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

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

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Mass number
Structure of the atom - Representation of elements
Structure of the atom - Energy levels
Structure of the atom - Electron arrangement

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

- Define mass number of elements
- Calculate the mass number of given elements
- Show interest in determining mass numbers of elements

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

- Complete a table to determine mass numbers of different elements
- Calculate mass numbers using protons and neutrons
- Work out mass numbers for various elements
- Search for information on energy levels in atoms
- Discuss how energy levels are organized in atoms
- Study diagrams showing energy levels

How is the structure of the atom important?

- Mentor Integrated Science (pg. 4)
- Periodic table
- Digital resources
- Charts showing atomic structure
- Mentor Integrated Science (pg. 5)
- Charts
- Mentor Integrated Science (pg. 6)
- Digital resources
- Charts showing energy levels
- Models
- Charts showing electron arrangements

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangements of elements
Structure of the atom - Energy level diagrams
Structure of the atom - Electron arrangement practice

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

- Write electron arrangements for different elements
- Illustrate electron arrangements using diagrams
- Appreciate the systematic arrangement of electrons in atoms

- Discuss electron arrangement in different elements
- Complete electron arrangement diagrams for various elements
- Practice writing electron arrangements

How is the structure of the atom important?

- Mentor Integrated Science (pg. 7)
- Digital resources
- Charts showing electron arrangements
- Models
- Charts showing energy level diagrams
- Mentor Integrated Science (pg. 8)
- Periodic table
- Exercise sheets

- Observation - Practical work - Written assignments

Mixtures, Elements and Compounds

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:

- Create models of atomic structures
- Identify suitable materials for modelling atomic structures
- Show creativity in making models of atomic structures

- Observe different models of atomic structures
- Identify materials for modelling atoms
- Create models of atomic structures in groups

How is the structure of the atom important?

- Mentor Integrated Science (pg. 8)
- Locally available materials
- Digital resources
- Sample models
- Mentor Integrated Science (pg. 9)
- Periodic table
- Charts showing electron arrangements

- Observation - Project work - Peer assessment

Mixtures, Elements and Compounds

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

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

- Observation - Written work - Oral questions

Mixtures, Elements and Compounds

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

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

- Identify metals and non-metals in the environment
- Classify materials as metallic or non-metallic
- Appreciate the variety of materials in the environment

- Investigate the malleability of different metals
- Explain the property of malleability in metals
- Observe safety measures when investigating metal properties

- Observe pictures of items made from different materials
- Identify and classify materials as metallic or non-metallic
- Walk around the school to identify metallic and non-metallic items
- Carry out an investigation on malleability of different metals
- Record observations when metals are hammered
- Compare the malleability of different metals

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

- Mentor Integrated Science (pg. 15)
- Samples of metallic and non-metallic items
- Digital resources
- Pictures
- Samples of different materials
- Worksheets
- Mentor Integrated Science (pg. 16)
- Samples of different metals
- Charts
- Mentor Integrated Science (pg. 17)
- Samples of different metals
- Hammer or mallet
- Safety equipment
- Metal wires
- Pliers

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

Mixtures, Elements and Compounds

Metals and Alloys - Electrical conductivity
Metals and Alloys - Thermal conductivity

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

- Investigate the electrical conductivity of different metals
- Explain why metals conduct electricity
- Show interest in investigating electrical properties of metals

- Set up simple circuits to test electrical conductivity
- Record observations on how different metals conduct electricity
- Compare the electrical conductivity of different metals

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

- Mentor Integrated Science (pg. 18)
- Simple circuit components
- Metal samples
- Digital resources
- Mentor Integrated Science (pg. 19)
- Heat source
- Candle wax or cooking fat

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Causes of rusting
Metals and Alloys - Effects of rusting

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

- Investigate causes of rusting in iron
- Explain conditions necessary for rusting to occur
- Appreciate the importance of understanding rusting

- Set up experiments to investigate rusting
- Record observations on rusting under different conditions
- Discuss factors that cause rusting

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

- 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

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Control of rusting
Metals and Alloys - Investigating rusting
Metals and Alloys - Uses of metals

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

- Describe methods of preventing rusting
- Explain how different methods prevent rusting
- Appreciate the importance of preventing rusting

- Search for information on ways of preventing rusting
- Discuss different methods of preventing rusting
- Share findings on rust prevention

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

- Mentor Integrated Science (pg. 22)
- Digital resources
- Items with rust prevention
- Pictures
- Camera (if available)
- Observation sheets
- Rusted items
- Mentor Integrated Science (pg. 23)
- Pictures showing uses of metals
- Charts

- Observation - Oral presentations - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Identifying alloys
Metals and Alloys - Alloys in locality
Metals and Alloys - Composition of alloys
Metals and Alloys - Uses of alloys

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

- Identify items made from alloys in the locality
- Explain why certain items are made from alloys
- Show interest in exploring uses of alloys

