BIOLOGY FORM 1 SCHEMES OF WORK – TERM 1 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
5 | 1 | INTRODUCTION TO BIOLOGY | Definition of Biology | By the end of the lesson, the learner should be able to: 1) Define Biology 2) List the branches of Biology | · Define Biology · Linking biology with the science that students learnt in primary | · Charts on various disciplines | · Comprehensive secondary Biology students Bk. 1 page 1 · Teachers bk. 1 pages 1-4 · KLB secondary Biology · Students book Page 1 · Golden tips Biology Page 1 | |
2 | INTRODUCTION TO BIOLOGY | Importance of Biology
Characteristics of organisms | By the end of the lesson, the learner should be able to: 1. Explain the importance of Biology 2. State and explain some of the characteristics of organisms | · Explain the importance of Biology · Naming common Characteristics of organisms. | · Organisms in the school compound · Charts on the characteristics of organisms. | · Comprehensive secondary Biology students Bk. 1 page 1-2 · Teachers bk. 1 pages 1-4 · KLB secondary Biology · Students book Page 1-2 · Golden tips Biology Page 1 · KLB teachers book 1 pages 14-16 | ||
3-4 | INTRODUCTION TO BIOLOGY | Characteristics of organisms
External features of plants and animals | By the end of the lesson, the learner should be able to: 1. State and explain some of the general characteristics of organisms 2. Explain the external features of plants and animals 3. Write down the difference between plants and animals | · Discussion on the other general characteristics of organisms · Collecting, observing and recording external features of plants and animals. | · Organisms in the school compound · Charts on external features of plants and animals | · Comprehensive secondary Biology students Bk. 1 page 2-3 · Teachers bk. 1 pages 1-4 · KLB secondary Biology · Students book Page 2-6 · Golden tips Biology Page 1-2 · KLB teachers book 1 pages 14-16 · Gateway secondary Biology pages 1-3 | ||
6 | 1 | CLASSIFICATION 1 | Definition
Use of magnifying lens | By the end of the lesson, the learner should be able to: 1. Define classification 2. Use the magnifying lens to observe the external features of plants/ animals | · Define classification · Drawing of a magnifying lens · Using magnifying lens to observe the external features of plants and animals · Discussion on how to calculate magnification | · Magnifying lens · Different specimen of plants and animals · Rulers with measurement in mm · Chart on external features of plants and animals | · Comprehensive secondary Biology students Bk. 1 page 5 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 8 · Golden tips Biology Page 3-5 · KLB teachers book 1 pages 14-16 · Gateway secondary Biology pages 5-12 | |
2 | CLASSIFICATION 1 | Observation of features of organisms
Plant leaf forms | By the end of the lesson, the learner should be able to: 1. Record observations of the main external features of plant leaf form 2. Draw different types of leaf forms | · Observing, recording the main external features of the leaf forms of plants | · Different types of leaves · Chart on different types of leaves | · Comprehensive secondary Biology students Bk. 1 page 6-8 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 8-10 · Golden tips Biology Page 4-5 · KLB teachers book 1 pages 17-20 | ||
3-4 | CLASSIFICATION 1 | External features of plants and animals | By the end of the lesson, the learner should be able to: 1. Observe, record and draw the main external features of plants 2. Observe record and draw the main external features of animals | · Observing, recording and drawing the main external features of plants · Observing, recording and drawing the main external features of animals | · Different types of stems and roots · Different types of small animals · Chart on features of plants and animals | · Comprehensive secondary Biology students Bk. 1 page 8-12 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 10-14 · Golden tips Biology Page 3 | ||
7 | 1-2 | CLASSIFICATION 1 | Necessity and significance of classification
Major units of classification | By the end of the lesson, the learner should be able to: 1. State the necessity and significance of classification 2. Name the major units of classification 3. Name the five kingdoms of living things |
| · Charts on classification · Charts with the five kingdoms and examples in each case. | · Comprehensive secondary Biology students Bk. 1 page 12-13 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 14-15 · Golden tips Biology Page 6-12 · KLB teachers book 1 pages 17-20 · Gateway secondary Biology pages 5-12 | |
3-4 | CLASSIFICATION 1 | Taxonomic units in plants and animal kingdom | By the end of the lesson, the learner should be able to: 1. List the taxonomic units in plant and animal kingdoms 2. Classify maize and human beings |
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| · Comprehensive secondary Biology students Bk. 1 page 13-14 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 14 · Golden tips Biology Page 6-12 · KLB teachers book 1 pages 17-20 · Gateway secondary Biology pages 5-12 | ||
8 | 1-2 | CLASSIFICATION 1 | Binomial nomenclature in naming organisms | By the end of the lesson, the learner should be able to: 1. Define Binomial nomenclature 2. State the principles of Binomial nomenclature In naming organisms |
| Charts on Binomial nomenclature | · Comprehensive secondary Biology students Bk. 1 page 14 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 15-16 · Golden tips Biology Page 6 · KLB teachers book 1 pages 17-20 · Gateway secondary Biology pages 5-12 | |
3-4 | CLASSIFICATION 1 | Collection of plants and animals | By the end of the lesson, the learner should be able to: 1. Use collecting nets, cutting instructions instruments and hand lens 2. Preserve the collected specimen |
| · Specimen bottle · Sweep nets · Cotton wool · Forceps · chloroform | · Comprehensive secondary Biology students Bk. 1 page 14-16 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 9 · Golden tips Biology Page 6-12 | ||
9 | 1-2 | CLASSIFICATION 1 | Grouping of organisms according to their similarities | By the end of the lesson, the learner should be able to: 1. Observe and group collected and preserved specimen according to their similarities |
| · Collected and preserved specimen · Hand lens | · Comprehensive secondary Biology students Bk. 1 page 15 · Teachers bk. 1 pages 5-10 · KLB secondary Biology · Students book Page 15-16 · Golden tips Biology Page 7-9 · KLB teachers book 1 pages 17-20 | |
3-4 | THE CELL | Introduction to light microscope | By the end of the lesson, the learner should be able to: 1. Define a cell 2. Draw and label the light microscope |
| · Light microscope · Diagram of light microscope | · Comprehensive secondary Biology students Bk. 1 page 17 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 18 · Golden tips Biology Page 15-16 · KLB teachers book 1 pages 23-25 | ||
10 | 1-2 | THE CELL | Parts of the light microscope and their functions
Calculation of magnification using light microscope | By the end of the lesson, the learner should be able to: 1. Identify parts of the light microscope and state their functions 2. Describe how to care for a light microscope 3. Describe how a light microscope is used. |
| · Light microscope · Chart of light microscope | · Comprehensive secondary Biology students Bk. 1 page 20 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 21 · Golden tips Biology Page 17-18 · KLB teachers book 1 pages 23-25 | |
3-4 | THE CELL | Plant and animal cells as seen under a light microscope
Calculation of magnification using light microscope | By the end of the lesson, the learner should be able to: 1. Draw and label plant and animal cells as seen under a light microscope 2. Calculate the magnification of objects as seen under a light microscope |
| · Charts of plants and animal cells as seen under a light microscope · Microscope | · Comprehensive secondary Biology students Bk. 1 page 20 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 18-20 · Golden tips Biology Page 15-17 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 26-32 | ||
11 | 1-2 | THE CELL | Using the light microscope with prepared slides | By the end of the lesson, the learner should be able to: 1. Observe a prepared slide under a light microscope 2. Prepare temporary slide of onion epidermis and observe it under a light microscope |
| · Observing prepared slides of plant and animal cells · Preparing and mounting onion epidermal cells
| · Comprehensive secondary Biology students Bk. 1 page 33 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 22 · Golden tips Biology Page 16 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 26-32 · Longman biology page 31-32 | |
3-4 | THE CELL | Cell structure as seen under the electron microscope | By the end of the lesson, the learner should be able to: 1. Draw and label plant and animal cells as seen under electron microscope |
| · Diagrams of plant and animal cells as seen under electron microscope
| · Comprehensive secondary Biology students Bk. 1 page 19-20 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 23 · Golden tips Biology Page 18 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 26-32 | ||
12 | 1 | THE CELL | Physiology of the cell Cell wall Cell membrane cytoplasm | By the end of the lesson, the learner should be able to: · Describe the structure and function of the cell · Cell wall · Cell membrane · cytoplasm |
– cell wall – cell membrane – cytoplasm
| · chart on plant and animal cells as seen under electron microscope
| · Comprehensive secondary Biology students Bk. 1 page 23-24 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 24-26 · Golden tips Biology Page 18-19 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 26-32 | |
2 | THE CELL | Cell organelles
Estimating the size of a cell | By the end of the lesson, the learner should be able to: · Describe the structure and function of the cell organelles · Estimate the size of a cell as seen in the field of view of a microscope |
| · chart on various cell organelles · cover slip · iodine solution · distilled water · scalpel · two droppers · pointed scalpel · mounting needle · filter paper · transparent ruler with mm markings · onion bulb
| · Comprehensive secondary Biology students Bk. 1 page 24-33 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 27-28 · Golden tips Biology Page 15-20 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 27-32 · Longman biology pages 30-31 | ||
3-4 | THE CELL | Comparison between plant and animal cells
Cell specialization – Tissues – Organs – Organ systems | By the end of the lesson, the learner should be able to: · Write down the differences between plants and animal cells · Write down similarities between plant and animal cells · List down specialized plant and animal cells · State the modifications and functions of specialized cells · Define tissues, organs and organ systems · Give examples of tissues organs and organ systems |
| · Table summarizing the differences between plant and animal cells · Charts on similarities between plant and animal cells · Charts on various specialized cells · Chart on plant and animal tissues
| · Comprehensive secondary Biology students Bk. 1 page 22-32 · Teachers bk. 1 pages 11-19 · KLB secondary Biology · Students book Page 26-31 · Golden tips Biology Page 17-20 · KLB teachers book 1 pages 23-25 · Gateway secondary biology pages 26-32 · Longman biology pages 32 · Fly higher series pages 6-7 | ||
13 | REVISION AND EXAMINATION |
BIOLOGY FORM 1 SCHEMES OF WORK – TERM 2 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1-2 | CELL PHSIOLOGY | Cell physiology
Properties of the cell membrane | By the end of the lesson, the learner should be able to: · Define the term cell physiology · Describe the structure and properties of cell membrane | · Defining the term cell physiology · Describing the structure of the cell membrane and its properties | · Charts on the structure of the cell membrane | · Comprehensive secondary Biology students Bk. 1 page 37-38 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 32-33 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 32-36 | |
2 | CELL PHSIOLOGY | Diffusion
| By the end of the lesson, the learner should be able to: · Define diffusion
| · Defining diffusion · Discussion on diffusion in liquids, gasses and solids | · Charts on distribution of molecules during distribution | · Comprehensive secondary Biology students Bk. 1 page 38 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 33 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 32-36 | ||
3-4 | CELL PHSIOLOGY | Diffusion
| By the end of the lesson, the learner should be able to: Carry out experiments to demonstrate
| · Carrying out experiments on diffusion in liquids and gasses · Discussions of results from experiments | · Beaker · Potassium permanganate crystals · Cold water · Glass tube · Strong smelling perfume | · Comprehensive secondary Biology students Bk. 1 page 38-39 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 33-34 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 32-36 · Golden tips biology pages 23-24 | ||
2 | 1 | CELL PHSIOLOGY | Factors affecting Diffusion
| By the end of the lesson, the learner should be able to:
| · Discussing the factors affecting diffusion · Discussing the role of diffusion in living things | · Charts on factors affecting diffusion | · Comprehensive secondary Biology students Bk. 1 page 39 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 35-36 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 32-36 · Golden tips biology pages 24 · Longman biology page 36 | |
2 | CELL PHSIOLOGY | Osmosis
| By the end of the lesson, the learner should be able to:
| · Defining osmosis · Describing osmosis across a semi -permeable membrane | · Diagram on movement of water molecules across a semi -permeable membrane | · Comprehensive secondary Biology students Bk. 1 page 40 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 36-38 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 33-36 · Golden tips biology pages 24-25 · Longman biology page 37 | ||
3-4 | CELL PHSIOLOGY | Osmosis (practical lesson)
| By the end of the lesson, the learner should be able to:
|
| · Viking tubing · Thread · Tap water · Sucrose solution · Irish potatoes · Scalpel · Cork borer · Transparent ruler · Distilled water · 20% sucrose solution · Two petri-dishes · Tissue paper | · Comprehensive secondary Biology students Bk. 1 page 46 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 37-39 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 34-36 · Golden tips biology pages 24-25 · High flyer series pages 10-11 | ||
3 | 1-2 | CELL PHSIOLOGY | Terms used in the study of Osmosis | By the end of the lesson, the learner should be able to: define and describe the terms used in the study of osmosis such as:
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| · Charts on turgid cells and plasmolysed cells | · Comprehensive secondary Biology students Bk. 1 page 42 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 37-39 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 33-36 · Golden tips biology pages 24-26 · High flyer series pages 37 | |
3-4 | CELL PHSIOLOGY | Osmosis in plant cells | By the end of the lesson, the learner should be able to carry out an experiment on selective permeability of membrane |
| · Scalpel · Ruler · Means of heating · 3 Irish potatoes · 3 petri-dishes · Viking tubing · 20% starch solution · Iodine solution · 50cm3 beaker · thread | · Comprehensive secondary Biology students Bk. 1 page 47 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 40-42 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 34-36 · Golden tips biology pages 26 · Longman biology pages 37-38 · High flyer series pages 10 | ||
4 | 1 | CELL PHSIOLOGY | Factors affecting Osmosis
Role of osmosis in organisms | By the end of the lesson, the learner should be able to
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| · Charts on factors affecting osmosis and role of osmosis in organisms | · Comprehensive secondary Biology students Bk. 1 page 40-41 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 43-44 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 33 · Golden tips biology pages 27 · Longman biology pages 37 · High flyer series pages 10 | |
2 | CELL PHSIOLOGY | Water relations in plant cells | By the end of the lesson, the learner should be able to
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| · Charts on water movement in and out of plant cells | · Comprehensive secondary Biology students Bk. 1 page 42-43 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 40-42 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 34-36 · Golden tips biology pages 25-26 | ||
3-4 | CELL PHSIOLOGY | Plasmolysis in onion bulb cells | By the end of the lesson, the learner should be able to
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| · Distilled water · Two microscope slides · Two cover slips · 10% sucrose solution · Forceps · Dropper · Light microscope · Onion bulb · scalpel | · Comprehensive secondary Biology students Bk. 1 page 46 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 42 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 34-36 · Golden tips biology pages 26 · Longman Biology page 37 · High Flyer page 10 | ||
5 | 1 | CELL PHSIOLOGY | Water relations in animals | By the end of the lesson, the learner should be able to
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| · Charts on cremated animal cell and haemolyzed animal cell | · Comprehensive secondary Biology students Bk. 1 page 44 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 40 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 34-36 · Golden tips biology pages 25-26 · Longman Biology page 37 | |
2 | CELL PHSIOLOGY | Active transport | By the end of the lesson, the learner should be able to
|
| · Charts on factors affecting active transport and role of active transport | · Comprehensive secondary Biology students Bk. 1 page 41-42 · Teachers bk. 1 pages 20-30 · KLB secondary Biology · Students book Page 44 · KLB teachers book 1 pages 28-32 · Gateway secondary biology pages 35-36 · Golden tips biology pages 27-28 · Longman Biology page 36 · High flyer series pages 10-11 | ||
3 and 4 | NUTRITION IN PLANTS | Meaning importance and types of nutrition
External structure of a leaf | By the end of the lesson, the learner should be able to
|
| · Green leaves · Chart on the external structure of a leaf | · Comprehensive secondary Biology students Bk. 1 page 51 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 48-49 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 46-47 · Golden tips biology pages 31 · Longman Biology page 40 | ||
6 | 1 | NUTRITION IN PLANTS | internal structure of a leaf | By the end of the lesson, the learner should be able to · Draw and label the internal structure of the leaf |
| · Chart on the internal structure of the leaf | · Comprehensive secondary Biology students Bk. 1 page 51-52 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 50 · KLB teachers book 1 pages 47-48 · Gateway secondary biology pages 46-47 · Golden tips biology pages 32 · Longman Biology page 41 | |
2 | NUTRITION IN PLANTS | Parts of a leaf and their functions | By the end of the lesson, the learner should be able to
|
| · Chart on the internal and external structure of the leaf | · Comprehensive secondary Biology students Bk. 1 page 52-53 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 50-51 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 47-48 · Golden tips biology pages 33 · Longman Biology page 41 | ||
3 and 4 | NUTRITION IN PLANTS | photosynthesis | By the end of the lesson, the learner should be able to
| Discussion on photosynthesis , the structure of the chloroplasts and the stages involved in photosynthesis | · Chart on the stages of photosynthesis | · Comprehensive secondary Biology students Bk. 1 page 54-55 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 53-54 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 48-49 · Golden tips biology pages 33-34 | ||
7 | 1-2 | NUTRITION IN PLANTS | Importance of photosynthesis and factors affecting photosynthesis | By the end of the lesson, the learner should be able to
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| · Chart on the factors influencing photosynthesis | · Comprehensive secondary Biology students Bk. 1 page 55-56 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 55-59 | |
3-4 | NUTRITION IN PLANTS | Factors affecting photosynthesis (continued) | By the end of the lesson, the learner should be able to
|
| · Variegated leaves · Charts on factors influencing photosynthesis | · Comprehensive secondary Biology students Bk. 1 page 56-57 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 55-59 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 48-49 · Golden tips biology pages 34 | ||
8 | 1-2 | NUTRITION IN PLANTS | Adaptation of the leaf to photosynthesis | By the end of the lesson, the learner should be able to
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| · Green leaves · Chart showing internal structure of a leaf | · Comprehensive secondary Biology students Bk. 1 page 52-53 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 51-52 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 47 · Golden tips biology pages 32-33 | |
3-4 | NUTRITION IN PLANTS | Factors influencing photosynthesis (practical lessons) | By the end of the lesson, the learner should be able to
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| · Green leaves · Boiling tube · Means of heating · Methylated spirit · Iodine solution · Dropper · White tile · Pair of forceps · Variegated leaf · Aluminum foil on carbon paper | · Comprehensive secondary Biology students Bk. 1 page 64-66 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 55-59 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 48-49 · Golden tips biology pages 35-36 · Longman biology 42 | ||
9 | 1-2 | NUTRITION IN PLANTS | Factors influencing photosynthesis (practical lessons) | By the end of the lesson, the learner should be able to carry out an experiment to investigate whether
|
Carbon (IV) oxide is necessary for photosynthesis and whether Oxygen is produced during photosynthesis
| · Potted plant · Heat source · Boiling tubes · Two conical flasks · Potassium hydroxide · Materials for testing for starch in a leaf · Test tubes · 500cm3 beaker · Funnel · Pod weed · Sodium hydrogen Carbonate Wooden splint · leaf | · Comprehensive secondary Biology students Bk. 1 page 66-67 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 15-59 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 48-49 · Golden tips biology pages 35-36 · Longman biology 42 | |
3 | CONTINUOUS ASSESMENT TEST | Work covered since previous test | By the end of the lesson, the learner should be able
|
| · Question paper · Marking scheme | · Work covered since previous test | ||
4 | NUTRITION IN PLANTS | Chemicals of life carbohydrates
| By the end of the lesson, the learner should be able to
|
chemicals of life
| · Samples of sources of carbohydrates, proteins, lipids and glucose | · Comprehensive secondary Biology students Bk. 1 page 57-58 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 59-60 · KLB teachers book 1 pages 37-55 · Gateway secondary biology pages 49-50 | ||
10 | 1 | NUTRITION IN PLANTS | disaccharides | By the end of the lesson, the learner should be able to
|
| · Charts on condensation and hydrolysis of disaccharides | · Comprehensive secondary Biology students Bk. 1 page 58 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 60-61 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 50 | |
2 | NUTRITION IN PLANTS | Polysaccharides
