CLASSIFICATION II

Principles of classification of living organisms...
Binomial Nomenclature.

By the end of the lesson, the learner should be able to:

Explain the importance of classification of organisms.
Discuss the general principles of classification.
Identify major taxonomic units.

Q/A: To review Classification I.

Discussion of principles of classification of organisms.

Q/A: Major taxonomic units.

Chart- Taxonomic units.
Chart- Examples of generic and specific names of organisms.

KLB BK III.
PP 1-2. CERTIFICATE PG 1 

CLASSIFICATION II

Animal Kingdoms. Kingdom Monera.
Kingdom Protoctista.
Organisms with varied forms.
Organisms in pond water.
Kingdom Fungi. Characteristics of Kingdom Fungi.

By the end of the lesson, the learner should be able to:
Identify the five animal kingdoms.

State characteristics of members of kingdom Monera.
To identify and draw various bacteria.
To explain how bacteria affect our lives.

Expository approach -The teacher will expose the five kingdoms.
Discussion- General characteristics of unicellular and microscopic organisms.
Drawing and labeling a bacterium.

Q/A: Economic importance of bacteria.

Chart- Types of bacteria
chart
Wall charts.
Microscope
Water dropper
Pond water
Glass slides.
Mushrooms,
Yeast,
Bread mould.

KLB BK III.P 3. CERTIFICATE PG 4

CLASSIFICATION II

Diagrams of Fungi.
Kingdom Plantae. General characteristics.
Division Bryophyta External structure of a Bryophyta.
Division Pteridophyta.
Division Spermatophyta.
Features of Spermatophytes.
Sub-division Gymnospermatophyta.
Subdivision Angiospermaphyta.
Class Monocotyledonae.
Class Dicotyledonae.
Kingdom Animalia.
Phyllum Arthropoda.
Class Crustacea.
Class Chilopoda.
Class Diplopoda.

By the end of the lesson, the learner should be able to:
To draw and label various fungi.
To state general characteristics of angiospermaphyta.

Examine bread mould.
Draw and label diagrams of various fngi.
Detailed discussion.
Q/A: Comparing gymnospermatophyta and angiospermaphyta.

Wall charts,
Bread mould,
Yeast,
Edible mushroom.
Moss plant,
Hand lens,
Slide.
A live or preserved fern.
text book
Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress.
text book
Maize plant/ wheat/ grass/ sugarcane.
Bean plant/ black jack/ tea.
Specimens of a crab/ crayfish.
A centipede.
A milipede.

KLB BK III. P 6. CERTIFICATE PG 12
KLB BK III. P 10. CERTIFICATE PG 16

CLASSIFICATION II

Class Arachnida.
Class Insecta.
Phyllum Chordata.
Class Pisces.
Class Amphibia.
Class Reptilia.

By the end of the lesson, the learner should be able to:
To describe external features of mites, spiders, scorpions, ticks.

Examine specimens of freshly killed/ preserved arachnids.
Q/A: Differences between arachnids and members of other classes.
Discuss general characteristics of Arachnida.

Specimens of freshly killed/ preserved arachnids.
Live/ freshly killed specimens of ground beetle, honey-bee, termite, e.t.c.
Chart tilapia fish.
Preserved specimens ? fish, amphibians.

KLB BK III. P 15. CERTIFICATE PG 20

CLASSIFICATION II

Class Aves.
Class Mammalia.
Dichotomous key.
Features for identifying animals / plants.
Examples of dichotomous keys.
Construction of dichotomous keys.

By the end of the lesson, the learner should be able to:
To state general characteristics of aves.

Q/A: Comparing reptiles and amphibians/ aves
Discussion: General characteristics of reptilia.

Chart- Diagrams of birds.
Diagrams of various mammals.
Chart- Constructed dichotomous keys.
Plants from different families.
Different plant species.

KLB BK III. P 19. CERTIFICATE PG 24

ECOLOGY

Concepts of ecology.
Abiotic factors in an ecosystem.
Measuring abiotic factors.
Biotic inter-relationships. - Competition.
- Predation.
- Parasitism.

By the end of the lesson, the learner should be able to:

To differentiate between autecology and synecology.
Define various concepts used in ecology.

Exposition- Teacher exposes new concepts and explains their underlying meanings.

text book
Thermometers
pH meter e.t.c.
Chart , graphs.
Specimens of endoparasites and ectoparasites.

