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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1-2 |
Nutrition in plants and animals
|
Absorption
|
By the end of the
lesson, the learner
should be able to:
Describe what is absorption Explain the adaptation of the ileum to food absorption Draw and label the structure of the villi |
Description
Explanation Drawing and labelling |
Class notes
|
KLB Biology book one page 83-84
Explore biology book one |
|
| 1 | 3 |
Nutrition in plants and animals
|
Assimilation
|
By the end of the
lesson, the learner
should be able to:
Describe what happens in the caecum and appendix Explain what is assimilation Explain how different food types are assimilated or utilized in the body |
Description
Explanation Questions |
Class notes
|
KLB Biology book one page 84
|
|
| 1 | 4 |
Nutrition in plants and animals
|
Vitamins
|
By the end of the
lesson, the learner
should be able to:
Describe what are vitamins Explain the sources and uses of the given vitamins Discuss the deficiency diseases associated with the lack of given vitamins |
Description
Explanation Discussion |
Class notes
|
KLB Biology book one page 85-86
Explore biology book one |
|
| 2 | 1-2 |
Nutrition in plants and animals
|
Mineral salts
|
By the end of the
lesson, the learner
should be able to:
Describe the mineral salts and their role in the human body Explain the given mineral salts elements and their sources Give examples of the important mineral salts in the human body |
Description
Explanation Questions and answers |
Class notes
Class text |
KLB Biology book one page 87
Explore biology book one |
|
| 2 | 3 |
Nutrition in plants and animals
|
Energy requirements in human beings
|
By the end of the
lesson, the learner
should be able to:
Explain the role of roughage in the human body Name the factors that affect energy requirements in human beings Describe how the named factors influence energy requirements in the human beings |
Explanation
Description Questions |
Class notes
|
Explore biology book one
KLB Biology book one page 88-89 |
|
| 2 | 4 |
Nutrition in plants and animals
|
Energy requirements in human beings
|
By the end of the
lesson, the learner
should be able to:
Explain the role of roughage in the human body Name the factors that affect energy requirements in human beings Describe how the named factors influence energy requirements in the human beings |
Explanation
Description Questions |
Class notes
|
Explore biology book one
KLB Biology book one page 88-89 |
|
| 3 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Introduction.
Transport in plants
Transport in simple plants.
|
By the end of the
lesson, the learner
should be able to:
Define transport. Explain importance of transport in plants and animals. Describe transport in simple plants. |
Q/A and discussion; Discuss transport in simple animals and plants e.g. mosses. |
text book
|
K.L.B. BOOK 2 Page 1 |
|
| 3 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
External structure of the root.
|
By the end of the
lesson, the learner
should be able to:
Relate the external structure of the root to its function. State primary functions of roots. |
Class experiment- to examine a piece of a taproot.
Drawing and labeling a diagram of the taproot. Discussion of adaptation of the root hairs to their functions. Q/A: Functions of roots. |
Tap root, bean / pea seedlings.
Petri-dish Razor blade. |
K.L.B. BOOK 2
Pages 1-2 |
|
| 3 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the root.
|
By the end of the
lesson, the learner
should be able to:
Relate the internal structure of a root to its functions. |
Drawing and labeling diagrams of sections of roots and root hairs for monocotyledon and dicotyledonous roots.
Discuss functions of the labeled parts. |
Permanent slides of roots,
microscope, wallchart. |
K.L.B. BOOK 2
Pages 2-4 |
|
| 4 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Structure and functions of the stem.
|
By the end of the
lesson, the learner
should be able to:
To describe structural organization of stems. To state primary functions of the stem. |
Observing permanent stem slides under a microscope.
Detailed discussion. |
text book
|
K.L.B. BOOK 2
Page 5 |
|
| 4 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Structure and functions of the stem.
|
By the end of the
lesson, the learner
should be able to:
To describe structural organization of stems. To state primary functions of the stem. |
Observing permanent stem slides under a microscope.
Detailed discussion. |
text book
|
K.L.B. BOOK 2
Page 5 |
|
| 4 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Structure and functions of the stem.
|
By the end of the
lesson, the learner
should be able to:
To describe structural organization of stems. To state primary functions of the stem. |
Observing permanent stem slides under a microscope.
Detailed discussion. |
text book
|
K.L.B. BOOK 2
Page 5 |
|
| 5 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the stem.
Absorption of water and mineral salts. |
By the end of the
lesson, the learner
should be able to:
To draw and label internal stem structures. To explain processes through which water and mineral salts move through plants. |
Drawing and labeling transverse sections of stems.
Discussion and Explanations. |
Wall charts - Internal structure of the stem.
Wall charts ? Root hairs. |
K.L.B. BOOK 2
Pages 5- 7 K.L.B. BOOK 2 Pages 7 - 9 |
|
| 5 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Absorption of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To explain processes through which water and mineral salts move through plants. |
Discussion and Explanations.
|
Wall charts ?
Root hairs. |
K.L.B. BOOK 2
Pages 7 - 9 |
|
| 5 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Absorption of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To explain processes through which water and mineral salts move through plants. |
Discussion and Explanations.
|
Wall charts ?
Root hairs. |
K.L.B. BOOK 2
Pages 7 - 9 |
|
| 6 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Significance and types of Transpiration.
|
By the end of the
lesson, the learner
should be able to:
To explain significance of transpiration. To state and explain types of transpiration. |
Probing questions,
Discussion, Explanations. |
Wall charts ?
