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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opener CAT |
|||||||
| 2 | 1 |
EVOLUTION
|
Meaning of Evolution and Origin of Life Theories
Chemical Evolution and Miller's Experiment |
By the end of the
lesson, the learner
should be able to:
Define evolution and organic evolution. Distinguish between special creation and chemical evolution theories. Explain the scientific approach to understanding life's origin. |
Brainstorming on how life began. Discussion on religious vs scientific explanations. Exposition on chemical evolution theory. Comparison of different viewpoints.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration |
KLB Secondary Biology Form 4, Pages 53-55
|
|
| 2 | 2-3 |
EVOLUTION
|
Evidence for Evolution - Fossil Records
Geographical Distribution and Comparative Embryology |
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 |
KLB Secondary Biology Form 4, Pages 55-62
KLB Secondary Biology Form 4, Pages 60-63 |
|
| 2 | 4 |
EVOLUTION
|
Comparative Anatomy - Homologous Structures
Comparative Anatomy - Analogous and Vestigial Structures |
By the end of the
lesson, the learner
should be able to:
Define homologous structures. Examine pentadactyl limb in different vertebrates. Explain divergent evolution. Identify adaptive modifications. |
Practical examination of bone specimens or pictures. Drawing and labeling pentadactyl limbs of different animals. Discussion on common ancestry evidence. Comparison of limb modifications.
|
Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 2 | 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
|
|
| 3 | 1 |
EVOLUTION
|
Lamarck's Theory vs Darwin's Theory
Natural Selection in Action |
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
White and black paper, scissors, textbook, chalkboard |
KLB Secondary Biology Form 4, Pages 71-73
|
|
| 3 | 2-3 |
EVOLUTION
Paper 1 Revision REVISION Paper 1 Revision Paper 2 |
Modern Examples of Evolution and Resistance
Short questions and diagrams questions Application questions Section A-Short Structured Questions |
By the end of the
lesson, the learner
should be able to:
Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues. - Apply knowledge to real-life - Learn how to organize answers well- Revise experiments and results- Build confidence in answering under time |
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.
-Teacher demonstrates how to approach application questions -Students attempt application questions as guided by the teacher. -Peer and teacher marking with class discussion |
Textbook, local examples of pesticide resistance, chalkboard
Paper 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes Past Biology Paper 2 exams, KLB textbooks, marking schemes |
KLB Secondary Biology Form 4, Pages 75-77
Biology Paper 1 KLB Bks 1,2,3 and 4 |
|
| 3 | 4 |
Paper 2
Paper 3 Revision |
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:
- 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 |
Bio Paper 2 Q6, KLB BK 1,2,3 and 4
|
|
| 3 | 5 |
Paper 3 Revision
Paper 1 Revision Paper 1 Revision |
Experiments and Tests questions
Short questions and diagrams questions Application 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 1 exams, diagrams, marking schemes Past Paper 1 exams, experiment charts, marking schemes |
Biology Paper 3
KLB Books 1,2,3 and 4 |
|
| 4-9 |
Revision |
|||||||
| 10 | 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
|
|
| 10 |
Prayer day and party |
|||||||
| 10 | 5 |
Paper 3 Revision
Paper 1 Revision |
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:
- 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 Paper 1 exams, diagrams, marking schemes |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 11 | 1 |
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
|
|
| 11 | 2-3 |
Paper 2
Paper 3 Revision Paper 3 Revision Paper 1 Revision Paper 1 Revision |
Section B-Essay Questions
Observation, Identification, and Drawing questions. Experiments and Tests questions Short questions and diagrams questions Application 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 - Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Brainstorming key essay points
-Group writing of essay outlines -Teacher shows how to write a good essay -Peer review and class marking -Teacher demonstrates the tests. -Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
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 Past Paper 1 exams, experiment charts, marking schemes |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
Biology Paper 3 KLB Books 1,2,3 and 4 |
|
| 11 | 4 |
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
|
|
| 11 | 5 |
Paper 3 Revision
Paper 1 Revision |
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:
- 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 Paper 1 exams, diagrams, marking schemes |
Biology Paper 3 ,
KLB Books 1,2,3 and 4. |
|
| 12 | 1 |
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
|
|
| 12 | 2-3 |
Paper 2
Paper 3 Revision Paper 3 Revision Paper 1 Revision Paper 1 Revision |
Section B-Essay Questions
Observation, Identification, and Drawing questions. Experiments and Tests questions Short questions and diagrams questions Application 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 - Conduct and record biological tests accurately - Interpret results and draw conclusions from experiments - Practice safe lab procedures and time management |
-Brainstorming key essay points
-Group writing of essay outlines -Teacher shows how to write a good essay -Peer review and class marking -Teacher demonstrates the tests. -Students perform experiments in groups -Teacher-led feedback on procedures, observations, conclusions, and accounting for results |
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 Past Paper 1 exams, experiment charts, marking schemes |
Bio Paper 2 Q7 & Q8, KLB BKs 1,2,3 and 4
Biology Paper 3 KLB Books 1,2,3 and 4 |
|
| 12 | 4 |
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 | 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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