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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ECOLOGY
|
Ecological pyramids of numbers.
Constructing Pyramid of numbers from given data. |
By the end of the
lesson, the learner
should be able to:
To represent feeding relationships and energy flow using pyramids of numbers. |
Q/A: Review trophic levels.
Teacher explains features of pyramid of numbers. |
chart
text book |
KLB BK III. PP 41-42. CERTIFICATE PG 49
|
|
| 2 | 2 |
ECOLOGY
|
Inverted pyramid of numbers.
Pyramid of Biomass. |
By the end of the
lesson, the learner
should be able to:
Give examples where an inverted pyramid of numbers exists; giving reasons thereof. |
Representing inverted pyramid of numbers diagrammatically.
|
Chart- Inverted pyramid of numbers.
chart |
KLB BK III. PP 43-44 CERTIFICATE PG 50
|
|
| 2 | 3 |
ECOLOGY
|
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
|
KLB BK III. P 46. CERTIFICATE PG 60
|
|
| 2 | 4-5 |
ECOLOGY
|
Quadrat method of estimating population.
Line - transect method of estimating population. Belt transect method of estimating population. |
By the end of the
lesson, the learner
should be able to:
To estimate population using quadrat method. To estimate population using belt transect method of population. |
Students? outdoor activity- Estimating population using standard quadrats.
Group work ? outdoor activity. Discussion. |
Standard quadrats.
text book Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c |
KLB BK III. PP
46-47. CERTIFICATE PG 62 KLB BK III. PP 48-49. CERTIFICATE PG 63 |
|
| 3 | 1 |
ECOLOGY
|
Capture-recapture method.
Xerophytes. |
By the end of the
lesson, the learner
should be able to:
To describe capture-recapture method of estimating population. To suggest limitations of capture-recapture method. To estimate population size using capture-recapture method. |
Detailed discussion and explanations.
Q/A: Assumptions made in this method, limitations of the method. Worked examples. |
specimen
Specimens of xerophytes. |
KLB BK III. PP 48-49. CERTIFICATE PG 61
|
|
| 3 | 2 |
ECOLOGY
|
Mesophytes.
Hydrophytes. |
By the end of the
lesson, the learner
should be able to:
To state characteristics of habitats of mesophytes. To explain adaptations of mesophytes to their habitats. |
Q/A: Characteristics of habitats where mesophytes thrive.
Discussion: Adaptations of mesophytes to their habitats. |
Specimens of mesophytes.
Specimens of hydrophytes. |
KLB BK III. P 51. CERTIFICATE PG 69
|
|
| 3 | 3 |
ECOLOGY
|
Halophytes.
|
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.
|
KLB BK III. P 52. CERTIFICATE PG 68
|
|
| 3 | 4-5 |
ECOLOGY
|
Adaptive features of plants.
Pollution and its effects. |
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. |
Group experiments- Students examine given specimens and suggest their habitats.
Identify adaptive features. Discussion punctuated with Q/A. |
Xerophytes Mesophytes
Hydrophytes Hand lenses. text book |
KLB BK III. P 50. CERTIFICATE PG 69
KLB BK III. P 55. CERTIFICATE PG 70 |
|
| 4 | 1 |
ECOLOGY
|
Air pollution.
|
By the end of the
lesson, the learner
should be able to:
To identify causes and effects of air pollution. To suggest control measures of air pollution. |
Detailed discussion & probing questions.
|
topic related video
|
KLB BK III. PP 56-59. CERTIFICATE PG 70
|
|
| 4 | 2 |
ECOLOGY
|
Water 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
|
KLB BK III. P 60. CERTIFICATE PG 77
|
|
| 4 | 3 |
ECOLOGY
|
Soil pollution.
