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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Introduction.
Transport in plants
Transport in simple plants.
|
By the end of the
lesson, the learner
should be able to:
Define transport. Explain importance of transport in plants and animals. Describe transport in simple plants. |
Q/A and discussion; Discuss transport in simple animals and plants e.g. mosses. |
text book
|
K.L.B. BOOK 2 Page 1 |
|
| 1 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
External structure of the root.
|
By the end of the
lesson, the learner
should be able to:
Relate the external structure of the root to its function. State primary functions of roots. |
Class experiment- to examine a piece of a taproot.
Drawing and labeling a diagram of the taproot. Discussion of adaptation of the root hairs to their functions. Q/A: Functions of roots. |
Tap root, bean / pea seedlings.
Petri-dish Razor blade. |
K.L.B. BOOK 2
Pages 1-2 |
|
| 1 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
External structure of the root.
|
By the end of the
lesson, the learner
should be able to:
Relate the external structure of the root to its function. State primary functions of roots. |
Class experiment- to examine a piece of a taproot.
Drawing and labeling a diagram of the taproot. Discussion of adaptation of the root hairs to their functions. Q/A: Functions of roots. |
Tap root, bean / pea seedlings.
Petri-dish Razor blade. |
K.L.B. BOOK 2
Pages 1-2 |
|
| 1 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the root.
Structure and functions of the stem. |
By the end of the
lesson, the learner
should be able to:
Relate the internal structure of a root to its functions. To describe structural organization of stems. To state primary functions of the stem. |
Drawing and labeling diagrams of sections of roots and root hairs for monocotyledon and dicotyledonous roots.
Discuss functions of the labeled parts. Observing permanent stem slides under a microscope. Detailed discussion. |
Permanent slides of roots,
microscope, wallchart. text book |
K.L.B. BOOK 2
Pages 2-4 K.L.B. BOOK 2 Page 5 |
|
| 2 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the stem.
|
By the end of the
lesson, the learner
should be able to:
To draw and label internal stem structures. |
Drawing and labeling transverse sections of stems.
|
Wall charts - Internal structure of the stem.
|
K.L.B. BOOK 2
Pages 5- 7 |
|
| 2 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Internal structure of the stem.
|
By the end of the
lesson, the learner
should be able to:
To draw and label internal stem structures. |
Drawing and labeling transverse sections of stems.
|
Wall charts - Internal structure of the stem.
|
K.L.B. BOOK 2
Pages 5- 7 |
|
| 2 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Absorption of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To explain processes through which water and mineral salts move through plants. |
Discussion and Explanations.
|
Wall charts ?
Root hairs. |
K.L.B. BOOK 2
Pages 7 - 9 |
|
| 2 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Significance and types of Transpiration.
|
By the end of the
lesson, the learner
should be able to:
To explain significance of transpiration. To state and explain types of transpiration. |
Probing questions,
Discussion, Explanations. |
Wall charts ?
Internal structure of a leaf. |
K.L.B. BOOK 2
Pages 9-10, 12 |
|
| 3 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Factors affecting rate of transpiration.
|
By the end of the
lesson, the learner
should be able to:
To state and explain factors affecting transpiration. |
Q/A:
Discussion Explanations. |
text book
|
K.L.B. BOOK 2
Pages 12- 14 |
|
| 3 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
The Xylem tissue.
Forces involved in transport of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of xylem tissue. To explain the forces involved in transport of water and mineral salts. |
Q/A:
Discussion Explanations Drawing diagrams. |
Wall charts-The xylem tissue.
|
K.L.B. BOOK 2
Pages 10-12 |
|
| 3 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
The Xylem tissue.
Forces involved in transport of water and mineral salts.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of xylem tissue. To explain the forces involved in transport of water and mineral salts. |
Q/A:
Discussion Explanations Drawing diagrams. |
Wall charts-The xylem tissue.
|
K.L.B. BOOK 2
Pages 10-12 |
|
| 3 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Rates of transpiration on leaf surfaces.
Translocation of organic compounds. |
By the end of the
lesson, the learner
should be able to:
To describe simple experiments to show rates of transpiration on leaf surfaces. To define translocation. To describe the structure of phloem tissue. |
Discuss above observations.
Draw graphs to show rates of transpiration on leaf surfaces. Answer questions. Q/A: To review photosynthesis. Discussion and explanations of structure of phloem tissue. Drawing and labeling phloem tissue. |
text book
Chart - phloem tissue. |
K.L.B. BOOK 2
Page 18 K.L.B. BOOK 2 Page 17 |
|
| 4 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Transport in Animals.
