ECOLOGY

Ecological pyramids of numbers.
Constructing Pyramid of numbers from given data.
Inverted pyramid of numbers.
Pyramid of Biomass.

By the end of the lesson, the learner should be able to:
To represent feeding relationships and energy flow using pyramids of numbers.
To construct pyramid of numbers from given data.
To interpret constructed pyramid of numbers from given data.
Give examples where an inverted pyramid of numbers exists; giving reasons thereof.
To define biomass of an organism.
To interpret the pyramid of biomass.
To construct a biomass from given data.

Q/A: Review trophic levels.
Teacher explains features of pyramid of numbers.
Q/A: Identifying trophic levels of organisms.
Use given date to construct pyramid of numbers.
Supervised Exercise.
Representing inverted pyramid of numbers diagrammatically.
Teacher exposes new concepts; then leads in a detailed discussion.
Students construct biomass from given data.

chart
text book
Chart- Inverted pyramid of numbers.

KLB BK III. PP 41-42. CERTIFICATE PG 49

ECOLOGY

Population.
Quadrat method of estimating population.
Quadrat method of estimating population.
Line - transect method of estimating population.
Belt transect method of estimating population.
Capture-recapture method.
Xerophytes.
Mesophytes.
Hydrophytes.

By the end of the lesson, the learner should be able to:
To describe some characteristics of populations.
To explain factors affecting population growth rate.
To describe the quadrat method of estimating population.
To suggest limitations of quadrat method of estimating population.
To estimate population using quadrat method.
To describe the line transect method of population.
To suggest limitations of line transect method of population.
To estimate population using belt transect method of population.
To describe capture-recapture method of estimating population.
To suggest limitations of capture-recapture method.
To estimate population size using capture-recapture method.
To state characteristics of dry habitats.
To identify adaptations of xerophytes to their habitats.
To state characteristics of habitats of mesophytes.
To explain adaptations of mesophytes to their habitats.
To state characteristics of habitats of hydrophytes.
To explain adaptations of hydrophytes to their habitats.

Q/A: Definition of population.
Discuss population density, dispersion and growth.
Q/A: Factors affecting population growth rate; including food availability, space, diseases such as HIV/AIDS, pests, e.t.c.
Teacher explains use of quadrat method of estimating population.
Q/A: limitations of quadrat method of estimating population.
Project- students to make quadrats.
Students? outdoor activity- Estimating population using standard quadrats.
Teacher explains procedure of line transect method of population.
Q/A: Students suggest limitations of line transect method of population.
Group work ? outdoor activity.
Discussion.
Detailed discussion and explanations.
Q/A: Assumptions made in this method, limitations of the method.
Worked examples.
Q/A: Characteristics of dry habitats.
Discussion: Adaptations of xerophytes to dry habitats.
Q/A: Characteristics of habitats where mesophytes thrive.
Discussion: Adaptations of mesophytes to their habitats.
Q/A: Characteristics of habitats where hydrophytes.
thrive.
Discussion: Adaptations of hydrophytes to their habitats.

text book
Standard quadrats.
Tape measure, quadrats, pegs, thermometer, pH indicator, e.t.c
specimen
Specimens of xerophytes.
Specimens of mesophytes.
Specimens of hydrophytes.

KLB BK III. P 46.  CERTIFICATE PG 60

ECOLOGY

Halophytes.
Adaptive features of plants.
Pollution and its effects.
Air pollution.
Water pollution.

By the end of the lesson, the learner should be able to:
To state characteristics of habitats of halophytes.
To explain adaptations of halophytes to their habitats.
To define pollution, pollutants.
To explain effects of pollution on human beings and other organisms.
To identify causes and effects of air pollution.
To suggest control measures of air pollution.
To identify causes and effects of water pollution.
To suggest control measures of water pollution.

Q/A: Characteristics of dry habitats.
Discussion: Adaptations of dry habitats.
Group experiments- Students examine given specimens and suggest their habitats.
Identify adaptive features.
Discussion punctuated with Q/A.
Detailed discussion & probing questions.
Detailed discussion & Q/A.

