If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND REVISION OF HOLIDAY ASSIGNMENT |
|||||||
| 2 | 1-2 |
REVISION
Paper 1 Revision Paper 1 Revision Paper 2 Paper 2 Paper 2 |
Short questions and diagrams questions
Application questions Section A-Short Structured Questions Section B – Data Analysis Question Section B-Essay Questions |
By the end of the
lesson, the learner
should be able to:
- Learn how to answer short questions correctly - Practice speed and accuracy - Revise labeling of diagrams - Apply knowledge to real-life - Learn how to organize answers well- Revise experiments and results- Build confidence in answering under time |
-Class discussion on common short questions
-Group work guided by the teacher -Peer marking and corrections with teacher guidance -Teacher demonstrates how to approach application questions -Students attempt application questions as guided by the teacher. -Peer and teacher marking with class discussion |
Paper 1 exams, diagrams,
marking schemes Past Paper 1 exams, experiment charts, marking schemes Past Biology Paper 2 exams, KLB textbooks, marking schemes Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector |
Biology Paper 1, KLB Bks 1,2,3 and 4
Biology Paper 1 KLB Bks 1,2,3 and 4 |
|
| 2 | 3 |
Paper 3 Revision
Paper 1 Revision Paper 1 Revision |
Observation, Identification, and Drawing questions.
Experiments and Tests questions Short questions and diagrams questions Application questions |
By the end of the
lesson, the learner
should be able to:
- Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately |
-Group work: Students examine provided specimens
-Hands-on practice as guided in the question -Peer marking using marking schemes, followed by teacher corrections on accuracy, labeling, and texture descriptions. |
Paper 3 exams
specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams photographs specimens Reagents Paper 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 2 | 4 |
Paper 2
Paper 3 Revision |
Section A-Short Structured Questions
Section B – Data Analysis Question Section B-Essay Questions Observation, Identification, and Drawing questions. |
By the end of the
lesson, the learner
should be able to:
- Revise answering techniques for structured questions- Develop speed and accuracy in short-answer questions- Identify common question trends and traps- Build confidence in handling variety of topics |
-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections |
Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector Paper 3 exams specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams |
Bio Paper 2 , KLB Bks 1,2,3 and 4
|
|
| 2 | 5 |
Paper 3 Revision
|
Experiments and Tests questions
Observation, Identification, and Drawing questions. Experiments and Tests questions Observation, Identification, and Drawing questions. |
By the end of the
lesson, the learner
should be able to:
- Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
photographs
specimens Reagents Paper 3 exams specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 3 | 1-2 |
Paper 3 Revision
Paper 2 Paper 2 |
Experiments and Tests questions
Section B – Data Analysis Question Section B-Essay Questions Observation, Identification, and Drawing questions. Experiments and Tests questions Observation, Identification, and Drawing questions. Experiments and Tests questions |
By the end of the
lesson, the learner
should be able to:
- Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management - Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results -Group work: Students examine provided specimens -Hands-on practice as guided in the question -Peer marking using marking schemes, followed by teacher corrections on accuracy, labeling, and texture descriptions. |
photographs
specimens Reagents Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector Paper 3 exams specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams photographs specimens Reagents |
Biology Paper 3
KLB Books 1,2,3 and 4 Biology Paper 3 , KLB Books 1,2,3 and 4. |
|
| 3 | 3 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
Chemical Evolution and Miller's Experiment |
By the end of the
lesson, the learner
should be able to:
Define evolution and organic evolution. Distinguish between special creation and chemical evolution theories. Explain the scientific approach to understanding life's origin. |
Brainstorming on how life began. Discussion on religious vs scientific explanations. Exposition on chemical evolution theory. Comparison of different viewpoints.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration |
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 3 | 4 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
Geographical Distribution and Comparative Embryology |
By the end of the
lesson, the learner
should be able to:
Define fossils and explain fossil formation. Describe types of fossils. Analyze fossil evidence for evolution. Understand geological time scale. |
Exposition on fossil formation processes. Examination of any available fossil specimens or pictures. Discussion on fossil records of humans and other organisms. Timeline construction on chalkboard.
