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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
Nutrition in plants and animals
|
Introduction
|
By the end of the lesson, the learner should be able to:
Define the terms nutrition, autotrophism, heterotrophism, heterotrophs and autotrophs Explain the importance of food in living organisms Give examples of the food assimilated by the living organisms |
Explanation
Definition of terms questions |
Class notes
|
KLB Biology book one page 48
Explore biology book one |
|
| 3 | 1-2 |
Nutrition in plants and animals
|
Autotrophism
External structure of the leaf External structure of the leaf Internal structure of the leaf |
By the end of the lesson, the learner should be able to:
Define autotrophism Explain the difference between photosynthesis and chemosynthesis Explain the process of photosynthesis Describe the external structure of the leaf Draw and label the external structure of the monocotyledon and dicotyledonous root Explain the differences between the external features of a monocotyledonous and dicotyledonous leaf Make a drawing of the two types of the leaf and label the parts Describe the internal structure of the leaf Draw and label the internal structure of the leaf |
Definition of terms
Explanation Description Drawing and labelling Discussion Explanation Observation Drawing and labelling Description Drawing and labelling |
Class notes
Class text book Monocot and dicot leaves A hand lens, dicotyledonous leaf, monocotyledonous leaf Class notes Class text book |
KLB Biology book one page 48
Explore biology book one KLB Biology book one page 49-50 |
|
| 3 | 3 |
Nutrition in plants and animals
|
Internal structure of the leaf
The chloroplast Practical activity |
By the end of the lesson, the learner should be able to:
Name the internal structure of the leaf Explain the adaptation of the leaf to its functions Explain the adaptation of the chloroplasts to their function Draw and label the structure of the chloroplast 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 |
Questions and answers
Explanation Explanation Description Drawing and labelling Observation and recording Questions and answers |
Class notes
Class text book Leaves of zebrine and kales, microscope, microscope slides, a pair of forceps, water, a dropper and coverslip |
KLB Biology book one page 50-51
Explore biology book one |
|
| 3 | 4 |
Nutrition in plants and animals
|
The process of photosynthesis
The light stage of photosynthesis |
By the end of the lesson, the learner should be able to:
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 |
Definition of terms
Description Balancing of the equation Explanation |
Class notes
Class notes |
KLB Biology book one page 53
Explore biology book one |
|
| 4 | 1-2 |
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 |
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 |
Explanation
Description Observation and recording Explanation Questions and answer Description Questions Illustration |
Class notes
Water, dropper, beaker, source of heat, boiling tube, leaf, petri dish/white tiles Class notes |
KLB Biology book one
Explore biology book one KLB Biology book one page 55-56 Explore biology book one |
|
| 4 | 3 |
Nutrition in plants and animals
|
Effects of light to photosynthesis
Effects of carbon (IV) oxide in photosynthesis |
By the end of the lesson, the learner should be able to:
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 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 |
Observation and recording
Explanation Description Discussion Discussion Explanation |
Methylated spirit, iodine solution, water, white tile, droppers, beaker, source of heat, boiling tube, light proof material, potted plant and clips
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 |
KLB Biology book one page 56-57
|
|
| 4 | 4 |
Nutrition in plants and animals
|
Chlorophyll
Gas produced during photosynthesis Chemical compounds in living organisms |
By the end of the lesson, the learner should be able to:
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 Distinguish between chemicals of life and biochemistry Explain carbohydrates and its elements Name the three types of carbohydrates |
Observation and recording
Comparison Questions and answers Discussion Discussion Explanation |
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 Class notes |
KLB Biology book one page 58
Explore biology book one |
|
| 5 | 1-2 |
Nutrition in plants and animals
|
Monosaccharides
Monosaccharides Disaccharides Disaccharides Disaccharides |
By the end of the lesson, the learner should be able to:
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 Describe the similarities between monosaccharides and disaccharides Explain the properties of disaccharides Explain the hydrolysis process Explain the functions of the disaccharides |
Description
Explanation Description Balancing equations Explanations Explanation Explanation Questions and answers |
Class notes
Class notes Class text book Class notes |
KLB Biology book one page 59-60
Explore biology book one KLB Biology book one page 60 Explore biology book one |
|
| 5 | 3 |
Nutrition in plants and animals
|
Polysaccharides
Polysaccharides |
By the end of the lesson, the learner should be able to:
Describe polysaccharides Name the polysaccharides in plants and animals Describe starch as an example of polysaccharides found in plants 2. |
