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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
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 | 3 |
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 | 4-5 |
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 Name the internal structure of the leaf Explain the adaptation of the leaf to its functions |
Description
Drawing and labelling Questions and answers Explanation |
Class notes
Class text book |
KLB Biology book one page 50
Explore biology book one KLB Biology book one page 50-51 Explore biology book one |
|
| 2 | 6 |
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 | 1 |
Nutrition in plants and animals
|
The light stage 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
|
KLB Biology book one page 53-54
Explore biology book one |
|
| 3 | 2 |
Nutrition in plants and animals
|
The dark stake of photosynthesis
Presence of starch in a leaf |
By the end of the
lesson, the learner
should be able to:
Explain carbon(iv) oxide fixation process Describe the products of the light independent stage in photosynthesis |
Explanation
Description |
Class notes
Water, dropper, beaker, source of heat, boiling tube, leaf, petri dish/white tiles |
KLB Biology book one
Explore biology book one |
|
| 3 | 3 |
Nutrition in plants and animals
|
Presence of starch in a leaf
|
By the end of the
lesson, the learner
should be able to:
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
|
KLB Biology book one page 54-55
|
|
| 3 | 4-5 |
Nutrition in plants and animals
|
Factors affecting the rate of photosynthesis
Effects of light to photosynthesis Effects of carbon (IV) oxide in 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 Explain why was the plant kept in the dark for 48 hours Describe why was it necessary to transfer the plant to light Discuss the role of the light proof paper |
Description
Questions Illustration Observation and recording Explanation Description Discussion |
Class notes
Methylated spirit, iodine solution, water, white tile, droppers, beaker, source of heat, boiling tube, light proof material, potted plant and clips 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 |
KLB Biology book one page 55-56
Explore biology book one KLB Biology book one page 56-57 |
|
| 3 | 6 |
Nutrition in plants and animals
|
Chlorophyll
|
By the end of the
lesson, the learner
should be able to:
Distinguish between variegated and non-variegated leaves Comment on the distribution of starch in the leaf Compare the distribution of stomata on the upper and lower surfaces of the leaf |
Observation and recording
Comparison Questions and answers Discussion |
Variegated leaves, iodine solution, methylated spirit, white tile, water, boiling tubes, beakers, droppers, source of heat
|
KLB Biology book one page 58
Explore biology book one |
|
| 4 | 1 |
Nutrition in plants and animals
|
Gas produced during photosynthesis
Chemical compounds in living organisms |
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 |
Observation and recording
Questions and answers Discussion |
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
|
|
| 4 | 2 |
Nutrition in plants and animals
|
Monosaccharides
|
By the end of the
lesson, the learner
should be able to:
Describe monosaccharides Name the types of simple carbohydrates Describe the properties of monosaccharides |
Description
Explanation |
Class notes
|
KLB Biology book one page 59-60
Explore biology book one |
|
| 4 | 3 |
Nutrition in plants and animals
|
Disaccharides
|
By the end of the
lesson, the learner
should be able to:
Describe the disaccharides Write balanced equations of the examples of the disaccharides |
Description
Balancing equations Explanations |
Class notes
Class text book |
KLB Biology book one page 60
Explore biology book one |
|
| 4 | 4-5 |
Nutrition in plants and animals
|
Disaccharides
Polysaccharides |
By the end of the
lesson, the learner
should be able to:
Describe the similarities between monosaccharides and disaccharides Explain the properties of disaccharides Describe polysaccharides Name the polysaccharides in plants and animals Describe starch as an example of polysaccharides found in plants |
Explaining the properties of polysaccharides Discussing the similarities between Monosaccharides and disaccharides |
Class notes
|
KLB Biology book one page 60-61
Explore biology book one KLB Biology book one page 61 Explore biology book one |
|
| 4 | 6 |