KLB BK III. P 33 CERTIFICATE PG36

ECOLOGY

- Symbiosis and Saprophytism.
The Nitrogen cycle.
Trophic levels.
Food chains.
Food webs.
Ecological pyramids of numbers.
Constructing Pyramid of numbers from given data.
Inverted pyramid of numbers.
Pyramid of Biomass.
Population.
Quadrat method of estimating population.
Quadrat method of estimating population.
Line - transect method of estimating population.
Belt transect method of estimating population.
Capture-recapture method.

By the end of the lesson, the learner should be able to:
To define symbiosis and saprophytism.
To explain economic importance of symbiosis and saprophytism.



To define biomass of an organism.
To interpret the pyramid of biomass.
To construct a biomass from given data.

Detailed discussion.

Examples of symbiants and saprophytic organisms.
Teacher exposes new concepts; then leads in a detailed discussion.

Students construct biomass from given data.

text book
Chart-Nitrogen cycle.
Flow chart- Energy flow in an ecosystem.
chart
charts
Chart- Inverted pyramid of numbers.
chart
text book
Standard quadrats.
Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c
specimen

KLB BK III. P 38. CERTIFICATE PG  57
KLB BK III. PP 44-45. CERTIFICATE PG 50

ECOLOGY

Xerophytes.
Mesophytes.
Hydrophytes.
Halophytes.
Adaptive features of plants.
Pollution and its effects.

By the end of the lesson, the learner should be able to:
To state characteristics of dry habitats.
To identify adaptations of xerophytes to their habitats.

Q/A: Characteristics of dry habitats.
Discussion: Adaptations of xerophytes to dry habitats.

Specimens of xerophytes.
Specimens of mesophytes.
Specimens of hydrophytes.
Specimens of halophytes.
Xerophytes Mesophytes
Hydrophytes
Hand lenses.
text book

KLB BK III. P 50. CERTIFICATE PG 64

ECOLOGY

Air pollution.
Water pollution.
Soil pollution.
Radioactive emissions.
Human diseases. Typhoid & cholera.

By the end of the lesson, the learner should be able to:
To identify causes and effects of air pollution.
To suggest control measures of air pollution.

Detailed discussion & probing questions.

topic related video
video of water pollution
text book

KLB BK III. PP 56-59. CERTIFICATE PG 70

ECOLOGY
REPRODUCTION IN PLANTS AND ANIMALS
REPRODUCTION IN PLANTS AND ANIMALS

Protozoan diseases.
Prevention and control of protozoan diseases.
Ascaris lumbricoides.
Bilharzia.
Introduction
Cell division.

By the end of the lesson, the learner should be able to:
To identify causal agents, symptoms, prevention and treatment of amoebic dysentery and malaria.

Detailed discussion, Q/A.

magazine
Preserved specimens of Ascaris lumbricoides.
chart
text book

KLB BK III. PP 66. CERTIFICATE PG 83

REPRODUCTION IN PLANTS AND ANIMALS

Mitosis.
Mitosis in a young root tip.
Significance of mitosis.
Meiosis.
First and second meiotic divisions.
Meiosis in plant cells.
Significance of meiosis.
Asexual reproduction. Binary fission.
Spore formation.
Budding.
Budding in yeast.
Sexual reproduction in plants. Structure of a flower.

By the end of the lesson, the learner should be able to:
To describe the process of mitosis.
To explain significance of meiosis.

Teacher leads in a detailed discussion.
Drawing diagrams showing stages of mitosis.
Detailed discussion.
Probing questions leading to differences between mitosis and meiosis.

charts
Onion root tip.
Microscope
IM HCl
Cover slides.
text book
Chart- stages of second meiotic division.
Flower buds
Source of heat
Glass slide
Filter paper
Microscope
Chart- Binary fission in amoeba
Microscope bread/ ugali mould
Hand lens.
Previously prepared 10% sugar solution
Methylene blue
Microscope
Bean flower
Morning glory
Bauhinia Longitudinal section of a general flower.

KLB BK III.
P 80. CERTIFICATE PG 100
KLB BK III.
P 82. CERTIFICATE PG 113

REPRODUCTION IN PLANTS AND ANIMALS

Flower terminologies.
Pollination. Insect-pollinated flowers.
Wind-pollinated flowers.
Adaptive features of wind-pollinated flowers.
Features hindering self-pollination.
Fertilisation process in flowering plants.

By the end of the lesson, the learner should be able to:
To explain terms related to flowers.

Exposition of new concepts.
Teacher demonstration- examining features of flowers.

