GENETICS

The concept of variation.
Discontinuous variation.
Continuous variation.
Causes of variation.

By the end of the lesson, the learner should be able to:


Define Genetics.
Define variation.
Define discontinuous variation.
Define continuous variation.
Give examples of characteristics that show continuous variation.
Discuss causes of 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.

Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.
Discussion on the concept of discontinuous variation.
Class activity ; students measure and record their heights;
Plotting of frequency-height graph;
Analyzing the graph;
Discussion with probing questions.
Exposition of new concepts.

Ink pad, hand lenses, white paper.
text book
Metre rules/ tape measure,
Graph papers

KLB BK IV.
PP 1-2.
KLB BK IV.
P 3.

GENETICS

The chromosome.
Chromosomal behaviour during mitosis.
Chromosomal behaviour during meiosis.

By the end of the lesson, the learner should be able to:
Describe the structure of chromosomes.
Describe chromosomal behaviour during mitosis.
Describe chromosomal behaviour during meiosis.

Exposition of new concepts.
Probing questions.
Discussion.
Exposition;
Teacher demonstrations;
Drawing diagrams;
Detailed discussion.

text book
Scissors,
Manilla papers, thread, cellotape.
Manilla papers, threads, cellotape.

KLB BK IV. PP 4-5.

GENETICS

Genes and DNA.
DNA replication.
First law of heredity.

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.
Describe Mendel?s experiments.
State Mendel?s first law.

Expository approach.
Exposition;
Drawing mRNA strands.
Exposition with explanations.

Chart- the double helix DNA.
text book

KLB BK IV. PP 7-8

GENETICS

Monohybrid inheritance.
Genetic crosses using a punnet square.

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.
Show fusion of gametes using a punnet square.

Q/A to review Mendel?s first law.
Drawing diagrams to show genetic crosses.
Discussion with probing questions.
Completing a punnet square;
Brief discussion.

text book

KLB BK IV. PP 12-14

GENETICS

Ratios of phenotypes and genotypes.
Incomplete dominance.
Inheritance of ABO blood groups.
Inheritance of Rhesus factor.
Determining unknown genotypes.
Sex determination in man.
Sex-linked genes and traits.

By the end of the lesson, the learner should be able to:
Explain the concept of probability in inheritance of characteristics.
Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams.
Illustrate inheritance of blood groups with diagrams.
Describe inheritance of Rhesus factor.
Determine unknown genotypes using test crosses and selfing crosses.
Describe sex determination in man.
Identify sex-linked traits in man.
Illustrate inheritance of sex-linked traits with diagrams.

Q/A to review phenotypes and genotypes.
Simple experiments on probability.
Discussion.
Exposition;
Discussion;
Drawing diagrams.
Drawing diagrams;
Supervised practice on inheritance of blood groups.
Exposition;
Probing questions;
Drawing illustrative diagrams;
Discussion.

Beans of two different colours, beakers.
chart
text book

KLB BK IV. PP 15-17
KLB BK IV. PP 22-23

GENETICS

Non-disjunction.
Gene mutation.

By the end of the lesson, the learner should be able to:
Explain effects of non-disjunction as a chromosomal abnormality.
Differentiate between chromosomal and gene mutation.
Identify types of gene mutation.

Exposition of new concepts;
Discussion.
Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations.

text book
Models to show Chromosomal mutations.

KLB BK IV. PP 30-33

GENETICS
EVOLUTION

Disorders due to gene mutations.
Applications of genetics.
Meaning of evolution. Theories of origin of life.

By the end of the lesson, the learner should be able to:
Illustrate genetic disorders with diagrams.
Identify areas of practical application of genetics.
Define evolution.
Explain the theories of life.

Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
Probing questions;
Open discussion;
Topic review.
Brain storming;
Q/A on creation theory;
Exposition of chemical theory.

chart
text book,video
text book

KLB BK IV. PP 35-38

EVOLUTION

Evidence for organic evolution.
Comparative anatomy and homologous structures.
Comparative anatomy and homologous structures. (contd)
Convergent evolution and analogous structures.

