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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Features hindering self-pollination.
|
By the end of the
lesson, the learner
should be able to:
To discuss features and mechanisms that hinder self-pollination in plants. |
In groups, learners are guided to:
Exposition and detailed discussion. |
wind & inect pollinated flower
|
KLB BK III. PP 93-94.
|
|
| 2 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fertilisation process in flowering plants.
|
By the end of the
lesson, the learner
should be able to:
To define fertilisation. To describe the fertilisation process in flowering plants. |
In groups, learners are guided to:
Drawing diagrams, detailed discussion. |
chart
|
KLB BK III.
P 95.CERTIFICATE PG 121 |
|
| 2 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Seed formation.
|
By the end of the
lesson, the learner
should be able to:
To explain formation of seeds. |
In groups, learners are guided to:
Detailed discussion. |
text book
|
KLB BK III.
P 97.CERTIFICATE PG 123 |
|
| 2 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit development.
|
By the end of the
lesson, the learner
should be able to:
To describe development of fruits in flowering plants. |
In groups, learners are guided to:
Detailed discussion. |
text book
|
KLB BK III.
P 98.CERTIFICATE PG 124 |
|
| 3 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Classification of fruits.
|
By the end of the
lesson, the learner
should be able to:
To classify fruits using specific criteria. |
In groups, learners are guided to:
Teacher presents several types of fruits and leads students in classifying them. Detailed discussion, drawing of diagrams. |
A variety of fruits, petri dishes Blades Containers. |
KLB BK III.
P 99. CERTIFICATE PG 125 |
|
| 3 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Classification of fruits.
|
By the end of the
lesson, the learner
should be able to:
To classify fruits using specific criteria. |
In groups, learners are guided to:
Teacher presents several types of fruits and leads students in classifying them. Detailed discussion, drawing of diagrams. |
A variety of fruits, petri dishes Blades Containers. |
KLB BK III.
P 99. CERTIFICATE PG 125 |
|
| 3 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Placentation.
|
By the end of the
lesson, the learner
should be able to:
To define placentation. To describe the process of placentation. To identify types of placentation. |
In groups, learners are guided to:
Teacher exposes the meaning of placentation. Students examine ovaries of various fruits as the teacher exposes the types of placentation exhibited. Students draw diagrams showing types of placentation. |
Fruits
Beans Sunflower Pawpaw Orange Primrose, e.t.c |
KLB BK III.
P 100.CERTIFICATE PG 130 |
|
| 3 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Fruit and seed dispersal.
|
By the end of the
lesson, the learner
should be able to:
To explain adaptive features of fruits and seeds to their agents of dispersal. |
In groups, learners are guided to:
Students examine fruits and seeds, observe external features, and group them accordingly to methods of dispersal. Detailed discussion of observations made. |
text book
|
KLB BK III. PP. 102-103 CERTIFICATE PG 130
|
|
| 4 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Internal structure of fruits.
|
By the end of the
lesson, the learner
should be able to:
To label the parts of internal structure of a fruit. To identify the functions of internal parts of a fruit. |
In groups, learners are guided to:
Teacher demonstration- Vertical sections of fruits. Students draw and label the fruit internal structure. |
charts
|
KLB BK III. P. 104
|
|
| 4 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Internal structure of fruits.
|
By the end of the
lesson, the learner
should be able to:
To label the parts of internal structure of a fruit. To identify the functions of internal parts of a fruit. |
In groups, learners are guided to:
Teacher demonstration- Vertical sections of fruits. Students draw and label the fruit internal structure. |
charts
|
KLB BK III. P. 104
|
|
| 4 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Internal structure of fruits.
Sexual reproduction in animals. External fertilisation. |
By the end of the
lesson, the learner
should be able to:
To label the parts of internal structure of a fruit. To identify the functions of internal parts of a fruit. To describe external fertilisation in amphibians. |
In groups, learners are guided to:
Teacher demonstration- Vertical sections of fruits. Students draw and label the fruit internal structure. Detailed discussion. |
charts
Strands of eggs of frogs. |
KLB BK III. P. 104
KLB BK III. P 105 CERTIFICATE PG 147 |
|
| 4 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Internal fertilisation.
|
By the end of the
lesson, the learner
should be able to:
To describe internal fertilisation and compare it with external fertilisation. |
In groups, learners are guided to:
Tabulate differences between external and internal fertilisation. |
|
KLB BK III. P. 105CERTIFICATE PG 148
|
|
| 5 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Reproduction in mammals.
