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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening of school |
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| 2 | 1 |
Nutrition in plants and animals
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The chloroplast
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By the end of the lesson, the learner should be able to:
Explain the adaptation of the chloroplasts to their function Draw and label the structure of the chloroplast |
Explanation
Description Drawing and labelling |
Class notes
Class text book |
KLB Biology book one page 52-53
|
|
| 2 | 2 |
Nutrition in plants and animals
|
Practical activity
The process of photosynthesis The light stage of photosynthesis |
By the end of the lesson, the learner should be able to:
Explain how chloroplasts are adapted to their photosynthetic functions Explain the stomata distribution in the leaf Explain the function of the guard cells in the leaf Define photosynthesis Name the two general stages of photosynthesis Describe the raw materials for the photosynthesis Write a balanced equation of photosynthesis process Describe what happens in the light stage of photosynthesis Explain the photolysis of water process |
Observation and recording
Explanation Questions and answers Definition of terms Description Balancing of the equation |
Leaves of zebrine and kales, microscope, microscope slides, a pair of forceps, water, a dropper and coverslip
Class notes Class notes |
KLB Biology book one page 52-53
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|
| 2 | 3-4 |
Nutrition in plants and animals
|
The dark stake of photosynthesis
Presence of starch in a leaf Presence of starch in a leaf Factors affecting the rate of photosynthesis Factors affecting the rate of photosynthesis Effects of light to photosynthesis |
By the end of the lesson, the learner should be able to:
Explain carbon(iv) oxide fixation process Describe the products of the light independent stage in photosynthesis Explain why it was necessary to use a leaf that had been exposed to light for a few hours Explain why the fresh leaf was dipped in boiling water Explain why the leaf was dicolourised Explain why the methylated spirit was boiled indirectly Name the main factors which affect the rate of photosynthesis Describe the effect of the named factors in the rate of photosynthesis Illustrate the effect of a named factor to photosynthesis rate Explain why was the plant kept in the dark for 48 hours Describe why was it necessary to transfer the plant to light Discuss the role of the light proof paper |
Explanation
Description Observation and recording Explanation Questions and answer Description Questions Illustration Observation and recording Explanation Discussion |
Class notes
Water, dropper, beaker, source of heat, boiling tube, leaf, petri dish/white tiles Class notes Methylated spirit, iodine solution, water, white tile, droppers, beaker, source of heat, boiling tube, light proof material, potted plant and clips |
KLB Biology book one
Explore biology book one KLB Biology book one page 55-56 Explore biology book one |
|
| 3 | 1 |
Nutrition in plants and animals
|
Effects of carbon (IV) oxide in photosynthesis
Chlorophyll Gas produced during photosynthesis |
By the end of the lesson, the learner should be able to:
Explain the necessity of carbon (IV) oxide in photosynthesis Describe the function of the sodium hydroxide pellets in the experiment Explain why was the leaf outside the flask also tested for starch Distinguish between variegated and non-variegated leaves Comment on the distribution of starch in the leaf Compare the distribution of stomata on the upper and lower surfaces of the leaf Name the gas produced during photosynthesis Explain why sodium hydrogen carbonate was used during the experiment Explain why only submerged water plants are used instead of terrestrial plants in the experiment |
Observation and recording
Discussion Explanation Comparison Questions and answers Discussion |
Conical flasks, potted plants, sodium hydroxide pellets, corks, blades, petroleum jelly, iodine solution, methylated spirit, water, beakers, droppers, white tiles, boiling tubes, source of heat
Variegated leaves, iodine solution, methylated spirit, white tile, water, boiling tubes, beakers, droppers, source of heat Water plant, glass funnels, beakers, small wooden blocks, test tubes, wooden splints and sodium hydrogen carbonate |
KLB Biology book one page 57-58
|
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| 3 | 2 |
Nutrition in plants and animals
|
Chemical compounds in living organisms
Monosaccharides Monosaccharides Disaccharides |
By the end of the lesson, the learner should be able to:
Distinguish between chemicals of life and biochemistry Explain carbohydrates and its elements Name the three types of carbohydrates Describe monosaccharides Name the types of simple carbohydrates Describe the properties of monosaccharides Explain the functions of monosaccharides Describe the disaccharides Write balanced equations of the examples of the disaccharides |
Explanation
Questions and answers Description Explanation Balancing equations Explanations |
Class notes
Class notes Class text book |
KLB Biology book one page 59
Explore biology book one |
|
| 3 | 3-4 |
Nutrition in plants and animals
|
Disaccharides
Disaccharides Polysaccharides Polysaccharides Test for starch Test for a reducing sugar |
By the end of the lesson, the learner should be able to:
Describe the similarities between monosaccharides and disaccharides Explain the properties of disaccharides Explain the hydrolysis process Explain the functions of the disaccharides Describe polysaccharides Name the polysaccharides in plants and animals Describe starch as an example of polysaccharides found in plants 2. Explain the requirements in the test for the starch Explain the role of the starch in the living organisms Describe the colour change for starch Describe the colour changes for the reducing sugars Explain the requirements in the tests for reducing sugars |
