Biology Form I IV

BIOLOGY FORM 1 SCHEMES OF WORK – TERM 1 2016
MR. FEISAL KERROW AHMED TSC NO 573297

WK LS TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS
ACTIVITIES RESOURCES
5 1 INTRODUCTION Definition of By the end of the lesson,  Define Biology  Charts on various  Comprehensive
TO BIOLOGY Biology the learner should be able  Linking biology with disciplines secondary Biology
to: the science that students Bk. 1 page 1
1) Define Biology students learnt in  Teachers bk. 1 pages 1-
2) List the branches primary 4
of Biology  KLB secondary Biology
 Students book Page 1
 Golden tips Biology
Page 1
2 INTRODUCTION Importance of By the end of the lesson,  Explain the  Organisms in the  Comprehensive
TO BIOLOGY Biology the learner should be able importance of Biology school compound secondary Biology
to:  Naming common  Charts on the students Bk. 1 page 1-2
Characteristics 1. Explain the Characteristics of characteristics of  Teachers bk. 1 pages 1-
of organisms importance of organisms. organisms. 4
Biology  KLB secondary Biology
2. State and explain  Students book Page 1-2
some of the  Golden tips Biology
characteristics of Page 1
organisms  KLB teachers book 1
pages 14-16
3-4 INTRODUCTION Characteristics By the end of the lesson,  Discussion on the  Organisms in the  Comprehensive
TO BIOLOGY of organisms the learner should be able other general school compound secondary Biology
to: characteristics of  Charts on external students Bk. 1 page 2-3
External 1. State and explain organisms features of plants  Teachers bk. 1 pages 1-
features of some of the  Collecting, observing and animals 4
plants and general and recording external  KLB secondary Biology
animals characteristics of features of plants and  Students book Page 2-6
organisms animals.  Golden tips Biology
2. Explain the Page 1-2
external features  KLB teachers book 1
of plants and pages 14-16
animals
1
3. Write down the  Gateway secondary
difference Biology pages 1-3
between plants
and animals
6 1 CLASSIFICATION Definition By the end of the lesson,  Define classification  Magnifying lens  Comprehensive
1 the learner should be able  Drawing of a  Different specimen secondary Biology
Use of to: magnifying lens of plants and students Bk. 1 page 5
magnifying lens 1. Define  Using magnifying lens animals  Teachers bk. 1 pages 5-
classification to observe the  Rulers with 10
2. Use the magnifying external features of measurement in  KLB secondary Biology
lens to observe the plants and animals mm  Students book Page 8
external features  Discussion on how to  Chart on external  Golden tips Biology
of plants/ animals calculate features of plants Page 3-5
magnification and animals  KLB teachers book 1
pages 14-16
 Gateway secondary
Biology pages 5-12
2 CLASSIFICATION Observation of By the end of the lesson,  Observing, recording  Different types of  Comprehensive
1 features of the learner should be able the main external leaves secondary Biology
organisms to: features of the leaf  Chart on different students Bk. 1 page 6-8
1. Record forms of plants types of leaves  Teachers bk. 1 pages 5-
Plant leaf forms observations of the 10
main external  KLB secondary Biology
features of plant  Students book Page 8-
leaf form 10
2. Draw different  Golden tips Biology
types of leaf forms Page 4-5
 KLB teachers book 1
pages 17-20
3-4 CLASSIFICATION External By the end of the lesson,  Observing, recording  Different types of  .Comprehensive
1 features of the learner should be able and drawing the main stems and roots secondary Biology
plants and to: external features of  Different types of students Bk. 1 page 8-
animals 1. Observe, record plants small animals 12
and draw the main  Observing, recording  Chart on features of  Teachers bk. 1 pages 5-
external features and drawing the main plants and animals 10
of plants external features of  KLB secondary Biology
2
2. Observe record animals  Students book Page 10-
and draw the main 14
external features  Golden tips Biology
of animals Page 3
7 1-2 CLASSIFICATION Necessity and By the end of the lesson,  Discussion on the  Charts on  Comprehensive
1 significance of the learner should be able necessity and classification secondary Biology
classification to: significance of  Charts with the five students Bk. 1 page 12-
1. State the necessity classification kingdoms and 13
Major units of and significance of examples in each  Teachers bk. 1 pages 5-
classification classification case. 10
2. Name the major  KLB secondary Biology
units of  Students book Page 14-
classification 15
3. Name the five  Golden tips Biology
kingdoms of living Page 6-12
things  KLB teachers book 1
pages 17-20
Biology pages 5-12
3-4 CLASSIFICATION Taxonomic By the end of the lesson,  Naming  Charts on  Comprehensive
1 units in plants the learner should be able taxonomic units Classification of secondary Biology
and animal to: in plants and maize and students Bk. 1 page 13-
kingdom 1. List the taxonomic animal kingdoms human beings 14
units in plant and  Classification of  Teachers bk. 1 pages 5-
animal kingdoms maize and human 10
2. Classify maize and beings  KLB secondary Biology
human beings  Students book Page 14
Page 6-12
pages 17-20
Biology pages 5-12
8 1-2 CLASSIFICATION Binomial By the end of the lesson,  Defining Binomial Charts on  Comprehensive
1 nomenclature the learner should be able nomenclature on Binomial secondary Biology
in naming to: the principles of nomenclature students Bk. 1 page 14
3
organisms 1. Define Binomial Binomial  Teachers bk. 1 pages 5-
nomenclature nomenclature 10
2. State the principles  Classification of  KLB secondary Biology
of Binomial given organisms  Students book Page 15-
nomenclature In using generic and 16
naming organisms specific names  Golden tips Biology
Page 6
pages 17-20
Biology pages 5-12
3-4 CLASSIFICATION Collection of By the end of the lesson,  Collecting plants  Specimen  Comprehensive
1 plants and the learner should be able and animals bottle secondary Biology
animals to:  Preserving  Sweep nets students Bk. 1 page 14-
1. Use collecting nets, Collecting plants  Cotton wool 16
cutting instructions and animals  Forceps  Teachers bk. 1 pages 5-
instruments and collected  chloroform 10
hand lens  KLB secondary Biology
2. Preserve the  Students book Page 9
collected specimen  Golden tips Biology
Page 6-12
9 1-2 CLASSIFICATION Grouping of By the end of the lesson,  Observing and  Collected and  Comprehensive
1 organisms the learner should be able grouping animals preserved secondary Biology
according to to: according to their specimen students Bk. 1 page 15
their similarities 1. Observe and group similarities  Hand lens  Teachers bk. 1 pages 5-
collected and  Observing and 10
preserved grouping plants  KLB secondary Biology
specimen according to their  Students book Page 15-
according to their similarities 16
similarities  Golden tips Biology
Page 7-9
pages 17-20
3-4 THE CELL Introduction to By the end of the lesson,  Description of a  Light  Comprehensive
light the learner should be able cell microscope secondary Biology
microscope to:  Drawing and  Diagram of light students Bk. 1 page 17
4
1. Define a cell labeling the light microscope  Teachers bk. 1 pages
2. Draw and label the microscope 11-19
light microscope  KLB secondary Biology
 Students book Page 18
Page 15-16
pages 23-25
10 1-2 THE CELL Parts of the By the end of the lesson,  Discussion on  Light  Comprehensive
light the learner should be able parts of a light microscope secondary Biology
microscope and to: microscope  Chart of light students Bk. 1 page 20
their functions 1. Identify parts of  Caring for the microscope  Teachers bk. 1 pages
the light light microscope 11-19
Calculation of microscope and  Demonstration on  KLB secondary Biology
magnification state their how to use the  Students book Page 21
using light functions light microscope  Golden tips Biology
microscope 2. Describe how to  Prepared slides Page 17-18
care for a light  KLB teachers book 1
microscope pages 23-25
3. Describe how a
light microscope is
used.
