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

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

GENETICS

Causes of Variation
Chromosome Structure
Chromosome Behaviour During Mitosis

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
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots

KLB Secondary Biology Form 4, Pages 4-5

GENETICS

Chromosome Behaviour During Meiosis
DNA Structure and Replication

By the end of the lesson, the learner should be able to:
Describe chromosome behaviour during meiosis. Explain crossing over and reduction division. Compare mitosis and meiosis.

Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation.

Colored threads, manila paper, textbook
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 8-9

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

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

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

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

GENETICS

Complete Dominance Problems
Incomplete Dominance

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

ABO Blood Group System
Rhesus Factor and Unknown Genotypes

By the end of the lesson, the learner should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems.
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes.

Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 24-25
KLB Secondary Biology Form 4, Pages 25-26

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

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

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

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

KLB Secondary Biology Form 4, Page 31

GENETICS

Chromosomal Mutations - Non-disjunction
Chromosomal Mutations - Polyploidy

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.
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations.

Exposition on non-disjunction using chalkboard diagrams. Drawing normal vs abnormal chromosome sets. Discussion on genetic disorders.
Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 32-35
KLB Secondary Biology Form 4, Pages 35-36

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

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

Environmental Effects on Gene Expression

By the end of the lesson, the learner should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism.

Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.

Textbook, local plant examples, chalkboard

KLB Secondary Biology Form 4, Pages 42-43

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

RECEPTION, RESPONSE AND CO-ORDINATION

Balance and Posture Control
Ear Defects and Hearing Problems
Integration and Coordination Systems Review

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.
Identify ear defects and hearing problems. Explain causes of deafness and hearing loss. Describe prevention and treatment methods.

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.
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, simple materials for balance demonstration
Textbook, chalkboard, chalk, local examples of hearing problems
Textbook, chalkboard, chalk, exercise books, review materials

KLB Secondary Biology Form 4, Pages 114-115
KLB Secondary Biology Form 4, Pages 115-116

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

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

SUPPORT AND MOVEMENT

Tissue Arrangement in Monocot and Dicot Stems

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

KLB Secondary Biology Form 4, Pages 121-125

SUPPORT AND MOVEMENT

Supporting Tissues in Plants and Their Functions

By the end of the lesson, the learner should be able to:
Identify types of supporting tissues: collenchyma, sclerenchyma, xylem vessels, tracheids. Explain functions of each supporting tissue. Describe how these tissues provide mechanical strength. Compare tissue properties and locations.

Detailed exposition on supporting tissue types using diagrams. Discussion on tissue characteristics and functions. Examination of tissue examples in stem sections. Comparison of tissue properties and mechanical strength. Drawing tissue structures and arrangements.

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
Human Axial Skeleton - Skull and Rib Cage

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.
Describe structure and functions of human skull. Explain structure and function of rib cage. Understand protection and support roles. Identify bone features and adaptations.

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.
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, 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

KLB Secondary Biology Form 4, Pages 126-127
KLB Secondary Biology Form 4, Pages 130-131

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

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

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

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.

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

KLB Secondary Biology Form 4, Pages 138-140

SUPPORT AND MOVEMENT

Ball and Socket vs Hinge Joints; Movement Mechanisms
Types of Muscle Tissue and Their Functions

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.
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.

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.
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, joint specimens, practical movement demonstrations, exercise books
Textbook, chalkboard, chalk, exercise books, muscle tissue comparison charts

KLB Secondary Biology Form 4, Pages 141-143
KLB Secondary Biology Form 4, Pages 142-144

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

SUPPORT AND MOVEMENT
Paper 1 Revision

Smooth and Cardiac Muscle Specializations
Short questions and diagrams 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.

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.

Textbook, chalkboard, chalk, exercise books, comprehensive muscle comparison tables
Paper 1 exams, diagrams,
marking schemes

KLB Secondary Biology Form 4, Pages 143-144

REVISION

Paper 1 Revision
Paper 2
Paper 2

Application questions
Section A-Short Structured Questions
Section B – Data Analysis Question

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
Graph papers, rulers, past papers, textbooks

Biology Paper 1 KLB Bks 1,2,3 and 4

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

Paper 3 Revision
Paper 1 Revision
Paper 1 Revision
Paper 2

Experiments and Tests questions
Short questions and diagrams questions
Application questions
Section A-Short Structured Questions
Section B – Data Analysis Question

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

- 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

-Teacher demonstrates the tests.
-Students perform experiments in groups
-Teacher-led feedback on procedures, observations, conclusions, and accounting for results

-Class discussion on Section A structure
-Peer marking of answers using marking scheme -Teacher feedback and corrections

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
Graph papers, rulers, past papers, textbooks

Biology Paper 3
KLB Books 1,2,3 and 4

Bio Paper 2 , KLB Bks 1,2,3 and 4

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

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

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

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

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

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.

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

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

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.

Paper 1 Revision
Paper 2
Paper 2
Paper 3 Revision
Paper 3 Revision

Short questions and diagrams questions
Application questions
Section A-Short Structured Questions
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:
- Learn how to answer short questions correctly
- Practice speed and accuracy
- Revise labeling of diagrams
- 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

-Class discussion on common short questions
-Group work guided by the teacher
-Peer marking and corrections with teacher guidance
-Teacher-led practice on plotting graphs
-Students interpret and answer data-based questions
-Group analysis and correction using marking guide

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
Paper 3 exams
specimens
drawing paper, pencils, photographs
marking schemes, projectors for displaying diagrams
photographs
specimens
Reagents

Biology Paper 1, KLB Bks 1,2,3 and 4
Bio Paper 2 Q6, KLB BK 1,2,3 and 4