Specimens of halophytes.
Xerophytes Mesophytes
Hydrophytes
Hand lenses.
text book
topic related video
video of water pollution

KLB BK III. P 52. CERTIFICATE PG 68

ECOLOGY

Soil pollution.
Radioactive emissions.
Human diseases. Typhoid & cholera.
Protozoan diseases.
Prevention and control of protozoan diseases.
Ascaris lumbricoides.
Bilharzia.

By the end of the lesson, the learner should be able to:
To identify causes and effects of soil pollution.
To suggest control measures of soil pollution.
To identify effects of radioactive emissions.
To state uses of nuclear energy.
To identify disease predisposing factors.
To describe causative agents, symptoms, prevention of bacterial diseases.
To identify causal agents, symptoms, prevention and treatment of amoebic dysentery and malaria.
To explain methods of preventing and controlling protozoan diseases.
To identify adaptive features of Ascaris lumbricoides.
To state and explain effects of a parasite on the host.
To suggest preventive and control measures.
To identify causal and transmission agents of bilharzia.
To describe effects of the parasite on its host.
To identify adaptive features of schistosoma.

Detailed discussion & Q/A.
Brief discussion on radioactive emissions and nuclear energy
Detailed discussion with probing questions.
Detailed discussion, Q/A.
Group activities: Students examine preserved specimens of Ascaris lumbricoides and identify some adaptive features.
Detailed discussion.
Brief discussion
Q/A: Effects on host and control measures.

text book
magazine
Preserved specimens of Ascaris lumbricoides.
chart

KLB BK III. P 62. CERTIFICATE PG 80

REPRODUCTION IN PLANTS AND ANIMALS

Introduction
Cell division.
Mitosis.
Mitosis in a young root tip.
Significance of mitosis.
Meiosis.
First and second meiotic divisions.

By the end of the lesson, the learner should be able to:
To differentiate between sexual and asexual reproduction.
To state importance of reproduction.
To define genes and chromosomes.
To describe the role of chromosomes in cell division.
To describe the process of mitosis.
To describe an experiment to show mitosis in a young root tip.
To explain significance of mitosis.
To distinguish meiosis from mitosis.
To explain the principle underlying meiosis.
To describe the processes of first and second meiotic divisions.

Q/A: Defination of reproduction.
Teacher illustrates and explains sexual and asexual reproduction.
Detailed discussion.
Teacher leads in a detailed discussion.
Drawing diagrams showing stages of mitosis.
Group experiments: Observing different stages of mitosis. Drawing cells showing stages of mitosis.
Comparing drawn cells with those previously drawn.
Explanations
Explanations and drawing diagrams.

text book
chart
charts
Onion root tip.
Microscope
IM HCl
Cover slides.
Chart- stages of second meiotic division.

KLB BK III. P 78. CERTIFICATE PG 99

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis in plant cells.
Significance of meiosis.
Asexual reproduction. Binary fission.
Spore formation.
Budding.
Budding in yeast.
Sexual reproduction in plants. Structure of a flower.

By the end of the lesson, the learner should be able to:
To identify various stages of meiosis.
To explain significance of meiosis.
To identify types of asexual reproduction.
To describe the stages of binary fission in amoeba.
To describe the process of spore formation in bread// ugali mould.
To explain conditions necessary for budding in yeast.
To draw and label a flower.

Group experiments- meiosis in young flower bulbs.
Drawing cells showing stages of meiosis.
Comparing drawn cells with those previously drawn.
Detailed discussion.
Probing questions leading to differences between mitosis and meiosis.
Exposition and discussion.
Drawing diagrams/ discussion.
Mould on bread /ugali.
Identify and draw hyphae and sporangia.
Identifying, drawing and labeling yeast cells.
Group experiments- Examine flowers and identify parts.
Counting number of sepals, petals, stamen, carpels.

Flower buds
IM HCl
Source of heat
Glass slide
Filter paper
Microscope
Chart- Binary fission in amoeba
Microscope bread/ ugali mould
Hand lens.
Previously prepared 10% sugar solution
Methylene blue
Microscope
Bean flower
Morning glory
Bauhinia Longitudinal section of a general flower.

