Wyzed Educational Media – ….Because Every Learner is a ...
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TERM 1
|WK |PRD |TOPIC |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES|TEACHING/ LEARNING RESOURCES |REMARKS |
|1 |1 |Revision | | | | | |
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| |2 |Revision | | | | | |
| |3 and 4 |GENETICS |Behavior of chromosomes during |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |meiosis |should be able to: |- Note taking |Pg 5-7 | |
| | | | |- review the stages of mitosis; | | | |
| | | | |- explain the behaviors and movement | | | |
| | | | |of chromosomes during mitosis; | | | |
| |5 | |Genes and DNA |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |Mendel’s experiment |should be able to: |- Note taking |Pg 11 | |
| | | | |- describe the Mendel’s experiments | | | |
| | | | |on heredity; | | | |
| | | | |- explain heredity and variation | | | |
| | | | |using Mendel’s experiment; | | | |
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| |1 | |First law of heredity |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 12 | |
| | | | |- state and explain Mendel’s first | | | |
| | | | |law of heredity; | | | |
|2 | | | | | | | |
| |2 | |Monohybrid inheritance |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking |Pg 12-15 | |
| | | | |- define monohybrid inheritance; | | | |
| | | | |- write genetic crosses for | | | |
| | | | |monohybrid inheritance; | | | |
| |3 and 4 | |Monohybrid inheritance |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 12-15 | |
| | | | |- write genetic crosses for | | | |
| | | | |monohybrid inheritance; | | | |
| |5 | |Complete and incomplete |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |dominance |should be able to: |- Note taking; |Pg 19-22 | |
| | | | |- distinguish between complete and | | | |
| | | | |incomplete dominance; | | | |
| | | | |- explain the concept of incomplete | | | |
| | | | |dominance; | | | |
|3 |1 | |Incomplete dominance |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 19-22 | |
| | | | |- write genetic crosses involving | | | |
| | | | |codominance; | | | |
| |2 | |Test cross |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |Back cross |should be able to: |- Note taking |Pg 22-23 | |
| | | | |- define test cross; | | | |
| | | | |- define back cross; | | | |
| | | | | | | | |
| |3-4 | |Inheritance of the ABO blood |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |group in man |should be able to: |- Note taking; |Pg 20-21 | |
| | | | |- state the alleles of the ABO blood | | | |
| | | | |group system; | | | |
| | | | |- state the dominance relationship | | | |
| | | | |among the ABO alleles; | | | |
| | | | |- explain the inheritance patterns of| | | |
| | | | |the ABO blood group in man; | | | |
| | | | |- write genetic crosses to explain | | | |
| | | | |the inheritance of the ABO blood | | | |
| | | | |group in man; | | | |
|4 |5 | |Rhesus factor |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 21-22 | |
| | | | |- define the rhesus factor; | | | |
| | | | |- explain the inheritance patter of | | | |
| | | | |the rhesus factor; | | | |
| |1 | |Sex determination in man |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking |Pg 23-24 | |
| | | | |- state the sex chromosomes in man; | | | |
| | | | |- state the xhromosme combinations | | | |
| | | | |for males and females | | | |
| | | | | | | | |
| |2 | |Linkage |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 24 | |
| | | | |- define linkage in genetics; | | | |
| | | | |- explain sex linkage in genetics; | | | |
| |3-4 | |Sex linked genes and traits |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 24-27 | |
| | | | |- define sex linked genes and sex | | | |
| | | | |linked traits; | | | |
| | | | |- explain how sex-linkage occurs in | | | |
| | | | |man; | | | |
| | | | | | | | |
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| |5 | |Mutations |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 28 | |
| | | | |- define the term mutations; | | | |
| | | | |- define the term mutagens; | | | |
| | | | |- state example of common mutagens; | | | |
| | | | |- state the types of mutations; | | | |
|5 |1 | |Chromosomal mutations |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 28-33 | |
| | | | |- define chromosomal mutations; | | | |
| | | | |- state the types of chromosomal | | | |
| | | | |mutations; | | | |
| | | | |- explain the types of chromosomal | | | |
| | | | |mutations; | | | |
| |2 | |Chromosomal mutations |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking |Pg 28-33 | |
| | | | |- explain the various types of | | | |
| | | | |chromosomal mutations; | | | |
| |3 and 4 | |Chromosomal mutations |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |Gene mutations |should be able to: |- Note taking; |Pg 33-38 | |
| | | | |- explain the genetic defects due to | | | |
| | | | |chromosomal mutations; | | | |
| | | | |- define gene mutations; | | | |
| | | | |- state the types of gene mutations; | | | |
| |5 | |Gene mutations |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 33-34 | |
| | | | |- explain the various types of gene | | | |
| | | | |mutations; | | | |
| | | | | | | | |
|6 |1 | |Genetic disorders |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking |Pg 35-38 | |
| | | | |- state the common genetic disorders;| | | |
| | | | |- state the causes and symptoms of | | | |
| | | | |the common genetic disorders; | | | |
| |2 | |Genetic disorders |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 35-38 | |
| | | | |- state the common genetic disorders;| | | |
| | | | |- state the causes and symptoms of | | | |
| | | | |the common genetic disorders; | | | |
| |3 and 4 | |Practical applications of |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |genetics |should be able to: |- Note taking; |Pg 39-46 | |
| | | | |- state and explain the practical | | | |
| | | | |applications of modern genetics; | | | |
