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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
EVOLUTION
|
Meaning of evolution.
Theories of origin of life.
|
By the end of the
lesson, the learner
should be able to:
Define evolution. Explain the theories of life. |
Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory. |
text book
|
KLB BK IV. PP 49-51
|
|
| 2 | 2 |
EVOLUTION
|
Evidence for organic evolution.
|
By the end of the
lesson, the learner
should be able to:
Cite evidence for organic evolution. |
Brain storming;
Probing questions; Exposition; Discussion. |
text book
|
KLB BK IV. PP 51-59
|
|
| 2 | 3 |
EVOLUTION
|
Comparative anatomy and homologous structures.
|
By the end of the
lesson, the learner
should be able to:
Define divergent evolution. Give examples of homologous structures. |
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs. |
Forelimbs of vertebrates.
|
KLB BK IV. PP 59-63
|
|
| 2 | 3-4 |
EVOLUTION
|
Comparative anatomy and homologous structures.
Comparative anatomy and homologous structures. (contd) |
By the end of the
lesson, the learner
should be able to:
Define divergent evolution. Give examples of homologous structures. |
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs. |
Forelimbs of vertebrates.
|
KLB BK IV. PP 59-63
|
|
| 2 | 5 |
EVOLUTION
|
Convergent evolution and analogous structures.
|
By the end of the
lesson, the learner
should be able to:
Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures. |
Examine wings of insects; wings of birds / bat.
Discuss observations. |
Wings of insects, wings of birds / bat.
|
KLB BK IV. PP 63-64
|
|
| 3-4 |
CASPA EXAMINATION |
|||||||
| 5 | 1 |
EVOLUTION
|
Convergent evolution and analogous structures.(contd)
|
By the end of the
lesson, the learner
should be able to:
Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures. |
Examine wings of insects; wings of birds / bat.
Discuss observations. |
Wings of insects, wings of birds / bat.
|
KLB BK IV. PP 63-64
|
|
| 5 | 2 |
EVOLUTION
|
Larmack?s theory of evolution.
|
By the end of the
lesson, the learner
should be able to:
Explain Larmack?s theory of evolution. |
Expositions and explanations.
|
text book
|
KLB BK IV. P 67
|
|
| 5 | 3-4 |
EVOLUTION
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS |
Darwin?s theory of natural selection.
Importance of support and movement in plants. Arrangement of tissues in a monocotyledonous stem. |
By the end of the
lesson, the learner
should be able to:
Explain Darwin?s theory of natural selection. Cite examples of natural selection in action. Explain the importance of support and movement in plants. |
Expositions and explanations;
Probing questions; Topic review. Brain storming; Probing questions; Discussion. |
text book
text book Monocotyledo-nous stem, eg. tradescantia, microscope, Razors. |
KLB BK IV. PP 67-72
KLB BK IV. PP 111-2 |
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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 | 3-4 |
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 | 5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The endoskeleton.
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of the endoskeleton. |
Observe skeleton of a vertebrate;
Compare it with an exoskeleton. Discuss the contrasting features. |
The human skeleton.
|
KLB BK IV. PP 117-8
|
|
| 7 | 1 |
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
|
|
|
| 7 | 2 |
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 | 3-4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Tail power of a fish.
Support and movement in mammals. The skull and rib cage. The vertebral column. Cervical and thoracic vertebrae. |
By the end of the
lesson, the learner
should be able to:
Calculate the tail power of a fish. Describe the features of the vertebral column. Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions. |
Measure length of tail, length of a tilapia fish.
Calculations. Discussion on significance of tail power in locomotion. Examine cervical and thoracic vertebrae. |
A freshly killed tilapia.
Human skull, rib cage of rat / rabbit. Cervical and thoracic vertebrae. |
KLB BK IV. PP 118-9
KLB BK IV. PP 121-2 |
|
| 7 | 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 | 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
|
|
| 8 | 2 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The sacral and caudal vertebrae.
|
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. |
Examine sacral and caudal vertebrae.
Draw labeled diagrams; Brief discussion. |
Sacral and caudal vertebrae.
|
KLB BK IV. P 124
|
|
| 8 | 3-4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The appendicular skeleton.
Fore limb. |
By the end of the
lesson, the learner
should be able to:
Describe the features of the appendicular skeleton. Identify bones of the fore limb. |
Examine the appendicular skeleton of a rabbit /sheep.
Brief discussion.. Examine bones if the fore limb; Drawing labeled diagrams; Discussion. |
Appendicular skeleton of a rabbit /sheep.
Bones of the fore limb. |
KLB BK IV. PP 124-5
KLB BK IV. PP 126-7 |
|
| 8 | 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
|
|
| 9 | 1 |
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. |
Examine bones if the hind limb;
Drawing labeled diagrams; Discussion. |
Bones of the hind limb.
Synovial joint model. |
KLB BK IV. P 127
|
|
| 9 | 2 |
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
|
|
| 9 |
MID TERM |
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| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3-4 |
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
|
|
| 10 | 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 |
SAMIA EXAMINATION |
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| 14 |
REVISION AND CLOSING |
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