3-4 THE CELL Plant and By the end of the lesson,  Drawing and  Charts of plants  Comprehensive
animal cells as the learner should be able labeling of plant and animal cells secondary Biology
seen under a to: and animal cells as seen under a students Bk. 1 page 20
light 1. Draw and label as seen under a light  Teachers bk. 1 pages
microscope plant and animal light microscope microscope 11-19
cells as seen under  Demonstration on  Microscope  KLB secondary Biology
Calculation of a light microscope how to calculate  Students book Page 18-
magnification 2. Calculate the magnification of 20
using light magnification of objects as seen  Golden tips Biology
microscope objects as seen under a light Page 15-17
under a light microscope  KLB teachers book 1
microscope pages 23-25
biology pages 26-32
5
11 1-2 THE CELL Using the light By the end of the lesson,  Permanent slides  Observing  Comprehensive
microscope the learner should be able of animal and prepared slides secondary Biology
with prepared to: plant cells of plant and students Bk. 1 page 33
slides 1. Observe a  Light microscope animal cells  Teachers bk. 1 pages
prepared slide  Microscope slide  Preparing and 11-19
under a light  Cover slip mounting onion  KLB secondary Biology
microscope  scalpel epidermal cells  Students book Page 22
2. Prepare temporary  Distilled water  Golden tips Biology
slide of onion  Iodine solution Page 16
epidermis and  Onion bulb  KLB teachers book 1
observe it under a  Droppers pages 23-25
light microscope 
 Pointed forceps Gateway secondary
 Glass rod biology pages 26-32
 Mounted needle  Longman biology page
 Blotting paper 31-32
3-4 THE CELL Cell structure as By the end of the lesson,  Drawing and  Diagrams of  Comprehensive
seen under the the learner should be able labeling plant and plant and secondary Biology
electron to: animal cells as animal cells as students Bk. 1 page 19-
microscope 1. Draw and label seen under an seen under 20
plant and animal electron electron  Teachers bk. 1 pages
cells as seen under microscope microscope 11-19
electron  KLB secondary Biology
microscope  Students book Page 23
Page 18
pages 23-25
biology pages 26-32
12 1 THE CELL Physiology of By the end of the lesson,  discussion on the  chart on plant  Comprehensive
the cell the learner should be able functions of cell and animal cells secondary Biology
Cell wall to: components as seen under students Bk. 1 page 23-
Cell membrane  Describe the - cell wall electron 24
cytoplasm structure and - cell membrane microscope  Teachers bk. 1 pages
function of the cell - cytoplasm
6
 Cell wall  drawing and 11-19
 Cell membrane labeling these  KLB secondary Biology
 cytoplasm parts of the cell  Students book Page 24-
26
Page 18-19
pages 23-25
biology pages 26-32
2 THE CELL Cell organelles By the end of the lesson,  discussion on the  chart on  Comprehensive
the learner should be able functions of cell various cell secondary Biology
Estimating the to: organelles organelles students Bk. 1 page 24-
size of a cell  Describe the  Drawing and  cover slip 33
structure and labeling the cell  iodine solution  Teachers bk. 1 pages
function of the cell and organelles  distilled water 11-19
organelles  Explain how to  scalpel  KLB secondary Biology
 Estimate the size estimate the size  two droppers  Students book Page 27-
of a cell as seen in of onion  pointed scalpel 28
the field of view of epidermal cells  mounting  Golden tips Biology
a microscope  Estimating the needle Page 15-20
size of onion  filter paper  KLB teachers book 1
epidermal cells  transparent pages 23-25
ruler with mm  Gateway secondary
markings biology pages 27-32
 onion bulb  Longman biology pages
30-31
3-4 THE CELL Comparison By the end of the lesson,  Distinguishing  Table  Comprehensive
between plant the learner should be able between plant summarizing secondary Biology
and animal cells to: and animal cells the differences students Bk. 1 page 22-
 Write down the  Naming between plant 32
Cell differences specialized cells and animal cells  Teachers bk. 1 pages
specialization between plants and their  Charts on 11-19
- Tissues and animal cells functions similarities  KLB secondary Biology
- Organs  Write down  Drawing between plant  Students book Page 26-
- Organ similarities specialized cells and animal cells 31
7
system between plant and  Explaining  Charts on  Golden tips Biology
s animal cells modification of various Page 17-20
 List down cells to their specialized cells  KLB teachers book 1
specialized plant functions  Chart on plant pages 23-25
and animal cells and animal  Gateway secondary
 State the tissues biology pages 26-32
modifications and  Longman biology pages
functions of 32
specialized cells  Fly higher series pages
 Define tissues, 6-7
organs and organ
systems
 Give examples of
tissues organs and
organ systems
13 REVISION AND EXAMINATION
8
BIOLOGY FORM 1 SCHEMES OF WORK – TERM 2
W LESS TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

EE ON ACTIVITIES RESOURCES
K
1 1-2 CELL Cell physiology By the end of the lesson,  Defining the term cell  Charts on the  Comprehensive
PHSIOLOGY the learner should be able physiology structure of the cell secondary Biology
Properties of the to:  Describing the membrane students Bk. 1 page 37-
cell membrane  Define the term structure of the cell 38
cell physiology membrane and its  Teachers bk. 1 pages
 Describe the properties 20-30
structure and  KLB secondary Biology
properties of cell  Students book Page 32-
membrane 33
pages 28-32
biology pages 32-36
2 CELL Diffusion By the end of the lesson,  Defining diffusion  Charts on  Comprehensive
PHSIOLOGY the learner should be able  Discussion on diffusion distribution of secondary Biology
to: in liquids, gasses and molecules during students Bk. 1
 Define diffusion solids distribution page 38
 Teachers bk. 1
pages 20-30
 KLB secondary
Biology
 Students book
Page 33
 KLB teachers book
1 pages 28-32
 Gateway
secondary biology
9
pages 32-36
3-4 CELL Diffusion By the end of the lesson,  Carrying out  Beaker  Comprehensive
PHSIOLOGY the learner should be able experiments on  Potassium secondary Biology
to: diffusion in liquids and permanganate students Bk. 1
Carry out experiments to gasses crystals page 38-39
demonstrate  Discussions of results  Cold water  Teachers bk. 1
 diffusion in liquids from experiments  Glass tube pages 20-30
 diffusion in gasses  Strong smelling  KLB secondary
perfume Biology
 Students book
Page 33-34
1 pages 28-32
 Gateway
secondary biology
pages 32-36
 Golden tips biology
pages 23-24
2 1 CELL Factors affecting By the end of the lesson,  Discussing the factors  Charts on factors  Comprehensive
PHSIOLOGY Diffusion the learner should be able affecting diffusion affecting diffusion secondary Biology
to:  Discussing the role of students Bk. 1
 Explain the factors diffusion in living page 39
affecting diffusion things  Teachers bk. 1
 Explain the role of pages 20-30
diffusion in living  KLB secondary
things Biology
 Students book
Page 35-36
1 pages 28-32
 Gateway
secondary biology
pages 32-36
pages 24
10
 Longman biology
page 36
2 CELL Osmosis By the end of the lesson,  Defining osmosis  Diagram on  Comprehensive
PHSIOLOGY the learner should be able  Describing osmosis movement of water secondary Biology
to: across a semi - molecules across a students Bk. 1
 Define osmosis permeable membrane semi -permeable page 40
 Describe membrane  Teachers bk. 1
movement of pages 20-30
water molecules  KLB secondary
across semi- Biology
permeable  Students book
membrane Page 36-38
1 pages 28-32
 Gateway
secondary biology
pages 33-36
pages 24-25
 Longman biology
page 37
3-4 CELL Osmosis (practical By the end of the lesson,  carry out an  Viking tubing  Comprehensive
PHSIOLOGY lesson) the learner should be able experiment on  Thread secondary Biology
to: osmosis using a  Tap water students Bk. 1
 demonstrate Viking tubing  Sucrose solution page 46
osmosis by using a  carry out an  Irish potatoes  Teachers bk. 1
Viking tubing experiment on  Scalpel pages 20-30
 carry out an osmosis using  Cork borer  KLB secondary
experiment on Irish potatoes  Transparent ruler Biology
osmosis using Irish  Discussion on  Distilled water  Students book
potatoes results of both  20% sucrose Page 37-39
experiments solution  KLB teachers book
 Two petri-dishes 1 pages 28-32
 Tissue paper  Gateway
secondary biology
pages 34-36
11
pages 24-25
 High flyer series
pages 10-11
3 1-2 CELL Terms used in the By the end of the lesson,  Defining terms  Charts on turgid  Comprehensive
PHSIOLOGY study of Osmosis the learner should be able used in the study cells and secondary Biology
to: define and describe the of osmosis plasmolysed cells students Bk. 1
terms used in the study of  Discussion on the page 42
osmosis such as: terms used in the  Teachers bk. 1
 Osmotic pressure study of osmosis pages 20-30
 Osmotic potential  KLB secondary
 Isotonic solution Biology
 Hypertonic  Students book
solution Page 37-39
 Hypotonic solution  KLB teachers book
 Turgor pressure 1 pages 28-32
 Hemolysis  Gateway
 Wall pressure secondary biology
 Plasmolysis pages 33-36
 Deplasmolysis  Golden tips biology
pages 24-26
pages 37
