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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
EXCRETION AND HOMEOSTASIS
|
Introduction- Definition and importance of homeostasis and excretion.
Excretion in plants. |
By the end of the
lesson, the learner
should be able to:
To define homeostasis and excretion. To explain necessity of excretion in plants and animals. |
Q/A: Definitions of digestion, ingestion and egestion, secretion and excretion. Discuss importance of excretion in plants and animals. |
text book
Some plants excretory products. |
K.L.B. BK 2
PP. 83-84 |
|
| 2 | 2-3 |
EXCRETION AND HOMEOSTASIS
|
Excretion and homeostasis in unicellular organisms.
Excretion and homeostasis in animals. |
By the end of the
lesson, the learner
should be able to:
Describe excretion and homeostasis in an amoeba and a paramecium. To identify excretory organs in various animals. |
Q/A: Review diffusion, structure of an amoeba.
Discuss excretion and homeostasis in an amoeba and a paramecium. Exposition and discussion. Observe drawings of various animals showing excretory organs. |
text book
Specimens of platyhelmin-thes, annelida, insects. |
K.L.B. BK 2
PP. 84-85 K.L.B. BK 2 P. 85 |
|
| 2 | 4 |
EXCRETION AND HOMEOSTASIS
|
The mammalian skin.
|
By the end of the
lesson, the learner
should be able to:
Draw and label the structure of the mammalian skin. To describe functions of parts of the mammalian skin. |
|
Permanent slides of mammalian skin.
|
K.L.B. BK 2
PP. 86-87 |
|
| 2 | 5 |
EXCRETION AND HOMEOSTASIS
|
The lungs.
|
By the end of the
lesson, the learner
should be able to:
To explain the role of lungs as excretory organs. |
Exposition and discussion.
|
Chart/ model- Mammalian lungs.
|
K.L.B. BK 2
P. 87 |
|
| 3 | 1 |
EXCRETION AND HOMEOSTASIS
|
The kidneys structure.
|
By the end of the
lesson, the learner
should be able to:
To describe the external structure of kidney. To describe the internal structure of the kidney. |
Observe external features of a kidney.
Observe internal drawing and labeling of the kidney. |
Wall-Charts?internal organs of a kidney.
|
K.L.B. BK 2
PP. 89-90 |
|
| 3 | 2-3 |
EXCRETION AND HOMEOSTASIS
|
The nephron.
Urine formation. The loop of Henle. Kidney diseases and disorders. |
By the end of the
lesson, the learner
should be able to:
Describe features of the nephron. To explain the function of the loop of Henle; and how it?s adapted to its function. To discuss the role of ADH in determination of concentration of urine. |
Discuss features of the nephron.
Draw structure of the nephron. Label the diagram. Discussion and explanations. Probing questions. |
Chart?Kidney nephron.
chart Chart- The nephron. text book |
K.L.B. BK 2 PP 91-92 |
|
| 3 | 4 |
EXCRETION AND HOMEOSTASIS
|
The Liver.
Deamination. Other functions of the liver. |
By the end of the
lesson, the learner
should be able to:
To draw and label a diagram of the liver. |
Drawing and labeling diagram of the liver.
|
Chart-Structure of the liver
text book |
K.L.B. BK 2 PP 93-94
|
|
| 3 | 5 |
EXCRETION AND HOMEOSTASIS
|
Liver disorders.
Homeostasis. |
By the end of the
lesson, the learner
should be able to:
To name and discuss kidney disorders. To identify methods of preventing and treating these disorders. |
Exposition and discussion.
|
text book
|
K.L.B. BK 2 PP 96-97
|
|
| 4 | 1 |
EXCRETION AND HOMEOSTASIS
|
The feedback mechanism.
The hypothalamus. |
By the end of the
lesson, the learner
should be able to:
To differentiate between positive and negative feedback and state their roles in maintaining the desirable point. |
Schematic representation of feedbacks.