Internal structure of a leaf. |
K.L.B. BOOK 2
Pages 9-10, 12 |
|
| 6 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Factors affecting rate of transpiration.
|
By the end of the
lesson, the learner
should be able to:
To state and explain factors affecting transpiration. |
Q/A:
Discussion Explanations. |
text book
|
K.L.B. BOOK 2
Pages 12- 14 |
|
| 6 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Factors affecting rate of transpiration.
|
By the end of the
lesson, the learner
should be able to:
To state and explain factors affecting transpiration. |
Q/A:
Discussion Explanations. |
text book
|
K.L.B. BOOK 2
Pages 12- 14 |
|
| 7 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
The Xylem tissue.
Forces involved in transport of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of xylem tissue. To explain the forces involved in transport of water and mineral salts. |
Q/A:
Discussion Explanations Drawing diagrams. |
Wall charts-The xylem tissue.
|
K.L.B. BOOK 2
Pages 10-12 |
|
| 7 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
The Xylem tissue.
Forces involved in transport of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of xylem tissue. To explain the forces involved in transport of water and mineral salts. |
Q/A:
Discussion Explanations Drawing diagrams. |
Wall charts-The xylem tissue.
|
K.L.B. BOOK 2
Pages 10-12 |
|
| 7 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Rates of transpiration on leaf surfaces.
|
By the end of the
lesson, the learner
should be able to:
To describe simple experiments to show rates of transpiration on leaf surfaces. |
Discuss above observations.
Draw graphs to show rates of transpiration on leaf surfaces. Answer questions. |
text book
|
K.L.B. BOOK 2
Page 18 |
|
| 8 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Translocation of organic compounds.
|
By the end of the
lesson, the learner
should be able to:
To define translocation. To describe the structure of phloem tissue. |
Q/A: To review photosynthesis.
Discussion and explanations of structure of phloem tissue. Drawing and labeling phloem tissue. |
Chart - phloem tissue.
|
K.L.B. BOOK 2
Page 17 |
|
| 8 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Translocation of organic compounds.
|
By the end of the
lesson, the learner
should be able to:
To define translocation. To describe the structure of phloem tissue. |
Q/A: To review photosynthesis.
Discussion and explanations of structure of phloem tissue. Drawing and labeling phloem tissue. |
Chart - phloem tissue.
|
K.L.B. BOOK 2
Page 17 |
|
| 8 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Translocation of organic compounds.
|
By the end of the
lesson, the learner
should be able to:
To define translocation. To describe the structure of phloem tissue. |
Q/A: To review photosynthesis.
Discussion and explanations of structure of phloem tissue. Drawing and labeling phloem tissue. |
Chart - phloem tissue.
|
K.L.B. BOOK 2
Page 17 |
|
| 8 |
MID-TERM ONE EXAM AND HALF-TERM BREAK |
|||||||
| 9 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Transport in Animals.
Open and closed circulatory systems.
Open circulatory system in insects.
Single and double circulatory systems. |
By the end of the
lesson, the learner
should be able to:
To differentiate between open and closed circulatory systems. To discuss open circulatory system in insects. To differentiate between single and double circulatory systems. |
Exposition and discussion. Drawing and labeling diagrams. Exposition and discussion. Tracing the path followed by blood from a point and back to the same point. |
Charts- Circulatory systems. Chart- Mammalian double circulation system. |
K.L.B. BOOK 2
Pages 18 - 19 K.L.B. BOOK 2 Pages 18-20 |
|
| 9 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Single and double circulatory systems.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between single and double circulatory systems. |
Exposition and discussion.
Tracing the path followed by blood from a point and back to the same point. |
Chart- Mammalian double circulation system.
|
K.L.B. BOOK 2
Pages 18-20 |
|
| 9 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Single and double circulatory systems.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between single and double circulatory systems. |
Exposition and discussion.
Tracing the path followed by blood from a point and back to the same point. |
Chart- Mammalian double circulation system.
|
K.L.B. BOOK 2
Pages 18-20 |
|
| 10 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
The mammalian heart ? external structure.
|
By the end of the
lesson, the learner
should be able to:
To describe the external structure of the heart. |
Exposition; Identifying compartments of the heart.
|
Model of a heart.
|
K.L.B. BOOK 2
Pages 21 - 22 |
|
| 10 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of mammalian heart.
|
By the end of the
lesson, the learner
should be able to:
Draw compartments of the heart and label major parts. |
Drawing and labeling a diagram of a mammalian heart.
|
Model of a heart, wallcharts.
|
K.L.B. BOOK 2
Pages 22 -23 |
|
| 10 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pumping mechanism of the heart.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between systolic and diastolic heart movements. |
Discussion and Explanations.
Experiment- To investigate pulse rate at the wrist. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 23 - 24 |
|
| 11 | 1-2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. |
Record number of pulses before and after an exercise.
Brief discussion. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 30 - 31 |
|
| 11 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. |
Record number of pulses before and after an exercise.
Brief discussion. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 30 - 31 |
|
| 11 | 4 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. |
Record number of pulses before and after an exercise.
Brief discussion. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 30 - 31 |
|
| 13 |
END-TERM ONE EXAM AND CLOSING OF SCHOOL |
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