Description
Explanation Explanation Questions and answers Questions Explanation Discussion Questions and answer Observation and recording Discussion Observation and recording Description Questions |
Class notes
Class notes Class notes Starch powder, test-tubes, measuring cylinder, dropper, iodine solution, distilled water, spatula and means of heating Glucose solution, benedict |
KLB Biology book one page 60-61
Explore biology book one KLB Biology book one page 61 |
|
| 4 |
Examination |
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| 5 | 1 |
Nutrition in plants and animals
|
Test for non-reducing sugar
Lipids Properties of lipids |
By the end of the lesson, the learner should be able to:
Describe the colour changes for non-reducing sugars Explain the requirements in the test for non Name the types of lipids and their sources Describe the examples of complex lipids and their sources Explain the condensation process of lipids formation Explain what happens when fat is heated Describe the overall properties of lipids Illustrate diagrammatically the process of fat formation |
Observation and recording
Description Explanation Questions and answers Description Illustration |
Sucrose, test tubes, benedict solution, dilute hydrochloric acid, sodium hydrogen carbonate solution, hot water bath, dropper measuring cylinder
Class notes |
KLB Biology book one page 63
Practical manual |
|
| 5 | 2 |
Nutrition in plants and animals
|
Functions of the lipids
Testing for the presence of lipids Testing for the presence of lipids |
By the end of the lesson, the learner should be able to:
Name the functions of the lipids Describe the named functions of the lipids Explain the test for the presence of lipids using the grease spot test Explain the requirements in the test for starch using the grease spot test Explain the test for the presence of lipids using the emulsion test Explain the requirements in the test for starch using the emulsion test |
Description
Explanation Questions and answers Observation and recording Discussion Questions and answers |
Class notes
Fat or oil, filter paper and Bunsen burner Fat or oil, ethanol, test tubes, measuring cylinder |
KLB Biology book one page 63-64
Explore biology book one |
|
| 5 | 3-4 |
Nutrition in plants and animals
|
Proteins
Proteins Test for proteins Enzymes Enzymes Enzymes |
By the end of the lesson, the learner should be able to:
Describe the proteins Discuss the protein synthesis diagrammatically Explain the condensation process of protein formation Explain dipeptide molecule, peptide bond and amino acids sequence Describe the properties of the proteins Describe the requirements in the test for the proteins Explain the colour change during the test for the protein Define the term enzymes Name the two types of the enzymes Describe the naming of the enzymes Describe the properties of enzymes Name the factors which affect enzyme controlled reactions Explain the named factors which affect the enzyme controlled reactions Name the factors that affect the enzyme controlled reactions |
Description
Discussion Explanation Questions and answers Observation and recording Recording Definition of terms Description Questions and answer Explanation Questions Questions and answer |
Class notes
Class text book Class notes Class notes Class notes |
KLB Biology book one page 65
Explore biology book one KLB Biology book one page 66 |
|
| 6 | 1 |
Nutrition in plants and animals
|
Enzyme co-factors and co-enzymes
Enzyme inhibitors Factors affecting enzymes activities |
By the end of the lesson, the learner should be able to:
Describe the enzyme co-factors and enzyme co-enzyme Explain the concept of the enzyme inhibitors Name the two types of the enzyme inhibitors Describe the competitive and non-competitive inhibitors Discuss the importance of enzymes Explain the requirements in the test for the factors affecting enzyme activities Explain the results in the test for the enzymes in starch and reducing sugars Describe why the temperature in the test tubes was maintained at 370c |
Description
Explanation Discussion Questions and answer Observation and recording |
Class notes
Class notes Test tubes, white tile, test tube holder, dropper, distilled water, benedict solution, iodine solution, water bath, source of heat, thermometer, measuring cylinders, amylase solution, soluble starch powder |
KLB Biology book one page 69
Explore biology book one |
|
| 6 | 2 |
Nutrition in plants and animals
|
Factors affecting enzymes activities
Effects of PH on enzyme activities Catalase in living tissues |
By the end of the lesson, the learner should be able to:
Explain the requirements in the test for the factors affecting enzyme activities Explain the results in the test for the enzymes in starch and reducing sugars Describe why the temperature in the test tubes was maintained at 370c Explain the changes in the test tubes Explain the aspect of the enzyme properties being investigated in the experiment Describe the requirements in the test for the effects of pH on enzyme activity Describe the enzyme catalase and its role in the tissues of living things Explain the requirements in the test for the enzymes catalase in living tissues |
Observation and recording
Discussion Explanation Explanation Description Questions and answers |
Test tubes, white tile, test tube holder, dropper, distilled water, benedict solution, iodine solution, water bath, source of heat, thermometer, measuring cylinders, amylase solution, soluble starch powder
