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

GENETICS

Observable Variations in Human Beings
Discontinuous and Continuous Variation
Causes of Variation

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
Graph paper, rulers, height data from previous lesson, textbook
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 2-3

GENETICS

Chromosome Structure
Chromosome Behaviour During Mitosis
Chromosome Behaviour During Meiosis
DNA Structure and Replication

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
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots
Colored threads, manila paper, textbook
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 5-6

GENETICS

DNA and Protein Synthesis
Mendel's Experiments and First Law

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

GENETICS

Monohybrid Inheritance Concepts
Genetic Crosses and Punnet Squares
Probability in Inheritance

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.
Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes.

Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.
Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems.

Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, exercise books, pencils
Coins, exercise books for recording, calculators (if available), textbook

KLB Secondary Biology Form 4, Pages 15-17
KLB Secondary Biology Form 4, Pages 17-18

GENETICS

Modeling Random Gamete Fusion
Complete Dominance Problems

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
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 19-20

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

GENETICS

ABO Blood Group System
Rhesus Factor and Unknown Genotypes

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

GENETICS

Sex Determination
Gene Linkage
Sex-linked Inheritance - Color Blindness

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.
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts.

Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books, rulers

KLB Secondary Biology Form 4, Pages 26-27
KLB Secondary Biology Form 4, Pages 28-30

GENETICS

Sex-linked Inheritance - Haemophilia
Crossing Over and Recombination

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
Textbook, chalkboard, chalk, colored chalk

KLB Secondary Biology Form 4, Pages 30-31

GENETICS

Chromosomal Mutations - Non-disjunction
Chromosomal Mutations - Polyploidy

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
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 32-35

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

GENETICS

Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia
Environmental Effects on Gene Expression
Applications of Genetics

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.
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism.

Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.

Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk
Textbook, local plant examples, chalkboard
Textbook, local breeding examples, chalkboard

KLB Secondary Biology Form 4, Pages 38-40
KLB Secondary Biology Form 4, Pages 42-43

EVOLUTION

Meaning of Evolution and Origin of Life Theories

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.

Brainstorming on how life began. Discussion on religious vs scientific explanations. Exposition on chemical evolution theory. Comparison of different viewpoints.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 53-55

EVOLUTION

Chemical Evolution and Miller's Experiment
Evidence for Evolution - Fossil Records

By the end of the lesson, the learner should be able to:
Describe Miller's spark discharge experiment. Explain formation of organic compounds from simple molecules. Understand primitive earth conditions.

Detailed exposition on Miller's experimental setup using chalkboard diagrams. Discussion on primitive atmosphere composition. Analysis of experimental results and significance.

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

EVOLUTION

Geographical Distribution and Comparative Embryology
Comparative Anatomy - Homologous Structures

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
Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 60-63

EVOLUTION

Comparative Anatomy - Analogous and Vestigial Structures
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:
Define analogous and vestigial structures. Compare bird and insect wings. Give examples of vestigial organs. Explain convergent evolution.
Describe cellular evidence for evolution. Explain biochemical similarities in organisms. Understand serological tests for evolutionary relationships.

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.
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.

Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 67-70
KLB Secondary Biology Form 4, Pages 69-70

EVOLUTION

Natural Selection in Action
Modern Examples of Evolution and Resistance

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
Textbook, local examples of pesticide resistance, chalkboard

KLB Secondary Biology Form 4, Pages 73-75

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
SUPPORT AND MOVEMENT

Practical Applications and Assessment
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:
Apply coordination concepts to real-life situations. Solve problems related to responses and coordination. Demonstrate understanding through practical exercises.
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.

Practical problem-solving sessions. Case study analysis of coordination disorders. Application of concepts to agricultural and medical scenarios. Assessment activities and evaluation.
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, assessment materials, local case studies, exercise books
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 78-116
KLB Secondary Biology Form 4, Pages 120-121, 125-126

SUPPORT AND MOVEMENT

Supporting Tissues in Plants and Their Functions
Types of Animal Skeletons

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
Textbook, chalkboard, chalk, arthropod specimens (grasshoppers, crabs), bone specimens, comparison charts

KLB Secondary Biology Form 4, Pages 121-125

SUPPORT AND MOVEMENT

Fish Locomotion - Structure and Mechanism

By the end of the lesson, the learner should be able to:
Examine external features of bony fish related to locomotion. Identify different types of fins and their functions. Explain swimming mechanism and calculate tail power. Describe streamlined body adaptations.

Practical examination of fresh tilapia or similar fish. Identification and drawing of fins and body features. Discussion on streamlining and scale arrangement. Detailed exposition on swimming mechanism using diagrams. Practical calculation of tail power using fish measurements.

Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books

KLB Secondary Biology Form 4, Pages 127-129

SUPPORT AND MOVEMENT

Human Axial Skeleton - Skull and Rib Cage
Vertebral Column - Cervical and Thoracic Vertebrae

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
Textbook, chalkboard, chalk, cervical and thoracic vertebrae specimens, exercise books

KLB Secondary Biology Form 4, Pages 130-131

SUPPORT AND MOVEMENT

Vertebral Column - Lumbar, Sacral and Caudal Vertebrae
Pectoral Girdle and Forelimb Bones
Pelvic Girdle and Hindlimb Bones

By the end of the lesson, the learner should be able to:
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.
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 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.
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, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column
Textbook, chalkboard, chalk, pectoral girdle and forelimb bone specimens, exercise books
Textbook, chalkboard, chalk, pelvic girdle and hindlimb bone specimens, exercise books

KLB Secondary Biology Form 4, Pages 134-136
KLB Secondary Biology Form 4, Pages 138-140

SUPPORT AND MOVEMENT

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:
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 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, joint specimens or models, exercise books
Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books

KLB Secondary Biology Form 4, Pages 140-141

SUPPORT AND MOVEMENT

Types of Muscle Tissue and Their Functions
Skeletal Muscle Structure and Contraction Mechanism
Smooth and Cardiac Muscle Specializations

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
Textbook, chalkboard, chalk, exercise books, detailed muscle structure diagrams
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables

KLB Secondary Biology Form 4, Pages 142-144