EXCRETION AND HOMEOSTASIS

The mammalian skin.
The lungs.

By the end of the lesson, the learner should be able to:
Draw and label the structure of the mammalian skin.
To describe functions of parts of the mammalian skin.
To explain the role of lungs as excretory organs.

Exposition and discussion.

Permanent slides of mammalian skin.
Chart/ model- Mammalian lungs.

K.L.B. BK 2
PP. 86-87

EXCRETION AND HOMEOSTASIS

The kidneys structure.
The nephron.
Urine formation.
The loop of Henle.
Kidney diseases and disorders.
The Liver.
Deamination.
Other functions of the liver.
Liver disorders.
Homeostasis.
The feedback mechanism.
The hypothalamus.
The skin and thermoregulation.
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 describe the external structure of kidney.
To describe the internal structure of the kidney.
Describe features of the nephron.
To explain formation of urine.
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.
To name kidney diseases and disorders and state methods of prevention and / treatment.
To draw and label a diagram of the liver.
To explain the function of the liver in deamination.
To state and explain other functions of the liver.
To name and discuss kidney disorders.
To identify methods of preventing and treating these disorders.
To define the concepts of internal environment and homeostasis.
To differentiate between positive and negative feedback and state their roles in maintaining the desirable point.
To explain the role of hypothalamus in thermoregulation.
To explain the function of the skin in thermoregulation.
To explain the adaptation of blood vessels and their function in thermo-regulation.
To state and explain various homeostatic behavioral activities.
To describe water and salts balance in the body.

Observe external features of a kidney.
Observe internal drawing and labeling of the kidney.
Discuss features of the nephron.
Draw structure of the nephron.
Label the diagram.
Detailed discussion.
Discussion and explanations.
Probing questions.
Drawing and labeling diagram of the liver.
Discussion
Probing questions.
Discussion
Exposition and discussion.
Schematic representation of feedbacks.
Exposition and detailed discussion.
Drawing schematic diagrams.
Discussion on control of body temperature.
Detailed discussion.

Wall-Charts?internal organs of a kidney.
Chart?Kidney nephron.
chart
Chart-
The nephron.
text book
Chart-Structure of the liver
text book
Chart-
Schematic diagram of feedback mechanism
text book,video

K.L.B. BK 2
PP. 89-90
K.L.B. BK 2 PP 95-96

EXCRETION AND HOMEOSTASIS
CLASSIFICATION II
CLASSIFICATION II

Blood sugar.
Diabetes.
Principles of classification of living organisms...
Binomial Nomenclature.

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.
To distinguish diabetes mellitus from diabetes inspidus.
To identify simple symptoms of diabetes mellitus and diabetes inspidus.

Explain the importance of classification of organisms.
Discuss the general principles of classification.
Identify major taxonomic units.
To define a species.
To explain features of a species.
To explain principles of binomial nomenclature.

Detailed discussion.
Detailed discussion.
Probing questions.
Topic review.
Q/A: To review Classification I.
Discussion of principles of classification of organisms.
Q/A: Major taxonomic units.
Probing questions leading to definition of a species.
Give examples of breeds and varieties.
Discuss the double- naming system and the underlying features.

text book
Chart- Taxonomic units.
Chart- Examples of generic and specific names of organisms.

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

CLASSIFICATION II

Animal Kingdoms. Kingdom Monera.
Kingdom Protoctista.
Organisms with varied forms.
Organisms in pond water.

By the end of the lesson, the learner should be able to:
Identify the five animal kingdoms.
State characteristics of members of kingdom Monera.
To identify and draw various bacteria.
To explain how bacteria affect our lives.
To give examples of members of kingdom Protoctista.
To state general characteristics of members of kingdom Protoctista.
To draw and label an amoeba, paramecium, spirogyra, e.t.c.
To identify organisms in pond water.

