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WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
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1 |
Opener exam |
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2 | 1 |
CLASSIFICATION
II
|
Principles of classification of living organisms...
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of classification of organisms. Discuss the general principles of classification. Identify major taxonomic units. |
Q/A: To review Classification I.
Discussion of principles of classification of organisms. Q/A: Major taxonomic units. |
Chart- Taxonomic units.
|
KLB BK III.
PP 1-2. CERTIFICATE PG 1 |
|
2 | 2-3 |
CLASSIFICATION
II
|
Binomial Nomenclature.
Animal Kingdoms. Kingdom Monera. Kingdom Protoctista. Organisms with varied forms. |
By the end of the
lesson, the learner
should be able to:
To define a species. To explain features of a species. To explain principles of binomial nomenclature. To give examples of members of kingdom Protoctista. To state general characteristics of members of kingdom Protoctista. |
Probing questions leading to definition of a species.
Give examples of breeds and varieties. Discuss the double- naming system and the underlying features. Teacher leads in a discussion. |
Chart- Examples of generic and specific names of organisms.
Chart- Types of bacteria chart Wall charts. |
KLB BK III.P 2. CERTIFICATE PG 3
KLB BK III. PP 4-5. CERTIFICATE PG 8 |
|
2 | 4 |
CLASSIFICATION
II
|
Organisms in pond water.
Kingdom Fungi. Characteristics of Kingdom Fungi. |
By the end of the
lesson, the learner
should be able to:
To identify organisms in pond water. |
Examine a drop of pond water on a glass slide under a microscope.
Draw diagrams of organisms observed. Compare the observed organisms with those previously drawn and labelled. |
Microscope
Water dropper Pond water Glass slides. Mushrooms, Yeast, Bread mould. |
KLB BK III. P. 4-5. CERTIFICATE PG 10
|
|
2 | 5 |
CLASSIFICATION
II
|
Diagrams of Fungi.
Kingdom Plantae. General characteristics. |
By the end of the
lesson, the learner
should be able to:
To draw and label various fungi. |
Examine bread mould.
Draw and label diagrams of various fngi. |
Wall charts,
Bread mould, Yeast, Edible mushroom. |
KLB BK III. P 6. CERTIFICATE PG 12
|
|
3 | 1 |
CLASSIFICATION
II
|
Division Bryophyta External structure of a Bryophyta.
Division Pteridophyta. |
By the end of the
lesson, the learner
should be able to:
State general characteristics of Bryophyta. To draw and label external features of an identified Bryophyta. To identify features of Bryophyta. |
Teacher leads in a discussion. Students examine moss plant under a hand lens, then
Draw and label the moss plant. |
Moss plant,
Hand lens, Slide. A live or preserved fern. |
KLB BK III. P 7. CERTIFICATE PG 14
|
|
3 | 2-3 |
CLASSIFICATION
II
|
Division Spermatophyta.
Features of Spermatophytes. Sub-division Gymnospermatophyta. Subdivision Angiospermaphyta. Class Monocotyledonae. Class Dicotyledonae. Kingdom Animalia. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of spermatophytes. To state general characteristics of angiospermaphyta. |
Teacher leads in a discussion on spermatophytes.
Detailed discussion. Q/A: Comparing gymnospermatophyta and angiospermaphyta. |
text book
Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress. text book Maize plant/ wheat/ grass/ sugarcane. Bean plant/ black jack/ tea. |
KLB BK III. P 9. CERTIFICATE PG 16
KLB BK III. P 10. CERTIFICATE PG 16 |
|
3 | 4 |
CLASSIFICATION
II
|
Phyllum Arthropoda.
Class Crustacea. Class Chilopoda. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Arthropoda. |
Q/A: General characteristics of Arthropoda.
|
Specimens of a crab/ crayfish.
A centipede. |
KLB BK III. P 12. CERTIFICATE PG 19
|
|
3 | 5 |
CLASSIFICATION
II
|
Class Diplopoda.
Class Arachnida. Class Insecta. |
By the end of the
lesson, the learner
should be able to:
To describe external features of a milipede. |
Examine a milipede.
Draw and label a milipede. Discuss general characteristics of diplopoda comparing them to those of other members of the kingdom Animalia. |
A milipede.
Specimens of freshly killed/ preserved arachnids. Live/ freshly killed specimens of ground beetle, honey-bee, termite, e.t.c. |
KLB BK III. P 15. CERTIFICATE PG 20
|
|
4 | 1 |
CLASSIFICATION
II
|
Phyllum Chordata.
