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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 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. |
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
|
|
| 2 | 1 |
GROWTH & DEVELOPMENT.
|
Intermittent growth curve.
|
By the end of the
lesson, the learner
should be able to:
Explain growth curve showing intermittent growth. |
Q/A: life cycles of insects.
Exposition and detailed discussion. |
chart
|
KLB BK III. P. 135 CERTIFICATE PG 179
|
|
| 2 | 1-2 |
GROWTH & DEVELOPMENT.
|
Intermittent growth curve.
Structure of the seed. |
By the end of the
lesson, the learner
should be able to:
Explain growth curve showing intermittent growth. To draw and label a typical seed. To state the functions of the parts of a seed. |
Q/A: life cycles of insects.
Exposition and detailed discussion. 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. |
chart
Specimens of maize and bean seeds. |
KLB BK III. P. 135 CERTIFICATE PG 179
KLB BK III. P. 136 CERTIFICATE PG 182 |
|
| 2 | 3 |
GROWTH & DEVELOPMENT.
|
Longitudinal sections of monocots and dicots.
|
By the end of the
lesson, the learner
should be able to:
To identify structural differences between monocots and dicots. |
Obtain longitudinal section of the seeds.
Identify structural differences of the specimens. Carry out iodine tests. Explain the observations. |
Hand lens
Maize and bean seeds. Iodine Scalpels. |
KLB BK III. P. 136 CERTIFICATE PG 182
|
|
| 2 | 4 |
GROWTH & DEVELOPMENT.
|
Dormancy in seeds.
|
By the end of the
lesson, the learner
should be able to:
To define seed dormancy. To explain factors that cause dormancy and ways of breaking dormancy. |
Detailed discussion.
|
video
|
KLB BK III. P. 137 CERTIFICATE PG 188
|
|
| 2 | 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. |
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 |
|
| 3 | 1-2 |
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. |
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
|
|
| 3 | 3 |
GROWTH & DEVELOPMENT.
|
Hypogeal germination.
Primary growth of a seedling. |
By the end of the
lesson, the learner
should be able to:
To describe hypogeal germination. To describe primary growth of a seedling. |
Observe previously prepared specimens of germinating bean seed/ castor seed.
Drawing diagrams. Brief discussion. |
Specimens of germinating maize seed at different phases of germination.
|
KLB BK III. P. 141 CERTIFICATE PG 184
|
|
| 3 | 4 |
GROWTH & DEVELOPMENT.
|
Region of growth in a root.
|
By the end of the
lesson, the learner
should be able to:
To determine the region of growth in a root. |
Group experiments- Observe previously prepared specimens to determine regions of growth.
Discuss observations made. Draw relevant diagrams. |
Germinating bean seeds
Cork pin Beaker Indian ink Blotting paper Ruler. |
KLB BK III. P. 144 CERTIFICATE PG 186
|
|
| 3 | 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. |
Drawing and labelling transverse sections of apical meristems.
|
Charts- Apical meristems.
|
KLB BK III. P. 144 CERTIFICATE PG 186
|
|
| 4 | 1-2 |
GROWTH & DEVELOPMENT.
|
Secondary growth.
Growth hormones. |
By the end of the
lesson, the learner
should be able to:
To describe secondary growth of plants. To explain role of hormones in growth of plants. |
Detailed discussion.
Discuss the role of IAA, gibberellins, cytokinins, and abscisic acid e.t.c, in plant growth. |
text book
|
KLB BK III. PP. 145-146 CERTIFICATE PG 187
KLB BK III. P. 147 CERTIFICATE PG 190 |
|
| 4 | 3 |
GROWTH & DEVELOPMENT.
|
Apical dominance.
|
By the end of the
lesson, the learner
should be able to:
To explain the role of auxins in apical dominance. |
Probing questions leading to definition and explanation of apical dominance.
|
Shoot with lateral growth.
|
KLB BK III. PP. 147-148.
|
|
| 4 | 4 |
GROWTH & DEVELOPMENT.
|
Growth and development in insects.
Role of hormones in insect growth. |
By the end of the
lesson, the learner
should be able to:
To differentiate between complete and incomplete metamorphosis. To identify hormones that promotes insect growth. |
Q/A: Features of complete and incomplete metamorphosis of insects.
Exposition and explanations. |
chart
text book |
KLB BK III. PP.148-14.9 CERTIFICATE PG 194
|
|
| 4 | 5 |
GENETICS
|
The concept of variation.
|
By the end of the
lesson, the learner
should be able to:
Define Genetics. Define 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. |
Ink pad, hand lenses, white paper. |
KLB BK IV. PP 1-2. |
|
| 5 | 1-2 |
GENETICS
|
Discontinuous variation.
|
By the end of the
lesson, the learner
should be able to:
Define discontinuous variation. |
Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.
Discussion on the concept of discontinuous variation. |
text book
|
KLB BK IV.
