GENETICS

The concept of variation.
Discontinuous variation.

By the end of the lesson, the learner should be able to:


Define Genetics.
Define variation.
Define discontinuous variation.

Exposition of new concepts.
Probing questions on some variations in human beings.
Observe some variations in human beings such as tongue rolling, finger prints, students? heights, etc.
Discussion on the concept of variation.

Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.
Discussion on the concept of discontinuous variation.

Ink pad, hand lenses, white paper.
text book

KLB BK IV.
PP 1-2.
KLB BK IV.
P 3.

GENETICS

Continuous variation.

By the end of the lesson, the learner should be able to:
Define continuous variation.
Give examples of characteristics that show continuous variation.

Class activity ; students measure and record their heights;
Plotting of frequency-height graph;
Analyzing the graph;
Discussion with probing questions.

Metre rules/ tape measure,
Graph papers

KLB BK IV.
PP 3-4

GENETICS

Causes of variation.

By the end of the lesson, the learner should be able to:
Discuss causes of variation.

Exposition of new concepts.
Discussion with probing questions.

text book

KLB BK IV.
P 4

GENETICS

The chromosome.

By the end of the lesson, the learner should be able to:
Describe the structure of chromosomes.

Exposition of new concepts.
Probing questions.
Discussion.

text book

KLB BK IV. PP 4-5.

GENETICS

Chromosomal behaviour during mitosis.
Chromosomal behaviour during meiosis.

By the end of the lesson, the learner should be able to:
Describe chromosomal behaviour during mitosis.
Describe chromosomal behaviour during meiosis.

Exposition;
Teacher demonstrations;
Drawing diagrams;
Detailed discussion.

Scissors,
Manilla papers, thread, cellotape.
Scissors,
Manilla papers, threads, cellotape.

KLB BK IV. PP 5-6
KLB BK IV. PP 6-7

GENETICS

Genes and DNA.

By the end of the lesson, the learner should be able to:
Describe the structure of genes and DNA.
Identify the role of DNA.

Expository approach.

Chart- the double helix DNA.

KLB BK IV. PP 7-8

GENETICS

DNA replication.
First law of heredity.

By the end of the lesson, the learner should be able to:
Describe DNA replication.
Explain the role of DNA in protein synthesis.
Describe Mendel?s experiments.
State Mendel?s first law.

Exposition;
Drawing mRNA strands.
Exposition with explanations.

text book

KLB BK IV. PP 9-10

GENETICS

Monohybrid inheritance.

By the end of the lesson, the learner should be able to:
Define monohybrid inheritance.
Differentiate between genotype and phenotype.
Draw diagrams to show genetic crosses.

Q/A to review Mendel?s first law.
Drawing diagrams to show genetic crosses.
Discussion with probing questions.

text book

KLB BK IV. PP 12-14

GENETICS

Genetic crosses using a punnet square.
Ratios of phenotypes and genotypes.

By the end of the lesson, the learner should be able to:
Show fusion of gametes using a punnet square.
Explain the concept of probability in inheritance of characteristics.

Completing a punnet square;
Brief discussion.
Q/A to review phenotypes and genotypes.
Simple experiments on probability.
Discussion.

text book
Beans of two different colours, beakers.

KLB BK IV. PP 14-15
KLB BK IV. PP 15-17

GENETICS

Ratios of phenotypes and genotypes.

By the end of the lesson, the learner should be able to:
Explain the concept of probability in inheritance of characteristics.

Q/A to review phenotypes and genotypes.
Simple experiments on probability.
Discussion.

Beans of two different colours, beakers.

KLB BK IV. PP 15-17

GENETICS

Incomplete dominance.
Inheritance of ABO blood groups.

By the end of the lesson, the learner should be able to:
Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams.
Illustrate inheritance of blood groups with diagrams.

Exposition;
Discussion;
Drawing diagrams.
Drawing diagrams;
Supervised practice on inheritance of blood groups.

chart

KLB BK IV. PP 19-20.

GENETICS

Inheritance of Rhesus factor.

By the end of the lesson, the learner should be able to:
Describe inheritance of Rhesus factor.