Class Pisces. |
By the end of the
lesson, the learner
should be able to:
To identify general characteristics of chordates. |
Q/A: Identify classes of phylum chordata.
Discussion: characteristics of chordates. |
Chart tilapia fish.
|
KLB BK III. PP 16-18. CERTIFICATE PG 22
|
|
4 | 2-3 |
CLASSIFICATION
II
|
Class Amphibia.
Class Reptilia. Class Aves. Class Mammalia. Dichotomous key. |
By the end of the
lesson, the learner
should be able to:
To compare observable features of a tilapia fish and those of a frog. To state general characteristics of Mammalia. |
Group experiments- Observing specimens and placing them in their respective classes.
Q/A: Examples of egg laying mammals, pouched mammals, primates, etc. |
Preserved specimens ? fish, amphibians.
Chart- Diagrams of birds. Diagrams of various mammals. |
KLB BK III. P 18. CERTIFICATE PG 23
KLB BK III. P 20. CERTIFICATE PG 25 |
|
4 | 4 |
CLASSIFICATION
II
|
Features for identifying animals / plants.
Examples of dichotomous keys. |
By the end of the
lesson, the learner
should be able to:
To list identification features for animals/ plants. |
Teacher exposes features for identifying animals/ plants.
|
Chart- Constructed dichotomous keys.
|
KLB BK III. P 24. CERTIFICATE PG 27
|
|
4 | 5 |
CLASSIFICATION
II
ECOLOGY |
Construction of dichotomous keys.
Concepts of ecology. |
By the end of the
lesson, the learner
should be able to:
To construct a guided dichotomous key of a given number of steps. To use a constructed dichotomous key to identify given specimens. To construct own dichotomous key. |
Supervised exercise.
Written exercise. Exercise review. |
Plants from different families.
Different plant species. text book |
KLB BK III. PP 24-30 CERTIFICATE PG30
|
|
5 | 1 |
ECOLOGY
|
Abiotic factors in an ecosystem.
Measuring abiotic factors. |
By the end of the
lesson, the learner
should be able to:
To describe various abiotic factors that affect distribution of organisms. |
Detailed discussion of effect of light, temperature, pressure, wind, humidity, salinity, pH on distribution of organisms.
|
text book
Thermometers pH meter e.t.c. |
KLB BK III. P 34. CERTIFICATE PG38
|
|
5 | 2-3 |
ECOLOGY
|
Biotic inter-relationships.
- Competition.
- Predation. - Parasitism. - Symbiosis and Saprophytism. The Nitrogen cycle. Trophic levels. |
By the end of the
lesson, the learner
should be able to:
To differentiate between intraspecific and interspecific competition. To interpret graphs representing competition between two species. To define an ecological niche and a habitat. To define symbiosis and saprophytism. To explain economic importance of symbiosis and saprophytism. |
Teacher exposes new concepts.
Teacher leads in interpreting graphs showing competition. Q/A: Deductions from graphs. Detailed discussion. Examples of symbiants and saprophytic organisms. |
Chart , graphs.
text book Specimens of endoparasites and ectoparasites. text book Chart-Nitrogen cycle. Flow chart- Energy flow in an ecosystem. |
KLB BK III. P 35. CERTIFICATE PG 50
KLB BK III. P 38. CERTIFICATE PG 57 |
|
5 | 4 |
ECOLOGY
|
Food chains.
Food webs. Ecological pyramids of numbers. |
By the end of the
lesson, the learner
should be able to:
To define a food chain. To give examples of food chains. To identify trophic levels of organism(s) in a food chain. |
Teacher gives an illustration of a food chain; then gives specific examples.
Q/A: Trophic levels of organisms in a food chain. |
chart
charts |
KLB BK III. P 42. CERTIFICATE PG46
|
|
5 | 5 |
ECOLOGY
|
Constructing Pyramid of numbers from given data.
Inverted pyramid of numbers. Pyramid of Biomass. |
By the end of the
lesson, the learner
should be able to:
To construct pyramid of numbers from given data. To interpret constructed pyramid of numbers from given data. |
Q/A: Identifying trophic levels of organisms.
Use given date to construct pyramid of numbers. Supervised Exercise. |
text book
Chart- Inverted pyramid of numbers. chart |
KLB BK III. PP 42-43 CERTIFICATE PG 49
|
|
6 | 1 |
ECOLOGY
|
Population.