| |5 | |Practical applications of |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |genetics |should be able to: |- Note taking; |Pg 39-46 | |
| | | | |- state and explain the practical | | | |
| | | | |applications of modern genetics; | | | |
|7 |1 |EVOLUTION |Meaning |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |Theories of origin of life |should be able to: |- Note taking; |Pg 49-50 | |
| | | | |- define the term evolution; | | | |
| | | | |State and explain the theories of the| | | |
| | | | |origin of life; | | | |
| |2 | |Evidences of organic evolution |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 51-67 | |
| | | | |- define organic evolution; | | | |
| | | | |- state the evidences of organic | | | |
| | | | |evolution; | | | |
| | | | |- explain the evidences of organic | | | |
| | | | |evolution; | | | |
| |3 and 4 | |Evidences of organic evolution |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 51-67 | |
| | | | |- define organic evolution; | | | |
| | | | |- state the evidences of organic | | | |
| | | | |evolution; | | | |
| | | | |- explain the evidences of organic | | | |
| | | | |evolution; | | | |
| |5 | |Evidences of organic evolution |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | | |should be able to: |- Note taking; |Pg 51-67 | |
| | | | |- define organic evolution; | | | |
| | | | |- state the evidences of organic | | | |
| | | | |evolution; | | | |
| | | | |- explain the evidences of organic | | | |
| | | | |evolution; | | | |
|8 |1 | |Mechanisms of evolution; |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |Lamarcks theory of use and |should be able to: |- Note taking |Pg 67 | |
| | | |disuse; |- state the mechanisms of evolution; | | | |
| | | | |- explain Lamarck’s theory of use and| | | |
| | | | |disuse; | | | |
| |2 | |Lamarcks theory of use and |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |disuse; |should be able to: - - explain |- Note taking |Pg 67-70 | |
| | | |Darwin’s theory of natural |Lamarck’s theory of use and disuse; | | | |
| | | |selection |- define the term natural selection; | | | |
| | | | |- describe Darwin’s natural selection| | | |
| | | | |as a mechanism of evolution; | | | |
| | | | | | | | |
| |3 and 4 | |Darwin’s theory of natural |By the end of the lesson the learners|- Discussion; |KLB BK 3 | |
| | | |selection; |should be able to: |- Note taking; |Pg 69-71 | |
| | | | |- state modern evidences of natural | | | |
| | | | |selection in action; | | | |
| | | | |- explain the evidences of natural | | | |
| | | | |selection in action; | | | |
| |5 | |REVISION | | |KLB BK 3 | |
| | | | | | |Pg 72 | |
|9 |1 |RECEPTION RESPONSE AND|Meaning of stimulus response |By the end of the lesson learners |- Discussion; |KLB BK 3 | |
| | |CORDINATION IN PLANTS |and irritability |should be able to: |- Note taking; |Pg 73-74 | |
| | |AND ANIMALS | |- define reception; response; and | | | |
| | | | |coordination; | | | |
| | | | |- explain the term stimulus and state| | | |
| | | | |types of stimulus; | | | |
| | | | |- explain the term irritability; | | | |
| |2 | |Meaning of stimulus response |By the end of the lesson learners |- Discussion; |KLB BK 3 | |
| | | |and irritability |should be able to: |- Note taking; |Pg 73-74 | |
| | | | |- define reception; response; and | | | |
| | | | |coordination; | | | |
| | | | |- explain the term stimulus and state| | | |
| | | | |types of stimulus; | | | |
| | | | |- explain the term irritability; | | | |
| |3-4 | |Reception, response and |By the end of the lesson learners |- Discussion; |KLB BK 3 | |
| | | |coordination in plants |should be able to: |- Note taking; |Pg 76 | |
| | | |Tropisms |- define the term tropisms; | | | |
| | | | |- state the various types of tropic | | | |
| | | | |responses; | | | |
| |5 | |Practical activities | | | | |
|11 |1 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting; | | |
| |2 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting | | |
| |3 and 4 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting; | | |
| |5 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting | | |
|12 |1 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting; | | |
| |2 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting | | |
| |3 and 4 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting; | | |
| |5 | |Premock Examinations |By the end of the lesson the learners|- students answer questions |- Question papers | |
| | | | |should be able to: |asked in the exam papers; |- Marking schemes | |
| | | | | |- teacher supervises learners| | |
| | | | | |during the examinations | | |
| | | | | |sitting | | |
TERM 2
|WK |PRD |TOPIC |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES|TEACHING/ LEARNING RESOURCES |REMARKS |
|1 |1 |RECEPTION RESPONSE AND |Meaning of stimulus response |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | |CORDINATION IN PLANTS AND |and irritability |learners should be able to: |- Note taking; |82-83 | |
| | |ANIMALS | |- define reception; response; | |Teacher’s Guide | |
| | | | |and coordination; | |page 26-40 | |
| | | | |- explain the term stimulus and| |Longman KCSE Revision Biology| |
| | | | |state types of stimulus; | | | |
| | | | |- explain the term | |page 190 | |
| | | | |irritability; | | | |
| |2 | |Reception, response and |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |coordination in plants |learners should be able to: |- Note taking |83-84 | |
| | | |Tropisms |- define the term tropisms; | |Teacher’s Guide | |
| | | | |- state the various types of | |page 26-40 | |
| | | | |tropic responses; | |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 190 | |
| |3 and 4 | | Tropisms |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |84-87 | |
| | | | |- explain the various types of | |Teacher’s Guide | |
| | | | |tropic responses; | |page 26-40 | |
| | | | |- explain the biological | |Longman KCSE Revision Biology| |
