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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening and revision and revision of end term three examination 2025 |
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| 1 | 2 |
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
|
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| 1 | 3 |
GENETICS
|
Observable Variations in Human Beings
Discontinuous and Continuous Variation Causes of Variation |
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
Graph paper, rulers, height data from previous lesson, textbook Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 2-3
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| 2 | 1 |
GENETICS
|
Chromosome Structure
Chromosome Behaviour During Mitosis Chromosome Behaviour During Meiosis |
By the end of the
lesson, the learner
should be able to:
Describe the structure of chromosomes. Define chromatids, centromere and genes. Explain homologous chromosomes and chromosome numbers. |
Drawing labeled chromosome diagrams on chalkboard. Discussion on chromosome pairs in different species. Student drawing exercises.
|
Textbook, chalkboard, chalk, exercise books, pencils
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots Colored threads, manila paper, textbook |
KLB Secondary Biology Form 4, Pages 5-6
|
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| 2 | 2 |
GENETICS
|
DNA Structure and Replication
DNA and Protein Synthesis |
By the end of the
lesson, the learner
should be able to:
Describe the structure of DNA. Explain DNA replication process. Understand the role of DNA in heredity. |
Drawing DNA double helix on chalkboard. Step-by-step explanation of replication. Discussion on base pairing rules.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 10-12
|
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| 2 | 3 |
GENETICS
|
Mendel's Experiments and First Law
Monohybrid Inheritance Concepts |
By the end of the
lesson, the learner
should be able to:
Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success. |
Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results.
|
Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books |
KLB Secondary Biology Form 4, Pages 13-15
|
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| 3 | 1 |
GENETICS
|
Genetic Crosses and Punnet Squares
|
By the end of the
lesson, the learner
should be able to:
Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes. |
Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems.
|
Textbook, chalkboard, chalk, exercise books, pencils
|
KLB Secondary Biology Form 4, Pages 17-18
|
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| 3 | 2 |
GENETICS
|
Probability in Inheritance
Modeling Random Gamete Fusion |
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
Different colored beans (or maize grains), small containers, exercise books |
KLB Secondary Biology Form 4, Pages 18-19
|
|
| 3 |
Opener exams |
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| 4 | 1 |
GENETICS
|
Complete Dominance Problems
Incomplete Dominance |
By the end of the
lesson, the learner
should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations. |
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, colored chalk (if available) |
KLB Secondary Biology Form 4, Pages 20-21
|
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| 4 | 2 |
GENETICS
|
ABO Blood Group System
|
By the end of the
lesson, the learner
should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems. |
Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.
|
Textbook, chalkboard, chalk, exercise books
|
KLB Secondary Biology Form 4, Pages 24-25
|
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| 4 | 3 |
GENETICS
|
Rhesus Factor and Unknown Genotypes
Sex Determination |
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
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 25-26
|
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| 5 | 1 |
GENETICS
|
Gene Linkage
|
By the end of the
lesson, the learner
should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together. |
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
|
Textbook, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 27-28
|
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| 5 | 2 |
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
|
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| 5 | 3 |
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
|
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| 6 | 1 |
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
|
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| 6 | 2 |
GENETICS
|
Gene Mutations
|
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
|
KLB Secondary Biology Form 4, Pages 36-38
|
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| 6 | 3 |
GENETICS
|
Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia |
By the end of the
lesson, the learner
should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses. |
Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
|
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 38-40
|
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| 7 | 1 |
GENETICS
|
Environmental Effects on Gene Expression
|
By the end of the
lesson, the learner
should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism. |
Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.
|
Textbook, local plant examples, chalkboard
|
KLB Secondary Biology Form 4, Pages 42-43
|
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| 7 | 2 |
GENETICS
EVOLUTION |
Applications of Genetics
Meaning of Evolution and Origin of Life Theories |
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
Textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 43-49
|
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| 7 | 3 |
EVOLUTION
|
Chemical Evolution and Miller's Experiment
Evidence for Evolution - Fossil Records |
By the end of the
lesson, the learner
should be able to:
Describe Miller's spark discharge experiment. Explain formation of organic compounds from simple molecules. Understand primitive earth conditions. |
Detailed exposition on Miller's experimental setup using chalkboard diagrams. Discussion on primitive atmosphere composition. Analysis of experimental results and significance.
|
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 53-55
|
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| 8 |
Mid-term exams |
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| 8 |
Midterm break |
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| 9 | 1 |
EVOLUTION
|
Geographical Distribution and Comparative Embryology
|
By the end of the
lesson, the learner
should be able to:
Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates. |
Discussion on animal and plant distribution patterns. Examination of world map showing species distribution. Drawing embryological stages on chalkboard. Comparison of vertebrate embryos.
|
Textbook, world map, chalkboard, chalk
|
KLB Secondary Biology Form 4, Pages 60-63
|
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| 9 | 2 |
EVOLUTION
|
Comparative Anatomy - Homologous Structures
Comparative Anatomy - Analogous and Vestigial 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
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk |
KLB Secondary Biology Form 4, Pages 63-67
|
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| 9 | 3 |
EVOLUTION
|
Cell Biology and Comparative Serology Evidence
|
By the end of the
lesson, the learner
should be able to:
Describe cellular evidence for evolution. Explain biochemical similarities in organisms. Understand serological tests for evolutionary relationships. |
Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.
|
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)
|
KLB Secondary Biology Form 4, Pages 69-70
|
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| 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
|
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| 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
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| 11 |
Eid holiday |
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| 12-13 |
Endterm examinations and marking closing |
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