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Welcome to the Longman Kenya schemes of work

We are delighted to bring you schemes of work ready for use.

The schemes of work are in line with our mission which is to make your work easy so you can focus on the business of teaching. While preparing these schemes, careful consideration was given to the need to make your classes innovative, lively and inspiring. The schemes cover the entire secondary cycle, from form 1 to 4. You will need to scroll down the CD to get to your specific subject area. The subject areas are arranged alphabetically.

We do hope you will find the suggested activities and resources motivating and in line with the curriculum requirements. The schemes are a guide and you should adapt them to suit your particular circumstances.

The schemes of work are based on the following tried and tested Longman Kenya textbooks and supplementary books:

Textbooks

• Explore Biology Form 1-4

Reference Books

• Longman KCSE Biology Revision

To make the most of the schemes you need to have the books listed above.

We know that in this new era of multi-media technology the needs and expectations of your learners are constantly changing, and we aim to provide inspiring, innovating and high-value books that will keep them interested. Whatever your subject area or interest Longman Kenya has something for you.

We look forward to supporting you and your learners over the coming years and hope you enjoy using our schemes of work.

Do not hesitate to contact me for any clarifications.

Best wishes

Jacob Macharia

Sales Manager, Longman Kenya

Tel: Mobile – 0724 159770

Office – 020 2219177

TERM 1

|WK |PRD |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES |REMARKS |

|1 |1 |Meaning and importance of |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 1 | |

| | |transport systems |able to: |Note taking |Longman KCSE Revision Biology page 72| |

| | | |- define transport; |Informal lecture | | |

| | | |- state the importance of transport systems | | | |

| | | |in living organisms; | | | |

| |2 and 3 |Necessity of transport in animals |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 2-3 | |

| | |Substances that need to be |able to: |Note taking |Longman KCSE Revision Biology page | |

| | |transported; |- state the necessity of transport in living |Informal lecture |72-73 | |

| | | |things; | | | |

| | | |- state and explain the variation and types | | | |

| | | |of transport systems in animals | | | |

| |4 |Transport in plants; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 3-4 | |

| | |Absorption of water and mineral |able to: |Note taking |Longman KCSE Revision Biology page | |

| | |salts; |-explain the concept of transport in plants; |Informal lecture |73; | |

| | | |- describe the structure of root and root | |- wall chart with diagram showing | |

| | | |hairs; | |roots and root hairs; | |

| | | |- explain the role of root and root hairs in | |- wall chart showing absorption of | |

| | | |absorption of water and mineral salts; | |water through the root hairs; | |

|2 |1 |Absorption of water |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 4-5 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology | |

| | | |- describe the absorption of water through |Informal lecture |page73-74 | |

| | | |the root hairs | |- wall chart showing absorption of | |

| | | |. | |water through the root hairs; | |

| |2 and 3 |Absorption of mineral salts; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 6 | |

| | |Cross sections of stems and roots;|able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- describe the process of absorption of |Informal lecture |74-75; | |

| | | |mineral salts through the root hairs; | |- wall chart showing absorption of | |

| | | |- mount stem and root sections of | |water through the root hairs; | |

| | | |monocotyledons and dicotyledons under a | |- wall charts showing labeled | |

| | | |microscope; | |diagrams of cross sections of stems | |

| | | |- draw sections of roots and stems as | |and roots of dicotyledonous and | |

| | | |observed under a microscope; | |monocotyledonous plants; | |

| | | |- compare the root and stem sections of | | | |

| | | |dicotyledons and monocotyledons; | | | |

| |4 |Transpiration |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 8 | |

| | |Meaning and process |able to: |Note taking |Longman KCSE Revision Biology page 75| |

| | | |- define transpiration; |Informal lecture | | |

| | | |- describe the process of transpiration in | | | |

| | | |plants; | | | |

|3 |1 |Importance of transpiration; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 8 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 75| |

| | | |- state and explain the importance of |Informal lecture | | |

| | | |transpiration; | | | |

| |2 and 3 |The transpiration stream |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 8-9 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 75| |

| | | |- define the transpiration stream; |Drawing | | |

| | | |- explain the series of events that lead to |Informal lecture | | |

| | | |the transpiration stream; |Class experiment | | |

| |4 |The structure of the leaf; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 9-13 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- describe the structure of a leaf; |Drawing |75-75 | |

| | | |- draw and label the internal structure of |Class experiment |- wall charts showing labeled | |

| | | |the leaf; | |diagrams of internal structure of a | |

| | | | | |leaf; | |

|4 |1 |Structure of the leaf; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 9-13 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- draw the structure of the leaf; |Informal lecture |75-76 | |

| | | |- state the functions of the various named |Class experiment |- wall charts showing labeled | |

| | | |internal parts of a leaf; | |diagrams of internal structure of a | |

| | | | | |leaf; | |

| |2 and 3 |Comparing transpiration in lower |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 12-14 | |

| | |and upper epidermis |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- design an experiment to compare the rates |Informal lecture |- potted plants; transparent | |

| | | |of transpiration in upper and lower epidermis| |polythene bags, freshly picked | |

| | | |of the leaf; | |leaves, cobalt chloride paper; | |

| | | |- compare the rates of transpiration in upper| | | |

| | | |and lower epidermis; | | | |

| |4 |Structure and function of xylem |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 14-15 | |

