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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
GASEOUS EXCHANGE
|
Introduction.
Gaseous exchange in plants.
|
By the end of the
lesson, the learner
should be able to:
To explain importance of gaseous exchange. To describe gaseous exchange in plants. |
Discussion Explanations Q/A: Products of respiration. Detailed discussion. |
text book
|
K.L.B. BOOK 2
P. 48 |
|
| 1 | 2-3 |
GASEOUS EXCHANGE
|
Introduction.
Gaseous exchange in plants.
Release of CO2 by plants. |
By the end of the
lesson, the learner
should be able to:
To explain importance of gaseous exchange. To describe gaseous exchange in plants. To describe an experiment to show release of CO2 by plants. |
Discussion Explanations Q/A: Products of respiration. Detailed discussion. Class experiments including control experiments. Explain the observations made. |
text book
Bicarbonate indicator, boiling tubes, Aluminum foil. |
K.L.B. BOOK 2
P. 48 K.L.B. BOOK 2 P. 49 |
|
| 1 | 4 |
GASEOUS EXCHANGE
|
Release of CO2 by plants.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of CO2 by plants. |
Class experiments including control experiments.
Explain the observations made. |
Bicarbonate indicator, boiling tubes, Aluminum foil.
|
K.L.B. BOOK 2
P. 49 |
|
| 2 | 1 |
GASEOUS EXCHANGE
|
Release of O2 by plants.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of O2 by plants. |
Teacher demonstration: Test for the gas evolved.
Discuss observations. |
Gas jar,
Glass funnel, Water plant, Beaker. |
K.L.B. BOOK 2
P. 49 |
|
| 2 | 2-3 |
GASEOUS EXCHANGE
|
Stomata.
Opening & closing of stomata. |
By the end of the
lesson, the learner
should be able to:
To describe the structure and explain the functions of stomata. To describe and explain the mechanism of opening & closing of stomata. |
Detailed discussion.
Drawing diagrams. |
text book
|
K.L.B. BOOK 2
P. 51 |
|
| 2 | 4 |
GASEOUS EXCHANGE
|
Stomata and habitats of plants.
|
By the end of the
lesson, the learner
should be able to:
To relate plant habitats and the no. of stomata. To explain the variation between number of stomata on the upper and lower face. |
Observe number of stomata of prepared slides of hydrophytes and xerophytes.
Discuss the observations. |
Prepared slides of hydrophytes and xerophytes.
|
K.L.B. BOOK 2
P. 51 |
|
| 3 | 1 |
GASEOUS EXCHANGE
|
Lenticels.
|
By the end of the
lesson, the learner
should be able to:
To describe and explain the mechanism of lenticels. |
Detailed discussion.
|
text book
|
K.L.B. BOOK 2
P. 52 |
|
| 3 | 2-3 |
GASEOUS EXCHANGE
|
Respiratory surfaces in animals.
Gaseous exchange in protozoa. |
By the end of the
lesson, the learner
should be able to:
To define a respiratory surface. To state characteristics of respiratory surfaces. To identify the environment or medium of operation of respiratory surfaces. To describe the mechanism of gaseous exchange in an amoeba. |
Teacher exposes meaning of a respiratory surface.
Discuss at length, giving examples of organisms that have a given respiratory surface. Q/A: Review diffusion, structure of an amoeba. Discuss briefly gaseous exchange in and out of amoeba. |
text book
|
K.L.B. BOOK 2
P. 53 |
|
| 3 | 4 |
GASEOUS EXCHANGE
|
Gaseous exchange in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the mechanism of gaseous exchange in insects |
Drawing tracheal system of a grasshopper.
Discuss at length the structure of the tracheal system. Detailed discussion. |
text book
|
K.L.B. BOOK 2
PP. 53, 54 |
|
| 4 | 1 |
GASEOUS EXCHANGE
|
Breathing in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the breathing mechanism in an insect. |
Observe breathing movements of live specimens of grasshoppers, locusts or cockroaches.
|
Live specimens of insects,
Hand lenses, Boiling tubes. |
K.L.B. BOOK 2
P. 56 |
|
| 4 | 2-3 |
GASEOUS EXCHANGE
|
Breathing in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the breathing mechanism in an insect. |
Observe breathing movements of live specimens of grasshoppers, locusts or cockroaches.
|
Live specimens of insects,
Hand lenses, Boiling tubes. |
K.L.B. BOOK 2
P. 56 |
|
| 4 | 4 |
GASEOUS EXCHANGE
|
Number, position and shape of spiracles of insects.
Gaseous exchange in a bony fish. |
By the end of the
lesson, the learner
should be able to:
To give an account of the number, position and shape of spiracles of insects. To describe the structure of gills of a bony fish. To explain how a gill is adapted to function as a respiratory surface. To explain the mechanism of gaseous exchange in gills. |
Drawing the abdomen and showing the position and shape of spiracles, and giving reasons thereof.