Radioactive emissions. |
By the end of the
lesson, the learner
should be able to:
To identify causes and effects of soil pollution. To suggest control measures of soil pollution. |
Detailed discussion & Q/A.
|
text book
|
KLB BK III. P 62. CERTIFICATE PG 80
|
|
| 4 | 4-5 |
ECOLOGY
|
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 disease predisposing factors. To describe causative agents, symptoms, prevention of bacterial diseases. To identify causal agents, symptoms, prevention and treatment of amoebic dysentery and malaria. |
Detailed discussion with probing questions.
Detailed discussion, Q/A. |
text book
magazine |
KLB BK III. P 63. CERTIFICATE PG 82
KLB BK III. PP 66. CERTIFICATE PG 83 |
|
| 5 | 1 |
ECOLOGY
|
Ascaris lumbricoides.
|
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.
|
KLB BK III. P 67. CERTIFICATE PG 87
|
|
| 5 | 2 |
ECOLOGY
|
Bilharzia.
|
By the end of the
lesson, the learner
should be able to:
To identify causal and transmission agents of bilharzia. To describe effects of the parasite on its host. To identify adaptive features of schistosoma. |
Brief discussion
Q/A: Effects on host and control measures. |
chart
|
KLB BK III. P 69. CERTIFICATE PG 86
|
|
| 5 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Introduction
Cell division. |
By the end of the
lesson, the learner
should be able to:
To differentiate between sexual and asexual reproduction. To state importance of reproduction. |
Q/A: Defination of reproduction.
Teacher illustrates and explains sexual and asexual reproduction. |
text book
chart |
KLB BK III. P 78. CERTIFICATE PG 99
|
|
| 5 | 4-5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Mitosis.
Mitosis in a young root tip. Significance of mitosis. |
By the end of the
lesson, the learner
should be able to:
To describe the process of mitosis. To describe an experiment to show mitosis in a young root tip. |
Teacher leads in a detailed discussion.
Drawing diagrams showing stages of mitosis. Group experiments: Observing different stages of mitosis. Drawing cells showing stages of mitosis. Comparing drawn cells with those previously drawn. |
charts
Onion root tip. Microscope IM HCl Cover slides. text book |
KLB BK III.
P 80. CERTIFICATE PG 100 KLB BK III. P 80. CERTIFICATE PG 102 |
|
| 6 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Meiosis.
|
By the end of the
lesson, the learner
should be able to:
To distinguish meiosis from mitosis. To explain the principle underlying meiosis. |
Explanations
|
text book
|
KLB BK III.
P 82. CERTIFICATE PG 103 |
|
| 6 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
First and second meiotic divisions.
|
By the end of the
lesson, the learner
should be able to:
To describe the processes of first and second meiotic divisions. |
Explanations and drawing diagrams.
|
Chart- stages of second meiotic division.
|
KLB BK III.
P 82. CERTIFICATE PG 104 |
|
| 6 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Meiosis in plant cells.
Significance of meiosis. |
By the end of the
lesson, the learner
should be able to:
To identify various stages of meiosis. |
Group experiments- meiosis in young flower bulbs.
Drawing cells showing stages of meiosis. Comparing drawn cells with those previously drawn. |
Flower buds
IM HCl Source of heat Glass slide Filter paper Microscope |
KLB BK III.
P 82. CERTIFICATE PG 105 |
|
| 6 | 4-5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Asexual reproduction.
Binary fission.
Spore formation. Budding. Budding in yeast. |
By the end of the
lesson, the learner
should be able to:
To identify types of asexual reproduction. To describe the stages of binary fission in amoeba. To explain conditions necessary for budding in yeast. |
Exposition and discussion.
Drawing diagrams/ discussion. |
Chart- Binary fission in amoeba
Microscope bread/ ugali mould Hand lens. Previously prepared 10% sugar solution Methylene blue Microscope |
KLB BK III.
P 87.CERTIFICATE PG 113 KLB BK III. P 89.CERTIFICATE PG 113 |
|
| 7 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Sexual reproduction in plants.
Structure of a flower.
|
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. |
KLB BK III.
P 90.CERTIFICATE PG 117 |
|
| 7 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Flower terminologies.
|
By the end of the
lesson, the learner
should be able to:
To explain terms related to flowers. |
Exposition of new concepts.
