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SCHEME OF WORK
Biology
Form 4 2025
TERM II
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WK LSN TOPIC SUB-TOPIC OBJECTIVES T/L ACTIVITIES T/L AIDS REFERENCE REMARKS
2 1
EVOLUTION
Meaning of evolution. Theories of origin of life.
By the end of the lesson, the learner should be able to:


Define evolution.
Explain the theories of life.


Brain storming;
Probing questions;
Q/A on creation theory;
Exposition of chemical theory.
text book
KLB BK IV. PP 49-51
2 2
EVOLUTION
Evidence for organic evolution.
By the end of the lesson, the learner should be able to:
Cite evidence for organic evolution.
Brain storming;
Probing questions;
Exposition;
Discussion.
text book
KLB BK IV. PP 51-59
2 3
EVOLUTION
Evidence for organic evolution.
By the end of the lesson, the learner should be able to:
Cite evidence for organic evolution.
Brain storming;
Probing questions;
Exposition;
Discussion.
text book
KLB BK IV. PP 51-59
2 4-5
EVOLUTION
Evidence for organic evolution.
Comparative anatomy and homologous structures.
By the end of the lesson, the learner should be able to:
Cite evidence for organic evolution.
Define divergent evolution.
Give examples of homologous structures.
Brain storming;
Probing questions;
Exposition;
Discussion.

Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
text book
Forelimbs of vertebrates.
KLB BK IV. PP 51-59
KLB BK IV. PP 59-63
3 1
EVOLUTION
Comparative anatomy and homologous structures. (contd)
By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Forelimbs of vertebrates.
KLB BK IV. PP 59-63
3 2
EVOLUTION
Comparative anatomy and homologous structures. (contd)
By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Forelimbs of vertebrates.
KLB BK IV. PP 59-63
3 3
EVOLUTION
Comparative anatomy and homologous structures. (contd)
By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Forelimbs of vertebrates.
KLB BK IV. PP 59-63
3 4-5
EVOLUTION
Convergent evolution and analogous structures.
Convergent evolution and analogous structures.(contd)
By the end of the lesson, the learner should be able to:
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.
Examine wings of insects; wings of birds / bat.
Discuss observations.
Wings of insects, wings of birds / bat.
KLB BK IV. PP 63-64
4 1
EVOLUTION
Larmack?s theory of evolution.
By the end of the lesson, the learner should be able to:
Explain Larmack?s theory of evolution.
Expositions and explanations.
text book
KLB BK IV. P 67
4 2
EVOLUTION
Larmack?s theory of evolution.
By the end of the lesson, the learner should be able to:
Explain Larmack?s theory of evolution.
Expositions and explanations.
text book
KLB BK IV. P 67
4 3
EVOLUTION
Larmack?s theory of evolution.
By the end of the lesson, the learner should be able to:
Explain Larmack?s theory of evolution.
Expositions and explanations.
text book
KLB BK IV. P 67
4 4-5
EVOLUTION
RECEPTION, RESPONSE & CO-ORDINATION
Darwin?s theory of natural selection.
Meaning of stimulus, response and irritability. Tactic responses.
By the end of the lesson, the learner should be able to:
Explain Darwin?s theory of natural selection.
Cite examples of natural selection in action.




Define of stimulus, response and irritability.
Explain the need for sensitivity and response.
Identify types of tactics responses.
Expositions and explanations;
Probing questions;
Topic review.





Brain storming;
Exposition;
Group experiments-chemotaxis in termites;
Discussion.
text book




Brad crumbs, termites, dry sand, moth balls.
KLB BK IV. PP 67-72




KLB BK IV. PP 73-74
5 1
RECEPTION, RESPONSE & CO-ORDINATION
Tropism and types of tropism.
By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.
Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Seedlings, klinostat, corked beaker.
KLB BK IV. PP 74-78
5 2
RECEPTION, RESPONSE & CO-ORDINATION
Tropism and types of tropism.
By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.
Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Seedlings, klinostat, corked beaker.
KLB BK IV. PP 74-78
5 3
RECEPTION, RESPONSE & CO-ORDINATION
Tropism and types of tropism.
By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.
Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Seedlings, klinostat, corked beaker.
KLB BK IV. PP 74-78
5 4-5
RECEPTION, RESPONSE & CO-ORDINATION
Tropism and types of tropism.
Nastic responses.
By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.
Identify types of nastic responses
Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Q/A and discussion.
Seedlings, klinostat, corked beaker.
text book
KLB BK IV. PP 74-78
KLB BK IV. PP 78-80
6 1
RECEPTION, RESPONSE & CO-ORDINATION
Role of auxins in tropisms.
By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.
Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.
text book
KLB BK IV. PP 80-83
6 2
RECEPTION, RESPONSE & CO-ORDINATION
Role of auxins in tropisms.
By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.
Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.
text book
KLB BK IV. PP 80-83
6 3
RECEPTION, RESPONSE & CO-ORDINATION
Role of auxins in tropisms.
By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.
Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.
text book
KLB BK IV. PP 80-83
6 4-5
RECEPTION, RESPONSE & CO-ORDINATION
Response and Co-ordination in animals. The nervous system.
By the end of the lesson, the learner should be able to:




State components of the nervous system.
Describe the structure of nerve cells.




Descriptive and expository approaches.




Illustrative diagrams.
KLB BK IV. PP 84-85
7 1
RECEPTION, RESPONSE & CO-ORDINATION
Types of neurons. The brain.
By the end of the lesson, the learner should be able to:
Identify types of neurons.

Describe structure of the human brain.
Descriptive and expository approaches.
Illustrative diagrams.
KLB BK IV. PP 85-88
7 2
RECEPTION, RESPONSE & CO-ORDINATION
Types of neurons. The brain.
By the end of the lesson, the learner should be able to:
Identify types of neurons.

Describe structure of the human brain.
Descriptive and expository approaches.
Illustrative diagrams.
KLB BK IV. PP 85-88
7 3
RECEPTION, RESPONSE & CO-ORDINATION
Reflex actions.
By the end of the lesson, the learner should be able to:
Differentiate between simple and conditioned reflex actions.
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions.
Illustrative diagrams.
KLB BK IV. PP 88-90
7 4-5
RECEPTION, RESPONSE & CO-ORDINATION
Reflex actions.
Transmission of a nerve impulse.
By the end of the lesson, the learner should be able to:
Differentiate between simple and conditioned reflex actions.
Describe the transmission of a nerve impulse.
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions.
Descriptive and expository approaches.
Illustrative diagrams.
KLB BK IV. PP 88-90
KLB BK IV. PP 90-93
8 1
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
8 1-2
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
8-9

Mid term
10 1
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
10 2
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
10 3
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
10 4-5
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
11 1
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
11 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
11 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
11 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
12 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
12 2
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
12 3
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
12 4-5
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.
13 1
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
13 2
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
13 3
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Stem tissues.
By the end of the lesson, the learner should be able to:
Identify some stem tissues.
Explain the role of stem tissues.
Drawing and labeling diagrams;
Discussion.
Illustrative diagrams.
KLB BK IV. PP 113-5
13 4-5
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Stem tissues.
Wilting in plants.
By the end of the lesson, the learner should be able to:
Identify some stem tissues.
Explain the role of stem tissues.
Compare the rate of wilting of herbaceous and woody stems.
Account for difference in rate of water loss.
Drawing and labeling diagrams;
Discussion.
Uproot herbaceous and woody plants;
Observe tem for about 30 min;
Brief discussion.
Illustrative diagrams.
KLB BK IV. PP 113-5
KLB BK IV. P 116
14 1
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
14 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
14 3
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
14 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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