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)

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

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

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

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

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

Reproduction in plants - Fruit formation in flowering plants

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

- Observation - Oral questions - Written assignments - Drawing assessment

Living Things and their Environment

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

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

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

- Discuss the meaning of fruit and seed dispersal
- Research on the importance of fruit and seed dispersal
- Debate on what would happen if seeds were not dispersed
- Present findings to class

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Debate assessment

Living Things and their Environment

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

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

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

- Collect and observe fruits and seeds dispersed by animals
- Discuss the adaptations of these fruits and seeds for animal dispersal
- Research on examples of animal-dispersed fruits and seeds
- Create presentations on animal dispersal

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

- Explain wind and water dispersal of fruits and seeds
- Identify fruits and seeds dispersed by wind and water
- Show interest in different dispersal mechanisms

- Collect and observe fruits and seeds dispersed by wind and water
- Discuss the adaptations of these fruits and seeds for wind and water dispersal
- Research on examples of wind and water dispersed fruits and seeds
- Create presentations on wind and water dispersal

How does reproduction in plants occur?

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

- Observation - Oral questions - Written assignments - Collection assessment

Living Things and their Environment

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

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

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

- Collect and observe different fruits and seeds
- Identify adaptations for different dispersal methods
- Categorize the fruits and seeds based on their dispersal methods
- Create presentations on adaptations for dispersal

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 102)
- Various fruit and seed samples
- Hand lens
- Sorting trays

- Observation - Oral questions - Classification activities - Written assignments

Living Things and their Environment

Reproduction in plants - Role of flowers in nature

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

- Explain the role of flowers in nature
- Describe the ecological importance of flowers
- Appreciate the value of flowers in the ecosystem

- Discuss the role of flowers in nature
- Research on the ecological importance of flowers
- Debate on the value of flowers in the ecosystem
- Create presentations on the role of flowers in nature

How does reproduction in plants occur?

- Mentor Integrated Science Grade 9 (pg. 105)
- Digital devices
- Pictures of different flowers and their roles
- Charts on flower roles in ecosystems

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

The interdependence of life - Components of the environment
The interdependence of life - Biotic factors (predation)

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

- Identify biotic and abiotic components of the environment
- Explain the interrelationships between organisms and their environment
- Appreciate the interdependence in ecosystems

- Observe different components of the environment in the school compound
- Identify biotic and abiotic components
- Discuss interrelationships between organisms and their environment
- Record observations in a table

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

- Mentor Integrated Science Grade 9 (pg. 107)
- School grounds
- Notebooks
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 108)
- Pictures/videos of predator-prey relationships

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

Living Things and their Environment

The interdependence of life - Biotic factors (parasitism)
The interdependence of life - Biotic factors (symbiosis)
The interdependence of life - Biotic factors (competition)

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

- Explain parasitism as a biotic interaction
- Identify examples of parasitic relationships
- Value the diversity of relationships in ecosystems

- Explain competition as a biotic interaction
- Identify examples of competitive relationships
- Show interest in how competition shapes ecosystems

- Discuss parasitism as a biotic interaction
- Observe pictures/videos of parasitic relationships
- Research on examples of parasitic relationships
- Present findings to class
- 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. 109)
- Pictures/videos of parasitic relationships
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 110)
- Pictures/videos of symbiotic relationships
- Mentor Integrated Science Grade 9 (pg. 111)
- Pictures/videos of competitive relationships
- Digital devices

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain saprophytic relationships as a biotic interaction
- Identify examples of saprophytic organisms
- Appreciate the role of saprophytes in ecosystems

- Discuss saprophytic relationships
- Observe pictures/videos of saprophytic organisms
- Research on examples of saprophytic organisms
- Create presentations on saprophytic relationships

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

- Mentor Integrated Science Grade 9 (pg. 112)
- Pictures/videos of saprophytic organisms
- Digital devices
- Mentor Integrated Science Grade 9 (pg. 113)
- Thermometers
- Pictures/videos of organisms in different temperature zones

- Observation - Oral questions - Written assignments - Group presentations

Living Things and their Environment

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

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

- Explain how light affects living organisms
- Describe adaptations of organisms to different light conditions
- Appreciate the role of light in ecosystems