Exposition and discussion. |
Chart-
Schematic diagram of feedback mechanism text book |
K.L.B. BK 2 PP 97-98
|
|
| 4 | 2-3 |
EXCRETION AND HOMEOSTASIS
|
The skin and thermoregulation.
Blood vessels and their functions in thermo-regulation. Homeostatic behavioral activities. Osmoregulation. Blood sugar. |
By the end of the
lesson, the learner
should be able to:
To explain the function of the skin in thermoregulation. To state and explain various homeostatic behavioral activities. |
Exposition and discussion.
Discussion on control of body temperature. Probing questions. |
text book
text book,video text book |
K.L.B. BK 2 PP 98
K.L.B. BK 2 PP 99 |
|
| 4 | 4 |
EXCRETION AND HOMEOSTASIS
|
Diabetes.
|
By the end of the
lesson, the learner
should be able to:
To distinguish diabetes mellitus from diabetes inspidus. To identify simple symptoms of diabetes mellitus and diabetes inspidus. |
Detailed discussion.
Probing questions. Topic review. |
text book
|
K.L.B. BK 2 PP 103
|
|
| 4 | 5 |
CLASSIFICATION
II
|
Principles of classification of living organisms...
|
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 major taxonomic units. |
Q/A: To review Classification I.
Discussion of principles of classification of organisms. Q/A: Major taxonomic units. |
Chart- Taxonomic units.
|
KLB BK III.
PP 1-2. CERTIFICATE PG 1 |
|
| 5 | 1 |
CLASSIFICATION
II
|
Binomial Nomenclature.
|
By the end of the
lesson, the learner
should be able to:
To define a species. To explain features of a species. To explain principles of binomial nomenclature. |
Probing questions leading to definition of a species.
Give examples of breeds and varieties. Discuss the double- naming system and the underlying features. |
Chart- Examples of generic and specific names of organisms.
|
KLB BK III.P 2. CERTIFICATE PG 3
|
|
| 5 | 2-3 |
CLASSIFICATION
II
|
Animal Kingdoms.
Kingdom Monera.
Kingdom Protoctista. |
By the end of the
lesson, the learner
should be able to:
Identify the five animal kingdoms. State characteristics of members of kingdom Monera. To identify and draw various bacteria. To explain how bacteria affect our lives. To give examples of members of kingdom Protoctista. To state general characteristics of members of kingdom Protoctista. |
Expository approach -The teacher will expose the five kingdoms.
Discussion- General characteristics of unicellular and microscopic organisms. Drawing and labeling a bacterium. Q/A: Economic importance of bacteria. Teacher leads in a discussion. |
Chart- Types of bacteria
|
KLB BK III.P 3. CERTIFICATE PG 4
KLB BK III. PP 4-5. CERTIFICATE PG 8 |
|
| 5 | 4 |
CLASSIFICATION
II
|
Kingdom Protoctista.
|
By the end of the
lesson, the learner
should be able to:
To give examples of members of kingdom Protoctista. To state general characteristics of members of kingdom Protoctista. |
Teacher leads in a discussion.
|
chart
|
KLB BK III.
PP 4-5. CERTIFICATE PG 8 |
|
| 5 | 5 |
CLASSIFICATION
II
|
Organisms with varied forms.
|
By the end of the
lesson, the learner
should be able to:
To draw and label an amoeba, paramecium, spirogyra, e.t.c. |
Drawing and labelling organisms with varied forms.
|
Wall charts.
|
KLB BK III. P 4-5. CERTIFICATE PG 9
|
|
| 6 | 1 |
CLASSIFICATION
II
|
Organisms in pond water.
|
By the end of the
lesson, the learner
should be able to:
To identify organisms in pond water. |
Examine a drop of pond water on a glass slide under a microscope.
