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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Nutrition in plants and animals
|
Introduction
Autotrophism |
By the end of the
lesson, the learner
should be able to:
Define the terms nutrition, autotrophism, heterotrophism, heterotrophs and autotrophs Explain the importance of food in living organisms Give examples of the food assimilated by the living organisms |
Explanation
Definition of terms questions |
Class notes
Class notes Class text book |
KLB Biology book one page 48
Explore biology book one |
|
| 2 | 2 |
Nutrition in plants and animals
|
External structure of the leaf
|
By the end of the
lesson, the learner
should be able to:
Describe the external structure of the leaf Draw and label the external structure of the monocotyledon and dicotyledonous root |
Description
Drawing and labelling Discussion |
Class notes
Monocot and dicot leaves A hand lens, dicotyledonous leaf, monocotyledonous leaf |
KLB Biology book one page 49
Explore biology book one |
|
| 2 | 3-4 |
Nutrition in plants and animals
|
Internal structure of the leaf
Internal structure of the leaf The chloroplast |
By the end of the
lesson, the learner
should be able to:
Describe the internal structure of the leaf Draw and label the internal structure of the leaf Explain the adaptation of the chloroplasts to their function Draw and label the structure of the chloroplast |
Description
Drawing and labelling Explanation Description Drawing and labelling |
Class notes
Class text book |
KLB Biology book one page 50
Explore biology book one KLB Biology book one page 52-53 |
|
| 3 | 1 |
Nutrition in plants and animals
|
Practical activity
The process of photosynthesis |
By the end of the
lesson, the learner
should be able to:
Explain how chloroplasts are adapted to their photosynthetic functions Explain the stomata distribution in the leaf Explain the function of the guard cells in the leaf |
Observation and recording
Explanation Questions and answers |
Leaves of zebrine and kales, microscope, microscope slides, a pair of forceps, water, a dropper and coverslip
Class notes |
KLB Biology book one page 52-53
|
|
| 3 | 2 |
Nutrition in plants and animals
|
The light stage of photosynthesis
The dark stake of photosynthesis |
By the end of the
lesson, the learner
should be able to:
Describe what happens in the light stage of photosynthesis Explain the photolysis of water process |
Description
Explanation |
Class notes
Class notes |
KLB Biology book one page 53-54
Explore biology book one |
|
| 3 | 3-4 |
Nutrition in plants and animals
|
Presence of starch in a leaf
Presence of starch in a leaf Factors affecting the rate of photosynthesis |
By the end of the
lesson, the learner
should be able to:
Explain why it was necessary to use a leaf that had been exposed to light for a few hours Explain why the fresh leaf was dipped in boiling water Explain why the leaf was dicolourised Explain why the methylated spirit was boiled indirectly |
Observation and recording
Explanation Questions and answer |
Water, dropper, beaker, source of heat, boiling tube, leaf, petri dish/white tiles
Water, dropper, beaker, source of heat, boiling tube, leaf, petri dish/white tiles Class notes |
KLB Biology book one page 54-55
|
|
| 4 | 1 |
Nutrition in plants and animals
|
Factors affecting the rate of photosynthesis
Effects of light to photosynthesis |
By the end of the
lesson, the learner
should be able to:
Name the main factors which affect the rate of photosynthesis Describe the effect of the named factors in the rate of photosynthesis Illustrate the effect of a named factor to photosynthesis rate |
Description
Questions Illustration |
Class notes
Methylated spirit, iodine solution, water, white tile, droppers, beaker, source of heat, boiling tube, light proof material, potted plant and clips |
KLB Biology book one page 55-56
Explore biology book one |
|
| 4 | 2 |
Nutrition in plants and animals
|
Effects of carbon (IV) oxide in photosynthesis
Chlorophyll |
By the end of the
lesson, the learner
should be able to:
Explain the necessity of carbon (IV) oxide in photosynthesis Describe the function of the sodium hydroxide pellets in the experiment Explain why was the leaf outside the flask also tested for starch |
Observation and recording
Discussion Explanation |
Conical flasks, potted plants, sodium hydroxide pellets, corks, blades, petroleum jelly, iodine solution, methylated spirit, water, beakers, droppers, white tiles, boiling tubes, source of heat
Variegated leaves, iodine solution, methylated spirit, white tile, water, boiling tubes, beakers, droppers, source of heat |