Teacher demonstration- examining features of flowers. |
Flowers.
|
KLB BK III.
P 91.CERTIFICATE PG 117 |
|
| 7 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Flower terminologies.
|
By the end of the
lesson, the learner
should be able to:
To explain terms related to flowers. |
Exposition of new concepts.
Teacher demonstration- examining features of flowers. |
Flowers.
|
KLB BK III.
P 91.CERTIFICATE PG 117 |
|
| 7 | 4-5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Pollination.
Insect-pollinated flowers.
Wind-pollinated flowers. Adaptive features of 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. To describe the structure of wind-pollinated flowers. |
Q/A: Definition of pollination.
Agents of pollination. Class experiment- Structure of insect pollinated flowers. Students identify various parts. Class experiment-examine inflorescence of star grass/ maize/ sugarcane. Identify glumes, spikes and spikelets. Compare them in text books/ charts. |
Insect-pollinated flowers.
Wind-pollinated flowers. |
KLB BK III.
P 93.CERTIFICATE PG 119 KLB BK III. PP 93-94.CERTIFICATE PG 119 |
|
| 8 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Features hindering self-pollination.
Fertilisation process in flowering plants. |
By the end of the
lesson, the learner
should be able to:
To discuss features and mechanisms that hinder self-pollination in plants. |
Exposition and detailed discussion.
|
wind & inect pollinated flower
chart |
KLB BK III. PP 93-94.
|
|
| 8 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Seed formation.
|
By the end of the
lesson, the learner
should be able to:
To explain formation of seeds. |
Detailed discussion. |
text book
|
KLB BK III.
P 97.CERTIFICATE PG 123 |
|
| 8 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit development.
|
By the end of the
lesson, the learner
should be able to:
To describe development of fruits in flowering plants. |
Detailed discussion. |
text book
|
KLB BK III.
P 98.CERTIFICATE PG 124 |
|
| 8 | 4-5 |
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. To classify fruits using specific criteria. |
Detailed discussion. Teacher presents several types of fruits and leads students in classifying them. Detailed discussion, drawing of diagrams. |
text book
A variety of fruits, petri dishes Blades Containers. |
KLB BK III.
P 98.CERTIFICATE PG 124 KLB BK III. P 99. CERTIFICATE PG 125 |
|
| 9 |
Mid term |
|||||||
| 10 | 1 |
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 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit and seed dispersal.
|
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
|
KLB BK III. PP. 102-103 CERTIFICATE PG 130
|
|
| 10 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Internal structure of fruits.
|
By the end of the
lesson, the learner
should be able to:
To label the parts of internal structure of a fruit. To identify the functions of internal parts of a fruit. |
Teacher demonstration- Vertical sections of fruits.
Students draw and label the fruit internal structure. |
charts
|
KLB BK III. P. 104
|
|
| 10 | 4-5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Sexual reproduction in animals.
External fertilisation.
Internal fertilisation. Reproduction in mammals. Reproduction in human beings. |
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. |
KLB BK III.
P 105 CERTIFICATE PG 147 KLB BK III. P. 105 CERTIFICATE PG 149 |
|
| 11 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
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 explain the male reproduction system. |
Detailed discussion.
|
text book
Reproduction system of a rabbit/ rat. |
KLB BK III. PP. 106-108 CERTIFICATE PG 150
|
|
| 11 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
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 |
|
| 11 | 3 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Functions of parts of female reproduction system.
Female reproduction system of a female animal. |
By the end of the
lesson, the learner
should be able to:
To explain the functions of parts of female reproduction system. |
Detailed discussion.
|
chart
Dissected female rat/ mouse/rabbit. |
KLB BK III. PP.
108-110 CERTIFICATE PG 150 |
|
| 11 | 4-5 |
REPRODUCTION IN PLANTS AND ANIMALS
GROWTH & DEVELOPMENT. |
Formation of ova.
