RECEPTION, RESPONSE AND CO-ORDINATION

Balance and Posture Control

By the end of the lesson, the learner should be able to:
Explain how ear maintains balance and posture. Describe role of semicircular canals and vestibule. Understand body balance mechanisms.

Exposition on balance control mechanisms using diagrams. Discussion on semicircular canals and their orientation. Explanation of otoliths and gravity detection. Simple balance experiments and demonstrations.

Textbook, chalkboard, chalk, simple materials for balance demonstration

KLB Secondary Biology Form 4, Pages 114-115

RECEPTION, RESPONSE AND CO-ORDINATION

Ear Defects and Hearing Problems
Integration and Coordination Systems Review

By the end of the lesson, the learner should be able to:
Identify ear defects and hearing problems. Explain causes of deafness and hearing loss. Describe prevention and treatment methods.

Discussion on types of deafness and their causes. Exposition on ear infections and prevention. Examples of hearing problems from local community. Health education on ear care and protection.

Textbook, chalkboard, chalk, local examples of hearing problems
Textbook, chalkboard, chalk, exercise books, review materials

KLB Secondary Biology Form 4, Pages 115-116

RECEPTION, RESPONSE AND CO-ORDINATION

Practical Applications and Assessment

By the end of the lesson, the learner should be able to:
Apply coordination concepts to real-life situations. Solve problems related to responses and coordination. Demonstrate understanding through practical exercises.

Practical problem-solving sessions. Case study analysis of coordination disorders. Application of concepts to agricultural and medical scenarios. Assessment activities and evaluation.

Textbook, assessment materials, local case studies, exercise books

KLB Secondary Biology Form 4, Pages 78-116

SUPPORT AND MOVEMENT

Importance of Support and Movement; Plant Support Strategies
Tissue Arrangement in Monocot and Dicot Stems

By the end of the lesson, the learner should be able to:
Explain the necessity for support in plants and animals. Describe importance of movement in organisms. Identify different support mechanisms in plants. Explain role of turgor pressure and alternative support methods.
Describe arrangement of tissues in monocotyledonous and dicotyledonous stems. Compare tissue arrangements between monocots and dicots. Identify supporting tissues and their distribution.

Brainstorming on why organisms need support. Discussion on consequences of lack of support. Observation of local plants showing different support strategies. Practical experiment on wilting in herbaceous vs woody plants. Analysis of climbing plants and their support adaptations.
Examination of fresh monocot and dicot stem cross-sections. Drawing and labeling tissue arrangements on chalkboard. Practical observation of vascular bundle patterns. Comparison of scattered vs ring arrangements. Discussion on supporting tissue distribution.

Textbook, chalkboard, chalk, local plant specimens, herbaceous and woody plants for wilting experiment
Textbook, chalkboard, chalk, fresh monocot stems (maize, sugarcane), fresh dicot stems (bean plants), razor blades, hand lenses

KLB Secondary Biology Form 4, Pages 120-121, 125-126
KLB Secondary Biology Form 4, Pages 121-125

SUPPORT AND MOVEMENT

Supporting Tissues in Plants and Their Functions

By the end of the lesson, the learner should be able to:
Identify types of supporting tissues: collenchyma, sclerenchyma, xylem vessels, tracheids. Explain functions of each supporting tissue. Describe how these tissues provide mechanical strength. Compare tissue properties and locations.

Detailed exposition on supporting tissue types using diagrams. Discussion on tissue characteristics and functions. Examination of tissue examples in stem sections. Comparison of tissue properties and mechanical strength. Drawing tissue structures and arrangements.

Textbook, chalkboard, chalk, microscope slides (if available), fresh stem sections, exercise books

KLB Secondary Biology Form 4, Pages 121-125

SUPPORT AND MOVEMENT

Types of Animal Skeletons
Fish Locomotion - Structure and Mechanism

By the end of the lesson, the learner should be able to:
Identify three types of animal skeletons: hydrostatic, exoskeleton, endoskeleton. Compare structure, composition, and functions of each skeleton type. Explain advantages and disadvantages of different skeleton types.

Exposition on skeleton types using examples. Examination of arthropod specimens showing exoskeleton. Discussion on bone and cartilage as endoskeleton materials. Comparison table of skeleton characteristics. Analysis of evolutionary adaptations and growth limitations.

Textbook, chalkboard, chalk, arthropod specimens (grasshoppers, crabs), bone specimens, comparison charts
Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books

KLB Secondary Biology Form 4, Pages 126-127

SUPPORT AND MOVEMENT

Human Axial Skeleton - Skull and Rib Cage

By the end of the lesson, the learner should be able to:
Describe structure and functions of human skull. Explain structure and function of rib cage. Understand protection and support roles. Identify bone features and adaptations.

