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

EXCRETION AND HOMEOSTASIS

Excretion in plants.
Excretion and homeostasis in unicellular organisms.
Excretion and homeostasis in animals.

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.
text book
Specimens of platyhelmin-thes, annelida, insects.

K.L.B. BK 2
PP. 83-84

EXCRETION AND HOMEOSTASIS

The mammalian skin.
The lungs.
The kidneys structure.

By the end of the lesson, the learner should be able to:
Draw and label the structure of the mammalian skin.
To describe functions of parts of the mammalian skin.

Permanent slides of mammalian skin.
Chart/ model- Mammalian lungs.
Wall-Charts?internal organs of a kidney.

K.L.B. BK 2
PP. 86-87

EXCRETION AND HOMEOSTASIS

The nephron.
Urine formation.
The loop of Henle.
Kidney diseases and disorders.
The Liver.
Deamination.
Other functions of the liver.
Liver disorders.
Homeostasis.

By the end of the lesson, the learner should be able to:
Describe features of the nephron.
To draw and label a diagram of the liver.

Discuss features of the nephron.
Draw structure of the nephron.
Label the diagram.
Drawing and labeling diagram of the liver.

Chart?Kidney nephron.
chart
Chart-
The nephron.
text book
Chart-Structure of the liver
text book

K.L.B. BK 2 PP 93-94

EXCRETION AND HOMEOSTASIS

The feedback mechanism.
The hypothalamus.
The skin and thermoregulation.
Blood vessels and their functions in thermo-regulation.
Homeostatic behavioral activities.

By the end of the lesson, the learner should be able to:
To differentiate between positive and negative feedback and state their roles in maintaining the desirable point.

Schematic representation of feedbacks.

Exposition and discussion.

Chart-
Schematic diagram of feedback mechanism
text book
text book,video

K.L.B. BK 2 PP 97-98

EXCRETION AND HOMEOSTASIS
CLASSIFICATION II

Osmoregulation.
Blood sugar.
Diabetes.
Introduction and Principles of Classification

By the end of the lesson, the learner should be able to:
To describe water and salts balance in the body.

Detailed discussion.

text book
Charts - Classification features, Taxonomic units

K.L.B. BK 2 PP 100-101

CLASSIFICATION II

Binomial System of Nomenclature
Hierarchy of Taxa

By the end of the lesson, the learner should be able to:
Define species and explain binomial nomenclature. Explain the rules of binomial naming system. Give examples of scientific names. State advantages of binomial nomenclature.

Detailed explanation of binomial system with two names (genus and species). Practice writing scientific names correctly - italics, capitalization rules. Q/A: Examples from Table 1.1 - human, chimpanzee, plants.

Charts - Examples of scientific names (Table 1.1), Practice writing materials
Charts - Taxonomic pyramid (Fig 1.1), Wall charts showing hierarchy

Certificate Biology Form 3, Pages 2-3

CLASSIFICATION II

Five Kingdom System
Kingdom Monera - Introduction
Bacteria - Structure and Characteristics

By the end of the lesson, the learner should be able to:
Identify the five kingdoms of organisms. State general characteristics of each kingdom. Compare modern classification with earlier systems. Explain changes in classification systems.
Describe the structure of bacteria. Draw and label a bacterial cell. State characteristics of bacteria. Explain bacterial cell wall composition.

Teacher exposition of five kingdoms: Monera, Protoctista, Mycota, Plantae, Animalia. Discussion using Table 1.2. Q/A: Why systems change - bacteria, fungi, algae reclassification.
Drawing and labeling generalized bacterial structure using Fig 1.2. Discussion of structural features - cell wall, DNA, flagella, capsule. Q/A: Mucoproteins in cell wall, lack of organelles.

Charts - Table 1.2 characteristics, Five kingdom comparison chart
Charts - Prokaryote vs eukaryote comparison, Microscope images
Charts - Fig 1.2 bacterial structure, Drawing materials, Microscope

Certificate Biology Form 3, Pages 4-5
Certificate Biology Form 3, Pages 5-6

CLASSIFICATION II

Bacterial Types and Shapes
Bacterial Reproduction and Economic Importance

By the end of the lesson, the learner should be able to:
Classify bacteria according to shape. Identify different bacterial arrangements. Give examples of each bacterial type.