Expository approach -The teacher will expose the five kingdoms.
Discussion- General characteristics of unicellular and microscopic organisms.
Drawing and labeling a bacterium.
Q/A: Economic importance of bacteria.
Teacher leads in a discussion.
Drawing and labelling organisms with varied forms.
Examine a drop of pond water on a glass slide under a microscope.
Draw diagrams of organisms observed.
Compare the observed organisms with those previously drawn and labelled.

Chart- Types of bacteria
chart
Wall charts.
Microscope
Water dropper
Pond water
Glass slides.

KLB BK III.P 3. CERTIFICATE PG 4

CLASSIFICATION II

Kingdom Fungi. Characteristics of Kingdom Fungi.
Diagrams of Fungi.
Kingdom Plantae. General characteristics.
Division Bryophyta External structure of a Bryophyta.
Division Pteridophyta.
Division Spermatophyta.

By the end of the lesson, the learner should be able to:
To give examples of members of kingdom fungi.
To discuss economic importance of fungi.
To state general characteristics of fungi.
To draw and label various fungi.
State general characteristics of plants.
State general characteristics of Bryophyta.
To draw and label external features of an identified Bryophyta.
To identify features of Bryophyta.
To state general characteristics of Pteridophytes.
To draw and label external features of Pteridophytes.
To state general characteristics of spermatophytes.

Detailed discussion.
Exposition of new concepts/ terms.
Examine bread mould.
Draw and label diagrams of various fngi.
Q/A: Compare plants with the aforementioned kingdoms, and then list down characteristics of plants.
Teacher leads in a discussion. Students examine moss plant under a hand lens, then
Draw and label the moss plant.
Teacher leads in a discussion on characteristics of Pteridophytes.
Class experiments: To observe a live or preserved fern.
To draw and label the fern.
Teacher leads in a discussion on spermatophytes.

Mushrooms,
Yeast,
Bread mould.
Wall charts,
Bread mould,
Edible mushroom.
Moss plant,
Hand lens,
Slide.
A live or preserved fern.
text book

KLB BK III. P 6. CERTIFICATE PG 11
KLB BK III. P 7. CERTIFICATE PG 14

CLASSIFICATION II

Features of Spermatophytes.
Sub-division Gymnospermatophyta.
Subdivision Angiospermaphyta.

By the end of the lesson, the learner should be able to:
To identify features of spermatophytes.
To state general characteristics of gymnospermatophyta.
To state general characteristics of angiospermaphyta.

Class experiments: To examine a complete specimen of a bean plant with ponds/ maize plant/ a twig of cypress.
Detailed discussion.
Q/A: Comparing gymnospermatophyta and angiospermaphyta.

Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress.
text book

KLB BK III. P 9. CERTIFICATE PG16

CLASSIFICATION II

Class Monocotyledonae.
Class Dicotyledonae.
Kingdom Animalia.
Phyllum Arthropoda.

By the end of the lesson, the learner should be able to:
To list down characteristics of Monocotyledonae.
To list down characteristics of Dicotyledonae.
To state characteristics of kingdom Animalia.
To state general characteristics of Arthropoda.

Class experiments: Examine maize plant/ wheat/ grass/ sugarcane.
Discuss external features of the plants.
Class experiments: Examine external features of bean plant/ black jack/ tea.
Discuss their external features.
Q/A: To review general characteristics of animals as compared to those of plants.
Q/A: General characteristics of Arthropoda.

Maize plant/ wheat/ grass/ sugarcane.
Bean plant/ black jack/ tea.
text book

KLB BK III. P 11. CERTIFICATE PG 17

CLASSIFICATION II

Class Crustacea.
Class Chilopoda.
Class Diplopoda.
Class Arachnida.
Class Insecta.
Phyllum Chordata.

By the end of the lesson, the learner should be able to:
To list down external features of a crab/ crayfish.
To describe external features of a centipede.
To describe external features of a milipede.
To describe external features of mites, spiders, scorpions, ticks.
To describe external features of common insects.
To identify general characteristics of chordates.