Examination of skull and rib cage specimens or models. Drawing skull and rib cage structures. Discussion on brain and organ protection. Analysis of breathing movements and rib articulation. Identification of skull sutures and rib cage components.

Textbook, chalkboard, chalk, skull and rib cage specimens, exercise books

KLB Secondary Biology Form 4, Pages 130-131

SUPPORT AND MOVEMENT

Vertebral Column - Cervical and Thoracic Vertebrae
Vertebral Column - Lumbar, Sacral and Caudal Vertebrae

By the end of the lesson, the learner should be able to:
Describe general structure of vertebrae. Identify features of cervical vertebrae including atlas and axis. Explain features and adaptations of thoracic vertebrae. Compare regional vertebrae differences.
Identify features of lumbar vertebrae and their weight-bearing adaptations. Describe structure of sacral vertebrae and sacrum formation. Explain structure of caudal vertebrae. Compare all vertebrae types.

Examination of cervical and thoracic vertebrae specimens. Drawing and labeling atlas, axis, and typical cervical vertebrae. Study of thoracic vertebrae and rib articulation points. Discussion on regional adaptations for function. Comparison of vertebrae features.
Examination of lumbar, sacral, and caudal vertebrae specimens. Drawing large centrum and processes of lumbar vertebrae. Study of sacrum formation and fusion. Discussion on weight support and regional specializations. Complete vertebral column analysis.

Textbook, chalkboard, chalk, cervical and thoracic vertebrae specimens, exercise books
Textbook, chalkboard, chalk, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column

KLB Secondary Biology Form 4, Pages 131-134
KLB Secondary Biology Form 4, Pages 134-136

SUPPORT AND MOVEMENT

Pectoral Girdle and Forelimb Bones

By the end of the lesson, the learner should be able to:
Describe structure of pectoral girdle components: scapula and clavicle. Identify forelimb bones: humerus, radius, ulna, carpals, metacarpals, phalanges. Explain joint formations and articulations.

Examination of pectoral girdle and forelimb bones. Drawing and labeling complete forelimb structure. Discussion on shoulder and elbow joint formation. Analysis of bone features and muscle attachment points. Study of pentadactyl limb pattern.

Textbook, chalkboard, chalk, pectoral girdle and forelimb bone specimens, exercise books

KLB Secondary Biology Form 4, Pages 136-138

SUPPORT AND MOVEMENT

Pelvic Girdle and Hindlimb Bones
Types of Joints and Their Structure

By the end of the lesson, the learner should be able to:
Describe structure of pelvic girdle: ilium, ischium, pubis. Identify hindlimb bones: femur, tibia, fibula, tarsals, metatarsals, phalanges. Explain weight-bearing adaptations and joint formations.

Examination of pelvic girdle and hindlimb bones. Drawing hip bone structure and acetabulum. Study of hindlimb bone features and knee joint. Discussion on weight transmission and locomotion adaptations. Comparison of forelimb and hindlimb structures.

Textbook, chalkboard, chalk, pelvic girdle and hindlimb bone specimens, exercise books
Textbook, chalkboard, chalk, joint specimens or models, exercise books

KLB Secondary Biology Form 4, Pages 138-140

SUPPORT AND MOVEMENT

Ball and Socket vs Hinge Joints; Movement Mechanisms

By the end of the lesson, the learner should be able to:
Compare ball and socket joints with hinge joints. Describe movement capabilities and examples of each joint type. Explain how muscles work in antagonistic pairs at joints. Understand lever systems in movement.

Examination of hip/shoulder and elbow/knee joints. Demonstration of movement ranges and planes. Drawing joint structures and movement mechanisms. Practical demonstration of biceps and triceps action. Analysis of flexor and extensor muscle function.

Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books

KLB Secondary Biology Form 4, Pages 141-143

SUPPORT AND MOVEMENT

Types of Muscle Tissue and Their Functions
Skeletal Muscle Structure and Contraction Mechanism

By the end of the lesson, the learner should be able to:
Identify three types of muscle tissue: skeletal (striated), smooth (visceral), and cardiac. Compare structure and functions of each muscle type. Explain voluntary vs involuntary muscle control. Describe muscle fiber characteristics.
Describe detailed structure of skeletal muscle fibers including myofibrils, actin, and myosin. Explain muscle contraction mechanism and sliding filament theory. Understand energy requirements and muscle fatigue.

