 | 5 |
Living Things and their Environment
|
Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the procedure for testing for starch in a leaf - Explain why each step in the procedure is important - Observe safety measures when carrying out experiments |
- Set up an experiment to test for the presence of starch in a leaf
- Follow the correct procedure step by step - Observe and record the results - Explain why certain steps are necessary |
What is the importance of photosynthesis in nature?
|
- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves - Chemicals (iodine solution) - Fresh leaves - Heat source - Mentor Integrated Science (pg. 61) - Potted plants - Aluminum foil/carbon paper - Apparatus for testing starch - Chemicals |
- Observation
- Practical work
- Written reports
|
|
| 4 | 1 |
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
|
|
| 4 | 2-3 |
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 |
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 |
- Observation
- Written assignments
- Oral presentations
- Observation - Oral questions - Written assignments - Group presentations |
|
| 4 | 4 |
Living Things and their Environment
|
Nutrition in animals - Saprophytic mode of nutrition
Nutrition in animals - Symbiotic mode of nutrition |
By the end of the
lesson, the learner
should be able to:
- Explain saprophytic mode of nutrition - Identify organisms that exhibit saprophytic mode of nutrition - Value the role of saprophytes in nutrient cycling |
- 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 |
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 |
- Observation
- Oral questions
- Written assignments
- Group discussions
|
|
| 4 | 5 |
Living Things and their Environment
|
Nutrition in animals - Holozoic mode of nutrition
Nutrition in animals - Types of teeth (structure) Nutrition in animals - Types of teeth (functions) |
By the end of the
lesson, the learner
should be able to:
- Explain holozoic mode of nutrition - Identify animals that exhibit holozoic mode of nutrition - Show interest in exploring holozoic nutrition |
- Observe pictures of animals with holozoic feeding
- Discuss the steps involved in holozoic nutrition - Research on examples of animals with holozoic nutrition - Create presentations on holozoic feeding |
How do different animals feed?
|
- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices - Pictures of animals with holozoic feeding - Mentor Integrated Science Grade 9 (pg. 76) - Dental models or charts - Mentor Integrated Science Grade 9 (pg. 77) |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 5 | 1 |
Living Things and their Environment
|
Nutrition in animals - Dentition in animals (homodont and heterodont)
Nutrition in animals - Dentition in carnivores |
By the end of the
lesson, the learner
should be able to:
- Differentiate between homodont and heterodont dentition - Classify animals based on their dentition - Appreciate the diversity in animal dentition |
- Observe pictures of different animal teeth
- Compare and contrast homodont and heterodont dentition - Classify animals as either homodont or heterodont - Research on examples of animals with different dentition types |
How is food digested in the human body?
|
- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth - Digital devices - Mentor Integrated Science Grade 9 (pg. 79) - Pictures/models of carnivore teeth |
- Observation
- Oral questions
- Classification exercises
- Written assignments
|
|
| 5 | 2-3 |
Living Things and their Environment
|
Nutrition in animals - Dentition in herbivores
Nutrition in animals - Dentition in omnivores |
By the end of the
lesson, the learner
should be able to:
- Describe the dentition of herbivores - Identify adaptations of herbivore teeth to their feeding habits - Show interest in understanding herbivore dentition - Describe the dentition of omnivores - Identify adaptations of omnivore teeth to their feeding habits - Show interest in understanding omnivore 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 - Observe pictures/models of omnivore teeth - Discuss the adaptations of omnivore teeth to their feeding habits - Research on examples of omnivores and their dentition - Make presentations on omnivore dentition |
How is food digested in the human body?
|
- Mentor Integrated Science Grade 9 (pg. 80)
- Pictures/models of herbivore teeth - Digital devices - Mentor Integrated Science Grade 9 (pg. 81) - Pictures/models of omnivore teeth - Digital devices |
- Observation
- Oral questions
- Written assignments
- Presentations
|
|
| 5 | 4 |
Living Things and their Environment
|
Nutrition in animals - Process of digestion (ingestion)
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of ingestion in human beings - Describe the role of teeth and salivary glands in ingestion - Appreciate the complexity of the digestive process |
- Discuss the process of ingestion
- Using charts/models, identify structures involved in ingestion - Demonstrate the role of teeth and saliva in ingestion - Research on the process of ingestion |
How is food digested in the human body?
