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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Balance and Posture Control
Ear Defects and Hearing Problems |
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
Textbook, chalkboard, chalk, local examples of hearing problems |
KLB Secondary Biology Form 4, Pages 114-115
|
|
| 1 | 4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Integration and Coordination Systems Review
|
By the end of the
lesson, the learner
should be able to:
Compare plant and animal coordination systems. Integrate nervous, endocrine, and sensory systems. Apply knowledge to solve coordination problems. |
Comprehensive review of all coordination systems. Comparison charts of different response types. Problem-solving exercises on coordination scenarios. Q&A sessions covering all topics. Preparation for assessments.
|
Textbook, chalkboard, chalk, exercise books, review materials
|
KLB Secondary Biology Form 4, Pages 78-116
|
|
| 1 | 5 |
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
|
|
| 2 | 1 |
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. |
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.
|
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
|
|
| 2 | 2-3 |
SUPPORT AND MOVEMENT
|
Supporting Tissues in Plants and Their Functions
Types of Animal Skeletons Fish Locomotion - Structure and Mechanism |
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. 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. |
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.
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, microscope slides (if available), fresh stem sections, exercise books
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 121-125
KLB Secondary Biology Form 4, Pages 126-127 |
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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. |
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.
|
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
|
|
| 3 |
Opener exam series |
|||||||
| 4 | 1 |
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
|
|
| 4 | 2-3 |
SUPPORT AND MOVEMENT
|
Pelvic Girdle and Hindlimb Bones
Types of Joints and Their Structure Ball and Socket vs Hinge Joints; Movement Mechanisms |
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. Identify types of joints: immovable, gliding, and movable (synovial). Describe structure of synovial joints including cartilage, synovial fluid, and ligaments. Explain joint components and their functions. |
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.
Examination of different joint types and synovial joint structure. Drawing synovial joint components. Discussion on cartilage function and synovial fluid properties. Analysis of joint mobility and stability. Practical observation of joint movements. |
Textbook, chalkboard, chalk, pelvic girdle and hindlimb bone specimens, exercise books
Textbook, chalkboard, chalk, joint specimens or models, exercise books Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books |
KLB Secondary Biology Form 4, Pages 138-140
KLB Secondary Biology Form 4, Pages 140-141 |
|
| 4 | 4 |
SUPPORT AND MOVEMENT
|
Types of Muscle Tissue and Their Functions
|
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. |
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.
|
Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts
|
KLB Secondary Biology Form 4, Pages 142-144
|
|
| 4 | 5 |
SUPPORT AND MOVEMENT
|
Skeletal Muscle Structure and Contraction Mechanism
Smooth and Cardiac Muscle Specializations |
By the end of the
lesson, the learner
should be able to:
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. |
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, detailed muscle structure diagrams
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables |
KLB Secondary Biology Form 4, Pages 142-143
|
|
| 5 | 1 |
REVISION
Paper 1 Revision 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
|
|
| 5 | 2-3 |
Paper 2
Paper 3 Revision Paper 3 Revision Paper 1 Revision Paper 1 Revision |
Section B – Data Analysis Question
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:
- 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 - Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide -Teacher demonstrates the tests. -Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
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 Paper 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 KLB Books 1,2,3 and 4 |
|
| 5 | 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
|
|
| 5 | 5 |
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
|
|
| 6 |
Midterm exam |
|||||||
| 7 | 1 |
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
|
|
| 7 | 2-3 |
Paper 2
Paper 3 Revision Paper 3 Revision Paper 1 Revision Paper 1 Revision |
Section B – Data Analysis Question
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:
- 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 - Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide -Teacher demonstrates the tests. -Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
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 Paper 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 KLB Books 1,2,3 and 4 |
|
| 7 | 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
|
|
| 7 | 5 |
Paper 3 Revision
Paper 1 Revision |
Observation, Identification, and Drawing questions.
Experiments and Tests questions Short questions and diagrams 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 Paper 1 exams, diagrams, marking schemes |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 8 | 1 |
Paper 1 Revision
Paper 2 |
Application questions
Section A-Short Structured Questions |
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 |
Biology Paper 1 KLB Bks 1,2,3 and 4
|
|
| 8 | 2-3 |
Paper 2
Paper 3 Revision Paper 3 Revision Paper 1 Revision Paper 1 Revision |
Section B – Data Analysis Question
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:
- 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 - Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide -Teacher demonstrates the tests. -Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
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 Paper 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 KLB Books 1,2,3 and 4 |
|
| 8 | 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
|
|
| 8 | 5 |
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. |
|
| 11-13 |
Kcse examinations |
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