| | |and phloem |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | |Xylem structure; |- state the functions of the xylem and |Informal lecture |- wall charts showing labeled | |

| | | |phloem; | |diagrams of structure of xylem | |

| | | |- state the components of the xylem tissue; | |vessels and tracheids; | |

| | | |- describe the structure of the xylem tissue;| |- photographs showing diagrams of the| |

| | | | | |xylem vessels and tracheids; | |

|5 |1 |Adaptation of xylem to its |By the end of the lesson learners should be |Discussion |Explore Biology Book 2page 16 | |

| | |function |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- explain the adaptations of the xylem tissue|Informal lecture |- wall charts showing labeled | |

| | | |to its functions; | |diagrams of structure of xylem | |

| | | | | |vessels and tracheids; | |

| |2 and 3 |Factors affecting transpiration; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 16-18 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- state the environmental and structural |Drawing |76; | |

| | | |factors affecting the rates of transpiration;|Informal lecture |- handouts of photographs of plants | |

| | | |- explain the environmental and structural |Class experiment |from arid regions; | |

| | | |factors affecting the rates of transpiration;| |- live specimens of leaves / twigs of| |

| | | | | |plants form arid regions; | |

| |4 |Factors affecting transpiration; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 16-18 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- state the environmental and structural |Drawing | | |

| | | |factors affecting the rates of transpiration;|Informal lecture | | |

| | | |- explain the environmental and structural | | | |

| | | |factors affecting the rates of transpiration;| | | |

|6 |1 |Investigating rates of |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 19-21 | |

| | |transpiration in different |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | |environmental conditions |- design experiments to investigate rates of |Drawing | | |

| | | |transpiration in various environmental |Informal lecture | | |

| | | |conditions; | | | |

| | | |- explain effects of changing environmental | | | |

| | | |conditions on rates of transpiration; | | | |

| |2 and 3 |The potometer; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 21-22 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- define a potometer; |Drawing |- potometer, leafy shoot, water, | |

| | | |- state the uses of a potometer; | |Vaseline, rubber bung, distilled | |

| | | |- draw the diagram of a potometer; | |water; etc; | |

| | | |- describe the structure of a potometer; | |- wall chart showing a labeled | |

| | | | | |diagram of the potometer; | |

| |4 |The potometer |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 21-22 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- set up a potometer to investigate |Drawing |- potometer, leafy shoot, water, | |

| | | |transpiration; | |Vaseline, rubber bung, distilled | |

| | | |- explain the use of a potometer in | |water; etc; | |

| | | |investigating transpiration; | |- wall chart showing a labeled | |

| | | | | |diagram of the potometer; | |

|7 |1 |Forces involved in transpiration; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 22-24 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 75| |

| | | |- state the forces involved in transpiration;|Drawing | | |

| | | |- explain the role of the various named | | | |

| | | |forces in transpiration; | | | |

| |2 and 3 |Forces involved in transpiration |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 22-24 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 76| |

| | | |- state the forces involved in transpiration;|Drawing | | |

| | | |- explain the role of the various named | | | |

| | | |forces in transpiration; | | | |

| |4 |Forces involved in transpiration; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 22-24 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 75| |

| | | |- state the forces involved in transpiration;|Drawing | | |

| | | |- explain the role of the various named | | | |

| | | |forces in transpiration; | | | |

|8 |1 |Translocation |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 24 | |

| | |The phloem |able to: |Note taking |Longman KCSE Revision Biology page76 | |

| | | |- define translocation; |Drawing |- wall chart with a labeled diagram | |

| | | |- state the site of translocation; | |of the phloem tissue; | |

| | | |- draw the diagram of the phloem tissue; | |- wall chart with photograph showing | |

| | | | | |the phloem tissue; | |

| |2 and 3 |The phloem –structure and |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 24-25 | |

| | |function; |able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- draw the diagram of the phloem tissue; |Drawing |76-77 | |

| | | |- describe the structure of the phloem |Informal lecture |- wall chart with a labeled diagram | |

| | | |tissue; | |of the phloem tissue; | |

| | | |- explain the role of the phloem tissue in | |- wall chart with photograph showing | |

| | | |translocation; | |the phloem tissue; | |

| |4 |Adaptation of the phloem to its |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 24-25 | |

| | |function |able to: |Note taking |Longman KCSE Revision Biology page | |

| | | |- describe the adaptations of the phloem |Drawing |76-77 | |

| | | |tissue to its functions; | |- wall chart with a labeled diagram | |

| | | | | |of the phloem tissue; | |

| | | | | |- wall chart with photograph showing | |

| | | | | |the phloem tissue; | |

|9 |1 |Transport in animals |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 25-26 | |

| | |- comparison between open and |able to: |Note taking |Longman KCSE Revision Biology page77 | |

| | |closed circulatory system |- differentiate between open and closed |Drawing | | |

| | | |circulatory systems; | | | |

| | | |- compare closed and open circulatory | | | |

| | | |systems; | | | |

| |2 – 3 |Mammalian circulatory system |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 26-27 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 78| |

| | | |- draw and label a diagram of the mammalian |Drawing |- wall chart with a labeled diagram | |

| | | |circulatory system; | |of the mammalian circulatory system; | |

| | | |- describe the mammalian circulatory system; | | | |

| | | |- state the major blood vessels of the | | | |

| | | |mammalian circulatory system and state their | | | |

| | | |roles; | | | |

| |4 |Single circulation |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 28 | |

