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ORAL LITERATURE, POETRY NOTES, QUESTIONS & ANSWERS

October 5, 2025 Maverick John Leave a comment

Section C- QUESTIONS

Read the story given below and answer the questions that follow:-

THE HARE AND THE TORTOISE

The hare was always laughing at the tortoise because he walked so slowly. “Really I don’t know why you bother to go at all,” she sneered. ‘By the time you get there it will all be over-whatever it is.’

The tortoise laughed. “I may be slow.’ He said, ‘but I bet I can get to the end of the field before you can. If you want to race, ill prove it to you.’

Expecting an easy victory the hare agreed and she bounced off as fast as she could go. The tortoise plodded steadily after her.

Now it was in the middle of a very hot sunny day and before long, the hare started to feel a little drowsy. I think ill just take a short nap under this hedge. ‘She said to herself.’ Even if the tortoise passed by ill catch him up in a flash. The hare lay down in the shade and was soon fast a sleep. The tortoise plodded on under the midday sun. Much later, the hare awoke. It was later than she had intended but she looked round confidently ‘No sign of old tortoise, I see, even if I did have rather more than forty winks.’

Away she went, running through the short grass and the growing corn, leaping ditches and brambles with ease. In a very short time she turned the last corner and paused for a moment to look at the place where the rope was to end. There, not a yard from the finishing line was the tortoise, plodding steadily on. One foot after another, nearer and nearer to the end of the race.

With a great bounce the hare streaked forward. It was too late. Though she threw herself panting over the line , the tortoise was there before her.

‘Now do you believe me?’ Asked the tortoise. But the hare was too out of breath to reply.

i) Classify the above narrative
ii) Why did the hare always laugh at tortoise?

iii) Why did the hare feel drowsy?

iv) What made it possible for hare to lose the race?
v) Try to picture yourself as the story teller charged with the responsibility of narrating this

particular story. What story telling devises would you employ?

vi) Why did the tortoise laugh at Hare’s comment?

vii) Describe how tortoise’s own words “…. I may be slow but I bet I can get to the end of the

fields before you can…..”eventually proved to be true.

viii) Mention any two moral lessons you can learn from this story

POETRY

Read the poem below and answer the questions that follow:-

CRAZY PETER PRATTLES

So what is the mountain deal

about the minister’s ailing son

that he makes boiling news?

How come it was not whispered

when Tina’s hospital bed crawled with maggots

and her eyes oozed pus

because the doctors lacked gloves?

What about Kasajja’s only child

who died because the man with the key

to the oxygen room was on leave?

I have seen queues

of emaciated mothers clinging to

babies with translucent skins

faint in line

and the lioness of a nurse

commanding tersely

“Get up or leave the line’

Didn’t I hear it rumoured that

the man with the white mane

and black robes

whose mouth stores the justice of the land

ushered a rape case out of court

because the seven-year-old

failed to testify?

Anyway, I only remember these things

when I drink,

they are indeed tipsy explosion

(Crazy Peter Prattles’ by Susan Nalugwa Kiguli in Echoes Across the Valley: Ed. Arthur I. Luvai and Kwamchetsi Makokha)

(a) What problems are highlighted in the poem about the state of health care?

(b) What is the significance of the rhetorical question in the first stanza?

(d) (i) Identify the problem that the fifth stanza deals with

(ii) How does this connect with the problems in the previous stanzas?

(e) Explain the meaning of the following words as they are used in the poem

(i) Oozed ….

(ii) Emaciated………………..

(iii) Translucent ..

(f) What is the significance of the last stanza?

Read the poem below and answer the questions that follow.

I MET A THIEF

On the beach, on the coast,

Under the idle, whispers coconut towers,

Before the growling, foaming, waves,

I met a thief, who guessed I had

An innocent heart for her to steal.

She took my hand and led me under,

The intimate cashew boughs which shaded

The downy grass and peeping weeds

She jumped and plucked the nuts for me to suck:

She sang and laughed and pressed close

I gazed; her hair was like the wool of a mountain sheep,

Her eyes, a pair of brown –black beans floating in milk.

Juicy and round as plantain shoots

Her legs, arms and neck:

And like wine-gourds her pillowy breasts:

Her throat uttered fresh banana juice:

Matching her face-smooth and banana-ripe.

I touched-but long I even tasted,

My heart had flowed from me into her beast:

And then she went-high and south-

And left my carcass roasting in thee

a) Who is the persona?
b) What is the relevance of the title?
c) Paraphrase the last stanza
d) Identify and explain the significance of the three stylist devices employed in the poem
e) Of what race is the ‘thief’ in the poem?
f) Explain the meaning of the line ‘an innocent heart for her to steal’
g) Identify one economic activity portrayed in the poem

Read the poem below and answer the questions that follow:

THE PROSTITUTE

There I see her coming

With borrowed steps

Like a coward ghost

Out of grass covered graveyard

She comes

Bearing no more

That attractive dames

Cover like soft babes

These

She has exposed

to bitter weather

and lusty eyes.

There I see her coming

like a nestles bird

that enters any nest

for a transient stay

at times

finding snakes

or hostile hawks

There I see her coming

like a black jack

a poisonous pest

that infects the city’s plantation

diseasing the young

and old plant

There I see her

coiling herself around

tourists and bosses

like a parasitic

climbing plant

There I see her coming

from the back door

like a forged coin

that assumes the high value

yet always hounded by spies

I stand to see her

when the forged coin is found

when the immigration birds

are back in their nests

or when the dog

that it constantly feeds on

is washed with DDT

or when the dog is dead

on a tarmac road

and when the stems are cut

in the dry windy season

a) Name FOUR things the person referred to as ‘her’ has been likened to.
b) What is the main theme of the poem? Explain with suitable examples
c) What is the attitude of the poet towards the subject of the poem? Illustrate using words or

phrase from the poem?

d) Identify three stylistic devices used in the poem and show their effectiveness in bringing out

the poet’s message.

(e) Explain the meaning of the last stanza – what mood does it express?

ORAL LITERATURE

Read the passage below and then answer the questions that follow:

THE WICKED CHIEF

There lived once a wicked chief. Nobody liked him, because of his wickedness. He was wicked to old men and women. By pretending to be kind he tried to be popular to young men who lived in that country. When the chief won over young men, they all liked him.

One day, the chief called all the young men and told them, “My friends, don’t you see?” They asked, “What?” you should kill all of them. Everybody should kill his father.”

Ah: (that they should kill their fathers). As a result, everybody whose father was old brought him to be killed. This one went and brought him to be killed. This one went and brought him to be killed, the other went brought his father to be killed. They killed all the old men, leaving one only.

He was a father of a man who said no. “Why should the chief kill all old men and why would I send my father to be killed?” He got down and went to dig a large hole and concealed it nicely. He sent his father there, where he had dug. He fetched wood and put it across and coved it with soil, making a small hole for air to pass through. At that time, they had finished to kill all the old men.

When the chief finished executing them, he then called all the young men. “My friends we have now finished killing all our old men. This is a cow I am giving to you. I am so happy we have got rid of these old men, so go and kill the cow. When you have killed the cow, cut the best part of its meat and bring it to me. If you don’t bring it, you yourself are not safe.”(That is all right) eh;

The young men rushed out and slaughtered the cow, which is the best part of the meat of a cow? They were worried

They went and cut the liver and sent it to him. He asked whether or not that was the best part of the meat. They answered yes. They added part of the bile. He said that wasn’t the best part of the meat and they should go and find it quickly. The people became more worried.

Every night the young man secretly took food to his father. One day he took food to his father, who asked about the news of the town. He said, “My father, now we are suffering. When we killed all the old men, the chief gave us a cow to go and kill. When we killed the cow, he said we must both find the sweetest and the best part of the meat and bring to him, that if we do not bring them, we are not safe ourselves. This is what is worrying us.” The old man laughed, but asked him if he knew the sweetest part of the meat. He said no. He again asked if he did not know the bitterest part. He said no. “Then the sweetest and the bitterest is the tongue. When you go, cut the tongue and sent it to him and say that is the sweetest part of the meat and the bitterest.”

The man rushed home while all the people sat down, undecided about what to do. If something had not happened they might have thrown the whole meat away and run away. When the boy arrived he said, “My friends take the tongue of the cow in.” they cut the tongue for him, and he took it to the chief’s palace.

He went and threw it down and said, “Chief, see the sweetest part of the meat and the bitterest part also.”

The chief sat down quietly and finally said, “You did not kill your father. Speak the truth. You have not killed your father.”

He said, “It is the truth, I didn’t kill him. When all the other men were killing their own fathers I went and hid mine.”

He said, “You are the son of a wise old man. The sweetest and the bitterest part of a meat is the tongue. As for that all these young men are fools. Why should somebody send his father to be killed? But if you want the sweetest part of the meat, find the tongue, were it not for your tongue, you would not have an enemy: it is also because of your tongue that you will not have a friend.”

Classify the above narrative
State any two characteristics of oral narratives present in the narrative above
Identify and discuss any two characteristics traits of the chief and any one character of the young man (who didn’t kill the father)
Explain any moral lesson that can be learned from this narrative
Give one economic activity practices by the community from which this narrative

was taken

Identify any two styles in the oral narrative
Why do you think the chief wanted all the old men to be killed?

Read The Poem Bleow And Answer The Questions Below:

Would you know my name if I saw you in heaven?

Would it be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

Would you hold my hand if I saw you in heaven?

Would you help me stand if I saw you in heaven?

I’ll find my way through night and day, cause I know I can’t just stay here in heaven

Time can bring you down, time can bend your knees

Time can break the heart; have you ‘begging’ “please” ‘begging’ “please”

Beyond the door there’s peace, I’m sure

And I know there will be no more tears in heaven.

Would you know my name if I saw you in heaven?

Would you be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

‘Cause I know I don’t belong here in heaven.

a) What is the subject matter of this poem? Illustrate your answer
b) Identify and illustrate the feature of style evident in stanza three
c) Give and illustrate two examples of the persona’s statements to illustrate his attitude

of admiration

d) What is the implication of rhetorical questions beings set in conditional tenses?
e) What is the personas imagination of life in heaven? f) In note form, give the main item of the last stanza
g) Explain the meaning of the following phrases as used in the poem
i) Hold my hand…… –
ii) Break the heart……

iii) No more tears………

Read the poem below and answer the questions that follow:- *UGU* You see that Benz sitting at the rich’s end?

Ha! That Motoka is Motoka.

It belongs to the minister for fairness

Who yesterday was loaded with doctorate

At Makerere with whisky and I don’t know what

Plus I hear the literate thighs of an undergraduate.

You see those market women gaping their mouths?

The glory of its inside has robbed them of words

I tell you the feathery seats the gold steering

The TV the radio station the gear!

He can converse with all the world presidents

While driving in the back seat with his darly

Between his legs without the driver seeing a thing!

Ha! Ha! Ha!

Look at the driver chasing the children away

They want to see the pistol in the door pocket

Or the button that lets out bullets from the machine

Through the eyes of the car – Sshhhhhhhhh

Lets not talk about it.

But I tell you that Motoka can run

It sails like a lijato, speeds like a swallow

And doesn’t know anyone stupid on its way

The other day I heard

But look at its behind, that mother of twins!

A-ah That Motoka is Motoka.

You just wait, I’ll tell you more

But let me first sell my tomatoes

(By THEOLUZUKA)

(a) Who is the persona?

b) Briefly explain what the poem is all about.
c) Identify any two stylistic devices used in the poem.
d) Explain the character of the market women as portrayed in the poem.
e) Explain the meaning of the following lines as used in the poem.
i) Ha! That Motoka is Motoka.
ii) The glory of its inside has robbed them of the words.

iii) But look at its behind, that mother of twins. *UGU*

f) Describe the tone of the poem and comment on the persona’s attitude towards the

minister for fairness.

g) Identify the economic activity of the people portrayed in this poem.

Read the poem below and then answer the questions that follow:-

AFTER A WAR

The outcome? Conflicting rumours

As to what faction murdered

The one man who, had he survived

Might have ruled us without corruption

Not that it matters now:

We’re busy collecting the dead

Counting them, hard though it is

To be sure what side they were on

What’s left of their bodies and faces

Tells of no need but for burial

And mutilations was practiced

By right, left and centre alike

As for the children and women

Who knows what they wanted

Apart from the usual things?

Food is scarce now, and men are scarce

Whole villages burnt to the ground

New cities in disrepair

The war is over, somebody must have won

Somebody will have won. When peace is declared

(a) According to the poem, what are the consequences of war?

(b) What techniques has the poet employed and what are their effects?

(d) Explain the meaning of the following lines:–

(i) Food is scarce now, men are scarce*KSW*

(ii) Whole villages burnt to the ground

(e) From the poem, why would you say that war is a no win situation?

(f) What’s the mood of the poem?

Read the oral narrative below and answer the questions that follow:

Why Zebra has stripped skin

Long ago, man tamed only the dog. Before he started taming any other animal, it was said that the donkey could also be tamed. This story came from one hunter.

One day while hunting, this hunter killed a large animal, which was too heavy for him to carry along. So, as he wondered how to carry his kill he saw a donkey pass nearby and an idea came to his mind. “Why not place this carcass on the donkey so that it can help me?” he wondered. He did not know what would happen if he tried this because the donkey was also a wild animal. Nevertheless he decided to try.

So he followed the donkey and luring it with sweet words and grass, the donkey allowed him to place his load on its back without resistance. He then led the way until they arrived home. After unloading the donkey, he gave it more grass and some water. It ate and drunk and appeared happy. From that day, the donkey never left the hunter’s homestead; and he gave the donkey food and drink daily. The donkeys multiplied and there were many donkeys in this homestead, all helping the hunter to carry his loads. Soon, the story went round that somebody had tamed a donkey, which he was using as a beast of burden. Villagers came to see for themselves and they were impressed with the way the hunter’s donkeys were working. Having satisfied their curiosity, they also went out into the wild to look for donkeys to tame. The donkey became a famous beast of burden in the whole village and beyond, carrying all the heavy loads that men and women could not even lift with assistance.

As all this was happening, the donkeys which were left in the wild did not know what was going on. They would only see their friends go away with men and women never to return. They came to understand that they had been deserted only after most of their friends had been taken away. The few who were left started to hide deep in the woods to avoid any contact with human beings. But their efforts to hide were all in vain! Human beings had realized that donkeys were very useful animals. So they made every possible effort to catch them even from deep in the forest.

This problem disturbed the wild donkeys. Many of their kind had been captured by human beings. The rumours spreading around were that the captured ones were made to work very hard with only little food, since there was no time to graze, while those left in the wild grazed the whole day and even during the night.

Indeed, this was frightening. The rest of the donkeys decided to act quickly, lest they too be captured. They called a meeting at which they discussed what should be done to stop the movement of donkeys into people’s homes. When the meeting came to a stalemate, one donkey suggested that they should seek help from Hare since he was known to be cunning and clever. All agreed to seek advice from Hare.

The next morning, the donkey representative went to Hare. Hare was only too willing to help. Therefore Hare asked him to tell all his friends to come to his compound early the next morning. They agreed. When they arrived, they found Hare with whitewash in a large bucket and a brush in his hand. They were all at a loss as to know how this whitewash was going to help them. When they enquired, Hare attempted to explain but they could not understand.

So Hare asked one of them to volunteer for a demonstration but none wanted to. Then Hare approached one old donkey and whispered in its ear saying, “Once you have been painted, you will not be a donkey any more and human beings will not take you away.” The old donkey said, “I will volunteer because if the human beings take me and put loads on my back, I will die.” So the Hare quickly started painting stripes of whitewash on this donkey. Soon, the entire body of the donkey was filled with white and grey stripes. When the other donkeys looked at the painted donkey, they admired it and some wanted to be painted. But others came to the painted donkey and it whispered something in their ears. So they rushed and crowded around Hare and although he warned them that they had to be careful with the whitewash, they did not heed his warning. They jostled, pushed, fought and even bit each other in the struggle to be the next one to be painted. It was during this struggle to be painted that one donkey toppled the bucket containing the whitewash, pouring the entire contents on the grass from where it could not be recovered. The donkeys that had been painted remained in the forest because human beings did not capture them for they looked different from the domesticated ones. The striped donkeys changed their name from donkey to Zebra. All the ones that remained unpainted after the whitewash were captured by the human beings and taken to their homes to labour for them up to this day. And there ends my story.

(Adapted from Kenya Oral Literature Narratives, A selection edited by Kavetsa Adagala

and Wanjiku .M. Kabira. East African Educational Publishers.)

. (a) Classify , with reasons, this story

(b) Identify and illustrate the following:-

(i) One economic activity

(ii) One social activity.

(d) What was the agenda of the meeting held by the donkeys?

(e) What is the attitude of the donkeys towards the Hare?

(f) What were the consequences of the donkey’s struggle to be painted?

(g) Apart from personification, what other features of oral narratives have been used in this story

(h) Explain the character of the donkeys in the 2^nd last paragraph

(i) Explain the meaning of the following words and expressions as used in the story

(i) Beast of burden……..

(ii) Demonstration…..

(iii) Toppled…………………..

10. Read the following poem and answer the questions that follow

SYMPTOMS OF LOVE

Love is a universal migraine,

A bright stain on the vision

Blotting out reason.

Symptoms of true love

Are leanness, jealousy,

Laggard dawns;

Are omens and nightmares-

Listening for a knock.

Waiting for a sign:

For a touch of her fingers

In a darkened room,

For a searching look

Take courage, lover!

Could you endure such pain

At any hand but hers?

(Literature: Reading Fiction, Poetry and Drama, McGraw-Hill, 2000)

Questions

a) Identify the persona in the poem (2 mks)
b) What is the persona’s attitude towards love? (Explain) (3 mks)
c) Describe the tone of the poem with evidence from it (3 mks)
d) Identify and explain any three figures of speech used in the poem (6 mks)
e) Describe the mood of the poem citing evidence to support your answer (3 mks)
f) Explain the rhetorical question at the end of the poem (2 mks)
g) Explain the meaning of each of the following expressions as used in the poem
i) Migraine
ii) Laggard dawn’s

iii) Searching look

Read the following oral poem and answer the questions that follow:-

Don’t cry baby

Sleep little baby

Father will nurse you

Sleep baby sleep

Little bird flitting away to the forest so fast

Tell me, little bird, have you seen her

Have you seen my crying baby’s mother?

She went to the river at early dew

A pot upon her head

But down the water floats her pot

And the path from the river is empty

Shall I take him under the palm?

Where the green shade rests at noon?

Oh no, no

For the thorns will prick my baby

Shall I take him under the giant baobab

Where the silk cotton plays with the wing?

Oh no, no

For the termite- eaten bough will break

And crush my little baby

My little sleeping baby

The day is long and the sun grows hot

So, sleep, my little baby, sleep

For mother is gone to a far, far land- Alas!

She is gone beyond the river.

a) Give four features which prove that the above oral poem is a lullaby
b) Identify and illustrate the two speakers in the poem
c) Why is the singer hesitant to take the baby under the shade?
e) Identify and illustrate any two characteristics of oral poems evident in the above poem
f) What is the singer’s attitude towards the baby?
g) Comment on social organization of the people in the community where this song was collected

Read the following oral poem and answer the questions that come after it:

The earth does not get fat,

It makes an end of those who wear the head plumes,

We shall die on the earth

The earth does not get fat. It makes an

end of those who act swiftly as heroes

Shall we die on the earth?

Listen O earth. We shall mourn because of you,

Listen O earth. We shall die on the earth?

The earth does not get fat. It makes an end of chiefs

Shall we all die on the earth?

The earth does not get fat.

It makes an end of the women chiefs

Shall we die on earth?

The earth does not get fat. It makes an end of the royal women

Shall we die on earth?

Listen O earth. We shall mourn because of you.

Listen O earth. We shall die on the earth?

The earth does not get fat. It makes

an end of the beasts.

Shall we die on the earth?

Listen you who are a sleep, who are

left tightly closed in the land.

Listen you who are asleep, who are left tightly closed in the land.

Shall we all sink into the earth?

Listen O earth, the sun is setting tightly.

We shall all enter into the earth

(Source: Akivaga.K and Odaga A.B, Oral Literature: A school certificate course)

a) Classify this song and give reasons for your classification
b) What is the subject matter in this song?
c) Identify and comment on two features of style that are characteristic of songs
d) Describe the attitude of the singer to the subject he/she is singing about
e) What social belief is brought out in this song?
f) Explain the meaning of the following lines :-
i) The earth does not get fat
ii) We shall all enter into the earth iii)…… who are tightly closed in the land.

Read the poem below and then answer the questions that follow

I SHALL RETURN

I shall return, I shall return again

To laugh and love and watch with wonder eyes

At garden noon the forest fires burn,

Wafting their blue black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of bending grasses,

And realize once more my thousand dreams

Of waters rushing down the mountain passes

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of the dim-remembered tunes

I shall return, I shall return again

To ease my mind of long, long years of pain

(Claude McKay)

(a) Explain briefly what the poem is about (3mks)

(b) In NOTE form, identify four things which the persona is longing to return to (4mks)

used in the poem (6mks)

(d) What is the tone of the poem? Illustrate your answer (2mks)

(e) In what kind of environment is the persona living? Explain your answer (2mks)

(f) What specific name is given to the poems with one stanza and fourteen lines as

one above?

(g) What is the name given to the last two lines ending in similar sound? (1mk)

Read the poem below and answer the questions that follow:

POETRY:- OUT CAST

They met by accident So they had to separate

He proposed the idea The boy remains illegitimate.

She gave her consent

All the way to the alter. Last month not long ago

They both took their go

The casualty was male Coincidentally by accident

And his pigment was pale Nothing to inherit.

Unlike his alleged sire

Who was black with Ire The poor boy is hardly ten

And knows no next of kin

The recourse was legitimate He roams the street of town.

He declaimed responsibility Like a wind sown outcast.

So they had to separate

The boy remains illegitimate.

a) Who is the persona in this poem? (2 mks)
b) What is the message in the poem? (4 mks)
c) Comment on any three stylistic device used in the poem. (6 mks)
d) What is the persona’s attitude towards the ”they?” (2 mks)
e) Comment on the last stanza. (3 mks)
Read the poem below and then answer the questions that follow:

The inmates

Huddled together,

Cold biting their bones,

Teeth chattering from the chill,

The air oppressive,

The smell offensive

They sit and they reflect.

The room self-contained,

At the corner the gents’ invites

With the nice fragrance of ammonia,

And fresh human dung,

The fresh inmates sit thoughtfully.

Vermin perform a guard of honour,

Saluting him with a bite here,

And a bite there,

Welcome to the world’ they seem to say.

The steel lock of the door,

The walls insurmountable

And the one torching torturous bulb

Stare vacantly at him.

Slowly he reflects about the consignment

That gave birth to his confinement

Locked in for conduct refinement

The reason they put him in the prison.

The clock ticks

But too slowly

Five years will be a long time

Doomed in the dungeon

In this hell of a cell.

(a) What is the attitude of the speaker towards the fresh inmate? (4mks)

(b) Explain the atmosphere created through description in the poem (4mks)

(d) Identify and explain any three stylistic devices in the poem (6mks)

(e) Explain the mood of the new convict (2mks)

(f) Explain the meaning of the following line:

‘Locked in for conduct refinement (2mks)

Read the following poem and answer the questions that follow: (20mks)

THE FOOLISH OLD MAN

My father began as a god

Full of heroic tales

Of days when he was young

His laws were as immutable

As if brought down from Sinai

which indeed he thought they were.

He fearlessly lifted me to heaven

By a mere swing to his shoulder

And made me a godling

By seating me astride

Our milk cow’s back and too,

Upon the great white gobbler.

of which others went in constant fear.

Strange then how he shrank and shrank

Until by my time of adolescence

He had become a foolish small old man

with silly and outmoded views

of life and morality.

Stranger still

that as I became older

his faults and his intolerances

scatted away into the past

revealing virtues

such as honesty, generosity, integrity.

Strangest of all

how the deeper he recedes into the grave

the more I see myself

as just one more of the little men

who creep through life

no knee – high to this long-dead god.

(Ian Mudie)

(a) Briefly comment on the theme of the poem (4mks)

(b) Comment on the suitability of the tittle of the poem (3mks)

(c)What is the attitude of the persona towards his father? (3mks)

(d) Identify and explain any three stylistic devices used in the poem (6mks)

(e) What do the following groups of people learn from the poem?

(i) Parents. ……………… (ii) Children………

(f) Explain the meaning of the following words as used in the poem. (2mks)

Immutable…………… Outmoded……………………

17 . ORAL LITERATURE

Read the story below and then answer the questions which follow:-

When she is the only one at the foot of the mortar-stones the hen only scratches with one paw. For she has, so she thinks, plenty of time to choose her grains for corn.

Ponda certainly was not the only girl in M’badane, but she had only to appear for the most beautiful, and far from being fastidious and difficult to please as might have been expected, she was only too anxious to find a husband, as she was afraid of growing into an old maid, for she had already turned sixteen. On their side suitors were not lacking: every single day her girl-friends’ brothers and fathers, young men and old men from other villages, sent griots and dialis bearing gifts and fine words to ask her hand in marriage.

If it had only depended on herself Ponda would certainly by now have a baby tied on her back, either good, or bad-tempered and crying. But in the matter of marriage, as in all things a girl must submit to her father’s will. It is her father who must decide whom she is to belong to: a. Prince, a rich dioula or a common badolo who sweats in the field in the sun; it is for her father to say it he wishes to bestow her on a powerful marabout or an insignificant talibe.

Now Mor, the father of Ponda had demanded neither the immense bride-price of a rich man, nor the meager possession of a badolo; still less had he thought of offering his daughter to a marabout or to a marabout’s disciple in order to enlarge his place in paradise. Mor simply told all those who come to ask for his daughter, whether for themselves, for their masters, for their sons or for their brothers:

“I will give Ponda without demanding bride-price or gifts, to the man who will kill an ox and send me the meat by the agency of a hyena; but when it arrives not a single morsel of the animal must be missing.”

That was more difficult than making the round-cared Narr-the-Moor keep a secret. It was more difficult than entrusting a calabash full of honey to a child and expect him not to even dip his little finger in. You might as well try prevent the sun from leaving his home in the morning or retiring to bed to the end of the day. You might as well forbid the thirsty sand to drink the first drop s of the first rains. Entrust meat to Bouki-the-Hyena? You might as well entrust a pot of butter to a burning fire. Entrust meat to Bouk and prevent her from touching it.

But how can you entrust meat; even dried meat to a hyena, and prevent her to touch it? It was an impossible task, so said the griots as they ended their way home to their masters: so said the mothers who had come on their sons’ behalf, so said the old men who had come to ask for the

beautiful Ponda for themselves.

A day’s walk form M’Badane lay the village of N’diour. The inhabitants of N’Diou were by no means ordinary folk’ they were, or so they believed, the only men and the only women since earliest times to have tamed the double hyenas, with whom in fact they lived in perfect peace and good understanding. It is true that the people of N’Diour did their share to maintain these good relations.

Every Friday they killed a bull which they offered to Bouki-the-Hyena and her tribe. Of all the young men of N’Diour, Birane was the best at wrestling as well as working in

the fields, he was also the most handsome. When his griot brought back presents that Mor had refused, and told him the conditions which Ponda’s father had laid down, Birane said to himself:

“I shall be the one to win Ponda for my bed,” He killed an ox, dried the meat, and put it in a goatskin; the skin was enclosed in a coarse cotton bag and the whole thing placed in the middle of ‘a truss straw.

On Friday, when Boruki came with her family to partake of the offering given by the people of N’Diou Birane went to her and said, ‘My griot, who has no more sense than a babe at the breast and who is as stupid as an ox has brought the fine gifts that I sent to Ponda, the daughter of Mor of N’Badane. I am certain that if you, whose wisdom is great and whose tongue is as honey, took this simple truss of straw to N’Badane to the house of Mor you would only need to say, “Birane asks for your daughter, “for him to grant her to you”.

“I have grown old, Birane, and my back is no longer very strong, but N’Bar, the oldest of

my children, is full of vigour and he has inherited a little of my wisdom. He will go to N’Badane

for you, and I am sure that he will acquint himself well of your mission.”

M’Bar set off very early in the morning, the truss of straw on his back. When the dew moistened the truss of straw the pleasant Odour of the meat began to float in the air. M’bar-thehyena stopped, lifted his nose sniffed to the right, sniffed to the left, then resumed his way, a little less hurriedly it seemed. The smell grew stronger, the Hyena stopped again, bared his teeth, thrust his nose to the right, to the left, into the air, then turned round and sniffed to the four winds. He resumed his journey, but now hesitating all the time, as if held back by this penetrating, insistent smell which seemed to come from all directions.

Not being able to resist it any longer, M’Bar left the track that led from N’Diour to N’Badane, made huge circling detours in the veld, ferreting to the right, ferreting to the left continually retracing his steps, and took three whole days instead of one to reach N’Badane.

N’Bar was certainly not in the best of tempers when he entered Mor’s home. He did not wear the pleasant expressions of a messenger who comes to ask a great favour. This smell of meat that impregnated all the grass and all the bushes of the veld and still impregnated the huts of N’Bedane and the courtyard of Mor’s home, had made him forget on the ‘way from N’Diour all the wisdom that Biouki had instilled into him, and stilled the gracious words that one always expects from a petitioner. M’Bar scarcely even unclenched his teeth to say: Assalamou aleyokoum!” and nobody could even hear his greeting; but as he threw down the truss of straw from his back had bent under its weight, he muttered in a voice that was more than disagreeable, ‘Bitane of N”Diour sends you this truss of staw and asks for your daughter. Under the very eyes of M’Bar the Hyena, first astonished, then indignant, then covetous Mor cut the liana ropes that bound the truss of a straw, opened it up and took out the bag of coarse cotton; from the coarse cotton bag of he took out the goat-skin and from the goatskin the pieces of dried meat.

‘Go’, ‘Mor, said to M’Bar-the-hyena, who nearly burst with rage at the sight of all that meat he had unsuspectingly earned for three days, and which was spread out, there without his being able to touch a single bit. (for the folk of N’Badane were not like the inhabitants of N’Diour, and in M’Badane hunting spears were lying all round). ‘Go,’ said Mor, ‘go and tell Birane that I give him my daughter. Tell him that he is not only the most spirited and the strongest of all the young men of N’Diour, but he is also the shrewdest.

He managed to entrust meat to you, hyena, he will be able to keep a sharp watch on his wife and outwit all tricks.’

a) What type of oral narrative is this?
b) State one economic activity of the community from which the story is taken. c) What two aspects of Birane’s character come out in this story? d) What moral lesson do we learn from this narrative?
e) Identify two significant devices used in this narrative and comment on their

effectiveness

f) Identify three aspects of social life in the community from which the oral narrative is set

Read the poem below and answer the questions that follow.

“SYMPATHY”

I know what the caged bird feels, alas !

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of glass;

When the first bird sings and the first bud opens,

And the faint perfume from its petals steals-

I know what the caged bird feels!

I know why the caged bird beats his wing

Till its blood is red on the cruel bans;

For he must fly back for his perch and cling

When he rather would be on the branch a – swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

I know why the caged bird sings, ah me,

When his wing is bruised and his blossom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to Heaven he flings –

I know why the caged bird sings !

(Adapted from the poem by Paul Lawrence Dunbar

In American Negropoetry, edited by Arna Bontemps.

New York: Hill and Wang, 1974)

(a) Explain briefly what the poem is about .

(b) What does the poet focus on in each of the three stanzas? Give your answer in note form.

(d) What can we infer about the persona’s own experiences?

(e). Identify a simile in the first stanza and explain why it is used.

(f). Explain the meaning of the following lines: (i) “And the faint perfume from its petals steals”.

(ii) “And they pulse again with a keener sting “

Teachers' Resources

Microsoft Office Excel Free Computer Studies Notes

October 5, 2025 Maverick John Leave a comment

SPREADSHEETS.

Definition of a Spreadsheet.

A Spreadsheet is a ledger sheet that lets the user enter, edit, and manipulate numerical data.

A Spreadsheet usually consists of a series of rows & columns in which data entries can be made.

Types of Spreadsheets:

There are 2 types of spreadsheets:

Manual spreadsheet:

A Manual spreadsheet is ledger book with many sheets of papers divided into rows and columns for entering/writing data.

The data is entered manually using a pen or pencil.

Electronic Spreadsheet:

A computer program that looks like the manual ledger sheet with rows & columns for entering data that can be manipulated mathematically using of formulae.

Advantages of Electronic Spreadsheets over Manual Worksheets.

An electronic spreadsheet:

Has a large worksheet for data entry & manipulation as compared to manual worksheet.

Has inbuilt formulae called Functions that are non-existent in manual worksheets. These functions enable the user to quickly manipulate mathematical data.

Uses the power of the computer to quickly carry out operations.

Has better formatting & editing qualities than the manual worksheet.

Utilizes the large storage space available on computer storage devices to save & retrieve documents.

Can easily be modified in its form, while a manual spreadsheet involves a lot of manual calculations & are very difficult to amend.

The user can very quickly & efficiently perform complicated computations using the information stored in an electronic spreadsheet.

It is accurate in its calculations & allows automatic recalculation on formulae.

I.e., when one value/figure is changed, the result of the formula is automatically adjusted by the computer so as to correspond with the different input. For a manual spreadsheet, changing one value means rubbing the result & writing the correct one again.

It offers graphical representation of data leading to comprehensive decisions.

Replaces the pencil & paper approach of the manual operations of the worksheet.

I.e., it enables the user to produce neat work because; all the work is edited on the screen and a final copy is printed. With a manual spreadsheet, neatness & legibility of the work depends on the writer’s hand-writing skills.

It improves on the capabilities & speed of the Calculator.

Examples of the commonly used Spreadsheet packages

VisiCalc – this was the 1^st type of spreadsheet to be developed for PCs.
Lotus 123 – this is an integrated software with spreadsheet module, graphs, and database.
Microsoft Excel.
Corel Quattro-Pro
Microsoft Works Excel
Super calculators.
Vp-Planner.

Review Questions.

Define a Spreadsheet.
Differentiate between the traditional analysis ledger sheet and an electronic spreadsheet.
Name three commonly spreadsheet packages.

COMPONENTS OF A SPREADSHEET

A spreadsheet has 3 main components, namely;

Graphs / Charts.

Workbook:

When working in any spreadsheet program, you use workbook files to hold your information.

A Workbook is a file in a spreadsheet package that contains one or more worksheets. The worksheets are made up of rows & columns in which you work and store your data.

A Workbook allows the user to organize various kinds of related information in a single file.

Database:

Spreadsheet programs such as Excel have special features, which can be used to manage data values entered in the cells of the spreadsheet.

These features, which are found on the Data menu, were incorporated in Excel but they belong to Database Management System software.

Examples of such features include: Filtering of records, use of Forms, calculating of Subtotals, data validation, Pivot tables and Pivot chart reports.

Example:

If related data values are entered on the same row, they form a Record. Hence, a worksheet can be manipulated as a database that has data records entered in it.

Graphs/Charts:

A Chart is a graphical/pictorial representation of data in a worksheet. Charts are used to summarize data in a worksheet in a pictorial form.

They enable the users to present complex data elements from a worksheet in a simple format that they can understand.

Charts make it easy for users to see comparisons, patterns, and trends in data, e.g., instead of having to analyse several columns of a worksheet, one can see at a glance whether sales are falling or rising.

Examples of charts are: Pie charts, Line graphs, Bar charts, Histograms, Column charts, etc.

Review Questions.

Name and describe the three components of a spreadsheet.
Explain the following terms as used in spreadsheets.

Application areas of spreadsheets (Areas where Spreadsheets are used)

Spreadsheets provide an easy & streamlined means of financial management. They are mostly used by Accountants to record their daily transactions & also keep financial records.

For example; a spreadsheet can be used to do the following:

Record sales & purchases.
Calculate profits.
Produce Invoices, and also compile financial statements.
Prepare budgets.

Assist the management of an organization to monitor the current state of payments from customers in relation to goods delivered.

Detect aged debtors (i.e., those people who have owed you money for more than the period allowed in your terms of business.

Track the value of assets over time (i.e., Appreciation and Depreciation).

Note. Most spreadsheet programs come with inbuilt functions such as SUM, AVERAGE, PRODUCT, etc, which enable the Accountant to carry out his/her daily accounting tasks easily.

Data management.

A spreadsheet enables information to be produced easily and kept up-to-date.

For example;

It enables the user to create, edit, save, retrieve and print worksheet data & records.
It enables data to be arranged neatly in tabular structure.
Related data can be typed on the same worksheet. If the data is on different worksheets, the worksheets can be linked so that the data can be accessed easily.

Some of the data management functions include:

Sorting (i.e., arranging worksheet records in a particular order so as to easily access the data items).

Filtering (i.e., displaying only the records that meet a given condition).
Use of Forms to enter & view records.
Use of Total/Subtotal

Scientific Applications.

Spreadsheet programs can be used by Scientists & Researchers to compile & analyse their results.

Statistical analysis / Mathematical operations.

Spreadsheets provide a set of data analysis tools that can be used to develop complex statistical analyses. In addition, some of the tools generate charts.

Examples of statistical functions include:

AVERAGE – used to calculate the mean of a set of values.
MEDIAN – used to give the value in the middle of a set of values.

Such mathematical operations can be used by:

Teachers to compile their students’ marks and produce results.

Clerks & Secretaries to enable them easily create tables of figures and manipulate them quickly as required.

Forecasting (What if analysis).

The automatic recalculation feature makes it possible to use the “What if” analysis technique.

What if analysis is a feature in a spreadsheet that is used to find out the effect of changing certain values in a worksheet on other cells.

It involves changing the value of one of the arguments in a formula in order to see the difference the change would make on the result of the calculation.

This method can be used for financial forecasting, budgeting, cost analysis, etc.

Review Questions.

Explain five application areas where spreadsheet software can be used.
Explain the concept of “What if” analysis.

Common features of Electronic spreadsheets.

The following are the typical facilities provided by electronic spreadsheets:

Have the ability to create, edit, save & retrieve worksheets.

Have inbuilt functions & formulae which can be used to perform calculations.

Allows Automatic recalculation, i.e., when you change one value, the rest of the values in the spreadsheet are automatically recalculated by the computer to correspond with the different input. This enables you to play “what if” games with your system.

Have the ability to Sort and filter data (i.e., arrange data in a predefined order).

Have a Data validation facility, which ensures that the correct data is entered into the Spreadsheet.

Have a Chart facility that can be used to draw line graphs, Bar charts, histograms, etc.

Have the ability to format data (both text & numeric data) using predefined formats.

Some Spreadsheets have a SOLVER facility that is used to uncover the best uses of scarce resources so that desired goals can be achieved.

Have the ability to adjust Column widths & Row heights automatically.

Have the ability to hide and unhide rows & columns, and also freeze panes.

They enable printing of worksheets within the shortest time possible.

They have pre-designed Templates for automating tasks.

A Template is a document that acts as a blueprint or outline for other documents of the same type. It contains the standard text, graphics & formatting that will be used in all documents of this type.

This means that, all formulas and formatting for similar workbooks such as Invoices can be saved as templates and then be used to automate the task without having to create the workbook again.

Have the ability to summarize data using Consolidation and Pivot tables.

Consolidation allows the merging of several worksheets into a summary sheet, while still keeping the original worksheets intact. Consolidation adds together cells with the same co-ordinates in the various worksheets.

Pivot tables can be used to cross-tabulate large amounts of data.

Differences between an Electronic Spreadsheet and a Calculator

An electronic spreadsheet: –

Has more memory than calculator.
Is able to perform complex logical operations, but a calculator cannot.
Uses the large storage capacity of the computer that a calculator does not have.
Has a large working area that a calculator does not have.

Review Questions.

Describe any five features of a spreadsheet program.
State five features of spreadsheets that are useful in financial modelling.
How does a spreadsheet differ from a Calculator?

MICROSOFT EXCEL

This is a Spreadsheet program that enables users to create electronic worksheets that can be used to perform simple & complex calculations using a computer.

Ms-Excel has inbuilt functions that are used as shortcuts for performing mathematical, financial and statistical calculations.

Starting Microsoft Excel.

Click Start, point to Programs, then click Microsoft Excel.

–OR–

Click the Microsoft Excel icon, if it is displayed on the desktop.

WORKSHEET LAYOUT (Features/ Parts/ Elements of the Ms-Excel Screen).

At the top of the window,
- Title bar. It has the System /Control menu button on the left & the Resizing buttons on the right.
- Menu bar.
- Toolbars, e.g., Standard & Formatting toolbars. They contain the Toolbar buttons.
- Name box – displays the active cell, e.g., A1.
- Formula bar: A bar at the top of the Ms-Excel window that is used to enter or edit values or formulas in cells or charts. It also displays the constant value or formula stored in the active cell.

To display or hide the formula bar, click Formula bar on the View menu.

Column Identifiers (or Column headers) – Letters that identify the columns.
Row Identifiers (or Row headers) – numbers that identify the rows.

A Worksheet has a total of 256 columns & 65,536 rows.

Active (Current) cell – the cell in which the selection box (Cell pointer) is placed.
Cell Pointer.
Gridlines – the thin lines that indicate the cell boundaries in a worksheet.

At the bottom of the window,
- Status bar – displays different indicators about the current working environment.

To display or hide the Status bar, click Status bar on the View menu.

Sheet tabs – these are names of the sheets that appear at the bottom of the workbook window.
Tab scrolling buttons – They enable the user to select and use a different sheet.

Scroll bar, scroll box & the scroll arrows.

Scroll bars are the shaded bars along the right side and bottom of a window. To scroll to another part of the file, click the arrows in the scroll bar or drag the scroll box.

THE WORKSHEET:

This is the primary document in a Spreadsheet program that is used to store & work with data.

A Worksheet is a tool that is used for maintaining numeric data in a tabular form, simplifying numerous calculations and presenting numerical data graphically.

A worksheet is basically a page stored in a workbook, and acts as the working area.

A Worksheet consists of cells that are organized into columns & rows in which data entries are made.

Columns: – These are fields that make up the worksheet of a Spreadsheet. A Column is a vertical arrangement of cells.

Rows: – These are records that form a worksheet. A Row is usually a horizontal arrangement of cells.

Cell:

A box formed when a row & a column intersect in a worksheet or a table, where the data is entered.

A cell is referred to or identified by use of the column letter heading & the row number heading (e.g., A1 refers to the first cell).

A Worksheet can be used in:

A Company Sales Report to show the sales for each item over the year.
An Employees’ Payroll to calculate the employee’s salaries for each month.
A Students Progress record to store information on student’s marks and monitor their progress.
Personal Expenses to maintain a budget of your monthly expenses.
Mortgage Repayment Calculations to calculate the monthly repayment amount on a mortgage loan.

To Insert a single new worksheet.

On the Insert menu, click Worksheet.

Selecting worksheets.

To select Do this

A single sheet Click the tab for the sheet.

Two or more adjacent sheets Click the tab for the first sheet, hold down the SHIFT key, then click the tab for the last sheet.

When you select a sheet, the color of its tab will change to white.

Two or more nonadjacent sheets Click the tab for the first sheet, hold down CTRL key, then click the tabs for the other sheets.

All sheets in a workbook Right-click a sheet tab, then click Select All Sheets on the shortcut menu.

Note. To deselect the sheets, click inside any of the worksheets.

To Rename a worksheet (Giving meaningful names to sheets).

Click the tab for the sheet you want to rename.
On the Format menu, point to Sheet, then click Rename.

The current name for that sheet will be selected.

Press Backspace or Delete, type a new name, then press ENTER.

To Delete worksheets.

Select the worksheet(s) you want to delete.
On the Edit menu, click Delete Sheet.

To Hide a worksheet.

Select the sheet(s) you want to hide.
On the Format menu, point to Sheet, then click Hide.

To Display a hidden worksheet.

On the Format menu, point to Sheet, then click Unhide.
In the Unhide sheet box, double-click the name of the hidden sheet you want to display.

Ms-Excel add-ins – Components that can be installed on your computer to add commands and functions to Excel. These add-in programs are specific to Excel.

CREATING A NEW WORKBOOK.

To create a new, blank workbook.

On the File menu, click New, then click Blank Workbook on the New Workbook task pane.

To create a new workbook based on the default workbook template.

Click on the New workbook icon on the Standard

TYPES OF DATA IN SPREADSHHETS.

Labels (Text).

Labels are texts consisting of alphanumeric characters that can be entered into a cell.

E.g., Item codes such as Salary, Names such as John.

Labels are made up of alphanumeric character strings.

In Excel, Text is any combination of numbers, spaces, & nonnumeric characters.

E.g., 10A19, 27AXY, 12-976, 208 4675.

Values (Numbers).

Values consist of numerals & mathematical formulas entered into a cell.

In Excel, a number can contain only the following characters: digits 0 to 9 + – ( ) / $ %.

Formulas.

A Formula is a sequence of values, cell references, functions & arithmetic operators whose calculation results to a numeric value.

It is an equation that performs operations on worksheet data.

Formulas can perform mathematical operations such as addition, subtraction, division and multiplication.

A Formula is used to tell Ms-Excel how you want a particular value to be computed.

Functions.

It is a special command, which you can type into your formula to perform arithmetic operations.

It is an inbuilt equation that is used for calculations.

A Function is a short predefined (inbuilt) formula used to perform a given specific task.

Functions can be used to perform both simple and complex calculations.

EDITING CELL CONTENTS.

Double-click on the cell that contains the data you want to edit.

–Or–

Click in the cell, then press F2.

Edit (make changes to) the cell contents.

E.g., if you had left out a character, use the Left or Right Arrow key to move the insertion point to the position of the correction, then type the character. If you had typed wrong characters, use the Backspace or Delete to erase them.

To enter your changes to the active cell, press ENTER, then use the Arrow keys to move to another cell.

SAVING WORKBOOKS.

Purpose.

√ In order to use the worksheet at a later time.

√ If the saving is done periodically, say every 1 minute, it helps prevent data loss in case of power failure.

When you save a workbook for the first time, you assign a file name and indicate where you want to store the file on your computer’s hard disk or in another location. Each time you subsequently save the workbook, Ms-Excel updates the workbook file with your latest changes.

To save a new, unnamed workbook.

Click the Save button on the Standard

–OR–

On the File menu, choose Save (or press CTRL+S) to display the Save As dialog box.

In the File name box, enter a name for the worksheet.
In the Save in list, select the drive and/or folder where you want the worksheet to be saved.
Click the Save button.

To save a copy of a workbook (or save a workbook with a new name).

Open the workbook you want to make a copy of.
On the File menu, click Save As….
In the File name box, enter a new name for the file.

To save the copy in a different folder or drive, click a different location in the Save in list.

Click the Save button.

To save workbooks automatically as you work.

On the Tools menu, click Options, click the Save tab, then select the Save AutoRecover info every
In the minutes box, enter the interval for how often you want to save files.

OPENING A SAVED WORKSHEET.

Purpose.

You can open a saved worksheet (i.e., a worksheet stored on the hard disk of the computer or on a floppy disk) in order to:

√ Continue working on it, if it was saved before completion.

√ View the data it contains.

√ Update it, if the data it contains represents information that changes periodically. For example, A Weekly report.

Choose Open on the File menu,

–OR–

Click the Open button on the Standard toolbar (or press CTRL+O) to display the Open dialog box.

In the Look in drop down list, click the drive or folder that contains the file you want to open.
In the folder list, locate and open the folder that contains the file.
Double-click the file you want to open (or click the file, and then click the Open button).

Note. To open a recently opened file, select it from the bottom of the File menu.

Exiting / Quitting Ms-Excel.

Purpose.

√ You exit from Ms-Excel when you have finished working with it.