| | | | |importance of tropic responses;| | | |
| | | | | | |page 191 | |
| |5 | |Tactic movements |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |87 | |
| | | | |- define the term tactic | |Teacher’s Guide | |
| | | | |movements; | |page 26-40 | |
| | | | |- state the various examples of| |Longman KCSE Revision Biology| |
| | | | |tactic movements; | | | |
| | | | | | |page 191 | |
|2 |1 | |Tactic movements |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |87 | |
| | | | |- state and explain the various| |Teacher’s Guide | |
| | | | |types of tactic movements; | |page 26-40 | |
| | | | | | |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 191 | |
| |2 | |Tactic movements |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking |87 | |
| | | | |- state and explain the various| |Teacher’s Guide | |
| | | | |types of tactic movements; | |page 26-40 | |
| | | | |- explain the biological | |Longman KCSE Revision Biology| |
| | | | |importance of tactic movements;| | | |
| | | | |- state the differences between| |page 191 | |
| | | | |tropisms and taxisms; | | | |
| |3-4 | |Auxins and their effects on |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |plant growth |learners should be able to: |- Note taking; |92-96 | |
| | | |Plant seedling grown in dark |- design an experiment to show |- Class experiment; |Teacher’s Guide | |
| | | |Position of auxins in a young |the effect of growing plants in|- Observations; |page 26-40 | |
| | | |shoot |darkness; |- Drawing; |Longman KCSE Revision Biology| |
| | | | |- explain the effect of | | | |
| | | | |darkness of plant growth; | |page 192-193 | |
| | | | |- design an experiment to | | | |
| | | | |investigate the position of | | | |
| | | | |auxin in plant shoots; | | | |
| | | | |- state and explain the | | | |
| | | | |position of auxins on a shoot; | | | |
| |5 | |Effect of light on plant growth|By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: - |- Note taking; |97 | |
| | | | |design an experiment to |- Class experiment; |Teacher’s Guide | |
| | | | |investigate the effect of light|- Observations; |page 26-40 | |
| | | | |on plant growth |- Drawing; |Longman KCSE Revision Biology| |
| | | | |- state and explain the effect | | | |
| | | | |of light on plant growth; | |page 192 | |
| | | | | | | | |
|3 |1 | |Effect of IAA on plant shoot |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: - |- Note taking; |98 | |
| | | | |design an experiment to |- Class experiment; |Teacher’s Guide | |
| | | | |investigate the effect of IAA |- Observations; |page 26-40 | |
| | | | |on plant shoot; |- Drawing; |Longman KCSE Revision Biology| |
| | | | |- state and explain the effect | | | |
| | | | |of IAA on plant shoot; | |page 192 | |
| |2 | |Effect of light on auxins |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: - |- Note taking |99 | |
| | | | |design an experiment to |- Class experiment; |Teacher’s Guide | |
| | | | |investigate effect of light on |- Observations; |page 26-40 | |
| | | | |auxins; |- Drawing; |Longman KCSE Revision Biology| |
| | | | |- state and explain the effect | | | |
| | | | |of light on auxins; | |page 192 | |
| | | | | | | | |
| |3 and 4 | |Auxins and geotropism |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: - |- Note taking; |100 | |
| | | | |define geotropism; |- Class experiment; |Teacher’s Guide | |
| | | | |- design an experiment to |- Observations; |page 26-40 | |
| | | | |investigate the role of auxins |- Drawing; |Longman KCSE Revision Biology| |
| | | | |in geotropisms; | | | |
| | | | |- state and explain the role of| |page 192 | |
| | | | |auxin in geotropism; | | | |
| | | | | | | | |
| |5 | |Effect of gravity on plant |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |growth |learners should be able to: - |- Note taking; |101 | |
| | | | |design an experiment to |- Class experiment; |Teacher’s Guide | |
| | | | |investigate the effect of |- Observations; |page 26-40 | |
| | | | |gravity on plant growth; |- Drawing; |Longman KCSE Revision Biology| |
| | | | |- state and explain the effect | | | |
| | | | |of gravity on plant growth; | |page 192-193 | |
|4 |1 |RECEPTION RESPONSE AND |- Introduction; |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | |CORDINATION IN ANIMALS |- In annelids; Insecta; Platy |learners should be able to: |- Note taking; |102-103 | |
| | | |helminthes; |- state the necessity of |- Class experiment; |Teacher’s Guide | |
| | | | |irritability in animals; |- Observations; |page 226-40 | |
| | | | |- explain irritability in Platy|- Drawing; |Longman KCSE Revision Biology| |
| | | | |helminthes; annelids; and | | | |
| | | | |insects | |page 193 | |
| |2 | |Response and coordination in |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |vertebrates; |learners should be able to: |- Note taking |103 | |
| | | |Components of the nervous |- state and explain the |- Class experiment; |Teacher’s Guide | |
| | | |system |components of the nervous |- Observations; |page 26-40 | |
| | | | |system in mammals; |- Drawing; |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 193 | |
| |3 and 4 | |Components of the nervous |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |system |learners should be able to: |- Note taking; |103-107 | |
| | | |Structure and functions of |- draw the generalized |- Class experiment; |Teacher’s Guide | |
| | | |neurons: |structure of a neurons; |- Observations; |page 26-40 | |
| | | |Types of neurons; |- explain the roles of a |- Drawing; |Longman KCSE Revision Biology| |
| | | |Sensory neurons; |neurone; | | | |
| | | | |- explain the adaptations of a | |page 193-194 | |
| | | | |typical neurone to its fuction;| | | |
| | | | |- state the types of neurons in| | | |
| | | | |mammals; | | | |
| | | | |- draw the structure of a | | | |
| | | | |sensory neurone; | | | |
| | | | |- explain the adaptations of a | | | |
| | | | |sensory neurone to its | | | |
| | | | |functions; | | | |