| | |Double circulation; |able to: |Note taking |Longman KCSE Revision Biology page 77| |

| | | |- distinguish between single and double |Drawing | | |

| | | |circulatory systems; | | | |

| | | |- describe single circulatory system; | | | |

|10 |1 |Double circulation |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 28-29 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 78| |

| | | |- draw and label a diagram to represent |Drawing |- wall chart with a labeled diagram | |

| | | |double circulatory system; | |of the mammalian double circulatory | |

| | | |- describe double circulatory system; | |system; | |

| | | |- compare single and double circulatory | | | |

| | | |system; | | | |

| |2 – 3 |Structure and function of the |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 30 | |

| | |heart; |able to: |Note taking |Longman KCSE Revision Biology page 78| |

| | | |- draw and label the diagram of a mammalian |Drawing |- wall chart with a labeled diagram | |

| | | |heart; |Informal lecture |of the mammalian heart; | |

| | | |- describe the structure of the mammalian | |- freshly obtained specimens of | |

| | | |heart; | |mammalian heart preferably from goat | |

| | | |- name the main blood vessels connecting to | |or sheep; scalpels; hand lens; | |

| | | |the mammalian heart; | | | |

| |4 |Blood circulation through the |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 31-32 | |

| | |heart; |able to: |Note taking |Longman KCSE Revision Biology page 78| |

| | | |- draw and label a diagram of the |Drawing |- wall chart with a labeled diagram | |

| | | |longitudinal section of a mammalian heart; | |of the internal structure of the | |

| | | |- describe the process of blood circulation | |mammalian heart; | |

| | | |through the mammalian heart; | |- freshly obtained specimens of | |

| | | | | |mammalian heart preferably from goat | |

| | | | | |or sheep; scalpels; hand lens; | |

| | | | | | | |

|11 |1 |The heart beat |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 34 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 78| |

| | | |- define heart beat; |Drawing |- wall chart with a labeled diagram | |

| | | |- explain the process of beating and | |of the mammalian heart showing the | |

| | | |excitation of the heart; | |position of the SAN and AVN; | |

| |2 – 3 |Blood vessels |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 35-39 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 79| |

| | | |- name the three main types of blood vessels;|Drawing |-wall chart showing labeled diagrams | |

| | | |- define an artery; | |of the various blood vessels: | |

| | | |- draw the cross sectional diagram of an | |arteries, veins and capillaries; | |

| | | |artery; | |- wall charts with photographs of the| |

| | | |- explain the structure and functions of | |various blood vessels; | |

| | | |arteries; | | | |

| | | |- explain the adaptations of arteries to | | | |

| | | |their functions; | | | |

| | | |- define a vein; | | | |

| | | |- draw the cross-sectional diagram of a vein;| | | |

| | | |- explain the structure and functions of | | | |

| | | |veins; | | | |

| | | |- explain the adaptations of veins to their | | | |

| | | |functions; | | | |

| | | |- compare the structure and function of | | | |

| | | |arteries and veins; | | | |

| |4 |Blood vessels |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 35-39 | |

| | | |able to: |Note taking |Longman KCSE Revision Biology page 79| |

| | | |- define a blood capillary; |Drawing |- freshly obtained specimens of | |

| | | |- explain the structure and functions of | |mammalian heart preferably from goat | |

| | | |blood capillaries; | |or sheep; scalpels; hand lens; | |

| | | |- draw the cross-sectional diagram of a blood| | | |

| | | |capillary; | | | |

| | | |- explain the adaptations of blood | | | |

| | | |capillaries to their functions; | | | |

|12 |1 |Diseases and defects of the |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 39-41 | |

| | |circulatory system |able to: |Note taking |Longman KCSE Revision Biology page 80| |

| | | |- state the diseases and defects of the |Drawing |- wall charts with photographs | |

| | | |circulatory system; | |showing various defects of the | |

| | | |- state the causes, signs and symptoms of | |circulatory system | |

| | | |coronary thrombosis; | | | |

| |2 – 3 |Diseases and defects of the |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 39-41 | |

| | |circulatory system |able to: |Note taking |Longman KCSE Revision Biology page 80| |

| | | |- state the causes, signs and symptoms of |Drawing |- wall charts with photographs | |

| | | |coronary thrombosis; |Informal lecture |showing various defects of the | |

| | | |- state the effects of coronary thrombosis; | |circulatory system | |

| | | |- state the treatment and prevention of | | | |

| | | |coronary thrombosis; | | | |

| |4 |Diseases and defects of the |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 page 39-41 | |

| | |circulatory system |able to: |Note taking |Longman KCSE Revision Biology page 80| |

| | | |- state the causes, signs and symptoms of |Drawing |- wall charts with photographs | |

| | | |coronary varicose veins; | |showing various defects of the | |

| | | |- state the treatment and prevention of | |circulatory system | |

| | | |varicose veins; | | | |

| | | |- state the causes, signs and symptoms of | | | |

| | | |arteriosclerosis; | | | |

| | | |- state the effects of arteriosclerosis; | | | |

| | | |- state the treatment and prevention of | | | |

| | | |arteriosclerosis; | | | |

|13 |1 |Examinations |By the end of the lesson learners should be |Writing; drawing and answering |Exam paper; | |

