CLASSIFICATION II

Introduction and Principles of Classification

By the end of the lesson, the learner should be able to:
Explain the importance of classification of organisms. Discuss the general principles of classification. Identify features used to classify organisms. Define taxa and taxon.

Q/A: Review of Classification I concepts. Discussion of classification criteria - structural similarities and differences. Q/A: Features for animals (body symmetry, coelom, appendages) and plants (vascular system, reproductive structures).

Charts - Classification features, Taxonomic units

Certificate Biology Form 3, Pages 1-2

CLASSIFICATION II

Binomial System of Nomenclature
Hierarchy of Taxa
Five Kingdom System

By the end of the lesson, the learner should be able to:
Define species and explain binomial nomenclature. Explain the rules of binomial naming system. Give examples of scientific names. State advantages of binomial nomenclature.

Detailed explanation of binomial system with two names (genus and species). Practice writing scientific names correctly - italics, capitalization rules. Q/A: Examples from Table 1.1 - human, chimpanzee, plants.

Charts - Examples of scientific names (Table 1.1), Practice writing materials
Charts - Taxonomic pyramid (Fig 1.1), Wall charts showing hierarchy
Charts - Table 1.2 characteristics, Five kingdom comparison chart

Certificate Biology Form 3, Pages 2-3

CLASSIFICATION II

Kingdom Monera - Introduction
Bacteria - Structure and Characteristics
Bacterial Types and Shapes
Bacterial Reproduction and Economic Importance
Blue-green Algae

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Monera. Define prokaryotic organisms. Give examples of Monera. Distinguish prokaryotes from eukaryotes.
Describe bacterial reproduction by binary fission. Explain economic importance of bacteria. Identify harmful and useful bacteria. Give examples of bacterial diseases.

Detailed discussion of Monera characteristics - unicellular, prokaryotic, no organelles. Exposition of bacteria and blue-green algae as examples. Q/A: Differences between prokaryotes and eukaryotes.
Exposition of asexual reproduction by binary fission. Discussion of harmful bacteria - diseases (tuberculosis, typhoid, cholera). Q/A: Useful bacteria - decomposition, nitrogen fixation, antibiotics.

Charts - Prokaryote vs eukaryote comparison, Microscope images
Charts - Fig 1.2 bacterial structure, Drawing materials, Microscope
Charts - Fig 1.3 bacterial types, Microscope, Prepared bacterial slides
Charts - Binary fission diagram, Disease-causing bacteria table, Specimens of antibiotics
Charts - Fig 1.4 Anabaena, Microscope, Water samples from local sources

Certificate Biology Form 3, Page 5
Certificate Biology Form 3, Pages 6-7

CLASSIFICATION II

Kingdom Protoctista - Introduction
Protozoa (Protista)

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Protoctista. Identify the two sub-kingdoms. Give examples of protoctists. Distinguish from other kingdoms.

Teacher exposition of Protoctista characteristics - eukaryotic, mostly unicellular. Discussion of two sub-kingdoms: Protozoa and Algae. Examples from Table 1.3.

Charts - Protoctista characteristics, Table 1.3 examples
Charts - Fig 1.5 protozoa, Table 1.3 diseases, Microscopes, Pond water samples, Glass slides, Drawing materials

Certificate Biology Form 3, Page 8

CLASSIFICATION II

Algae - Characteristics and Types

By the end of the lesson, the learner should be able to:
State characteristics of algae. Classify algae according to pigments. Give examples of different algal types. Explain their habitats.

Discussion of algae as aquatic autotrophs. Classification by pigments: green, brown, red algae. Study of Fig 1.6 examples. Q/A: Thallus structure, holdfast, photosynthetic pigments.

Charts - Fig 1.6 algae types, Specimens of different algae, Hand lenses

Certificate Biology Form 3, Pages 9-10

CLASSIFICATION II

Economic Importance of Algae
Kingdom Mycota (Fungi) - Introduction

By the end of the lesson, the learner should be able to:
Explain ecological importance of algae. State economic uses of algae. Describe role as primary producers.

Discussion of algae as primary producers in aquatic ecosystems. Q/A: Food source for aquatic animals, oxygen production. Economic uses in food industry, cosmetics.

