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WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
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1 |
Reporting To School /Revision |
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1 | 3 |
EXCRETION AND HOMEOSTASIS
|
Introduction- Definition and importance of homeostasis and excretion.
|
By the end of the
lesson, the learner
should be able to:
To define homeostasis and excretion. To explain necessity of excretion in plants and animals. |
Q/A: Definitions of digestion, ingestion and egestion, secretion and excretion. Discuss importance of excretion in plants and animals. |
text book
|
K.L.B. BK 2
PP. 83-84 |
|
1 | 4 |
EXCRETION AND HOMEOSTASIS
|
Excretion in plants.
|
By the end of the
lesson, the learner
should be able to:
To name plants excretory products. To state uses of excretory products of plants. |
Probing questions.
Exposition of new terms. Discuss uses and abuses of plant excretory products. |
Some plants excretory products.
|
K.L.B. BK 2
PP. 83-84 |
|
1 | 5 |
EXCRETION AND HOMEOSTASIS
|
Excretion and homeostasis in unicellular organisms.
|
By the end of the
lesson, the learner
should be able to:
Describe excretion and homeostasis in an amoeba and a paramecium. |
Q/A: Review diffusion, structure of an amoeba.
Discuss excretion and homeostasis in an amoeba and a paramecium. |
text book
|
K.L.B. BK 2
PP. 84-85 |
|
2 | 1-2 |
EXCRETION AND HOMEOSTASIS
|
Excretion and homeostasis in animals.
The mammalian skin. The lungs. |
By the end of the
lesson, the learner
should be able to:
To identify excretory organs in various animals. Draw and label the structure of the mammalian skin. To describe functions of parts of the mammalian skin. To explain the role of lungs as excretory organs. |
Exposition and discussion.
Observe drawings of various animals showing excretory organs. |
Specimens of platyhelmin-thes, annelida, insects.
Permanent slides of mammalian skin. Chart/ model- Mammalian lungs. |
K.L.B. BK 2
P. 85 K.L.B. BK 2 P. 87 |
|
2 | 3 |
EXCRETION AND HOMEOSTASIS
|
The kidneys structure.
The nephron. |
By the end of the
lesson, the learner
should be able to:
To describe the external structure of kidney. To describe the internal structure of the kidney. Describe features of the nephron. |
Observe external features of a kidney.
Observe internal drawing and labeling of the kidney. Discuss features of the nephron. Draw structure of the nephron. Label the diagram. |
Wall-Charts?internal organs of a kidney.
Chart?Kidney nephron. |
K.L.B. BK 2
PP. 89-90 |
|
2 | 4 |
EXCRETION AND HOMEOSTASIS
|
Urine formation.
The loop of Henle. Kidney diseases and disorders. |
By the end of the
lesson, the learner
should be able to:
To explain formation of urine. To explain the function of the loop of Henle; and how it?s adapted to its function. To discuss the role of ADH in determination of concentration of urine. To name kidney diseases and disorders and state methods of prevention and / treatment. |
Detailed discussion.
Discussion and explanations. Probing questions. |
chart
Chart- The nephron. text book |
K.L.B. BK 2 PP 90
|
|
2 | 5 |
EXCRETION AND HOMEOSTASIS
|
The Liver.
Deamination. Other functions of the liver. |
By the end of the
lesson, the learner
should be able to:
To draw and label a diagram of the liver. To explain the function of the liver in deamination. To state and explain other functions of the liver. |
Drawing and labeling diagram of the liver.
Probing questions. Discussion |
Chart-Structure of the liver
text book |
K.L.B. BK 2 PP 93-94
|
|
3 |
Opener Exam |
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4 | 1-2 |
EXCRETION AND HOMEOSTASIS
|
Liver disorders.
Homeostasis. The feedback mechanism. The hypothalamus. The skin and thermoregulation. |
By the end of the
lesson, the learner
should be able to:
To name and discuss kidney disorders. To identify methods of preventing and treating these disorders. To define the concepts of internal environment and homeostasis. To differentiate between positive and negative feedback and state their roles in maintaining the desirable point. To explain the role of hypothalamus in thermoregulation. To explain the function of the skin in thermoregulation. |
Exposition and discussion.
