Mixtures, Elements and Compounds

Structure of the atom - General structure.

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

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Meaning of an atom
Structure of the atom - Atomic number
Structure of the atom - Mass number
Structure of the atom - Representation of elements

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

- Explain the meaning of an atom
- Describe the characteristics of subatomic particles in an atom
- Appreciate the importance of understanding atomic structure

- Discuss in groups and find out the meaning of an atom
- Research on the differences between subatomic particles
- Share findings with classmates

How is the structure of the atom important?

- Mentor Integrated Science (pg. 2)
- Digital resources
- Charts showing structure of atoms
- Mentor Integrated Science (pg. 3)
- Periodic table
- Charts
- Mentor Integrated Science (pg. 4)
- Charts showing atomic structure
- Mentor Integrated Science (pg. 5)

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

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:

- Identify energy levels in atoms
- Explain how electrons are organized in energy levels
- Show interest in understanding atomic structure

- Interpret energy level diagrams
- Draw energy level diagrams for different elements
- Show interest in representing atomic structures

- Search for information on energy levels in atoms
- Discuss how energy levels are organized in atoms
- Study diagrams showing energy levels
- Study energy level diagrams in the course book
- Practice drawing energy level diagrams
- Discuss the meaning of energy level diagrams

How is the structure of the atom important?

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

- Observation - Oral questions - Written assignments
- Observation - Practical work - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Metals and non-metals classification
Structure of the atom - Assessment
Metals and Alloys - Identifying metals

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

- Observation - Written work - Oral questions

Mixtures, Elements and Compounds

Metals and Alloys - Classification of materials
Metals and Alloys - Physical properties (state)
Metals and Alloys - Malleability

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

- Classify different materials into metals and non-metals
- Explain reasons for classification based on observable properties
- Show interest in materials in the environment

- Walk around the school compound to observe materials
- Classify observed materials as metallic or non-metallic
- Record findings and share with classmates

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

- Mentor Integrated Science (pg. 15)
- Samples of different materials
- Digital resources
- Worksheets
- Mentor Integrated Science (pg. 16)
- Samples of different metals
- Charts
- Mentor Integrated Science (pg. 17)
- Hammer or mallet
- Safety equipment

- Observation - Field activity - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Ductility
Metals and Alloys - Electrical conductivity
Metals and Alloys - Thermal conductivity
Metals and Alloys - Causes of rusting

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

- Investigate the ductility of different metals
- Explain the property of ductility in metals
- Value safety when investigating metal properties

- Carry out an investigation on ductility of different metals
- Record observations when metals are stretched
- Compare the ductility of different metals

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

- Mentor Integrated Science (pg. 17)
- Metal wires
- Pliers
- Safety equipment
- Mentor Integrated Science (pg. 18)
- Simple circuit components
- Metal samples
- Digital resources
- Mentor Integrated Science (pg. 19)
- Heat source
- Candle wax or cooking fat
- Mentor Integrated Science (pg. 20)
- Iron nails
- Test tubes
- Water and oil

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

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
Metals and Alloys - Composition of alloys

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

- Identify effects of rusting on metal items
- Explain how rusting affects the usefulness of metals
- Show concern about effects of rusting in the environment

- Identify uses of various metals in everyday life
- Match metals to their appropriate uses
- Appreciate the importance of metals in daily life

- Observe pictures of rusted items
- Discuss effects of rusting on different items
- Walk around to observe effects of rusting on items
- Search for information on uses of metals
- Discuss uses of different metals in daily life
- Match metals to their uses

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

- Mentor Integrated Science (pg. 21)
- Pictures of rusted items
- Actual rusted items
- Digital resources
- Mentor Integrated Science (pg. 22)
- Items with rust prevention
- Pictures
- Camera (if available)
- Observation sheets
- Rusted items
- Mentor Integrated Science (pg. 23)
- Digital resources
- Pictures showing uses of metals
- Charts
- Mentor Integrated Science (pg. 24)
- Samples of items made from alloys
- Pictures
- Items made from alloys
- Camera (if available)
- Mentor Integrated Science (pg. 25)
- Pictures of different alloys

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

Mixtures, Elements and Compounds

Metals and Alloys - Uses of alloys
Metals and Alloys - Observing alloy uses
Metals and Alloys - Assessment

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

- Identify uses of common alloys in everyday life
- Match alloys to their appropriate uses
- Appreciate the importance of alloys in daily life

- Observe pictures showing uses of common alloys
- Discuss uses of different alloys
- Search for information on uses of alloys