| | | |able to: |questions by learners; |Marking schemes; | |

| | | |- give answers to the questions asked in the |teacher supervises learners as | | |

| | | |examination papers; |the write examinations; | | |

| |2 and 3 |Examinations |By the end of the lesson learners should be |Writing; drawing and answering |Exam paper; | |

| | | |able to: |questions by learners; |Marking schemes; | |

| | | |- give answers to the questions asked in the |teacher supervises learners as | | |

| | | |examination papers; |the write examinations; | | |

| |4 |Examinations |By the end of the lesson learners should be |Writing; drawing and answering |Exam paper; | |

| | | |able to: |questions by learners; |Marking schemes; | |

| | | |- give answers to the questions asked in the |teacher supervises learners as | | |

| | | |examination papers; |the write examinations; | | |

TERM 2

|WK |PRD |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES |REMARKS |

|1 |1 |Structure and functions of blood |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | |Composition of blood; |able to: |Note taking; |- Wall chart with a diagram of flow | |

| | | |- state the components of the mammalian |Drawing |chart showing components of mammalian| |

| | | |blood; | |blood; | |

| | | |- describe the structure of mammalian blood; | | | |

| |2 and 3 |Blood plasma |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Drawing; | | |

| | | |- describe the structure of blood plasma; |Note taking; | | |

| | | |- state the components of the mammalian | | | |

| | | |blood; | | | |

| | | |- explain the functions of the mammalian | | | |

| | | |blood; | | | |

| |4 |Red blood cells |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- Wall chart with a labeled diagram | |

| | | |- describe the structure of the red blood |Drawing |of the structures of the red blood | |

| | | |cells; | |cells; | |

| | | |- state the functions of the red blood cells;| |- hand outs with photographs of the | |

| | | | | |mammalian red blood cells; | |

|2 |1 |Red blood cells |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Drawing; | | |

| | | |- explain the role of the red blood cells in |Note taking; | | |

| | | |oxygen transport; | | | |

| | | |- explain the effects of altitude on oxygen | | | |

| | | |transport in red blood cells; | | | |

| | | | | | | |

| | | | | | | |

| |2 and 3 |Red blood cells |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- Wall chart with a labeled diagram | |

| | | |- explain the effect of carbon (IV) oxide on |Drawing; |of the structures of the red blood | |

| | | |red blood cells; | |cells; | |

| | | |- explain the role of red blood cells in | |- hand outs with photographs of the | |

| | | |carbon (IV) oxide transport; | |mammalian red blood cells; | |

| | | |- explain the adaptations of the mammalian | | | |

| | | |red blood cells to its functions; | | | |

| |4 |White blood cells |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- Wall chart with a labeled diagram | |

| | | |- state the function of white blood cells; |Drawing; |of the structures of the white blood | |

| | | |- state and describe the types of white blood| |cells; | |

| | | |cells; | |- hand outs with photographs of the | |

| | | |- describe the structure of white blood | |mammalian white blood cells; | |

| | | |cells; | | | |

|3 |1 |Blood platelets |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall chart with a showing a flow | |

| | | |- state the role of blood platelets; | |chart representing the blood clotting| |

| | | |- describe the structure of blood platelets; | |process in man; | |

| | | |- explain the process of blood clotting; | | | |

| | | |- state the significance of blood clotting; | | | |

| |2 and 3 |Blood groups |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- state the blood group systems in man; | | | |

| | | |- explain the ABO blood group system in man; | | | |

| | | | | | | |

| |4 |Blood groups |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- explain blood transfusion and blood | | | |

| | | |donation; | | | |

| | | |- explain the effects of blood antigens and | | | |

| | | |antibodies in blood transfusion; | | | |

| | | |- explain the universal donor and universal | | | |

| | | |recipient; | | | |

|4 |1 |The rhesus factor system |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- define the rhesus factor system; |Informal lecture | | |

| | | |- explain the rhesus factors system; | | | |

| | | |- describe the haemolytic disease of the new | | | |

| | | |born; | | | |

| |2 and 3 |The lymphatic system |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall chart with a labeled diagram | |

| | | |- describe the lymphatic system; | |of the working of a lymphatic system;| |

| | | |- explain the functioning of the lymphatic | | | |

| | | |system; | | | |

| |4 |Immunity |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- define immunity; |Drawing | | |

| | | |- distinguish between natural and passive |Informal lecture | | |

| | | |immunity; |Class experiment | | |

|5 |1 |Vaccines and vaccination |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- define a vaccine; |Informal lecture | | |

| | | |- define vaccination; |Class experiment | | |

| | | |- explain the importance of vaccinations; | | | |

| | | |- state example of imunisable diseases; | | | |

| |2 and 3 |Allergic reactions |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- define the term allergy; | | | |

| | | |- define allergic reactions; | | | |

| | | |- state the common causes of allergic | | | |

| | | |reactions; | | | |

| |4 |Allergic reactions |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- state the common symptoms of allergic | | | |

| | | |reactions; | | | |

| | | |- state ways of avoiding allergic reactions; | | | |

|6 |1 |Gaseous Exchange |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Gaseous exchange in plants |able to: |Note taking | | |