Open and closed circulatory systems.
Open circulatory system in insects.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between open and closed circulatory systems. To discuss open circulatory system in insects. |
Exposition and discussion. Drawing and labeling diagrams. |
Charts- Circulatory systems. |
K.L.B. BOOK 2
Pages 18 - 19 |
|
| 4 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Transport in Animals.
Open and closed circulatory systems.
Open circulatory system in insects.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between open and closed circulatory systems. To discuss open circulatory system in insects. |
Exposition and discussion. Drawing and labeling diagrams. |
Charts- Circulatory systems. |
K.L.B. BOOK 2
Pages 18 - 19 |
|
| 4 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Single and double circulatory systems.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between single and double circulatory systems. |
Exposition and discussion.
Tracing the path followed by blood from a point and back to the same point. |
Chart- Mammalian double circulation system.
|
K.L.B. BOOK 2
Pages 18-20 |
|
| 4 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
The mammalian heart ? external structure.
Internal structure of mammalian heart. |
By the end of the
lesson, the learner
should be able to:
To describe the external structure of the heart. Draw compartments of the heart and label major parts. |
Exposition; Identifying compartments of the heart.
Drawing and labeling a diagram of a mammalian heart. |
Model of a heart.
Model of a heart, wallcharts. |
K.L.B. BOOK 2
Pages 21 - 22 K.L.B. BOOK 2 Pages 22 -23 |
|
| 5 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pumping mechanism of the heart.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between systolic and diastolic heart movements. |
Discussion and Explanations.
Experiment- To investigate pulse rate at the wrist. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 23 - 24 |
|
| 5 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pumping mechanism of the heart.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between systolic and diastolic heart movements. |
Discussion and Explanations.
Experiment- To investigate pulse rate at the wrist. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 23 - 24 |
|
| 5 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
|
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. |
Record number of pulses before and after an exercise.
Brief discussion. |
Stopwatches.
|
K.L.B. BOOK 2
Pages 30 - 31 |
|
| 5 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Pulse rate.
Structure of arteries. Major arteries. |
By the end of the
lesson, the learner
should be able to:
Explain the origin of pulse. Explain effect of exercise on pulse rate. To describe the structure of arteries. To identify major arteries in the circulatory system. |
Record number of pulses before and after an exercise.
Brief discussion. Discussion Drawing and labeling internal structure of an artery. |
Stopwatches.
Chart- cross-section of an artery. Chart-circulatory system. |
K.L.B. BOOK 2
Pages 30 - 31 K.L.B. BOOK 2 Page 25 |
|
| 6 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Veins.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of veins. To explain the need for valves in veins. To state differences between veins and arteries. |
Drawing and labeling diagram of an artery.
Discussion and explanations. |
Chart-
cross-sections of major blood vessels in the body. |
K.L.B. BOOK 2
Pages 27-29 |
|
| 6 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Capillaries.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of capillaries. To explain the role of capillaries in transport |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
Pages 25-26 |
|
| 6 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Capillaries.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of capillaries. To explain the role of capillaries in transport |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
Pages 25-26 |
|
| 6 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Diseases and defects of the circulatory system.
Composition of blood. The plasma. |
By the end of the
lesson, the learner
should be able to:
To discuss various diseases and defects of the circulatory system. To state the constituents of blood plasma. To identify functions of plasma. |
Discussion of various diseases and defects of the circulatory system.
Suggest methods of prevention and control. Detailed discussion and explanations. |
text book
|
K.L.B. BOOK 2
Pages 31 - 32 K.L.B. BOOK 2 Pages 32 - 33 |
|
| 7 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Red blood cells.
|
By the end of the
lesson, the learner
should be able to:
To state the functions of red blood cells. To explain the functions of haemoglobin in r.b.c. |
Detailed discussion and explanations.
|
Wall charts.
|
K.L.B. BOOK 2
Pages 33 - 34 |
|
| 7 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Red blood cells.
|
By the end of the
lesson, the learner
should be able to:
To state the functions of red blood cells. To explain the functions of haemoglobin in r.b.c. |
Detailed discussion and explanations.
|
Wall charts.
|
K.L.B. BOOK 2
Pages 33 - 34 |
|
| 7 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
White blood cells.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of white blood cells. To state functions of white blood cells. |
Detailed discussion and explanations.
|
text book
|
K.L.B. BOOK 2
Pages 34 - 35 |
|
| 7 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Platelets.
|
By the end of the
lesson, the learner
should be able to:
To describe the structure of platelets. To state functions of platelets. |
Detailed discussion and explanations.
|
text book
|
K.L.B. BOOK 2
Page 35 |
|
| 8 | 1 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood clotting.
|
By the end of the
lesson, the learner
should be able to:
To describe the blood clotting process. To explain importance of blood clotting. |
Exposition of new concepts.