Drawing structures of different muscle types on chalkboard. Detailed comparison of muscle fiber characteristics. Discussion on muscle control mechanisms and locations. Analysis of muscle contraction properties and endurance. Examples of each muscle type in body systems.
Detailed exposition on muscle fiber structure using diagrams. Discussion on sliding filament theory and molecular basis of contraction. Explanation of ATP requirements and calcium ion role. Analysis of muscle fatigue and recovery. Practical muscle function demonstrations.

Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts
Textbook, chalkboard, chalk, exercise books, detailed muscle structure diagrams

KLB Secondary Biology Form 4, Pages 142-144
KLB Secondary Biology Form 4, Pages 142-143

SUPPORT AND MOVEMENT
Paper 1 Revision

Smooth and Cardiac Muscle Specializations
Short questions and diagrams questions

By the end of the lesson, the learner should be able to:
Describe structure and functions of smooth muscle in various organs. Explain cardiac muscle specializations and continuous rhythmic contractions. Compare muscle types in terms of structure, control, and endurance.

Drawing smooth and cardiac muscle structures and locations. Discussion on involuntary muscle control mechanisms. Explanation of cardiac muscle intercalated discs and myogenic nature. Comprehensive comparison of all muscle types. Analysis of muscle adaptations to function.

Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables
Paper 1 exams, diagrams,
marking schemes

KLB Secondary Biology Form 4, Pages 143-144

REVISION

Paper 1 Revision
Paper 2
Paper 2

Application questions
Section A-Short Structured Questions
Section B – Data Analysis Question

By the end of the lesson, the learner should be able to:
- Apply knowledge to real-life
- Learn how to organize answers well- Revise experiments and results- Build confidence in answering under time

-Teacher demonstrates how to approach application questions
-Students attempt application questions as guided by the teacher.
-Peer and teacher marking with class discussion

Past Paper 1 exams, experiment charts, marking schemes
Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks

Biology Paper 1 KLB Bks 1,2,3 and 4

Paper 2
Paper 3 Revision

Section B-Essay Questions
Observation, Identification, and Drawing questions.

By the end of the lesson, the learner should be able to:
- Develop structured essay writing skills
- Learn to plan and organize points logically
- identify and practice essay questions from different Biology topics

-Brainstorming key essay points
-Group writing of essay outlines
-Teacher shows how to write a good essay
-Peer review and class marking

Sample essays, past papers, marking schemes
projector
Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams

Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4

Paper 3 Revision
Paper 1 Revision
Paper 1 Revision
Paper 2

Experiments and Tests questions
Short questions and diagrams questions
Application questions
Section A-Short Structured Questions
Section B – Data Analysis Question

By the end of the lesson, the learner should be able to:
- Conduct and record biological tests accurately
- Interpret results and draw conclusions from experiments
- Practice safe lab procedures and time management

- Revise answering techniques for structured questions- Develop speed and accuracy in short-answer questions- Identify common question trends and traps- Build confidence in handling variety of topics

-Teacher demonstrates the tests.
-Students perform experiments in groups
-Teacher-led feedback on procedures, observations, conclusions, and accounting for results

-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections

photographs
specimens
Reagents
Paper 1 exams, diagrams,
marking schemes
Past Paper 1 exams, experiment charts, marking schemes
Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks

Biology Paper 3
KLB Books 1,2,3 and 4

Bio Paper 2 , KLB Bks 1,2,3 and 4

Paper 2
Paper 3 Revision
Paper 3 Revision

Section B-Essay Questions
Observation, Identification, and Drawing questions.
Experiments and Tests questions

By the end of the lesson, the learner should be able to:
- Develop structured essay writing skills
- Learn to plan and organize points logically
- identify and practice essay questions from different Biology topics

-Brainstorming key essay points
-Group writing of essay outlines
-Teacher shows how to write a good essay
-Peer review and class marking

Sample essays, past papers, marking schemes
projector
Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents

Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4

Paper 1 Revision

Short questions and diagrams questions
Application questions

By the end of the lesson, the learner should be able to:
- Learn how to answer short questions correctly
- Practice speed and accuracy
- Revise labeling of diagrams

-Class discussion on common short questions
-Group work guided by the teacher
-Peer marking and corrections with teacher guidance

Paper 1 exams, diagrams,
marking schemes
Past Paper 1 exams, experiment charts, marking schemes

Biology Paper 1, KLB Bks 1,2,3 and 4

Paper 2

Section A-Short Structured Questions
Section B – Data Analysis Question

By the end of the lesson, the learner should be able to:
- Revise answering techniques for structured questions- Develop speed and accuracy in short-answer questions- Identify common question trends and traps- Build confidence in handling variety of topics

-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections

Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks

Bio Paper 2 , KLB Bks 1,2,3 and 4

Paper 2
Paper 3 Revision
Paper 3 Revision
Paper 1 Revision

Section B-Essay Questions
Observation, Identification, and Drawing questions.
Experiments and Tests questions
Short questions and diagrams questions
Application questions