KLB BK III.
P 82. CERTIFICATE PG 105

REPRODUCTION IN PLANTS AND ANIMALS

Flower terminologies.
Pollination. Insect-pollinated flowers.
Wind-pollinated flowers.
Adaptive features of wind-pollinated flowers.
Features hindering self-pollination.
Fertilisation process in flowering plants.

By the end of the lesson, the learner should be able to:
To explain terms related to flowers.
To define pollination.
To identify agents of pollination.
To describe the structure of insect-pollinated flowers.
To describe the structure of wind-pollinated flowers.
To state and explain adaptive features of wind-pollinated flowers.
To discuss features and mechanisms that hinder self-pollination in plants.
To define fertilisation.
To describe the fertilisation process in flowering plants.

Exposition of new concepts.
Teacher demonstration- examining features of flowers.
Q/A: Definition of pollination.
Agents of pollination.
Class experiment- Structure of insect pollinated flowers.
Students identify various parts.
Class experiment-examine inflorescence of star grass/ maize/ sugarcane.
Identify glumes, spikes and spikelets.
Compare them in text books/ charts.
Q/A: adaptive features of wind-pollinated flowers.
Exposition and detailed discussion.
Drawing diagrams,
detailed discussion.

Flowers.
Insect-pollinated flowers.
Wind-pollinated flowers.
wind & inect pollinated flower
chart

KLB BK III.
P 91.CERTIFICATE PG 117

REPRODUCTION IN PLANTS AND ANIMALS

Seed formation.
Fruit development.
Classification of fruits.
Placentation.

By the end of the lesson, the learner should be able to:
To explain formation of seeds.
To describe development of fruits in flowering plants.
To classify fruits using specific criteria.
To define placentation.
To describe the process of placentation.
To identify types of placentation.

Detailed discussion.
Teacher presents several types of fruits and leads students in classifying them.
Detailed discussion, drawing of diagrams.
Teacher exposes the meaning of placentation.
Students examine ovaries of various fruits as the teacher exposes the types of placentation exhibited.
Students draw diagrams showing types of placentation.

text book
A variety of fruits, petri dishes
Blades
Containers.
Fruits
Beans
Sunflower
Pawpaw
Orange
Primrose, e.t.c

KLB BK III.
P 97.CERTIFICATE PG 123

REPRODUCTION IN PLANTS AND ANIMALS

Fruit and seed dispersal.
Internal structure of fruits.
Sexual reproduction in animals. External fertilisation.
Internal fertilisation.
Reproduction in mammals. Reproduction in human beings.
Functions of parts of male reproduction system.
Male reproduction system of a male animal.
Female reproduction system.
Functions of parts of female reproduction system.
Female reproduction system of a female animal.
Formation of ova.

By the end of the lesson, the learner should be able to:
To explain adaptive features of fruits and seeds to their agents of dispersal.
To label the parts of internal structure of a fruit.
To identify the functions of internal parts of a fruit.
To describe external fertilisation in amphibians.
To describe internal fertilisation and compare it with external fertilisation.
To explain the reproduction process in mammals.
To draw and label the structure of male reproduction system.
To explain the male reproduction system.
To identify parts of male reproduction system of a rabbit/ rat.
To draw and label parts of the female reproduction system.
To explain the functions of parts of female reproduction system.
To identify parts of female reproduction system of a female animal.
To draw and label the human spermatozoon.
To describe the process of formation of ova.

Students examine fruits and seeds, observe external features, and group them accordingly to methods of dispersal.
Detailed discussion of observations made.
Teacher demonstration- Vertical sections of fruits.
Students draw and label the fruit internal structure.
Detailed discussion.
Tabulate differences between external and internal fertilisation.
Drawing and labeling male reproduction system.
To examine reproduction system of a male rabbit /rat.
Identify the parts of the reproduction system.
Drawing and labeling.
Examine parts of a female reproduction system.
Identify the parts.
Drawing and labelling.
Q/A: Adaptations of male gamete to its function.

text book
charts
Strands of eggs of frogs.
Wall charts-Reproduction system.
Reproduction system of a rabbit/ rat.
chart
Dissected female rat/ mouse/rabbit.

KLB BK III. PP. 102-103 CERTIFICATE PG 130