If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
opening and reporting |
|||||||
| 1 | 3 |
GENETICS
|
Introduction to Genetics and Variation
|
By the end of the
lesson, the learner
should be able to:
Define genetics, heredity and variation. Explain the importance of studying genetics. Identify examples of variation in organisms. |
Q/A on prior knowledge of inheritance. Brainstorming on observable differences in humans. Discussion on the meaning of genetics and heredity.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 1-2
|
|
| 1 | 4 |
GENETICS
|
Observable Variations in Human Beings
Discontinuous and Continuous Variation |
By the end of the
lesson, the learner
should be able to:
Observe and record variations in tongue rolling, fingerprints and height. Distinguish between different types of variations. Create data tables. |
Practical activity on tongue rolling. Fingerprint examination using ink pads. Height measurement and data recording.
|
Ink pad, plain paper, metre rule, exercise books
Graph paper, rulers, height data from previous lesson, textbook |
KLB Secondary Biology Form 4, Pages 2-3
|
|
| 1 | 5 |
GENETICS
|
Causes of Variation
Chromosome Structure |
By the end of the
lesson, the learner
should be able to:
Explain genetic and environmental causes of variation. Describe role of meiosis, fertilization and mutations in creating variation. |
Exposition on sources of variation. Discussion on independent assortment during meiosis. Examples of environmental effects on phenotypes.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books, pencils |
KLB Secondary Biology Form 4, Pages 4-5
|
|
| 2 | 1 |
GENETICS
|
Chromosome Behaviour During Mitosis
Chromosome Behaviour During Meiosis DNA Structure and Replication |
By the end of the
lesson, the learner
should be able to:
Demonstrate chromosome behaviour during mitosis. Identify stages of mitosis. Explain importance of mitosis. |
Practical activity using colored threads to model mitosis stages. Creating paper models of mitotic stages. Group discussions.
|
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots
Colored threads, manila paper, textbook Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 6-8
|
|
| 2 | 2-3 |
GENETICS
|
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:
Explain role of DNA in protein synthesis. Describe mRNA formation and function. Understand genetic code concept. Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success. |
Exposition on transcription and translation. Discussion on messenger RNA. Examples of genetic codes using chalkboard diagrams.
Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results. |
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 12-13
KLB Secondary Biology Form 4, Pages 13-15 |
|
| 2 | 4 |
GENETICS
|
Genetic Crosses and Punnet Squares
|
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
|
KLB Secondary Biology Form 4, Pages 17-18
|
|
| 2 | 5 |
GENETICS
|
Probability in Inheritance
|
By the end of the
lesson, the learner
should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing. |
Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.
|
Coins, exercise books for recording, calculators (if available), textbook
|
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 3 | 1 |
GENETICS
|
Modeling Random Gamete Fusion
|
By the end of the
lesson, the learner
should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results. |
Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
|
Different colored beans (or maize grains), small containers, exercise books
|
KLB Secondary Biology Form 4, Pages 19-20
|
|
| 3 | 2-3 |
GENETICS
|
Complete Dominance Problems
Incomplete Dominance ABO Blood Group System |
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. Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors. |
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, colored chalk (if available) Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 20-21
KLB Secondary Biology Form 4, Pages 22-24 |
|
| 3 | 4 |
GENETICS
|
Rhesus Factor and Unknown Genotypes
|
By the end of the
lesson, the learner
should be able to:
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
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 25-26
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 2-3 |
GENETICS
|
Sex-linked Inheritance - Color Blindness
Sex-linked Inheritance - Haemophilia Crossing Over and Recombination |
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
Textbook, chalkboard, chalk, exercise books Textbook, chalkboard, chalk, colored chalk |
KLB Secondary Biology Form 4, Pages 28-30
KLB Secondary Biology Form 4, Pages 30-31 |
|
| 4 | 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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2-3 |
GENETICS
|
Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia Environmental Effects on Gene Expression |
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
Textbook, chalkboard, chalk Textbook, local plant examples, chalkboard |
KLB Secondary Biology Form 4, Pages 38-40
KLB Secondary Biology Form 4, Pages 40-42 |
|
| 5 | 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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2-3 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
Geographical Distribution and Comparative Embryology Comparative Anatomy - Homologous Structures |
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. Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates. |
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.
Discussion on animal and plant distribution patterns. Examination of world map showing species distribution. Drawing embryological stages on chalkboard. Comparison of vertebrate embryos. |
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk
Textbook, world map, chalkboard, chalk Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 55-62
KLB Secondary Biology Form 4, Pages 60-63 |
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 2-3 |
EVOLUTION
EVOLUTION RECEPTION, RESPONSE AND CO-ORDINATION |
Natural Selection in Action
Modern Examples of Evolution and Resistance Balance and Posture Control |
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. Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues. |
Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures.