- Discuss how light affects living organisms
- Research on adaptations of organisms to different light conditions
- Observe plants grown under different light conditions
- Present findings to class

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

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

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

- 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)

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

- 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 wind affects living organisms
- Research on adaptations of organisms to windy environments
- Observe plants from windy and sheltered environments
- Present findings to class
- 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. 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
- Digital devices

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

Living Things and their Environment

The interdependence of life - Energy flow (food chains)

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

- Explain the concept of food chains
- Construct simple food chains
- Appreciate energy flow in ecosystems

- Discuss the concept of food chains
- Identify producers and consumers in the environment
- Construct simple food chains using organisms observed in the local environment
- Present food chains to class

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

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

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

Living Things and their Environment

The interdependence of life - Energy flow (food webs)

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

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

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

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

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

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

Living Things and their Environment

The interdependence of life - Human activities (habitat change)

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Human activities (hunting and poaching)

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

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

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

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

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

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

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

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

- Explain the effects of introducing new species to ecosystems
- Describe examples of invasive species and their impacts
- Appreciate the importance of biodiversity conservation

- Discuss the effects of introducing new species to ecosystems
- Research on examples of invasive species and their impacts
- Debate on the management of invasive species
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 122)
- Pictures of invasive species
- Digital devices
- Newspaper articles

- Observation - Oral questions - Debate assessment - Written assignments

Living Things and their Environment

The interdependence of life - Interrelationships in Kenya national parks

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

- Describe interrelationships in Kenya national parks
- Construct food chains and food webs of Kenya national parks
- Value the importance of national parks for biodiversity

- Research on interrelationships in Kenya national parks
- Construct food chains and food webs of Kenya national parks
- Discuss the importance of national parks for biodiversity
- Present findings to class

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

- Mentor Integrated Science Grade 9 (pg. 123)
- Pictures of Kenya national parks
- Digital devices
- Maps of Kenya national parks

- Observation - Oral questions - Food web construction assessment - Presentations

Living Things and their Environment

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

Force and Energy

Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with concave mirrors
Curved mirrors - Determining focal length of concave mirror

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

- Describe the types of curved mirrors
- Differentiate between concave and convex mirrors
- Appreciate the applications of curved mirrors in day to day life

- Explain how to determine the focal length of a concave mirror
- Perform an experiment to determine the focal length of a concave mirror
- Value the practical approach in determining properties of mirrors

- Discuss the types of curved mirrors (concave, convex, and parabolic surfaces)
- Use shiny spoons to demonstrate the difference between concave and convex reflective surfaces
- Observe and record how images are formed by the inner and outer surfaces of the spoon
- Set up a concave mirror to focus an image of a distant object on a screen
- Measure the distance between the mirror and the screen
- Record and analyze the results to determine the focal length

How are curved mirrors used in day to day life?
Why is it important to know the focal length of a concave mirror?

- 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

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

Force and Energy

Curved mirrors - Ray diagrams for concave mirrors
Curved mirrors - Image formation by concave mirrors (beyond C)

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

- Draw conventional ray diagrams for concave mirrors
- Identify the four special rays used in ray diagrams
- Show interest in the ray diagram approach to locate images

- Draw conventional ray diagrams of concave mirrors
- Identify and draw the four types of rays used in ray diagrams (ray through center of curvature, ray parallel to principal axis, ray through focus, ray through pole)
- Analyze how these rays help locate images

How do ray diagrams help in locating images formed by concave mirrors?

- Mentor Integrated Science (pg. 140)
- Plain paper
- Rulers
- Pencils
- Drawing instruments
- Mentor Integrated Science (pg. 143)
- Concave mirrors
- Digital resources

- Observation - Drawing assessment - Written assignments

Force and Energy

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:

- Draw ray diagrams to locate images when objects are placed at C
- Describe the characteristics of images formed
- Show curiosity in investigating image formation

- Draw ray diagrams to locate images when objects are placed at the center of curvature
- Determine the characteristics of images formed
- Verify the results through practical observation

What are the characteristics of images formed when objects are placed at the center of curvature?

