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TEACHER’S NAME…………………………………………. TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: INTRODUCTION TO BIOLOGY

WEEK: ONE LESSON NO: ONE

DATE…………………………………………… TIME…………………………………

OBJECTIVES:

1. State the other subjects that are related to biology

2. Explain the origin of the term biology

3. Define the term biology

4. Explain the differences between the living and non-living things

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 Minutes |Introduction |Description | |

| |Introduce the lesson by explaining to the learners what |Questions and answer stating |KLB Biology book one page 1 |

| |secondary biology entails. Link the primary science to | |Explore biology book one |

| |the secondary biology and show the relationship | |Class notes |

| |Lesson development | |Teaching guide |

|30 Minutes |Step1 | |Course book |

| |Explaining the origin of biology | | |

| |Biology is a branch of science that deals with the study | | |

| |of living things. There are diverse forms of life on | | |

| |earth ranging from the invisible microscopic living | | |

| |things to the gigantic life forms. It aims at explaining | | |

| |the living world in terms of scientific principles. | | |

| |Biology term is derived from two Greek words bios and |Definition of terms | |

| |logos. Bios mean life while logos mean knowledge. Biology| | |

| |therefore, is the study of living things |Illustration | |

| |Step 2&3 | | |

| |Definition of the term biology and distinguishing of the | | |

| |living things and non -living things | | |

| |living things interact with the non- living things in the| | |

| |environment as well. Biology, therefore also entails the | | |

| |study of non- living things as well. The role of human | |Explore biology book two |

| |beings in shaping the environment is also investigated in| | |

| |biology. In summary, biology deals with the study of | |Class notes |

| |origins, types, nature, growth, development, interactions|Discussion |Teaching guide |

| |and maintenance of all life forms on earth |Explanation | |

| |several characteristics distinguish living things from | | |

| |non-living things. Living things; respire, reproduce, | | |

| |they grow and develop, they excrete and move from one | | |

| |place to another. | | |

| |Conclusion | | |

| |Review the lesson by briefly explaining the origin of | | |

| |biology, definition of biology and the characteristics | | |

| |that distinguish living things from non-living things | | |

| | | |Class notes |

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| | |Note taking | |

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| | |Explanation | |

| | |Questions and answer stating |Class notes |

| | |Definition of terms |KLB Biology book one page 1 |

SELF EVALUATION:

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: BRANCES OF BIOLOGY

WEEK: ONE LESSON NO: TWO

DATE……………………………………………………….TIME……………………………………………

OBJECTIVES:

Explain the two main branches of biology

Discuss other smaller branches of biology

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 Minutes |Introduction |Description | |

| |Review the previous lesson by briefly explaining the |Questions and answer stating |KLB Biology book one page 1 |

| |origin of biology, definition of biology and the | |Explore biology book one |

| |characteristics that distinguish living things from | |Class notes |

| |non-living things | |Teaching guide |

|30 Minutes |Lesson development | |Course book |

| |Step1 | | |

| |Explaining the two main branches of biology | | |

| |Biology is such a broad field of knowledge. It is divided| | |

| |into two broad branches | | |

| |Zoology- This is a branch of biology that deals with the | | |

| |study of animal life. | | |

| |Botany- This is a branch of biology that deals with the |Definition of terms | |

| |study of plant life. | | |

| |Within the two branches, there exist even smaller |Illustration | |

| |branches because the branches (botany and zoology) are | | |

| |very wide and complex | | |

| |Step 2&3 | | |

| |Discussing the other smaller branches of biology | | |

| |The smaller branches of biology include: | | |

| |Ecology- This is the study of the interrelationships | |Explore biology book two |

| |between organisms and their environment. Ecology aims at | | |

| |establishing how organisms are related to each other and | |Class notes |

| |their environment. Ecology is further subdivided into |Discussion |Teaching guide |