| |5 | |Motor neurons |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |Mixed nerves |learners should be able to: - |- Note taking; |106-108 | |
| | | | |draw the structure of a motor |- Class experiment; |Teacher’s Guide | |
| | | | |neurone; |- Observations; |page 26-40 | |
| | | | |- explain the adaptations of a |- Drawing; |Longman KCSE Revision Biology| |
| | | | |motor neurone to its functions;| | | |
| | | | |- describe mixed nerves; | |page 194 | |
| | | | | | | | |
|5 |1 | |Functions of the major parts of|By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |the human brain; |learners should be able to: |- Note taking; |108-110 | |
| | | | |- draw the structure of a human|- Drawing; |Teacher’s Guide | |
| | | | |brain; | |page 26-40 | |
| | | | |- state the functions of the | |Longman KCSE Revision Biology| |
| | | | |various parts of a human brain;| | | |
| | | | | | |page 194-195 | |
| |2 | |Functions of major parts of the|By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |brain; |learners should be able to: - |- Note taking |108-110 | |
| | | | |state the functions of the |- Drawing; |Teacher’s Guide | |
| | | | |various parts of a human brain;| |page 26-40 | |
| | | | | | |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 194-195 | |
| |3 and 4 | |Cranial nerves; |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |Spinal cord; |learners should be able to: |- Note taking; |110-111 | |
| | | |Reflex actions; |- describe the cranial nerves; | |Teacher’s Guide | |
| | | |Simple reflex action |- draw the cross section of the| |page 26-40 | |
| | | | |spinal cord; | |Longman KCSE Revision Biology| |
| | | | |- describe the structure of the| | | |
| | | | |spinal cord; | |page 194-195 | |
| | | | |- distinguish between reflex | | | |
| | | | |action and reflex arc; | | | |
| | | | |- state the types of reflex | | | |
| | | | |actions; | | | |
| | | | |- define and explain the simple| | | |
| | | | |reflex action; | | | |
| |5 | |Conditioned reflex action; |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: - |- Note taking; |112-113 | |
| | | | |define the conditioned reflex | |Teacher’s Guide | |
| | | | |action; | |page 26-40 | |
| | | | |- explain the conditioned | |Longman KCSE Revision Biology| |
| | | | |reflex action; | | | |
| | | | | | |page 195-196 | |
|6 |1 | |Role of hormones in |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |coordination in a mammal |learners should be able to: |- Note taking; |114 | |
| | | | |- state the various endocrine | |Teacher’s Guide | |
| | | | |glands in the human body; | |page 26-40 | |
| | | | |- draw a diagram to show | |Longman KCSE Revision Biology| |
| | | | |position of endocrine glands in| | | |
| | | | |the human body; | |page 196-197 | |
| |2 | |Role of hormones in |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |coordination in a mammal |learners should be able to: |- Note taking |115 | |
| | | | |- name the hormones secreted by| |Teacher’s Guide | |
| | | | |the various endocrine glands | |page 26-40 | |
| | | | |and organs in man; | |Longman KCSE Revision Biology| |
| | | | |- state the functions of the | | | |
| | | | |various named hormones of the | |page 196-197 | |
| | | | |human endocrine system; | | | |
| |3 and 4 | |Role of hormones in |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |coordination in a mammal |learners should be able to: - |- Note taking; |119-120 | |
| | | |Effects of over secretion and |name the hormones secreted by | |Teacher’s Guide | |
| | | |under secretion of hormones; |the various endocrine glands | |page 26-40 | |
| | | | |and organs in man; | |Longman KCSE Revision Biology| |
| | | | |- state the functions of the | | | |
| | | | |various named hormones of the | |page 197-198 | |
| | | | |human endocrine system; | | | |
| | | | |- explain the effects of under | | | |
| | | | |secretion and over secretion of| | | |
| | | | |selected hormones in man; | | | |
| |5 | |Comparisons between nervous and|By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |endocrine systems; |learners should be able to: |- Note taking; |120-121 | |
| | | | |- state the similarities | |Teacher’s Guide | |
| | | | |between nervous and hormonal | |page 26-40 | |
| | | | |systems; | |Longman KCSE Revision Biology| |
| | | | |- state the differences between| | | |
| | | | |the nervous and endocrine | |page 198-199 | |
| | | | |system; | | | |
|7 |1 | |Effects of drug abuse on human |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |health; |learners should be able to: |- Note taking; |121-123 | |
| | | | |- define a drug; | |Teacher’s Guide | |
| | | | |- define drug abuse; | |page 26-40 | |
| | | | |- state the commonly abused | |Longman KCSE Revision Biology| |
| | | | |drugs; | | | |
| | | | |- explain the effects of drug | |page 203 | |
| | | | |abuse on human health; | | | |
| |2 | |Effects of drug abuse on human |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |health; |learners should be able to: - |- Note taking |121-123 | |
| | | | |state the commonly abused | |Teacher’s Guide | |
| | | | |drugs; | |page 26-40 | |
| | | | |- explain the effects of drug | |Longman KCSE Revision Biology| |
| | | | |abuse on human health; | | | |
| | | | | | |page 203 | |
| |3 and 4 | |The human eye: structure and |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |functions; |learners should be able to: |- Note taking; |121-128 | |
| | | | |- draw the structure of the | |Teacher’s Guide | |
| | | | |human eye; | |page 26-40 | |
| | | | |- state the function of the | |Longman KCSE Revision Biology| |
| | | | |human eye; | | | |
| | | | |- state the functions of the | |page 199-200 | |
| | | | |various parts of the human eye;| | | |
| | | | |- explain the adaptations of | | | |
| | | | |the human eye to its functions;| | | |
| |5 | |Structure and functions of the |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |human eye. |learners should be able to: - |- Note taking; |121-128 | |
