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WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
---|---|---|---|---|---|---|---|---|
2 | 1 |
GENETICS
|
Chromosomal Mutations - Non-disjunction
|
By the end of the
lesson, the learner
should be able to:
Define chromosomal mutations. Explain non-disjunction during meiosis. Describe Down's syndrome and other chromosome disorders. |
Exposition on non-disjunction using chalkboard diagrams. Drawing normal vs abnormal chromosome sets. Discussion on genetic disorders.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 32-35
|
|
2 | 2 |
GENETICS
|
Chromosomal Mutations - Polyploidy
|
By the end of the
lesson, the learner
should be able to:
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations. |
Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 35-36
|
|
2 | 3-4 |
GENETICS
|
Gene Mutations
Genetic Disorders - Albinism |
By the end of the
lesson, the learner
should be able to:
Define gene mutations. Describe insertion, deletion, substitution and inversion. Explain effects on protein synthesis using analogies. Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children. |
Textbook, chalkboard, chalk, simple text examples
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 36-38
KLB Secondary Biology Form 4, Pages 38-40 |
|
2 | 5 |
GENETICS
|
Genetic Disorders - Sickle Cell Anaemia
|
By the end of the
lesson, the learner
should be able to:
Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease. |
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 40-42
|
|
3 | 1 |
GENETICS
|
Environmental Effects on Gene Expression
|
By the end of the
lesson, the learner
should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism. |
Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.
|
Textbook, local plant examples, chalkboard
|
KLB Secondary Biology Form 4, Pages 42-43
|
|
3 | 2 |
GENETICS
|
Applications of Genetics
|
By the end of the
lesson, the learner
should be able to:
Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics. |
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications.
|
Textbook, local breeding examples, chalkboard
|
KLB Secondary Biology Form 4, Pages 43-49
|
|
3 | 3-4 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
Chemical Evolution and Miller's Experiment Evidence for Evolution - Fossil Records |
By the end of the
lesson, the learner
should be able to:
Define evolution and organic evolution. Distinguish between special creation and chemical evolution theories. Explain the scientific approach to understanding life's origin. Define fossils and explain fossil formation. Describe types of fossils. Analyze fossil evidence for evolution. Understand geological time scale. |
Brainstorming on how life began. Discussion on religious vs scientific explanations. Exposition on chemical evolution theory. Comparison of different viewpoints.
Exposition on fossil formation processes. Examination of any available fossil specimens or pictures. Discussion on fossil records of humans and other organisms. Timeline construction on chalkboard. |
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 53-55
KLB Secondary Biology Form 4, Pages 55-62 |
|
3 | 5 |
EVOLUTION
|
Geographical Distribution and Comparative Embryology
|
By the end of the
lesson, the learner
should be able to:
Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates. |
Discussion on animal and plant distribution patterns. Examination of world map showing species distribution. Drawing embryological stages on chalkboard. Comparison of vertebrate embryos.
|
Textbook, world map, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 60-63
|
|
4 | 1 |
EVOLUTION
|
Comparative Anatomy - Homologous Structures
|
By the end of the
lesson, the learner
should be able to:
Define homologous structures. Examine pentadactyl limb in different vertebrates. Explain divergent evolution. Identify adaptive modifications. |
Practical examination of bone specimens or pictures. Drawing and labeling pentadactyl limbs of different animals. Discussion on common ancestry evidence. Comparison of limb modifications.
|
Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 63-67
|
|
4 | 2 |
EVOLUTION
|
Comparative Anatomy - Analogous and Vestigial Structures
|
By the end of the
lesson, the learner
should be able to:
Define analogous and vestigial structures. Compare bird and insect wings. Give examples of vestigial organs. Explain convergent evolution. |
Examination of bird and insect wing specimens. Drawing wing structures on chalkboard. Discussion on vestigial organs in humans and other animals. Examples of convergent evolution.
|
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 67-70
|
|
4 | 3-4 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
Lamarck's Theory vs Darwin's Theory |
By the end of the
lesson, the learner
should be able to:
Describe cellular evidence for evolution. Explain biochemical similarities in organisms. Understand serological tests for evolutionary relationships. Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
Exposition on Lamarck's giraffe example using chalkboard drawings. Detailed explanation of Darwin's natural selection theory. Comparison table construction. Discussion on scientific evidence. |
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
KLB Secondary Biology Form 4, Pages 71-73 |
|
4 | 5 |
EVOLUTION
|
Natural Selection in Action
|
By the end of the
lesson, the learner
should be able to:
Explain struggle for existence and survival of the fittest. Describe peppered moth example. Model cryptic coloration effects. Understand environmental selection pressures. |
Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures.