Examine preserved specimens of a crab/ crayfish and identify external features.
Draw and label diagrams.
Discuss their general characteristics.
Examine a centipede.
Draw and label a centipede.
Discuss general characteristics of Chilopoda comparing them to those of other members of the kingdom Animalia.
Examine a milipede.
Draw and label a milipede.
Discuss general characteristics of diplopoda comparing them to those of other members of the kingdom Animalia.
Examine specimens of freshly killed/ preserved arachnids.
Q/A: Differences between arachnids and members of other classes.
Discuss general characteristics of Arachnida.
Examine live/ freshly killed specimens of ground beetle, honeybee, termite, e.t.c.
List down general characteristics of insecta.
Discuss economic importance of insects.
Q/A: Identify classes of phylum chordata.
Discussion: characteristics of chordates.

Specimens of a crab/ crayfish.
A centipede.
A milipede.
Specimens of freshly killed/ preserved arachnids.
Live/ freshly killed specimens of ground beetle, honey-bee, termite, e.t.c.

KLB BK III. P 13. CERTIFICATE PG 21
KLB BK III. P 15. CERTIFICATE PG 20

CLASSIFICATION II

Class Pisces.
Class Amphibia.
Class Reptilia.
Class Aves.

By the end of the lesson, the learner should be able to:
To draw and label external features of a (tilapia) fish.
To compare observable features of a tilapia fish and those of a frog.
To state general characteristics of reptilia.
To state general characteristics of aves.

Exposition- Teacher exposes new concepts pertaining to characteristics of fish.
Group experiments- Observing specimens and placing them in their respective classes.
Q/A: Comparing reptiles and amphibians/ aves
Discussion: General characteristics of reptilia.

Chart tilapia fish.
Preserved specimens ? fish, amphibians.
Chart- Diagrams of birds.

KLB BK III. P 18. CERTIFICATE PG 22

CLASSIFICATION II

Class Mammalia.
Dichotomous key.
Features for identifying animals / plants.

By the end of the lesson, the learner should be able to:
To state general characteristics of Mammalia.
To explain the rules used in constructing a dichotomous key.
To list identification features for animals/ plants.

Q/A: Examples of egg laying mammals, pouched mammals, primates, etc.
Teacher exposes features of a dichotomous key.
Teacher exposes features for identifying animals/ plants.

Diagrams of various mammals.

KLB BK III. P 20. CERTIFICATE PG  25

CLASSIFICATION II
ECOLOGY

Examples of dichotomous keys.
Construction of dichotomous keys.
Concepts of ecology.
Abiotic factors in an ecosystem.
Measuring abiotic factors.
Biotic inter-relationships. - Competition.

By the end of the lesson, the learner should be able to:
To construct dichotomous keys using leaves, stems, e.t.c.
To construct a guided dichotomous key of a given number of steps.
To use a constructed dichotomous key to identify given specimens.
To construct own dichotomous key.
To differentiate between autecology and synecology.
Define various concepts used in ecology.
To describe various abiotic factors that affect distribution of organisms.
To measure abiotic factors that affect distribution of organisms.
To differentiate between intraspecific and interspecific competition.
To interpret graphs representing competition between two species.
To define an ecological niche and a habitat.

Teacher leads through constructed dichotomous keys.
Supervised exercise.
Written exercise.
Exercise review.
Exposition- Teacher exposes new concepts and explains their underlying meanings.
Detailed discussion of effect of light, temperature, pressure, wind, humidity, salinity, pH on distribution of organisms.
Group activities- Measuring temperature, humidity, pH.
Answering related questions.
Teacher exposes new concepts.
Teacher leads in interpreting graphs showing competition.
Q/A: Deductions from graphs.

Chart- Constructed dichotomous keys.
Plants from different families.
Different plant species.
text book
text book
Thermometers
pH meter e.t.c.
Chart , graphs.

