CLASSIFICATION II

Introduction and Principles of Classification
Binomial System of Nomenclature

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 features used to classify organisms. Define taxa and taxon.

Q/A: Review of Classification I concepts. Discussion of classification criteria - structural similarities and differences. Q/A: Features for animals (body symmetry, coelom, appendages) and plants (vascular system, reproductive structures).

Charts - Classification features, Taxonomic units
Charts - Examples of scientific names (Table 1.1), Practice writing materials

Certificate Biology Form 3, Pages 1-2

CLASSIFICATION II

Hierarchy of Taxa
Five Kingdom System
Kingdom Monera - Introduction

By the end of the lesson, the learner should be able to:
Describe the taxonomic hierarchy from kingdom to species. Explain the relationship between different taxonomic levels. Draw and interpret taxonomic pyramid.
Identify the five kingdoms of organisms. State general characteristics of each kingdom. Compare modern classification with earlier systems. Explain changes in classification systems.

Teacher exposition of hierarchical arrangement using pyramid diagram. Discussion of kingdom→phylum→class→order→family→genus→species. Q/A: How smaller taxa combine to form larger taxa.
Teacher exposition of five kingdoms: Monera, Protoctista, Mycota, Plantae, Animalia. Discussion using Table 1.2. Q/A: Why systems change - bacteria, fungi, algae reclassification.

Charts - Taxonomic pyramid (Fig 1.1), Wall charts showing hierarchy
Charts - Table 1.2 characteristics, Five kingdom comparison chart
Charts - Prokaryote vs eukaryote comparison, Microscope images

Certificate Biology Form 3, Pages 1-3
Certificate Biology Form 3, Pages 4-5

CLASSIFICATION II

Bacteria - Structure and Characteristics
Bacterial Types and Shapes

By the end of the lesson, the learner should be able to:
Describe the structure of bacteria. Draw and label a bacterial cell. State characteristics of bacteria. Explain bacterial cell wall composition.

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 - Fig 1.2 bacterial structure, Drawing materials, Microscope
Charts - Fig 1.3 bacterial types, Microscope, Prepared bacterial slides

Certificate Biology Form 3, Pages 5-6

CLASSIFICATION II

Bacterial Reproduction and Economic Importance

By the end of the lesson, the learner should be able to:
Describe bacterial reproduction by binary fission. Explain economic importance of bacteria. Identify harmful and useful bacteria. Give examples of bacterial diseases.

Exposition of asexual reproduction by binary fission. Discussion of harmful bacteria - diseases (tuberculosis, typhoid, cholera). Q/A: Useful bacteria - decomposition, nitrogen fixation, antibiotics.

Charts - Binary fission diagram, Disease-causing bacteria table, Specimens of antibiotics

Certificate Biology Form 3, Pages 6-7

CLASSIFICATION II

Blue-green Algae

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

Certificate Biology Form 3, Pages 7-8

CLASSIFICATION II

Kingdom Protoctista - Introduction
Protozoa (Protista)

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Protoctista. Identify the two sub-kingdoms. Give examples of protoctists. Distinguish from other kingdoms.
Describe characteristics of protozoa. Give examples of protozoa. Identify disease-causing protozoa. Examine protozoa practically.

Teacher exposition of Protoctista characteristics - eukaryotic, mostly unicellular. Discussion of two sub-kingdoms: Protozoa and Algae. Examples from Table 1.3.
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 - Protoctista characteristics, Table 1.3 examples
Charts - Fig 1.5 protozoa, Table 1.3 diseases, Microscopes, Pond water samples, Glass slides, Drawing materials

Certificate Biology Form 3, Page 8
Certificate Biology Form 3, Pages 8-9, 28

CLASSIFICATION II

Algae - Characteristics and Types

By the end of the lesson, the learner should be able to:
State characteristics of algae. Classify algae according to pigments. Give examples of different algal types. Explain their habitats.

Discussion of algae as aquatic autotrophs. Classification by pigments: green, brown, red algae. Study of Fig 1.6 examples. Q/A: Thallus structure, holdfast, photosynthetic pigments.