3-4 CELL Osmosis in plant By the end of the lesson,  carry out an  Scalpel  Comprehensive
PHSIOLOGY cells the learner should be able experiment on  Ruler secondary Biology
to carry out an experiment selective  Means of heating students Bk. 1
on selective permeability of permeability of  3 Irish potatoes page 47
membrane membranes and  3 petri-dishes  Teachers bk. 1
movement of  Viking tubing pages 20-30
water in Irish  20% starch solution  KLB secondary
potatoes  Iodine solution Biology
 50cm3 beaker  Students book
 thread Page 40-42
1 pages 28-32
 Gateway
12
secondary biology
pages 34-36
pages 26
 Longman biology
pages 37-38
pages 10
4 1 CELL Factors affecting By the end of the lesson,  Discussion on  Charts on factors  Comprehensive
PHSIOLOGY Osmosis the learner should be able factors affecting affecting osmosis secondary Biology
to osmosis and role of osmosis students Bk. 1
Role of osmosis in  State factors  Discussion on the in organisms page 40-41
organisms affecting osmosis role of osmosis in  Teachers bk. 1
 Explain the role of organisms pages 20-30
osmosis in  KLB secondary
organisms Biology
 Explain the factors  Students book
affecting osmosis Page 43-44
1 pages 28-32
 Gateway
secondary biology
pages 33
pages 27
 Longman biology
pages 37
pages 10
2 CELL Water relations in By the end of the lesson,  Discussion on  Charts on water  Comprehensive
PHSIOLOGY plant cells the learner should be able how plant cells movement in and secondary Biology
to behave in out of plant cells students Bk. 1
 Describe what hypertonic, page 42-43
happens when a hypotonic or  Teachers bk. 1
plant cell is placed isotonic solutions pages 20-30
in a hypertonic,  KLB secondary
13
hypotonic or Biology
isotonic solution  Students book
Page 40-42
1 pages 28-32
 Gateway
secondary biology
pages 34-36
pages 25-26
3-4 CELL Plasmolysis in By the end of the lesson,  Carry out an  Distilled water  Comprehensive
PHSIOLOGY onion bulb cells the learner should be able experiment to  Two microscope secondary Biology
to show plasmolysis slides students Bk. 1
 Carry out an in epidermal cells  Two cover slips page 46
experiment to from an onion  10% sucrose  Teachers bk. 1
show plasmolysis bulb solution pages 20-30
in epidermal cells  Discussion of  Forceps  KLB secondary
of an onion bulb results of the  Dropper Biology
experiment on  Light microscope  Students book
movement of  Onion bulb Page 42
water in and out  scalpel  KLB teachers book
of the cells 1 pages 28-32
 Gateway
secondary biology
pages 34-36
pages 26
 Longman Biology
page 37
 High Flyer page 10
5 1 CELL Water relations in By the end of the lesson,  Discussion on  Charts on cremated  Comprehensive
PHSIOLOGY animals the learner should be able osmosis in animal animal cell and secondary Biology
to cells when placed haemolyzed animal students Bk. 1
 Describe osmosis in hypertonic or cell page 44
of animal cells in a hypotonic  Teachers bk. 1
hypertonic solution solution pages 20-30
14
 KLB secondary
Biology
 Students book
Page 40
1 pages 28-32
 Gateway
secondary biology
pages 34-36
pages 25-26
 Longman Biology
page 37
2 CELL Active transport By the end of the lesson,  Discussion on  Charts on factors  Comprehensive
PHSIOLOGY the learner should be able active transport affecting active secondary Biology
to factors affecting transport and role students Bk. 1
 List down factors active transport of active transport page 41-42
affecting active and its role in  Teachers bk. 1
transport organisms pages 20-30
 Define active  KLB secondary
transport Biology
 Define the role of  Students book
active transport in Page 44
living things  KLB teachers book
1 pages 28-32
 Gateway
secondary biology
pages 35-36
pages 27-28
 Longman Biology
page 36
pages 10-11
3 NUTRITION Meaning By the end of the lesson,  Discussion on  Green leaves  Comprehensive
and IN PLANTS importance and the learner should be able definition of  Chart on the secondary Biology
15
4 types of nutrition to nutrition, external structure of students Bk. 1
 Define nutrition importance and a leaf page 51
External structure  Write down the modes of feeding  Teachers bk. 1
of a leaf importance of  Drawing and pages 31-44
nutrition labeling the  KLB secondary
 List down the external structure Biology
modes of feeding of a leaf  Students book
in organisms  Observing the Page 48-49
 Draw and label the external parts of a  KLB teachers book
external structure leaf 1 pages 37-55
of a leaf  Gateway
secondary biology
pages 46-47
pages 31
 Longman Biology
page 40
6 1 NUTRITION internal structure By the end of the lesson,  Drawing and  Chart on the  Comprehensive
IN PLANTS of a leaf the learner should be able labeling the internal structure of secondary Biology
to internal structure the leaf students Bk. 1
 Draw and label the of the leaf page 51-52
internal structure  Teachers bk. 1
of the leaf pages 31-44
 KLB secondary
Biology
 Students book
Page 50
1 pages 47-48
 Gateway
secondary biology
pages 46-47
pages 32
 Longman Biology
page 41
16
2 NUTRITION Parts of a leaf and By the end of the lesson,  Discussion on the  Chart on the  Comprehensive
IN PLANTS their functions the learner should be able functions of the internal and secondary Biology
to different parts of external structure of students Bk. 1
 Name the parts of a leaf the leaf page 52-53
a leaf  Teachers bk. 1
 State the functions pages 31-44
of the parts of a  KLB secondary
leaf Biology
 Students book
Page 50-51
1 pages 37-55
 Gateway
secondary biology
pages 47-48
pages 33
 Longman Biology
page 41
3 NUTRITION photosynthesis By the end of the lesson, Discussion on  Chart on the stages  Comprehensive
and IN PLANTS the learner should be able photosynthesis , of photosynthesis secondary Biology
4 to the structure of students Bk. 1
 Define the chloroplasts page 54-55
photosynthesis and the stages  Teachers bk. 1
 Draw and label the involved in pages 31-44
chloroplast photosynthesis  KLB secondary
 Describe the Biology
process of  Students book
photosynthesis Page 53-54
1 pages 37-55
 Gateway
secondary biology
pages 48-49
pages 33-34
17
7 1-2 NUTRITION Importance of By the end of the lesson,  Discussion on the  Chart on the factors  Comprehensive
IN PLANTS photosynthesis the learner should be able importance of influencing secondary Biology
and factors to photosynthesis photosynthesis students Bk. 1
affecting  List down the  Discussion factors page 55-56
photosynthesis importance of influencing  Teachers bk. 1
photosynthesis photosynthesis pages 31-44
 Explain some of  KLB secondary
the factors Biology
influencing  Students book
photosynthesis Page 55-59
3-4 NUTRITION Factors affecting By the end of the lesson,  Discussion on  Variegated leaves  Comprehensive
IN PLANTS photosynthesis the learner should be able factors  Charts on factors secondary Biology
(continued) to influencing influencing students Bk. 1
 Explain the factors photosynthesis photosynthesis page 56-57
affecting  Teachers bk. 1
photosynthesis pages 31-44
 KLB secondary
Biology
 Students book
Page 55-59
1 pages 37-55
 Gateway
secondary biology
pages 48-49
pages 34
8 1-2 NUTRITION Adaptation of the By the end of the lesson,  Discussion on  Green leaves  Comprehensive
IN PLANTS leaf to the learner should be able adaptations of  Chart showing secondary Biology
photosynthesis to the leaf to internal structure of students Bk. 1
 Explain how the photosynthesis a leaf page 52-53
leaf is adapted to  Teachers bk. 1
the process of pages 31-44
photosynthesis  KLB secondary
Biology
 Students book
18
Page 51-52
1 pages 37-55
 Gateway
secondary biology
pages 47
pages 32-33
3-4 NUTRITION Factors By the end of the lesson,  Carrying out  Green leaves  Comprehensive
IN PLANTS influencing the learner should be able experiments on  Boiling tube secondary Biology
photosynthesis to  -presence of  Means of heating students Bk. 1
(practical lessons)  Test the presence starch in a leaf  Methylated spirit page 64-66
of starch in a green  -factors  Iodine solution  Teachers bk. 1
leaf influencing  Dropper pages 31-44
 Investigate photosynthesis in  White tile  KLB secondary
whether plants  Pair of forceps Biology
chlorophyll is  Variegated leaf  Students book
necessary for  Aluminum foil on Page 55-59
photosynthesis carbon paper  KLB teachers book
 Investigate 1 pages 37-55
whether light is  Gateway
necessary for secondary biology
photosynthesis pages 48-49
pages 35-36
 Longman biology
42
9 1-2 NUTRITION Factors By the end of the lesson,  carry out an  Potted plant  Comprehensive
IN PLANTS influencing the learner should be able experiment to  Heat source secondary Biology
photosynthesis to carry out an experiment investigate  Boiling tubes students Bk. 1
(practical lessons) to investigate whether whether  Two conical flasks page 66-67
 Carbon (IV) oxide is Carbon (IV) oxide  Potassium  Teachers bk. 1
necessary for is necessary for hydroxide pages 31-44
photosynthesis photosynthesis  Materials for testing  KLB secondary
 Oxygen is and whether for starch in a leaf Biology
produced during Oxygen is  Test tubes  Students book
19
photosynthesis produced during  500cm3 beaker Page 15-59
photosynthesis  Funnel  KLB teachers book