Nutrition in plants and animals
|
Test for starch
|
By the end of the
lesson, the learner
should be able to:
Explain the requirements in the test for the starch Explain the role of the starch in the living organisms Describe the colour change for starch |
Observation and recording
Explanation Discussion |
Starch powder, test-tubes, measuring cylinder, dropper, iodine solution, distilled water, spatula and means of heating
|
KLB Biology book one page 61-62
Practical manual |
|
| 5 | 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 |
|
| 5 | 2 |
Nutrition in plants and animals
|
Lipids
Properties of 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 |
|
| 5 | 3 |
Nutrition in plants and animals
|
Functions of the lipids
|
By the end of the
lesson, the learner
should be able to:
Name the functions of the lipids Describe the named functions of the lipids |
Description
Explanation Questions and answers |
Class notes
|
KLB Biology book one page 63-64
Explore biology book one |
|
| 5 | 4-5 |
Nutrition in plants and animals
|
Testing for the presence of lipids
Proteins |
By the end of the
lesson, the learner
should be able to:
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 Describe the proteins Discuss the protein synthesis diagrammatically Explain the condensation process of protein formation |
Observation and recording
Explanation Discussion Questions and answers Description Discussion Explanation |
Fat or oil, filter paper and Bunsen burner
Fat or oil, ethanol, test tubes, measuring cylinder Class notes Class text book |
KLB Biology book one page 64
Practical manual KLB Biology book one page 65 Explore biology book one |
|
| 5 | 6 |
Nutrition in plants and animals
|
Proteins
Test for proteins |
By the end of the
lesson, the learner
should be able to:
Explain dipeptide molecule, peptide bond and amino acids sequence Describe the properties of the proteins |
Explanation
Description Questions and answers |
Class notes
|
KLB Biology book one page 65-66
|
|
| 6 | 1 |
Nutrition in plants and animals
|
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 |
Definition of terms
Description Questions and answer |
Class notes
Class notes |
KLB Biology book one page 66
|
|
| 6 | 2 |
Nutrition in plants and animals
|
Enzymes
|
By the end of the
lesson, the learner
should be able to:
Name the factors that affect the enzyme controlled reactions Explain the named factors which affect the enzyme controlled reactions |
Explanation
Questions and answer |
Class notes
|
KLB Biology book one page 68-70
Explore biology book one |
|
| 6 | 3 |
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 |
|
| 6 | 4-5 |
Nutrition in plants and animals
|
Effects of PH on enzyme activities
Catalase in living tissues Nutrition in animals |
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 |
|
| 6 | 6 |
Nutrition in plants and animals
|
Heterotrophism
Dental formula |
By the end of the
lesson, the learner
should be able to:
Describe the relationship between heterotrophism and autotrophic organisms Name the main categories of the animals Describe the four different types of teeth in animals |
Description
Explanation Questions and answers |
Class notes
|
KLB Biology book one page 72-73
Explore biology book one |
|
| 7 | 1 |
Nutrition in plants and animals
|
Dental formula
Structure of a tooth |
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
Class notes |
KLB Biology book one page 74-75
Explore biology book one |
|
| 7 | 2 |
Nutrition in plants and animals
|
Dental diseases
Dental carries and periodontal diseases
|
By the end of the
lesson, the learner
should be able to:
Describe what is tooth decay Explain the causes of the tooth decay Illustrate the progressive stages in tooth decay Name the examples of the periodontal diseases Explain what is dental carries and periodontal diseases Describe the causes and the control of the dental carriers and periodontal diseases |
Description
Explanation Illustration |
Class notes
|
KLB Biology book one page 77
|
|
| 7 | 3 |
Nutrition in plants and animals
|
Dental hygiene
Digestive system in animals |
By the end of the
lesson, the learner
should be able to:
Describe what is meant by the term dental hygiene Explain the measures to observe for proper care of the teeth |
Description
Explanations Questions |
Class notes
Class text book Class notes charts |
KLB Biology book one page 78
|
|
| 7 | 4-5 |
Nutrition in plants and animals
|