| | | | |state the functions of the | |Teacher’s Guide | |
| | | | |various parts of the human eye;| |page 26-40 | |
| | | | |- explain the adaptations of | |Longman KCSE Revision Biology| |
| | | | |the human eye to its functions;| | | |
| | | | | | |page199-200 | |
|8 |1 | |Accommodation, image formation |By the end of the lesson |- Discussion; |Explore Biology Book 4 | |
| | | |and interpretation in humans |learners should be able to: |- Note taking; |page128-130 | |
| | | | |- define the tern | |Teacher’s Guide | |
| | | | |accommodation; | |page 26-40 | |
| | | | |- explain the process of | |Longman KCSE Revision Biology| |
| | | | |accommodation in man; | | | |
| | | | |- explain the events leading to| |page 201 | |
| | | | |image interpretation in man; | | | |
| |2 | |Accommodation, image formation |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |and interpretation in humans |learners should be able to: |- Note taking |128-130 | |
| | | | |- explain the process of | |Teacher’s Guide | |
| | | | |accommodation in man; | |page 26-40 | |
| | | | |- explain the events leading to| |Longman KCSE Revision Biology| |
| | | | |image interpretation in man; | | | |
| | | | | | |page 201 | |
| |3 and 4 | |Common eye defects and their |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |corrections |learners should be able to: |- Note taking; |130-132 | |
| | | | |- explain the term eye defect; | |Teacher’s Guide | |
| | | | |- state the various eye defects| |page 26-40 | |
| | | | |in man; | |Longman KCSE Revision Biology| |
| | | | |- state the causes, symptoms | | | |
| | | | |and corrections of various | |page 201 | |
| | | | |named eye defects in man; | | | |
| |5 | |Distance of the blind spot |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |132-133 | |
| | | | |- define the term blind spot; | |Teacher’s Guide | |
| | | | |- state the role of the blind | |page 26-40 | |
| | | | |spot; | |Longman KCSE Revision Biology| |
| | | | |- design an experiment to | | | |
| | | | |investigate the distance of the| |page201 | |
| | | | |blind spot; | | | |
|9 |1 | |The human ear: structure and |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |functions |learners should be able to: - |- Note taking; |133-136 | |
| | | | |draw the structure of the human| |Teacher’s Guide | |
| | | | |ear; | |page 26-40 | |
| | | | |- state the function of the | |Longman KCSE Revision Biology| |
| | | | |human ear; | | | |
| | | | |- state the functions of the | |page 202 | |
| | | | |various parts of the human ear;| | | |
| | | | |- explain the adaptations of | | | |
| | | | |the human ear to its functions;| | | |
| |2 | |Structure and functions of the |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |human ear; |learners should be able to: - |- Note taking |133-136 | |
| | | | |state the functions of the | |Teacher’s Guide | |
| | | | |various parts of the human ear;| |page 26-40 | |
| | | | |- explain the adaptations of | |Longman KCSE Revision Biology| |
| | | | |the human ear to its functions;| | | |
| | | | | | |page 202 | |
| |3 and 4 | |Structure and functions of the |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |ear; |learners should be able to: |- Note taking; |136-137 | |
| | | |common ear defects. |- explain the adaptations of | |Teacher’s Guide | |
| | | | |the human ear to its functions;| |page 26-40 | |
| | | | |- state the various ear defects| |Longman KCSE Revision Biology| |
| | | | |in man; | | | |
| | | | |- state the causes, symptoms | |page 203 | |
| | | | |and corrections of various | | | |
| | | | |named ear defects in man; | | | |
| | | | | | | | |
| | | | | | | | |
| |5 | |Support and movement in Plants |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |and animals; |learners should be able to: |- Note taking; |140-141 | |
| | | |Introduction; |- define support and | |Teacher’s Guide | |
| | | |Support and movement in plants |locomotion; | |page 41-47 | |
| | | |Necessity of support and |- state the necessity of | |Longman KCSE Revision Biology| |
| | | |movement in plants |support and movement in plants;| | | |
| | | | | | |page 207 | |
|10 |1 | |Tissue distribution in plant |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |stems |learners should be able to: |- Note taking; |141-142 | |
| | | | |- name support tissues in | |Teacher’s Guide | |
| | | | |plants; | |page 41-47 | |
| | | | |- show tissue distribution in | |Longman KCSE Revision Biology| |
| | | | |herbaceous plants; | | | |
| | | | |- state the structure and | |page 207-208 | |
| | | | |functions of various supportive| | | |
| | | | |tissues in plants; | | | |
| |2 | |Tissue distribution in plant |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |stems |learners should be able to: - |- Note taking |141-144 | |
| | | | |show tissue distribution in | |Teacher’s Guide | |
| | | | |herbaceous plants; | |page 41-47 | |
| | | | |- state the structure and | |Longman KCSE Revision Biology| |
| | | | |functions of various supportive| | | |
| | | | |tissues in plants; | |page207-208 | |
| | | | | | | | |
| |3 and 4 | |- Wilting in herbaceous plants;|By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |- Observing permanent slides of|learners should be able to: |- Note taking; |145-148 | |
| | | |tissue distribution in plants |- define wilting; | |Teacher’s Guide | |
| | | |- Preparation and observation |- explain the process and | |page 41-47 | |
| | | |of temporary slides; |significance of wilting in | |Longman KCSE Revision Biology| |
| | | | |plants; | | | |
| | | | |- observe and draw various | |page 208 | |
| | | | |supportive tissues in plants; | | | |
| | | | |- prepare temporary slides of | | | |
| | | | |supportive tissues in plants; | | | |
| |5 | |Support and movement in |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |animals; |learners should be able to: |- Note taking; |148 | |
| | | |Necessity of support and |- state and explain the | |Teacher’s Guide | |
