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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 3-4 |
GENETICS
|
Chromosomal Mutations - Non-disjunction
|
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
|
KLB Secondary Biology Form 4, Pages 32-35
|
|
| 1 | 5 |
GENETICS
|
Chromosomal Mutations - Non-disjunction
|
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
|
KLB Secondary Biology Form 4, Pages 32-35
|
|
| 2 | 1 |
GENETICS
|
Chromosomal Mutations - Polyploidy
|
By the end of the
lesson, the learner
should be able to:
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations. |
Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 35-36
|
|
| 2 | 2 |
GENETICS
|
Chromosomal Mutations - Polyploidy
|
By the end of the
lesson, the learner
should be able to:
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations. |
Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 35-36
|
|
| 2 | 3-4 |
GENETICS
|
Gene Mutations
|
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. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
|
Textbook, chalkboard, chalk, simple text examples
|
KLB Secondary Biology Form 4, Pages 36-38
|
|
| 2 | 5 |
GENETICS
|
Gene Mutations
|
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. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
|
Textbook, chalkboard, chalk, simple text examples
|
KLB Secondary Biology Form 4, Pages 36-38
|
|
| 3 | 1 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 3 | 2 |
GENETICS
|
Genetic Disorders - Albinism
|
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
|
|
| 3 | 3-4 |
GENETICS
|
Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia |
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities. |
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 38-40
KLB Secondary Biology Form 4, Pages 40-42 |
|
| 3 | 5 |
GENETICS
|
Genetic Disorders - Sickle Cell Anaemia
|
By the end of the
lesson, the learner
should be able to:
Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease. |
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 40-42
|
|
| 4 | 1 |
GENETICS
|
Environmental Effects on Gene Expression
|
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
|
KLB Secondary Biology Form 4, Pages 42-43
|
|
| 4 | 2 |
GENETICS
|
Environmental Effects on Gene Expression
|
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
|
KLB Secondary Biology Form 4, Pages 42-43
|
|
| 4 | 3-4 |
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. Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics. |
Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications. |
Textbook, local plant examples, chalkboard
Textbook, local breeding examples, chalkboard |
KLB Secondary Biology Form 4, Pages 42-43
KLB Secondary Biology Form 4, Pages 43-49 |
|
| 5-6 |
END OF YEAR EXAMINATIONS |
|||||||
| 7 | 1 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
|
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
|
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 7 | 2 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
|
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
|
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 7 | 3-4 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
|
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
|
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 7 | 5 |
EVOLUTION
|
Chemical Evolution and Miller's Experiment
|
By the end of the
lesson, the learner
should be able to:
Describe Miller's spark discharge experiment. Explain formation of organic compounds from simple molecules. Understand primitive earth conditions. |
Detailed exposition on Miller's experimental setup using chalkboard diagrams. Discussion on primitive atmosphere composition. Analysis of experimental results and significance.
|
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration
|
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 8 | 1 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
|
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
|
KLB Secondary Biology Form 4, Pages 55-62
|
|
| 8 | 2 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
|
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
|
KLB Secondary Biology Form 4, Pages 55-62
|
|
| 8 | 3-4 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
|
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
|
KLB Secondary Biology Form 4, Pages 55-62
|
|
| 8 | 5 |
EVOLUTION
|
Geographical Distribution and Comparative Embryology
|
By the end of the
lesson, the learner
should be able to:
Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates. |
Discussion on animal and plant distribution patterns. Examination of world map showing species distribution. Drawing embryological stages on chalkboard. Comparison of vertebrate embryos.
|
Textbook, world map, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 60-63
|
|
| 9 | 1 |
EVOLUTION
|
Comparative Anatomy - Homologous 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
|
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 9 | 2 |
EVOLUTION
|
Comparative Anatomy - Homologous 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
|
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 9 | 3-4 |
EVOLUTION
|
Comparative Anatomy - Homologous 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
|
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 9 | 5 |
EVOLUTION
|
Comparative Anatomy - Analogous and Vestigial Structures
|
By the end of the
lesson, the learner
should be able to:
Define analogous and vestigial structures. Compare bird and insect wings. Give examples of vestigial organs. Explain convergent evolution. |
Examination of bird and insect wing specimens. Drawing wing structures on chalkboard. Discussion on vestigial organs in humans and other animals. Examples of convergent evolution.
|
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 67-70
|
|
| 10 | 1 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
|
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. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
|
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
|
|
| 10 | 2 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
|
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. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
|
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
|
|
| 10 | 3-4 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
|
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. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
|
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
|
|
| 10 | 5 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
|
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. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
|
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
|
|
| 11 | 1 |
EVOLUTION
|
Lamarck's Theory vs Darwin's Theory
|
By the end of the
lesson, the learner
should be able to:
Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria. |
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
|
KLB Secondary Biology Form 4, Pages 71-73
|
|
| 11 | 2 |
EVOLUTION
|
Lamarck's Theory vs Darwin's Theory
|
By the end of the
lesson, the learner
should be able to:
Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria. |
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
|
KLB Secondary Biology Form 4, Pages 71-73
|
|
| 11 | 3-4 |
EVOLUTION
|
Lamarck's Theory vs Darwin's Theory
Natural Selection in Action |
By the end of the
lesson, the learner
should be able to:
Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria. Explain struggle for existence and survival of the fittest. Describe peppered moth example. Model cryptic coloration effects. Understand environmental selection pressures. |
Exposition on Lamarck's giraffe example using chalkboard drawings. Detailed explanation of Darwin's natural selection theory. Comparison table construction. Discussion on scientific evidence.
Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures. |
Textbook, chalkboard, chalk
White and black paper, scissors, textbook, chalkboard |
KLB Secondary Biology Form 4, Pages 71-73
KLB Secondary Biology Form 4, Pages 73-75 |
|
| 12 |
CLOSING OF SCHOOL |
|||||||
| 12 | 3-4 |
EVOLUTION
|
Modern Examples of Evolution and Resistance
|
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
|
KLB Secondary Biology Form 4, Pages 75-77
|
|
| 12 | 5 |
EVOLUTION
|
Modern Examples of Evolution and Resistance
|
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
|
KLB Secondary Biology Form 4, Pages 75-77
|
|
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