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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Balance and Posture Control
|
By the end of the
lesson, the learner
should be able to:
Explain how ear maintains balance and posture. Describe role of semicircular canals and vestibule. Understand body balance mechanisms. |
Exposition on balance control mechanisms using diagrams. Discussion on semicircular canals and their orientation. Explanation of otoliths and gravity detection. Simple balance experiments and demonstrations.
|
Textbook, chalkboard, chalk, simple materials for balance demonstration
|
KLB Secondary Biology Form 4, Pages 114-115
|
|
| 2 | 2 |
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
|
|
| 2 | 3-4 |
RECEPTION, RESPONSE AND CO-ORDINATION
|
Integration and Coordination Systems Review
Practical Applications and Assessment |
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. Apply coordination concepts to real-life situations. Solve problems related to responses and coordination. Demonstrate understanding through practical exercises. |
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.
Practical problem-solving sessions. Case study analysis of coordination disorders. Application of concepts to agricultural and medical scenarios. Assessment activities and evaluation. |
Textbook, chalkboard, chalk, exercise books, review materials
Textbook, assessment materials, local case studies, exercise books |
KLB Secondary Biology Form 4, Pages 78-116
|
|
| 2 | 5 |
SUPPORT AND MOVEMENT
|
Importance of Support and Movement; Plant Support Strategies
|
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. |
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.
|
Textbook, chalkboard, chalk, local plant specimens, herbaceous and woody plants for wilting experiment
|
KLB Secondary Biology Form 4, Pages 120-121, 125-126
|
|
| 3 | 1 |
SUPPORT AND MOVEMENT
|
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:
Describe arrangement of tissues in monocotyledonous and dicotyledonous stems. Compare tissue arrangements between monocots and dicots. Identify supporting tissues and their distribution. |
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, 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 121-125
|
|
| 3 | 2 |
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
|
|
| 3 | 3-4 |
SUPPORT AND MOVEMENT
|
Fish Locomotion - Structure and Mechanism
Human Axial Skeleton - Skull and Rib Cage |
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. Describe structure and functions of human skull. Explain structure and function of rib cage. Understand protection and support roles. Identify bone features and 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.
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, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books
Textbook, chalkboard, chalk, skull and rib cage specimens, exercise books |
KLB Secondary Biology Form 4, Pages 127-129
KLB Secondary Biology Form 4, Pages 130-131 |
|
| 3 | 5 |
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
|
|
| 4 | 1 |
SUPPORT AND MOVEMENT
|
Vertebral Column - Lumbar, Sacral and Caudal Vertebrae
|
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. |
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, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column
|
KLB Secondary Biology Form 4, Pages 134-136
|
|
| 4 | 2 |
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
|
|
| 4 | 3-4 |
SUPPORT AND MOVEMENT
|
Pelvic Girdle and Hindlimb Bones
Types of Joints and Their Structure |
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. 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 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.
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, pelvic girdle and hindlimb bone specimens, exercise books
Textbook, chalkboard, chalk, joint specimens or models, exercise books |
KLB Secondary Biology Form 4, Pages 138-140
KLB Secondary Biology Form 4, Pages 140-141 |
|
| 4 | 5 |
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
|
|
| 5 | 1 |
SUPPORT AND MOVEMENT
|
Types of Muscle Tissue and Their Functions
|
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. |
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, exercise books, muscle tissue comparison charts
|
KLB Secondary Biology Form 4, Pages 142-144
|
|
| 5 | 2 |
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
|
|
| 5 | 3-4 |
SUPPORT AND MOVEMENT
Paper 2 Paper 2 REVISION Paper 2 Paper 3 Revision |
Smooth and Cardiac Muscle Specializations
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:
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. - Develop structured essay writing skills - Learn to plan and organize points logically - identify and practice essay questions from different Biology topics |
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.
-Brainstorming key essay points -Group writing of essay outlines -Teacher shows how to write a good essay -Peer review and class marking |
Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables
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 |
KLB Secondary Biology Form 4, Pages 143-144
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4 |
|
| 5 | 5 |
Paper 3 Revision
|
Experiments and Tests questions
Observation, Identification, and Drawing 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 Paper 3 exams specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 6 | 1 |
Paper 3 Revision
Paper 2 |
Experiments and Tests questions
Section A-Short Structured 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 Past Biology Paper 2 exams, KLB textbooks, marking schemes |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 6 | 2 |
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
|
|
| 6 | 3-4 |
Paper 3 Revision
Paper 2 |
Observation, Identification, and Drawing questions.
Experiments and Tests 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:
- Develop skills in observing, identifying, and comparing specimens - Practice drawing and labeling diagrams accurately - 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 |
-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 Section A structure -Peer marking of answers using marking scheme -Teacher feedback and corrections |
Paper 3 exams
specimens drawing paper, pencils, photographs marking schemes, projectors for displaying diagrams photographs specimens Reagents Past Biology Paper 2 exams, KLB textbooks, marking schemes Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. Bio Paper 2 , KLB Bks 1,2,3 and 4 |
|
| 6 | 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. |
|
| 7 |
Exam |
|||||||
| 8 | 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
|
|
| 8 | 2 |
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
|
|
| 8 | 3-4 |
Paper 3 Revision
Paper 2 |
Experiments and Tests 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:
- Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management - 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 demonstrates the tests.
-Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results -Teacher-led practice on plotting graphs -Students interpret and answer data-based questions -Group analysis and correction using marking guide |
photographs
specimens Reagents Past Biology Paper 2 exams, KLB textbooks, marking schemes Graph papers, rulers, past papers, textbooks Sample essays, past papers, marking schemes projector |
Biology Paper 3
KLB Books 1,2,3 and 4 Bio Paper 2 Q6, KLB BK 1,2,3 and 4 |
|
| 8 | 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. |
|
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