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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REVSION OF SISO JOINT EXAMINATION |
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| 2 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Endocrine System and Hormone Functions
|
By the end of the
lesson, the learner
should be able to:
Define hormones and endocrine glands. Compare endocrine and nervous systems. Identify major endocrine glands. Explain negative feedback mechanism. |
Exposition on endocrine system concept. Drawing endocrine gland locations on chalkboard. Detailed comparison between nervous and endocrine control. Discussion on hormone transport and target organs.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 100-101
|
|
| 2 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Endocrine System and Hormone Functions
|
By the end of the
lesson, the learner
should be able to:
Define hormones and endocrine glands. Compare endocrine and nervous systems. Identify major endocrine glands. Explain negative feedback mechanism. |
Exposition on endocrine system concept. Drawing endocrine gland locations on chalkboard. Detailed comparison between nervous and endocrine control. Discussion on hormone transport and target organs.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 100-101
|
|
| 2 | 3 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Endocrine System and Hormone Functions
|
By the end of the
lesson, the learner
should be able to:
Define hormones and endocrine glands. Compare endocrine and nervous systems. Identify major endocrine glands. Explain negative feedback mechanism. |
Exposition on endocrine system concept. Drawing endocrine gland locations on chalkboard. Detailed comparison between nervous and endocrine control. Discussion on hormone transport and target organs.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 100-101
|
|
| 2 | 4-5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Thyroxine and Adrenaline Functions
|
By the end of the
lesson, the learner
should be able to:
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 thyroxine functions and disorders. Discussion on hypothyroidism and hyperthyroidism. Exposition on adrenaline effects during emergencies. Case studies of hormone-related conditions.
|
Textbook, chalkboard, chalk, local health examples
|
KLB Secondary Biology Form 4, Pages 101-103
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4-5 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 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
|
|
| 4 | 3 |
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
|
|
| 4 | 4-5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Accommodation and Pupil Control
|
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. |
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.
|
Textbook, chalkboard, chalk, simple lenses (if available), torch or bright light
|
KLB Secondary Biology Form 4, Pages 109-110
|
|
| 5 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Eye Defects and Their Correction
|
By the end of the
lesson, the learner
should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses. |
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, examples of different spectacles, exercise books
|
KLB Secondary Biology Form 4, Pages 110-112
|
|
| 5 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Eye Defects and Their Correction
|
By the end of the
lesson, the learner
should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses. |
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, examples of different spectacles, exercise books
|
KLB Secondary Biology Form 4, Pages 110-112
|
|
| 5 | 3 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Eye Defects and Their Correction
|
By the end of the
lesson, the learner
should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses. |
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, examples of different spectacles, exercise books
|
KLB Secondary Biology Form 4, Pages 110-112
|
|
| 5 | 4-5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Eye Defects and Their Correction
Structure of the Human Ear |
By the end of the
lesson, the learner
should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses. Describe structure of outer, middle, and inner ear. Identify major parts and their functions. Explain ear protection mechanisms. |
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.
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, examples of different spectacles, exercise books
Textbook, chalkboard, chalk, exercise books, rulers |
KLB Secondary Biology Form 4, Pages 110-112
KLB Secondary Biology Form 4, Pages 112-113 |
|
| 6 | 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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4-5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Hearing Mechanism
Balance and Posture Control |
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. Explain how ear maintains balance and posture. Describe role of semicircular canals and vestibule. Understand body balance mechanisms. |
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.
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 sound sources for demonstration
Textbook, chalkboard, chalk, simple materials for balance demonstration |
KLB Secondary Biology Form 4, Pages 113-114
KLB Secondary Biology Form 4, Pages 114-115 |
|
| 7 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
|
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
|
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 7 | 2 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
|
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
|
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 7 | 3 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
|
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
|
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 7 | 4-5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
|
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
|
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 3-5 |
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
|
|
| 9 |
CLOSING OF SCHOOL AS FORM FOUR WAIT FOR K.C.S.E |
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