Mixtures, Elements and Compounds

Structure of the atom - General structure.
Structure of the atom - Meaning of an atom
Structure of the atom - Atomic number
Structure of the atom - Mass number

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

- Describe the general structure of an atom
- Identify the subatomic particles in an atom
- Show interest in exploring the structure of atoms

- Observe a diagram showing the structure of an atom
- Discuss in groups the general structure of atoms
- Identify the particles shown in the atom

How is the structure of the atom important?

- Mentor Integrated Science (pg. 1)
- Charts showing structure of an atom
- Digital resources
- Models of atoms
- Mentor Integrated Science (pg. 2)
- Charts showing structure of atoms
- Mentor Integrated Science (pg. 3)
- Periodic table
- Charts
- Mentor Integrated Science (pg. 4)
- Charts showing atomic structure

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Representation of elements
Structure of the atom - Energy levels
Structure of the atom - Electron arrangement
Structure of the atom - Electron arrangements of elements
Structure of the atom - Energy level diagrams
Structure of the atom - Electron arrangement practice
Structure of the atom - Modelling structures
Structure of the atom - Metals and non-metals identification

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

- Write chemical symbols with atomic and mass numbers
- Interpret chemical symbols with atomic and mass numbers
- Appreciate the importance of standard atomic notation

- Complete a table showing representation of elements
- Practice writing chemical symbols with atomic and mass numbers
- Interpret given chemical symbols

How is the structure of the atom important?

- Mentor Integrated Science (pg. 5)
- Periodic table
- Digital resources
- Charts
- Mentor Integrated Science (pg. 6)
- Charts showing energy levels
- Models
- Charts showing electron arrangements
- Mentor Integrated Science (pg. 7)
- Charts showing energy level diagrams
- Mentor Integrated Science (pg. 8)
- Exercise sheets
- Locally available materials
- Sample models
- Mentor Integrated Science (pg. 9)

- Observation - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Metals and non-metals classification
Structure of the atom - Assessment
Metals and Alloys - Identifying metals
Metals and Alloys - Classification of materials
Metals and Alloys - Physical properties (state)
Metals and Alloys - Malleability
Metals and Alloys - Ductility
Metals and Alloys - Electrical conductivity

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

- Classify elements into metals and non-metals using electron arrangement
- Explain the relationship between electron arrangement and metallic properties
- Appreciate the diversity of elements

- Discuss classification of elements based on electron arrangements
- Complete tables to show metals and non-metals
- Match elements to their classifications

How is the structure of the atom important?

- Mentor Integrated Science (pg. 9)
- Digital resources
- Periodic table
- Charts showing classification of elements
- Mentor Integrated Science (pg. 10)
- Assessment items
- Models
- Mentor Integrated Science (pg. 15)
- Samples of metallic and non-metallic items
- Pictures
- Samples of different materials
- Worksheets
- Mentor Integrated Science (pg. 16)
- Samples of different metals
- Charts
- Mentor Integrated Science (pg. 17)
- Hammer or mallet
- Safety equipment
- Metal wires
- Pliers
- Mentor Integrated Science (pg. 18)
- Simple circuit components
- Metal samples

- Observation - Written work - Oral questions

Mixtures, Elements and Compounds

Metals and Alloys - Thermal conductivity
Metals and Alloys - Causes of rusting
Metals and Alloys - Effects of rusting
Metals and Alloys - Control of rusting
Metals and Alloys - Investigating rusting
Metals and Alloys - Uses of metals
Metals and Alloys - Identifying alloys
Metals and Alloys - Alloys in locality

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

- Investigate the thermal conductivity of different metals
- Explain why metals conduct heat
- Observe safety measures when using heat sources

- Set up experiments to test thermal conductivity
- Record observations on how different metals conduct heat
- Compare the thermal conductivity of different metals

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 19)
- Metal samples
- Heat source
- Candle wax or cooking fat
- Mentor Integrated Science (pg. 20)
- Iron nails
- Test tubes
- Water and oil
- Digital resources
- Mentor Integrated Science (pg. 21)
- Pictures of rusted items
- Actual rusted items
- Mentor Integrated Science (pg. 22)
- Items with rust prevention
- Pictures
- Camera (if available)
- Observation sheets
- Rusted items
- Mentor Integrated Science (pg. 23)
- Pictures showing uses of metals
- Charts
- Mentor Integrated Science (pg. 24)
- Samples of items made from alloys
- Items made from alloys

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Composition of alloys
Metals and Alloys - Uses of alloys
Metals and Alloys - Observing alloy uses
Metals and Alloys - Assessment
Water hardness - Physical properties
Water hardness - Water sources
Water hardness - Colour and odour
Water hardness - Investigating color and odor
Water hardness - Boiling point

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

- Describe the composition of common alloys
- Identify metals used to make different alloys
- Show interest in understanding alloy composition

- Observe pictures of different alloys
- Search for information on composition of common alloys
- Present findings on alloy composition

How are alloys important in day-to-day life?