| |smaller branches. These can be forest ecology, marine |Explanation | |

| |ecology, rangeland ecology etc. | | |

| |Genetics- This sub-branch of biology deals with the study| | |

| |of inheritance and variation. It deals with the study of | | |

| |how variations (differences) occur between parents and | | |

| |their offspring. It is also concerned with how various | | |

| |characteristics are passed on from parents to offspring. | | |

| |Entomology- This is the study of insects. | | |

| |Parasitology- This is the study of parasites. | | |

| |Physiology- This deals with the study of the functions of| |Class notes |

| |various structures of an organism. It deals with the | | |

| |processes that take place in the body of organisms. |Note taking | |

| |Anatomy- The study of the internal structure of organisms| | |

| |Microbiology- This is the study of microorganisms | | |

| |Bacteriology- The study of bacteria | | |

| |Ornithology- This is the study of birds | | |

| |Itchthology-This is the study of fishes | | |

| |Conclusion | | |

| |Review the lesson by briefly discussing the main branches| | |

| |of biology and the smaller branches of biology. | | |

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| | |Explanation | |

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|5 Minutes | | | |

| | |Questions and answer stating | |

| | |Definition of terms | |

| | | |Class notes |

| | | |KLB Biology book one page 1 |

SELF EVALUATION:

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: IMPORTANCE OF BIOLOGY

WEEK: ONE LESSON NO: THREE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Explain the importance of studying biology as a subject

List the examples of professional occupations that require the study of biology

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 1 |

| |Review the previous lesson by briefly explaining the various branches of biology. |Discussion | |

| |Lesson development | | |

|30 mins |Step1&Step 2 | | |

| |Explaining the importance of studying biology; | | |

| |The study of biology is very important. The knowledge acquired from this study can | | |

| |benefit an individual in myriad ways. The study of biology is important in that: | | |

| |The knowledge acquired from the study of biology can be very helpful in solving | | |

| |environmental problems such as food shortage, poor health services, pollution and | | |

| |environmental degradation. | | |

| |The study of biology can grant one an entry into various careers such as medicine, | |Explore biology book 1 |

| |veterinary medicine, animal husbandry, horticulture and dentistry. | | |

| |The study of biology leads to development of scientific skills which are very useful in | |KLB Biology book one page 1-2 |

| |life. These include skills of observing, identifying, recording, classifying, measuring,| | |

| |analyzing and evaluating. These skills can enable one learn how to make right choices |Explanations | |

| |and lead an improved life. |Questions | |

| |Through the study of biology man learns the causes of human, plant and human diseases |Discussion | |

| |and how best these diseases can be prevented and cured. | | |

| |Biological knowledge acquired in the study of biology is very useful in enhancing |Description | |

| |international cooperation. Some biology related international conventions include: | | |

| |Joint development of HIV/AIDS vaccine by Kenyan and British scientists. | | |

| |The coordinated fight against Severe Acute Respiratory Syndrome involving scientist all | | |

| |over the world. | |Class notes |

| |The fight to save the ozone layer from depletion through various international | |Course book |

| |agreements such as the Kyoto protocol. | | |

| |Management of resources through international treaties such as the CITES (Convention | | |

| |against International Trade on Endangered Species). | |Teaching guide |

| |Step 3 | | |

| |Listing the examples of professional occupations that require the study of biology; | |Chalk board |

| |Medicine, Agriculture, Public health, Veterinary practice, Animal husbandry, | |Chalks |

| |Horticulture, Dentistry, Nursing, Teaching occupation | | |

| |Conclusion | | |

| |Review the lesson by briefly discussing the importance of studying biology and give | | |

| |examples of the career entries in biology. | | |

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| | |Notes taking | |

| | |Discussion | |

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| | |Listing | |

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| | | |KLB Biology book one page 1-2 |

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| | |Questions and answer stating | |

|5 mins | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: CHARACTERISTICS OF LIVING THINGS

WEEK: ONE LESSON NO: FOUR

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Identify living and no-living things