On the File menu, click

–OR–

Press ALT+F4),

–OR–

Click the Close button on the top right hand corner of the Title bar of the Ms-Excel window.

If the workbook was not saved before or the changes made to the open workbook are not saved, Ms-Excel will give you an option to save those changes by displaying the Save As dialog box. Choose Yes to save the changes, or No to discard the changes.

SELECTING DATA IN CELLS, ROWS OR COLUMNS.

To select Do this:

A single cell Click the cell, or press the Arrow keys to move to the cell.

Text in a cell Double-click in the cell (or click in the cell, press F2 to display the Insertion point), then select the text in the cell.

A range of cells 1. Click the first cell of the range, hold down the left mouse

button, then drag to the last cell in the range.

-OR-

Click the first cell in the range, hold down SHIFT key, then click the last cell in the range.

-OR-

Click the first cell in the range, hold down SHIFT key, then use the Arrow keys to extend the selection.

All cells on a worksheet Press CTRL+A (or on the Edit menu, click Select All).

Nonadjacent cells or cell ranges Select the first cell or range of cells, hold down CTRL & select the other cells or ranges.

An entire row or column Click the row or column heading.

Adjacent rows or columns Drag across the row or column headings.

–OR–

Select the first row or column, hold down SHIFT key, then select the last row or column.

Nonadjacent rows or columns Select the first row or column, hold down CTRL & select the other rows or columns.

Note. To cancel a selection of cells, click any cell on the worksheet.

A Range is any group of cells in a worksheet. The cells in a range can be adjacent or nonadjacent.

Clearing cell contents.

Clearing cells removes the cell contents (formulas and data), or formats (such as number formats, and borders), but leaves the blank cells on the worksheet.

Select the cells, rows, or columns you want to clear.
On the Edit menu, point to Clear, then click Formats or Contents.

Clicking All, will clear formats and contents, and also remove any cell comments and data validation.

Note. If you click a cell and then press the DELETE key, Ms-Excel will remove the cell contents but does not remove comments or cell formats.

Inserting blank cells, rows, or columns.

Purpose.

You can insert a row or column, to make room for additional information in the worksheet. This may be necessary when some extra information, which was not expected earlier, needs to be included.

To Insert new blank cells.

Select a range of existing cells where you want to insert the new blank cells. Select the same number of cells as you want to insert.
On the Insert menu, click
In the Insert dialog box, click Shift cells right, Shift cells down, Entire row, or Entire column.

To Insert Rows.

To insert a single row, select a row (or click a cell in the row) immediately below where you want the new row to appear.

For example, to insert a new row above row 5, click a cell in row 5. To insert multiple rows, select the same no. of rows as you want to insert.

On the Insert menu, click

To Insert Columns.

To insert a single column, select a column (or click a cell in the column) immediately to the right of where you want the new column to appear.

For example, to insert a new column to the left of column B, click a cell in column B. To insert multiple columns, select the same no. of columns as you want to insert.

On the Insert menu, click

Deleting cells, rows, or columns

Deleting removes the cells from the worksheet and shifts the surrounding cells to fill the space.

Select the cells, rows, or columns you want to delete.
On the Edit menu, click Delete.
If you are deleting cells, the Delete Cells dialog box appears. Click Shift cells left, Shift cells up, Entire row, or Entire column.

Exercise (a).

How many columns are there in an Excel worksheet?
Identify and explain the FOUR types of data in Spreadsheets.
Explain how you would do the following operations on a Worksheet in Microsoft Excel.
- Rename a worksheet.
- Delete a worksheet.
- Insert a single new worksheet.
- Move from one worksheet to another.
- Select a cell.
- Select a range of cells.
- Select nonadjacent cells or cell ranges.
- Select everything in a worksheet.
Define the following terms as used in Spreadsheets: (6 marks)
What is the difference between Clearing cells and Deleting cells?

Exercise (b).

What is the meaning of each of the following concepts?
Distinguish between Labels and Formulae with respect to Spreadsheets.

Exercise (c).

List FOUR types of information that can be entered into a cell. (4 marks).
Explain THREE cell data types in spreadsheet. (6 marks).

POSITIONING (ALIGNING) DATA IN A CELL.

Purpose.

Adjusting the alignment of the cell contents, helps to distinguish different types of information in cells.

Usually when you enter text data into a worksheet, it is normally aligned to the left in a cell, while numbers, dates & times are aligned to the right.

To center the data, or align data to the left or right in a cell.

Select the cells with the data you want to reposition.
On the Formatting toolbar, click the appropriate alignment button.

Click the Align Left button – to align text to the left of the cell.
Click the Center button – to center text in the cell.
Click the Align Right button – to align text to the right.

Merging cells across columns.

You can easily merge headings across the top of a range of cells. When you merge cells, the selected cells are combined into one cell. This spreads the content of one cell over many cells.

Copy the data you want into the upper-leftmost cell within the range.
Select the cells you want to merge.

Warning. Excel places only the data in the upper-leftmost cell of the selected range into the resulting merged cell. If there is data in other cells, the data is deleted when you merge the cells.

To merge cells in a row or column and center the cell contents, click the Merge and Center button on the Formatting toolbar,

–Or–

On the Format menu, click Cells, click the Alignment tab, then select the Merge cells checkbox.

This will combine the cells and center the heading in the new, wider cell.

HIDING ROWS OR COLUMNS.

Purpose.

√ Hiding rows or columns prevents the display and printing of data held in particular rows or columns. For instance, when your rows or columns contain confidential formulas not necessary in the printed report.

Select the rows or columns you want to hide.
On the Format menu, point to Row or Column, then click Hide.

The selected rows or columns including their headings will not be visible.

To display a hidden row or column.

To display hidden rows, select the row below and the row above the hidden rows.

To display hidden columns, select the column to the left and the column to the right of the hidden columns. For example, to redisplay hidden column C, select column B & column D.

If you want to redisplay noncontiguous columns, say, column C, D & F, select all the columns from B through G, i.e. columns B, E & G.

On the Format menu, point to Row or Column, then click Unhide.

Tip. If the first row or column of a worksheet is hidden, to display it;

Click Go To on the Edit
In the Reference box, type A1, and click OK.
On the Format menu, point to Row or Column, then click Unhide.

APPLYING BORDERS, SHADINGS & PATTERNS TO A WORKSHEET.

You can apply borders to cells, shade cells with a background color, or shade cells with a color pattern in order:

Purpose.

√ To distinguish between different types of information in a worksheet.

√ To make the worksheet more appealing to the eye.

√ To draw attention to important data in the worksheet.

To Apply a Border to cells.

Select the range of cells that you want to put a border around.
On the Format menu, select In the resulting dialog box, click on the Border tab.
Under the Presets section, select the Border style you want, e.g. Outline or Inside borders or both.
To change the line style for the border, click a style in the Style list, and then click a button to indicate the border placement.

You can specify the colour of the lines from the Color drop-down list.

Click the OK button when you are done.

To Apply or Remove cell Shadings.

Select the cells you want to apply shading to or remove shading from.
On the Format menu, click Cells, then click the Patterns
In the Cell shading box, click the color you want to shade the cells with.
To include a background color with the pattern, click the arrow next to the Pattern box, then click the pattern style and color you want.
Click the OK

The borders, shades and patterns that you have specified all apply to the range you had selected.

FORMATTING NUMBERS IN A WORKSHEET.

Purpose.

Formatting of numbers in a worksheet can make your worksheet much more presentable.

For example,

√ Long numbers without commas are difficult to read.

√ Too many uneven decimal places in a worksheet make it difficult to compare figures.

√ A worksheet that has some figures with six decimal places, others with commas and others with no decimal places has an untidy appearance.

To Add or Remove the Thousands separator in a number.

Method 1.

Select the range of cells containing the numbers whose format you want to change.
Click the Comma Style (,) button on the Formatting

Method 2.

On the Format menu, click Cells, then click the Number
In the Category list, click Number.
Select or clear the Use 1000 separator (,)

All numbers in the selected range will be displayed with commas separating the thousands and with two decimal points, e.g., 7,375.00

To Change the no. of Decimal places displayed in a number.

Method 1.

Select the range of cells whose decimal places you want to change.
To display more digits after the decimal point (to increase the no. of decimal places), click the Increase Decimal button on the Formatting

To display fewer digits after the decimal point (to decrease the no. of decimal places), click the Decrease Decimal button.

Method 2:

On the Format menu, click Cells, then click the Number
In the Category list, click Currency, Accounting, Percentage, or Scientific.
In the Decimal places box, enter the number of decimal places you want to display.

If you want to change the currency symbol, click the symbol you want to use in the Symbol list.

To Display numbers as Percentages or Fractions.

Method 1.

To quickly display nos. as percentages of 100, click the Percent Style (%) button on the Formatting toolbar.

Method 2.

Select the range cells you want to format as percentages.
On the Format menu, click Cells, then click the Number

To display nos. as percentages, click Percentage in the Category In the Decimal places box, enter the number of decimal places you want to display.

To display nos. as fractions, click Fraction in the Category list, then click the type of fraction you want to use.

To Add or Remove a Currency symbol.

Method 1.

Select the range of cells you want to format as currency.
Click the Currency Style ($) button on the Formatting

Method 2.

On the Format menu, click Cells, then click the Number
In the Category list, click Currency.
In the Symbol list, select the currency symbol that you want.

To remove a currency symbol, click None in the Symbol list.

To Display minus signs on negative numbers.

Select the cells you want to change.
On the Format menu, click Cells, then click the Number

For simple numbers, click Number in the Category list.

For currency, click Currency in the Category list.

In the Negative numbers box, select the display style for negative numbers.

To Reset a number format.

Select the cells you want to reset to the default number format.
On the Format menu, click Cells, then click the Number
In the Category list, click General.

Exercise.

Explain step-by-step how you would perform the following operations on a worksheet in Microsoft Excel.
- Enter data into a worksheet cell.
- Edit cell contents.
- Make text in a cell Bold, Italic and double-underlined.
- Adjust a column width to accommodate the longest cell entry in a range of cells.
Explain what are Label prefixes in spreadsheets. (10 Mk)
A worksheet table has columns A through N. The Chief Accountant doesn’t require the information contained in columns E, F and G. Give a step-by-step procedure on how to make sure that only the columns with the required information are printed.
You have the number 435273.7865 in a cell. How will it look if you format the cell as commas and 2 decimal places?

FINDING RECORDS.

Purpose.

Suppose you wanted to view records that meet given conditions, you would have to sort the table according to the conditions so as to find out where those records appear in the list. Such conditions are referred to as ‘Criteria’.

However, this method will require you to sort the table whenever you want to find something different.

Ms-Excel offers an easier solution to this through the Filter command on the Data menu.

Click on any cell in the table that contains the records you want to search for.
On the Data menu, choose Filter, then select AutoFilter from the submenu.

A downward arrow appears on the right of each field name.

Click the down arrow on a column to display the conditions that can be set. Select a condition (Criteria) from that list.

Note. If the criteria you want is not in the list or if you want to enter two conditions, then perform the following steps:

Select the column / field to search by clicking on the down arrow to the right of the field name.

The Custom AutoFilter dialog box appears.

In the Show rows where: box, select the conditions to use by clicking on the down arrow. The list includes ‘is greater than’; ‘is less than’, etc.
Enter the Value to compare the contents of the field width. You could type or select it from a drop down list of values available in the database.

Click the OK button to complete the task.

Note. To redisplay the records, click on the down arrow to the right of the field name that you had selected, and select the option All.

Example:

	A	B	C	D
1	Date	Person	Item	Amount
2	26-Jan-97	Morris	Bar	95
3	28-Mar-97	Albert	Take Away	136
4	28-Jan-97	Anne	Lunch	53
5	09-Mar-97	Susan	Breakfast	112
6	12-Jun-97	Jane	Snacks	56
7	12-Apr-97	Richard	Snacks	118
8	15-Mar-97	Peter	Bar	114
9	25-Mar-97	Mike	Take Away	80
10	01-Mar-97	James	Bar	167
11	09-Jun-97	Morris	Take Away	71
12	16-Jun-97	Susan	Lunch	80

Suppose you want to view all the sales that exceed 100 Shillings but are below 150 shillings from a week’s list of sales records.

The field to use for the search would be Amount. So, click on the down arrow on the right of the Amount field.
The Operator would be is greater than, and the value would be 100.
Enter the second criteria, as Amount is less than 150, then click the OK
All the records whose amount is between 100 and 150 will be displayed (Only the records matching the criteria are displayed).

	A	B	C	D
1	Date	Person	Item	Amount
3	28-Mar-97	Albert	Take Away	136
5	09-Mar-97	Susan	Breakfast	112
7	12-Apr-97	Richard	Snacks	118
8	15-Mar-97	Peter	Bar	114
10	01-Mar-97	James	Bar	167

PIVOT TABLES.

Purpose.

A Pivot table helps us to summarize and analyze large amounts of existing data, from a list or table, using the format and calculation methods of your choice.

Suppose we wanted the daily totals for each of the sales persons along with the total sale for each day: A PivotTable can help us get that kind of information much more easily.

Select any cell in the list or table you want to summarize.
On the Data menu, select PivotTable and PivotChart Report…
This will activate Step 1 of the PivotTable Wizard. In this step, select the source of data Ms-Excel will use to create the Pivot Table. From the choices given, select Microsoft Excel list or Database.

Click on the Next button.

Step 2 of the Wizard shows you the range containing the list of data detected around the position of your cell pointer of Step 1. If necessary, change the range.

Click on the Next button.

Click the Layout… button to specify how you want the PivotTable to appear.
On the right hand side of the PivotTable and PivotChart Wizard – Layout dialog box, the Pivot Wizard shows the column titles (field names) found in your list.
- Drag the field name whose contents you want to summarize downward to the area marked ROW.
- Drag the field name whose contents you want to summarize across the PivotTable to the area marked COLUMN.
- Drag the field name that contains the data to be summarized into the area marked DATA.
Step 3 of 3 will be displayed again allowing you to specify a convenient location for the PivotTable. The PivotTable may be positioned either as a new worksheet or on the existing worksheet.

If you select Existing worksheet in this dialog box, then you must specify the cell where the top left corner of the PivotTable will be positioned.

To specify a name for the PivotTable, click on the Options
Click on the Finish Ms-Excel places the Pivot Table in the location you specified.

Refreshing Records in the PivotTable.

Select a cell in the PivotTable.
On the PivotTable toolbar, click on the Refresh Data

Note. To refresh the PivotTable whenever you open the workbook, click Options on the PivotTable menu of the PivotTable toolbar. Under Data source options, select the Refresh on open checkbox.

CELL REFERENCES (Cell Addresses).

A Cell reference is the identity of a cell in a worksheet.

A Reference identifies a cell or a range of cells on a worksheet and tells Ms-Excel where to look for the values or data you want to use in a formula.

Examples of Cell references.

Single cell reference.
Mixed cell reference.
Label cell reference.
Relative cell reference.
Absolute cell reference.

REFERENCING OF CELLS.

A cell is identified by use of the Column letter heading & the Row number heading.

To refer to a cell, enter the column letter followed by the row number. For example, B2 refers to the cell at the intersection of column B & row 2.

Examples of cell references.

To refer to Type

The cell in column A & row 10 A10

The range of cells in column A & rows 10 to 20 A10:A20

The range of cells in row 15 & columns B to E B15:E15

All cells in row 5 5:5

All cells in rows 5 to 10 5:10

All cells in column H H:H

All cells in columns H to J H:J

The range of cells in columns A to E & rows 10 to 20 A10:E20

PERFORMING CALCULATIONS IN MS-EXCEL.

USING WORKSHEET FUNCTIONS.

A Function is a special command, which you can type into a formula to perform arithmetic operations.

A Worksheet function is a special inbuilt formula that performs an operation on the values that you provide.

It is an inbuilt equation that is used for calculation.

A function performs operations or calculations using specific values, called arguments. The arguments can be either cell references or values or both.

Categories of Functions in Ms-Excel.

Functions are grouped into broad categories by some common features particular to the function.

Financial functions.

Analyze investments and securities; determine depreciation, calculate cash flows and loans, e.g. the PMT function.

Date & Time functions.

Calculate values that represent dates and times.

E.g., the TODAY function is used to return the current date according to the computer’s internal clock.

Math & Trigonometry functions.

Can be used to perform simple mathematical operations, such as calculating Square roots (SQRT), rounding a number (ROUND), calculating the total value for a range of cells (SUM), etc.

They are also used to replace complex trigonometric calculations like Sine (SIN), Cosine (COS), etc.

E.g., ABS – gives the Absolute value of a number. The Absolute value of a number is the number without its sign.

Syntax: ABS(number)

Statistical functions.

Perform calculations (statistical analysis) on ranges of data.

E.g., AVERAGE – calculates the average (arithmetic mean) of a set of values in a range.

STDEV – Estimates Standard Deviation based on a sample. Standard Deviation is a measure of how widely values are dispersed from the Average value (Mean).

Syntax: STDEV(number1,number2,….)

Logical functions.

Calculate the results of logical formulas. E.g., the IF Function.

Look up & Reference functions.

Finds or refers to the contents of a cell. For example, the VLOOKUP function.

Database functions.

Perform statistical calculations and queries on database tables. For instance, DSUM will find the total of values in a particular field (column).

Information functions.

Return information about cells, ranges, the operating system, and some Ms-Excel tools, or to mark places where information is missing or incorrect.

E.g., CELL – returns information about the formatting, location or contents of a cell.

CREATING MS-EXCEL FORMULAS.

Purpose.

When you need to perform a calculation in Ms-Excel, you use a formula.

You can create simple formulas that can be used; lets say, to add the values in two cells, or you can create complex formulas that can calculate the Standard deviation of certain values.

For example, the formula ‘=SUM(D1:D7)’ uses a function to add the values in the range D1:D7. It gives the same result as the formula ‘=D1+D2+D3+D4+D5+D6+D7’.

Before you write your formula in Ms-Excel, it is advisable to do the following;

Decide what you want to be calculated, e.g., the Total Cost of items.
Note down the values in the worksheet required for the calculation and use them to write down the formula, e.g. Quantity * Price.
Substitute the values with their cell references, e.g. B3*D3.

Calculation operators in formulas.

Operator – A sign or a symbol that specifies the type of calculation to perform on the elements of a formula.

Excel includes 4 different types of calculation operators:

Arithmetic (Mathematical) operators.
Logical (Comparison) Logical operators.
Reference operators.
Text concatenation operators.

Arithmetic (Mathematical) operators.

Performs basic mathematical operations such as Addition, Subtraction, Division or Multiplication.

Arithmetic operator Meaning Example.

+ (Plus sign) Addition 3 + 3

– (Minus sign) Subtraction 3 – 1

* (Asterisk) Multiplication 3 * 3

/ (Forward slash) Division 3/3

% (Percent sign) Percent 20%

Logical (Comparison) operators.

Compares two values and produces a logical value, either TRUE or FALSE.

Comparison Meaning Example.

= (equal sign) Equal to A1=B1

> (greater than sign) Greater than A1>B1

< (less than sign) Less than A1<B1

>= (greater than or equal to sign) Greater than or equal to A1>=B1

<= (less than or equal to sign) Less than or equal to A1<=B1

<> (not equal to sign) Not equal to A1<>B1

Reference operators.

Combine ranges of cells for calculations.

Reference operator Meaning Example.

: (colon) Range operator; produces one B5:B9

reference to all the cells between

two references, including the two

references.

, (comma) Union operator; combines multiple SUM(B5:B9,D5:D9)

references into one reference.

Text concatenation operators.

Use the ampersand (&) to join one or more strings to produce a single piece of text.

Text operator Meaning Example.

& (ampersand) Connects two values to produce “North” & “wind” produces

one continuous text value “Northwind”

Creating a simple formula.

A Formula in Ms-Excel always begins with an equal (=) sign. Ms-Excel uses this sign to differentiate between a Label (text) and a Formula. The equal sign tells Ms-Excel that the characters that follow constitute a formula.

Following the equal sign are the elements to be calculated called Operands or Arguments. The Arguments are separated by calculation operators, and enclosed by an opening & closing parentheses (brackets).

Click on the cell in which you want to enter the formula.
Type the = (equal sign) to activate the Formula bar. The equal sign (=) tells Ms-Excel that you are entering a formula in the cell.
Type the formula directly into the Formula box.

To tell Ms-Excel where to find the data that will be used in the calculation, type a cell reference.

Press the ENTER Ms-Excel immediately calculates & shows the result in the cell, while the formula is displayed in the Formula bar.

Notes.

A Formula can refer to other cells on the same worksheet.

Ms-Excel calculates a formula from left to right, according to a specific order for each operator in the formula.

You can change the order of operations by using parenthesis. E.g., to calculate B4+25, then divide the result by the sum of the values in cells D5, E5 and F5, the formula would be: =(B4+25)/SUM(D5:F5)

In this example, the parentheses around the first part of the formula forces Ms-Excel to calculate B4+25 first, then divide the result by the sum of the values in cells D5, E5, and F5.

Creating a formula that contains a function.

Click the cell where the result of the formula will be displayed.
On the Insert menu, click Function, (or click the Paste Function button on the toolbar).
Click a function from the Function Category When you select a function, a description of the function appears in the dialog box.

Click the OK button.

Type in the arguments to compute in the parentheses in the formula. To enter a range, use a Colon to separate the first & the last cells in the range, or use a Comma to separate reference to individual cells.
After you complete the formula, click the OK button or press the ENTER

Note. The structure of a function begins with an Equal sign (=), followed by the Function name, & the Arguments for the function. The Arguments are separated by commas or a colon, and enclosed in an opening & closing parenthesis.

Performing Common Calculations.

ADDING NUMBERS.

Method 1.

Type the numbers directly into a cell and press the ENTER key to display the results.

Example: cells D5, E5 & F5 contain the values 5, 15 & 20. To add all the values in the range, type: =D5+E5+F5

-OR-

=5+15+20

To Add all numbers in a contiguous row or column.

You can insert a sum for a range of cells automatically using the AutoSum (Σ) button on the Standard toolbar.

Click a cell below the column of numbers or to the right of the row of numbers.
Click AutoSum on the Standard Ms-Excel suggests a formula.
To accept the formula, press the ENTER. To change the suggested formula, select the range before pressing the ENTER key.

To Add numbers that are not in a contiguous row or column.

Use the SUM function. SUM adds all the numbers in a range of cells.

Syntax: SUM(number1,number2,…..)

Number1,number2,… are the arguments for which you want the total value or sum.

Example 1: Cells A2, A3 & A4 contain values -5, 15, and 30.

To add Formula

The numbers in the cells A2 to A4. =SUM(A2:A4)

The numbers in cells A2:A4, and 15. =SUM(A2:A4, 15)

The values in cell A2, A4 and 2. =SUM(A2,A4, 2)

3 and 2 =SUM(3,2)

Example 2:

	A	B
1	Salesperson	Invoice
2	Buchanan	15,000
3	Buchanan	9,000
4	Suyama	8,000
5	Suyama	20,000
6	Buchanan	5,000
7	Dodsworth	22,500

Formula Adds

=SUM(B2:B4) the values in cells B2, B3 and B4.

=SUM(B2:B3, B5) two invoices from Buchanan, & 1 from Suyama

=SUM(B2,B5,B7) individual invoices from Buchanan, Suyama,& Dodsworth.

SUBTRACTING NUMBERS.

Type the formula ‘=10-5’ in a cell to display the result 5.

Example: cells A2, A3 & A4 contain the values 15,000, 9,000 & -8,000.

Formula Description Result

=A2-A3 Subtracts 9,000 from 15,000 6,000

=SUM(A2:A4) Adds all nos. in the list, including negative nos. 16,000

To calculate a running balance.

You can build a formula in a banking transaction to calculate your running balance.

Example 1.

Assume that cell F6 contains the previous balance of 4,000/=, cell D7 contains the first transaction’s deposit subtotal of 190,500, and cell E7 contains any cash-received amount of 50,000.

To calculate the current balance for the first transaction, enter the following formula in cell F7:

=SUM(F6,D7,-E7)

Example 2.

	A	B	C
1	Deposits	Withdrawals	Balance
2	$1,000	$625	=SUM(A2,-B2)
3	1000	740	=SUM(C2,A3,-B3)

TO INCREASE OR DECREASE A NUMBER BY A PERCENTAGE.

Example 1.

Assume that cell F5 contains a numeric value of 30,000. To increase the value stored in cell F5 by 5 percent;

=F5*(1+5%)

If the percentage amount is stored in a cell, let say, cell F2:

=F5*(1+$F$2) = (31,500)

Note. The reference to F2 is an Absolute cell reference so that the formula can be copied to other cells without changing the reference to F2.

Example 2.

	A	B
1	Number	Percent Increase
2	23	3%

Formula Description Result

=A2*(1+5%) Increases the no. in A2 by 5% 24.15

=A2*(1+B2) Increase the no. in A2 by the percent value in B2: 3% 23.69

=A2*(1-B2) Decrease the no. in A2 by the percent value in B2: 3% 22.31

MULTIPLYING NUMBERS.

Use the asterisk (*) operator or the PRODUCT function.

PRODUCT multiplies all the nos. given as arguments and returns the product.

Syntax: PRODUCT(number1,number2,…..)

Number1,number2,… are the numbers you want to multiply.

Formula Description Result

=5*10 50

=A2*B2 multiplies the contents in cells A2 and B2.

=(5+2)*3 adds 5 and 2 together then multiplies the result by 3 21

Example: Using the values shown in the worksheet below, calculate the cost of the milk.

	A	B	C	D
1	Item	Quantity	Price	Total cost
2	Milk	26 Litres	15.00
3	Sugar	19 Kgs	48.90

The Total cost of the milk will be given by, Quantity* Price. Therefore, in cell D2, type the formula; =B2*C2.

Note. If you omit ‘=’ symbol before B2, Ms-Excel will not recognize it as a formula and what you have typed will literally appear as ‘B2*C2’, which will not yield the expected result.

To Multiply numbers in different cells using a formula.

Cells A2, A3 & A4 contain the values 5, 15, 30.

To multiply Formula

The numbers in cells A2 & A3 =A2*A3

All the numbers in the range =PRODUCT(A2:A4)

All the numbers in the range, and 2. =PRODUCT(A2:A4,2)

DIVIDING NUMBERS.

Type a formula such as =10/5 in a cell to display the result 2.

Example.

Cells A2 & A3 contain values 15,000 and 12.

Formula Description Result

=A2/A3 Divides 15,000 by 12 1,250

GETTING THE SQUARE ROOT OF A NUMBER.

Use the SQRT function. SQRT gives a positive square root of a specific number.

Syntax: SQRT(number)

Number – is the number for which you want the square root. If number is negative, SQRT returns the #NUM! error value.

Example 1: Cell B2 contains the number 215; to get the square root, type:

=SQRT(215) -OR- =SQRT(B2)

Examples 2:

Formula Description Result

= SQRT(16) 4

=SQRT(-16) #NUM!

RAISING A NUMBER TO A POWER.

Use the POWER function. POWER gives the result of a no. raised to a power.

Syntax: POWER(number,power)

Number – is the base no. It can be any real number.

Power – is the exponent to which the base no. is raised.

Note. The up carat (^) operator can be used instead of POWER to indicate to what power the base no. is to be raised.

Description Formula Result

5 squared =5^2 -OR- =POWER(5,2) 25

5 cubed =5^3 -OR- =POWER(5,3) 125

4 raised to the power of 5/4 =4^05/4 -OR- =POWER(4,5/4) 5.656854

98.6 raised to the power of 3.2 =98.6^3.2 -OR- =POWER(98.6,3.2) 2401077

The PMT Function

PMT calculates the payment on a loan (principal) at a given interest rate for a specified no. of payment periods (term).

Syntax: =PMT(Principal – Amount,Interest-Rate,Term)

Principal and Terms are values. Interest is a decimal or percentage value greater than -1.

Example;

A businessman took out a Ksh. 800,000 loan for 4 years at an annual Interest Rate of 26%, compounded monthly. If the monthly installments are paid on the last day of each month, determine the installment to be paid.

=PMT(800000,0.26/12,48)

The Monthly installment is 26,973.85

Note. The Interest is divided by 12 in order to get the monthly rate, and term (in years) is multiplied by 12 to convert it into months.

The FV Function

FV calculates the future value of a fixed investment earning a fixed interest over a specified period.

E.g., let’s say, you want to plan for your retirement in 20 years and decide to invest Ksh. 20,000 each year. If the investment pays 20% interest compounded annually, the formula would be:

=FV(20%,20,-20000)

You would collect Ksh. 3,733,760 after 20 years.

ROUNDING OF NUMBERS.

The ROUND function rounds a given number to a specified no. of digits.

Syntax: ROUND(number,num_digits)

Number –is the no. you want to round.

num_digits – specifies the no. of digits to which you want to round the no.

Notes.

If num_digits is greater than 0 (zero), then number is rounded to the specified no. of decimal places.

If num_digits is 0 (zero), the number is rounded to the nearest Integer (whole no.).
If num_digits is less than 0 (zero), then number is rounded to the left of the decimal point.

Example 1:

Formula Description Result

=ROUND(2.15,1) 2.2

=ROUND(2.149,1) 2.1

=ROUND(21.5,-1) num_digits is less than 0 (zero), 20

Example 2: Cells A2:A4 contain values 20.3, 5.9 and -5.9.

Formula Description Result

=ROUND(A2,0) Rounds 20.3 down, because the fractional part is less than .5 20

=ROUND(A3,0) Rounds 5.9 up, because the fractional part is greater than .5 6

=ROUND(A4,0) Rounds -5.9 down, because the fractional part is less than -.5 -6

=ROUND(-1.475,2) -1.48

To Round a number to a near fraction.

For Example, cells A2 & A3 contain values 1.25 and 30.452.

Formula Description Result

=ROUND(A2,1) Rounds the no. to the nearest 1 decimal place.

Because the portion to be rounded is 0.05 or greater,

the no. is rounded up 1.3

=ROUND(A3,2) Rounds the no. to the nearest 2 decimal places.

Because the portion to be rounded, 0.002, is less than 0.005,

the no. is rounded down 30.45

GETTING THE LOGARITHM OF A NUMBER.

LOG – Gives the logarithm of a number to the base you specify.

Syntax: LOG(number,base)

Number -is the positive real no. for which you want the logarithm.

Base -is the base of the logarithm. If base is omitted, it is assumed to be 10.

Formula Result

=LOG(10) 1

=LOG(8, 2) 3

=LOG(86, 2.7182818) 4.454347

GETTING THE BASE-10 LOGARITHM OF A NUMBER.

LOG10 – Gives the base-10 logarithm of a number.

Syntax: LOG10(number)

Number –is the positive real number for which you want the base-10 logarithm.

Formula Description Result

=LOG10(86) Base-10 logarithm of 86 1.934498451

=LOG10(10) Base-10 logarithm of 10 1

=LOG10(10^5) Base-10 logarithm of 10 power 5 5

MOD – Gives the remainder after a number is divided by a divisor.

Usually, the result has the same sign as the divisor.

Syntax: MOD(number,divisor)

Number -is the number for which you want to find the remainder.

If divisor is 0, MOD returns the #DIV/0! error value.

Description Formula Result

Remainder of 3/2 =MOD(3, 2) 1

Remainder of -3/2 =MOD(-3, 2) 1

Remainder of 3/-2 =MOD(3, -2) -1

Remainder of -3/-2 =MOD(-3, -2) -1

COS – Gives the cosine of the given angle.

Syntax: COS(number)

Number – is the angle in radians for which you want the cosine. If the angle is in degrees, multiply it by PI()/180 to convert it to radians.

Description Formula Result in radians.

Cosine of 1.047 radians =COS(1.047) 0.500171

Cosine of 60 degrees =COS(60*PI()/180) 0.5

SIN – Gives the sine of the given angle.

Syntax: SIN(number)

Number -is the angle in radians for which you want the sine. If your argument is in degrees, multiply it by PI()/180 to convert it to radians.

Description Formula Result in radians.

Sine of pi/2 radians =SIN(PI()/2) 1

Sine of 30 degrees =SIN(30*PI()/180) 0.5

TAN – Gives the tangent of the given angle.

Syntax: TAN(number)

Number– is the angle in radians for which you want the tangent.

Description Formula Result in radians.

Tangent of 0.785 radians =TAN(0.785) 0.99920

Tangent of 45 degrees =TAN(45*PI()/180) 1

TRUNC – Truncates (shortens) a number to an Integer by removing the fractional part of the number.

Syntax: TRUNC(number,num_digits)

Number -is the number you want to truncate.

Num_digits -is a number specifying the precision of the truncation.

Description Formula Result

Integer part of 8.9 =TRUNC(8.9) 8

Integer part of -8.9 =TRUNC(-8.9) -8

CALCULATING THE AVERAGE (ARITHMETIC MEAN) OF NUMBERS.

Use the AVERAGE function. AVERAGE gives the average (arithmetic mean) of the arguments provided.

Syntax: AVERAGE(number1,number2,…)

Number1, number2, … are numeric arguments for which you want the average.

Note. The arguments must numbers or references that contain numbers. If a reference argument contains text, logical values, or empty cells, those values are ignored; however, cells with the value zero are included.

Example: Cells A2:A6 contain values 10, 7, 9, 27, & 4.

Description Formula Result

Average all of nos. in the list =AVERAGE(A2:A6) 11.4

Average cells A2 to A4 and A6 =AVERAGE(A2:A4,A6) 7.5

Average the nos. in cell A2 to A5, and 5 =AVERAGE(A2:A5, 5) 11.6

CALCULATE THE SMALLEST OR LARGEST NUMBER IN A RANGE.

Use the MIN or MAX functions.

MAX- Gives the largest value in a set of values.

MIN – Gives the smallest number in a set of values.

Syntax: MAX or MIN(number1,number2,…)

Number1, number2, .. are nos. for which you want to find the maximum or minimum value.

Notes. If the arguments in the reference contain no numbers, MAX or MIN returns 0 (zero). Empty cells, logical values, or text in the reference are ignored.

Example: Cells A2:A6 contain values 10, 7, 9, 27 & 2.

Description Formula Result

Largest number in the range =MAX(A2:A6) 27

Smallest number in the range =MIN(A2:A6) 2

Largest of the numbers in cells A2:A6, and 30 =MAX(A2:A6, 30)

Smallest of the numbers given, and 0 =MIN(A2:A6,0)

CALCULATE THE MEDIAN OF A GROUP OF NUMBERS.

Median is the value at the center of an ordered range of nos.

Use the MEDIAN function. MEDIAN gives the number in the middle of a set of numbers.

Syntax: MEDIAN(number1,number2,…)

Number1, number2, … are numbers for which you want the median.

Notes.

Cells with the value zero are included.
If there is an even number of nos. in the set, then MEDIAN calculates the average of the two numbers in the middle.

Example: Cells A2:A7 contain values 1, 2, 3, 4, 5 and 6.

Description Formula

Median of the first 5 nos. in the list =MEDIAN(A2:A6)

Median of all the nos. given, or the average of 3 and 4 =MEDIAN(A2:A7)

MODE – Gives the most frequently occurring, or repetitive, value in a range of data.

Syntax: MODE(number1,number2,…)

Number1, number2, … are the arguments for which you want to calculate the mode.

Note.

Cells with the value zero are included.
If the data set contains no duplicate data points, MODE returns the #N/A error value.

Example: Cells A2:A7 contain the values 5.6, 4, 4, 3, 2, and 4.

Description Formula

Mode, or most frequently occurring no. in the list =MODE(A2:A7)

Tip. In a set of values, the Mode is the most frequently occurring value; the Median is the middle value; and the Mean is the average value.

COUNTING CELLS THAT CONTAIN NUMBERS.

COUNT – Counts the no. of cells that contain numbers within the list of arguments.

Syntax: COUNT(value1,value2,…)

Value1, value2, … are the arguments that can contain or refer to a variety of different types of data, but only numbers are counted.

Note. Empty cells, logical values, text, or error values in the reference are ignored.

Example 1.

	A
1	Data
2	Sales
3	12/8/2007
4
5	19
6	22.44

Formula Description Result

=COUNT(A2:A6) Counts no. of cells that contain nos. in the list 3 (date is a number).

=COUNT(A2:A3,A6) Counts no. of cells that contain nos. in cells 2

A2:A3, & A6

Example 2.

	A
1	Sales
2	12/8/90
3
4	19
5	22.24
6	TRUE
7	#DIV/0!

Formula Description Result

=COUNT(A1:A7) Counts the no. of cells that contain nos. in the list 3

=COUNT(A5:A7) Counts the no. of cells that contain nos. in the last 3 rows

of the list 1

=COUNT(A1:A7,2) Counts the no. of cells that contain numbers in the list,

and the value 2 4

LOGICAL FUNCTIONS

Logical functions can be used either to test whether a condition is TRUE or FALSE or to check for multiple conditions.

For example, use the IF function to determine whether a condition is true or false. One value is returned if the condition is TRUE, and a different value is returned if the condition is FALSE.

NOT –Reverses the value of its argument. Use NOT when you want to make sure a value is not equal to one particular value.

If logical is FALSE, NOT returns TRUE; if logical is TRUE, NOT returns FALSE.

Syntax: NOT(logical)

Logical – is a value or expression that can be evaluated to TRUE or FALSE.

Formula Description Result

=NOT(FALSE) Reverses FALSE TRUE

=NOT(1+1=2) Reverses an equation that evaluates to TRUE FALSE

AND – Returns TRUE if all its arguments are TRUE; returns FALSE if one or more argument is FALSE.

Syntax: AND(logical1,logical2, …)

Logical1, logical2, .. are the conditions you want to test that can be either TRUE or FALSE.

Note. The arguments must evaluate to logical values such as TRUE or FALSE, or the arguments must be references that contain logical values. If the specified range contains no logical values, AND returns the #VALUE! error value.

Example 1.

Formula Description Result

=AND(TRUE, TRUE) All arguments are TRUE TRUE

=AND(TRUE, FALSE) One argument is FALSE FALSE

=AND(2+2=4, 2+3=5) All arguments evaluate to TRUE TRUE

Example 2. Cells A2:A3 contain values 50 and 104.

If A2 contains a number between 1 and 100, then:

Formula Result

=AND(1<A2,A2<100) TRUE

Suppose you want to display A3 if it contains a number strictly between 1 and 100, and you want to display a message if it is not. If A3 contains 104, then:

Formula Result

=IF(AND(1<A3,A3<100), A3,”The value is out of range.”) “The value is out of range”.

If A3 contains 50, then:

Formula Description Result

=IF(AND(1<A2, A2<100), A2, “The value is out of range.”) 50, because A3 it between 1 & 100.

OR – Returns TRUE if any argument is TRUE; returns FALSE if all arguments are FALSE.

Syntax: OR(logical1,logical2,…)

Logical1,logical2,… are conditions you want to test that can be either TRUE or FALSE.

Notes.

The arguments must evaluate to logical values such as TRUE or FALSE, or references that contain logical values. If the specified range contains no logical values, OR returns the #VALUE! error value.
If a reference argument contains text or empty cells, those values are ignored.

Formula Description Result

=OR(TRUE) One argument is TRUE TRUE

=OR(1+1=1,2+2=5) All arguments evaluate to FALSE FALSE

=OR(TRUE,FALSE,TRUE) At least one argument is TRUE TRUE

Example:

Cells A2, A3 & A4 contain the values 15, 9, and 8.

Formula Description Result

=AND(A2>A3, A2<A4) Is 15 greater than 9 and less than 8? FALSE

=OR(A2>A3, A2<A4) Is 15 greater than 9 or less than 8? TRUE

=NOT(A2+A3=24) Is 15 plus 9 not equal to 24? FALSE

THE “IF” function.

IF is used to conduct conditional tests on values and formulas.

It evaluates a condition and returns one of two values, depending on the result of the evaluation.

If the condition is TRUE, IF returns one value. If the condition is FALSE, IF returns the other value.

Format: IF(Condition, Action-to-be-taken when condition is true, Action-to-be-taken when condition is false)

Note. The condition is usually a logical formula.

E.g., A5=100 is a logical expression; if the value in cell A5 is equal to 100, the expression evaluates to TRUE. Otherwise, the expression evaluates to FALSE.

Example 1.

Cell A2 contains the value 50.

On a budget sheet, cell A5 contains a formula to calculate the current budget.

=IF(A2<=100,”Within budget”,”Over budget”)

If the result of the formula in A5 is less than or equal to 100, then the function displays “Within budget”. Otherwise, the function displays “Over budget”.

Example 2.

=IF(A2=100,SUM(B5:B15),””)

In this example, if the value in cell A2 is 100, then the condition is TRUE, and the total value for the range B5:B15 is calculated. Otherwise, condition is FALSE, an empty text (“”) is returned that leaves the cell that contains the IF function blank.

Example 3.

Suppose an expense worksheet contains in A2:A4 the data for “Actual Expenses” for January, February, and March: 1,500, 500 and 500. Cells B2:B4 contains the data for “Predicted Expenses” for the same periods: 900, 900, and 925.

	A	B	C
1	Actual Expenses	Predicted Expenses
2	1500	900
3	500	900
4	500	925

You can write a formula in cell C2:C4 to check whether you are over budget for a particular month, generating text for a message:

Formula Description Result

=IF(A2>B2,”Over Budget”,”OK”) Checks whether the 1^st row is over budget Over Budget

=IF(A3>B3,”Over Budget”,”OK”) Checks whether the 2^nd row is over budget OK

To check if a number is greater than or less than another number.

Cell A2, A3 & A4 contain the values 15,000; 9,000 and 8,000.

Formula Description Result

=A2>A3 Is A2 greater than no. in A3? TRUE

=IF(A3<=A4, “OK”,”Not OK”) Is A3 less than or equal to the no. in A4? Not OK

NESTING FUNCTIONS WITHIN FUNCTIONS.

You can use a function as one of the arguments of another function.

Note. When a function is used as an argument, it must return the same type of value that the argument uses.

For example, if the argument returns a TRUE or FALSE value, then the nested function must return a TRUE or FALSE. If it doesn’t, Ms-Excel displays a #VALUE error value.

Example 1.

=IF(SUM(K10:K19)>=5000,10%,5%)

In this example, the SUM function is being nested. Assume that the result of the SUM function is 935. Since the sum of the range K10:K19 is not greater than or equal to 5000, the result is 5%.

Example 2. Cells A2, A3 and A4 contain the values 45, 90, 78.

Suppose you want to assign letter grades to numbers referenced by the name AverageScore. See the table below.

If AverageScore is Then return

Greater than 89 A

From 80 to 89 B

From 70 to 79 C

From 60 to 69 D

Less than 60 F

Formula Description Result

=IF(A2>89,”A”,IF(A2>79,”B”, Assigns a letter grade to the first score F

IF(A2>69,”C”,IF(A2>59,”D”,”F”))))

=IF(A3>89,”A”,IF(A3>79,”B”, Assigns a letter grade to the second score A

IF(A3>69,”C”,IF(A3>59,”D”,”F”))))

=IF(A4>89,”A”,IF(A4>79,”B”, Assigns a letter grade to the third score C

IF(A4>69,”C”,IF(A4>59,”D”,”F”))))

In the above formula, the second IF statement is also the value_if_false argument to the first IF statement. Similarly, the third IF statement is the value_if_false argument to the second IF statement.

For example, if the first logical_test / condition (AverageScore>89) is TRUE, “A” is returned. If the first logical_test is FALSE, the second IF statement is evaluated, and so on.

EDIT/ CHANGE A FORMULA.

Select the cell containing the formula you want to edit.
Click in the Formula bar, make the changes to the formula, then press the ENTER

Note. If formulas are not used, there will be no automatic recalculation when any of the numbers change.

Automatic recalculation:

This means that, Spreadsheets are able to calculate values such as SUM, AVERAGES, PERCENTAGES, etc automatically without requiring the intervention of the user (or without putting the user into the hard task of thinking).

RELATIVE REFERENCES

When you create a formula, cells or ranges of cells will be referred to based on their position relative to the cell that contains the formula. If cell B6 contains the formula =A5; Ms-Excel finds the value one cell above and one cell to the left of B6.

If the position of the cell that contains the formula changes, the reference is changed.

A Relative reference is a cell reference, which changes automatically when the formula is copied to another cell or range. It describes the location of a cell in terms of its distance (in rows and columns) from another cell.

Note. When you copy a formula containing relative references down or across from one cell to another, Ms-Excel adjusts the references in the pasted formula automatically to refer to a different cell that is the same no. of rows & columns away from the formula.

Example 1:

If the formula in cell B6 (i.e., =A5) (which is one cell above & one cell to the left of B6) is copied to cell B7. Ms-Excel will adjust the formula in cell B7 to =A6, which refers to the cell that is one cell above and one cell to the left of cell B7.

Example 2:

If cell A3 contains the formula =A1+A2, and you copy cell A3 to cell B3, the formula in cell B3 becomes =B1+B2.

ABSOLUTE REFERENCES.

In a formula, an Absolute cell reference is the exact address of a cell, regardless of the position of the cell that contains the formula.

An absolute cell reference takes the form $A$1, $B$1, etc.

The table below shows the different types of references.

Reference:	Effect on a cell reference
A1	Relative reference.
$A$1	Both rows and column references are absolute
A$1, B$1	Absolute row reference, i.e., only the row reference is absolute.
$A1, $B1	Absolute column reference, i.e., only the column reference is absolute.

Unlike relative references, Absolute references don’t automatically adjust when you copy formulas across rows and down columns. For example, if you copy an absolute reference in cell B2 to cell B3, it stays the same in both cells.

Therefore, if you don’t want Ms-Excel to adjust references when you copy a formula to a different cell, i.e., if a formula refers to a particular cell and you would like to copy it such that the subsequent copies of cell references still refer to that same cell reference, you must use Absolute referencing.

For example,

If your formula multiplies cell A5 with cell C1 (=A5*C1), you can create an absolute reference to cell C1 by placing a dollar sign ($) before the parts of the reference that you don’t want them to change.

To create an absolute reference to cell C1, for instance, add dollar signs to the formula as follows: =A5*$C$1.

Note. To enter the dollar sign in a cell reference; move the cell pointer in the cell reference to be made absolute, then press the function key F4 or the keyboard combination SHIFT+4.

Worked Example:

	A	B	C	D	E	F	G	H
1	ABC Company Sales Performance Report
2
3	Salesman	Target	Qtr1	Qtr2	Qtr3	Qtr4	Total	Commission
4	Albert	750	148	156	171	140	615	*=G4$A$13**
5	Carl	650	122	131	153	118	524	=G5*$A$13
6	Cornell	800	211	243	246	250	950	=G6*$A$13
7	Edwin	700	129	150	92	218	589	=G7*$A$13
8	Francis	1,000	311	270	247	322	1,150	=G8*$A$13
9
10	Totals	3,900	921	950	909	1,048	7,728	=G10*$A$13
11
12	Commission Rate
13	15% (or 0.15)

To get the commission for each salesperson, the formula =G4*$A$13 is entered in cell H4. The dollar sign ($) indicates an absolute reference to the cell A13. This means that, whenever the commission rate formula is copied, it always refers to cell A13.

When the formula =G4*$A$13 is copied down to H10, the results will be as shown.

Determine which cell reference is to be absolute, e.g., in the example above cell A13.
Type the dollar sign ($) just before the part of the cell reference that you want to remain exactly the same when you copy the formula to another cell.
Copy the formula to the rest of the cells.

FORMULAS AND ERROR VALUES.

If a formula cannot properly evaluate a result, Ms-Excel will display an error value.

For example, error values can be as a result of using text where a formula expects a numeric value, deleting a cell that is referenced by a formula, or using a cell that is not wide enough to display the result.

#####

Causes.