- Mentor Integrated Science (pg. 144)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 145)

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

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

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

- Observation - Ray diagram assessment - Class discussion assessment

Force and Energy

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

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

- Draw ray diagrams to locate images when objects are placed between F and P
- Describe the characteristics of images formed
- Appreciate the practical applications of this image formation

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

- Draw ray diagrams to locate images when objects are placed between the principal focus and the pole
- Determine the characteristics of images formed
- Discuss practical applications like magnifying mirrors
- Set up experiments to locate images formed by concave mirrors for different object positions
- Record observations in a structured table
- Compare experimental results with theoretical predictions

What are the characteristics of images formed when objects are placed between the principal focus and the pole?
How can we experimentally verify the characteristics of images formed by concave mirrors?

- Mentor Integrated Science (pg. 148)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 149)
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Concave mirrors
- Mirror holders
- Screens
- Candles or light sources
- Rulers
- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Digital resources
- Charts showing the structure of convex mirrors

- Observation - Ray diagram assessment - Written descriptions
- Observation - Practical assessment - Written reports

Force and Energy

Curved mirrors - Ray diagrams for convex mirrors

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

- Draw conventional ray diagrams for convex mirrors
- Identify the four special rays used in ray diagrams for convex mirrors
- Show interest in the ray diagram approach to locate images

- Draw conventional ray diagrams of convex mirrors
- Identify and draw the four types of rays used in ray diagrams for convex mirrors
- Analyze how these rays help locate images

How do ray diagrams help in locating images formed by convex mirrors?

- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments

- Observation - Drawing assessment - Written assignments

Force and Energy

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 formed by convex mirrors
- Describe the characteristics of images formed by convex mirrors
- Appreciate the consistent nature of images formed by convex mirrors

- Draw ray diagrams to locate images formed by convex mirrors for different object positions
- Determine the characteristics of images formed
- Discuss why convex mirrors always form virtual, upright, and diminished images

What are the characteristics of images formed by convex mirrors?

- Mentor Integrated Science (pg. 156)
- Convex mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 159)
- Mirror holders
- Objects of various sizes
- Rulers

- Observation - Ray diagram assessment - Written descriptions

Force and Energy

Curved mirrors - Applications of curved mirrors (concave mirrors)

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

- Observation - Oral presentations - Written assignments

Force and Energy

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

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

- Identify applications of convex mirrors in daily life
- Explain how the properties of convex mirrors make them suitable for specific applications
- Value the role of curved mirrors in enhancing safety and efficiency

- Explain the meaning of waves in science
- Describe waves as a transmission of disturbance that carries energy
- Show interest in understanding wave phenomena in nature

- Research and discuss applications of convex mirrors (driving mirrors, security mirrors, eliminating blind spots)
- Explain how the wide field of view property of convex mirrors relates to their applications
- Observe examples of convex mirrors in use
- Read the story about John and ripples in the dam
- Discuss what happens when an object is dropped in still water
- Observe the movement of water waves and how they transport energy without moving matter

What are the practical applications of convex mirrors in our daily lives?
How are waves applied in our day to day life?

- Mentor Integrated Science (pg. 162)
- Convex mirrors
- Digital resources
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors
- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- Digital resources
- Mentor Integrated Science (pg. 167)
- Rope
- Speakers
- Rice or sand

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

Force and Energy

Waves - Transverse and longitudinal waves

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

- Differentiate between transverse and longitudinal waves
- Demonstrate the generation of both types of waves using a slinky spring
- Show interest in classifying waves based on particle movement

- Use a slinky spring to demonstrate transverse waves (moving left to right)
- Use a slinky spring to demonstrate longitudinal waves (moving to-and-fro)
- Compare the motion of particles in both types of waves
- Observe and record the differences between these wave types

What is the difference between transverse and longitudinal waves?

- Mentor Integrated Science (pg. 169)
- Slinky springs
- Cloth pieces for marking
- Digital resources showing wave motion

- Observation - Practical assessment - Drawings and diagrams - Written reports

Force and Energy

Waves - Classifying waves
Waves - Amplitude and wavelength

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

- Classify various waves into transverse and longitudinal categories
- Give examples of transverse and longitudinal waves in nature
- Value the importance of classification in scientific study

- Study different wave examples provided in the textbook
- Classify the waves into transverse and longitudinal categories
- Research and identify real-world examples of both types of waves
- Create a classification chart of common waves

How are waves classified based on particle movement?