Charts - Aquatic food chains, Algae products, Ecosystem diagrams
Charts - Fungal characteristics, Specimens of mushrooms, bread moulds

Certificate Biology Form 3, Pages 10-11

CLASSIFICATION II

Fungal Structure and Reproduction
Economic Importance of Fungi

By the end of the lesson, the learner should be able to:
Describe structure of fungi. Explain fungal reproduction. Identify different types of fungi. Examine fungi practically.
Explain harmful effects of fungi. Describe useful roles of fungi. Give examples of fungal diseases. State uses in industry.

Study of fungal structure using Fig 1.7 - hyphae, mycelium, sporangia. Practical examination of bread moulds under microscope. Students observe and draw fungal structures. Safety: Handle specimens with forceps.
Discussion of harmful fungi - plant diseases (wheat rust), human diseases (thrush, ringworm), food spoilage. Q/A: Useful fungi - decomposers, food production, medicines, brewing.

Charts - Fig 1.7 fungi, Microscopes, Bread mould specimens, Forceps, Glass slides, Drawing materials
Charts - Fungal diseases, Specimens of useful fungi, Food products made using fungi

Certificate Biology Form 3, Pages 11-12, 29
Certificate Biology Form 3, Pages 12-13

CLASSIFICATION II

Kingdom Plantae - Introduction
Plant Phyla Overview

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Plantae. Give examples of plants. Describe plant cell features. Explain autotrophic nutrition.

Teacher exposition of plant characteristics - multicellular, eukaryotic, chloroplasts, cellulose cell walls, autotrophic. Discussion of shoot and root systems, vascular tissue.

Charts - Plant characteristics, Live plant specimens, Plant cell diagrams
Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants

Certificate Biology Form 3, Page 13

CLASSIFICATION II

Phylum Bryophyta - Mosses and Liverworts

By the end of the lesson, the learner should be able to:
Describe characteristics of bryophytes. Explain alternation of generations. Give examples of bryophytes. Examine moss specimens practically.

Study of moss characteristics using Fig 1.8 and liverworts using Fig 1.9. Practical examination of moss specimens - identify gametophyte, sporophyte, rhizoids. Students draw observed structures.

Charts - Fig 1.8 moss, Fig 1.9 liverworts, Live moss specimens, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 14-15, 30

CLASSIFICATION II

Phylum Pteridophyta - Ferns
Phylum Spermatophyta - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of pteridophytes. Describe fern structure. Explain fern life cycle. Examine fern specimens and spores.

Discussion of fern characteristics using Fig 1.10. Practical examination of complete fern plant - fronds, rhizome, sori. Students collect spores and draw fern structures. Compare with bryophytes.

Charts - Fig 1.10 fern structure, Complete fern specimens, White paper, Hand lenses, Drawing materials
Charts - Fig 1.11 gymnosperms, Cone specimens, Seeds, Fruits

Certificate Biology Form 3, Pages 15-16, 30-31

CLASSIFICATION II

Angiosperms - Characteristics
Classes of Angiosperms
Kingdom Animalia - Introduction

By the end of the lesson, the learner should be able to:
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.
Distinguish monocotyledons and dicotyledons. Compare structural features. Give examples of each class. Examine monocot and dicot specimens.

Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.
Detailed study of Table 1.5 comparing monocots and dicots. Practical examination of specimens - leaf venation, root systems, floral parts. Students draw comparative structures.

Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses
Charts - Table 1.5, Fig 1.12 structures, Monocot and dicot specimens, Hand lenses, Drawing materials
Charts - Animal characteristics, Various animal specimens/pictures

Certificate Biology Form 3, Page 17
Certificate Biology Form 3, Pages 17-18

CLASSIFICATION II

Animal Classification Features

By the end of the lesson, the learner should be able to:
Identify features used to classify animals. Explain body symmetry types. Describe skeleton types. State other classification criteria.

Discussion of classification features - body symmetry, segmentation, appendages, skeleton types, body cavities. Examples of bilateral vs radial symmetry, endoskeleton vs exoskeleton.

Charts - Body symmetry diagrams, Skeleton types, Animal classification features

Certificate Biology Form 3, Pages 18-19

CLASSIFICATION II

Phylum Arthropoda - Characteristics
Classes of Arthropoda

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs
Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of chordates. Give examples of chordates. Describe vertebral column. Explain chordate features.