By the end of the lesson, the learner should be able to:
Cite evidence for organic evolution.
Define divergent evolution.
Give examples of homologous structures.
Define convergent evolution.
Give examples of analogous structures.
Give examples of vestigial structures.

Brain storming;
Probing questions;
Exposition;
Discussion.
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs.
Examine wings of insects; wings of birds / bat.
Discuss observations.

text book
Forelimbs of vertebrates.
Wings of insects, wings of birds / bat.

KLB BK IV. PP 51-59

EVOLUTION
RECEPTION, RESPONSE & CO-ORDINATION

Convergent evolution and analogous structures.(contd)
Larmack?s theory of evolution.
Darwin?s theory of natural selection.
Meaning of stimulus, response and irritability. Tactic responses.
Tropism and types of tropism.
Nastic responses.

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.
Explain Larmack?s theory of evolution.
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.
Identify types of tropism.
State differences between tropisms and taxes.
Identify types of nastic responses

Examine wings of insects; wings of birds / bat.
Discuss observations.
Expositions and explanations.
Expositions and explanations;
Probing questions;
Topic review.
Brain storming;
Exposition;
Group experiments-chemotaxis in termites;
Discussion.
Examine previous plant set ?ups on response to light, gravity;
Probing questions and discussion.
Q/A and discussion.

Wings of insects, wings of birds / bat.
text book
Brad crumbs, termites, dry sand, moth balls.
Seedlings, klinostat, corked beaker.
text book

KLB BK IV. PP 63-64




KLB BK IV. PP 73-74

RECEPTION, RESPONSE & CO-ORDINATION

Role of auxins in tropisms.
Response and Co-ordination in animals. The nervous system.
Types of neurons. The brain.
Reflex actions.

By the end of the lesson, the learner should be able to:
Explain the role of auxins in tropisms.
State components of the nervous system.
Describe the structure of nerve cells.
Identify types of neurons.
Describe structure of the human brain.
Differentiate between simple and conditioned reflex actions.

Examine previous plant set ?ups on response to light, gravity; contact;
Probing questions and discussion.
Descriptive and expository approaches.
Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions.

text book
Illustrative diagrams.

KLB BK IV. PP 80-83

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

RECEPTION, RESPONSE & CO-ORDINATION

The mammalian eye.
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:
Identify major parts of the human eye.
Explain image formation and interpretation in the eye.
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.

Brain storming;
Discussion with probing questions.
Discussion with probing questions,
Drawing illustrative diagrams.
Detailed discussion with probing questions;
Descriptive and expository approaches.
Drawn diagrams.

Chart- the human eye.
Chart- focusing far and near points.
Illustrative diagrams.

KLB BK IV. PP 93-100

RECEPTION, RESPONSE & CO-ORDINATION
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
SUPPORT & MOVEMENT IN PLANTS AND ANIMALS

Hearing.
Body balance and posture.
Defects of the ear.
Importance of support and movement in plants.
Arrangement of tissues in a monocotyledonous stem.
Arrangement of tissues in a dicotyledonous stem.
Stem tissues.
Wilting in plants.
The exoskeleton.
The endoskeleton.

By the end of the lesson, the learner should be able to:
Explain how the ear perceives sound.
Explain how the ear maintains body balance and posture.
Identify some defects of the ear.
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.
Identify some stem tissues.
Explain the role of stem tissues.
Compare the rate of wilting of herbaceous and woody stems.
Account for difference in rate of water loss.

Describe the structure of the exoskeleton.
Describe the structure of the endoskeleton.

Descriptive and expository approaches.
Brain storming;
Probing questions;
Discussion.
Examine transverse section of a monocotyledonous stem.
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
Drawing and labeling diagrams;
Discussion.
Uproot herbaceous and woody plants;
Observe tem for about 30 min;
Brief discussion.
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.

Illustrative diagrams.
text book
Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors.
Herbaceous stem, microscope, slides,
Razors.
Illustrative diagrams.
A live arthropod,
E.g. grasshopper, millipede.
The human skeleton.

KLB BK IV. P 106
KLB BK IV. PP 111-5