Charts - Fig 1.6 algae types, Specimens of different algae, Hand lenses

Certificate Biology Form 3, Pages 9-10

CLASSIFICATION II

Economic Importance of Algae

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.

Discussion of algae as primary producers in aquatic ecosystems. Q/A: Food source for aquatic animals, oxygen production. Economic uses in food industry, cosmetics.

Charts - Aquatic food chains, Algae products, Ecosystem diagrams

Certificate Biology Form 3, Pages 10-11

CLASSIFICATION II

Kingdom Mycota (Fungi) - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Fungi. Give examples of fungi. Describe fungal cell structure. Explain mode of nutrition.

Teacher exposition of fungal characteristics - eukaryotic, cell walls with chitin, heterotrophic. Examples: mushrooms, yeasts, moulds. Discussion of mycelium and hyphae structure.

Charts - Fungal characteristics, Specimens of mushrooms, bread moulds

Certificate Biology Form 3, Page 11

CLASSIFICATION II

Kingdom Mycota (Fungi) - Introduction
Fungal Structure and Reproduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Fungi. Give examples of fungi. Describe fungal cell structure. Explain mode of nutrition.
Describe structure of fungi. Explain fungal reproduction. Identify different types of fungi. Examine fungi practically.

Teacher exposition of fungal characteristics - eukaryotic, cell walls with chitin, heterotrophic. Examples: mushrooms, yeasts, moulds. Discussion of mycelium and hyphae structure.
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 - Fungal characteristics, Specimens of mushrooms, bread moulds
Charts - Fig 1.7 fungi, Microscopes, Bread mould specimens, Forceps, Glass slides, Drawing materials

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

CLASSIFICATION II

Economic Importance of Fungi

By the end of the lesson, the learner should be able to:
Explain harmful effects of fungi. Describe useful roles of fungi. Give examples of fungal diseases. State uses in industry.

Discussion of harmful fungi - plant diseases (wheat rust), human diseases (thrush, ringworm), food spoilage. Q/A: Useful fungi - decomposers, food production, medicines, brewing.

Charts - Fungal diseases, Specimens of useful fungi, Food products made using fungi

Certificate Biology Form 3, Pages 12-13

CLASSIFICATION II

Kingdom Plantae - Introduction

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

Certificate Biology Form 3, Page 13

CLASSIFICATION II

Plant Phyla Overview

By the end of the lesson, the learner should be able to:
Identify major plant phyla. Compare different plant groups. State examples of each phylum.

Study of Table 1.4 - Bryophyta, Pteridophyta, Spermatophyta. Discussion of evolutionary progression from simple to complex plants. Examples of each group.

Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants

Certificate Biology Form 3, Pages 13-14

CLASSIFICATION II

Plant Phyla Overview
Phylum Bryophyta - Mosses and Liverworts

By the end of the lesson, the learner should be able to:
Identify major plant phyla. Compare different plant groups. State examples of each phylum.
Describe characteristics of bryophytes. Explain alternation of generations. Give examples of bryophytes. Examine moss specimens practically.

Study of Table 1.4 - Bryophyta, Pteridophyta, Spermatophyta. Discussion of evolutionary progression from simple to complex plants. Examples of each group.
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 - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants
Charts - Fig 1.8 moss, Fig 1.9 liverworts, Live moss specimens, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 13-14
Certificate Biology Form 3, Pages 14-15, 30

CLASSIFICATION II

Phylum Pteridophyta - Ferns

By the end of the lesson, the learner should be able to:
State characteristics of pteridophytes. Describe fern structure. Explain fern life cycle. Examine fern specimens and spores.

Discussion of fern characteristics using Fig 1.10. Practical examination of complete fern plant - fronds, rhizome, sori. Students collect spores and draw fern structures. Compare with bryophytes.

Charts - Fig 1.10 fern structure, Complete fern specimens, White paper, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 15-16, 30-31

CLASSIFICATION II

Phylum Spermatophyta - Introduction

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

Certificate Biology Form 3, Pages 16-17

CLASSIFICATION II

Angiosperms - Characteristics

By the end of the lesson, the learner should be able to:
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.

Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.

Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses

Certificate Biology Form 3, Page 17

CLASSIFICATION II

Angiosperms - Characteristics
Classes of Angiosperms

By the end of the lesson, the learner should be able to:
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.
Distinguish monocotyledons and dicotyledons. Compare structural features. Give examples of each class. Examine monocot and dicot specimens.

Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.
Detailed study of Table 1.5 comparing monocots and dicots. Practical examination of specimens - leaf venation, root systems, floral parts. Students draw comparative structures.

Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses
Charts - Table 1.5, Fig 1.12 structures, Monocot and dicot specimens, Hand lenses, Drawing materials

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

CLASSIFICATION II

Kingdom Animalia - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Animalia. Give examples of animals. Explain heterotrophic nutrition. Describe animal adaptations.

Teacher exposition of animal characteristics - multicellular, no cell walls, heterotrophic, mobile, bilateral/radial symmetry. Discussion of adaptations for movement, feeding, response.

Charts - Animal characteristics, Various animal specimens/pictures

Certificate Biology Form 3, Page 18

CLASSIFICATION II

Animal Classification Features

By the end of the lesson, the learner should be able to:
Identify features used to classify animals. Explain body symmetry types. Describe skeleton types. State other classification criteria.

Discussion of classification features - body symmetry, segmentation, appendages, skeleton types, body cavities. Examples of bilateral vs radial symmetry, endoskeleton vs exoskeleton.

Charts - Body symmetry diagrams, Skeleton types, Animal classification features

Certificate Biology Form 3, Pages 18-19

CLASSIFICATION II

Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Phylum Arthropoda - Characteristics
Classes of Arthropoda

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.
Classify arthropods into classes. Compare different arthropod classes. Give examples of each class. Examine arthropod specimens.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.
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 - Arthropod characteristics, Specimens of insects, spiders, crabs
Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials

Certificate Biology Form 3, Pages 19-20
Certificate Biology Form 3, Pages 20-22

CLASSIFICATION II

Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of chordates. Give examples of chordates. Describe vertebral column. Explain chordate features.

Discussion of chordate characteristics - vertebral column, brain in skull, closed circulation, endoskeleton, bilateral symmetry. Study of Table 1.6 showing chordate classes.

Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 22-23

CLASSIFICATION II

Classes of Chordates

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

Certificate Biology Form 3, Pages 23-27

CLASSIFICATION II

Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Explain the purpose of identification keys. Define dichotomous key. Understand key construction principles. Study examples of keys.

Teacher exposition of identification keys using Fig 1.21 diagrammatic key. Discussion of dichotomous pattern - contrasting characteristics. Q/A: Why keys are important for organism identification.

Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 27-28

CLASSIFICATION II

Dichotomous Keys - Introduction
Construction of Dichotomous Keys

By the end of the lesson, the learner should be able to:
Explain the purpose of identification keys. Define dichotomous key. Understand key construction principles. Study examples of keys.
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Teacher exposition of identification keys using Fig 1.21 diagrammatic key. Discussion of dichotomous pattern - contrasting characteristics. Q/A: Why keys are important for organism identification.
Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Charts - Fig 1.21 arthropod key, Examples of identification keys
Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets

Certificate Biology Form 3, Pages 27-28
Certificate Biology Form 3, Pages 28-33

CLASSIFICATION II

Using Identification Keys

By the end of the lesson, the learner should be able to:
Use dichotomous keys to identify organisms. Practice with complex keys. Identify chordates using provided keys. Apply keys to unknown specimens.

Practical use of identification keys for chordate specimens. Students work through numerical keys step by step. Practice identifying organisms using keys from practical activities section.

Chordate specimens, Provided identification keys, Unknown specimens for practice

Certificate Biology Form 3, Pages 31-33

ECOLOGY

Introduction to Ecology

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.

Q/A: Review of organism-environment interactions. Discussion of ecology definition and importance. Teacher exposition of ecological studies for conservation and biodiversity.

Charts - Definition of ecology, Examples of ecological studies

Certificate Biology Form 3, Pages 36-37

ECOLOGY

Ecological Terms and Concepts
Ecosystems - Structure and Components

By the end of the lesson, the learner should be able to:
Define key ecological terms. Explain concepts of biosphere, environment, habitat, ecosystem. Distinguish between autecology and synecology.