This error value occurs when the cell contains a number, date or time that is wider than the cell.

-OR-

It occurs when the cell contains a date or a time formula that produces a negative result.

Suggested action.

Increase the width of the column by dragging the boundary between the column headings.

Apply a different number format in the cell to make the number fit within the existing cell width. g., decrease the no. of decimal places after the decimal point.

Ensure that the data and time formulas are correct. When you subtract dates and times, make sure you build the formula correctly.

If a formula has a result of a negative value, you can display the value by formatting the cell with a format that is not a date or time format.

Click Cells on the Format menu, click the Number tab, then select a format that is not a date or time format.

#N/A

The #NA error value occurs when a value is not available to a function or formula.

Possible cause Suggested action

Omitting 1 or more arguments in a function Enter all arguments in the function.

Using a custom worksheet function that is Make sure the function is working

not available properly

#DIV/0!

This error value occurs when you enter a formula that contains a division by zero (0).

E.g., =5/0. It may also occur when you divide a cell by another cell that is blank.

Suggested action.

Change the divisor to a number other than zero.

#NULL!

The #NULL! error value occurs when you specify an intersection of two areas that do not intersect. i.e., using an incorrect range operator or using an incorrect cell reference.

Suggested action.

Use the correct range operator. For instance, to refer to two areas that don’t intersect, use the Comma.

E.g. if the formula sums two ranges, separate the two ranges with a comma.

=SUM(A1:A9,C1:C6).

Check for typing errors in the reference to the ranges.

#NAME?

The #NAME? error value occurs when Ms-Excel doesn’t recognize text in a formula.

Possible cause Suggested action

Deleting a name used in the formula, or Make sure the name exists.

using a name that does not exist

Misspelling the name of a function Correct the spelling.

Omitting a colon (:) in a range reference Make sure all range references in the

formula use a colon.

E.g. =SUM(A1:A5)

Entering text in a formula without Enclose text in the formula in double

enclosing the text in double quotation marks (“). quotation marks.

Ms-Excel tries to interpret your entry as a name E.g. the following formula joins a

even though you intended it to be used as text. piece of text “The total amount is”

with the value in cell B5:

=”The total amount is” & B5

#NUM!

This occurs when a problem occurs with a number in a formula or function. E.g., Entering a formula that produces a number to a number that is too large or too small to be represented in Ms-Excel.

Suggested action

Change the formula so that its result is between – 1*10³⁰⁷ and 1*10³⁰⁷.

#VALUE!

The #VALUE error value occurs when the wrong type of argument or operand is used.

#REF!

The #REF error value occurs when a cell reference is not valid. For instance, deleting cells referred to by other formulas, or pasting moved cells over cells referred to by other formulas.

Suggested action

Change the formulas, or restore the cells on the worksheet by clicking Undo immediately after you delete or paste the cells.

Exercise.

You have entered a formula to add the contents of B5 and C4 in cell F5. What will it become when you copy it to cell H8?

______________________________________________

Explain the reason for your answer.

What causes the following error messages in Microsoft Excel. Show how we can solve them.

#####
#VALUE!
#DIV/0!
#NAME?

The first column in the table below contains formulas as entered into the cell D46. In the second column, enter the formulas as they would appear when copied to B56.

Formula in D46	Formula when copied to B56
=D1
=F5*C10
=H$46+J40
=$E12-D$14*$F$2

DATA SORTING.

Sorting is the process of arranging data within a range in a particular order.

Purpose.

√ Sorting helps in arranging data in some order of priority, i.e., from lowest to highest or from highest to lowest.

√ It also helps to quickly locate the highest or lowest value in a list.

When you sort, Ms-Excel rearranges rows, columns, or individual cells by using the sort order that you specify. You can sort a list in Ascending (1-9, A-Z) or Descending order (9-1, Z-A). You can perform a sort based on the contents of one or more columns.

Note. The data is sorted in reference to columns.

To sort rows in ascending or descending order based on the contents of one column.

Click a cell in the column by which you want to sort. The column on which the list is arranged is known as the Key.
To arrange the data from lowest to highest, click on the Sort Ascending button on the toolbar. To arrange the data from highest to lowest, click on the Sort Descending button on the toolbar.

-Or-

On the Data menu, click Sort. In the Sort by box, click the column you want to sort and then choose the sort order.

To sort rows based on the contents of two or more columns.

Click a cell in the list you want to sort.
On the Data menu, click Sort to display the Sort dialog box.
Under Sort By, specify the first column by which you want to sort, then choose the sort order by clicking on the Ascending or Descending
You can add up to two keys in the Then By boxes according to your need.

Assume that you need to sort by more than 3 columns, i.e., your list contains employee information and you need to organize it by Department, Title, Last Name, and First Name, sort the list twice. Click First Name in the first Sort by box and then sort the list. Click Department in the second Sort by box, click Title in the first Then by box, and click Last Name in the second Then by box, and then sort the list.

Select any other sort options you want, then click OK to perform the sort.

Sort columns based on the contents of rows.

Click a cell in the list you want to sort.
On the Data menu, click Sort.
Click the Options
Under Orientation, click Sort left to right, then click OK.
In the Sort by and Then by, click the rows you want to sort.

Examples:

A teacher may arrange pupil’s records according to the marks scored in a test, starting with the highest to the lowest in order to assign class positions.
An Accountant may arrange a list of financial records according to the date of the transaction and customer name in order for him to be able to quickly locate any record using the transaction date and name of customer.
Arranging a telephone list according to alphabetical order of last name in order to easily locate a name and phone number. If there are several people with similar last names, you can specify two keys such that the records are arranged in order of first name as well.

LINKING WORKSHEETS.

Purpose.

Sheets are normally independent. If a change in a value in one sheet is intended to affect other values in different sheets, it is advisable to link the sheets so that Ms-Excel will automatically update the affected values if you make any changes.

Alternatively, you can calculate the new values and manually make the changes to all the other sheets. This would be unreliable & cumbersome especially if this is to be done for many values in many large worksheets.

When typing in a formula that refers to a cell in another sheet, include the name of the sheet before that particular cell reference separated by a colon.

Example 1:

The formula =G6*Sheet1!B6 (instead of =G6*B6) will refer to B6 in Sheet 1 rather than in the current sheet.

Example 2:

Typing the formula =Salesinfo!A10 in cell A10 of Sheet2 will cause the contents of cell A10 in the Sheet named Salesinfo to be also the contents of A10 in Sheet2.

Exercise.

How would you display the contents of the cell B45 of worksheet named Price in the cell B5 of worksheet named Sales such that the two cells always display the same value?

CREATING CHARTS.

Purpose.

√ Charts are used to present data effectively. They make relationships among numbers easy for users to see because they turn numbers into shapes that can be compared to one another.

For instance, rather than having to analyze several columns on worksheet numbers, you can see at a glance whether sales are falling or rising over quarterly periods, or how the actual sales compare to the projected sales.

Different Types of Charts and their uses.

Line Chart: A Line graph is used to show trends.

Bar Chart: – It can be used to show comparison of Sales and Target.

A Stacked Bar Chart: – It can be used to show the distribution of sales by month and compare the performance of salesmen.

A Pie Chart: shows the distribution of sales.

Scatter

Column Charts.

Steps required when creating a simple chart.

Enter the data you want to be represented in the chart on the worksheet.
Select the cells or range that contains the data you want to be represented in chart.

If the cells you want to select for your chart are not in a continuous range,

Select the first group of cells that contain the data you want to include.
Hold down the CTRL, then select any additional cell groups you want to include. The nonadjacent selections must form a rectangle.

On the Insert menu, click Chart (or click the Chart Wizard button on the Standard toolbar). Then use the Chart Wizard to help you through the process of choosing the chart type and the various chart options.

Select Chart type.

In the Chart type dialog box, click the Standard Types tab or the Custom Types
Under Chart Type, click the chart category you want to use, then select the type of chart under Chart subtypes on the right.

A brief description of the chart selected appears below the sub-types. This helps you decide whether the type suits the data you have selected. You may also view a sample of the chart that will be produced.

Click on the Next

Specify the range of cells to include in the chart.

This gives you a chance to select your range again if necessary.

In the Chart Source data dialog box,

Click the Data range tab, then confirm the selected range or enter a new range.
Under Series in, click an option to change the way in which the data should be plotted; across Rows or down Columns. To help you decide the right option, the sample chart changes according to the selection you have made.
If you are sure about the range you have selected and the sample chart is what is desired, click on the Next

Select the Chart options.

In this step, there are several chart options as indicated by the various categories at the top of the Chart Options dialog box.

Click the Titles Click in the Chart Title area and type in the title for your chart. Type in the titles for axes in their respective places.
Click the Legend tab, and then select the Show Legend Under Placement, click an option to show where the legend will be placed.
Click on the Next

Legend – A box that identifies the patterns or colors that are assigned to the data series or categories in a chart. A legend indicates which color (pattern) represents what data item.

Axis – A line that borders one side of the plot area, providing a frame of reference for measurement or comparison in a chart.

For most charts, data values are plotted along the value axis, which is usually vertical (Y-axis), and categories are plotted along the category axis, which is usually horizontal (X-axis).

Note. Ms-Excel creates the axis values from the worksheet data.

Select the Location of Chart placement.

This step involves placing the chart you have created.

You can create a chart as an embedded object on the sheet you are working on or on its own sheet.

Under Place chart, click an option either to insert the chart as a new sheet or as an object in the current data sheet.

Click on the Finish

To change the Chart type.

Click the chart to activate the Chart
On the Chart menu, click Chart Type.
Click the Standard Types tab, click the inbuilt chart type you want to use, then click the OK button

Changing Chart Options.

Click the chart. On the Chart menu, click Chart Options to display the Chart Options dialog box.

To add or change the Chart Title.

Click the Titles tab.
Click in the Chart title box, and then type the text for the title.

To add a Legend to a chart.

Click the Legend
Select the Show legend check box.
Under Placement, click the option you want.

Note. When you click one of the Placement options, the legend moves, and the Plot Area (area bounded by the axes) automatically adjusts to accommodate it.

To change Data series names or the Legend text.

Click the chart. On the Chart menu, click Source Data.
On the Series tab, click the data series name you want to change.
In the Name box, specify the worksheet cell you want to use as the legend text or data series name. You can also type the name you want to use.

To edit the Chart title and the Axes titles.

On the chart, click the title you want to change.
Type the new text you want.
Press the ENTER key.

How worksheet data is represented in a chart.

A chart is linked to the worksheet data it’s created from and is updated automatically when you change the worksheet data.

To change the Cell range used to create a chart.

Click the chart.
On the Chart menu, click Source Data, then click the Data Range
Make sure the entire reference in the Data range box is selected.
On the worksheet, select the cells that contain the data you want to appear in the chart.

If you want the column and row labels to appear in the chart, include the cells that contain them in the selection.

To include a new range into an existing chart.

This helps to add information not already in the chart.

Select the range you want to add in the chart.
Position the mouse pointer along the edge of the selected range until it changes into an arrow.
Drag the range into the chart.

Ms-Excel will automatically update the chart so that it includes the new range.

To change the Placement of a chart.

Click the chart. On the Chart menu, click Location.
To place the chart on a new chart sheet, click As new sheet, then type a name for the new chart sheet in the As new sheet

To place the chart as an embedded object on a worksheet, click As object in, click a sheet name in the As object in box, and then click the OK button.

Drag the embedded chart where you want it on the worksheet.

To Move and resize chart items by using the Mouse.

Click the chart item you want to move or resize.

To move an item, point to the item, then drag it to another location of the sheet.

To resize a chart item, point to a Sizing handle. When the pointer changes to a double-headed arrow, drag the sizing handle until the item is the size you want.

Delete data from a chart

To delete data from both the worksheet and the chart.

Delete the data from the worksheet. The chart will be updated automatically.

To delete data from the chart only.

Click the data series you want to delete.
Press the DELETE key.

To delete data labels, titles, or legends in a chart.

Click the chart item you want to delete.
Press the DELETE key.

To change the Font, font Size, font Colour of text in a chart or make the text Bold, Italic or Underlined.

Click the chart text, or select the individual characters you want to format.
On the Formatting toolbar, click a button for the format you want.

Setting up a chart for printing.

You can adjust where the chart will print on the page by sizing and moving the chart with the mouse in Page break view.

Click the worksheet outside of the chart area.
On the View menu, click Page Break Preview.
To set printing options for a chart sheet, click Page Setup on the File
Click the Chart tab, and then select the options you want.

Tip. To print an embedded chart without its associated worksheet data, click the embedded chart to select it, and then follow the above instructions for chart sheets.

Chart area – the entire chart and all its elements.

To zoom or size the display of a chart sheet.

Click the tab for the chart sheet.
Click Zoom on the View menu, then click the option you want.

To size the chart sheet so that it fills the entire workbook window, click Sized with Window on the View menu. When a chart sheet is sized with the window, you cannot zoom in or out of it.

To view an embedded chart in a separate window.

Click the embedded chart you want to see in its own window.
On the View menu, click Chart Window.

Printing the chart.

Purpose.

To create a paper copy of the chart to present to other people.
To maintain a paper filing system alongside the computer filing system.

To print both the worksheet and the chart, click on the Print button on the toolbar.

To print the chart only, select the chart by clicking on it, then select Print on the File menu.

Under Print what in the resulting dialog box, click on Selected Chart, and then choose OK.

Exercise.

(a). What is a Chart?

(b). What are the steps required when creating a simple chart?

The chart has ‘Thousands’ displayed along the Y-axis, yet the figures are in Millions of Kenya Shillings. How do you change the chart such that it displays ‘Millions of Kenya Shillings’ instead?
You want the legends to become the X-axis titles and the X-axis titles to be used as the legends. How do you implement this?

PRINTING A WORKSHEET.

Purpose.

√ Whenever you need a paper copy of the worksheet to present to other people.

√ If you maintain a paper filing system alongside the computer filing system.

PAGE SETUP.

You can control the appearance or layout of printed worksheets by changing options in the Page Setup dialog box.

Purpose.

To define where one page ends and another page starts.
To print a large worksheet to fit on a single page.
To add descriptive information to be printed with your worksheet.
To define rows and columns you want to print on each page of the output.
To change the order in which various worksheets should print.

Setting the Page Margins.

Select the worksheet you want to print.
On the File menu, click Page Setup, then click the Margins
In the Top, Bottom, Left, and Right boxes, enter the margin size you want.

You can also tell Ms-Excel to automatically position your worksheet at the center of the page, both horizontally (across) and vertically (downwards) by clicking the options under Center on Page.

To set Header or Footer margins.

To change the distance from the top edge to the header, enter a new margin size in the Header

To change the distance from the bottom edge to the footer, enter a new margin size in the Footer

These settings should be smaller than your top and bottom margin settings.

Tip. To see how the margins will affect the printed document, click Print Preview before the document is printed.

Setting the paper Orientation.

Orientation specifies how the worksheet will be printed on a page.

On the Page Setup dialog box, click the Page
Under Orientation, click Portrait or Landscape.

To set the Paper size for printing.

Click the Page
In the Paper size box, select the size of paper you want to use from the resulting drop down list.
If you want Ms-Excel to fit your worksheet on one page; under Scaling, click on Fit to and make sure that the specification is “Fit to: 1 page(s) wide by 1 tall”.

Setting the print Quality.

You can speed up the time it takes to print a worksheet by temporarily changing the printing quality.

Click in the worksheet.
On the File menu, click Page Setup, then click the Page
In the Print quality box, click the resolution you want to use.

To print in Draft quality,

Click Draft in the Print quality box.

Note. Draft quality increases printing speed by ignoring formatting and most graphics.

To add header and/or footer comments to be printed with your worksheet.

On the Page Setup dialog box, click the Header/Footer
Under Header, type in the information you want to appear at the top of each page.

Under Footer, type in the information you want to appear at the bottom of each page.

Alternatively, you can click on the arrow on the right of the Header or Footer to reveal a list of preset headers and footers and then select one of them.

To print with or without Cell gridlines.

On the Page Setup dialog box, click the Sheet
Select or clear the Gridlines

Note. Worksheets print faster if you print without gridlines.

To print the Row and Column headings.

Row headings are the row numbers to the left of the worksheet. Column headings are the letters that appear at the top of the columns on a worksheet.

On the Page Setup dialog box, click the Sheet
Select the Row and column headings

To specify which areas of the sheet you want to print, click in the Print Area box, then drag through the worksheet the areas that you want to print.

Choosing the printer.

There are many types of printers and Ms-Excel communicates with each one differently. Therefore, you have to tell Ms-Excel which printer is connected in order to get the right results.

On the File menu, select Print to display the Print dialog box.
Select the printer you want to use from the list of printers shown in the Name

Note. If the wrong printer has been selected in the Printer Setup, the printer will produce funny characters (garbage) when you order Ms-Excel to print the worksheet.

To define what part of the worksheet to print.

Purpose.

To select a certain portion of the worksheet for printing.

To print a selected area of a worksheet.

On the View menu, click Page Break Preview.
Select the area you want to be printed.
Right-click a cell within the selection (or on the File menu, point to Print Area), then click Set Print Area.

When you save the document, your print area selection is also saved.

Note. Page break preview – shows you what data will go on each page so you can adjust the print area and page breaks.

To print a selection, or the active worksheet(s).

To print a specific selection, select the range of cells to print.
On the File menu, click Print.
Under Print what, select an option to print, i.e., Selection or Active sheet(s).

When you choose Selection, Ms-Excel prints the selection and ignores any print area defined on for printing on the worksheet.

To print more than one copy at a time.

In the Number of copies box, enter the number of copies you want to print.

Preview a page before printing

Click Print Preview on the File menu (or on the Standard toolbar) to see a picture of how your worksheet will look when it is printed on a paper.
Use the buttons on the toolbar to look over the page or make adjustments before printing.
If what you see in the Print Preview screen satisfies you, click the Print button on the toolbar to start printing.
To return to the normal Ms-Excel screen, click the Close button in the Print Preview

Print preview displays the printed page so you can adjust columns and margins. The way pages appear in the preview window depends on the available fonts, the resolution of the printer, and the available colors.

Teachers' Resources

FORM ONE HISTORY REVISION BOOKLET (QUESTIONS PLUS ANSWERS)

October 5, 2025 Maverick John Leave a comment

HISTORY 311/1

SECTION I

Name two archeological sites in Kenya *KKC*
-Kobi Fora -Rusinga Island *KKC*

-Gamble cave -Fort Ternan

-Kariandusi -Hyrax Hill

Identify one role of the Njuri Ncheke among the Ameru of Kenya in the pre-colonial period *KKC*
– Settled disputes among members of the clan. *KKC*

– Final court of appeal

– Presided over religious functions

Give two written evidences of contact between the Kenyan coast and the outside world *KKC*
– Periplus of Erythrean sea. *KKC*

– Greco — Roman documentary

– Ibin Batuta and Al-Masudi documents

State two economic effects of Seyyid Said’s rule on East African Coast *KKC*
– Revival of the Indian ocean trade *KKC*

– Encouraged establishment of plantation Agriculture.

– Encouraged trade in the interior of East Africa

Give the main trade item from the interior during the long- distance trade in Kenya in the

16^th century *KKC*

– slaves *KKC*
State two ways in which the Nandi undermined the construction of the Kenya- Uganda railway *KKC*
– Fought against the British administrators and railway workers. *KKC*

– Declined to provide African labour

– Looted the construction materials.

– Decline to supply food to the railway workers

Identify one term of the Devonshire white paper of 1923 *KKC*
– Interests of the Africans were declared paramount *KKC*

– African would get representation in the legco through a missionary.

– Kenya Highlands were to be left for the whites

Give two roles of AEMO in the struggle for independence in Kenya *KKC*
– Mobied African nationalists in Kenya against the colonial government. *KKC*

– Led to the demand of self-government.

– Demanded for increased African representation in the legco.

– Agitated for release of African detainees

State two functions of African chiefs during colonial administration in Kenya *KKC*
– Recruit labour for Europeans *KKC*

– Collect taxes.

– Construct roads and public utilities

– Maintain law and order.

Identify the main philosophy during the reign of president Moi *KKC*
– Nyayoism *KKC*
Identify two political challenges in Kenya after independence *KKC*
11. – Assassinations i.e Tom Mboya, J.M. Kariuki *KKC*

– Change of constitutions

– Existence of tribal or Ethnic organizations

Name the first vice president of Kenya *KKC*
Oginga Odinga *KKC*
Name two women in Kenya who contributed towards the struggle for independence in Kenya *KKC*
– Wamuyu Gakuru — Nyeri *KKC*

– Chief Mang’ana — Kadem — Wanjiru Nyamarutu

– Kobilo Kwondoat Kimosop — Ingen medicine woman

– Moraamoka Ngiti — Gusii prophetss

– Mekatilili wa menza — Giriama

– Wambui Otieno

– Marshall Muthoni

Identify two rights of a Kenyan child as provided for in the children’s act *KKC*
– Right to life *KKC*

– Right to name and identity

– Good medical care

– Right to education

– Right to play and leisure

State two political causes of conflict in the Kenyan Society *KKC*
– Rigging of elections *KKC*

– Tribal and regional groupings during election campaign.

– Increased influx of refugees from neighbouring countries.

– Border disputes i.e Migingo Island

a) State three social factors for the migration of the Bantu to their present day area *KKC*
a) – Overpopulation in cradle land *KKC*

– Spirit of adventure

– Outbreak of human epidemics

b) Describe the political organization of the Mijikenda during pre-colonial period *KKC*
b) – The clan was the basic political unit. *KKC*

– It had a decentralized system of government

– Each clan had a council of elders (kambi)

– It acted as final court of appeal on judicial matters.

– There was the age-set system which provided warriors

– Warriors defended the community against external attacks as well as expanding

the territories.

– Intermarriages among clans encouraged strength of their social and political unity.

a) Give five reasons for the easy conquest of the E.A coast by the Portuguese before

16^th Century *KKC*

a) – The coastal towns were unprepared to fight the Portuguese. *KKC*

– The Portuguese were armed with superior and modern arms.

– Disunity among the coastal towns

– Portuguese were determined to conquer and settle at the East Coast.

– Well-trained Portuguese soldiers.

– Inferior weapons used by the coastal people

b) Explain the impact of Portuguese rule on E.A Coast *KKC*
b) – Decline of the Indian ocean trade *KKC*

– Destruction of the coastal city states

– News crops were introduced

– Developed the Kiswahili language

– Construction of Fort Jesus — remained a Historical site.

introduced Christianity

a) State reasons for Maasai collaboration with the British during the colonial period *KKC*
a) – Wanted protection against their traditional enemies i.e Agikuyu *KKC*

– Lenana wanted their assistance against his brother Sendeyo in their succession dispute

– The Lenana hoped to be made a paramount chief.

– Hoped to receive Western modernization/civilization education

– Natural calamities had weakened the maasai to resist

b) Explain how settler farming affected Africans in Kenya during colonial rule *KKC*
b) – African land was alienated/Africans became squatters *KKC*

– Forced labour to work on European farms

– Africans were confined into reserves

– Led to forced taxation to raise revenue to maintain European farms.

– Interfered with traditional farming systems of the Africans.

– Undermined African culture

a) State three features of independent churches and schools in Kenya during the colonial

period *KKC*

a) – Both were run by African leaders *KKC*

– Both embraced European practices and African traditional practice

– They were tribal or Ethnic based organizations

– Opposed colonialism

b) Explain six roles played by political movements in Kenya during the struggle for

independence *KKC*

b) – Created unity among Africans from diversed Ethnic and regional background. *KKC*

– Created awareness among people about the rights and ills of colonial Administration.

– They became grounds of training for future political leaders.

– Laid the foundation for political parties which led Kenya to Independence.

– Demanded for self-government.

– Opposed land alienation and racial discrimination

a) State three devices of direct democracy practiced in Kenya *KKC*
a) – Universal suffrage *KKC*

– Free and fair elections

– Referendum democracy

– Plebiscite

b) Explain the process of constitution making in Kenya *KKC*
b) – Civic education conducted by the constitution of Kenya Review commission. *KKC*

– Public consultation – Commission receives from the public about the proposed constitution

– National constitutional conference. Selected people meet to agree on the constitution.

– The referendum. Here the people vote (decide) directly on the constitution.

– The national Assembly. Parliament gives final approval on the constitution

a) State five reforms undertaken in the prison department in Kenya *KKC*
a) – Improvement on the diet provided to inmates *KKC*

– Improved medical services

– Provision of distance learning to prisoners

– Allowing prisoners to watch, read and listen to news

– Easing of congestion in prisons

– Visits by spouses among married prisoners.

– Provision of clothing and bedding

b) Explain functions of the speaker of the national Assembly in Kenya *KKC*
b) – Chairs parliamentary sessions. *KKC*

– Spokesman of parliament.

– Presides over the proceedings of the House

– Declares a seat vacant hence a by-election.

– Ensures orders is observed and adhere to the rules followed.

– Maintains attendance register of parliament

– Swears in members of parliament before participating in house deliberations.

a) State why the government of Kenya prepares national estimates *KKC*
a) – Assist the government to identify sources of revenue. *KKC*

– Government can prioritize its needs

– Enables the government to control its expenditure.

– Government determines and cpluin to the public tax structure.

– Government can plan for future operations

– Assists the government to set standards of performance

b) Explain how the government of Kenya ensures its revenue is well spend *KKC*
b ) – Government estimates must have parliamentary approval. *KKC*

– Parliament approves money allocated to each ministry.

– Supplementary estimates are approved by parliament.

– All government expenditure is audited by the controller and auditor general

– Parastatal accounts are audited by the auditor general of State Corporation.

– Public accounts committee examines government expenditure

Name one source of the history of Kenyan community during pre-colonial period *KKE*
– Oral tradition *KKE*

– Anthropology

– Linquistics

– Genetics

– Written sources

– Archeology

Name one city state that developed on the Kenyan coast by 1500 AD *KKE*
– Mombasa *KKE*

– Gedi

– Sofala

– Vumba

– Lamu

– Kilwa e.t.c.

State two reasons why the Akamba participated in the long distance trade *KKE*

– Their land was unsuitable for agriculture *KKE*

– Their land was centrally situated between the coast and the interior making it possible for them to

– High demand for ivory

– Availability of trade goods

– They were skilled traders

State one negative effect of the Indian Ocean trade before 1500 AD *KKE*

– Importation of goods led to decline of local industries *KKE*

– Led to destruction of wild life due to increased demand for ivory

– East Coast was exposed to foreigners who eventually colonized the region

– It increased inter – communal warfare due to the demand of slaves

Name the Nandi leader during their resistance to the British colonial rule *KKE*
– Koitalel Arap samoei *KKE*
State two effects of the land alienation on the Africans *KKE*
– Led to widespread poverty among Africans *KKE*

– Led to development of the squatter system

– Africans were pushed into created reserves and marginal areas

– Led to overcrowding in reserves

– Led to misery, low wages and poor working conditions among Africans

Name two chartered companies that acquired colonies in east Africa *KKE*
– I.B.E.A. Co *KKE*

– G.E.A Co

State two factors which undermine the performance of local authorities in Kenya *KKE*
– Inadequate funds – to finance them services *KKE*

– Lack of administrative autonomy since the ministry of local government has wide powers above

– Tax evasion- by individuals and organizations which pose a problem for their operations

– Mismanagement due to lack of qualified staff/ nepotism/ tribalism

– Population pressure which puts a lot of strain to the local authorities making it impossible

to provide adequate social services e.g. water, housing e.t.c.

– Size of local authority – the power given to the minister to upgrade local authorities has

been misused whereas some are too small and too poor to undertake responsibility expected

of them

Name the British governor that was involved in the drafting of the Kenyan multi-racial

constitution in 1954 *KKE*

– Lyttleton *KKE*
State two reasons why the Kenyan prisons are categorized *KKE*
– Gender sensitivity/ sex *KKE*

– Age

– Different crimes committed

Identify two types of local authorities in Kenya *KKE*
– County councils *KKE*

– City councils

– Municipal councils

– Town councils

– Urban and area councils

State one function of the Orkoiyot in the pre colonial Kenya *KKE*
– Settled disputes *KKE*

-Presided over religious functions

-Maintained law and order

-Blessed warriors before going to war

Give two reasons why the British used direct rule in administering most parts of Kenya *KKE*
– Had enough manpower *KKE*

– Most Kenyan communities resisted colonial rule

– Most communities had decentralized system of government except the Wanga

– Had capital

State two ways one can become a Kenyan citizen *KKE*
– By birth *KKE*

– By registration

– Naturalization

State two challenges facing the free primary education in Kenya *KKE*
– Congestion/ over crowding in schools *KKE*

– Delays in disbursement of funds

– Inadequate teachers

– Corruption/ mismanagement of funds meant for free primary education

Give the main function of the Kenya anti corruption commission of Kenya (KACC) *KKE*
– To investigate cases of corruption and make public the findings *KKE*
Who appoints the district commissioner in Kenya *KKE*
– The President *KKE*
(a) Describe the social organization of the mijikenda during the pre colonial period *KKE*

18.a) – It was clan based *KKE*

– Lived in fortified villages/ kayas

– People had defined roles

– Had social ceremonies such as planting and harvesting

– Practiced polygamy and payment of dowry

– Believed in supreme being known as Mulungu

– Worshipped ancestral spirits

– Had prophets and medicine men

– Practiced circumcision

(b) Explain the effects of Bantu migration and settlement in Kenya *KKE*

18.b) – Led to increase in population in the regions they settled *KKE*

– Spread iron working into the regions and other communities like the Luo adopted the art

– Led to trading activities e.g. agikuyu and Maasai, Abagusii and Luo

– Led to exchange of knowledge i.e. Bantu adopted age set system and practice of circumcision

from the cushites

– Enrichment of languages due to word borrowing

– Led to cultural interaction of Bantu hence assimilated some Southern Cushites and some Bantu were assimilated by Nilotes and Cushites

– Led to displacement of some communities e.g. the Gumba and athi

– Led to intermarriages with other communities

(a) Identify five grievances of the kikuyu central association against the British colonial

Government in Kenya *KKE*

19.a) – Releases of Harry Thuku *KKE*

End of Kipande system
Return alienated land of the Agikuyu
Demand for African representation in Legco
An elected Kikuyu paramount chief
Increased educational opportunities for Africans

(b) Describe at least five roles played by Ronald Ngala in the struggle for independence in

Kenya *KKE*

b) – He joined the coast association (CAA) in 1947 which expressed the problems and hopes of

the Mijikenda people *KKE*

– He was a founder member of the Mombasa african Democratic Union

– He also helped to form the Kilifi African Peoples Union

– In 1957 he was elected to the Legco to represent coast rural constituency

– He was the treasurer of AEMO

– AEMO forced the colonial government to introduce the Lennox- Boyd constitution of 1958

– He was instrumental in the formation of KADU to defend the interests of the minority

African groups against possible domination by KANU

-He became the president of KADU

– He attended the first Lancaster House Conference to discuss the independence

– He supported and called for the release of detained leaders

– 1960, he was appointed minister for labour, social security and adult education

– 1961, KADU under the leadership of Ngala formed the 1^st independence government

– In 1962 he became minister of state for constitutional affairs

– In 1963 he was elected to the House of representatives as a member of Kilifi

(a) State five factors that contributed to the growth of Nairobi city in Kenya *KKE*
a) – Availability of water *KKE*

– Construction of the Kenya- Uganda railway – it acted as a railway depot

– Was centrally placed- acted as intersection of different transport routes

– Trading activities

– Establishment of administrative posts/ military posts

– Good climate suitable for farming and settlement

– Cool temperatures which favoured the European settlement

– Flat land suitable for railway workshops hence encouraged settlements

(b) Explain the positive effects of urbanization to Kenya *KKE*

b) – Created employment opportunities for many Africans *KKE*

– Led to formation of tribal/ social welfare associations

– Promoted national integration

– Led to small entrepreneurship e.g. traders to earn a living

– Led to rise of trade unions to promote the welfare of workers

– Led to cultural interaction

– Created market for agricultural products in the surrounding environment

– Industries expanded due to availability of labour

(a) State five features of early political associations in Kenya between 1919-1935 *KKE*
a) – They were ethnic based *KKE*

– Their grievances were quite similar

– They did not advocate for independence but clamored for better living conditions and an end

to colonial exploitation

– They did not attract a large following

– They were led by mission educated young men

– Non- militarial

– Formed in response to social economic problems

(b) Explain five factors that promoted the growth of African nationalism in Kenya between

1945 and 1963 *KKE*

b) – African participation in the 2^nd world War *KKE*

– Indians and Burmas independence in 1947 and 1948 respectively, gave nationalists a

strong urge to fight for their liberation

– KAU mobilized Africans against colonial office to institute constitutional changes

– African elected members in the Legco put pressure through their organization AEMO

– Ghana’s independence in 1957 under Kwameh Nkrumah championed the cause of

nationalist struggle through Pan Africanism

– Formation of national political parties such as KANU, KADU and APP intensified the struggle

– Jomo Kenyatta played a great role of trying to unite Kenyan against colonial rule

– British labour party took over power after 1945 and its policies were against colonization

– Maumau activities- made Africans more determined to achieve independence through oathing

(a) What factors led to the development of multi-party democracy in Kenya in the early 1990 *KKE*
a) – Western aid conditions – a number of countries made it clear that they would grant aid only

to developing countries that embraced democratic policies and pluralistic politics *KKE*

– Unification of Germany – it marked the end of the cold war and communism USSR lost her

power in the world leaving USA to promote its political ideology of advocating liberal

democracy throughout the world

– Political changes in the USSR e.g. some of her republics broke away from the union and

started independent governments. These developments spelt change for Kenya

– Multi- party having been successful in other countries e.g. Zambia

– Pressure from the church e.g. Rev Njoya, Bishop Muge and Bishop Henry Okullo

– Dissatisfaction with the 1988 general election that were alleged to have been rigid due to

the queuing system

– KANU’s response to criticism e.g. those who criticized the government for corruption and other

ills were arrested and others expelled from KANU

– Pressure from lawyers and journalists

– Saitoti review committee report of 1990. as a result of the recommendations section 2A of

the constitution was reviewed reverting the country to a multi- party democracy

(b) Explain how the existence of many parties has promoted democracy in Kenya *KKE*

b) – They provide Kenyans with an opportunity to join parties of their choice *KKE*

– They promote accountability and transparency in the government

– They mobilize people to participate in democratic process as well as development

– They create public awareness on certain issues e.g. referendum

– They help provide an alternative perspectives on parliamentary debate on certain issues

like children’s rights and environment sell alternatives ideas to the citizens

– They check the excesses of the government by letting the public know the ills being done by

the government e.g. Anglo- leasing scandal

– They lay more ground for training the future leaders

(a) Give three symbols of national unity in Kenya *KKE*
a) – The flag *KKE*

– National anthem

– Loyalty pledge

– Coat of arms

– National awards

(b) Explain six factors which promote national unity in Kenya *KKE*

b) – National languages i.e. Kiswahili and English *KKE*

– Education – pupils are drawn from different ethnic groups to interact freely in public and

private schools

– The constitution – protects all Kenyan from any form of discrimination based on race, colour

, tribe e.t.c.

– Intermarriages, sports and games

– Equal distribution of resources e.g. hospitals, schools

– National philosophies e.g. Harambee and Nyayoism call unity among different

ethnic communities to pull together their resources for development- they emphasize

peace, love and unity

– Urbanization

– The institution of the presidency – he represents and protects all Kenyans

(a) state five ways through which the Kenyan government raises its revenue *KKE*
a) – Direct taxes e.g. payee, stamp duty and capital gains tax *KKE*

– Indirect taxes e.g. sales tax, custom duty, excise duty, VAT

– Sale of government bonds and treasury bills

– Profit acquired by parastatals

– Charges on provision of government services e.g. water, electricity, medical treatment

– Land rates levies on land paid by citizens and companies as rent

– House rent from government buildings

– Fees/ levies on fuel and mining fees paid by millers

– Court fines

– Tourism fees paid as entrance to game reserves and national parks

(b) Describe ways in which the parliament in Kenya controls government expenditure *KKE*

b) – Public investment committee ensures that public finance is spent for the intended purpose

*KKE*

– Before any money is allocated to the government ministries and departments, it has to

be approved by parliament

– Government estimates have to be approved by parliament after they are prepared and

presented by the minister for finance on budget day

– All supplementary estimates must be approved by parliament and it also demands an

explanation when money has to be returned to the treasury

– Parliament requires all government expenditure to be audited and the audited reports

Identify one community that is part of the original inhabitants of Kenya *MGN*
(i) The Khoisan *MGN*

(ii)The Southern Cushites

Give the main social custom the Abasuba adopted from the Luo *MGN*
– Language (Dholuo) *MGN*
State two reasons why the Portuguese built Fort Jesus *MGN*

3 – Used as a watch-tower. They could sport the enemy from far and prepare for an attack or

counter attack *MGN*

– It served as a hiding place against attacks by their enemies

– Served as a military base/Barrack

– It acted as their residential place

– It acted as a store. They could store their goods and trading items

– It acted as a centre of trade

– It acted as a cell/detention camp

– It offered them security and protection

Name the fortified villages where the Mijikenda settled in Kenya by 19^th Century *MGN*
– The Kayas *MGN*
Mention two methods used by the British to promote settler farming in Kenya *MGN*
(i) Acquisition of land by the settlers *MGN*

(ii) Provision of labour

(iii) Technical assistance

(iv) Transport and communication

(v) Security

(vi) Credit facilities

State two consequences of British Colonial Land Policies in Kenya by 20^th Century *MGN*
– Landlessness *MGN*

– Development of squatter system

– Restricted the movement of Africans

– Overpopulation in the reserves

– overuse of land which led to soil erosion

– Influx of Africans to towns

– Brought misery, poverty and fear among African

– Introduced the Kipande system

– Rise of African nationalist parties

– Development of African welfare organizations

– Brought the payment of taxes

Mention one Portuguese Commander who took part in the conquest of the East African Coast *MGN*
– Vasco-Dagama *MGN*

– Fransisco de Almaida

– Pedros Alveres Cabral

– Lawrence Ravasco

What two reasons led to the collapse of the Imperial British East African company (IBEACO) *MGN*
– The company lacked qualified administrators *MGN*

– Mismanagement of funds by the company officials (corruption)

– Vast area for the few officials to manage

– Some African communities resisted the company rule

– They lacked funds for it’s day to day activities

– Poor communication between the company officials and colonial office in Britain

(poor co-ordination)

– The officials were affected by climatic conditions and tropical diseases like malaria et.c

– Rivalry from the German East African company

– Poor infrastructure hindered its effectiveness e.g. lack of navigable rivers

– Lack of strategic natural resources for export

Identify the Christian Missionary who established a medical station at Thogoto in 1907. *MGN*
-Dr. J. W. Arthur *MGN*
Name two independent African Churches in Kenya before 1940. *MGN*
– Nomiya LUo Church *MGN*

– Dini ya Musambwa

– Dini ya Roho

– African Independent Church

– Luo Joroho Church

– African Orthodox Church

Name an African appointed as a Minister for Housing after Lonox Boyd Constitution

proposal of 1958. *MGN*

11 – Musa Amalemba *MGN*

What is the main role of Kenya anti-corruption Commission? *MGN*
-To investigate and prosecute officers/bodies/firms involved in corruption deal *MGN*
State two development rights of a child. *MGN*
– Education *MGN*

– Play and leisure

– Access to information

– Social security

– Parental love

Name two organs of government that promote national unity in Kenya. *MGN*
– A single curriculum taught in schools *MGN*

– Public schools enrolled children from all communities without discrimination

Identify two types of direct taxes paid by Kenyans. *MGN*
– Income tax/PAYE *MGN*

– Withholding tax

– Capital gain tax

– Corporate tax

Name one parliamentary committee that monitors government expenditure in Kenya. *MGN*
– Parliamentary Accounts committee (PAC) *MGN*

– Parliamentary Investment Committee (PIC)

Identify the Kenyan leader who introduced the Harambee philosophy. *MGN*
– Mzeee Jomo Kenyatta *MGN*
(a) Identify three communities of the Western Bantus of Kenya. *MGN*

18.. a) – Abaluhya *MGN*

– Abagusii

– Abakuria

(b) Describe the migration and settlement of the Western Bantus into Kenya. *MGN*

b) – Originated from the Congo region alongside rest of the Bantus *MGN*

– Moved North Eastwards into Eastern Uganda

– Abagusi settled around Mt. Elgon

– In 1500AD the Abagusii moved south into Yimbo and AlegoI

– In 1600AD the arrival of the Luo forced the Abagusi to move into Kano plains

– The Abagusii migrated into kabianga before the Kipsigis forced them into the Gusii highlands

– The Abakuria moved south through Yimbo around 17^th C

– The Abakuria migrated around Chepalungu to settle into the present Kuria land in 1800

– The Abaluhya had diverse origins

– The Maragoli broke off from the Abakuria and Abagusii in the 16^th C.

– The Bukusu evolved around Mt. Elgon and spread in Bungoma around 18^th C

– The Samia and Banyala migrated to their present homelands from Southern Uganda

(a) Name three commodities that were exported to Arabia from the Kenyan Coast. *MGN*
a) – Ivory *MGN*

– Slaves

– Rhinoserous horns

– Animal skins

– Ostrich feathers

– Copper

– Gold

– Tortoise shells

(b) Explain the factors that led to the development of the Indian Ocean Trade. *MGN*

b) – Availability of goods required by traders *MGN*

– Relative peace and stability along the Coast

– High demand for goods from East Africa and Arabia

– Existence of natural habours made the Kenyan Coast easily accessible by sea

– The monsoon winds assisted the traders to easily travel to and from the coast

– Existence of enterprising merchants both in Kenya and Arabia

(a) Give three factors that led to the issuing of the Devonshire white paper of 1923 *MGN*
a) – The influence of the dual mandate (a book of the league of nations that has

regulations concerning mandates) – It was committed to the principle of trusteeship

whereby it was interested on its African population than European settlement *MGN*

– The Indian opposition to the privileged position of European settlers.

– The rise of race conflicts i.e. African versus European dominion and also European

versus Asian conflict

– The decision by the colonial government to ban racial segregation apart from the

white highlands only, disappointed the settlers who didn’t want the ban to be lifted hence

they sent a delegation to London to see the colonial secretary the duke of Devonshire.

– The need to arrest /stop a racial war

– The African general resentment on land alienation, forced labour, taxation system, Kipande system, low wages and no political representation e.t.c

(b) Explain six effects of the construction of the Kenya-Uganda railway. *MGN*

b) – Development of towns like Nairobi, Nakuru and Eldoret *MGN*

– Stimulated development of telecommunication systems like telegraph

– Enhanced the British control over Kenya by easing movement of soldiers and administrators

– Alienation of African land for its construction

– Stimulated internal and external trade based on local agricultural produce like tea,

pyrethrum, maize and coffee

– Offered employment to Africans

– Provided the colonial government with steady source of income

– Promoted and eased the spread of Christianity

– Promotion of nationalism by enhancing interaction among Africans

– Emergence of Indian communities in the country who later contributed to the development of

the economy

(a) List any three political parties that were formed in Kenya before 1939. *MGN*
a) – East African Association *MGN*

– Kikuyu Central Association

– Kavirondo tax payers welfare association

– Ukamba members association

– Coast African association

– Taita Hills association

(b) Explain six ways in which the existence of many political parties has promoted democracy

in Kenya. *MGN*

b) – It has promoted freedom of expression and choice/freedom of speech *MGN*

– Has reduced abuse of power and priviledges by leaders

– Has promoted respect for human rights in Kenya

– Has created transparency in government dealings

– Has promoted freedom of association by providing alternative parties for the people

– Has provided people a forum to express their views on how a country should be managed

– Has made the government more accountable to the people through constant criticism

– Has provided a system of scrutinizing government expenditure through PIC and PAC

– It has made people feel free to contribute to any aspect of development n the country

without feeling intimidated

– It has enabled people who wish to form political parties to go ahead

(a) State any five peaceful ways of resolving conflicts in Kenya. *MGN*
a) – Through negotiations/diplomacy *MGN*

– Through arbitrations

– Through mediations

– Through litigations

– Through legislations

– By use of council of elders

– Use of peace keeping mission

– Through the Church/clergy /pastors

(b) Describe six preparations made by Interim Independent electoral commission of Kenya

(I. I. E.C.) before general elections are made in Kenya. *MGN*

b) – Marking boundaries of constituencies *MGN*

– Registration of voters

– Creating new constituencies if need be

– Choosing/recruiting of election officials such as returning officers, presiding officers,

election clerks e.t.c

– Preparation of election materials e.g ballot papers and boxes

– Nomination of candidates to contest various seats in the election

– Arranging for security of ballot papers and boxes and for general voting day

– Organizing for transportation of electoral officials and materials

– Examination of voters registers to remove dead voters from the register

(a) Identify the sources of revenue for local authorities in Kenya. *MGN*
a )- Grants from the central government *MGN*

– Fees charged on services rendered by the councils

– Sale of licences to the public

– Fines imposed on offenders

– Cess money collected from petty/minor traders

– Service charge paid by the residents

– Aid from donor agencies and countries

– Rates on property

– Loans from financial institutions

– Profits from council investments

– Rents charged on houses and office places for local authorities

(b) What are the challenges facing local authorities in Kenya? *MGN*

b) – Some local authorities are too small to operate on their own effectively *MGN*

– Those with high population face management problems since it strains available resources

– Many do not have a strong financial base/shortage of funds

– Existence of inefficient revenue collection system

– Tax evasions by individuals and organizations

– Misappropriation /mismanagement of funds by corrupt officers

– Political interference in the affairs and management of the local authorities

– Conflicts between councilors and Chief officers

– Lack of autonomy due to too much control by the central government

– Widespread corruption in the council

– Lack of qualified staff in areas of administration and financial management

– Poor staff remunerations/salaries delay even for 10months

– Over-employment thus straining their financial abilities

– Election of illiterate councilors to manage the affairs of the authorities

– Poor infrastructures in the councils

– Vandalism of facilities offered by the local authorities

(a) Identify categories of civil servants whose appointments are not subject to the public

service commission. *MGN*

a) – Personal staff of the president *MGN*

– Judges of the High Court and court of Appeal

– The auditor and controller General

– Ambassadors and High Commissioners

– Permanent secretaries

(b) Explain the importance of the institution of parliament in Kenya.presented to it for scrutiny

and debate. This is done by the public Accounts Committee

b) – Parliament is the supreme law mapping institution in the country. Its laws are binding

to everybody *MGN*

– Parliament represents the interests of the electorate as it’s made up of the electorate as it

is made up of their elected representatives

– Checks on the abuse of power by the executive and thus promotes good governance

and accountability

– It’s empowered to control revenue collection and government expenditure e.g. annual

budgets are approved by parliament

– Can pass a vote of not confidence in the government of the day

– It is empowered to investigate the activities of any public officer if it feels that the person is

not doing well

– Ensures that the government revenue is spent properly e.g. done through the controller

and auditor general

State one economic way through which the Luo and the Abagusii interacted during the

pre-colonial period *NYR*

-trade *NYR*
Name two groups of the Luo who had entered Kenya by the 17^th Century *NYR*
– Joka-jok (15^th c) *NYR* – Joka-winy (17^th c)
State two reasons why the Akamba got involved in the long distance trade during the pre-colonial

period *NYR*

– The Akamba were strategically positioned between he coast and the fertile highlands of central

Kenya. *NYR*

– Ukambani was suitable for agriculture hence they ventured into trade.

– They were skilled hunters and were able to get ivory and other animal products for trade.

– They had developed good contacts with local people.