KLB Biology book one page 57-58
|
|
| 4 | 3-4 |
Nutrition in plants and animals
|
Gas produced during photosynthesis
Chemical compounds in living organisms Monosaccharides |
By the end of the
lesson, the learner
should be able to:
Name the gas produced during photosynthesis Explain why sodium hydrogen carbonate was used during the experiment Explain why only submerged water plants are used instead of terrestrial plants in the experiment Distinguish between chemicals of life and biochemistry Explain carbohydrates and its elements Name the three types of carbohydrates |
Observation and recording
Questions and answers Discussion Explanation Questions and answers |
Water plant, glass funnels, beakers, small wooden blocks, test tubes, wooden splints and sodium hydrogen carbonate
Class notes |
KLB Biology book one page 58-59
KLB Biology book one page 59 Explore biology book one |
|
| 5 | 1 |
Nutrition in plants and animals
|
Monosaccharides
Disaccharides |
By the end of the
lesson, the learner
should be able to:
Describe the properties of monosaccharides Explain the functions of monosaccharides |
Description
Explanation |
Class notes
Class notes Class text book |
KLB Biology book one page 60
|
|
| 5 | 2 |
Nutrition in plants and animals
|
Disaccharides
|
By the end of the
lesson, the learner
should be able to:
Describe the similarities between monosaccharides and disaccharides Explain the properties of disaccharides |
Description
Explanation |
Class notes
|
KLB Biology book one page 60-61
Explore biology book one |
|
| 5 | 3-4 |
Nutrition in plants and animals
|
Polysaccharides
Polysaccharides Test for starch |
By the end of the
lesson, the learner
should be able to:
Describe polysaccharides Name the polysaccharides in plants and animals Describe starch as an example of polysaccharides found in plants 2. |
Description
Explanation Questions Explanation Discussion Questions and answer |
Class notes
Class notes Starch powder, test-tubes, measuring cylinder, dropper, iodine solution, distilled water, spatula and means of heating |
KLB Biology book one page 61
Explore biology book one |
|
| 6 | 1 |
Nutrition in plants and animals
|
Test for a reducing sugar
Test for non-reducing sugar |
By the end of the
lesson, the learner
should be able to:
Describe the colour changes for the reducing sugars Explain the requirements in the tests for reducing sugars |
Observation and recording
Description Explanation Questions |
Glucose solution, benedict
Sucrose, test tubes, benedict solution, dilute hydrochloric acid, sodium hydrogen carbonate solution, hot water bath, dropper measuring cylinder |
KLB Biology book one page 62
Practical manual |
|
| 6 | 2 |
Nutrition in plants and animals
|
Lipids
|
By the end of the
lesson, the learner
should be able to:
Name the types of lipids and their sources Describe the examples of complex lipids and their sources Explain the condensation process of lipids formation |
Description
Explanation Questions and answers |
Class notes
|
KLB Biology book one page 62-63
Explore biology book one |
|
| 6 | 3-4 |
Nutrition in plants and animals
|
Properties of lipids
Functions of the lipids Testing for the presence of lipids |
By the end of the
lesson, the learner
should be able to:
Explain what happens when fat is heated Describe the overall properties of lipids Illustrate diagrammatically the process of fat formation Explain the test for the presence of lipids using the grease spot test Explain the requirements in the test for starch using the grease spot test |
Explanation
Description Illustration Observation and recording Explanation Discussion Questions and answers |
Class notes
Class notes Fat or oil, filter paper and Bunsen burner Fat or oil, ethanol, test tubes, measuring cylinder |
KLB Biology book one page 63
Explore biology book one KLB Biology book one page 64 Practical manual |
|
| 7 | 1 |
Nutrition in plants and animals
|
Proteins
|
By the end of the
lesson, the learner
should be able to:
Describe the proteins Discuss the protein synthesis diagrammatically Explain the condensation process of protein formation |
Description
Discussion Explanation |
Class notes
Class text book Class notes |
KLB Biology book one page 65
Explore biology book one |
|
| 7 | 2 |
Nutrition in plants and animals
|
Test for proteins
|
By the end of the
lesson, the learner
should be able to:
Describe the requirements in the test for the proteins Explain the colour change during the test for the protein |
Observation and recording
Description Recording |
Class notes
|
