Wyzed.files.wordpress.com



TERM 1

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

| | | | | |ACTIVITIES | | |

|1 - 4 |1 – 4 | | | | | | |

|5 | | | | | | | |

| |1 |Introduction |Definition of Biology; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 2; | |

| | |to Biology: |Branches of Biology |define Biology |Note taking |Teachers’ Guide page 49 – 51; | |

| | | | |state the various branches of Biology |Informal lecture | | |

| | | | |define the various branches of Biology | | | |

| |2 and 3 | |Branches of Biology; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 2 – 12 ; | |

| | | |Characteristics of |define the various branches of Biology |Note taking |Teachers’ Guide page 52 | |

| | | |living things; |state the importance of studying Biology; |Short field excursion |Live specimens of termite and bean plant; | |

| | | | |state and explain the characteristics of living things; |around the school |Chart showing living things; | |

| | | | |name various apparatus used in collecting living things; |compound; |Potted bean plant in a black box with a single hole; | |

| | | | |draw diagrams for various apparatus; |Drawing; |various apparatus for collecting animals and plants; | |

| | | | | | |collection containers; | |

| |4 | |Comparison between |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 7 – 12; | |

|6 | | |plants and animals |state the differences between plants and animals; |Note taking |Teachers’ Guide page 52 – 54; | |

| | | | | |Drawing; | | |

| |1 |Classification|Introduction; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 14 – 15; | |

| | |I | |define classification; |Note taking |Teachers’ Guide page 54 – 55; | |

| | | | |state the necessity of classification; |Drawing; |Specimens of plants and animals; | |

| | | | | | |Charts and photographs of different plants and animals; | |

| |2 and 3 | |Major units of |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 17 – 18; | |

| | | |classification |state the five kingdoms of living organisms; |Note taking |freshly collected specimens of representatives of various | |

| | | | |state the general features of each kingdom; |Drawing |kingdoms; | |

| | | | |state the seven units of classification in correct order; | |charts with diagrams and photographs of representatives of | |

| | | | | | |various kingdoms; | |

| |4 | |Binomial nomenclature |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 17 – 18; | |

|7 | | | |define nomenclature and binomial nomenclature; |Note taking |Teachers’ Guide page 56 – 58; | |

| | | | |state the rules of binomial nomenclature; | | | |

| | | | |write scientific names of organisms. | | | |

| |1 | |Features of plants and |By the end of the lesson learners should be able to: |Observations |Explore Biology Book 1 page 19 – 21; | |

| | | |animals |state the role of the hand lens; |Discussion; |Teachers’ Guide page 58 – 59; | |

| | | | |state the formula of calculating drawing magnification; |Note taking; |preserved specimens of various plants and animals; | |

| | | | |calculate magnifications of various drawn diagrams; |Drawing; |a hand lens; | |

| |2 and 3 | |External features of |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 22 – 25; | |

| | | |plants; |state features of plants used in classification; |Note taking; |freshly picked specimens of plant roots; | |

| | | |Roots; |State and explain features of roots used in classification; |Observation; |charts showing diagrams and photographs of plant roots; | |

| | | | |state the various modifications of roots and their functions; |Drawing; | | |

| | | | | | | | |

| |4 | |Stem |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 26; | |

|8 | | | |state the functions of the stem; |Note taking |freshly picked specimens of plant stems; | |

| | | | |state features of stem that can be used in classification; |Observation; |charts showing diagrams and photographs of plant stem; | |

| | | | | | | | |

| |1 | |Leaves |By the end of the lesson learners should be able to: |Observation; |Explore Biology Book 1 page 27 – 31; | |

| | | | |state the general functions of leaves; |Discussion |freshly picked specimens of plant leaves; | |

| | | | |state the features of leaves used in classification. |Note taking |charts showing diagrams and photographs of plant leaves; | |

| |2 and 3 | |External features of |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 31 – 33; | |

| | | |animals; |state the external features of animals used in classification; |Note taking |- freshly picked specimens of animals; | |

| | | | | |Observation; |- charts showing diagrams and photographs of animals; | |

| | | | | |Drawing | | |

| |4 |The Cell |Introduction to light |By the end of the lesson learners should be able to: |Observation; |Explore Biology Book 1 page 35 – 36; | |