Discussion of chordate characteristics - vertebral column, brain in skull, closed circulation, endoskeleton, bilateral symmetry. Study of Table 1.6 showing chordate classes.

Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 22-23

CLASSIFICATION II

Classes of Chordates
Dichotomous Keys - Introduction
Construction of Dichotomous Keys

By the end of the lesson, the learner should be able to:
Classify chordates into classes. Compare fish, amphibians, reptiles, birds, mammals. Give examples of each class.
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Study of five chordate classes using Figs 1.16-1.20. Comparison of fish (Pisces), amphibians, reptiles, birds (Aves), mammals. Key distinguishing features of each class.
Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Charts - Figs 1.16-1.20 chordate classes, Specimens/pictures of vertebrates
Charts - Fig 1.21 arthropod key, Examples of identification keys
Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets

Certificate Biology Form 3, Pages 23-27
Certificate Biology Form 3, Pages 28-33

CLASSIFICATION II
ECOLOGY

Using Identification Keys
Nitrogen Cycle

By the end of the lesson, the learner should be able to:
Use dichotomous keys to identify organisms. Practice with complex keys. Identify chordates using provided keys. Apply keys to unknown specimens.

Practical use of identification keys for chordate specimens. Students work through numerical keys step by step. Practice identifying organisms using keys from practical activities section.

Chordate specimens, Provided identification keys, Unknown specimens for practice
Charts - Fig 2.1 nitrogen cycle, Table 2.1 bacterial roles

Certificate Biology Form 3, Pages 31-33

ECOLOGY

Trophic Levels and Energy Flow

By the end of the lesson, the learner should be able to:
Define trophic levels and identify different levels. Explain energy flow through ecosystems. Describe energy losses between trophic levels.

Teacher exposition of trophic levels - producers to tertiary consumers. Discussion of unidirectional energy flow and energy losses. Q/A: Reasons for energy loss at each level.

Charts - Trophic level diagrams, Energy flow patterns

Certificate Biology Form 3, Pages 43-45

ECOLOGY

Food Chains
Food Webs

By the end of the lesson, the learner should be able to:
Define food chains and construct examples. Identify energy flow direction in food chains. Give examples from terrestrial and aquatic habitats.

Study of food chain examples from textbook. Construction of terrestrial food chains (grass→impala→leopard). Aquatic food chains (plankton→fish→shark). Practice drawing food chains.

Charts - Food chain examples, Arrows showing energy direction
Charts - Fig 2.4 food web, Complex food web examples

Certificate Biology Form 3, Pages 46-47

ECOLOGY

Ecological Pyramids - Introduction
Pyramid of Numbers and Biomass

By the end of the lesson, the learner should be able to:
Define ecological pyramids. Distinguish types of ecological pyramids. Explain pyramid of numbers concept.
Construct pyramids of numbers from data. Explain inverted pyramids. Define and construct pyramid of biomass.

Teacher exposition of ecological pyramids as graphical representations. Discussion of pyramid types - numbers, biomass, energy. Study of pyramid of numbers using Fig 2.6.
Practice constructing normal and inverted pyramids of numbers. Discussion of when inverted pyramids occur (parasites, large trees). Study of biomass calculation and pyramid construction.

Charts - Fig 2.6 pyramid of numbers, Different pyramid types
Data sets for pyramid construction, Calculators, Graph paper

Certificate Biology Form 3, Pages 47-49
Certificate Biology Form 3, Pages 47-50

ECOLOGY

Interspecific Relationships - Predation
Parasitism - Types and Adaptations

By the end of the lesson, the learner should be able to:
Define predator-prey relationships. Describe predator and prey adaptations. Give examples of predation in different habitats.

Detailed discussion of predation as feeding relationship. Study of predator adaptations (speed, senses, hunting strategies). Q/A: Prey defense mechanisms (camouflage, mimicry, protective covering).

Charts - Predator-prey examples, Adaptation illustrations
Charts - Parasite examples, Adaptation diagrams, Life cycle illustrations

Certificate Biology Form 3, Pages 50-52

ECOLOGY

Saprophytism and Economic Importance

By the end of the lesson, the learner should be able to:
Define saprophytism and role of decomposers. Explain economic importance of saprophytes. Describe harmful effects of saprophytes.