- Mentor Integrated Science (pg. 25)
- Digital resources
- Pictures of different alloys
- Charts
- Mentor Integrated Science (pg. 26)
- Pictures showing uses of alloys
- Mentor Integrated Science (pg. 27)
- Observation sheets
- Items made from alloys
- Mentor Integrated Science (pg. 32)
- Assessment items
- Samples of metals and alloys
- Mentor Integrated Science (pg. 33)
- Water samples from different sources
- Containers for samples
- Water samples
- Mentor Integrated Science (pg. 34)
- Clear containers
- White paper
- Worksheets
- Mentor Integrated Science (pg. 35)
- Thermometer
- Heat source
- Beaker
- Water

- Observation - Oral presentations - Written assignments

Mixtures, Elements and Compounds

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

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

- Distinguish between hard and soft water
- Explain the difference in lathering ability
- Show interest in investigating water properties

- Compare lathering of soap in different water samples
- Distinguish between hard and soft water based on lathering
- Discuss differences between hard and soft water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 36)
- Soap
- Water samples
- Beakers
- Digital resources
- Mentor Integrated Science (pg. 37)
- Charts
- Mentor Integrated Science (pg. 38)
- Debate materials
- Mentor Integrated Science (pg. 39)
- Research materials
- Mentor Integrated Science (pg. 40)
- Mentor Integrated Science (pg. 41)
- Hard water samples
- Heat source
- Mentor Integrated Science (pg. 42)
- Washing soda
- Mentor Integrated Science (pg. 44)
- Distillation apparatus

- Observation - Practical work - Oral questions

Mixtures, Elements and Compounds
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment

Water hardness - Applications
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
Nutrition in plants - Internal structure of the leaf
Nutrition in plants - Leaf tissues for photosynthesis
Nutrition in plants - Internal adaptations for photosynthesis

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

- Identify applications of hard and soft water in daily life
- Match water types to their appropriate uses
- Appreciate the different uses of water based on hardness

- Search for information on applications of hard and soft water
- Discuss practical uses of different water types
- Match water types to specific applications

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 45)
- Digital resources
- Charts
- Pictures of water applications
- Mentor Integrated Science (pg. 49)
- Charts showing external structure of leaf
- Fresh leaves
- Mentor Integrated Science (pg. 50)
- Hand lens
- Drawing materials
- Mentor Integrated Science (pg. 51)
- 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
- Mentor Integrated Science (pg. 54)
- Charts showing internal leaf adaptations

- Observation - Oral presentations - Written assignments

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Chloroplast adaptations
Nutrition in plants - Process of photosynthesis
Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of photosynthesis
Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis
Nutrition in plants - Carbon (IV) oxide and photosynthesis

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

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

- Observe a diagram showing the structure of a chloroplast
- Identify the parts of a chloroplast
- Discuss the functions of different parts of a chloroplast

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 55)
- Charts showing structure of chloroplast
- Digital resources
- Models
- Mentor Integrated Science (pg. 56)
- Photomicrographs of chloroplasts
- Charts showing chloroplast structure
- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Reference materials
- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- 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
- Mentor Integrated Science (pg. 62)
- Conical flasks with corks
- Potassium hydroxide solution

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Chlorophyll and photosynthesis
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
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:

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

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

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 63)
- Variegated leaves
- Apparatus for testing starch
- Chemicals
- Heat source
- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials
- Mentor Integrated Science (pg. 65)
- Charts showing carbon cycle
- 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
- Mentor Integrated Science Grade 9 (pg. 75)
- Pictures of symbiotic relationships
- Pictures of animals with holozoic feeding
- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in animals - Types of teeth (functions)
Nutrition in animals - Dentition in animals (homodont and heterodont)
Nutrition in animals - Dentition in carnivores
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 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
- Mentor Integrated Science Grade 9 (pg. 79)
- Pictures/models of carnivore teeth
- Mentor Integrated Science Grade 9 (pg. 80)
- Pictures/models of herbivore teeth
- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (ingestion)
Nutrition in animals - Process of digestion (digestion)
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 ingestion in human beings
- Describe the role of teeth and salivary glands in ingestion
- Appreciate the complexity of the digestive process

- Discuss the process of ingestion
- Using charts/models, identify structures involved in ingestion
- Demonstrate the role of teeth and saliva in ingestion
- Research on the process of ingestion

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 82)
- Charts/models of the digestive system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 83)
- Mentor Integrated Science Grade 9 (pg. 84)
- Charts of the circulatory system

- Observation - Oral questions - Written assignments - Demonstrations

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
Reproduction in plants - Meaning of pollination
Reproduction in plants - Types of pollination (self-pollination)
Reproduction in plants - Types of pollination (cross-pollination)
Reproduction in plants - Agents of pollination (insects)
Reproduction in plants - Agents of pollination (birds, other animals)

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

- 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
- Mentor Integrated Science Grade 9 (pg. 87)
- Flower models or charts
- Mentor Integrated Science Grade 9 (pg. 88)
- Videos on pollination
- Charts showing pollination
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination
- Charts showing cross-pollination
- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of insect pollinators
- Pictures/videos of bird and animal pollinators

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Agents of pollination (wind, water)
Reproduction in plants - Adaptations of flowers to insect pollination
Reproduction in plants - Adaptations of flowers to wind pollination
Reproduction in plants - Effects of agrochemicals on pollinating agents
Reproduction in plants - Fertilization in flowering plants

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

- Identify wind and water as agents of pollination
- Explain how wind and water aid in pollination
- Show interest in various pollination mechanisms

- Observe pictures/videos of wind and water pollination
- Discuss how wind and water aid in pollination
- Research on examples of flowers pollinated by wind and water
- Present findings to class

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 91)
- Pictures/videos of wind and water pollination
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 92)
- Fresh insect-pollinated flowers
- Pictures of insect-pollinated flowers
- Hand lens
- Mentor Integrated Science Grade 9 (pg. 93)
- Fresh wind-pollinated flowers
- Pictures of wind-pollinated flowers
- Mentor Integrated Science Grade 9 (pg. 94)
- Articles on effects of agrochemicals on pollinators
- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