|9 | | |microscope; |define a cell; |Discussion |Ref 2 page | |

| | | | |define a microscope; |Note taking |A student light microscope; | |

| | | | |describe the structure of a light microscope; |Drawing | | |

| | | | | | | | |

| |1 | |Structure and functions|By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 36 – 39; | |

| | | |of a light microscope; |calculate the microscope magnification; |Note taking; |Teachers’ Guide page 79 – 80; | |

| | | | |name parts of a light microscope and state the functions of each; |Observation; |- A student light microscope; | |

| | | | |describe how to use a light microscope. |Drawing; |- prepared slides of various specimens; | |

| |2 and 3 | |- Care of a light |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 39 – 45; | |

| | | |microscope; |state the care and handling of a light microscope; |Note taking; |Teachers’ Guide page 81 – 84; | |

| | | |- Cell structures as |state the cell structures as seen under a light microscope; |Observation; |- A student light microscope; | |

| | | |seen under a light |draw plant and animal cells as seen under a light microscope; |Drawing; |- prepared slides of plant and animal cells; | |

| | | |microscope; |mount a specimen on a glass slide; |Informal lecture; |-glass slides cover slips and onion bubls;iodine stain; water | |

| | | | |state the differences between plants and animal cells; |Class experiment; |etc; | |

| | | | |compare light and electron microscopes; | |- scalpel; dropper etc | |

| | | | | | |- Wall carts showing diagrams and photographs of plant and | |

| | | | | | |animal cells; | |

| |4 | |Cell structure as seen |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 45; | |

|10 | | |under electron |define an organelle; |Note taking; |- Wall charts and photographs showing plant cell and animal | |

| | | |microscope; |describe the structure and functions of various cell organelles; |Observation; |cell as seen under electron microscopes; | |

| | | | |cell wall; |Drawing | | |

| | | | |cell membrane; | | | |

| |1 | |Cell structure as seen |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 46 – 47; | |

| | | |under electron |describe the structure and functions of various cell organelles; |Note taking |- Wall charts and photographs showing plant cell and animal | |

| | | |microscope; |- cytoplasm; |Drawing |cell as seen under electron microscopes; | |

| | | | |- mitochondria; |Class experiment |- wall charts showing diagrams and photographs of various cell| |

| | | | |- nucleus | |organelles; | |

| |2 and 3 | |Cell structure as seen |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 47 – 49; | |

| | | |under electron |describe the structure and functions of various cell organelles; |Note taking; |- Wall charts and photographs showing plant cell and animal | |

| | | |microscope; |endoplasmic reticulum; |Drawing; |cell as seen under electron microscopes; | |

| | | | |- ribosomes; | |- wall charts showing diagrams and photographs of various cell| |

| | | | |- centrioles; | |organelles; | |

| | | | |- golgi bodies; | | | |

| |4 | |Cell structure as seen |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 49 – 50; | |

|11 | | |under electron |describe the structure and functions of various cell organelles; |Note taking; |- Wall charts and photographs showing plant cell and animal | |

| | | |microscope; |- lysosomes; |Drawing; |cell as seen under electron microscopes; | |

| | | | |- vacuoles; | |- wall charts showing diagrams and photographs of various cell| |

| | | | |- chloroplasts; | |organelles; | |

| |1 | |Preparation of |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 51 – 52; | |

| | | |temporary slides; |- prepare temporary slides; |Note taking; |- Student light microscope; | |

| | | | |- mount sections under a microscope; |Class experiment; |- herbaceous plant shoots; onion bulbs; iodine stains; glass | |

| | | | | |Observation; |slides; cover slips; water; | |

| | | | | |Drawing; | | |

| |2 and 3 | |Estimation of cell |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 52 – 53; | |

| | | |size; |- prepare temporary slides; |Note taking; |- Student light microscope; | |

| | | | |- mount sections under a microscope; |Class experiment; |- herbaceous plant shoots; onion bulbs; iodine stains; glass | |

| | | | |- estimate the size of a cell; |Observation; |slides; cover slips; water; ruler(mm); | |

| | | | | |Drawing; | | |

| | | | | | | | |

| |4 | |Cell specialization; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 53; | |

|12 | | | |- define cell specialization |Note taking; |- Wall charts showing diagrams and photographs of specialized | |

| | | | |- state specialized animal cells; |Observation; |animal and plant cells; | |