Discussion of saprophytes as decomposers. Economic benefits: recycling, soil fertility, antibiotics, fermentation. Harmful effects: food decay, food poisoning. Q/A: Useful vs harmful saprophytic activities.

Charts - Decomposition process, Examples of useful and harmful saprophytes

Certificate Biology Form 3, Pages 57-60

ECOLOGY

Mutualism and Symbiosis
Commensalism

By the end of the lesson, the learner should be able to:
Define mutualism and symbiosis. Give examples of mutually beneficial relationships. Explain lichens, mycorrhiza, and nitrogen-fixing bacteria.

Study of mutualistic relationships with examples: lichens (algae-fungi), mycorrhiza (fungi-tree roots), nitrogen-fixing bacteria (Rhizobium-legumes). Q/A: Benefits to both partners in each relationship.

Charts - Fig 2.8 lichens, Fig 2.9 root nodules, Symbiotic relationship examples
Charts - Commensalism examples, Epiphyte illustrations

Certificate Biology Form 3, Pages 60-63

ECOLOGY

Population Studies - Introduction
Population Estimation Methods - Direct Counting
Capture-Mark-Release-Recapture Method

By the end of the lesson, the learner should be able to:
Define population and population density. Explain factors affecting population size. Describe carrying capacity concept.
Describe direct counting methods. Explain when direct counting is suitable. Practice population estimation calculations.

Teacher exposition of population definitions. Discussion of biological factors: birth rate, death rate, sex ratio. Q/A: Environmental factors affecting population growth.
Discussion of direct counting for small populations and large slow-moving animals. Examples: tree counting, aerial surveys. Practice with simple population counts and density calculations.

Charts - Population definitions, Factors affecting population
Calculators, Sample area measurements, Population data sets
Calculators, Sample data for calculations, Formula charts

Certificate Biology Form 3, Pages 60-61
Certificate Biology Form 3, Pages 61-62

ECOLOGY

Quadrat and Transect Methods

By the end of the lesson, the learner should be able to:
Describe quadrat sampling method. Explain line and belt transect techniques. Practice population estimation using sampling.

Study of quadrat method for plants and small animals using Fig 2.12. Discussion of line transects for distribution patterns. Practice calculations using sampling formulas.

Quadrats (if available), Measuring tapes, Sample area data, Calculators

Certificate Biology Form 3, Pages 62-64

ECOLOGY

Plant Adaptations - Xerophytes
Plant Adaptations - Hydrophytes

By the end of the lesson, the learner should be able to:
Define xerophytes and their habitat conditions. Describe structural adaptations for water conservation. Explain physiological adaptations of desert plants.

Study of xerophyte adaptations using Fig 2.14. Discussion of modified leaves, water storage, extensive roots, waxy cuticles. Q/A: Stomatal adaptations and reduced transpiration.

Charts - Fig 2.14 xerophyte examples, Cactus specimens (if available)
Charts - Fig 2.15 aquatic plants, Water plant specimens (if available)

Certificate Biology Form 3, Pages 64-66

ECOLOGY

Plant Adaptations - Halophytes and Mesophytes

By the end of the lesson, the learner should be able to:
Define halophytes and saline habitat adaptations. Describe mesophyte characteristics. Compare different plant adaptation types.

Study of mangrove adaptations using Fig 2.16. Discussion of salt excretion, pneumatophores, viviparous seeds. Q/A: Mesophyte balance between water uptake and loss.

Charts - Fig 2.16 mangroves, Comparison table of plant types

Certificate Biology Form 3, Pages 68-70

ECOLOGY

Environmental Pollution - Introduction
Air Pollution and Global Warming
Water Pollution

By the end of the lesson, the learner should be able to:
Define pollution and identify major pollutants. Classify types of environmental pollution. Explain pollution effects on ecosystems.
Identify sources of water pollution. Explain effects on aquatic ecosystems. Describe eutrophication process.

