ECOLOGY

Concepts of ecology.

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

KLB BK III. P 33 CERTIFICATE PG36

ECOLOGY

Abiotic factors in an ecosystem.
Measuring abiotic factors.

By the end of the lesson, the learner should be able to:
To describe various abiotic factors that affect distribution of organisms.

Detailed discussion of effect of light, temperature, pressure, wind, humidity, salinity, pH on distribution of organisms.

text book
Thermometers
pH meter e.t.c.

KLB BK III. P 34. CERTIFICATE PG38

ECOLOGY

Biotic inter-relationships. - Competition.
- Predation.
- Parasitism.

By the end of the lesson, the learner should be able to:
To differentiate between intraspecific and interspecific competition.
To interpret graphs representing competition between two species.
To define an ecological niche and a habitat.

Teacher exposes new concepts.


Teacher leads in interpreting graphs showing competition.

Q/A: Deductions from graphs.

Chart , graphs.
text book
Specimens of endoparasites and ectoparasites.

KLB BK III. P 35. CERTIFICATE PG 50

ECOLOGY

- Symbiosis and Saprophytism.
The Nitrogen cycle.
Trophic levels.
Food chains.

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.

Detailed discussion.

Examples of symbiants and saprophytic organisms.

text book
Chart-Nitrogen cycle.
Flow chart- Energy flow in an ecosystem.
chart

KLB BK III. P 38. CERTIFICATE PG  57

ECOLOGY

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.

By the end of the lesson, the learner should be able to:
To interpret food webs.
To define biomass of an organism.
To interpret the pyramid of biomass.
To construct a biomass from given data.

Teacher illustrates a food web in a given habitat.
Emphasis is laid on direction of arrows.
Answer questions derived from food webs.

Teacher exposes new concepts; then leads in a detailed discussion.

Students construct biomass from given data.

charts
chart
text book
Chart- Inverted pyramid of numbers.

KLB BK III. P 43. CERTIFICATE PG47
KLB BK III. PP 44-45. CERTIFICATE PG 50

ECOLOGY

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 estimate population using quadrat method.

Students? outdoor activity- Estimating population using standard quadrats.

Standard quadrats.
text book
Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c
specimen

KLB BK III. PP
46-47. CERTIFICATE PG 62

ECOLOGY

Xerophytes.
Mesophytes.
Hydrophytes.

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.

KLB BK III. P 50. CERTIFICATE PG 64

ECOLOGY

Halophytes.
Adaptive features of plants.

By the end of the lesson, the learner should be able to:
To state characteristics of habitats of halophytes.
To explain adaptations of halophytes to their habitats.

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

Specimens of halophytes.
Xerophytes Mesophytes
Hydrophytes
Hand lenses.

KLB BK III. P 52. CERTIFICATE PG 68

ECOLOGY

Pollution and its effects.
Air pollution.

By the end of the lesson, the learner should be able to:
To define pollution, pollutants.
To explain effects of pollution on human beings and other organisms.

Discussion punctuated with Q/A.

text book
topic related video

KLB BK III. P 55. CERTIFICATE PG 70

ECOLOGY

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

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


To identify disease predisposing factors.
To describe causative agents, symptoms, prevention of bacterial diseases.

Detailed discussion & Q/A.
Detailed discussion with probing questions.

video of water pollution
text book
text book
magazine

KLB BK III. P 60. CERTIFICATE PG 77
KLB BK III. P 63. CERTIFICATE PG 82

ECOLOGY

Prevention and control of protozoan diseases.
Ascaris lumbricoides.
Bilharzia.

By the end of the lesson, the learner should be able to:
To explain methods of preventing and controlling protozoan diseases.

Preserved specimens of Ascaris lumbricoides.
chart

CERTIFICATE PG  83

GROWTH & DEVELOPMENT.

The concepts of growth and development.
Measurement of growth.
Growth phases.

By the end of the lesson, the learner should be able to:
To distinguish growth from development.

Q/A: Aspects that occur during growth.
Detailed discussion of growth and development.

text book
Shoots of known ages.

KLB BK III. P. 134 CERTIFICATE PG 178

GROWTH & DEVELOPMENT.

Intermittent growth curve.
Structure of the seed.
Longitudinal sections of monocots and dicots.

By the end of the lesson, the learner should be able to:
Explain growth curve showing intermittent growth.

Q/A: life cycles of insects.
Exposition and detailed discussion.

chart
Specimens of maize and bean seeds.
Hand lens
Maize and bean seeds.
Iodine
Scalpels.

KLB BK III. P. 135 CERTIFICATE PG 179

GROWTH & DEVELOPMENT.

Dormancy in seeds.
Seed germination.
Epigeal germination.

By the end of the lesson, the learner should be able to:
To define seed dormancy.
To explain factors that cause dormancy and ways of breaking dormancy.

Detailed discussion.

video
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.

KLB BK III. P. 137 CERTIFICATE PG 188

GROWTH & DEVELOPMENT.