Schematic representation of feedbacks. Exposition and detailed discussion. Exposition and discussion. |
text book
Chart- Schematic diagram of feedback mechanism |
K.L.B. BK 2 PP 96-97
K.L.B. BK 2 PP 98 |
|
4 | 3 |
EXCRETION AND HOMEOSTASIS
|
Blood vessels and their functions in thermo-regulation.
Homeostatic behavioral activities. Osmoregulation. |
By the end of the
lesson, the learner
should be able to:
To explain the adaptation of blood vessels and their function in thermo-regulation. To state and explain various homeostatic behavioral activities. To describe water and salts balance in the body. |
Exposition and discussion.
Drawing schematic diagrams. Discussion on control of body temperature. Probing questions. Detailed discussion. |
text book
text book,video |
K.L.B. BK 2 PP 98-99
|
|
4 | 4 |
EXCRETION AND HOMEOSTASIS
|
Blood sugar.
Diabetes. |
By the end of the
lesson, the learner
should be able to:
To discuss effects of insufficient/ excess sugar in the blood. To explain regulation of blood sugar. To distinguish diabetes mellitus from diabetes inspidus. To identify simple symptoms of diabetes mellitus and diabetes inspidus. |
Detailed discussion.
Detailed discussion. Probing questions. Topic review. |
text book
|
K.L.B. BK 2 PP 101-102
|
|
4 | 5 |
CLASSIFICATION
II
|
Principles of classification of living organisms...
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of classification of organisms. Discuss the general principles of classification. Identify major taxonomic units. |
Q/A: To review Classification I.
Discussion of principles of classification of organisms. Q/A: Major taxonomic units. |
Chart- Taxonomic units.
|
KLB BK III.
PP 1-2. CERTIFICATE PG 1 |
|
5 | 1-2 |
CLASSIFICATION
II
|
Binomial Nomenclature.
Animal Kingdoms. Kingdom Monera. |
By the end of the
lesson, the learner
should be able to:
To define a species. To explain features of a species. To explain principles of binomial nomenclature. Identify the five animal kingdoms. State characteristics of members of kingdom Monera. To identify and draw various bacteria. To explain how bacteria affect our lives. |
Probing questions leading to definition of a species.
Give examples of breeds and varieties. Discuss the double- naming system and the underlying features. Expository approach -The teacher will expose the five kingdoms. Discussion- General characteristics of unicellular and microscopic organisms. Drawing and labeling a bacterium. Q/A: Economic importance of bacteria. |
Chart- Examples of generic and specific names of organisms.
Chart- Types of bacteria |
KLB BK III.P 2. CERTIFICATE PG 3
KLB BK III.P 3. CERTIFICATE PG 4 |
|
5 | 3 |
CLASSIFICATION
II
|
Kingdom Protoctista.
|
By the end of the
lesson, the learner
should be able to:
To give examples of members of kingdom Protoctista. To state general characteristics of members of kingdom Protoctista. |
Teacher leads in a discussion.
|
chart
|
KLB BK III.
PP 4-5. CERTIFICATE PG 8 |
|
5 | 4 |
CLASSIFICATION
II
|
Organisms with varied forms.
Organisms in pond water. |
By the end of the
lesson, the learner
should be able to:
To draw and label an amoeba, paramecium, spirogyra, e.t.c. To identify organisms in pond water. |
Drawing and labelling organisms with varied forms.
Examine a drop of pond water on a glass slide under a microscope. Draw diagrams of organisms observed. Compare the observed organisms with those previously drawn and labelled. |
Wall charts.
Microscope Water dropper Pond water Glass slides. |
KLB BK III. P 4-5. CERTIFICATE PG 9
|
|
5 | 5 |
CLASSIFICATION
II
|
Kingdom Fungi.
Characteristics of Kingdom Fungi.
|
By the end of the
lesson, the learner
should be able to:
To give examples of members of kingdom fungi. To discuss economic importance of fungi. To state general characteristics of fungi. |
Detailed discussion.
Exposition of new concepts/ terms. |
Mushrooms,
Yeast, Bread mould. |
KLB BK III. P 6. CERTIFICATE PG 11
|
|
6 | 1-2 |
CLASSIFICATION
II
|
Diagrams of Fungi.
Kingdom Plantae. General characteristics. |
By the end of the
lesson, the learner
should be able to:
To draw and label various fungi. State general characteristics of plants. |
Examine bread mould.