| | | |- define gaseous exchange; | | | |

| | | |- state the importance of gaseous exchange; | | | |

| | | |- explain the concept of gaseous exchange in | | | |

| | | |plants; | | | |

| |2 – 3 |- The stomata |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Mechanism of opening and closing|able to: |Note taking |- wall chart with a labeled diagram | |

| | |of the stomata |- describe the structure of the stomata; |Drawing |of the stomata; | |

| | | |- draw the structure of the stomata; |Class experiment |- microscope, glass slides, cover | |

| | | |- explain the mechanisms of opening and | |slips, iodine stain; leaves of plants| |

| | | |closing of the stomata; | |form various habitats, mounting | |

| | | |- explain stomatal distribution in plants of | |needles etc; | |

| | | |various habitats; | | | |

| |4 |Mechanism of gaseous exchange in |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |plants |able to: |Note taking | | |

| | | |- describe gaseous exchange in stems and | | | |

| | | |roots of plants; | | | |

|7 |1 |- Gaseous exchange in animals |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Gaseous exchange in protozoa |able to: |Note taking |- wall chart with a labeled diagram | |

| | | |- state the types of respiratory surfaces in |Drawing |showing gaseous exchange in amoeba; | |

| | | |animals; | | | |

| | | |- explain the characteristic features of an | | | |

| | | |efficient respiratory surface; | | | |

| | | |- describe gaseous exchange in amoeba; | | | |

| |2 and 3 |Gaseous exchange in insects |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall chart with labeled diagram of | |

| | | |- state the respiratory surface in insects; |Drawing |the insect tracheal system; | |

| | | |- draw and label the diagram of an insect |Class experiment | | |

| | | |tracheal system; | | | |

| | | |- state the functions of the various named | | | |

| | | |parts of the tracheal system; | | | |

| | | |- describe ventilation in insects; | | | |

| | | |- explain the adaptations of the tracheal | | | |

| | | |system to is functions; | | | |

| |4 |Gaseous exchange in fish |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- wall chart with labeled diagram of | |

| | | |- state the respiratory surface in fishes; |Class experiment; |a fish gill; | |

| | | |- draw and label the diagram of a fish gill; |Observation; |- freshly picked fish gill; hand | |

| | | |- state the functions of the various named |Drawing |lens; Petri dish, water; etc | |

| | | |parts a gill; | | | |

| | | | | | | |

|8 |1 |Gaseous exchange in fish |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to:- - describe ventilation in fishes; |Note taking |- wall chart with labeled diagram of | |

| | | |- explain the adaptations of the fish gill to|Class experiment; |a fish gill; | |

| | | |is functions |Observation; |- freshly picked fish gill; hand | |

| | | | |Drawing; |lens; Petri dish, water; etc | |

| |2 and 3 |Gaseous exchange in amphibians |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall charts with labeled diagrams | |

| | | |- state the respiratory surfaces in |Drawing |of buccal cavity and lungs of a frog;| |

| | | |amphibians; |Class experiment |- freshly picked killed tadpoles; | |

| | | |- draw and label the diagrams of external |Observation; |hand lens; Petri dish, water; | |

| | | |gills; internal gills; buccal cavity and | |preserved specimens of frogs, toads | |

| | | |lungs of amphibians; | |etc; | |

| | | |- describe ventilation in various respiratory| | | |

| | | |surfaces of amphibians; | | | |

| | | |- explain the adaptations of the various | | | |

| | | |respiratory surfaces in amphibians to their | | | |

| | | |functions; | | | |

| | | | | | | |

| |4 |Gaseous exchange in mammals |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall chart with a labeled diagram | |

| | | |- state the air passages in man; |Drawing; |of the human respiratory system; | |

| | | |- draw the diagram of the human respiratory | | | |

| | | |system; | | | |

| | | |- describe the structures of the human | | | |

| | | |respiratory system; | | | |

|9 |1 |Gaseous exchange in mammals |- state the functions of the various parts of|Discussion |Explore Biology Book 2 | |

| | | |the human respiratory system; |Note taking |- wall chart with a labeled diagram | |

| | | |- explain the adaptations of the various |Drawing |of the human respiratory system; | |

| | | |parts of the human respiratory system; | | | |

| | | | | | | |

| |2 and 3 |Gaseous exchange in mammals |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- wall chart with labeled diagrams of| |

| | | |- describe the mechanism of ventilating in |Drawing |the rib cage showing inhalation and | |

| | | |man; | |exhalation in man; | |

| | | |- explain the process of inhalations and | | | |

| | | |exhalation in man; | | | |

| | | |- draw and label diagrams of ribcage | | | |

| | | |movements during inhalation and exhalation in| | | |

| | | |man; | | | |

| | | |- explain the adaptations of the human lungs | | | |

| | | |to their functions; | | | |

| |4 |Gaseous exchange in mammals |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- compare the composition of inhaled and | | | |

| | | |exhaled air in man; | | | |

| | | |- explain the reasons for the differences in | | | |

| | | |composition between inhaled and exhaled air; | | | |

|10 |1 |- Gaseous exchange in mammals |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | |- Breathing rates in humans |able to: |Note taking; | | |

| | | |- name the factors that affect breathing | | | |

| | | |rates in man; | | | |

| | | |- explain the factors affecting the rates of | | | |

| | | |respiration; | | | |

| | | | | | | |

| |2 and 3 |Diseases of the respiratory system|By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- wall charts with photographs | |