Exposition;
Discussion.

chart

KLB BK IV. PP 21-22

GENETICS

Determining unknown genotypes.
Sex determination in man.

By the end of the lesson, the learner should be able to:
Determine unknown genotypes using test crosses and selfing crosses.
Describe sex determination in man.

Exposition;
Probing questions;
Drawing illustrative diagrams;
Discussion.

Exposition;
Drawing illustrative diagrams;
Discussion.

text book

KLB BK IV. PP 22-23
KLB BK IV. PP 23-24

GENETICS

Sex-linked genes and traits.

By the end of the lesson, the learner should be able to:
Identify sex-linked traits in man.
Illustrate inheritance of sex-linked traits with diagrams.

Probing questions;
Drawing illustrative diagrams;
Discussion.

text book

KLB BK IV. PP 24-27

GENETICS

Non-disjunction.

By the end of the lesson, the learner should be able to:
Explain effects of non-disjunction as a chromosomal abnormality.

Exposition of new concepts;
Discussion.

text book

KLB BK IV. PP 30-33

GENETICS

Gene mutation.

By the end of the lesson, the learner should be able to:
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.

Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.
Discussion.

Models to show Chromosomal mutations.

KLB BK IV. PP 33-35

GENETICS

Disorders due to gene mutations.
Applications of genetics.

By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.

Identify areas of practical application of genetics.

Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.

Probing questions;
Open discussion;
Topic review.

chart
text book,video

KLB BK IV. PP 35-38
KLB BK IV. PP 39-45

EVOLUTION

Evidence for organic evolution.

By the end of the lesson, the learner should be able to:
Cite evidence for organic evolution.

Brain storming;
Probing questions;
Exposition;
Discussion.

text book

KLB BK IV. PP 51-59

EVOLUTION

Comparative anatomy and homologous structures.

By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.

Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.

Forelimbs of vertebrates.

KLB BK IV. PP 59-63

EVOLUTION

Comparative anatomy and homologous structures. (contd)

By the end of the lesson, the learner should be able to:
Define divergent evolution.
Give examples of homologous structures.

Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.

Forelimbs of vertebrates.

KLB BK IV. PP 59-63

EVOLUTION

Convergent evolution and analogous structures.
Convergent evolution and analogous structures.(contd)
Larmack?s theory of evolution.

By the end of the lesson, the learner should be able to:
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.
Explain Larmack?s theory of evolution.

Examine wings of insects; wings of birds / bat.
Discuss observations.

Examine wings of insects; wings of birds / bat.
Discuss observations.
Expositions and explanations.

Wings of insects, wings of birds / bat.
Wings of insects, wings of birds / bat.
text book

KLB BK IV. PP 63-64

RECEPTION, RESPONSE & CO-ORDINATION

Meaning of stimulus, response and irritability. Tactic responses.

By the end of the lesson, the learner should be able to:




Define of stimulus, response and irritability.
Explain the need for sensitivity and response.
Identify types of tactics responses.

Brain storming;
Exposition;
Group experiments-chemotaxis in termites;
Discussion.

Brad crumbs, termites, dry sand, moth balls.

KLB BK IV. PP 73-74

RECEPTION, RESPONSE & CO-ORDINATION

Tropism and types of tropism.

By the end of the lesson, the learner should be able to:
Identify types of tropism.
State differences between tropisms and taxes.

Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.

Seedlings, klinostat, corked beaker.

KLB BK IV. PP 74-78

RECEPTION, RESPONSE & CO-ORDINATION

Nastic responses.

By the end of the lesson, the learner should be able to:
Identify types of nastic responses

Q/A and discussion.

text book

KLB BK IV. PP 78-80

RECEPTION, RESPONSE & CO-ORDINATION

Role of auxins in tropisms.

By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.

Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.

text book

KLB BK IV. PP 80-83

RECEPTION, RESPONSE & CO-ORDINATION

Response and Co-ordination in animals. The nervous system.

By the end of the lesson, the learner should be able to:




State components of the nervous system.
Describe the structure of nerve cells.

Descriptive and expository approaches.

Illustrative diagrams.