| | | |movement in animals |necessity of support and | |page 41-47 | |
| | | | |movement in animals; | |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 208 | |
|11 |1 | |- Types and functions of |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |skeletons in animals |learners should be able to: |- Note taking; |148-150 | |
| | | | |- define a skeleton; | |Teacher’s Guide | |
| | | | |- state the types of skeletons | |page 41-47 | |
| | | | |in animals; | |Longman KCSE Revision Biology| |
| | | | |- describe the structure and | | | |
| | | | |functions of the various named | |page 209-210 | |
| | | | |skeletons in animals; | | | |
| |2 | |Types and functions of |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | |skeletons in animals |learners should be able to: |- Note taking |148-150 | |
| | | | |- state the types of skeletons | |Teacher’s Guide | |
| | | | |in animals; | |page 41-47 | |
| | | | |- describe the structure and | |Longman KCSE Revision Biology| |
| | | | |functions of the various named | | | |
| | | | |skeletons in animals; | |page 209-210 | |
| |3 and 4 | |Locomotion in a finned fish |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |151-153 | |
| | | | |- draw and label the structure | |Teacher’s Guide | |
| | | | |of a finned fish; | |page 41-47 | |
| | | | |- describe the structure of a | |Longman KCSE Revision Biology| |
| | | | |finned fish; | | | |
| | | | |- explain the adaptations of a | |page 210 | |
| | | | |finned fish to locomotion; | | | |
| | | | | | | | |
| |5 | |Locomotion in a finned fish |By the end of the lesson |- Discussion; |Explore Biology Book 4 page | |
| | | | |learners should be able to: |- Note taking; |151-153 | |
| | | | |- explain the adaptations of a | |Teacher’s Guide | |
| | | | |finned fish to locomotion; | |page 41-47 | |
| | | | | | |Longman KCSE Revision Biology| |
| | | | | | | | |
| | | | | | |page 210 | |
|12 |1 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers; | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes; | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting; | | |
| | | | | | | | |
| | | | | | | | |
| |2 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting | | |
| |3 and 4 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting; | | |
| |5 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting | | |
|13 |1 | |Mock Examinations |By the end of the lesson |- students answer questions | | |
| | | | |learners should be able to: |asked in the exam papers; |- question papers | |
| | | | |- give answers to the questions|- teacher supervises learners|- marking schemes | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting; | | |
| |2 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting; | | |
| |3 and 4 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting | | |
| |5 | |Mock Examinations |By the end of the lesson |- students answer questions |- question papers | |
| | | | |learners should be able to: |asked in the exam papers; |- marking schemes | |
| | | | |- give answers to the questions|- teacher supervises learners| | |
| | | | |asked in the examination |during the examinations | | |
| | | | |papers; |sitting; | | |
TERM 3
|WK |PRD |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES |REMARKS |
|1 |1 |The mammalian skeleton; |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |The axial mammalian skeleton |should be able to: |- Note taking; |154-155 | |
| | | |- state the main parts of the mammalian|- Class experiments; |Teacher’s Guide | |
| | | |skeleton; |- Observations |page 41-47 | |
| | | |- define the axial skeleton; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- state the components of the axial | |page 211 | |
| | | |skeleton; | | | |
| | | | | | | |
| |2 |The axial skeleton |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |Skull |should be able to: |- Note taking; |155-157 | |
| | | |- describe the structure of the skull; |- Class experiments; |Teacher’s Guide | |
| | | |- state the functions of the skull; |- Observations |page 41-47 | |
| | | |- draw the diagram of the skull; |- Drawing; |Longman KCSE Revision Biology | |
| | | | | |page 211 | |
| |3 and 4 |Rib cage and sternum |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: |- Note taking; |156 | |
| | | |- state the distinguishing features of |- Class experiments; |Teacher’s Guide | |
| | | |the rib and the sternum; |- Observations |page 41-47 | |
| | | |- state the functions of the rib; and |- Drawing; |Longman KCSE Revision Biology | |
| | | |sternum; | |page 211 | |
| | | |- draw the diagrams of the rib and the | | | |
| | | |sternum; | | | |
| | | |- explain the adaptations of the rib | | | |
| | | |and the sternum; | | | |
| |5 |The structure of vertebrae |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: - state the |- Note taking; |157-158 | |
| | | |distinguishing features of a vertebrae;|- Class experiments; |Teacher’s Guide | |
| | | |- state the functions of the vertebrae;|- Observations |page 41-47 | |
| | | | |- Drawing; |Longman KCSE Revision Biology | |
| | | | | |page 211 | |
|2 |1 |The cervical vertebrae |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page 159| |
| | | |should be able to: |- Note taking; | | |
| | | |- state the distinguishing features of |- Class experiments; |Teacher’s Guide | |
| | | |the vertebrae; |- Observations |page 41-47 | |
| | | |- draw the diagram of the cervical |- Drawing; |Longman KCSE Revision Biology | |
| | | |vertebrae; | |page 211 | |
| | | |- explain the adaptations of the | | | |
| | | |cervical vertebrae; | | | |
| |2 |The axis and atlas |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: - state the |- Note taking; |159-160 | |
| | | |distinguishing features of the axis and|- Class experiments; |Teacher’s Guide | |
| | | |atlas; |- Observations |page 41-47 | |
| | | |- draw the diagram of the axis and |- Drawing; |Longman KCSE Revision Biology | |
| | | |atlas; | |page 211 | |
