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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER EXAMS |
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| 2 | 1 |
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 |
|
| 2 | 2-3 |
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 |
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2-3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 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
|
|
| 4 | 1 |
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
|
|
| 4 | 2-3 |
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
|
|
| 4 | 4 |
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
|
|
| 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
|
|
| 5 | 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
|
|
| 5 | 2-3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 2-3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 1-2 |
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
|
|
| 8-9 |
MID TERM EXAMS |
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| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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 | 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 |
|
| 10 | 2-3 |
RECEPTION, RESPONSE &
CO-ORDINATION
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS |
Defects of the ear.
Importance of support and movement in plants. |
By the end of the
lesson, the learner
should be able to:
Identify some defects of the ear. Explain the importance of support and movement in plants. |
Descriptive and expository approaches.
Brain storming; Probing questions; Discussion. |
text book
|
KLB BK IV.
P 108 KLB BK IV. PP 111-2 |
|
| 10 | 4 |
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
|
|
| 10 | 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.
|
|
| 11 | 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
|
|
| 11 | 2-3 |
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
|
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 | 5 |
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
|
|
| 12 | 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
|
|
| 12 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Wilting in plants.
The exoskeleton. |
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. Describe the structure of the exoskeleton. |
Uproot herbaceous and woody plants;
Observe tem for about 30 min; Brief discussion. 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. P 116
KLB BK IV. PP 116-7 |
|
| 13-14 |
END TERM EXAMS |
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