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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GASEOUS EXCHANGE
|
Introduction.
Gaseous exchange in plants.
|
By the end of the
lesson, the learner
should be able to:
To explain importance of gaseous exchange. To describe gaseous exchange in plants. |
Discussion Explanations Q/A: Products of respiration. Detailed discussion. |
text book
|
K.L.B. BOOK 2
P. 48 |
|
| 2 | 2 |
GASEOUS EXCHANGE
|
Release of CO2 by plants.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of CO2 by plants. |
Class experiments including control experiments.
Explain the observations made. |
Bicarbonate indicator, boiling tubes, Aluminum foil.
|
K.L.B. BOOK 2
P. 49 |
|
| 2 | 3 |
GASEOUS EXCHANGE
|
Release of O2 by plants.
Stomata. |
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of O2 by plants. |
Teacher demonstration: Test for the gas evolved.
Discuss observations. |
Gas jar,
Glass funnel, Water plant, Beaker. text book |
K.L.B. BOOK 2
P. 49 |
|
| 2 | 4 |
GASEOUS EXCHANGE
|
Opening & closing of stomata.
Stomata and habitats of plants. Lenticels. |
By the end of the
lesson, the learner
should be able to:
To describe and explain the mechanism of opening & closing of stomata. |
Detailed discussion.
|
text book
Prepared slides of hydrophytes and xerophytes. |
K.L.B. BOOK 2
P. 51 |
|
| 2 | 5 |
GASEOUS EXCHANGE
|
Respiratory surfaces in animals.
Gaseous exchange in protozoa. |
By the end of the
lesson, the learner
should be able to:
To define a respiratory surface. To state characteristics of respiratory surfaces. To identify the environment or medium of operation of respiratory surfaces. |
Teacher exposes meaning of a respiratory surface.
Discuss at length, giving examples of organisms that have a given respiratory surface. |
text book
|
K.L.B. BOOK 2
P. 53 |
|
| 3 | 1 |
GASEOUS EXCHANGE
|
Gaseous exchange in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the mechanism of gaseous exchange in insects |
Drawing tracheal system of a grasshopper.
Discuss at length the structure of the tracheal system. Detailed discussion. |
text book
|
K.L.B. BOOK 2
PP. 53, 54 |
|
| 3 | 2 |
GASEOUS EXCHANGE
|
Gaseous exchange in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the mechanism of gaseous exchange in insects |
Drawing tracheal system of a grasshopper.
Discuss at length the structure of the tracheal system. Detailed discussion. |
text book
|
K.L.B. BOOK 2
PP. 53, 54 |
|
| 3 | 3 |
GASEOUS EXCHANGE
|
Breathing in insects.
Number, position and shape of spiracles of insects. Gaseous exchange in a bony fish. |
By the end of the
lesson, the learner
should be able to:
To describe the breathing mechanism in an insect. |
Observe breathing movements of live specimens of grasshoppers, locusts or cockroaches.
|
Live specimens of insects,
Hand lenses, Boiling tubes. Live specimens of insects. A gill of a fish. |
K.L.B. BOOK 2
P. 56 |
|
| 3 | 4 |
GASEOUS EXCHANGE
|
Gaseous exchange in amphibians.
Gaseous exchange in mammals. |
By the end of the
lesson, the learner
should be able to:
To explain the mechanism of gaseous exchange in a frog. |
Q/A: Various methods of gaseous exchange in a frog.
Discuss gaseous exchange through the mouth, lungs and skin of a frog. |
text book
Wall chart- Respiratory system in man. |
K.L.B. BOOK 2
P. 58 |
|
| 3 | 5 |
GASEOUS EXCHANGE
|
The structure of the lungs.
|
By the end of the
lesson, the learner
should be able to:
To explain adaptations of the lungs to their functions. |
Drawing labeled diagrams coupled with explanations.
|
Wall charts- Structure of lungs.
|
K.L.B. BOOK 2
P. 60-1 |
|
| 4 | 1 |
GASEOUS EXCHANGE
|
Inhalation.
Exhalation. |
By the end of the
lesson, the learner
should be able to:
To describe the process of inhalation in man. |
Showing movements of ribs during inhalation.
Explain the inhalation mechanism. |
Chart / model of a rib cage.
|
K.L.B. BOOK 2
PP. 61-62 |
|
| 4 | 2 |
GASEOUS EXCHANGE
|
Thoracic cavity model.
Gaseous exchange in an alveolus. |
By the end of the
lesson, the learner
should be able to:
To identify similarities between a model thoracic cavity and an actual thoracic cavity. |
Teacher presents a model thoracic cavity.
Q/A: Comparing parts of the model cavity and the actual rib cage. |
Thoracic cavity model.
text book |
K.L.B. BOOK 2
PP. 61-63 |
|
| 4 | 3 |
GASEOUS EXCHANGE
|
Rate of breathing in man.
|
By the end of the
lesson, the learner
should be able to:
To state and explain briefly factors affecting the rate of inhalation / exhalation processes. |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
P. 63 |
|
| 4 | 4 |
GASEOUS EXCHANGE
|
Intercostal muscles.
|
By the end of the
lesson, the learner
should be able to:
To explain the function of intercostal muscles during the breathing system. |
Detailed discussion.