Reproduction in plants - Modes of fruit and seed dispersal (wind, water)
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
The interdependence of life - Components of the environment

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
- Mentor Integrated Science Grade 9 (pg. 101)
- Samples of self-dispersed fruits and seeds
- 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)
- Pictures of different flowers and their roles
- Charts on flower roles in ecosystems
- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

The interdependence of life - Biotic factors (predation)
The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis)
The interdependence of life - Biotic factors (competition)
The interdependence of life - Biotic factors (saprophytic)
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 predation as a biotic interaction
- Identify examples of predator-prey relationships
- Show interest in predator-prey relationships

- Discuss predation as a biotic interaction
- Observe pictures/videos of predator-prey relationships
- Research on examples of predator-prey relationships
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 109)
- Pictures/videos of parasitic relationships
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships
- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships
- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms
- 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
- Mentor Integrated Science Grade 9 (pg. 115)
- Pictures of plants from arid and wet environments
- Water samples

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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
- Mentor Integrated Science Grade 9 (pg. 118)
- Charts showing food chains
- Pictures of local organisms
- Mentor Integrated Science Grade 9 (pg. 119)
- Charts showing food webs

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Human activities (habitat change)
The interdependence of life - Human activities (hunting and poaching)
The interdependence of life - Human activities (introduction of new living things)
The interdependence of life - Interrelationships in Kenya national parks

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
- Mentor Integrated Science Grade 9 (pg. 121)
- Pictures related to hunting and poaching
- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species
- Mentor Integrated Science Grade 9 (pg. 123)
- Pictures of Kenya national parks
- Maps of Kenya national parks

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment
Force and Energy
Force and Energy
Force and Energy
Force and Energy
Force and Energy
Force and Energy
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
Curved mirrors - Image formation by concave mirrors (beyond C)
Curved mirrors - Image formation by concave mirrors (at C)
Curved mirrors - Image formation by concave mirrors (between C and F)

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

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

- Discuss the role of decomposers in ecosystems
- Observe pictures/videos of decomposers in action
- Research on examples of decomposers
- Create a model of nutrient cycling showing the role of decomposers

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

- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- 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
- Mentor Integrated Science (pg. 143)
- Mentor Integrated Science (pg. 144)
- Mentor Integrated Science (pg. 145)

- Observation - Oral questions - Model assessment - Written assignments

Force and Energy

Curved mirrors - Image formation by concave mirrors (at F)
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
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

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

- Draw ray diagrams to locate images when objects are placed at F
- Describe the characteristics of images formed
- Show interest in understanding special cases of image formation

- Draw ray diagrams to locate images when objects are placed at the principal focus
- Analyze what happens to reflected rays when objects are at F
- Discuss the concept of images formed at infinity

What happens to the image when an object is placed at the principal focus of a concave mirror?

- Mentor Integrated Science (pg. 147)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 148)
- Mentor Integrated Science (pg. 149)
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Mirror holders
- Screens
- Candles or light sources
- Rulers
- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Charts showing the structure of convex mirrors
- Mentor Integrated Science (pg. 154)
- Plain paper
- Pencils
- Mentor Integrated Science (pg. 156)
- Mentor Integrated Science (pg. 159)
- Objects of various sizes

- Observation - Ray diagram assessment - Class discussion assessment

Force and Energy

Curved mirrors - Applications of curved mirrors (concave mirrors)
Curved mirrors - Applications of curved mirrors (convex mirrors)
Curved mirrors - Applications of curved mirrors (parabolic reflectors)
Waves - Meaning of waves
Waves - Generating waves in nature
Waves - Transverse and longitudinal waves
Waves - Classifying waves
Waves - Amplitude and wavelength

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
- 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
- Mentor Integrated Science (pg. 167)
- Rope
- Speakers
- Rice or sand
- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion
- Mentor Integrated Science (pg. 171)
- Charts showing different wave types
- Wave demonstration equipment
- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations

- Observation - Oral presentations - Written assignments

Force and Energy

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

- 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
- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Wave demonstration equipment
- Mentor Integrated Science (pg. 178)
- Strings and identical masses
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment
- 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
- Mentor Integrated Science (pg. 185)
- Glass plate to create shallow region

- Observation - Practical assessment - Graph analysis - Written assignments

Force and Energy
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds

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
Elements and compounds - Relationship between an atom, an element, a compound and a molecule
Elements and compounds - Protons, electrons and neutrons
Elements and compounds - Elements and molecules
Elements and compounds - Molecules

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
- Mentor Bk 8 pg. 1
- Internet access and reference books
- Internet access
- Reference books
- Charts showing atomic structure
- Digital devices
- Relevant print resources
- Charts showing molecular structures

- Observation - Practical assessment - Drawing analysis - Written reports

Mixtures, Elements and Compounds

Elements and compounds - Chemical symbols for common elements
Elements and compounds - Deriving symbols from element names
Elements and compounds - Symbols derived from Latin names
Elements and compounds - Word equations for formation of compounds
Elements and compounds - More practice on word equations
Elements and compounds - Application of common elements in society

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

- Identify chemical symbols of common elements
- Write chemical symbols correctly
- Appreciate the importance of using symbols

- Study the table of elements and their symbols
- Practice writing chemical symbols
- Discuss rules for writing chemical symbols

Why do we use symbols for elements?