 Pod weed 1 pages 37-55
 Sodium hydrogen  Gateway
Carbonate secondary biology
Wooden splint pages 48-49
 leaf  Golden tips biology
pages 35-36
 Longman biology
42
3 CONTINUOUS Work covered By the end of the lesson,  Learner to answer  Question paper  Work covered
ASSESMENT since previous the learner should be able the given  Marking since previous test
TEST test questions scheme
 To answer the  Teacher to
questions asked supervise test
4 NUTRITION Chemicals of life By the end of the lesson,  Defining  Samples of  Comprehensive
IN PLANTS carbohydrates the learner should be able Chemicals of life sources of secondary Biology
to  Discussion on carbohydrates, students Bk. 1
 Define Chemicals 1. Types of proteins, lipids page 57-58
of life chemicals of life and glucose  Teachers bk. 1
 List down types of 2. Types of pages 31-44
carbohydrates carbohydrates  KLB secondary
 Write down 3. Properties of Biology
properties and monosaccharaide  Students book
functions of s Page 59-60
monosaccharaides  KLB teachers book
1 pages 37-55
 Gateway
secondary biology
pages 49-50
20
10 1 NUTRITION disaccharides By the end of the lesson,  Defining  Charts on  Comprehensive
IN PLANTS the learner should be able disaccharides condensation secondary Biology
to  Discussion on and hydrolysis students Bk. 1
 Define properties and of disaccharides page 58
disaccharides functions of  Teachers bk. 1
 List properties and disaccharides pages 31-44
functions of  KLB secondary
disaccharides Biology
 Define hydrolysis  Students book
and condensation Page 60-61
1 pages 37-55
 Gateway
secondary biology
page 50
2 NUTRITION Polysaccharides By the end of the lesson,  Defining  Charts on  Comprehensive
IN PLANTS the learner should be able polysaccharides properties of secondary Biology
lipids to and lipids polysaccharides students Bk. 1
 Define  Discussion on  Charts on page 58-61
polysaccharides properties and properties of  Teachers bk. 1
and lipids functions of lipids pages 31-44
 Write down the polysaccharides  KLB secondary
properties of and lipids Biology
polysaccharides  Students book
and lipids Page 61-64
1 pages 37-55
 Gateway
secondary biology
page 50-52
pages 37-40
21
3-4 NUTRITION Food tests By the end of the lesson,  Demonstration of  Food test  Comprehensive
IN PLANTS the learner should be able experiments on reagents and secondary Biology
to carry out tests on food tests apparatus students Bk. 1
 Starch  Carry out  Benedicts page 67-68
 Reducing sugars experiments on solution  Teachers bk. 1
 Non-reducing food tests  Dilute HCL pages 31-44
sugar  Discussion on  0.5% copper  KLB secondary
 Lipids results obtained sulphate Biology
 Proteins from experiments  10% sodium  Students book
 Vitamin c hydroxide Page 61-64
 DCPIP  KLB teachers book
 Iodine solution 1 pages 37-55
 Gateway
secondary biology
page 51-52
pages 39-40
 Longman biology
page 43
11 1 NUTRITION proteins By the end of the lesson,  Discussion on  Charts on the  Comprehensive
IN PLANTS the learner should be able functions of properties of secondary Biology
to proteins proteins students Bk. 1
 Write down the  Distinguishing  Charts on a page 60-61
properties and between comparison  Teachers bk. 1
functions of carbohydrates, between pages 31-44
proteins proteins and carbohydrates,  KLB secondary
 Distinguish lipids proteins and Biology
between lipids  Students book
carbohydrates, Page 65-67
proteins and lipids  KLB teachers book
1 pages 37-55
 Gateway
secondary biology
page 50-51
pages 38-39
22
 Longman biology
page 43
2 NUTRITION enzymes By the end of the lesson,  Discussion on  Charts on the  Comprehensive
IN PLANTS the learner should be able properties and properties secondary Biology
to functions of enzymes students Bk. 1
 Define enzymes enzymes page 62-64
 Write down the  Teachers bk. 1
properties and pages 31-44
functions of  KLB secondary
enzymes Biology
 Know the naming  Students book
of the enzymes Page 67-69
and their  KLB teachers book
substrates 1 pages 37-55
 Explain the  Gateway
importance of secondary biology
enzymes page 52-53
pages 42
23
3-4 NUTRITION Factors affecting By the end of the lesson,  Carrying out an  Materials and  Comprehensive
IN PLANTS enzymes the learner should be able experiment on apparatus for secondary Biology
to carry out an experiment factors affecting various students Bk. 1
on enzymes experiments page 68-69
 Effect of  Soaked beans  Teachers bk. 1
temperature on  Hydrogen pages 31-44
enzymes peroxide  KLB secondary
 Effects of enzyme  Test tube (5) Biology
concentration on  Test tube rack  Students book
the rate of a  Water bath Page 67-69
reaction  Thermometer  KLB teachers book
 Effect of PH on  Measuring 1 pages 37-55
enzyme activities cylinder  Gateway
 Watch secondary biology
 10% starch page 53-55
solution  Golden tips biology
 0.1% and o.2% pages 40-41
diastase  Longman biology
 White tiles pages 43-44
 Egg albumens  High flyer series
 Distilled water pages 15-16
 2m HCL
 2m sodium
hydrogen
carbonate
12 REVISION AND END OF TERM EXAMS
-
13
24
W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

EE SO ACTIVITIES RESOURCES
K N
1 1 NUTRITION IN Definition of By the end of the lesson,  Defining the term  Chart on modes  Comprehensive
ANIMALS heterotrophism the learner should be able heterotrophism of secondary Biology
to  Discussion on heterotrophism students Bk. 1
Modes of  Define modes of page 73
heterotrophic hetetrophism heterotrophism  Teachers bk. 1
nutrition  List down the pages 45-55
different modes of  KLB secondary
heterotrophism Biology
and describe them  Students book
Page 72
1 pages 37-55
 Gateway
secondary biology
page
2 NUTRITION IN Dentition By the end of the lesson,  Defining the term  Different types  Comprehensive
ANIMALS the learner should be able dentition of teeth secondary Biology
Types of teeth to  Identifying and  Chart on students Bk. 1
 Define dentition drawing different different types page 74
 Draw and label types of teeth of teeth  Teachers bk. 1
different types of pages 45-55
teeth  KLB secondary
 Describe the Biology
structure of a  Students book
tooth Page 73-76
1 pages 37-55
25
3-4 NUTRITION IN Adaptations of By the end of the lesson,  Discussions on the  Different types of  Comprehensive
ANIMALS teeth to their the learner should be able adaptations of teeth teeth secondary Biology
functions to: to their functions  Chart on different students Bk. 1 page 75
1. Identify different types of teeth  Teachers bk. 1 pages
types of teeth 45-55
2. Describe the  KLB secondary Biology
adaptations of the  Students book Page 75
teeth to their  KLB teachers book 1
functions pages 37-55
Biology pages 56-58
 Gold tips biology page
43
2 1 NUTRITION IN Dental formulae By the end of the lesson,  Defining the term  Jaws of herbivore  Comprehensive
ANIMALS the learner should be able dental formulae and carnivore secondary Biology
to:  Discussion on the  Model of human students Bk. 1 page 75-
 Define dental dental formulae of skeleton with teeth 77
formulae herbivores, on the jaws  Teachers bk. 1 pages
 Describe and write carnivores, omnivores (artificial teeth) 45-55
down the dental  Chart on various  KLB secondary Biology
formulae of dental formulae  Students book Page 73-
herbivore 75
carnivore and  KLB teachers book 1
omnivore pages 37-55
Biology pages 56-58
43-44
2 NUTRITION IN Dental By the end of the lesson,  Discussion on dental  Jaws of herbivore  Comprehensive
ANIMALS adaptations of the learner should be able adaptation of and carnivore secondary Biology
herbivores, to: herbivores and  Model of human students Bk. 1 page 77
carnivores,  Write down the omnivores skeleton with teeth  Teachers bk. 1 pages
omnivores definition of on the jaws 45-55
herbivores, (artificial teeth)  KLB secondary Biology
carnivores and  Students book Page 73-
omnivores 75
26
 Explain the  KLB teachers book 1
adaptations of pages 37-55
dental formulae in  Gateway secondary
various groups of Biology pages 56-58
animals, to their  Gold tips biology page
mode of feeding 42-43
3-4 NUTRITION IN Internal structure By the end of the lesson,  Drawing of internal  Jaws of herbivores  Comprehensive
ANIMALS of different types the learner should be able structure of different and carnivores secondary Biology
of teeth to: types of teeth  Model of human students Bk. 1 page 77-
 Draw and label the  Discussion on the skeleton with teeth 78
Functions of the internal structure functions of various on the jaws  Teachers bk. 1 pages
internal structure of different types parts of the teeth (artificial teeth) 45-55
of a tooth of teeth  Discussion on  Chart on teeth with  KLB secondary Biology
 Write down the common dental some dental  Students book Page 75-
Common dental functions of the diseases diseases 76
diseases different parts of  KLB teachers book 1
the internal pages 37-55
structure of teeth  Gateway secondary
 Name and discuss Biology pages 56-57
common dental  Gold tips biology page
diseases 44
 Longman biology page
46
3 1 NUTRITION IN Adaptation to the By the end of the lesson,  Discussion on  Chart on the jaws of  Comprehensive
ANIMALS modes of feeding the learner should be able adaptation of herbivores secondary Biology