Flowers.
Insect-pollinated flowers.
Wind-pollinated flowers.
wind & inect pollinated flower
chart

KLB BK III.
P 91.CERTIFICATE PG 117

REPRODUCTION IN PLANTS AND ANIMALS

Seed formation.
Fruit development.
Classification of fruits.
Placentation.

By the end of the lesson, the learner should be able to:

To explain formation of seeds.

Detailed discussion.

text book
A variety of fruits, petri dishes
Blades
Containers.
Fruits
Beans
Sunflower
Pawpaw
Orange
Primrose, e.t.c

KLB BK III.
P 97.CERTIFICATE PG 123

REPRODUCTION IN PLANTS AND ANIMALS

Fruit and seed dispersal.
Internal structure of fruits.
Sexual reproduction in animals. External fertilisation.
Internal fertilisation.

By the end of the lesson, the learner should be able to:
To explain adaptive features of fruits and seeds to their agents of dispersal.

Students examine fruits and seeds, observe external features, and group them accordingly to methods of dispersal.
Detailed discussion of observations made.

text book
charts
Strands of eggs of frogs.

KLB BK III. PP. 102-103 CERTIFICATE PG 130

REPRODUCTION IN PLANTS AND ANIMALS

Reproduction in mammals. Reproduction in human beings.
Functions of parts of male reproduction system.
Male reproduction system of a male animal.
Female reproduction system.
Functions of parts of female reproduction system.
Female reproduction system of a female animal.
Formation of ova.
Fertilisation process.
Implantation.
The placenta.
Role of the placenta. Placental exchanges.
Pregnancy and hormones.
Abortion, miscarriage, birth.
Lactation and parental care.
Secondary sexual characteristics.

By the end of the lesson, the learner should be able to:
To explain the reproduction process in mammals.


To draw and label the structure of male reproduction system.


To explain the fertilisation process.

Detailed discussion.



Drawing and labeling male reproduction system.
Discussion
Drawing diagrams.

Wall charts-Reproduction system.
text book
Reproduction system of a rabbit/ rat.
chart
Dissected female rat/ mouse/rabbit.
chart
text book
Chart- The placenta.
Wall- charts mammary glands.

KLB BK III. P. 105 CERTIFICATE PG 149
KLB BK III. PP. 113-114 CERTIFICATE PG 152

REPRODUCTION IN PLANTS AND ANIMALS
GROWTH & DEVELOPMENT.
GROWTH & DEVELOPMENT.

The menstrual cycle.
28-day menstrual cycle.
Menopause, infertility and emerging issues.
Sexually Transmitted Infections & HIV/AIDS.
The concepts of growth and development.
Measurement of growth.

By the end of the lesson, the learner should be able to:
To explain the role of hormones in the menstrual cycle.

Detailed discussion.

Chart- Phases of human menstrual cycle.
chart
text book
Chart- STIs causal agents, symptoms, prevention and control measures.

KLB BK III. P. 121 CERTIFICATE PG 151

GROWTH & DEVELOPMENT.

Growth phases.
Intermittent growth curve.
Structure of the seed.
Longitudinal sections of monocots and dicots.
Dormancy in seeds.

By the end of the lesson, the learner should be able to:
To describe lag and decelerating phases of growth.

Students will have collected data, e.g. height of shoots of different ages.
Teacher assists students to draw growth curves.
Discussion- phases of growth.

Shoots of known ages.
chart
Specimens of maize and bean seeds.
Hand lens
Maize and bean seeds.
Iodine
Scalpels.
video

KLB BK III. P. 135 CERTIFICATE PG 179

GROWTH & DEVELOPMENT.

Seed germination.
Epigeal germination.
Hypogeal germination.
Primary growth of a seedling.
Region of growth in a root.
Apical meristems.
Secondary growth.
Growth hormones.

By the end of the lesson, the learner should be able to:
To describe the process of seed germination.
To investigate conditions necessary for germination.
To explain conditions necessary for germination.

Observe previously prepared specimens.
Discuss the observations.