lipids | By the end of the lesson, the learner should be able to
|
| · Charts on properties of polysaccharides · Charts on properties of lipids | · Comprehensive secondary Biology students Bk. 1 page 58-61 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 61-64 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 50-52 · Golden tips biology pages 37-40 | ||
3-4 | NUTRITION IN PLANTS | Food tests | By the end of the lesson, the learner should be able to carry out tests on
|
| · Food test reagents and apparatus · Benedicts solution · Dilute HCL · 0.5% copper sulphate · 10% sodium hydroxide · DCPIP · Iodine solution | · Comprehensive secondary Biology students Bk. 1 page 67-68 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 61-64 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 51-52 · Golden tips biology pages 39-40 · Longman biology page 43 | ||
11 | 1 | NUTRITION IN PLANTS | proteins | By the end of the lesson, the learner should be able to
|
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| · Comprehensive secondary Biology students Bk. 1 page 60-61 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 65-67 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 50-51 · Golden tips biology pages 38-39 · Longman biology page 43 | |
2 | NUTRITION IN PLANTS | enzymes | By the end of the lesson, the learner should be able to
|
| · Charts on the properties enzymes | · Comprehensive secondary Biology students Bk. 1 page 62-64 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 67-69 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 52-53 · Golden tips biology pages 42 | ||
3-4 | NUTRITION IN PLANTS | Factors affecting enzymes | By the end of the lesson, the learner should be able to carry out an experiment on
|
| · Materials and apparatus for various experiments · Soaked beans · Hydrogen peroxide · Test tube (5) · Test tube rack · Water bath · Thermometer · Measuring cylinder · Watch · 10% starch solution · 0.1% and o.2% diastase · White tiles · Egg albumens · Distilled water · 2m HCL · 2m sodium hydrogen carbonate | · Comprehensive secondary Biology students Bk. 1 page 68-69 · Teachers bk. 1 pages 31-44 · KLB secondary Biology · Students book Page 67-69 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page 53-55 · Golden tips biology pages 40-41 · Longman biology pages 43-44 · High flyer series pages 15-16 | ||
12-13 | REVISION AND END OF TERM EXAMS |
BIOLOGY FORM 1 SCHEMES OF WORK – TERM 3 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | NUTRITION IN ANIMALS | Definition of heterotrophism
Modes of heterotrophic nutrition | By the end of the lesson, the learner should be able to
|
| · Chart on modes of heterotrophism | · Comprehensive secondary Biology students Bk. 1 page 73 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 72 · KLB teachers book 1 pages 37-55 · Gateway secondary biology page | |
2 | NUTRITION IN ANIMALS | Dentition
Types of teeth | By the end of the lesson, the learner should be able to
|
| · Different types of teeth · Chart on different types of teeth | · Comprehensive secondary Biology students Bk. 1 page 74 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 73-76 · KLB teachers book 1 pages 37-55 | ||
3-4 | NUTRITION IN ANIMALS | Adaptations of teeth to their functions | By the end of the lesson, the learner should be able to: 1. Identify different types of teeth 2. Describe the adaptations of the teeth to their functions
| · Discussions on the adaptations of teeth to their functions | · Different types of teeth · Chart on different types of teeth
| · Comprehensive secondary Biology students Bk. 1 page 75 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 75 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 56-58 · Gold tips biology page 43 | ||
2 | 1 | NUTRITION IN ANIMALS | Dental formulae | By the end of the lesson, the learner should be able to:
| · Defining the term dental formulae · Discussion on the dental formulae of herbivores, carnivores, omnivores | · Jaws of herbivore and carnivore · Model of human skeleton with teeth on the jaws (artificial teeth) · Chart on various dental formulae
| · Comprehensive secondary Biology students Bk. 1 page 75-77 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 73-75 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 56-58 · Gold tips biology page 43-44 | |
2 | NUTRITION IN ANIMALS | Dental adaptations of herbivores, carnivores, omnivores | By the end of the lesson, the learner should be able to:
| · Discussion on dental adaptation of herbivores and omnivores | · Jaws of herbivore and carnivore · Model of human skeleton with teeth on the jaws (artificial teeth)
| · Comprehensive secondary Biology students Bk. 1 page 77 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 73-75 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 56-58 · Gold tips biology page 42-43 | ||
3-4 | NUTRITION IN ANIMALS | Internal structure of different types of teeth
Functions of the internal structure of a tooth
Common dental diseases | By the end of the lesson, the learner should be able to:
| · Drawing of internal structure of different types of teeth · Discussion on the functions of various parts of the teeth · Discussion on common dental diseases | · Jaws of herbivores and carnivores · Model of human skeleton with teeth on the jaws (artificial teeth) · Chart on teeth with some dental diseases
| · Comprehensive secondary Biology students Bk. 1 page 77-78 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 75-76 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 56-57 · Gold tips biology page 44 · Longman biology page 46 | ||
3 | 1 | NUTRITION IN ANIMALS | Adaptation to the modes of feeding in herbivores | By the end of the lesson, the learner should be able to:
| · Discussion on adaptation of herbivores to their modes of feeding | · Chart on the jaws of herbivores · Chart on the molars from the jaws of a herbivore · Jaws of a herbivore
| · Comprehensive secondary Biology students Bk. 1 page 76 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 73-74 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 55-56 · Gold tips biology page 43 · Longman biology page 45 | |
2 | NUTRITION IN ANIMALS | carnivores | By the end of the lesson, the learner should be able to:
| · Discussion on adaptation of carnivores to their modes of feeding | · Chart on the jaws of a carnivores animal · Chart on the different teeth from the jaws of a carnivore · Jaws of a carnivore
| · Comprehensive secondary Biology students Bk. 1 page 77 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 74 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 56 · Gold tips biology page 43 · Longman biology page 45 | ||
3-4 | NUTRITION IN ANIMALS | Digestive system of a rabbit | By the end of the lesson, the learner should be able to:
| · Dissecting a rabbit assisted by a few students (students to wear gloves) | · Live rabbit · Gloves · Chloroform · Dissection kit · Cotton wool · Dissecting board
| · Comprehensive secondary Biology students Bk. 1 page 90-91 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 85-86 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 58-59 · Gold tips biology page · Longman biology page | ||
4 | 1 | NUTRITION IN ANIMALS | Human Digestive system | By the end of the lesson, the learner should be able to:
| · Drawing and labeling the human digestive system · Discussion on the parts of the human digestive system | · Chart on the human digestive system | · Comprehensive secondary Biology students Bk. 1 page 79 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 78-82 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages · Gold tips biology page · Longman biology page | |
2 | CONTINOUS ASSESSMENT TEST | Topic covered so far | By the end of the lesson, the learner should be able to:
| · Learners to answer all the questions asked · Teacher to supervise the students while they do the test | · Question paper · Marking scheme | · Comprehensive secondary Biology students Bk. 1 page 73-80 · Teachers bk. 1 pages 45-55 · Gateway secondary Biology pages 64-83 | ||
3-4 | NUTRITION IN ANIMALS | Human Digestive system | By the end of the lesson, the learner should be able to:
| · Discussion on various regions of the human alimentary canal · Discussion on some of the human digestive system | · Chart on the human digestive system | · Comprehensive secondary Biology students Bk. 1 page 80-81 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 78-82 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 58-60 · Gold tips biology page 45-47 · Longman biology page | ||
5 | 1 | NUTRITION IN ANIMALS | Human Digestive system | By the end of the lesson, the learner should be able to:
| · Discussion on other parts of the human alimentary canal
| · Chart on the human digestive system | · Comprehensive secondary Biology students Bk. 1 page 81 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 78-82 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 58-60 · Gold tips biology page 45-47 · Longman biology page | |
2 | NUTRITION IN ANIMALS | Adaptation of the Ileum to its functions | By the end of the lesson, the learner should be able to:
|
· Drawing of the intestinal villi
| · Chart on the intestinal villi | · Comprehensive secondary Biology students Bk. 1 page 83 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 83-84 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 61 · Gold tips biology page · Longman biology page | ||
3-4 | NUTRITION IN ANIMALS | Food content in alimentary canal of a herbivore
Breakdown of starch by diastase enzyme | By the end of the lesson, the learner should be able to:
| · Dissecting a rabbit to obtain food content from the ileum · Carry out analysis on food content of the ileum
| · Dead rabbit/rat · Dissecting board and kit · Cotton wool · Benedicts solution · Dilute HCL · Sodium hydrogen carbonate · 1% diastase enzyme · Starch, test tube · Iodine solution · Means of heating · Test tube holder · Dropper · Measuring cylinder · Water bath · White tile · Boiled diastase | · Comprehensive secondary Biology students Bk. 1 page 90-91 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 85-86 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 49-50 · Gold tips biology page 40-42 · Longman KCSE revision 48 · Longman biology page 47- 48 · High flyer series pages 14-15 | ||
6 | 1-2 | NUTRITION IN ANIMALS | More adaptation of ileum to its function | By the end of the lesson, the learner should be able to:
| · Discussion on further adaptation of ileum to its function
| · Chart on intestinal villi | · Comprehensive secondary Biology students Bk. 1 page 82 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 81-82 · Gateway secondary Biology pages 61 | |
3-4 | NUTRITION IN ANIMALS | Products of digestion
Food assimilation | By the end of the lesson, the learner should be able to:
| · Discussion on the products of digestion and assimilation of food · Discussion on the functions of colon
| · Chart on the products of digestion | · Comprehensive secondary Biology students Bk. 1 page 82 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 84 · Golden tips biology page 49 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 61-62 | ||
7 | 1-2 | NUTRITION IN ANIMALS | Chemical digestion in alimentary canal | By the end of the lesson, the learner should be able to:
| · Discussion on chemical digestion In alimentary canal
| · Chart showing summary of chemical digestion in alimentary canal | · Comprehensive secondary Biology students Bk. 1 page 82-83 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 80-81 · KLB teachers book 1 pages 37-55 · Golden tips biology page 48 | |
3-4 | NUTRITION IN ANIMALS | Importance of vitamins in human nutrition | By the end of the lesson, the learner should be able to:
| · Discussion on the importance of vitamins, their sources and deficiency diseases · Test for vitamin C
| · Materials and procedure required | · Comprehensive secondary Biology students Bk. 1 page 83-92 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 85-86 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 61-62 · Golden tips biology page 49 | ||
8 | 1-2 | NUTRITION IN ANIMALS | Continuous assessment test | By the end of the lesson, the learner should be able to
| · Learner to answer the questions asked · Teacher to supervise the students as they do the test
| · Question papers · Marking schemes | · Comprehensive secondary Biology students Bk. 1 page 73-86 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 89-92 · KLB teachers book 1 pages 52-55 | |
3-4 | NUTRITION IN ANIMALS | Importance of mineral salts in human nutrition, their sources and deficiency diseases | By the end of the lesson, the learner should be able to: · Write down the importance of mineral salts in human nutrition · State the source of mineral salts · State the deficiency diseases of mineral salts | · Discussion on importance of mineral salts in humans, their sources and deficiency diseases
| · Chart showing mineral salts, their sources and deficiency diseases | · Comprehensive secondary Biology students Bk. 1 page 84 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 86-87 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 63 | ||
9 | 1-2 | NUTRITION IN ANIMALS | Role of water and roughage in nutrition | By the end of the lesson, the learner should be able to: · Write down the role of roughage in nutrition · Write down the role of water in nutrition | · Discussion on the role of water and roughage in nutrition
| · Sample of sources of roughage | · Comprehensive secondary Biology students Bk. 1 page 86-87 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 84 · KLB teachers book 1 pages 37-55 · Gateway secondary Biology pages 61 | |
3-4 | NUTRITION IN ANIMALS | Factors determining energy requirements in humans | By the end of the lesson, the learner should be able to
| · Discussion on the factors determining energy requirements in human beings
| · Chart showing factors that determine energy requirements in human beings | · Comprehensive secondary Biology students Bk. 1 page 87-88 · Teachers bk. 1 pages 45-55 · KLB secondary Biology · Students book Page 88-89 · KLB teachers book 1 pages 37-55 | ||
10 | 1-4 | NUTRITION IN ANIMALS | Factors determining energy requirements in human beings (group activity) | By the end of the lesson, the learner should be able to
| · Group discussions coordinated by the teacher · Group presentations by preventatives members
| · Research material obtained by students | · Comprehensive secondary Biology students Bk. 1 page 87-88 · Teachers bk. 1 pages 48-55 · KLB secondary Biology · Students book Page 88-89 · KLB teachers book 1 pages 37-55 Gateway secondary Biology pages 63-64 | |
12 | REVISION & END YEAR EXAMINATIONS |
BIOLOGY FORM 2 SCHEMES OF WORK – TERM 1 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1-2 | TRANSPORT IN PLAN TS | Introduction | By the end of the lesson, the learner should be able to: · Define the term transport · List substances transported in plants and animals · Link surface area to volume ratio of organisms to the transport system of the organism · Explain the necessity of transport in plants
| · Defining the term transport · Listing substances transported in organisms · Relating surface area to volume ratio of organisms to transport systems | · Large and small cubes · Surface area · Surface area to volume ration of different cubes
| · Comprehensive secondary Biology students Bk. 2 page 1-2 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 1 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 1 · Golden tips biology pages 54-58 · Gateway secondary Biology pages 84 · Longman biology page 52 | |
3 | TRANSPORT IN PLANTS | Structure of roots and root hairs | By the end of the lesson, the learner should be able to: · Draw the structure of roots and root hairs · Relate the structure of the root to their functions
| · Discussing the structure of root and root hairs · Drawing the root and root hair · Relating the structure to functions | · Chart of root and root hair
| · Comprehensive secondary Biology students Bk. 2 page 2-4 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 2 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 1 · Golden tips biology pages 55-56 · Gateway secondary Biology pages 84 · Longman biology page | ||
4 | TRANSPORT IN PLANTS | Structure of roots and root hairs (practical lesson) | By the end of the lesson, the learner should be able to: · Observe prepared slides of roots and root hairs · Compare monocotyledons and dicotyledonous root sections · Observe charts and drawings of root sections
| · Observing and comparing prepared slides of monocotyledonous and dicotyledonous roots and root hairs under a light microscope · Observing charts and drawings of root section | · Microscopes prepared slides of root sections and root hairs · Charts on root sections of monocotyledonous and dicotyledonous roots
| · Comprehensive secondary Biology students Bk. 2 page 2-4 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 1-2 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 2-5 · Golden tips biology pages 56 · Gateway secondary Biology pages 84 · Longman biology page | ||
2 | 1 | TRANSPORT IN PLANTS | Xylem Vessels | By the end of the lesson, the learner should be able to: · Draw and label the structure of the Xylem Vessel · Define Xylem Vessel · Relate the structure of the Xylem Vessel to its function
| · Defining the term Xylem Vessel · Drawing and labeling the structure of the Xylem Vessel · Relating the structure of the Xylem Vessel to its function
| · Photographs of Xylem Vessels · Chart on Xylem Vessels
| · Comprehensive secondary Biology students Bk. 2 page 8-9 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 2-10 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 17-20 · Golden tips biology pages 58 · Gateway secondary Biology pages 84-85 · Longman biology page | |
2 | TRANSPORT IN PLANTS | Tracheid elements | By the end of the lesson, the learner should be able to: · Define Tracheid elements · Relate the structure of the Tracheid elements to their functions · Distinguish between xylem vessels and Tracheid elements
| · Defining Tracheid elements · Distinguishing between vessels and tracheids · Discussion on the structure of Tracheid elements · Relating the structure of the Tracheid elements to their functions
| · Photographs of Tracheid elements · Chart on Tracheid elements | · Comprehensive secondary Biology students Bk. 2 page 8-9 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 10-11 · KLB teachers book 2 pages 5-34 · Longhorn secondary biology: students book 2 page 19-20 · Golden tips biology pages 58 · Gateway secondary Biology pages 84-85 · Longman biology page 53-54 | ||
3 | TRANSPORT IN PLANTS | Absorption water and mineral salts | By the end of the lesson, the learner should be able to: · Describe water and salt uptake by roots from the soil · Explain the physiological process involved in the uptake of water and mineral salts
| · Explaining water absorption and mineral salt uptake by roots in plants · Discussion of water absorption and uptake of mineral salts in plants
| · Photographs of monocotyledonous and dicotyledonous stem sections showing the xylem · Chart on the stem sections · Chart on roots, roots hairs and section of roots · Photographs of roots and root hairs | · Comprehensive secondary Biology students Bk. 2 page 2-5 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 7-9 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 2-8 · Golden tips biology pages 54-56 · Gateway secondary Biology pages 84-85 · Longman biology page 54 | ||
3 | 1 | TRANSPORT IN PLANTS | Internal tissues of the stem | By the end of the lesson, the learner should be able to: · Draw the monocotyledonous and dicotyledonous stem sections · Define the term transpiration and relate the structure of xylem to its role in transpiration
| · Defining transpiration · Discussion on the structure of the xylem to its function · Drawing the stem section
| · Photographs of monocotyledonous and dicotyledonous stem sections showing the xylem · Chart on the stem sections
| · Comprehensive secondary Biology students Bk. 2 page 6-7 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 5-7 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 4-10 · Golden tips biology pages 59 · Gateway secondary Biology pages 86-87 · Longman biology page | |
2 | TRANSPORT IN PLANTS | The role of the leaf in transpiration | By the end of the lesson, the learner should be able to: · Draw and label the internal and the external structure of a leaf · Describe the functions of the leaf · Relate the parts of a leaf to their functions
| · Drawing and labeling the structure of a leaf · Discussion on the parts of a leaf and how they relate to their functions
| · Sample leaves of various pants · Charts on the section of a leaf
| · Comprehensive secondary Biology students Bk. 2 page 7 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 9-10 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 10-12 · Golden tips biology pages 57-58 · Gateway secondary Biology pages 84 · Longman biology page 54 | ||
3-4 | TRANSPORT IN PLANTS | Transport of water and mineral salts in plants (practical lesson) | By the end of the lesson, the learner should be able to: · Demonstrate the movement of water in plants · Observe prepared leaf sections to identify vascular tissues
| · Carrying out an experiment to demonstrate the movement of water in plants · Observing prepared leaf section under a light microscope · Identifying vascular tissues in leaves
| · Sample leaves of various pants · Charts on the section of a leaf sections · microscopes
| · Comprehensive secondary Biology students Bk. 2 page 14 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 14-16 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 7 | ||
4 | 1 | TRANSPORT IN PLANTS | Movement of water in plants | By the end of the lesson, the learner should be able to: · Discuss the forces involved in movement of water in plants such as transpiration, pull, cohesion and adhesion capillarity and root pressures · Demonstrate the forces involved in movement of water in plants
| · Describing the forces involved in movement of water in plants · Discussion on forces involved in movement of water in plants · Carrying out experiments to show the forces involved
| · Tubes of different diameters · Beakers containing colored water · Fresh plant stump with fluid oozing
| · Comprehensive secondary Biology students Bk. 2 page 11-12 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 11-12 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 5-6 · Golden tips biology pages 59-60 · Gateway secondary Biology pages 86-87 · Longman biology page | |
2 | TRANSPORT IN PLANTS | Importance of transpiration | By the end of the lesson, the learner should be able to: · Identify the importance of transpiration in plants · Discuss the importance of transpiration in plants
| · Discussion on the significance of transpiration in plants
| · Wilted potted plants · Potted plants growing normally
| · Comprehensive secondary Biology students Bk. 2 page 12 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 12 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 12 · Golden tips biology pages 54 · Gateway secondary Biology pages 84 · Longman biology page | ||
3-4 | TRANSPORT IN PLANTS | The phloem | By the end of the lesson, the learner should be able to: · Explain what the phloem is · Draw the structure of the phloem and relate its structure to its function · List down materials translocated in the phloem
| · Drawing the structure of the phloem · Discussing the functions of phloem in relation to its structure · Listing down the materials translocated in plants
| · Chart on structure of the phloem · Photographs of the phloem
