EXCRETION AND HOMEOSTASIS

The Liver.

By the end of the lesson, the learner should be able to:
To draw and label a diagram of the liver.

Drawing and labeling diagram of the liver.

Chart-Structure of the liver

K.L.B. BK 2 PP 93-94

EXCRETION AND HOMEOSTASIS

Deamination.
Other functions of the liver.
Liver disorders.
Homeostasis.
The feedback mechanism.
The hypothalamus.
The skin and thermoregulation.

By the end of the lesson, the learner should be able to:
To explain the function of the liver in deamination.
To differentiate between positive and negative feedback and state their roles in maintaining the desirable point.

Probing questions.

Discussion
Schematic representation of feedbacks.

Exposition and discussion.

text book
Chart-
Schematic diagram of feedback mechanism
text book

K.L.B. BK 2 PP 95
K.L.B. BK 2 PP 97-98

EXCRETION AND HOMEOSTASIS

Blood vessels and their functions in thermo-regulation.
Homeostatic behavioral activities.
Osmoregulation.

By the end of the lesson, the learner should be able to:
To explain the adaptation of blood vessels and their function in thermo-regulation.

Exposition and discussion.
Drawing schematic diagrams.

text book
text book,video

K.L.B. BK 2 PP 98-99

EXCRETION AND HOMEOSTASIS

Blood sugar.
Diabetes.

By the end of the lesson, the learner should be able to:
To discuss effects of insufficient/ excess sugar in the blood.

To explain regulation of blood sugar.

Detailed discussion.



Detailed discussion.

text book

K.L.B. BK 2 PP 101-102

CLASSIFICATION II

Introduction and Principles of Classification
Binomial System of Nomenclature

By the end of the lesson, the learner should be able to:
Explain the importance of classification of organisms. Discuss the general principles of classification. Identify features used to classify organisms. Define taxa and taxon.

Q/A: Review of Classification I concepts. Discussion of classification criteria - structural similarities and differences. Q/A: Features for animals (body symmetry, coelom, appendages) and plants (vascular system, reproductive structures).

Charts - Classification features, Taxonomic units
Charts - Examples of scientific names (Table 1.1), Practice writing materials

Certificate Biology Form 3, Pages 1-2

CLASSIFICATION II

Hierarchy of Taxa
Five Kingdom System

By the end of the lesson, the learner should be able to:
Describe the taxonomic hierarchy from kingdom to species. Explain the relationship between different taxonomic levels. Draw and interpret taxonomic pyramid.
Identify the five kingdoms of organisms. State general characteristics of each kingdom. Compare modern classification with earlier systems. Explain changes in classification systems.

Teacher exposition of hierarchical arrangement using pyramid diagram. Discussion of kingdom→phylum→class→order→family→genus→species. Q/A: How smaller taxa combine to form larger taxa.
Teacher exposition of five kingdoms: Monera, Protoctista, Mycota, Plantae, Animalia. Discussion using Table 1.2. Q/A: Why systems change - bacteria, fungi, algae reclassification.

Charts - Taxonomic pyramid (Fig 1.1), Wall charts showing hierarchy
Charts - Table 1.2 characteristics, Five kingdom comparison chart

Certificate Biology Form 3, Pages 1-3
Certificate Biology Form 3, Pages 4-5

CLASSIFICATION II

Kingdom Monera - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Monera. Define prokaryotic organisms. Give examples of Monera. Distinguish prokaryotes from eukaryotes.

Detailed discussion of Monera characteristics - unicellular, prokaryotic, no organelles. Exposition of bacteria and blue-green algae as examples. Q/A: Differences between prokaryotes and eukaryotes.

Charts - Prokaryote vs eukaryote comparison, Microscope images

Certificate Biology Form 3, Page 5

CLASSIFICATION II

Bacteria - Structure and Characteristics

By the end of the lesson, the learner should be able to:
Describe the structure of bacteria. Draw and label a bacterial cell. State characteristics of bacteria. Explain bacterial cell wall composition.

Drawing and labeling generalized bacterial structure using Fig 1.2. Discussion of structural features - cell wall, DNA, flagella, capsule. Q/A: Mucoproteins in cell wall, lack of organelles.

Charts - Fig 1.2 bacterial structure, Drawing materials, Microscope

Certificate Biology Form 3, Pages 5-6

CLASSIFICATION II

Bacterial Types and Shapes
Bacterial Reproduction and Economic Importance

By the end of the lesson, the learner should be able to:
Classify bacteria according to shape. Identify different bacterial arrangements. Give examples of each bacterial type.