in herbivores to: herbivores to their  Chart on the molars students Bk. 1 page 76
 Write down the modes of feeding from the jaws of a  Teachers bk. 1 pages
adaptations of herbivore 45-55
herbivores to their  Jaws of a herbivore  KLB secondary Biology
mode of feeding  Students book Page 73-
74
pages 37-55
Biology pages 55-56
27
43
45
2 NUTRITION IN carnivores By the end of the lesson,  Discussion on  Chart on the jaws of  Comprehensive
ANIMALS the learner should be able adaptation of a carnivores animal secondary Biology
to: carnivores to their  Chart on the students Bk. 1 page 77
 Write down the modes of feeding different teeth from  Teachers bk. 1 pages
adaptations of the jaws of a 45-55
carnivores to their carnivore  KLB secondary Biology
modes of feeding  Jaws of a carnivore  Students book Page 74
pages 37-55
Biology pages 56
43
45
3-4 NUTRITION IN Digestive system By the end of the lesson,  Dissecting a rabbit  Live rabbit  Comprehensive
ANIMALS of a rabbit the learner should be able assisted by a few  Gloves secondary Biology
to: students (students to  Chloroform students Bk. 1 page 90-
 Identify various wear gloves)  Dissection kit 91
organs associated  Cotton wool  Teachers bk. 1 pages
with the digestive  Dissecting board 45-55
system of a rabbit  KLB secondary Biology
 Students book Page 85-
86
pages 37-55
Biology pages 58-59
4 1 NUTRITION IN Human Digestive By the end of the lesson,  Drawing and labeling  Chart on the human  Comprehensive
ANIMALS system the learner should be able the human digestive digestive system secondary Biology
28
to: system students Bk. 1 page 79
 Draw and label  Discussion on the  Teachers bk. 1 pages
parts of the human parts of the human 45-55
digestive system digestive system  KLB secondary Biology
82
pages 37-55
Biology pages
2 CONTINOUS Topic covered so By the end of the lesson,  Learners to answer all  Question paper  Comprehensive
ASSESSMENT far the learner should be able the questions asked  Marking scheme secondary Biology
TEST to:  Teacher to supervise students Bk. 1 page 73-
 Answer all the the students while 80
questions asked they do the test  Teachers bk. 1 pages
45-55
Biology pages 64-83
3-4 NUTRITION IN Human Digestive By the end of the lesson,  Discussion on various  Chart on the human  Comprehensive
ANIMALS system the learner should be able regions of the human digestive system secondary Biology
to: alimentary canal students Bk. 1 page 80-
 Describe the  Discussion on some of 81
regions of the the human digestive  Teachers bk. 1 pages
alimentary canal of system 45-55
human digestive  KLB secondary Biology
system  Students book Page 78-
 Explain the 82
functions of the  KLB teachers book 1
human digestive pages 37-55
system  Gateway secondary
Biology pages 58-60
45-47
29
5 1 NUTRITION IN Human Digestive By the end of the lesson,  Discussion on other  Chart on the human  Comprehensive
ANIMALS system the learner should be able parts of the human digestive system secondary Biology
to: alimentary canal students Bk. 1 page 81
 Describe the  Teachers bk. 1 pages
various regions of 45-55
the human  KLB secondary Biology
alimentary canal  Students book Page 78-
and their functions 82
pages 37-55
Biology pages 58-60
45-47
2 NUTRITION IN Adaptation of the By the end of the lesson,  Discussion on  Chart on the  Comprehensive
ANIMALS Ileum to its the learner should be able how the ileum is intestinal villi secondary Biology
functions to: adapted to its students Bk. 1 page 83
 Describe how the functions  Teachers bk. 1 pages
ileum is adapted to  Drawing of the 45-55
its function intestinal villi  KLB secondary Biology
84
pages 37-55
Biology pages 61
3-4 NUTRITION IN Food content in By the end of the lesson,  Dissecting a rabbit to  Dead rabbit/rat  Comprehensive
ANIMALS alimentary canal the learner should be able obtain food content  Dissecting board secondary Biology
of a herbivore to: from the ileum and kit students Bk. 1 page 90-
 Analyze the food  Carry out analysis on  Cotton wool 91
Breakdown of content in the food content of the  Benedicts solution  Teachers bk. 1 pages
starch by diastase alimentary canal of ileum  Dilute HCL 45-55
enzyme a herbivore  KLB secondary Biology
30
 Carry out an  Sodium hydrogen  Students book Page 85-
experiment on the carbonate 86
breakdown of  1% diastase enzyme  KLB teachers book 1
starch by diastase  Starch, test tube pages 37-55
enzymes  Iodine solution  Gateway secondary
 Means of heating Biology pages 49-50
 Test tube holder  Gold tips biology page
 Dropper 40-42
 Measuring cylinder  Longman KCSE revision
 Water bath 48
 White tile  Longman biology page
 Boiled diastase 47- 48
 High flyer series pages
14-15
6 1-2 NUTRITION IN More adaptation By the end of the lesson,  Discussion on further  Chart on intestinal  Comprehensive
ANIMALS of ileum to its the learner should be able adaptation of ileum to villi secondary Biology
function to: its function students Bk. 1 page 82
 Describe how the  Teachers bk. 1 pages
ileum is farther 45-55
adapted to its  KLB secondary Biology
functions  Students book Page 81-
82
Biology pages 61
3-4 NUTRITION IN Products of By the end of the lesson,  Discussion on the  Chart on the  Comprehensive
ANIMALS digestion the learner should be able products of digestion products of secondary Biology
to: and assimilation of digestion students Bk. 1 page 82
Food assimilation  Explain the end food  Teachers bk. 1 pages
products of the  Discussion on the 45-55
digestion of functions of colon  KLB secondary Biology
various food  Students book Page 84
 Explain the  Golden tips biology
function of the page 49
colon  KLB teachers book 1
 Explain the process pages 37-55
of assimilation of  Gateway secondary
31
food substances Biology pages 61-62
7 1-2 NUTRITION IN Chemical By the end of the lesson,  Discussion on  Chart showing  Comprehensive
ANIMALS digestion in the learner should be able chemical digestion In summary of secondary Biology
alimentary canal to: alimentary canal chemical digestion students Bk. 1 page 82-
 Write down the in alimentary canal 83
summary of  Teachers bk. 1 pages
chemical digestion 45-55
in alimentary canal  KLB secondary Biology
81
pages 37-55
page 48
3-4 NUTRITION IN Importance of By the end of the lesson,  Discussion on the  Materials and  Comprehensive
ANIMALS vitamins in the learner should be able importance of procedure required secondary Biology
human nutrition to: vitamins, their sources students Bk. 1 page 83-
 Write down the and deficiency 92
importance of diseases  Teachers bk. 1 pages
vitamins in human  Test for vitamin C 45-55
nutrition  KLB secondary Biology
 Write down the  Students book Page 85-
sources of vitamins 86
 State deficiency  KLB teachers book 1
diseases of various pages 37-55
vitamins  Gateway secondary
Biology pages 61-62
page 49
8 1-2 NUTRITION IN Continuous By the end of the lesson,  Learner to answer the  Question papers  Comprehensive
ANIMALS assessment test the learner should be able questions asked  Marking schemes secondary Biology
to  Teacher to supervise students Bk. 1 page 73-
 Answer the the students as they 86
questions do the test  Teachers bk. 1 pages
45-55
32
 KLB secondary Biology
92
pages 52-55
3-4 NUTRITION IN Importance of By the end of the lesson,  Discussion on  Chart showing  Comprehensive
ANIMALS mineral salts in the learner should be able importance of mineral mineral salts, their secondary Biology
human nutrition, to: salts in humans, their sources and students Bk. 1 page 84
their sources and  Write down the sources and deficiency deficiency diseases  Teachers bk. 1 pages
deficiency importance of diseases 45-55
diseases mineral salts in  KLB secondary Biology
human nutrition  Students book Page 86-
 State the source 87
of mineral salts  KLB teachers book 1
 State the pages 37-55
deficiency  Gateway secondary
diseases of Biology pages 63
mineral salts
9 1-2 NUTRITION IN Role of water and By the end of the lesson,  Discussion on the role  Sample of sources  Comprehensive
ANIMALS roughage in the learner should be able of water and roughage of roughage secondary Biology
nutrition to: in nutrition students Bk. 1 page 86-
 Write down the 87
role of roughage  Teachers bk. 1 pages
in nutrition 45-55
 Write down the  KLB secondary Biology
role of water in  Students book Page 84
nutrition  KLB teachers book 1
pages 37-55
Biology pages 61
3-4 NUTRITION IN Factors By the end of the lesson,  Discussion on the  Chart showing  Comprehensive
ANIMALS determining the learner should be able factors determining factors that secondary Biology
energy to energy requirements determine energy students Bk. 1 page 87-
requirements in  Discuss factors in human beings requirements in 88
humans which determine human beings  Teachers bk. 1 pages
energy 45-55
33
requirements in  KLB secondary Biology
human beings  Students book Page 88-
89
pages 37-55
10 1-4 NUTRITION IN Factors By the end of the lesson,  Group discussions  Research material  Comprehensive
ANIMALS determining the learner should be able coordinated by the obtained by secondary Biology
energy to teacher students students Bk. 1 page 87-
requirements in  Participate in  Group presentations 88