| | | | |- State examples of specialized plant cells; |Drawing; | | |

| | | | |- draw diagrams of specialized animal cells | | | |

| |1 | |Tissues; |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 54 – 55; | |

| | | | |- define a tissue; |Note taking; |Wall charts showing diagrams and photographs of various plant | |

| | | | |- state various plant tissues; |Observation; |tissues; | |

| | | | |- describe the structure and function of various plant tissues |Drawing; | | |

| |2 and 3 | | |By the end of the lesson learners should be able to: |Discussion; |Ref 1 page 54 – 57; | |

| | | | |- describe the structure and function of various plant tissues; |Note taking; |Wall charts showing diagrams and photographs of various plant | |

| | | | |- state various plant tissues; |Observation; |and animal tissues; | |

| | | | |- describe the structure and function of various animal tissues |Drawing; | | |

| |4 | |Organs and organ |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 57 – 59; | |

|13 | | |systems; |- define the term organ; |Note taking |- Wall charts showing diagrams and photographs of various | |

| | | | |- define organ systems; |Drawing |plant and animal organs; | |

| | | | |- give examples of organ and organ systems in plant and animals | | | |

| | | | | | | | |

| |1 | |End term exams |By the end of the lesson learners should be able to: |Writing; drawing and |Exam paper | |

| | | | |- attempt questions asked in the examination papers |answering questions | | |

| |2 and 3 | |End term exams |By the end of the lesson learners should be able to: |Writing; drawing and |Exam paper | |

| | | | |- attempt questions asked in the examination papers |answering questions | | |

| |4 | |End term exams |By the end of the lesson learners should be able to: |Writing; drawing and |Exam paper | |

| | | | |- attempt questions asked in the examination papers |answering questions | | |

| |TERM 2 |

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

|1 |1 |Cell Physiology | |By the end of the lesson learners should be able to: |- discussion; |Explore Biology Book 1 page 60 – 61; | |

| | | | |- define cell physiology; |- note taking; |- wall chart with diagram of the cell | |

| | | | |- describe the structure of the cell membrane; |- drawing; |membrane; | |

| | | | |- describe the properties of the cell membrane; | | | |

| | | | | | | | |

| |2 and 3 |Cell Physiology; |Physiological |By the end of the lesson learners should be able to: |- teacher lads learners into |Explore Biology Book 1 page 62 – 65; | |

| | | |processes; |- state the physiological processes; |stating physiological |- straw; potassium manganate (VII); distilled| |

| | | |Diffusion; |- define diffusion; |process; |water; beakers; source of heat; | |

| | | | |- state and explain the factors affecting the rate of diffusion; |- discussion; | | |

| | | | |- state the biological importance of diffusion in living things; |- note taking; | | |

| | | | | |- Class experiment; | | |

| |4 |Cell Physiology; |Osmosis |By the end of the lesson learners should be able to: | |Explore Biology Book 1 page 65 – 66; | |

| | | | |- define osmosis; | | | |

| | | | |- explain the mechanism of osmosis; | | | |

| | | | | | | | |

|2 |1 |Cell Physiology |Osmosis |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 66 – 67; | |

| | | | |- explain the process of osmosis using a visking tubing; |Note taking; |- visking tubing; dropper; large beaker; | |

| | | | | |Class experiment; |sucrose solutions of various solutions; | |

| | | | | | |distilled water; | |

| |2 and 3 |Cell Physiology |Osmosis |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 68 – 69; | |

| | | | |- make potato cylinders; |Note taking |Teachers’ Guide page 52 | |

| | | | |- explain the process of osmosis using potato cylinders; |Class experiment; |- Irish potatoes; cork borer; scalpel; | |

| | | | |- explain the factors affecting the rate of osmosis; | |tissues paper sucrose solutions of different | |

| | | | | | |concentrations; petri dishes/ beaker; ruler; | |

| |4 |Cell Physiology |Osmosis; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 70; | |

| | | |Water relations in |- define osmotic pressure and osmotic potential |Note taking | | |

| | | |plant and animal cells;|- explain the effect of different solutions on animal cells | | | |

|3 |1 |Cell Physiology |Osmosis; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 71; | |

| | | |Haemolysis and |- define plasmolysis and haemolysis; |Note taking |Teachers’ Guide page 54 – 55; | |

| | | |plasmolysis |- explain the processes of plasmolysis and haemolysis; | |- Wall charts showing diagrams of haemolysis | |