|
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk
Textbook, world map, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 55-62
|
|
| 3 | 5 |
EVOLUTION
|
Comparative Anatomy - Homologous Structures
Comparative Anatomy - Analogous and Vestigial Structures |
By the end of the
lesson, the learner
should be able to:
Define homologous structures. Examine pentadactyl limb in different vertebrates. Explain divergent evolution. Identify adaptive modifications. |
Practical examination of bone specimens or pictures. Drawing and labeling pentadactyl limbs of different animals. Discussion on common ancestry evidence. Comparison of limb modifications.
|
Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 4 | 1-2 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
Lamarck's Theory vs Darwin's Theory Natural Selection in Action |
By the end of the
lesson, the learner
should be able to:
Describe cellular evidence for evolution. Explain biochemical similarities in organisms. Understand serological tests for evolutionary relationships. Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
Exposition on Lamarck's giraffe example using chalkboard drawings. Detailed explanation of Darwin's natural selection theory. Comparison table construction. Discussion on scientific evidence. |
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
Textbook, chalkboard, chalk White and black paper, scissors, textbook, chalkboard |
KLB Secondary Biology Form 4, Pages 69-70
KLB Secondary Biology Form 4, Pages 71-73 |
|
| 4 | 3 |
EVOLUTION
RECEPTION, RESPONSE AND CO-ORDINATION |
Modern Examples of Evolution and Resistance
Balance and Posture Control |
By the end of the
lesson, the learner
should be able to:
Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues. |
Discussion on drug-resistant bacteria and insects. Case study of malaria and sickle cell trait. Examples of rapid evolutionary changes. Q/A session and topic review.
|
Textbook, local examples of pesticide resistance, chalkboard
Textbook, chalkboard, chalk, simple materials for balance demonstration |
KLB Secondary Biology Form 4, Pages 75-77
|
|
| 4 | 4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
Integration and Coordination Systems Review |
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
Textbook, chalkboard, chalk, exercise books, review materials |
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 4 | 5 |
RECEPTION, RESPONSE AND CO-ORDINATION
GENETICS GENETICS GENETICS |
Practical Applications and Assessment
Introduction to Genetics and Variation Observable Variations in Human Beings Discontinuous and Continuous Variation |
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
Textbook, chalkboard, chalk Ink pad, plain paper, metre rule, exercise books Graph paper, rulers, height data from previous lesson, textbook |
KLB Secondary Biology Form 4, Pages 78-116
|
|
| 5 | 1-2 |
GENETICS
|
Causes of Variation
Chromosome Structure Chromosome Behaviour During Mitosis Chromosome Behaviour During Meiosis DNA Structure and Replication DNA and Protein Synthesis |
By the end of the
lesson, the learner
should be able to:
Explain genetic and environmental causes of variation. Describe role of meiosis, fertilization and mutations in creating variation. Describe chromosome behaviour during meiosis. Explain crossing over and reduction division. Compare mitosis and meiosis. |
Exposition on sources of variation. Discussion on independent assortment during meiosis. Examples of environmental effects on phenotypes.
Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation. |
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books, pencils Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots Colored threads, manila paper, textbook Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 4-5
KLB Secondary Biology Form 4, Pages 8-9 |
|
| 5 | 3 |
GENETICS
|
Mendel's Experiments and First Law
Monohybrid Inheritance Concepts |
By the end of the
lesson, the learner
should be able to:
Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success. |
Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 13-15
|
|
| 5 | 4 |
GENETICS
|
Genetic Crosses and Punnet Squares
Probability in Inheritance |
By the end of the
lesson, the learner
should be able to:
Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes. |
Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems.