KLB BK IV. PP 84-85

RECEPTION, RESPONSE & CO-ORDINATION

Types of neurons. The brain.
Reflex actions.

By the end of the lesson, the learner should be able to:
Identify types of neurons.

Describe structure of the human brain.
Differentiate between simple and conditioned reflex actions.

Descriptive and expository approaches.
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions.

Illustrative diagrams.

KLB BK IV. PP 85-88
KLB BK IV. PP 88-90

RECEPTION, RESPONSE & CO-ORDINATION

Transmission of a nerve impulse.
The endocrine system.

By the end of the lesson, the learner should be able to:
Describe the transmission of a nerve impulse.
Identify components of endocrine system.
Compare endocrine system. With nervous system.

Descriptive and expository approaches.
Discussion; tabulate the differences.

Illustrative diagrams.

KLB BK IV. PP 90-93

RECEPTION, RESPONSE & CO-ORDINATION

The mammalian eye.

By the end of the lesson, the learner should be able to:
Identify major parts of the human eye.
Explain image formation and interpretation in the eye.

Brain storming;
Discussion with probing questions.

Chart- the human eye.

KLB BK IV. PP 93-100

RECEPTION, RESPONSE & CO-ORDINATION

The mammalian eye.

By the end of the lesson, the learner should be able to:
Identify major parts of the human eye.
Explain image formation and interpretation in the eye.

Brain storming;
Discussion with probing questions.

Chart- the human eye.

KLB BK IV. PP 93-100

RECEPTION, RESPONSE & CO-ORDINATION

Accommodation of the eye.
Defects of vision and their correction.
The human ear.
Hearing.

By the end of the lesson, the learner should be able to:
Explain the role of ciliary muscles in accommodation of the eye.
Identify defects of vision.
Explain correction of vision defects.
Identify major parts of the human ear.
Explain how the ear perceives sound.

Discussion with probing questions,
Drawing illustrative diagrams.
Detailed discussion with probing questions;
Descriptive and expository approaches.
Drawn diagrams.

Chart- focusing far and near points.
Illustrative diagrams.

KLB BK IV. PP 100-1
KLB BK IV. PP 104-5

RECEPTION, RESPONSE & CO-ORDINATION

Body balance and posture.

By the end of the lesson, the learner should be able to:
Explain how the ear maintains body balance and posture.

Descriptive and expository approaches.

KLB BK IV. PP 107-8

RECEPTION, RESPONSE & CO-ORDINATION
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Defects of the ear.
Importance of support and movement in plants.

By the end of the lesson, the learner should be able to:
Identify some defects of the ear.
Explain the importance of support and movement in plants.

Descriptive and expository approaches.
Brain storming;
Probing questions;
Discussion.

text book

KLB BK IV.
P 108

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Arrangement of tissues in a monocotyledonous stem.

By the end of the lesson, the learner should be able to:
Draw and label a transverse section of a monocotyledonous stem.

Examine transverse section of a monocotyledonous stem.

Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors.

KLB BK IV. PP111-2.

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Arrangement of tissues in a dicotyledonous stem.
Stem tissues.
Wilting in plants.

By the end of the lesson, the learner should be able to:
Draw and label a transverse section of a dicotyledonous stem.
Draw and label a transverse section of herbaceous and woody stems.
Identify some stem tissues.
Explain the role of stem tissues.
Compare the rate of wilting of herbaceous and woody stems.
Account for difference in rate of water loss.

Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
Drawing and labeling diagrams;
Discussion.
Uproot herbaceous and woody plants;
Observe tem for about 30 min;
Brief discussion.

Herbaceous stem, microscope, slides,
Razors.
Illustrative diagrams.

KLB BK IV. PP 111-5
KLB BK IV. P 116

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The exoskeleton.

By the end of the lesson, the learner should be able to:
Describe the structure of the exoskeleton.

Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper;
Relate the observations to the function of the exoskeleton.

A live arthropod,
E.g. grasshopper, millipede.

KLB BK IV. PP 116-7

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The endoskeleton.

By the end of the lesson, the learner should be able to:
Describe the structure of the endoskeleton.