- Mentor Bk 8 pg. 2
- Periodic table charts
- Reference books
- Element name charts
- Digital resources
- Mentor Bk 8 pg. 3
- Internet access
- Mentor Bk 8 pg. 5
- Charts with word equations
- Worksheets
- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available

- Written tests - Observation - Oral questions

Mixtures, Elements and Compounds

Elements and compounds - Elements in jewellery, trophies and medals
Elements and compounds - Elements in construction and electrical applications
Elements and compounds - Mineral elements in food
Elements and compounds - Information on packaging labels

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

- Identify elements used in making valuable items
- Explain properties that make elements suitable for jewellery
- Show appreciation for precious elements

- Examine pictures of jewellery, trophies and medals
- Discuss properties of gold, silver and diamond
- Explain why these items are expensive

What makes precious elements valuable?

- Mentor Bk 8 pg. 6
- Pictures of jewellery and trophies
- Internet access
- Mentor Bk 8 pg. 7
- Samples of wires and construction materials
- Reference books
- Pictures of foods
- Nutrition charts
- Mentor Bk 8 pg. 8
- Product packages
- Digital resources

- Oral questions - Group presentations - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Extended activity on elements at home
Elements and compounds - End of sub-strand assessment
Physical and chemical changes - Characteristics of matter in different states
Physical and chemical changes - Matter is made of tiny particles (liquids)

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

- Identify elements in household items
- Explain how elements affect value of products
- Show responsibility in completing assignments

- Identify items at home
- Name elements used in making them
- Explain how elements affect their value

How do elements affect the value of household items?

- Mentor Bk 8 pg. 8
- Homework assignment sheets
- Reference materials
- Mentor Bk 8 pg. 1-9
- Assessment papers
- Marking guides
- Mentor Bk 8 pg. 10
- Paper
- Scissors
- Reference books
- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers

- Project assessment - Oral presentations - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (gases)
Physical and chemical changes - Particles are in continuous random motion
Physical and chemical changes - Particles have spaces between them
Physical and chemical changes - Summary of properties of different states

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

- Demonstrate that gases are made of particles
- Observe dispersion of smoke
- Show interest in properties of gases

- Burn grass wrapped in paper to produce smoke
- Observe smoke dispersion
- Discuss findings

What happens to smoke as it moves away from the source?

- Mentor Bk 8 pg. 12
- Fresh grass
- Paper
- Lighter (teacher supervised)
- Chalk dust
- Container with water
- Hand lens
- Mentor Bk 8 pg. 13
- Salt or sugar
- Volumetric flask
- Water
- Mentor Bk 8 pg. 14
- Charts showing particle arrangement
- Reference books

- Observation - Oral questions - Safety compliance

Mixtures, Elements and Compounds

Physical and chemical changes - Diffusion in liquids
Physical and chemical changes - Diffusion in gases
Physical and chemical changes - Pure and impure substances
Physical and chemical changes - Determining melting point of candle wax

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

- Define diffusion
- Demonstrate diffusion in liquids
- Explain factors affecting diffusion

- Put ink drops in cold and warm water
- Observe and compare diffusion rates
- Discuss temperature effect on diffusion

Why does ink spread faster in warm water?

- Mentor Bk 8 pg. 15
- Ink
- Beakers
- Cold and warm water
- Droppers
- Mentor Bk 8 pg. 16
- Reference books
- Digital resources
- Samples of pure and impure substances
- Mentor Bk 8 pg. 17
- Candle wax
- Beaker
- Thermometer
- Heat source
- Stopwatch

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Interpreting heating curves
Physical and chemical changes - Effects of impurities on melting point
Physical and chemical changes - Effects of impurities on boiling point
Physical and chemical changes - Physical changes

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

- Plot graph of temperature against time
- Interpret heating curves
- Identify melting and boiling points on graphs

- Plot graph from data collected
- Identify different sections of the curve
- Explain what happens at each section

What does a heating curve tell us about a substance?

- Mentor Bk 8 pg. 18
- Graph paper
- Data from previous lesson
- Rulers
- Mentor Bk 8 pg. 19
- Pure candle wax
- Impure candle wax
- Thermometers
- Heat sources
- Mentor Bk 8 pg. 20
- Pure ice
- Salty ice
- Beakers
- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers

- Graph assessment - Oral questions - Written explanations

Mixtures, Elements and Compounds

Physical and chemical changes - Heating wax (physical change)
Physical and chemical changes - Chemical changes introduction
Physical and chemical changes - Temporary chemical changes
Physical and chemical changes - Reversing temporary chemical changes

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

- Demonstrate physical change by heating wax
- Explain reversibility of the change
- Follow safety precautions

- Heat wax until it melts
- Cool and observe changes
- Discuss reversibility

What happens to wax when heated and cooled?

- Mentor Bk 8 pg. 21
- Wax
- Test tube
- Test tube holder
- Heat source
- Mentor Bk 8 pg. 22
- Paper
- Matches
- Egg
- Mentor Bk 8 pg. 23
- Cobalt (II) chloride
- Boiling tube
- Thermometer
- Mentor Bk 8 pg. 24
- Anhydrous Cobalt (II) chloride
- Water
- Dropper

- Practical assessment - Safety compliance - Oral questions

Mixtures, Elements and Compounds

Physical and chemical changes - Permanent chemical changes
Physical and chemical changes - Applications of physical changes
Physical and chemical changes - Applications of chemical changes
Classes of fire - Causes of fire in nature
Classes of fire - More on causes of fire

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

- Demonstrate permanent chemical change
- Heat Copper (II) nitrate safely
- Observe formation of new substances

- Heat Copper (II) nitrate crystals
- Observe color changes and gas production
- Compare mass before and after

What happens when Copper (II) nitrate is heated?