| | | | | | |and plasmolysis; | |

| |2 and 3 |Cell Physiology |Osmosis |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 72 – 73; | |

| | | |Plasmolysis |- explain plasmolysis using eggs and onion epidermal cells; |Note taking |- raw eggs, boiled eggs; beakers; conc. NaCl;| |

| | | | | |Drawing |water; plastic gloves; dilute HCl; | |

| | | | | |Class experiment |- Onion bulb; forceps; microscope; forceps, | |

| | | | | | |slides and cover slips; 1% and 20% sugar | |

| | | | | | |solution; water; | |

| |4 |Cell Physiology |Osmosis; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 75; | |

| | | |Wilting; |- define wilting; |Note taking | | |

| | | | |- explain the processes involved in wilting; |Drawing | | |

| | | | | |Class experiment | | |

|4 |1 |Cell Physiology |Osmosis |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 75 – 76; | |

| | | |Role of osmosis |- state and explain the role of osmosis in living things; |Note taking | | |

| | | | | |Class experiment | | |

| |2 and 3 |Cell Physiology |- Active transport; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 77 – 80; | |

| | | |- Factors affecting |- define active transport; |Note taking | | |

| | | |active transport; |- state and explain the factors affecting active transport; |Informal lecture | | |

| | | |- Role of active |- state the roles of active transport in living things | | | |

| | | |transport in living | | | | |

| | | |things; | | | | |

| |4 |Cell Physiology |Comparison between |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 80 – 81; | |

| | | |diffusion, osmosis and |- compare and contrast the three physiological processes; |Note taking | | |

| | | |active transport; | | | | |

|5 |1 |Nutrition In Plants. |Meaning and importance |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 83; | |

| | | |of nutrition; |- define nutrition; |Note taking; | | |

| | | | |- state the importance of nutrition; | | | |

| |2 and 3 | |- Types of nutrition; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 84 – 86; | |

| | | |- Autotrophism; |- state and explain the types of nutrition; |Note taking |- Iodine; freshly picked bean // geranium | |

| | | |- Photosynthesis and |- define autotrophism; |Drawing |leaf; methylated spirit; white tile; boiling | |

| | | |chemosynthesis; |- state types of autotrophism; |Class experiment |tube; water bath; etc | |

| | | |- Starch test in a |- Define photosynthesis and chemosynthesis; | | | |

| | | |leaf; |- describe the starch test in a leaf; | | | |

| |4 | |Importance of |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 87; | |

| | | |photosynthesis; |- Explain the importance of photosynthesis; |Note taking |- Chart showing diagrams of external | |

| | | | | |Drawing |structure of a leaf; | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

|6 |1 | |- External structure of|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 87 – 88; | |

| | | |a leaf; |- draw the external structure of a leaf; |Note taking | | |

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

| | | | |- draw the external structure of a leaf; | | | |

| |2 and 3 | |- Internal structure of|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 89 – 93; | |

| | | |a leaf; |- draw the internal structure of a leaf; |Note taking |- Wall chart with diagram of internal | |

| | | | |- state the internal leaf structures |Drawing |structure of a leaf; | |

| | | | |- mount leaves on a microscope to show stomata; | |- Photographs of internal structures of a | |

| | | | |- compare stomata distribution on lower and upper leaf epidermis; | |leaf; - microscope, glass slides, slide, | |

| | | | | | |cover slip, leaves of hydrophytes and | |

| | | | | | |xerophytes; | |

| |4 | |- Internal structure of|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 89 – 93; | |

| | | |a leaf; |- state the structure and functions of various internal parts of a|Note taking; |- microscope, glass slides, slide, cover | |

| | | | |leaf; |Class experiment; |slip, leaves of hydrophytes and xerophytes;; | |

| | | | |- compare stomata distribution on leaves from various habitats; | | | |

|7 |1 | |- Internal structure of|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 57 – 58; | |

| | | |a leaf; |- state the structure and functions of various internal parts of a|Note taking | | |

| | | | |leaf; | | | |

| |2 and 3 | |- Structure and |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 93 – 94; | |

| | | |function of the |- draw the structure of a chloroplast; |Note taking |- Wall charts with diagram of structure of | |

| | | |chloroplasts; |- describe the structure and functions of a chloroplast; |Drawing |chloroplast; | |