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

- Mentor Integrated Science (pg. 26)
- Digital resources
- Pictures showing uses of alloys
- Charts
- Mentor Integrated Science (pg. 27)
- Observation sheets
- Items made from alloys
- Mentor Integrated Science (pg. 32)
- Assessment items
- Samples of metals and alloys

- Observation - Oral presentations - Written assignments

Mixtures, Elements and Compounds

Water hardness - Physical properties
Water hardness - Water sources
Water hardness - Colour and odour
Water hardness - Investigating color and odor

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

- Collect water samples from different sources
- Compare water from different sources
- Appreciate the variety of water sources in the locality

- Tour the locality to observe water sources
- Collect water samples from different sources
- Compare water samples in terms of appearance, odor, taste and boiling point

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 33)
- Water samples from different sources
- Containers for samples
- Charts
- Water samples
- Digital resources
- Mentor Integrated Science (pg. 34)
- Clear containers
- White paper
- Worksheets

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Water hardness - Boiling point
Water hardness - Hard and soft water
Water hardness - Differences

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

- Investigate the boiling point of water
- Explain why water boils at a specific temperature
- Observe safety measures when using heat sources

- Set up apparatus to determine boiling point of water
- Measure temperature changes as water heats
- Record observations about boiling water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 35)
- Thermometer
- Heat source
- Beaker
- Water
- Mentor Integrated Science (pg. 36)
- Soap
- Water samples
- Beakers
- Digital resources
- Mentor Integrated Science (pg. 37)
- Charts

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

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
Water hardness - Applications

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

- Identify advantages of soft water
- Debate on uses of soft water
- Appreciate the value of soft water in certain applications

- Demonstrate how to soften hard water using chemicals
- Explain how chemicals remove hardness
- Show care when handling chemicals

- Debate on advantages of soft water
- Discuss benefits of using soft water for cleaning
- Research advantages of soft water
- Carry out experiment to soften hard water using chemicals
- Test lathering ability before and after treatment
- Explain observations from the experiment

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 38)
- Digital resources
- Charts
- Debate materials
- Mentor Integrated Science (pg. 39)
- Research materials
- Mentor Integrated Science (pg. 40)
- Water samples
- Mentor Integrated Science (pg. 41)
- Hard water samples
- Heat source
- Beakers
- Soap
- Mentor Integrated Science (pg. 42)
- Hard water samples
- Washing soda
- Beakers
- Soap
- Mentor Integrated Science (pg. 44)
- Distillation apparatus
- Heat source
- Mentor Integrated Science (pg. 45)
- Digital resources
- Charts
- Pictures of water applications

- Observation - Debate assessment - Written assignments
- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - External structure of the leaf
Nutrition in plants - Functions of leaf parts
Nutrition in plants - Observing leaf structures
Nutrition in plants - Leaf adaptations for photosynthesis

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

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

- Observe pictures showing external structure of a leaf
- Identify external parts of the leaf from the pictures
- Discuss the functions of each external part of the leaf

What is the importance of photosynthesis in nature?

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

- Observation - Oral questions - Drawings

Living Things and their Environment

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 the internal parts of a leaf
- Describe the arrangement of tissues in a leaf
- Show curiosity in learning about internal leaf structures

- Observe a diagram showing internal structure of a leaf
- Identify the internal parts of the leaf
- Discuss the functions of each internal part of the leaf

What is the importance of photosynthesis in nature?

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

- Observation - Oral questions - Written assignments

Living Things and their Environment

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:

- 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

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of photosynthesis
Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis
Nutrition in plants - Carbon (IV) oxide and photosynthesis
Nutrition in plants - Chlorophyll and photosynthesis
Nutrition in plants - Importance 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

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

- Search for information on conditions necessary for photosynthesis
- Discuss the role of each condition in photosynthesis
- Make summary notes on conditions for photosynthesis
- 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. 58)
- Charts showing conditions for photosynthesis
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis
- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves
- Chemicals (iodine solution)
- Fresh leaves
- Heat source
- Mentor Integrated Science (pg. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals
- 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
- Mentor Integrated Science (pg. 64)
- Digital resources
- Charts showing importance of photosynthesis
- Reference materials

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

Living Things and their Environment

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

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

- Describe how photosynthesis affects carbon (IV) oxide levels
- Explain the role of photosynthesis in reducing global warming
- Value plants as contributors to environmental balance

- Discuss how photosynthesis affects the carbon cycle
- Explain how plants help reduce carbon (IV) oxide in the atmosphere
- Relate photosynthesis to environmental conservation

What is the importance of photosynthesis in nature?