Study of bacterial shapes using Fig 1.3: coccus (spherical), bacillus (rod), vibrio (comma), spirillus (spiral). Discussion of arrangements - pairs, chains, clusters.

Charts - Fig 1.3 bacterial types, Microscope, Prepared bacterial slides
Charts - Binary fission diagram, Disease-causing bacteria table, Specimens of antibiotics

Certificate Biology Form 3, Pages 6-7

CLASSIFICATION II

Blue-green Algae
Kingdom Protoctista - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of blue-green algae. Give examples of blue-green algae. Explain their importance in ecosystems. Compare with bacteria.

Discussion of blue-green algae as prokaryotes. Examples: Nostoc, Anabaena, Spirulina. Study of Fig 1.4. Q/A: Importance as primary producers, food for flamingoes.

Charts - Fig 1.4 Anabaena, Microscope, Water samples from local sources
Charts - Protoctista characteristics, Table 1.3 examples

Certificate Biology Form 3, Pages 7-8

CLASSIFICATION II

Protozoa (Protista)
Algae - Characteristics and Types

By the end of the lesson, the learner should be able to:
Describe characteristics of protozoa. Give examples of protozoa. Identify disease-causing protozoa. Examine protozoa practically.

Study of unicellular protozoans using Fig 1.5. Practical examination of pond water under microscope. Students observe and draw Paramecium, Euglena, Amoeba. Q/A: Disease-causing protozoans and their vectors.

Charts - Fig 1.5 protozoa, Table 1.3 diseases, Microscopes, Pond water samples, Glass slides, Drawing materials
Charts - Fig 1.6 algae types, Specimens of different algae, Hand lenses

Certificate Biology Form 3, Pages 8-9, 28

CLASSIFICATION II

Economic Importance of Algae
Kingdom Mycota (Fungi) - Introduction
Fungal Structure and Reproduction
Economic Importance of Fungi

By the end of the lesson, the learner should be able to:
Explain ecological importance of algae. State economic uses of algae. Describe role as primary producers.
Describe structure of fungi. Explain fungal reproduction. Identify different types of fungi. Examine fungi practically.

Discussion of algae as primary producers in aquatic ecosystems. Q/A: Food source for aquatic animals, oxygen production. Economic uses in food industry, cosmetics.
Study of fungal structure using Fig 1.7 - hyphae, mycelium, sporangia. Practical examination of bread moulds under microscope. Students observe and draw fungal structures. Safety: Handle specimens with forceps.

Charts - Aquatic food chains, Algae products, Ecosystem diagrams
Charts - Fungal characteristics, Specimens of mushrooms, bread moulds
Charts - Fig 1.7 fungi, Microscopes, Bread mould specimens, Forceps, Glass slides, Drawing materials
Charts - Fungal diseases, Specimens of useful fungi, Food products made using fungi

Certificate Biology Form 3, Pages 10-11
Certificate Biology Form 3, Pages 11-12, 29

CLASSIFICATION II

Kingdom Plantae - Introduction
Plant Phyla Overview

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Plantae. Give examples of plants. Describe plant cell features. Explain autotrophic nutrition.

Teacher exposition of plant characteristics - multicellular, eukaryotic, chloroplasts, cellulose cell walls, autotrophic. Discussion of shoot and root systems, vascular tissue.

Charts - Plant characteristics, Live plant specimens, Plant cell diagrams
Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants

Certificate Biology Form 3, Page 13

CLASSIFICATION II

Phylum Bryophyta - Mosses and Liverworts
Phylum Pteridophyta - Ferns

By the end of the lesson, the learner should be able to:
Describe characteristics of bryophytes. Explain alternation of generations. Give examples of bryophytes. Examine moss specimens practically.

Study of moss characteristics using Fig 1.8 and liverworts using Fig 1.9. Practical examination of moss specimens - identify gametophyte, sporophyte, rhizoids. Students draw observed structures.