|
White and black paper, scissors, textbook, chalkboard
|
KLB Secondary Biology Form 4, Pages 73-75
|
|
5 | 1 |
EVOLUTION
|
Modern Examples of Evolution and Resistance
|
By the end of the
lesson, the learner
should be able to:
Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues. |
Discussion on drug-resistant bacteria and insects. Case study of malaria and sickle cell trait. Examples of rapid evolutionary changes. Q/A session and topic review.
|
Textbook, local examples of pesticide resistance, chalkboard
|
KLB Secondary Biology Form 4, Pages 75-77
|
|
5 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Meaning of Stimulus, Response and Irritability; Types of Responses
|
By the end of the
lesson, the learner
should be able to:
Define stimulus, response and irritability. Explain the need for sensitivity and response. Define taxis and different types of tactic responses. Explain survival value of responses. |
Brainstorming on environmental changes. Discussion on stimulus-response concept using daily examples. Exposition on irritability and tactic responses. Practical observation of simple responses in termites/insects using local materials.
|
Textbook, chalkboard, chalk, bread crumbs, termites or other insects, dry sand
|
KLB Secondary Biology Form 4, Pages 78-81
|
|
5 | 3-4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Tropisms in Plants - Types and Survival Value
Nastic Responses and Role of Auxins |
By the end of the
lesson, the learner
should be able to:
Define tropisms. Distinguish between phototropism, geotropism, and thigmotropism. Explain positive and negative tropic responses. Describe adaptive significance of tropisms. Define nastic responses. Describe types of nastic movements. Explain what auxins are and their functions. Describe how auxins control tropic responses. |
Exposition on tropic responses using chalkboard diagrams. Examination of seedlings showing different tropisms. Practical observation of plant responses. Discussion on survival advantages. Setup of simple tropism experiments.
Exposition on nastic responses using diagrams. Discussion on Mimosa pudica responses. Detailed exposition on auxin mechanism using chalkboard diagrams. Simple demonstrations of auxin effects on plant growth. |
Textbook, chalkboard, chalk, seedlings, cardboard boxes for light experiments, local plant examples
Textbook, chalkboard, chalk, Mimosa plant (if available), simple seedlings for auxin demonstration |
KLB Secondary Biology Form 4, Pages 81-85
KLB Secondary Biology Form 4, Pages 84-89 |
|
5 | 5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Introduction to Nervous System and Neurone Structure
|
By the end of the
lesson, the learner
should be able to:
Describe the need for co-ordination in animals. Compare nervous and endocrine systems. Describe structure of nerve cells. Distinguish between sensory, motor, and relay neurones. |
Exposition on animal co-ordination systems. Discussion on rapid vs slow responses. Drawing neurone structures on chalkboard. Detailed exposition on neurone types and functions. Student drawing exercises.
|
Textbook, chalkboard, chalk, exercise books, pencils, rulers
|
KLB Secondary Biology Form 4, Pages 89-92
|
|
6 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Brain Structure and Functions
|
By the end of the
lesson, the learner
should be able to:
Describe structure of the human brain. Identify major parts: cerebrum, cerebellum, medulla oblongata. Explain functions of each brain part. Describe protective features. |
Drawing brain structure on chalkboard. Exposition on brain anatomy and protection. Detailed discussion on brain part functions. Q&A on voluntary vs involuntary activities. Case studies of brain injuries.
|
Textbook, chalkboard, chalk, exercise books, colored chalk (if available)
|
KLB Secondary Biology Form 4, Pages 92-95
|
|
6 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Spinal Cord and Reflex Actions
|
By the end of the
lesson, the learner
should be able to:
Describe structure and functions of spinal cord. Define reflex action. Distinguish between simple and conditioned reflexes. Describe reflex arc components. |
Drawing spinal cord cross-section on chalkboard. Exposition on spinal cord functions. Practical demonstration of knee-jerk reflex. Drawing reflex arc diagrams. Discussion on reflex vs voluntary actions.
|
Textbook, chalkboard, chalk, exercise books, simple tools for reflex testing
|
KLB Secondary Biology Form 4, Pages 95-98
|
|
6 | 3-4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Nerve Impulse Transmission and Synapses
Endocrine System and Hormone Functions Thyroxine and Adrenaline Functions |
By the end of the
lesson, the learner
should be able to:
Explain resting potential and action potential. Describe nerve impulse transmission. Describe structure and function of synapses. Explain role of neurotransmitters. Describe functions of thyroid and adrenal glands. Explain effects of thyroxine on metabolism. Explain effects of adrenaline on body systems. Understand related disorders. |
Detailed exposition on nerve impulse transmission using diagrams. Discussion on ionic movements and electrical changes. Drawing synapse structure. Exposition on chemical transmission at synapses.