human beings group discussions by preventatives  Teachers bk. 1 pages
(group activity) and present members 48-55
findings on factors  KLB secondary Biology
that determine  Students book Page 88-
energy 89
requirements in  KLB teachers book 1
human beings pages 37-55 Gateway
secondary Biology
pages 63-64
12 REVISION & END YEAR EXAMINATIONS
34
K N
1 1-2 TRANSPORT IN Introduction By the end of the lesson,  Defining the term  Large and small  Comprehensive
PLAN TS the learner should be able transport cubes secondary Biology
to:  Listing substances  Surface area students Bk. 2 page 1-2
 Define the term transported in  Surface area to  Teachers bk. 2 pages 1-
transport organisms volume ration of 13
 List substances  Relating surface area different cubes  KLB secondary Biology
transported in to volume ratio of  Students book 2 Page 1
plants and animals organisms to  KLB teachers book 2
 Link surface area transport systems pages 15-34
to volume ratio of  Longhorn secondary
organisms to the biology: students book
transport system 2 page 1
of the organism  Golden tips biology
 Explain the pages 54-58
necessity of  Gateway secondary
transport in plants Biology pages 84
52
3 TRANSPORT IN Structure of roots By the end of the lesson,  Discussing the  Chart of root and  Comprehensive
PLANTS and root hairs the learner should be able structure of root and root hair secondary Biology
to: root hairs students Bk. 2 page 2-4
 Draw the structure  Drawing the root and  Teachers bk. 2 pages 1-
of roots and root root hair 13
hairs  Relating the structure  KLB secondary Biology
 Relate the to functions  Students book 2 Page 2
structure of the  KLB teachers book 2
root to their pages 15-34
functions  Longhorn secondary
biology: students book
35
2 page 1
pages 55-56
Biology pages 84
4 TRANSPORT IN Structure of roots By the end of the lesson,  Observing and  Microscopes  Comprehensive
PLANTS and root hairs the learner should be able comparing prepared prepared slides of secondary Biology
(practical lesson) to: slides of root sections and students Bk. 2 page 2-4
 Observe prepared monocotyledonous root hairs  Teachers bk. 2 pages 1-
slides of roots and and dicotyledonous  Charts on root 13
root hairs roots and root hairs sections of  KLB secondary Biology
 Compare under a light monocotyledonous  Students book 2 Page
monocotyledons microscope and dicotyledonous 1-2
and  Observing charts and roots  KLB teachers book 2
dicotyledonous drawings of root pages 15-34
root sections section  Longhorn secondary
 Observe charts and biology: students book
drawings of root 2 page 2-5
sections  Golden tips biology
pages 56
Biology pages 84
2 1 TRANSPORT IN Xylem Vessels By the end of the lesson,  Defining the term  Photographs of  Comprehensive
PLANTS the learner should be able Xylem Vessel Xylem Vessels secondary Biology
to:  Drawing and labeling  Chart on Xylem students Bk. 2 page 8-9
 Draw and label the the structure of the Vessels  Teachers bk. 2 pages 1-
structure of the Xylem Vessel 13
Xylem Vessel  Relating the structure  KLB secondary Biology
 Define Xylem of the Xylem Vessel to  Students book 2 Page
Vessel its function 2-10
 Relate the  KLB teachers book 2
structure of the pages 15-34
Xylem Vessel to its  Longhorn secondary
function biology: students book
36
2 page 17-20
pages 58
Biology pages 84-85
2 TRANSPORT IN Tracheid By the end of the lesson,  Defining Tracheid  Photographs of  Comprehensive
PLANTS elements the learner should be able elements Tracheid elements secondary Biology
to:  Distinguishing  Chart on Tracheid students Bk. 2 page 8-9
 Define Tracheid between vessels and elements  Teachers bk. 2 pages 1-
elements tracheids 13
 Relate the  Discussion on the  KLB secondary Biology
structure of the structure of Tracheid  Students book 2 Page
Tracheid elements elements 10-11
to their functions  Relating the structure  KLB teachers book 2
 Distinguish of the Tracheid pages 5-34
between xylem elements to their  Longhorn secondary
vessels and functions biology: students book
Tracheid elements 2 page 19-20
pages 58
Biology pages 84-85
53-54
3 TRANSPORT IN Absorption water By the end of the lesson,  Explaining water  Photographs of  Comprehensive
PLANTS and mineral salts the learner should be able absorption and monocotyledonous secondary Biology
to: mineral salt uptake by and dicotyledonous students Bk. 2 page 2-5
 Describe water and roots in plants stem sections  Teachers bk. 2 pages 1-
salt uptake by  Discussion of water showing the xylem 13
roots from the soil absorption and uptake  Chart on the stem  KLB secondary Biology
 Explain the of mineral salts in sections  Students book 2 Page
physiological plants  Chart on roots, 7-9
process involved in roots hairs and  KLB teachers book 2
the uptake of section of roots pages 15-34
water and mineral  Photographs of  Longhorn secondary
37
salts roots and root hairs biology: students book
2 page 2-8
pages 54-56
Biology pages 84-85
54
3 1 TRANSPORT IN Internal tissues of By the end of the lesson,  Defining transpiration  Photographs of  Comprehensive
PLANTS the stem the learner should be able  Discussion on the monocotyledonous secondary Biology
to: structure of the xylem and dicotyledonous students Bk. 2 page 6-7
 Draw the to its function stem sections  Teachers bk. 2 pages 1-
monocotyledonous  Drawing the stem showing the xylem 13
and section  Chart on the stem  KLB secondary Biology
dicotyledonous sections  Students book 2 Page
stem sections 5-7
 Define the term  KLB teachers book 2
transpiration and pages 15-34
relate the  Longhorn secondary
structure of xylem biology: students book
to its role in 2 page 4-10
transpiration  Golden tips biology
pages 59
Biology pages 86-87
2 TRANSPORT IN The role of the By the end of the lesson,  Drawing and labeling  Sample leaves of  Comprehensive
PLANTS leaf in the learner should be able the structure of a leaf various pants secondary Biology
transpiration to:  Discussion on the  Charts on the students Bk. 2 page 7
 Draw and label the parts of a leaf and section of a leaf  Teachers bk. 2 pages 1-
internal and the how they relate to 13
external structure their functions  KLB secondary Biology
of a leaf  Students book 2 Page
 Describe the 9-10
functions of the  KLB teachers book 2
leaf pages 15-34
38
 Relate the parts of  Longhorn secondary
a leaf to their biology: students book
functions 2 page 10-12
pages 57-58
Biology pages 84
54
3-4 TRANSPORT IN Transport of By the end of the lesson,  Carrying out an  Sample leaves of  Comprehensive
PLANTS water and mineral the learner should be able experiment to various pants secondary Biology
salts in plants to: demonstrate the  Charts on the students Bk. 2 page 14
(practical lesson)  Demonstrate the movement of water in section of a leaf  Teachers bk. 2 pages 1-
movement of plants sections 13
water in plants  Observing prepared  microscopes  KLB secondary Biology
 Observe prepared leaf section under a  Students book 2 Page
leaf sections to light microscope 14-16
identify vascular  Identifying vascular  KLB teachers book 2
tissues tissues in leaves pages 15-34
 Longhorn secondary
2 page 7
4 1 TRANSPORT IN Movement of By the end of the lesson,  Describing the forces  Tubes of different  Comprehensive
PLANTS water in plants the learner should be able involved in movement diameters secondary Biology
to: of water in plants  Beakers containing students Bk. 2 page 11-
 Discuss the forces  Discussion on forces colored water 12
involved in involved in movement  Fresh plant stump  Teachers bk. 2 pages 1-
movement of of water in plants with fluid oozing 13
water in plants  Carrying out  KLB secondary Biology
such as experiments to show  Students book 2 Page
transpiration, pull, the forces involved 11-12
cohesion and  KLB teachers book 2
adhesion capillarity pages 15-34
and root pressures  Longhorn secondary
 Demonstrate the biology: students book
forces involved in 2 page 5-6
39
movement of  Golden tips biology
water in plants pages 59-60
Biology pages 86-87
2 TRANSPORT IN Importance of By the end of the lesson,  Discussion on the  Wilted potted  Comprehensive
PLANTS transpiration the learner should be able significance of plants secondary Biology
to: transpiration in plants  Potted plants students Bk. 2 page 12
 Identify the growing normally  Teachers bk. 2 pages 1-
importance of 13
transpiration in  KLB secondary Biology
plants  Students book 2 Page
 Discuss the 12
importance of  KLB teachers book 2
transpiration in pages 15-34
plants  Longhorn secondary
2 page 12
pages 54
Biology pages 84
3-4 TRANSPORT IN The phloem By the end of the lesson,  Drawing the structure  Chart on structure  Comprehensive
PLANTS the learner should be able of the phloem of the phloem secondary Biology
to:  Discussing the  Photographs of the students Bk. 2 page 12-
 Explain what the functions of phloem in phloem 14
phloem is relation to its  Teachers bk. 2 pages 1-
 Draw the structure structure 13
of the phloem and  Listing down the  KLB secondary Biology
relate its structure materials translocated  Students book 2 Page
to its function in plants 1-13
 List down materials  KLB teachers book 2
translocated in the pages 15-34