Digestive system in 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 digestive system of the carnivores, herbivores and omnivores Draw and label a transverse section of the gut wall of a mammal Distinguish between ingestion and mastication Describe the mastication process Describe the three pairs of the salivary glands in the mouth Describe digestion process in the mouth Define the term peristalsis Illustrate diagrammatically peristalsis process |
Description
Drawing and labelling Description Explanations discussions |
Class notes
Chart Class notes |
KLB Biology book one page 79
Explore biology book one KLB Biology book one page 79-80 Explore biology book one |
|
| 7 | 6 |
Nutrition in plants and animals
|
Digestion in the stomach
Digestion in the duodenum |
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 |
Explanation
Description Questions and answer |
Class notes
Class text book |
KLB Biology book one page 80
Explore biology book one |
|
| 8 | 1 |
Nutrition in plants and animals
|
Emulsification of the fat
|
By the end of the
lesson, the learner
should be able to:
Describe what is emulsification Explain the requirements in the test for the emulsification of the fat |
Observation and recording
Description Explanation |
Sodium hydrogen carbonate solution
Cooking oil, water, test tubes, ruler and measuring cylinder |
Practical manual
KLB Biology book one page 81 |
|
| 8 |
Mid term |
|||||||
| 9 | 1 |
Nutrition in plants and animals
|
Digestion in the ileum
Absorption |
By the end of the
lesson, the learner
should be able to:
Describe the digestion process in the ileum Name the four enzymes present in the succus entericus Explain the role of the intestinal juice in food digestion in the ileum |
Description
Explanation Questions and answer |
Class notes
|
KLB Biology book one page 81-82
Explore biology book one |
|
| 9 | 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
|
|
| 9 | 3 |
Nutrition in plants and animals
|
Mineral salts
|
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 |
Description
Explanation Questions and answers |
Class notes
Class text |
KLB Biology book one page 87
Explore biology book one |
|
| 9 | 4-5 |
Nutrition in plants and animals
TRANSPORT IN PLANTS AND ANIMALS |
Energy requirements in human beings
Introduction. Transport in plants Transport in simple plants. External structure of the root. Internal structure of the root. |
By the end of the
lesson, the learner
should be able to:
Explain the role of roughage in the human body Name the factors that affect energy requirements in human beings Describe how the named factors influence energy requirements in the human beings Relate the external structure of the root to its function. State primary functions of roots. |
Explanation
Description Questions 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. |
Class notes
text book Tap root, bean / pea seedlings. Petri-dish Razor blade. Permanent slides of roots, microscope, wallchart. |
Explore biology book one
KLB Biology book one page 88-89 K.L.B. BOOK 2 Pages 1-2 |
|
| 9 | 6 |
TRANSPORT IN PLANTS AND ANIMALS
|
Structure and functions of the stem.
|
By the end of the
lesson, the learner
should be able to:
To describe structural organization of stems. To state primary functions of the stem. |
Observing permanent stem slides under a microscope.
Detailed discussion. |
text book
|
K.L.B. BOOK 2
Page 5 |
|
| 10 | 1 |
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. |
Drawing and labeling transverse sections of stems.
|
Wall charts - Internal structure of the stem.
Wall charts ? Root hairs. |
K.L.B. BOOK 2
Pages 5- 7 |
|
| 10 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Significance and types of Transpiration.
Factors affecting rate of transpiration. |
By the end of the
lesson, the learner
should be able to:
To explain significance of transpiration. To state and explain types of transpiration. |
Probing questions,
Discussion, Explanations. |
Wall charts ?
Internal structure of a leaf. text book |
K.L.B. BOOK 2
Pages 9-10, 12 |
|
| 10 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
The Xylem tissue.
Forces involved in transport of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of xylem tissue. To explain the forces involved in transport of water and mineral salts. |
Q/A:
Discussion Explanations Drawing diagrams. |
Wall charts-The xylem tissue.
|
K.L.B. BOOK 2
Pages 10-12 |
|
| 10 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Rates of transpiration on leaf surfaces.
