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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 5 |
EVOLUTION
|
Meaning of evolution.
Theories of origin of life.
|
By the end of the lesson, the learner should be able to:
Define evolution. Explain the theories of life. |
Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory. |
text book
|
KLB BK IV. PP 49-51
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3-4 |
EVOLUTION
|
Comparative anatomy and homologous structures.
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
|
|
| 3 | 5 |
EVOLUTION
|
Convergent evolution and analogous structures.
|
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. |
Examine wings of insects; wings of birds / bat.
Discuss observations. |
Wings of insects, wings of birds / bat.
|
KLB BK IV. PP 63-64
|
|
| 4 | 1 |
EVOLUTION
|
Convergent evolution and analogous structures.(contd)
|
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. |
Examine wings of insects; wings of birds / bat.
Discuss observations. |
Wings of insects, wings of birds / bat.
|
KLB BK IV. PP 63-64
|
|
| 4 | 2 |
EVOLUTION
|
Larmack?s theory of evolution.
|
By the end of the lesson, the learner should be able to:
Explain Larmack?s theory of evolution. |
Expositions and explanations.
|
text book
|
KLB BK IV. P 67
|
|
| 4 | 3-4 |
EVOLUTION
RECEPTION, RESPONSE & CO-ORDINATION |
Darwin?s theory of natural selection.
Meaning of stimulus, response and irritability. Tactic responses. |
By the end of the lesson, the learner should be able to:
Explain Darwin?s theory of natural selection. Cite examples of natural selection in action. Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses. |
Expositions and explanations;
Probing questions; Topic review. Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion. |
text book
Brad crumbs, termites, dry sand, moth balls. |
KLB BK IV. PP 67-72
KLB BK IV. PP 73-74 |
|
| 4 | 5 |
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 |
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3-4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Types of neurons.
The brain.
|
By the end of the lesson, the learner should be able to:
Identify types of neurons. Describe structure of the human brain. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. PP 85-88
|
|
| 6 | 2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Reflex actions.
|
By the end of the lesson, the learner should be able to:
Differentiate between simple and conditioned reflex actions. |
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions. |
Illustrative diagrams.
|
KLB BK IV. PP 88-90
|
|
| 6 | 3 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Transmission of a nerve impulse.
|
By the end of the lesson, the learner should be able to:
Describe the transmission of a nerve impulse. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. PP 90-93
|
|
| 6 | 3-4 |
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
KLB BK IV. PP 93-6 |
|
| 6 | 5 |
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
|
|
| 7 |
Midterm |
|||||||
| 8 | 1 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Accommodation of the eye.
|
By the end of the lesson, the learner should be able to:
Explain the role of ciliary muscles in accommodation of the eye. |
Discussion with probing questions,
Drawing illustrative diagrams. |
Chart- focusing far and near points.
|
KLB BK IV. PP 100-1
|
|
| 8 | 2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Accommodation of the eye.
|
By the end of the lesson, the learner should be able to:
Explain the role of ciliary muscles in accommodation of the eye. |
Discussion with probing questions,
Drawing illustrative diagrams. |
Chart- focusing far and near points.
|
KLB BK IV. PP 100-1
|
|
| 8 | 3-4 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Accommodation of the eye.
Defects of vision and their correction. The human ear. |
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. |
Discussion with probing questions,
Drawing illustrative diagrams. Detailed discussion with probing questions; Drawing illustrative diagrams. Descriptive and expository approaches. Drawn diagrams. |
Chart- focusing far and near points.
Illustrative diagrams. |
KLB BK IV. PP 100-1
KLB BK IV. PP 101-4 |
|
| 8 | 5 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Hearing.
|
By the end of the lesson, the learner should be able to:
Explain how the ear perceives sound. |
Descriptive and expository approaches.
|
Illustrative diagrams.
|
KLB BK IV. P 106
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
RECEPTION, RESPONSE &
CO-ORDINATION
|
Defects of the ear.
|
By the end of the lesson, the learner should be able to:
Identify some defects of the ear. |
Descriptive and expository approaches.
|
text book
|
KLB BK IV.
P 108 |
|
| 9 | 3-4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Importance of support and movement in plants.
Arrangement of tissues in a monocotyledonous stem. Arrangement of tissues in a dicotyledonous stem. |
By the end of the lesson, the learner should be able to:
Explain the importance of support and movement in plants. Draw and label a transverse section of a monocotyledonous stem. Draw and label a transverse section of a dicotyledonous stem. Draw and label a transverse section of herbaceous and woody stems. |
Brain storming;
Probing questions; Discussion. Examine transverse section of a monocotyledonous stem. Examine transverse section of a dicotyledonous stem, herbaceous and woody stems. |
text book
Monocotyledo-nous stem, eg. tradescantia, microscope, Razors. Herbaceous stem, microscope, slides, Razors. |
KLB BK IV. PP 111-2
KLB BK IV. PP 111-5 |
|
| 9 | 5 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Arrangement of tissues in a dicotyledonous stem.
|
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. |
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
|
Herbaceous stem, microscope, slides,
Razors. |
KLB BK IV. PP 111-5
|
|
| 10 | 1 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Stem tissues.
|
By the end of the lesson, the learner should be able to:
Identify some stem tissues. Explain the role of stem tissues. |
Drawing and labeling diagrams;
Discussion. |
Illustrative diagrams.
|
KLB BK IV. PP 113-5
|
|
| 10 | 2 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
Wilting in plants.
|
By the end of the lesson, the learner should be able to:
Compare the rate of wilting of herbaceous and woody stems. Account for difference in rate of water loss. |
Uproot herbaceous and woody plants;
Observe tem for about 30 min; Brief discussion. |
|
KLB BK IV. P 116
|
|
| 10 | 3-4 |
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
|
The exoskeleton.
The endoskeleton. |
By the end of the lesson, the learner should be able to:
Describe the structure of the exoskeleton. Describe the structure of the endoskeleton. |
Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton. Observe skeleton of a vertebrate; Compare it with an exoskeleton. Discuss the contrasting features. |
A live arthropod,
E.g. grasshopper, millipede. The human skeleton. |
KLB BK IV. PP 116-7
KLB BK IV. PP 117-8 |
|
| 10 | 5 |
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
|
|
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