- Mentor Bk 8 pg. 25
- Copper (II) nitrate
- Boiling tube
- Heat source
- Weighing balance
- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources
- Mentor Bk 8 pg. 27
- Charts
- Digital devices
- Reference materials
- Mentor Bk 8 pg. 38
- Pictures of fire scenes
- Mentor Bk 8 pg. 39
- Pictures
- Safety posters

- Practical assessment - Safety compliance - Mass comparison

Mixtures, Elements and Compounds

Classes of fire - Components of the fire triangle
Classes of fire - Role of components in fire triangle
Classes of fire - Classification of fires
Classes of fire - Class A and B fires

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

- Identify the three components of fire triangle
- Explain role of each component
- Show understanding of combustion

- Discuss fuel, heat and oxygen
- Draw fire triangle
- Explain how fire starts

What three things are needed for fire to burn?

- Mentor Bk 8 pg. 40
- Fire triangle diagrams
- Reference books
- Charts
- Sample fuels
- Reference materials
- Mentor Bk 8 pg. 41
- Flashcards
- Mentor Bk 8 pg. 42
- Pictures
- Sample materials

- Observation - Diagram assessment - Oral questions

Mixtures, Elements and Compounds

Classes of fire - Class C, D and K fires
Classes of fire - Controlling fire using extinguishers
Classes of fire - Types of fire extinguishers
Classes of fire - Water and foam extinguishers

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

- Describe Class C, D and K fires
- Give examples of each
- Show understanding of all fire classes

- Discuss electrical fires
- Discuss metal fires
- Discuss kitchen fires

What types of fires occur in kitchens and laboratories?

- Mentor Bk 8 pg. 42
- Charts
- Digital resources
- Reference materials
- Mentor Bk 8 pg. 43
- Pictures of extinguishers
- Digital devices
- Reference books
- Mentor Bk 8 pg. 44
- Extinguisher pictures
- Extinguisher information
- Safety guidelines

- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of fire - Breaking the fire triangle
Classes of fire - Removal of heat and fuel
Classes of fire - Removal of oxygen (smothering)
Classes of fire - Fire safety at school

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

- Explain how to stop fire by removing components
- Describe removal of heat, fuel and oxygen
- Show understanding of fire control

- Discuss removing sources of heat
- Discuss removing fuel
- Discuss removing oxygen (smothering)

How can we use the fire triangle to control fires?

- Mentor Bk 8 pg. 45
- Fire triangle diagrams
- Reference books
- Mentor Bk 8 pg. 46
- Water
- Paper
- Safe burning area
- Supervision
- Candle
- Glass
- Matches
- Fire blanket
- Mentor Bk 8 pg. 47
- School compound tour
- Safety guidelines

- Oral questions - Group discussions - Written tests

Mixtures, Elements and Compounds

Classes of fire - Fire control measures at school
Classes of fire - Practicing fire control measures
Classes of fire - Right to safety information on flammable substances
Classes of fire - Project on fire safety posters

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

- Identify fire control equipment at school
- Explain fire drill procedures
- Appreciate importance of preparedness

- Locate fire extinguishers
- Identify emergency exits
- Discuss evacuation procedures

How can we prepare for fire emergencies at school?

- Mentor Bk 8 pg. 47
- School safety equipment
- Emergency plans
- Mentor Bk 8 pg. 48
- Fire extinguishers
- Emergency exits
- Safety equipment
- Sample containers with labels
- Hazard symbol charts
- Mentor Bk 8 pg. 38-48
- Chart paper
- Colors
- Reference materials

- Observation - Oral questions - Drill participation

Mixtures, Elements and Compounds
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment
Living Things and their Environment

Classes of fire - End of sub-strand assessment
The Cell - Cell structure as seen under a light microscope
The Cell - Cell structure as seen under a light microscope
The Cell - Safety when handling a microscope
The Cell - Preparation of temporary slides of plant cells
The Cell - Observing plant cells under a light microscope
The Cell - Functions of parts of a plant cell
The Cell - Functions of nucleus, vacuole and chloroplast

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

- Identify causes of fire
- Classify fires correctly
- Explain fire control methods

- Complete assessment test
- Answer questions on fire triangle
- Match extinguishers to fire classes

Can you apply fire safety knowledge effectively?

- Mentor Bk 8 pg. 38-48
- Assessment papers
- Marking guides
- Mentor Integrated Science pg. 49
- Digital devices
- Internet access
- Charts showing cell structures
- Diagrams of plant cells
- Drawing materials
- Mentor Integrated Science pg. 50
- Light microscope
- Soft tissue paper
- Ethanol
- Mentor Integrated Science pg. 52
- Glass slides
- Cover slips
- Plant materials
- Water
- Scalpel
- Prepared slides
- Reference books
- Mentor Integrated Science pg. 53
- Charts

- Written examination - Practical assessment - Portfolio review

Living Things and their Environment

The Cell - Observing animal cells under a light microscope
The Cell - Differentiating between plant and animal cells
The Cell - Characteristics of plant and animal cells
The Cell - Extended activity: Making cell models
The Cell - Role of cells in living organisms

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

- Observe animal cells on permanent slides
- Draw and label animal cells
- Compare observations with plant cells

- Place permanent slide on microscope
- Observe animal cell structures
- Draw and label observed cells
- Record observations

How do animal cells appear under a microscope?