Draw diagrams of organisms observed. Compare the observed organisms with those previously drawn and labelled. |
Microscope
Water dropper Pond water Glass slides. |
KLB BK III. P. 4-5. CERTIFICATE PG 10
|
|
| 6 | 2-3 |
CLASSIFICATION
II
|
Kingdom Fungi.
Characteristics of Kingdom Fungi.
Diagrams of Fungi. |
By the end of the
lesson, the learner
should be able to:
To give examples of members of kingdom fungi. To discuss economic importance of fungi. To state general characteristics of fungi. To draw and label various fungi. |
Detailed discussion.
Exposition of new concepts/ terms. Examine bread mould. Draw and label diagrams of various fngi. |
Mushrooms,
Yeast, Bread mould. Wall charts, Bread mould, Yeast, Edible mushroom. |
KLB BK III. P 6. CERTIFICATE PG 11
KLB BK III. P 6. CERTIFICATE PG 12 |
|
| 6 | 4 |
CLASSIFICATION
II
|
Diagrams of Fungi.
|
By the end of the
lesson, the learner
should be able to:
To draw and label various fungi. |
Examine bread mould.
Draw and label diagrams of various fngi. |
Wall charts,
Bread mould, Yeast, Edible mushroom. |
KLB BK III. P 6. CERTIFICATE PG 12
|
|
| 6 | 5 |
CLASSIFICATION
II
|
Kingdom Plantae.
General characteristics.
|
By the end of the
lesson, the learner
should be able to:
State general characteristics of plants. |
Q/A: Compare plants with the aforementioned kingdoms, and then list down characteristics of plants.
|
|
KLB BK III. P 7. CERTIFICATE PG 13
|
|
| 7 | 1 |
CLASSIFICATION
II
|
Division Bryophyta External structure of a Bryophyta.
|
By the end of the
lesson, the learner
should be able to:
State general characteristics of Bryophyta. To draw and label external features of an identified Bryophyta. To identify features of Bryophyta. |
Teacher leads in a discussion. Students examine moss plant under a hand lens, then
Draw and label the moss plant. |
Moss plant,
Hand lens, Slide. |
KLB BK III. P 7. CERTIFICATE PG 14
|
|
| 7 | 2-3 |
CLASSIFICATION
II
|
Division Pteridophyta.
Division Spermatophyta. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Pteridophytes. To draw and label external features of Pteridophytes. To state general characteristics of spermatophytes. |
Teacher leads in a discussion on characteristics of Pteridophytes.
Class experiments: To observe a live or preserved fern. To draw and label the fern. Teacher leads in a discussion on spermatophytes. |
A live or preserved fern.
text book |
KLB BK III. P 7. CERTIFICATE PG 15
KLB BK III. P 9. CERTIFICATE PG 16 |
|
| 7 | 4 |
CLASSIFICATION
II
|
Features of Spermatophytes.
|
By the end of the
lesson, the learner
should be able to:
To identify features of spermatophytes. |
Class experiments: To examine a complete specimen of a bean plant with ponds/ maize plant/ a twig of cypress.
|
Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress.
|
KLB BK III. P 9. CERTIFICATE PG16
|
|
| 7 | 5 |
CLASSIFICATION
II
|
Features of Spermatophytes.
|
By the end of the
lesson, the learner
should be able to:
To identify features of spermatophytes. |
Class experiments: To examine a complete specimen of a bean plant with ponds/ maize plant/ a twig of cypress.
|
Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress.
|
KLB BK III. P 9. CERTIFICATE PG16
|
|
| 8 | 1 |
CLASSIFICATION
II
|
Sub-division Gymnospermatophyta.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of gymnospermatophyta. |
Detailed discussion.
|
text book
|
KLB BK III. P 9. CERTIFICATE PG16
|
|
| 8 | 2-3 |
CLASSIFICATION
II
|
Subdivision Angiospermaphyta.
Class Monocotyledonae. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of angiospermaphyta. To list down characteristics of Monocotyledonae. |
Detailed discussion.