Quadrat method of estimating population. Quadrat method of estimating population. |
By the end of the
lesson, the learner
should be able to:
To describe some characteristics of populations. To explain factors affecting population growth rate. |
Q/A: Definition of population.
Discuss population density, dispersion and growth. Q/A: Factors affecting population growth rate; including food availability, space, diseases such as HIV/AIDS, pests, e.t.c. |
text book
Standard quadrats. |
KLB BK III. P 46. CERTIFICATE PG 60
|
|
6 | 2-3 |
ECOLOGY
|
Line - transect method of estimating population.
Belt transect method of estimating population. Capture-recapture method. Xerophytes. Mesophytes. Hydrophytes. |
By the end of the
lesson, the learner
should be able to:
To describe the line transect method of population. To suggest limitations of line transect method of population. To state characteristics of habitats of mesophytes. To explain adaptations of mesophytes to their habitats. |
Teacher explains procedure of line transect method of population.
Q/A: Students suggest limitations of line transect method of population. Q/A: Characteristics of habitats where mesophytes thrive. Discussion: Adaptations of mesophytes to their habitats. |
text book
Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c specimen Specimens of xerophytes. Specimens of mesophytes. Specimens of hydrophytes. |
KLB BK III.
PP 47-48. CERTIFICATE PG 63 KLB BK III. P 51. CERTIFICATE PG 69 |
|
6 | 4 |
ECOLOGY
|
Halophytes.
Adaptive features of plants. |
By the end of the
lesson, the learner
should be able to:
To state characteristics of habitats of halophytes. To explain adaptations of halophytes to their habitats. |
Q/A: Characteristics of dry habitats.
Discussion: Adaptations of dry habitats. |
Specimens of halophytes.
Xerophytes Mesophytes Hydrophytes Hand lenses. |
KLB BK III. P 52. CERTIFICATE PG 68
|
|
6 | 5 |
ECOLOGY
|
Pollution and its effects.
Air pollution. |
By the end of the
lesson, the learner
should be able to:
To define pollution, pollutants. To explain effects of pollution on human beings and other organisms. |
Discussion punctuated with Q/A.
|
text book
topic related video |
KLB BK III. P 55. CERTIFICATE PG 70
|
|
7 | 1 |
ECOLOGY
|
Water pollution.
Soil pollution. |
By the end of the
lesson, the learner
should be able to:
To identify causes and effects of water pollution. To suggest control measures of water pollution. |
Detailed discussion & Q/A.
|
video of water pollution
text book |
KLB BK III. P 60. CERTIFICATE PG 77
|
|
7 | 2-3 |
ECOLOGY
|
Radioactive emissions.
Human diseases. Typhoid & cholera. Protozoan diseases. Prevention and control of protozoan diseases. |
By the end of the
lesson, the learner
should be able to:
To identify effects of radioactive emissions. To state uses of nuclear energy. To identify causal agents, symptoms, prevention and treatment of amoebic dysentery and malaria. |
Brief discussion on radioactive emissions and nuclear energy
Detailed discussion, Q/A. |
text book
magazine |
KLB BK III. P 62. CERTIFICATE PG 72
KLB BK III. PP 66. CERTIFICATE PG 83 |
|
7 | 4 |
ECOLOGY
REPRODUCTION IN PLANTS AND ANIMALS |
Ascaris lumbricoides.
Bilharzia. Introduction |
By the end of the
lesson, the learner
should be able to:
To identify adaptive features of Ascaris lumbricoides. To state and explain effects of a parasite on the host. To suggest preventive and control measures. |
Group activities: Students examine preserved specimens of Ascaris lumbricoides and identify some adaptive features.
Detailed discussion. |
Preserved specimens of Ascaris lumbricoides.
chart text book |
KLB BK III. P 67. CERTIFICATE PG 87
|
|
7 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Cell division.
Mitosis. |
By the end of the
lesson, the learner
should be able to:
To define genes and chromosomes. To describe the role of chromosomes in cell division. |
Detailed discussion.
|
chart
charts |
KLB BK III.
P 79. CERTIFICATE PG100 |
|
8 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Mitosis in a young root tip.
Significance of mitosis. Meiosis. |
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show mitosis in a young root tip. |
Group experiments: Observing different stages of mitosis. Drawing cells showing stages of mitosis.
Comparing drawn cells with those previously drawn. |
Onion root tip.
Microscope IM HCl Cover slides. text book |
KLB BK III.
P 80. CERTIFICATE PG 102 |
|
8 | 2-3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
First and second meiotic divisions.