Explain the differences between living and non-living things

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 1-2 |

| |Review the previous lesson by briefly discussing the importance of studying biology and |Discussion |Class notes |

| |give examples of the career entries in biology. | | |

| |Lesson development | |Small animal like grasshopper |

|30 mins |Step1&Step 2 | |Jar/ rat cage |

| |Identifying living and non-living things | |Animal feed |

| |The learners to place the food near the animal and observe it |Observation and recording |A piece of stone |

| |Disturb the animal using a piece of stick or ruler |Explanations |A piece of stick |

| |Repetition of step 1& 2 |Questions |A ruler |

| |Listing of the observation | | |

| |Step 3 |Discussion | |

| |Explaining the differences between the ling and non-living things | | |

| |The observed activities of the animal are some of the characteristics of living things | |Explore biology book 1 |

| |These were: | | |

| |Movement | | |

| |Feeding | | |

| |Response | | |

| |Gaseous exchange | | |

| |Other characteristics of living things include | | |

| |Respiration | | |

| |Growth and development | | |

| |reproduction | | |

| |Conclusion | | |

| |Review the lesson by briefly naming the characteristics possessed by the living things. |Questions and answer stating |KLB Biology book one page 2 |

| | |Discussion | |

|5 mins | | | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: CHARACTERISTICS OF LIVING THINGS

WEEK: TWO LESSON NO: ONE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Name the characteristics of living things

Explain the named characteristics of living things

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 2 |

| |Review the previous lesson on practical activity by briefly mentioning some of the |Discussion |Class notes |

| |characteristics exhibited by a grasshopper | | |

| |Lesson development | | |

|30 mins |Step1 | | |

| |Nutrition | | |

| |Respiration |Naming | |

| |Gaseous exchange | |Explore biology book 1 |

| |Excretion |Explanations | |

| |Growth and development |Questions | |

| |Reproduction | | |

| |Irritability |Discussion | |

| |Movement/ locomotion | | |

| |Step 2&3 | | |

| |Nutrition | | |

| |Nutrition is the process by which living things obtain and assimilate (utilize) | |KLB Biology book one page 2-3 |

| |nutrients. Living things require nutrients for various purposes; growth, repair of worn | |Class note |

| |out tissues and for provision of energy. Plants manufacture their own food using light | | |

| |energy, carbon (IV) oxide, water and mineral salts through the process of | |Course book |

| |photosynthesis. Conversely, animals feed on already manufactured foods from plants and | | |

| |other animals. | |Teaching guide |

| |Respiration | | |

| |Respiration is the process by which food substances are chemically broken down to |Notes taking | |

| |release energy. During respiration, oxygen is used while energy, carbon (IV) oxide and | | |

| |water are released. Respiration occurs in all living cells. The energy produced in | | |

| |living things is very useful as it enables the living things carry out some of their | | |

| |physiological processes. The energy is also required for growth and development, | | |

| |movement and repair of worn out tissues. | | |

| |Gaseous Exchange | |Chalk board |

| |Gaseous exchange refers to the process by which living things exchange oxygen and carbon| |Chalks |

| |(IV) oxide across the respiratory surfaces. Animals always take in air rich in oxygen | | |

| |and give out air rich in carbon (IV) oxide. Carbon (IV) oxide is a waste product of | | |

| |chemical reactions in the body. Animals require oxygen for respiration. Gaseous | | |

| |exchange, therefore, enables animals obtain oxygen for respiration and get rid of carbon| | |

| |(IV) oxide, a waste product. |Explanation | |

| |Plants, however, require carbon (IV) oxide for photosynthesis during the day. They give | | |

| |away oxygen as a by-product. The plants equally require oxygen for respiration and give | | |

| |away carbon (IV) oxide. | | |

| |Conclusion | | |

| |Review the lesson by briefly naming and discussing the named characteristics of the | | |

| |living things. | | |

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| | | |KLB Biology book one page 2-3 |

| | |Questions and answer stating | |

|5 mins | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: CHARACTERISTICS OF LIVING THINGS

WEEK: TWO LESSON NO: TWO

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Name the characteristics of living things