P 3. |
|
| 5 | 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 |
|
| 5 | 4 |
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 |
|
| 5 | 5 |
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 |
|
| 6 | 1-2 |
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.
|
|
| 6 | 3 |
GENETICS
|
Chromosomal behaviour during mitosis.
|
By the end of the
lesson, the learner
should be able to:
Describe chromosomal behaviour during mitosis. |
Exposition;
Teacher demonstrations; Drawing diagrams; Detailed discussion. |
Scissors,
Manilla papers, thread, cellotape. |
KLB BK IV. PP 5-6
|
|
| 6 | 4 |
GENETICS
|
Chromosomal behaviour during meiosis.
|
By the end of the
lesson, the learner
should be able to:
Describe chromosomal behaviour during meiosis. |
Exposition;
Teacher demonstrations; Drawing diagrams; Detailed discussion. |
Scissors,
Manilla papers, threads, cellotape. |
KLB BK IV. PP 6-7
|
|
| 6 | 5 |
GENETICS
|
Chromosomal behaviour during meiosis.
|
By the end of the
lesson, the learner
should be able to:
Describe chromosomal behaviour during meiosis. |
Exposition;
Teacher demonstrations; Drawing diagrams; Detailed discussion. |
Scissors,
Manilla papers, threads, cellotape. |
KLB BK IV. PP 6-7
|
|
| 7 | 1 |
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
|
|
| 7 | 1-2 |
GENETICS
|
Genes and DNA.
DNA replication. |
By the end of the
lesson, the learner
should be able to:
Describe the structure of genes and DNA. Identify the role of DNA. Describe DNA replication. Explain the role of DNA in protein synthesis. |
Expository approach.
Exposition; Drawing mRNA strands. |
Chart- the double helix DNA.
text book |
KLB BK IV. PP 7-8
KLB BK IV. PP 9-10 |
|
| 7 | 3 |
GENETICS
|
First law of heredity.
|
By the end of the
lesson, the learner
should be able to:
Describe Mendel?s experiments. State Mendel?s first law. |
Exposition with explanations.
|
|
KLB BK IV. PP 11-12
|
|
| 7 | 4 |
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
|
|
| 7-8 |
Midterm |
|||||||
| 8 | 2 |
GENETICS
|
Genetic crosses using a punnet square.
|
By the end of the
lesson, the learner
should be able to:
Show fusion of gametes using a punnet square. |
Completing a punnet square;
Brief discussion. |
text book
|
KLB BK IV. PP 14-15
|
|
| 8 | 3 |
GENETICS
|
Genetic crosses using a punnet square.
|
By the end of the
lesson, the learner
should be able to:
Show fusion of gametes using a punnet square. |
Completing a punnet square;
Brief discussion. |
text book
|
KLB BK IV. PP 14-15
|
|
| 8 | 4 |
GENETICS
|
Genetic crosses using a punnet square.
|
By the end of the
lesson, the learner
should be able to:
Show fusion of gametes using a punnet square. |
Completing a punnet square;
Brief discussion. |
text book
|
KLB BK IV. PP 14-15
|
|
| 8 | 5 |
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
|
|
| 9 | 1-2 |
GENETICS
|
Incomplete dominance.
|
By the end of the
lesson, the learner
should be able to:
Cite examples of incomplete dominance. Illustrate incomplete dominance with diagrams. |
Exposition;
Discussion; Drawing diagrams. |
chart
|
KLB BK IV. PP 19-20.
|
|
| 9 | 3 |
GENETICS
|
Inheritance of ABO blood groups.
|
By the end of the
lesson, the learner
should be able to:
Illustrate inheritance of blood groups with diagrams. |
Exposition;
Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups. |
chart
|
KLB BK IV. PP 20-21
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
GENETICS
|
Determining unknown genotypes.
|
By the end of the
lesson, the learner
should be able to:
Determine unknown genotypes using test crosses and selfing crosses. |
Exposition;
Probing questions; Drawing illustrative diagrams; Discussion. |
text book
|
KLB BK IV. PP 22-23
|
|
| 10 | 1-2 |
GENETICS
|
Sex determination in man.
Sex-linked genes and traits. |
By the end of the
lesson, the learner
should be able to:
Describe sex determination in man. Identify sex-linked traits in man. Illustrate inheritance of sex-linked traits with diagrams. |
Exposition;
Drawing illustrative diagrams; Discussion. Probing questions; Drawing illustrative diagrams; Discussion. |
text book |
KLB BK IV. PP 23-24
KLB BK IV. PP 24-27 |
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1-2 |
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
|
|
| 11 | 3 |
GENETICS
|
Disorders due to gene mutations.
|
By the end of the
lesson, the learner
should be able to:
Illustrate genetic disorders with diagrams. |
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams. |
chart
|
KLB BK IV. PP 35-38
|
|
| 11 | 4 |
GENETICS
|
Applications of genetics.
|
By the end of the
lesson, the learner
should be able to:
Identify areas of practical application of genetics. |
Probing questions;
Open discussion; Topic review. |
text book,video
|
KLB BK IV. PP 39-45
|
|
| 11 | 4-5 |
GENETICS
|
Applications of genetics.
|
By the end of the
lesson, the learner
should be able to:
Identify areas of practical application of genetics. |
Probing questions;
Open discussion; Topic review. |
text book,video
|
KLB BK IV. PP 39-45
|
|
| 12-13 |
End term 1 exam and closing |
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