Drawing and labeling a gill of a fish; stating the function of each part; and stating how it is adapted to its functions. Detailed discussion. |
Live specimens of insects.
A gill of a fish. |
K.L.B. BOOK 2
P. 56 |
|
| 5 | 1 |
GASEOUS EXCHANGE
|
Gaseous exchange in amphibians.
|
By the end of the
lesson, the learner
should be able to:
To explain the mechanism of gaseous exchange in a frog. |
Q/A: Various methods of gaseous exchange in a frog.
Discuss gaseous exchange through the mouth, lungs and skin of a frog. |
text book
|
K.L.B. BOOK 2
P. 58 |
|
| 5 | 2-3 |
GASEOUS EXCHANGE
|
Gaseous exchange in mammals.
The structure of the lungs. |
By the end of the
lesson, the learner
should be able to:
To list down parts of the tracheal system in man. To describe the function of the parts of a system respiratory. To explain adaptations of the lungs to their functions. |
Discuss at length man?s respiratory system.
Drawing labeled diagrams coupled with explanations. |
Wall chart- Respiratory system in man.
Wall charts- Structure of lungs. |
K.L.B. BOOK 2
P. 59 K.L.B. BOOK 2 P. 60-1 |
|
| 5 | 4 |
GASEOUS EXCHANGE
|
The structure of the lungs.
|
By the end of the
lesson, the learner
should be able to:
To explain adaptations of the lungs to their functions. |
Drawing labeled diagrams coupled with explanations.
|
Wall charts- Structure of lungs.
|
K.L.B. BOOK 2
P. 60-1 |
|
| 6 | 1 |
GASEOUS EXCHANGE
|
Inhalation.
|
By the end of the
lesson, the learner
should be able to:
To describe the process of inhalation in man. |
Showing movements of ribs during inhalation.
Explain the inhalation mechanism. |
Chart / model of a rib cage.
|
K.L.B. BOOK 2
PP. 61-62 |
|
| 6 | 2-3 |
GASEOUS EXCHANGE
|
Exhalation.
Thoracic cavity model. |
By the end of the
lesson, the learner
should be able to:
To describe the process of exhalation in man. To identify similarities between a model thoracic cavity and an actual thoracic cavity. |
Showing movements of ribs during exhalation.
Explain the exhalation mechanism. Teacher presents a model thoracic cavity. Q/A: Comparing parts of the model cavity and the actual rib cage. |
Chart / model of a rib cage.
Thoracic cavity model. |
K.L.B. BOOK 2
PP. 61-62 K.L.B. BOOK 2 PP. 61-63 |
|
| 6 | 4 |
GASEOUS EXCHANGE
|
Gaseous exchange in an alveolus.
|
By the end of the
lesson, the learner
should be able to:
To describe gaseous exchange in an alveolus. To explain regulation of breathing in man. |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
P. 64 |
|
| 7 | 1 |
GASEOUS EXCHANGE
|
Rate of breathing in man.
|
By the end of the
lesson, the learner
should be able to:
To state and explain briefly factors affecting the rate of inhalation / exhalation processes. |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
P. 63 |
|
| 7 | 2-3 |
GASEOUS EXCHANGE
|
Rate of breathing in man.
Intercostal muscles. |
By the end of the
lesson, the learner
should be able to:
To state and explain briefly factors affecting the rate of inhalation / exhalation processes. To explain the function of intercostal muscles during the breathing system. |
Discussion and explanations.
Detailed discussion. Counting number of inhalations before and after an exercise blow. |
text book
Lime water, rib cage model. |
K.L.B. BOOK 2
P. 63 K.L.B. BOOK 2 P. 66 |
|
| 7 | 4 |
GASEOUS EXCHANGE
|
Intercostal muscles.
|
By the end of the
lesson, the learner
should be able to:
To explain the function of intercostal muscles during the breathing system. |
Detailed discussion.
Counting number of inhalations before and after an exercise blow. |
Lime water, rib cage model. |
K.L.B. BOOK 2
P. 66 |
|
| 8 | 1 |
GASEOUS EXCHANGE
|
Inhaled and exhaled air.
|
By the end of the
lesson, the learner
should be able to:
To test for CO2 in the air we inhale/ exhale. |
Observe colour changes of lime water, and make deductions.
Brief discussion. |
Lime water.
|
K.L.B. BOOK 2
P. 67 |
|
| 8 | 2 |
GASEOUS EXCHANGE
|
Diseases of the respiratory system.
|
By the end of the
lesson, the learner
should be able to:
To state the causes, symptoms and prevention of respiratory diseases. |
Discuss cause, symptoms and prevention of whooping cough TB, bronchitis, etc.
|
Resource person.
|
K.L.B. BOOK 2
PP. 67-70 |
|
| 8 | 2-3 |
GASEOUS EXCHANGE
RESPIRATION |
Diseases of the respiratory system.