| · Comprehensive secondary Biology students Bk. 2 page 12-14 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 1-13 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 24-26 · Golden tips biology pages 61-62 · Gateway secondary Biology pages 86 · Longman biology page | ||
6 | 1 | TRANSPORT IN PLANTS | The phloem | By the end of the lesson, the learner should be able to: · Draw the structure of the phloem · Relate the parts of the phloem to its functions | · Drawing the phloem · Discussion on the functions of the parts of the phloem
| · Chart of the phloem structure · Drawings of the phloem structure
| · Comprehensive secondary Biology students Bk. 2 page 12 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 17-18 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 24-25 · Golden tips biology pages 62 · Gateway secondary Biology pages 86-87 · Longman biology page 55 | |
2 | TRANSPORT IN PLAN TS | Function of phloem | By the end of the lesson, the learner should be able to: · Discuss the function of the phloem · List down materials translocated and the sites of storage in the phloem | · Discussion on the functions of the phloem · Listing down materials translocated and storage sites in the phloem
| · Chart of the phloem structure · Photographs of the phloem
| · Comprehensive secondary Biology students Bk. 2 page 12-14 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 17-18 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 24-26 · Golden tips biology pages 61-62 · Gateway secondary Biology pages 86-87 · Longman biology page 55 | ||
3-4 | TRANSPORT IN PLAN TS | Function of phloem (practical lesson) | By the end of the lesson, the learner should be able to: · Set up an experiment to investigate translocation of food substances in dicotyledonous plants · Set up an experiment to investigate translocation of food substances in a monocotyledonous plant · Explain the processes involved in the translocation of food in plants | · Setting up an experiment to investigate translocation · Explaining the processes involved in the translocation of food in plants · Discussion on the result of the experiment | · A young plant · Sharp knife · Saplings
| · Comprehensive secondary Biology students Bk. 2 page 14 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 12-14 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 25-26 · Golden tips biology pages 62 · Gateway secondary Biology pages 86-87 · Longman biology page | ||
7 | 1-2 | TRANSPORT IN ANIMALS | Introduction
Transport in unicellular animals | By the end of the lesson, the learner should be able to: · Identify unicellular organisms such as amoeba · Describe transport of substances in unicellular organisms · Explain the necessity of an elaborate transport system in most animals
| · Identify some unicellular organisms such as amoeba · Explaining transport in unicellular organisms · Explaining the need for an elaborate transport system in most animals | · Chart showing movement of gasses in and out of an amoeba by diffusion
| · Comprehensive secondary Biology students Bk. 2 page 21 · Teachers bk. 2 pages 1-13 · KLB secondary Biology · Students book 2 Page 18 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 26 · Golden tips biology pages 63 · Gateway secondary Biology pages 88 · Longman biology page 55-56 | |
3-4 | TRANSPORT IN ANIMALS | Open circulatory system | By the end of the lesson, the learner should be able to: · Define an open circulatory system · Discuss the open circulatory system · Draw the open circulatory system of an insect
| · Explaining open circulatory system in insects · Discussing the open circulatory system · Drawing the open circulatory system of an insect · Labeling the open circulatory system | · Chart showing the circulatory system of a cockroach
| · Comprehensive secondary Biology students Bk. 2 page 21 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 18-20 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 26-27 · Golden tips biology pages 63-64 · Gateway secondary Biology pages 88 · Longman biology page | ||
8 | 1 | TRANSPORT IN ANIMALS | Closed circulatory system | By the end of the lesson, the learner should be able to: · Define an closed transport system · Identify animals with the open circulatory system · Distinguish between closed and open circulatory systems
| · Defining closed circulatory systems · Stating organisms with closed circulatory systems such as human beings · Distinguishing between closed and open circulatory systems
| · Chart showing closed circulatory system · Chart showing the difference between closed circulatory system and open circulatory system
| · Comprehensive secondary Biology students Bk. 2 page 22-23 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 19-20 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 26-27 · Golden tips biology pages 64-65 · Gateway secondary Biology pages 88-89 · Longman biology page 55-56 | |
2-3 | TRANSPORT IN ANIMALS | Double circulatory system | By the end of the lesson, the learner should be able to: · Define an Double circulatory system · Draw and label circulatory systems in mammals · Dissect a rabbit and observe its transport system
| · Discussing the Double circulatory system · Observing the transport system in a rabbit · Drawing the double circulatory system of a mammal | · Chart showing the circulatory system of a mammal · Dissected rabbit displaying the circulatory system
| · Comprehensive secondary Biology students Bk. 2 page 24-42-44 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 19-20 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 28-34 · Golden tips biology pages 64-65 · Gateway secondary Biology pages 88-89 · Longman biology page 56 · High flyer series pages 30-32 | ||
4 | CONTINOUS ASSESMENT TEST | Topics covered so far | By the end of the lesson, the learner should be able to answer the given questions in the test | · Learner to answer questions · Teacher to supervise the test | · Question paper · Marking scheme
| |||
9 | 1 | TRANSPORT IN ANIMALS | The mammalian heart | By the end of the lesson, the learner should be able to: · Draw and label the external parts of the mammalian heart · Draw and label the internal structure of the mammalian heart · Explain the functions of the heart · Relate the structure of the heart to its functions
| · Drawing and labeling the mammalian heart and relating its structure to its functions · Discussing the structure of the mammalian heart | · Chart showing the structure of a mammalian heart · Model of a heart
| · Comprehensive secondary Biology students Bk. 2 page 24-25 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 21-23 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 28-32 · Golden tips biology pages 65-66 · Gateway secondary Biology pages 89 · Longman biology page · High flyer series pages | |
2 | TRANSPORT IN ANIMALS | Blood flow in the circulatory system of mammals | By the end of the lesson, the learner should be able to: · Trace the path taken by blood from the heart to the body parts and back to the heart · State the substances supported by the blood of mammals · Describe the flow of oxygenated blood in and out of the body through the heart
| · Discussing the blood flow in mammals · Tracing the path taken by blood from the heart to all body parts and back to the heart | · Chart showing the path of blood flow in the circulatory system of a mammal
| · Comprehensive secondary Biology students Bk. 2 page 25-26 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 19-20 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 31-32 · Golden tips biology pages 65-67 · Gateway secondary Biology pages 88-90 · Longman biology page 56 · High flyer series pages | ||
3-4 | TRANSPORT IN ANIMALS | Blood vessels | By the end of the lesson, the learner should be able to: · Explain the structure of arteries, veins and capillaries · Relate the structure of the arteries, veins and capillaries to their function
| · Explaining and relating the structure to their functions · Drawing the arteries, veins and capillaries · Making medals of blood vessels | · Chart showing arteries, veins, and capillaries · Modes of blood vessels · Different colours of Plasticine
| · Comprehensive secondary Biology students Bk. 2 page 29-31 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 25-30 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 33-43 · Golden tips biology pages 67-68 · Gateway secondary Biology pages 88-90 · Longman biology page 56 · High flyer series pages | ||
10 | 1 | TRANSPORT IN ANIMALS | Diseases and defects of the circulatory system | By the end of the lesson, the learner should be able to: · Name the common diseases of circulatory system such as thrombosis, varicose veins · Suggest methods of control/prevention for the diseases.
| · Name the diseases of the circulatory system · Suggest methods of control/prevention | · Resource person such as the school nurse · Photographs of people suffering from diseases of the circulatory system
| · Comprehensive secondary Biology students Bk. 2 page 32-33 · Teachers bk. 2 pages 14-15 · KLB secondary Biology · Students book 2 Page 31-32 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 43-45 · Golden tips biology pages 73-74 · Gateway secondary Biology pages 92-93 · Longman biology page 57 · High flyer series pages | |
2 | TRANSPORT IN ANIMALS | The structure and function of the blood | By the end of the lesson, the learner should be able to: · List the components of the blood · State the functions of each of the blood components
| · Listing components of blood · Relating blood components to their functions · Modeling red blood cells (RBC) | · Resource person such as the school nurse · Model RBCs using Plasticine
| · Comprehensive secondary Biology students Bk. 2 page 33-37 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 32-35 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 45-50 · Golden tips biology pages 69-71 · Gateway secondary Biology pages 90 · Longman biology page 58-59 · High flyer series pages | ||
3-4 | TRANSPORT IN ANIMALS | The structure and function of the blood | By the end of the lesson, the learner should be able to: · Explain how oxygen and carbon dioxide are transported in the blood · Describe the mechanisms of blood clotting and its importance
| · Explaining how oxygen and carbon dioxide are transported in the blood · Describing the mechanisms of blood clotting and its importance · | · Resource person such as the school nurse · Chart showing blood clotting mechanism
| · Comprehensive secondary Biology students Bk. 2 page 34-35 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 36-38 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 45-51 · Golden tips biology pages 70-71 · Gateway secondary Biology pages 90 · Longman biology page · High flyer series pages | ||
11 | 1 | TRANSPORT IN ANIMALS | Blood grouping and blood transfusion | By the end of the lesson, the learner should be able to: · Describe the human blood group system · State the importance of blood groups in blood transfusion
| · Describing blood groups · Stating the importance of human blood groups in blood transfusion · Playing cards/bottle tops in pairs · | · Resource person such as the school nurse · Chart showing blood groups and possible transfusions · Prepared cards/bottle tops
| · Comprehensive secondary Biology students Bk. 2 page 37-38 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 36-38 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 51-54 · Golden tips biology pages 72-73 · Gateway secondary Biology pages 90-91 · Longman biology page 56 · High flyer series pages | |
2 | TRANSPORT IN ANIMALS | Blood grouping and blood transfusion | By the end of the lesson, the learner should be able to: · Discuss the rhesus factor · State the role of the rhesus factor in blood transfusion
| · Discussing the rhesus factor and its role in blood transfusion · | · Resource person such as the school nurse · Blood transfusion personnel
| · Comprehensive secondary Biology students Bk. 2 page 38-39 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 37-39 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 52-55 · Golden tips biology pages 72-73 · Gateway secondary Biology pages 92 · Longman biology page 59 · High flyer series pages | ||
3-4 | TRANSPORT IN ANIMALS | The structure of the heart (practical lesson) | By the end of the lesson, the learner should be able to: · Examine the external and internal structure of a cows heart · Investigate pulse rate at the wrist
| · Examining a mammalian heart structure and identifying various parts · Working in pairs to examine pulse rate before and after vigorous activities · | · Fresh heart of a mammal such as a cow · Dissecting kit · Hand lens · Stop watch
| · Comprehensive secondary Biology students Bk. 2 page 44-45 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 30-31 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 28 · Golden tips biology pages 66 · Gateway secondary Biology pages 89 · Longman biology page 59 · High flyer series pages | ||
12 | 1 | TRANSPORT IN ANIMALS | Immune responses | By the end of the lesson, the learner should be able to: · Defining immunity · Describe immune response · Differentiate between natural and artificial immunity
| · Defining immunity · Describing immune responses · Distinguishing between natural and artificial immunity | · Chart showing types of immunity
| · Comprehensive secondary Biology students Bk. 2 page 39-41 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 40-41 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 56-58 · Golden tips biology pages 74-75 · Gateway secondary Biology pages 93 · Longman biology page · High flyer series pages | |
2 | TRANSPORT IN ANIMALS | vaccination | By the end of the lesson, the learner should be able to: · Define vaccination · Describe importance of vaccination against diseases such as tuberculosis, poliomyelitis, measles, diphtheria, whooping cough
| · Defining vaccination · Describing the importance of vaccination · Drawing the vaccination table | · Chart showing the vaccination table
| · Comprehensive secondary Biology students Bk. 2 page 40-41 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 41-43 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 58-59 · Golden tips biology pages 75-76 · Gateway secondary Biology pages 93-94 · Longman biology page · High flyer series pages | ||
3-4 | TRANSPORT IN ANIMALS | Allergic reactions | By the end of the lesson, the learner should be able to: · Define allergic reactions and explain their causes · Carry out an experiment to demonstrate the unidirectional flow of blood in the cutaneous veins of the forearm
| · Defining allergic reactions and explaining their causes · Carrying out an experiment to demonstrate the unidirectional flow of blood in the cutaneous veins | · School nurse · Rubber bands · Bandages or handkerchiefs
| · Comprehensive secondary Biology students Bk. 2 page 41-42-45 · Teachers bk. 2 pages 14-25 · KLB secondary Biology · Students book 2 Page 43 · KLB teachers book 2 pages 15-34 · Longhorn secondary biology: students book 2 page 58 · Golden tips biology pages 76-77 · Gateway secondary Biology pages 93-94 · Longman biology page59-60 · High flyer series pages | ||
13 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 2 SCHEMES OF WORK – TERM 2 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | GASEOUS EXCHANGE IN PLANTS | Definition and importance of gaseous exchange | By the end of the lesson, the learner should be able to: · Define gaseous exchange · Identify the gases that are exchanged in the living organism · Explain the importance of gaseous exchange in organisms
| · Defining gaseous exchange · state the gases that are exchanged in the living organisms such as oxygen and carbon dioxide · discussion on the importance of gaseous exchange in organisms
| · charts on the importance of gaseous exchange in organisms
| · Comprehensive secondary Biology students Bk. 2 page 48 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 48-50 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 70 · Golden tips biology pages 79 · Gateway secondary Biology pages 113 · Longman biology page 62 · High flyer series pages 36 | |
2 | GASEOUS EXCHANGE IN PLANTS | Gaseous exchange in the stomata | By the end of the lesson, the learner should be able to: · Describe the stomata · Draw and label open and closed stomata · Explain stomata and gaseous exchange
| · Describing the parts of the stomata · Drawing and labeling of open and closed stoma · Discussion on stomatal gaseous exchange
| · Chart showing open and closed stomata
| · Comprehensive secondary Biology students Bk. 2 page 48-49 · Teachers bk. 2 pages · KLB secondary Biology · Students book 2 Page 48-51 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 70-74 · Golden tips biology pages 79-80 · Gateway secondary Biology pages 114 · Longman biology page 62 · High flyer series pages | ||
3-4 | GASEOUS EXCHANGE IN PLANTS | Stomata (practical lesson) | By the end of the lesson, the learner should be able to: · Investigate the presence of stomata on leaves · Investigate the shape of guard cells and the distribution of stomata on leaves
| · Investigating the presence of stomata on leaves in groups · Investigating the shape of guard cells · Discussion on the distribution of stomata on leaves of various plants | · Water in a beaker · Leaves of various leaves · Means of heating · Clear nail varnish · Light microscope · Cover slip · Forceps · Microscope slide · Leaves of various plants
| · Comprehensive secondary Biology students Bk. 2 page 54 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 48-50 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 76 · Golden tips biology pages · Gateway secondary Biology pages 114 · Longman biology page · High flyer series pages | ||
2 | 1 | GASEOUS EXCHANGE IN PLANTS | Mechanism of opening and closing stomata | By the end of the lesson, the learner should be able to: · Explain the mechanism of opening and closing of stomata · Describe photosynthetic/glucose accumulation theory of opening and closing stomata
| · Explaining the mechanism of opening and closing of stomata · Discussion on the photosynthetic/glucose accumulation theory of opening and closing stomata
| · Chart showing open and closed stomata
| · Comprehensive secondary Biology students Bk. 2 page 49-50 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 50-51 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 71-74 · Golden tips biology pages 79-80 · Gateway secondary Biology pages 114 · Longman biology page 62 · High flyer series pages | |
2 | GASEOUS EXCHANGE IN PLANTS | Mechanism of opening and closing stomata | By the end of the lesson, the learner should be able to: · Describe inter-conversion of starch and glucose and ion accumulation theories | · Discussion on the inter-conversion of starch and glucose and ion accumulation theories | · Chart showing open and closed stomata
| · Comprehensive secondary Biology students Bk. 2 page 50 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 50-51 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 76 · Golden tips biology pages 79-80 · Gateway secondary Biology pages 114 · Longman biology page · High flyer series pages | ||
3-4 | GASEOUS EXCHANGE IN PLANTS | Internal structure of stems and leaves (practical lessons) | By the end of the lesson, the learner should be able to: · Investigate the internal structure of stems and leaf stalk in aerial and aquatic plants · Investigate tissue distribution in aerial leaves and stems | · Investigation of the structure of stems and leaf stalks in aerial and aquatic plants | · Microscope · Prepared permanent slides of aerial leaves and stems · Water lily leaf stalk · Bougainvillea twig · Beaker containing water · scalpel
| · Comprehensive secondary Biology students Bk. 2 page 55 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 50-52 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 75-76 · Golden tips biology pages · Gateway secondary Biology pages · Longman biology page 62 · High flyer series pages | ||
3 | 1 | GASEOUS EXCHANGE IN PLANTS | Cuticular and lenticular gaseous exchange | By the end of the lesson, the learner should be able to describe Cuticular and lenticular gaseous exchange | · Discussion on lenticular gaseous exchange · Discussion on Cuticular gaseous exchange | · Chart showing internal leaf structure and lenticels
| · Comprehensive secondary Biology students Bk. 2 page 52 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 51-53 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 75 · Golden tips biology pages 81 · Gateway secondary Biology pages 114-115 · Longman biology page 62-64 · High flyer series pages 36-37 | |
2 | GASEOUS EXCHANGE IN PLANTS | gaseous exchange through the roots | By the end of the lesson, the learner should be able to; · Draw the structure of the root · Describe how gaseous exchange takes place through the epidermis of the roots | · Drawing the structure of the root · Discussion on gaseous exchange through the roots | · Photograph of pneumatophic · Chart showing breathing roots
| · Comprehensive secondary Biology students Bk. 2 page 52-54 · Teachers bk. 2 pages 26-33 · KLB secondary Biology · Students book 2 Page 48-52 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 74-75 · Golden tips biology pages 81-82 · Gateway secondary Biology pages 113-114 · Longman biology page · High flyer series pages | ||
3-4 | GASEOUS EXCHANGE IN PLANTS | gaseous exchange structures | By the end of the lesson, the learner should be able to; · Examine various types of gaseous exchange structure in different organisms · Relate the various types of gaseous exchange structure to their functions in different organisms | · Examining various types of gaseous exchange structures · Relating the various types of gaseous exchange structure to their functions in different organisms | · Tadpoles · Insects (alive) · Fish · Frog · earthworm
| · Comprehensive secondary Biology students Bk. 2 page 57 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 58-61 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 80-81 · Golden tips biology pages 82 · Gateway secondary Biology pages 115 · Longman biology page · High flyer series pages | ||
4 | 1 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange types and characteristics of respiratory surfaces in animals | By the end of the lesson, the learner should be able to; · State the characteristics of gaseous exchange surfaces in different organisms | · Discussion on characteristics of gaseous exchange surfaces · Discussion on mechanism of gaseous exchange surfaces · Discussion on mechanism of gaseous exchange in amoeba | · Chart showing diagrams of different gaseous exchange surfaces such as insects fish, frogs and earth worms · Chart showing diagram on gaseous exchange in amoeba
| · Comprehensive secondary Biology students Bk. 2 page 57-58 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 53 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 80 · Golden tips biology pages 82-83 · Gateway secondary Biology pages 115 · Longman biology page 65 · High flyer series pages | |
2-3 | GASEOUS EXCHANGE IN ANIMALS | gaseous exchange in an insect | By the end of the lesson, the learner should be able to; · Examine the gaseous exchange structures of a grasshopper or a locust · Draw the gaseous exchange structure of an insect | · Examining the gaseous exchange structures in insects · Drawing the gaseous exchange structure of an insect | · Chart on tracheal system in insects · Live grasshoppers · Dissecting board · Pins · Hand lens · Dissecting kit · Chloroform · Cotton wool
