GENETICS

The concept of variation.
Discontinuous variation.

By the end of the lesson, the learner should be able to:


Define Genetics.
Define variation.
Define discontinuous variation.

Exposition of new concepts.
Probing questions on some variations in human beings.
Observe some variations in human beings such as tongue rolling, finger prints, students? heights, etc.
Discussion on the concept of variation.

Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.
Discussion on the concept of discontinuous variation.

Ink pad, hand lenses, white paper.
text book

KLB BK IV.
PP 1-2.
KLB BK IV.
P 3.

GENETICS

Continuous variation.

By the end of the lesson, the learner should be able to:
Define continuous variation.
Give examples of characteristics that show continuous variation.

Class activity ; students measure and record their heights;
Plotting of frequency-height graph;
Analyzing the graph;
Discussion with probing questions.

Metre rules/ tape measure,
Graph papers

KLB BK IV.
PP 3-4

GENETICS

Causes of variation.

By the end of the lesson, the learner should be able to:
Discuss causes of variation.

Exposition of new concepts.
Discussion with probing questions.

text book

KLB BK IV.
P 4

GENETICS

The chromosome.

By the end of the lesson, the learner should be able to:
Describe the structure of chromosomes.

Exposition of new concepts.
Probing questions.
Discussion.

text book

KLB BK IV. PP 4-5.

GENETICS

Chromosomal behaviour during mitosis.
Chromosomal behaviour during meiosis.
Genes and DNA.

By the end of the lesson, the learner should be able to:
Describe chromosomal behaviour during mitosis.
Describe chromosomal behaviour during meiosis.
Describe the structure of genes and DNA.
Identify the role of DNA.

Exposition;
Teacher demonstrations;
Drawing diagrams;
Detailed discussion.

Exposition;
Teacher demonstrations;
Drawing diagrams;
Detailed discussion.
Expository approach.

Scissors,
Manilla papers, thread, cellotape.
Scissors,
Manilla papers, threads, cellotape.
Chart- the double helix DNA.

KLB BK IV. PP 5-6
KLB BK IV. PP 6-7

GENETICS

DNA replication.
First law of heredity.

By the end of the lesson, the learner should be able to:
Describe DNA replication.
Explain the role of DNA in protein synthesis.
Describe Mendel?s experiments.
State Mendel?s first law.

Exposition;
Drawing mRNA strands.
Exposition with explanations.

text book

KLB BK IV. PP 9-10

GENETICS

Monohybrid inheritance.

By the end of the lesson, the learner should be able to:
Define monohybrid inheritance.
Differentiate between genotype and phenotype.
Draw diagrams to show genetic crosses.

Q/A to review Mendel?s first law.
Drawing diagrams to show genetic crosses.
Discussion with probing questions.

text book

KLB BK IV. PP 12-14

GENETICS

Genetic crosses using a punnet square.

By the end of the lesson, the learner should be able to:
Show fusion of gametes using a punnet square.

Completing a punnet square;
Brief discussion.

text book

KLB BK IV. PP 14-15

GENETICS

Ratios of phenotypes and genotypes.
Incomplete dominance.

By the end of the lesson, the learner should be able to:
Explain the concept of probability in inheritance of characteristics.
Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams.

Q/A to review phenotypes and genotypes.
Simple experiments on probability.
Discussion.

Exposition;
Discussion;
Drawing diagrams.

Beans of two different colours, beakers.
chart

KLB BK IV. PP 15-17
KLB BK IV. PP 19-20.

GENETICS

Inheritance of ABO blood groups.
Inheritance of Rhesus factor.

By the end of the lesson, the learner should be able to:
Illustrate inheritance of blood groups with diagrams.
Describe inheritance of Rhesus factor.

Exposition;
Discussion;
Drawing diagrams;
Supervised practice on inheritance of blood groups.
Discussion.

chart

KLB BK IV. PP 20-21

GENETICS

Determining unknown genotypes.
Sex determination in man.

By the end of the lesson, the learner should be able to:
Determine unknown genotypes using test crosses and selfing crosses.
Describe sex determination in man.

Exposition;
Probing questions;
Drawing illustrative diagrams;
Discussion.

text book

KLB BK IV. PP 22-23

GENETICS

Sex-linked genes and traits.

By the end of the lesson, the learner should be able to:
Identify sex-linked traits in man.
Illustrate inheritance of sex-linked traits with diagrams.

Probing questions;
Drawing illustrative diagrams;
Discussion.

text book

KLB BK IV. PP 24-27

GENETICS

Non-disjunction.
Gene mutation.

By the end of the lesson, the learner should be able to:
Explain effects of non-disjunction as a chromosomal abnormality.
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.

Exposition of new concepts;
Discussion.

Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.
Discussion.

text book
Models to show Chromosomal mutations.

KLB BK IV. PP 30-33
KLB BK IV. PP 33-35

GENETICS

Disorders due to gene mutations.

By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.

Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.

chart

KLB BK IV. PP 35-38

GENETICS

Applications of genetics.

By the end of the lesson, the learner should be able to:
Identify areas of practical application of genetics.

Probing questions;
Open discussion;
Topic review.

text book,video

KLB BK IV. PP 39-45

EVOLUTION

Meaning of evolution. Theories of origin of life.
Evidence for organic evolution.

By the end of the lesson, the learner should be able to:
Define evolution.
Explain the theories of life.
Cite evidence for organic evolution.

Brain storming;
Probing questions;
Q/A on creation theory;
Exposition of chemical theory.
Exposition;
Discussion.

text book

KLB BK IV. PP 49-51

EVOLUTION

Comparative anatomy and homologous structures.
Comparative anatomy and homologous structures. (contd)
Convergent evolution and analogous structures.

By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.
Define divergent evolution.
Give examples of homologous structures.
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.

Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Examine wings of insects; wings of birds / bat.
Discuss observations.

Forelimbs of vertebrates.
Forelimbs of vertebrates.
Wings of insects, wings of birds / bat.

KLB BK IV. PP 59-63

EVOLUTION

Convergent evolution and analogous structures.(contd)

By the end of the lesson, the learner should be able to:
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.

Examine wings of insects; wings of birds / bat.
Discuss observations.

Wings of insects, wings of birds / bat.

KLB BK IV. PP 63-64

EVOLUTION

Larmack?s theory of evolution.
Darwin?s theory of natural selection.

By the end of the lesson, the learner should be able to:
Explain Larmack?s theory of evolution.
Explain Darwin?s theory of natural selection.
Cite examples of natural selection in action.

Expositions and explanations.
Expositions and explanations;
Probing questions;
Topic review.

Illustrative diagrams in the textbook( giraffes)

KLB BK IV. P 67

RECEPTION, RESPONSE & CO-ORDINATION

Meaning of stimulus, response and irritability. Tactic responses.

By the end of the lesson, the learner should be able to:




Define of stimulus, response and irritability.
Explain the need for sensitivity and response.
Identify types of tactics responses.

Brain storming;
Exposition;
Group experiments-chemotaxis in termites;
Discussion.

Brad crumbs, termites, dry sand, moth balls.

KLB BK IV. PP 73-74

RECEPTION, RESPONSE & CO-ORDINATION

Tropism and types of tropism.
Nastic responses.
Role of auxins in tropisms.

By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.
Identify types of nastic responses
Explain the role of auxins in tropisms.

Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Q/A and discussion.
Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.

Seedlings,  klinostat, corked beaker.
text book

KLB BK IV. PP 74-78
KLB BK IV. PP 78-80

RECEPTION, RESPONSE & CO-ORDINATION

Response and Co-ordination in animals. The nervous system.

By the end of the lesson, the learner should be able to:




State components of the nervous system.
Describe the structure of nerve cells.

Descriptive and expository approaches.

Illustrative diagrams of nerve cells

KLB BK IV. PP 84-85

RECEPTION, RESPONSE & CO-ORDINATION

Types of neurons. The brain.
Reflex actions.

By the end of the lesson, the learner should be able to:
Identify types of neurons.
Describe structure of the human brain.
Differentiate between simple and conditioned reflex actions.

Descriptive and expository approaches.
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions.

Illustrative diagrams of  the spinal cord

KLB BK IV. PP 85-88

RECEPTION, RESPONSE & CO-ORDINATION

Transmission of a nerve impulse.

By the end of the lesson, the learner should be able to:
Describe the transmission of a nerve impulse.

Descriptive and expository approaches.

Illustrative diagrams of nerve inpulse on nerve cells

KLB BK IV. PP 90-93

RECEPTION, RESPONSE & CO-ORDINATION

The endocrine system.
The mammalian eye.

By the end of the lesson, the learner should be able to:
Identify components of endocrine system.
Compare endocrine system. With nervous system.
Identify major parts of the human eye.
Explain image formation and interpretation in the eye.

Discussion; tabulate the differences.
Brain storming;
Discussion with probing questions.

Illustrative diagrams.
Chart- the human eye.

KLB BK IV. PP 93-6
KLB BK IV. PP 93-100

RECEPTION, RESPONSE & CO-ORDINATION

Accommodation of the eye.
Defects of vision and their correction.
The human ear.

By the end of the lesson, the learner should be able to:
Explain the role of ciliary muscles in accommodation of the eye.
Identify defects of vision.
Explain correction of vision defects.
Identify major parts of the human ear.