- Mentor Integrated Science pg. 54
- Light microscope
- Permanent slides of animal cells
- Drawing materials
- Mentor Integrated Science pg. 55
- Diagrams
- Charts
- Textbooks
- Digital resources
- Mentor Integrated Science pg. 56
- Cartons
- Plasticine
- Clay
- Manila papers
- Glue
- Mentor Integrated Science pg. 57
- Digital devices
- Reference books

- Drawings - Observation - Oral questions

Living Things and their Environment

The Cell - Magnification of cells: Understanding magnification
The Cell - Calculating magnification
The Cell - Microscope lenses and their magnifications
The Cell - Assessment: Drawing and magnification

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

- Define magnification
- Explain the concept of magnification
- Show interest in microscopy

- Search for meaning of magnification
- Discuss why microscopes have eye-piece and objective lenses
- Explain how magnification helps us see cells

What is magnification and why is it important?

- Mentor Integrated Science pg. 57
- Digital devices
- Microscope
- Reference materials
- Mentor Integrated Science pg. 58
- Calculator
- Worksheets
- Microscope specifications
- Charts
- Reference books
- Mentor Integrated Science pg. 59
- Drawing materials
- Assessment sheets

- Oral questions - Written assignments - Observation

Living Things and their Environment

The Cell - Assessment and feedback
Movement of Materials In and Out of the Cell - Introduction to cell transport
Movement of Materials In and Out of the Cell - Processes of material movement
Movement of Materials In and Out of the Cell - Introduction to diffusion

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

- Demonstrate understanding of cell structure
- Apply knowledge of magnification
- Show mastery of sub-strand content

- Complete comprehensive assessment
- Answer questions on cell structure and function
- Calculate magnification problems
- Receive and discuss feedback

Have you mastered the content on cells?

- Mentor Integrated Science pg. 49-59
- Assessment papers
- Marking guides
- Mentor Integrated Science pg. 60
- Charts
- Diagrams
- Digital resources
- Mentor Integrated Science pg. 61
- Digital devices
- Reference books
- Internet access
- Examples from daily life

- Written tests - Practical assessment - Feedback session

Living Things and their Environment

Movement of Materials In and Out of the Cell - Demonstrating diffusion in gases
Movement of Materials In and Out of the Cell - Explaining diffusion observations
Movement of Materials In and Out of the Cell - Demonstrating diffusion in plant materials
Movement of Materials In and Out of the Cell - Explaining diffusion in plant cells

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

- Demonstrate diffusion in gases
- Observe diffusion occurring
- Show responsibility in handling perfumes safely

- Close classroom windows and doors
- Line up learners across the room
- Spray perfume at front
- Observe and record when each learner detects scent
- Dispose materials appropriately

How does diffusion occur in gases?

- Mentor Integrated Science pg. 62
- Perfume or scented substance
- Enclosed room
- Timer
- Observation records
- Notebooks
- Reference materials
- Mentor Integrated Science pg. 63
- Young plant
- Ink
- Water
- Container
- Scalpel
- Gloves
- Mentor Integrated Science pg. 64
- Diagrams

- Observation - Oral questions - Practical assessment

Living Things and their Environment

Movement of Materials In and Out of the Cell - Role of diffusion in animals
Movement of Materials In and Out of the Cell - Role of diffusion in plants
Movement of Materials In and Out of the Cell - Introduction to osmosis
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing

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

- Explain gaseous exchange in lungs
- Describe absorption in intestines
- Appreciate diffusion in body functions

- Search for information on gaseous exchange in lungs
- Discuss oxygen and carbon dioxide diffusion
- Explain absorption of digested food
- Discuss excretion of metabolic wastes

How does diffusion help in breathing and digestion?

- Mentor Integrated Science pg. 65
- Digital devices
- Charts
- Reference books
- Video resources
- Diagrams
- Mentor Integrated Science pg. 67
- Reference materials
- Mentor Integrated Science pg. 68
- Visking tubing
- Sugar solution
- Distilled water
- Beakers
- String
- Glass rod

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Explaining osmosis observations
Movement of Materials In and Out of the Cell - Demonstrating osmosis using plant materials
Movement of Materials In and Out of the Cell - Explaining osmosis in plant cells
Movement of Materials In and Out of the Cell - Role of osmosis in plants

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

- Explain observations from osmosis experiment
- Describe water movement through membrane
- Draw conclusions about osmosis

- Remove visking tubing from water
- Measure new water volume in beaker
- Observe size of visking tubing
- Explain water movement from high to low concentration
- Draw conclusions on osmosis

What happened during the osmosis experiment?

- Mentor Integrated Science pg. 69
- Observation records
- Diagrams
- Notebooks
- Mentor Integrated Science pg. 71
- Potato
- Distilled water
- Sugar solution
- Beakers
- Ruler
- Scalpel
- Mentor Integrated Science pg. 72
- Mentor Integrated Science pg. 73
- Digital devices
- Charts
- Reference books

- Written assignments - Oral explanations - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Role of osmosis in animals
Reproduction in Human Beings - Introduction to human reproduction
Reproduction in Human Beings - Understanding menstruation
Reproduction in Human Beings - Stages of the menstrual cycle
Reproduction in Human Beings - Luteal and menstrual phases

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

- Explain osmoregulation in kidneys
- Describe water absorption in intestines
- Appreciate osmosis in body functions

- Discuss water re-absorption in kidneys
- Explain absorption from intestines to blood
- Describe maintenance of cell shape and size
- Relate to aquatic animals

How does osmosis help our bodies function?