– They had rich merchants who finances their trade e.g. chief Kivoi

Name two early Christian missionaries who helped in translating the Bible to local languages *NYR*
– Johann Ludwig Krapt *NYR*

– Johann Rebman

State the main factors that contributed to the decline of gold trade during the period of Portuguese

rule on the Coast of East Africa *NYR*

– Smuggling *NYR*
Give two ways in which rural to rural migration in Kenya contributes to national unity *NYR*
– It promotes inter ethnic integration. *NYR*

– It promotes peaceful co existence/harmonious living between different communities

State two circumstances under which the right to life of Kenyan citizen can be taken away *NYR*
– To prevent the escape of a prisoner or in the process of lawful arrest. *NYR*

– In the event of war

– In case of rebellion, riots or muting

– To prevent a person from committing a crime

– In self defense

– To carry out death sentence by court.

State two advantages of unwritten constitution *NYR*
i) It preserves the traditions of a nation *NYR*
ii) It is simple to amend

iii) It is indigenous and therefore suited to a state

iv) It is flexible. Can be changed with circumstances
What is democracy? *NYR*
– It is the rule of the people directly or through representations *NYR*
State the importance of the Heligolant treaty of 1890 to the later history of East Africa? *NYR*
-It completed the process of scramble and partition of east Africa *NYR*
Name two communities who displayed mixed reactions to European rule in Kenya *NYR*
i) Akamba *NYR*
ii) Agikuyu

iii) Luo

Give the main reason why poll tax was introduced inn Kenya during the colonial period *NYR*

12.-To force Africans to work on European settler farms *NYR*

Name two founder members of the Young Kikuyu Association *NYR*
i) Harry Thuku *NYR*
ii) Abdalla Tairara
What is the main function of the Civil Service in Kenya? *NYR*
– To implement government programmes *NYR*
Name the National philosophy used immediately Kenya achieved independence *NYR*
– African socialism *NYR*
State two causes of divisions within the opposition political parties since 1992 *NYR*
-ethnic affiliations *NYR*

-external interference from government

-ideological differences

-suspension based on personal differences among leaders

-conflicts over leadership/power/wealth/fame

What is the main constitutional change made by the tenth parliament *NYR*
-creation of the office of the prime minister *NYR*
(a) State five economic factors for the migration of Kenyan societies *NYR*
a) i) Search for water and pastures *NYR*
ii) Search for land to cultivate

iii) The use of iron tools and weapons helped them to clear large tracts of land to

defend themselves

iv) Search for new areas to hunt and gather food
v) Expansion of trade.

(b) Describe the political organization of the Borana during the pre-colonial period *NYR*

b) i)it was divided into two halves as moieties which were further sub-divided into

sub-moieties. *NYR*

ii) Sub-moieties were sub-divided into clans

iii) Clans traced their origins to a common descent.

iv) Each moiety was ruled by a hereditary leader known as Kallu. He was also a

religious leader and elected age-set leaders

v) The Kallu ruled with the help of the council of elders
vi) The clans lived in camps under a council of elders whose duties included making

and enforcing rules, land and well ownership, Marriages, dispute, theft and rape cases

and religions ceremonies

vii) Boys were circumcised and formed age-set (Hariyya) which defended the community

(a) State five factors that facilitated the development of international trade between the Coast
a) i) Long historical links between the coast and other parts of the world e.g. the Far East *NYR*
ii) Seyyid Said played an important in promoting the role of trade e.g. he encouraged

foreign traders to come to the coast, levied unified custom duty, signed commercial

treaties with the USA etc

iii) He improved monetary system by introduction small copper coins and silver currency

iv) There was availability of goods which were in high demand in the international market.
v) Deep harbours at the coast
vi) Fresh water and food at the coast

vii) Peace and security at the coast

viii) Trade routes to the interior

ix) Spread of brutish influence to the interior.
x) Trade was financed by rich merchants

(b) Explain five problems faced by Oman rulers in east Africa *NYR*

19.b) i) There was constant rebellion from the coastal towns *NYR*

ii) There was civil war back in their country

iii) The Oman rulers were harsh and ruthless as a result they were hated by the coastal people.

iv) They were attacked by sea privates along the Indian Ocean.
v) British arrival at the coast threatened their dominance
(a) Why did the British use direct rule in administering most parts of Kenya ? *NYR*
a) i) There were may ethnic groups with diverse socio-cultural system which made it difficult

for the British to apply indirect rule *NYR*

ii) Most communities did not have centralized administrative system there the British appointed

chiefs

iii) There was an exiting system of direct we used by the imperial British east Africa

company on which the British built their administration

iv) Most communities resisted British rule and so they had to be controlled directly
v) Had enough administrative

(b) Describe the problems associated with Moi’s leadership as president of Kenya *NYR*

b) – He was authoritarian. There was torture and detention without trial *NYR*

– There were several tribal clashes in various parts of the rift valley blamed on his government

– Poverty and the spread of HIV/AIDS

– Violation of human rights e.g. the murders of Robert Ouko and Alexander Muge

– Demand for political pluralism led to riots causing deaths of many people and destruction

of property.

– Poor relation with Sudan Ethiopia and Somali

(a) Give two main challenges that have faced the re-writing of Kenya constitution *NYR*
a) – Political interference *NYR*

– Financial constrains

– Selfish ambition of leaders

– Political differences on the mode to be followed.

– Illiteracy of the masses

(b) Explain six challenges facing the education sector in Kenya today *NYR*

b)- Inefficient funds to adequately remunerate teachers and develop learning facilities *NYR*

– Inadequate learning facilities e.g. classrooms laboratories etc

– High drop out rate due to lack 0f school fees and pregnancy of girls

– Moral decay in schools, drug abuse, strikes/indiscipline

– Corruption and mismanagement of learning institution and embezzlement of funds

– Education is expensive and costly for ordinary Kenyans

– Lack of clear education policies/frequent changes and revision of curriculum

(a) Give three symbols of National unity *NYR*
a) i) The national flag *NYR*
ii) The national

iii) The coat of arms

iv) The loyalty pledge
v) The presidency
vi) The constitution

vii) The national language

(b) Explain six factors that undermine free and fair elections in Kenya *NYR*

b) i) tribalism/ethnic people choosing leaders on tribal lines *NYR*
ii) Rigging of votes during counting

iii) Violence and chaos which hinders the voting process

iv) Corruption /bribery of voters
v) Illiteracy hence some Kenyans cannot be able to mark ballot papers
vi) Inadequate civil education-voters are not sensitized on their right to vote

vii) Alcoholism and drug abuse used by candidates to hire voters

(a) Name five sources of revenue for municipal councils in Kenya *NYR*
a) i) licenses-sales of license to business people *NYR*
ii) Fines to those who breaks the by-laws of the local authorities

iii) Grunts from the central government.

iv) Rents on property like land owned by local authorities
v) Cess taxes on crops through cooperatives
vi) Profits from investments

vii) Loans and donations e.g. from the ministry of local government

viii) Fees changed on water mortuary (services)

(b) Describe the problems facing the local authorities *NYR*

b) i) Inadequate funds to finance operations *NYR*
ii) Misappropriate and mismanagement of funds/corruption

iii) Lack of autonomy from the central government which causes delays hence inefficiency.

iv) Political interference by people well connected to the central government
v) Duplication of roles with the central government
vi) Increasing population hence rise f slums unplanned structures, environmental degradation,

HIV/AIDS street families etc

vii) Traffic congestion due to poor plannin

(a) State five challenges the government is facing in raising its revenue *NYR*
a) i)some people evade pay tax *NYR*
ii) People give wrong information hence they end up reducing the amount payable in taxes

iii) Those who assess taxes are bribed so that they give falsified assessment making

the government loose a lot of money.

iv) Some rich Kenyans deposit their money in foreign countries hence denying Kenya access

to the money.

v) Donor funds come with strings attacked
vi) Loans are issued with very high interest rates

vii) Government reliance on foreign debt attracts heavy penalties on failing to pay hence

debt crisis

(b) Describe ways through which the government of Kenya ensures public finance is not

misused *NYR*

b) i) Parliament approves all government expenditure by the ministries *NYR*
ii) There is a parliamentary committee that scrutinizes all accounts report from government

ministries e.g. public investment committee, public accounts committees (PAC) etc.

iii) Permanent secretaries in the ministries are chief accounting officers. They are responsible

for all the money allocated to ministries

iv) All government contracts are publicly advertised for the awarding of tenders
v) The government established the Kenya anti-corruption cases in a non-partisan manner
vi) Putting in place mechanisms to curb revenue evasion e.g. wealth declaration for

all government employees

vii) All government supplementary expenditure by the government ministries must get

approval of parliament

Name two Kenyan communities that are part of the plain Nilotes *STK*
i) Iteso *STK*
ii) Maasai

iii) Turkana

iv) Jie
v) Njemps
Give one main reason why the Arabs came to Kenyan coast *STK*
To trade *STK*
Identify two factors that contributed to the spread of Islam along the Kenyan coast in around

1500 A.D *STK*

i) Trade *STK*
ii) Arab immigration into East Africa

iii) The Islamic schools established along the coast of East Africa

iv) The Swahili culture which had mainly Islamic elements
v) Intermarriages between the Muslim and the indigenous communities along the coast of

East Africa

Give two terms of the heligoland treaty of 1890 *STK*
i) Germany officially recognized that Uganda was a British sphere of influence. The British also

laid claims over Kenya *STK*

ii) Germany abandoned her claim over witu

iii) The British gave up Heligoland, an island in the North sea to Germany

iv) Germany acquired a strip of land on Tanganyika and purchased the coast of Tanganyika

from the Sultan of Zanzibar

v) The Sultan of Zanzibar retained the 16 km coastal strip
State two powers given to the Imperial British East African Company by the royal charter of 1888 *STK*
i) To establish political authority in British East Africa and maintain general order and security

*STK*

ii) To develop and regulate trade by facilitating the movement of goods and people

between the coast and the interior

iii) To collect taxes and institute custom duty in the area

iv) To develop and civilize the indigenous people through stopping of slave trade, developing

means of transport, education and health facilities

v) To exploit the natural resources in the colonies on behalf of Britain
vi) To protect the Christian missionaries in Kenya
Name two Women leaders of the Agyriama resistance against the British invasion and rule *STK*
i) Mekatilili wa menza *STK*
ii) Wanje wa Madorika
Name the first African chairman of the African Districts Councils in Kenya appointed in 1958 *STK*
Pascal Nabwane *STK*
Give one provision of the native land trust ordinance of 1930 *STK* 8. – It stated that African reserves belonged to the Africans permanently *STK*
State two duties of the leader of government business in Kenya *STK*
i) Chairing weekly committee meetings on procedural motions, including motions of adjournment

*STK*

ii) Seconding most bills moved by ministers

iii) Consulting regularly with the leader of the official opposition on parliamentary issues

Identify one landmark constitutional amendment that was made in Kenya in 1991 *STK*
i) Repeal of section 2A of the constitution that reverted back into a multiparty state *STK*
ii) The president term of service was limited to a two five year term
Give one way in which the Swynnerton plan of 1954 benefited the Africans in Kenya *STK*
i) It provided for land consolidation and registration therefore enabling Africans to get

title deeds to their lands *STK*

ii) It also enabled Africans to acquire loans using the security they had obtained i.e title deeds
Identify one form of child abuse *STK* 12. i) Exploitation *STK*
ii) Child labour

iii) Sexual abuse

iv) Discrimination
v) Exposure to drugs
vi) Battering
State two roles of the public service commission in Kenya *STK*
i) It appoints, confirm and exercise disciplinary control over civil servants *STK*
ii) Advertises vacancies in the Country in the local dailies or the Kenya Gazette

iii) It deals with promotions and transfers of civil servants to improve efficiency

iv) It can interdict or suspend officers, retire them in public interest or terminate their services
Who assents to parliamentary bills before they become laws in Kenya *STK*
i) The president of the republic of Kenya *STK*
Give one type of local authority in Kenya *STK*
i) City council *STK*
ii) Municipal councils

iii) County councils

iv) Town councils
v) Urban and area councils
Name one type of a co-operative society found in Kenya today *STK*
i) consumer cooperative *STK*
ii) Producer cooperative

iii) savings and credit cooperative

State two ways in which the government of Kenya has encouraged sports in the country *STK*
i) Kenya has sports officers in every district *STK*
ii) Physical education is part of primary and secondary curriculum in Kenya

iii) Kenyatta university trains teachers upto post graduate level in various aspects of sports

iv) President Mwai Kibaki in 2004 awarded commendations to sportsmen and women in

recognition of their role in the promotion of sports in the country

v) Sports facilities have been improved e.g Moi international sports centre kasarani
vi) The government gives incentives to the outstanding perfomers e.g. ksh 300,000 to 500,000 for

any gold medal

18 a) Why did the Bantu migrate from their original homeland? *STK*

a) – There was an increase in population thus the need for land for settlement *STK*

– They needed land for grazing pasture

– Internal conflicts

– External attacks

– Outbreak of diseases/ epidermics

– Drought and famine

– Some migrated for the sake of adventure

b) Describe the political organization of the Akamba during the pre-colonial period *STK*
b) – The basic political unit was the clan *STK*

– The clan was ruled by a council of elders

– The akamba society was divided into various age grade and age sets

– The lowest age-grade was that of junior elders who defended the community warriors

– The next in rank was the junior elders who precided over minor cases

– Full elders precided over the major cases

– The Akamba had a decetraliaed system of government/ autonous clans

a) Outline the first three stages of Portuguese conquest of the coastal towns in East Africa *STK*

19.a) – In 1500 Pedro Alvares cabral conjured sofala *STK*

– In 1502 vasco Dagama attached the town of Kilwa and Zanzibar and other coastal towns

were conquered by Ruy Lourenco Ravasco and forced to pay tribute.

– In 1505 Mombasa and Kilwa were conquered by Francisco D Almelda

– Between 1506-7 Lamu was conquered by Triastao da cunma

– 1509 majia, Pemba and Zanzibar were brought under Portuguese ruling

b) Explain six factors that led to the decline of the Portuguese rule at the Coast of East Africa *STK*
b) – The decline of the Indian Ocean trade denied them revenue to support administrative activities *STK*

– The Portuguese officials were corrupt and pocketed funds which would have been used

to manage the empire.

– Portuguese officers were cruel/ruthless to the Africans and Arabs who resented than

and therefore did not cooperate.

– There were constant rebellion against the Portuguese and this weakened their control.

– Combined attacks by the Persians, Arabs and Turks proved formidable to the Portuguese

– They faced stiff competition from the British and the Dutch which reduced their profits.

– The Portuguese had inadequate personnel to effectively manage the extensive coast.

– Portugal lacked capital to pay the administrators at the Coast and this demoralized them.

– The Portuguese lacked administrative skills hence were unable to rule effectively.

a) Give five reasons for the construction of the Kenya-Uganda railway *STK*
a) – To facilitate transportation of troop s and government administration. *STK*

– To link Uganda with the Coast and outside world

– To facilitate economic exploitation of the regions

– To establish effective control over the British East Africa

– To eradicate slave trade and replace it with legitimate commerce

– To enable the British to protect her strategic interests in the region

b) Explain five reasons why settler farming was encouraged in Kenya during the colonial

period *STK*

b) – To finance the administrative cost of the colony *STK*

– To help pay for the construction cost of the railway

– To provide cheap raw materials for the British industries

– The Kenyan highlands were ideal for British settlement

– To counter Asian influence in Kenya

– The colony lacked other natural resources to be exploited

– The settlers would form the backbone of the economy and help make Kenya a

white man’s country

a) Give the factors that led to the multiparty democracy in Kenya since 1991 *STK*
a) – External factors *STK*

– Political changes in the Soviet union led to the overthrow of dictatorial regions establishment

of democratic leadership

– Re-unification of Germany-making the end of communism and cold war

– Western Aid conditions- The donars pressurized the government of developing countries

to emptrace democratic, policies and pluralism

– Influence of pluralism in Zambia and Togo

– Internal factors

– The rigid policies of KANU- The critics were expelled from the party

– Rigging of the general elections in 1998

– Pressure from activists who organized defence campaigns e.g. saba saba riots in 1990

– The Saitoti review committee in KANU which paved the way for multipartism

b) Explain the challenges of multiparty democracy in Kenya since 1991 *STK*
b) – Leadership wrangles e.g. those in Natioanl rainbow coalition, NARK and those in the party

of national unity (PNU) *STK*

– Shortage of funds

– Ethnic based parties

– Political interference e.g. campaign violence, intimidation, banning of political rallies

– Culture of defection- lack of loyalty to political principles and beliefs

– Parties lack clear policies and ideology

– Tribalism with different parties linked to particular ethic groups

a) Identify three categories of human rights in the Kenya constitution *STK*
a) – Political and civil rights *STK*

– Social, economic and cultural rights

– Solidarity rights

b) Explain six principles of democracy *STK*
b) – Freedom of speech *STK*

– Participation of the people as a whole in the government

– Open and accountable mass media

– Decentralization of economic power to individuals

– Equality before the law

– Transparency

– Establishment of a system of law that all participants adhere to

– A balance of power between the governors and the governed

– Citizens should obey the law

– Patriotism

– Political tolerance

– Regular and free elections

– The consent of the people

– Control of abuse of power

a) Give three constitutional powers of the president of Kenya *STK* 23. a) – The power to make appointments e.g. VP, cabinet ministers, AG, chief justice and

other judges of high court and court of appeal

– The power to declare a state of emergency

– The power to dismiss ministers and all senior civil servants he/she appoints

– Legislative powers- he has the power to address the National assembly at any time and

can – attend meetings as a member of parliament

– The power to dissolve parliament and call for fresh elections

– Assent of bills before they become laws

– Being the commander in chief of the armed forces, he appoints senior officers within

the armed forces and receives the oath of loyalty pledged by all members of the

armed forces

– Judicial powers- He may grant pardon to any person or respite any person – power

of clemency

– Emergency powers- He/she can declare war or make peace. He can deal with the

situations which can plunge the country into instability and insecurity

– He can declare state of emergency in the country

– The power to confer honors on men and women of Kenya for their outstanding

or distinguished achievements

b) Explain six roles played by the civil service in Kenya’s development *STK*
a) – Interpret government policies to the people *STK*

– Implement the programs that the government of the day wants to accomplish

– It is a machinery through which the government provides welfare services to the society

– They act as a link between the government of the day with the people

– Senior civil servants advice the ministers on matters of policy and also preparation

of answers for the questions asked in parliament by the members

a) State five sources of government revenue in Kenya *STK*
a) – Business permits *STK*

-Donations

– Water and sewerage fee

– Road maintenance levy fund

– Licenses

– Local authority property e.g. houses

– Rates paid by plot owners in towns

– Fees for markets

– Loans from central government

– Charges for services e.g. museums

– Fines

– Direct taxes

b) Explain five factors that undermine the performance of local Authorities in Kenya *STK* b) – Lack of autonomy *STK*

– Misappropriation/ mismanagement of funds by unscrupulous council workers

– Over employment of workers who are not well paid

– Political interference

– Rise of unplanned structures leading to corruption of buildings

– Increasing population hence strain on limited resources

– Environmental degradation/ pollution especially in towns

– Vandalism and grabbing of property

– Duplication of roles e.g. education and health

– Street families who are a security threat

– Brain drain due to poor salaries

– Traffic congestion

– Poverty which is hard to eradicate

Name two historical sources of information on the East African coast up to the 16^th Century *UG*
– The periplus of the Erythraean sea *UG*

Geography written by Ptolemy
Graco-Roman documentary
Arabic documents by Al-Masudi and Ibin Batuta

– Archeological sources – coins, pottery, beads

Name two eastern cushites *UG*
Borana *UG*

Somali

Oromo

Gabra

Rendile

Burji

Where was the major dispersal point of the Western Bantus *UG*
Mt. Elgon *UG*
Name one dynasty which ruled the cost of Kenya before the 18^th C *UG*
Mazrui Nabahan

Busaidi Yorubi *UG*

List two groups which were responsible for the development of education in Kenya

during the colonial period *UG*

– Christian missionaries *UG*

– The colonial government

– The Africans themselves

Name two women who led in the resistance against colonial rule in Kenya *UG*
– Prophetess Moraa *UG*

– Aginama – Mekatili wa Menza

– Marshall Muthoni

– Wambui – Otieno

Identify two labour organizations that fought for independence in Kenya *UG*

7.- African workers Union *UG*

– Kenya Local Government Union

– Kenya Federation of Labour

State two reasons why social welfare organizations were started during the colonial period *UG*
– Organize harambee to pay for medical bill for the sick *UG*

– Organize for fund raising to members who wanted to further their education

– Take care of the un-employed members who had recently come to towns

Give two negative consequences of colonial urbanization on the Africans in Kenya *UG*
Led to prostitution, drunkenness and other social evils *UG*

– Africans suffered poor working conditions and little pay

– Un-employment became widespread

– Slums emerged as African housing was neglected

Give two levels of local authorities in Kenya *UG*
– City councils *UG*

– Municipal councils

– County councils

– Town councils

– Urban councils

State the main role played by a returning officer during an election process *UG*
Announcing the results of the election on each constituency *UG*
Name the head of the executive arm in Kenya *UG*
President *UG*
Name one type of indirect democracy *UG*
– Parliamentary *UG*

– Presidential

– Blend of parliamentary and presidential

List one factor that can lead to the termination of the term of the president in Kenya before

five years *UG*

– Resignation *UG*

– Death

– Physical and mental incapacity

– Nullification of the president as an Mp

Identify one feature of African socialism *UG*
Equal opportunities to everybody *UG*

– Political equality

– Social justice

– Equitable distribution of resources

State the main function of the prime minister in Kenya *UG*
Supervise and co-ordinate the work of all ministers *UG*
Name the chief accounting officer in a ministry *UG*
The permanent secretary *UG*
(a) Trace the migration and settlement of Eastern Bantu speaking communities in Kenya

up to 1800 AD *UG*

(a) They came from their original homeland between Eastern Nigeria and Cameroon highlands

(Congo Basin) *UG*

– They passed though Tanzania and settled around Mt. Kilimanjaro by 2^nd C AD.-

– They moved and settled along the Coast at Shungwaya

From Shungwaya population pressure and attack from the Oromo made them to migrate

-The Pokomo, Mijikenda and Taita settled in the hinterland of the Coast forming eastern Bantus.

The other group moved upward along River Tana and moved around Mt. Kenya region forming the Eastern Mt. Kenya group

(b) Describe the political organization of the Mijikenda during the pre-colonial period *UG*

18.(b) The basic political unit was the clan *UG*

– It was made up of several related families

– Each clan lived in protected villages known as Kayas

– The clan was governed by a council of elders called Kambi

– The duties of Kambi included maintaining law and order, solving disputes and conducting religious ceremonies

– Young men were circumcised at puberty to form age-sets.

– They also joined the warriors

– The duties of the warriors were to defend the society from external attacks

(a) State three characteristics of city states along the coast by 1500 *UG*
(a) Started along the Indian ocean *UG*

– Trade was the main economic activity

– Governed by Sharia law

– Islam was the main religion

– They were independent of one another

– Governed by Sultan

– Buildings had Arabic architectural designs.

(b) Explain six factors that enabled Seyyid said to establish plantation farming along the

East African Coast *UG*

19.(b) Existence of fertile sols favoured large scale farming

– Adequate rainfall and suitable climate promote farming *UG*

– The Mijikenda gave large tracts of land around Malindi

– There was available labour from slaves

– Sultan Seyyid encouraged settlers from Oman and Zanzibar to settle in Mombasa, Malindi and Lamu

(a) State five terms of the Devonshire white paper of 1923 *UG*
(a) The highlands were to be exclusively for white settlers

– The Indians would elect five members of the Legco on a communal roll *UG*

– The European settlers demand for self government in Kenya was rejected

– Racial segregation in all the residential areas and restriction on immigration were abolished.

– The interests of the Africans were to be given priority before those of the immigrant races if there was a conflict

– The colonial secretary would exercise strict control over the affairs of the colony

– A missionary would be nominated to the Legco to represent the interest of the Africans.

– The settlers had to maintain their representation in the Legco

(b) Discuss five impacts of colonial land policies in Kenya *UG*

(a) Give any five challenges encountered by Kenyan government since independence *UG*
(a) – High illiteracy rate *UG*

– Many diseases e.g. malaria, small pox

-High level of poverty among the various African communities

– A lot of suspicion among the various racial groups

– Poor health and educational facilities

– Ignorance among sections of the populations

(b) Explain five measures adopted by the Kenyan government to improve the health sector

since independence *UG*

21.(b) The Ministry of Health was created to oversee health matters *UG*

– Health facilities expanded through harambee and donor funds e.g. the new Nyanza General Hospital – Kisumu.

– Many health training institutes were started e.g. MTCs.

– Improvement in hygiene through provision of piped water

– Establishment of several research institutions on human disease e.g. KEMRI

– Provision of more basic education in order to uplift hygiene standards in the society.

– Provision of free anti-retroviral drugs for those infected with HIV/AIDS and provision of tuberculosis drugs.

(a) Name three classes of prisons in Kenya *UG*
(a)- Principal – institutions *UG*

– District – I and II prisons

– Detention camps

– Youth institutions

– Borstal institutions

– Youth corrective Training centres

(b) Describe six functions of Kenyan prisons *UG*

22.(b) Confine prisoners convicted by courts of law this ensures that public rights and freedoms

are protected *UG*

– Watch over the behaviour of suspected criminals whose cases have not been determined.

– They implement or execute the courts decision on the treatement of prisoners e.g. administering capital or corporal punishment

– Rehabilitate prisoners by counselling in order to correct their behaviour and become acceptable members of the society

– Offer prisoners vocational training to make them productive citizens after completing their jail term e.g carpentry

– The prisons take care of the welfare of prisoners by providing necessary medial attention

– Confine suspected dissidents who are a threat to state socurity

(a) State the principle of the rule of law in Kenya *UG*
(a) Law regulate the behaviour of the citizen and protect weak from powerful l*UG*

– All legal matters should be handled according to the law

– If the prosecution fails to prove the defendants guilty then he or she should be presumed innocent

– Any one must make decisions that are within the law

– The law should apply to everybody equally without any discrimination

– One should not be punished unless he or she has broken the law or if proved guilty.

– It implies that no one is above the law.

– Every person should be given opportunity to defend himself or herself before a competent court of law

(b) Explain five ways in which parliamentary supremacy in exercised in Kenya *UG*

23.(b) It’s the only institution that makes, amend or repeal laws

– Parliament has power to pass a vote of no confidence in the sitting president *UG*

– It can limit the powers of the executive

– Approve the budget i.e. government revenues expenditure

– It regulates other arms of the government through amendment of the constitution

– It can declare war or state of emergency

– Members of parliament cannot be prosecuted for whatever they say in parliament while contributing to debate.

(a) Name three external sources of revenue for the Kenyan government *UG*
(a) Grants and loans from donor countries *UG*

– Money in form of loans from World Bank or IMF

– Borrowing from African Development Bank

– Import and export duties

– Get donation from well wishers/friendly countries.

(b) Explain six challenges facing the Kenya government in her effort to raise revenue *UG*

24.(b) _ Evasion of tax by people and organization *UG*

– The rich Kenyan keeps their money in foreign banks such monies do not earn interest for the country

– In adequate information for local investment through treasury bills, post office, bonds and shares at the Nairobi Stock Exchange

– Some officers embezzle the revenue collected so it does not reach the treasury

– The donor condition is too harsh and undermines the sovereignty of countries. The recipient nation is forced to import goods from the country giving her loans.

peoples negative attitude towards tax payment due to lack of information on the importance of paying tax.

– Wealth declaration of paying tax provide the right information

Name two archeological sites in Kenya *MAT*

1.- Hyraxhill *MAT*

– Rusinga island

– Gede

– Chesowanja

– Njoro river cave

– Gambles cave

– Fort Ternan

– Lake Turkana

– Oloigescuilie

Name two communities in Kenya who belong to the plain Nilotes *MAT*
– Iteso *MAT*

– Samburu

– Turkana

– Maasai

– Njemps

Identify two communities of hunters and gatheres who occupied western Kenya in pre-colonial period

*MAT*

– Onguye *MAT*

– Okuro

State two main reasons why Omani rulers were interested in establishing their control over the

Kenyan Coast *MAT*

– To expand their commercial empire *MAT*

– To establish political control over Kenyan Coast

– To assist in ending the Portuguese rule

Give one reason which led to the decline of Gedi during the 15^th century *MAT*
– External attacks *MAT*

– Adequate water supply

Name the missionary society that established a home for freed slaves at the coast of Kenya in the

19^th century *MAT*

– The church missionary society ½ mk for initials (C.M.S) *MAT*
Give two reasons for the Akambas resistance against the establishment of colonial rule *MAT*
– Feared to lose their independence *MAT*

The British had disputed their long distance trade

The British were raping their (Kamba women)

The British failed to respect their religion

Resisted the British punitive expeditions

State one grievance raised by the Asians in Kenya that was addressed by the Devonshire white paper

*MAT*

They demanded equal rights *MAT*

They wanted to own land in Kenya highlands

They opposed restrictions on their migration into Kenya

Give one reason why Africans were denied equal educational opportunities with other races during

the colonial period *MAT*

– Europeans wanted to produce and maintain semi- skilled labour force for the colony *MAT*

– Fear of competition from educated Africans

Give two reasons why corruption is being discouraged in Kenya *MAT*

10.- To promote economic development *MAT*

To promote peace and stability

To promote national unity

To provide fair distribution of national resources

To gain international confidence

Give one example of indirect taxes in Kenya *MAT*

11 – Sales tax *MAT*

Value added tax

Cess

Identify two aims of the oathing system during the mau mau period *MAT*
To ensure loyalty of members *MAT*

To maintain secrecy
To inspire courage

Give two reasons why cultural activities are important in Kenya today *MAT*
They entertain people *MAT*

They educate the masses

They bring people together

They promote patriotism

They create employment opportunities

Mention two types of democracy in Kenya *MAT*
Direct or pure *MAT*

Indirect or representative

Name two groups that are involved in monitoring human rights in Kenya *MAT*
Law enforcement officers e.g. police *MAT*

Lawyers and judges

Trade unions

Journalism

Religious organization

Association such as women organization

a) Give five reasons which led to the migration of the cushites from their original homeland

into Kenya during the pre-colonial period *MAT*

a) They were searching for pasture and water *MAT*

Escape from drought and famine

Due to outbreak of diseases and epidemics

Due to clan feuds

External attacks from neighbours

Looking for extra land for their populations

Spirit and adventure

b) Explain five results of the interaction between the Bantus and cushites in the

pre-colonial period *MAT*

b) Intermarriages strengthened communities

Some Bantus adopted Islam from cushites

Some Bantus copied the culture of cushites e.g. circumcision and age sets

Raided each other leading to loss of lives and property

Increased further migrations/ displacement

Development of trade

Some cushites were absorbed/ assimilated

a) Why did the British use direct rule in administering most parts of Kenya? *MAT*
a) Most communities lacked centralized administration systems *MAT*

There were many ethnic groups with diverse socio- cultural systems

Most resisted British rule

They had enough administrator

b) Explain the role played by women in the struggle for independence in Kenya *MAT*

17.b) Raised funds to support political activities *MAT*

Provided moral support to freedom fighters

Demanded for release of detained freedom fighters

Participated in armed struggle e.g Muthoni Nduta wa Kore Mekatilil

Supplied food and arms to freedom fighters

Acted as spies for freedom fighters

Took part in oathing

Kept their homes intact as the men went out to fight

Suffered for the sake of liberation

a) List three founder members of the East African Association *MAT*
a) Harry Thuku *MAT*

Abdalla Tairasa

Mohammed Sheikh

Mwalimu Hamisi

b) Explain six ways through which Ronald Ngala contributed to the struggle for independence

*MAT*

b) He advocated for equal living standards for all races in Kenya *MAT*

He was founder member of Mijikenda union which created political awareness among his people

As a member of Leg co, he advocated for increased African representation

He organized many political rallies and demanded for release of political detainees

As the president of KADU he advocated for independence

As a member of African elected members he mediated between the extremes and moderate voices in the Legco

He participated in drawing independence constitution

In 1961 he formed a coalition government with new Kenya party so as not to

delay independence

a) Give any five social challenges encountered by the Kenyan government since independence

*MAT*

a) High illiteracy rate *MAT*

Many diseases

High level of poverty among the African communities

A lot of suspicion among various racial groups

Poor health and educational facilities

Ignorance among sections of the population

b) Explain how the existence of many political parties has promoted democracy in Kenya

*MAT*

b) It has promoted freedom of association by providing alternative parties for people *MAT*

It has provided a forum to express their views about how a country should be governed

It has made the government to be more accountable to the people

It has provided checks and balances to abuse and misuse of power by leaders

It has provided a system of scrutinizing government expenditure through public accounts committee and public investment committee

It has made people to be free in contributing ideas to any aspect of development

It has enabled people form political parties as they wish

a) Outline five factors that might hinder the enjoyment of fundamental human rights of

an individual *MAT*

a) Violation of the rights by the state *MAT*

Ignorance of the people on their rights

During political insecurity such as war

Conviction to a jail term by a court of law

Some areas may be declared ‘security operation’ zones

Unequal distribution of resources may impoverish others

Discrimination based on gender, tribe, race e.t.c.

b) Describe five features of the independence constitution *MAT*
b) Provided for a governor general as the head of state on behalf of the queen *MAT*

Provided for independent judiciary to ensure justice

Set up a judicial service commission to appoint judicial officers

Provided that the governor in consultation with the Prime Minister appoints a chief justice

Provided for six Regional governments and Assemblies

Entrenched rules of citizens and fundamental rights

Provided for establishment of public service commission and a central lands board

Provided for tenure of the office of judges and Attorney General

Provided for multi-party democracy with majority party forming the government

Entrenched amendment procedures where ²/₃ were required to change constitution

Provided for bicameral house// Senate and house of representative

Provided for separation of powers between the executive, legislative and judiciary

a) Identify three types of local authorities in Kenya *MAT*
a) Municipal *MAT*

Town council

Urban council

City council

Area council

County council

b) Explain the relationship between central and local government *MAT*
b) Local governments operate under policy guidelines formulated by the centralgovernment*MAT*

The Minister for local government approves all activities of the local government

All councilors nominated by political parties are approved by minister for local government

All by- laws made by local authorities are approved by minister before implementation

Records of council meetings and business transactions are verified by the ministers

Annual reports from local authorities are scrutinized by the minister

Minister appoints senior officials who sit in local authorities

Financial records of local authorities are audited by officials from central government

The central government gives grants to local authorities

a) Give three symbols of National Unity *MAT*
a) National flag

National Anthem

Coat of arms

Loyalty pledge

Presidency

Constitution

National language

b) Explain six factors which undermine national unity in Kenya *MAT*
b) Unequal distribution of national resources causing dissatisfaction and harmony

Different religious beliefs may lead to discrimination

Tribalism leads to favourism creating hatred

Nepotism leads to misuse of public resources

Ethnic conflicts discourages co-operation

Racism leads to discrimination

Sexism denies people the right to participate equally in development

Corruption violets peoples rights to equal treatment

Identify the main pre-historic site in western Kenya *NDW*
Rusinga Island *NDW*
Identify two reasons for the migration of the Eastern Cushites into Kenya *NDW*
– Family feuds/internal conflicts *NDW*

– Population pressure

– Search for better grazing land

– Fleeing outbreak of diseases

– Escaping famine and drought/natural calamities

– External conflicts from their neighbours

– Spirit of adventure

Give the two socio-economic sub divisions of the Maasai community in pre-colonial Kenya *NDW*
– The purko/ patralists/ livestock keepers *NDW*

– Kwavi /mixed farmers/ cultivators

State two factors which facilitated the coming of the early visitors to the Kenyan coast *NDW*
– Availability of monsoon winds *NDW*

– Availability of capital

– Accessibility of the Kenya coast/presence of t he Indian ocean

– Development of marine technology, which a availed dhows/ ships

Give one reason which led to the decline of Gedi during the 15^th century *NDW*
– Attack/ burning by the Portuguese *NDW*

– Lack of water

– Attack by man-eaters, Zimba cannibals

– Constant wars/disunity among coastal cities

– Shortage of ford

– Decline in trading activities

State the main reason why Arabs were hated by the people of the interior parts of Kenya *NDW*
– They captured Africans as slaves/ trading in slaves *NDW*
Give two provisions of the Anglo-German treaty of 1886 *NDW*
– A 10 mile/16km coastal strip was awarded to sultan of Zanzibar *NDW*

– The islands of pemba, mafia, pate, Zanzibar and Lamu work given to the sultan of Zanzibar

– With and the territory between R. Umba and R. Ruvuma were given to the Germans

– The territory between R. Umba and R. Juba were given to the British

Give two reasons why Imperial British East African Company (IBEACO.) failed to administer

the British East Africa Protectorate *NDW*

– Poor transport system *NDW*

– Poor coordination with the colonial office in London

– Shortage of personnel

– Inadequate administrative skills of the officers

– Hostility from local communities

-Inadequate funds

– Lack of knowledge of the area

State one problem faced by the independent churches and schools during the colonial

period *NDW*

– Inadequate funds *NDW*

– Poor/inadequate facilities

– Lack of trained catechists/pastors

– Competition from missionary churches

– Leadership struggles/wrangles

Identify any two characteristics of early political movements formed in Kenya before

1939 *NDW*

– Ethnics based/tribal/lacked natural outlook *NDW*

– Addressed similar issue /local problems i.e. land alienation

– Led by educated Africans

– Concerned mainly with welfare issues

Who represented Central Kenya in the legislative council in 1957 elections *NDW*
Bernard Mate *NDW*
State two roles played by women in the struggle for independent in Kenya *NDW*
– Provision of funds to the fighters *NDW*

– Acted as spies for the African fighters

– Joined the fighters as soldiers

– Composed songs to encourage fighters to ridicule the home guards

– Participate the oathing ceremonies/administered oaths

– Kept secrets of the fighters

– Mobilized the people to join the struggle/convinced their husbands to join the struggle

– Women suffered torture, arrest and detention due to their active role in the struggle

Give one circumstances that may lead to the breach of an individual’s right to life *NDW*
– During war *NDW*

– On self defense

– When resisting police arrest

– Death sentence by a court of law

Give one non military function of the Kenyan armed forces *NDW*
– Entertainment during public holiday *NDW*

– Offer emergency services

– Participate in development projects e.g. road construction

Identify the parliamentary committee that deals with the constitutional affairs in Kenya *NDW*
– Parliamentary select committee *NDW*
Name two ex-officio members of the Local Authorities *NDW*
– The clerk *NDW*

– The district commission/DC

– The district medical/officer of health/MOH

– District engineer

17 State the main reason for post election violence in Kenya by the end of 2007 *NDW*

– Dispute presidential election results often the general elections
a) Identify five impacts of the migration and settlement of the highland Bantus

into Kenya *NDW*

a) – Displacement of other communities *NDW*

– Absorption /assimilation of other communities

– Led to cultural adoption

– Increases trading activities

– Led to inter marriages

– Increases in population in the areas they finally settled Increased warfare

b) Describe the political organization of the mijikenda in the pre-colonial Kenya *NDW*
b) – basic political un it was the clan which shared common ancestor *NDW*

– Clan controlled by the council of elders called Kambi

– Kambi settled disputes among community members presiding over religious matters/acting

as count of appeal/declaring war

– Lived in fortified villages called Kaya for security

– Had agents system which provided warriors

– Warriors provided security

– Political unit was strengthened by intermarriages between different clans

a) Give five reasons why Seyyid Said transferred his capital from Muscat in Oman to Zanzibar

in 1840 *NDW*

a) – To effectively control the coastal towns *NDW*

– Zanzibar had good climate

– Zanzibar was easily defensible

– Existence of deep natural harbours

– Zanzibar had been loyal to Omen

– It had fresh water for drinking

– Had good fertile soil for growing cloves/agriculture

b) Describe five ways through which Seyyid Said encouraged the development of Plantation

Agriculture *NDW*

b) – encourage slave trade which supple cheap labour to the farms *NDW*

– Introduction of crops e.g. cloves, coconut

– signing of trade treaties which created international markets

– established plantation e.g. clove plantation in Zanzibar

– encouraged settlers to come and engage in plantation agriculture along the coast

– acquired more land and put it under plantation especially near Malindi and Mombasa

– provided security to t he plantation farmers

– introduced legislation that encouraged plantation of coconut

a) Give five reasons for British occupation of Kenya in the 19^th century *NDW*
a) – British wanted access to Uganda so as to controlled the source of the Nile *NDW*

– In order to establish a marked for her manufactured goods

– To use Kenya as a outlet for settling surplus population

– To use Kenya as place for surplus capital investment

– To use Kenya as a source of raw materials

– To prevent Kenya from being colonize by other European powers

– To protect European missionaries and other British materials who were already settled

in Kenya

b) Explain five results of the Agikuyu mixed reaction to the British invasion of Kenya *NDW*
b) – it fueled hatred and animosity in most kikuyu land with each section having misgiving about

the other *NDW*

– Large tracts of land (arable) were carried out for the British with the help of collaboration

agikuyu leaders

– Some leaders rose to prominate due to collaboration e.g. Karuri Wa

Gakure those who collaborate received western education and were converted ton Christianity

– it led to the emergency of home guards colonial headmen and many other agents of the British

rule in Kenya

– it led to loss of life e.g. Waiyaki Wa Hinga and many Agikuyu fighters were

Killed these was massive destruction of properties e.g. ford Dagorreti was burnt down by

Agikuyu warriors

– it led to loss of Agikuyu independence

a) Outline the pillars of Nyayoism *NDW*
a) – Peace *NDW*

– Love

– Unity

b) Describe six ways in which the spirit of Nyayoism has promoted development in Kenya *NDW*
b) – it has discouraged discrimination in resource allocation *NDW*

– it has helped in the construction of schools, health centers through harambee

– thought Nyayoism, nyayo buses were introduced to promote public transport

– has helped in the development of agriculture by setting up nyayo tea zones

– led to the establishment of a fund for physically challenged persons

– has enhanced cooperative and unity among Kenyans

– led to the establishment of the jua kali sector

a) Give three reasons why it is important for chiefs to hold Barazas *NDW*
a) – Forum for people to express their views/wishes to the government *NDW*

– Communicate government policy to the people

– Settle local dispute

– Mobilize local resources

– Identify/priorities local development projects

b) Describe the structure of the provincial administration in Kenya *NDW*
b) – The link between the government and the people of Kenya *NDW*

– at the top is the province headed by the provincial commissioner, representing

the president

– at the province take charge of the police chair of provincial intelligent and

security committee

– the district headed by the district level, administers marriage on behalf of the state,

chairperson of the district trade licenses board and DDC

– division headed by the district officer

– location headed by the chief

– sub-location headed by the sub-chief

– clan/village headed by the clan/villages elders

23 a) Give three characteristics of human rights *NDW*

a) – Human rights are thrivessal they apply equally to all *NDW*

– They are indivisible .one right cannot be applied if the other does not exist

– Rights have limitation. in their enjoyments one has the duty to respect the rights

of the others people

– Human rights may be derogated/in depended at times

b) Explain six reasons why respects for human rights is important *NDW*
b) -Rrights are inherent to human beings .they distinguish human from other creatures *NDW*

– Respect for human rights limits internal and external conflicts and strengthens

material unity

– They guide the organs of state regarding the exercise of power they help human beings

to live

a dignified life, exploits their potentials and to satisfy their spiritual and physical needs

– Rights empower citizens and residential by giving them control over decision making organs

of state

– Rights justify special treatment of minorities and other disadvantages people/groups

– Rights provide the citizens with the necessary information for the protection of democracy

24 a) Identify five challenges the government faces in its efforts to raise the government

revenue *NDW*

a) – Many companies/individuals evade paying taxes *NDW*

– Giving wrong information in wealth declaration by companies/individuals

– Embezzlement of revenue collected by some government officers

– Many rich individuals keep their money in foreign accounts instead of investing in Kenya

– People lack information on how to invest with the government thought post

office bonds/treasury bills

– Donor condition must be fulfilled before funds are released

– Overdependence/reliance on foreign aid

– Loans are issued at high interest rate which is a burden to service

b) Explain five reasons why the government of Kenya normally prepares a National

Budget *NDW*

b) – to enable the government to priorities its needs *NDW*

– help the government to identify sources of revenue

– enable the government to explain the tax structure to the public

– enables the government to estimate the financial requirement for its needs

– help the government to identify its departments and allocate duties appropriately

thus enhancing accountability

– give useful information to those organizations and individuals who may want tom keep

track of the government expenditure

– enables the government to account for funds borrowed/donated for development

Name two pre-historic sites where remains of Kenya pithecus were discovered in Kenya *MUM*
Fort Ternan *MUM*

Samburu hills

Lake baringo basin

Lake turkana basin

Identify one remnant of the southern cushites still existing in Kenya *MUM*
– Dahallo *MUM*

– Sanye

What was the lightest political office among the Ameru
i) The king/ Raiboni *MUM*
State two social functions of the Orkoiyot among the nandi
– Presided over religious functions *MUM*

– Foretold the future

– Acted as a rain maker

– Was a medicine man

Identify two written documents that provide historical information on the East African Coast before

the 19^th century *MUM*

– Periplus of Erithrean sea *MUM*

– Ptolemys Geography

– Christinon topography

– Works of Ibn Batuta and Al Masoud

– Swahili chronicles

State the recommendations of the Lythcerton constitution of 1954 *MUM*
– The existing governors executive council be transformed into a multi-racial council of

ministers *MUM*

– Elections should be held in 1956- 1957 in which African members for eight constituencies

should be elected

Name the Gusii prophets who mobilized the people against the colonialists *MUM*
i) Moraa Moka Ngiti *MUM*
Who was the first African to be appointed as a cabinet minister in 1954 *MUM*
i) B.A Ohanga *MUM*
Name the woman appointed to the legco before independence in kaya
i) Jemimah Gechanga *MUM*
ii) Priscilla Abwaro
State the objective of the second Lancaster house conference of 1962 *MUM*
– Work out the final steps to self- governance *MUM*

– Draft independence constitution

– Sort out differences between KANU and KADU

What was the main implication of the first Maasai agreement with the British in 1954 *MUM*
Maasai were pushed to two reserves i.e. Ngong and Laikipia/ creation of the first African reserves

*MUM*

State two grievances that were used by the young Kikuyu Association *MUM*
– Opposed land alienation *MUM*

– African land owners to be issued with title deeds

– An inspired kipande system

– Opposed reduction of African workers

– Demanded a cut in the poll tax

– Demanded labour conditions

Give two recommendations of the Phelps stokes education commission of 1924 *MUM*
– Establishment of a uniform system of education in all government and missionary schools

*MUM*

– Establishment of teachers training college

– Setting up schools in rural areas

What is the main role of the Kenya anti-corruption commission (KACC)
– Investigate corruption cases in non- pantisan manner *MUM*
Identify the main function of the armed forces in Kenya *MUM*
– To defend the nation against external aggression *MUM*
Name two Africans of the provincial administration who are appointed by the president *MUM*
i) Provincial commission *MUM*
ii) District commission
State two roles of the public service commission in Kenya *MUM*
– Appoints civil servants *MUM*

– Promotes and transfers civil servants

– Exercise disciplinary actions over civil servants

– Looks after the welfare of civil servants

a) Give reasons for the migration of the Abaluhya into Kenya during the pre- colonial period

*MUM*

18a) – Population increase in their homeland *MUM*

– Search for fertile land for cultivation

– Internal conflicts/ quarrels/ misunderstanding

– Epidemics/ diseases/ natural calamities

– External attacks/ attacks from neighbors

– Spirit of adventure

– Knowledge of iron making technology

b) Describe the political organization of the Agikuyu in the 19^th century *MUM*
b) – The smallest organized unit was the family and several families made up the clan *MUM*

– Clan was the basic political unit

– Clan was semi- autonomous and occupied a territorial unit (mbari/ ridge)

– Clan was ruled by a council of elders (kiama) which was headed by muramati

– Council of elders solved land and inheritance disputes

– Kiamo also solved all inter-clan disputes

– A seniour council of elders made from several clan councils existed (kiamo kiko ndundu)

exercised- served as a court of appeal

– Each clan had its own mission of defence

– Njuiri newly initiated warriors became senior warrior at the next initiated ceremony

a) Name three independent religious movements in Kenya during the colonial period *MUM*
a) – Nomiya luo mission *MUM*

– Mumbo cult

– Kilumi

– Dini ya roho

– Christian universal evangelical union

– Dini ya musambwa

b) Explain problems faced by independent schools and churches in Kenya *MUM*
b) – Inadequate facilities e.g. buildings, teaching materials and teaching staff *MUM*

– Restrictions by the colonial government which prohibited the opening of more schools and

banning of existing ones

– Opposition from missionary churches

– Lack of ordained church leaders

– Lacked of trained teachers/ instructors in school

– Lack of co-ordination which resulted in rivalry between churches and schools

– Inadequate funds to carry out their programmes

– Lack of nation wide out look as they were restricted to small areas

– Some were ethnic based- served particular tribes

a) Give three factors that made it possible for settlers to establish forms in the white highlands

*MUM*

a) – Support by the colonial government which provided loans, land, labour and security *MUM*

– There was favourable climate with adequate rainfall

– Improved transport system provided by the construction of railway and feeder roads

– There were suitable fertile soils for agriculture

– Government encouraged formation of co-operative societies/ factories

b) Explain the agricultural changes introduced by the British during the colonial period *MUM*
b) – Subsistence farming was discouraged in reference to cash crop farming *MUM*

– Farmers formed co-operatives to assist in purchasing of farm inputs and selling of the

produce

– New methods of farming e.g. terracing were introduced

– New cash crops were introduced e.g. coffee and wheat

– Plantations were established

– Introduced use of machinery in farming e.g. tractors

– New methods of diseases and pest control were introduced

– Dairy / exotic breeds and dairy farming was introduced

a) Explain five constitutional changes which took place in Kenya between 1954 and 1963

*MUM*

a) – Lytleton constitution of 1954 led to nomination of first African minister and several others

nominated to the legco *MUM*

– 1957 first elections held where the Africans were elected to the legco

– Lennox Boyd construction gave more seats for emperors from 8 to 14

– First Lancaster house conference of 1960 gave Africans more seats from 14- 33 in the legco

– 1960 state of emergency was lifted and Africans allowed to form national political parties

(KANU and KADU)

– Second Lancaster house conference drew up their independence federal constitution

– 1961, just general election held KANU union but refused to form out the release of Kenyatta.

