If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
SUPPORT AND MOVEMENT
|
Human Axial Skeleton - Skull and Rib Cage
|
By the end of the
lesson, the learner
should be able to:
Describe structure and functions of human skull. Explain structure and function of rib cage. Understand protection and support roles. Identify bone features and adaptations. |
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, skull and rib cage specimens, exercise books
|
KLB Secondary Biology Form 4, Pages 130-131
|
|
| 1 | 2 |
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
|
|
| 1 | 3-4 |
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. 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 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.
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, 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
KLB Secondary Biology Form 4, Pages 136-138 |
|
| 1 | 5 |
SUPPORT AND MOVEMENT
|
Pectoral Girdle and Forelimb 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
|
KLB Secondary Biology Form 4, Pages 136-138
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
SUPPORT AND MOVEMENT
|
Types of Joints and Their Structure
|
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
|
KLB Secondary Biology Form 4, Pages 140-141
|
|
| 2 | 3-4 |
SUPPORT AND MOVEMENT
|
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:
Compare ball and socket joints with hinge joints. Describe movement capabilities and examples of each joint type. Explain how muscles work in antagonistic pairs at joints. Understand lever systems in movement. 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 hip/shoulder and elbow/knee joints. Demonstration of movement ranges and planes. Drawing joint structures and movement mechanisms. Practical demonstration of biceps and triceps action. Analysis of flexor and extensor muscle function.
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, practical movement demonstrations, exercise books
Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts |
KLB Secondary Biology Form 4, Pages 141-143
KLB Secondary Biology Form 4, Pages 142-144 |
|
| 2 | 5 |
SUPPORT AND MOVEMENT
|
Skeletal Muscle Structure and Contraction Mechanism
|
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
|
KLB Secondary Biology Form 4, Pages 142-143
|
|
| 3 | 1 |
SUPPORT AND MOVEMENT
|
Smooth and Cardiac Muscle Specializations
|
By the end of the
lesson, the learner
should be able to:
Describe structure and functions of smooth muscle in various organs. Explain cardiac muscle specializations and continuous rhythmic contractions. Compare muscle types in terms of structure, control, and endurance. |
Drawing smooth and cardiac muscle structures and locations. Discussion on involuntary muscle control mechanisms. Explanation of cardiac muscle intercalated discs and myogenic nature. Comprehensive comparison of all muscle types. Analysis of muscle adaptations to function.
|
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables
|
KLB Secondary Biology Form 4, Pages 143-144
|
|
| 3 | 2 |
REVISION
Paper 1 Revision Paper 1 Revision |
Short questions and diagrams questions
Application 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 |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 3 | 3-4 |
Paper 2
|
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:
- 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 - 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 |
-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections -Teacher-led practice on plotting graphs -Students interpret and answer data-based questions -Group analysis and correction using marking guide |
Past Biology Paper 2 exams, KLB textbooks, marking schemes
Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector |
Bio Paper 2 , KLB Bks 1,2,3 and 4
Bio Paper 2 Q6, KLB BK 1,2,3 and 4 |
|
| 3 | 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. |
|
| 4 | 1 |
Paper 1 Revision
|
Short questions and diagrams questions
Application 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 |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 4 | 2 |
Paper 2
|
Section A-Short Structured 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
|
Bio Paper 2 , KLB Bks 1,2,3 and 4
|
|
| 4 | 3-4 |
Paper 2
Paper 3 Revision |
Section B – Data Analysis Question
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:
- 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 - Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately |
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions -Group analysis and correction using marking guide -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. |
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 |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 , KLB Books 1,2,3 and 4. |
|
| 4 | 5 |
Paper 1 Revision
|
Short questions and diagrams questions
Application 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 |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 5 | 1 |
Paper 2
|
Section A-Short Structured Questions
Section B – Data Analysis Question |
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 |
Bio Paper 2 , KLB Bks 1,2,3 and 4
|
|
| 5 | 2 |
Paper 2
|
Section B-Essay 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 |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
|
|
| 5 | 3-4 |
Paper 3 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 - Learn how to answer short questions correctly - Practice speed and accuracy - Revise labeling of diagrams |
-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. -Class discussion on common short questions -Group work guided by the teacher -Peer marking and corrections with teacher guidance |
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. Biology Paper 1, KLB Bks 1,2,3 and 4 |
|
| 5 | 5 |
Paper 2
|
Section A-Short Structured Questions
Section B – Data Analysis Question |
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 |
Bio Paper 2 , KLB Bks 1,2,3 and 4
|
|
| 6 | 1 |
Paper 2
|
Section B-Essay 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 |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
|
|
| 6 | 2 |
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. |
|
| 6 | 3-4 |
Paper 1 Revision
Paper 2 |
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:
- Learn how to answer short questions correctly - Practice speed and accuracy - Revise labeling of diagrams - 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 common short questions
-Group work guided by the teacher -Peer marking and corrections with teacher guidance -Class discussion on Section A structure -Peer marking of answers using marking scheme -Teacher feedback and corrections |
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 1, KLB Bks 1,2,3 and 4
Bio Paper 2 , KLB Bks 1,2,3 and 4 |
|
| 6 | 5 |
Paper 2
Paper 3 Revision |
Section B-Essay Questions
Observation, Identification, and Drawing 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 |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
|
|
| 7 | 1 |
Paper 3 Revision
|
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 |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
photographs
specimens Reagents |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 7 | 2 |
Paper 1 Revision
|
Short questions and diagrams questions
Application 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 |
Biology Paper 1, KLB Bks 1,2,3 and 4
|
|
| 7 | 3-4 |
Paper 2
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 - Develop structured essay writing skills - Learn to plan and organize points logically - identify and practice essay questions from different Biology topics |
-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections -Brainstorming key essay points -Group writing of essay outlines -Teacher shows how to write a good essay -Peer review and class marking |
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
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4 |
|
| 7 | 5 |
Paper 3 Revision
|
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 |
-Teacher demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
photographs
specimens Reagents |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 8-9 |
Exams and closing |
|||||||
Your Name Comes Here