| · Comprehensive secondary Biology students Bk. 2 page 58 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 54-56 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 81-84 · Golden tips biology pages 83 · Gateway secondary Biology pages 115-116 · Longman biology page 64 · High flyer series pages 37-38 | ||
4 | GASEOUS EXCHANGE IN ANIMALS & PLANTS | Continuous assessment test | By the end of the lesson, the learner should be able to answer all questions asked in the test
| · Learner to write down the answers · Teacher to supervise test | · Question papers · Marking scheme
| · | ||
5 | 1 | GASEOUS EXCHANGE IN ANIMALS | gaseous exchange in bony fish | By the end of the lesson, the learner should be able to;
|
| · Chart showing diagram of gill chamber of bony fish
| · Comprehensive secondary Biology students Bk. 2 page 59-60 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 56-58 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 84-88 · Golden tips biology pages 84 · Gateway secondary Biology pages 116-117 · Longman biology page · High flyer series pages | |
2 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange in bony fish | By the end of the lesson, the learner should be able to describe the mechanism of gaseous exchange in bony fish
|
| · Chart showing diagram of gill chamber of bony fish
| · Comprehensive secondary Biology students Bk. 2 page 60-61 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 57-58 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 84 · Golden tips biology pages 84 · Gateway secondary Biology pages 116-117 · Longman biology page · High flyer series pages 38 | ||
3-4 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange in bony fish (practical lesson) | By the end of the lesson, the learner should be able to:
|
| · Tilapia fish · Hand lens · Gills of a bony fish · Dissecting kit · Pins · Dissecting board
| · Comprehensive secondary Biology students Bk. 2 page 69 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 58 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 84-85 · Golden tips biology pages 84 · Gateway secondary Biology pages 116 · Longman biology page · High flyer series pages | ||
6 | 1 | GASEOUS EXCHANGE IN ANIMALS | gaseous exchange in frogs | By the end of the lesson, the learner should be able to describe the gaseous exchange I a frog through its gills, skin, mouth and lungs.
|
| · Chart showing position of mouth cavity, lungs and nostrils in a frog
| · Comprehensive secondary Biology students Bk. 2 page 61-62 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 58-59 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 88-90 · Golden tips biology pages 84-85 · Gateway secondary Biology pages 117 · Longman biology page 65-66 · High flyer series pages | |
2 | GASEOUS EXCHANGE IN ANIMALS | gaseous exchange in human beings | By the end of the lesson, the learner should be able to:
|
| · Chart showing the lungs and rib cage in human beings
| · Comprehensive secondary Biology students Bk. 2 page 63-65 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 59-64 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 90-94 · Golden tips biology pages 85-86 · Gateway secondary Biology pages 117-118 · Longman biology page 66 · High flyer series pages 38-39 | ||
6 | 3-4 | GASEOUS EXCHANGE IN ANIMALS | gaseous exchange in human beings | By the end of the lesson, the learner should be able to:
| · Identifying the structures of gaseous exchange in a dissected rabbit (mammal) · Discussion on mechanism of breathing in human beings
| · Chart showing the lungs and rib cage in human beings · Dissected rabbit displaying the gaseous exchange system
| · Comprehensive secondary Biology students Bk. 2 page 64 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 59-64 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 94-97 · Golden tips biology pages 86 · Gateway secondary Biology pages 119 · Longman biology page · High flyer series pages 38-39 | |
7 | 1-2 | GASEOUS EXCHANGE IN ANIMALS | Breathing mechanisms in human beings | By the end of the lesson, the learner should be able to:
|
| · Chart showing the exchange of gases in alveoli of human beings
| · Comprehensive secondary Biology students Bk. 2 page 66 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 61-65 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 96-99 · Golden tips biology pages 86-87 · Gateway secondary Biology pages 119-120 · Longman biology page 67 · High flyer series pages 38-39 | |
3-4 | GASEOUS EXCHANGE IN ANIMALS AND PLANTS | Continuous assessment test | By the end of the lesson, the learner should be able to · Answer all questions asked in the test |
| · Question papers · Marking scheme
| · | ||
8 | 1-2 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange in human beings | By the end of the lesson, the learner should be able to:
|
| · Lungs from a mammal eg. goat, sheep and cow
| · Comprehensive secondary Biology students Bk. 2 page 66 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 59-65 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page · Golden tips biology pages 86-87 · Gateway secondary Biology pages 120 · Longman biology page 66-67 · High flyer series pages 38-39 | |
3-4 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange in mammals (practical lesson) | By the end of the lesson, the learner should be able to:
|
| · A bell jar · Two balloons · Rubber stopper with a hole · Y-shape glass tube · Rubber sheet · String · Petroleum jelly
| · Comprehensive secondary Biology students Bk. 2 page 71 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 63 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 96-99 · Golden tips biology pages 86-87 · Gateway secondary Biology pages 117-119 · Longman biology page · High flyer series pages | ||
9 | 1 | GASEOUS EXCHANGE IN ANIMALS | Factors affecting the rate of breathing | By the end of the lesson, the learner should be able to:
|
| · Chart with table showing factors affecting breathing
| · Comprehensive secondary Biology students Bk. 2 page 66-67 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 65-66 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 101-102 · Golden tips biology pages 87 · Gateway secondary Biology pages 119 · Longman biology page 67-68 · High flyer series pages | |
2 | GASEOUS EXCHANGE IN ANIMALS | Respiratory diseases | By the end of the lesson, the learner should be able to:
|
| · Chart on respiratory diseases
| · Comprehensive secondary Biology students Bk. 2 page 71 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 67-70 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 104-107 · Golden tips biology pages 87-88 · Gateway secondary Biology pages 121 · Longman biology page 68 · High flyer series pages | ||
3-4 | GASEOUS EXCHANGE IN ANIMALS | Gaseous exchange in animals (practical lesson) | By the end of the lesson, the learner should be able to demonstrate the effect of exercise on the rate of breathing |
| · Chair · Stop watch · Skipping rope
| · Comprehensive secondary Biology students Bk. 2 page 74 · Teachers bk. 2 pages 34-48 · KLB secondary Biology · Students book 2 Page 66-67 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 101-104 · Golden tips biology pages · Gateway secondary Biology pages · Longman biology page · High flyer series pages | ||
10 | 1 | RESPIRATION | Introduction
Tissue respiration | By the end of the lesson, the learner should be able to: · Define respiration · State the significance of respiration · Draw and label mitochondria |
| · Chart showing diagram of mitochondria
| · Comprehensive secondary Biology students Bk. 2 page 74 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 73-74 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 112-113 · Golden tips biology pages 91 · Gateway secondary Biology pages 130 · Longman biology page 71 · High flyer series pages | |
2 | RESPIRATION | Anaerobic respiration | By the end of the lesson, the learner should be able to: · Define Anaerobic respiration · Describe Anaerobic respiration in plants · Describe Anaerobic respiration in animals
|
| · Chart showing diagram of mitochondria
| · Comprehensive secondary Biology students Bk. 2 page 76-77 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 77-78 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 116-119 · Golden tips biology pages 92-93 · Gateway secondary Biology pages 131 · Longman biology page 72 · High flyer series pages 41-42 | ||
3-4 | RESPIRATION | Respiration (practical lesson) | By the end of the lesson, the learner should be able to: · Identify the gas given off when food is burnt · Investigate the gas produced during fermentation
|
| · Retort stand · Maize flour · Test-tubes · Source of heat · Boiling tubes · Delivery tube · Rubber stopper · Lime water · clump
| · Comprehensive secondary Biology students Bk. 2 page 80-81 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 75-74 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 116-118, 120-121 · Golden tips biology pages · Gateway secondary Biology pages · Longman biology page · High flyer series pages | ||
11 | 1-2 | RESPIRATION | Economic importance of anaerobic respiration | By the end of the lesson, the learner should be able to: · State the economic importance of anaerobic respiration · Discuss the economic importance of anaerobic respiration in both plants and animals
|
| · Chart on the economic importance of anaerobic respiration
| · Comprehensive secondary Biology students Bk. 2 page 77 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 77-78 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 119-120 · Golden tips biology pages 92-93 · Gateway secondary Biology pages 130 · Longman biology page 71 · High flyer series pages 41 | |
3-4 | RESPIRATION | Aerobic respiration | By the end of the lesson, the learner should be able to: · Explain anaerobic respiration · Distinguish between anaerobic and aerobic respiration · Compare energy production in anaerobic and aerobic respiration
|
| · Chart on the economic importance of aerobic respiration
| · Comprehensive secondary Biology students Bk. 2 page 74-76 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 74-76 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 113-115 · Golden tips biology pages 91-92 · Gateway secondary Biology pages 130-131 · Longman biology page 72-73 · High flyer series pages 41 | ||
12 | 1-2 | RESPIRATION | Tissue respiration (practical lesson) | By the end of the lesson, the learner should be able to: · Investigate the production of heat by germinating seeds · Demonstrate that respiration takes place in plants
| · Carrying out the various experiments in groups · Discussion on the observation or results observed
| · Two vacuum flasks · Two thermometers · Beans and cotton wool · Sterilizer such as formalin · Bell jar · Soda lime · Two conical flasks · Black cloth · Lime water · Potted plant · Delivery tube · Filter pump · Corks · Petroleum jelly
| · Comprehensive secondary Biology students Bk. 2 page 81-82 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 76-77 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 115 · Golden tips biology pages 94 · Gateway secondary Biology pages · Longman biology page · High flyer series pages | |
3-4 | RESPIRATION | Tissue respiration (practical lesson) | By the end of the lesson, the learner should be able to: · Show aerobic respiration in animals · Show the aerobic respiration takes place in animals
| · Carrying out the experiments · Discussion on the results observed
| · Grasshopper · Two pieces of insulin cloth or wire net · Bicarbonate indicator · Two conical flasks · Measuring cylinder · Two rubber bands · Two labels · Bell jar · Lime water · Delivery tubes · Soda lime · Rat · Filter pump · Petroleum jelly
| · Comprehensive secondary Biology students Bk. 2 page 83-84 · Teachers bk. 2 pages 49-57 · KLB secondary Biology · Students book 2 Page 78 · KLB teachers book 2 pages 45-48 · Longhorn secondary biology: students book 2 page 117 · Golden tips biology pages 94 · Gateway secondary Biology pages · Longman biology page · High flyer series pages | ||
13 | REVISION AND END OF TERM EXAMINATION |
BIOLOGY FORM 2 SCHEMES OF WORK – TERM 3 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | EXCRETION AND HOMEOSTASIS | Definition of terms | By the end of the lesson, the learner should be able to:
| · Defining excretion, homeostasis and secretion · Distinguishing between excretion and egestion · Explaining the necessity of excretion in plants and animals | · Chart showing major terms and their definitions
| · Comprehensive secondary Biology students Bk. 2 page 86 · Teachers bk. 2 pages 58-68 · KLB secondary Biology · Students book 2 Page 83-84 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 124 · Golden tips biology pages 96 · Gateway secondary Biology pages 141 · Longman biology page 75 · High flyer series pages 44 | |
2 | EXCRETION AND HOMEOSTASIS | Excretion in plants | By the end of the lesson, the learner should be able to:
| · Describing the methods of excretion in plants · Listing excretory products in plants
| · Chart showing excretory products in plants and methods of excretion in plants
| · Comprehensive secondary Biology students Bk. 2 page 86-87 · Teachers bk. 2 pages 58-68 · KLB secondary Biology · Students book 2 Page 83-84 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 124-125 · Golden tips biology pages 96-97 · Gateway secondary Biology pages 141 · Longman biology page 75-76 · High flyer series pages 44 | ||
3-4 | EXCRETION AND HOMEOSTASIS | Excretion in plants | By the end of the lesson, the learner should be able to:
|
| · Chart showing excretory products , sources and their economic importance in plants
| · Comprehensive secondary Biology students Bk. 2 page 88 · Teachers bk. 2 pages 58-68 · KLB secondary Biology · Students book 2 Page 84 · KLB teachers book 2 pages · Longhorn secondary biology: students book 2 page 125-127 · Golden tips biology pages 96-97 · Gateway secondary Biology pages 141 · Longman biology page 76 · High flyer series pages 44 | ||
2 | 1 | EXCRETION AND HOMEOSTASIS | Excretion and homeostasis in Animals | By the end of the lesson, the learner should be able to:
|
| · Chart showing an amoeba in stages of excreting water and wastes
| · Comprehensive secondary Biology students Bk. 2 page 88 · Teachers bk. 2 pages 58-68 · KLB secondary Biology · Students book 2 Page 84-85 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 127-128 · Golden tips biology pages 97-98 · Gateway secondary Biology pages 142 · Longman biology page 77 · High flyer series pages 44 | |
2 | EXCRETION AND HOMEOSTASIS | Excretion and homeostasis in Animals | By the end of the lesson, the learner should be able to:
|
| · Chart showing the specialized organs and the main excretory products
| · Comprehensive secondary Biology students Bk. 2 page 88 · Teachers bk. 2 pages · KLB secondary Biology · Students book 2 Page 84-87 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 128-131 · Golden tips biology pages 98 · Gateway secondary Biology pages 142 · Longman biology page 77 · High flyer series pages 44-45 | ||
3-4 | EXCRETION AND HOMEOSTASIS | The human kidney | By the end of the lesson, the learner should be able to:
|
| · Kidney of a mammal · Sharp knife · Chart showing section of a kidney
| · Comprehensive secondary Biology students Bk. 2 page 91, 105 · Teachers bk. 2 pages · KLB secondary Biology 58-68 · Students book 2 Page 88-92 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 132-135 · Golden tips biology pages 100-101 · Gateway secondary Biology pages 144 · Longman biology page 77 · High flyer series pages | ||
3 | 1 | EXCRETION AND HOMEOSTASIS | Functions of the nephron | By the end of the lesson, the learner should be able to:
|
| · Chart showing the structure of the nephron
| · Comprehensive secondary Biology students Bk. 2 page 92-94 · Teachers bk. 2 pages · KLB secondary Biology 58-68 · Students book 2 Page 90-92 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 135-137 · Golden tips biology pages 101-102 · Gateway secondary Biology pages 145 · Longman biology page 77 · High flyer series pages 47 | |
2 | EXCRETION AND HOMEOSTASIS | Neuro-endoctrine system and homeostasis | By the end of the lesson, the learner should be able to:
|
| · Diagram of the nephron showing the movement of sodium ions and water
| · Comprehensive secondary Biology students Bk. 2 page 93-94 · Teachers bk. 2 pages · KLB secondary Biology 58-68 · Students book 2 Page 97-100 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 139-142 · Golden tips biology pages 103-104 · Gateway secondary Biology pages 145 · Longman biology page 78 · High flyer series pages 45-47 | ||
3-4 | EXCRETION AND HOMEOSTASIS | Neuro-endoctrine system and homeostasis | By the end of the lesson, the learner should be able to:
|
| · Flow chart showing homeostatic mechanism, positive and negative feedback
| · Comprehensive secondary Biology students Bk. 2 page 94-95 · Teachers bk. 2 pages · KLB secondary Biology 58-68 · Students book 2 Page 97-100 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 139-142 · Golden tips biology pages 103-104 · Gateway secondary Biology pages 145-146 · Longman biology page 78-79 · High flyer series pages 49-51 | ||
4 | 1 | EXCRETION AND HOMEOSTASIS | osmoregulation | By the end of the lesson, the learner should be able to:
|
Osmoregulation
| · Flow chart showing the homeostatic mechanism in regulating osmotic pressure by the kidney | · Comprehensive secondary Biology students Bk. 2 page 95-97 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 100-101 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 140-142 · Golden tips biology pages 105 · Gateway secondary Biology pages 145-146 · Longman biology page 78 · High flyer series pages 45-47 | |
2-3 | EXCRETION AND HOMEOSTASIS | Diabetes insipidus and other common kidney diseases | By the end of the lesson, the learner should be able to:
|
| · Chart showing the diseases, causes, symptoms and control/ prevention methods | · Comprehensive secondary Biology students Bk. 2 page 96, 101-102 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 49-54 · KLB teachers book 2 pages 101, 93-94 · Longhorn secondary biology: students book 2 page 142, 138-140 · Golden tips biology pages 105, 102-103 · Gateway secondary Biology pages 147 · Longman biology page 77 · High flyer series pages 47 | ||
4 | EXCRETION AND HOMEOSTASIS | Continuous assessment test | By the end of the lesson, the learner should be able to:
|
| · Question paper · Marking schemes | |||
5 | 1 | EXCRETION AND HOMEOSTASIS | Excretion and homeostasis in animals | By the end of the lesson, the learner should be able to:
|
| · Chart showing the section of the skin | · Comprehensive secondary Biology students Bk. 2 page 89-90 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 85-87 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 129-132 · Golden tips biology pages 98-100 · Gateway secondary Biology pages 142 · Longman biology page 78 · High flyer series pages 45 | |
2 | EXCRETION AND HOMEOSTASIS | The role of the skin in homeostasis | By the end of the lesson, the learner should be able to:
|
| · Chart showing diagram of the skin · Photograph of a section of the skin | · Comprehensive secondary Biology students Bk. 2 page 98-99 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 98-101 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 131-132 · Golden tips biology pages 98-100 · Gateway secondary Biology pages 142-143 · Longman biology page 78 · High flyer series pages 45-47 | ||
3-4 | EXCRETION AND HOMEOSTASIS | Thermoregulation in human beings | By the end of the lesson, the learner should be able to:
|
| · Photographs of warmly dressed people during cold weather · Photograph of people with light cloth during hot weather | · Comprehensive secondary Biology students Bk. 2 page 99-100 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 98-100 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page · Golden tips biology pages 106-108 · Gateway secondary Biology pages 147-148 · Longman biology page 78 · High flyer series pages | ||
6 | 1 | EXCRETION AND HOMEOSTASIS | Heat loss and heat gain | By the end of the lesson, the learner should be able to:
|
| · Resource person e.g. physics teacher to describe methods of heat loss and heat gain | · Comprehensive secondary Biology students Bk. 2 page 99-100 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 98-100 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 149-153 · Golden tips biology pages 106-108 · Gateway secondary Biology pages 148 · Longman biology page 78-79 · High flyer series pages 49-50 | |
2 | EXCRETION AND HOMEOSTASIS | Surface area to volume ratio in relation to thermoregulation | By the end of the lesson, the learner should be able to:
|
| · Pictures of large sized mammals and small sized mammals | · Comprehensive secondary Biology students Bk. 2 page 99 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 100-101 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 152 · Golden tips biology pages 106-108 · Gateway secondary Biology pages 148 · Longman biology page 78-79 · High flyer series pages 49-50 | ||
3-4 | EXCRETION AND HOMEOSTASIS | The role of the liver in homeostasis | By the end of the lesson, the learner should be able to:
|
| · Chart showing the external structure of the liver in relation to the gut, gall bladder and blood vessels | · Comprehensive secondary Biology students Bk. 2 page 102-104 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 93-96 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 153-156 · Golden tips biology pages 108 · Gateway secondary Biology pages 148-149 · Longman biology page · High flyer series pages | ||
7 | 1-2 | EXCRETION AND HOMEOSTASIS | Functions of the liver | By the end of the lesson, the learner should be able to:
|
| · Chart showing the functions of the liver | · Comprehensive secondary Biology students Bk. 2 page 103-104 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 95-96 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page · Golden tips biology pages 108 · Gateway secondary Biology pages 149-150 · Longman biology page 79 · High flyer series pages 48 | |
3-4 | EXCRETION AND HOMEOSTASIS | Diseases of the liver | By the end of the lesson, the learner should be able to:
|
| · Chart showing diseases of liver cause and control/treatment | · Comprehensive secondary Biology students Bk. 2 page 103-104 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 96-97 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 156-158 · Golden tips biology pages 109-110 · Gateway secondary Biology pages 149 · Longman biology page 79-80 · High flyer series pages 48-49 | ||
8 | 1-2 | EXCRETION AND HOMEOSTASIS | Excretion and homeostasis in animals (practical lesson) | By the end of the lesson, the learner should be able to:
|
| · hydrogen peroxide · two beakers · measuring cylinder · piece of liver and kidney · splint · ruler | · Comprehensive secondary Biology students Bk. 2 page 86-105 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 96 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 155-156 · Golden tips biology pages 110 · Gateway secondary Biology pages · Longman biology page · High flyer series pages | |
3-4 | EXCRETION AND HOMEOSTASIS | Continuous assessment test | By the end of the lesson, the learner should be able to
|
| · Question paper · Marking scheme | |||
9 | 1-2 | EXCRETION AND HOMEOSTASIS | Role of the liver in the regulation of blood glucose | By the end of the lesson, the learner should be able to:
|
| · Chart showing steps in controlling blood sugar levels | · Comprehensive secondary Biology students Bk. 2 page 97 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 102-103 · KLB teachers book 2 pages · Longhorn secondary biology: students book 2 page 153-156 · Golden tips biology pages 105-106 · Gateway secondary Biology pages 149 · Longman biology page 79 · High flyer series pages | |