Reproduction in human beings.
|
By the end of the
lesson, the learner
should be able to:
To explain the reproduction process in mammals. To draw and label the structure of male reproduction system. |
In groups, learners are guided to:
Detailed discussion. Drawing and labeling male reproduction system. |
Wall charts-Reproduction system. |
KLB BK III. P. 105 CERTIFICATE PG 149
|
|
| 5 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Reproduction in mammals.
Reproduction in human beings.
|
By the end of the
lesson, the learner
should be able to:
To explain the reproduction process in mammals. To draw and label the structure of male reproduction system. |
In groups, learners are guided to:
Detailed discussion. Drawing and labeling male reproduction system. |
Wall charts-Reproduction system. |
KLB BK III. P. 105 CERTIFICATE PG 149
|
|
| 5 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Functions of parts of male reproduction system.
Male reproduction system of a male animal. |
By the end of the
lesson, the learner
should be able to:
To explain the male reproduction system. To identify parts of male reproduction system of a rabbit/ rat. |
In groups, learners are guided to:
Detailed discussion. To examine reproduction system of a male rabbit /rat. Identify the parts of the reproduction system. |
text book
Reproduction system of a rabbit/ rat. |
KLB BK III. PP. 106-108 CERTIFICATE PG 150
KLB BK III. P. 108 CERTIFICATE PG 164 |
|
| 5 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Female reproduction system.
|
By the end of the
lesson, the learner
should be able to:
To draw and label parts of the female reproduction system. |
In groups, learners are guided to:
Drawing and labeling. |
chart
|
KLB BK III. PP.
108-110. CERTIFICATE PG 164 |
|
| 6 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Functions of parts of female reproduction system.
|
By the end of the
lesson, the learner
should be able to:
To explain the functions of parts of female reproduction system. |
In groups, learners are guided to:
Detailed discussion. |
chart
|
KLB BK III. PP.
108-110 CERTIFICATE PG 150 |
|
| 6 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Female reproduction system of a female animal.
|
By the end of the
lesson, the learner
should be able to:
To identify parts of female reproduction system of a female animal. |
In groups, learners are guided to:
Examine parts of a female reproduction system. Identify the parts. |
Dissected female rat/ mouse/rabbit.
|
KLB BK III. P.110 CERTIFICATE PG 151
|
|
| 6 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Formation of ova.
Fertilisation process. |
By the end of the
lesson, the learner
should be able to:
To draw and label the human spermatozoon. To describe the process of formation of ova. To explain the fertilisation process. |
In groups, learners are guided to:
Drawing and labelling. Detailed discussion. Q/A: Adaptations of male gamete to its function. Discussion Drawing diagrams. |
text book
chart |
KLB BK III. PP.
112-113 CERTIFICATE PG 151 KLB BK III. PP. 113-114 CERTIFICATE PG 152 |
|
| 6 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Implantation.
|
By the end of the
lesson, the learner
should be able to:
To define implantation. To define ectopic pregnancy. |
In groups, learners are guided to:
Drawing illustrative diagrams. Discussion. |
text book
|
KLB BK III. P. 114 CERTIFICATE PG 153
|
|
| 7 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
The placenta.
|
By the end of the
lesson, the learner
should be able to:
To describe the formation of the placenta and the structure of the placenta. |
In groups, learners are guided to:
Exposition and discussion. |
Chart- The placenta.
|
KLB BK III. P. 115 CERTIFICATE PG 159
|
|
| 7 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Role of the placenta.
Placental exchanges.
|
By the end of the
lesson, the learner
should be able to:
To state and explain the role of the placenta. To identify substances allowed / not allowed to pass through the placenta |
In groups, learners are guided to:
Exposition and discussion. Drawing diagrams showing placental exchanges. Detailed discussion. |
text book
|
KLB BK III. P. 116 CERTIFICATE PG 159
|
|
| 7 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Pregnancy and hormones.
Abortion, miscarriage, birth. |
By the end of the
lesson, the learner
should be able to:
To identify functions of human oestrogen and progestrone during pregnancy. To describe processes of abortion, miscarriage and birth. |
In groups, learners are guided to:
Tabulate functional differences. Q/A: To elicit students responses on related issues. |
text book
|
CERTIFICATE PG 160
KLB BK III. PP. 117-119 |
|
| 7 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Lactation and parental care.
|
By the end of the
lesson, the learner
should be able to:
To explain the role of oxytocin in milk let down. To draw and label mammary glands. |
In groups, learners are guided to:
Discussion Drawing and labelling mammary glands. |
Wall- charts mammary glands.
|
KLB BK III. P. 120
|
|
| 8 | 1 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Secondary sexual characteristics.
|
By the end of the
lesson, the learner
should be able to:
To state secondary sexual characteristics in males and females. |
In groups, learners are guided to:
Detailed discussion. |
text book
|
|
|
| 8 | 2 |
REPRODUCTION IN PLANTS AND ANIMALS
|
The menstrual cycle.
|
By the end of the
lesson, the learner
should be able to:
To explain the role of hormones in the menstrual cycle. |
In groups, learners are guided to:
Detailed discussion. |
Chart- Phases of human menstrual cycle.
|
KLB BK III. P. 121 CERTIFICATE PG 151
|
|
| 8 | 3-4 |
REPRODUCTION IN PLANTS AND ANIMALS
|
28-day menstrual cycle.