Detailed exposition on thyroxine functions and disorders. Discussion on hypothyroidism and hyperthyroidism. Exposition on adrenaline effects during emergencies. Case studies of hormone-related conditions. |
Textbook, chalkboard, chalk, exercise books, simple analogies using local examples
Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk, local health examples |
KLB Secondary Biology Form 4, Pages 98-100
KLB Secondary Biology Form 4, Pages 101-103 |
|
6 | 5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Drug Abuse Effects on Coordination
|
By the end of the
lesson, the learner
should be able to:
Identify commonly abused drugs. Explain effects of drug abuse on nervous system. Describe health consequences of drug abuse. Understand prevention strategies. |
Discussion on local drug abuse problems. Exposition on drug effects on coordination and health. Health education on drug abuse prevention. Case studies from local community. Group discussions on prevention strategies.
|
Textbook, chalkboard, chalk, local health examples, community case studies
|
KLB Secondary Biology Form 4, Pages 103-104
|
|
7 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Structure of the Human Eye
|
By the end of the
lesson, the learner
should be able to:
Describe external and internal structure of the eye. Identify major parts and their functions. Explain protective features of the eye. Understand image formation basics. |
Drawing detailed eye structure on chalkboard. Exposition on eye anatomy and part functions. Discussion on eye protection mechanisms. Introduction to light path through eye. Student labeling exercises.
|
Textbook, chalkboard, chalk, exercise books, rulers
|
KLB Secondary Biology Form 4, Pages 104-109
|
|
7 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Vision, Rods, Cones and Image Formation
|
By the end of the
lesson, the learner
should be able to:
Explain functions of rods and cones. Describe image formation in the eye. Understand color vision and visual acuity. Explain binocular and stereoscopic vision. |
Exposition on photoreceptor functions and differences. Discussion on color vision mechanism. Explanation of image formation process. Practical activities on visual perception and blind spot demonstration.
|
Textbook, chalkboard, chalk, white paper, pencils for blind spot experiment
|
KLB Secondary Biology Form 4, Pages 105-109
|
|
7 | 3-4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Accommodation and Pupil Control
Eye Defects and Their Correction |
By the end of the
lesson, the learner
should be able to:
Explain accommodation mechanism for near and distant objects. Describe pupil size control. Understand role of ciliary muscles and iris. Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses. |
Detailed exposition on accommodation using diagrams. Discussion on lens shape changes and muscle action. Explanation of pupil control in different light conditions. Practical observations of pupil responses.
Exposition on vision defects using detailed diagrams. Discussion on causes and symptoms of each defect. Explanation of corrective lens types. Examples from local community. Drawing ray diagrams for corrections. |
Textbook, chalkboard, chalk, simple lenses (if available), torch or bright light
Textbook, chalkboard, chalk, examples of different spectacles, exercise books |
KLB Secondary Biology Form 4, Pages 109-110
KLB Secondary Biology Form 4, Pages 110-112 |
|
7 | 5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Structure of the Human Ear
|
By the end of the
lesson, the learner
should be able to:
Describe structure of outer, middle, and inner ear. Identify major parts and their functions. Explain ear protection mechanisms. |
Drawing detailed ear structure on chalkboard. Exposition on ear anatomy of all three parts. Discussion on ear part functions. Explanation of ear protection and wax function. Student labeling exercises.
|
Textbook, chalkboard, chalk, exercise books, rulers
|
KLB Secondary Biology Form 4, Pages 112-113
|
|
8 |
Mid term |
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9 |
Mid term break |
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10 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Hearing Mechanism
|
By the end of the
lesson, the learner
should be able to:
Explain mechanism of hearing from sound waves to brain interpretation. Describe role of ear ossicles, cochlea, and auditory nerve. Understand sound discrimination. |
Step-by-step exposition on hearing process using detailed diagrams. Discussion on sound wave transmission through ear parts. Explanation of sound interpretation in brain. Simple sound experiments if possible.
|
Textbook, chalkboard, chalk, simple sound sources for demonstration
|
KLB Secondary Biology Form 4, Pages 113-114
|
|
11-13 |
End term exams |
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