| | | |- explain the adaptations of the axis | | | |
| | | |and atlas; | | | |
| |3-4 |Thoracic vertebrae |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |The lumbar vertebrae |should be able to: |- Note taking; |160-161 | |
| | | |- state the distinguishing features of |- Class experiments; |Teacher’s Guide | |
| | | |the thoracic and lumbar vertebrae; |- Observations |page 41-47 | |
| | | |- draw the diagram of the thoracic and |- Drawing; |Longman KCSE Revision Biology | |
| | | |lumbar vertebrae; | |page 211 | |
| | | |- explain the adaptations of the | | | |
| | | |thoracic and lumbar vertebrae; | | | |
| |5 |Sacral vertebrae |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page 161| |
| | | |should be able to: |- Note taking; | | |
| | | |- state the distinguishing features of |- Class experiments; |Teacher’s Guide | |
| | | |the sacral vertebrae; |- Observations |page 41-47 | |
| | | |- draw the diagram of the sacral |- Drawing; |Longman KCSE Revision Biology | |
| | | |vertebrae; | |page 211 | |
| | | |- explain the adaptations of the sacral| | | |
| | | |vertebrae; | | | |
|3 |1 |Caudal vertebrae |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: - state the |- Note taking; |161-162 | |
| | | |distinguishing features of the caudal |- Class experiments; |Teacher’s Guide | |
| | | |vertebrae; |- Observations |page 41-47 | |
| | | |- draw the diagram of the caudal |- Drawing; |Longman KCSE Revision Biology | |
| | | |vertebrae; | |page 211 | |
| | | |- explain the adaptations of the caudal| | | |
| | | |vertebrae; | | | |
| |2 |Appendicular skeleton |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |Components |should be able to: - define the |- Note taking; |163 | |
| | | |appendicular skeleton; |- Class experiments; |Teacher’s Guide | |
| | | |- state the components of the |- Observations |page 41-47 | |
| | | |appendicular skeleton; |- Drawing; |Longman KCSE Revision Biology | |
| | | | | |page 212 | |
| |3 and 4 |The pectoral girdle and the |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |forelimbs; |should be able to: |- Note taking; |163-164 | |
| | |Components |- state the components of the pectoral |- Class experiments; |Teacher’s Guide | |
| | |The scapula |girdle; |- Observations |page 41-47 | |
| | | |- state the components of the |- Drawing; |Longman KCSE Revision Biology | |
| | | |forelimbs; | |page 212 | |
| | | |- describe the structure of the | | | |
| | | |scapula; | | | |
| | | |- draw the diagram of the scapula; | | | |
| | | |- explain the adaptations of the | | | |
| | | |scapula; | | | |
| |5 |The humerus |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page 164| |
| | | |should be able to: |- Note taking; | | |
| | | |- describe the structure of the |- Class experiments; |Teacher’s Guide | |
| | | |humerus; |- Observations |page 41-47 | |
| | | |- draw the diagram of the humerus; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- explain the adaptations of the | |page 212 | |
| | | |humerus; | | | |
|4 |1 |The radius and ulna |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page 164| |
| | | |should be able to: - state the |- Note taking; | | |
| | | |distinguishing features of the radius |- Class experiments; |Teacher’s Guide | |
| | | |and ulna; |- Observations |page 41-47 | |
| | | |- draw the diagram of the radius and |- Drawing; |Longman KCSE Revision Biology | |
| | | |ulna; | |page 212 | |
| | | |- explain the adaptations of the radius| | | |
| | | |and ulna; | | | |
| |2 |Carpals, metacarpals and the |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |phalanges |should be able to: - describe the |- Note taking; |165-166 | |
| | | |structure of the carpals, metacarpals |- Class experiments; |Teacher’s Guide | |
| | | |and phalanges; |- Observations |page 41-47 | |
| | | |- draw the diagram of the phalanges; |- Drawing; |Longman KCSE Revision Biology | |
| | | | | |page 213 | |
| |3 and 4 |The pelvic girdle and the in limbs |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |Components |should be able to: |- Note taking; |166-167 | |
| | |Pelvic girdle |- state the parts of the pelvic girdle |- Class experiments; |Teacher’s Guide | |
| | | |and the forelimbs; |- Observations |page 41-47 | |
| | | |- draw and label the pelvic girdle; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- state the functions of the various | |page 213 | |
| | | |parts the pelvic girdle; | | | |
| | | |- explain the adaptations of the pelvic| | | |
| | | |girdle to its functions; | | | |
| |5 |The femur |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page 167| |
| | | |should be able to: - describe the |- Note taking; | | |
| | | |structure of the femur; |- Class experiments; |Teacher’s Guide | |
| | | |- draw the diagram of the femur; |- Observations |page 41-47 | |
| | | |- explain the adaptations of the femur;|- Drawing; |Longman KCSE Revision Biology | |
| | | | | |page 213 | |
|5 |1 |The tibia and fibula |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: - describe the |- Note taking; |167-168 | |
| | | |structure of the tibia and fibula; |- Class experiments; |Teacher’s Guide | |
| | | |- draw the diagram of the tibia and |- Observations |page 41-47 | |
| | | |fibula; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- explain the adaptations of the tibia | |page 213 | |
| | | |and fibula; | | | |
| |2 |The tarsals, metatarsals and |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |phalanges; |should be able to: - describe the |- Note taking; |168-169 | |
| | | |structure of the tarsals, metatarsals |- Class experiments; |Teacher’s Guide | |
| | | |and phalanges; |- Observations |page 41-47 | |
| | | |- draw the diagram of the tarsals, |- Drawing; |Longman KCSE Revision Biology | |
| | | |metatarsals and phalanges; | |page 213 | |
| |3 and 4 |Types and functions of movable joints|By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |Structure; |should be able to: |- Note taking; |169-170 | |