Charts - Fig 1.8 moss, Fig 1.9 liverworts, Live moss specimens, Hand lenses, Drawing materials
Charts - Fig 1.10 fern structure, Complete fern specimens, White paper, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 14-15, 30

CLASSIFICATION II

Phylum Spermatophyta - Introduction
Angiosperms - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of seed plants. Distinguish gymnosperms and angiosperms. Give examples of each group. Explain advantages of seeds.

Discussion of seed-bearing plants using Fig 1.11. Comparison of gymnosperms (naked seeds in cones) vs angiosperms (seeds in fruits). Examples and advantages of seed reproduction.

Charts - Fig 1.11 gymnosperms, Cone specimens, Seeds, Fruits
Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses

Certificate Biology Form 3, Pages 16-17

CLASSIFICATION II

Classes of Angiosperms
Kingdom Animalia - Introduction
Animal Classification Features
Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
Distinguish monocotyledons and dicotyledons. Compare structural features. Give examples of each class. Examine monocot and dicot specimens.
Identify features used to classify animals. Explain body symmetry types. Describe skeleton types. State other classification criteria.

Detailed study of Table 1.5 comparing monocots and dicots. Practical examination of specimens - leaf venation, root systems, floral parts. Students draw comparative structures.
Discussion of classification features - body symmetry, segmentation, appendages, skeleton types, body cavities. Examples of bilateral vs radial symmetry, endoskeleton vs exoskeleton.

Charts - Table 1.5, Fig 1.12 structures, Monocot and dicot specimens, Hand lenses, Drawing materials
Charts - Animal characteristics, Various animal specimens/pictures
Charts - Body symmetry diagrams, Skeleton types, Animal classification features
Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 17-18
Certificate Biology Form 3, Pages 18-19

CLASSIFICATION II

Classes of Arthropoda
Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
Classify arthropods into classes. Compare different arthropod classes. Give examples of each class. Examine arthropod specimens.

Study of five arthropod classes using Figs 1.13-1.16. Practical examination of preserved specimens - identify key features, body segments, appendages. Students draw and label structures.

Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials
Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 20-22

CLASSIFICATION II

Classes of Chordates
Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Classify chordates into classes. Compare fish, amphibians, reptiles, birds, mammals. Give examples of each class.

Study of five chordate classes using Figs 1.16-1.20. Comparison of fish (Pisces), amphibians, reptiles, birds (Aves), mammals. Key distinguishing features of each class.

Charts - Figs 1.16-1.20 chordate classes, Specimens/pictures of vertebrates
Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 23-27

CLASSIFICATION II

Construction of Dichotomous Keys
Using Identification Keys

By the end of the lesson, the learner should be able to:
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets
Chordate specimens, Provided identification keys, Unknown specimens for practice

Certificate Biology Form 3, Pages 28-33

ECOLOGY

Introduction to Ecology
Ecological Terms and Concepts
Ecosystems - Structure and Components

By the end of the lesson, the learner should be able to:
Define ecology and explain its importance. Distinguish between biotic and abiotic factors. State the significance of ecological studies.
Define ecosystem and describe its components. Identify abiotic and biotic factors in ecosystems. Give examples of different ecosystem types.

Q/A: Review of organism-environment interactions. Discussion of ecology definition and importance. Teacher exposition of ecological studies for conservation and biodiversity.
Discussion of ecosystem as natural self-sustaining unit. Exposition of abiotic factors (temperature, water, light) and biotic factors (producers, consumers). Examples of forest, grassland, aquatic ecosystems.

Charts - Definition of ecology, Examples of ecological studies
Charts - Ecological terms definitions, Diagrams of biosphere layers
Charts - Ecosystem components, Examples of different ecosystems

Certificate Biology Form 3, Pages 36-37
Certificate Biology Form 3, Pages 37-38

ECOLOGY

Abiotic Factors - Temperature and Water
Abiotic Factors - Light and Humidity

By the end of the lesson, the learner should be able to:
Explain how temperature affects organisms. Describe the role of water in ecosystems. Analyze adaptations to temperature variations.

Detailed discussion of temperature effects on photosynthesis and plant growth. Exposition of water requirements for plants and animals. Q/A: Temperature ranges and organism distribution.