- Mentor Integrated Science pg. 74
- Charts
- Diagrams
- Reference books
- Mentor Integrated Science pg. 73
- Reference materials
- Digital resources
- Digital devices
- Internet access

- Oral questions - Written tests - Observation

Living Things and their Environment

Reproduction in Human Beings - Reading about menstrual challenges
Reproduction in Human Beings - Health challenges related to menstruation
Reproduction in Human Beings - Irregular periods and heavy bleeding
Reproduction in Human Beings - Emotional and social challenges

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

- Identify challenges related to menstruation
- Show empathy for those experiencing challenges
- Appreciate the need for support

- Read story about Monicah and Mrs Safi
- Identify challenges Monicah faced
- Discuss painful cramps
- Understand embarrassment issues
- Recognize lack of sanitary towels problem

What challenges do people face during menstruation?

- Mentor Integrated Science pg. 75
- Story text
- Discussion materials
- Mentor Integrated Science pg. 76
- Reference materials
- Charts
- Digital resources
- Mentor Integrated Science pg. 77
- Reference books
- Discussion guides

- Oral questions - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Managing menstrual challenges
Reproduction in Human Beings - Process of fertilisation
Reproduction in Human Beings - Process of implantation
Reproduction in Human Beings - Development from embryo to foetus

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

- Suggest ways to manage health challenges
- Propose solutions for emotional challenges
- Develop empathy and support strategies

- Discuss measures to cope with challenges
- Suggest when to seek medical attention
- Propose ways to control mood swings
- Discuss making reusable sanitary towels
- Promote community support

How can we manage menstrual challenges?

- Mentor Integrated Science pg. 78
- Discussion materials
- Reference books
- Mentor Integrated Science pg. 79
- Charts
- Diagrams
- Mentor Integrated Science pg. 80

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Introduction to Sexually Transmitted Infections
Reproduction in Human Beings - Syphilis: Symptoms and prevention
Reproduction in Human Beings - Gonorrhoea: Symptoms and prevention
Reproduction in Human Beings - Herpes: Symptoms and prevention

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

- Define STIs
- List common STIs
- Appreciate the need for STI prevention

- Discuss how sexual intercourse can lead to STIs
- List STIs (syphilis, gonorrhoea, herpes, HIV/AIDS)
- Explain health complications if untreated
- Emphasize importance of prevention

What are Sexually Transmitted Infections?

- Mentor Integrated Science pg. 80
- Charts
- Reference materials
- Digital resources
- Mentor Integrated Science pg. 81
- Digital devices
- Reference books
- Mentor Integrated Science pg. 82
- Mentor Integrated Science pg. 83

- Oral questions - Written assignments - Observation

Living Things and their Environment
Force and Energy
Force and Energy
Force and Energy
Force and Energy

Reproduction in Human Beings - HIV and AIDS: Symptoms and prevention
Reproduction in Human Beings - Need for a healthy reproductive system
Transformation of Energy - Forms of energy in nature
Transformation of Energy - Chemical energy
Transformation of Energy - Electrical energy
Transformation of Energy - Light, sound and heat energy

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

- Explain HIV and AIDS
- Describe symptoms
- Explain comprehensive prevention methods

- Search for information on HIV and AIDS
- Discuss HIV symptoms (flu-like)
- Explain AIDS symptoms (opportunistic infections)
- Discuss prevention (abstinence, faithfulness, testing, safe practices)
- Explain importance of treatment

How can HIV and AIDS be prevented?

- Mentor Integrated Science pg. 84
- Digital devices
- Reference books
- Charts
- Mentor Integrated Science pg. 85
- Reference materials
- Discussion guides
- Notebooks
- Mentor Bk 8 pg. 88
- Internet access
- Charts showing forms of energy
- Pictures of fuels and foods
- Digital resources
- Charts on electricity generation
- Light sources
- Sound producing objects
- Heat sources

- Oral presentations - Written assignments - Observation

Force and Energy

Transformation of Energy - Atomic, potential and kinetic energy
Transformation of Energy - Gravitational energy
Transformation of Energy - Renewable and non-renewable sources
Transformation of Energy - Identifying renewable sources
Transformation of Energy - Classifying energy sources
Transformation of Energy - Electrical to heat energy transformation
Transformation of Energy - Practical: Electrical to heat energy

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

- Define atomic, potential and kinetic energy
- Explain how each form of energy is produced or possessed
- Identify examples of objects possessing these forms of energy
- Appreciate the applications of these forms of energy

- Discuss atomic energy and nuclear reactions
- Explain potential energy due to position
- Discuss kinetic energy as energy of motion
- Identify examples in the environment

What is the relationship between position, motion and energy?

- Mentor Bk 8 pg. 88
- Digital devices
- Internet access
- Reference books
- Digital resources
- Textbooks
- Pictures of energy sources
- Flashcards
- Chart paper
- Markers
- Pictures of heating devices
- Dry cells
- Cell holders
- Steel wool
- Connecting wires
- Switch
- Crocodile clips

- Observation - Oral questions - Written assignments

Force and Energy

Transformation of Energy - Chemical to electrical energy transformation
Transformation of Energy - Practical: Chemical to electrical energy
Transformation of Energy - Mechanical to electrical energy
Transformation of Energy - Practical: Mechanical to electrical energy

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

- Explain how chemical energy transforms to electrical energy
- Name devices that convert chemical to electrical energy
- Describe the process in cells and batteries
- Appreciate the use of cells and batteries

- Discuss chemical to electrical energy transformation
- Name devices that perform this conversion
- Explain how cells and batteries work
- Share findings in class

How do cells and batteries produce electrical energy?

