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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Transmission of a nerve impulse.
|
By the end of the
lesson, the learner
should be able to:
Describe the transmission of a nerve impulse. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. PP 90-93
|
|
| 2 | 2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Transmission of a nerve impulse.
|
By the end of the
lesson, the learner
should be able to:
Describe the transmission of a nerve impulse. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. PP 90-93
|
|
| 2 | 3 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
The endocrine system.
|
By the end of the
lesson, the learner
should be able to:
Identify components of endocrine system. Compare endocrine system. With nervous system. |
Discussion; tabulate the differences.
|
Illustrative diagrams.
|
KLB BK IV. PP 93-6
|
|
| 2 | 4-5 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
The mammalian eye.
|
By the end of the
lesson, the learner
should be able to:
Identify major parts of the human eye. Explain image formation and interpretation in the eye. |
Brain storming;
Discussion with probing questions. |
Chart- the human eye.
|
KLB BK IV. PP 93-100
|
|
| 3 | 1 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Accommodation of the eye.
|
By the end of the
lesson, the learner
should be able to:
Explain the role of ciliary muscles in accommodation of the eye. |
Discussion with probing questions,
Drawing illustrative diagrams. |
Chart- focusing far and near points.
|
KLB BK IV. PP 100-1
|
|
| 3 | 2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Defects of vision and their correction.
|
By the end of the
lesson, the learner
should be able to:
Identify defects of vision. Explain correction of vision defects. |
Detailed discussion with probing questions;
Drawing illustrative diagrams. |
Illustrative diagrams.
|
KLB BK IV. PP 101-4
|
|
| 3 | 3 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
The human ear.
|
By the end of the
lesson, the learner
should be able to:
Identify major parts of the human ear. |
Descriptive and expository approaches.
Drawn diagrams. |
Illustrative diagrams.
|
KLB BK IV. PP 104-5
|
|
| 3 | 4-5 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Hearing.
Body balance and posture. |
By the end of the
lesson, the learner
should be able to:
Explain how the ear perceives sound. Explain how the ear maintains body balance and posture. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. P 106
KLB BK IV. PP 107-8 |
|
| 4 | 1 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Defects of the ear.
|
By the end of the
lesson, the learner
should be able to:
Identify some defects of the ear. |
Descriptive and expository approaches.
|
text book
|
KLB BK IV.
P 108 |
|
| 4 | 2 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Importance of support and movement in plants.
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of support and movement in plants. |
Brain storming; Probing questions; Discussion. |
text book
|
KLB BK IV. PP 111-2
|
|
| 4 | 3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Arrangement of tissues in a monocotyledonous stem.
|
By the end of the
lesson, the learner
should be able to:
Draw and label a transverse section of a monocotyledonous stem. |
Examine transverse section of a monocotyledonous stem.
|
Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors. |
KLB BK IV. PP111-2.
|
|
| 4 | 4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Arrangement of tissues in a dicotyledonous stem.
|
By the end of the
lesson, the learner
should be able to:
Draw and label a transverse section of a dicotyledonous stem. Draw and label a transverse section of herbaceous and woody stems. |
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
|
Herbaceous stem, microscope, slides,
Razors. |
KLB BK IV. PP 111-5
|
|
| 4 | 4-5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Arrangement of tissues in a dicotyledonous stem.
Stem tissues. |
By the end of the
lesson, the learner
should be able to:
Draw and label a transverse section of a dicotyledonous stem. Draw and label a transverse section of herbaceous and woody stems. Identify some stem tissues. Explain the role of stem tissues. |
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
Drawing and labeling diagrams; Discussion. |
Herbaceous stem, microscope, slides,
Razors. Illustrative diagrams. |
KLB BK IV. PP 111-5
KLB BK IV. PP 113-5 |
|
| 5 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Wilting in plants.
|
By the end of the
lesson, the learner
should be able to:
Compare the rate of wilting of herbaceous and woody stems. Account for difference in rate of water loss. |
Uproot herbaceous and woody plants;
Observe tem for about 30 min; Brief discussion. |
|
KLB BK IV. P 116
|
|
| 5 | 2 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The exoskeleton.
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of the exoskeleton. |
Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton. |
A live arthropod,
E.g. grasshopper, millipede. |
KLB BK IV. PP 116-7
|
|
| 5 | 3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The exoskeleton.
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of the exoskeleton. |
Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton. |
A live arthropod,
E.g. grasshopper, millipede. |
KLB BK IV. PP 116-7
|
|
| 5 | 4-5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The endoskeleton.
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of the endoskeleton. |
Observe skeleton of a vertebrate;
Compare it with an exoskeleton. Discuss the contrasting features. |
The human skeleton.
|
KLB BK IV. PP 117-8
|
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