Explain the named characteristics of living things

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 2-3 |

| |Review the previous lesson on practical activity by briefly explaining some of the |Discussion |Class notes |

| |characteristics of living things | | |

| |Lesson development | | |

|30 mins |Step1 | | |

| |Nutrition | | |

| |Respiration |Naming | |

| |Gaseous exchange | |Explore biology book 1 |

| |Excretion |Explanations | |

| |Growth and development |Questions | |

| |Reproduction | | |

| |Irritability |Discussion | |

| |Movement/ locomotion | | |

| |Step 2&3 | | |

| |Excretion | | |

| |This is the process by which living things separate and eliminate the waste or harmful | |KLB Biology book one page 2-3 |

| |materials resulting from chemical reactions within the cells. These harmful waste | |Class note |

| |products of metabolism maybe toxic to the body if they are left to accumulate in the | | |

| |cells of the living things | |Course book |

| |Growth and Development | | |

| |Growth refers to an irreversible increase in size and mass while development refers to | |Teaching guide |

| |the irreversible change in complexity of the structure of living things. Growth and | | |

| |development of living things is essential as it enables the living things to attain |Notes taking | |

| |maximum size that can enable them to perform their functions and roles. | | |

| |Reproduction | | |

| |This is the process by which living things give rise to new individuals of the same | | |

| |kind. All living things reproduce. Reproduction is essential as it leads to perpetuation| | |

| |of species and it avoids extinction of certain animals and plants. | | |

| |Irritability | |Chalk board |

| |This is the ability of living things to perceive (detect) changes in their environment | |Chalks |

| |and respond to them appropriately. Living things respond to changes in temperature, | | |

| |humidity, light, presence or absence of certain chemicals. Response of organisms to | | |

| |these changes is crucial as it enables them to escape from harmful stimuli. Ability to | | |

| |detect changes in the environment also enables organisms to obtain resources in their | | |

| |environment. |Explanation | |

| |Movement | | |

| |Movement refers to change is position (displacement) of a part or parts of an organism. | | |

| |Movement in plants includes folding of leaves, closing of flowers and growing of shoots | | |

| |towards light. The change of position of an entire organism from one position to another| | |

| |is locomotion | | |

| |Conclusion | | |

| |Review the lesson by briefly naming and discussing the named characteristics of the | | |

| |living things. | | |

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| | | |KLB Biology book one page 2-3 |

| | |Questions and answer stating | |

| | |Discussion | |

|5 mins | | | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: COLLECTION OF SPECIMENS

WEEK: TWO LESSON NO: THREE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Name the apparatus used in the collection and observation of the specimens

Describe the apparatus used in the collection and observation of the specimen

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 2-3 |

| |Review the previous lesson on practical activity by briefly explaining some of the |Discussion |Class notes |

| |characteristics of living things | | |

| |Lesson development | | |

|30 mins |Step1 & 2 | | |

| |Naming the apparatus used in the collection and observation of the specimens | | |

| |For effective study of living things, a biologist may have to collect some living things|Naming | |

| |or some parts of living things for observation and analysis. The living things or parts | |Explore biology book One |

| |of living things that are used for biological study are called specimens. Biological |Explanations | |

| |studies always take place in laboratories. A laboratory is a building or a room that is |Questions | |

| |designed and equipped for scientific studies. | | |

| |Collections of living things especially animals may not be very easy. Some of the |Discussion | |

| |animals are not easy to catch while some are quite dangerous. Knowledge on proper | | |

| |specimen collection and handling of is very important. We will Materials needed for | | |

| |collection of organisms:- | | |

| |• Knives to cut portions of plant stem/root or uproot. | |KLB Biology book one page 3-5 |

| |• Polythene bags to put the collected plant or specimens. | |Class note |

| |• Insect collecting jars. | | |

| |• Insect killing jars. | |Course book |

| |• Hand gloves. | | |

| |• Sweep nets | |Teaching guide |

| |• Pooters | | |

| |• Trapsdiscuss some of the apparatus used in specimen collection. |Notes taking | |

| |Step 3 | | |

| |Describing the apparatus used in the collection and observation of the specimens | | |

| |Pair of forceps- This is an apparatus used for picking up small crawling animals e.g. | | |

| |stinging insects. | | |

| |Specimen bottles- These are bottles used for keeping collected specimen. They are of | | |

| |different sizes depending on the size of the specimen being studied. | |Chalk board |

| |Magnifying lens- This is used to enlarge small objects. A hand lens is a common | |Chalks |

| |magnifying lens used in the laboratory. The magnifying power of the hand lenses is | | |

| |always indicated on the lens e.g. X10, X5, X8. The magnifying power of a lens shows how | | |

| |many times the image will be enlarged compared to the object | | |

| |Conclusion | | |

| |Review the lesson by briefly explaining the importance of specimen collection and the |Explanation | |

| |discuss the use of some of the apparatus used in the collection of the specimens | | |

