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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GENETICS
|
Discontinuous and Continuous Variation
|
By the end of the
lesson, the learner
should be able to:
Define discontinuous and continuous variation. Give examples of each type. Plot frequency distribution graphs for continuous variation. |
Analysis of tongue rolling and height data. Plotting frequency-height graphs on chalkboard. Discussion on differences between variation types.
|
Graph paper, rulers, height data from previous lesson, textbook
|
KLB Secondary Biology Form 4, Pages 3-4
|
|
| 2 | 2-3 |
GENETICS
|
Monohybrid Inheritance Concepts
Genetic Crosses and Punnet Squares |
By the end of the
lesson, the learner
should be able to:
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions. Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes. |
Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.
Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems. |
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, exercise books, pencils |
KLB Secondary Biology Form 4, Pages 15-17
KLB Secondary Biology Form 4, Pages 17-18 |
|
| 2 | 4 |
GENETICS
|
Complete Dominance Problems
|
By the end of the
lesson, the learner
should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 20-21
|
|
| 2 | 5 |
GENETICS
|
Incomplete Dominance
|
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. |
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.
|
Textbook, chalkboard, chalk, colored chalk (if available)
|
KLB Secondary Biology Form 4, Pages 22-24
|
|
| 3 |
Exam |
|||||||
| 4 | 1 |
GENETICS
|
ABO Blood Group System
|
By the end of the
lesson, the learner
should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems. |
Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 24-25
|
|
| 4 | 2-3 |
GENETICS
|
ABO Blood Group System
Rhesus Factor and Unknown Genotypes |
By the end of the
lesson, the learner
should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems. Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination. |
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 24-25
KLB Secondary Biology Form 4, Pages 25-26 |
|
| 4 | 4 |
GENETICS
|
Sex Determination
|
By the end of the
lesson, the learner
should be able to:
Describe sex determination in humans and other animals. Explain XX/XY sex determination systems. Calculate probability of male/female offspring. |
Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 26-27
|
|
| 4 | 4-5 |
GENETICS
|
Sex Determination
|
By the end of the
lesson, the learner
should be able to:
Describe sex determination in humans and other animals. Explain XX/XY sex determination systems. Calculate probability of male/female offspring. |
Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 26-27
|
|
| 5 |
Exam mid |
|||||||
| 6 | 1 |
GENETICS
|
Gene Linkage
|
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
|
KLB Secondary Biology Form 4, Pages 27-28
|
|
| 6 | 2-3 |
GENETICS
|
Sex-linked Inheritance - Color Blindness
Sex-linked Inheritance - Haemophilia |
By the end of the
lesson, the learner
should be able to:
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts. Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations. |
Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis. |
Textbook, chalkboard, chalk, exercise books, rulers
|
KLB Secondary Biology Form 4, Pages 28-30
KLB Secondary Biology Form 4, Pages 30-31 |
|
| 6 | 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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 2-3 |
GENETICS
|
Genetic Disorders - Sickle Cell Anaemia
Applications of Genetics |
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. Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics. |
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications. |
Textbook, chalkboard, chalk
Textbook, local breeding examples, chalkboard |
KLB Secondary Biology Form 4, Pages 40-42
KLB Secondary Biology Form 4, Pages 43-49 |
|
| 7 | 4 |
GENETICS
|
Applications of Genetics
|
By the end of the
lesson, the learner
should be able to:
Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics. |
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications.
|
Textbook, local breeding examples, chalkboard
|
KLB Secondary Biology Form 4, Pages 43-49
|
|
| 7 | 5 |
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
|
|
| 8 |
Exam |
|||||||
| 9 | 1 |
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
|
|
| 9 | 2-3 |
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 |
|
| 9 | 4 |
EVOLUTION
|
Natural Selection in Action
|
By the end of the
lesson, the learner
should be able to:
Explain struggle for existence and survival of the fittest. Describe peppered moth example. Model cryptic coloration effects. Understand environmental selection pressures. |
Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures.
|
White and black paper, scissors, textbook, chalkboard
|
KLB Secondary Biology Form 4, Pages 73-75
|
|
| 9 | 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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