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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GENETICS
|
Introduction to Genetics and Variation
|
By the end of the
lesson, the learner
should be able to:
Define genetics, heredity and variation. Explain the importance of studying genetics. Identify examples of variation in organisms. |
Q/A on prior knowledge of inheritance. Brainstorming on observable differences in humans. Discussion on the meaning of genetics and heredity.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 1-2
|
|
| 2 | 2 |
GENETICS
|
Observable Variations in Human Beings
|
By the end of the
lesson, the learner
should be able to:
Observe and record variations in tongue rolling, fingerprints and height. Distinguish between different types of variations. Create data tables. |
Practical activity on tongue rolling. Fingerprint examination using ink pads. Height measurement and data recording.
|
Ink pad, plain paper, metre rule, exercise books
|
KLB Secondary Biology Form 4, Pages 2-3
|
|
| 2 | 3 |
GENETICS
|
Discontinuous and Continuous Variation
|
By the end of the
lesson, the learner
should be able to:
Define discontinuous and continuous variation. Give examples of each type. Plot frequency distribution graphs for continuous variation. |
Analysis of tongue rolling and height data. Plotting frequency-height graphs on chalkboard. Discussion on differences between variation types.
|
Graph paper, rulers, height data from previous lesson, textbook
|
KLB Secondary Biology Form 4, Pages 3-4
|
|
| 2 | 4 |
GENETICS
|
Causes of Variation
|
By the end of the
lesson, the learner
should be able to:
Explain genetic and environmental causes of variation. Describe role of meiosis, fertilization and mutations in creating variation. |
Exposition on sources of variation. Discussion on independent assortment during meiosis. Examples of environmental effects on phenotypes.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 4-5
|
|
| 2 | 5 |
GENETICS
|
Chromosome Structure
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of chromosomes. Define chromatids, centromere and genes. Explain homologous chromosomes and chromosome numbers. |
Drawing labeled chromosome diagrams on chalkboard. Discussion on chromosome pairs in different species. Student drawing exercises.
|
Textbook, chalkboard, chalk, exercise books, pencils
|
KLB Secondary Biology Form 4, Pages 5-6
|
|
| 3 | 1 |
GENETICS
|
Chromosome Behaviour During Mitosis
|
By the end of the
lesson, the learner
should be able to:
Demonstrate chromosome behaviour during mitosis. Identify stages of mitosis. Explain importance of mitosis. |
Practical activity using colored threads to model mitosis stages. Creating paper models of mitotic stages. Group discussions.
|
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots
|
KLB Secondary Biology Form 4, Pages 6-8
|
|
| 3 | 2 |
GENETICS
|
Chromosome Behaviour During Meiosis
|
By the end of the
lesson, the learner
should be able to:
Describe chromosome behaviour during meiosis. Explain crossing over and reduction division. Compare mitosis and meiosis. |
Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation.
|
Colored threads, manila paper, textbook
|
KLB Secondary Biology Form 4, Pages 8-9
|
|
| 3 | 3 |
GENETICS
|
Chromosome Behaviour During Meiosis
|
By the end of the
lesson, the learner
should be able to:
Describe chromosome behaviour during meiosis. Explain crossing over and reduction division. Compare mitosis and meiosis. |
Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation.
|
Colored threads, manila paper, textbook
|
KLB Secondary Biology Form 4, Pages 8-9
|
|
| 3 | 4 |
GENETICS
|
DNA Structure and Replication
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of DNA. Explain DNA replication process. Understand the role of DNA in heredity. |
Drawing DNA double helix on chalkboard. Step-by-step explanation of replication. Discussion on base pairing rules.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 10-12
|
|
| 3 | 5 |
GENETICS
|
DNA and Protein Synthesis
|
By the end of the
lesson, the learner
should be able to:
Explain role of DNA in protein synthesis. Describe mRNA formation and function. Understand genetic code concept. |
Exposition on transcription and translation. Discussion on messenger RNA. Examples of genetic codes using chalkboard diagrams.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 12-13
|
|
| 4 | 1 |
GENETICS
|
Mendel's Experiments and First Law
|
By the end of the
lesson, the learner
should be able to:
Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success. |
Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 13-15
|
|
| 4 | 2 |
GENETICS
|
Mendel's Experiments and First Law
|
By the end of the
lesson, the learner
should be able to:
Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success. |
Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 13-15
|
|
| 4 | 3 |
GENETICS
|
Monohybrid Inheritance Concepts
|
By the end of the
lesson, the learner
should be able to:
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions. |
Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 15-17
|
|
| 4 | 4 |
GENETICS
|
Monohybrid Inheritance Concepts
|
By the end of the
lesson, the learner
should be able to:
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions. |
Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 15-17
|
|
| 4 | 5 |
GENETICS
|
Genetic Crosses and Punnet Squares
|
By the end of the
lesson, the learner
should be able to:
Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes. |
Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems.
|
Textbook, chalkboard, chalk, exercise books, pencils
|
KLB Secondary Biology Form 4, Pages 17-18
|
|
| 5 | 1 |
GENETICS
|
Probability in Inheritance
|
By the end of the
lesson, the learner
should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing. |
Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.
|
Coins, exercise books for recording, calculators (if available), textbook
|
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 5 | 2 |
GENETICS
|
Probability in Inheritance
|
By the end of the
lesson, the learner
should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing. |
Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.