| | | |- name the respiratory diseases; |Group work |showing symptoms of various | |

| | | |- state causes and symptoms of asthma; | |respiratory diseases; | |

| | | |- explain the methods of treatment and | |- wall chart with summary table on | |

| | | |control of asthma; | |respiratory diseases cause, symptoms | |

| | | | | |and control; | |

| |4 |Diseases of the respiratory system|By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- wall charts with photographs | |

| | | |- state causes and symptoms of bronchitis; |Group work |showing symptoms of various | |

| | | |- explain the methods of treatment and | |respiratory diseases; | |

| | | |control of bronchitis; | |- wall chart with summary table on | |

| | | | | |respiratory diseases cause, symptoms | |

| | | | | |and control; | |

|11 |1 |Diseases of the respiratory system|By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- wall charts with photographs | |

| | | |- state causes and symptoms of tuberculosis; |Group work |showing symptoms of various | |

| | | |- explain the methods of treatment and | |respiratory diseases; | |

| | | |control of tuberculosis; | |- wall chart with summary table on | |

| | | | | |respiratory diseases cause, symptoms | |

| | | | | |and control; | |

| |2 and 3 |Diseases of the respiratory system|By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |- wall charts with photographs | |

| | | |- state causes and symptoms of pneumonia; |Group work |showing symptoms of various | |

| | | |- explain the methods of treatment and | |respiratory diseases; | |

| | | |control of pneumonia; | |- wall chart with summary table on | |

| | | |- state causes and symptoms of whooping | |respiratory diseases cause, symptoms | |

| | | |cough; | |and control; | |

| | | |- explain the methods of treatment and | | | |

| | | |control of whooping cough; | | | |

| |4 |Respiration |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | |- Introduction |able to: |- Note taking; | | |

| | | |- define the term respiration; | | | |

| | | |- explain the principles involved in | | | |

| | | |respiration; | | | |

|12 |1 |Significance of respiration |By the end of the lesson learners should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- state and explain the significance of | | | |

| | | |respiration; | | | |

| |2 and 3 |- Types of respiration |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Anaerobic respiration plants and|able to: |Note taking |- boiling tubes; glucose solution, | |

| | |animals; |- define tissue respiration; |Class experiment; |yeast cells, thermometers; water | |

| | | |- describe the structure and function of the |Observation; |bath, delivery tubes; lime water; | |

| | | |mitochondria; | | | |

| | | |- state the types of respiration; | | | |

| | | |- describe the process of anaerobic | | | |

| | | |respiration; | | | |

| | | |- explain oxygen debt; | | | |

| |4 |Applications of anaerobic |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |respiration. |able to: |Note taking | | |

| | | |- state and explain the processes of | | | |

| | | |anaerobic respiration; | | | |

|8 |1 |Applications of anaerobic |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |respiration. |able to: |Note taking | | |

| | | |- state and explain the processes of |Informal lecture | | |

| | | |anaerobic respiration; | | | |

| |2 and 3 |Aerobic respiration in plants and |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |animals. |able to: |Note taking | | |

| | | |- define aerobic respiration; |Informal lecture | | |

| | | |- define Glycolysis and Krebs cycle; | | | |

| | | |- explain the process of Glycolysis; | | | |

| | | |- explain events of the Krebs cycle; | | | |

| |4 |Gas produced during fermentation; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- boiling tubes; glucose solution, | |

| | | |- design an experiment to investigate the gas|Class experiment; |yeast cells, thermometers; water | |

| | | |produced during fermentation; |Drawing; |bath, delivery tubes; lime water; | |

| | | |- explain the gas production in fermentation;| | | |

|9 |1 |Gas produced during fermentation; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking |- boiling tubes; glucose solution, | |

| | | |- design an experiment to investigate the gas|Class experiment; |yeast cells, thermometers; water | |

| | | |produced during fermentation; |Drawing; |bath, delivery tubes; lime water; | |

| | | |- explain the gas production in fermentation;| | | |

| |2 and 3 |Gas produced when food is burnt; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- design an experiment to investigate the gas|Class experiment; | | |

| | | |produced when food is burnt; | | | |

| | | |- test for the gas produced when food is | | | |

| | | |burnt; | | | |

| | | |- name the gas produced when food is burnt; | | | |

| |4 |Heat production living organisms |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | | |able to: |Note taking | | |

| | | |- design an experiment to show that heat is |Drawing | | |

| | | |produced during respiration; |Informal lecture | | |

| | | |- explain the production of heat during |Class experiment | | |

| | | |respiration; | | | |

|10 |1 |Excretion and Homeostasis; |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Introduction; |able to: |Note taking | | |

| | | |- distinguish between excretion and |Drawing | | |

| | | |homeostasis; |Informal lecture | | |

| | | |- define egestion and secretion; |Class experiment | | |

| | | |- explain the importance of excretion in | | | |

| | | |living organisms; | | | |

| |2 and 3 |- Excretion in plants |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |- Mechanisms of excretion in |able to: |Note taking | | |

| | |plants |- state the methods of excretion in plants; |Drawing | | |

| | |- plant excretory products; |- explain the methods of excretion in plants;|Class experiment | | |

| | | |- name various plants excretory products; | | | |

| |4 |Economic importance of plant |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |excretory products |able to: |Note taking | | |