- Mentor Integrated Science (pg. 171)
- Digital resources
- Charts showing different wave types
- Wave demonstration equipment
- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations

- Observation - Classification exercises - Oral presentations - Written assignments

Force and Energy

Waves - Frequency and period
Waves - Practical: Period of waves

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

- Observation - Practical assessment - Graph analysis - Written assignments

Force and Energy

Waves - Wave speed
Waves - Phase of waves
Waves - Oscillation in phase

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

- Explain how to determine the speed of a wave
- Apply the wave speed equation v = fλ
- Show interest in mathematical relationships in wave phenomena

- Explain the concept of phase in wave motion
- Differentiate between in-phase and out-of-phase oscillations
- Appreciate the mathematical precision in describing wave relationships

- Discuss how to calculate wave speed using the distance-time method
- Introduce the wave equation speed = wavelength × frequency
- Solve example problems involving wave speed calculations
- Perform calculations with different wave parameters
- Conduct experiments with identical pendulums oscillating in phase
- Observe pendulums with same frequency but different amplitudes
- Compare pendulums oscillating in opposite directions
- Create and analyze displacement-time graphs for different phase relationships

How is the speed of a wave determined?
What determines whether waves are in phase or out of phase?

- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Digital resources
- Wave demonstration equipment
- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment

- Observation - Problem-solving exercises - Mathematical calculations - Written assignments
- Observation - Practical assessment - Graph interpretation - Written reports

Force and Energy

Waves - Oscillation out of phase
Waves - Characteristics of waves: straight-line motion

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

- Set up pendulums oscillating out of phase
- Compare the displacement-time graphs of out-of-phase oscillations
- Value the mathematical description of wave phenomena

- Set up identical pendulums oscillating out of phase
- Record and compare the motion patterns
- Create displacement-time graphs for out-of-phase oscillations
- Analyze the phase difference between oscillations

What are the characteristics of oscillations that are out of phase?

- Mentor Integrated Science (pg. 181)
- Pendulum apparatus
- Stopwatches
- Measuring equipment
- Graph paper
- Mentor Integrated Science (pg. 183)
- Ripple tank
- Water
- Paper for tracing
- Rulers

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

Force and Energy

Waves - Characteristics of waves: reflection

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

- Demonstrate reflection of waves in a ripple tank
- Verify that waves obey the laws of reflection
- Appreciate that various wave types follow similar behavior patterns

- Set up a ripple tank with barriers to demonstrate wave reflection
- Observe reflection patterns with barriers at different angles
- Compare the incident and reflected waves
- Verify the laws of reflection for water waves

How are waves reflected at barriers?

- Mentor Integrated Science (pg. 184)
- Ripple tank
- Water
- Metal strips as reflectors
- Paper for tracing wave patterns

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

Waves - Characteristics of waves: bending
Waves - Characteristics of waves: diffraction

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

- Demonstrate bending (refraction) of waves in a ripple tank
- Explain how wave speed changes with medium depth
- Show interest in how waves interact with different media

- Set up a ripple tank with shallow and deep regions
- Generate waves and observe their behavior at the boundary
- Measure and compare wavelengths in different depth regions
- Relate wavelength changes to speed changes

How do waves bend when moving between different media?

- Mentor Integrated Science (pg. 185)
- Ripple tank
- Water
- Glass plate to create shallow region
- Paper for tracing wave patterns
- Mentor Integrated Science (pg. 186)
- Metal barriers with adjustable gaps

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

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

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

- Describe remote sensing process
- Explain the role of waves in remote sensing
- Show interest in technological applications of wave properties

- Identify various applications of waves in everyday life
- Explain how wave properties are utilized in different technologies
- Appreciate the importance of waves in modern society

- Search for information about remote sensing using digital resources
- Discuss the remote sensing process and how waves are used
- Identify where absorption and reflection occur in remote sensing
- Prepare and present findings on remote sensing
- Research applications of waves in everyday life (communication, medical imaging, entertainment)
- Discuss how specific wave properties are utilized in different applications
- Present findings on wave applications
- Relate wave theory to practical applications

How is remote sensing related to waves?
What are the practical applications of waves in our everyday life?

- 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)
- Digital resources
- Examples of wave-based technologies
- Video clips on wave applications

- Observation - Research reports - Oral presentations - Written assignments