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| | | |KLB Biology book one page 2-3 |

|5 mins | |Questions and answer stating | |

| | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: COLLECTION OF SPECIMENS

WEEK: TWO LESSON NO: FOUR

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Describe the apparatus used in the collection and observation of the specimen

Explain the precautions during collection and observation of the specimens

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 3-5 |

| |Review the previous lesson by briefly explaining the importance of specimen collection |Discussion |Class notes |

| |and the discuss the use of some of the apparatus used in the collection of the | | |

| |specimens | | |

|30 mins |Lesson development | | |

| |Step1 | | |

| |Describing the apparatus used in the collection and observation of the specimens |Naming | |

| |Sweep net- This is used for catching flying insects. | |Explore biology book One |

| |Fish net- This is used for trapping small fish and other small water animals |Explanations | |

| |Pooter- This is used for sucking small animals from rock surfaces or barks of trees. |Questions | |

| |Bait trap- This is used for attracting and trapping small animals including rats. | |Charts |

| |Pit fall trap- This is used for catching crawling animals. |Discussion | |

| |Step 2& 3 | | |

| |Explaining the precautions during the collection and observation of the specimens; | | |

| |While collecting specimen for observation, a biologist should play close attention to | | |

| |the following: |Drawing and labelling |KLB Biology book one page 3-5 |

| |Collect only the number of specimen you need; do not collect more than you need. | |Class note |

| |Do not harm the specimen during the capture/collection exercise. | | |

| |Do not destroy the natural habitat of the specimens. | |Course book |

| |Handle dangerous/injurious specimens with care. Such injurious specimens can be stinging| | |

| |plants or insects. | |Teaching guide |

| |Forceps and hand gloves should be used in such cases. | | |

| |Conclusion |Notes taking | |

| |Review the lesson by explaining the use of some of the apparatus used in the collection | | |

| |of the specimens and discuss the precautions during the collection and observation of | | |

| |specimens | | |

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| | | |Chalk board |

| | | |Chalks |

| | |Explanation | |

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| | | |KLB Biology book one page 2-3 |

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|5 mins | |Questions and answer stating | |

| | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: COLLECTION OF SPECIMENS

WEEK: THREE LESSON NO: ONE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Identify common features in plants and common features in animals collected

Explain the importance of preserving living things

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 3-5 |

| |Review the previous lesson by explaining the use of some of the apparatus used in the |Discussion |Class notes |

| |collection of the specimens and discuss the precautions during the collection and | | |

| |observation of specimens | | |

|30 mins |Lesson development | | |

| |Step1 | | |

| |Identifying common features in plants and common features in animals collected; |Naming | |

| |Collecting a wide variety of plant and animal specimens | |Explore biology book One |

| |Place them into the appropriate containers and carry them into the laboratory |Explanations |Sweep net |

| |Observe the specimens collected and record the common features observed in plants and |Questions |Pooter |

| |animals | |Bait trap |

| |Preserve your collection |Discussion |A pair of forceps |

| |Step 2& 3 | |Specimen bottle |

| |Explaining the importance of preserving living things; | |Hand lens |

| |Through collection and preservation efforts, new species are found and described | | |

| |The preserved and stored insect specimens can be enjoyed and studied for hundreds of | | |

| |years while most insects live only for a period of days to months before they die and | | |

| |decompose | |Practical manual |

| |Preserved insects can be studied any time when need arises | | |

| |The preservation of the specimens reduces the cost of collecting other specimens when | | |

| |need for study arises |Recording | |

| |Conclusion | | |

| |Review the lesson by briefly explaining the practical session results, the common | |KLB Biology book one page 5-6 |

| |features in plants and animals observed and the importance of preserving the specimens |Explanation |Class note |