Description
Explanation Questions Discussion Questions and answer |
Class notes
|
KLB Biology book one page 61
Explore biology book one |
|
| 5 | 4 |
Nutrition in plants and animals
|
Test for starch
Test for a reducing sugar |
By the end of the lesson, the learner should be able to:
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 |
Observation and recording
Explanation Discussion Observation and recording Description Questions |
Starch powder, test-tubes, measuring cylinder, dropper, iodine solution, distilled water, spatula and means of heating
Glucose solution, benedict |
KLB Biology book one page 61-62
Practical manual |
|
| 6 | 1-2 |
Nutrition in plants and animals
|
Test for non-reducing sugar
Lipids Properties of lipids Functions of the lipids Testing for the presence 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 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 |
Observation and recording
Description Explanation Questions and answers Description Illustration Description Explanation Questions and answers Observation and recording Discussion Questions and answers |
Sucrose, test tubes, benedict solution, dilute hydrochloric acid, sodium hydrogen carbonate solution, hot water bath, dropper measuring cylinder
Class notes Class notes Fat or oil, filter paper and Bunsen burner |
KLB Biology book one page 63
Practical manual KLB Biology book one page 63-64 Explore biology book one |
|
| 6 | 3 |
Nutrition in plants and animals
|
Testing for the presence of lipids
Proteins Proteins |
By the end of the lesson, the learner should be able to:
Explain the test for the presence of lipids using the emulsion test Explain the requirements in the test for starch using the emulsion test 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 |
Observation and recording
Explanation Discussion Questions and answers Description Questions and answers |
Fat or oil, ethanol, test tubes, measuring cylinder
Class notes Class text book Class notes |
KLB Biology book one page 64
Practical manual |
|
| 6 | 4 |
Nutrition in plants and animals
|
Test for proteins
Enzymes |
By the end of the lesson, the learner should be able to:
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 |
Observation and recording
Description Recording Definition of terms Questions and answer |
Class notes
Class notes |
KLB Biology book one page 66-67
Explore biology book one |
|
| 7 | 1-2 |
Nutrition in plants and animals
|
Enzymes
Enzymes 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 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 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 Questions Questions and answer Description Explanation Discussion Questions and answer Observation and recording |
Class notes
Class notes 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 66-67
Explore biology book one KLB Biology book one page 69 Explore biology book one |
|
| 7 | 3 |
Nutrition in plants and animals
|
Factors affecting enzymes activities
Effects of PH on enzyme activities |
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 |
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 |
KLB Biology book one page 70- 71
Practical manual |
|
| 7 | 4 |
Nutrition in plants and animals
|
Catalase in living tissues
Nutrition in animals Heterotrophism |
By the end of the lesson, the learner should be able to:
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 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 |
Observation and recording
Description Explanation Definition of terms Descriptions Questions Explanation Questions and answers |
Fresh liver, fresh kidney, hair, seeds, leaves, hydrogen peroxide, test tubes, wooden splints, means of heating, scalpel blade, measuring cylinders, labels
Class notes |
KLB Biology book one page 71-72
Practical manual |
|
| 8 | 1-2 |
Nutrition in plants and animals
|
Dental formula
Dental formula Dentition of a sheep Structure of a tooth |
By the end of the lesson, the learner should be able to:
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 |
Description
Explanation Questions and answers Illustration Observation and recording Discussion Drawing and labelling Description Drawing and labelling |
Class notes
Practical manual Skull of a fish Class notes |
KLB Biology book one page 73-74
KLB Biology book one page 74-75 |
|
| 8 | 3 |
Nutrition in plants and animals
|
Dental diseases
Dental carries and periodontal diseases
Dental hygiene Digestive system in animals |
By the end of the lesson, the learner should be able to:
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 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 |
Description
Explanation Illustration Explanations Questions Description drawing and labelling |
Class notes
Class notes Class text book charts |
KLB Biology book one page 77
|
|
| 8 | 4 |
Nutrition in plants and animals
|
Digestive system in 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 digestive system of the carnivores, herbivores and omnivores Draw and label a transverse section of the gut wall of a mammal 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
Drawing and labelling Description Questions and answers Explanations discussions Explanation Questions and answer |
Class notes
Chart Class notes |
KLB Biology book one page 79
Explore biology book one |
|
| 9 |
END TERM EXAM AND CLOSING CEREMONY |
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