The concepts of growth and development. Measurement of growth. |
By the end of the
lesson, the learner
should be able to:
To draw and label the human spermatozoon. To describe the process of formation of ova. To distinguish growth from development. |
Drawing and labelling.
Detailed discussion. Q/A: Adaptations of male gamete to its function. Q/A: Aspects that occur during growth. Detailed discussion of growth and development. |
text book
|
KLB BK III. PP.
112-113 CERTIFICATE PG 151 KLB BK III. P. 134 CERTIFICATE PG 178 |
|
| 12 | 1 |
GROWTH & DEVELOPMENT.
|
Growth phases.
|
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.
|
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
| 12 | 2 |
GROWTH & DEVELOPMENT.
|
Intermittent growth curve.
Structure of the seed. |
By the end of the
lesson, the learner
should be able to:
Explain growth curve showing intermittent growth. |
Q/A: life cycles of insects.
Exposition and detailed discussion. |
chart
Specimens of maize and bean seeds. |
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
| 12 | 3 |
GROWTH & DEVELOPMENT.
|
Longitudinal sections of monocots and dicots.
Dormancy in seeds. |
By the end of the
lesson, the learner
should be able to:
To identify structural differences between monocots and dicots. |
Obtain longitudinal section of the seeds.
Identify structural differences of the specimens. Carry out iodine tests. Explain the observations. |
Hand lens
Maize and bean seeds. Iodine Scalpels. video |
KLB BK III. P. 136 CERTIFICATE PG 182
|
|
| 12 | 4 |
GROWTH & DEVELOPMENT.
|
Seed germination.
|
By the end of the
lesson, the learner
should be able to:
To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination. |
Observe previously prepared specimens.
Discuss the observations. |
Seeds
Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution. |
KLB BK III.
P 140. CERTIFICATE PG 184 |
|
| 12 | 4-5 |
GROWTH & DEVELOPMENT.
|
Seed germination.
Epigeal germination. |
By the end of the
lesson, the learner
should be able to:
To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination. To differentiate between epigeal and hypogeal germination. To describe epigeal germination. |
Observe previously prepared specimens.
Discuss the observations. Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing comparative diagrams. |
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. |
KLB BK III.
P 140. CERTIFICATE PG 184 KLB BK III. P. 141 CERTIFICATE PG 184 |
|
| 13 | 1 |
GROWTH & DEVELOPMENT.
|
Hypogeal germination.
Primary growth of a seedling. |
By the end of the
lesson, the learner
should be able to:
To describe hypogeal germination. |
Observe previously prepared specimens of germinating bean seed/ castor seed.
Drawing diagrams. |
Specimens of germinating maize seed at different phases of germination.
|
KLB BK III. P. 141 CERTIFICATE PG 184
|
|
| 13 | 2 |
GROWTH & DEVELOPMENT.
|
Region of growth in a root.
Apical meristems. |
By the end of the
lesson, the learner
should be able to:
To determine the region of growth in a root. |
Group experiments- Observe previously prepared specimens to determine regions of growth.
Discuss observations made. Draw relevant diagrams. |
Germinating bean seeds
Cork pin Beaker Indian ink Blotting paper Ruler. Charts- Apical meristems. |
KLB BK III. P. 144 CERTIFICATE PG 186
|
|
| 13 | 3 |
GROWTH & DEVELOPMENT.
|
Secondary growth.
Growth hormones. |
By the end of the
lesson, the learner
should be able to:
To describe secondary growth of plants. |
Detailed discussion.
|
text book
|
KLB BK III. PP. 145-146 CERTIFICATE PG 187
|
|
| 13 | 4-5 |
GROWTH & DEVELOPMENT.
|
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 explain the role of auxins in apical dominance. To identify hormones that promotes insect growth. |
Probing questions leading to definition and explanation of apical dominance.
Exposition and explanations. |
Shoot with lateral growth.
chart text book |
KLB BK III. PP. 147-148.
KLB BK III. PP. 148-149. CERTIFICATE PG 199 |
|
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