phloem  Longhorn secondary
40
2 page 24-26
pages 61-62
Biology pages 86
6 1 TRANSPORT IN The phloem By the end of the lesson,  Drawing the phloem  Chart of the phloem  Comprehensive
PLANTS the learner should be able  Discussion on the structure secondary Biology
to: functions of the parts  Drawings of the students Bk. 2 page 12
 Draw the structure of the phloem phloem structure  Teachers bk. 2 pages 1-
of the phloem 13
 Relate the parts of  KLB secondary Biology
the phloem to its  Students book 2 Page
functions 17-18
pages 15-34
2 page 24-25
pages 62
Biology pages 86-87
55
2 TRANSPORT IN Function of By the end of the lesson,  Discussion on the  Chart of the phloem  Comprehensive
PLAN TS phloem the learner should be able functions of the structure secondary Biology
to: phloem  Photographs of the students Bk. 2 page 12-
 Discuss the  Listing down materials phloem 14
function of the translocated and  Teachers bk. 2 pages 1-
phloem storage sites in the 13
 List down materials phloem  KLB secondary Biology
translocated and  Students book 2 Page
the sites of storage 17-18
in the phloem  KLB teachers book 2
pages 15-34
41
2 page 24-26
pages 61-62
Biology pages 86-87
55
3-4 TRANSPORT IN Function of By the end of the lesson,  Setting up an  A young plant  Comprehensive
PLAN TS phloem (practical the learner should be able experiment to  Sharp knife secondary Biology
lesson) to: investigate  Saplings students Bk. 2 page 14
 Set up an translocation  Teachers bk. 2 pages 1-
experiment to  Explaining the 13
investigate processes  KLB secondary Biology
translocation of involved in the  Students book 2 Page
food substances in translocation of 12-14
dicotyledonous food in plants  KLB teachers book 2
plants  Discussion on the pages 15-34
 Set up an result of the  Longhorn secondary
experiment to experiment biology: students book
investigate 2 page 25-26
translocation of  Golden tips biology
food substances in pages 62
a  Gateway secondary
monocotyledonous Biology pages 86-87
plant  Longman biology page
 Explain the
processes involved
in the translocation
of food in plants
7 1-2 TRANSPORT IN Introduction By the end of the lesson,  Identify some  Chart showing  Comprehensive
ANIMALS the learner should be able unicellular movement of gasses secondary Biology
Transport in to: organisms such as in and out of an students Bk. 2 page 21
unicellular  Identify unicellular amoeba amoeba by diffusion  Teachers bk. 2 pages 1-
animals organisms such as  Explaining 13
42
amoeba transport in  KLB secondary Biology
 Describe transport unicellular  Students book 2 Page
of substances in organisms 18
unicellular  Explaining the  KLB teachers book 2
organisms need for an pages 15-34
 Explain the elaborate  Longhorn secondary
necessity of an transport system biology: students book
elaborate in most animals 2 page 26
transport system in  Golden tips biology
most animals pages 63
Biology pages 88
55-56
3-4 TRANSPORT IN Open circulatory By the end of the lesson,  Explaining open  Chart showing the  Comprehensive
ANIMALS system the learner should be able circulatory system circulatory system secondary Biology
to: in insects of a cockroach students Bk. 2 page 21
 Define an open  Discussing the  Teachers bk. 2 pages
circulatory system open circulatory 14-25
 Discuss the open system  KLB secondary Biology
circulatory system  Drawing the open  Students book 2 Page
 Draw the open circulatory system 18-20
circulatory system of an insect  KLB teachers book 2
of an insect  Labeling the open pages 15-34
circulatory system  Longhorn secondary
2 page 26-27
pages 63-64
Biology pages 88
8 1 TRANSPORT IN Closed circulatory By the end of the lesson,  Defining closed  Chart showing  Comprehensive
ANIMALS system the learner should be able circulatory closed circulatory secondary Biology
to: systems system students Bk. 2 page 22-
 Define an closed  Stating organisms  Chart showing the 23
43
transport system with closed difference between  Teachers bk. 2 pages
 Identify animals circulatory closed circulatory 14-25
with the open systems such as system and open  KLB secondary Biology
circulatory system human beings circulatory system  Students book 2 Page
 Distinguish  Distinguishing 19-20
between closed between closed  KLB teachers book 2
and open and open pages 15-34
circulatory systems circulatory  Longhorn secondary
systems biology: students book
2 page 26-27
pages 64-65
Biology pages 88-89
55-56
2-3 TRANSPORT IN Double circulatory By the end of the lesson,  Discussing the  Chart showing the  Comprehensive
ANIMALS system the learner should be able Double circulatory circulatory system secondary Biology
to: system of a mammal students Bk. 2 page 24-
 Define an Double  Observing the  Dissected rabbit 42-44
circulatory system transport system displaying the  Teachers bk. 2 pages
 Draw and label in a rabbit circulatory system 14-25
circulatory systems  Drawing the  KLB secondary Biology
in mammals double circulatory  Students book 2 Page
 Dissect a rabbit system of a 19-20
and observe its mammal  KLB teachers book 2
transport system pages 15-34
2 page 28-34
pages 64-65
Biology pages 88-89
56
44
30-32
4 CONTINOUS Topics covered so By the end of the lesson,  Learner to answer  Question paper
ASSESMENT far the learner should be able questions  Marking scheme
TEST to answer the given  Teacher to
questions in the test supervise the test
9 1 TRANSPORT IN The mammalian By the end of the lesson,  Drawing and  Chart showing the  Comprehensive
ANIMALS heart the learner should be able labeling the structure of a secondary Biology
to: mammalian heart mammalian heart students Bk. 2 page 24-
 Draw and label the and relating its  Model of a heart 25
external parts of structure to its  Teachers bk. 2 pages
the mammalian functions 14-25
heart  Discussing the  KLB secondary Biology
 Draw and label the structure of the  Students book 2 Page
internal structure mammalian heart 21-23
of the mammalian  KLB teachers book 2
heart pages 15-34
 Explain the  Longhorn secondary
functions of the biology: students book
heart 2 page 28-32
 Relate the  Golden tips biology
structure of the pages 65-66
heart to its  Gateway secondary
functions Biology pages 89
2 TRANSPORT IN Blood flow in the By the end of the lesson,  Discussing the  Chart showing the  Comprehensive
ANIMALS circulatory system the learner should be able blood flow in path of blood flow secondary Biology
of mammals to: mammals in the circulatory students Bk. 2 page 25-
 Trace the path  Tracing the path system of a 26
taken by blood taken by blood mammal  Teachers bk. 2 pages
from the heart to from the heart to 14-25
the body parts and all body parts and  KLB secondary Biology
back to the heart back to the heart  Students book 2 Page
 State the 19-20
substances  KLB teachers book 2
45
supported by the pages 15-34
blood of mammals  Longhorn secondary
 Describe the flow biology: students book
of oxygenated 2 page 31-32
blood in and out of  Golden tips biology
the body through pages 65-67
the heart  Gateway secondary
Biology pages 88-90
56
3-4 TRANSPORT IN Blood vessels By the end of the lesson,  Explaining and  Chart showing  Comprehensive
ANIMALS the learner should be able relating the arteries, veins, and secondary Biology
to: structure to their capillaries students Bk. 2 page 29-
 Explain the functions  Modes of blood 31
structure of  Drawing the vessels  Teachers bk. 2 pages
arteries, veins and arteries, veins and  Different colours of 14-25
capillaries capillaries Plasticine  KLB secondary Biology
 Relate the  Making medals of  Students book 2 Page
structure of the blood vessels 25-30
arteries, veins and  KLB teachers book 2
capillaries to their pages 15-34
function  Longhorn secondary
2 page 33-43
pages 67-68
Biology pages 88-90
56
10 1 TRANSPORT IN Diseases and By the end of the lesson,  Name the  Resource person  Comprehensive
ANIMALS defects of the the learner should be able diseases of the such as the school secondary Biology
circulatory system to: circulatory system nurse students Bk. 2 page 32-
 Name the common  Suggest methods  Photographs of 33
46
diseases of of people suffering  Teachers bk. 2 pages
circulatory system control/preventio from diseases of the 14-15
such as n circulatory system  KLB secondary Biology
thrombosis,  Students book 2 Page
varicose veins 31-32
 Suggest methods  KLB teachers book 2
of pages 15-34
control/prevention  Longhorn secondary
for the diseases. biology: students book
2 page 43-45
pages 73-74
Biology pages 92-93
57
2 TRANSPORT IN The structure and By the end of the lesson,  Listing  Resource person  Comprehensive
ANIMALS function of the the learner should be able components of such as the school secondary Biology
blood to: blood nurse students Bk. 2 page 33-
 List the  Relating blood  Model RBCs using 37
components of the components to Plasticine  Teachers bk. 2 pages
blood their functions 14-25
 State the functions  Modeling red  KLB secondary Biology
of each of the blood cells (RBC)  Students book 2 Page
blood components 32-35
pages 15-34
2 page 45-50
pages 69-71
Biology pages 90
47
58-59
3-4 TRANSPORT IN The structure and By the end of the lesson,  Explaining how  Resource person  Comprehensive