- Mentor Bk 8 pg. 88
- Cells and batteries
- Digital devices
- Reference books
- Dry cells
- Cell holders
- Bulb or LED
- Bulb holder
- Connecting wires
- Switch
- Pictures of generators and dynamos
- Digital resources
- Bicycle dynamo
- Bicycle wheel or means of rotating dynamo
- Bulb

- Observation - Oral questions - Written tests

Force and Energy

Transformation of Energy - Electrical to light energy
Transformation of Energy - Practical: Electrical to light energy
Transformation of Energy - Applications: Transducers
Transformation of Energy - Applications: Microphones, heaters, and solar panels

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

- Explain how electrical energy transforms to light energy
- Name devices that convert electrical to light energy
- Describe the process in bulbs and LEDs
- Appreciate the importance of lighting devices

- Discuss electrical to light transformation in bulbs
- Explain how charges heat the filament to produce light
- Name other devices that transform electrical to light energy
- Share findings with classmates

How do bulbs and LEDs produce light?

- Mentor Bk 8 pg. 88
- Pictures of bulbs and LEDs
- Digital resources
- Cell
- Switch
- Bulb or LED
- Connecting wires
- Bulb holder
- Cell holder
- Pictures of transducers
- Digital devices
- Reference books
- Pictures of devices
- Internet access

- Observation - Oral questions - Written assignments

Force and Energy

Transformation of Energy - Applications: Motors, engines, and other devices
Transformation of Energy - Applications: Piezoelectricity and thermocouples
Transformation of Energy - Energy transformation in falling objects
Transformation of Energy - Energy transformation in friction and burning

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

- Explain energy transformation in dynamos and motors
- Describe energy transformation in steam engines and windmills
- Explain energy transformation in hydroelectric dams and geothermal plants
- Appreciate diverse energy transformation applications

- Discuss mechanical to electrical transformation in dynamos
- Explain electrical to mechanical transformation in motors
- Discuss heat to mechanical in steam engines
- Explain transformations in windmills, dams, and geothermal plants

How do different devices transform energy for useful work?

- Mentor Bk 8 pg. 88
- Pictures of devices
- Digital devices
- Reference books
- Internet access
- Reference materials
- Digital resources

- Observation - Oral questions - Class discussions

Force and Energy

Transformation of Energy - Dangers: Road accidents
Transformation of Energy - Dangers: Kinetic to potential energy accidents
Transformation of Energy - Dangers: Fire accidents
Transformation of Energy - Dangers: Electrical accidents

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

- Explain energy transformation in road accidents
- Identify dangers of kinetic energy in moving vehicles
- Describe mitigation measures
- Show responsibility in road safety

- Discuss kinetic energy in moving cars
- Explain energy transformation during collisions
- Discuss mitigation measures (speed limits, traffic rules, safety belts)
- Share findings with classmates

What energy transformations occur during road accidents?

- Mentor Bk 8 pg. 88
- Pictures of road accidents
- Digital devices
- Reference materials
- Digital resources
- Safety equipment pictures
- Pictures of fire accidents
- Fire safety equipment
- Pictures of electrical hazards
- Safety posters

- Observation - Oral questions - Class discussions

Force and Energy

Transformation of Energy - Dangers: Light and sound hazards
Pressure - Meaning of pressure
Pressure - Pressure and surface area
Pressure - Practical: Pressure in solids

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

- Identify health hazards from bright light
- Explain health hazards from loud sound
- Describe mitigation measures for each
- Practice safety with light and sound

- Discuss health hazards from excessive light energy
- Explain health hazards from loud sound energy
- Discuss mitigation measures (protective glasses, earmuffs)
- Share safety practices

What are the health effects of excessive light and sound?

- Mentor Bk 8 pg. 88
- Pictures of protective gear
- Digital resources
- Mentor Bk 8 pg. 112
- Fruits
- Knife
- Nails
- Balloons
- Wooden sticks
- Pictures
- Fruit (banana)
- Chopping board

- Observation - Oral questions - Class discussions

Force and Energy

Pressure - Determining pressure in solids
Pressure - Practical: Determining pressure with blocks
Pressure - Effect of area on pressure
Pressure - Effect of weight on pressure

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

- State the formula for calculating pressure
- Identify SI units for pressure, force and area
- Calculate pressure given force and area
- Show accuracy in calculations

- Learn the pressure formula
- Discuss SI units (N/m²)
- Work through example problems
- Practice calculations

How do we calculate pressure in solids?

- Mentor Bk 8 pg. 112
- Calculators
- Chart paper
- Markers
- Rectangular blocks
- Weighing balance
- Ruler
- Ink or paint
- Identical blocks (4)

- Observation - Oral questions - Written tests

Force and Energy

Pressure - Solving numerical problems
Pressure - Pressure in liquids: Effect of depth
Pressure - Distribution of pressure in liquids
Pressure - Applications: High-heeled shoes and cutting tools
Pressure - Applications: Brakes, siphons, pumps, and straws
Pressure - Applications: Overhead tanks and heavy vehicles
Pressure - Review and assessment

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

- Apply the pressure formula to solve problems
- Convert units appropriately
- Calculate force, area or pressure as required
- Show accuracy in problem solving

- Work through example problems
- Practice converting units
- Solve problems on pressure, force and area
- Check answers with peers

How do we solve pressure problems accurately?

- Mentor Bk 8 pg. 112
- Calculators
- Exercise books
- Reference books
- Plastic bottle
- Nail
- Heat source
- Water
- Basin
- Pictures of shoes and tools
- Digital resources
- Pictures of devices
- Pictures of tanks and vehicles
- Digital devices
- Assessment papers
- Reference materials

- Observation - Oral questions - Written tests