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SCHEME OF WORK
Biology
Form 4 2025
TERM II
School


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WK LSN TOPIC SUB-TOPIC OBJECTIVES T/L ACTIVITIES T/L AIDS REFERENCE REMARKS
1 2
GENETICS
Incomplete dominance.
By the end of the lesson, the learner should be able to:
Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams.
Exposition;
Discussion;
Drawing diagrams.
chart
KLB BK IV. PP 19-20.
1 3
GENETICS
Incomplete dominance.
By the end of the lesson, the learner should be able to:
Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams.
Exposition;
Discussion;
Drawing diagrams.
chart
KLB BK IV. PP 19-20.
1 4-5
GENETICS
Inheritance of ABO blood groups.
Inheritance of Rhesus factor.
By the end of the lesson, the learner should be able to:
Illustrate inheritance of blood groups with diagrams.

Describe inheritance of Rhesus factor.
Exposition;
Discussion;
Drawing diagrams;
Supervised practice on inheritance of blood groups.
Exposition;
Discussion.
chart
KLB BK IV. PP 20-21
KLB BK IV. PP 21-22
2 1
GENETICS
Determining unknown genotypes.
By the end of the lesson, the learner should be able to:
Determine unknown genotypes using test crosses and selfing crosses.
Exposition;
Probing questions;
Drawing illustrative diagrams;
Discussion.
Charts
KLB BK IV. PP 22-23
2 2
GENETICS
Determining unknown genotypes.
By the end of the lesson, the learner should be able to:
Determine unknown genotypes using test crosses and selfing crosses.
Exposition;
Probing questions;
Drawing illustrative diagrams;
Discussion.
Charts
KLB BK IV. PP 22-23
2 3
GENETICS
Sex determination in man.
By the end of the lesson, the learner should be able to:
Describe sex determination in man.
Exposition;
Drawing illustrative diagrams;
Discussion.
Charts
KLB BK IV. PP 23-24
2 4-5
GENETICS
Sex-linked genes and traits.
Non-disjunction.
By the end of the lesson, the learner should be able to:
Identify sex-linked traits in man.
Illustrate inheritance of sex-linked traits with diagrams.

Explain effects of non-disjunction as a chromosomal abnormality.
Probing questions;
Drawing illustrative diagrams;
Discussion.

Exposition of new concepts;
Discussion.
text book
KLB BK IV. PP 24-27
KLB BK IV. PP 30-33
3 1
GENETICS
Gene mutation.
By the end of the lesson, the learner should be able to:
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.
Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.
Discussion.
Models to show Chromosomal mutations.
KLB BK IV. PP 33-35
3 2
GENETICS
Gene mutation.
By the end of the lesson, the learner should be able to:
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.
Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.
Discussion.
Models to show Chromosomal mutations.
KLB BK IV. PP 33-35
3 1
GENETICS
Gene mutation.
By the end of the lesson, the learner should be able to:
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.
Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.
Discussion.
Models to show Chromosomal mutations.
KLB BK IV. PP 33-35
3

CAT ONE EXAM EXAMS
4 1
GENETICS
Disorders due to gene mutations.
By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
chart
,video
KLB BK IV. PP 35-38
4 2
GENETICS
Disorders due to gene mutations.
By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
chart
,video
KLB BK IV. PP 35-38
4 3
GENETICS
Disorders due to gene mutations.
By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
chart
,video
KLB BK IV. PP 35-38
4 4-5
GENETICS
Disorders due to gene mutations.
Applications of genetics.
By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.

Identify areas of practical application of genetics.
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.

Probing questions;
Open discussion;
Topic review.
chart
,video
KLB BK IV. PP 35-38
KLB BK IV. PP 39-45
5 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
5 2
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
5 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
5 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
6 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.
Chart
KLB BK IV. PP 78-80
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.
Vedios
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.
Vedios
KLB BK IV. PP 80-83
6 4-5
RECEPTION, RESPONSE & CO-ORDINATION
Response and Co-ordination in animals. The nervous system.
Types of neurons. The brain.
By the end of the lesson, the learner should be able to:




State components of the nervous system.
Describe the structure of nerve cells.
Identify types of neurons.

Describe structure of the human brain.




Descriptive and expository approaches.




Illustrative diagrams.
KLB BK IV. PP 84-85
KLB BK IV. PP 85-88
7 1
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

CAT TWO EXAMS
8 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
8 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
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 4-5
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
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

HALF-TERM BREAK
10 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
10 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
10 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
10 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
11 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.
Vedio clips
KLB BK IV.
P 108
11 2
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.





Brain storming;
Probing questions;
Discussion.

Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors.
KLB BK IV. PP 111-2
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 4-5
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
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.
Vedio clips 
KLB BK IV. P 116
12 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 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
13-14

END TERM EXAMS AND CLOSING

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