Teacher exposition of pollution definition and sources. Discussion of air, water, and soil pollution types. Q/A: Human activities causing pollution and ecosystem disruption.
Study of water pollution sources using Fig 2.20. Discussion of domestic waste, industrial effluents, pesticides, oil spills. Q/A: Eutrophication, algal blooms, and oxygen depletion.

Charts - Pollution types and sources, Environmental damage photos
Charts - Fig 2.18 greenhouse effect, Air pollution sources diagram
Charts - Fig 2.20 water pollution sources, Eutrophication process diagram

Certificate Biology Form 3, Pages 70-71
Certificate Biology Form 3, Pages 75-78

ECOLOGY

Soil Pollution and Land Degradation
Human Diseases and Ecology

By the end of the lesson, the learner should be able to:
Identify causes of soil pollution. Explain land degradation processes. Describe soil conservation methods.

Discussion of soil pollution from non-biodegradable materials, pesticides, oil spills. Study of soil conservation using Fig 2.22. Q/A: Terracing, contour ploughing, agroforestry.

Charts - Fig 2.22 soil conservation methods, Soil erosion examples
Charts - Disease transmission cycles, Prevention methods

Certificate Biology Form 3, Pages 78-82

ECOLOGY

Malaria and Parasitic Diseases

By the end of the lesson, the learner should be able to:
Describe malaria life cycle and transmission. Explain bilharzia and parasitic worm diseases. Analyze prevention and control measures.

Detailed study of Plasmodium life cycle using Fig 2.24. Discussion of Anopheles mosquito control. Study of Schistosoma and Ascaris adaptations and prevention.

Charts - Fig 2.24 malaria life cycle, Parasite life cycles, Prevention methods

Certificate Biology Form 3, Pages 84-88

ECOLOGY
REPRODUCTION IN PLANTS AND ANIMALS
REPRODUCTION IN PLANTS AND ANIMALS

Practical Activities and Field Studies
Introduction and Importance of Reproduction
Chromosomes and Genes

By the end of the lesson, the learner should be able to:
Apply ecological knowledge in practical investigations. Conduct population studies and food chain observations. Examine pollution in local environment.

Practical session: observing feeding relationships, estimating populations using quadrats, identifying pollution sources. Students conduct mini-ecosystem studies. Safety: Proper handling of specimens.

Quadrats, Sweep nets, Measuring tapes, Notebooks, Collection containers, Hand lenses
Charts - Types of reproduction, Examples of reproduction in different organisms
Charts - Chromosome structure, Examples of chromosome numbers in different species

Certificate Biology Form 3, Pages 88-96

REPRODUCTION IN PLANTS AND ANIMALS

Mitosis - Introduction and Stages
Mitosis - Differences in Plants and Animals
Meiosis - Introduction and Meiosis I
Meiosis II and Comparison with Mitosis
Introduction to Reproduction

By the end of the lesson, the learner should be able to:
Define mitosis and explain its significance. Describe the stages of mitosis in detail. Identify sites where mitosis occurs in plants and animals.
Define meiosis as reduction division. Explain the need for meiosis in sexual reproduction. Describe stages of Meiosis I in detail. Compare homologous chromosomes and genetic crossing over.

Detailed study of mitosis stages using Fig 3.1: Prophase (early and late), Metaphase, Anaphase, Telophase, Interphase. Discussion of chromosome behavior, spindle formation, cytokinesis. Q/A: Sites of mitosis - growth areas, tissue repair.
Teacher exposition of meiosis producing haploid gametes. Detailed study of Meiosis I using Fig 3.3A: Prophase I (bivalent formation, crossing over), Metaphase I, Anaphase I, Telophase I. Discussion of genetic crossing over at chiasmata.

Charts - Fig 3.1 mitosis stages, Models of cell division, Microscope slides of mitosis
Charts - Fig 3.2 plant mitosis, Microscopes, Onion root tips, Acetocarmine stain, Glass slides, Cover slips
Charts - Fig 3.3A Meiosis I stages, Diagrams of homologous chromosomes, Crossing over illustrations
Charts - Fig 3.3B Meiosis II stages, Table 3.1 comparison chart, Summary diagrams
Charts showing types of reproduction, Textbook, Wall charts

Certificate Biology Form 3, Pages 100-102
Certificate Biology Form 3, Pages 103-105

REPRODUCTION IN PLANTS AND ANIMALS

Cell Division - Mitosis
Mitosis in Young Root Tip
Meiosis Process

By the end of the lesson, the learner should be able to:
To describe the process of mitosis. To identify the stages of mitosis. To explain the significance of mitosis.