Menopause, infertility and emerging issues. |
By the end of the
lesson, the learner
should be able to:
To represent hormonal levels on a 28-day chart. To describe hormonal changes at menopause. To discuss emerging issues related to infertility and menopause. |
In groups, learners are guided to:
Open discussion. Interpreting illustrative charts. |
chart
text book |
KLB BK III. PP.
122-123 CERTIFICATE PG 152 KLB BK III. P. 123 |
|
| 8 | 5 |
REPRODUCTION IN PLANTS AND ANIMALS
|
Sexually Transmitted Infections &
HIV/AIDS.
|
By the end of the
lesson, the learner
should be able to:
To identify the symptoms of STIs. To explain the mode of transmission of STIs / AIDS and discuss methods of control. To differentiate between HIV and AIDS. |
In groups, learners are guided to:
Detailed discussion. Q/A: Distinction and relationship between HIV and AIDS. |
Chart- STIs causal agents, symptoms, prevention and control measures.
|
PP.
123-125 CERTIFICATE PG 169 |
|
| 9 | 1 |
GROWTH & DEVELOPMENT.
|
The concepts of growth and development.
|
By the end of the
lesson, the learner
should be able to:
To distinguish growth from development. |
In groups, learners are guided to:
Q/A: Aspects that occur during growth. Detailed discussion of growth and development. |
text book
|
KLB BK III. P. 134 CERTIFICATE PG 178
|
|
| 9 | 2 |
GROWTH & DEVELOPMENT.
|
The concepts of growth and development.
|
By the end of the
lesson, the learner
should be able to:
To distinguish growth from development. |
In groups, learners are guided to:
Q/A: Aspects that occur during growth. Detailed discussion of growth and development. |
text book
|
KLB BK III. P. 134 CERTIFICATE PG 178
|
|
| 9 | 3-4 |
GROWTH & DEVELOPMENT.
|
Measurement of growth.
Growth phases. |
By the end of the
lesson, the learner
should be able to:
To identify aspects that indicate growth of an organism. Sketch a growth curve. To describe lag and decelerating phases of growth. |
In groups, learners are guided to:
Discuss growth aspects-height, weight and volume. Students will have collected data, e.g. height of shoots of different ages. Teacher assists students to draw growth curves. Discussion- phases of growth. |
text book
Shoots of known ages. |
KLB BK III. P. 134 CERTIFICATE PG 178
KLB BK III. P. 135 CERTIFICATE PG 179 |
|
| 9 | 5 |
GROWTH & DEVELOPMENT.
|
Growth phases.
|
By the end of the
lesson, the learner
should be able to:
To describe lag and decelerating phases of growth. |
In groups, learners are guided to:
Students will have collected data, e.g. height of shoots of different ages. Teacher assists students to draw growth curves. Discussion- phases of growth. |
Shoots of known ages.
|
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
| 10 | 1 |
GROWTH & DEVELOPMENT.
|
Intermittent growth curve.
|
By the end of the
lesson, the learner
should be able to:
Explain growth curve showing intermittent growth. |
In groups, learners are guided to:
Q/A: life cycles of insects. Exposition and detailed discussion. |
chart
|
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
| 10 | 2 |
GROWTH & DEVELOPMENT.
|
Structure of the seed.
|
By the end of the
lesson, the learner
should be able to:
To draw and label a typical seed. To state the functions of the parts of a seed. |
In groups, learners are guided to:
Students examine external structure of bean seeds and maize seeds. Teacher assists them to identify the parts of the seeds. Drawing and labeling the seeds. |
Specimens of maize and bean seeds.
|
KLB BK III. P. 136 CERTIFICATE PG 182
|
|
| 10 | 3-4 |
GROWTH & DEVELOPMENT.
|
Longitudinal sections of monocots and dicots.