Draw and label diagrams of various fngi. Q/A: Compare plants with the aforementioned kingdoms, and then list down characteristics of plants. |
Wall charts,
Bread mould, Yeast, Edible mushroom. |
KLB BK III. P 6. CERTIFICATE PG 12
KLB BK III. P 7. CERTIFICATE PG 13 |
|
6 | 3 |
CLASSIFICATION
II
|
Division Bryophyta External structure of a Bryophyta.
|
By the end of the
lesson, the learner
should be able to:
State general characteristics of Bryophyta. To draw and label external features of an identified Bryophyta. To identify features of Bryophyta. |
Teacher leads in a discussion. Students examine moss plant under a hand lens, then
Draw and label the moss plant. |
Moss plant,
Hand lens, Slide. |
KLB BK III. P 7. CERTIFICATE PG 14
|
|
6 | 4 |
CLASSIFICATION
II
|
Division Pteridophyta.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of Pteridophytes. To draw and label external features of Pteridophytes. |
Teacher leads in a discussion on characteristics of Pteridophytes.
Class experiments: To observe a live or preserved fern. To draw and label the fern. |
A live or preserved fern.
|
KLB BK III. P 7. CERTIFICATE PG 15
|
|
6 | 5 |
CLASSIFICATION
II
|
Division Spermatophyta.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of spermatophytes. |
Teacher leads in a discussion on spermatophytes.
|
text book
|
KLB BK III. P 9. CERTIFICATE PG 16
|
|
7 | 1-2 |
CLASSIFICATION
II
|
Features of Spermatophytes.
Sub-division Gymnospermatophyta. |
By the end of the
lesson, the learner
should be able to:
To identify features of spermatophytes. To state general characteristics of gymnospermatophyta. |
Class experiments: To examine a complete specimen of a bean plant with ponds/ maize plant/ a twig of cypress.
Detailed discussion. |
Complete specimens of bean plant with ponds/ maize plant/ a twig of cypress.
text book |
KLB BK III. P 9. CERTIFICATE PG16
|
|
7 | 3 |
CLASSIFICATION
II
|
Subdivision Angiospermaphyta.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of angiospermaphyta. |
Detailed discussion.
Q/A: Comparing gymnospermatophyta and angiospermaphyta. |
text book
|
KLB BK III. P 10. CERTIFICATE PG 16
|
|
7 | 4 |
CLASSIFICATION
II
|
Class Monocotyledonae.
|
By the end of the
lesson, the learner
should be able to:
To list down characteristics of Monocotyledonae. |
Class experiments: Examine maize plant/ wheat/ grass/ sugarcane.
Discuss external features of the plants. |
Maize plant/ wheat/ grass/ sugarcane.
|
KLB BK III. P 11. CERTIFICATE PG 17
|
|
7 | 5 |
CLASSIFICATION
II
|
Class Dicotyledonae.
|
By the end of the
lesson, the learner
should be able to:
To list down characteristics of Dicotyledonae. |
Class experiments: Examine external features of bean plant/ black jack/ tea.
Discuss their external features. |
Bean plant/ black jack/ tea.
|
KLB BK III. P 11. CERTIFICATE PG 17
|
|
8-9 |
Mid Term Exam/ Mid Term Break |
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10 | 1-2 |
CLASSIFICATION
II
|
Kingdom Animalia.
Phyllum Arthropoda. |
By the end of the
lesson, the learner
should be able to:
To state characteristics of kingdom Animalia. To state general characteristics of Arthropoda. |
Q/A: To review general characteristics of animals as compared to those of plants.
Q/A: General characteristics of Arthropoda. |
text book
|
KLB BK III. P 12. CERTIFICATE PG 18
KLB BK III. P 12. CERTIFICATE PG 19 |
|
10 | 3 |
CLASSIFICATION
II
|
Class Crustacea.
|
By the end of the
lesson, the learner
should be able to:
To list down external features of a crab/ crayfish. |
Examine preserved specimens of a crab/ crayfish and identify external features.
Draw and label diagrams. Discuss their general characteristics. |
Specimens of a crab/ crayfish.
|
KLB BK III. P 13. CERTIFICATE PG 21
|
|
10 | 4 |
CLASSIFICATION
II
|
Class Chilopoda.
|
By the end of the
lesson, the learner
should be able to:
To describe external features of a centipede. |
Examine a centipede.