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| | |Questions and answer stating |KLB Biology book one page 5-6 |

| | |Discussion | |

|5 mins | | | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: INTRODUCTION TO BIOLOGY

SUB TOPIC: EXTERNAL FEATURES OF PLANTS AND ANIMALS

WEEK: THREE LESSON NO: TWO

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Identify the external features of plants and animals

Compare the plants and animals

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 6-5 |

| |Review the previous lesson by briefly explaining the practical session results, the |Discussion |Class notes |

| |common features in plants and animals observed and the importance of preserving the | | |

| |specimens | | |

|30 mins |Lesson development | | |

| |Step1 | | |

| |Identifying the external features of plants and animals |Naming | |

| |Identify a mature small plant and dig it out | |Explore biology book One |

| |Using the sweep net provided, collect a grasshopper, put it in a specimen bottle and |Explanations |Jembe |

| |cover the bottle |Questions |Sweep net |

| |Observe the external features of the two specimens | |Specimen bottle |

| |Record the observation |Discussion |Forceps |

| |Disturb the animal specimen and the potted plant with a piece of stick | |Potted plant |

| |From the observation record the major differences between plants and animals | | |

| |Step 2& 3 | | |

| |Comparing the plants and animals; | |Practical manual |

| |Most plants are green in colour hence are able to make their own food from simple raw | | |

| |materials in presence of sunlight while animals lack chlorophyll hence feed on ready- | | |

| |made food | | |

| |Plant cells have cellulose cell walls while animal cells lack cellulose cell walls | | |

| |Plants respond slowly to changes in their environment while animals respond quickly |Recording |KLB Biology book one page 6 |

| |Plants do not move about while most animals move about in search of food and shelter | |Class note |

| |Plants lack specialized excretory organs while animals have complex excretory organs | | |

| |Conclusion |Explanation | |

| |Review the lesson by briefly discussing the comparison between plants and animals | | |

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| | | |KLB Biology book one page 6 |

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| | |Questions and answer stating | |

|5 mins | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: CLASSIFICATION 1

SUB TOPIC: INTRODUCTION

WEEK: THREE LESSON NO: THREE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Describe the magnifying lens

Work out the magnification of a drawing using magnification formula

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 6 |

| |Review the previous lesson by briefly discussing the comparison between plants and |Discussion |Class notes |

| |animals | | |

| |Lesson development | | |

|30 mins |Step1&2 | | |

| |Describing the magnifying lens | | |

| |To use a magnifying lens, place the object to be enlarged on the bench. Hold the |Naming | |

| |magnifying lens on one hand and while closing one eye, move the lens towards the object | |Explore biology book One |

| |until the image comes into clear focus. |Explanations | |

| |Step 3 |Questions | |

| |Working out the magnification of a drawing using the magnification formula; | | |

| |If a magnifying lens is used to make a drawing of a specimen, the magnification of the |Discussion | |

| |drawing will have no relation with the size of the drawing. | | |

| |The magnification of the drawing can be calculated using the formula shown below. | |KLB Biology book one page 8 |

| |Drawing magnification= [pic] | |Class note |

| |The sign of “times” must come before the magnification value e.g. X10, X5, X15 etc | | |

| |Conclusion | | |

| |Review the lesson by describing the use of the magnifying lens and the formula for | | |

| |calculating the magnification when using hand lens to observe the specimens | | |

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| | |Recording | |

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| | |Explanation | |

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| | | |KLB Biology book one page 8 |

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|5 mins | |Questions and answer stating | |

| | |Discussion | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: CLASSIFICATION 1

SUB TOPIC: INTRODUCTION

WEEK: THREE LESSON NO: FOUR

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Describe the external features in plants