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

By the end of the lesson, the learner should be able to:
To describe hypogeal germination.
To draw and label longitudinal and transverse sections of apical meristems.

Observe previously prepared specimens of germinating bean seed/ castor seed.
Drawing diagrams.
Drawing and labelling transverse sections of apical meristems.

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
Shoot with lateral growth.

KLB BK III. P. 141 CERTIFICATE PG 184
KLB BK III. P. 144 CERTIFICATE PG 186

GROWTH & DEVELOPMENT.

Growth and development in insects.
Role of hormones in insect growth.

By the end of the lesson, the learner should be able to:
To differentiate between complete and incomplete metamorphosis.

Q/A: Features of complete and incomplete metamorphosis of insects.

chart
text book

KLB BK III. PP.148-14.9 CERTIFICATE PG 194

RECEPTION, RESPONSE AND CO-ORDINATION

Balance and Posture Control
Ear Defects and Hearing Problems

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
Textbook, chalkboard, chalk, local examples of hearing problems

KLB Secondary Biology Form 4, Pages 114-115

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.

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
Textbook, assessment materials, local case studies, exercise books

KLB Secondary Biology Form 4, Pages 78-116

GENETICS

Introduction to Genetics and Variation
Observable Variations in Human Beings
Discontinuous and Continuous Variation
Causes of 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
Ink pad, plain paper, metre rule, exercise books
Graph paper, rulers, height data from previous lesson, textbook

KLB Secondary Biology Form 4, Pages 1-2

GENETICS

Chromosome Structure
Chromosome Behaviour During Mitosis
Chromosome Behaviour During Meiosis
DNA Structure and Replication
DNA and Protein Synthesis
Mendel's Experiments and First Law

By the end of the lesson, the learner should be able to:
Describe the structure of chromosomes. Define chromatids, centromere and genes. Explain homologous chromosomes and chromosome numbers.
Explain role of DNA in protein synthesis. Describe mRNA formation and function. Understand genetic code concept.

Drawing labeled chromosome diagrams on chalkboard. Discussion on chromosome pairs in different species. Student drawing exercises.
Exposition on transcription and translation. Discussion on messenger RNA. Examples of genetic codes using chalkboard diagrams.

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

KLB Secondary Biology Form 4, Pages 5-6
KLB Secondary Biology Form 4, Pages 12-13

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.

Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.

Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, exercise books, pencils

KLB Secondary Biology Form 4, Pages 15-17

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

GENETICS

Modeling Random Gamete Fusion
Complete Dominance Problems

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
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 19-20

GENETICS

Incomplete Dominance
ABO Blood Group System

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)
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 22-24

GENETICS

Rhesus Factor and Unknown Genotypes
Sex Determination
Gene Linkage

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.
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together.

Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.

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

KLB Secondary Biology Form 4, Pages 25-26
KLB Secondary Biology Form 4, Pages 27-28

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.

Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.

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

KLB Secondary Biology Form 4, Pages 28-30

GENETICS

Crossing Over and Recombination
Chromosomal Mutations - Non-disjunction

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.

Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.

Textbook, chalkboard, chalk, colored chalk
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Page 31

GENETICS

Chromosomal Mutations - Polyploidy
Gene Mutations

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
Textbook, chalkboard, chalk, simple text examples

KLB Secondary Biology Form 4, Pages 35-36

GENETICS

Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia

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
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 38-40

GENETICS
GENETICS
SUPPORT AND MOVEMENT

Environmental Effects on Gene Expression
Applications of Genetics
Importance of Support and Movement; Plant Support Strategies

By the end of the lesson, the learner should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism.
Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics.

Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications.

Textbook, local plant examples, chalkboard
Textbook, local breeding examples, chalkboard
Textbook, chalkboard, chalk, local plant specimens, herbaceous and woody plants for wilting experiment

KLB Secondary Biology Form 4, Pages 42-43
KLB Secondary Biology Form 4, Pages 43-49

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

SUPPORT AND MOVEMENT

Types of Animal Skeletons
Fish Locomotion - Structure and Mechanism

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
Textbook, fresh fish specimen, chalkboard, chalk, forceps, measuring tools, calculator, exercise books

KLB Secondary Biology Form 4, Pages 126-127

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

SUPPORT AND MOVEMENT

Vertebral Column - Cervical and Thoracic Vertebrae
Vertebral Column - Lumbar, Sacral and Caudal 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
Textbook, chalkboard, chalk, lumbar, sacral, and caudal vertebrae specimens, complete vertebral column

KLB Secondary Biology Form 4, Pages 131-134

SUPPORT AND MOVEMENT

Pectoral Girdle and Forelimb Bones
Pelvic Girdle and Hindlimb Bones
Types of Joints and Their Structure
Ball and Socket vs Hinge Joints; Movement Mechanisms

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.
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 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.
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, pectoral girdle and forelimb bone specimens, exercise books
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

KLB Secondary Biology Form 4, Pages 136-138
KLB Secondary Biology Form 4, Pages 140-141

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.

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
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