Discussion with probing questions,
Drawing illustrative diagrams.
Detailed discussion with probing questions;
Descriptive and expository approaches.
Drawn diagrams.

Chart- focusing far and near points.
Illustrative diagrams.

KLB BK IV. PP 100-1

RECEPTION, RESPONSE & CO-ORDINATION

Hearing.
Body balance and posture.

By the end of the lesson, the learner should be able to:
Explain how the ear perceives sound.
Explain how the ear maintains body balance and posture.

Descriptive and expository approaches.

Illustrative diagrams.

KLB BK IV. P 106

RECEPTION, RESPONSE & CO-ORDINATION
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Defects of the ear.
Importance of support and movement in plants.

By the end of the lesson, the learner should be able to:
Identify some defects of the ear.
Explain the importance of support and movement in plants.

Descriptive and expository approaches.
Brain storming;
Probing questions;
Discussion.

text book

KLB BK IV.
P 108

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Arrangement of tissues in a monocotyledonous stem.
Arrangement of tissues in a dicotyledonous stem.
Stem tissues.

By the end of the lesson, the learner should be able to:
Draw and label a transverse section of a monocotyledonous stem.
Draw and label a transverse section of a dicotyledonous stem.
Draw and label a transverse section of herbaceous and woody stems.
Identify some stem tissues.
Explain the role of stem tissues.

Examine transverse section of a monocotyledonous stem.
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
Drawing and labeling diagrams;
Discussion.

Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors.
Herbaceous stem, microscope, slides,
Razors.
Illustrative diagrams.

KLB BK IV. PP111-2.
KLB BK IV. PP 111-5

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Wilting in plants.

By the end of the lesson, the learner should be able to:
Compare the rate of wilting of herbaceous and woody stems.
Account for difference in rate of water loss.

Uproot herbaceous and woody plants;
Observe tem for about 30 min;
Brief discussion.

KLB BK IV. P 116

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The exoskeleton.

By the end of the lesson, the learner should be able to:
Describe the structure of the exoskeleton.

Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper;
Relate the observations to the function of the exoskeleton.

A live arthropod,
E.g. grasshopper, millipede.

KLB BK IV. PP 116-7

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The endoskeleton.
Locomotion in a finned fish.

By the end of the lesson, the learner should be able to: list the functions of  endoskeleton.
Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat.

Observe skeleton of a vertebrate;
Compare it with an exoskeleton.
Discuss the contrasting features.
Review external features of a tilapia.
Detailed discussion.

The human skeleton.
A chart showing a diagram of Tilapia fish

KLB BK IV. PP 117-8

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Tail power of a fish.
Support and movement in mammals. The skull and rib cage.
The vertebral column. Cervical and thoracic vertebrae.

By the end of the lesson, the learner should be able to:
Calculate the tail power of a fish.
Describe the structure of the skull and rib cage.

Describe the features of the vertebral column.
Identify types of vertebrae.
Explain adaptations of cervical and thoracic vertebrae to their functions.

Measure length of tail, length of a tilapia fish.
Calculations.
Discussion on significance of tail power in locomotion.
Observe the human skull and rib cage of a rat / rabbit.
Detailed discussion.
Examine cervical and thoracic vertebrae.

 Chart showing  tilapia.
Human skull, rib cage of rat / rabbit.
Cervical and thoracic vertebrae.

KLB BK IV. PP 118-9
KLB BK IV. PP 121-2

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Thoracic and lumbar vertebrae.

By the end of the lesson, the learner should be able to:
Explain adaptations of Thoracic and lumbar vertebrae to their functions.

Examine thoracic and lumbar vertebrae.
Draw labeled diagrams;
Brief discussion.

Thoracic and lumbar vertebrae.

KLB BK IV. PP 122-3

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The sacral and caudal vertebrae.

By the end of the lesson, the learner should be able to:
Describe the features of the sacral and caudal vertebrae.
Explain adaptations of sacral and caudal vertebrae to their functions.

Examine sacral and caudal vertebrae.
Draw labeled diagrams;
Brief discussion.

Sacral and caudal vertebrae.

KLB BK IV. P 124

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The appendicular skeleton.
Fore limb.
Hind limb.

By the end of the lesson, the learner should be able to:
Describe the features of the appendicular skeleton.
Identify bones of the fore limb.
Identify bones of the hind limb.

Examine the appendicular skeleton of a rabbit /sheep.
Brief discussion..
Examine bones if the fore limb;
Drawing labeled diagrams;
Discussion.
Examine bones if the hind limb;

Appendicular skeleton of a rabbit /sheep.
Bones of the fore limb.
Bones of the hind limb.

KLB BK IV. PP 124-5