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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening of School |
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| 2 | 1 |
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
|
|
| 2 | 2 |
SUPPORT AND MOVEMENT
|
Supporting Tissues in Plants and Their Functions
|
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
|
KLB Secondary Biology Form 4, Pages 121-125
|
|
| 2 | 3-4 |
SUPPORT AND MOVEMENT
|
Types of Animal Skeletons
Fish Locomotion - Structure and Mechanism Human Axial Skeleton - Skull and Rib Cage |
By the end of the
lesson, the learner
should be able to:
Identify three types of animal skeletons: hydrostatic, exoskeleton, endoskeleton. Compare structure, composition, and functions of each skeleton type. Explain advantages and disadvantages of different skeleton types. Describe structure and functions of human skull. Explain structure and function of rib cage. Understand protection and support roles. Identify bone features and adaptations. |
Exposition on skeleton types using examples. Examination of arthropod specimens showing exoskeleton. Discussion on bone and cartilage as endoskeleton materials. Comparison table of skeleton characteristics. Analysis of evolutionary adaptations and growth limitations.
Examination of skull and rib cage specimens or models. Drawing skull and rib cage structures. Discussion on brain and organ protection. Analysis of breathing movements and rib articulation. Identification of skull sutures and rib cage components. |
Textbook, chalkboard, chalk, arthropod specimens (grasshoppers, crabs), bone specimens, comparison charts
Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books Textbook, chalkboard, chalk, skull and rib cage specimens, exercise books |
KLB Secondary Biology Form 4, Pages 126-127
KLB Secondary Biology Form 4, Pages 130-131 |
|
| 2 | 5 |
SUPPORT AND MOVEMENT
|
Vertebral Column - Cervical and Thoracic Vertebrae
|
By the end of the
lesson, the learner
should be able to:
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. |
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, chalkboard, chalk, cervical and thoracic vertebrae specimens, exercise books
|
KLB Secondary Biology Form 4, Pages 131-134
|
|
| 3 | 1 |
SUPPORT AND MOVEMENT
|
Vertebral Column - Lumbar, Sacral and Caudal Vertebrae
Pectoral Girdle and Forelimb Bones |
By the end of the
lesson, the learner
should be able to:
Identify features of lumbar vertebrae and their weight-bearing adaptations. Describe structure of sacral vertebrae and sacrum formation. Explain structure of caudal vertebrae. Compare all vertebrae types. |
Examination of lumbar, sacral, and caudal vertebrae specimens. Drawing large centrum and processes of lumbar vertebrae. Study of sacrum formation and fusion. Discussion on weight support and regional specializations. Complete vertebral column analysis.
|
Textbook, chalkboard, chalk, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column
Textbook, chalkboard, chalk, pectoral girdle and forelimb bone specimens, exercise books |
KLB Secondary Biology Form 4, Pages 134-136
|
|
| 3 | 2 |
SUPPORT AND MOVEMENT
|
Pelvic Girdle and Hindlimb Bones
|
By the end of the
lesson, the learner
should be able to:
Describe structure of pelvic girdle: ilium, ischium, pubis. Identify hindlimb bones: femur, tibia, fibula, tarsals, metatarsals, phalanges. Explain weight-bearing adaptations and joint formations. |
Examination of pelvic girdle and hindlimb bones. Drawing hip bone structure and acetabulum. Study of hindlimb bone features and knee joint. Discussion on weight transmission and locomotion adaptations. Comparison of forelimb and hindlimb structures.
|
Textbook, chalkboard, chalk, pelvic girdle and hindlimb bone specimens, exercise books
|
KLB Secondary Biology Form 4, Pages 138-140
|
|
| 3 | 3-4 |
SUPPORT AND MOVEMENT
|
Types of Joints and Their Structure
Ball and Socket vs Hinge Joints; Movement Mechanisms Types of Muscle Tissue and Their Functions |
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. 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. |
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.
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, joint specimens or models, exercise books
Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts |
KLB Secondary Biology Form 4, Pages 140-141
KLB Secondary Biology Form 4, Pages 142-144 |
|
| 3 | 5 |
SUPPORT AND MOVEMENT
|
Skeletal Muscle Structure and Contraction Mechanism
Smooth and Cardiac Muscle Specializations |
By the end of the
lesson, the learner
should be able to:
Describe detailed structure of skeletal muscle fibers including myofibrils, actin, and myosin. Explain muscle contraction mechanism and sliding filament theory. Understand energy requirements and muscle fatigue. |
Detailed exposition on muscle fiber structure using diagrams. Discussion on sliding filament theory and molecular basis of contraction. Explanation of ATP requirements and calcium ion role. Analysis of muscle fatigue and recovery. Practical muscle function demonstrations.
