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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
1

Opening and revision of term 1 Examinations

2 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
2 2
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
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
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 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
3

opener Examination

3 4-5
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
4 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
4 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
4 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
4 4-5
RECEPTION, RESPONSE & CO-ORDINATION
Role of auxins in tropisms.
Response and Co-ordination in animals. The nervous system.
By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.




State components of the nervous system.
Describe the structure of nerve cells.
Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.




Descriptive and expository approaches.
text book




Illustrative diagrams.
KLB BK IV. PP 80-83
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
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 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 4-5
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
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
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 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
6 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
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
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 3
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
7 4-5
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
8 1
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
8 2
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
8 3
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
8 4-5
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Importance of support and movement in plants.
Arrangement of tissues in a monocotyledonous stem.
By the end of the lesson, the learner should be able to:





Explain the importance of support and movement in plants.
Draw and label a transverse section of a monocotyledonous stem.





Brain storming;
Probing questions;
Discussion.
Examine transverse section of a monocotyledonous stem.
text book
Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors.
KLB BK IV. PP 111-2
KLB BK IV. PP111-2.
9

Midterm Examinations and break

10 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
10 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
10 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
10 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
11 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
11 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
11 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
11 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
12 1
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Locomotory features of a finned fish.
By the end of the lesson, the learner should be able to:
Identify the locomotory features of a finned fish.
Observe external features of a tilapia.
Drawing and labeling;
Discussion.
A freshly killed tilapi
12 2
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Locomotion in a finned fish.
By the end of the lesson, the learner should be able to:
Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat.
Review external features of a tilapia.
Detailed discussion.
A freshly killed tilapia.
KLB BK IV. PP 117-8
12 3
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Locomotion in a finned fish.
By the end of the lesson, the learner should be able to:
Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat.
Review external features of a tilapia.
Detailed discussion.
A freshly killed tilapia.
KLB BK IV. PP 117-8
12 4-5
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Locomotion in a finned fish.
Tail power of a fish.
By the end of the lesson, the learner should be able to:
Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat.
Calculate the tail power of a fish.
Review external features of a tilapia.
Detailed discussion.
Measure length of tail, length of a tilapia fish.
Calculations.
Discussion on significance of tail power in locomotion.
A freshly killed tilapia.
KLB BK IV. PP 117-8
KLB BK IV. PP 118-9
13-14

End of term Examination Analysis and closing

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