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

- Observe pictures of items made from alloys
- Discuss why certain items are made from alloys
- Identify items made from alloys in the school
- 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. 24)
- Samples of items made from alloys
- Digital resources
- Pictures
- Items made from alloys
- Camera (if available)
- Mentor Integrated Science (pg. 25)
- Digital resources
- Pictures of different alloys
- Charts
- Mentor Integrated Science (pg. 26)
- Pictures showing uses of alloys

- Observation - Oral questions - Project work
- Observation - Oral presentations - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Observing alloy uses
Metals and Alloys - Assessment
Water hardness - Physical properties

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

- Observe uses of alloys in the locality
- Explain advantages of using alloys for specific purposes
- Show interest in applications of alloys

- Walk around the school or locality to observe uses of alloys
- Record observations on uses of alloys
- Discuss findings with classmates

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

- Mentor Integrated Science (pg. 27)
- Observation sheets
- Items made from alloys
- Digital resources
- 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
- Charts

- Observation - Field activity - Written reports

Mixtures, Elements and Compounds

Water hardness - Water sources
Water hardness - Colour and odour

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

- Identify different sources of water in the locality
- Compare characteristics of water from different sources
- Show interest in water sources in the environment

- Discuss different sources of water in the locality
- Compare characteristics of water from different sources
- Record findings in a table

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 33)
- Water samples
- Digital resources
- Charts
- Mentor Integrated Science (pg. 34)
- Clear containers
- White paper

- Observation - Oral discussions - Written assignments

Mixtures, Elements and Compounds

Water hardness - Investigating color and odor
Water hardness - Boiling point

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

- Investigate the color and odor of different water samples
- Record observations on water characteristics
- Appreciate the importance of clean water

- Carry out experiments to test color and odor of water samples
- Record observations in a table
- Draw conclusions about water quality based on observations

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 34)
- Water samples
- Clear containers
- White paper
- Worksheets
- Mentor Integrated Science (pg. 35)
- Thermometer
- Heat source
- Beaker
- Water

- Observation - Practical work - Written reports

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

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

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

- Compare lathering of soap in different water samples
- Distinguish between hard and soft water based on lathering
- Discuss differences between hard and soft water
- Debate on advantages of soft water
- Discuss benefits of using soft water for cleaning
- Research advantages of 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)
- Digital resources
- Charts
- Debate materials
- Mentor Integrated Science (pg. 39)
- Research materials
- Mentor Integrated Science (pg. 40)
- Water samples

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

Mixtures, Elements and Compounds

Water hardness - Boiling method
Water hardness - Chemical method

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

- Demonstrate how to soften hard water by boiling
- Explain how boiling removes hardness
- Observe safety measures when using heat sources

- Carry out experiment to soften hard water by boiling
- Test lathering ability of water before and after boiling
- Explain observations from the experiment

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 41)
- Hard water samples
- Heat source
- Beakers
- Soap
- Mentor Integrated Science (pg. 42)
- Washing soda

- Observation - Practical work - Written reports

Mixtures, Elements and Compounds

Water hardness - Distillation method
Water hardness - Applications

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

- Demonstrate how to soften hard water by distillation
- Explain how distillation removes hardness
- Observe safety measures during distillation

- Set up distillation apparatus
- Distill hard water and test the distillate
- Compare properties of hard water and distilled water

Why is hard water preferred for drinking?

- Mentor Integrated Science (pg. 44)
- Distillation apparatus
- Hard water samples
- Heat source
- Soap
- Mentor Integrated Science (pg. 45)
- Digital resources
- Charts
- Pictures of water applications

- 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

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

- Observation - Oral questions - Drawings

Living Things and their Environment

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

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

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

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

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

What is the importance of photosynthesis in nature?

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

- Observation - Written assignments - Oral presentations

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Chloroplast adaptations

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

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Process of photosynthesis
Nutrition in plants - Conditions for photosynthesis
Nutrition in plants - Stages of photosynthesis

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

- Explain the process of photosynthesis
- Identify raw materials and products of photosynthesis
- Show interest in understanding photosynthesis

- Discuss conditions and raw materials necessary for photosynthesis
- Identify products of photosynthesis
- Search for information on the process of photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 57)
- Charts showing photosynthesis process
- Digital resources
- Reference materials
- Mentor Integrated Science (pg. 58)
- Charts showing conditions for photosynthesis
- Mentor Integrated Science (pg. 59)
- Charts showing stages of photosynthesis

- Observation - Oral questions - Written assignments

Living Things and their Environment

Nutrition in plants - Testing for starch
Nutrition in plants - Light and photosynthesis

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

- Demonstrate the procedure for testing for starch in a leaf
- Explain why each step in the procedure is important
- Observe safety measures when carrying out experiments

- Set up an experiment to test for the presence of starch in a leaf
- Follow the correct procedure step by step
- Observe and record the results
- Explain why certain steps are necessary

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 60)
- Apparatus for testing starch in leaves
- Chemicals (iodine solution)
- Fresh leaves
- Heat source
- Mentor Integrated Science (pg. 61)
- Potted plants
- Aluminum foil/carbon paper
- Apparatus for testing starch
- Chemicals

- Observation - Practical work - Written reports

Living Things and their Environment

Nutrition in plants - Carbon (IV) oxide and photosynthesis
Nutrition in plants - Chlorophyll and photosynthesis
Nutrition in plants - Importance of photosynthesis
Nutrition in plants - Environmental impact of photosynthesis

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

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

- Explain the importance of photosynthesis in nature
- Relate photosynthesis to food production and oxygen release
- Appreciate the significance of 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
- Search for information on importance of photosynthesis
- Discuss how photosynthesis benefits plants, animals and the environment
- Make summary notes on importance of photosynthesis

What is the importance of photosynthesis in nature?