Translocation of organic compounds. Transport in Animals. Open and closed circulatory systems. Open circulatory system in insects. Single and double circulatory systems. |
By the end of the
lesson, the learner
should be able to:
To describe simple experiments to show rates of transpiration on leaf surfaces. To differentiate between open and closed circulatory systems. To discuss open circulatory system in insects. |
Discuss above observations.
Draw graphs to show rates of transpiration on leaf surfaces. Answer questions. Exposition and discussion. Drawing and labeling diagrams. |
text book
Chart - phloem tissue. Charts- Circulatory systems. Chart- Mammalian double circulation system. |
K.L.B. BOOK 2
Page 18 K.L.B. BOOK 2 Pages 18 - 19 |
|
| 10 | 6 |
TRANSPORT IN PLANTS AND ANIMALS
|
The mammalian heart ? external structure.
|
By the end of the
lesson, the learner
should be able to:
To describe the external structure of the heart. |
Exposition; Identifying compartments of the heart.
|
Model of a heart.
|
K.L.B. BOOK 2
Pages 21 - 22 |
|
| 11 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of mammalian heart.
Pumping mechanism of the heart. |
By the end of the
lesson, the learner
should be able to:
Draw compartments of the heart and label major parts. |
Drawing and labeling a diagram of a mammalian heart.
|
Model of a heart, wallcharts.
Stopwatches. |
K.L.B. BOOK 2
Pages 22 -23 |
|
| 11 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. |
Record number of pulses before and after an exercise.
Brief discussion. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 30 - 31 |
|
| 11 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Structure of arteries.
Major arteries.
Veins. |
By the end of the
lesson, the learner
should be able to:
To describe the structure of arteries. To identify major arteries in the circulatory system. |
Discussion
Drawing and labeling internal structure of an artery. |
Chart- cross-section of an artery.
Chart-circulatory system. Chart- cross-sections of major blood vessels in the body. |
K.L.B. BOOK 2
Page 25 |
|
| 11 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Capillaries.
Diseases and defects of the circulatory system. Composition of blood. The plasma. |
By the end of the
lesson, the learner
should be able to:
To describe the structure of capillaries. To explain the role of capillaries in transport To state the constituents of blood plasma. To identify functions of plasma. |
Discussion and explanations.
Detailed discussion and explanations. |
text book
|
K.L.B. BOOK 2
Pages 25-26 K.L.B. BOOK 2 Pages 32 - 33 |
|
| 11 | 6 |
TRANSPORT IN PLANTS AND ANIMALS
|
Red blood cells.
White blood cells. |
By the end of the
lesson, the learner
should be able to:
To state the functions of red blood cells. To explain the functions of haemoglobin in r.b.c. |
Detailed discussion and explanations.
|
Wall charts.
text book |
K.L.B. BOOK 2
Pages 33 - 34 |
|
| 12 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Platelets.
Blood clotting. |
By the end of the
lesson, the learner
should be able to:
To describe the structure of platelets. To state functions of platelets. |
Detailed discussion and explanations.
|
text book
Blood smear, microscope. |
K.L.B. BOOK 2
Page 35 |
|
| 12 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood groups,
Antigens and antibodies.
|
By the end of the
lesson, the learner
should be able to:
To identify the four blood groups. To identify compatible blood groups. |
Completing a table of blood groups and the corresponding antigens and antibodies present.
|
Chart-
blood groups, antigens and antibodies. |
K.L.B. BOOK 2
Pages |
|
| 12 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood transfusion.
The Rhesus factor. Lymph. |
By the end of the
lesson, the learner
should be able to:
To define blood transfusion. To identify compatible blood groups. To identify the universal donor and universal recipient. |
Q/A: Identifying compatible blood groups.
Open discussion. Completing a table of compatible blood groups. |
Blood transfusion resource person.
text book Chart- the lymphatic system. |
K.L.B. BOOK 2
Pages 30 - 31 |
|
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