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

- Observation - Written assignments - Oral presentations

Living Things and their Environment

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

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

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

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

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 75)
- Digital devices
- Pictures of symbiotic relationships
- Pictures of animals with holozoic feeding
- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in herbivores
Nutrition in animals - Dentition in omnivores
Nutrition in animals - Process of digestion (ingestion)
Nutrition in animals - Process of digestion (digestion)

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

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

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

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

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 80)
- Pictures/models of herbivore teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth
- Mentor Integrated Science Grade 9 (pg. 82)
- Charts/models of the digestive system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 83)

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

Living Things and their Environment

Nutrition in animals - Process of digestion (absorption)

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (assimilation)
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 assimilation in human beings
- Describe how absorbed nutrients are utilized in the body
- Value the importance of proper nutrition for body functions

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

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

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

- 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
- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing self-pollination

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain cross-pollination
- Identify plants that undergo cross-pollination
- Appreciate the advantages of cross-pollination

- Discuss cross-pollination
- Use diagrams/charts to illustrate cross-pollination
- Research on examples of plants that undergo cross-pollination
- Compare self-pollination and cross-pollination

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 89)
- Charts showing cross-pollination
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 90)
- Pictures/videos of insect pollinators
- Pictures/videos of bird and animal pollinators

- Observation - Oral questions - Written assignments - Group 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

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Effects of agrochemicals on pollinating agents
Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Seed formation in flowering plants

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

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

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

- 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
- 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. 94)
- Digital devices
- Articles on effects of agrochemicals on pollinators
- Mentor Integrated Science Grade 9 (pg. 95)
- Videos on fertilization in plants
- Charts showing fertilization process
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 96)
- Videos on seed formation
- Charts showing seed formation
- Samples of seeds at different developmental stages

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

Living Things and their Environment

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

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

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

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

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

- Observe fruits that use self-dispersal mechanisms
- Discuss the adaptations of these fruits and seeds for self-dispersal
- Research on examples of self-dispersed fruits and seeds
- Create presentations on self-dispersal mechanisms

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 101)
- Samples of self-dispersed fruits and seeds
- Digital devices
- Pictures of self-dispersal mechanisms

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Adaptations of fruits and seeds for dispersal
Reproduction in plants - Role of flowers in nature
The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation)
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:

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

- Explain predation as a biotic interaction
- Identify examples of predator-prey relationships
- Show interest in predator-prey relationships

- Collect and observe different fruits and seeds
- Identify adaptations for different dispersal methods
- Categorize the fruits and seeds based on their dispersal methods
- Create presentations on adaptations for dispersal
- Discuss predation as a biotic interaction
- Observe pictures/videos of predator-prey relationships
- Research on examples of predator-prey relationships
- Present findings to class

How does reproduction in plants occur?
What is the role of living and non-living factors in environments?

- 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
- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks
- 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

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

Living Things and their Environment

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

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

- Explain 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
- Mentor Integrated Science Grade 9 (pg. 113)
- Thermometers
- Pictures/videos of organisms in different temperature zones
- Mentor Integrated Science Grade 9 (pg. 114)
- Light meters (if available)
- Plants grown under different light conditions

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Abiotic factors (water)
The interdependence of life - Abiotic factors (wind)

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

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

- 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. 115)
- Pictures of plants from arid and wet environments
- Water samples
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 116)
- Pictures of plants from windy and sheltered environments

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain how atmospheric pressure, pH and salinity affect living organisms
- Describe adaptations of organisms to these abiotic factors
- Value adaptations to different environments

- Discuss how atmospheric pressure, pH and salinity affect living organisms
- Research on adaptations of organisms to these factors
- Test pH and salinity of different water samples if possible
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 117)
- pH testing equipment (if available)
- Water samples of different salinity
- Digital devices

- Observation - Oral questions - Practical assessment - Written assignments

Living Things and their Environment

The interdependence of life - Energy flow (food chains)
The interdependence of life - Energy flow (food webs)
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 the concept of food chains
- Construct simple food chains
- Appreciate energy flow in ecosystems

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

- Discuss the concept of food chains
- Identify producers and consumers in the environment
- Construct simple food chains using organisms observed in the local environment
- Present food chains to class
- Discuss human activities that lead to habitat change
- Research on the effects of habitat change on ecosystems
- Debate on the balance between development and conservation
- Present findings to class

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

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

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

Living Things and their Environment

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 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
- 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

The interdependence of life - Role of decomposers in ecosystems

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

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

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

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

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

- Observation - Oral questions - Model assessment - Written assignments