KLB BK III. P 24. CERTIFICATE PG28
KLB BK III. P 34. CERTIFICATE PG38

ECOLOGY

- Predation.
- Parasitism.
- Symbiosis and Saprophytism.
The Nitrogen cycle.

By the end of the lesson, the learner should be able to:
To define a predator and a prey.
To describe adaptive characteristics of various predators.
To distinguish parasitism from predation.
To differentiate between endoparasites and ectoparasites.
To identify adaptive features of parasites.
To define symbiosis and saprophytism.
To explain economic importance of symbiosis and saprophytism.
Describe the nitrogen cycle.
Explain importance of micro-organisms in root nodules of plants.

Q/A: Pairs of predators and preys.
Discussion: Adaptive characteristics of leopards, hawks, praying mantis, lions, e.t.c
Q/A: Pairs of parasites and hosts.
Examine specimens of endoparasites and ectoparasites.
Discuss economic importance of parasites.
Detailed discussion.
Examples of symbiants and saprophytic organisms.
Discuss flow chart of nitrogen cycle.

text book
Specimens of endoparasites and ectoparasites.
Chart-Nitrogen cycle.

KLB BK III. P 37. CERTIFICATE PG 51

ECOLOGY

Trophic levels.
Food chains.
Food webs.

By the end of the lesson, the learner should be able to:
To identify various trophic levels occupied by organisms.
To describe energy flow in an ecosystem.
To define a food chain.
To give examples of food chains.
To identify trophic levels of organism(s) in a food chain.
To interpret food webs.

Q/A: To review photosynthesis; carnivores, herbivores,
Discuss trophic levels in an ecosystem.
Teacher gives an illustration of a food chain; then gives specific examples.
Q/A: Trophic levels of organisms in a food chain.
Teacher illustrates a food web in a given habitat.
Emphasis is laid on direction of arrows.
Answer questions derived from food webs.

Flow chart- Energy flow in an ecosystem.
chart
charts

KLB BK III. PP 40-42 CERTIFICATE PG 43

ECOLOGY

Ecological pyramids of numbers.
Constructing Pyramid of numbers from given data.
Inverted pyramid of numbers.
Pyramid of Biomass.
Population.
Quadrat method of estimating population.

By the end of the lesson, the learner should be able to:
To represent feeding relationships and energy flow using pyramids of numbers.
To construct pyramid of numbers from given data.
To interpret constructed pyramid of numbers from given data.
Give examples where an inverted pyramid of numbers exists; giving reasons thereof.
To define biomass of an organism.
To interpret the pyramid of biomass.
To construct a biomass from given data.
To describe some characteristics of populations.
To explain factors affecting population growth rate.
To describe the quadrat method of estimating population.
To suggest limitations of quadrat method of estimating population.

Q/A: Review trophic levels.
Teacher explains features of pyramid of numbers.
Q/A: Identifying trophic levels of organisms.
Use given date to construct pyramid of numbers.
Supervised Exercise.
Representing inverted pyramid of numbers diagrammatically.
Teacher exposes new concepts; then leads in a detailed discussion.
Students construct biomass from given data.
Q/A: Definition of population.
Discuss population density, dispersion and growth.
Q/A: Factors affecting population growth rate; including food availability, space, diseases such as HIV/AIDS, pests, e.t.c.
Teacher explains use of quadrat method of estimating population.
Q/A: limitations of quadrat method of estimating population.
Project- students to make quadrats.

chart
text book
Chart- Inverted pyramid of numbers.

KLB BK III. PP 41-42. CERTIFICATE PG 49
KLB BK III. PP 44-45. CERTIFICATE PG 50

ECOLOGY

Quadrat method of estimating population.
Line - transect method of estimating population.
Belt transect method of estimating population.
Capture-recapture method.

By the end of the lesson, the learner should be able to:
To estimate population using quadrat method.
To describe the line transect method of population.
To suggest limitations of line transect method of population.
To estimate population using belt transect method of population.
To describe capture-recapture method of estimating population.
To suggest limitations of capture-recapture method.
To estimate population size using capture-recapture method.