Detailed discussion. |
Blood smear, microscope.
|
K.L.B. BOOK 2
Page 36 |
|
| 8 | 2 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood groups,
Antigens and antibodies.
|
By the end of the
lesson, the learner
should be able to:
To identify the four blood groups. To identify compatible blood groups. |
Completing a table of blood groups and the corresponding antigens and antibodies present.
|
Chart-
blood groups, antigens and antibodies. |
K.L.B. BOOK 2
Pages |
|
| 8 | 3 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood groups,
Antigens and antibodies.
|
By the end of the
lesson, the learner
should be able to:
To identify the four blood groups. To identify compatible blood groups. |
Completing a table of blood groups and the corresponding antigens and antibodies present.
|
Chart-
blood groups, antigens and antibodies. |
K.L.B. BOOK 2
Pages |
|
| 8 | 4-5 |
TRANSPORT IN PLANTS AND ANIMALS
|
Blood transfusion.
The Rhesus factor. Lymph. |
By the end of the
lesson, the learner
should be able to:
To define blood transfusion. To identify compatible blood groups. To identify the universal donor and universal recipient. To describe the Rhesus factor and its significance. |
Q/A: Identifying compatible blood groups.
Open discussion. Completing a table of compatible blood groups. Review blood groups, antigens and antibodies. Exposition, discussion and explanations. |
Blood transfusion resource person.
text book Chart- the lymphatic system. |
K.L.B. BOOK 2
Pages 30 - 31 K.L.B. BOOK 2 Page 38 |
|
| 9 | 1 |
GASEOUS EXCHANGE
|
Introduction.
Gaseous exchange in plants.
|
By the end of the
lesson, the learner
should be able to:
To explain importance of gaseous exchange. To describe gaseous exchange in plants. |
Discussion Explanations Q/A: Products of respiration. Detailed discussion. |
text book
|
K.L.B. BOOK 2
P. 48 |
|
| 9 | 2 |
GASEOUS EXCHANGE
|
Release of CO2 by plants.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of CO2 by plants. |
Class experiments including control experiments.
Explain the observations made. |
Bicarbonate indicator, boiling tubes, Aluminum foil.
|
K.L.B. BOOK 2
P. 49 |
|
| 9 | 3 |
GASEOUS EXCHANGE
|
Release of O2 by plants.
|
By the end of the
lesson, the learner
should be able to:
To describe an experiment to show release of O2 by plants. |
Teacher demonstration: Test for the gas evolved.
Discuss observations. |
Gas jar,
Glass funnel, Water plant, Beaker. |
K.L.B. BOOK 2
P. 49 |
|
| 9 | 4-5 |
GASEOUS EXCHANGE
|
Stomata.
Opening & closing of stomata. Stomata and habitats of plants. |
By the end of the
lesson, the learner
should be able to:
To describe the structure and explain the functions of stomata. To describe and explain the mechanism of opening & closing of stomata. |
Detailed discussion.
Drawing diagrams. |
text book
text book Prepared slides of hydrophytes and xerophytes. |
K.L.B. BOOK 2
P. 51 |
|
| 10 | 1 |
GASEOUS EXCHANGE
|
Lenticels.
Respiratory surfaces in animals. |
By the end of the
lesson, the learner
should be able to:
To describe and explain the mechanism of lenticels. |
Detailed discussion.
|
text book
|
K.L.B. BOOK 2
P. 52 |
|
| 10 | 2 |
GASEOUS EXCHANGE
|
Gaseous exchange in protozoa.
|
By the end of the
lesson, the learner
should be able to:
To describe the mechanism of gaseous exchange in an amoeba. |
Q/A: Review diffusion, structure of an amoeba.
Discuss briefly gaseous exchange in and out of amoeba. |
text book
|
K.L.B. BOOK 2
P. 53 |
|
| 10 | 3 |
GASEOUS EXCHANGE
|
Gaseous exchange in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the mechanism of gaseous exchange in insects |
Drawing tracheal system of a grasshopper.