| | | |- name various plant excretory products; |Drawing | | |

| | | |- state the examples of plants that produce |Class experiment | | |

| | | |various named plant excretory products; | | | |

|11 |1 |Economic importance of plant |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |excretory products |able to: |Note taking | | |

| | | |- name various plant excretory products; | | | |

| | | |- explain the economic importance of various | | | |

| | | |named plant excretory products to man; | | | |

| |2 and 3 |Economic importance of plant |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |excretory products |able to: |Note taking; | | |

| | | |- name various plant excretory products; | | | |

| | | |- explain the economic importance of various | | | |

| | | |named plant excretory products to man; | | | |

| |4 |Economic importance of plant |By the end of the lesson learners should be |Discussion |Explore Biology Book 2 | |

| | |excretory products |able to: |Note taking; | | |

| | | |- name various plant excretory products; | | | |

| | | |- explain the economic importance of various | | | |

| | | |named plant excretory products to man; | | | |

| | | | | | | |

|12 |1 |Examination |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

| |2 and 3 |Examination |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations | | |

| | | | |sitting; | | |

| |4 | |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | |Examination |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

|13 |1 - 4 |Examination |By the end of the lesson learners should be |students answer questions asked|- question papers; | |

| | | |able to: |in the exam papers; |- marking schemes; | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations | | |

| | | | |sitting; | | |

| | | | | | | |

TERM 3

|WK |PRD |SUB-TOPIC |SPECIFIC OBJECTIVES |TEACHING/ LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES |REMARKS |

|1 |1 |Excretion and homeostasis |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | |Meaning excretion; |able to: |Note taking; | | |

| | | |- distinguish between the terms excretion and| | | |

| | | |homeostasis; | | | |

| | | |- explain the concept of excretion; | | | |

| |2 and 3 |Meaning of homeostasis |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | |Importance of excretion in plants|able to: |Note taking; | | |

| | |and animals |- state and explain the importance of | | | |

| | | |excretion in plants and animals; | | | |

| |4 |Metabolic wastes in plants |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- review the plant metabolic wastes and their| | | |

| | | |significance to man; | | | |

|2 |1 |Excretion and homeostasis in |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 page 84 – 85; | |

| | |unicellular organisms |able to: |Drawing; |Teacher’s guide page 124 127 | |

| | | |- state the excretory surfaces in unicellular|Note taking |Wall charts, | |

| | | |organisms; | | | |

| | | |- explain excretion in amoeba; | | | |

| |2 and 3 |The mammalian kidneys |By the end of the lesson learner should be |Note taking; |Explore Biology Book 2 page 84 – 85; | |

| | | |able to: |Discussion; |Teacher’s guide page 124 127 | |

| | | |- describe the external structure of the |Drawing; |Wall charts; Models; | |

| | | |mammalian kidneys; | | | |

| | | |- draw and label a diagram to show the | | | |

| | | |position of the mammalian kidneys in the | | | |

| | | |abdominal cavity; | | | |

| | | |- name the blood vessels that innervate the | | | |

| | | |mammalian kidneys; | | | |

| | | |- draw and label a diagram to show the | | | |

| | | |longitudinal section of the mammalian | | | |

| | | |kidneys; | | | |

| | | |- describe the internal structure of the | | | |

| | | |kidneys; | | | |

| |4 |The mammalian kidneys |By the end of the lesson learner should be |Informal lecture; |Explore Biology Book 2 page 84 – 85; | |

| | | |able to: |Discussion; |Teacher’s guide page 124 127 | |

| | | |- describe the structure of the kidney |Practical (experiment); |Wall charts; kidney models; live | |

| | | |nephron; |- Drawing; |specimens; hand lens; scalpel | |

| | | |- draw and label the structure of a kidney | | | |

| | | |nephron; | | | |

| | | |- explain the functions of the various parts | | | |

| | | |of the nephron; | | | |

|3 |1 |The mammalian kidneys |By the end of the lesson learner should be |Informal lecture; |Explore Biology Book 2 page 84 – 85; | |

| | | |able to: |Discussion; |Teacher’s guide page 124 127 | |

| | | |- explain the role of the kidney nephron in |Practical (experiment); |Wall charts; kidney models; live | |

| | | |urine formation; |- Drawing; |specimens; hand lens; scalpel | |

| | | |- relate the process of urine formation to | | | |

| | | |excretion in the kidneys; | | | |

| |2 and 3 | |- draw and label the diagram of the mammalian|Discussion; |Explore Biology Book 2 | |

| | | |nephron; |Note taking; | | |

| | | |- explain the adaptations of the mammalian | | | |

| | | |nephron to its functions; | | | |

| |4 |The mammalian skin |By the end of the lesson learner should be |Informal lecture; |Explore Biology Book 2 page 84 – 85; | |

| | | |able to: |Discussion; |Teacher’s guide page 124 127 | |

| | | |- describe the structure of the mammalian |Note taking; |Wall charts; skin models; live | |

| | | |skin; |Practical (experiment); |specimens, scalpel, hand lens, | |

| | | |- state and explain the main functions of the|Drawing; | | |

| | | |mammalian skin; | | | |

|4 |1 |The mammalian skin |By the end of the lesson learner should be |Informal lecture; |Explore Biology Book 2 page 84 – 85; | |

