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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2-1 |
GENETICS
|
Introduction to Genetics and Variation
|
By the end of the
lesson, the learner
should be able to:
Define genetics, heredity and variation. Explain the importance of studying genetics. Identify examples of variation in organisms. |
Q/A on prior knowledge of inheritance. Brainstorming on observable differences in humans. Discussion on the meaning of genetics and heredity.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 1-2
|
|
| 1 |
Opening and revision and revision of end term three examination 2025 |
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| 2 | 1 |
GENETICS
|
Observable Variations in Human Beings
|
By the end of the
lesson, the learner
should be able to:
Observe and record variations in tongue rolling, fingerprints and height. Distinguish between different types of variations. Create data tables. |
Practical activity on tongue rolling. Fingerprint examination using ink pads. Height measurement and data recording.
|
Ink pad, plain paper, metre rule, exercise books
|
KLB Secondary Biology Form 4, Pages 2-3
|
|
| 2 | 2 |
GENETICS
|
Discontinuous and Continuous Variation
Causes of Variation Chromosome Structure |
By the end of the
lesson, the learner
should be able to:
Define discontinuous and continuous variation. Give examples of each type. Plot frequency distribution graphs for continuous variation. |
Analysis of tongue rolling and height data. Plotting frequency-height graphs on chalkboard. Discussion on differences between variation types.
|
Graph paper, rulers, height data from previous lesson, textbook
Textbook, chalkboard, chalk Textbook, chalkboard, chalk, exercise books, pencils |
KLB Secondary Biology Form 4, Pages 3-4
|
|
| 2 | 3 |
GENETICS
|
Chromosome Behaviour During Mitosis
Chromosome Behaviour During Meiosis DNA Structure and Replication |
By the end of the
lesson, the learner
should be able to:
Demonstrate chromosome behaviour during mitosis. Identify stages of mitosis. Explain importance of mitosis. |
Practical activity using colored threads to model mitosis stages. Creating paper models of mitotic stages. Group discussions.
|
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots
Colored threads, manila paper, textbook Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 6-8
|
|
| 3 | 1 |
GENETICS
|
DNA and Protein Synthesis
Mendel's Experiments and First Law |
By the end of the
lesson, the learner
should be able to:
Explain role of DNA in protein synthesis. Describe mRNA formation and function. Understand genetic code concept. |
Exposition on transcription and translation. Discussion on messenger RNA. Examples of genetic codes using chalkboard diagrams.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 12-13
|
|
| 3 | 2 |
GENETICS
|
Monohybrid Inheritance Concepts
Genetic Crosses and Punnet Squares |
By the end of the
lesson, the learner
should be able to:
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions. |
Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, exercise books, pencils |
KLB Secondary Biology Form 4, Pages 15-17
|
|
| 3 |
Opener exams |
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| 4 | 1 |
GENETICS
|
Probability in Inheritance
|
By the end of the
lesson, the learner
should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing. |
Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.
|
Coins, exercise books for recording, calculators (if available), textbook
|
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 4 | 2 |
GENETICS
|
Modeling Random Gamete Fusion
Complete Dominance Problems |
By the end of the
lesson, the learner
should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results. |
Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
|
Different colored beans (or maize grains), small containers, exercise books
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 19-20
|
|
| 4 | 3 |
GENETICS
|
Incomplete Dominance
ABO Blood Group System |
By the end of the
lesson, the learner
should be able to:
Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending. |
Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.
|
Textbook, chalkboard, chalk, colored chalk (if available)
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 22-24
|
|
| 5 | 1 |
GENETICS
|
Rhesus Factor and Unknown Genotypes
|
By the end of the
lesson, the learner
should be able to:
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes. |
Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 25-26
|
|
| 5 | 2 |
GENETICS
|
Sex Determination
Gene Linkage |
By the end of the
lesson, the learner
should be able to:
Describe sex determination in humans and other animals. Explain XX/XY sex determination systems. Calculate probability of male/female offspring. |
Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 26-27
|
|
| 5 | 3 |
GENETICS
|
Sex-linked Inheritance - Color Blindness
Sex-linked Inheritance - Haemophilia |
By the end of the
lesson, the learner
should be able to:
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts. |
Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.
|
Textbook, chalkboard, chalk, exercise books, rulers
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 28-30
|
|
| 6 | 1 |
GENETICS
|
Crossing Over and Recombination
|
By the end of the
lesson, the learner
should be able to:
Explain crossing over during meiosis. Understand how crossing over affects linkage. Describe formation of new gene combinations. |
Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.
|
Textbook, chalkboard, chalk, colored chalk
|
KLB Secondary Biology Form 4, Page 31
|
|
| 6 | 2 |
GENETICS
|
Chromosomal Mutations - Non-disjunction
Chromosomal Mutations - Polyploidy |
By the end of the
lesson, the learner
should be able to:
Define chromosomal mutations. Explain non-disjunction during meiosis. Describe Down's syndrome and other chromosome disorders. |
Exposition on non-disjunction using chalkboard diagrams. Drawing normal vs abnormal chromosome sets. Discussion on genetic disorders.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 32-35
|
|
| 6 | 3 |
GENETICS
|
Gene Mutations
Genetic Disorders - Albinism |
By the end of the
lesson, the learner
should be able to:
Define gene mutations. Describe insertion, deletion, substitution and inversion. Explain effects on protein synthesis using analogies. |
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.
|
Textbook, chalkboard, chalk, simple text examples
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 36-38
|
|
| 7 | 1 |
GENETICS
|
Genetic Disorders - Sickle Cell Anaemia
Environmental Effects on Gene Expression |
By the end of the
lesson, the learner
should be able to:
Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease. |
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.
|
Textbook, chalkboard, chalk
Textbook, local plant examples, chalkboard |
KLB Secondary Biology Form 4, Pages 40-42
|
|
| 7 | 2 |
GENETICS
|
Applications of Genetics
|
By the end of the
lesson, the learner
should be able to:
Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics. |
Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications.
|
Textbook, local breeding examples, chalkboard
|
KLB Secondary Biology Form 4, Pages 43-49
|
|
| 7 | 3 |
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
|
|
| 8 |
Mid-term exams |
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| 8 |
Midterm break |
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| 9 | 1 |
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. |
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.
|
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk
Textbook, world map, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 55-62
|
|
| 9 | 2 |
EVOLUTION
|
Comparative Anatomy - Homologous 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
|
KLB Secondary Biology Form 4, Pages 63-67
|
|
| 9 | 3 |
EVOLUTION
|
Comparative Anatomy - Analogous and Vestigial Structures
Cell Biology and Comparative Serology Evidence |
By the end of the
lesson, the learner
should be able to:
Define analogous and vestigial structures. Compare bird and insect wings. Give examples of vestigial organs. Explain convergent evolution. |
Examination of bird and insect wing specimens. Drawing wing structures on chalkboard. Discussion on vestigial organs in humans and other animals. Examples of convergent evolution.
|
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk
Textbook, chalkboard, chalk, simple solutions for demonstration (if available) |
KLB Secondary Biology Form 4, Pages 67-70
|
|
| 10 | 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
|
|
| 10 | 2 |
EVOLUTION
|
Modern Examples of Evolution and Resistance
|
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. |
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.
|
Textbook, local examples of pesticide resistance, chalkboard
|
KLB Secondary Biology Form 4, Pages 75-77
|
|
| 11 |
Eid holiday |
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| 12-13 |
Endterm examinations and marking closing |
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