Teacher exposition of ecological terminology. Discussion of biosphere, environment, habitat, ecosystem definitions. Q/A: Differences between autecology and synecology studies.

Charts - Ecological terms definitions, Diagrams of biosphere layers
Charts - Ecosystem components, Examples of different ecosystems

Certificate Biology Form 3, Pages 36-37

ECOLOGY

Abiotic Factors - Temperature and Water

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

Certificate Biology Form 3, Pages 38-40

ECOLOGY

Abiotic Factors - Light and Humidity
Abiotic Factors - Wind, Altitude, and Salinity

By the end of the lesson, the learner should be able to:
Explain the importance of light intensity in ecosystems. Describe humidity effects on plant and animal distribution. Relate light to photosynthesis and productivity.

Discussion of light intensity and photosynthesis rates. Exposition of humidity effects on transpiration. Q/A: Adaptations to low light and dry conditions. Examples of shade plants and xerophytes.

Charts - Light intensity effects, Humidity and transpiration
Charts - Wind effects on plants, Altitude zonation, Halophyte examples

Certificate Biology Form 3, Pages 40-42

ECOLOGY

Biotic Factors - Producers
Biotic Factors - Consumers
Biotic Factors - Decomposers and Detrivores

By the end of the lesson, the learner should be able to:
Define producers and explain their role. Describe autotrophic nutrition. Explain the importance of photosynthesis in ecosystems.
Explain the role of decomposers. Distinguish decomposers from detrivores and scavengers. Describe nutrient recycling processes.

Teacher exposition of producers as first trophic level. Discussion of autotrophic organisms - plants, algae, photosynthetic bacteria. Q/A: Energy conversion through photosynthesis.
Discussion of decomposers (bacteria, fungi) and their importance. Exposition of detrivores and scavengers with examples. Q/A: Nutrient recycling and ecosystem balance.

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

Certificate Biology Form 3, Pages 43-44
Certificate Biology Form 3, Pages 45-46

REPRODUCTION IN PLANTS AND ANIMALS

Introduction and Importance of Reproduction
Chromosomes and Genes

By the end of the lesson, the learner should be able to:
Define reproduction and distinguish between asexual and sexual reproduction. Explain the importance of reproduction for species survival. State the role of cell division in reproduction.

Q/A: Review of basic reproduction concepts. Discussion of reproduction as biological process for producing new individuals. Teacher exposition of species survival importance. Q/A: Examples of organisms in danger due to poor reproduction (cheetah).

Charts - Types of reproduction, Examples of reproduction in different organisms
Charts - Chromosome structure, Examples of chromosome numbers in different species

Certificate Biology Form 3, Page 99

REPRODUCTION IN PLANTS AND ANIMALS

Mitosis - Introduction and Stages

By the end of the lesson, the learner should be able to:
Define mitosis and explain its significance. Describe the stages of mitosis in detail. Identify sites where mitosis occurs in plants and animals.

Detailed study of mitosis stages using Fig 3.1: Prophase (early and late), Metaphase, Anaphase, Telophase, Interphase. Discussion of chromosome behavior, spindle formation, cytokinesis. Q/A: Sites of mitosis - growth areas, tissue repair.

Charts - Fig 3.1 mitosis stages, Models of cell division, Microscope slides of mitosis

Certificate Biology Form 3, Pages 100-102

REPRODUCTION IN PLANTS AND ANIMALS

Mitosis - Differences in Plants and Animals
Meiosis - Introduction and Meiosis I

By the end of the lesson, the learner should be able to:
Compare mitosis in plant and animal cells. Explain cytokinesis differences. Describe the significance of mitosis. Examine mitosis in onion root tips practically.

Study of plant mitosis using Fig 3.2 - cell wall formation vs. invagination. Discussion of centriole presence in animals only. Practical examination of onion root tips to observe mitosis stages. Students draw and identify stages observed.