3-4 | EXCRETION AND HOMEOSTASIS | Regulation of blood sugar | By the end of the lesson, the learner should be able to:
|
| · Flow chart showing regulation of blood sugar | · Comprehensive secondary Biology students Bk. 2 page 98 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 102-103 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 153-156 · Golden tips biology pages 105-106 · Gateway secondary Biology pages 146 · Longman biology page 78-79 · High flyer series pages | ||
10 | 1-2 | EXCRETION AND HOMEOSTASIS | Thermo regulation in other animals | By the end of the lesson, the learner should be able to
|
| · Photographs of birds, reptiles and camels showing behavior of temperature regulation | · Comprehensive secondary Biology students Bk. 2 page 100 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 98-100 · KLB teachers book 2 pages 49-54 · Longhorn secondary biology: students book 2 page 146-152 · Golden tips biology pages 106-108 · Gateway secondary Biology pages 148 · Longman biology page · High flyer series pages | |
3-4 | EXCRETION AND HOMEOSTASIS | Continuous assessment test | By the end of the lesson, the learner should be able to
|
| · Question paper · Marking scheme | |||
11 | 1-2 | REVISION | Gaseous exchange in animals | By the end of the lesson, the learner should be able to:
|
| · Chart showing parts of the lungs | · Comprehensive secondary Biology students Bk. 2 page 63-64,66 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 59-64 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 91-94 · Golden tips biology pages 86 · Gateway secondary Biology pages 117 · Longman biology page 66-67 · High flyer series pages | |
3-4 | REVISION | Gaseous exchange in animals | By the end of the lesson, the learner should be able to describe the functions of the lungs as discussed during gaseous exchange |
| · Notes on gaseous exchange · Charts showing lungs | · Comprehensive secondary Biology students Bk. 2 page 63-65 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 59-62 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 91-94 · Golden tips biology pages 85-87 · Gateway secondary Biology pages 117-118 · Longman biology page 65-67 · High flyer series pages | ||
12 | 1-4 | REVISION | Gaseous exchange in animals (practical lesson) | By the end of the lesson, the learner should be able to:
|
| · Fresh lungs of a cow · Livestock officer | · Comprehensive secondary Biology students Bk. 2 page 63-65 · Teachers bk. 2 pages 58-68 · KLB secondary Biology Students book 2 Page 63 · KLB teachers book 2 pages 35-44 · Longhorn secondary biology: students book 2 page 91-94 · Golden tips biology pages · Gateway secondary Biology pages · Longman biology page 66-67 · High flyer series pages | |
13 | REVISION AND EXAMINATIONS |
BIOLOGY FORM 3 SCHEMES OF WORK – TERM 1 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | CLASSIFICATION 2 | Review of binominal nomenclature | By the end of the lesson, the learner should be able to:
|
| · Local environment · Potted plant · Use of preserved specimen of plants and animals | · Comprehensive secondary Biology students Bk. 3 page 1-2 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 1-3 · KLB teachers book 3 pages 1-3 · Principles of biology vol. 2 pages 1-4 | |
2 | CLASSIFICATION 2 | Kingdom monera | By the end of the lesson, the learner should be able to:
|
| · Local environment on a typical bacteria cell and different types of bacteria | · Comprehensive secondary Biology students Bk. 3 page · Teachers bk. 3 pages · KLB secondary Biology Students book 3 Page 3-4 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 5-6 | ||
3 | CLASSIFICATION 2 | Kingdom protoctista | By the end of the lesson, the learner should be able to:
|
| · Local environment · Wall charts on protoctista | · Comprehensive secondary Biology students Bk. 3 page 3-6 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 3-4 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 6-8 | ||
4-5 | CLASSIFICATION 2 | Kingdom protoctista | By the end of the lesson, the learner should be able to:
|
| · Local environment · Hand lenses · Microscope · Protozoa infusion (cultured) | · Comprehensive secondary Biology students Bk. 3 page 3-6 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 4-5 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 6-8 | ||
2 | 1 | CLASSIFICATION 2 | Kingdom fungi | By the end of the lesson, the learner should be able to:
|
| · Local environment · Wall charts on fungi · Specimen of fungi · Hand lenses · microscope | · Comprehensive secondary Biology students Bk. 3 page 6-8 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 6 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 11-14 | |
2 | CLASSIFICATION 2 | Kingdom fungi | By the end of the lesson, the learner should be able to:
|
| · Hand lenses · Charts on yeast, mushrooms and bread mold · Live specimens e.g. mushrooms | · Comprehensive secondary Biology students Bk. 3 page 6-8 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 6 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 11-14 | ||
3 | CLASSIFICATION 2 | Kingdom plantae | By the end of the lesson, the learner should be able to:
|
| · Local environment · Wall charts · Live specimens of moss | · Comprehensive secondary Biology students Bk. 3 page 8-9 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 7 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 15 | ||
4-5 | CLASSIFICATION 2 | Kingdom plantae | By the end of the lesson, the learner should be able to:
|
| · Local environment · hand lenses · Wall charts on bryophytes · Live specimens of moss plants | · Comprehensive secondary Biology students Bk. 3 page 8-9 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 7 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 15 | ||
3 | 1 | CLASSIFICATION 2 | Kingdom plantae | By the end of the lesson, the learner should be able to:
|
| · Live specimen of fern · Local environment · Hand lenses | · Comprehensive secondary Biology students Bk. 3 page 9-10 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 8-9 · KLB teachers book 3 pages · Principles of biology vol. 2 pages 16 | |
2 | CLASSIFICATION 2 | Kingdom plantae | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 10-11 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 9-10 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 17 | ||
3 | CLASSIFICATION 2 | Kingdom plantae -spermatophyta
| By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 10-11 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 9-10 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 17 | ||
4-5 | CLASSIFICATION 2 | Kingdom plantae angiospermapyta | By the end of the lesson, the learner should be able to:
|
| · Live specimen of both monocotyledenous and dicotyledenous plants · B;ade · Staining material · Handlenses · microscope | · Comprehensive secondary Biology students Bk. 3 page 11-12 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 10-11 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 18-20 | ||
4 | 1 | CLASSIFICATION 2 | Kingdom animalia | By the end of the lesson, the learner should be able to:
|
|
· wall charts showing different animals | · Comprehensive secondary Biology students Bk. 3 page 12 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 12-13 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 20-24 | |
2 | CLASSIFICATION 2 | Phylum arthropda | By the end of the lesson, the learner should be able to:
|
|
· Wall charts showing different arthropods · Local environment · hand lenses | · Comprehensive secondary Biology students Bk. 3 page 14 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 12-13 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 25-26 | ||
3 | CLASSIFICATION 2 | Class crutacea | By the end of the lesson, the learner should be able to:
|
| · preserved specimen of crutacea · wall charts showing diagrams of crutacea · local environment · hand lenses | · Comprehensive secondary Biology students Bk. 3 page 14 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 13-14 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 29 | ||
4-5 | CLASSIFICATION 2 | Class arachnida and insecta | By the end of the lesson, the learner should be able to:
|
| · preserved specimen of class arachnida and insecta · wall charts showing diagrams of common members of class arachnida and insecta · local environment · hand lenses | · Comprehensive secondary Biology students Bk. 3 page · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 14-16 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 25,30 | ||
5 | 1 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to
|
| · Question papers · Marking scheme | · Comprehensive secondary Biology students Bk. 3 page · Teachers bk. 3 pages · KLB secondary Biology Students book 3 Page 30 · KLB teachers book 3 pages 1-8 · Principles of biology vol. 2 pages | |
2 | CLASSIFICATION 2 | Classes chilopoda and diplopoda | By the end of the lesson, the learner should be able to:
|
| · Preserved specimen of chilopods and diplopods · Wall charts showing diagrams of centipedes and millipedes · Local environment
| · Comprehensive secondary Biology students Bk. 3 page 15 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 14 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 31 | ||
3 | CLASSIFICATION 2 | Phylum chordata | By the end of the lesson, the learner should be able to:
|
| · Preserved specimen of Phylum chordata · local environment
| · Comprehensive secondary Biology students Bk. 3 page 16-17 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 16-17 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 32 | ||
4-5 | CLASSIFICATION 2 | Classes Pisces and amphibia | By the end of the lesson, the learner should be able to:
|
| · Wall charts of fish · Live specimen amphibia · Local environment
| · Comprehensive secondary Biology students Bk. 3 page 17-19 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page · KLB teachers book 3 pages · Principles of biology vol. 2 pages 32-33 | ||
6 | 1 | CLASSIFICATION 2 | Classes amphibian and reptilia | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 18-19 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 18-19 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 33-34 | |
2 | CLASSIFICATION 2 | Class aves | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 19-20 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 19-20 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 34-35 | ||
3 | CLASSIFICATION 2 | Class Mammalia | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 20-21 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 21 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 35-36 | ||
4-5 | CLASSIFICATION 2 | dichotomous key | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 21-22 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 22-26 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 37-41 | ||
7 | 1 | CLASSIFICATION 2 | dichotomous key | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 21-22 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 27-28 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 37-41 | |
2 | CLASSIFICATION 2 | dichotomous key | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 21-22 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 29 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 37-41 | ||
3 | CLASSIFICATION 2 | Dichotomous key | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 21-22 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages | ||
1 | EVALUATION & REVISION OF THE TOPICS | Continuous assessment test | By the end of the lesson, the learner should be able to:
|
| · Question papers · Marking scheme | · Comprehensive secondary Biology students Bk. 3 page25-26 · Teachers bk. 3 pages 1-8 · KLB secondary Biology Students book 3 Page 30 · KLB teachers book 3 pages 12-27 · Principles of biology vol. 2 pages 42-47 | ||
8 | 1 | ECOLOGY | Introduction to ecology | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 27-28 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 33-34 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 48 | |
2 | ECOLOGY | Introduction to ecology | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 27-28 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 33-34 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 48 | ||
3 | ECOLOGY | Factors affecting the distribution of organisms in an ecosystem
Light | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 29 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 34 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 50 | ||
4-5 | ECOLOGY | Factors affecting the distribution of organisms in an ecosystem
temperature | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 34 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 50 | ||
9 | 1 | ECOLOGY | Factors affecting the distribution of organisms in an ecosystem
Rainfall and humidity | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 31 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 34-35 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 51 | |
2 | ECOLOGY | Factors affecting the distribution of organisms in an ecosystem
Wind and atmospheric pressure | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 29-30 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 34-35 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 51-52 | ||
3 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to:
|
| · Question papers · Marking scheme | · Comprehensive secondary Biology students Bk. 3 page 1-30 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 70 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 94 | ||
4-5 | ECOLOGY | Factors affecting the distribution of organisms in an ecosystem
salinity | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 31 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 35-36 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 51 | ||
10 | 1 | ECOLOGY | Factors in an ecosystem and how they affect distribution of organisms Waves, curves and Tides | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 31-32 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 36 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 49- 51 | |
2 | ECOLOGY | Factors in an ecosystem and how they affect distribution of organisms
Edaphic factors | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 32 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 36 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 52 | ||
3 | ECOLOGY | Factors in an ecosystem and how they affect distribution of organisms
(practical lesson) | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 32 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 36 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 92-93 | ||
4-5 | ECOLOGY | Factors in an ecosystem and how they affect distribution of organisms
Geological factors | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 32-33 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page · KLB teachers book 3 pages · Principles of biology vol. 2 pages 54 | ||
11 | 1 | ECOLOGY | Abiotic factors in an ecosystem | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 33 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page · KLB teachers book 3 pages · Principles of biology vol. 2 pages 52-54 | |
2 | ECOLOGY | Biotic factors in an ecosystem
Competition | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 40 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 37-38 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 56-58 | ||
3 | ECOLOGY | Biotic factors in an ecosystem
Predation and Symbiosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 40-41 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 39-40 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 57-59 | ||
4-5 | ECOLOGY | Parasitism and saprophytism | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 41 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 39-40 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 58-59 | ||
12 | 1 | ECOLOGY | Recycling of matter and energy flow in an ecosystem | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 37-39 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 44-45 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 69-71 | |
2 | ECOLOGY | Nitrogen cycle & carbon cycle | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 41-42 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 41-42 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 71-73 | ||
3 | ECOLOGY | Recycling of matter & energy flow in an ecosystem | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 37-38 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 42-44 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 74 | ||
4-5 | ECOLOGY | Recycling of matter & energy flow in an ecosystem | By the end of the lesson, the learner should be able to:
|
| · Comprehensive secondary Biology students Bk. 3 page 37-38, 39-40 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 42-44 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 69-70 | |||
13 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 3 SCHEMES OF WORK – TERM 2 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | ECOLOGY | population | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 33-34 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 46 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 75-81 | |
2 | ECOLOGY | Population estimation | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 35-36 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 46-48 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 82-84 | ||
3 | ECOLOGY | Population estimation | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 36-37 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 49 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 84 | ||
4-5 | ECOLOGY | Population estimation (practical lesson) | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 36-37 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 47 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 82-83 | ||
2 | 1 | ECOLOGY | Population estimation | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 35 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 46 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 81-82 | |
2 | ECOLOGY | Adaptation of organisms to their habitats | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 42-44 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 50-51 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 60-62 | ||
3 | ECOLOGY | Adaptation of organisms to their habitats | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 44-45 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 51 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 62-63 | ||
4-5 | ECOLOGY | Adaptation of organisms to their habitats | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 42-46 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 52-53 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 63-64 | ||
3 | 1 | ECOLOGY | Adaptation of organisms to their habitats | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 46-47 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 53-54 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 65 | |
2 | ECOLOGY | Environmental pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 46-47 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 55-56 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 100-101 | ||
3 | ECOLOGY | Air pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 47 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 56 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 100-104 | ||
4-5 | ECOLOGY | Air pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 47-50 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 56-59 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 101-104 | ||
4 | 1 | ECOLOGY | Land/ soil pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 47-50 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 62-64 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 104-105 | |
2 | ECOLOGY | Land/ soil pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 47-50 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 62-64 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 104-105 | ||
3 | ECOLOGY | Water pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 50-52 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 60-62 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 105-108 | ||
4-5 | ECOLOGY | environmental pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 47-53 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 64 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 108-112 | ||
5 | 1 | EECOLOGY | Continuous assessment test | By the end of the lesson, the learner should be able to:
|
| · Question papers · Marking scheme | · Comprehensive secondary Biology students Bk. 3 page 33-52 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page · KLB teachers book 3 pages · Principles of biology vol. 2 pages 100-110 | |
2 | ECOLOGY | water pollution | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 50-52 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 60-62 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 105-108 | ||
3 | ECOLOGY | Human diseases | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 53-54 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 64-66 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 121-122 | ||
4-5 | ECOLOGY | protozoan diseases | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 54-55 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 66-70 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 129-130 | ||
6 | 1 | ECOLOGY | protozoan diseases | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 55 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 66-67 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 131 | |
2 | ECOLOGY | Diseases caused by parasitic worms | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 56 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 67-68 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 124-128 | ||
3 | ECOLOGY | Diseases caused by parasitic worms | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 55-56 · Teachers bk. 3 pages 8-24 · KLB secondary Biology Students book 3 Page 69-70 · KLB teachers book 3 pages 28-56 · Principles of biology vol. 2 pages 124-128 | ||
4-5 | REPRODUCTION | Introduction to reproduction | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 64,103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 78 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 141 | ||
7 | 1 | REPRODUCTION | Concepts of reproduction | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 64-65 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 79 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 141 | |
2 | REPRODUCTION | mitosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 65-67 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 79-82 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 142-144 | ||
3 | REPRODUCTION | mitosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 65-67 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 79-82 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 142-144 | ||
4-5 | REPRODUCTION | mitosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 65-67 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 79-82 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 142-144 | ||
8 | 1 | REPRODUCTION | Significance of mitosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 66-67 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 82 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 142-143 | |