Introduction ? Definition and importance of respiration. |
By the end of the
lesson, the learner
should be able to:
To state the causes, symptoms and prevention of respiratory diseases. By the end of the lesson, the learner should be able: To define respiration. To explain significance of respiration. |
Discuss cause, symptoms and prevention of whooping cough TB, bronchitis, etc.
Q/A: Definition Brief discussion of significance of respiration. |
Resource person.
text book |
K.L.B. BOOK 2
PP. 67-70 K.L.B. BK 2 PP. 73-74 |
|
| 8 | 4 |
RESPIRATION
|
Burning food.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment investigating the gas given off when food is burnt. |
Teacher demonstration: Burning a food sample.
Testing for the gas evolved during combustion. |
text book
|
K.L.B. BK 2
PP. 73-74 |
|
| 9 |
MID TERM |
|||||||
| 10 | 1 |
RESPIRATION
|
The mitochondrion.
|
By the end of the
lesson, the learner
should be able to:
To state functions of mitochondrion in respiration. |
Drawing structure of the mitochondrion.
Explain function of the mitochondrion. |
Wall charts- The mitochond-rion
|
K.L.B. BK 2
P. 74 |
|
| 10 | 2-3 |
RESPIRATION
|
Aerobic respiration.
Anaerobic respiration. |
By the end of the
lesson, the learner
should be able to:
To explain phases of aerobic respiration. To state difference between aerobic and anaerobic respiration. To describe anaerobic respiration. |
Detailed discussion.
Writing down equations of food breakdown. Observe set up experiments. Detailed discussion punctuated with probing questions: |
text book
Glucose Yeast Thermometer |
K.L.B. BK 2
PP.74-76 K.L.B. BK 2 P.77 |
|
| 10 | 4 |
RESPIRATION
|
Oxygen ?debt?.
|
By the end of the
lesson, the learner
should be able to:
To explain the term ?oxygen debt?. To explain the effect of ?oxygen debt? on the amount of energy released during respiration. |
Probing questions.
Detailed discussion. |
text book
|
K.L.B. BK 2
P.78 |
|
| 11 | 1 |
RESPIRATION
|
Applications of anaerobic respiration.
|
By the end of the
lesson, the learner
should be able to:
To explain applications of anaerobic respiration. |
Q/A: Products of fermentation process.
Listing down various applications of anaerobic respiration. |
text book
|
K.L.B. BK 2
P. 79 |
|
| 11 | 2-3 |
RESPIRATION
|
Applications of anaerobic respiration.
Respiratory substrates & respiratory quotient. |
By the end of the
lesson, the learner
should be able to:
To explain applications of anaerobic respiration. To identify respiratory substrates in the body. To define respiratory quotient. To calculate R.Q. |
Q/A: Products of fermentation process.
Listing down various applications of anaerobic respiration. Brief discussion/ explanations. Exposition of definition and its significance. Problem solving. |
text book
|
K.L.B. BK 2
P. 79 |
|
| 11 | 4 |
RESPIRATION
|
Rate of respiration.
|
By the end of the
lesson, the learner
should be able to:
To state and explain factors affecting rate of respiration. |
Detailed discussion and explanations.
|
text book
|
K.L.B. BK 2
PP. 80-81 |
|
| 12 | 1 |
EXCRETION AND HOMEOSTASIS
|
Introduction- Definition and importance of homeostasis and excretion.
|
By the end of the
lesson, the learner
should be able to:
To define homeostasis and excretion. To explain necessity of excretion in plants and animals. |
Q/A: Definitions of digestion, ingestion and egestion, secretion and excretion. Discuss importance of excretion in plants and animals. |
text book
|
K.L.B. BK 2
PP. 83-84 |
|
| 12 | 2-3 |
EXCRETION AND HOMEOSTASIS
|
Excretion in plants.
|
By the end of the
lesson, the learner
should be able to:
To name plants excretory products. To state uses of excretory products of plants. |
Probing questions.
Exposition of new terms. Discuss uses and abuses of plant excretory products. |
Some plants excretory products.
|
K.L.B. BK 2
PP. 83-84 |
|
| 12 | 4 |
EXCRETION AND HOMEOSTASIS
|
Excretion and homeostasis in unicellular organisms.
|
By the end of the
lesson, the learner
should be able to:
Describe excretion and homeostasis in an amoeba and a paramecium. |
Q/A: Review diffusion, structure of an amoeba.
Discuss excretion and homeostasis in an amoeba and a paramecium. |
text book
|
K.L.B. BK 2
PP. 84-85 |
|
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