KLB Biology book one page 66-67
Explore biology book one |
|
| 7 | 3-4 |
Nutrition in plants and animals
|
Enzymes
Enzymes Enzyme co-factors and co-enzymes |
By the end of the
lesson, the learner
should be able to:
Define the term enzymes Name the two types of the enzymes Describe the naming of the enzymes Name the factors that affect the enzyme controlled reactions Explain the named factors which affect the enzyme controlled reactions |
Definition of terms
Description Questions and answer Explanation Questions and answer |
Class notes
Class notes |
KLB Biology book one page 66
KLB Biology book one page 68-70 Explore biology book one |
|
| 8 | 1 |
Nutrition in plants and animals
|
Enzyme inhibitors
Factors affecting enzymes activities |
By the end of the
lesson, the learner
should be able to:
Name the two types of the enzyme inhibitors Describe the competitive and non-competitive inhibitors Discuss the importance of enzymes |
Description
Discussion Questions and answer |
Class notes
Test tubes, white tile, test tube holder, dropper, distilled water, benedict solution, iodine solution, water bath, source of heat, thermometer, measuring cylinders, amylase solution, soluble starch powder |
KLB Biology book one page 69-70
|
|
| 8 | 2 |
Nutrition in plants and animals
|
Factors affecting enzymes activities
|
By the end of the
lesson, the learner
should be able to:
Explain the requirements in the test for the factors affecting enzyme activities Explain the results in the test for the enzymes in starch and reducing sugars Describe why the temperature in the test tubes was maintained at 370c |
Observation and recording
Discussion Explanation |
Test tubes, white tile, test tube holder, dropper, distilled water, benedict solution, iodine solution, water bath, source of heat, thermometer, measuring cylinders, amylase solution, soluble starch powder
|
KLB Biology book one page 70- 71
Practical manual |
|
| 8 | 3-4 |
Nutrition in plants and animals
|
Effects of PH on enzyme activities
Catalase in living tissues Nutrition in animals Heterotrophism |
By the end of the
lesson, the learner
should be able to:
Explain the changes in the test tubes Explain the aspect of the enzyme properties being investigated in the experiment Describe the requirements in the test for the effects of pH on enzyme activity Define the terms heterotrophism and heterotrophs Describe what is holozoic, saprophytism, parasitism and symbiosis |
Observation and recording
Explanation Description Questions and answers Definition of terms Descriptions Questions |
Water bath, egg albumen suspension, hydrochloric acid, sodium hydroxide, test tubes, pepsin solution, means of heating, measuring cylinder
Fresh liver, fresh kidney, hair, seeds, leaves, hydrogen peroxide, test tubes, wooden splints, means of heating, scalpel blade, measuring cylinders, labels Class notes |
Practical manual
KLB Biology book one page 71 KLB Biology book one page 72 Explore biology book one |
|
| 9 | 1 |
Nutrition in plants and animals
|
Dental formula
|
By the end of the
lesson, the learner
should be able to:
Describe what is dental formula Explain the dental formula in herbivores Name the main types of teeth in herbivores Describe the dental formula in carnivores Explain the adaptation of the carnassial teeth to their functions |
Description
Explanation Questions and answers |
Class notes
|
KLB Biology book one page 73-74
|
|
| 9 | 2 |
Nutrition in plants and animals
|
Dental formula
Dentition of a sheep |
By the end of the
lesson, the learner
should be able to:
Explain the dental formula in omnivores Describe how the omnivores teeth are adapted to their function Illustrate dentition and dental formula of a dog |
Explanation
Description Illustration |
Class notes
Practical manual Skull of a fish |
KLB Biology book one page 74-75
Explore biology book one |
|
| 9 | 3-4 |
Nutrition in plants and animals
|
Structure of a tooth
Dental diseases Dental carries and periodontal diseases Dental hygiene Digestive system in animals |
By the end of the
lesson, the learner
should be able to:
Describe the structure of the tooth Draw the vertical section through the incisor tooth and the molar tooth Describe what is meant by the term dental hygiene Explain the measures to observe for proper care of the teeth |
Description
Drawing and labelling Description Explanations Questions |
Class notes
Class notes Class notes Class text book Class notes charts |
KLB Biology book one page 75-76
Explore biology book one KLB Biology book one page 78 |
|
| 10 | 1 |
Nutrition in plants and animals
|
Digestive system in animals
