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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1-2 |
GENETICS
EVOLUTION |
First law of heredity.
Meaning of evolution. Theories of origin of life. |
By the end of the
lesson, the learner
should be able to:
Describe Mendel?s experiments. State Mendel?s first law. Define evolution. Explain the theories of life. |
Exposition with explanations.
Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory. |
text book |
KLB BK IV. PP 11-12
KLB BK IV. PP 49-51 |
|
| 1 | 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
|
|
| 1 | 4 |
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
|
|
| 1 | 5 |
EVOLUTION
|
Comparative anatomy and homologous structures.
|
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
|
|
| 2 | 1-2 |
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
|
|
| 2 | 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
|
|
| 2 | 4 |
EVOLUTION
|
Convergent evolution and analogous structures.
|
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
|
|
| 2 | 5 |
EVOLUTION
|
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
|
|
| 3 | 1-2 |
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
|
|
| 3 | 3 |
EVOLUTION
|
Darwin?s theory of natural selection.
|
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. |
Expositions and explanations;
Probing questions; Topic review. |
text book
|
KLB BK IV. PP 67-72
|
|
| 3 | 4 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Meaning of stimulus, response and irritability.
Tactic responses.
|
By the end of the
lesson, the learner
should be able to:
Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses. |
Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion. |
Brad crumbs, termites, dry sand, moth balls. |
KLB BK IV. PP 73-74 |
|
| 3 | 5 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Meaning of stimulus, response and irritability.
Tactic responses.
|
By the end of the
lesson, the learner
should be able to:
Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses. |
Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion. |
Brad crumbs, termites, dry sand, moth balls. |
KLB BK IV. PP 73-74 |
|
| 4 | 1-2 |
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
|
|
| 4 | 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
|
|
| 4 | 4 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Nastic responses.
|
By the end of the
lesson, the learner
should be able to:
Identify types of nastic responses |
Q/A and discussion.
|
text book
|
KLB BK IV. PP 78-80
|
|
| 4 | 5 |
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
|
|
| 5 | 1-2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 |
Exam |
|||||||
| 7 | 1-2 |
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
|
|
| 7 | 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
|
|
| 7-8 |
Mid term |
|||||||
| 8 | 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 | 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
|
|
| 8 | 4 |
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 | 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
|
|
| 9 | 1-2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1-2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Hearing.
|
By the end of the
lesson, the learner
should be able to:
Explain how the ear perceives sound. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. P 106
|
|
| 10 | 3 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Body balance and posture.
|
By the end of the
lesson, the learner
should be able to:
Explain how the ear maintains body balance and posture. |
Descriptive and expository approaches.
|
|
KLB BK IV. PP 107-8
|
|
| 10 | 4 |
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 |
|
| 10 | 5 |
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
|
|
| 11 | 1-2 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Arrangement of tissues in a monocotyledonous stem.
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 monocotyledonous stem. 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 monocotyledonous stem.
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems. |
Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors. Herbaceous stem, microscope, slides, Razors. |
KLB BK IV. PP111-2.
KLB BK IV. PP 111-5 |
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 12 | 1-2 |
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
|
|
| 12 | 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
|
|
| 12 | 4 |
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
|
|
| 12 | 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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