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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REVISION OF ENDTERM EXAMS |
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| 2 | 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
|
|
| 2 | 2-3 |
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 |
|
| 2 | 4 |
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
|
|
| 2 | 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
|
|
| 3 | 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
|
|
| 3 | 2-3 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 2-3 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
The human ear.
Hearing. |
By the end of the
lesson, the learner
should be able to:
Identify major parts of the human ear. Explain how the ear perceives sound. |
Descriptive and expository approaches.
Drawn diagrams. |
Illustrative diagrams.
|
KLB BK IV. PP 104-5
KLB BK IV. P 106 |
|
| 4 | 4 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Body balance and posture.
Defects of the ear. |
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.
|
text book
|
KLB BK IV. PP 107-8
|
|
| 4 | 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
|
|
| 5 | 1 |
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.
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 6 | 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
|
|
| 6 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The exoskeleton.
The endoskeleton. |
By the end of the
lesson, the learner
should be able to:
Describe the structure of the exoskeleton. Describe the structure of the endoskeleton. |
Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton. Observe skeleton of a vertebrate; Compare it with an exoskeleton. Discuss the contrasting features. |
A live arthropod,
E.g. grasshopper, millipede. The human skeleton. |
KLB BK IV. PP 116-7
KLB BK IV. PP 117-8 |
|
| 6 | 4 |
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
|
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Tail power of a fish.
|
By the end of the
lesson, the learner
should be able to:
Calculate the tail power of a fish. |
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 118-9
|
|
| 7 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Tail power of a fish.
Support and movement in mammals. The skull and rib cage. |
By the end of the
lesson, the learner
should be able to:
Calculate the tail power of a fish. Describe the structure of the skull and rib cage. |
Measure length of tail, length of a tilapia fish.
Calculations. Discussion on significance of tail power in locomotion. Observe the human skull and rib cage of a rat / rabbit. Detailed discussion. |
A freshly killed tilapia.
Human skull, rib cage of rat / rabbit. |
KLB BK IV. PP 118-9
KLB BK IV. PP 119-120 |
|
| 7 | 4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The vertebral column.
Cervical and thoracic vertebrae.
|
By the end of the
lesson, the learner
should be able to:
Describe the features of the vertebral column. Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions. |
Examine cervical and thoracic vertebrae.
|
Cervical and thoracic vertebrae.
|
KLB BK IV. PP 121-2
|
|
| 7 | 4-5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The vertebral column.
Cervical and thoracic vertebrae.
|
By the end of the
lesson, the learner
should be able to:
Describe the features of the vertebral column. Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions. |
Examine cervical and thoracic vertebrae.
|
Cervical and thoracic vertebrae.
|
KLB BK IV. PP 121-2
|
|
| 8 |
MIDTERM EXAM/BREAK |
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| 9 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Thoracic and lumbar vertebrae.
|
By the end of the
lesson, the learner
should be able to:
Explain adaptations of Thoracic and lumbar vertebrae to their functions. |
Examine thoracic and lumbar vertebrae.
Draw labeled diagrams; Brief discussion. |
Thoracic and lumbar vertebrae.
|
KLB BK IV. PP 122-3
|
|
| 9 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The sacral and caudal vertebrae.
The appendicular skeleton. |
By the end of the
lesson, the learner
should be able to:
Describe the features of the sacral and caudal vertebrae. Explain adaptations of sacral and caudal vertebrae to their functions. Describe the features of the appendicular skeleton. |
Examine sacral and caudal vertebrae.
Draw labeled diagrams; Brief discussion. Examine the appendicular skeleton of a rabbit /sheep. Brief discussion.. |
Sacral and caudal vertebrae.
Appendicular skeleton of a rabbit /sheep. |
KLB BK IV. P 124
KLB BK IV. PP 124-5 |
|
| 9 | 4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The appendicular skeleton.
|
By the end of the
lesson, the learner
should be able to:
Describe the features of the appendicular skeleton. |
Examine the appendicular skeleton of a rabbit /sheep.
Brief discussion.. |
Appendicular skeleton of a rabbit /sheep.
|
KLB BK IV. PP 124-5
|
|
| 9 | 5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Fore limb.
|
By the end of the
lesson, the learner
should be able to:
Identify bones of the fore limb. |
Examine bones if the fore limb;
Drawing labeled diagrams; Discussion. |
Bones of the fore limb.
|
KLB BK IV. PP 126-7
|
|
| 10 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Hind limb.
|
By the end of the
lesson, the learner
should be able to:
Identify bones of the hind limb. |
Examine bones if the hind limb;
Drawing labeled diagrams; Discussion. |
Bones of the hind limb.
|
KLB BK IV. P 127
|
|
| 10 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Hind limb.
Movable joints. |
By the end of the
lesson, the learner
should be able to:
Identify bones of the hind limb. Identify features of movable joints. |
Examine bones if the hind limb;
Drawing labeled diagrams; Discussion. Examine the synovial joint. Brief discussion. |
Bones of the hind limb.
Synovial joint model. |
KLB BK IV. P 127
|
|
| 10 | 4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Ball and socket joint.
|
By the end of the
lesson, the learner
should be able to:
Identify features of ball and socket joint. |
Examine the synovial joint.
Discuss observations. |
Synovial joint model.
|
KLB BK IV. P 128
|
|
| 10 | 5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The hinge joint.
Movement of a joint.
|
By the end of the
lesson, the learner
should be able to:
Identify features of hinge joint. Describe movement of a joint. |
Examine a hinge joint.
Observe movement of the fore arm; Discussion. |
Illustrative diagrams.
|
KLB BK IV. PP 128-9
|
|
| 11 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Skeletal muscles.
|
By the end of the
lesson, the learner
should be able to:
Describe features of skeletal muscles. |
Examine diagrams of skeletal muscles;
Brief discussion. |
Illustrative diagrams.
|
KLB BK IV. PP 129-30
|
|
| 11 | 2-3 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Smooth or visceral muscles.
|
By the end of the
lesson, the learner
should be able to:
Describe features of smooth muscles. |
Examine diagrams of smooth muscles;
Brief discussion. |
Illustrative diagrams.
|
KLB BK IV. PP 129-30
|
|
| 11 | 4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Cardiac muscles.
|
By the end of the
lesson, the learner
should be able to:
Describe features of smooth muscles. |
Examine diagrams of smooth muscles;
Brief discussion; Topic review. |
Illustrative diagrams.
|
KLB BK IV. PP 130-1
|
|
| 11 | 4-5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Cardiac muscles.
|
By the end of the
lesson, the learner
should be able to:
Describe features of smooth muscles. |
Examine diagrams of smooth muscles;
Brief discussion; Topic review. |
Illustrative diagrams.
|
KLB BK IV. PP 130-1
|
|
| 12-13 |
ENDTERM EXAMS |
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