By the end of the lesson, the learner should be able to:
- Develop structured essay writing skills
- Learn to plan and organize points logically
- identify and practice essay questions from different Biology topics
- Learn how to answer short questions correctly
- Practice speed and accuracy
- Revise labeling of diagrams

-Brainstorming key essay points
-Group writing of essay outlines
-Teacher shows how to write a good essay
-Peer review and class marking
-Class discussion on common short questions
-Group work guided by the teacher
-Peer marking and corrections with teacher guidance

Sample essays, past papers, marking schemes
projector
Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents
Paper 1 exams, diagrams,
marking schemes
Past Paper 1 exams, experiment charts, marking schemes

Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
Biology Paper 1, KLB Bks 1,2,3 and 4

Paper 2

Section A-Short Structured Questions
Section B – Data Analysis Question
Section B-Essay Questions

By the end of the lesson, the learner should be able to:
- Revise answering techniques for structured questions- Develop speed and accuracy in short-answer questions- Identify common question trends and traps- Build confidence in handling variety of topics

-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections

Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks
Sample essays, past papers, marking schemes
projector

Bio Paper 2 , KLB Bks 1,2,3 and 4

Paper 3 Revision

Observation, Identification, and Drawing questions.
Experiments and Tests questions

By the end of the lesson, the learner should be able to:
- Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately

-Group work: Students examine provided specimens
-Hands-on practice as guided in the question
-Peer marking using marking schemes, followed by teacher corrections on accuracy, labeling, and texture descriptions.

Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents

Biology Paper 3 ,
KLB Books 1,2,3 and 4.

Paper 1 Revision
Paper 2

Short questions and diagrams questions
Application questions
Section A-Short Structured Questions

By the end of the lesson, the learner should be able to:
- Learn how to answer short questions correctly
- Practice speed and accuracy
- Revise labeling of diagrams

-Class discussion on common short questions
-Group work guided by the teacher
-Peer marking and corrections with teacher guidance

Paper 1 exams, diagrams,
marking schemes
Past Paper 1 exams, experiment charts, marking schemes
Past Biology Paper 2 exams, KLB textbooks, marking schemes

Biology Paper 1, KLB Bks 1,2,3 and 4

Paper 2
Paper 3 Revision

Section B – Data Analysis Question
Section B-Essay Questions
Observation, Identification, and Drawing questions.
Experiments and Tests questions

By the end of the lesson, the learner should be able to:
- Interpret and analyze biological data (tables & graphs)
- Develop graph plotting and data interpretation skills- Practice drawing accurate biological graphs
- Strengthen ability to link data to biological concepts
- Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately

-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions
-Group analysis and correction using marking guide
-Group work: Students examine provided specimens
-Hands-on practice as guided in the question
-Peer marking using marking schemes, followed by teacher corrections on accuracy, labeling, and texture descriptions.

Graph papers, rulers, past papers, textbooks
Sample essays, past papers, marking schemes
projector
Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents

Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 ,
KLB Books 1,2,3 and 4.

Paper 1 Revision
Paper 2

Short questions and diagrams questions
Application questions
Section A-Short Structured Questions

By the end of the lesson, the learner should be able to:
- Learn how to answer short questions correctly
- Practice speed and accuracy
- Revise labeling of diagrams

-Class discussion on common short questions
-Group work guided by the teacher
-Peer marking and corrections with teacher guidance

Paper 1 exams, diagrams,
marking schemes
Past Paper 1 exams, experiment charts, marking schemes
Past Biology Paper 2 exams, KLB textbooks, marking schemes

Biology Paper 1, KLB Bks 1,2,3 and 4

Paper 2

Section B – Data Analysis Question
Section B-Essay Questions

By the end of the lesson, the learner should be able to:
- Interpret and analyze biological data (tables & graphs)
- Develop graph plotting and data interpretation skills- Practice drawing accurate biological graphs
- Strengthen ability to link data to biological concepts

-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions
-Group analysis and correction using marking guide

Graph papers, rulers, past papers, textbooks
Sample essays, past papers, marking schemes
projector

Bio Paper 2 Q6, KLB BK 1,2,3 and 4

Paper 3 Revision

Observation, Identification, and Drawing questions.
Experiments and Tests questions

By the end of the lesson, the learner should be able to:
- Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately

-Group work: Students examine provided specimens
-Hands-on practice as guided in the question
-Peer marking using marking schemes, followed by teacher corrections on accuracy, labeling, and texture descriptions.

Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents

Biology Paper 3 ,
KLB Books 1,2,3 and 4.