|
- Mentor Integrated Science Grade 9 (pg. 82)
- Charts/models of the digestive system - Digital devices |
- Observation
- Oral questions
- Written assignments
- Demonstrations
|
|
| 5 | 5 |
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
|
|
| 6-7 |
Mud break |
||||||||
| 7 | 2-3 |
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 - Explain the process of assimilation in human beings - Describe how absorbed nutrients are utilized in the body - Value the importance of proper nutrition for body functions |
- Discuss the process of absorption in the small intestine
- Using charts/models, identify structures involved in absorption - Research on the adaptations of the small intestine for absorption - Present findings to the class - Discuss the process of assimilation - Research on how different nutrients are used in the body - Create presentations on the process of assimilation - Discuss the importance of proper nutrition |
How is food digested in the human body?
|
- Mentor Integrated Science Grade 9 (pg. 83)
- Charts/models of the digestive system - Digital devices - Mentor Integrated Science Grade 9 (pg. 84) - Charts of the circulatory system - Digital devices |
- Observation
- Oral questions
- Written assignments
- Presentations
|
|
| 7 | 4 |
Living Things and their Environment
|
Nutrition in animals - Process of digestion (egestion)
Reproduction in plants - 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 |
- 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 - Mentor Integrated Science Grade 9 (pg. 86) - Fresh flowers - Hand lens - Drawing materials |
- Observation
- Oral questions
- Written assignments
- Presentations
|
|
| 7 | 5 |
Living Things and their Environment
|
Reproduction in plants - Functions of parts of a flower
Reproduction in plants - Meaning of pollination |
By the end of the
lesson, the learner
should be able to:
- Outline the functions of different parts of a flower - Relate the structure of flower parts to their functions - Show interest in understanding flower parts |
- Discuss in groups the functions of different parts of a flower
- Use models/charts to explain how the structure of flower parts relates to their functions - Create presentations on flower parts and their functions |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts - Digital devices - Mentor Integrated Science Grade 9 (pg. 88) - Videos on pollination - Charts showing pollination |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 8 | 1 |
Living Things and their Environment
|
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:
- Explain self-pollination - Identify plants that undergo self-pollination - Value the diversity in plant reproduction strategies |
- Discuss self-pollination
- Use diagrams/charts to illustrate self-pollination - Research on examples of plants that undergo self-pollination - Create presentations on self-pollination |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination - Digital devices - Charts showing cross-pollination |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 8 | 2-3 |
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) Reproduction in plants - Adaptations of flowers to insect pollination |
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 - Identify wind and water as agents of pollination - Explain how wind and water aid in pollination - Show interest in various pollination mechanisms |
- Observe pictures/videos of insects as pollinators
- Discuss how insects aid in pollination - Take a field excursion to observe insects pollinating flowers - Record observations and present to class - Observe pictures/videos of wind and water pollination - Discuss how wind and water aid in pollination - Research on examples of flowers pollinated by wind and water - Present findings to class |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 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 - Digital devices - Mentor Integrated Science Grade 9 (pg. 92) - Fresh insect-pollinated flowers - Pictures of insect-pollinated flowers - Hand lens |
- Observation
- Field notes assessment
- Oral questions
- Written assignments
- Observation - Oral questions - Written assignments - Group presentations |
|
| 8 | 4 |
Living Things and their Environment
|
Reproduction in plants - Adaptations of flowers to wind pollination
|
By the end of the
lesson, the learner
should be able to:
- Identify adaptations of flowers to wind pollination - Explain how these adaptations facilitate wind pollination - Value the diversity in plant adaptations |
- Observe wind-pollinated flowers
- Identify and discuss adaptations to wind pollination - Compare insect-pollinated and wind-pollinated flowers - Create presentations on adaptations to wind pollination |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers - Pictures of wind-pollinated flowers - Hand lens |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2-3 |
Living Things and their Environment
|
Reproduction in plants - Seed formation in flowering plants
Reproduction in plants - Fruit 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 - 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 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 - 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. 96)
- Videos on seed formation - Charts showing seed formation - Samples of seeds at different developmental stages - Mentor Integrated Science Grade 9 (pg. 97) - Videos on fruit formation - Charts showing fruit formation - Samples of fruits at different developmental stages |
- Observation
- Oral questions
- Written assignments
- Drawing assessment
|
|
| 9 | 4 |
Living Things and their Environment
|
Reproduction in plants - Fruit and seed dispersal (meaning and importance)
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of fruit and seed dispersal - Describe the importance of fruit and seed dispersal - Value the role of dispersal in plant reproduction |
- Discuss the meaning of fruit and seed dispersal
- Research on the importance of fruit and seed dispersal - Debate on what would happen if seeds were not dispersed - Present findings to class |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 98)
- Digital devices - Charts showing seed dispersal |
- Observation
- Oral questions
- Written assignments
- Debate assessment
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2-3 |
Living Things and their Environment
|
Reproduction in plants - Modes of fruit and seed dispersal (self-dispersal mechanisms)
Reproduction in plants - Adaptations of fruits and seeds for dispersal Reproduction in plants - Role of flowers in nature |
By the end of the
lesson, the learner
should be able to:
- Explain self-dispersal mechanisms in fruits and seeds - Identify fruits and seeds that use self-dispersal mechanisms - Appreciate the diversity in dispersal mechanisms - Explain the role of flowers in nature - Describe the ecological importance of flowers - Appreciate the value of flowers in the ecosystem |
- Observe fruits that use self-dispersal mechanisms
- Discuss the adaptations of these fruits and seeds for self-dispersal - Research on examples of self-dispersed fruits and seeds - Create presentations on self-dispersal mechanisms - Discuss the role of flowers in nature - Research on the ecological importance of flowers - Debate on the value of flowers in the ecosystem - Create presentations on the role of flowers in nature |
How does reproduction in plants occur?