Explain the external features in animals

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 6 |

| |Review the previous lesson by briefly discussing the comparison between plants and |Discussion |Class notes |

| |animals | | |

| |Lesson development | | |

|30 mins |Step1&2 | | |

| |Biology has been defined as the study of living things (living organisms). Even though | | |

| |all living things share similar characteristics discussed in the introductory chapter, |Naming | |

| |the living things exhibit a lot of differences. In particular, animals and plants are | |Explore biology book One |

| |all living things yet they differ in many aspects. Amongst animals and plants also there|Explanations | |

| |exist a lot of differences. There are millions of different plant and animal types |Questions | |

| |exhibiting a range of differences. This created a need for a classification system of | | |

| |living things to make study of the living organisms easier |Discussion |Course book |

| |External features used in classifying plants; | |Teaching guide |

| |The rhizoids as in moss plant | |Hand out |

| |Fronds in ferns | | |

| |The type of root; tap root, adventitious, fibrous, prop, buttress roots. | | |

| |Stem presence and type. | | |

| |Presence or absence of flowers | | |

| |Type of leaves; simple or compound; leaf venation- parallel or net work veined. | | |

| |Presence and types of fruits and cones. | | |

| |Step 3 |Recording | |

| |Explaining the external features in animals | |KLB Biology book one page 9 |

| |Tentacles in hydra | |Class note |

| |Body covering- feathers, scales, hair or fur |Explanation | |

| |Shells in snails | | |

| |Wings in birds | | |

| |Proglotids in tapeworms | | |

| |Mammary glands in mammals | | |

| |Locomotory structures | | |

| |Body pigmentation |Questions and answer stating | |

| |Conclusion |Discussion | |

| |Review the lesson by briefly explaining the external features used in classifying plants| | |

| |and animals. Learners to read on the importance of classification, KLB Biology book one | | |

| |page 10 | | |

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|5 mins | |Explanation |KLB Biology book one page 9 |

| | |Questions and answers | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: CLASSIFICATION 1

SUB TOPIC: EXTERNAL FEATURES OF ANIMALS

WEEK: FOUR LESSON NO: ONE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Learn to collect and preserve the specimens for future use

Explain the identified animal features

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 9 |

| |Review the previous lesson by explaining the external features used in classifying |Discussion |Class notes |

| |plants and animals. | | |

| |Lesson development | | |

|30 mins |Step1,2&3 | | |

| |The learners to use the provided equipment to collect animal specimens; | | |

| |Earthworms |Naming | |

| |Snails | |Explore biology book One |

| |Millipedes |Explanations | |

| |Ants/termites |Questions | |

| |Locusts/grasshoppers | |Sweep net |

| |Butterflies |Discussion |Specimen bottles, hand lens/ |

| |Use forceps to pick up crawling or slow moving animals | |microscope, forceps, preserved|

| |Place each specimen into an appropriate container then close it | |specimens, ethanol, forked |

| |After collecting a large variety of animal specimens, take them to the laboratory | |jembe/ hoe |

| |Immobilize the specimens in their containers using a suitable chemical | | |

| |Remove the specimens from their containers and spread them on the working table | | |

| |Carefully observe the specimens and record the main observable external features | | |

| |Step 3 | |KLB Biology book one page 9 |

| |Conclusion | |Class note |

| |Review the lesson by briefly discussing the common external features of the specimens |Recording | |

| |collected |Explanation | |

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| | |Questions and answer stating | |

| | |Discussion | |

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| | | |KLB Biology book one page 9 |

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| | |Explanation | |

| | |Questions and answers | |

|5 mins | | | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: CLASSIFICATION 1

SUB TOPIC: EXTERNAL FEATURES OF PLANTS

WEEK: FOUR LESSON NO: TWO

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Explain the various parts of the plant

Draw a plant leaf diagram and calculate its magnification

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 9 |

| |Review the previous lesson by explaining the external features used in classifying |Discussion |Class notes |

| |plants and animals. | | |

|30 mins |Lesson development | | |

| |Step1&2& | | |

| |Explaining the various parts of the plant; |Explanations |Explore biology book One |

| |Take each specimen in turn and observe it carefully, using a hand lens where necessary. |Questions | |

| |Identify and illustrate: | |Moss plants with rhizoids |

| |The type of root |Discussion |Herbs with tap roots |

| |Type of leaf margin | |Stem specimens |

| |Type of leaf venation |Drawing and labelling |leaves |

| |Type of the stem | | |

| |Step 3 | | |

| |Drawing and labelling the structure of the leaf |Recording |KLB Biology book one page 9-10|

| |Learners to calculate the magnification of the diagram drawn |Explanation |Class note |

| |Conclusion | | |

| |Review the lesson by briefly discussing the common external features of the plant |Questions and answer stating | |

| |specimens and illustrate how to calculate the drawing magnification |Discussion |KLB Biology book one page 9-10|

| | | | |

| | |Explanation | |

|5 mins | |Questions and answers | |

TEACHER’S NAME………………………………………….TSC NO………………………………….