Study of bacterial shapes using Fig 1.3: coccus (spherical), bacillus (rod), vibrio (comma), spirillus (spiral). Discussion of arrangements - pairs, chains, clusters.

Charts - Fig 1.3 bacterial types, Microscope, Prepared bacterial slides
Charts - Binary fission diagram, Disease-causing bacteria table, Specimens of antibiotics

Certificate Biology Form 3, Pages 6-7

CLASSIFICATION II

Blue-green Algae
Kingdom Protoctista - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of blue-green algae. Give examples of blue-green algae. Explain their importance in ecosystems. Compare with bacteria.
State characteristics of Kingdom Protoctista. Identify the two sub-kingdoms. Give examples of protoctists. Distinguish from other kingdoms.

Discussion of blue-green algae as prokaryotes. Examples: Nostoc, Anabaena, Spirulina. Study of Fig 1.4. Q/A: Importance as primary producers, food for flamingoes.
Teacher exposition of Protoctista characteristics - eukaryotic, mostly unicellular. Discussion of two sub-kingdoms: Protozoa and Algae. Examples from Table 1.3.

Charts - Fig 1.4 Anabaena, Microscope, Water samples from local sources
Charts - Protoctista characteristics, Table 1.3 examples

Certificate Biology Form 3, Pages 7-8
Certificate Biology Form 3, Page 8

CLASSIFICATION II

Protozoa (Protista)

By the end of the lesson, the learner should be able to:
Describe characteristics of protozoa. Give examples of protozoa. Identify disease-causing protozoa. Examine protozoa practically.

Study of unicellular protozoans using Fig 1.5. Practical examination of pond water under microscope. Students observe and draw Paramecium, Euglena, Amoeba. Q/A: Disease-causing protozoans and their vectors.

Charts - Fig 1.5 protozoa, Table 1.3 diseases, Microscopes, Pond water samples, Glass slides, Drawing materials

Certificate Biology Form 3, Pages 8-9, 28

CLASSIFICATION II

Algae - Characteristics and Types
Economic Importance of Algae

By the end of the lesson, the learner should be able to:
State characteristics of algae. Classify algae according to pigments. Give examples of different algal types. Explain their habitats.

Discussion of algae as aquatic autotrophs. Classification by pigments: green, brown, red algae. Study of Fig 1.6 examples. Q/A: Thallus structure, holdfast, photosynthetic pigments.

Charts - Fig 1.6 algae types, Specimens of different algae, Hand lenses
Charts - Aquatic food chains, Algae products, Ecosystem diagrams

Certificate Biology Form 3, Pages 9-10

CLASSIFICATION II

Kingdom Mycota (Fungi) - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Fungi. Give examples of fungi. Describe fungal cell structure. Explain mode of nutrition.

Teacher exposition of fungal characteristics - eukaryotic, cell walls with chitin, heterotrophic. Examples: mushrooms, yeasts, moulds. Discussion of mycelium and hyphae structure.

Charts - Fungal characteristics, Specimens of mushrooms, bread moulds

Certificate Biology Form 3, Page 11

CLASSIFICATION II

Fungal Structure and Reproduction
Economic Importance of Fungi

By the end of the lesson, the learner should be able to:
Describe structure of fungi. Explain fungal reproduction. Identify different types of fungi. Examine fungi practically.
Explain harmful effects of fungi. Describe useful roles of fungi. Give examples of fungal diseases. State uses in industry.

Study of fungal structure using Fig 1.7 - hyphae, mycelium, sporangia. Practical examination of bread moulds under microscope. Students observe and draw fungal structures. Safety: Handle specimens with forceps.
Discussion of harmful fungi - plant diseases (wheat rust), human diseases (thrush, ringworm), food spoilage. Q/A: Useful fungi - decomposers, food production, medicines, brewing.

Charts - Fig 1.7 fungi, Microscopes, Bread mould specimens, Forceps, Glass slides, Drawing materials
Charts - Fungal diseases, Specimens of useful fungi, Food products made using fungi

Certificate Biology Form 3, Pages 11-12, 29
Certificate Biology Form 3, Pages 12-13

CLASSIFICATION II

Kingdom Plantae - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Plantae. Give examples of plants. Describe plant cell features. Explain autotrophic nutrition.

