Living Things and their Environment

The interdependence of life - Abiotic factors (temperature)

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

- Explain how temperature affects living organisms
- Describe adaptations of organisms to different temperatures
- Value the importance of temperature in ecosystems

- Discuss how temperature affects living organisms
- Research on adaptations of organisms to different temperatures
- Observe pictures/videos of organisms in different temperature zones
- Present findings to class

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

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

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

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

- Explain how wind affects living organisms
- Describe adaptations of organisms to windy environments
- Appreciate the role of wind 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
- 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. 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
- 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 (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)

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 i8findings 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
- Researchu  on conservation measures against hunting and poaching
- Debate o7i7i7777n 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)
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

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

- Discuss the effects of introducing new species to ecosystems
- Research on examples of invasive species and their impacts
- Debate oni the management of invasive species
- Present findings to class
- 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. 122)
- Pictures of invasive species
- Digital devices
- Newspaper articles
- Mentor Integrated Science Grade 9 (pg. 123)
- Pictures of Kenya national parks
- Digital devices
- Maps of Kenya national parks

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

Living Things and their Environment
Force and Energy

The interdependence of life - Role of decomposers in ecosystems
Curved mirrors - Types of curved mirrors

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 decompos7ners in action7n77
- Research on examples of decomposein7ujurs
- Create a j8uimodel of nutrient cycling showing the role of decomposers

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

- Mentor Integrated Science Grade 9 (pg. 125)
- Pictures/videos of decomposers
- Digital devices
- Materials to create models
- Mentor Integrated Science (pg. 133)
- Shiny spoons
- Digital resources on curved mirrors

- Observation - Oral questions - Model assessment - Written assignments

Force and Energy

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:

- Identify the terms associated with concave mirrors
- Describe the structure of a concave mirror
- Show interest in understanding the properties of concave mirrors

- Discuss the terms associated with concave mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a concave mirror
- Watch animations explaining the terms associated with concave mirrors

How is the structure of the concave mirror important in image formation?

- 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 - Drawings and labels - Written assignments

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)
Curved mirrors - Image formation by concave mirrors (at F)
Curved mirrors - Image formation by concave mirrors (between F and P)

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 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 center of curvature
- Determine the characteristics of images formed
- Verify the results through practical observation
- 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 are the characteristics of images formed when objects are placed at the center of curvature?
What happens to the image when an object is placed at the principal focus of a concave mirror?

- Mentor Integrated Science (pg. 144)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 145)
- Mentor Integrated Science (pg. 147)
- Concave mirrors
- Drawing instruments
- Digital resources
- Mentor Integrated Science (pg. 148)

- Observation - Ray diagram assessment - Written descriptions
- Observation - Ray diagram assessment - Class discussion assessment

Force and Energy

Curved mirrors - Characteristics of images formed by concave mirrors
Curved mirrors - Locating images formed by concave mirrors experimentally

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

- Summarize characteristics of images formed by concave mirrors for different object positions
- Create a comprehensive table of image characteristics
- Value the systematic organization of scientific information

- Create a summary table of image characteristics for different object positions (at infinity, beyond C, at C, between C and F, at F, between F and P)
- Discuss the patterns and relationships observed
- Compare theoretical predictions with practical observations

How do image characteristics vary with object position for concave mirrors?

- Mentor Integrated Science (pg. 149)
- Concave mirrors
- Digital resources
- Previous ray diagrams
- Mentor Integrated Science (pg. 150)
- Mirror holders
- Screens
- Candles or light sources
- Rulers

- Observation - Table completion assessment - Written assignments

Force and Energy

Curved mirrors - Terms associated with convex mirrors
Curved mirrors - Ray diagrams for convex mirrors

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

- Identify the terms associated with convex mirrors
- Compare the structure of convex mirrors with concave mirrors
- Appreciate the differences between concave and convex mirrors

- Discuss the terms associated with convex mirrors (aperture, center of curvature, pole, principal axis, principal focus, focal length)
- Draw and label the parts of a convex mirror
- Compare terms used in convex mirrors with those in concave mirrors

How does the structure of convex mirrors differ from concave mirrors?