|
Textbook, chalkboard, chalk, exercise books, pencils
Coins, exercise books for recording, calculators (if available), textbook |
KLB Secondary Biology Form 4, Pages 17-18
|
|
| 5 | 5 |
GENETICS
|
Modeling Random Gamete Fusion
Complete Dominance Problems |
By the end of the
lesson, the learner
should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results. |
Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
|
Different colored beans (or maize grains), small containers, exercise books
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 19-20
|
|
| 6 | 1-2 |
GENETICS
|
Incomplete Dominance
ABO Blood Group System Rhesus Factor and Unknown Genotypes Sex Determination |
By the end of the
lesson, the learner
should be able to:
Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending. Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination. |
Textbook, chalkboard, chalk, colored chalk (if available)
Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 22-24
KLB Secondary Biology Form 4, Pages 25-26 |
|
| 6 | 3 |
GENETICS
|
Gene Linkage
Sex-linked Inheritance - Color Blindness |
By the end of the
lesson, the learner
should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together. |
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books, rulers |
KLB Secondary Biology Form 4, Pages 27-28
|
|
| 6 | 4 |
GENETICS
|
Sex-linked Inheritance - Haemophilia
Crossing Over and Recombination |
By the end of the
lesson, the learner
should be able to:
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations. |
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, colored chalk |
KLB Secondary Biology Form 4, Pages 30-31
|
|
| 6 | 5 |
GENETICS
|
Chromosomal Mutations - Non-disjunction
Chromosomal Mutations - Polyploidy |
By the end of the
lesson, the learner
should be able to:
Define chromosomal mutations. Explain non-disjunction during meiosis. Describe Down's syndrome and other chromosome disorders. |
Exposition on non-disjunction using chalkboard diagrams. Drawing normal vs abnormal chromosome sets. Discussion on genetic disorders.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 32-35
|
|
| 7 | 1-2 |
GENETICS
|
Gene Mutations
Genetic Disorders - Albinism Genetic Disorders - Sickle Cell Anaemia |
By the end of the
lesson, the learner
should be able to:
Define gene mutations. Describe insertion, deletion, substitution and inversion. Explain effects on protein synthesis using analogies. Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children. |
Textbook, chalkboard, chalk, simple text examples
Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 36-38
KLB Secondary Biology Form 4, Pages 38-40 |
|
| 7 | 3 |
GENETICS
|
Environmental Effects on Gene Expression
Applications of Genetics |
By the end of the
lesson, the learner
should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism. |
Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.
|
Textbook, local plant examples, chalkboard
Textbook, local breeding examples, chalkboard |
KLB Secondary Biology Form 4, Pages 42-43
|
|
| 7 | 4 |
SUPPORT AND MOVEMENT
|
Importance of Support and Movement; Plant Support Strategies
Tissue Arrangement in Monocot and Dicot Stems |
By the end of the
lesson, the learner
should be able to:
Explain the necessity for support in plants and animals. Describe importance of movement in organisms. Identify different support mechanisms in plants. Explain role of turgor pressure and alternative support methods. |
Brainstorming on why organisms need support. Discussion on consequences of lack of support. Observation of local plants showing different support strategies. Practical experiment on wilting in herbaceous vs woody plants. Analysis of climbing plants and their support adaptations.
|
Textbook, chalkboard, chalk, local plant specimens, herbaceous and woody plants for wilting experiment
Textbook, chalkboard, chalk, fresh monocot stems (maize, sugarcane), fresh dicot stems (bean plants), razor blades, hand lenses |
KLB Secondary Biology Form 4, Pages 120-121, 125-126
|
|
| 7 | 5 |
SUPPORT AND MOVEMENT
|
Supporting Tissues in Plants and Their Functions
Types of Animal Skeletons |
By the end of the
lesson, the learner
should be able to:
Identify types of supporting tissues: collenchyma, sclerenchyma, xylem vessels, tracheids. Explain functions of each supporting tissue. Describe how these tissues provide mechanical strength. Compare tissue properties and locations. |
Detailed exposition on supporting tissue types using diagrams. Discussion on tissue characteristics and functions. Examination of tissue examples in stem sections. Comparison of tissue properties and mechanical strength. Drawing tissue structures and arrangements.