Meiosis in plant cells. Significance of meiosis. Asexual reproduction. Binary fission. Spore formation. |
By the end of the
lesson, the learner
should be able to:
To describe the processes of first and second meiotic divisions. To explain significance of meiosis. |
Explanations and drawing diagrams.
Detailed discussion. Probing questions leading to differences between mitosis and meiosis. |
Chart- stages of second meiotic division.
Flower buds IM HCl Source of heat Glass slide Filter paper Microscope Chart- Binary fission in amoeba Microscope bread/ ugali mould Hand lens. |
KLB BK III.
P 82. CERTIFICATE PG 104 KLB BK III. P 82. CERTIFICATE PG 113 |
|
8 | 4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Budding.
Budding in yeast. |
By the end of the
lesson, the learner
should be able to:
To explain conditions necessary for budding in yeast. |
Exposition and discussion.
|
Previously prepared 10% sugar solution
Methylene blue Microscope |
KLB BK III.
P 89.CERTIFICATE PG 113 |
|
8 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Sexual reproduction in plants.
Structure of a flower.
Flower terminologies. |
By the end of the
lesson, the learner
should be able to:
To draw and label a flower. |
Group experiments- Examine flowers and identify parts.
Counting number of sepals, petals, stamen, carpels. |
Bean flower
Morning glory Bauhinia Longitudinal section of a general flower. Flowers. |
KLB BK III.
P 90.CERTIFICATE PG 117 |
|
9 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Pollination.
Insect-pollinated flowers.
Wind-pollinated flowers. |
By the end of the
lesson, the learner
should be able to:
To define pollination. To identify agents of pollination. To describe the structure of insect-pollinated flowers. |
Q/A: Definition of pollination.
Agents of pollination. Class experiment- Structure of insect pollinated flowers. Students identify various parts. |
Insect-pollinated flowers.
Wind-pollinated flowers. |
KLB BK III.
P 93.CERTIFICATE PG 119 |
|
9 | 2-3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Adaptive features of wind-pollinated flowers.
Features hindering self-pollination. Fertilisation process in flowering plants. Seed formation. |
By the end of the
lesson, the learner
should be able to:
To state and explain adaptive features of wind-pollinated flowers. To explain formation of seeds. |
Q/A: adaptive features of wind-pollinated flowers.
Detailed discussion. |
Wind-pollinated flowers.
wind & inect pollinated flower chart text book |
KLB BK III. PP 93-94.CERTIFICATE PG 119
KLB BK III. P 97.CERTIFICATE PG 123 |
|
9 | 4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit development.
Classification of fruits. |
By the end of the
lesson, the learner
should be able to:
To describe development of fruits in flowering plants. |
Detailed discussion. |
text book
A variety of fruits, petri dishes Blades Containers. |
KLB BK III.
P 98.CERTIFICATE PG 124 |
|
9 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Placentation.
|
By the end of the
lesson, the learner
should be able to:
To define placentation. To describe the process of placentation. To identify types of placentation. |
Teacher exposes the meaning of placentation. Students examine ovaries of various fruits as the teacher exposes the types of placentation exhibited. Students draw diagrams showing types of placentation. |
Fruits
Beans Sunflower Pawpaw Orange Primrose, e.t.c |
KLB BK III.
P 100.CERTIFICATE PG 130 |
|
10 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit and seed dispersal.
Internal structure of fruits. |
By the end of the
lesson, the learner
should be able to:
To explain adaptive features of fruits and seeds to their agents of dispersal. |
Students examine fruits and seeds, observe external features, and group them accordingly to methods of dispersal.
Detailed discussion of observations made. |
text book
charts |
KLB BK III. PP. 102-103 CERTIFICATE PG 130
|
|
10 | 2-3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Sexual reproduction in animals.
External fertilisation.
Internal fertilisation. Reproduction in mammals. Reproduction in human beings. Functions of parts of male reproduction system. Male reproduction system of a male animal. |
By the end of the
lesson, the learner
should be able to:
To describe external fertilisation in amphibians. To explain the reproduction process in mammals. To draw and label the structure of male reproduction system. |
Detailed discussion.
Detailed discussion. Drawing and labeling male reproduction system. |
Strands of eggs of frogs.
Wall charts-Reproduction system. text book Reproduction system of a rabbit/ rat. |
KLB BK III.
P 105 CERTIFICATE PG 147 KLB BK III. P. 105 CERTIFICATE PG 149 |
|
10 | 4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Female reproduction system.