2 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to:
|
| · Question papers · Marking scheme | · Comprehensive secondary Biology students Bk. 3 page 64-112 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 128-131 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 180-185 | ||
3 | REPRODUCTION | meiosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 67-70 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 82-85 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 144-145 | ||
4-5 | REPRODUCTION | meiosis | By the end of the lesson, the learner should be able to:
| Observing, identifying and drawing stages of meiosis in anther cells under a microscope
|
| · Comprehensive secondary Biology students Bk. 3 page 104-105 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 86 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 144-145 | ||
9 | 1 | REPRODUCTION | Significance of meiosis in reproduction | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 70 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 86 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 145 | |
2 | REPRODUCTION | Difference between mitosis and meiosis | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 70 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 87 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 145-146 | ||
3 | REPRODUCTION | Asexual reproduction
Binary fission | By the end of the lesson, the learner should be able to:
|
|
| · Comprehensive secondary Biology students Bk. 3 page 70-72 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 87-88 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 146 | ||
4-5 | REPRODUCTION | Binary fission | By the end of the lesson, the learner should be able to: · Observe spore formation in bread mould (mucor) and binary fission in paramecium |
|
| · Comprehensive secondary Biology students Bk. 3 page 70-72 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 87-88 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 146-147 | ||
10 | 1 | REPRODUCTION | Asexual reproduction
Budding | By the end of the lesson, the learner should be able to: · State and describing the importance of budding in reproduction · Observing drawing and budding cells of yeast |
|
Methylene blue stain | · Comprehensive secondary Biology students Bk. 3 page 72 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 89 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 146-147 | |
2 | REPRODUCTION | Asexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe the external structure of a typical flower |
|
| · Comprehensive secondary Biology students Bk. 3 page 73 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 90-91 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 152-155 | ||
3 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe the internal structure of a typical flower |
|
| · Comprehensive secondary Biology students Bk. 3 page 73 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 91 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 154-156 | ||
4-5 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Observe, describe and draw different types of pollen grains · Describe the structure of ovules · Describe other characteristics of flowers |
|
| · Comprehensive secondary Biology students Bk. 3 page 79,105 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 91-92 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 157-158 | ||
11 | 1 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe and compare adaptations of wind and insect pollinated flowers |
|
| · Comprehensive secondary Biology students Bk. 3 page 74-75 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 94-95 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 159 | |
2 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe the features and mechanisms that hinder self-pollination and self-fertilization |
|
| · Comprehensive secondary Biology students Bk. 3 page 74-78 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 94-95 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 159 | ||
3 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe the process of fertilization in flowering plants |
|
| · Comprehensive secondary Biology students Bk. 3 page 78 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 96-97 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 159-160 | ||
4-5 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe and explain how embryo and seeds are formed in flowering plants |
|
| · Comprehensive secondary Biology students Bk. 3 page 79-80 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 97-98 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 161-162 | ||
12 | 1 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe how fruits are formed in flowering plants |
|
| · Comprehensive secondary Biology students Bk. 3 page 80-82, 107 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 97-100 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 161-165 | |
2 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Differentiate between a fruit and a seed |
|
| · Comprehensive secondary Biology students Bk. 3 page 82, 107 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 97-100 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 161-165 | ||
3 | REPRODUCTION | Sexual reproduction in flowering plants | By the end of the lesson, the learner should be able to: · Describe and explain how different seeds and fruits are dispersed |
|
| · Comprehensive secondary Biology students Bk. 3 page 80-82 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 102-104 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 164-165 | ||
4-5 | REPRODUCTION | Classifying fruits | By the end of the lesson, the learner should be able to: · Classifying various types of fruits and describe their placentation |
|
| · Comprehensive secondary Biology students Bk. 3 page 84-87 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 101-104 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 162-165 | ||
13 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 3 SCHEMES OF WORK – TERM 3 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | REPRODUCTION | Sexual reproduction | By the end of the lesson, the learner should be able to: · Differentiate between internal and external fertilization · Describe external fertilization in amphibians |
|
| · Comprehensive secondary Biology students Bk. 3 page 91,107 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 104 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 165-166 | |
2 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Relate the structure of mammalian male reproductive system to its functions |
|
| · Comprehensive secondary Biology students Bk. 3 page 93,107 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 105-106 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 166-167 | ||
3 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Relate the structure of mammalian male reproductive organ and spermatozoa to its function |
|
| · Comprehensive secondary Biology students Bk. 3 page 93-95 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 112 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 169 | ||
4-5 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Relate the structure of mammalian female reproductive system to its function |
|
| · Comprehensive secondary Biology students Bk. 3 page 95,107 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 108-110 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 167-168 | ||
2 | 1 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Relate the structure of mammalian ovum to its function |
|
| · Comprehensive secondary Biology students Bk. 3 page 92-93 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 108-109 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 169-170 | |
2 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Describe internal fertilization in mammals |
|
| · Comprehensive secondary Biology students Bk. 3 page 95 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 111-113 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 171-172 | ||
3 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Describe the fertilization process |
|
| · Comprehensive secondary Biology students Bk. 3 page 95 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 112-114 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 171-172 | ||
4-5 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Describe implantation and the role of the placenta in mammals |
|
| · Comprehensive secondary Biology students Bk. 3 page 95 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 114-116 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 173-174 | ||
3 | 1 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Define gestation in mammals · Identify different gestation periods in different mammals |
|
| · Comprehensive secondary Biology students Bk. 3 page 97 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 116-117 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 173-174 | |
2 | REPRODUCTION | Sexual reproduction in mammals | By the end of the lesson, the learner should be able to: · Describe birth and explain parental care |
|
| · Comprehensive secondary Biology students Bk. 3 page 76 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 117-119 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 177-179 | ||
3 | REPRODUCTION | Role of hormones in human reproduction | By the end of the lesson, the learner should be able to: · Describe the role of hormones in reproduction of humans |
|
| · Comprehensive secondary Biology students Bk. 3 page 97-98 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 120-123 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 175-176 | ||
4-5 | REPRODUCTION | Menstrual cycle | By the end of the lesson, the learner should be able to: · Describe the role of hormones in the menstrual cycle |
|
| · Comprehensive secondary Biology students Bk. 3 page 97-98 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 121-124 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 175-177 | ||
4 | 1 | REPRODUCTION | Sexually transmitted diseases/infections | By the end of the lesson, the learner should be able to: · Identify symptoms and explain the methods of transmission and prevention of gonorrhea and herpes simplex |
|
| · Comprehensive secondary Biology students Bk. 3 page 99-101 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 123-125 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179 | |
2 | REPRODUCTION | Sexually transmitted diseases | By the end of the lesson, the learner should be able to: · Identify symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis |
|
| · Comprehensive secondary Biology students Bk. 3 page 99-100 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 124 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179 | ||
3 | REPRODUCTION | Sexually transmitted infections | By the end of the lesson, the learner should be able to: · Identify symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis |
|
| · Comprehensive secondary Biology students Bk. 3 page 100-102 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 124-125 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179 | ||
4-5 | REPRODUCTION | Sexually transmitted diseases | By the end of the lesson, the learner should be able to: · Identify the causes and modes of transmission of HIV/AIDS and prevention of HIV and AIDS · Identify effects of HIV/AIDS in human economy |
|
| · Comprehensive secondary Biology students Bk. 3 page 100-102 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 125-127 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179-180 | ||
5 | 1 | REPRODUCTION | Sexually transmitted diseases | By the end of the lesson, the learner should be able to: · Identify the symptoms of HIV/AIDS and stages of HIV and AIDS
|
|
| · Comprehensive secondary Biology students Bk. 3 page 102-103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 125-126 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 180 | |
2 | REPRODUCTION | Sexually transmitted diseases | By the end of the lesson, the learner should be able to: · Explain ways of preventing and controlling the spread of HIV/AIDS
| · Explaining ways of preventing and controlling the spread of HIV/AIDS · Discussion on methods of preventing and controlling the spread of HIV/AIDS
|
| · Comprehensive secondary Biology students Bk. 3 page 102-103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 126 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179 | ||
3 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Answer questions asked in the test
| · Learner recalls and writes down answers to questions asked · Teacher supervises the learners as they write examinations
|
| · Comprehensive secondary Biology students Bk. 3 page 64-103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 128-131 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 180-184 | ||
4-5 | REPRODUCTION | Sexually transmitted diseases | By the end of the lesson, the learner should be able to: · Discuss the social effects of HIV/AIDS
| · Discussion on the social effects of HIV/AIDS
|
| · Comprehensive secondary Biology students Bk. 3 page 103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 127 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 180 | ||
6 | 1 | REPRODUCTION | Asexual and sexual reproduction | By the end of the lesson, the learner should be able to: · Explain the advantages and disadvantages of sexual and asexual reproduction
| · Explaining the advantages and disadvantages of sexual and asexual reproduction
|
| · Comprehensive secondary Biology students Bk. 3 page 103 · Teachers bk. 3 pages 25-45 · KLB secondary Biology Students book 3 Page 127-128 · KLB teachers book 3 pages 57-78 · Principles of biology vol. 2 pages 179-180 | |
2 | GROWTH AND DEVELOPMENT | Concept of growth and development | By the end of the lesson, the learner should be able to: · Define the terms growth and development · Describe the sigmoid growth curve
| · Defining the terms growth and development · Describing the sigmoid growth curve
| · Charts showing sigmoid curve
| · Comprehensive secondary Biology students Bk. 3 page 113 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 132 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 186 | ||
3 | GROWTH AND DEVELOPMENT | Measurement of growth | By the end of the lesson, the learner should be able to: · Describe the phases of sigmoid curve · Describe the intermittent growth curve
| · Describing the phases of sigmoid curve · Describing the intermittent growth curve
| · Charts showing growth curves
| · Comprehensive secondary Biology students Bk. 3 page 113 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 133-135 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 186-190 | ||
4-5 | GROWTH AND DEVELOPMENT | Measurement of growth | By the end of the lesson, the learner should be able to: · Analyze data on growth rate · Draw growth curves
| · Analyzing data on growth rate · Drawing growth curves
| · Charts showing growth curves · Data on growth rate
| · Comprehensive secondary Biology students Bk. 3 page 113,116-117,125 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 133-135 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 190 | ||
7 | 1 | GROWTH AND DEVELOPMENT | Growth and development in plants | By the end of the lesson, the learner should be able to: · Define seed dormancy · Identify factors affecting viability and dormancy of seeds
| · Defining seed dormancy · Identifying factors affecting viability and dormancy of seeds
| · Dry bean seeds · Dry maize seeds
| · Comprehensive secondary Biology students Bk. 3 page 113-114 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 136-137 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 190,198 | |
2 | GROWTH AND DEVELOPMENT | Growth and development in plants | By the end of the lesson, the learner should be able to: · Identify factors affecting seed dormancy
| · Identifying causes of seed dormancy · | · Dry bean seeds · Dry maize seeds
| · Comprehensive secondary Biology students Bk. 3 page 113-114 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 136-137 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 190,198 | ||
3 | GROWTH AND DEVELOPMENT | Growth and development in plants | By the end of the lesson, the learner should be able to: · Define seed germination · Differentiate between types of seed germination
| · Observing, drawing and labeling types of seed germination in beans and maize · Differentiate between epigeal and hypogeal germination · | · Seedling of maize and beans at different stages of development
| · Comprehensive secondary Biology students Bk. 3 page 114-145 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 137,141-142 · KLB teachers book 3 pages 79-98 · Principles of biology vol.2 pages 191 | ||
4-5 | GROWTH AND DEVELOPMENT | Conditions necessary for germination | By the end of the lesson, the learner should be able to: · Identifying Conditions necessary for germination – oxygen
| · setting up experiments to investigate conditions (oxygen) necessary for germination of seeds | · maize grains and beans seeds · cotton wool · flasks · pyrogallic acid · muslin bags · germination maize and bean seeds
| · Comprehensive secondary Biology students Bk. 3 page 114-115 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 138 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 192-193 | ||
8 | 1 | GROWTH AND DEVELOPMENT | Conditions necessary for seed germination | By the end of the lesson, the learner should be able to: · Investigate the necessity of water and warmth | · Investigating the necessity of water and warmth | · Beans seeds · cotton wool · 4 petri dishes · Labels · Thermometer · refrigerator
| · Comprehensive secondary Biology students Bk. 3 page 127-128 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 138,140 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 192 | |
2 | GROWTH AND DEVELOPMENT | Conditions necessary for seed germination | By the end of the lesson, the learner should be able to: · Investigate the necessity of water and warmth | · Investigating the necessity of warmth | · Beans seeds · cotton wool · 4 petri dishes · Labels · Thermometer · refrigerator
| · Comprehensive secondary Biology students Bk. 3 page 127-128 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 138,140 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 192 | ||
3 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Write down the correct answers to questions asked in the test | · Learner recalls and writes down answers to questions asked · Teacher supervises the learners as they write down the exams | · Question paper · Marking scheme
| · Comprehensive secondary Biology students Bk. 3 page 132 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 134,138 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 203,206 | ||
4-5 | GROWTH AND DEVELOPMENT | Growth in seedling | By the end of the lesson, the learner should be able to: · Describe the region of growth in seedlings · Identify the regions of growth | · Describing the region of growth in seedlings · Identifying the regions of growth | · Charts on shoot and root tips · Potted plants · Local environment
| · Comprehensive secondary Biology students Bk. 3 page 131-132 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 143-144 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 193-194 | ||
9 | 1 | GROWTH AND DEVELOPMENT | Growth in seedling | By the end of the lesson, the learner should be able to: · Determine the regions of growth in seedlings · Measure the aspect of growth in a given seedling | · Determine the regions of growth in seedlings by measuring one parameter -height
| · Growing seedling · Rulers · Local environment
| · Comprehensive secondary Biology students Bk. 3 page 115-116 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 143-144 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 194, 196 | |
2-3 | GROWTH AND DEVELOPMENT | Primary and secondary growth | By the end of the lesson, the learner should be able to: · Describe growth in plants I.e. Primary and secondary growths · Investigate primary and secondary growth in a seedling | · Discussion on Primary and secondary growth in plants · Investigating primary and secondary growth in a seedling
| · Bean seeds · Beakers · Cotton wool · Soft board · Piece of wire · Indian ink · Thread · Ruler · Petri dishes
| · Comprehensive secondary Biology students Bk. 3 page 118-120 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 144-145 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 195-198 | ||
4-5 | GROWTH AND DEVELOPMENT | Role of hormones in plants | By the end of the lesson, the learner should be able to: · Explain the role of hormones in regulation of growth and development in plants | · Discussion on the role common hormones in growth and development of plants · cytokinius · eltylene · Doscisic acid · Auxines and gibbrellins
| · Chart on plant hormones and their effects
| · Comprehensive secondary Biology students Bk. 3 page 121-122 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 146-147 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 195-199 | ||
10 | 1 | GROWTH AND DEVELOPMENT | Apical dominance | By the end of the lesson, the learner should be able to: · Explain Apical dominance in plants | · Discussion on Apical dominance in plants · Explaining Apical dominance in plants · Stating the application of Apical dominance in agriculture | · Photographs of plants · Specimen of plants that are pruned and others that are not | · Comprehensive secondary Biology students Bk. 3 page 122 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 147-148 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 198-199 | |
2-3 | GROWTH AND DEVELOPMENT | metamorphosis | By the end of the lesson, the learner should be able to: · Define metamorphosis · Distinguish between complete and incomplete metamorphosis · Describe complete metamorphosis in housefly and anopheles mosquito | · Defining metamorphosis · Distinguishing between complete and incomplete metamorphosis · Describing complete metamorphosis in housefly and anopheles mosquito | · Chart on the life cycles of housefly and anopheles mosquito | · Comprehensive secondary Biology students Bk. 3 page 118-120 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 148-149 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 199-203 | ||
4-5 | GROWTH AND DEVELOPMENT | Incomplete metamorphosis | By the end of the lesson, the learner should be able to: · Describe incomplete metamorphosis in a cockroach | · Describing incomplete metamorphosis in a cockroach · Discussion on the life cycle of a cockroach · Drawing and labeling Incomplete metamorphic stages | · Chart on the life cycles of a cockroach · Preserved specimens showing stages of growth in a cockroach | · Comprehensive secondary Biology students Bk. 3 page 124-125 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 144-150 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 203 | ||
11 | 1-2 | GROWTH AND DEVELOPMENT | Role of growth hormones in insects | By the end of the lesson, the learner should be able to: · Describe and explain the Role of growth hormones in metamorphosis in insects | · Discussion of the Role of growth hormones in metamorphosis in insects | · Wall Charts on hormones involved in metamorphosis | · Comprehensive secondary Biology students Bk. 3 page 125-126 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 150-151 · KLB teachers book 3 pages 79-98 · Principles of biology vol 2 pages 203 | |