Counting number of inhalations before and after an exercise blow. |
Lime water, rib cage model. |
K.L.B. BOOK 2
P. 66 |
|
| 4 | 5 |
GASEOUS EXCHANGE
|
Inhaled and exhaled air.
|
By the end of the
lesson, the learner
should be able to:
To test for CO2 in the air we inhale/ exhale. |
Observe colour changes of lime water, and make deductions.
Brief discussion. |
Lime water.
|
K.L.B. BOOK 2
P. 67 |
|
| 5 | 1 |
GASEOUS EXCHANGE
RESPIRATION |
Diseases of the respiratory system.
Introduction ? Definition and importance of respiration. |
By the end of the
lesson, the learner
should be able to:
To state the causes, symptoms and prevention of respiratory diseases. |
Discuss cause, symptoms and prevention of whooping cough TB, bronchitis, etc.
|
Resource person.
text book |
K.L.B. BOOK 2
PP. 67-70 |
|
| 5 | 2 |
RESPIRATION
|
Burning food.
The mitochondrion. |
By the end of the
lesson, the learner
should be able to:
To describe an experiment investigating the gas given off when food is burnt. |
Teacher demonstration: Burning a food sample.
Testing for the gas evolved during combustion. |
text book
Wall charts- The mitochond-rion |
K.L.B. BK 2
PP. 73-74 |
|
| 5 | 3 |
RESPIRATION
|
Aerobic respiration.
Anaerobic respiration. Oxygen ?debt?. |
By the end of the
lesson, the learner
should be able to:
To explain phases of aerobic respiration. To state difference between aerobic and anaerobic respiration. |
Detailed discussion.
Writing down equations of food breakdown. |
text book
Glucose Yeast Thermometer |
K.L.B. BK 2
PP.74-76 |
|
| 5 | 4 |
RESPIRATION
|
Applications of anaerobic respiration.
|
By the end of the
lesson, the learner
should be able to:
To explain applications of anaerobic respiration. |
Q/A: Products of fermentation process.
Listing down various applications of anaerobic respiration. |
text book
|
K.L.B. BK 2
P. 79 |
|
| 5 | 5 |
RESPIRATION
|
Respiratory substrates
& respiratory quotient.
|
By the end of the
lesson, the learner
should be able to:
To identify respiratory substrates in the body. To define respiratory quotient. To calculate R.Q. |
Brief discussion/ explanations.
Exposition of definition and its significance. Problem solving. |
text book
|
K.L.B. BK 2
P. 79 |
|
| 6 | 1 |
RESPIRATION
EXCRETION AND HOMEOSTASIS |
Rate of respiration.
The mammalian skin. |
By the end of the
lesson, the learner
should be able to:
To state and explain factors affecting rate of respiration. |
Detailed discussion and explanations.
|
text book
Permanent slides of mammalian skin. |
K.L.B. BK 2
PP. 80-81 |
|
| 6 | 2 |
EXCRETION AND HOMEOSTASIS
|
The lungs.
|
By the end of the
lesson, the learner
should be able to:
To explain the role of lungs as excretory organs. |
Exposition and discussion.
|
Chart/ model- Mammalian lungs.
|
K.L.B. BK 2
P. 87 |
|
| 6 | 3 |
EXCRETION AND HOMEOSTASIS
|
The kidneys structure.
The nephron. |
By the end of the
lesson, the learner
should be able to:
To describe the external structure of kidney. To describe the internal structure of the kidney. |
Observe external features of a kidney.
Observe internal drawing and labeling of the kidney. |
Wall-Charts?internal organs of a kidney.
Chart?Kidney nephron. |
K.L.B. BK 2
PP. 89-90 |
|
| 6 | 4 |
EXCRETION AND HOMEOSTASIS
|
Urine formation.
|
By the end of the
lesson, the learner
should be able to:
To explain formation of urine. |
Detailed discussion.
|
chart
|
K.L.B. BK 2 PP 90
|
|
| 6 | 5 |
EXCRETION AND HOMEOSTASIS
|
The loop of Henle.
Kidney diseases and disorders. The Liver. |
By the end of the
lesson, the learner
should be able to:
To explain the function of the loop of Henle; and how it?s adapted to its function. To discuss the role of ADH in determination of concentration of urine. |
Discussion and explanations.
Probing questions. |
Chart-
The nephron. text book Chart-Structure of the liver |
K.L.B. BK 2 PP 91-92
|
|
| 7 | 1 |
EXCRETION AND HOMEOSTASIS
|
Deamination.
Other functions of the liver. Liver disorders. |
By the end of the
lesson, the learner
should be able to:
To explain the function of the liver in deamination. |
Probing questions.
Discussion |
text book
|
K.L.B. BK 2 PP 95
|
|
| 7 | 2 |
EXCRETION AND HOMEOSTASIS
|
Homeostasis.
The feedback mechanism. |
By the end of the
lesson, the learner
should be able to:
To define the concepts of internal environment and homeostasis. |
Exposition and discussion.
|
text book
Chart- Schematic diagram of feedback mechanism |
K.L.B. BK 2 PP 97-98
|
|
| 7 | 3 |
EXCRETION AND HOMEOSTASIS
|
The hypothalamus.
The skin and thermoregulation. |
By the end of the
lesson, the learner
should be able to:
To explain the role of hypothalamus in thermoregulation. |
Exposition and detailed discussion.
|
text book
|
K.L.B. BK 2 PP 98
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
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