|
- Mentor Integrated Science Grade 9 (pg. 101)
- Samples of self-dispersed fruits and seeds - Digital devices - Pictures of self-dispersal mechanisms - Mentor Integrated Science Grade 9 (pg. 102) - Various fruit and seed samples - Hand lens - Sorting trays - Mentor Integrated Science Grade 9 (pg. 105) - Digital devices - Pictures of different flowers and their roles - Charts on flower roles in ecosystems |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 10 | 4 |
Living Things and their Environment
|
The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation) |
By the end of the
lesson, the learner
should be able to:
- Identify biotic and abiotic components of the environment - Explain the interrelationships between organisms and their environment - Appreciate the interdependence in ecosystems |
- Observe different components of the environment in the school compound
- Identify biotic and abiotic components - Discuss interrelationships between organisms and their environment - Record observations in a table |
What is the role of living and non-living factors in environments?
|
- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds - Notebooks - Digital devices - Mentor Integrated Science Grade 9 (pg. 108) - Pictures/videos of predator-prey relationships |
- Observation
- Field notes assessment
- Oral questions
- Written assignments
|
|
| 10 | 5 |
Living Things and their Environment
|
The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis) |
By the end of the
lesson, the learner
should be able to:
- Explain parasitism as a biotic interaction - Identify examples of parasitic relationships - Value the diversity of relationships in ecosystems |
- Discuss parasitism as a biotic interaction
- Observe pictures/videos of parasitic relationships - Research on examples of parasitic relationships - Present findings to class |
What is the role of living and non-living factors in environments?
|
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships - Digital devices - Mentor Integrated Science Grade 9 (pg. 110) - Pictures/videos of symbiotic relationships |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 11 | 1 |
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
|
|
| 11 | 2-3 |
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
|
|
| 11 | 4 |
Living Things and their Environment
|
The interdependence of life - Abiotic factors (wind)
The interdependence of life - Abiotic factors (atmospheric pressure, pH and salinity) |
By the end of the
lesson, the learner
should be able to:
- Explain how wind affects living organisms - Describe adaptations of organisms to windy environments - Appreciate the role of wind in ecosystems |
- Discuss how wind affects living organisms
- Research on adaptations of organisms to windy environments - Observe plants from windy and sheltered environments - Present findings to class |
What is the role of living and non-living factors in environments?
|
- Mentor Integrated Science Grade 9 (pg. 116)
- Pictures of plants from windy and sheltered environments - Digital devices - Mentor Integrated Science Grade 9 (pg. 117) - pH testing equipment (if available) - Water samples of different salinity |
- Observation
- Oral questions
- Written assignments
- Group presentations
|
|
| 11 | 5 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2-3 |
Living Things and their Environment
|
The interdependence of life - Human activities (habitat change)
The interdependence of life - Human activities (hunting and poaching) |
By the end of the
lesson, the learner
should be able to:
- Explain how human activities lead to habitat change - Describe the effects of habitat change on ecosystems - Show concern for habitat conservation - Explain the effects of hunting and poaching on ecosystems - Describe conservation measures against hunting and poaching - Show concern for wildlife 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 - 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. 120)
- Pictures showing habitat change - Digital devices - Newspaper articles - Mentor Integrated Science Grade 9 (pg. 121) - Pictures related to hunting and poaching - Digital devices - Newspaper articles |
- Observation
- Oral questions
- Debate assessment
- Written assignments
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
Living Things and their Environment
|
The interdependence of life - Interrelationships in Kenya national parks
The interdependence of life - Role of decomposers in ecosystems |
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 - Mentor Integrated Science Grade 9 (pg. 125) - Pictures/videos of decomposers - Materials to create models |
- Observation
- Oral questions
- Food web construction assessment
- Presentations
|
|
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