SCHOOL/INSTITUTION…………………………………………………………………………………

FORM: ONE

SUBJECT: BIOLOGY TOPIC: CLASSIFICATION 1

SUB TOPIC: WHAT IS CLASSIFICATION

WEEK: FOUR LESSON NO: THREE

DATE……………………………………………………….TIME…………………………………………

OBJECTIVES:

Define the terms classification, taxon, taxonomy and taxonomist

Explain the need for classification

Explain the historical background of classification

|TIME |CONTENT |LEARNING ACTIVITIES |RESOURCE MATERIALS |

|5 mins |Introduction |Questions and answers stating |KLB Biology book one page 9-10|

| |Review the previous lesson by explaining the external features used in classifying |Discussion |Class notes |

| |plants and animals. | | |

|30 mins |Lesson development | | |

| |Step1&2 | | |

| |Defining various terms used in classification; |Explanations |Explore biology book One |

| |Biology has been defined as the study of living things (living organisms). Even though |Questions | |

| |all living things share similar characteristics discussed in the introductory chapter, | | |

| |the living things exhibit a lot of differences. In particular, animals and plants are |Discussion | |

| |all living things yet they differ in many aspects. Amongst animals and plants also there| | |

| |exist a lot of differences. There are millions of different plant and animal types | |Class notes |

| |exhibiting a range of differences. This created a need for a classification system of | |Course book |

| |living things to make study of the living organisms easier. | |Chalk board |

| |Classification refers to the grouping of living organisms according to their structure. | | |

| |In classification, organisms that share a lot of similarities are placed under one group| | |

| |referred to as a taxon (plural= taxa). | | |

| |Other than the similarities, grouping of the organisms also takes into account the | | |

| |evolutionary relationships (phylogeny) of the organisms. It is believed that all | | |

| |organisms once had a common ancestor (theory of evolution). During classification, | | |

| |organisms that are believed to have evolved along the same line of evolution are placed |Notes taking | |

| |in one taxon. | | |

| |The scientific study of classification is known as taxonomy. A biologist studying | | |

| |taxonomy is a taxonomist. | | |

| |In classifying organisms taxonomists to a great extent rely on the use of external | |KLB Biology book one page |

| |observable features of organisms. | |10-14 |

| |Step 3 | |Class note |

| |Explaining the need for classification | | |

| |Classification systems improve our ability to explain relationships among things. | | |

| |Classification helps in identifying living organisms into their correct groups for | | |

| |reference. | | |

| |Classification helps in avoiding chaos and confusion when dealing with animals as it | | |

| |arranges the information on organisms in an orderly manner. | | |

| |Classification brings together living organisms with similar characteristics together | | |

| |but separate those with different features. |Explanation | |

| |Taxonomic systems provide relatively stable, unique, and unequivocal names for organisms| | |

| |It makes the study of such a wide variety of organisms easy. | | |

| |It projects before us a good picture of all life forms at a glance. | | |

| |It helps us understand the interrelationship among different groups of organisms. | | |

| |It serves as a base for the development of other biological sciences such as | |Class notes |

| |biogeography etc. | |Teaching guide |

| |Various fields of applied biology such as agriculture, public health and environmental | | |

| |biology depend on classification of pests, disease vectors, pathogens and components of | | |

| |an ecosystem. | | |

| |Conclusion | | |

| |Review the lesson by briefly explaining the various terms used in classification and |Questions and answer stating | |

| |discuss the need for classification |Discussion | |

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| | |Explanation |KLB Biology book one page |

|5 mins | |Questions and answers |10-14 |

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