Discuss at length the structure of the tracheal system. Detailed discussion. |
text book
|
K.L.B. BOOK 2
PP. 53, 54 |
|
| 10 | 4 |
GASEOUS EXCHANGE
|
Breathing in insects.
|
By the end of the
lesson, the learner
should be able to:
To describe the breathing mechanism in an insect. |
Observe breathing movements of live specimens of grasshoppers, locusts or cockroaches.
|
Live specimens of insects,
Hand lenses, Boiling tubes. |
K.L.B. BOOK 2
P. 56 |
|
| 10 | 4-5 |
GASEOUS EXCHANGE
|
Breathing in insects.
Number, position and shape of spiracles of insects. |
By the end of the
lesson, the learner
should be able to:
To describe the breathing mechanism in an insect. To give an account of the number, position and shape of spiracles of insects. |
Observe breathing movements of live specimens of grasshoppers, locusts or cockroaches.
Drawing the abdomen and showing the position and shape of spiracles, and giving reasons thereof. |
Live specimens of insects,
Hand lenses, Boiling tubes. Live specimens of insects. |
K.L.B. BOOK 2
P. 56 |
|
| 11 | 1 |
GASEOUS EXCHANGE
|
Gaseous exchange in a bony fish.
Gaseous exchange in amphibians. |
By the end of the
lesson, the learner
should be able to:
To describe the structure of gills of a bony fish. To explain how a gill is adapted to function as a respiratory surface. To explain the mechanism of gaseous exchange in gills. |
Drawing and labeling a gill of a fish; stating the function of each part; and stating how it is adapted to its functions.
Detailed discussion. |
A gill of a fish.
text book |
K.L.B. BOOK 2
PP. 56-57 |
|
| 11 | 2 |
GASEOUS EXCHANGE
|
Gaseous exchange in mammals.
|
By the end of the
lesson, the learner
should be able to:
To list down parts of the tracheal system in man. To describe the function of the parts of a system respiratory. |
Discuss at length man?s respiratory system.
|
Wall chart- Respiratory system in man.
|
K.L.B. BOOK 2
P. 59 |
|
| 11 | 3 |
GASEOUS EXCHANGE
|
The structure of the lungs.
|
By the end of the
lesson, the learner
should be able to:
To explain adaptations of the lungs to their functions. |
Drawing labeled diagrams coupled with explanations.
|
Wall charts- Structure of lungs.
|
K.L.B. BOOK 2
P. 60-1 |
|
| 11 | 4-5 |
GASEOUS EXCHANGE
|
Inhalation.
Exhalation. Thoracic cavity model. |
By the end of the
lesson, the learner
should be able to:
To describe the process of inhalation in man. To identify similarities between a model thoracic cavity and an actual thoracic cavity. |
Showing movements of ribs during inhalation.
Explain the inhalation mechanism. Teacher presents a model thoracic cavity. Q/A: Comparing parts of the model cavity and the actual rib cage. |
Chart / model of a rib cage.
Thoracic cavity model. |
K.L.B. BOOK 2
PP. 61-62 K.L.B. BOOK 2 PP. 61-63 |
|
| 12 | 1 |
GASEOUS EXCHANGE
|
Gaseous exchange in an alveolus.
|
By the end of the
lesson, the learner
should be able to:
To describe gaseous exchange in an alveolus. To explain regulation of breathing in man. |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
P. 64 |
|
| 12 | 2 |
GASEOUS EXCHANGE
|
Rate of breathing in man.
|
By the end of the
lesson, the learner
should be able to:
To state and explain briefly factors affecting the rate of inhalation / exhalation processes. |
Discussion and explanations.
|
text book
|
K.L.B. BOOK 2
P. 63 |
|
| 12 | 3 |
GASEOUS EXCHANGE
|
Intercostal muscles.
|
By the end of the
lesson, the learner
should be able to:
To explain the function of intercostal muscles during the breathing system. |
Detailed discussion.
Counting number of inhalations before and after an exercise blow. |
Lime water, rib cage model. |
K.L.B. BOOK 2
P. 66 |
|
| 12 | 4-5 |
GASEOUS EXCHANGE
|
Inhaled and exhaled air.
Diseases of the respiratory system. |
By the end of the
lesson, the learner
should be able to:
To test for CO2 in the air we inhale/ exhale. To state the causes, symptoms and prevention of respiratory diseases. |
Observe colour changes of lime water, and make deductions.
Brief discussion. Discuss cause, symptoms and prevention of whooping cough TB, bronchitis, etc. |
Lime water.
Resource person. |
K.L.B. BOOK 2
P. 67 K.L.B. BOOK 2 PP. 67-70 |
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