KADU under Ngala formed the covenant

– 1^st June, 1963 Kenya attained mutual self government with Kenyatta as prime minister

b) Describe the role played by Thomas Mboya in the struggle for Kenya’s independence between 1952 and 1963 *MUM*
b) – He was a member of trade union movement member of Kenya local government union

(KLGWU) and Kenya federation of labour *MUM*

– Protested against colonial separation of the Agikuyu, Aembu and Ameru from other

communities in Nairobi

– He was a member of KAU and became its director of publicity in 1952. Later its treasurer

– He protested against government detention and torture of African rulers

– He solicited for financial and moral support to Kenya federation of labour from international

trade unions and organizations

– He protested the restriction of Africans from growing cash crops

– He campaigned for the release of detained trade unionist and political leaders e.g. Kenyatta

– He facilitated trade union education in many parts of the country

– He protested the restrictions of Africans from growing cash crops

– He aired African grievances in the international for a

– 1957, he was elected to the legco

– When KANU was formed in 1960, he was elected as its secretary general

– Condemned reservation of white highlands for European settlers

– Participated in the Lancaster house conference of 1960 which chartered the way of Kenya’s

independence, constitution

a) Give three reasons why parliamentary elections are held regularly in Kenya *MUM*
a) – It is a constitutional requirement that general elections be held regularly after five years

*MUM*

– So that Kenyans can elect people leaders of their choice whom they have confidence in them

– To keep leaders in their toes knowing if they do not perform they will be voted out

– To give citizens to exercise their democratic right of electing regularly

– Helps generate new ideas in leadership and representation

b) Describe the stages through which a bill oases before it becomes law *MUM*

– 1^st reading- the bill is tabled in parliament by either the AG in the minister whose portfolio the

bill falls. The bill is not discussed by Mps and they may approve the bill goes to second reading *MUM*

– 2^nd reading- the bill is discussed by Mps. Ammendments can be made. It can be rejected or

postponed for six months to enable the minister in charge to rethink or redraft the bill

– Committee stage- the committee and the house/ parliamentary select committee scrutinizes

and analyses the bills and the recommendations made

– Report stage- the committee presents its findings back topariament for the Mps to confirm that

their suggestions have been inco-operated

– 3^rd reading- further are done and amendments can be made. A vote is taken for approval or

disapproval

– Presidential assent- the president signs for the bill to become law

a) State five problems facing the government in its budgeting *MUM*
a) – Budgetary deficts as the government fails to raise all expected revenue *MUM*

– Low tax collection resulting from unefficiency of some officials

– Tax evasion by unscrupulous individuals

– Natural calamities from emergencies like drought and floods

– Over- reliance on donor funding

– Inflation trends/ rising prices of goods

– Corruption by some government officers

– High recurrent expenditure e.g. payment of salaries

– Political experience where money is spent on projects that influence position of sane,

politicians

b) Explain measures which have been taken by the Kenya government in order to monitor and control public finance *MUM*
b) – Government estimates must be approved by parliament *MUM*

– Parliament approves money allocated to each ministry

– Supplementary estimate must be approved by parliament

– An explanation is demanded by parliament if money is returned to the treasury

– The public accounts committee ensures government expenditure

– All government expenditure is audited by the controller and auditor general

– Parastatal accounts are audited by auditor general of states corporations

– Through tender system which checks an irregularities in financial deals

– Through budgeting before financial allocations

– Ministerial accounting for funds

– Public auditing by the public accounts committee

– Anti- corruption authority checks on misuse of public funds

a) State five factors that interfere with free and fair electrons *MUM*
a) – Where there are incidences of violence *MUM*

– Corruption among candidates and their supports

– Efficient distribution of election materials

– Extreme weather conditions e.g. heavy rains on voting day

– Incompetent election officials

– Transport and communication problems that may lead to inaccessibility of polling stations

– Appointment of partisan- election officials

– Use of negative propaganda by party leaders and their supporters

– Gender insensitivity

– Ethnic and party loyalties

b) Explain five ways in which parliament controls the executive arm of government *MUM*
b) – Parliament approves source of government revenue/ budget *MUM*

– Ministers are accountable to parliament as they answer questions concerning their ministries

– Public accounts committee scrutinizes government expenditure

– Parliament has power to legislate bills prepared by the government

– Parliament can pass a vote of no confidence in the government

– Government expenditure must be approved by parliament

– Parliament may limit the powers of the executive through constitutional amendments

Teachers' Resources

Free schemes of work pdf- FORM 1 AGRICULTURE

October 5, 2025 Maverick John Leave a comment

Here are the Form One Agriculture schemes of work for term 1, 2 and 3.

Download a pdf and editable copy of the schemes of work here;

AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

FORM 1 AGRICULTURE SCHEMES OF WORK TERM 1-3

SCHEME OF WORK FORM ONE AGRICULTURE TERM ONE 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES		MATERIALS / RESOURCES	REF.	REM.
1		INTAKE OF STUDENTS
2	1	INTRODUCTION TO AGRICULTURE Introduction. Branches of Agriculture.	By the end of the lesson, the learner should be able: To define Agriculture as an art and a science. To describe the branches of Agriculture.	Brainstorming: Teacher elicits the definition of Agriculture. Discussion- Branches of Agriculture: crop farming, livestock farming, Agricultural Economics, Agriculture Engineering, e.t.c.		Chart- Branches of Agriculture. Livestock / Crop products.	KLB Pages 1-3 LONGHORN Pages 1-2 CERT.AGRIC Pages 1-3
2		Importance of Agriculture.	To explain the importance of Agriculture.	Brain storming, guided questions and detailed discussion.		Livestock / Crop raw produce, industrial goods, flow charts.	CERT.AGRIC Pages 3-4.
	2	Problems facing Agriculture.	To state and explain problems facing Agriculture and suggest possible solutions.	Brain storming, guided questions and detailed discussion.			CERT.AGRIC Page 4.
		Farming Systems.	To define a farming system. To identify factors that affect choice of a farming system.	Teacher exposes the meaning of a farming system. Discussion on factors that affect choice of a farming system.			KLB Pages 5-6 LONGHORN Pages 6-7 CERT.AGRIC Page 5
	3 1	Farming systems in Kenya. Intensive farming systems.	To describe various farming systems practised intensively. To state advantages and disadvantages of each type of intensive farming.	Q/A & Discussion: – Arable farming. – Small-scale farming. – Subsistence farming Q/A & Discussion: -commercial farming. -Intercropping.			LONGHORN Pages 7-9 CERT.AGRIC Page 6.
3	3 1	Farming systems in Kenya. Intensive farming systems.					LONGHORN Pages 7-9 CERT.AGRIC Page 6.
3		Extensive farming systems. Advantages and disadvantages of extensive farming system.	To describe various farming systems practised extensively. To state advantages and disadvantages of each type of extensive farming.	Discussion: – Dairy farming – Large-scale farming – Ranching – Plantation farming. Q/A and explanations.		Relevant photographs: plantations, ranches, dairy farms.	KLB Pages 5-6. LONGHORN Page 7.
4	2	Methods of farming. Mixed farming.	To define mixed farming. To state advantages and disadvantages of mixed farming.	Probing questions. Discussion- factors favouring / militating against mixed farming.			KLB Pages 6,7,& 8 LONGHORN Pages 9-13
		Nomadic Pastoralism.	To define nomadic pastoralism. To state advantages and disadvantages of nomadic pastoralism.	Probing questions. Discussion- factors favouring / militating against pastoralism.			CERT. AGRIC Pages 7-9
	3	Shifting cultivation.	To define shifting cultivation. To state advantages and disadvantages of shifting cultivation.	Exposition; Discussion.			CERT. AGRIC Pages 7-9
	1	Organic farming. Agroforestry.	To define organic farming. To state advantages and disadvantages of organic farming. To define agroforestry.	Probing questions. Discussion: factors favoring / militating against organic farming / organic farming.		Specimens of organic manures. Specimens of agroforestry trees, Charts & photographs.	CERT. AGRIC Pages 8-9
	2	FACTORS INFLUENCING AGRICULTURE Human factors.	To explain the human factors influencing Agriculture.	Detailed discussion and probing questions on: Health (emphasis on HIV/AIDS), education level, communication, economic development, marketing, government policies, e.t.c.		Data on HIV/AIDS.	K.L.B. Pgs 11- 15
	3	CAT
5	MID TERM BREAK
6	1	Climatic factors. – Rainfall.	To discuss at length influence of rainfall on Agriculture. To identify farming practices that: – Reduce effects of water shortage. – Overcome effects of excess water.	Q/A and explanations about: rainfall i.e. lack of rainfall, excess rainfall, rainfall intensity, distribution and reliability. Exposition and explanations.		Weather station instruments: rain gauge.	KLB Page 18 CERT.AGRIC Page13 LONGHORN Pgs 24-32.
	2	– Temperature.	To define cardinal temperature range, maximum and minimum temperature, optimum temperature. To identify factors that cause temperature variations. To explain ways in which plants/ animals overcome extreme temperatures.	Exposition and explanation. Discussion and Q/A on; altitude, latitude, seasons, winds, clouds, slope, e.t.c. Students highlight ways in which plants / animals overcome extreme temperatures, then the teacher delves into the details.		Thermometers.	KLB Page 19. CERT. AGRIC Page 16. LONGHORN Pages 24-32.
	3	– Light.	To state functions of light. To describe characteristics of light.	Q/A: Functions of light. Exposition & Discussion: Light intensity, duration and wavelength.			KLB Page 21. CERT. AGRIC Page 18. LONGHORN Pgs 24-32.
7	1	– Wind and Relative Humidity.	To identify effects of wind on agricultural production. To explain relation between relative humidity and rate of evapotranspiration.	Q/A: Uses and nuisances of wind. Exposition: Meaning of relative humidity. Discussion: Relative humidity v/s rate of evapotranspiration.			KLB Page20. CERT. AGRIC Page 20.
		Biotic factors.	To explain effects of biotic factors on Agriculture.	Q/A and explanations on effects of: pests, diseases, pathogens, predators, pollinators, bacteria, e.t.c. on Agriculture.		Wall charts / Sample pests and pollinators.	KLB Pages 16-17. CERT. AGRIC Pages 20-21. LONGHORN Pages 16-21.
	2	Edaphic factors.	To define soil. To state uses of soil. To identify forms of weathering.	Q/A and explanation: definition of soil, its uses. Exposition: Teacher exposes meaning of weathering and forms of weathering.		Soil / rock samples.	KLB Page 22. CERT. AGRIC Page 21. LONGHORN Pages 33-60
		Soil profile.	To define soil profile. To represent soil profile diagrammatically. To explain effects of soil profile on crop production.		Exposition – Definition. Drawing and labelling soil horizons. Explanation and questioning: soil horizons v/s crop production.	Chart – Soil profile.	KLB Page30. CERT. AGRIC Pages 27-28. LONGHORN Pages 33-60.
	3	Soil constituents & sedimentation.	To identify constituents of soil.		Group experiments-To show soil sedimentation. (Left overnight).	Measuring cylinder, Water, Sample of garden soil, Sodium carbonate.	KLB Pages 32-34. CERT. AGRIC Page 30.
		Soil constituents & sedimentation.	To explain the importance of the soil constituents.		Discussion: Constituents of soil and importance of each constituent.		LONGHORN Pages 33-60.

8	1,2	Soil texture.	To define soil texture. To identify textural classes of soil. To identify types of soils.	Group experiment- Mechanical analysis of soil. Discuss the results. Expose meaning of soil texture.		Sieve meshes of different diameters, Beakers, Garden soil, Weighing balance.	KLB Pages 46-49. CERT.AGRIC Page 38. LONGHORN Pages 33-60.
	3	Water retention of soils.	To describe an experiment to show: – Water retention of soils. – Capillary rates of different soils.	Group experiments. Discussion of observations.		Sandy, Loam, Clay soil Cotton wool Funnels Stop watches Rulers Measuring cylinders.	KLB Pages 52-53. CERT. AGRIC Page 46.
9	1	Effect of soil water holding properties on crop production.	To explain the effects of soil water holding properties on crop production.	Q/A and explanation about soil aeration and drainage and their influences on growth of crops.			KLB Pages 52-53. CERT. AGRIC Page 46.
	2,3	Soil structure.	To define soil structure. To identify types of soil structure. To identify mans influence on soil structure. To explain effects of soil structure on crops.	Detailed discussion. Drawing of diagram- soil horizons. Q/A: Man’s influence on soil structure. Q/A: Soil structure v/s Crop production.		Chart- soil structure forms.	KLB Page 41. CERT. AGRIC Page 40. LONGHORN Pages 33-60
10		END OF TERM ONE ASSESSMENT TEST
SCHEME OF WORK FORM ONE AGRICULTURE TERM TWO 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES		MATERIALS / RESOURCES	REF.	REM.
1	1-2	Soil chemical properties.	To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production.	Teacher exposes new concepts e.g. carbon acid in the soil. Group experiments – Soil pH ranges. Discuss the observations. Explanations and questioning.		Litmus papers, Bromothymol blue, Universal indicator, pH meters.	KLB Page 55. LONGHORN Pages 33-60.
	3	FARM TOOLS AND EQUIPMENT Crop production tools.	To distinguish farm tools from farm equipment. To identify farm tools and equipment and state their uses.	Drawing garden tools. Identifying real tools, such as pruning fork, leveling boards, knap-sack sprayer, soil auger, e.t.c		Chart – Tools that are not common. .	KLB Pages 59-63. CERT. AGRIC Pages 48-52 LONGHORN Pages 62-63
	4	Classification of farm tools and equipment. Maintenance of farm tools and equipment	To classify tools on basis of their uses. To state practices of maintenance of the tools.			Common farm tools, school farm	KLB Pages 59-63. CERT. AGRIC Pages 48-52 LONGHORN Pages 62-63
	5	Livestock production tools and equipments.	To identify livestock production tools and equipment. To state purposes of livestock production tools and equipment. To label diagrams of important tools. To state practices of maintenance of the tools.	Drawing/ identifying the elastrator, hoof trimmer, strip cup, teeth clipper, drenching gun, chaff cutter, dehorning wire, bolus gun and others. Discussion: Maintenance practices of identified parts of the tools.		Chart-Uncommon tools: elastrator, hoof trimmer, strip cup, teeth clipper, drenching gun, chaff cutter, dehorning wire, bolus gun and others.	KLB Pages 63-75. CERT. AGRIC Pages 54-59. LONGHORN Pgs 63-73.
2	1	Workshop tools and equipment.	To identify common workshop tools and equipments. To identify practices of maintaining the workshop. To state general safety precautions to be observed in a work shop.	Drawing / identifying Common workshop tools/ masonry tools: saws, planes, hammers, pliers, spoke shave, files, rasps, G-clamp, tin snip, e.t.c Q/A: Maintenance practices.		Saws, planes, hammers, pliers, spoke shave, files, rasps, G-clamp, tin snip	KLB Pages 94-97.
	2	Measuring tools.	To identify common measurement tools and equipments. To identify practices of maintaining the measuring tools.	Drawing / identifying common measurement tools: tape measure, plumb bob, T-square, spirit level, marking gauge.		Common measurement tools: tape measure, plumb bob, T-square, spirit level, marking gauge.	KLB Pages 82-85.
	3	CROP PRODUCTION 1 Land Clearing.	To explain importance of land clearing. To identify tools for land clearing..		Brainstorming, Q/A & Discussion.	Tools / photographs of tools used in land clearing.	KLB Page 109. CERT. AGRIC. Page 81.
3	1	Land preparation.	To explain importance of land preparation. To identify methods of land preparation. To identify tools for land preparation.		Brainstorming, Q/A & Discussion.	Tools / photographs of tools used in land prep.
	2,3	Primary cultivation. – Hand cultivation.	To state advantages and disadvantages of hand cultivation. To relate hand cultivation to correct tools and equipment.		Q/A: Advantages and disadvantages of the cultivation methods discussed. Discussion: Choice of equipment for primary cultivation.	Tools / photographs of tools used in hand cultivation.	KLB Page 106. CERT. AGRIC Page 77-78. LONGHORN Page 103.
4	1,2	Secondary cultivation.	To state aims of secondary cultivation. To state factors affecting number of secondary cultivation carried out. To identify implements used during secondary cultivation.		Q/A: Definition of secondary cultivation, factors affecting number of secondary cultivations, etc. Discussion: Implements used during secondary cultivation.	School farm, Chart showing harrows.	KLB Page109-110. CERT. AGRIC Page 84-85. LONGHORN Page 110.
	3	Minimum tillage.	To define minimum tillage. To give reasons for carrying out minimum tillage. To state advantages and disadvantages of minimum tillage.		Teacher exposes the meaning of minimum tillage. Q/A and explanations: Advantages and disadvantages of minimum tillage.		KLB Page 112-113. CERT. AGRIC Page 85. LONG HORN Page103.
5	1,2	Tertiary operations.	To identify tertiary operations carried out in the field. To state importance of some tertiary operations. To relate required soil tilth to the type of tertiary operations carried out.		Discussion: Ridging, rolling and leveling and their importance.	Chart / photographs showing ridgers, rollers, levelers.	KLB Pages 110-111. LONG HORN Page 86.
	3	WATER SUPPLY, IRRIGATION AND DRAINAGE Uses of water in a farm.	To state uses of water in a farm.		Q/A and brief explanations. Written assignment.	Photographs of dams, boreholes, springs and gutters.	KLB Pages 117-120. CERT. AGRIC. Pages 89-92. LONGHORN Page 114.
6	1	Sources of water in a farm.	To identify sources of water in a farm.		Q/A and brief explanations. Written assignment.	otographs of dams, boreholes, springs and gutters.	KLB Pages 117-120. CERT. AGRIC. Pages 89-92. LONGHORN Page 114.
	2	Water collection and piping,	To describe water collection, and piping.		Assignment method / group discussion.		KLB Pages 120-121. CERT. AGRIC. Page 94. LONGHORN Page 114.
	3	Storage and treatment of water.	To describe water storage and treatment.
7	1	Irrigation.	To identify aims of irrigation. To explain choice of irrigation equipment. To state methods of irrigation.		Brief discussion.		KLB Pages 129-134. CERT. AGRIC Pages 101-104. LONGHORN Pages 114-124.
	2,3	Methods of irrigation.	To describe methods of irrigation. To state advantages of overhead irrigation over surface irrigation. To explain economic importance of irrigation.		Probing questions and discussion.	Illustrative charts- Methods of irrigation.
8	1	Drainage.	To describe methods of water drainage.		Probing questions and discussion.	Illustrative charts- Methods of drainage.	KLB Page 136. CERT. AGRIC Pages 108-109. LONGHORN Page 133.
	2,3	Water pollution.	To identify agricultural practices that can lead to water pollution. To identify practices that can reduce water pollution.		Q/A: Identifying water pollutants and methods of pollution control.	Samples of water pollutants & polluted water.	KLB Page 139. CERT. AGRIC Page 110. LONGHORN Page 137

WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES		REF.	REM.
9	1,2	SOIL FERTILITY Characteristics of a fertile soil.	To identify characteristics of a fertile soil. To describe ways in which soil fertility is lost. To state ways of improving soil fertility.	Q/A and explanations. Brief discussion.	Samples of fertile soil, eroded soil,	KLB Page 142. CERT.AGRIC Page112. LONGHORN Page 140.
9	3	Organic manures.	To identify role of organic manure in crop production. To state types of organic manures.	Q/A and explanations.		KLB Pages146-147. LONGHORN Pgs 143-145.
10 & 11		END TERM 2 EXAMS
SCHEME OF WORK FORM ONE AGRICULTURE TERM THREE 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.		REM.
1	1,2	Methods of making organic manure.	To describe methods of making organic manure.	Discussion: Compost manure, green manure, FYM. Procedure of making manure.	Compost manure, green manure, FYM.	KLB Pages 149-150. CERT.AGRIC Page 114-116. LONGHORN Pages 146-148.
1	3	Quality of FYM.	To state factors influencing quality of FYM.	Detailed discussion. Q/A: Proper storage of FYM.	FYM.	KLB Page 149. CERT.AGRIC Page116.
2	1	LIVESTOCK PRODUCTION I Importance of livestock. Livestock types and breeds.	To state the importance of livestock. To define the terms livestock breed and livestock type.	Q/A Exposition: Definition of livestock breeds and types.	Livestock products and by-products.	KLB Page 155. CERT.AGRIC Page 118. LONGHORN Page 152.
	2	Dairy cattle.	To identify key parts of a cow. To identify characteristics of dairy cattle. To describe various breeds of dairy cattle.	Drawing and labeling a cow. Q/A: Characteristics of dairy cattle.	Chart- key parts of a cow.	KLB Page 159 CERT.AGRIC Page120.
	3, 1	Breeds of dairy cattle.	To describe common breeds of dairy cattle.	Brief discussion: characteristics, origin of – Jersey, Guernsey, Friesian, Ayrshire, Brown Swiss, e.t.c.	Wall chart: breeds of dairy cows.	KLB Pages 159-162. CERT.AGRIC Pages 120-122. LONGHORN Pages152.
3	3, 1	Breeds of dairy cattle.	To describe common breeds of dairy cattle.		Wall chart: breeds of dairy cows.
	2	Beef cattle.	To identify major parts of a beef animal. To identify general characteristics of beef cattle.	Drawing and labeling a beef cow.	Charts- a beef animal.	KLB Pages 162-163. CERT.AGRIC Pages123-127.
	3, 1	Breeds of beef cattle.	To describe various breeds of beef cattle	Brief discussion: Hereford, Aberdeen Angus, Charolais, and Galloway.	Wall chart-Beef cattle	KLB Pages 163-164. CERT.AGRIC Pages 123-127.
4	3, 1	Breeds of beef cattle.	To describe various breeds of beef cattle		Wall chart-Beef cattle	KLB Pages 163-164. CERT.AGRIC Pages 123-127.
	2	Dual-purpose cattle.	To identify dual-purpose cattle breeds (both exotic and indigenous). To state characteristics of dual-purpose cattle breeds.	Discuss characteristics of Sahiwal, Red Poll and Zebu (East African Zebu).	Photographs of dual-purpose cattle breeds.	KLB Pages164-165. CERT.AGRIC Pages 127-128.
	MIDTERM BREAK
	1	Sheep. Breeds of wool sheep.	To name the key parts of a sheep. To name breeds of wool sheep. To state characteristics of each bread of wool sheep.	Identifying and stating characteristics of Merino sheep, Rambouillet, Suffolk.	Chart- key parts of a sheep. Wall chart- Breeds of wool sheep.	KLB Page 174 CERT.AGRIC Page 129-133. LONGHORN Page164.
5	1	Sheep. Breeds of wool sheep.				KLB Page 174 CERT.AGRIC Page 129-133. LONGHORN Page164.
	2	Mutton sheep breeds.	To name breeds of mutton sheep. To state characteristics of each bread of mutton sheep.	Identifying and stating characteristics of the Dorper, Black head Persian sheep, Masai sheep, Somali sheep.	Wall chart- Breeds of mutton sheep.	KLB Pages 176-177. CERT.AGRIC Page 132.
	3	Dual-purpose sheep.	To name breeds of dual-purpose sheep. To state characteristics of each bread of dual-purpose sheep.	Assignment method: Stating characteristics of Romney Marsh, Corriedale, and Hampshire Down.	Wall chart: dual-purpose sheep breeds.	KLB Page 178. CERT.AGRIC Pages133-134
6	1	Breeds of meat goats.	To name and state characteristics of breeds of meat goats.	Highlight the characteristics of: Galla goat, Boar goat.
	2	Breeds of milk goats.	To name and state characteristics of breeds of milk goats. To state characteristics of Angora goat.	Highlight the characteristics of: Toggenburg goat, Saanen, Jamnapuri goat, e.t.c. Highlight the characteristics of Angora goat.	Wall chart- milk and meat goats.	KLB Page 180. CERT.AGRIC Pages 135-137. LONGHORN Page 169.
	3	Pig breeds.	To name key parts of a pig. To identify breeds of pigs and their characteristics.	Highlight briefly the characteristics of Large White, Ladrace, Hampshire and others.	Chart- Key parts of a pig Wall chart- Major pig breeds.	KLB Pages 166-171. CERT. AGRIC Pages 139-140. LONGHORN Page 174.
		Breeds of rabbits.	To name key parts of a rabbit. To identify breeds of rabbits and their characteristics.	Briefly discuss the typical conformation and characteristics of New Zealand White, the California White, the Chinchilla and Earlops.	Chart- Key parts of a rabbit Wall chart- Rabbit breeds.	KLB Pages 184-185. CERT. AGRIC. Pages 141-143. LONGHORN Page 183.
	1	Chicken breeds.	To name key parts of a chicken. To list characteristics of pure breeds of chicken	Drawing and labelling. Assignment method: Leghorn, Rhode Island Red, Australop, Light Sussex, Plymouth Rock, e.t.c.	Chart – Key parts of a chicken.	KLB Pages 172-174. CERT. AGRIC. Pages 143-146. LONGHORN Page 178.
7	1	Chicken breeds.			Chart – Key parts of a chicken.
	2	Chicken hybrids.	To state advantages of hybrids over pure breeds.	Q/A & brief discussion.
	3	Camel breeds.	To identify the two major camel breeds.	Exposition; Discussion; Excursion.	Photographs of camel breeds.	KLB Pages 185-186. CERT. AGRIC. Pages 185-186. LONGHORN Page 182.
8	1	AGRICULTURAL ECONOMICS 1 Introduction.	To define the terms Economics and Agricultural Economics.	Probing questions and discussion.		KLB Page 189. CERT. AGRIC Page 149. LONGHORN Page 190.
		Basic economic principles.	To explain basic concepts of economics.	Discussion at length on the following: scarcity and choice, opportunity cost, preference and choice.		KLB Pages 189-190. CERT. AGRIC Page 150. LONGHORN Page 190.
	2	Importance of Farm records.	To describe the importance of keeping accurate up-to-date farm records.	Q/A and explanation of importance of farm records.	Specimen farm records.	KLB Pages 190-191. CERT. AGRIC Page 150. LONGHORN Pages 192-194.
		Types of farm records. Inventory and financial records.	To describe inventory records and financial records.	Probing questions and discussion.	Samples of records / charts.	KLB Page 192. CERT. AGRIC Page 152. LONGHORN Page 160.
	3	Labour records and production records.	To describe labour records and production records, and their components.	Probing questions and discussion.	Labour records and production records.	KLB Page 198, &192. CERT.AGRIC. Page 152. LONGHORN Page 160.
		Livestock Production Records. Breeding records.	To identify components of animal breeding records.	Q/A: Components of breeding records. Group work: – Components of breeding records of a cow in tabular form. -Components of breeding records of a sow.	Livestock breeding records.	KLB Page 194. CERT.AGRIC Page 154. LONGHORN Page 200.
9		Feeding records. Health records.	To explain importance of feeding records. To represent feeding details in tabular form. To identify details of animal health records.	Probing questions and discussion.	Chart – Sample of animal health record.	KLB Page 196-197. CERT. AGRIC. Page 158-159.
9	2,3	Livestock production records.	To state importance of keeping accurate livestock production records. To identify necessary details of livestock production records.	Discussion: Milk production record/ egg production record. Practical activity- Design milk production / egg production records.	Livestock production records.	KLB Page 192. CERT. AGRIC. Page 152. LONGHORN Page 160.
10			SUMMATIVE ASSESSMENT TEST

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Grade 8 Free Termly Assessment Exams Downloads

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Grade 8 Free Termly Assessment Exams

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Grade 7 Notes and Schemes of Work

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Grade 7 Notes and Schemes of Work

Agriculture Notes Grade 7.docx
DOC-20230227-WA0025(2).docx
grade_7_klb_physical_education_and_sports_schemes_of_work_term_1 (2).docx
grade-7-cbc-business-studies-schemes-of-work-term-1 (2).docx
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grade-7-home-science-schemes-of-work-term-1 (2).docx
grade-7-klb-english-schemes-of-work-term-1 (2).docx
JUNIOUR 7 TERM 1 AGRICULTURE 2023 (4).docx
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SMARTPASS ENGLISH PAPER 2 EXAMS PLUS ANSWERS

October 5, 2025 Maverick John Leave a comment

NAME……………………………………………………………….. Index No………………………….

Candidate’s Signature…………………………………………Date………………………………

101/2

ENGLISH

Paper 2

(Comprehension, Literary Appreciation and grammar)

Time 2hrs 30mins

SMARTPASS EXAMINATION

Kenya Certificate of Secondary Education (KCSE)

MODEL ONE

101/2

ENGLISH

Instructions to candidates

(a) Write your name, index number and class in the spaces provided above.

(b) All your answers must be written in the spaces provided in this question paper.

(c) This paper consists of 9 printed pages.

(d) Candidates should check the question paper to ascertain that all the pages are printed as

indicated and that no questions are missing

(e) Answer all questions in this paper.

For Examiner’s Use Only

Question	Maximum Score	Candidate’s Score
1	20
2	25
3	20
4	15
Total	80

COMPREHENSION

Read the passage below and then answer the questions which follow. (20 Marks)

The country’s health system could grind to a halt in the not-too – distant future due to the excessive consumption of sugar in the country. Addressing the African Food Manufacturing and Safety Summit in Nairobi last month, Mr. Bimal Shah, the director of Broadways Bakery Ltd, said the looming crisis in the healthcare system is attributable to poor food choices. “More than five per cent of 25-year-old Kenyans are developing diabetes, a life long condition that causes kidney failure, loss of limbs, comas and a range of debilitating and life-threatening complications triggered profoundly by excessive sugar consumption,” he said, quoting a World Health Organisation report on diabetes in Kenya.

According to WHO, Kenyans consume twice as much sugar as Tanzanians, and more than all other Africans, with the exception of South Africans and Swazis. Kenyans consume 60gms of sugar per day, compared to Tanzanians’ typical 23gm, 5gms for Indians, and an average of just over 15gms a day for the Chinese. “The consequences of this are feeding straight to surging diabetes and other lifestyle diseases amongst Kenyans,” Mr. Shah said.

The wrong choice of breakfast foods has resulted in the consumption of foods high in sugar and health problems, including type 2 diabetes, obesity and high blood pressure.

The country’s mounting diabetes crisis is placing acute pressure on hospital services and in particular, facilities such as kidney dialysis, Mr. Shah says.

By 2025, 22 million Kenyans will be between the ages of 10 and 40 years, and around 1 million of them will have diabetes, Mr. Shah said, adding that the Ministry of Health alone will not be able to cope with the onslaught of lifestyle diseases.

He noted that Kenyans consume 49.5gm of sugar at breakfast alone, compared with the WHO’s recommended 50gm per day.

Poor eating habits and availability of substandard processed foods are among the major causes of lifestyle diseases in Africa, and Kenya, in particular. Despite growing public pronouncements and awareness that the intake of too much sugar in the country is on the rise, Mr. Shah said.

“As diets shift towards manufactured and processed foods, we have a responsibility as an industry, to start addressing the excessive sugar content in some of our foods and beverages,” he said while launching the “be sugar smart” campaign, which is aimed at raising awareness on sugar consumption across Kenya.

Kenya’s processed foods manufacturing recorded a six percent growth in 2015. This is predicted to rise to 6.6 per cent in 2016, and to 7 percent in 2017, according to the Kenya Economic Update 2015.

As a result, sugar consumption in the country will continue to increase in demand and the growth of industrial and food service sectors in Kenya. “Therefore, manufacturers of processed foods should be urged to become more health conscious, and work towards producing healthier foods with low sugar, fat and cholesterol content,” said Mr. Shah. “Bad foods are bringing on a health disaster in our nation. It is an issue that food producers need to act on. Consumers need to wake up too, parents need to understand, and we all need to play a part in preventing their consumption,” he added “Sugar is not bad if it is consumed in moderation. However, when Kenyans shift to excessively high-sugar diets, the price is paid by many in hospitalization and long-term health issues. The key is to be vigilant and check labels where applicable, as well as enquire from manufacturers if there is uncertainty,” Mr. Devan Shah, the Business Development Executive at Broadway Bakery Ltd, said.

Questions

What is likely to cause the health system to come to a halt? (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Make notes on the consequences of developing diabetes. (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Identify the result of having too many diabetics in the country. (2 marks)

What seems to be causing the crisis in the health care system? (2 marks)

In which way can manufacturers of food help combat the crisis discussed here?

(2 marks)

Lifestyle diseases are likely to be a headache in the future. Explain. (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

“Kenyans consume 60gms of sugar per day.” Rewrite the sentence replacing the underlined word with a phrasal verb. (1 mark)

………………………………………………………………………………………………………………………………………………………………………………………………

Give the meaning of these words as used in the passage. (4 marks)

Excessive ………………………………………………………………………
Surging ………………………………………………………………………

Obesity ………………………………………………………………………

Shift ………………………………………………………………………
EXCERPT

Read the following passage and answer the questions that follow. (25 Marks)

Nora: I have waited so patiently for eight years; for goodness know, I knew very well that wonderful things don’t happen every day. Then this horrible misfortune came upon me; and then I felt quite certain that the wonderful thing was going to happen at last. When Krogstad’s letter was lying out there, never for a moment did I imagine that you would consent to accept this man’s conditions. I was so absolutely certain that you would say to him: Publish the thing to the whole world. And when that was done —

Helmer: Yes, what then? — when I had exposed my wife to shame and disgrace?

Nora: When that was done, I was so absolutely certain, you would come forward and take everything upon yourself, and say: I am the guilty one.

Helmer: Nora —!

Nora: You mean that I would never have accepted such a sacrifice on your part? No, of course not. But what would my assurances have been worth against yours? That was the wonderful thing which I hoped for and feared; and it was to prevent that that I wanted to kill myself.

Helmer: I would gladly work night and day for you, Nora — bear sorrow and want for your sake. But no man would sacrifice his honour for the one he loves.

Nora: It is a thing hundreds of thousands of women have done.

Helmer: Oh, you think and talk like a heedless child.

Nora: Maybe. But you neither think nor talk like the man I could bind myself to. As soon as your fear was over — and it was not fear for what threatened me, but for what might happen to you —when the whole thing was past, as far as you were concerned it was as if nothing at all had happened. Exactly as before, I was your little skylark, your doll, which you would in future treat with doubly gentle care, because it was so brittle and fragile. (getting up) Torvald — it was then it dawned upon me that for eight years I had been living here with a strange man, and had borne him three children —. Oh, I can’t bear to think of it! I could tear myself into little bits!

Questions

What happens before this excerpt? (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Identify and explain two themes brought out in this excerpt. (4 marks)

Identify any two character traits of Helmer from the excerpt. (4 marks)

Cite any two stylistic devices and explain their effectiveness. (4 marks)

Rewrite the following sentences as instructed. (3 marks)

I have waited so patiently for eight years. (Begin: So…

……………………………………………………………………………………………………………………………………………………………………………………

I am the guilty one. (Rewrite the sentence adding a question tag)

“I could tear myself into little bits!” (write in reported speech)

……………………………………………………………………………………………………………………………………………………………………………………..

From elsewhere in the play, explain content of Krogstad’s letter that Nora is referring to.

(3 marks)

What is Nora’s attitude towards her husband Helmer as portrayed in the excerpt?

(2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What happens immediately after this excerpt? (2 marks)

ORAL LITERATURE

Read the poem below and answer the questions that follow. (20 Marks)

THE DEATH OF MY FATHER BY Henry Indangasi

His sunken cheeks, his inward-looking eyes,

The sarcastic, scornful smile on his lips,

The unkempt, matted, grey hair,

The hard, coarse sand-paper hands,

Spoke eloquently of the life he had lived.

But I did not mourn for him.

The hammer, the saw and the plane,

These were his tools and his damnation,

His sweat was his ointment and his perfume,

He fashioned dining tables, chairs, wardrobes,

And all the wooden loves of colonial life.

No, I did not mourn for him.

He built mansions,

Huge, unwieldy, arrogant constructions;

But he squatted in a sickly mad-house,

With his children huddled stuntedly

Under the bed-bug bed he shared with mother.

I could not mourn for him.

I had already inherited

His premature old-age look,

I had imbibed his frustration;

But his dreams of freedom and happiness

Had become my song, my love.

So, I could not mourn for him.

No, I did not shed any tears;

My father’s dead life still lives in me,

He lives in my son,

I am my father and my son,

I will awaken his sleepy hopes and yearnings,

But I will not mourn for him,

I will not mourn for me.

Questions

What kind of life had the persona’s father lived? (3 marks)

1. Pick out and explain two examples of personification used in the poem. (4 marks)

Explain the contrast in second and third stanza. (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Cite one other stylistic device used in the poem and explain its usefulness. (2 marks)

Explain the meaning of the last two lines of the poem in relation to the rest of the poem. (3 marks)

Briefly discuss the tone of this poem. (2 marks)

Explain the meaning of the following phrase/lines as used in the poem.

Bed-bug bed (1 mark) ……………………………………………………………………………………………………………………………………………………………………………….
I had already inherited his premature old-age look (1 mark) ……………………………………………………………………………………………………………………………………………………………………………….

GRAMMAR (15 Marks)

Rewrite the following sentences according to the instructions given after each.

(4 marks)

It was difficult but we completed the task. (Begin: Difficult …)

He said that he had not insulted me. (Use: ‘denied’)

I will not at any cost support your evil plans. (Begin: At no cost…)

She is renovating her house so that she may sell it. (Rewrite using ‘with a view’)

Fill in each blank space with the appropriate word. (2 marks)

I stopped the child from chewing a ____________ of grass.
The doctor told her to take ___________ of medicine according to the prescription.

Fill in the blank spaces with the correct form of the word in brackets. (3 marks)

A nurse ought to be _____________ (respond) to the needs of the patient.
The substance will _____________ (solid) if exposed to cold air for a few minutes.

Such negative _______________ (utter) may put you in serious trouble.

Complete the following sentences with the most appropriate preposition. (3 marks)

I am vexed ___________ her for stealing my books.
“I differ ___________ you on this matter.”

My parents will be disappointed ____________ me if I don’t go home now.

Fill in the gaps with phrasal verbs that start with the words in brackets to convey the same meaning. (3 marks)

The rude boy ___________ (cut) his parents discussion.
He _____________ (take) the forest when the police came to arrest him.

The soldiers think they are about to make a ________________(break) in search for the organizers of Bungoma killings.

101/2 SMARTPASS ENGLISH PAPER 2 MARKING SCHEME MODEL ONE

Question 1 passage

The health system is likely to come to a halt because of a sharp increase in the number of diabetics in the country. 2mks
Consequences of diabetes include:

Kidney failure
Loss of limbs
Comas
A range of debilitating and life-threatening complications

4 points each 1 mark= 4 marks. Must be in point form if not; deduct ½ a mark from total. No penalty for faulty expression.

The result of having to many diabetics in the country is that it places too much pressure on hospital services and in particular, facilities such as kidney dialysis.
What seems to be causing the crisis in the healthcare system is poor food choices. 2mk
Manufacturers of food can help combat the crisis discussed here through becoming more health conscious and working towards producing healthier foods with low sugar, fat and cholesterol content. 2mks
Lifestyle diseases are likely to be a headache in future because: despite growing public pronouncements and awareness that the consumption of excess sugar is bad for health, the availability of manufactured products containing high level of sugar in the country is on the rise. 3mks
Kenyans eat up 60gms of sugar per day.
1. Excessive – too much of something
2. Surging – increasing suddenly

Obesity – the fact of being very fat in a way that is not healthy

Shift – change slightly 4mks

Question 2 excerpt: A Doll’s House

Nora declares that she no longer loved Helmer. She also declares that she will not stay there any longer. What had happened that night had made her realise that Helmer was not the man she thought he was. `3mks

Sacrifice/selflessness – hundreds of thousands of women sacrifice. Nora wanted to kill herself so as to exonerate her husband from blame should the fraud she committed be exposed.

Gender inequality – women are considered not intelligent enough i.e. think like a child. Women are considered fragile, they are treated like a doll, a play thing for amusement. They are treated like children i.e. you think like a heedless child.

Disappointment – Nora is disappointed that her husband Helmer whom she had always believed would take up the blame on her behalf with regards to the case of fraud, confesses that he can’t sacrifice his honour for the one he loves.

(any 2X2=4 Marks)

He is selfish – he could not sacrifice his honour for the one he loves. He only feared for what might happen to him and not what threatened Nora.

He is fearful – he is afraid of what might happen to him when Nora’s case of fraud got exposed.

Use of simile – “Oh, you think and talk like a heedless child.” Effect: the perception of Helmer towards Nora is that her level of intelligence is comparable to a child’s.

Use of metaphor – skylark, a doll. Effect: this insinuates that Nora is like a doll, an object of amusement for Helmer.

(any 2X2=4 Marks)

So patiently have I waited for eight years.
I am the guilty one, aren’t I?

Nora exclaimed that she could have torn herself into little bits.

Nora had forged her father’s signature on the bond so that she could get a loan from Krogstad. This was considered a fraud and she could be charged in a court of law. 3mks
Contemptuous/scornful – she tells Helmer that he neither thinks nor talks like the man she could bind herself to.

Critical – she criticizes his selfishness and disloyalty. He could not sacrifice his honour for the one he loves. 2mks

Helmer persuades Nora to reconsider her decision to divorce him, but Nora reiterates that that was imminent. 2mks

Question 3 oral literature

A hard-frustrating life √1 of dire poverty and need √1 his hands are rough like sandpaper and he lives in a “sickly” mud house √1
Hands spoke eloquently. √1 hands are said to speak like people √1

Arrogant constructions. √1 The constructions are said to be arrogant like a person√1

Sickly mud-house. √1 the mud-house is said to be sick like a human being √1

Sleepy hopes and yearnings. √1 hopes and yearnings are said to be sleepy like a person. √1

(any 2: example √1 and explanation √1)

The sharp contrast between wealth and comfort. √1 the persona’s father worked so hard to produce for the colonialists √1 and the abject poverty he lived in with his family. √1
Repetition of the idea of not mourning the father.

Helps show how alive the father’s hope ands dreams are still alive, that his dreams are not dead.

Metaphor – sand paper hands. Shows how rough/coarse the hands were suggesting that carpentry work was very difficult.

Alliteration – bed-bug bed -gives the poem/stanza a musical quality.

(Any one device √1 effect √1)

The persona did not and could not mourn the father because he feels that there is hope √1 of improving the circumstances that they all live in, just as the father had kept all those hopes live. √1 Mourning him would be like giving up√1, resigning himself and posterity to fate. 3mks
Solemn √1but/optimistic: the persona feels that there is hope in the future, that’s why he feels no need to mourn. √1
Bed-bug bed – the bed was infested by parasites√1
I had already inherited his premature old-age look – the speaker’s father and himself had acquired looks of old age long before they were that old. √1

Question 4: Grammar 15mks

Difficult as it was, we completed the task. or

Difficult though it was, we completed the task.

He denied having insulted me. or

He denied he had insulted me.

At no cost will I support your evil plans.

She is renovating her house with a view to selling it.
Blade
Dose/dosage
Responsive
Solidify

Utterances

With
With

Cut in
Took to

Break through

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Achievers Form One Exams Plus Marking Schemes in all subjects

October 5, 2025 Maverick John Leave a comment

Achievers Form One Exams Plus Marking Schemes in all subjects

CHEM F1 MS.docx
AGR F1 MS.docx
AGR F1 QN.docx
BIO MS.docx
BIO Q.docx
BST F1 MS.docx
BST F1 QNS.docx
CHEM F1 QN.docx
COMP MS.docx
COMP QN.docx
CRE F1 MS.docx
CRE F1 QS.docx
ENG MS.docx
ENGLISH F1.docx
F1 HIST QN.docx
GEO F1 MS.docx
GEO F1 Q.docx
HIST F1 MS.docx
KIS F1 MS.docx
KIS F1 QSN.docx
MATHS F1 MS.docx
MATHS F1 QN.docx
PHY F1 MS.docx
PHY F1.docx

GEO F1 MS.docx
AGR F1 MS.docx
AGR F1 QN.docx
BIO MS.docx
BIO Q.docx
BST F1 MS.docx
BST F1 QNS.docx
CHEM F1 MS.docx
CHEM F1 QN.docx
COMP MS.docx
COMP QN.docx
CRE F1 MS.docx
CRE F1 QS.docx
ENG MS.docx
ENGLISH F1.docx
F1 HIST QN.docx
GEO F1 Q.docx
HIST F1 MS.docx
KIS F1 MS.docx
KIS F1 QSN.docx
MATHS F1 MS.docx
MATHS F1 QN.docx
PHY F1 MS.docx
PHY F1.docx

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ENGLISH FORM THREE LESSON PLANS

October 5, 2025 Maverick John Leave a comment

FORM THREE LESSON PLAN TERM

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Stress

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

(a) Stress the appropriate syllables in words correctly

(b) Demonstrate appreciation of the fact that stress contributes to meaning

T/L RESOURCES: Charts, blackboard

REFERENCES: Secondary English Bk 3 Pg 1-2

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Reviews the previous lesson. Asks learners to prepare to stress syllables in words appropriately. (b) Tells the learners that they will be learning how to place stress in words correctly.	(a) Explains how a speaker prepares to deliver a speech. (b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Asks learners to read words after the teacher placing stress appropriately and correctly. 2. Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning. 3. Groups the learners. Tell them to underline the stressed syllables in the words given. 4. Asks learners present their answers.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their answers.
CONCLUSION 4 minutes	a) Review how stress manifests itself in words. b) Writes the exercise on the chalkboard.	a) Explains the ways. b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Stress

How to put stress in words

COMMENTS:

FORM THREE LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Study Reading

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

Develop techniques of studying.
Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES: Secondary English Bk 3 Pg 2-3

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to how they do their studies. (b) Tells them that they would be learning how to develop good study techniques.	(a) Gives the features of summary. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Outlines the best study techniques for maximum concentration. 2. Issues a handout with a passage to be read. 3. Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material. 4. Summarizes the points to consider when preparing for private studies	1. Listens and takes notes. 2. Reads the passage. 3. Writes down the answers. 4. Writes a summary.
CONCLUSION 5 minutes	(a) Asks some students to read aloud their answers to the question given earlier. (b) Writes an exercise on the chalkboard.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

STUDY SKILLS

Study Reading

Techniques of Concentration

COMMENTS:

FORM THREE LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/Comprehension

SUB-TOPIC: The Miracle of Adolescence

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 3-5

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 33 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

COMPREHENSION

The Miracle of Adolescence

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Common ways of forming nouns

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

(a) Form nouns using common noun-forming suffixes correctly.