Teacher exposition of plant characteristics - multicellular, eukaryotic, chloroplasts, cellulose cell walls, autotrophic. Discussion of shoot and root systems, vascular tissue.

Charts - Plant characteristics, Live plant specimens, Plant cell diagrams

Certificate Biology Form 3, Page 13

CLASSIFICATION II

Plant Phyla Overview
Phylum Bryophyta - Mosses and Liverworts

By the end of the lesson, the learner should be able to:
Identify major plant phyla. Compare different plant groups. State examples of each phylum.

Study of Table 1.4 - Bryophyta, Pteridophyta, Spermatophyta. Discussion of evolutionary progression from simple to complex plants. Examples of each group.

Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants
Charts - Fig 1.8 moss, Fig 1.9 liverworts, Live moss specimens, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 13-14

CLASSIFICATION II

Phylum Pteridophyta - Ferns

By the end of the lesson, the learner should be able to:
State characteristics of pteridophytes. Describe fern structure. Explain fern life cycle. Examine fern specimens and spores.

Discussion of fern characteristics using Fig 1.10. Practical examination of complete fern plant - fronds, rhizome, sori. Students collect spores and draw fern structures. Compare with bryophytes.

Charts - Fig 1.10 fern structure, Complete fern specimens, White paper, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 15-16, 30-31

CLASSIFICATION II

Phylum Spermatophyta - Introduction
Angiosperms - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of seed plants. Distinguish gymnosperms and angiosperms. Give examples of each group. Explain advantages of seeds.
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.

Discussion of seed-bearing plants using Fig 1.11. Comparison of gymnosperms (naked seeds in cones) vs angiosperms (seeds in fruits). Examples and advantages of seed reproduction.
Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.

Charts - Fig 1.11 gymnosperms, Cone specimens, Seeds, Fruits
Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses

Certificate Biology Form 3, Pages 16-17
Certificate Biology Form 3, Page 17

CLASSIFICATION II

Classes of Angiosperms
Kingdom Animalia - Introduction

By the end of the lesson, the learner should be able to:
Distinguish monocotyledons and dicotyledons. Compare structural features. Give examples of each class. Examine monocot and dicot specimens.

Detailed study of Table 1.5 comparing monocots and dicots. Practical examination of specimens - leaf venation, root systems, floral parts. Students draw comparative structures.

Charts - Table 1.5, Fig 1.12 structures, Monocot and dicot specimens, Hand lenses, Drawing materials
Charts - Animal characteristics, Various animal specimens/pictures

Certificate Biology Form 3, Pages 17-18

CLASSIFICATION II

Animal Classification Features

By the end of the lesson, the learner should be able to:
Identify features used to classify animals. Explain body symmetry types. Describe skeleton types. State other classification criteria.

Discussion of classification features - body symmetry, segmentation, appendages, skeleton types, body cavities. Examples of bilateral vs radial symmetry, endoskeleton vs exoskeleton.

Charts - Body symmetry diagrams, Skeleton types, Animal classification features

Certificate Biology Form 3, Pages 18-19

CLASSIFICATION II

Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Classes of Arthropoda
Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
Classify arthropods into classes. Compare different arthropod classes. Give examples of each class. Examine arthropod specimens.
State characteristics of chordates. Give examples of chordates. Describe vertebral column. Explain chordate features.

Study of five arthropod classes using Figs 1.13-1.16. Practical examination of preserved specimens - identify key features, body segments, appendages. Students draw and label structures.
Discussion of chordate characteristics - vertebral column, brain in skull, closed circulation, endoskeleton, bilateral symmetry. Study of Table 1.6 showing chordate classes.

Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials
Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 20-22
Certificate Biology Form 3, Pages 22-23

CLASSIFICATION II

Classes of Chordates
Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Classify chordates into classes. Compare fish, amphibians, reptiles, birds, mammals. Give examples of each class.

Study of five chordate classes using Figs 1.16-1.20. Comparison of fish (Pisces), amphibians, reptiles, birds (Aves), mammals. Key distinguishing features of each class.

Charts - Figs 1.16-1.20 chordate classes, Specimens/pictures of vertebrates
Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 23-27

CLASSIFICATION II

Construction of Dichotomous Keys
Using Identification Keys

By the end of the lesson, the learner should be able to:
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets
Chordate specimens, Provided identification keys, Unknown specimens for practice

Certificate Biology Form 3, Pages 28-33