- Mentor Integrated Science (pg. 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
- Mentor Integrated Science (pg. 65)
- Charts showing carbon cycle

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

Living Things and their Environment

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

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

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

- Observe pictures of animals with different feeding mechanisms
- Discuss modes of nutrition in animals
- Categorize different animals based on how they feed
- Search for information on animal nutrition using digital devices or print materials

How do different animals feed?

- Mentor Integrated Science Grade 9 (pg. 73)
- Digital devices
- Pictures of animals with different feeding habits
- Mentor Integrated Science Grade 9 (pg. 74)
- Pictures of parasitic animals
- Pictures/videos of saprophytic organisms

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

How do different animals feed?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth (structure)
Nutrition in animals - Types of teeth (functions)

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

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

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

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 76)
- Dental models or charts
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 77)

- Observation - Drawing assessment - Oral questions - Written assignments

Living Things and their Environment

Nutrition in animals - Dentition in animals (homodont and heterodont)
Nutrition in animals - Dentition in carnivores
Nutrition in animals - Dentition in herbivores

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

- Differentiate between homodont and heterodont dentition
- Classify animals based on their dentition
- Appreciate the diversity in animal dentition

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

- Observe pictures of different animal teeth
- Compare and contrast homodont and heterodont dentition
- Classify animals as either homodont or heterodont
- Research on examples of animals with different dentition types
- Observe pictures/models of herbivore teeth
- Discuss the adaptations of herbivore teeth to their feeding habits
- Research on examples of herbivores and their dentition
- Make presentations on herbivore dentition

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 78)
- Pictures of animal teeth
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 79)
- Pictures/models of carnivore teeth
- Mentor Integrated Science Grade 9 (pg. 80)
- Pictures/models of herbivore teeth
- Digital devices

- Observation - Oral questions - Classification exercises - Written assignments
- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Dentition in omnivores

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

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

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

How is food digested in the human body?

- Mentor Integrated Science Grade 9 (pg. 81)
- Pictures/models of omnivore teeth
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (ingestion)

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Demonstrations

Living Things and their Environment

Nutrition in animals - Process of digestion (digestion)
Nutrition in animals - Process of digestion (absorption)

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

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

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

How is food digested in the human body?

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

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Nutrition in animals - Process of digestion (assimilation)
Nutrition in animals - Process of digestion (egestion)

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

- 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 assimilation
- Research on how different nutrients are used in the body
- Create presentations on the process of assimilation
- Discuss the importance of proper nutrition
- 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 of the circulatory system
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 84)
- Charts/models of the large intestine
- Digital devices

- Observation - Oral questions - Written assignments - Presentations

Living Things and their Environment

Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of parts of a flower
Reproduction in plants - Meaning of pollination

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

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

- Collect and observe flowers from the school compound
- Identify and name the parts of the flowers
- Draw and label the parts of a flower
- Discuss the functions of the parts of a flower

How does reproduction in plants occur?

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

- Observation - Drawing assessment - Oral questions - Written assignments

Living Things and their Environment

Reproduction in plants - Types of pollination (self-pollination)
Reproduction in plants - Types of pollination (cross-pollination)

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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:

- Identify insects as agents of pollination
- Explain how insects aid in pollination
- Appreciate the role of insects in plant reproduction

- Observe pictures/videos of insects as pollinators
- Discuss how insects aid in pollination
- Take a field excursion to observe insects pollinating flowers
- Record observations and present to class

How does reproduction in plants occur?

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

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

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

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

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

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 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
- Hand lens

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Effects of agrochemicals on pollinating agents

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants

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

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

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

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

Reproduction in plants - Seed formation in flowering plants
Reproduction in plants - Fruit formation in flowering plants

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

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

- 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

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

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

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

- Discuss the meaning of fruit and seed dispersal
- Research on the importance of fruit and seed dispersal
- Debate on what would happen if seeds were not dispersed
- Present findings to class
- 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. 98)
- Digital devices
- Charts showing seed dispersal
- Mentor Integrated Science Grade 9 (pg. 99)
- Samples of animal-dispersed fruits and seeds
- Digital devices
- Pictures of animal dispersal

- Observation - Oral questions - Written assignments - Debate assessment
- Observation - Oral questions - Written assignments - Collection 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)

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

- Observation - Oral questions - Written assignments - Collection assessment