Seeds
Cotton wool
Flat bottomed flasks
Corks
T-tubes
Thermometers
pyrogallic acid
NaOH solution.
Specimens of germinating bean/castor seed at different phases of germination.
Specimens of germinating maize seed at different phases of germination.
Germinating bean seeds
Cork pin
Beaker
Indian ink
Blotting paper
Ruler.
Charts- Apical meristems.
text book

KLB BK III.
P 140. CERTIFICATE PG 184

GROWTH & DEVELOPMENT.
GENETICS
GENETICS
GENETICS
GENETICS
GENETICS

Apical dominance.
Growth and development in insects.
Role of hormones in insect growth.
Introduction to Genetics and Variation
Observable Variations in Human Beings
Discontinuous and Continuous Variation
Causes of Variation
Chromosome Structure
Chromosome Behaviour During Mitosis
Chromosome Behaviour During Meiosis
DNA Structure and Replication
DNA and Protein Synthesis
Mendel's Experiments and First Law
Monohybrid Inheritance Concepts

By the end of the lesson, the learner should be able to:
To explain the role of auxins in apical dominance.
Demonstrate chromosome behaviour during mitosis. Identify stages of mitosis. Explain importance of mitosis.

Probing questions leading to definition and explanation of apical dominance.
Practical activity using colored threads to model mitosis stages. Creating paper models of mitotic stages. Group discussions.

Shoot with lateral growth.
chart
text book
Textbook, chalkboard, chalk
Ink pad, plain paper, metre rule, exercise books
Graph paper, rulers, height data from previous lesson, textbook
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 BK III. PP. 147-148.
KLB Secondary Biology Form 4, Pages 6-8

GENETICS

Genetic Crosses and Punnet Squares
Probability in Inheritance
Modeling Random Gamete Fusion

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
Different colored beans (or maize grains), small containers, exercise books

KLB Secondary Biology Form 4, Pages 17-18

GENETICS

Complete Dominance Problems
Incomplete Dominance
ABO Blood Group System
Rhesus Factor and Unknown Genotypes

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
Textbook, chalkboard, chalk, colored chalk (if available)

KLB Secondary Biology Form 4, Pages 20-21

GENETICS

Sex Determination
Gene Linkage
Sex-linked Inheritance - Color Blindness
Sex-linked Inheritance - Haemophilia

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
Textbook, chalkboard, chalk, exercise books, rulers
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 26-27

GENETICS

Crossing Over and Recombination
Chromosomal Mutations - Non-disjunction
Chromosomal Mutations - Polyploidy
Gene Mutations
Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia
Environmental Effects on Gene Expression
Applications of Genetics

By the end of the lesson, the learner should be able to:
Explain crossing over during meiosis. Understand how crossing over affects linkage. Describe formation of new gene combinations.
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses.

Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.

Textbook, chalkboard, chalk, colored chalk
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple text examples
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk
Textbook, local plant examples, chalkboard
Textbook, local breeding examples, chalkboard

KLB Secondary Biology Form 4, Page 31
KLB Secondary Biology Form 4, Pages 38-40

EVOLUTION

Meaning of Evolution and Origin of Life Theories
Chemical Evolution and Miller's Experiment
Evidence for Evolution - Fossil Records
Geographical Distribution and Comparative Embryology

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
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk
Textbook, world map, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 53-55

EVOLUTION

Comparative Anatomy - Homologous Structures
Comparative Anatomy - Analogous and Vestigial Structures
Cell Biology and Comparative Serology Evidence
Lamarck's Theory vs Darwin's Theory

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
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 63-67

EVOLUTION
RECEPTION, RESPONSE AND CO-ORDINATION
RECEPTION, RESPONSE AND CO-ORDINATION

Natural Selection in Action
Modern Examples of Evolution and Resistance
Meaning of Stimulus, Response and Irritability; Types of Responses
Tropisms in Plants - Types and Survival Value

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
Textbook, local examples of pesticide resistance, chalkboard
Textbook, chalkboard, chalk, bread crumbs, termites or other insects, dry sand
Textbook, chalkboard, chalk, seedlings, cardboard boxes for light experiments, local plant examples

KLB Secondary Biology Form 4, Pages 73-75

RECEPTION, RESPONSE AND CO-ORDINATION

Nastic Responses and Role of Auxins
Introduction to Nervous System and Neurone Structure
Brain Structure and Functions
Spinal Cord and Reflex Actions
Nerve Impulse Transmission and Synapses
Endocrine System and Hormone Functions
Thyroxine and Adrenaline Functions

By the end of the lesson, the learner should be able to:
Define nastic responses. Describe types of nastic movements. Explain what auxins are and their functions. Describe how auxins control tropic responses.
Describe structure and functions of spinal cord. Define reflex action. Distinguish between simple and conditioned reflexes. Describe reflex arc components.