| | | |- Adaptations of a leaf|- explain the adaptations of a leaf to photosynthesis; |Class experiment |- hand outs with photographs of chloroplast; | |

| | | |for photosynthesis; | | |- freshly picked twigs and leaf specimens | |

| | | | | | |form the environment; | |

| |4 | |- Adaptations of a leaf|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 93 – 94; | |

| | | |for photosynthesis; |- explain the adaptations of a leaf to photosynthesis; |Note taking |- freshly picked twigs and leaf specimens | |

| | | | | | |form the environment; | |

| | | | | | | | |

|8 |1 | |Requirements for |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 94 – 96; | |

| | | |photosynthesis; |- describe the necessity of chlorophyll in photosynthesis; |Note taking |- freshly picked variegated leaf (geranium), | |

| | | |Chlorophyll; | |Drawing |iodine solution, methylated spirit, heat | |

| | | | | |Class experiment; |source, white tile, boiling tube, water bath | |

| | | | | | |etc ; | |

| |2 and 3 | |Light; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 96 – 98; | |

| | | |Carbon (IV) oxide; |- describe the necessity of light, carbon (IV) oxide and water in |Note taking |- potted plants; aluminium foil; paper clips;| |

| | | |Water; |photosynthesis; |Drawing |iodine solution), methylated spirit, heat | |

| | | | | |Class experiment |source, white tile, boiling tube, water bath | |

| | | | | | |etc ;sodium hydroxide pellets; glass funnels;| |

| | | | | | |petroleum jelly; bell jars; beakers; white | |

| | | | | | |tiles; boiling tubes etc | |

| | | | | | | | |

| |4 | |The process of |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 99; | |

| | | |photosynthesis; |- state the stages/ phases of photosynthesis; |Note taking |- Wall chart showing summary of | |

| | | |The light stage |- state the raw materials, site and products of light stage; | |photosynthesis and light stage; | |

| | | | |- describe the light stage of photosynthesis; | | | |

|9 |1 | |The dark stage |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 99 – 100; | |

| | | | |- state the raw materials, site and products of dark stage; |Note taking | | |

| | | | |- describe the dark stage of photosynthesis; |Informal lecture | | |

| |2 and 3 | |Investigating gas |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 100 – 107 | |

| | | |produced during |- state the gas produced during photosynthesis; |Note taking |Teachers’ Guide page 112; | |

| | | |photosynthesis; |- describe an experiment to investigate the gas produced during |Drawing; | | |

| | | |Factors affecting the |photosynthesis; |Class experiment; | | |

| | | |rate of photosynthesis;|- explain the factors affecting the rate of photosynthesis; | | | |

| |4 | |Factors affecting the |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 101 – 107 | |

| | | |rate of photosynthesis |- explain the factors affecting the rate of photosynthesis; |Note taking |Teachers’ Guide page 113 – 115 | |

| | | | | |Drawing | | |

|10 |1 |Chemical Compounds In |Carbohydrates; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 109; | |

| | |Living Things; | |- state the elements that constitute carbohydrates; |Note taking |Teachers’ Guide page 116 – 118 | |

| | | | |- state the building blocks of carbohydrates; | | | |

| | | | |- state the three main types of carbohydrates and their | | | |

| | | | |constituents; | | | |

| | | | |- state examples and properties of monosaccharides, | | | |

| |2 and 3 | |Carbohydrates: food |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 110 – 115 | |

| | | |tests |- state the examples and properties of disaccharides and |Note taking |- starch solution, sucrose solution, glucose;| |

| | | | |polysaccharides; |Class experiment; |iodine solution, benedicts solution, heat | |

| | | | |- carry out food tests on starch, reducing sugars and non-reducing| |source, droppers, test tubes, HCl, NaHCO3; | |

| | | | |sugars; | |etc | |

| |4 | |Uses of carbohydrates |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 114; | |

| | | | |- state and explain the functions of carbohydrates; |Note taking | | |

|11 |1 | |Proteins; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 115 – 116 | |

| | | |- Introduction; |- define proteins; |Note taking | | |

| | | |- Building blocks of |- state the building blocks of proteins; | | | |

| | | |proteins; |- differentiate between first class and second class proteins; | | | |

| | | | |- differentiate between essential and non-essential amino acids; | | | |

| |2 and 3 | |Test for proteins; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 116 – 120 | |

| | | |Uses of proteins; |- describe and carry out the test for proteins; |Note taking | | |