| | |Types; |- define a joint; |- Class experiments; |Teacher’s Guide | |
| | | |- distinguish between movable and |- Observations |page 41-47 | |
| | | |immovable joint; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- describe the structure of a movable | |page 214 | |
| | | |joint; | | | |
| | | |- state the functions of various parts | | | |
| | | |of a movable joint; | | | |
| |5 |The hinge joint; |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: |- Note taking; |170-171 | |
| | | |- define a hinge joint; |- Class experiments; |Teacher’s Guide | |
| | | |- state examples of body regions with a|- Observations |page 41-47 | |
| | | |hinge joint; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- draw a hinge joint; | |page 214 | |
| | | |- state the parts of a hinge joint; | | | |
| | | |- describe the structure and | | | |
| | | |functioning of a hinge joint; | | | |
|6 |1 |The ball and socket joint; |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | | |should be able to: |- Note taking; |171 | |
| | | |- define a ball and socket joint; |- Class experiments; |Teacher’s Guide | |
| | | |- state examples of body regions with a|- Observations |page 41-47 | |
| | | |ball and socket joint; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- draw a ball and socket joint; | |page 214 | |
| | | |- state the parts of a ball and socket | | | |
| | | |joint; | | | |
| | | |- describe the structure and | | | |
| | | |functioning of a ball and socket joint;| | | |
| | | | | | | |
| |2 |Structure and functions of and |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |location of cardiac, smooth and |should be able to: |- Note taking; |171-172 | |
| | |skeletal muscles; |- define a muscle; |- Class experiments; |Teacher’s Guide | |
| | |Cardiac muscles; |- state the types of muscles in |- Observations |page 41-47 | |
| | | |mammals; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- define cardiac muscles; | |page 215 | |
| | | |- state body regions where cardiac | | | |
| | | |muscle is found; | | | |
| | | |- draw and label the cardiac muscle; | | | |
| | | |- describe the properties of the | | | |
| | | |cardiac muscles; | | | |
| |3 and 4 |Smooth muscles |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |Skeletal muscles; |should be able to: |- Note taking; |172 | |
| | | |- define smooth and skeletal muscles; |- Class experiments; |Teacher’s Guide | |
| | | |- state body regions where smooth and |- Observations |page 41-47 | |
| | | |skeletal muscles are found; |- Drawing; |Longman KCSE Revision Biology | |
| | | |- draw and label the smooth and | |page 215 | |
| | | |skeletal muscles; | | | |
| | | |- describe the properties of the smooth| | | |
| | | |and skeletal muscles; | | | |
| |5 |Role of muscles in movement of the |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 page | |
| | |arm in humans. |should be able to: |- Note taking; |172-173 | |
| | | |- draw the diagram of the forelimb of |- Class experiments; |Teacher’s Guide | |
| | | |man; |- Observations |page 41-47 | |
| | | |- explain the role of biceps muscles |- Drawing; |Longman KCSE Revision Biology | |
| | | |and triceps muscles in straightening | |page 215-216 | |
| | | |and bending movements of the arm; | | | |
|7 |1 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |2 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |3 and 4 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
| |5 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
|8 |1 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |2 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |3 and 4 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |5 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
|9 |1 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |2 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
| |3 and 4 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |5 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
|10 |1 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |2 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
| |3 and 4 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: |- Note taking; |Teacher’s Guide | |
| | | |- give answers to questions from |- Class experiments; | | |
| | | |various selected areas of the syllabus;|- Observations | | |
| | | | |- Drawing; | | |
| |5 |Syllabus Revision |By the end of the lesson learners |- Discussion; |Explore Biology Book 4 | |
| | | |should be able to: - give answers to |- Note taking; |Teacher’s Guide | |
| | | |questions from various selected areas |- Class experiments; | | |
| | | |of the syllabus; |- Observations | | |
| | | | |- Drawing; | | |
|11 |1 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |2 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |3 and 4 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |5 |KCSE Examinations |By the end of the exams learners should| |- question paper; | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
|12 |1 |KCSE Examinations | | |- question papers; | |
| | | |By the end of the exams learners should| | | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |2 |KCSE Examinations |By the end of the exams learners should| |- question papers; | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |3 and 4 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |5 |KCSE Examination |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
|13 |1 |KCSE Examinations |By the end of the exams learners should| | | |
| | | |be able to: | |- question papers | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |2 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |3 and 4 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
| |5 |KCSE Examinations |By the end of the exams learners should| |- question papers | |
| | | |be able to: | | | |
| | | |- Give responses to questions asked for| | | |
| | | |in the examination papers; | | | |
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