Teacher exposition: Stages of mitosis with diagrams. Drawing and labeling stages of mitosis. Discussion: Importance of mitosis in growth and repair. Q/A: Comparison of daughter cells with parent cell.

Charts showing mitosis stages, Microscope slides, Drawing materials
Onion root tips, Microscope, 1M HCl, Cover slides, Iodine solution, Glass slides
Charts showing meiosis stages, Drawing materials, Textbook

Certificate Biology Form 3, Pages 100-102

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis in Plant Cells
Asexual Reproduction - Binary Fission
Spore Formation and Budding

By the end of the lesson, the learner should be able to:
To identify various stages of meiosis in plant cells. To observe meiosis in flower buds. To explain significance of meiosis.

Practical work: Observing meiosis in young flower buds. Preparation of slides from flower buds. Microscopic examination of meiotic stages. Drawing cells showing meiosis stages. Discussion: Significance of meiosis in gamete formation.

Flower buds, 1M HCl, Heat source, Glass slides, Filter paper, Microscope
Charts showing binary fission, Prepared slides of amoeba, Microscope, Drawing materials
Bread/ugali mould, Microscope, Yeast culture, 10% sugar solution, Methylene blue, Hand lens

Certificate Biology Form 3, Pages 105-108

REPRODUCTION IN PLANTS AND ANIMALS

Sexual Reproduction in Plants - Flower Structure
Pollination - Insect Pollinated Flowers

By the end of the lesson, the learner should be able to:
To draw and label a flower. To identify parts of a flower. To explain flower terminologies. To count sepals, petals, stamens and carpels.

Practical work: Examining bean flowers, morning glory, and hibiscus. Dissection of flowers to identify parts. Counting floral parts and recording. Drawing longitudinal section of flower. Discussion: Functions of flower parts.

Bean flowers, Morning glory, Hibiscus, Hand lens, Scalpels, Drawing materials
Insect-pollinated flowers, Hand lens, Measuring rulers, Drawing materials

Certificate Biology Form 3, Pages 115-117

REPRODUCTION IN PLANTS AND ANIMALS

Wind-Pollinated Flowers and Adaptations
Self-Pollination Prevention and Fertilisation
Seed and Fruit Development

By the end of the lesson, the learner should be able to:
To describe structure of wind-pollinated flowers. To identify adaptive features of wind-pollinated flowers. To compare insect and wind pollination.
To explain seed formation. To describe fruit development. To classify fruits using specific criteria.

Practical examination: Structure of grass flowers, maize tassels. Identification of glumes, spikes, spikelets. Tabulate differences between insect and wind-pollinated flowers. Discussion: Adaptive features for wind pollination.
Discussion: Process of seed formation from ovule. Explanation of fruit development from ovary. Practical work: Examining variety of fruits. Classification of fruits into types. Recording observations and drawing fruits.

Wind-pollinated flowers (grass, maize), Hand lens, Charts, Drawing materials
Charts showing fertilisation, Drawing materials, Textbook
Variety of fruits, Petri dishes, Scalpels, Drawing materials, Charts

Certificate Biology Form 3, Pages 120-121
Certificate Biology Form 3, Pages 123-126

REPRODUCTION IN PLANTS AND ANIMALS

Placentation and Internal Fruit Structure
Fruit and Seed Dispersal
Review and Assessment

By the end of the lesson, the learner should be able to:
To define placentation. To identify types of placentation. To label internal structure of fruits. To examine ovaries of various fruits.

Teacher exposition: Types of placentation. Practical examination: Ovaries of beans, sunflower, pawpaw, orange. Drawing diagrams showing placentation types. Vertical sections of fruits showing internal structure.

Fruits (beans, sunflower, pawpaw, orange), Scalpels, Drawing materials
Variety of fruits and seeds, Hand lens, Drawing materials, Collection containers
Past examination papers, Drawing materials, Assessment sheets, Charts for reference

Certificate Biology Form 3, Pages 124-130