Draw and label a centipede. Discuss general characteristics of Chilopoda comparing them to those of other members of the kingdom Animalia. |
A centipede.
|
KLB BK III. P 14. CERTIFICATE PG 20
|
|
10 | 5 |
CLASSIFICATION
II
|
Class Diplopoda.
|
By the end of the
lesson, the learner
should be able to:
To describe external features of a milipede. |
Examine a milipede.
Draw and label a milipede. Discuss general characteristics of diplopoda comparing them to those of other members of the kingdom Animalia. |
A milipede.
|
KLB BK III. P 15. CERTIFICATE PG 20
|
|
11 | 1-2 |
CLASSIFICATION
II
|
Class Arachnida.
Class Insecta. Phyllum Chordata. |
By the end of the
lesson, the learner
should be able to:
To describe external features of mites, spiders, scorpions, ticks. To describe external features of common insects. To identify general characteristics of chordates. |
Examine specimens of freshly killed/ preserved arachnids.
Q/A: Differences between arachnids and members of other classes. Discuss general characteristics of Arachnida. Examine live/ freshly killed specimens of ground beetle, honeybee, termite, e.t.c. List down general characteristics of insecta. Discuss economic importance of insects. Q/A: Identify classes of phylum chordata. Discussion: characteristics of chordates. |
Specimens of freshly killed/ preserved arachnids.
Live/ freshly killed specimens of ground beetle, honey-bee, termite, e.t.c. |
KLB BK III. P 15. CERTIFICATE PG 20
KLB BK III. P 15. CERTIFICATE PG 21 |
|
11 | 3 |
CLASSIFICATION
II
|
Class Pisces.
|
By the end of the
lesson, the learner
should be able to:
To draw and label external features of a (tilapia) fish. |
Exposition- Teacher exposes new concepts pertaining to characteristics of fish.
|
Chart tilapia fish.
|
KLB BK III. P 18. CERTIFICATE PG 22
|
|
11 | 4 |
CLASSIFICATION
II
|
Class Amphibia.
|
By the end of the
lesson, the learner
should be able to:
To compare observable features of a tilapia fish and those of a frog. |
Group experiments- Observing specimens and placing them in their respective classes.
|
Preserved specimens ? fish, amphibians.
|
KLB BK III. P 18. CERTIFICATE PG 23
|
|
11 | 5 |
CLASSIFICATION
II
|
Class Reptilia.
|
By the end of the
lesson, the learner
should be able to:
To state general characteristics of reptilia. |
Q/A: Comparing reptiles and amphibians/ aves
Discussion: General characteristics of reptilia. |
|
KLB BK III. P 18. CERTIFICATE PG 24
|
|
12 | 1-2 |
CLASSIFICATION
II
|
Class Aves.
Class Mammalia. |
By the end of the
lesson, the learner
should be able to:
To state general characteristics of aves. To state general characteristics of Mammalia. |
Q/A: Comparing reptiles and amphibians/ aves
Discussion: General characteristics of reptilia. Q/A: Examples of egg laying mammals, pouched mammals, primates, etc. |
Chart- Diagrams of birds.
Diagrams of various mammals. |
KLB BK III. P 19. CERTIFICATE PG 24
KLB BK III. P 20. CERTIFICATE PG 25 |
|
12 | 3 |
CLASSIFICATION
II
|
Dichotomous key.
|
By the end of the
lesson, the learner
should be able to:
To explain the rules used in constructing a dichotomous key. |
Teacher exposes features of a dichotomous key.
|
|
KLB BK III. P 23. CERTIFICATE PG 27
|
|
12 | 4 |
CLASSIFICATION
II
|
Features for identifying animals / plants.
|
By the end of the
lesson, the learner
should be able to:
To list identification features for animals/ plants. |
Teacher exposes features for identifying animals/ plants.
|
|
KLB BK III. P 24. CERTIFICATE PG 27
|
|
12 | 5 |
CLASSIFICATION
II
|
Examples of dichotomous keys.
Construction of dichotomous keys. |
By the end of the
lesson, the learner
should be able to:
To construct dichotomous keys using leaves, stems, e.t.c. To construct a guided dichotomous key of a given number of steps. To use a constructed dichotomous key to identify given specimens. To construct own dichotomous key. |
Teacher leads through constructed dichotomous keys.
Supervised exercise. Written exercise. Exercise review. |
Chart- Constructed dichotomous keys.
Plants from different families. Different plant species. |
KLB BK III. P 24. CERTIFICATE PG28
|
|
13 |
End Term Exam/Closing School |
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