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. |
White and black paper, scissors, textbook, chalkboard
Textbook, local examples of pesticide resistance, chalkboard Textbook, chalkboard, chalk, simple materials for balance demonstration |
KLB Secondary Biology Form 4, Pages 73-75
KLB Secondary Biology Form 4, Pages 75-77 |
|
| 7 | 4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Ear Defects and Hearing Problems
|
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
|
KLB Secondary Biology Form 4, Pages 115-116
|
|
| 7 | 5 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Integration and Coordination Systems Review
|
By the end of the
lesson, the learner
should be able to:
Compare plant and animal coordination systems. Integrate nervous, endocrine, and sensory systems. Apply knowledge to solve coordination problems. |
Comprehensive review of all coordination systems. Comparison charts of different response types. Problem-solving exercises on coordination scenarios. Q&A sessions covering all topics. Preparation for assessments.
|
Textbook, chalkboard, chalk, exercise books, review materials
|
KLB Secondary Biology Form 4, Pages 78-116
|
|
| 8 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Practical Applications and Assessment
|
By the end of the
lesson, the learner
should be able to:
Apply coordination concepts to real-life situations. Solve problems related to responses and coordination. Demonstrate understanding through practical exercises. |
Practical problem-solving sessions. Case study analysis of coordination disorders. Application of concepts to agricultural and medical scenarios. Assessment activities and evaluation.
|
Textbook, assessment materials, local case studies, exercise books
|
KLB Secondary Biology Form 4, Pages 78-116
|
|
| 8 | 2-3 |
SUPPORT AND MOVEMENT
|
Importance of Support and Movement; Plant Support Strategies
Tissue Arrangement in Monocot and Dicot Stems Supporting Tissues in Plants and Their Functions |
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. Describe arrangement of tissues in monocotyledonous and dicotyledonous stems. Compare tissue arrangements between monocots and dicots. Identify supporting tissues and their distribution. |
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.
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. |
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 Textbook, chalkboard, chalk, microscope slides (if available), fresh stem sections, exercise books |
KLB Secondary Biology Form 4, Pages 120-121, 125-126
KLB Secondary Biology Form 4, Pages 121-125 |
|
| 8 | 4 |
SUPPORT AND MOVEMENT
|
Types of Animal Skeletons
|
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. |
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.
|
Textbook, chalkboard, chalk, arthropod specimens (grasshoppers, crabs), bone specimens, comparison charts
|
KLB Secondary Biology Form 4, Pages 126-127
|
|
| 8 | 5 |
SUPPORT AND MOVEMENT
|
Fish Locomotion - Structure and Mechanism
|
By the end of the
lesson, the learner
should be able to:
Examine external features of bony fish related to locomotion. Identify different types of fins and their functions. Explain swimming mechanism and calculate tail power. Describe streamlined body adaptations. |
Practical examination of fresh tilapia or similar fish. Identification and drawing of fins and body features. Discussion on streamlining and scale arrangement. Detailed exposition on swimming mechanism using diagrams. Practical calculation of tail power using fish measurements.
|
Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books
|
KLB Secondary Biology Form 4, Pages 127-129
|
|
| 9 | 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
|
|
| 9 | 2-3 |
SUPPORT AND MOVEMENT
|
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 general structure of vertebrae. Identify features of cervical vertebrae including atlas and axis. Explain features and adaptations of thoracic vertebrae. Compare regional vertebrae differences. 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 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.
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, 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 131-134
KLB Secondary Biology Form 4, Pages 134-136 |
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
SUPPORT AND MOVEMENT
|
Ball and Socket vs Hinge Joints; Movement Mechanisms
|
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. |
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.
|
Textbook, chalkboard, chalk, joint specimens, practical movement demonstrations, exercise books
|
KLB Secondary Biology Form 4, Pages 141-143
|
|
| 10 | 2-3 |
SUPPORT AND MOVEMENT
|
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:
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. 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. |
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.
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, 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 142-144
KLB Secondary Biology Form 4, Pages 142-143 |
|
| 10 | 4 |
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
|
|
| 10 | 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
|
|
| 11 | 1 |
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
|
|
| 11 | 2-3 |
Paper 1 Revision
Paper 2 |
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:
- 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 Sample essays, past papers, marking schemes projector |
Biology Paper 1, KLB Bks 1,2,3 and 4
Bio Paper 2 , KLB Bks 1,2,3 and 4 |
|
| 11 | 4 |
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. |
|
| 11 | 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
|
|
| 12 | 1 |
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 |
-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 Sample essays, past papers, marking schemes projector |
Bio Paper 2 , KLB Bks 1,2,3 and 4
|
|
| 12 | 2-3 |
Paper 3 Revision
Paper 1 Revision Paper 2 |
Observation, Identification, and Drawing questions.
Experiments and Tests questions Short questions and diagrams questions Application questions Section A-Short Structured 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 Past Biology Paper 2 exams, KLB textbooks, marking schemes |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. Biology Paper 1, KLB Bks 1,2,3 and 4 |
|
| 12 | 4 |
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
|
|
| 12 | 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. |
|
| 13 | 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
|
|
| 13 | 2-3 |
Paper 2
Paper 3 Revision Paper 1 Revision |
Section B – Data Analysis Question
Section B-Essay Questions 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:
- 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 Paper 1 exams, diagrams, marking schemes |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
Biology Paper 3 , KLB Books 1,2,3 and 4. |
|
| 13 | 4 |
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
|
|
| 13 | 5 |
Paper 2
Paper 3 Revision 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 |
-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 photographs specimens Reagents |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
|
|
| 14-16 |
KCSE examination |
|||||||
Your Name Comes Here