Students? outdoor activity- Estimating population using standard quadrats.
Teacher explains procedure of line transect method of population.
Q/A: Students suggest limitations of line transect method of population.
Group work ? outdoor activity.
Discussion.
Detailed discussion and explanations.
Q/A: Assumptions made in this method, limitations of the method.
Worked examples.

Standard quadrats.
text book
Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c
specimen

KLB BK III. PP
46-47. CERTIFICATE PG 62

ECOLOGY

Xerophytes.
Mesophytes.
Hydrophytes.

By the end of the lesson, the learner should be able to:
To state characteristics of dry habitats.
To identify adaptations of xerophytes to their habitats.
To state characteristics of habitats of mesophytes.
To explain adaptations of mesophytes to their habitats.
To state characteristics of habitats of hydrophytes.
To explain adaptations of hydrophytes to their habitats.

Q/A: Characteristics of dry habitats.
Discussion: Adaptations of xerophytes to dry habitats.
Q/A: Characteristics of habitats where mesophytes thrive.
Discussion: Adaptations of mesophytes to their habitats.
Q/A: Characteristics of habitats where hydrophytes.
thrive.
Discussion: Adaptations of hydrophytes to their habitats.

Specimens of xerophytes.
Specimens of mesophytes.
Specimens of hydrophytes.

KLB BK III. P 50. CERTIFICATE PG 64

ECOLOGY

Halophytes.
Adaptive features of plants.
Pollution and its effects.
Air pollution.
Water pollution.
Soil pollution.
Radioactive emissions.

By the end of the lesson, the learner should be able to:
To state characteristics of habitats of halophytes.
To explain adaptations of halophytes to their habitats.
To define pollution, pollutants.
To explain effects of pollution on human beings and other organisms.
To identify causes and effects of air pollution.
To suggest control measures of air pollution.
To identify causes and effects of water pollution.
To suggest control measures of water pollution.
To identify causes and effects of soil pollution.
To suggest control measures of soil pollution.
To identify effects of radioactive emissions.
To state uses of nuclear energy.

Q/A: Characteristics of dry habitats.
Discussion: Adaptations of dry habitats.
Group experiments- Students examine given specimens and suggest their habitats.
Identify adaptive features.
Discussion punctuated with Q/A.
Detailed discussion & probing questions.
Detailed discussion & Q/A.
Brief discussion on radioactive emissions and nuclear energy

Specimens of halophytes.
Xerophytes Mesophytes
Hydrophytes
Hand lenses.
text book
topic related video
video of water pollution
text book

KLB BK III. P 52. CERTIFICATE PG 68
KLB BK III. PP 56-59. CERTIFICATE PG 70

ECOLOGY

Human diseases. Typhoid & cholera.
Protozoan diseases.
Prevention and control of protozoan diseases.
Ascaris lumbricoides.
Bilharzia.

By the end of the lesson, the learner should be able to:
To identify disease predisposing factors.
To describe causative agents, symptoms, prevention of bacterial diseases.
To identify causal agents, symptoms, prevention and treatment of amoebic dysentery and malaria.
To explain methods of preventing and controlling protozoan diseases.
To identify adaptive features of Ascaris lumbricoides.
To state and explain effects of a parasite on the host.
To suggest preventive and control measures.
To identify causal and transmission agents of bilharzia.
To describe effects of the parasite on its host.
To identify adaptive features of schistosoma.

Detailed discussion with probing questions.
Detailed discussion, Q/A.
Group activities: Students examine preserved specimens of Ascaris lumbricoides and identify some adaptive features.
Detailed discussion.
Brief discussion
Q/A: Effects on host and control measures.

text book
magazine
Preserved specimens of Ascaris lumbricoides.
chart

KLB BK III. P 63. CERTIFICATE PG 82