Charts - Fig 3.2 plant mitosis, Microscopes, Onion root tips, Acetocarmine stain, Glass slides, Cover slips
Charts - Fig 3.3A Meiosis I stages, Diagrams of homologous chromosomes, Crossing over illustrations

Certificate Biology Form 3, Pages 102-103, 108-109

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis II and Comparison with Mitosis
Introduction to Reproduction
Cell Division - Mitosis

By the end of the lesson, the learner should be able to:
Describe the stages of Meiosis II. Compare and contrast mitosis and meiosis. Explain the significance of meiosis in genetic variation.
To describe the process of mitosis. To identify the stages of mitosis. To explain the significance of mitosis.

Study of Meiosis II using Fig 3.3B: Prophase II, Metaphase II, Anaphase II, Telophase II. Detailed comparison using Table 3.1 - differences in purpose, number of divisions, chromosome behavior, genetic outcomes.
Teacher exposition: Stages of mitosis with diagrams. Drawing and labeling stages of mitosis. Discussion: Importance of mitosis in growth and repair. Q/A: Comparison of daughter cells with parent cell.

Charts - Fig 3.3B Meiosis II stages, Table 3.1 comparison chart, Summary diagrams
Charts showing types of reproduction, Textbook, Wall charts
Charts showing mitosis stages, Microscope slides, Drawing materials

Certificate Biology Form 3, Pages 105-107
Certificate Biology Form 3, Pages 100-102

REPRODUCTION IN PLANTS AND ANIMALS

Mitosis in Young Root Tip
Meiosis Process

By the end of the lesson, the learner should be able to:
To observe mitosis in a young root tip. To identify different stages of mitosis under microscope. To draw cells showing stages of mitosis.

Practical work: Observing mitosis in onion root tip. Procedure: Preparation of slides, staining with iodine. Microscopic observation of different stages. Drawing and labeling observed cells. Recording observations.

Onion root tips, Microscope, 1M HCl, Cover slides, Iodine solution, Glass slides
Charts showing meiosis stages, Drawing materials, Textbook

Certificate Biology Form 3, Pages 102-103

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis in Plant Cells

By the end of the lesson, the learner should be able to:
To identify various stages of meiosis in plant cells. To observe meiosis in flower buds. To explain significance of meiosis.

Practical work: Observing meiosis in young flower buds. Preparation of slides from flower buds. Microscopic examination of meiotic stages. Drawing cells showing meiosis stages. Discussion: Significance of meiosis in gamete formation.

Flower buds, 1M HCl, Heat source, Glass slides, Filter paper, Microscope

Certificate Biology Form 3, Pages 105-108

REPRODUCTION IN PLANTS AND ANIMALS

Asexual Reproduction - Binary Fission
Spore Formation and Budding

By the end of the lesson, the learner should be able to:
To identify types of asexual reproduction. To describe binary fission in amoeba. To explain conditions for binary fission.

Q/A: Types of asexual reproduction. Teacher demonstration: Drawing stages of binary fission. Discussion: Process of binary fission in amoeba. Examination of prepared slides showing binary fission.

Charts showing binary fission, Prepared slides of amoeba, Microscope, Drawing materials
Bread/ugali mould, Microscope, Yeast culture, 10% sugar solution, Methylene blue, Hand lens

Certificate Biology Form 3, Page 113

REPRODUCTION IN PLANTS AND ANIMALS

Sexual Reproduction in Plants - Flower Structure
Pollination - Insect Pollinated Flowers
Wind-Pollinated Flowers and Adaptations

By the end of the lesson, the learner should be able to:
To draw and label a flower. To identify parts of a flower. To explain flower terminologies. To count sepals, petals, stamens and carpels.
To describe structure of wind-pollinated flowers. To identify adaptive features of wind-pollinated flowers. To compare insect and wind pollination.

Practical work: Examining bean flowers, morning glory, and hibiscus. Dissection of flowers to identify parts. Counting floral parts and recording. Drawing longitudinal section of flower. Discussion: Functions of flower parts.
Practical examination: Structure of grass flowers, maize tassels. Identification of glumes, spikes, spikelets. Tabulate differences between insect and wind-pollinated flowers. Discussion: Adaptive features for wind pollination.