| | | |Lipids; |- state the uses of proteins; |Class experiment; | | |

| | | |Test for lipids; |- describe the structure, building blocks and forms of lipids; | | | |

| | | |Uses of lipids; |- describe and carry out the test for lipids; | | | |

| | | | |- state the uses of lipids; | | | |

| |4 | |Enzymes |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 120 – 121 | |

| | | | |- define enzymes; |Note taking |- Hydrogen peroxide; test tubes; Bunsen | |

| | | | |- state the characteristics of enzymes |Class experiment; |burner; measuring cylinder; liver; wooden | |

| | | | | | |splint; | |

|12 |1 | |Factors affecting |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 122 – 123 | |

| | | |enzyme action; |- state the factors affecting enzyme action; |Note taking |- Amylase suspension; | |

| | | |Temperature |- explain the effect of temperature on enzyme action; |Class experiment; |Starch powder; distilled water; water bath; | |

| | | | |- describe an experiment to investigate the effect of temperature | |test tubes; thermometer; stop watch; graph | |

| | | | |on enzyme action; | |papers; etc | |

| |2 and 3 | |pH; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 124 – 125 | |

| | | |Properties of enzymes; |- explain the effect of pH on enzyme action; |Note taking |- stop watch; saliva extract; starch | |

| | | | |- describe an experiment to investigate the effect of pH on enzyme|Class experiment; |solution; droppers; dilute sulphuric (VI) | |

| | | | |action; | |acid; dilute ethanoic acid; distilled water; | |

| | | | | | |buffer solution; | |

| |4 | |Properties of enzymes; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page | |

| | | | |- explain the properties of enzymes; |Note taking | | |

| | | | | | | | |

|13 |1 | |MID YEAR EXAMS. |By the end of the lesson learners should be able to: |- Writing; drawing and |Exam paper; | |

| | | | |- give answers to the questions asked in the examination papers; |answering questions by |Marking schemes; | |

| | | | | |learners; | | |

| | | | | |- teacher supervises learners| | |

| | | | | |as the write examinations; | | |

| |2 and 3 | | |By the end of the lesson learners should be able to: |- Writing; drawing and |Exam paper; | |

| | | | |- give answers to the questions asked in the examination papers; |answering questions by |Marking schemes; | |

| | | | | |learners; | | |

| | | | | |- teacher supervises learners| | |

| | | | | |as the write examinations; | | |

| |4 | | |By the end of the lesson learners should be able to: |- Writing; drawing and |Exam paper; | |

| | | | |- give answers to the questions asked in the examination papers; |answering questions by |Marking schemes; | |

| | | | | |learners; | | |

| | | | | |- teacher supervises learners| | |

| | | | | |as the write examinations; | | |

| |TERM 3 |

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

| | | | | |ACTIVITIES | | |

|1 |1 |Nutrition In |Heterotrophism |By the end of the lesson learners should be able to: |- discussion |Explore Biology Book 1 page 128 | |

| | |Animals | |- define heterotrophism; |- Note taking; | | |

| | | | |- state the modes of feeding in animals | | | |

| |2 and 3 | |Modes of feeding in |By the end of the lesson learners should be able to: |- discussion; |Explore Biology Book 1 page 130 – 131 | |

| | | |animals |- explain the modes of heterotrophic nutrition; |- note taking; |- Specimen of jaws of carnivores; various teeth types in mammals | |

| | | |Dentition in animals |- define dentition; |- Class experiment; | | |

| | | | |- derive the dental formula of an animal; |- drawing; | | |

| | | | |- draw diagrams to show dentition in various animals; | | | |

| |4 | |Dentition adaptations |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 132 – 133 | |

| | | |to feeding; |- differentiate between carnivorous, herbivorous and omnivorous modes |Note taking |- Preserved specimens of jaws of herbivores; teeth of carnivores; | |

| | | |Carnivores; |of feeding; |Observation |- Wall charts showing diagrams of jaws and teeth of carnivores; | |

| | | | |- relate dentition of carnivores to their mode of feeding; |Class experiment; |- Photomicrographs of teeth and jaws of carnivores; | |

| | | | |- explain the adaptations of carnivores to mode of feeding; |Drawing | | |

| | | | | | | | |

| | | | | | | | |

|2 |1 | |Herbivores |By the end of the lesson learners should be able to: - relate |Discussion |Explore Biology Book 1 page 133 | |