|
By the end of the
lesson, the learner
should be able to:
Describe the digestive system of the carnivores, herbivores and omnivores Draw and label a transverse section of the gut wall of a mammal |
Description
Drawing and labelling |
Class notes
Chart |
KLB Biology book one page 79
Explore biology book one |
|
| 10 | 2 |
Nutrition in plants and animals
|
Food processing along the digestive tract
Digestion in the mouth |
By the end of the
lesson, the learner
should be able to:
Describe the term ingestion, egestion and digestion Name the regions where food digestion occurs along the digestive tract |
Description
Questions and answers |
Class notes
Class notes |
KLB Biology book one page
79 |
|
| 10 | 3-4 |
Nutrition in plants and animals
|
Digestion in the stomach
Digestion in the duodenum Emulsification of the fat Digestion in the ileum |
By the end of the
lesson, the learner
should be able to:
Explain the digestion process in the stomach Name the components of the gastric juice Describe the role of the components of gastric juice in the food digestion Describe what is emulsification Explain the requirements in the test for the emulsification of the fat |
Explanation
Description Questions and answer Observation and recording Description Explanation |
Class notes
Class text book Sodium hydrogen carbonate solution Cooking oil, water, test tubes, ruler and measuring cylinder Class notes |
KLB Biology book one page 80
Explore biology book one Practical manual KLB Biology book one page 81 |
|
| 11 | 1 |
Nutrition in plants and animals
|
Absorption
|
By the end of the
lesson, the learner
should be able to:
Describe what is absorption Explain the adaptation of the ileum to food absorption Draw and label the structure of the villi |
Description
Explanation Drawing and labelling |
Class notes
|
KLB Biology book one page 83-84
Explore biology book one |
|
| 11 | 2 |
Nutrition in plants and animals
|
Assimilation
Vitamins |
By the end of the
lesson, the learner
should be able to:
Describe what happens in the caecum and appendix Explain what is assimilation Explain how different food types are assimilated or utilized in the body |
Description
Explanation Questions |
Class notes
|
KLB Biology book one page 84
|
|
| 11 | 3-4 |
Nutrition in plants and animals
TRANSPORT IN PLANTS AND ANIMALS |
Mineral salts
Energy requirements in human beings Introduction. Transport in plants Transport in simple plants. |
By the end of the
lesson, the learner
should be able to:
Describe the mineral salts and their role in the human body Explain the given mineral salts elements and their sources Give examples of the important mineral salts in the human body Define transport. Explain importance of transport in plants and animals. Describe transport in simple plants. |
Description
Explanation Questions and answers Q/A and discussion; Discuss transport in simple animals and plants e.g. mosses. |
Class notes
Class text Class notes text book |
KLB Biology book one page 87
Explore biology book one K.L.B. BOOK 2 Page 1 |
|
| 12 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
External structure of the root.
|
By the end of the
lesson, the learner
should be able to:
Relate the external structure of the root to its function. State primary functions of roots. |
Class experiment- to examine a piece of a taproot.
Drawing and labeling a diagram of the taproot. Discussion of adaptation of the root hairs to their functions. Q/A: Functions of roots. |
Tap root, bean / pea seedlings.
Petri-dish Razor blade. |
K.L.B. BOOK 2
Pages 1-2 |
|
| 12 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the root.
Structure and functions of the stem. |
By the end of the
lesson, the learner
should be able to:
Relate the internal structure of a root to its functions. |
Drawing and labeling diagrams of sections of roots and root hairs for monocotyledon and dicotyledonous roots.
Discuss functions of the labeled parts. |
Permanent slides of roots,
microscope, wallchart. text book |
K.L.B. BOOK 2
Pages 2-4 |
|
| 12 | 3-4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the stem.
Absorption of water and mineral salts. |
By the end of the
lesson, the learner
should be able to:
To draw and label internal stem structures. To explain processes through which water and mineral salts move through plants. |
Drawing and labeling transverse sections of stems.
Discussion and Explanations. |
Wall charts - Internal structure of the stem.
Wall charts ? Root hairs. |
K.L.B. BOOK 2
Pages 5- 7 K.L.B. BOOK 2 Pages 7 - 9 |
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