Water bath, egg albumen suspension, hydrochloric acid, sodium hydroxide, test tubes, pepsin solution, means of heating, measuring cylinder Fresh liver, fresh kidney, hair, seeds, leaves, hydrogen peroxide, test tubes, wooden splints, means of heating, scalpel blade, measuring cylinders, labels |
KLB Biology book one page 70- 71
Practical manual |
|
| 6 | 3-4 |
Nutrition in plants and animals
|
Nutrition in animals
Heterotrophism Dental formula Dental formula Dentition of a sheep Structure of a tooth Dental diseases Dental carries and periodontal diseases |
By the end of the lesson, the learner should be able to:
Define the terms heterotrophism and heterotrophs Describe what is holozoic, saprophytism, parasitism and symbiosis Describe the relationship between heterotrophism and autotrophic organisms Name the main categories of the animals Describe the four different types of teeth in animals Describe what is dental formula Explain the dental formula in herbivores Name the main types of teeth in herbivores Describe the dental formula in carnivores Explain the adaptation of the carnassial teeth to their functions Explain the dental formula in omnivores Describe how the omnivores teeth are adapted to their function Illustrate dentition and dental formula of a dog Draw and label the different types of teeth in sheep Explain the dentition and the dental formula of the sheep Describe the structure of the tooth Draw the vertical section through the incisor tooth and the molar tooth Describe what is tooth decay Explain the causes of the tooth decay Illustrate the progressive stages in tooth decay Name the examples of the periodontal diseases Explain what is dental carries and periodontal diseases Describe the causes and the control of the dental carriers and periodontal diseases |
Definition of terms
Descriptions Questions Description Explanation Questions and answers Explanation Description Illustration Observation and recording Discussion Drawing and labelling Drawing and labelling Illustration |
Class notes
Class notes Practical manual Skull of a fish Class notes |
KLB Biology book one page 72
Explore biology book one KLB Biology book one page 74-75 Explore biology book one |
|
| 7 | 1 |
Nutrition in plants and animals
|
Dental hygiene
Digestive system in animals Digestive system in animals |
By the end of the lesson, the learner should be able to:
Describe what is meant by the term dental hygiene Explain the measures to observe for proper care of the teeth Describe the digestive system and its components Draw and label the structure of the alimentary canal Describe the digestive system of the carnivores, herbivores and omnivores Draw and label a transverse section of the gut wall of a mammal |
Description
Explanations Questions Description drawing and labelling Drawing and labelling |
Class notes
Class text book Class notes charts Chart |
KLB Biology book one page 78
|
|
| 7 | 2 |
Nutrition in plants and animals
|
Food processing along the digestive tract
Digestion in the mouth Digestion in the stomach |
By the end of the lesson, the learner should be able to:
Describe the term ingestion, egestion and digestion Name the regions where food digestion occurs along the digestive tract Distinguish between ingestion and mastication Describe the mastication process Describe the three pairs of the salivary glands in the mouth Describe digestion process in the mouth Define the term peristalsis Illustrate diagrammatically peristalsis process Explain the digestion process in the stomach Name the components of the gastric juice Describe the role of the components of gastric juice in the food digestion |
Description
Questions and answers Description Explanations discussions Explanation Questions and answer |
Class notes
Class notes |
KLB Biology book one page
79 |
|
| 7 | 3-4 |
Nutrition in plants and animals
|
Digestion in the duodenum
Emulsification of the fat Digestion in the ileum Absorption Assimilation Vitamins Mineral salts Energy requirements in human beings |
By the end of the lesson, the learner should be able to:
Describe the process of the food digestion in the duodenum Name the secretions organs of the liver and their functions Explain the components of the pancreatic juice and their role in digestion Describe what is emulsification Explain the requirements in the test for the emulsification of the fat Describe the digestion process in the ileum Name the four enzymes present in the succus entericus Explain the role of the intestinal juice in food digestion in the ileum Describe what is absorption Explain the adaptation of the ileum to food absorption Draw and label the structure of the villi Describe what happens in the caecum and appendix Explain what is assimilation Explain how different food types are assimilated or utilized in the body Describe what are vitamins Explain the sources and uses of the given vitamins Discuss the deficiency diseases associated with the lack of given vitamins Describe the mineral salts and their role in the human body Explain the given mineral salts elements and their sources Give examples of the important mineral salts in the human body Explain the role of roughage in the human body Name the factors that affect energy requirements in human beings Describe how the named factors influence energy requirements in the human beings |
Description
Explanation Questions and answer Observation and recording Description Explanation Drawing and labelling Questions Discussion Questions and answers |
Class text book
Class notes Sodium hydrogen carbonate solution Cooking oil, water, test tubes, ruler and measuring cylinder Class notes Class notes Class text |
KLB Biology book one page 81
KLB Biology book one page 83-84 Explore biology book one |
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| 8 |
Examination |
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| 9 |
Closing of school |
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