Charts - Temperature effects on organisms, Water cycle diagram
Charts - Light intensity effects, Humidity and transpiration

Certificate Biology Form 3, Pages 38-40

ECOLOGY

Abiotic Factors - Wind, Altitude, and Salinity
Biotic Factors - Producers

By the end of the lesson, the learner should be able to:
Explain effects of wind on plant growth. Describe altitude effects on organisms. Analyze salinity effects on plant distribution.

Discussion of wind effects on transpiration and plant shape. Exposition of altitude effects on atmospheric pressure and temperature. Q/A: Halophyte adaptations to saline conditions.

Charts - Wind effects on plants, Altitude zonation, Halophyte examples
Charts - Examples of producers, Photosynthesis equation

Certificate Biology Form 3, Pages 42-43

ECOLOGY

Biotic Factors - Consumers
Biotic Factors - Decomposers and Detrivores

By the end of the lesson, the learner should be able to:
Classify consumers into different types. Distinguish primary, secondary, and tertiary consumers. Give examples of herbivores and carnivores.

Detailed discussion of consumer types - primary (herbivores), secondary (carnivores), tertiary consumers. Examples: grazers, browsers, predators. Q/A: Omnivores as multiple-level consumers.

Charts - Consumer classification, Examples of different consumer types
Charts - Examples of decomposers, Nutrient cycling diagrams

Certificate Biology Form 3, Pages 44-45

ECOLOGY

Nitrogen Cycle
Trophic Levels and Energy Flow
Food Chains
Food Webs

By the end of the lesson, the learner should be able to:
Describe the nitrogen cycle process. Explain the role of bacteria in nitrogen fixation. Identify stages of nitrification and denitrification.
Define food chains and construct examples. Identify energy flow direction in food chains. Give examples from terrestrial and aquatic habitats.

Detailed study of nitrogen cycle using Fig 2.1. Discussion of nitrogen-fixing bacteria, nitrifying bacteria, and denitrifying bacteria. Q/A: Importance of nitrogen for protein synthesis.
Study of food chain examples from textbook. Construction of terrestrial food chains (grass→impala→leopard). Aquatic food chains (plankton→fish→shark). Practice drawing food chains.

Charts - Fig 2.1 nitrogen cycle, Table 2.1 bacterial roles
Charts - Trophic level diagrams, Energy flow patterns
Charts - Food chain examples, Arrows showing energy direction
Charts - Fig 2.4 food web, Complex food web examples

Certificate Biology Form 3, Pages 38-40
Certificate Biology Form 3, Pages 46-47

ECOLOGY

Ecological Pyramids - Introduction
Pyramid of Numbers and Biomass

By the end of the lesson, the learner should be able to:
Define ecological pyramids. Distinguish types of ecological pyramids. Explain pyramid of numbers concept.

Teacher exposition of ecological pyramids as graphical representations. Discussion of pyramid types - numbers, biomass, energy. Study of pyramid of numbers using Fig 2.6.

Charts - Fig 2.6 pyramid of numbers, Different pyramid types
Data sets for pyramid construction, Calculators, Graph paper

Certificate Biology Form 3, Pages 47-49

ECOLOGY

Interspecific Relationships - Predation
Parasitism - Types and Adaptations

By the end of the lesson, the learner should be able to:
Define predator-prey relationships. Describe predator and prey adaptations. Give examples of predation in different habitats.

Detailed discussion of predation as feeding relationship. Study of predator adaptations (speed, senses, hunting strategies). Q/A: Prey defense mechanisms (camouflage, mimicry, protective covering).

Charts - Predator-prey examples, Adaptation illustrations
Charts - Parasite examples, Adaptation diagrams, Life cycle illustrations

Certificate Biology Form 3, Pages 50-52

ECOLOGY

Saprophytism and Economic Importance
Mutualism and Symbiosis

By the end of the lesson, the learner should be able to:
Define saprophytism and role of decomposers. Explain economic importance of saprophytes. Describe harmful effects of saprophytes.

Discussion of saprophytes as decomposers. Economic benefits: recycling, soil fertility, antibiotics, fermentation. Harmful effects: food decay, food poisoning. Q/A: Useful vs harmful saprophytic activities.