Bean flowers, Morning glory, Hibiscus, Hand lens, Scalpels, Drawing materials
Insect-pollinated flowers, Hand lens, Measuring rulers, Drawing materials
Wind-pollinated flowers (grass, maize), Hand lens, Charts, Drawing materials

Certificate Biology Form 3, Pages 115-117
Certificate Biology Form 3, Pages 120-121

REPRODUCTION IN PLANTS AND ANIMALS

Wind-Pollinated Flowers and Adaptations

By the end of the lesson, the learner should be able to:
To describe structure of wind-pollinated flowers. To identify adaptive features of wind-pollinated flowers. To compare insect and wind pollination.

Practical examination: Structure of grass flowers, maize tassels. Identification of glumes, spikes, spikelets. Tabulate differences between insect and wind-pollinated flowers. Discussion: Adaptive features for wind pollination.

Wind-pollinated flowers (grass, maize), Hand lens, Charts, Drawing materials

Certificate Biology Form 3, Pages 120-121

REPRODUCTION IN PLANTS AND ANIMALS

Self-Pollination Prevention and Fertilisation

By the end of the lesson, the learner should be able to:
To discuss mechanisms preventing self-pollination. To describe fertilisation process in flowering plants. To explain double fertilisation.

Discussion: Methods preventing self-pollination. Teacher exposition: Process of fertilisation. Drawing diagrams showing fertilisation stages. Q/A: Significance of double fertilisation. Discussion: Formation of zygote and endosperm.

Charts showing fertilisation, Drawing materials, Textbook

Certificate Biology Form 3, Pages 121-123

REPRODUCTION IN PLANTS AND ANIMALS

Seed and Fruit Development

By the end of the lesson, the learner should be able to:
To explain seed formation. To describe fruit development. To classify fruits using specific criteria.

Discussion: Process of seed formation from ovule. Explanation of fruit development from ovary. Practical work: Examining variety of fruits. Classification of fruits into types. Recording observations and drawing fruits.

Variety of fruits, Petri dishes, Scalpels, Drawing materials, Charts

Certificate Biology Form 3, Pages 123-126

REPRODUCTION IN PLANTS AND ANIMALS

Placentation and Internal Fruit Structure
Fruit and Seed Dispersal

By the end of the lesson, the learner should be able to:
To define placentation. To identify types of placentation. To label internal structure of fruits. To examine ovaries of various fruits.
To explain adaptive features of fruits and seeds. To identify agents of dispersal. To classify fruits and seeds by dispersal method.

Teacher exposition: Types of placentation. Practical examination: Ovaries of beans, sunflower, pawpaw, orange. Drawing diagrams showing placentation types. Vertical sections of fruits showing internal structure.
Practical examination: Various fruits and seeds. Grouping according to dispersal methods. Discussion: Adaptive features for wind, water, animal dispersal. Demonstration of seed dispersal mechanisms. Recording observations of external features.

Fruits (beans, sunflower, pawpaw, orange), Scalpels, Drawing materials
Variety of fruits and seeds, Hand lens, Drawing materials, Collection containers

Certificate Biology Form 3, Pages 124-130
Certificate Biology Form 3, Pages 130-131

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 identify agents of dispersal. To classify fruits and seeds by dispersal method.

Practical examination: Various fruits and seeds. Grouping according to dispersal methods. Discussion: Adaptive features for wind, water, animal dispersal. Demonstration of seed dispersal mechanisms. Recording observations of external features.

Variety of fruits and seeds, Hand lens, Drawing materials, Collection containers

Certificate Biology Form 3, Pages 130-131

REPRODUCTION IN PLANTS AND ANIMALS

Review and Assessment

By the end of the lesson, the learner should be able to:
To consolidate understanding of reproduction in plants. To apply knowledge in problem-solving. To prepare for examinations.

Comprehensive review: Q/A session on all topics covered. Problem-solving exercises on reproduction processes. Drawing practice: Flower parts, fertilisation, fruit types. Written assessment covering unit objectives. Discussion of difficult concepts.

Past examination papers, Drawing materials, Assessment sheets, Charts for reference

Certificate Biology Form 3, Pages 113-143