(b) Use nouns with suffixes correctly in sentences.

T/L RESOURCES: Flashcards with suffixes

Chart showing suffixes

REFERENCES: Secondary English Bk 3 Pg 5-8

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Writes a sentence containing a noun with a suffix on the board. (b) Asks learners to identify the noun and the suffix. (c) Tells them that they will be learning about ways of forming nouns.	(a) Reads the sentence. (b) (c) Explains the meaning of the suffixes. (d) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing suffixes. 2. Explains more suffixes. 3. Asks students to form nouns with the displayed suffixes in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the nouns formed from the suffixes. 2. Listens and takes notes. Seeks clarification. 3. Uses the nouns formed from the suffixes in sentences. 4. Adds a word to it and uses the phrasal verb formed in their own sentence.
CONCLUSION 5 minutes	(a) Asks students to give more nouns formed from suffixes and use them in sentences. (b) Gives an exercise.	(a) Writes down the suggested nouns and uses them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Common Ways of Forming Nouns

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Substitution in Writing

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

(a) Write neatly and legibly.

(b) Substitute words for others in order to eliminate clumsiness and repetition.

T/L RESOURCES: Sample letter of application

REFERENCES: Secondary English Bk 3 Pg 2-3

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students whether they know the meaning of substitution. (b) Explains what substitution is. (c) Tells them that they are about to learn how to use substitution to eliminate repetition.	(a) Says whether they know the meaning of substitution. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Writes on the chalkboard some examples of substitution in sentences. 2. Groups the learners. Asks them to substitute repeated words with single words. 3. Asks learners to read aloud the substituted sentences.	1. Reads the sentences. 2. Write the exercise. 3. Reads aloud the sentences.
CONCLUSION 4 minutes	(a) Asks students to outline the importance of substitution. (b) Gives an exercise.	(a) Outlines the importance. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Substitution in Writing

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: INTENSIVE READING/ Blossoms of the Savannah

SUB-TOPIC: About the author, title, setting and synopsis:

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

a) Discuss the author, title, setting and synopsis in the text.

T/L RESOURCES: Novel to be read, Sample context and essay questions

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	a) Asks students to freely talk about the author, title, setting and synopsis b) Tells students that they will be learning about the author, title, setting and synopsis	a) Gives details about b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Tells the students to read some sections of the novel. 2. Asks the students to explain the author, title, setting and synopsis. 3. Asks them to discuss in groups the author, title, setting and synopsis 4. Allows the groups to present their projects.	1. Reads the sections. 2. Explains about the author, title, setting and synopsis. 3. Discusses the author, title, setting and synopsis 4. Presents their project.
CONCLUSION 4 minutes	a) Asks students to suggest reasons for the title, setting and synopsis b) Gives an assignment.	a) Suggests reasons b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the savanna

Author, Title, Setting and Synopsis

COMMENTS:

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Intonation

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

(a) Define intonation correctly.

(b) Use rising and falling intonation appropriately in sentences.

T/L RESOURCES: Posters, chalk board

REFERENCES: Secondary English Bk 3 Pg 9-11

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

	PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes		(a) Reviews the previous lesson. Asks how speakers prepare to use intonation in sentences. (b) Tells the learners that they will be learning about intonation.	(a) Explains what intonation is. (b) Listens and takes notes.
DEVELOPMENT 32 minutes		1. Asks learners the difference between rising and falling intonation. 2. Explains the situations when rising and falling intonation is used in sentences. 3. Groups the learners. Writes sentences on the chalkboard. Asks learners to identify the appropriate intonation. 4. Asks learners present their answers.	1. States the difference between rising and falling intonation. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Present their answers.
CONCLUSION 4 minutes		c) Asks them to explain the situations when rising and falling intonation is used. d) Writes the exercise on the chalkboard.	c) Explains the situations. d) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Intonation

Rising and Falling Intonation

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Techniques of Pre-reading

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

Survey reading materials and explain at a glance the impressions they get from the title.
Formulate three questions whose answers they expect to get when they read the passage.

T/L RESOURCES: Chalkboard

REFERENCES: Secondary English Bk 3 Pg 11-12

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to give their impression of the title of the comprehension passage The bitter Forbidden Fruit. (b) Tells them that they would be learning about the techniques of pre-reading.	(a) Give their impressions. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Explains how to survey a text. 2. Refers them to the passage The Bitter Forbidden Fruit to be survey. 3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage. 4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage	1. Listens and takes notes. 2. Surveys the passage. 3. Formulates the questions. 4. Compare their questions and their answers
CONCLUSION 5 minutes	(a) Asks some students to read aloud their questions. (b) Gives an exercise in the textbook.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Reading Skills

Techniques in Pre-reading

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: The Bitter Forbidden Fruit

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 12-14

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 33 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM

READING

COMPREHENSION

The Bitter Forbidden Fruit

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Gender-sensitive Language

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

(a) Define the term gender-sensitive language.

(b) Use gender-sensitive language in sentences.

T/L RESOURCES: Flashcards with gender-sensitive words and terms

Chart showing gender-sensitive language

REFERENCES: Secondary English Bk 3 Pg 14-16

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Writes a sentence containing a gender-sensitive word on the board. (b) Asks learners to explain the meaning of gender-sensitive language (c) Tells them that they will be learning about gender-sensitive language.	(a) Reads the sentence. (b) Explains the meaning of the phrasal verb. (c) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing gender-sensitive terms. 2. Explains more gender-sensitive words. 3. Asks students to use the gender-sensitive terms learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the gender-sensitive terms. 2. Listens and takes notes. Seeks clarification. 3. Uses the gender-sensitive words in sentences. 4. Adds more gender-sensitive words to it.
CONCLUSION 5 minutes	(a) Asks students to use them in sentences. (b) Gives an exercise.	(a) Uses them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Gender-sensitive Language

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Transitional words that add information

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

(a) Write neatly and legibly.

(b) Identify transitional words used in adding information.

T/L RESOURCES: Chart with transitional words, chalkboard

REFERENCES: Secondary English Bk 3 Pg 16-17

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to define transitional words. (b) Explains what transitional words are. (c) Tells them that they are about to learn about transitional words.	(a) Says what transitional words are. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Displays the chart with transitional words to the learners. 2. Asks students to write them down in their books. 3. Groups the learners. Asks them to use the transitional words given in sentences of their own. 4. Asks learners to read aloud some of the sentences.	1. Reads the transitional words. 2. Writes the transitional words in their exercise books. 3. Discuss and write sentences using transitional words. 4. Reads aloud the sentences.
CONCLUSION 4 minutes	(a) Asks students to suggest more transitional words. (b) Gives an exercise.	(a) Suggests more transitional words. (b)Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Transitional words that add more information

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter One and Two

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

a) Discuss the setting of chapter one and Two.
b) Explain the character traits, themes and style in Chapter One and Two

T/L RESOURCES: Novel to be read, Guidebooks

REFERENCES: Blossoms of the savanna, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to freely talk about the novel (b) Tells students that they will be reading Chapter One and Two	(a) Gives details about the novel (b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Tells the students to read Chapter one and Two of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3. Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2. Explains the setting, traits, themes and style in the chapter 3. 4. Presents their project. 4. Listens and takes notes.
CONCLUSION 4 minutes	1. Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter 2. Gives an assignment.	1. Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter 2. Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the savanna

Plot analysis

Chapter One and Two

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Rhythm

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

(a) Define rhythm in poetry.

(b) Identify features of rhythm in poetry.

T/L RESOURCES: Chart with features of rhythm, chalkboard

REFERENCES: Secondary English Bk 3 Pg 18-20

Understanding Poetry by Ezekiel Alembi

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Reviews the previous lesson. Asks learners to define rhythm. (b) Tells the learners that they will be learning about rhythm in poetry.	(a) Explains the meaning of rhythm. (b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Asks learners to read a given poem aloud in chorus. 2. Explains the features of rhythm in a poem. 3. Groups the learners. Give them another poem and tell them to identify features of rhythm in the poem. 4. Asks learners present their answers.	1. Read the poem aloud in chorus. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their answers.
CONCLUSION 4 minutes	(a) Asks them to explain the features of rhythm in a poem. (b) Gives an exercise in their textbook.	(a) Explains the features. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Poetry

Rhythm

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Concentration techniques in reading

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

Read a passage given and respond to questions on it.
Summarize the passage read.

T/L RESOURCES: Chalkboard

REFERENCES: Secondary English Bk 3 Pg 20-21

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to give their impression of the title of the comprehension passage Kinetic Theory and Gas Laws. (b) Tells them that they would be learning about the techniques of pre-reading.	(a) Give their impressions. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Explains how to survey a text. 2. Refers them to the passage Kinetic Theory and Gas Laws to be survey. 3. Groups the learners. Tell them to formulate three questions whose answers are likely to be found the passage. 4. Tells learners to read the passage in turns and check if the answers to their questions can be found in the passage	1. Listens and takes notes. 2. Surveys the passage. 3. Formulates the questions. 4. Compare their questions and their answers
CONCLUSION 5 minutes	(a) Asks some students to read aloud their questions. (b) Gives an exercise in the textbook.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Reading Skills

Concentration techniques in reading

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Restoring Integrity in the Public Service

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 21-24

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 33 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

COMPREHENSION

Restoring Integrity in the Public Service

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Case in Pronouns

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

(a) Explain the meaning of case in pronouns

(b) Identify pronouns in their various case forms

T/L RESOURCES: Flashcards with various case forms of pronouns

Chart showing various case forms of pronouns

REFERENCES: Secondary English Bk 3 Pg 24-27

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Writes a sentence containing pronoun on the board. (b) Asks learners to explain the meaning of case in pronouns (c) Tells them that they will be learning about case in pronouns.	(a) Reads the sentence. (b) Explains the meaning of the phrasal verb. (c) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing various case forms of pronouns. 2. Explains more about the various cases of pronouns. 3. Asks students to use the various case forms of pronouns in sentences of their own. 4. Groups the learners and shows them the flashcards showing the various case forms of pronouns.	1. Reads the pronouns in their various cases. 2. Listens and takes notes. Seeks clarification. 3. Uses the various case forms of pronouns in sentences. 4. Write down the pronouns on the flashcards.
CONCLUSION 5 minutes	(a) Asks students to use them in sentences. (b) Gives an exercise.	(a) Use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Pronouns

Case in Pronouns

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Transitional Words that show Contrast

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

(a) Write neatly and legibly.

(b) Identify transitional words that show contrast.

T/L RESOURCES: Chart with transitional words that show contrast

REFERENCES: Secondary English Bk 3 Pg 28

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to define transitional words. (b) Explains what transitional words are. (c) Tells them that they are about to learn about transitional words that show contrast.	(a) Says what transitional words are. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Displays the chart with transitional words that show contrast to the learners. 2. Asks students to write them down in their books. 3. Groups the learners. Asks them to use the transitional words given in sentences of their own. 5. Asks learners to read aloud some of the sentences.	1. Reads the transitional words. 2. Writes the transitional words in their exercise books. 3. Discuss and write sentences using transitional words. 4. Reads aloud the sentences.
CONCLUSION 4 minutes	(a) Asks students to suggest more transitional words. (b) Gives an exercise.	(a) Suggests more transitional words. (b)Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Transitional words that show contrast

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the savanna

SUB-TOPIC: Plot analysis: Chapter Three and Four

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

a) Discuss the setting of Chapter Three and Four
b) Explain the character traits, themes and style in Chapter Three and Four

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Three and Four	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Tells the students to read Chapter Three and Four of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project.
CONCLUSION 5minutes	1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter 2. Gives an assignment.	1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter 2. Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Three and Four

COMMENTS:

THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Alliteration and assonance

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

(a) Define alliteration and assonance

(b) Identify alliteration and assonance in a given poem.

T/L RESOURCES: Charts with examples of alliteration and assonance, chalkboard

REFERENCES: Secondary English Bk 3 Pg 28

Understanding Poetry
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Reviews the previous lesson. Asks learners to define alliteration and assonance. (b) Tells the learners that they will be learning about alliteration and assonance.	(a) Explains how a speaker prepares to deliver a speech. (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Asks learners to differentiate between alliteration and assonance. 2. Explains the meanings of alliteration and assonance and their difference. Groups the learners. Gives them a poem. Asks learners to identify alliteration and assonance in the poem. Asks learners present their answers.	1. Differentiates between alliteration and assonance. 2. Listens and takes notes. Seeks clarification. 3. Discusses. Presents their answers.
CONCLUSION 5minutes	(a) Asks them to explain what alliteration and assonance is and their differences. (b) Writes the exercise on the chalkboard.	(a) Explains the ways. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Poetry

Alliteration and assonance

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Note-making

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

Read a passage given and respond to questions on it.
Make notes from the passage read.

T/L RESOURCES: Articles and passage to be read

REFERENCES: Secondary English Bk 3 Pg 31-32

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Asks students to give the features of note-making. (b) Tells them that they would be learning how to make notes effectively.	(a) Gives the features of note-making. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Outlines the steps in making notes. 2. Issues a handout with a passage to be read. 3. Groups the learners. Writes 2 questions to be answered in note form. 4. Asks individuals to write notes using the points drafted in step 3 above.	1. Listens and takes notes. 2. Reads the passage. Writes a draft in note form.. Writes notes from the passage.
CONCLUSION 4 minutes	(a) Asks some students to read aloud their notes. (b) Writes an exercise on the chalkboard.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Reading Skills

Note-making

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Women Break from Shackles of Traditions

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 32-34

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 33minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. Asks students some questions on the passage. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

COMPREHENSION

Women Break from Shackles of Traditions

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Demonstratives

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

(a) Define demonstratives.

(b) Use demonstratives in sentences correctly.

T/L RESOURCES: Flashcards with demonstratives, Chart showing demonstratives

REFERENCES: Secondary English Bk 3 Pg 34-36

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Writes a sentence containing a demonstrative on the board. (b) Asks identify the demonstrative. (c) Tells them that they will be learning demonstratives.	(A) Reads the sentence. (B) Explains the meaning of the phrasal verb. (C) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing demonstratives. 2. Explains more about demonstratives. 3. Asks students to use the demonstratives learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the demonstratives. 2. Listens and takes notes. Seeks clarification. 3. Uses the demonstratives in sentences. 4. Adds a word to it and uses the demonstratives formed in their own sentence.
CONCLUSION 4 minutes	(a) Asks students to give explain the meaning of some demonstratives and use them in sentences. (b) Gives an exercise.	(a) Explains the meaning of the demonstratives and use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Demonstratives

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Transitional Words that show consequences, cause and effect

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

(a) Write neatly and legibly.

(b) Identify transitional words that show consequences, cause and effect.

T/L RESOURCES: Chart with transitional words that show consequences, cause and effect

REFERENCES: Secondary English Bk 3 Pg 36-37

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to define transitional words. (b) Explains what transitional words are. (c) Tells them that they are about to learn about transitional words that show consequences, cause and effect.	(a) Says what transitional words are. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Displays the chart with transitional words that show consequences, cause and effect to the learners. 2. Asks students to write them down in their books. 3. Groups the learners. Asks them to use the transitional words given in sentences of their own. 4. Asks learners to read aloud some of the sentences.	1. Reads the transitional words. 2. Writes the transitional words in their exercise books. 3. Discuss and write sentences using transitional words. 4.Reads aloud the sentences.
CONCLUSION 4 minutes	(a) Asks students to suggest more transitional words. (b) Gives an exercise.	(a) Suggests more transitional words. (b)Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Transitional words that show consequences, cause and effect

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Five and Six

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

a) Discuss the setting of Chapter Five and Six
b) Explain the character traits, themes and style in Chapter Five and Six

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1.Asks students to freely talk about 2.Tells students that they will be reading Chapter Five and Six	1.Gives details about 2. Listens and takes notes.
DEVELOPMENT 31 minutes	1. Tells the students to read Chapter Five and Six of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project.
CONCLUSION 4 Minutes	1.Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter 2. Gives an assignment.	1.Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter 2. Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Five and Six

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Dilemma Stories

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

(a) Define a dilemma story.

(b) Identify the features of dilemma stories.

T/L RESOURCES:

REFERENCES: Secondary English Bk 3 Pg 36-37

Oral Literature for Schools
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Reviews the previous lesson. Asks learners to define dilemma stories. (b) Tells the learners that they will be learning about dilemma stories	(a) Explains how a speaker prepares to deliver a speech. (b) Listens and takes notes.
DEVELOPMENT 32 minutes	1. Narrates a dilemma story to the learners. 2. Explains the features and functions of a dilemma story. Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. Discusses. Presents their projects.
CONCLUSION 4 minutes	(a) Asks them to narrate a dilemma story of their own. (b) Gives them an exercise.	(a) Explains the ways. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Oral Literature

Dilemma Stories

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Studying a Poem

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

Develop an interest in reading poetry
Distinguish among different kinds of vocabulary used in a poem.
Relate diction to the meaning of the poem

T/L RESOURCES: Articles and passage to be read

REFERENCES: Secondary English Bk 3 Pg 40-41

Understanding Poetry
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to give the features of a poem. (b) Tells them that they would be learning about diction in a poem.	(a) Gives the features of a poem. (b) Listens and takes notes.
DEVELOPMENT 31 minutes	1. Reads through a given poem. 2. Identifies the key words in the poem and explains their meanings. 3. Groups the learners. Gives them another poem and tells them to identify the key words in the poem and explain their meanings. 4. Asks the groups to present their findings.	1. Listens to the poem 2. Takes down notes. 3. Discusses the poem and writes down the key words 4. Presents their findings
CONCLUSION 4 minutes	(a) Gives an exercise in the textbook.	(a) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Reading Skills

Studying a poem through analysis of diction

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Citizens Role in Good Governance

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 43-45

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Open their books.
DEVELOPMENT 32 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. Asks students some questions on the passage. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. Answers the questions. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

COMPREHENSION

Citizens Role in Good Governance

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Transitive and intransitive verbs

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

(a) Explain the meaning of Transitive and intransitive verbs.

(b) Use Transitive and intransitive verbs in their own sentences.

T/L RESOURCES: Flashcards with transitive and intransitive verbs, Chart showing transitive and intransitive verbs

REFERENCES: Secondary English Bk 3 Pg 45-48

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes sentences containing transitive and intransitive verbs on the board. 2. Asks learners to explain the difference between transitive and intransitive verbs. Tells them that they will be learning transitive and intransitive verbs.	1. Reads the sentences. 2. Explains the difference between transitive and intransitive verbs Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing transitive and intransitive verbs. 2. Explains more about transitive and intransitive verbs. 3. Asks students to use the transitive and intransitive verbs learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the transitive and intransitive verbs. 2. Listens and takes notes. Seeks clarification. 3. Uses the transitive and intransitive verbs in sentences. 4. Adds a word to it and uses the transitive and intransitive verbs formed in their own sentence.
CONCLUSION 5minutes	(a) Asks students to give explain the meaning of some phrasal verbs and use them in sentences. (b) Gives an exercise.	(a) Explains the meaning of the phrasal verbs and use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Transitive and intransitive verbs

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Using the colon, semi-colon and writing reminders

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

(a) Write neatly and legibly

(b) Demonstrate mastery in the use of the colon and the semi-colon.

T/L RESOURCES: Sample reminders

REFERENCES: Secondary English Bk 3 Pg 45-46

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4minutes	(a) Asks students state the uses of the colon and the semicolon. (b) Explains the functions of the colon and the semi-colon. (c) Tells them that they are about to learn how to write reminders.	(a) States the uses of the colon and the semicolon. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32 minutes	1Issues the sample reminder. 2. Asks students to list the elements of the reminder. 3. Groups the learners. Asks them to write a reminder on the topic given. 4. Asks learners to read aloud some of the reminders.	1. Reads the reminder. 2. Lists the elements. 3. Write the letter. 4. Reads aloud the letter.
CONCLUSION 3 minutes	(a) Asks students to outline the features of a reminder. (b) Gives an exercise.	(a) Outlines the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Functions of the colon and the semi-colon

Reminders

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Seven and Eight

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

a) Discuss the setting of Chapter Seven and Eight
b) Explain the character traits, themes and style in Chapter Seven and Eight

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Seven and Eight	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 32minutes	1. Tells the students to read Chapter Seven and Eight of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. Asks them to discuss in groups the themes and style in the chapter Allows the groups to present their projects.	1. Read in turns. 2. Explains the setting, traits, themes and style in the chapter 3. Discusses other traits of 4. Presents their project. 5. Listens and takes notes.
CONCLUSION 4 minutes	(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter (b) Gives an assignment.	(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter (b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Seven and Eight

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Features of Dilemma Stories

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

(a) Identify the features of dilemma stories.

(b) Discuss the functions of dilemma stories

T/L RESOURCES: Samples of dilemma narratives

REFERENCES: Secondary English Bk 3 Pg 51-52

Oral Literature for Schools
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(c) Reviews the previous lesson. Asks learners to define dilemma stories. (d) Tells the learners that they will be learning about dilemma stories	(c) Explains how a speaker prepares to deliver a speech. (d) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Narrates a dilemma story to the learners. 5. Explains the features and functions of a dilemma story. Groups the learners. Gives the learners a sample dilemma story. Asks learners to identify the features of a dilemma story in it. Asks learners present their projects.	1. States how they grabbed and kept the attention. 5. Listens and takes notes. Seeks clarification. Discusses. Presents their projects.
CONCLUSION 5 minutes	(c) Asks them to narrate a dilemma story of their own. (d) Gives them an exercise.	(c) Explains the ways. (d) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Oral Literature

Features of Dilemma Stories

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Appreciating a Poem

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

Identify the features of a poem systematically
Analyze a poem accurately

T/L RESOURCES: Samples of poems

REFERENCES: Secondary English Bk 3 Pg 40-41

Understanding Poetry
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 6 minutes	(a) Asks students to give the features of a poem. (b) Tells them that they would be learning about appreciating a poem.	(a) Gives the features of a poem. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Reads through a given poem. 2. Analyses the poem systematically, identifying the features of the poem to the learners. 3. Groups the learners. Gives them another poem and tells them to analyze it systematically and identify the important features in the poem. 4. Asks the groups to present their findings.	1. Listens to the poem 2. Takes down notes. 3.Discusses the poem and writes down the key words 4.Presents their findings
CONCLUSION 4 minutes	(a)Gives an exercise in the textbook.	(a)Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Reading Skills

Appreciating a poem

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: HIV: The Emotional Journey

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 55-56

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 33 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

COMPREHENSION

HIV: The Emotional Journey

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Infinitives

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

(a) Explain the meaning of infinitives.

(b) Use infinitives in their own sentences.

T/L RESOURCES: Flashcards with infinitives, Chart showing infinitives

REFERENCES: Secondary English Bk 3 Pg 56-58

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes a sentence containing infinitives on the board. 2. Asks learners to explain what the infinitive is made up of. 3. Tells them that they will be learning about infinitives.	1. Reads the sentence. 2. Explains the composition of the infinitive. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing infinitives. 2. Explains more infinitives. 3. Asks students to use the infinitives learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the infinitives. 2. Listens and takes notes. Seeks clarification. 3. Uses the infinitives in sentences. 4. Adds a word to it and uses the infinitives formed in their own sentence.
CONCLUSION 5minutes	(a) Asks students to give explain the meaning of some infinitives and use them in sentences. (b) Gives an exercise.	(a) Explains the meaning of the infinitives and use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Infinitives

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Using the dash, parentheses and writing personal journals

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

(a) Write neatly and legibly

(b) Demonstrate mastery in the use of the dash and the parentheses.

T/L RESOURCES: Sample reminders

REFERENCES: Secondary English Bk 3 Pg 58-60

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students state the uses of the dash and the parentheses. (b) Explains the functions of the dash and the parentheses. (c) Tells them that they are about to learn how to write personal journals.	(a) States the uses of the dash and the parentheses. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Issues the sample personal journal. 2. Asks students to list the elements of the personal journal. 3. Groups the learners. Asks them to write a personal journal on the topic given. 4. Asks learners to read aloud some of the personal journals.	1. Reads the r personal journal. 2. Lists the elements. 3. Write the personal journal r. 4. Reads aloud the personal journal.
CONCLUSION 5minutes	(a) Asks students to outline the features of a personal journal. (b)Gives an exercise.	(a) Outlines the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Functions of the dash and the parentheses

Personal journals

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Nine and Ten

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

a) Discuss the setting of Chapter Nine and Ten
b) Explain the character traits, themes and style in Chapter Nine and Ten

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Nine and Ten	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Tells the students to read Chapter Nine and Ten of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project. 5. Listens and takes notes.
CONCLUSION 5 minutes	(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter (b) Gives an assignment.	(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter (b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Nine and Ten

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Aetiological Narratives

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

(a) Define Aetiological Narratives.

(b) Identify the features of Aetiological Narratives

T/L RESOURCES:

REFERENCES: Secondary English Bk 3 Pg 61-63

Oral Literature for Schools
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Reviews the previous lesson. Asks learners to define Aetiological Narratives. (b) Tells the learners that they will be learning about Aetiological Narratives	(a) Explains what an aetiological narrative is. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Narrates an aetiological narrative to the learners. 2. Explains the features and functions of Aetiological Narratives. 3. Groups the learners. Gives the learners a sample aetiological narrative. Asks learners to identify the features of an aetiological narrative in it. 4. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 6 minutes	(a) Asks them to narrate an aetiological narrative of their own. (b) Gives them an exercise.	(a) Explains the ways. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Oral Literature

Aetiological Narratives

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Critical Reading: Looking for evidence

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

Read a passage critically identifying evidence.
Read critically evaluating evidence.

T/L RESOURCES: Articles and poems to be read

REFERENCES: Secondary English Bk 3 Pg 63-64

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Asks students to read a passage critically. 2. Tells them that they would be learning how to read critically identifying evidence.	1. Gives the features of summary. 2. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Outlines the steps in critical reading. 2. Issues a handout with a passage to be read. 3. Groups the learners. Writes 2 questions to be answered from the passage. 4. Asks individuals to read another passage and identify critical evidence.	1. Listens and takes notes. 2. Reads the passage. 3. Answers the questions. 4. Reads the passage and identifies critical evidence.
CONCLUSION 5 minutes	(a) Asks some students to read aloud their answers. (b) Writes an exercise on the chalkboard.	(a) Corrects the others. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Reading Skills

Critical reading: Looking for evidence

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: Our Rights Our Responsibilities

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 64-66

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 32minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4 minutes	(a)Asks students to discuss the lessons they learn from the passage. (b)Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

COMPREHENSION

Our Rights and Our Responsibilities

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR/ Phrasal Verbs and Idiomatic expressions

SUB-TOPIC: Phrasal Verbs and idiomatic expressions

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

(a) Explain the meaning of phrasal verbs and idiomatic expressions

(b) Use phrasal verbs and idiomatic expressions in their own sentences.

T/L RESOURCES: Flashcards with phrasal verbs and idiomatic expressions, Chart showing phrasal verbs and idiomatic expressions

REFERENCES: Secondary English Bk 3 Pg 66-69

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes a sentence containing phrasal verb and idiomatic expression on the board. 2. Asks learners to explain the meaning of the phrasal verb and idiomatic expressions. 3. Tells them that they will be learning phrasal verbs and idiomatic expressions.	1. Reads the sentence. 2. Explains the meaning of the phrasal verb and idiomatic expression. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing phrasal verbs and idiomatic expressions. 2. Explains more about phrasal verbs and idiomatic expressions. 3. Asks students to use the phrasal verbs and idiomatic expressions learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the phrasal verbs and idiomatic expressions. 2. Listens and takes notes. Seeks clarification. 3. Uses the phrasal verbs and idiomatic expressions in sentences. 4. Uses the phrasal verb and idiomatic expression formed in their own sentence.
CONCLUSION 5 minutes	(a) Asks students to give explain the meaning of some phrasal verbs and idiomatic expressions and use them in sentences. (b) Gives an exercise.	(a) Explains the meaning of the phrasal verbs and idiomatic expressions and use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Phrasal Verbs

Idiomatic Expressions

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Thank You and Congratulatory Messages

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

(a) State the steps in writing Thank You and Congratulatory Messages.

(b) Follow the steps outlined in writing Thank You and Congratulatory Messages.

T/L RESOURCES: Sample Thank You and Congratulatory Messages

REFERENCES: Secondary English Bk 3 Pg 69-70

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Asks students whether they have ever Thank You and Congratulatory Messages. (b) Explains what Thank You and Congratulatory Messages are. (c) Tells them that they are about to learn how to write Thank You and Congratulatory Messages.	(a) Says whether or not they have written Thank You and Congratulatory Messages. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 32minutes	1. Issues the sample Thank You and Congratulatory Messages. 2. Asks students to list the elements of the Thank You and Congratulatory Messages. 3. Groups the learners. Asks them to write Thank You and Congratulatory Messages on the topic given. 4. Asks learners to read aloud some of the Thank You and Congratulatory Messages.	1. Reads the Thank You and Congratulatory Messages. 2. Lists the elements. 3. Write the Thank You and Congratulatory Messages. 4. Reads aloud the Thank You and Congratulatory Messages.
CONCLUSION 4 minutes	(a) Asks students to outline the features of Thank You and Congratulatory Messages. (b) Gives an exercise.	(a) Outlines the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Thank You and Congratulatory Messages

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Eleven and Twelve

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

a) Discuss the setting of Chapter Eleven and Twelve
b) Explain the character traits, themes and style in Chapter Eleven and Twelve

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Eleven and Twelve	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Tells the students to read Chapter Eleven and Twelve of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project. 5. Listens and takes notes.
CONCLUSION 5 minutes	(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter (b) Gives an assignment.	(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter (b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Eleven and Twelve

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Features of aetiological narratives

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

(a) Identify the features of aetiological narratives.

(b) Discuss the functions of aetiological narratives

T/L RESOURCES: Samples of aetiological narratives

REFERENCES: Secondary English Bk 3 Pg 51-52

Oral Literature for Schools
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a)Reviews the previous lesson. Asks learners to define aetiological narratives. (c) Tells the learners that they will be learning about aetiological narratives	(a) Explains how a speaker prepares to deliver a speech. (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Narrates an aetiological narrative to the learners. 2. Explains the features and functions of an aetiological narrative. 3. Groups the learners. Gives the learners a sample aetiological narratives. Asks learners to identify the features of a dilemma story in it. 4. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 5minutes	(a) Asks them to narrate an aetiological narratives of their own. (b) Gives them an exercise.	(a) Explains the ways. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Oral Literature

Features of aetiological narratives

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Recognizing Tone and Attitude

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

Define tone and attitude correctly.
Summarize the passage read.

T/L RESOURCES: Articles and poems to be read

REFERENCES: Secondary English Bk 3 Pg 73-74

Understanding Poetry
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Asks students to define tone and attitude. (b) Tells them that they would be learning how about tone and attitude	(a) Gives the features of summary. (b) Listens and takes notes.
DEVELOPMENT 30 minutes	1. Explain the meaning of tone and attitude and how to identify it in a poem. 2. Issues a handout with a poems to be analyzed for tone and attitude. 3. Groups the learners. Writes 2 questions on tone and attitude to be answered from the poem.	1. Listens and takes notes. 2. Reads and analyzes the poem. 3. Writes the answers.
CONCLUSION 5minutes	1. Asks some students to read aloud their answers. 2. Writes an exercise on the chalkboard.	1. Corrects the others. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

Reading Skills

Tone and attitude

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: A Slip not a Fall

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 74-76

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a) Talks about the issue raised in the passage without letting them know they are about to read a passage. (b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books.	(a) Listens and seeks clarification. (b) Answers the questions asked. (c) Opens their books.
DEVELOPMENT 31 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 6minutes	(a) Asks students to discuss the lessons they learn from the passage. (b) Gives an exercise.	(a) Discusses the lessons they learn from the passage. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 4

READING

COMPREHENSION

A Slip not a Fall

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Participles

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

(a) Explain the meaning of Participles.

(b) Use participles in their own sentences.

T/L RESOURCES: Flashcards with participles, Chart showing participles

REFERENCES: Secondary English Bk 3 Pg 76-80

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes a sentence containing a participle on the board. 2. Asks learners to explain the meaning of the participle. 3. Tells them that they will be learning participles.	1. Reads the sentence. 2. Explains the meaning of the participles. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing participles. 2.Explains more about participles 3. Asks students to use the participles learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the participles. 2. Listens and takes notes. Seeks clarification. 3. Uses the participles in sentences. 4. Adds a word to it and uses the participles formed in their own sentence.
CONCLUSION 5minutes	1. Asks students to give explain the meaning of some phrasal verbs and use them in sentences. 2. Gives an exercise.	1. Explains the meaning of the participles and use them in sentences. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Participles

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Condolence Messages

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

(a) State the steps in writing condolence messages.

(b) Follow the steps outlined in writing condolence messages.

T/L RESOURCES: Sample condolence messages

REFERENCES: Secondary English Bk 3 Pg 80-81

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Asks students whether they have ever condolence messages. (b) Explains what condolence messages are. (c) Tells them that they are about to learn how to write condolence messages	(a) Says whether or not they have written condolence messages. (b) Listens and seeks clarification. (c) Listens and takes notes.
DEVELOPMENT 30minutes	1. Issues the sample condolence messages 2. Asks students to list the elements of the condolence messages. 3. Groups the learners. Asks them to write condolence messages on the topic given. 4. Asks learners to read aloud some of the condolence messages.	1. Reads the condolence messages. 2. Lists the elements. 3. Write the condolence messages 4. Reads aloud the condolence messages.
CONCLUSION 5minutes	(a) Asks students to outline the features of condolence messages. (b) Gives an exercise.	(a) Outlines the features. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Condolence Messages

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Thirteen and Fourteen

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

a) Discuss the setting of Chapter Thirteen and Fourteen
b) Explain the character traits, themes and style in Thirteen and Fourteen

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Thirteen and Fourteen	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Tells the students to read Chapter Thirteen and Fourteen of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project. 5. Listens and takes notes.
CONCLUSION 5minutes	(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter (b) Gives an assignment.	(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter (b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Thirteen and Fourteen

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Giving and Receiving Instructions

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

(a) Outline situations when instructions are likely to be given

(b) Give oral and written instructions clearly and effectively.

T/L RESOURCES: Sample instructions

REFERENCES: Secondary English Bk 3 Pg 82-83

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	1. Reviews the previous lesson. Asks the learners to prepare to give and receive instructions. 2.Tells the learners that they will be learning how to give and receive instructions	1. Prepares to give and receive instructions. 2. Listens and takes notes.
DEVELOPMENT 32minutes	1. Asks learners how to give and receive instructions effectively. 2. Explains how one should give and receive instructions effectively. 3. Groups the learners. Gives learners a question. Asks learners to discuss the question and write down good instructions based on the question. 4. Asks learners present their projects.	1. States how to give and receive instructions. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 4 minutes	(a) Asks them to explain the ways of giving and receiving instructions. (b) Writes the exercise on the chalkboard.	(a) Explains the ways. (b) Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

LISTENING AND SPEAKING

Giving and Receiving Instructions

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Distinguishing Facts from Opinions

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

Develop a critical attitude as they read or listen
Distinguish between a fact and an opinion.

T/L RESOURCES: Articles and poems to be read

REFERENCES: Secondary English Bk 3 Pg 83-84

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Asks students to differentiate between a fact and an opinion. 2. Tells them that they would be learning how to distinguish facts from opinions.	1. Gives the differences between facts and opinions. 2. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Outlines the steps in distinguishing facts from opinions. 2. Issues a handout with a passage to be read. 3. Groups the learners. Writes 2 questions to be answered in note form. 4. Asks individuals to write distinguish facts from opinions in the passage given.	1. Listens and takes notes. 2. Reads the passage. 3. Discuss the questions. 4. Answers the questions.
CONCLUSION 5 minutes	1. Asks some students to read aloud their summaries. 2. Writes an exercise on the chalkboard.	1. Corrects the others. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

STUDY SKILLS

Distinguishing Facts From Opinions

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/comprehension

SUB-TOPIC: The Great Revelation

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

Read the passage and respond to questions after it.
Use new words in sentences of their own.

T/L RESOURCES: Picture on the students’ book/ Dictionaries

REFERENCES: Secondary English Bk 3 Pg 82-83

Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	1. Talks about the issue raised in the passage without letting them know they are about to read a passage. 2. Asks students question concerning the issue. 3. Tells the students the passage they are about to read and asks them to open their course books.	1. Listens and seeks clarification. 2. Answers the questions asked. 3. Opens their books.
DEVELOPMENT 32 minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

COMPREHENSION

The Great revelation

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Quantifiers: few, a few, little and a little

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

(a) Use the quantifiers few, a few, little and a little correctly in their own sentences.

T/L RESOURCES: Flashcards with the quantifiers few, a few, little and a little, Chart showing the quantifiers few, a few, little and a little

REFERENCES: Secondary English Bk 3 Pg 86-88

Head Start English Bk3
New Integrated English Bk 3
Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes sentences containing the quantifiers few, a few, little and a little on the board. 2. Asks learners to explain the meaning of the quantifiers few, a few, little and a little. 3. Tells them that they will be learning phrasal verbs.	1. Reads the sentence. 2. Explains the meaning of the quantifiers few, a few, little and a little. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Displays the chart containing the quantifiers few, a few, little and a little. 2. Explains more about the quantifiers few, a few, little and a little. 3. Asks students to use the quantifiers few, a few, little and a little learnt in their own sentences. 4. Groups the learners and shows them the flashcards.	1. Reads the quantifiers few, a few, little and a little. 2. Listens and takes notes. Seeks clarification. 3. Uses the quantifiers few, a few, little and a little in sentences. 4. Adds a word to it and uses the phrasal verb formed in their own sentence.
CONCLUSION 5minutes	(a) Asks students to give explain the meaning of the quantifiers few, a few, little and a little and use them in sentences. (b) Gives an exercise.	(a) Explains the meaning of the quantifiers few, a few, little and a little and use them in sentences. (b) Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

GRAMMAR

Quantifiers few, a few, little and a little

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Imaginative Composition

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

(a) State the steps in writing an imaginative composition.

(b) Follow the steps outlined in writing an imaginative composition.

T/L RESOURCES: Sample an imaginative composition

REFERENCES:

Head Start English Bk 3 Pg 88-89
Teachers Book page 98

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Asks students whether they have ever written an imaginative composition. 2. Explains what an imaginative composition is. 3.Tells them that they are about to learn how to write an imaginative composition	1. Says whether or not they have written an imaginative composition. 2. Listens and seeks clarification. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Issues the sample imaginative composition. 2. Asks students to list the elements of an imaginative composition. 3. Groups the learners. Asks them to write an imaginative composition on the topic given. 4. Asks learners to read aloud some of the imaginative composition.	1. Reads the imaginative composition letter. 2. Lists the elements. 3. Write the imaginative composition. 4. Reads aloud the letter.
5 CONCLUSION	1. Asks students to outline the features of application letters. 2. Gives an exercise.	1. Outlines the features. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

WRITING

Imaginative Compositions

COMMENTS:

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/ Blossoms of the Savannah

SUB-TOPIC: Plot analysis: Chapter Fifteen and Sixteen

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

a) Discuss the setting of Chapter Fifteen and Sixteen
b) Explain the character traits, themes and style in Chapter Fifteen and Sixteen

T/L RESOURCES: Novel to be read

REFERENCES: Blossoms of the Savannah, Guide Books

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a) Asks students to freely talk about (b) Tells students that they will be reading Chapter Fifteen and Sixteen	(a) Gives details about (b) Listens and takes notes.
DEVELOPMENT 30minutes	1. Tells the students to read Chapter Fifteen and Sixteen of the novel. 2. Asks the students to explain the setting, and the character traits in the chapter. 3.Asks them to discuss in groups the themes and style in the chapter 4. Allows the groups to present their projects.	1. Read in turns. 2.Explains the setting, traits, themes and style in the chapter 3.Discusses other traits of 4. Presents their project. 5. Listens and takes notes.
CONCLUSION 5 minutes	(a) Asks students to suggest reasons it would be necessary for the people to emulate the traits of the characters in the Chapter (b)Gives an assignment.	(a) Suggests reasons it would be necessary for the people to emulate the traits of the characters in the chapter (b) Writes the assignment.

CHALKBOARD LAYOUT

Date ENGLISH FORM 3

READING

Blossoms of the Savannah

Plot Analysis

Chapter Fifteen and Sixteen

COMMENTS:

Teachers' Resources

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October 5, 2025 Maverick John Leave a comment

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Kigogo free notes,study guides, revision tips and KCSE questions

October 5, 2025 Maverick John Leave a comment

Are you in need of free Kigogo Kiswahili Set book guides, KCSE past questions, predictions and answers? Now you can download all these here for free. Just click on the provided links, below, so as to access and download the free materials. Feel free to share these resources.

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October 5, 2025 Maverick John Leave a comment

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Free Biology schemes of work term 1-3

October 5, 2025 Maverick John Leave a comment

BIOLOGY FORM 1 SCHEMES OF WORK ? TERM 1.

Download PDF and Editable Biology Schemes of work here;

Free updated schemes of work for all subjects (Secondary)

INTRODUCTION TO BIOLOGY

Definition of Biology

OBJECTIVES:

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 other subjects.

* Charts on various disciplines -Comprehensive Biology Bk. 1 pg 1 -KLB Biology book Page 1 -Golden tips Biology Page 1 2

INTRODUCTION TO BIOLOGY

Importance of Biology Characteristics of organisms

OBJECTIVES:

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

-Explain the importance of Biology -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 Biology Bk. 1 pg 1-2

* KLB Biology Page 1-2

* Golden tips Biology Page 1 3-4

INTRODUCTION TO BIOLOGY

Characteristics of organisms External features of plants and animals

OBJECTIVES:

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

-Explain the external features of plants and animals -Write down the difference between plants and animals

* Collecting, observing and recording external features of plants and animals.