| | | | |dentition of herbivores to their mode of feeding; |Note taking |- Preserved specimens of jaws of herbivores; teeth of herbivores; | |

| | | | |- explain the adaptations of herbivores to mode of feeding; |Observation |- Wall charts showing diagrams of jaws and teeth of herbivores; | |

| | | | |- draw the diagrams of jaws and teeth of herbivores; |Class experiment; |- Photomicrographs of teeth and jaws of herbivores; | |

| | | | | |Drawing; | | |

| |2 and 3 | |Herbivores; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 133 – 134 | |

| | | |Omnivores |- relate dentition of herbivores to their mode of feeding; |Note taking |Teachers’ Guide page 52 | |

| | | | |- explain the adaptations of herbivores to mode of feeding; |Observation; |- Preserved specimens of jaws of herbivores; teeth of herbivores; | |

| | | | |- relate dentition of omnivores to their mode of feeding; |Drawing; |- Wall charts showing diagrams of jaws and teeth of herbivores; | |

| | | | |- explain the adaptations of omnivores to mode of feeding; |Class experiment; |- Photomicrographs of teeth and jaws of herbivores; | |

| |4 | |Human teeth |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 135 – 136 | |

| | | | |- state the types of teeth in humans; |Note taking |Teachers’ Guide page 52 – 54; | |

| | | | |- draw diagrams of various human teeth; |Class experiment; |- Preserved specimens of human teeth; | |

| | | | |- describe the structure and functions of various human teeth; |Drawing; |- Wall chart with diagrams of human teeth; | |

| | | | | | |- Hand outs with photomicrographs with human teeth; | |

|3 |1 | |Human teeth; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 135 – 136 | |

| | | | |- draw a longitudinal section of a human teeth; |Note taking |Teachers’ Guide page 54 – 55; | |

| | | | |- describe the structure and functions of the parts of a human tooth; |Drawing; |- Wall chart with diagrams of longitudinal sections of human molar // premolar | |

| | | | | | |and canine teeth; | |

| |2 and 3 | |Common dental diseases |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 137 | |

| | | | |- define dental diseases; |Note taking |Ref 2 page | |

| | | | |- state the cause, symptoms and treatment of various dental diseases; |Drawing |Ref 3 page | |

| | | | | | |- Wall charts with diagrams of various dental diseases; | |

| | | | | | |- Pictorials of various dental diseases in man; | |

| |4 | |Digestive system in |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 137 – 139 | |

| | | |animals |- state the components of the digestive system in mammals; |Note taking |- A live rat / rabbit; | |

| | | |The digestive system |- dissect a rat / rabbit ad display the digestive system |Class experiment; |Dissecting kit, dissecting board; cotton wool; chloroform | |

| | | | | |Drawing; |- Wall chart with diagram of the human alimentary canal; | |

|4 |1 | |Digestive system in |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 137 – 139 | |

| | | |animals |- describe the structure ad functions of the various parts of the |Note taking |Teachers’ Guide page 58 – 59; | |

| | | |The digestive system |human alimentary canal |Drawing; |- Wall chart with diagram of the human alimentary canal; | |

| |2 and 3 | |Digestion in the mouth;|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 140; | |

| | | |Swallowing; |- name the salivary glands; |Note taking |Longman Revision Biology page 58; | |

| | | | |- name the components and functions of saliva; |Informal lecture |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- state the roles of tongue and teeth; | | | |

| | | | |- describe the process of digestion in the mouth; | | | |

| | | | |- describe the mechanism of swallowing in the gullet; | | | |

| |4 | |Digestion in the |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 141 | |

| | | |stomach |- state the components of the gastric glands; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- state the roles of each component of the gastric glands; | | | |

|5 |1 | |Digestion in the |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 141 | |

| | | |stomach |- describe digestion in the stomach; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| |2 and 3 | |Digestion in the |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 141 – 142 | |

| | | |duodenum; |- state the accessory organs and glands to the duodenumn; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- describe the digestion in the duodenum; |Drawing |- dilute sodium hydroxide; cooking oil; water; test tubes; ruler; measuring | |

| | | | |- design an experiment to investigate emulsification of fats in the |Informal lecture |cylinder; | |

| | | | |duodenum; |Class experiment | | |

| |4 | |Digestion in the ileum |- state the components of the intestinal juice; |Discussion |Explore Biology Book 1 page 141 – 142 | |