Q/A: Comparing gymnospermatophyta and angiospermaphyta. Class experiments: Examine maize plant/ wheat/ grass/ sugarcane. Discuss external features of the plants. |
text book
Maize plant/ wheat/ grass/ sugarcane. |
KLB BK III. P 10. CERTIFICATE PG 16
KLB BK III. P 11. CERTIFICATE PG 17 |
|
| 8 | 4 |
CLASSIFICATION
II
|
Class Dicotyledonae.
|
By the end of the
lesson, the learner
should be able to:
To list down characteristics of Dicotyledonae. |
Class experiments: Examine external features of bean plant/ black jack/ tea.
Discuss their external features. |
Bean plant/ black jack/ tea.
|
KLB BK III. P 11. CERTIFICATE PG 17
|
|
| 8 | 5 |
CLASSIFICATION
II
|
Kingdom Animalia.
|
By the end of the
lesson, the learner
should be able to:
To state characteristics of kingdom Animalia. |
Q/A: To review general characteristics of animals as compared to those of plants.
|
text book
|
KLB BK III. P 12. CERTIFICATE PG 18
|
|
| 9 | 1 |
CLASSIFICATION
II
|
Phyllum Arthropoda.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Arthropoda. |
Q/A: General characteristics of Arthropoda.
|
|
KLB BK III. P 12. CERTIFICATE PG 19
|
|
| 9 | 2-3 |
CLASSIFICATION
II
|
Phyllum Arthropoda.
Class Crustacea. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Arthropoda. To list down external features of a crab/ crayfish. |
Q/A: General characteristics of Arthropoda.
Examine preserved specimens of a crab/ crayfish and identify external features. Draw and label diagrams. Discuss their general characteristics. |
Specimens of a crab/ crayfish. |
KLB BK III. P 12. CERTIFICATE PG 19
KLB BK III. P 13. CERTIFICATE PG 21 |
|
| 9 | 4 |
CLASSIFICATION
II
|
Class Chilopoda.
|
By the end of the
lesson, the learner
should be able to:
To describe external features of a centipede. |
Examine a centipede.
Draw and label a centipede. Discuss general characteristics of Chilopoda comparing them to those of other members of the kingdom Animalia. |
A centipede.
|
KLB BK III. P 14. CERTIFICATE PG 20
|
|
| 9 | 5 |
CLASSIFICATION
II
|
Class Diplopoda.
|
By the end of the
lesson, the learner
should be able to:
To describe external features of a milipede. |
Examine a milipede.
Draw and label a milipede. Discuss general characteristics of diplopoda comparing them to those of other members of the kingdom Animalia. |
A milipede.
|
KLB BK III. P 15. CERTIFICATE PG 20
|
|
| 10 | 1 |
CLASSIFICATION
II
|
Class Arachnida.
|
By the end of the
lesson, the learner
should be able to:
To describe external features of mites, spiders, scorpions, ticks. |
Examine specimens of freshly killed/ preserved arachnids.
Q/A: Differences between arachnids and members of other classes. Discuss general characteristics of Arachnida. |
Specimens of freshly killed/ preserved arachnids.
|
KLB BK III. P 15. CERTIFICATE PG 20
|
|
| 10 | 2-3 |
CLASSIFICATION
II
|
Class Arachnida.
Class Insecta. |
By the end of the
lesson, the learner
should be able to:
To describe external features of mites, spiders, scorpions, ticks. To describe external features of common insects. |
Examine specimens of freshly killed/ preserved arachnids.
Q/A: Differences between arachnids and members of other classes. Discuss general characteristics of Arachnida. Examine live/ freshly killed specimens of ground beetle, honeybee, termite, e.t.c. List down general characteristics of insecta. Discuss economic importance of insects. |
Specimens of freshly killed/ preserved arachnids.