- Mentor Integrated Science (pg. 153)
- Convex mirrors
- Digital resources
- Charts showing the structure of convex mirrors
- Mentor Integrated Science (pg. 154)
- Plain paper
- Rulers
- Pencils
- Drawing instruments

- Observation - Drawings and labels - 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)
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 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

- 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 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
- 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 concave mirrors in our daily lives?
How are waves applied in our day to day life?

- Mentor Integrated Science (pg. 161)
- Concave mirrors
- Digital resources
- Examples of devices using concave mirrors
- Mentor Integrated Science (pg. 162)
- Convex mirrors
- Examples of devices using convex mirrors
- Mentor Integrated Science (pg. 163)
- Examples of devices using parabolic reflectors
- Mentor Integrated Science (pg. 166)
- Basin with water
- Small objects to drop in water
- 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
Waves - Classifying 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
- Mentor Integrated Science (pg. 171)
- Digital resources
- Charts showing different wave types
- Wave demonstration equipment

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

Force and Energy

Waves - Amplitude and wavelength
Waves - Frequency and period

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

- Define amplitude and wavelength of waves
- Identify these parameters on wave diagrams
- Appreciate the importance of these measurements in wave description

- Study diagrams of transverse and longitudinal waves
- Discuss the meaning of amplitude and wavelength
- Identify amplitude and wavelength on various wave diagrams
- Measure these parameters on drawn wave patterns

How are amplitude and wavelength measured in different types of waves?

- Mentor Integrated Science (pg. 172)
- Wave diagrams
- Rulers
- Graph paper
- Digital simulations
- Mentor Integrated Science (pg. 173)
- Digital resources
- String and masses
- Stopwatches

- Observation - Practical measurements - Diagram labeling - Written assignments

Force and Energy

Waves - Practical: Period of waves
Waves - Wave speed

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

- Determine the period of oscillation experimentally
- Calculate frequency from period measurements
- Value precision and accuracy in scientific measurements

- Set up an experiment with a mass on a string
- Time multiple oscillations and calculate average period
- Calculate frequency from period measurements
- Record and analyze results

How is the period of oscillation measured experimentally?

- Mentor Integrated Science (pg. 175)
- Stands with clamps
- Strings
- Masses
- Stopwatches
- Mentor Integrated Science (pg. 176)
- Calculators
- Wave speed problems
- Digital resources
- Wave demonstration equipment

- Observation - Practical assessment - Data analysis - Written reports

Force and Energy

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

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

- 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

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

- 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
- 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 determines whether waves are in phase or out of phase?
What are the characteristics of oscillations that are out of phase?

- Mentor Integrated Science (pg. 178)
- Stands with clamps
- Strings and identical masses
- Stopwatches
- Graph paper
- Mentor Integrated Science (pg. 179)
- Pendulum apparatus
- Measuring equipment
- 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 interpretation - Written reports
- Observation - Practical assessment - Graph construction and analysis - Written reports

Force and Energy

Waves - Characteristics of waves: reflection
Waves - Characteristics of waves: bending

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
- Mentor Integrated Science (pg. 185)
- Glass plate to create shallow region

- Observation - Practical assessment - Drawing analysis - Written reports

Force and Energy

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

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

- Demonstrate diffraction of waves around obstacles
- Explain how gap size affects diffraction patterns
- Appreciate diffraction as a fundamental wave property

- Set up a ripple tank with barriers having gaps of different sizes
- Generate waves and observe their behavior passing through gaps
- Compare diffraction patterns with different gap widths
- Relate observations to wave theory

How do waves behave when passing through gaps or around obstacles?

- Mentor Integrated Science (pg. 186)
- Ripple tank
- Water
- Metal barriers with adjustable gaps
- Paper for tracing wave patterns
- Mentor Integrated Science (pg. 187)
- Digital resources
- Diagrams of remote sensing processes
- Video clips on remote sensing
- Mentor Integrated Science (pg. 188)
- Examples of remote sensing data
- Mentor Integrated Science (pg. 190)
- Examples of wave-based technologies
- Video clips on wave applications

- Observation - Practical assessment - Drawing analysis - Written reports