* Organisms in the school compound

* Charts on external features of plants and animals

* Comprehensive Biology Bk. 1 pg 2-3

* KLB secondary Biology Page 2-6

* Golden tips Biology Page 1-2 6 1

CLASSIFICATION 1

Definition Use of magnifying lens

OBJECTIVES:

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

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 Biology students Bk. 1 page 5

* KLB secondary Biology book Pg 8

* Golden tips Biology Page 3-5

* Gateway secondary Biology pages 5-12 2

CLASSIFICATION 1

Observation of features of organisms Plant leaf forms

OBJECTIVES:

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

-Record observations of the main external features of plant leaf form -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 Biology Bk.1 pg 6-8

* KLB Biology Pg 8-10

* Golden tips Biology Page 4-5 3-4

CLASSIFICATION 1

External features of plants and animals

OBJECTIVES:

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

-Observe, record and draw the main external features of plants -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 Biology Bk.1 pg 8-12 -KLB Biology Pg 10-14 -Golden tips Biology Page 3 7 1-2

CLASSIFICATION 1

Necessity and significance of classification Major units of classification

OBJECTIVES:

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

-State the necessity and significance of classification -Name the major units of classification -Name the five kingdoms of living things

* Discussion on the necessity and significance of classification

* Charts on classification

* Charts with the five kingdoms and examples in each case. -Comprehensive Biology Bk. 1 pg 12-13 -KLB Biology Pg 14-15 -Golden tips Bio.Pg. 6-12 -Gateway secondary Biology pages 5-12 3-4

CLASSIFICATION 1

Taxonomic units in plants and animal kingdom

OBJECTIVES:

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

-List the taxonomic units in plant and animal kingdoms -Classify maize and human beings

* Naming taxonomic units in plants and animal kingdoms

* Classification of maize and human beings

* Charts on Classification of maize and human beings -Comprehensive Biology Bk. 1 pg 13-14 -KLB Biology Pg 14 -Golden tips Biology Pg 6-12 -Gateway secondary Biology pages 5-12 8 1-2

CLASSIFICATION 1

Binomial nomenclature in naming organisms

OBJECTIVES:

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

-Define Binomial nomenclature -State the principles of Binomial nomenclature In naming organisms -Defining Binomial nomenclature -Classification of given organisms using generic and specific names Charts on Binomial nomenclature -Comprehensive Biology Bk.1 pg 14 -KLB Biology Pg 15-16 -Golden tips Biology Page 6 Gateway secondary Biology pages 5-12 3-4

CLASSIFICATION 1

Collection of plants and animals

OBJECTIVES:

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

-Use collecting nets, cutting instructions instruments and hand lens -Collecting plants and animals -Preserving Collecting plants and animals collected

* Specimen bottle

* Sweep nets

* Cotton wool -Comprehensive Biology Bk. 1 pg 14-16 -KLB Biology book Pg 9 -Golden tips Biology Pg 6-12 9 1-2

CLASSIFICATION 1

Grouping of organisms according to their similarities

OBJECTIVES:

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

-Observe and group collected and preserved specimen according to their similarities -Observing and grouping animals according to their similarities -Observing and grouping plants according to their similarities -Collected and preserved specimen -Hand lens -Comprehensive Biology Bk. 1 pg 15 -KLB Biology Pg 15-16 -Golden tips Biology Page 7-9 3-4

THE CELL

Introduction to light microscope

OBJECTIVES:

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

-Define a cell -Draw and label the light microscope -Description of a cell -Drawing and labeling the light microscope

* Light microscope

* Diagram of light microscope -Comprehensive Biology Bk. 1 pg 17 KLB Biology Pg 18 -Golden tips pg 15-16 10 1-2

THE CELL

-Parts of the light microscope and their functions -Calculation of magnification using light microscope

OBJECTIVES:

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

-Identify parts of the light microscope and state their functions -Describe how to care for a light microscope -Discussion on parts of a light microscope -Caring for the light microscope -Demonstration on how to use the light microscope -Prepared slides

* Light microscope

* Chart of light microscope -Comprehensive Biology Bk. 1 pg 20 -KLB Biology Page 21 -Golden tips Biology Page 17-18 3-4

THE CELL

Plant and animal cells as seen under a light microscope -Calculation of magnification using light microscope

OBJECTIVES:

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

-Draw and label plant and animal cells as seen under a light microscope -Drawing and labeling of plant and animal cells as seen under a light microscope -Demonstration on how to calculate magnification of a light microscope

* Charts of plants and animal cells as seen under a light microscope

* Microscope -Comprehensive Biology students Bk. 1 page 20 -KLB Biology Page 18-20 -Golden tips Biology Page 15-17 -Gateway secondary biology pages 26-32 11 1-2

THE CELL

Using the light microscope with prepared slides

OBJECTIVES:

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

-Observe a prepared slide under a light microscope -Prepare temporary slide of onion epidermis and observe it under a light microscope

* Permanent slides of animal and plant cells

* Light microscope

* Microscope slide

* Cover slip

* Observing prepared slides of plant and animal cells

* Preparing and mounting onion epidermal cells -Comprehensive Biology Bk. 1 page 33 -KLB Biology Page 22 -Golden tips Biology Pg 16 -Gateway secondary biology pages 26-32 -Longman biology page 31-32 3-4

THE CELL

Cell structure as seen under the electron microscope

OBJECTIVES:

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

-Draw and label plant and animal cells as seen under electron microscope -Drawing and labeling plant and animal cells as seen under an electron microscope -Diagrams of plant and animal cells as seen under electron microscope -Comprehensive Biology Bk. 1 pg 19-20 -KLB Biology Pg 23 -Golden tips Biology Page 18 12 1

THE CELL

Physiology of the cell

OBJECTIVES:

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

* discussion on the functions of cell components – cell wall – cell membrane – cytoplasm

* drawing and labeling these parts of the cell

* 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

OBJECTIVES:

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

* discussion on the functions of cell organelles

* Drawing and labeling the cell and organelles

* Explain how to estimate the size of onion epidermal cells

* Estimating the size of onion epidermal cells

* 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

OBJECTIVES:

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

* Distinguishing between plant and animal cells

* Naming specialized cells and their functions

* Drawing specialized cells

* Explaining modification of cells to their functions

* 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 1 1-2 CELL PHSIOLOGY Cell physiology Properties of the cell membrane

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

Carry out experiments to demonstrate

* diffusion in liquids

* diffusion in gasses

* 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

OBJECTIVES:

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

* Explain the factors affecting diffusion

* Explain the role of diffusion in living things

* 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

OBJECTIVES:

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

* Define osmosis

* Describe movement of water molecules across semi-permeable membrane

* 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)

OBJECTIVES:

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

* demonstrate osmosis by using a Viking tubing

* carry out an experiment on osmosis using Irish potatoes

* carry out an experiment on osmosis using a Viking tubing

* carry out an experiment on osmosis using Irish potatoes

* Discussion on results of both experiments

* 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

OBJECTIVES:

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:

* Osmotic pressure

* Osmotic potential

* Isotonic solution

* Hypertonic solution

* Hypotonic solution

* Turgor pressure

* Hemolysis

* Wall pressure

* Plasmolysis

* Deplasmolysis

* Defining terms used in the study of osmosis

* Discussion on the terms used in the study of osmosis

* 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

* carry out an experiment on selective permeability of membranes and movement of water in Irish potatoes

* 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

* State factors affecting osmosis

* Explain the role of osmosis in organisms

* Explain the factors affecting osmosis

* Discussion on factors affecting osmosis

* Discussion on the role of osmosis in organisms

* 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

* Describe what happens when a plant cell is placed in a hypertonic, hypotonic or isotonic solution

* Discussion on how plant cells behave in hypertonic, hypotonic or isotonic solutions

* 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

* Carry out an experiment to show plasmolysis in epidermal cells of an onion bulb

* Carry out an experiment to show plasmolysis in epidermal cells from an onion bulb

* Discussion of results of the experiment on movement of water in and out of the cells

* 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

* Describe osmosis of animal cells in a hypertonic solution

* Discussion on osmosis in animal cells when placed in hypertonic or hypotonic solution

* 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

* List down factors affecting active transport

* Define active transport

* Define the role of active transport in living things

* Discussion on active transport factors affecting active transport and its role in organisms

* 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

* Define nutrition

* Write down the importance of nutrition

* List down the modes of feeding in organisms

* Draw and label the external structure of a leaf

* Discussion on definition of nutrition, importance and modes of feeding

* Drawing and labeling the external structure of a leaf

* Observing the external parts of a leaf

* 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

* Drawing and labeling 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

* Name the parts of a leaf

* State the functions of the parts of a leaf

* Discussion on the functions of the different parts of a leaf

* 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

* Define photosynthesis

* Draw and label the chloroplast

* Describe the process of photosynthesis 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

* List down the importance of photosynthesis

* Explain some of the factors influencing photosynthesis

* Discussion on the importance of photosynthesis

* Discussion factors influencing photosynthesis

* 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

* Explain the factors affecting photosynthesis

* Discussion on factors influencing photosynthesis

* 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

* Explain how the leaf is adapted to the process of photosynthesis

* Discussion on adaptations of the leaf to photosynthesis

* 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

* Test the presence of starch in a green leaf

* Investigate whether chlorophyll is necessary for photosynthesis

* Investigate whether light is necessary for photosynthesis

* Carrying out experiments on

* -presence of starch in a leaf

* -factors influencing photosynthesis in plants

* 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

* Oxygen is produced during photosynthesis

* 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

* To answer the questions asked

* Learner to answer the given questions

* Teacher to supervise test

* 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

* Define Chemicals of life

* List down types of carbohydrates

* Write down properties and functions of monosaccharaides

* Defining Chemicals of life

* Discussion on 1. Types of chemicals of life 2. Types of carbohydrates 3. Properties of monosaccharaides

* 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

* Define disaccharides

* List properties and functions of disaccharides

* Define hydrolysis and condensation

* Defining disaccharides

* Discussion on properties and functions of disaccharides

* 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

* Define polysaccharides and lipids

* Write down the properties of polysaccharides and lipids

* Defining polysaccharides and lipids

* Discussion on properties and functions of polysaccharides and lipids

* 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

* Starch

* Reducing sugars

* Non-reducing sugar

* Lipids

* Proteins

* Vitamin c

* Demonstration of experiments on food tests

* Carry out experiments on food tests

* Discussion on results obtained from experiments

* 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

* Write down the properties and functions of proteins

* Distinguish between carbohydrates, proteins and lipids

* Discussion on functions of proteins

* Distinguishing between carbohydrates, proteins and lipids

* Charts on the properties of proteins

* Charts on a comparison between carbohydrates, proteins and lipids

* 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

* Define enzymes

* Write down the properties and functions of enzymes

* Know the naming of the enzymes and their substrates

* Explain the importance of enzymes

* Discussion on properties and functions of enzymes

* 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

* Effect of temperature on enzymes

* Effects of enzyme concentration on the rate of a reaction

* Effect of PH on enzyme activities

* Carrying out an experiment on factors affecting enzymes

* 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 1 1

NUTRITION IN ANIMALS

Definition of heterotrophism Modes of heterotrophic nutrition By the end of the lesson, the learner should be able to

* Define hetetrophism

* List down the different modes of heterotrophism and describe them

* Defining the term heterotrophism

* Discussion on modes of heterotrophism

* 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

* Define dentition

* Draw and label different types of teeth

* Describe the structure of a tooth

* Defining the term dentition

* Identifying and drawing different types of teeth

* 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

OBJECTIVES:

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

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

OBJECTIVES:

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

* Define dental formulae

* Describe and write down the dental formulae of herbivore carnivore and omnivore

* 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

OBJECTIVES:

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

* Write down the definition of herbivores, carnivores and omnivores

* Explain the adaptations of dental formulae in various groups of animals, to their mode of feeding

* 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

OBJECTIVES:

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

* Draw and label the internal structure of different types of teeth

* Write down the functions of the different parts of the internal structure of teeth

* Name and discuss common dental diseases

* 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

OBJECTIVES:

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

* Write down the adaptations of herbivores to their mode of feeding

* 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

OBJECTIVES:

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

* Write down the adaptations of carnivores to their modes of feeding

* 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

OBJECTIVES:

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

* Identify various organs associated with the digestive system of a rabbit

* 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

OBJECTIVES:

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

* Draw and label parts of the human digestive system

* 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

OBJECTIVES:

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

* Answer all the questions asked

* 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

OBJECTIVES:

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

* Describe the regions of the alimentary canal of human digestive system

* Explain the functions of the human digestive system

* 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

OBJECTIVES:

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

* Describe the various regions of the human alimentary canal and their functions

* 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

OBJECTIVES:

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

* Describe how the ileum is adapted to its function

* Discussion on how the ileum is adapted to its functions

* 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

OBJECTIVES:

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

* Analyze the food content in the alimentary canal of a herbivore

* Carry out an experiment on the breakdown of starch by diastase enzymes

* 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

OBJECTIVES:

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

* Describe how the ileum is farther adapted to its functions

* 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

OBJECTIVES:

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

* Explain the end products of the digestion of various food

* Explain the function of the colon

* Explain the process of assimilation of food substances

* 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

OBJECTIVES:

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

* Write down the summary of chemical digestion in alimentary canal

* 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

OBJECTIVES:

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

* Write down the importance of vitamins in human nutrition

* Write down the sources of vitamins

* State deficiency diseases of various vitamins

* 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

* Answer the questions

* 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

OBJECTIVES:

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

OBJECTIVES:

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

* Discuss factors which determine energy requirements in human beings

* 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

* Participate in group discussions and present findings on factors that determine energy requirements in human beings

* 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 1 1-2 TRANSPORT IN PLAN TS Introduction

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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 1 1

GASEOUS EXCHANGE IN PLANTS

Definition and importance of gaseous exchange

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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;

* Draw and label the structure of gaseous exchange in bony fish

* Relate the gills to their function

* discussion on gills of a bony fish

* drawing and labeling the gill chamber and gills of bony fish

* discussion on functions of parts of the gills

* 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

* Discussion on 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)

OBJECTIVES:

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

* Examine the location and number of gills in gill chambers of bony fish

* Examine, draw and label the gill of a bony fish

* Examining the location and number of gills in gill chambers of bony fish

* Examining, drawing and labeling isolated gills in bony fish

* 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.

* Discussion on gaseous exchange in a frog

* 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

OBJECTIVES:

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

* State the structure involved in gaseous exchange in human beings

* Explain the features of the structures involved in gaseous exchange in human beings

* Draw and label the structures involved in gaseous exchange in human beings

* Stating the structures involved in gaseous exchange in human beings

* Explaining the features of the structures involved in gaseous exchange in human beings

* Drawing and labeling the structures involved in gaseous exchange in humans

* 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

OBJECTIVES:

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

* Examine a dissected mammal to locate the gaseous exchange structures

* Describe the mechanism of breathing in human beings

* 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

OBJECTIVES:

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

* Draw and label the alveoli where gaseous exchange occur in human beings

* Describe how gaseous exchange occurs in alveoli

* Drawing and labeling the alveoli where gaseous exchange occur in human beings

* Describing how gaseous exchange occurs in alveoli

* Discussion on gaseous exchange at the alveoli

* 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

* Learners to write down the answers to the questions

* Teacher to supervise the students

* Question papers

* Marking scheme

* 8 1-2

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in human beings

OBJECTIVES:

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

* Explain how human beings are adapted to their functions

* Able to examine the mammalian lung

* Explaining how human beings are adapted to their functions

* Discussion on the adaptations of lungs in humans and examination of mammalian lung

* 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)

OBJECTIVES:

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

* Demonstrate the breathing mechanism of the lungs and diaphragm in a model thoracic cavity

* Demonstrate the breathing movement of ribs and muscles by using a model

* Carrying out a demonstration of breathing mechanism in human beings using a model

* 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

OBJECTIVES:

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

* Examine the factors affecting the rate of breathing in human beings

* Explain the factors which control the rate of breathing in human beings

* Examining the factors affecting the rate of breathing in human beings

* Discussion on factors affecting the rate of breathing in human beings

* 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

OBJECTIVES:

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

* State the causes of respiratory diseases

* Discuss the symptoms of respiratory disease

* explain the prevention measures of respiratory diseases

* Discussion on causes, symptoms and prevention measures of respiratory diseases

* 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

* Carrying out experiment to show the effect of exercise on 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

OBJECTIVES:

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

* Define respiration

* State the significance of respiration

* Draw and label mitochondria

* Discussion on definition and significance of respiration

* Drawing and labeling 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

OBJECTIVES:

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

* Defining Anaerobic respiration

* Discussion on Anaerobic respiration in plants and 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)

OBJECTIVES:

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

* Carrying out experiments to investigate the gas produced when food is burnt

* Discussion on the gas produced when food is burnt

* 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

OBJECTIVES:

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

* Discussion on economic importance of anaerobic respiration

* 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

OBJECTIVES:

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

* explain aerobic respiration

* Distinguishing between aerobic respiration and anaerobic respiration

* Discussion on energy formation and energy output in aerobic and anaerobic 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)

OBJECTIVES:

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)

OBJECTIVES:

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 1 1

EXCRETION AND HOMEOSTASIS

Definition of terms

OBJECTIVES:

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

* Define terms stated

* Distinguish between excretion and egestion

* Explain the necessity of excretion in plants and animals

* 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

OBJECTIVES:

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

* Describe the methods of excretion in plants

* List down useful and harmful excretory products in plants

* 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

OBJECTIVES:

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

* Identify the uses of excretory products in plants

* Describe the uses of excretory products in plants

* Identifying the uses of excretory products in plants

* Describing the uses of excretory products in plants

* 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

OBJECTIVES:

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

* Describe excretion and homeostasis in unicellular animals such as amoeba

* Draw an amoeba

* Describe excretion in fresh water amoeba

* Describing excretion and homeostasis in unicellular organism such as amoeba

* Drawing of amoeba

* Describing the excretion of water and nitrogenous wastes in amoeba

* 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

OBJECTIVES:

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

* Explain the need for complex animals for excretion

* List down organs involved In excretion in animals

* List down waste products released by various organs

* Explaining the need for complex excretory organs

* Listing the excretory organs and substances released

* 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

OBJECTIVES:

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

* Examine the kidney of a mammal

* Draw and label the external structure of a kidney

* Make a vertical section through the kidney

* Identify the internal parts of the kidney

* Examining the kidney

* Making a vertical section and identifying the parts of the kidney

* Drawing the internal structure of the kidney

* 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

OBJECTIVES:

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

* Draw and label parts of the nephron

* Relate its structure to its role in urine formation

* Drawing and labeling the nephron

* Discussion on the structure of the nephron in relation to its function

* 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

OBJECTIVES:

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

* Identify the hormones involved in Neuro-endoctrine system and homeostasis eg insulin

* Explain the process of urine formation in the kidney

* Describe the role of various hormones in urine formation

* Identifying the hormones involved in Neuro-endoctrine system and homeostasis such as insulin, ADH and aldosterone I urine formation

* Describing the role of insulin, ADH and aldosterone in urine formation

* 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

OBJECTIVES:

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

* Describe the components and role of Neuro-endoctrine systems

* Distinguish between internal and external environments

* Explain the general working of the homeostatic mechanism

* Describing the components and role of the Neuro-endoctrine system

* Distinguishing between internal and external environment

* explaining the general working of the homeostatic mechanism

* 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

OBJECTIVES:

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

* Define osmoregulation

* Describe the role of the kidney in osmoregulation

* Explain the role of hypothalamus in osmoregulation

* Defining Osmoregulation

* Describing the role of the kidney in 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

OBJECTIVES:

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

* Explain Diabetes insipidus and other common kidney diseases

* Describe the causes of Diabetes insipidus and other common kidney diseases

* State possible control/prevention methods of Diabetes insipidus

* Explaining Diabetes insipidus and other common kidney diseases

* Describing the causes of Diabetes insipidus and other common kidney diseases

* 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

OBJECTIVES:

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

* Answer all the questions asked in the test

* Learner to answer all the questions

* Teacher to prepare and give the test

* Teacher to supervise the students

* Question paper

* Marking schemes 5 1

EXCRETION AND HOMEOSTASIS

Excretion and homeostasis in animals

OBJECTIVES:

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

* Draw and label parts of the skin

* Relate the parts of the skin to their functions

* Discussion on the parts of the skin and their functions

* Drawing and labeling parts of the skin and relating parts to their functions

* 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

OBJECTIVES:

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

* Distinguish between osmoregulation and thermoregulation

* Describe the role of the skin in osmoregulation

* Describe the role of the skin in thermoregulation

* Distinguishing between osmoregulation and thermoregulation

* Describing the role of the skin in osmoregulation

* Describing the role of the skin in thermoregulation

* 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

OBJECTIVES:

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

* Identify behavioral and physiological means of thermoregulation in animals

* Describe behavioral and physiological means of thermoregulation in animals

* Identifying behavioral and physiological means of thermoregulation in animals

* Describing behavioral and physiological means of thermoregulation in animals

* 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

OBJECTIVES:

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

* Explain Heat loss and heat gain

* Describe the various methods of Heat loss and heat gain in mammals

* Explaining Heat loss and heat gain

* Discussion on methods of Heat loss and heat gain in mammals

* 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

OBJECTIVES:

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

* Explain the terms Surface area to volume ratio in relation

* Relate the body size of mammals to heat loss and heat gain

* Explaining the terms Surface area to volume ratio in relation

* Discussion on the relationship between the body size of mammals to heat loss and heat gain

* 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

OBJECTIVES:

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

* Draw and label the liver and its associated parts

* Describe the liver and its role in homeostasis

* Drawing and labeling the liver and its associated parts

* Describing the liver and its role in homeostasis

* 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

OBJECTIVES:

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

* List down some of the functions of the liver

* Describe the functions of the liver

* Listing down some of the functions of the liver

* Describing the functions of the liver

* 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

OBJECTIVES:

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

* Identify all the diseases of the liver

* Describe the symptoms and possible control of diabetes mellitus and other liver diseases

* Explain the causes symptoms and diseases of the liver

* Identifying all the diseases of the liver

* Describing the symptoms and possible control of diabetes mellitus and other liver diseases

* Explaining the causes symptoms and diseases of the liver

* 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)

OBJECTIVES:

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

* explain catalase enzyme and hydrogen peroxide

* describe the role of catalase enzyme in breaking down hydrogen peroxide

* use liver and kidney to investigate the reaction

* explaining catalase enzyme and hydrogen peroxide

* carrying out the experiment to investigate the effect of catalase enzyme in breaking down hydrogen peroxide

* discussion on results obtained in the experiment

* 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

* Answer all the questions asked in the test

* Learner to answer all the questions

* Teacher to supervise students

* Question paper

* Marking scheme 9 1-2

EXCRETION AND HOMEOSTASIS

Role of the liver in the regulation of blood glucose

OBJECTIVES:

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

* Describe the role of the liver in blood sugar control

* Describe the role of insulin hormone

* Describing the role of the liver in blood sugar control

* Describing the role of insulin hormone

* 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

OBJECTIVES:

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

* Explain the regulation of blood sugar

* Describe a flow chart showing the regulation of blood sugar

* Explaining the regulation of blood sugar

* Describing a flow chart showing the regulation of blood sugar

* 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

* Describe temperature regulation in other animals

* Describing temperature regulation in other animals

* 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

* Answer all the questions asked in the test

* Learner to be able to answer questions in the test

* Teacher to supervise students as they do the test

* Question paper

* Marking scheme 11 1-2 REVISION Gaseous exchange in animals

OBJECTIVES:

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

* Relate parts of the lungs to its functions

* Draw and label parts of the lungs

* Describing the parts of the lungs and relating the to its functions

* Drawing and labeling parts of the lungs

* 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

* Reviewing gaseous exchange and functions of lungs

* Reading notes on 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)

OBJECTIVES:

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

* Identify a mammals lungs

* Observe and describe structures of lungs in relation to functions

* Identifying fresh lungs of a mammal

* Observing and describing the structure of a mammals lungs in relation to their functions

* 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 1 1

CLASSIFICATION 2

Review of binominal nomenclature

OBJECTIVES:

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

* Classify common organisms into their main taxonomic units

* Write scientific names of organisms correctly

* List the kingdoms of organisms

* Reviewing the work done in classification 1

* Classifying and naming common organisms like maize, beans, domestic dog and jack

* 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

OBJECTIVES:

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

* Describe the general characteristics of Kingdom monera

* Discussion on the general characteristics of Kingdom monera

* 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

OBJECTIVES:

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

* Describe the general characteristics of Kingdom protoctista

* Discussion on the general characteristics of Kingdom protoctista

* Listing down the members of kingdom protoctista

* 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

OBJECTIVES:

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

* Describe the general characteristics of Kingdom protoctista

* Observe, draw and name parts of spirogyra, amoeba, paramecium and euglena

* Observing, drawing and naming parts of spirogyra, amoeba, paramecium and euglena

* 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

OBJECTIVES:

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

* Describe the general characteristics of Kingdom fungi

* List down all the members of kingdom fungi

* Describing the general characteristics of Kingdom fungi

* Naming and drawing organisms in this kingdom

* 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

OBJECTIVES:

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

* Draw and name parts of bread mold (mucor), yeast and mushrooms

* Observing, drawing and labeling structures of yeast, bread mold and mushroom

* 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

OBJECTIVES:

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

* Describe the main characteristics of kingdom plantae

* Describe the main characteristics of bryophyta

* Discussion on the main characteristics of kingdom plantae

* Describing and stating the main characteristics of bryophyta

* 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

OBJECTIVES:

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

* Identify examples of hyophyta

* Observe draw and name parts of liverworts and moss plants

* Observing drawing and labeling structures of moss and liverworts

* Asking and answering questions

* 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

OBJECTIVES:

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

* Identify examples of pleridophyta

* Observe draw and name parts of fern plant

* Discussing main characteristics of division pleridophyes

* Stating and describing characteristics of pteridophytes

* 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

OBJECTIVES:

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

* Identify examples of division spermatophyta

* Identify major sub-division of spermatophyta

* Discussing main characteristics pleridophyes

* Stating main characteristics of pleridophytes and their sub-division of the same I.e ginkgoales, cycadales and coniferles

* Live specimen spermatophytes

* Wall charts on common spermatophytes

* 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

OBJECTIVES:

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

* List main characteristics of angiospermae

* Differentiate between angiospermae and gymnospermae

* Discussing the characteristics of angiospermae and gymnospermae

* Differentiating between angiospermae and gymnospermae

* Live specimen of corn leaves

* Wall charts on angiospermae and gymnospermae

* 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

OBJECTIVES:

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

* State the characteristics of angiospermapyta

* Identify and state major characteristics of classes of angiospermapyta eg dicotyledonare &monocotyledonoe

* Differentiating between class monocotyledonae and dicotyledonae

* Observing drawing and labeling parts of monocotyledonous plants

* 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

OBJECTIVES:

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

* describe the general characteristics of kingdom animalia

* discussion on the main characteristics of phylum anthropoda

* stating and describing general characteristics of kingdom animalia

* Preserved specimen of kingdom animalia

* 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

OBJECTIVES:

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

* describe the general characteristics of Phylum arthropda

* list down the classes of the Phylum arthropda

* stating and describing the general characteristics of Phylum arthropda

* discussing the characteristics of arthropods

* Preserved specimen of arthropods

* 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

OBJECTIVES:

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

* describe the general characteristics of Class crutacea

* describing the general characteristics of Class crutacea

* observing, drawing and labeling various types of crutacea

* 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

OBJECTIVES:

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

* describe the general characteristics of Class insect

* describe the general characteristics of Class arachnida

* list down the members of class arachnida and insecta

* discussion on classes arachnida and insect

* stating and describing the characteristics of classes arachnida and insect

* observing, drawing and labeling parts of various types of arachnida and insecta

* 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

* Answer all questions on the subtopics covered previously

* Learner answers questions

* Teacher supervises learners as they write down their examination

* 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

OBJECTIVES:

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

* Describe the general characteristics of Classes chilopoda and diplopoda

* List down the members of class chilopoda and diplopoda

* Describing the general characteristics of Classes chilopoda and diplopoda

* Observing, drawing and labeling of diplopods and chilopods

* Differentiating between chilopoda and diplopoda classes

* 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

OBJECTIVES:

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

* Describe the general characteristics of Phylum chordata

* Describing the general characteristics of Classes Phylum chordate

* listing down the members of Phylum chordata

* 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

OBJECTIVES:

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

* describe the general characteristics of Pisces and amphibia

* describing the general characteristics of Classes Pisces and amphibian

* observing, drawing and labeling different types of fish

* differentiating between bony and cartilaginous fish

* 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

OBJECTIVES:

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

* describe the general characteristics of reptilia

* Describing the general characteristics of reptilia

* Observing, drawing and labeling different types of amphibia and reptilia

* Photographs/diagrams of amphibia and reptilia

* Preserved specimen reptilia

* 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

OBJECTIVES:

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

* describe the general characteristics of Class aves

* Describing and stating the general characteristics of Class aves

* Observing, drawing and labeling different parts of aves

* Photographs/diagrams of birds

* 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

OBJECTIVES:

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

* Describe the general characteristics of Class Mammalia

* Identify different types of members of Class Mammalia

* Describing and stating the general characteristics of Class Mammalia

* Asking and answering questions

* Photographs/diagrams of different mammals

* 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

OBJECTIVES:

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

* Construct a simple dichotomous to identify given organisms

* Constructing a simple dichotomous key using common organisms

* Common plant and animal species

* 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

OBJECTIVES:

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

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify arthropods

* Chart showing a constructed dichotomous key

* 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

OBJECTIVES:

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

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify plants

* Chart showing a constructed dichotomous key

* 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

OBJECTIVES:

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

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify phylum chordata

* Chart showing a constructed dichotomous key

* 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

OBJECTIVES:

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

* answer all questions on the topic covered

* draw and label organisms correctly

* Learner answers questions

* Teacher supervises learners as they write down their examination

* 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

OBJECTIVES:

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

* Define the term ecology and identify terms used in ecology

* Defining the terms used in ecology

* Wall chart showing terms used in ecology and their definitions and their Local environment

* 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

OBJECTIVES:

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

* Define the term ecology and identify terms used in ecology

* Defining the terms used in ecology

* Wall chart showing terms used in ecology and their definitions and their Local environment

* 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

OBJECTIVES:

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

* Identify the types of ecosystems

* State and explain how light determines distribution of organisms in an ecosystem

* Discussing how light determines distribution of organisms in an ecosystem

* Instruments for measuring light or their diagrams

* Local environment

* 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

OBJECTIVES:

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

* Identify and describe how temperature determines distribution of organisms in an ecosystem

* Discussing on the role of temperature in the distribution of organisms in an ecosystem

* Drawing and labeling parts of a thermometer

* Instruments for measuring temperature or their diagrams

* Local environment

* 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

OBJECTIVES:

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

* Identify and describe how Rainfall and humidity determines distribution of organisms in an ecosystem

* Discussing on the role of Rainfall and humidity in the distribution of organisms in an ecosystem

* Stating and describing how Rainfall and humidity determines distribution of organisms

* Drawing of instruments e.g. rain gauge

* Instruments for measuring Rainfall and humidity or their diagrams/photographs

* Local environment

* 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

OBJECTIVES:

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

* describe how Wind and atmospheric pressure determines distribution of organisms in an ecosystem

* describing how Wind and atmospheric affects the distribution of organisms in an ecosystem

* Drawing and labeling of instruments used in measuring wind direction & strength

* Instruments for measuring strength of wind, direction of wind and atmospheric pressure

* Local environment

* 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

OBJECTIVES:

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

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* 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

OBJECTIVES:

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

* describe how salinity affects the distribution of organisms in aquatic ecosystems

* describing how salinity affects the distribution of organisms in aquatic ecosystems

* discussion on the role of salinity in distribution of organisms and methods of measuring salinity

* diagrams of aquatic profile of lakes/oceans

* Local environment

* 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

OBJECTIVES:

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

* describe how waves, currents and tides affects the distribution of organisms in aquatic ecosystem

* describing how waves, currents and tides affects the distribution of organisms in aquatic ecosystems

* diagrams of aquatic profile of lakes/oceans

* Local environment

* 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

OBJECTIVES:

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

* Describe how Edaphic factors affects the distribution of organisms in an ecosystem

* Describing how Edaphic factors affects the distribution of organisms in an ecosystem

* Discussion on the role of edaphic factors in distribution of organisms in an ecosystem

* Soil samples of different types from different places

* petri dishes

* Local environment

* 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)

OBJECTIVES:

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

* Measure certain factors in samples of different soils

* Measuring the PH and soil water content in sandy, clay and loamy soils

* Samples of sandy, clay and loamy soils

* Weighing balance

* Source of heat

* Universal indicator

* Funnel/filter papers

* Cotton wool

* Measuring cylinders

* 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

OBJECTIVES:

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

* Describe how Geological factors affect the distribution of organisms in an ecosystem

* Describing how Geological factors affect the distribution of organisms in an ecosystem

* Discussion on the role of geological factors in the distribution of organisms in an ecosystem

* Local environment

* Maps or photographs of various landscapes

* 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

OBJECTIVES:

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

* Describe how Abiotic factors affect the distribution of organisms in an ecosystem

* Describing how other Abiotic factors affect the distribution of organisms in an ecosystem

* Discussion on the role of pollutants, oxygen concentration in the distribution of organisms in an ecosystem

* Local environment

* Photographs of polluted environments

* 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

OBJECTIVES:

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

* Describe how competition affects the distribution of organisms in an ecosystem

* Describing how competition affects the distribution of organisms in an ecosystem

* Discussion on how competition affects the distribution of organisms in an ecosystem

* Local environment

* Graphs showing relation of different organisms in an ecosystem using a factor e.g. food

* 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

OBJECTIVES:

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

* Describe how Predation and Symbiosis affects the distribution of organisms in an ecosystem

* Describing how Predation and Symbiosis affects the distribution of organisms in an ecosystem

* Discussion on the role of Predation and Symbiosis in the distribution of organisms in an ecosystem

* Drawing and labeling parts of a leguminous root

* Leguminous root

* Local environment

* 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

OBJECTIVES:

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

* Differentiate between Parasitism and saprophytism

* Describe how Parasitism and saprophytism influence the distribution of organisms in an ecosystem e.g. Tick and cattle

* Differentiating between Parasitism and saprophytism

* Describing how Parasitism and saprophytism influence the distribution of organisms in an ecosystem e.g. Tick and cattle

* Discussion on Parasitism and saprophytism and their role in distribution of organisms in an ecosystem

* Live/preserved specimen of common parasites

* Diagrams or photographs of common Parasitism and saprophytism

* Local environment

* 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

OBJECTIVES:

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

* Describe the interaction between organisms in an ecosystem

* Describing the interaction between organisms in an ecosystem

* Discussion on the role of producers, consumers and decomposers in an ecosystem

* Construction of a pyramid of biomass and numbers

* Chart showing pyramid of biomass and numbers

* Local environment

* 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

OBJECTIVES:

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

* Describe the role of decomposers in Nitrogen cycle & carbon cycle

* Describing the Nitrogen cycle

* Discussion on the role of decomposers in Nitrogen cycle

* Construction of the Nitrogen cycle

* Wall chart on Nitrogen cycle

* 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

OBJECTIVES:

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

* Define the terms food chain and food web

* Construct food chains and food webs

* Defining the terms food chain and food web

* Discussion on food chains and food webs

* Constructing food chains and food webs

* Examples of food chains and food webs

* 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

OBJECTIVES:

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

* Describe energy flow in a local ecosystem and Construct food chains and food webs

* Studying energy flow in a local ecosystem

* Constructing food chains and food webs

* 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 1 1

ECOLOGY

population

OBJECTIVES:

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

* Define population

* List down the characteristics of population

* Defining population

* Listing characteristics of population

* Photographs of population

* Data on population of some organisms shown e.g. in a graph

* Local environment

* 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

OBJECTIVES:

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

* Explain the use of quadrants and transects as methods of Population estimation

* Describing how quadrants and transects as methods of Population estimation

* Discussion on the use of quadrants and transects as methods of Population estimation

* quadrants

* wall charts with transects

* 2 ropes with IM interval marks

* 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

OBJECTIVES:

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

* Explain the capture ?recapture method of population estimation

* Describing capture recapture method of population estimation

* Using capture ?recapture method by estimating the total number of beads in a beaker

* Beads of two colours

* Local environment

* 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)

OBJECTIVES:

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

* Use quadrant method to estimate population of named organisms within the compound

* Identifying, estimating and recording organisms in the school compound using quadrant method

* School compound

* Quadrant

* herbs

* 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

OBJECTIVES:

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

* Describe total count, aerial count and aerial photography and other methods of population estimation

* Describing total count, aerial count and aerial photography and other methods of population estimation

* Discussion on these methods of population estimation.

* Photographs of populations

* Local environment

* 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

OBJECTIVES:

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

* Relate to the adaptations of xerophytes to their habitats

* Discuss the adaptations of xerophytes to their habitats

* Photographs and diagrams of xerophytes

* Local environment

* 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

OBJECTIVES:

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

* Relate to the adaptations of mesophytes to their habitats

* Discuss the adaptations of mesophytes to their habitats

* Photographs and diagrams of mesophytes

* Local environment

* 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

OBJECTIVES:

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

* Relate to the adaptations of hydrophytes to their habitats

* Observe, draw and label parts of named hydrophytes, mesophytes and xerophyte plants

* Discuss the adaptations of hydrophytes to their habitats

* Observing, drawing and labeling structures of xerophytes, mesophytes and hydrophytes

* Photographs and diagrams of mesophytes e.g. black jack

* Hydrophytes e.g. papyrus

* Xerophytes e.g. cactus

* Hand lens

* blade

* Local environment

* 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

OBJECTIVES:

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

* Relate to the adaptations of halophytes to their habitats

* Discussion on the adaptations of halophytes to their habitats

* Describing the adaptations of halophytes to their habitats

* Photographs and diagrams of halophytes

* Local environment

* Wall charts on halophytes

* 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

OBJECTIVES:

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

* Explain pollution and give examples of pollutants

* Defining pollution and identifying various pollutants

* Discussion on pollutants within and around the school compound

* Photographs and diagrams of polluted areas

* Local environment

* 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

OBJECTIVES:

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

* Describe the various air pollutants

* Identify various air pollutants

* Describing various air pollutants

* Photographs and diagrams of air pollution

* Local environment

* 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

OBJECTIVES:

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

* Discuss the effects of air pollution on the environment

* Suggest methods of controlling air pollution

* Discussing the effects of air pollution on human health and animals

* Suggesting methods of controlling air pollution

* Photographs and diagrams of areas polluted by air

* Local environment

* 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

OBJECTIVES:

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

* Describe various causes of Land/ soil pollution

* Identification and description of various causes of Land/ soil pollution

* Photographs and diagrams of polluted land

* Local environment

* 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

OBJECTIVES:

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

* Discuss the effects of Land/ soil pollution and human health in rural and urban centers

* Suggest methods of controlling Land/ soil pollution

* Discussion on the effects of Land/ soil pollution on human and animal health

* Suggesting methods of controlling Land/ soil pollution

* Photographs and diagrams of polluted land

* Local environment

* 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

OBJECTIVES:

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

* Describe the causes of Water pollution

* Identifying and describing the causes of Water pollution

* Photographs and diagrams of polluted water

* Local environment

* 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

OBJECTIVES:

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

* Identify other causes of environmental pollution in rural and urban centers

* Identifying and describing the causes of environmental pollution e.g. noise, radioactive pollutions

* Photographs and diagrams of polluted environment

* Local environment

* 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 E

ECOLOGY

Continuous assessment test

OBJECTIVES:

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

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* 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

OBJECTIVES:

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

* Discuss the effects of water pollution on human health in rural and urban centers and other organisms

* Suggest methods of controlling water pollution

* Discussion on the effects of water pollution on human health in rural and urban centers and other organisms

* Suggesting methods of controlling water pollution

* Photographs and diagrams of polluted areas

* Local environment

* 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

OBJECTIVES:

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

* Identify symptoms of cholera and typhoid fever

* State methods of transmission

* Suggest control measures

* Discussion on the symptoms, methods of transmission and control of cholera and typhoid fever

* resource person e.g. school nurse

* Journals, periodicals and newspapers from library having information about cholera and typhoid fever

* 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

OBJECTIVES:

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

* Identify the causes, symptoms and methods of transmission and control of malaria

* Discussion on the causes, symptoms and methods of transmission and control of malaria

* resource person e.g. school nurse

* Journals, periodicals and newspapers from library having information about malaria

* 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

OBJECTIVES:

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

* Identify the causes, symptoms and methods of transmission of amoebic dysentery

* Suggest control methods of amoebic dysentery

* Discussion on the causes, symptoms and methods of transmission and control of amoebic dysentery

* resource person e.g. school nurse

* Wall charts on life cycle of entomoeba hystolitica

* 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

OBJECTIVES:

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

* Identify the causes, symptoms and methods of transmission of ascariosis

* Discussion on the causes, symptoms and methods of transmission of ascariosis

* Resource person e.g. school nurse

* Wall charts on life cycle of ascaris tumbricoides

* Journals, periodicals and newspapers having information about ascaris tumbricoides

* 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

OBJECTIVES:

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

* Identify the causes, symptoms and methods of transmission and control of schistomiasis

* Discussion on the causes, symptoms and methods of transmission and control of schistomiasis

* Recourse person e.g. school nurse

* Wall charts on life cycle of schistomiasis

* 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

OBJECTIVES:

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

* Define reproduction and state its importance

* Differentiate between asexual and sexual reproduction

* Defining reproduction

* Differentiation between asexual and sexual reproduction

* Stating the importance of reproduction

* Recourse person e.g. school nurse

* Wall charts on significance of reproduction

* 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

OBJECTIVES:

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

* Describe the appearance and location of chromosomes

* Describing the appearance and location of chromosomes

* Modeling chromosomes using Plasticine

* Drawing and labeling chromosomes

* Chart showing chromosomes

* Plasticine of different colours

* Manila paper

* 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

OBJECTIVES:

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

* Define mitosis

* Describe chromosomic movement during mitosis

* Defining mitosis and description of stages of mitosis

* Description of chromosomic movement in mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* 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

OBJECTIVES:

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

* Describe e the movement of chromosomes in mitosis

* Identify stages of mitosis

* Identifying stages of mitosis

* Describing chromosomic movement in mitosis

* Drawing the stages of mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* photomicrographs

* 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

OBJECTIVES:

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

* Identify and describe stages of mitosis

* Identifying stages of mitosis

* Describing the stages of mitosis

* Drawing the stages of mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* photomicrographs

* 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

OBJECTIVES:

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

* State the significance of mitosis in reproduction

* Stating the significance of mitosis in reproduction

* Discussion on the significance of mitosis

* Wall Chart showing stages of mitosis

* 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

OBJECTIVES:

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

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* 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

OBJECTIVES:

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

* Define meiosis

* State the stages of meiosis

* Describe the chromosome movement during meiosis

* Defining meiosis

* Describing the stages of meiosis

* Describing the chromosome movement during meiosis

* Wall Chart showing stages of meiosis

* Plasticine

* photomicrograhics

* 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

OBJECTIVES:

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

* Observe the stages of meiosis

* Describe the movement of chromosomes during meiosis Observing, identifying and drawing stages of meiosis in anther cells under a microscope

* Mature flower of hibiscus plant

* microscopes

* 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

OBJECTIVES:

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

* State the significance of meiosis in reproduction

* Stating the significance of meiosis in reproduction

* Discussion on the significance of meiosis in reproduction

* Charts showing stages of meiosis

* photomicrograhics

* 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

OBJECTIVES:

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

* Differentiate between mitosis and meiosis

* Discussion on the difference between mitosis and meiosis

* Charts on meiosis and mitosis

* 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

OBJECTIVES:

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

* State and describe the importance of Binary fission

* Describing the importance of Binary fission

* Drawing on stages of Binary fission in amoeba

* Protozoan infusion

* Microscope

* Hand lenses

* 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

OBJECTIVES:

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

* Observe spore formation in bread mould (mucor) and binary fission in paramecium

* Description of binary fission and sporulation in reproduction

* Drawing and labeling bread mould showing pore-producing structures

* Protozoan infusion

* Light Microscope

* Hand lenses

* Bread mould (mucor) growing on bread

* 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

OBJECTIVES:

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

* Identifying, stating and describing the importance of budding in reproduction

* Observing, drawing and labeling budding cells of yeast

* Yeast fermentation (prepared an hour to the lesson)

* Microscope, slides

* Cover slips 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

OBJECTIVES:

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

* Describe the external structure of a typical flower

* Identifying the external floral parts

* Observing, drawing and describing corolla and calyx of a flower

* Big mature flowers e.g. hibiscus

* Hand lenses

* 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

OBJECTIVES:

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

* Describe the internal structure of a typical flower

* Identifying the internal floral parts

* Observing, identifying and describing stamens and carpels of a flower

* Big mature flowers e.g. hibiscus & Nandi flame

* Hand lenses

* blade

* 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

OBJECTIVES:

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

* Observing, Identifying, and recording other characteristics of flowers

* Comparing insect pollinated and wind pollinated flowers

* A variety of mature wind and insect pollinated flowers

* Light microscope

* Microscope slides

* Cover slips

* 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

OBJECTIVES:

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

* Describe and compare adaptations of wind and insect pollinated flowers

* Observing, Identifying, and recording other characteristics of flowers

* Comparing insect pollinated and wind pollinated flowers

* A variety of mature flowers still attached to their stem

* Local environment

* 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

OBJECTIVES:

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

* Describe the features and mechanisms that hinder self-pollination and self-fertilization

* Describing pollination

* Stating the types of pollination

* Comparing adaptations of wind pollinated and insect pollinated flowers

* Insect and wind pollinated flowers

* Local environment

* 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

OBJECTIVES:

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

* Describe the process of fertilization in flowering plants

* Describing double fertilization in flowering plants

* Describing features and mechanisms hindering self-pollination and self-fertilization

* Variety of mature flowers

* Local environment

* Wall charts of various types of flowers

* 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

OBJECTIVES:

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

* Describe and explain how embryo and seeds are formed in flowering plants

* Describing and explaining the formation of embryo and seed in flowering plants

* Wall charts showing embryo formation in flowering plants

* Bean seeds

* 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

OBJECTIVES:

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

* Describe how fruits are formed in flowering plants

* Describing and explaining fruit formation in flowering plants

* Specimen of fruits

* 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

OBJECTIVES:

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

* Differentiate between a fruit and a seed

* Differentiating between fruits and seeds

* Fruits

* seeds

* 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

OBJECTIVES:

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

* Describe and explain how different seeds and fruits are dispersed

* Describing and explaining methods of fruit and seed dispersal

* Different types of fruits and seeds

* 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

OBJECTIVES:

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

* Classifying various types of fruits and describe their placentation

* Description and examination of placentation of various fruits

* Handouts on types of fruits

* Various types of fruits

* 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 1 1

REPRODUCTION

Sexual reproduction

OBJECTIVES:

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

* Differentiate between internal and external fertilization

* Describe external fertilization in amphibians

* Differentiating between internal and external fertilization

* Discussion on external fertilization in amphibians

* Amphibian eggs in a jelly string

* Hand lenses

* Local environment

* 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

OBJECTIVES:

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

* Relate the structure of mammalian male reproductive system to its functions

* Relating the structure of mammalian male reproductive system to its functions

* Drawing and labeling the male reproductive system

* Wall chart on the male reproductive system

* Dissected small mammal

* 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

OBJECTIVES:

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

* Drawing and labeling the structure of the spermatozoa

* Relating the spermatozoa to its function

* Wall chart on spermatozoa

* 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

OBJECTIVES:

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

* Relate the structure of mammalian female reproductive system to its function

* Discussion of the female reproductive system

* Drawing and labeling and relating the female reproductive system to its functions

* Charts showing female reproductive system

* Dissected small animals

* 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

OBJECTIVES:

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

* Relate the structure of mammalian ovum to its function

* Drawing and labeling and relating the structure of the ovum to its functions

* Wall Charts showing structure of the ovum

* 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

OBJECTIVES:

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

* Describe internal fertilization in mammals

* Defining fertilization

* Discussion on internal fertilization in mammals

* Wall Charts on fertilization process

* 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

OBJECTIVES:

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

* Describe the fertilization process

* Describing the fertilization process

* Drawing and labeling the fertilized ovum

* Wall Charts on the process of fertilization

* 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

OBJECTIVES:

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

* Describe implantation and the role of the placenta in mammals

* Describing implantation

* Explaining the role of the placenta in mammals

* Wall Charts showing the stages of implantation

* 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

OBJECTIVES:

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

* Define gestation in mammals

* Identify different gestation periods in different mammals

* Defining gestation

* Identifying different gestation periods in different mammals

* Wall Charts containing gestation periods of different mammals

* Photograph of a foetus

* 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

OBJECTIVES:

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

* Describe birth and explain parental care

* Defining different terms used in birth

* Explaining the parental care

* Drawing and labeling the foetus

* Wall Charts showing definitions of different terms in birth

* Photographs on parturition

* 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

OBJECTIVES:

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

* Describe the role of hormones in reproduction of humans

* Discussion on role of hormones in reproduction of humans

* Wall Charts showing hormones involved with reproduction in human beings and their effects

* 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

OBJECTIVES:

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

* Describe the role of hormones in the menstrual cycle

* Discussion on role of hormones in the menstrual cycle

* Wall Charts on 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

OBJECTIVES:

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

* Discussion on symptoms, methods of transmission and prevention of gonorrhea and herpes simplex

* Photographs of body parts affected by STI’s

* Resource persons e.g. school nurse

* 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

OBJECTIVES:

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

* Discussion on symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis

* Photographs of body parts affected by STI’s

* 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

OBJECTIVES:

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

* Discussion on symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis

* Photographs showing the symptoms 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

OBJECTIVES:

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

* Identifying the causes and modes of transmission of HIV/AIDS

* Discussion on the causes and modes of transmission of HIV/AIDS

* Photographs of patients showing the signs & symptoms HIV and AIDS

* 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

OBJECTIVES:

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

* Identify the symptoms of HIV/AIDS and stages of HIV and AIDS

* Discussion on symptoms of HIV/AIDS

* Photographs of patients showing the signs & symptoms 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

OBJECTIVES:

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

* Photographs of patients showing the signs & symptoms 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 126

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179 3 EVALUATION Continuous assessment test

OBJECTIVES:

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

* Question papers

* Marking scheme

* 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

OBJECTIVES:

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

* Handouts on STDs

* 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

OBJECTIVES:

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

* Charts showing 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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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)

OBJECTIVES:

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 1 1

GENETICS

Introduction to genetics

OBJECTIVES:

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

* Demonstrating tongue rolling

* Members of the class

* Teacher to demonstrate tongue rolling

* 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

OBJECTIVES:

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

* Observing variations in plants and animals in the surrounding

* Students to be observed on variations like tongue rolling, sex, finger prints, eye colour, height

* Leaves of different plants

* Seeds of different plants

* 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

OBJECTIVES:

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

* Describe the structure, nature and properties of chromosomes

* Reviewing the nature and structure of chromosomes

* Discussion on the structure and properties of chromosomes

* Drawing and labeling the chromosomes

* Wall chart on structure of chromosomes

* Plasticine to mold the 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

OBJECTIVES:

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

* Describe the structure, nature and properties of DNA molecule

* Describing the basic nature of DNA molecule and gene

* Illustrating the structure of the DNA molecules using models

* Models of diagrams of DNA molecule

* Wires and different colours of beads for DNA genes

* 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

OBJECTIVES:

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

* Differentiate between DNA and RNA

* Differentiating between DNA and RNA

* Discussion on differences between DNA and RNA molecules

* Models of DNA and RNA strands

* Charts on DNA and RNA molecules

* 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

OBJECTIVES:

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

* Defining Mendel’s first law of inheritance

* Discussion on the differences between F1 and F2 off springs

* Chart showing genetic crossing

* 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

OBJECTIVES:

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

* Defining terms used in inheritance

* Chart on terms used in inheritance

* 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

OBJECTIVES:

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

* Working out F1 and F2 offspring in monohybrid crosses

* Predicting outcomes of various crosses

* Illustrations on monohybrid crosses

* Pannet squares on charts

* 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

OBJECTIVES:

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

* Chart showing punnet squares and illustrations on monohybrid inheritance

* 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

OBJECTIVES:

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

* Chart showing punnet squares illustrating monohybrid inheritance (test cross)

* 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

OBJECTIVES:

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

* Chart showing crosses on punnet squares to show inheritance of albinism

* 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

OBJECTIVES:

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

* Chart showing blood group crosses on punnet squares

* 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

OBJECTIVES:

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

* Chart showing blood group crosses on punnet squares

* 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

OBJECTIVES:

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

* Demonstration of crosses

* Punnet squares

* 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

OBJECTIVES:

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

* Question papers

* Marking scheme

* 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

OBJECTIVES:

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

* Punnet squares

* 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

OBJECTIVES:

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

* Illustrations of crosses

* Punnet squares

* 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

OBJECTIVES:

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

* Charts showing diagrams of sex chromosomes

* 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

OBJECTIVES:

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

* Charts showing crosses on colour blindness and hemophilia

* Punnet squares

* 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

OBJECTIVES:

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

* Charts showing 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

OBJECTIVES:

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

* Punnet squares

* Pedigree chart of inheritance from texts

* 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

OBJECTIVES:

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

* Question papers

* Marking scheme

* 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

OBJECTIVES:

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

* Pictures or photographs of organisms that have 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

OBJECTIVES:

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

* Chart on the various types of chromosal mutations

* 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

OBJECTIVES:

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

OBJECTIVES:

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

* Chart showing diagrams on gene mutations

* Photographs

* Magazines

* Newspaper cuttings

* 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

OBJECTIVES:

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

* Photographs

* Magazines

* Newspaper cuttings

* Scientific journals

* 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

OBJECTIVES:

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

* Photographs

* Magazines

* Newspaper cuttings

* Scientific journals

* 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

OBJECTIVES:

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

* Local museum

* Historical sites

* 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

OBJECTIVES:

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

* Question paper

* Marking schemes

* 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

OBJECTIVES:

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

* Information from a local museum and historical sites

* 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

OBJECTIVES:

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

* Information from a local museum and historical sites

* 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

OBJECTIVES:

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

* Diagrams and photographs of homologous structures

* Information from local museums and historical sites

* Vertebrate limbs

* 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

OBJECTIVES:

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

* Diagrams and photographs of analogous structures in organisms

* Information from local museums and historical sites

* Wings of birds and insects

* 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

OBJECTIVES:

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

* Diagrams and photographs of vestigial structures

* Chart of globe showing geographical distribution of organisms

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Diagrams and photographs of embryos of different chorales and plant and animal cells

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Diagrams skulls and limbs of hominids

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Information from local museums and historical sites

* 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

OBJECTIVES:

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

* Describe natural selection in action

* Describing mechanism of peppered moth

* Photographs 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

OBJECTIVES:

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

* Journals, periodicals and magazines

* Local environment

* 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 1 1-2 EVOLUTION Mechanism of evolution

OBJECTIVES:

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

* Journals, periodicals and magazines

* Local environment

* 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

OBJECTIVES:

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

* Journals, periodicals and magazines

* Local environment

* 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

OBJECTIVES:

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

* Journals, periodicals and magazines

* 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

OBJECTIVES:

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

* Pin

* Candle

* Match box

* bell

* 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

OBJECTIVES:

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

* Chart showing tactic and tropic responses in plants

* Potted seedlings

* Source of light

* Cotton box

* 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

OBJECTIVES:

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

* Plants with shoots and roots

* Charts showing geotropism and phototropism

* 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

OBJECTIVES:

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

* Potted plants

* Carton/cardboard

* Knife/blade

* Source of light

* Germinating bean seeds

* Clinostat

* Cello tape

* Cotton wool

* Pin

* Plasticine

* Petri dishes

* 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

OBJECTIVES:

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

* 4 test tubes

* Black paper

* Woodlice

* Silverfish

* Termites or fly maggots

* Plasticine

* Moist soil

* Dry soil

* 3 petri dishes with lids

* Fruit flies drosophila melanogarta

* Mashed over ripe bananas

* Fruit insect net

* 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

OBJECTIVES:

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

* Charts 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

OBJECTIVES:

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

* Chart with listed survival values 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

OBJECTIVES:

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

* Chart showing plant hormones and their effects on plants

* 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)

OBJECTIVES:

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

* Fine wire gauze

* Wooden box

* Blotting paper

* Soil or sand

* Soaked beans

* Box or dark cupboard

* Tins with perforated bases

* 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

OBJECTIVES:

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

* Wooden ruler

* stool

* 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

OBJECTIVES:

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

* Question papers

* Marking schemes

* 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

OBJECTIVES:

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

* Chart on the differences 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

OBJECTIVES:

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

* Chart on position of endocrine glands in females and males human beings

* Charts showing feedback mechanisms of adrenaline and thyroxin

* 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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

* Describe Accommodation in the mammalian eye

* 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

OBJECTIVES:

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

* Name and explain the Common eye defects

* Naming and explaining the Common eye defects

* 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

OBJECTIVES:

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

* Describe Common eye defects and their corrections

* Investigate the blind spot In the eye

* Investigate which eye is used more during vision

* Describing and illustrating common eye defects e.g. long sightedness and short sightedness

* 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

OBJECTIVES:

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

* Name and describe Common eye diseases

* Naming and describing Common eye diseases

* 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

OBJECTIVES:

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

* Draw and label the mammalian ear

* Drawing and labeling the mammalian ear

* 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

OBJECTIVES:

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

* Describe the mammalian ear and how it is adapted to its functions

* Discussion on the structures of the mammalian ear and how they are adapted to their functions

* 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

OBJECTIVES:

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

* Question papers

* Marking schemes

* 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

OBJECTIVES:

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

OBJECTIVES:

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 1 1

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Introduction

OBJECTIVES:

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

* Potted plants

* Small animals e.g. Fish rabbits and rats

* 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

OBJECTIVES:

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

* Chart showing sections of tracheids and xylem vessels

* 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

OBJECTIVES:

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

* Plants with tender stems e.g. Morning glory

* Plants with tendrils e.g. Passion fruit

* Pictures of climbing plants

* Pictures of woody plants

* 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)

OBJECTIVES:

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

* Wilting plant

* prepared sections of stems

* slides

* fine point brush

* cover slips

* scalpels

* iodine solution

* beaker

* 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

OBJECTIVES:

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

* Earth worm

* Insect e.g. Locust

* Bones from a chicken or goat

* 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

OBJECTIVES:

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

* Finned fish

* Ruler

* Chart showing finned 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

OBJECTIVES:

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

* Finned fish in an aquarium

* Chart showing tilapia fish

* 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

OBJECTIVES:

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

* Model of human skeleton

* Chart on human skeleton

* Skull of a goat

* 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

OBJECTIVES:

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

* Model of human skeleton

* Chart on showing the cervical vertebrae

* Axis, atlas and other cervical vertebrae

* 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

OBJECTIVES:

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

* Model of human skeleton

* Chart on showing the cervical vertebrae

* Axis, atlas and other cervical 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

OBJECTIVES:

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

* Model of human skeleton

* Chart on showing the lumbar, sacral and candal vertebrae of a goat

* Axis, atlas and other cervical vertebrae

* 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

OBJECTIVES:

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

* Question papers

* Marking schemes

* 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

OBJECTIVES:

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

* Model of human skeleton

* Rib bones

* Sternum

* Charts showing Ribs and sternum

* 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

OBJECTIVES:

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

* Model of human skeleton

* Scapula bones

* Chart showing scapula bone

* 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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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

OBJECTIVES:

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 1

Teachers' Resources

THE PEARL NOTES IN PDF FREE

October 5, 2025 Maverick John Leave a comment

THE PEARL

By John Steinbeck

The Pearl: An Overview

The Pearl is a novella by American author John Steinbeck, first published in 1947. It is the story of a pearl diver, Kino, and explores man’s nature as well as greed, defiance of societal norms, and evil. Steinbeck’s inspiration was a Mexican folk tale from La Paz, Baja California Sur, Mexico, which he had heard in a visit to the formerly pearl-rich region in 1940. In 1947, it was adapted into a Mexican film named La perla and in 1987 into a cult Kannada movie Ondu Muttina Kathe. The story is one of Steinbeck’s most popular books and has been widely used in high school classes.

Summary

The Pearl, which takes place in La Paz, Mexico, begins with a description of the seemingly idyllic family life of Kino, his wife Juana and their infant son, Coyotito. Kino watches as Coyotito sleeps, but sees a scorpion crawl down the rope that holds the hanging box where Coyotito lies. Kino attempts to catch the scorpion, but Coyotito bumps the rope and the scorpion falls on him. Although Kino kills the scorpion, it still stings Coyotito. Juana and Kino, accompanied by their neighbors, go to see the local doctor, who refuses to treat Coyotito because Kino cannot pay.

Kino and Juana leave the doctors and take Coyotito down near the sea, where Juana uses a seaweed poultice on Coyotito’s shoulder, which is now swollen. Kino dives for oysters from his canoe, attempting to find pearls. He finds a very large oyster which, when Kino opens it, yields an immense pearl, which Kino therefore dubs “The Pearl of the World”. Kino puts back his head and howls, causing the other pearl divers to look up and race toward Kino’s canoe.

The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino’s neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realizes this feeling they have engendered. Juan Tomas, the brother of Kino, asks him what he will do with his money, and he envisions getting married to Juana in a church and dressing Coyotito in a yachting cap and sailor suit. He claims that he will send Coyotito to school and buy a rifle for himself. The local priest visits and tells Kino to remember to give thanks and to pray for guidance. The doctor also visits, and although Coyotito seems to be healing, the doctor insists that Coyotito still faces danger and treats him. Kino tells the doctor that he will pay him once he sells his pearl, and the doctor attempts to discern where the pearl is located (Kino has buried it in the corner of his hut). That night, a thief attempts to break into Kino’s hut, but Kino drives him away. Juana tells Kino that the pearl will destroy them, but Kino insists that the pearl is their one chance and that tomorrow they will sell it.

Kino’s neighbors wonder what they would do if they had found the pearl, and suggest giving it as a present to the Pope, buying Masses for the souls of his family, and distributing it among the poor of La Paz. Kino goes to sell his pearl, accompanied by his neighbors, but the pearl dealer only offers a thousand pesos when Kino believes that he deserves fifty thousand. Although other dealers inspect the pearl and give similar prices, Kino refuses their offer and decides to go to the capital to sell it there. That night, Kino is attacked by more thieves, and Juana once again reminds Kino that the pearl is evil. However, Kino vows that he will not be cheated, for he is a man.

Later that night, Juana attempts to take the pearl and throw it into the ocean, but Kino finds her and beats her for doing so. While outside, a group of men accost Kino and knock the pearl from his hand. Juana watches from a distance, and sees Kino approach her, limping with another man whose throat Kino has slit. Juana finds the pearl, and they decide that they must go away even if the murder was in self-defense. Kino finds that his canoe has been damaged and their house was torn up and the outside set afire. Kino and Juana stay with Juan Tomas and his wife, Apolonia, where they hide for the next day before setting out for the capital that night.

Kino and Juana travel that night, and rest during the day. When Kino believes that he is being followed, the two hide and Kino sees several bighorn sheep trackers who pass by him. Kino and Juana escape into the mountains, where Juana and Coyotito hide in the cave while Kino, taking his clothes off so that no one will see his white clothing. The trackers think that they hear something when they hear Coyotito crying, but decide that it is merely a coyote pup. After a tracker shoots in the direction of the cries, Kino attacks the three trackers, killing all three of them. Kino can hear nothing but the cry of death, for he soon realizes that Coyotito is dead from that first shot. Juana and Kino return to La Paz. Kino carries a rifle stolen from the one of the trackers he killed, while Juana carries the dead Coyotito. The two approach the gulf, and Kino, who now sees the image of Coyotito with his head blown off in the pearl, throws it into the ocean.

Setting

Steinbeck began writing the story as a movie script in 1944, and first published it as a short story called “The Pearl of the World” in Woman’s Home Companion in December 1945. The original publication is also sometimes listed as “The Pearl of La Paz”. He expanded it to novella length and published it under the name The Pearl by Viking Press in 1947. As he was writing the novella version, he was frequently travelling to Mexico where the film version, co-written with Jack Wagner, was being filmed. The film was also released by RKO in 1947 as a co-promotion with the book.

The Pearl was loosely adapted in 2001 for a film directed by Alfredo Zacharias and starring Lukas Haas and Richard Harris which was released directly to video in 2005.

The Pearl Character List

Kino

A prototypical Mexican-Indian who works as a pearl diver, he begins the story as a devoted father and husband to Coyotito and Juana, respectively. Kino is the central character of the story, an Œeveryman’ who finds himself becoming increasingly violent, paranoid and defiant as he faces opposition from others after he finds the pearl, and resorts to assaulting Juana and murdering those who threaten him.

Juana

The mother of Coyotito and the wife of Kino, Juana is, as her name suggests, the representation of woman for Steinbeck in the story. She dutifully supports her husband, despite his worsening treatment of her, but warns him against the dangers that the pearl can bring to the family. Juana remains steadfast throughout the story and devoted to maintaining her family. She even refuses to obey Kino when he suggests that they take separate paths to avoid the trackers.

Coyotito

The infant son of Kino and Juana, after he is stung by a scorpion, the doctor refuses to treat him because his parents have no money. Although Juana seemingly cures him with a seaweed poultice, he receives treatment from the doctor only after Kino finds the pearl. When Kino and Juana are hunted by trackers after escaping La Paz, one of the trackers shoots Coyotito in the head as they hide in a cave.

The Doctor

A fat, complacent man who is not from the same race as Kino and Juana, he refuses to treat Coyotito for a scorpion sting when Kino and Juana cannot pay enough. However, once he learns that Kino has found the Pearl of the World, he treats the healed Coyotito after leading Kino and Juana to believe that Coyotito may suffer unseen consequences from the bite. Seemingly interested in stealing the pearl, the doctor is not of the same race as Kino and Juana, and longs for his days in Paris.

Juan Tomas

The brother of Kino and the husband of Apolonia, he warns Kino against the disastrous consequences that he faces from finding the pearl. Juan Tomas hides Kino and Juana in his house after Kino murders a man in self-defense.

Apolonia

The fat wife of Juan Tomas, Apolonia allows Kino and Juana to hide in her house after Kino murders a man in self-defense.

Book Summary and Analysis by Chapters

Chapter 1

Kino awakes and watches the hanging box where his infant son, Coyotito, sleeps. He then watches his wife, Juana, who has also awakened and rests peacefully. Kino thinks of the Song of the Family, a traditional song of his ancestors, as the dawn comes and Juana begins to prepare breakfast. Kino’s ancestors had been great makers of songs, and everything they saw or thought had become a song. Juana sings softly to Coyotito part of the family song. Kino looks at them and thinks that “this is safety, this is warmth, this is the Whole.”

Kino sees a movement near the hanging box where Coyotito sleeps. A scorpion moves slowly down the rope supporting the box. Kino thinks of the Song of Evil, the music of the enemy, as the Song of the Family cries plaintively. Kino stands still, ready to grasp the scorpion, but Coyotito shakes the rope and the scorpion falls on him. Kino reaches to catch it, but it falls onto the baby’s shoulder and strikes. Kino grabs the scorpion and kills it as Coyotito screams in pain. Juana begins to suck the puncture to remove the poison.

Having heard the baby’s screams, Kino’s brother, Juan Tomas, and his fat wife Apolonia enter with their children. Juana orders them to find a doctor. The doctor never comes to their cluster of brush houses, so Juana decides to go to the doctor herself. The event becomes a neighborhood affair, for Juan Tomas and Apolonia accompany them and even the beggars in front of the church follow Juana as she marches toward the doctor. Kino feels weak as he approaches the doctor’s home, for the doctor is not of his race and thus believes that Kino’s people are simple animals.

Kino tells the doctor’s servant that his child was poisoned by a scorpion. The doctor is a fat man who longs for civilized living. Although the doctor is at home, he refuses to treat Coyotito unless he knows that he has money. The servant asks if Kino has money, and when he can only offer small seed pearls, the servant tells Kino that the doctor has gone out. Kino strikes the gate with his fist, splitting his knuckles.

Chapter 1 Analysis

The Pearl takes place among an impoverished Mexican-Indian community in La Paz. Although the story involves essentially only this couple, Steinbeck uses Kino and Juana as symbolic of the community in which they live. Steinbeck constructs Kino as an everyman with concerns typical of persons of all social stations. As shown by his encounter with the scorpion, Kino is a devoted father who dotes on his infant son and adores his wife. Quite importantly, as the story begins Kino is perfectly content with his situation, despite his lack of material possessions and difficult existence. As Kino watches his family, he believes that this is the “whole,” the entirety of everything he really needs. This is significant, for this early contentment contrasts with the later panic that Kino and Juana will feel once they receive hope for a better future. Juana, whose name even translates into Œwoman,’ symbolizes a feminine ideal that complements Kino’s masculine prototype.

Nevertheless, despite the serene description with which Steinbeck begins The Pearl, he also establishes that this existence is a precarious one; Coyotito’s encounter with the scorpion illustrates this possibility of danger that the family faces at all times and brings into focus the magnitude of their poverty, showing that their poverty places a tangible price on their existence that Kino may not be able to pay. The scorpion is a symbol of the furtive dangers that threaten Kino and his family, able to strike furtively at any moment. It is therefore analogous to the other enemies that will threaten Kino and Juana: the scorpion secretly enters the house and strikes at them indirectly, instead of presenting a direct and open challenge to them.

The critical situation that Kino’s family faces is significant to show the great importance of the fortune that Kino will receive, for it provides not only the possibility of material goods but may buy the life of his child. Kino’s encounter with the doctor sharply illustrates this, as the doctor essentially allows Coyotito to die because Kino cannot pay for treatment.

Although Kino and Juana are representative of the larger community in which they live, this community itself becomes significant in terms of the development of the story. This village takes on a character of its own; this is shown in particular when Juana and Kino visit the doctor and their neighbors follow in a near procession. These nameless villagers serve as a form of chorus on the action of the story, commenting on the developments and judging the decisions and events that occur to Kino. The idea of community is also significant in terms of the various songs that Kino remembers. These songs are entirely symbolic, meant to place Kino in the larger, less personal context as a member of a community with a sense of heritage and to reinforce his status as an everyman. The two songs that Kino remembers during this chapter, the Song of the Family and the Song of Evil, also place the story in a context with diametric opposites; the story is largely a parable with defined parameters of good and evil.

Steinbeck uses the doctor who refuses to treat Coyotito as a symbol of the forces of oppression that Kino and Juana face. The doctor represents the societal system that places a monetary value on human life, as well as the obstacles that Kino and Juana face. The racial divide between the doctor and Kino plays a considerable role in his refusal to treat Coyotito; although this aspect of the story is not omnipresent, this presents an additional element of adversity that Kino and Juana must endure.

In this chapter, Steinbeck foreshadows eventual changes in Kino’s character when he smashes his fist on the doctor’s gate. This event shows that Kino reverts to violence and anger when confronted with adversity, yet when he does so he hurts only himself.

Chapter 2

Kino and Juana walk slowly down the beach to Kino’s canoe, the one thing of value that he owns. The canoe is old, bought by Kino’s grandfather, and is the source of food for Kino. It is their most important possession, for “a man with a boat can guarantee a woman that she will eat something.” Coyotito still suffers from the scorpion bite: the swelling on his shoulder continues up his neck and his face is puffed and feverish. Juana makes a poultice from brown seaweed. This poultice is “as good a remedy as any and probably better than the doctor could have done.”

Kino and Juana get into the canoe so that Kino can find pearl oysters that may pay for the treatment for Coyotito. Kino dives for pearl oysters, where he thinks of the Song of the Pearl That Might Be and the Song of the Undersea. Kino works steadily under the water until he sees a large oyster lying by itself with its shell partly open, revealing what seems to be a massive pearl. Kino forces the oyster loose and holds it tightly against him.

When Kino comes up for air, Juana can sense his excitement. Kino opens the various oysters he had caught, leaving the largest one for last. He worries that the large pearl he saw was merely a reflection, for “in this Gulf of uncertain light there were more illusions than realities.” Finally, Kino opens the oyster to see a rich, perfectly curved pearl. Juana lifts the poultice of seaweed from Coyotito to see that the swelling has begun to recede. Kino puts back his head and howls, causing the men in other canoes to look up and race toward Kino’s canoe.

Chapter 2 Analysis

Steinbeck continues to detail the extreme poverty in which Kino and Juana live; not only can they not afford their own canoe so that Kino may perform his job as a pearl diver, they must use a canoe that is several generations old. This is important, for it gives greater weight to the discovery of the pearl, which could raise them from a meager existence into some sense of security.

The canoe is a symbol of Kino’s heritage, a relic passed down from his grandfather, but it also represents Kino’s role as a provider for his family. Steinbeck generalizes the statement that a man with a canoe can ensure that his wife will never go hungry to illustrate Kino’s status as an everyman and to emphasize the distinct roles and duties of a husband and father.

The life that Kino and Juana lead is also an antiquated one; when the doctor refuses to treat Coyotito, Juana relies on primitive methods to cure her son. Steinbeck does not offer a sharp critique of these methods. Instead, he finds them more than adequate to the task and perhaps better than the treatment that the doctor might offer. In this novel, Steinbeck gives greater emphasis and value to traditional behaviors and even primitivism over modern conveniences and, in particular, those who have those luxuries.

Kino’s occupation as a pearl diver demonstrates the small chance that he and his family have for success. Pearl diving is a largely fruitless task that relies on the small chance for finding suitable oysters undersea and generally offers only the bare sustenance that maintains Juana and Kino. In effect, pearl diving is an act of desperation that further bolsters descriptions of Kino’s poverty. It is the only hope that Kino and Juana have.

Nevertheless, Kino immediately realizes that he has found an impressive pearl when he finds the oyster during his dive, leaving this large oyster as the final one to be opened. This creates a sense of tension and anticipation, as Kino realizes the significance of the pearl he has found. Steinbeck even bolsters the idea of fortuitous chance by juxtaposing the discovery of the pearl with Juana’s realization that Coyotito has been cured, thus linking these two events, both of which provide great hope for Kino and Juana. However, even upon the discovery of the pearl Steinbeck foreshadows the later difficulties that might occur. Kino reverts to animalistic behavior once he finds the pearl, literally howling in joy. The pearl causes Kino to revert to instinctual behavior, a change that will have dangerous and disastrous consequences.

Chapter 3

The news of the pearl travels fast through Kino’s small village. Before Kino and Juana return home, the news had already spread that Kino had found “The Pearl of the World,” as it comes to be known. The local priest learns, as well as the doctor who refused to treat Coyotito. When the doctor learns, he tells the patient that he is treating that he must treat Coyotito for a scorpion sting. All manner of people grow interested in Kino, and the news stirs up something infinitely black and evil. The pearl buyers consider how they might deal with Kino and offer him the lowest possible price.

However, Kino and Juana do not know the anger and bitterness they have engendered. Juan Tomas asks Kino what he will do now that he has become rich, and Kino answers that he and Juana will be married in the church. Kino envisions how he will be dressed, and sees Coyotito in a yachting cap and sailor suit from the United States. Kino then imagines buying a rifle. Thinking of the rifle breaks down barriers for Kino, as he imagines the whole lot of things that he might have. He thinks that Coyotito will go to school and learn to read. He claims that “my son will make numbers, and these things will make us free because he will know‹he will know and through him we will know.”

The priest visits Kino and Juana, and tells them that he hopes that they will remember to give thanks and to pray for guidance. The doctor also visits, and although Kino tells him that Coyotito is nearly well, the doctor claims that the scorpion sting has a curious effect that comes later and if he is not treated he may suffer blindness or a withered leg. Not sure whether or not the doctor is telling the truth, Kino nevertheless lets him see the baby. The doctor takes a bottle of white powder and a gelatin capsule, and gives Coyotito a pill. The doctor tells them that the medicine may save the baby from pain, but he will come back in an hour to check on him. After the doctor leaves, Kino wraps the pearl in a rag and digs a hole in the dirt floor where he conceals the pearl.

When the doctor returns, he gives Coyotito water with ammonia and tells Kino that the baby will get well now. Kino tells the doctor that he will pay him once he has sold his pearl. The neighbors tell the doctor that Kino has found the Pearl of the World and will be a rich man. The doctor suggests that Kino keep the pearl in his safe, but Kino says that he has it secure. The doctor realizes that Kino will likely look to the place where it is stored, and sees his eyes move to the corner where he had buried it. After the doctor leaves again, Juana asks Kino whom he fears, and he answers Œeveryone.’

That night, Kino thinks that he hears noises in his hut. He grabs his knife and strikes out in the dark. The person scurries out. Juana tells Kino that the pearl is evil and will destroy them. She tells him to throw it away or break it, for it will destroy them. Kino says that the pearl is their one chance, and that the next morning they will sell the pearl.

Chapter 3 Analysis

As the titular object of the novel, the pearl that Kino discovers can symbolize several different ideas or themes. In this chapter, Steinbeck equates the pearl with hope for the future, for it is the means by which Kino and Juana will be able to provide for Coyotito and give him a better life. The pearl also represents a sense of freedom by enabling Kino to educate Coyotito and give him the ability to choose his own profession and way of life apart from the deterministic poverty of his parents. Although the story takes place in Mexico, Steinbeck equates this with the American dream of fortune and prosperity; Kino imagines Coyotito dressed in clothes from the United States.

The discovery of the pearl causes a sharp change in the villagers’ reactions to Kino and Juana, for the once unimportant couple become renowned and notorious in La Paz. The pearl gives Kino great importance within La Paz, as demonstrated by the visit from the local priest and the doctor who had just recently refused treatment to Coyotito. However, with this newfound interest in Kino comes the impending feeling of hatred and hostility for him; the discovery causes an anonymous bitterness toward Kino for his great luck, a feeling that he and Juana cannot realize. The hostility directed toward Kino and Juana takes two forms; the first is a general jealousy from the community toward Kino for his luck, while the second is a more specific greed shown by those who wish the pearl for themselves. Steinbeck illustrates this avarice through both the priest and the doctor. In the former case, the priest gives attention to Kino merely as a means to gain some of the money to the church, shamelessly asking Kino to monetarily compensate God for the good fortune he has received.

In the latter, the doctor’s newfound interest in Kino stems from a manipulative and dangerous greed. His visit to Kino reveals that he not only wishes to secure part of Kino’s new fortune through the salary the doctor might receive for treatment but, as shown by the doctor’s attempt to locate the pearl in Kino’s hut, that he intends to steal the pearl. Steinbeck makes clear that the doctor does not visit Kino to cure his son; in fact, he indicates that the doctor’s treatment of Coyotito might even be superfluous. The suspicious designs of both the doctor and the priest indicate that the danger that Kino faces is not from jealous neighbors who might use the pearl to escape their own poverty, but rather from those whose economic situation is secure and who merely desire greater luxury. Steinbeck thus uses the community reaction to the pearl as social commentary that critiques the ruling class for avarice and exploitation.

The manipulative behavior of the doctor foreshadows greater calamities that Kino and Juana will suffer, which Steinbeck also shows through the anonymous thief who attempts to steal the pearl that night. However, Kino’s and Juana’s problems are not merely external forces, but are equally internal. Throughout the chapter, Kino and Juana evolve significantly. At first, neither can vocalize the changes that the pearl will make for them, but once they think of the tangible consequences for their newfound fortune they begin to articulate previously impossible and unimaginable dreams. However, Kino and Juana diverge in their later reactions to the pearl. Juana disavows the consequences of the fortune they will receive, finding the scorn and danger that others present to be an insurmountable evil. Kino uses the animosity and danger as reason for suspicion and paranoia, as shown when Kino strikes randomly with his knife when he fears an intruder. He lapses into the instinctual animalism demonstrated in the previous chapter, a quality that will play a significant role in the tragedy to come.

Steinbeck also foreshadows the trouble that Kino will find with the pearl buyers. In his description of the pearl buyers, Steinbeck claims that, although there are many of them, they are essentially one. This aligns with the idea of segments of the community as a collective that permeates The Pearl; as Steinbeck describes the town, it is like “a colonial animal” with its own emotion, essentially a person in itself. The neighbors who comment on the action are not individuals, but rather symbols of their class. Even Juana and Kino exist less as fully-formed individuals and as archetypal representations of man and woman. The pearl buyers, anonymous except for their identity as part of a class, symbolize the ruling elite of La Paz who can exploit Kino.

Chapter 4

In La Paz, the entire town knew that Kino was going to sell the pearl that day. Kino’s neighbors speak of what they might do with the pearl. One man says that he would give it as a present to the Pope, while another said he would buy Masses for the souls of his family for a thousand years, while another thought he would distribute it among the poor of La Paz. Everyone worries that the pearl will destroy Kino and Juana.

Before leaving to sell the pearl, Juan Tomas warns Kino and Juana to get the best price for the pearl, and tells him how their ancestors got an agent to sell their pearls, but this agent ran off with the pearls. Kino had heard the story told as a warning of punishment against those who try to leave their station. Kino and Juana, followed by neighbors, reach the offices of the pearl buyers.

The pearl dealer inspects the pearl and tells him that his pearl is like fool’s gold, for it is too large and valuable only as a curiosity. Kino cries out that it is the Pearl of the World, and no one has ever seen such a pearl. The dealer offers a thousand pesos, to which Kino says that it is worth fifty thousand and the dealer wants to cheat him. The dealer tells Kino to ask the others around him. Kino can feel the evil around him as other dealers inspect the pearl. One dealer refuses the pearl altogether, while a second dealer offers five hundred pesos. Kino tells them that he will go to the capital. The dealer offers fifteen hundred pesos, but Kino leaves with the pearl.

That night, the townspeople argue whether Kino should have accepted the money, which was still more than he would have ever seen. Kino buries the pearl again that night, and remains terrified at the world around him. Juan Tomas tell Kino that he has defied not only the pearl buyers, but the whole structure of life, and he fears for his brother. Juan Tomas warns him that he treads on new ground. Juan Tomas reminds Kino that his friends will protect him only if they are not in danger, and tells him “Go with God” before he departs.

In the middle of the night, Kino feels a sense of evil from outside of his brush house, and he prepares to wield his knife. Kino steps outside to see if there are prowlers. Juana can hear noise from outside, so she picks up a stone and steps out of their hut. She finds Kino with blood running down his scalp and a long cut in his cheek from ear to chin. Juana once again tells Kino that the pearl is evil and they must destroy it. Kino insists that he will not be cheated, for he is a man.

Chapter 4 Analysis:

Steinbeck begins the chapter with the reactions of the people of La Paz, who propose what they might do if they were to find a pearl of such great value. Their reactions reveal a sense of animosity toward Kino, for the great plans for charity that these people suggest contrast with the seemingly self-interested ideas that Kino proposed in the previous chapter. This is important to show the undercurrent of criticism for Kino. Steinbeck suggests the jealousy that people have for his good fortune. Additionally, the idealistic and charitable ideas that people propose reveal a simplistic attitude toward receiving such a great fortune; as Steinbeck has shown and will continue to show, Kino and Juana do not face easy decisions with regard to their newfound fortune, and in fact may be in serious danger.

The pearl dealer, who symbolizes the ruling elite classes, proves to be another example of a manipulative professional man akin to the priest and the doctor. He shamelessly attempts to cheat Kino out of his money, offering a price that seems far too low for such a pearl; although there remains the possibility that the pearl may be an oddity with little practical value, the numerous attempts to steal the pearl, perhaps instigated by the pearl dealers, suggest otherwise. Kino’s refusal is no small feat; as Juan Tomas declares, he has defied the structure of life around him. This places the parable in a larger political context, suggesting that a hierarchy around Kino works to exploit him and others of his station and resists any attempts to shift this social order. This idea is bolstered by the story concerning the pearl agent in which punishment is inflicted upon those who attempt to secure a better station for themselves.

However, although Kino repudiates the idea that punishment should be inflicted on those who reach for higher social status, Steinbeck has conflicting ideas concerning this idea. Although Steinbeck is quite sympathetic to Kino and Juana, casting them as the protagonists of the story in comparison to the greedy, manipulative and one-dimensional villains such as the doctor and the pearl buyers, the very structure of the story seems to suggest that Kino and Juana will pay a great price for their aspirations. For finding the pearl and attempting to sell it, Kino and Juana are physically threatened, suffer a silent condemnation from their neighbors, and are besieged by opportunists, while they were content in their poverty, a situation which Kino thought was “the whole.”

Steinbeck continues to demonstrate that the pearl has more detrimental consequences for Kino and Juana than benefits. Only two days after having found the pearl, Kino has suffered two robbery attempts and has been assaulted once. These threats against Kino strengthen his resolve, however, causing him to obstinately fight for the pearl and revert to brutal behavior. The attacks against Kino are an affront to his masculinity, as shown by his constant avowal that he is a man and thus cannot be cheated. This helps to illustrate the definition of masculinity that Steinbeck deals with throughout The Pearl. While earlier the idea of masculinity meant providing for one’s family, for Kino it now encompasses receiving just and respectful treatment.

Juana serves as the lone voice of reason, continuing to warn Kino of the disastrous consequences of the pearl. As Kino becomes more and more consumed by his paranoia and impulses, it is Juana who remains maintains a realistic appraisal of the effects of the pearl. For Juana, the pearl represents a great evil and suffering, a sharp change from the sense of hope and freedom that it originally symbolized. The irony of this situation is notable: the pearl that would secure prosperity and stability for Kino and Juana instead offers them only pain and danger.

Chapter 5

Kino senses movement near him, but it is only Juana who arises silently from beside him. Kino sees her near the hanging box where Coyotito lay, and then watches her go out the doorway. Kino begins to feel a great sense of rage as he hears her footsteps going toward the shore; Juana is going to throw the pearl back into the ocean. Kino chases Juana, then strikes her in the face with his clenched fist and kicks her in the side. He then turns away from her and walks up the beach. Juana knows that when Kino said that he is a man, he meant that he was “half-insane and half-god” and knows as a woman that “the mountain would stand while the man broke himself; that the sea would surge while the man drowned in it.”

While walking on the beach, men accost Kino in search of the pearl, which is knocked from his hand and lands on the pathway. Juana soon sees Kino limping toward her with a stranger whose throat has been slit. She finds the pearl for Kino, and tells him that they must go away before daylight. Kino says that he struck to save his life, but Juana says that this does not matter. He orders her to get Coyotito and all of the corn they have. Kino finds his canoe with a splintered hole in the bottom. He rushes home to find Juana and Coyotito, but Juana tells Kino that their house was torn up and the floor dug, and someone set fire to the outside.

Juana and Coyotito go to Juan Tomas and Apolonia. When Kino tells about the man he has killed, Juan Tomas says that it is the pearl and he should have sold it. Kino begs his brother to hide them until nightfall. Kino tells Juan Tomas that he will head north. Kino says that he will not give up the pearl, because “if I give it up I shall lose my soul.”

Chapter 5 Analysis

Steinbeck builds a sense of paranoia and imminent tragedy for Juana and Kino during this chapter, in which anonymous enemies threaten their safety. The men who attack Kino are never named and their origins are never revealed; although Kino suspects that they are the agents of the pearl dealers. This anonymity is significant, for the men who assault Kino symbolize a more generalized Œevil’ than the specific villainy of the pearl dealer or the doctor.

This continues the string of various calamities that occur to Juana and Kino; they lose their boat and their home while defending themselves. These two losses are significant, for the canoe symbolizes the ability that Kino has to provide for and protect his family and the home symbolizes the idea of the family that once gave Kino great comfort. By this point in the story, Juan Tomas joins Juana in warning Kino of the problems of the pearl, but Juana’s predictions of disaster have already been partially fulfilled. When Juan Tomas tells Kino “go with God” when Kino prepares to venture to the capital, this statement has a sense of impending doom; Steinbeck makes it very clear that a tragic end for Kino and Juana is imminent.

Steinbeck also makes the explicit point that the greatest damage caused by the pearl is the change that it effects within Kino. The caring father and partner of the first chapter at this point in the story attacks Juana when she attempts to take the pearl. Juana realizes the change in her husband from a normal man to one with a questionable grip on sanity. It is ironic that, when Kino declares that he is a man, he begins to act “half insane and half god,” thus negating the qualities that define him as a man. Steinbeck creates a tone of futility about Kino’s enterprise; as the rational and level-headed Juana realizes, Kino is a man raging against an obstacle as insurmountable as a mountain or a storm, and his struggles will only cause him to destroy himself.

Kino even finds himself capable of murder to defend himself; whether Kino is capable of a more cold-blooded killing still remains questionable. Kino’s comment that the pearl has become his soul is the defining statement of his condition. It shows that Kino has ceased to be in some level human; he cannot consider normal human needs and emotions, but defiantly focuses on the pearl.

The reaction of the community to the tragedies that occur to Kino and Juana is significant. While the neighbors followed every detail of Kino’s life once the pearl promised to bring him fortune and renown, during this time his neighbors remain silent. Only Juan Tomas and Apolonia hide Juana and Kino but do so reluctantly. While Kino’s neighbors have commented on all of the events in previous chapters, they do not manifest any reaction to the attacks on Kino and Juana.

Chapter 6

As Kino and Juana travel northward, Kino feels a sense of exhilaration along with his fear. They walk all night and rest during the day so that they may not be found, and attempt to cover their tracks so that they cannot be followed easily. Kino warns Juana that “whoever finds us will take the pearl,” but Juana wonders whether the dealers were right and the pearl has no value. Kino says that they would not have tried to steal it if it were not valuable. Kino repeats what they will have once they sell the pearl: the church wedding, the rifle, education for Coyotito.

When they stop to rest during the day, Juana does not sleep and Kino stirs as he dreams. When they hear noises from the distance, Kino orders Juana to keep Coyotito quiet. While Juana hides, Kino moves through the brush to see what he heard, and notices in the distance three bighorn sheep trackers, one of whom is on horseback. Kino realizes that if the trackers find them, he must leap for the horseman, kill him and take his rifle. As the horseman passes by Kino, he does not notice him. Kino and Juana both realize that if the trackers find them, they will kill them to get the pearl.

Kino and Juana escape into the mountains, not bothering to cover their tracks. Kino orders Juana and Coyotito to leave him, for he can go faster alone, but she staunchly refuses. Kino and Juana take a zigzag path in order to thwart the trackers, and eventually find a small stream and the entrance to a cave. Kino tells Juana to hide in the cave, and he fears that Coyotito will cry, alerting the trackers.

While hiding in the cave, Kino finds that the trackers are by the stream. So that he will not be seen, Kino takes off his white clothing and stealthily creeps near them as they rest. The trackers can hear Coyotito, but think that it is merely a coyote pup. As the tracker prepares to shoot what he thinks is a coyote, Kino approaches the trackers and pounces on them. He grabs one of the trackers’ rifle and shoots him between the eyes, and stabs another with his knife. The third tracker escapes up the cliff toward the cave, but Kino shoots him. Kino stands silently and hears nothing but the cry of death. Coyotito has been shot.

Kino and Juana arrive back in La Paz; he carries a gun while she carries her shawl with a limp, heavy bundle. Their return to La Paz becomes a notable event: “there may e some old ones who saw it, but those whose fathers and whose grandfathers told it to them remember it nevertheless. It is an event that happened to everyone.” Juana appears hardened and tight with fatigue. Kino thinks of the Song of the Family, which has become his battle cry. As they return to La Paz, nobody speaks to them and even Juan Tomas cannot bear to say a word. Kino and Juana approach the gulf, and in the surface of the pearl Kino remembers seeing Coyotito lying in the cave with his head shot away. Kino throws the pearl into the ocean.

Chapter 6 Analysis

The final chapter focuses primarily on the hunt for Kino and Juana as they try to escape La Paz and reach the capital so that they can sell the pearl. Steinbeck creates the sense that Kino and Juana are followed at all times. Pursued by bighorn sheep trackers, Juana and Kino are literally hunted like animals. The division between man and animal is an important motif throughout this chapter. It primarily relates to Kino’s descent from those human qualities he once displayed.

Steinbeck illustrates this through a number of events, such as when Kino attacks the trackers. In this instance, Kino moves from being capable of murder for self-defense to a more cold-blooded killing. Kino kills the three men out of fear and instinct and not because of any tangible threat they pose to him.

Steinbeck also shows the loss of human qualities within Kino when he crawls naked to find the trackers so that his white clothes will not expose him. He loses the final vestiges of humanity and society to become even more animalistic. This descent is particularly ironic when considering the death of Coyotito. Kino behaves as an animal so that he can protect himself and his family, but Coyotito dies when the child is mistaken for a coyote pup.

Coyotito plays a significant role in this chapter as a reminder of the serene domestic environment that Kino and Juana once had and as a danger for them. In the savage wilderness where Kino and Juana find themselves, Coyotito serves as their one reminder of society and civilization. Coyotito also represents the hope that Kino and Juana have for the future; it is the infant child who will benefit most from the pearl, according to his parents’ plans, and he thus symbolizes the advantages that the pearl may bring..

Once again, Steinbeck keeps the adversaries who pursue Kino and Juana anonymous in order to preserve their symbolic connotations. The bighorn sheep trackers may not even be pursuing Kino and Juana; they are more important for how Kino and Juana perceive them than their actual personalities. Whether or not they are actually a threat, Kino is so assured that they are dangerous that he murders them before they have a chance to strike.

In contrast to the savage and brutal Kino, Juana becomes stronger through the suffering she faces. She reveals herself to be dedicated to her husband even at the most dire moments, demanding that he not break up their family despite the practical advantages. Furthermore, it is Juana who remains awake at night, guarding Kino and Coyotito as Kino sleeps. Steinbeck juxtaposes Kino with Juana; while the man becomes more instinctual and animalistic, the woman retains her particularly human qualities. While Kino becomes suspicious and paranoid, when he looks “for weakness in her face, for fear or irresolution . . . there is none.”

The return of Kino and Juana to La Paz is anticlimactic, yet contains some degree of ironic horror. Kino returns to La Paz with the one possession that he desperately wanted, a rifle, but has lost his child and rejects the pearl. His rejection of the pearl fully demonstrates the horror that the pearl has wrought upon him. Steinbeck constructs Kino’s return to La Paz as an event that brings Kino back to the family-centered ideals with which he began the story, but his recollection of the Song of the Family has a significant undercurrent of defiance and anger. His family has been destroyed, yet he clings to that ideal, for it is all that remains for him.

The Pearl is therefore a parable with an uncertain meaning at best and a morbidly determinist one at worst. The story does seem to warn against attempting to improve one’s social situation, recalling Juan Tomas’ story of the pearl agent who stole the townspeople’s pearls. Although it seems to indict Kino for his attempts to gain the fortune that the pearl offers, it offers equal if not greater censure to the elites of La Paz who attempt to exploit Kino and thwart his attempts to sell the pearl. Even if Steinbeck does not intend the story to be a critique of Kino for his behavior, the story has a decidedly deterministic viewpoint that implies that Kino and Juana could do nothing to improve their situation.

Perhaps the most valid critique that Steinbeck offers in the pearl concerns the effects that the newfound chance for riches has on Kino, who replaces human, civilized values with an obsessive preoccupation with the pearl and suspicion of those around him. Steinbeck criticizes the idea that the pearl has become Kino’s soul, demonstrating that there are far greater losses that Kino can face. Yet where the story remains problematic is that the hope that the pearl brings is never tangible; calamities occur nearly immediately for Juana and Kino, making the pearl into a simple curse for the family. Kino does not choose to sacrifice his fortune; he chooses to repudiate his pain.

When Kino throws the pearl into the ocean, he discards a meaningless object. The pearl has no value in the sense that, without Coyotito, the pearl has no power to provide for a better future for Kino and Juana, who could gain only simple material items from their fortune. Kino’s repudiation of the pearl is an empty event, for he does not make a meaningful sacrifice. He instead rids himself of an unwanted object that causes him pain. As a parable, The Pearl is an empty one, merely choosing to heap tragedy upon its protagonists and forcing them into pain and agony without offering them an alternate option or any possibility for hope.

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A Chart is a graphical/pictorial representation of data in a worksheet. Charts are used to summarize data in a worksheet in a pictorial form.

MICROSOFT EXCEL

To Insert a single new worksheet.

CREATING A NEW WORKBOOK.

Purpose.

√ In order to use the worksheet at a later time.

√ If the saving is done periodically, say every 1 minute, it helps prevent data loss in case of power failure.

When you save a workbook for the first time, you assign a file name and indicate where you want to store the file on your computer’s hard disk or in another location. Each time you subsequently save the workbook, Ms-Excel updates the workbook file with your latest changes.

OPENING A SAVED WORKSHEET.

Purpose.

You can open a saved worksheet (i.e., a worksheet stored on the hard disk of the computer or on a floppy disk) in order to:

√ Continue working on it, if it was saved before completion.

√ View the data it contains.

√ Update it, if the data it contains represents information that changes periodically. For example, A Weekly report.

Purpose.

√ You exit from Ms-Excel when you have finished working with it.

SELECTING DATA IN CELLS, ROWS OR COLUMNS.

HIDING ROWS OR COLUMNS.

Purpose.

√ Hiding rows or columns prevents the display and printing of data held in particular rows or columns. For instance, when your rows or columns contain confidential formulas not necessary in the printed report.

To display a hidden row or column.

Purpose.

√ To distinguish between different types of information in a worksheet.

√ To make the worksheet more appealing to the eye.

√ To draw attention to important data in the worksheet.

Purpose.

Formatting of numbers in a worksheet can make your worksheet much more presentable.

For example,

√ Long numbers without commas are difficult to read.

√ Too many uneven decimal places in a worksheet make it difficult to compare figures.

√ A worksheet that has some figures with six decimal places, others with commas and others with no decimal places has an untidy appearance.

To Add or Remove the Thousands separator in a number.

To Change the no. of Decimal places displayed in a number.

Method 2:

To Add or Remove a Currency symbol.

Method 2.

To calculate a running balance.

Example 1.

Example 2.

ROUNDING OF NUMBERS.

GETTING THE LOGARITHM OF A NUMBER.

GETTING THE BASE-10 LOGARITHM OF A NUMBER.

Sorting is the process of arranging data within a range in a particular order.

Purpose.

√ Sorting helps in arranging data in some order of priority, i.e., from lowest to highest or from highest to lowest.

√ It also helps to quickly locate the highest or lowest value in a list.

Purpose.

√ Charts are used to present data effectively. They make relationships among numbers easy for users to see because they turn numbers into shapes that can be compared to one another.

For instance, rather than having to analyze several columns on worksheet numbers, you can see at a glance whether sales are falling or rising over quarterly periods, or how the actual sales compare to the projected sales.

To change Data series names or the Legend text.

To include a new range into an existing chart.

This helps to add information not already in the chart.

To change the Placement of a chart.

Delete data from a chart

To delete data from both the worksheet and the chart.

To delete data from the chart only.

To delete data labels, titles, or legends in a chart.

To change the Font, font Size, font Colour of text in a chart or make the text Bold, Italic or Underlined.

Purpose.

√ Whenever you need a paper copy of the worksheet to present to other people.

√ If you maintain a paper filing system alongside the computer filing system.

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SCHEME OF WORK FORM ONE AGRICULTURE TERM ONE 2021-2026

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SCHEME OF WORK FORM ONE AGRICULTURE TERM TWO 2021-2026

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