|
Coins, exercise books for recording, calculators (if available), textbook
|
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 5 | 3 |
GENETICS
|
Probability in Inheritance
|
By the end of the
lesson, the learner
should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing. |
Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.
|
Coins, exercise books for recording, calculators (if available), textbook
|
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 5 | 4 |
GENETICS
|
Modeling Random Gamete Fusion
|
By the end of the
lesson, the learner
should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results. |
Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
|
Different colored beans (or maize grains), small containers, exercise books
|
KLB Secondary Biology Form 4, Pages 19-20
|
|
| 5 | 5 |
GENETICS
|
Modeling Random Gamete Fusion
|
By the end of the
lesson, the learner
should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results. |
Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
|
Different colored beans (or maize grains), small containers, exercise books
|
KLB Secondary Biology Form 4, Pages 19-20
|
|
| 6 | 1 |
GENETICS
|
Complete Dominance Problems
|
By the end of the
lesson, the learner
should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 20-21
|
|
| 6 | 2 |
GENETICS
|
Complete Dominance Problems
|
By the end of the
lesson, the learner
should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 20-21
|
|
| 6 | 3 |
GENETICS
|
Complete Dominance Problems
|
By the end of the
lesson, the learner
should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 20-21
|
|
| 6 | 4 |
GENETICS
|
Incomplete Dominance
|
By the end of the
lesson, the learner
should be able to:
Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending. |
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.
|
Textbook, chalkboard, chalk, colored chalk (if available)
|
KLB Secondary Biology Form 4, Pages 22-24
|
|
| 6 | 5 |
GENETICS
|
Incomplete Dominance
|
By the end of the
lesson, the learner
should be able to:
Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending. |
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.
|
Textbook, chalkboard, chalk, colored chalk (if available)
|
KLB Secondary Biology Form 4, Pages 22-24
|
|
| 7 | 1 |
GENETICS
|
ABO Blood Group System
|
By the end of the
lesson, the learner
should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems. |
Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 24-25
|
|
| 7 | 2 |
GENETICS
|
ABO Blood Group System
|
By the end of the
lesson, the learner
should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems. |
Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 24-25
|
|
| 7 | 3 |
GENETICS
|
Rhesus Factor and Unknown Genotypes
|
By the end of the
lesson, the learner
should be able to:
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 25-26
|
|
| 7 | 4 |
GENETICS
|
Rhesus Factor and Unknown Genotypes
|
By the end of the
lesson, the learner
should be able to:
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 25-26
|
|
| 7 | 5 |
GENETICS
|
Sex Determination
|
By the end of the
lesson, the learner
should be able to:
Describe sex determination in humans and other animals. Explain XX/XY sex determination systems. Calculate probability of male/female offspring. |
Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 26-27
|
|
| 8 | 1 |
GENETICS
|
Gene Linkage
|
By the end of the
lesson, the learner
should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together. |
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 27-28
|
|
| 8 | 2 |
GENETICS
|
Gene Linkage
|
By the end of the
lesson, the learner
should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together. |
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 27-28
|
|
| 8 | 3 |
GENETICS
|
Gene Linkage
|
By the end of the
lesson, the learner
should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together. |
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 27-28
|
|
| 8 | 4 |
GENETICS
|
Sex-linked Inheritance - Color Blindness
|
By the end of the
lesson, the learner
should be able to:
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts. |
Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.
|
Textbook, chalkboard, chalk, exercise books, rulers
|
KLB Secondary Biology Form 4, Pages 28-30
|
|
| 8 | 5 |
GENETICS
|
Sex-linked Inheritance - Color Blindness
|
By the end of the
lesson, the learner
should be able to:
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts. |
Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.
|
Textbook, chalkboard, chalk, exercise books, rulers
|
KLB Secondary Biology Form 4, Pages 28-30
|
|
| 9 | 1 |
GENETICS
|
Sex-linked Inheritance - Haemophilia
|
By the end of the
lesson, the learner
should be able to:
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations. |
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 30-31
|
|
| 9 | 2 |
GENETICS
|
Sex-linked Inheritance - Haemophilia
|
By the end of the
lesson, the learner
should be able to:
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations. |
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 30-31
|
|
| 9 | 3 |
GENETICS
|
Sex-linked Inheritance - Haemophilia
|
By the end of the
lesson, the learner
should be able to:
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations. |
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 30-31
|
|
| 9 | 4 |
GENETICS
|
Crossing Over and Recombination
|
By the end of the
lesson, the learner
should be able to:
Explain crossing over during meiosis. Understand how crossing over affects linkage. Describe formation of new gene combinations. |
Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.
|
Textbook, chalkboard, chalk, colored chalk
|
KLB Secondary Biology Form 4, Page 31
|
|
| 9 | 5 |
GENETICS
|
Crossing Over and Recombination
|
By the end of the
lesson, the learner
should be able to:
Explain crossing over during meiosis. Understand how crossing over affects linkage. Describe formation of new gene combinations. |
Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.
|
Textbook, chalkboard, chalk, colored chalk
|
KLB Secondary Biology Form 4, Page 31
|
|
| 10 | 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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
GENETICS
|
Gene Mutations
|
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. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
|
Textbook, chalkboard, chalk, simple text examples
|
KLB Secondary Biology Form 4, Pages 36-38
|
|
| 11 | 1 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 11 | 2 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 11 | 3 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 11 | 4 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 11 | 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
|
|
| 12 | 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
|
|
| 12 | 2 |
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
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
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
|
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