3-5 | GROWTH AND DEVELOPMENT | Metamorphosis (practical lesson) | By the end of the lesson, the learner should be able to: · Observe metamorphosis in some insects | · Observing, identifying, drawing and labeling various stages of insect development | · Eggs of various insects · Pupae and caterpillars · Specimen bottles · Transparent reagent bottles · Green vegetables · forceps | · Comprehensive secondary Biology students Bk. 3 page 129-130 · Teachers bk. 3 pages 46-64 · KLB secondary Biology Students book 3 Page 150 · KLB teachers book 3 pages 79-98 · Principles of biology vol. 2 pages 200-203 | ||
12 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 4 SCHEMES OF WORK – TERM 1 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | GENETICS | Introduction to genetics | By the end of the lesson, the learner should be able to: · Define the term genetics · Differentiate between heredity and variation · Distinguish between continuous and discontinuous variations | · Defining the term genetics · Differentiating between heredity and variation
|
| · Comprehensive secondary Biology students Bk. 4 page 1 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 1 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 207 | |
2 | GENETICS | Variation within plants and animals | By the end of the lesson, the learner should be able to: · Describe continuous and discontinuous variations · Observe variations in plants and animals | · Describing continuous and discontinuous variations
|
| · Comprehensive secondary Biology students Bk. 4 page 1-4 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 1-4 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 207 | ||
3 | GENETICS | chromosomes | By the end of the lesson, the learner should be able to: · Describe the structure, nature and properties of chromosomes |
|
| · Comprehensive secondary Biology students Bk. 4 page 4-6 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 4-7 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 221 | ||
4-5 | GENETICS | chromosomes | By the end of the lesson, the learner should be able to: · Describe the structure, nature and properties of DNA molecule |
|
| · Comprehensive secondary Biology students Bk. 4 page · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 7-10 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 221-222 | ||
2 | 1 | GENETICS | chromosomes | By the end of the lesson, the learner should be able to: · Differentiate between DNA and RNA |
|
| · Comprehensive secondary Biology students Bk. 4 page 5-6 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 9-10 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 221-226 | |
2 | GENETICS | First law of inheritance | By the end of the lesson, the learner should be able to: · Distinguish between F1 and F2 generation · Determine Mendel’s first law of inheritance | · Differentiating between F1 and F2 off springs
|
| · Comprehensive secondary Biology students Bk. 4 page 6-10 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 11-15 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 211-213 | ||
3 | GENETICS | First law of inheritance | By the end of the lesson, the learner should be able to: · Define other terms used in inheritance such as phenotype, genotype, dominant gene, recessive gene, haploid and diploid |
|
| · Comprehensive secondary Biology students Bk. 4 page 7-8 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 13-14 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 210 | ||
4-5 | GENETICS | First law of inheritance | By the end of the lesson, the learner should be able to: · Demonstrate monohybrid inheritance in plants and animals · Predict outcomes of various genetic crosses | · Demonstrating monohybrid inheritance in plants and animals
|
| · Comprehensive secondary Biology students Bk. 4 page 6-9 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 12-15 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 207-209 | ||
3 | 1 | GENETICS | First law of inheritance | By the end of the lesson, the learner should be able to: · Construct and make use of pannet squares · Work out genotypic and phenotypic ratios · Predict outcomes of various crosses | · Working out monohybrid ratio of F2 offspring · Working out phenotypic and genotypic ratios and probabilities
|
| · Comprehensive secondary Biology students Bk. 4 page 7-9 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 14-16 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 213-214 | |
2 | GENETICS | Back cross or test cross | By the end of the lesson, the learner should be able to: · Determine the unknown genotypes in a cross using a test cross | · Defining a test cross or back cross · Explaining the use of test cross in determining unknown genotypes |
| · Comprehensive secondary Biology students Bk. 4 page 10-11 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 22-23 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 212-213 | ||
3 | GENETICS | Monohybrid inheritance | By the end of the lesson, the learner should be able to: · Describe albinism as an example of monohybrid inheritance in human beings | · Describing inheritance of albinism in human beings |
| · Comprehensive secondary Biology students Bk. 4 page 21 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 25 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 213-214 | ||
4-5 | GENETICS | Inheritance of ABO blood groups | By the end of the lesson, the learner should be able to: · Explain the inheritance of ABO blood groups in human beings | · Explaining the inheritance of ABO blood groups in human beings · Demonstrating crosses |
| · Comprehensive secondary Biology students Bk. 4 page 11-12 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 20-21 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 220-221 | ||
4 | 1 | GENETICS | Inheritance of rhesus factor | By the end of the lesson, the learner should be able to: · Explain the inheritance of rhesus factor as an example of monohybrid inheritance in human beings | · Describing the inheritance of rhesus factor in human beings |
| · Comprehensive secondary Biology students Bk. 4 page 12 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 21-22 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 221 | |
2 | GENETICS | Inheritance of blood groups | By the end of the lesson, the learner should be able to: · Predict the inheritance of blood groups human beings | · Predicting the inheritance of blood groups human beings |
| · Comprehensive secondary Biology students Bk. 4 page 11-12 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 20-21 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 220-221 | ||
3 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Write down the correct answers to the questions in the test | · Learner recalls and writes down answers to questions · Teacher supervises as learners do the test |
| · Comprehensive secondary Biology students Bk. 4 page 11-12 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 1-22 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 207-220 | ||
4-5 | GENETICS | Incomplete dominance | By the end of the lesson, the learner should be able to: · Describe incomplete dominance · Describe inheritance of colour in flowers of mirabis jalapa | · Defining incomplete dominance · Describing inheritance of colour in flowers of mirabis jalapa |
| · Comprehensive secondary Biology students Bk. 4 page 9-10 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 19-20 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 214-215 | ||
5 | 1 | GENETICS | Inheritance of sickle cell anemia | By the end of the lesson, the learner should be able to: · Describe Inheritance of sickle cell anemia in human beings | · Describe Inheritance of sickle cell anemia as co-dominant |
| · Comprehensive secondary Biology students Bk. 4 page 21-22 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 35-37 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 215-216 | |
2 | GENETICS | Sex determination in human beings | By the end of the lesson, the learner should be able to: · Explain how sex is determined in human beings · Describe sex linkages in human beings | · Explaining and describing sex determination · Explaining and discussing sex linkage in human beings |
| · Comprehensive secondary Biology students Bk. 4 page 13-14 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 23-24 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 217-220 | ||
3 | GENETICS | linkage | By the end of the lesson, the learner should be able to: · Define linkage and sex-linkage · Describe linkage in human beings e.g. colour blindness and hemophilia | · Defining and describing linkage and sex-linkage · Demonstrating crosses on colour blindness and hemophilia |
| · Comprehensive secondary Biology students Bk. 4 page 14-16 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 24-27 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 218-220 | ||
4-5 | GENETICS | Inheritance of colour blindness | By the end of the lesson, the learner should be able to: · Describe colour blindness as an example of sex-linked trait in human beings · Interpret pedigree of inheritance | · Describing colour blindness · Discussion on inheritance of colour blindness · Interpreting pedigree chart of inheritance |
| · Comprehensive secondary Biology students Bk. 4 page 15-16 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 25-26 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 218-219 | ||
6 | 1-2 | GENETICS | Inheritance of hemophilia | By the end of the lesson, the learner should be able to: · Describe the Inheritance of hemophilia as an example of sex-linked traits in human beings | · Describing Inheritance of hemophilia as an example of sex-linked traits in human beings · Discussions on inheritance of hemophilia in human beings |
| · Comprehensive secondary Biology students Bk. 4 page 16-17 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 27 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 220 | |
3 | GENETICS EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · write down the correct answers to the questions given | · Students recalls and writes down answers to questions asked · Teacher supervises as students do the test |
| · Comprehensive secondary Biology students Bk. 4 page 1-18 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 234-236 | ||
4-5 | GENETICS | Sources of variations in organisms | By the end of the lesson, the learner should be able to: · Define mutation · Differentiate between mutations and mutagens · List down causes of mutations | · Defining mutations · identifying mutagens · Listing down causes of mutations |
| · Comprehensive secondary Biology students Bk. 4 page 17-18 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 28-29 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 232-233 | ||
7 | 1-2 | GENETICS | Types of mutations | By the end of the lesson, the learner should be able to: · State the types of mutations · List down the various chromosal mutations · Describe chromosal mutations | · Stating the types of chromosal mutations · Listing down the various chromosal mutations · Describing chromosal mutations · Discussion on duplication, inversion, translocation and non-disjunction |
| · Comprehensive secondary Biology students Bk. 4 page 17-19 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 28-33 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 229-231 | |
3 | GENETICS | Effects of chromosal mutations | By the end of the lesson, the learner should be able to: · Explain the Effects of chromosal mutations | · Discussion on effects of Effects of chromosal mutations
| · Comprehensive secondary Biology students Bk. 4 page 19 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 30-33 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 230-231 | |||
4-5 | GENETICS | Gene mutations | By the end of the lesson, the learner should be able to: · Describe gene mutations and their effects on organisms | · Describing gene mutations · Discussion on substitution, point mutation, insertion and gene mutations
|
| · Comprehensive secondary Biology students Bk. 4 page 20-22 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 33-34 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 228-229 | ||
8 | 1-2 | GENETICS | Practical application of genetics | By the end of the lesson, the learner should be able to: · Describe areas in which the knowledge of genetics has been applied | · Discussion on scientific fields where genetic knowledge has been applied
|
| · Comprehensive secondary Biology students Bk. 4 page 23-28 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 39-44 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 233 | |
3 | GENETICS | Practical application of genetics | By the end of the lesson, the learner should be able to: · Explain the practical applications of genetics | · Discussion on the practical applications of genetics |
| · Comprehensive secondary Biology students Bk. 4 page 23-28 · Teachers bk. 4 pages 1-13 · KLB secondary Biology Students book 4 Page 39-44 · KLB teachers book 4 pages 12-30 · Principles of biology vol. 2 pages 233 | ||
4-5 | EVOLUTION | Introduction to evolution | By the end of the lesson, the learner should be able to: · Define evolution · Explain the current concepts of the origin of life | · Defining evolution · Explaining the current concepts of the origin of life |
| · Comprehensive secondary Biology students Bk. 4 page 35-36 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 49-51 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 238-239 | ||
9 | 1 | EVOLUTION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Write down correct answers to questions asked | · Learner to recall and write down answers to questions asked · Teacher to supervise the learners as they do their exams life |
| · Comprehensive secondary Biology students Bk. 4 page 1-36 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 46-48 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 234-237 | |
2 | EVOLUTION | Origin of life | By the end of the lesson, the learner should be able to: · Explain the current concepts on origin of life | · Explaining current concepts of origin of life · Discussion on evolution theory |
| · Comprehensive secondary Biology students Bk. 4 page 36 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 49-51 · KLB teachers book 4 pages 31-37 · Principles of biology vol 2 pages 239-242-243 | ||
3 | EVOLUTION | Evidence of organic evolution theory | By the end of the lesson, the learner should be able to: · Describe the study of fossils as evidence of organic evolution theory | · Describing the study of fossils · Discussion on evolution theory based on the study of fossils |
| · Comprehensive secondary Biology students Bk. 4 page 36-37 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 51-56 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 245-249 | ||
4-5 | EVOLUTION | Evidence of organic evolution theory | By the end of the lesson, the learner should be able to: · Describe competitive anatomy as evidence of organic evolution | · Identifying homologous structures in organisms and describing divergent evolution
|
| · Comprehensive secondary Biology students Bk. 4 page 39-40 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 59-64 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 250-251 | ||
10 | 1 | EVOLUTION | Evidence of organic evolution theory | By the end of the lesson, the learner should be able to: · Describe competitive anatomy | · Identifying analogous structures in organisms and describing convergent evolution · Discussion on divergent evolution |
| · Comprehensive secondary Biology students Bk. 4 page 41 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 59-64 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 250-251 | |
2-3 | EVOLUTION | Evidence of organic evolution theory | By the end of the lesson, the learner should be able to: · Describe occurrence of vestigial structures and geographical distribution of organisms as evidence of organic evolution | · Describing vestigial structures · Discussion on geographical distribution of organisms |
| · Comprehensive secondary Biology students Bk. 4 page 37-41 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 56,64 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages | ||
4-5 | EVOLUTION | Evidence of organic evolution theory | By the end of the lesson, the learner should be able to: · Describe comparative embryology, cell biology and biochemistry as evidence of organic evolution | · Describing comparative embryology, cell biology and biochemistry as evidence of organic evolution theory |
| · Comprehensive secondary Biology students Bk. 4 page 39-42 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 59,64-65 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 252-253 | ||
11 | 1-2 | EVOLUTION | Human evolution | By the end of the lesson, the learner should be able to: · Describe evolution of hominids | · Describing evolution of hominids from earliest common proconsul ancestors to date · Discussion on evolution of hominids |
| · Comprehensive secondary Biology students Bk. 4 page 42-44 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 52-53 · KLB teachers book 4 pages 31-34 · Principles of biology vol. 2 pages 256-261 | |
3 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe Lamarck’s theory | · Describing Lamarck’s theory · Discussion on Lamarck’s theory |
| · Comprehensive secondary Biology students Bk. 4 page 45-46 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 67 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 238-239 | ||
4-5 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe and discuss the struggle for existence and survival for the fittest | · Discussion on Darwin’s theory of natural selection · Discussion on struggle for existence and survival for the fittest |
| · Comprehensive secondary Biology students Bk. 4 page 46-47 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 68-69 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 240-241 | ||
12 | 1-2 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe and discuss new concepts of Darwin’s theory | · Discussion on Neo-Darwinism with regard to new discoveries e.g. mutations |
| · Comprehensive secondary Biology students Bk. 4 page 47 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 67-69 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 239-240 | |
3 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe natural selection in action | · Describing mechanism of peppered moth |
| · Comprehensive secondary Biology students Bk. 4 page 46-47 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 69-71 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 261-262 | ||
4-5 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe natural selection in nature | · Describing resistance to antibiotics, fungicides and pesticides by organisms |
| · Comprehensive secondary Biology students Bk. 4 page 48 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page 70-71 · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 262-263 | ||
13 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 4 SCHEMES OF WORK – TERM 2 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1-2 | EVOLUTION | Mechanism of evolution | By the end of the lesson, the learner should be able to: · Describe the isolation mechanism in speciation | · Discussion on the isolation mechanism in speciation |
| · Comprehensive secondary Biology students Bk. 4 page 48 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page · KLB teachers book 4 pages 31-37 · Principles of biology vol. 2 pages 243-244 | |
3 | EVOLUTION | Artificial selection | By the end of the lesson, the learner should be able to: · Describe Artificial selection in plants and animals and how it leads to speciation | · Identifying the role of artificial selection in evolution · Discussion on hybridization, cultivars and green revolution
|
| · Comprehensive secondary Biology students Bk. 4 page 48-49 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page · KLB teachers book 4 pages · Principles of biology vol. 2 pages 263-264 | ||
4-5 | EVOLUTION | Evolution and sexual reproduction | By the end of the lesson, the learner should be able to: · Explain the importance of sexual reproduction in evolution | · Explaining the role of sexual reproduction in evolution
|
| · Comprehensive secondary Biology students Bk. 4 page 47-48 · Teachers bk. 4 pages 14-24 · KLB secondary Biology Students book 4 Page · KLB teachers book 4 pages · Principles of biology vol. 2 pages 243-244 | ||
2 | 1 | RECEPTION RESPONSE AND CO-ORDINATION | Introduction | By the end of the lesson, the learner should be able to: · Define stimulus · Define irritability · Define response
| · Defining stimulus, irritability and response · Demonstrating how stimulus, response and irritability are related and coordinated
|
| · Comprehensive secondary Biology students Bk. 4 page 52 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 73-74 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 266-267 | |
2 | RECEPTION RESPONSE AND CO-ORDINATION | Reception response and co-ordination in plants | By the end of the lesson, the learner should be able to: · Define tactic and tropic responses · List down tactic responses in plants · List down tropic responses in plants · Differentiate between tactic and tropic responses
| · Defining tactic and tropic responses · Defining and demonstrating tropism in plants · List down tactic responses in plants · List down tropic responses in plants · Differentiate between tactic and tropic responses
|
| · Comprehensive secondary Biology students Bk. 4 page 52-54 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 76-78 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 294-299 | ||
3 | RECEPTION RESPONSE AND CO-ORDINATION | Geotropism | By the end of the lesson, the learner should be able to: · Define geotropism · Describe geotropism in roots and shoots of plants
| · Defining and illustrating geotropism · Discussion on geotropism
|
| · Comprehensive secondary Biology students Bk. 4 page 55 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 80-83 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 298-300 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION | Phototropism and Geotropism | By the end of the lesson, the learner should be able to: · Differentiate between Phototropism and geotropism · Carry out experiments demonstrating both Phototropism and geotropism in a plant seedling
| · Differentiating between Phototropism and geotropism · Carrying out experiments demonstrating both Phototropism and geotropism
|
| · Comprehensive secondary Biology students Bk. 4 page 82-83 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 82-83 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 297-300 | ||
3 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION | Reception response and co-ordination in organisms | By the end of the lesson, the learner should be able to: · Carry out experiments to demonstrate tactic responses to light and water · Carry out experiments to show chemotactic response using fruit juice
| · Carrying out experiments to demonstrate tactic response and to show chemotactic response using fruit juice
|
| · Comprehensive secondary Biology students Bk. 4 page 81-82 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 79-80 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 294-295 | |
3 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Hydrotropism and thigmotropism | By the end of the lesson, the learner should be able to: · Define Hydrotropism and thigmotropism
| · Defining Hydrotropism and thigmotropism juice · Discussion on Hydrotropism and thigmotropism
|