|
Textbook, chalkboard, chalk, exercise books, detailed muscle structure diagrams
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables |
KLB Secondary Biology Form 4, Pages 142-143
|
|
| 4 |
Mid-Term Exams |
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| 5 | 1 |
REVISION
Paper 1 Revision Paper 1 Revision Paper 2 |
Short questions and diagrams questions
Application questions Section A-Short Structured 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 |
-Class discussion on common short questions
-Group work guided by the teacher -Peer marking and corrections with teacher guidance |
Paper 1 exams, diagrams,
marking schemes Past Paper 1 exams, experiment charts, marking schemes Past Biology Paper 2 exams, KLB textbooks, marking schemes |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 5 | 2 |
Paper 2
|
Section B – Data Analysis Question
Section B-Essay Questions |
By the end of the
lesson, the learner
should be able to:
- Interpret and analyze biological data (tables & graphs) - Develop graph plotting and data interpretation skills- Practice drawing accurate biological graphs - Strengthen ability to link data to biological concepts |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide |
Graph papers, rulers, past papers, textbooks
Sample essays, past papers, marking schemes projector |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
|
|
| 5 | 3-4 |
Paper 3 Revision
Paper 1 Revision Paper 1 Revision Paper 2 Paper 2 |
Observation, Identification, and Drawing questions.
Experiments and Tests questions Short questions and diagrams questions Application questions Section A-Short Structured Questions Section B – Data Analysis Question |
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 - Apply knowledge to real-life - Learn how to organize answers well- Revise experiments and results- Build confidence in answering under time |
-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. -Teacher demonstrates how to approach application questions -Students attempt application questions as guided by the teacher. -Peer and teacher marking with class discussion |
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 Past Biology Paper 2 exams, KLB textbooks, marking schemes Graph papers, rulers, past papers, textbooks |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. Biology Paper 1 KLB Bks 1,2,3 and 4 |
|
| 5 | 5 |
Paper 2
Paper 3 Revision Paper 3 Revision |
Section B-Essay Questions
Observation, Identification, and Drawing questions. Experiments and Tests questions |
By the end of the
lesson, the learner
should be able to:
- Develop structured essay writing skills - Learn to plan and organize points logically - identify and practice essay questions from different Biology topics |
-Brainstorming key essay points
-Group writing of essay outlines -Teacher shows how to write a good essay -Peer review and class marking |
Sample essays, past papers, marking schemes
projector Paper 3 exams specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams photographs specimens Reagents |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
|
|
| 6 | 1 |
Paper 1 Revision
Paper 2 |
Short questions and diagrams questions
Application questions Section A-Short Structured 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 |
-Class discussion on common short questions
-Group work guided by the teacher -Peer marking and corrections with teacher guidance |
Paper 1 exams, diagrams,
marking schemes Past Paper 1 exams, experiment charts, marking schemes Past Biology Paper 2 exams, KLB textbooks, marking schemes |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 6 | 2 |
Paper 2
Paper 3 Revision |
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:
- Interpret and analyze biological data (tables & graphs) - Develop graph plotting and data interpretation skills- Practice drawing accurate biological graphs - Strengthen ability to link data to biological concepts |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide |
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 Q6, KLB BK 1,2,3 and 4
|
|
| 6 | 3-4 |
Paper 3 Revision
Paper 1 Revision Paper 1 Revision Paper 2 |
Experiments and Tests questions
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:
- Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management - 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 |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results -Class discussion on Section A structure -Peer marking of answers using marking scheme -Teacher feedback and corrections |
photographs
specimens Reagents 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 3
KLB Books 1,2,3 and 4 Bio Paper 2 , KLB Bks 1,2,3 and 4 |
|
| 6 | 5 |
Paper 3 Revision
Paper 1 Revision |
Observation, Identification, and Drawing questions.
Experiments and Tests questions Short questions and diagrams 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 |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 7 | 1 |
Paper 1 Revision
Paper 2 |
Application questions
Section A-Short Structured Questions |
By the end of the
lesson, the learner
should be able to:
- Apply knowledge to real-life - Learn how to organize answers well- Revise experiments and results- Build confidence in answering under time |
-Teacher demonstrates how to approach application questions
-Students attempt application questions as guided by the teacher. -Peer and teacher marking with class discussion |
Past Paper 1 exams, experiment charts, marking schemes
Past Biology Paper 2 exams, KLB textbooks, marking schemes |
Biology Paper 1 KLB Bks 1,2,3 and 4
|
|
| 7 | 2 |
Paper 2
Paper 3 Revision |
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:
- Interpret and analyze biological data (tables & graphs) - Develop graph plotting and data interpretation skills- Practice drawing accurate biological graphs - Strengthen ability to link data to biological concepts |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide |
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 Q6, KLB BK 1,2,3 and 4
|
|
| 7 | 3-4 |
Paper 3 Revision
Paper 1 Revision Paper 1 Revision Paper 2 |
Experiments and Tests questions
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:
- Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management - 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 |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results -Class discussion on Section A structure -Peer marking of answers using marking scheme -Teacher feedback and corrections |
photographs
specimens Reagents 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 3
KLB Books 1,2,3 and 4 Bio Paper 2 , KLB Bks 1,2,3 and 4 |
|
| 7 | 5 |
Paper 3 Revision
|
Observation, Identification, and Drawing questions.
Experiments and Tests 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 |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 8 |
Group Discussions, KCSE model Past Papers Revision |
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