|
Textbook, chalkboard, chalk, microscope slides (if available), fresh stem sections, exercise books
Textbook, chalkboard, chalk, arthropod specimens (grasshoppers, crabs), bone specimens, comparison charts |
KLB Secondary Biology Form 4, Pages 121-125
|
|
| 8 | 1-2 |
SUPPORT AND MOVEMENT
|
Fish Locomotion - Structure and Mechanism
Human Axial Skeleton - Skull and Rib Cage Vertebral Column - Cervical and Thoracic Vertebrae Vertebral Column - Lumbar, Sacral and Caudal Vertebrae |
By the end of the
lesson, the learner
should be able to:
Examine external features of bony fish related to locomotion. Identify different types of fins and their functions. Explain swimming mechanism and calculate tail power. Describe streamlined body adaptations. Describe general structure of vertebrae. Identify features of cervical vertebrae including atlas and axis. Explain features and adaptations of thoracic vertebrae. Compare regional vertebrae differences. |
Practical examination of fresh tilapia or similar fish. Identification and drawing of fins and body features. Discussion on streamlining and scale arrangement. Detailed exposition on swimming mechanism using diagrams. Practical calculation of tail power using fish measurements.
Examination of cervical and thoracic vertebrae specimens. Drawing and labeling atlas, axis, and typical cervical vertebrae. Study of thoracic vertebrae and rib articulation points. Discussion on regional adaptations for function. Comparison of vertebrae features. |
Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books
Textbook, chalkboard, chalk, skull and rib cage specimens, exercise books Textbook, chalkboard, chalk, cervical and thoracic vertebrae specimens, exercise books Textbook, chalkboard, chalk, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column |
KLB Secondary Biology Form 4, Pages 127-129
KLB Secondary Biology Form 4, Pages 131-134 |
|
| 8 | 3 |
SUPPORT AND MOVEMENT
|
Pectoral Girdle and Forelimb Bones
Pelvic Girdle and Hindlimb Bones |
By the end of the
lesson, the learner
should be able to:
Describe structure of pectoral girdle components: scapula and clavicle. Identify forelimb bones: humerus, radius, ulna, carpals, metacarpals, phalanges. Explain joint formations and articulations. |
Examination of pectoral girdle and forelimb bones. Drawing and labeling complete forelimb structure. Discussion on shoulder and elbow joint formation. Analysis of bone features and muscle attachment points. Study of pentadactyl limb pattern.
|
Textbook, chalkboard, chalk, pectoral girdle and forelimb bone specimens, exercise books
Textbook, chalkboard, chalk, pelvic girdle and hindlimb bone specimens, exercise books |
KLB Secondary Biology Form 4, Pages 136-138
|
|
| 8 | 4 |
SUPPORT AND MOVEMENT
|
Types of Joints and Their Structure
Ball and Socket vs Hinge Joints; Movement Mechanisms |
By the end of the
lesson, the learner
should be able to:
Identify types of joints: immovable, gliding, and movable (synovial). Describe structure of synovial joints including cartilage, synovial fluid, and ligaments. Explain joint components and their functions. |
Examination of different joint types and synovial joint structure. Drawing synovial joint components. Discussion on cartilage function and synovial fluid properties. Analysis of joint mobility and stability. Practical observation of joint movements.
|
Textbook, chalkboard, chalk, joint specimens or models, exercise books
Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books |
KLB Secondary Biology Form 4, Pages 140-141
|
|
| 8 | 5 |
SUPPORT AND MOVEMENT
|
Types of Muscle Tissue and Their Functions
Skeletal Muscle Structure and Contraction Mechanism Smooth and Cardiac Muscle Specializations |
By the end of the
lesson, the learner
should be able to:
Identify three types of muscle tissue: skeletal (striated), smooth (visceral), and cardiac. Compare structure and functions of each muscle type. Explain voluntary vs involuntary muscle control. Describe muscle fiber characteristics. |
Drawing structures of different muscle types on chalkboard. Detailed comparison of muscle fiber characteristics. Discussion on muscle control mechanisms and locations. Analysis of muscle contraction properties and endurance. Examples of each muscle type in body systems.
|
Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts
Textbook, chalkboard, chalk, exercise books, detailed muscle structure diagrams Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables |
KLB Secondary Biology Form 4, Pages 142-144
|
|
| 9 |
KCSE & TERM REVIEW |
|||||||
Your Name Comes Here