Functions of parts of female reproduction system. |
By the end of the
lesson, the learner
should be able to:
To draw and label parts of the female reproduction system. |
Drawing and labeling.
|
chart
|
KLB BK III. PP.
108-110. CERTIFICATE PG 164 |
|
10 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Female reproduction system of a female animal.
Formation of ova. Fertilisation process. |
By the end of the
lesson, the learner
should be able to:
To identify parts of female reproduction system of a female animal. |
Examine parts of a female reproduction system.
Identify the parts. |
Dissected female rat/ mouse/rabbit.
text book chart |
KLB BK III. P.110 CERTIFICATE PG 151
|
|
11 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Implantation.
The placenta. Role of the placenta. Placental exchanges. |
By the end of the
lesson, the learner
should be able to:
To define implantation. To define ectopic pregnancy. |
Drawing illustrative diagrams.
Discussion. |
text book
Chart- The placenta. |
KLB BK III. P. 114 CERTIFICATE PG 153
|
|
11 | 2-3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Pregnancy and hormones.
Abortion, miscarriage, birth. Lactation and parental care. Secondary sexual characteristics. The menstrual cycle. 28-day menstrual cycle. |
By the end of the
lesson, the learner
should be able to:
To identify functions of human oestrogen and progestrone during pregnancy. To state secondary sexual characteristics in males and females. |
Tabulate functional differences.
Detailed discussion. |
text book
Wall- charts mammary glands. text book Chart- Phases of human menstrual cycle. chart |
CERTIFICATE PG 160
|
|
11 | 4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Menopause, infertility and emerging issues.
Sexually Transmitted Infections & HIV/AIDS. |
By the end of the
lesson, the learner
should be able to:
To describe hormonal changes at menopause. To discuss emerging issues related to infertility and menopause. |
Open discussion.
|
text book
Chart- STIs causal agents, symptoms, prevention and control measures. |
KLB BK III. P. 123
|
|
11 | 5 |
GROWTH & DEVELOPMENT.
|
The concepts of growth and development.
Measurement of growth. |
By the end of the
lesson, the learner
should be able to:
To distinguish growth from development. |
Q/A: Aspects that occur during growth.
Detailed discussion of growth and development. |
text book
|
KLB BK III. P. 134 CERTIFICATE PG 178
|
|
12 | 1 |
GROWTH & DEVELOPMENT.
|
Growth phases.
Intermittent growth curve. Structure of the seed. |
By the end of the
lesson, the learner
should be able to:
To describe lag and decelerating phases of growth. |
Students will have collected data, e.g. height of shoots of different ages.
Teacher assists students to draw growth curves. Discussion- phases of growth. |
Shoots of known ages.
chart Specimens of maize and bean seeds. |
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
12 | 2-3 |
GROWTH & DEVELOPMENT.
|
Longitudinal sections of monocots and dicots.
Dormancy in seeds. Seed germination. Epigeal germination. Hypogeal germination. |
By the end of the
lesson, the learner
should be able to:
To identify structural differences between monocots and dicots. To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination. |
Obtain longitudinal section of the seeds.
Identify structural differences of the specimens. Carry out iodine tests. Explain the observations. Observe previously prepared specimens. Discuss the observations. |
Hand lens
Maize and bean seeds. Iodine Scalpels. video Seeds Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution. Specimens of germinating bean/castor seed at different phases of germination. Specimens of germinating maize seed at different phases of germination. |
KLB BK III. P. 136 CERTIFICATE PG 182
KLB BK III. P 140. CERTIFICATE PG 184 |
|
12 | 4 |
GROWTH & DEVELOPMENT.
|
Primary growth of a seedling.
Region of growth in a root. Apical meristems. |
By the end of the
lesson, the learner
should be able to:
To describe primary growth of a seedling. |
Brief discussion.
|
Germinating bean seeds
Cork pin Beaker Indian ink Blotting paper Ruler. Charts- Apical meristems. |
KLB BK III. P 143 CERTIFICATE PG 186
|
|
12 | 5 |
GROWTH & DEVELOPMENT.
|
Secondary growth.
Growth hormones. Apical dominance. Growth and development in insects. Role of hormones in insect growth. |
By the end of the
lesson, the learner
should be able to:
To describe secondary growth of plants. |
Detailed discussion.
|
text book
Shoot with lateral growth. chart |
KLB BK III. PP. 145-146 CERTIFICATE PG 187
|
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