Charts - Decomposition process, Examples of useful and harmful saprophytes
Charts - Fig 2.8 lichens, Fig 2.9 root nodules, Symbiotic relationship examples

Certificate Biology Form 3, Pages 57-60

ECOLOGY

Commensalism
Population Studies - Introduction
Population Estimation Methods - Direct Counting
Capture-Mark-Release-Recapture Method

By the end of the lesson, the learner should be able to:
Define commensalism and give examples. Distinguish commensalism from other relationships. Analyze one-sided beneficial relationships.
Describe direct counting methods. Explain when direct counting is suitable. Practice population estimation calculations.

Discussion of commensalism as one-sided benefit. Examples: ox-pecker birds and buffalo, cattle egrets and grazing animals, epiphytic plants on trees. Q/A: Why host doesn't benefit or suffer.
Discussion of direct counting for small populations and large slow-moving animals. Examples: tree counting, aerial surveys. Practice with simple population counts and density calculations.

Charts - Commensalism examples, Epiphyte illustrations
Charts - Population definitions, Factors affecting population
Calculators, Sample area measurements, Population data sets
Calculators, Sample data for calculations, Formula charts

Certificate Biology Form 3, Pages 63-64
Certificate Biology Form 3, Pages 61-62

ECOLOGY

Quadrat and Transect Methods
Plant Adaptations - Xerophytes

By the end of the lesson, the learner should be able to:
Describe quadrat sampling method. Explain line and belt transect techniques. Practice population estimation using sampling.

Study of quadrat method for plants and small animals using Fig 2.12. Discussion of line transects for distribution patterns. Practice calculations using sampling formulas.

Quadrats (if available), Measuring tapes, Sample area data, Calculators
Charts - Fig 2.14 xerophyte examples, Cactus specimens (if available)

Certificate Biology Form 3, Pages 62-64

ECOLOGY

Plant Adaptations - Hydrophytes
Plant Adaptations - Halophytes and Mesophytes

By the end of the lesson, the learner should be able to:
Define hydrophytes and aquatic conditions. Describe adaptations to aquatic environments. Explain buoyancy and gaseous exchange adaptations.

Study of hydrophyte adaptations using Fig 2.15. Discussion of aerenchyma tissue, stomatal distribution, reduced xylem. Q/A: Adaptations to low light and oxygen levels in water.

Charts - Fig 2.15 aquatic plants, Water plant specimens (if available)
Charts - Fig 2.16 mangroves, Comparison table of plant types

Certificate Biology Form 3, Pages 66-68

ECOLOGY

Environmental Pollution - Introduction
Air Pollution and Global Warming

By the end of the lesson, the learner should be able to:
Define pollution and identify major pollutants. Classify types of environmental pollution. Explain pollution effects on ecosystems.

Teacher exposition of pollution definition and sources. Discussion of air, water, and soil pollution types. Q/A: Human activities causing pollution and ecosystem disruption.

Charts - Pollution types and sources, Environmental damage photos
Charts - Fig 2.18 greenhouse effect, Air pollution sources diagram

Certificate Biology Form 3, Pages 70-71

ECOLOGY

Water Pollution
Soil Pollution and Land Degradation
Human Diseases and Ecology
Malaria and Parasitic Diseases
Practical Activities and Field Studies

By the end of the lesson, the learner should be able to:
Identify sources of water pollution. Explain effects on aquatic ecosystems. Describe eutrophication process.
Relate environmental conditions to disease occurrence. Describe waterborne diseases. Explain disease transmission and prevention.

Study of water pollution sources using Fig 2.20. Discussion of domestic waste, industrial effluents, pesticides, oil spills. Q/A: Eutrophication, algal blooms, and oxygen depletion.
Study of cholera, typhoid, amoebic dysentery transmission and prevention. Discussion of poor sanitation as disease cause. Q/A: Hygiene practices and disease control.

Charts - Fig 2.20 water pollution sources, Eutrophication process diagram
Charts - Fig 2.22 soil conservation methods, Soil erosion examples
Charts - Disease transmission cycles, Prevention methods
Charts - Fig 2.24 malaria life cycle, Parasite life cycles, Prevention methods
Quadrats, Sweep nets, Measuring tapes, Notebooks, Collection containers, Hand lenses

Certificate Biology Form 3, Pages 75-78
Certificate Biology Form 3, Pages 82-84