| | | |able to: |Discussion; |Teacher’s guide page 124-127 | |

| | | |- draw and label a diagram of cross-section |Note taking; |Wall charts; skin models; live | |

| | | |of the skin; |Practical (experiment); |specimens, scalpel, hand lens, | |

| | | |- state the functions of the various parts of|Drawing; | | |

| | | |the skin; | | | |

| |2 and 3 |The skin |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- describe the adaptations of the mammalian | | | |

| | | |skin to its functions; | | | |

| | | |- relate the functions of the skin to | | | |

| | | |excretion; | | | |

| |4 |The skin |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- describe the adaptations of the mammalian | | | |

| | | |skin to its functions; | | | |

| | | |- relate the functions of the skin to | | | |

| | | |excretion; | | | |

|5 |1 |The lungs |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- describe the structure of the lungs; | | | |

| | | |- explain the role of the lungs in excretion;| | | |

| |2 and 3 |The importance of homeostasis |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | |Neuro-endocrine system in |able to: |Note taking; | | |

| | |homeostasis |- define the term homeostasis; | | | |

| | | |- state and explain the basic principles of | | | |

| | | |homeostasis; | | | |

| | | |- explain the role of the neuro-endocrine | | | |

| | | |system in homeostasis; | | | |

| |4 |Regulation of water balance |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Group work | | |

| | | |- describe the regulation of water balance in|Note taking | | |

| | | |the mammalian body; | | | |

|6 |1 |The kidney and homeostasis |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Group work | | |

| | | |- explain the role of the kidneys in |Note taking | | |

| | | |homeostasis; | | | |

| |2 and 3 |The kidney and homeostasis |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |Wall charts; | |

| | | |- explain the role of the kidneys in |Drawing; | | |

| | | |homeostasis; | | | |

| |4 |Skin and osmoregulation |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- define osmoregulation; | | | |

| | | |- explain the role of the skin in | | | |

| | | |osmoregulation; | | | |

|7 |1 |Blood sugar regulation |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- define blood sugar regulation; | | | |

| | | |- name the hormones involved in blood sugar | | | |

| | | |regulation; | | | |

| |2 and 3 |Blood sugar regulation |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Group work | | |

| | | |- describe the process of blood sugar |Note taking | | |

| | | |regulation in man; | | | |

| |4 |Kidney disorders |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |Wall charts; | |

| | | |- name the kidney disorders; |Drawing; | | |

| | | |- state the causes; symptoms, treatment and | | | |

| | | |management of kidney disorders | | | |

|8 |1 |Kidney disorders |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- name the kidney disorders; | | | |

| | | |- state the causes; symptoms, treatment and | | | |

| | | |management of kidney disorders | | | |

| |2 and 3 |Skin and thermoregulation |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- define thermoregulation; | | | |

| | | |- explain the process of thermoregulation in | | | |

| | | |man; | | | |

| |4 |Skin and thermoregulation |By the end of the lesson learner should be |Informal lecture; |Explore Biology Book 2 page 84 – 85; | |

| | |Hypothalamus and thermoregulation |able to: |Note taking; |Teacher’s guide page 124 127 | |

| | | |- explain the role of the skin in |Discussion; | | |

| | | |thermoregulation; | | | |

| | | |- explain the role of the hypothalamus in | | | |

| | | |thermoregulation in ma; | | | |

|9 |1 |Kidney diseases |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Group work | | |

| | | |- name the kidney diseases; |Note taking | | |

| | | |- state the causes; symptoms and prevention | | | |

| | | |and control of kidney diseases in man; | | | |

| |2 and 3 |Kidney diseases |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Group work | | |

| | | |- name the kidney diseases; |Note taking | | |

| | | |- state the causes; symptoms and prevention | | | |

| | | |and control of kidney diseases in man; | | | |

| |4 |The mammalian liver |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; |Wall charts; | |

| | | |- describe the structure of the mammalian |Drawing; | | |

| | | |liver; | | | |

| | | |- name the blood vessels of the mammalian | | | |

| | | |liver; | | | |

| | | |- state the functions of the mammalian liver;| | | |

|10 |1 |The liver |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- name the functions of the mammalian liver | | | |

| | | |- explain the functions of the mammalian | | | |

| | | |liver; | | | |

| |2 and 3 |The liver |By the end of the lesson learner should be |Discussion; |Explore Biology Book 2 | |

| | | |able to: |Note taking; | | |

| | | |- name the functions of the mammalian liver | | | |

| | | |- explain the functions of the mammalian | | | |

| | | |liver; | | | |

| |4 | |By the end of the lesson learner should be | | | |

| | | |able to: - explain the adaptations of the | | | |

| | | |mammalian liver to its functions. | | | |

|11 |1 |Revision and Examinations |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

| |2 and 3 |Revision and Examinations |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations | | |

| | | | |sitting; | | |

| |4 |Revision and Examinations |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

|12 |1 |Revision and Examinations |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

| |2 and 3 |Revision and Examinations |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | | |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations | | |

| | | | |sitting; | | |

| |4 | |By the end of the lesson learners should be |students answer questions asked|- question papers | |

| | |Revision and Examinations |able to: |in the exam papers; |- marking schemes | |

| | | |- give answers to the questions asked in the |teacher supervises learners | | |

| | | |examination papers; |during the examinations sitting| | |

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