Observe skeleton of a vertebrate;
Compare it with an exoskeleton.
Discuss the contrasting features.

The human skeleton.

KLB BK IV. PP 117-8

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Locomotory features of a finned fish.

By the end of the lesson, the learner should be able to:
Identify the locomotory features of a finned fish.

Observe external features of a tilapia.
Drawing and labeling;
Discussion.

A freshly killed tilapi

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Locomotion in a finned fish.
Tail power of a fish.
Support and movement in mammals. The skull and rib cage.

By the end of the lesson, the learner should be able to:
Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat.
Calculate the tail power of a fish.
Describe the structure of the skull and rib cage.

Review external features of a tilapia.
Detailed discussion.
Measure length of tail, length of a tilapia fish.
Calculations.
Discussion on significance of tail power in locomotion.
Observe the human skull and rib cage of a rat / rabbit.
Detailed discussion.

A freshly killed tilapia.
A freshly killed tilapia.
Human skull, rib cage of rat / rabbit.

KLB BK IV. PP 117-8
KLB BK IV. PP 118-9

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The vertebral column. Cervical and thoracic vertebrae.

By the end of the lesson, the learner should be able to:
Describe the features of the vertebral column.
Identify types of vertebrae.
Explain adaptations of cervical and thoracic vertebrae to their functions.

Examine cervical and thoracic vertebrae.

Cervical and thoracic vertebrae.

KLB BK IV. PP 121-2

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Thoracic and lumbar vertebrae.

By the end of the lesson, the learner should be able to:
Explain adaptations of Thoracic and lumbar vertebrae to their functions.

Examine thoracic and lumbar vertebrae.
Draw labeled diagrams;
Brief discussion.

Thoracic and lumbar vertebrae.

KLB BK IV. PP 122-3

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The sacral and caudal vertebrae.

By the end of the lesson, the learner should be able to:
Describe the features of the sacral and caudal vertebrae.
Explain adaptations of sacral and caudal vertebrae to their functions.

Examine sacral and caudal vertebrae.
Draw labeled diagrams;
Brief discussion.

Sacral and caudal vertebrae.

KLB BK IV. P 124

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The appendicular skeleton.
Fore limb.

By the end of the lesson, the learner should be able to:
Describe the features of the appendicular skeleton.
Identify bones of the fore limb.

Examine the appendicular skeleton of a rabbit /sheep.
Brief discussion..
Examine bones if the fore limb;
Drawing labeled diagrams;
Discussion.

Appendicular skeleton of a rabbit /sheep.

Bones of the fore limb.

KLB BK IV. PP 124-5
KLB BK IV. PP 126-7

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Hind limb.
Movable joints.

By the end of the lesson, the learner should be able to:
Identify bones of the hind limb.
Identify features of movable joints.

Examine bones if the hind limb;
Drawing labeled diagrams;
Discussion.
Examine the synovial joint.
Brief discussion.

Bones of the hind limb.
Synovial joint model.

KLB BK IV. P 127

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Ball and socket joint.

By the end of the lesson, the learner should be able to:
Identify features of ball and socket joint.

Examine the synovial joint.
Discuss observations.

Synovial joint model.

KLB BK IV. P 128

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

The hinge joint. Movement of a joint.

By the end of the lesson, the learner should be able to:
Identify features of hinge joint.

Describe movement of a joint.

Examine a hinge joint.

Observe movement of the fore arm;

Discussion.

Illustrative diagrams.

KLB BK IV. PP 128-9

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Skeletal muscles.
Smooth or visceral muscles.

By the end of the lesson, the learner should be able to:
Describe features of skeletal muscles.
Describe features of smooth muscles.

Examine diagrams of skeletal muscles;
Brief discussion.
Examine diagrams of smooth muscles;
Brief discussion.

Illustrative diagrams.

KLB BK IV. PP 129-30

SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Cardiac muscles.

By the end of the lesson, the learner should be able to:
Describe features of smooth muscles.

Examine diagrams of smooth muscles;
Brief discussion;
Topic review.

Illustrative diagrams.

KLB BK IV. PP 130-1