Exposition on nastic responses using diagrams. Discussion on Mimosa pudica responses. Detailed exposition on auxin mechanism using chalkboard diagrams. Simple demonstrations of auxin effects on plant growth.
Drawing spinal cord cross-section on chalkboard. Exposition on spinal cord functions. Practical demonstration of knee-jerk reflex. Drawing reflex arc diagrams. Discussion on reflex vs voluntary actions.

Textbook, chalkboard, chalk, Mimosa plant (if available), simple seedlings for auxin demonstration
Textbook, chalkboard, chalk, exercise books, pencils, rulers
Textbook, chalkboard, chalk, exercise books, colored chalk (if available)
Textbook, chalkboard, chalk, exercise books, simple tools for reflex testing
Textbook, chalkboard, chalk, exercise books, simple analogies using local examples
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, local health examples

KLB Secondary Biology Form 4, Pages 84-89
KLB Secondary Biology Form 4, Pages 95-98

RECEPTION, RESPONSE AND CO-ORDINATION

Drug Abuse Effects on Coordination
Structure of the Human Eye
Vision, Rods, Cones and Image Formation
Accommodation and Pupil Control

By the end of the lesson, the learner should be able to:
Identify commonly abused drugs. Explain effects of drug abuse on nervous system. Describe health consequences of drug abuse. Understand prevention strategies.

Discussion on local drug abuse problems. Exposition on drug effects on coordination and health. Health education on drug abuse prevention. Case studies from local community. Group discussions on prevention strategies.

Textbook, chalkboard, chalk, local health examples, community case studies
Textbook, chalkboard, chalk, exercise books, rulers
Textbook, chalkboard, chalk, white paper, pencils for blind spot experiment
Textbook, chalkboard, chalk, simple lenses (if available), torch or bright light

KLB Secondary Biology Form 4, Pages 103-104

RECEPTION, RESPONSE AND CO-ORDINATION

Eye Defects and Their Correction
Structure of the Human Ear
Hearing Mechanism
Balance and Posture Control

By the end of the lesson, the learner should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses.

Exposition on vision defects using detailed diagrams. Discussion on causes and symptoms of each defect. Explanation of corrective lens types. Examples from local community. Drawing ray diagrams for corrections.

Textbook, chalkboard, chalk, examples of different spectacles, exercise books
Textbook, chalkboard, chalk, exercise books, rulers
Textbook, chalkboard, chalk, simple sound sources for demonstration
Textbook, chalkboard, chalk, simple materials for balance demonstration

KLB Secondary Biology Form 4, Pages 110-112

RECEPTION, RESPONSE AND CO-ORDINATION
SUPPORT AND MOVEMENT

Ear Defects and Hearing Problems
Integration and Coordination Systems Review
Practical Applications and Assessment
Importance of Support and Movement; Plant Support Strategies

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
Textbook, assessment materials, local case studies, exercise books
Textbook, chalkboard, chalk, local plant specimens, herbaceous and woody plants for wilting experiment

KLB Secondary Biology Form 4, Pages 115-116

SUPPORT AND MOVEMENT

Tissue Arrangement in Monocot and Dicot Stems
Supporting Tissues in Plants and Their Functions
Types of Animal Skeletons
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
Pectoral Girdle and Forelimb Bones

By the end of the lesson, the learner should be able to:
Describe arrangement of tissues in monocotyledonous and dicotyledonous stems. Compare tissue arrangements between monocots and dicots. Identify supporting tissues and their distribution.
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 fresh monocot and dicot stem cross-sections. Drawing and labeling tissue arrangements on chalkboard. Practical observation of vascular bundle patterns. Comparison of scattered vs ring arrangements. Discussion on supporting tissue distribution.
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, fresh monocot stems (maize, sugarcane), fresh dicot stems (bean plants), razor blades, hand lenses
Textbook, chalkboard, chalk, microscope slides (if available), fresh stem sections, exercise books
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
Textbook, chalkboard, chalk, cervical and thoracic vertebrae specimens, exercise books
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 121-125
KLB Secondary Biology Form 4, Pages 130-131

SUPPORT AND MOVEMENT

Pelvic Girdle and Hindlimb Bones
Types of Joints and Their Structure
Ball and Socket vs Hinge Joints; Movement Mechanisms
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:
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
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
Textbook, chalkboard, chalk, exercise books, detailed muscle structure diagrams
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables

KLB Secondary Biology Form 4, Pages 138-140