| · Comprehensive secondary Biology students Bk. 4 page 55 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 83 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 301-302 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION | Tactic and tropic responses | By the end of the lesson, the learner should be able to: · State the importance of Tactic and tropic responses
| · Discussion on the importance of Tactic and tropic responses
|
| · Comprehensive secondary Biology students Bk. 4 page 53-55 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 79-80 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 298-302 | ||
4 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION | Plant hormones and their effects on plant growth | By the end of the lesson, the learner should be able to: · Explain the production of Plant hormones and their effects on plants
| · Discussion on production of auxins and their movement and effect on plant
|
| · Comprehensive secondary Biology students Bk. 4 page 55 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 80-83 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 296-301 | |
3-4 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Hydrotropism (practical lesson) | By the end of the lesson, the learner should be able to: · Carry out experiment to investigate hydrotropism · Carry out experiment to investigate etiolation
| · Carrying out experiments to investigate hydrotropism and etiolation
|
| · Comprehensive secondary Biology students Bk. 4 page 83-84 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 77-78 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 300 | ||
5 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Simple reflex action | By the end of the lesson, the learner should be able to: · Demonstrate the knee jerk in a reflex action
| · Demonstrating knee jerk (reflex action) · Discussion on the knee jerk
|
| · Comprehensive secondary Biology students Bk. 4 page 64 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 89-90 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 271-272 | ||
5 | 1 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Answer the questions asked in the test
| · Learner to recall and writes down answers to questions in the test · Teacher to supervise students as they do the test
|
| · Comprehensive secondary Biology students Bk. 4 page 86-87 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 107-109 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 304-308 | |
2-3 | RECEPTION RESPONSE AND CO-ORDINATION | Conditioned reflex actions | By the end of the lesson, the learner should be able to: · Defined Conditioned reflex actions · Describe Conditioned reflex action using parlous dog · Compare simple and conditioned reflex actions
| · Defining Conditioned reflex actions · Describing Conditioned reflex action · Differentiating between simple and conditioned reflex actions
|
| · Comprehensive secondary Biology students Bk. 4 page 64-65 · Teachers bk. 4 pages 24-65 · KLB secondary Biology Students book 4 Page 90 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 274-275 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION IN ANIMALS AND PLANTS | The role of hormones in co-ordination in mammals | By the end of the lesson, the learner should be able to: · Explain the role of endocrine system in a human being · Explain the effect over secretion and under secretion of thyroxin and adrenaline
| · Naming endocrine organs in human beings · Stating the functions of endocrine organs · Discussion on the effect of under secretion and over secretion of thyroxin and adrenaline
|
| · Comprehensive secondary Biology students Bk. 4 page 65-66 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 93-95 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 291-294 | ||
6 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION IN ANIMALS AND PLANTS | The role of hormones in co-ordination in mammals | By the end of the lesson, the learner should be able to: · Isolate and list the similarities and differences between the endocrine and the nervous system
| · Explaining the similarities and differences between the endocrine and the nervous system
| · Chart on the comparison between endocrine and the nervous system
| · Comprehensive secondary Biology students Bk. 4 page 66-67 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 95 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 291-292 | |
3 | RECEPTION RESPONSE AND CO-ORDINATION | Effects of drug abuse on human health | By the end of the lesson, the learner should be able to: · State the effects of drug abuse on human health
| · Defining drugs and drug abuse · Discussion on drugs, drug abuse and effects on human health
| · Chart with table on effects of drug abuse on human health · Photographs of people affected by drug abuse | · Comprehensive secondary Biology students Bk. 4 page 67-68 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 96 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Structure of mammalian eye | By the end of the lesson, the learner should be able to: · Draw and label the mammalian eye · State the functions of the mammalian eye
| · Drawing and labeling the mammalian eye
| · Chart showing the human eye | · Comprehensive secondary Biology students Bk. 4 page 68-69 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 96-97 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 279-281 | ||
7 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Structure of the human eye
| By the end of the lesson, the learner should be able to: · Describe how the structure of the mammalian eye is adapted to its functions
| · Discussion on the adaptations of the various parts of the eye to their functions
| · Chart showing the mammalian eye · Chart with table showing summary of parts, adaptations and functions of the mammalian heart | · Comprehensive secondary Biology students Bk. 4 page 69-72 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 97-98 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 280-281 | |
3-4 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Structure of the mammalian eye
| By the end of the lesson, the learner should be able to: · Dissect and display parts of the mammalian eye
| · Dissecting mammalian eye and identifying the various parts (external and internal)
| · mammalian eye · dissecting tray · gloves | · Comprehensive secondary Biology students Bk. 4 page 69 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 97 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 280 | ||
5 | RECEPTION RESPONSE AND CO-ORDINATION | Image formation in the mammalian eye
| By the end of the lesson, the learner should be able to: · Describe how an image is formed and interpreted in the mammalian eye
| · Describing how an image is formed and interpreted in the mammalian eye
| · Chart on image formation in the retina | · Comprehensive secondary Biology students Bk. 4 page 69 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 100-101 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 280-281 | ||
8 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Accommodation in the mammalian eye
| By the end of the lesson, the learner should be able to:
| · Defining accommodation · Drawing diagrams on accommodation of the far and near objects · Discussion on accommodation
| · Chart on accommodation of distant and nearby objects in the mammalian eye | · Comprehensive secondary Biology students Bk. 4 page 72-73 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 101-102 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 283-285 | |
3 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Common eye defects
| By the end of the lesson, the learner should be able to:
|
| · Chart on defects and their corrections | · Comprehensive secondary Biology students Bk. 4 page 73-75 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 102-104 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 287-288 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Common eye defects
| By the end of the lesson, the learner should be able to:
|
| · Chart on eye defects and their corrections · Pencils · Ruler · Paper · Biro · Window/door frame | · Comprehensive secondary Biology students Bk. 4 page 73-75,84 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 102-104 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 289-286 | ||
9 | 1-2 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Common eye diseases
| By the end of the lesson, the learner should be able to:
|
| · Resource person e.g. eye specialist | · Comprehensive secondary Biology students Bk. 4 page 75-76 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 102-104 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 285-286 | |
3 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Structure of the mammalian ear
| By the end of the lesson, the learner should be able to:
|
| · Chart showing parts of the mammalian ear | · Comprehensive secondary Biology students Bk. 4 page 76-77 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 104-105 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 286 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Structure of the mammalian ear
| By the end of the lesson, the learner should be able to:
|
| · Chart showing parts of the mammalian ear | · Comprehensive secondary Biology students Bk. 4 page 76-78 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 104-105 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 286-287 | ||
10 | 1-2 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Answer the questions asked in the test
| · Learner to recall and writes down answers to questions in the test · Teacher to supervise students as they do the test
|
| · Comprehensive secondary Biology students Bk. 4 page 86-87 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 107-110 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 304-308 | |
3 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | The mechanism of hearing
| By the end of the lesson, the learner should be able to: · Describe the mechanism of hearing | · Discussion on the mechanism of hearing | · Chart showing the mechanism of hearing | · Comprehensive secondary Biology students Bk. 4 page 79-80 · Teachers bk. 4 pages 24-38 · KLB secondary Biology Students book 4 Page 106-107 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 287-289 | ||
4-5 | RECEPTION RESPONSE AND CO-ORDINATION IN PLANTS AND ANIMALS | Common defects of the ear
| By the end of the lesson, the learner should be able to: · Discuss thick ear drum, damaged cochlea, raptured eardrum, fussed ossicles, otitis media, ostosceleross and tinnitus | · Discussion on common ear defects | · Chart showing common defects of the ear · Ear specialist | · Comprehensive secondary Biology students Bk. 4 page 79-80 · Teachers bk. 4 pages 24-80 · KLB secondary Biology Students book 4 Page 107 · KLB teachers book 4 pages 38-58 · Principles of biology vol. 2 pages 289-290 | ||
11-13 | REVISION AND END OF TERM EXAMINATIONS |
BIOLOGY FORM 4 SCHEMES OF WORK – TERM 3 | ||||||||
WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
1 | 1 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Introduction | By the end of the lesson, the learner should be able to: · Define support and movement · Describe the necessity of movement in plants and animals | · Defining support and movement · Describing the necessity of movement in plants and animals |
| · Comprehensive secondary Biology students Bk. 4 page 88-89 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 111-112 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 309 | |
2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | support and movement in plants | By the end of the lesson, the learner should be able to: · Review the tissue distribution in monocotyledonous an dicotyledonous plants | · Reviewing stem sections of monocotyledonous an dicotyledonous plants |
| · Comprehensive secondary Biology students Bk. 4 page 89-90 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 112-114 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 327-328 | ||
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Plants with woody stems and tendrils | By the end of the lesson, the learner should be able to: · Describe support in woody and non-woody stems · Describe the role of tendrils and tender stems in support | · Describing support in woody and non-woody stems · Describing the role of tendrils and tender stems in support |
| · Comprehensive secondary Biology students Bk. 4 page 90-91 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 114-116 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Support and movement in plans (practical lesson) | By the end of the lesson, the learner should be able to: · Observe prepared sections of woody and herbaceous stems · Observe a wilting plant | · Observing prepared sections of woody and herbaceous stems · Observing a wilting plant · Discussion on the observations made |
sections of stems
| · Comprehensive secondary Biology students Bk. 4 page 115-116 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 115-116 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages | ||
2 | 1-2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Types of skeletons | By the end of the lesson, the learner should be able to: · List he types of skeletons · Describe the role of exoskeleton in insects · Describe the role and components of endoskeleton | · Listing the types of skeletons · Describing the role of exoskeleton in insects · Distinguishing between a bone and a cartilage |
| · Comprehensive secondary Biology students Bk. 4 page 92-96 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 116-117 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 310-312 | |
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Supported movement in animals | By the end of the lesson, the learner should be able to: · Describe the role of skeleton in vertebrates · Draw the structure of a finned fish (tilapia) · Calculate the tail power | · Description of skeleton in vertebrate · Drawing of a tilapia fish |
| · Comprehensive secondary Biology students Bk. 4 page 96-97 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 117-118 · KLB teachers book 4 pages 59-68 · Principles of biology vol 2 pages 325-326 | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Locomotion in a finned fish | By the end of the lesson, the learner should be able to: · Explain how locomotion occurs in fish · Name and draw the different fins and state their functions | · Describing external and internal features of the fish to explain how it is adapted to locomotion in water · Observing locomotion of tilapia fish in water |
| · Comprehensive secondary Biology students Bk. 4 page 96-98 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 118 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 325-326 | ||
3 | 1 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Locomotion and support in mammals | By the end of the lesson, the learner should be able to: · Draw the human skeleton and identify the component parts · Identify and draw the skull | · Drawing and labeling the human skeleton · Using model to identify the components of the skeleton |
| · Comprehensive secondary Biology students Bk. 4 page 98-99 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 119-120 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 312-313 | |
2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Axial skeleton | By the end of the lesson, the learner should be able to: · Identify bones of Axial skeleton in the vertebral column · Identify the cervical vertebrae | · Identifying bones of the vertebral columns · Drawing the cervical vertebrae · Relating the structures to their functions |
| · Comprehensive secondary Biology students Bk. 4 page 99-101 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 120-122 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 312-315 | ||
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | thoracic | By the end of the lesson, the learner should be able to: · Identify the structures of the thoracic vertebrae · Relate the structure of the thoracic vertebrae to their functions | · Identifying, drawing and relating the structure of the thoracic vertebrae from goat · Charts showing thoracic vertebrae |
| · Comprehensive secondary Biology students Bk. 4 page 102 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 122 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 315 | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | thoracic | By the end of the lesson, the learner should be able to: · Identify the structures of lumbar, sacral and candal vertebrae · Show how ribs articulate with thoracic vertebrae
| · Drawing and labeling the lumbar sacral and candal vertebrae · Relating the parts of the vertebrae to their functions |
| · Comprehensive secondary Biology students Bk. 4 page 102-103 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 122-124 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 315-317 | ||
4 | 1 | EVALUATION | Continuous assessment test | By the end of the lesson, the learner should be able to: · Answer the questions asked in the test
| · Learner to recall and writes down answers to questions in the test · Teacher to supervise students as they do the test
|
| · Comprehensive secondary Biology students Bk. 4 page 120 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 12131-132 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 328-329 | |
2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Ribs and sternum | By the end of the lesson, the learner should be able to: · Draw and label Ribs and sternum · Relate the structure to their functions
| · Drawing and labeling the Ribs and sternum · Relating the structure to their functions |
| · Comprehensive secondary Biology students Bk. 4 page 104-105 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 120-121 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 315-316 | ||
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Appendicular skeleton | By the end of the lesson, the learner should be able to: · Identify components of Appendicular skeleton · Draw the scapula bone and relate it to its functions
| · Identifying the bones of the Appendicular skeleton · Drawing and labeling scapula and relating the structure to its functions |
| · Comprehensive secondary Biology students Bk. 4 page 105 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 124-125 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 317-320 | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | The fore limbs | By the end of the lesson, the learner should be able to: · Identify the bones of the fore limbs · Draw the structure of the humerus, radius and ulna
| · Identifying drawing and labeling the structure of the humerus, radius and ulna · Discussing the adaptations of these bones to their functions | · humerus, radius and ulna bones · model of human skeleton · charts showing humerus, radius and ulna
| · Comprehensive secondary Biology students Bk. 4 page 105-106 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 125 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 318-320 | ||
5 | 1 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Bones of the hand | By the end of the lesson, the learner should be able to: · Identify the bones of the hands · Draw and label bones of the hand
| · Identifying drawing and labeling the bones of the hands · Relating the structure to their functions | · Bones of the hand · Model of the human skeleton · Chart showing bones of the hand
| · Comprehensive secondary Biology students Bk. 4 page 106 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 126 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 318 | |
2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | The pelvic girdle | By the end of the lesson, the learner should be able to: · Draw the pelvic girdle · Name the bones of The pelvic girdle · Relate the structure to their functions
| · Identifying drawing and labeling the pelvic girdle relating its structure to its functions | · Pelvic girdle bones · Model of the human skeleton · Chart showing the pelvic girdle
| · Comprehensive secondary Biology students Bk. 4 page 107 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 126 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 320 | ||
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | The hind limb | By the end of the lesson, the learner should be able to: · Identify, draw and label the femur, tibia and tibula bones · Relate their structure to their functions
| · Identifying drawing and labeling the bones of the hind limb · Relating the structure to their functions | · Tibia and tibula bone · Femur bone · Model of human skeleton
| · Comprehensive secondary Biology students Bk. 4 page 107-108 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 319,320,321 | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Bones of the foot | By the end of the lesson, the learner should be able to: · Draw and label the bones of the foot · Relate the structure of bones of the foot to their functions
| · drawing, labeling and relating the structure of the foot to its functions | · Model of the human skeleton · Bones of the foot | · Comprehensive secondary Biology students Bk. 4 page 108-109 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 119 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 319 | ||
6 | 1 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | joints | By the end of the lesson, the learner should be able to: · Define a joint · List the three types of joints · Describe the types of joints | · Defining a joint · Identifying the types of joints · Describing the types of joints | · Model of the human skeleton · Chart showing types of joints · Bones showing all types of joints | · Comprehensive secondary Biology students Bk. 4 page 109-112 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 127-128 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 320-321 | |
2 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Joints
| By the end of the lesson, the learner should be able to: · List examples of movable joints, hinge joints and bell and socket joints | · Naming examples of movable joints, hinge joints and bell and socket joints on a model skeleton | · Model of the human skeleton · Chart showing all types of joints
| · Comprehensive secondary Biology students Bk. 4 page 110-112 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 127-128 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 320-321 | ||
3 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | Immovable joints | By the end of the lesson, the learner should be able to: · Define Immovable joints · Name Immovable joints | · Defining and naming Immovable joints | · Model of the human skeleton · Chart showing Immovable joints , gliding joints and skull | · Comprehensive secondary Biology students Bk. 4 page 109-110 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 127-128 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 320-321 | ||
4-5 | SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS | muscles | By the end of the lesson, the learner should be able to: · Define muscles · Explain the differences between the three types of muscles · Identifying biceps and triceps in the arm movement | · Defining muscles · Differentiating between the three types of muscles · Describing the role of Biceps and triceps in movement of the arm | · Chart showing smooth skeletal and cardiac muscles · Chart showing biceps and triceps muscles · Students arm
| · Comprehensive secondary Biology students Bk. 4 page 109-112 · Teachers bk. 4 pages 39-58 · KLB secondary Biology Students book 4 Page 129-131 · KLB teachers book 4 pages 59-68 · Principles of biology vol. 2 pages 321-325 | ||
7-12 | REVISION AND END OF TERM EXAMINATIONS |