Dormancy in seeds. |
By the end of the
lesson, the learner
should be able to:
To identify structural differences between monocots and dicots. To define seed dormancy. To explain factors that cause dormancy and ways of breaking dormancy. |
In groups, learners are guided to:
Obtain longitudinal section of the seeds. Identify structural differences of the specimens. Carry out iodine tests. Explain the observations. Detailed discussion. |
Hand lens
Maize and bean seeds. Iodine Scalpels. video |
KLB BK III. P. 136 CERTIFICATE PG 182
KLB BK III. P. 137 CERTIFICATE PG 188 |
|
| 10 | 5 |
GROWTH & DEVELOPMENT.
|
Seed germination.
|
By the end of the
lesson, the learner
should be able to:
To describe the process of seed germination. To investigate conditions necessary for germination. To explain conditions necessary for germination. |
In groups, learners are guided to:
Observe previously prepared specimens. Discuss the observations. |
Seeds
Cotton wool Flat bottomed flasks Corks T-tubes Thermometers pyrogallic acid NaOH solution. |
KLB BK III.
P 140. CERTIFICATE PG 184 |
|
| 11 | 1 |
GROWTH & DEVELOPMENT.
|
Epigeal germination.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between epigeal and hypogeal germination. To describe epigeal germination. |
In groups, learners are guided to:
Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing comparative diagrams. |
Specimens of germinating bean/castor seed at different phases of germination.
|
KLB BK III. P. 141 CERTIFICATE PG 184
|
|
| 11 | 2 |
GROWTH & DEVELOPMENT.
|
Epigeal germination.
|
By the end of the
lesson, the learner
should be able to:
To differentiate between epigeal and hypogeal germination. To describe epigeal germination. |
In groups, learners are guided to:
Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing comparative diagrams. |
Specimens of germinating bean/castor seed at different phases of germination.
|
KLB BK III. P. 141 CERTIFICATE PG 184
|
|
| 11 | 3-4 |
GROWTH & DEVELOPMENT.
|
Hypogeal germination.
Primary growth of a seedling. Region of growth in a root. |
By the end of the
lesson, the learner
should be able to:
To describe hypogeal germination. To determine the region of growth in a root. |
In groups, learners are guided to:
Observe previously prepared specimens of germinating bean seed/ castor seed. Drawing diagrams. Group experiments- Observe previously prepared specimens to determine regions of growth. Discuss observations made. Draw relevant diagrams. |
Specimens of germinating maize seed at different phases of germination.
Germinating bean seeds Cork pin Beaker Indian ink Blotting paper Ruler. |
KLB BK III. P. 141 CERTIFICATE PG 184
KLB BK III. P. 144 CERTIFICATE PG 186 |
|
| 11 | 5 |
GROWTH & DEVELOPMENT.
|
Apical meristems.
|
By the end of the
lesson, the learner
should be able to:
To draw and label longitudinal and transverse sections of apical meristems. |
In groups, learners are guided to:
Drawing and labelling transverse sections of apical meristems. |
Charts- Apical meristems.
|
KLB BK III. P. 144 CERTIFICATE PG 186
|
|
| 12 | 1 |
GROWTH & DEVELOPMENT.
|
Secondary growth.
|
By the end of the
lesson, the learner
should be able to:
To describe secondary growth of plants. |
In groups, learners are guided to:
Detailed discussion. |
text book
|
KLB BK III. PP. 145-146 CERTIFICATE PG 187
|
|
| 12 | 2 |
GROWTH & DEVELOPMENT.
|
Growth hormones.
|
By the end of the
lesson, the learner
should be able to:
To explain role of hormones in growth of plants. |
In groups, learners are guided to:
Discuss the role of IAA, gibberellins, cytokinins, and abscisic acid e.t.c, in plant growth. |
text book
|
KLB BK III. P. 147 CERTIFICATE PG 190
|
|
| 12 | 3-4 |
GROWTH & DEVELOPMENT.
|
Apical dominance.
Growth and development in insects. |
By the end of the
lesson, the learner
should be able to:
To explain the role of auxins in apical dominance. To differentiate between complete and incomplete metamorphosis. |
In groups, learners are guided to:
Probing questions leading to definition and explanation of apical dominance. Q/A: Features of complete and incomplete metamorphosis of insects. |
Shoot with lateral growth.
chart |
KLB BK III. PP. 147-148.
KLB BK III. PP.148-14.9 CERTIFICATE PG 194 |
|
| 12 | 5 |
GROWTH & DEVELOPMENT.
|
Role of hormones in insect growth.
|
By the end of the
lesson, the learner
should be able to:
To identify hormones that promotes insect growth. |
In groups, learners are guided to:
Exposition and explanations. |
text book
|
KLB BK III. PP. 148-149. CERTIFICATE PG 199
|
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