Live/ freshly killed specimens of ground beetle, honey-bee, termite, e.t.c. |
KLB BK III. P 15. CERTIFICATE PG 20
KLB BK III. P 15. CERTIFICATE PG 21 |
|
| 10 | 4 |
CLASSIFICATION
II
|
Phyllum Chordata.
|
By the end of the
lesson, the learner
should be able to:
To identify general characteristics of chordates. |
Q/A: Identify classes of phylum chordata.
Discussion: characteristics of chordates. |
|
KLB BK III. PP 16-18. CERTIFICATE PG 22
|
|
| 10 | 5 |
CLASSIFICATION
II
|
Class Pisces.
|
By the end of the
lesson, the learner
should be able to:
To draw and label external features of a (tilapia) fish. |
Exposition- Teacher exposes new concepts pertaining to characteristics of fish.
|
Chart tilapia fish.
|
KLB BK III. P 18. CERTIFICATE PG 22
|
|
| 11 | 1 |
CLASSIFICATION
II
|
Class Amphibia.
|
By the end of the
lesson, the learner
should be able to:
To compare observable features of a tilapia fish and those of a frog. |
Group experiments- Observing specimens and placing them in their respective classes.
|
Preserved specimens ? fish, amphibians.
|
KLB BK III. P 18. CERTIFICATE PG 23
|
|
| 11 | 2-3 |
CLASSIFICATION
II
|
Class Amphibia.
Class Reptilia. |
By the end of the
lesson, the learner
should be able to:
To compare observable features of a tilapia fish and those of a frog. To state general characteristics of reptilia. |
Group experiments- Observing specimens and placing them in their respective classes.
Q/A: Comparing reptiles and amphibians/ aves Discussion: General characteristics of reptilia. |
Preserved specimens ? fish, amphibians.
|
KLB BK III. P 18. CERTIFICATE PG 23
KLB BK III. P 18. CERTIFICATE PG 24 |
|
| 11 | 4 |
CLASSIFICATION
II
|
Class Aves.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of aves. |
Q/A: Comparing reptiles and amphibians/ aves
Discussion: General characteristics of reptilia. |
Chart- Diagrams of birds.
|
KLB BK III. P 19. CERTIFICATE PG 24
|
|
| 11 | 5 |
CLASSIFICATION
II
|
Class Mammalia.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Mammalia. |
Q/A: Examples of egg laying mammals, pouched mammals, primates, etc.
|
Diagrams of various mammals.
|
KLB BK III. P 20. CERTIFICATE PG 25
|
|
| 12 | 1 |
CLASSIFICATION
II
|
Dichotomous key.
|
By the end of the
lesson, the learner
should be able to:
To explain the rules used in constructing a dichotomous key. |
Teacher exposes features of a dichotomous key.
|
|
KLB BK III. P 23. CERTIFICATE PG 27
|
|
| 12 | 2-3 |
CLASSIFICATION
II
|
Features for identifying animals / plants.
|
By the end of the
lesson, the learner
should be able to:
To list identification features for animals/ plants. |
Teacher exposes features for identifying animals/ plants.
|
|
KLB BK III. P 24. CERTIFICATE PG 27
|
|
| 12 | 4 |
CLASSIFICATION
II
|
Examples of dichotomous keys.
|
By the end of the
lesson, the learner
should be able to:
To construct dichotomous keys using leaves, stems, e.t.c. |
Teacher leads through constructed dichotomous keys.
|
Chart- Constructed dichotomous keys.
|
KLB BK III. P 24. CERTIFICATE PG28
|
|
| 12 | 5 |
CLASSIFICATION
II
|
Construction of dichotomous keys.
|
By the end of the
lesson, the learner
should be able to:
To construct a guided dichotomous key of a given number of steps. To use a constructed dichotomous key to identify given specimens. To construct own dichotomous key. |
Supervised exercise.
Written exercise. Exercise review. |
Plants from different families.
Different plant species. |
KLB BK III. PP 24-30 CERTIFICATE PG30
|
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