| | | | |- state the functions of each of the contents of the intestinal juice;|Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | | |Drawing | | |

| | | | | |Informal lecture | | |

| | | | | | | | |

| | | | | | | | |

|6 |1 | |Digestion in the ileum |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 143 – 145 | |

| | | | |- describe digestion in the ileum |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | | |Drawing | | |

| |2 and 3 | |Digestion in the ileum;|By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 143 – 145 | |

| | | |The villus |- describe digestion in the ileum; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- draw a labeled diagram of the villus; |Drawing |- wall chart showing diagram of the villus; | |

| | | | |- describe the adaptations of the ileum to its functions; | | | |

| | | | |- explain the adaptations of the mammalian small intestines to its | | | |

| | | | |functions; | | | |

| |4 | |Adaptations of the |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 140 – 145 | |

| | | |intestines |- explain the adaptations of the small intestines to their functions; |Note taking | | |

| | | | | | | | |

|7 |1 | |Absorption; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 145 | |

| | | | |- define absorption; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- explain the absorption of the various products of digestion; | |- wall chart showing diagram of the villus; | |

| |2 and 3 | |Egestion; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 145 – 146 | |

| | | |Assimilation |- define egestion; |Note taking |- Wall chart with diagram of the human alimentary canal; | |

| | | | |- explain the process of egestion; | | | |

| | | | |- define assimilation; | | | |

| | | | |- describe the assimilation of the various products of digestion; | | | |

| |4 | |Assimilation; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 146; | |

| | | | |- explain the assimilation of the various products of digestion; |Note taking; | | |

|8 |1 | |Vitamins and minerals; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 146 – 147 | |

| | | |Vitamins |- define the term vitamins; |Note taking |- wall chart showing table on sources, function deficiency diseases of various | |

| | | | |- name various vitamins important in human diet; |Drawing |vitamins; | |

| | | | |- state the sources, function and deficiency disease of various | | | |

| | | | |minerals; | | | |

| |2 and 3 | |Vitamins; |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 147; | |

| | | | |- name various vitamins important in human diet; |Note taking |- wall chart showing table on sources, function deficiency diseases of various | |

| | | | |- state the sources, function and deficiency disease of various | |vitamins; | |

| | | | |minerals; | | | |

| |4 | |Minerals |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 147 – 148; | |

| | | | |- define the term vitamins; |Note taking |- Wall chart with table showing the sources, function, and deficiency diseases | |

| | | | |- name various vitamins important in human diet; | |of various mineral salts; | |

| | | | |- state the sources, function and deficiency disease of various | | | |

| | | | |minerals; | | | |

|9 |1 | |Minerals |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 73 –74; | |

| | | | |- state the sources, function and deficiency disease of various |Note taking |Teachers’ Guide page 112; | |

| | | | |minerals; | |- Wall chart with table showing the sources, function, and deficiency diseases | |

| | | | | | |of various mineral salts; | |

| |2 and 3 | |Water |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 149; | |

| | | |Roughage |- state the importance of water in animal nutrition; |Note taking | | |

| | | | |- define the term roughage; | | | |

| | | | |- explain the role of roughage in digestion; | | | |

| |4 | | Roughage |By the end of the lesson learners should be able to: |Discussion |Explore Biology Book 1 page 149; | |

| | | | |- explain the role of roughage in digestion; |Note taking | | |

|10 |1 | |Factors determining |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 150 – 151 | |

| | | |energy requirements in |- state and explain the factors determining energy requirements in |Note taking; | | |

| | | |man. |man; | | | |

| | | | | | | | |

| |2 and 3 | |Factors determining |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 150 – 151 | |

| | | |energy requirements in |- state and explain the factors determining energy requirements in |Note taking; | | |

| | | |man |man; | | | |

| | | | | | | | |

| |4 | |Factors determining |By the end of the lesson learners should be able to: |Discussion; |Explore Biology Book 1 page 150 – 151 | |

| | | |energy requirements in |- state and explain the factors determining energy requirements in |Note taking; | | |

| | | |man |man; | | | |

| | | | | | | | |

|11 |1 | |END YEAR EXAMS. |By the end of the lesson learners should be able to: |Writing; drawing and |Exam paper | |

| | | | |- give answers to the questions asked in the examination papers; |answering questions | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download