ANIMALS function of the the learner should be able oxygen and such as the school secondary Biology
blood to: carbon dioxide nurse students Bk. 2 page 34-
 Explain how are transported in  Chart showing 35
oxygen and carbon the blood blood clotting  Teachers bk. 2 pages
dioxide are  Describing the mechanism 14-25
transported in the mechanisms of  KLB secondary Biology
blood blood clotting and  Students book 2 Page
 Describe the its importance 36-38
mechanisms of   KLB teachers book 2
blood clotting and pages 15-34
its importance  Longhorn secondary
2 page 45-51
pages 70-71
Biology pages 90
11 1 TRANSPORT IN Blood grouping By the end of the lesson,  Describing blood  Resource person  Comprehensive
ANIMALS and blood the learner should be able groups such as the school secondary Biology
transfusion to:  Stating the nurse students Bk. 2 page 37-
 Describe the importance of  Chart showing 38
human blood human blood blood groups and  Teachers bk. 2 pages
group system groups in blood possible 14-25
 State the transfusion transfusions  KLB secondary Biology
importance of  Playing  Prepared  Students book 2 Page
blood groups in cards/bottle tops cards/bottle tops 36-38
blood transfusion in pairs  KLB teachers book 2
 pages 15-34
2 page 51-54
48
pages 72-73
Biology pages 90-91
56
2 TRANSPORT IN Blood grouping By the end of the lesson,  Discussing the  Resource person  Comprehensive
ANIMALS and blood the learner should be able rhesus factor and such as the school secondary Biology
transfusion to: its role in blood nurse students Bk. 2 page 38-
 Discuss the rhesus transfusion  Blood transfusion 39
factor  personnel  Teachers bk. 2 pages
 State the role of 14-25
the rhesus factor in  KLB secondary Biology
blood transfusion  Students book 2 Page
37-39
pages 15-34
2 page 52-55
pages 72-73
Biology pages 92
59
3-4 TRANSPORT IN The structure of By the end of the lesson,  Examining a  Fresh heart of a  Comprehensive
ANIMALS the heart the learner should be able mammalian heart mammal such as a secondary Biology
(practical lesson) to: structure and cow students Bk. 2 page 44-
 Examine the identifying  Dissecting kit 45
external and various parts  Hand lens  Teachers bk. 2 pages
internal structure  Working in pairs  Stop watch 14-25
of a cows heart to examine pulse  KLB secondary Biology
 Investigate pulse rate before and  Students book 2 Page
49
rate at the wrist after vigorous 30-31
activities  KLB teachers book 2
 pages 15-34
2 page 28
pages 66
Biology pages 89
59
12 1 TRANSPORT IN Immune By the end of the lesson,  Defining  Chart showing types  Comprehensive
ANIMALS responses the learner should be able immunity of immunity secondary Biology
to:  Describing students Bk. 2 page 39-
 Defining immunity immune 41
 Describe immune responses  Teachers bk. 2 pages
response  Distinguishing 14-25
 Differentiate between natural  KLB secondary Biology
between natural and artificial  Students book 2 Page
and artificial immunity 40-41
immunity  KLB teachers book 2
pages 15-34
2 page 56-58
pages 74-75
Biology pages 93
2 TRANSPORT IN vaccination By the end of the lesson,  Defining  Chart showing the  Comprehensive
ANIMALS the learner should be able vaccination vaccination table secondary Biology
to:  Describing the students Bk. 2 page 40-
50
 Define vaccination importance of 41
 Describe vaccination  Teachers bk. 2 pages
importance of  Drawing the 14-25
vaccination against vaccination table  KLB secondary Biology
diseases such as  Students book 2 Page
tuberculosis, 41-43
poliomyelitis,  KLB teachers book 2
measles, pages 15-34
diphtheria,  Longhorn secondary
whooping cough biology: students book
2 page 58-59
pages 75-76
Biology pages 93-94
3-4 TRANSPORT IN Allergic reactions By the end of the lesson,  Defining allergic  School nurse  Comprehensive
ANIMALS the learner should be able reactions and  Rubber bands secondary Biology
to: explaining their  Bandages or students Bk. 2 page 41-
 Define allergic causes handkerchiefs 42-45
reactions and  Carrying out an  Teachers bk. 2 pages
explain their experiment to 14-25
causes demonstrate the  KLB secondary Biology
 Carry out an unidirectional  Students book 2 Page
experiment to flow of blood in 43
demonstrate the the cutaneous  KLB teachers book 2
unidirectional flow veins pages 15-34
of blood in the  Longhorn secondary
cutaneous veins of biology: students book
the forearm 2 page 58
pages 76-77
Biology pages 93-94
 Longman biology
51
page59-60
13 REVISION AND END OF TERM EXAMINATIONS

K N
1 1 GASEOUS Definition and By the end of the lesson,  Defining gaseous  charts on the  Comprehensive secondary
EXCHANGE IN importance of the learner should be able exchange importance of Biology students Bk. 2
PLANTS gaseous exchange to:  state the gases gaseous exchange in page 48
 Define gaseous that are organisms  Teachers bk. 2 pages 26-33
exchange exchanged in the  KLB secondary Biology
 Identify the gases living organisms  Students book 2 Page 48-
that are exchanged such as oxygen 50
in the living and carbon  KLB teachers book 2 pages
organism dioxide 35-44
 Explain the  discussion on the  Longhorn secondary
importance of importance of biology: students book 2
gaseous exchange gaseous exchange page 70
in organisms in organisms  Golden tips biology pages
79
Biology pages 113
 Longman biology page 62
 High flyer series pages 36
52
2 GASEOUS Gaseous By the end of the lesson,  Describing the  Chart showing open  Comprehensive secondary
EXCHANGE IN exchange in the the learner should be able parts of the and closed stomata Biology students Bk. 2
PLANTS stomata to: stomata page 48-49
 Describe the  Drawing and  Teachers bk. 2 pages
stomata labeling of open  KLB secondary Biology
 Draw and label and closed stoma  Students book 2 Page 48-
open and closed  Discussion on 51
stomata stomatal gaseous  KLB teachers book 2 pages
 Explain stomata exchange 35-44
and gaseous  Longhorn secondary
exchange biology: students book 2
page 70-74
 Golden tips biology pages
79-80
Biology pages 114
3-4 GASEOUS Stomata (practical By the end of the lesson,  Investigating the  Water in a beaker  Comprehensive secondary
EXCHANGE IN lesson) the learner should be able presence of  Leaves of various Biology students Bk. 2
PLANTS to: stomata on leaves leaves page 54
 Investigate the in groups  Means of heating  Teachers bk. 2 pages 26-33
presence of  Investigating the  Clear nail varnish  KLB secondary Biology
stomata on leaves shape of guard  Light microscope  Students book 2 Page 48-
 Investigate the cells  Cover slip 50
shape of guard  Discussion on the  Forceps  KLB teachers book 2 pages
cells and the distribution of  Microscope slide 35-44
distribution of stomata on leaves  Leaves of various  Longhorn secondary
stomata on leaves of various plants plants biology: students book 2
page 76
Biology pages 114
53
2 1 GASEOUS Mechanism of By the end of the lesson,  Explaining the  Chart showing open  Comprehensive secondary
EXCHANGE IN opening and the learner should be able mechanism of and closed stomata Biology students Bk. 2
PLANTS closing stomata to: opening and page 49-50
 Explain the closing of stomata  Teachers bk. 2 pages 26-33
mechanism of  Discussion on the  KLB secondary Biology
opening and photosynthetic/gl  Students book 2 Page 50-
closing of stomata ucose 51
 Describe accumulation  KLB teachers book 2 pages
photosynthetic/glu theory of opening 35-44
cose accumulation and closing  Longhorn secondary
theory of opening stomata biology: students book 2
and closing page 71-74
stomata  Golden tips biology pages
79-80
Biology pages 114
2 GASEOUS Mechanism of By the end of the lesson,  Discussion on the  Chart showing open  Comprehensive secondary
EXCHANGE IN opening and the learner should be able inter-conversion and closed stomata Biology students Bk. 2
PLANTS closing stomata to: of starch and page 50
 Describe inter- glucose and ion  Teachers bk. 2 pages 26-33
conversion of accumulation  KLB secondary Biology
starch and glucose theories  Students book 2 Page 50-
and ion 51
accumulation  KLB teachers book 2 pages
theories 35-44
biology: students book 2
page 76
79-80
Biology pages 114
54
3-4 GASEOUS Internal structure By the end of the lesson,  Investigation of  Microscope  Comprehensive secondary
EXCHANGE IN of stems and the learner should be able the structure of  Prepared Biology students Bk. 2
PLANTS leaves (practical to: stems and leaf permanent slides of page 55
lessons)  Investigate the stalks in aerial aerial leaves and  Teachers bk. 2 pages 26-33
internal structure and aquatic plants stems  KLB secondary Biology
of stems and leaf  Water lily leaf stalk  Students book 2 Page 50-
stalk in aerial and  Bougainvillea twig 52
aquatic plants  Beaker containing  KLB teachers book 2 pages
 Investigate tissue water 35-44
distribution in  scalpel  Longhorn secondary
aerial leaves and biology: students book 2
stems page 75-76
Biology pages
3 1 GASEOUS Cuticular and By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
EXCHANGE IN lenticular gaseous the learner should be able lenticular gaseous internal leaf Biology students Bk. 2
PLANTS exchange to describe Cuticular and exchange structure and page 52
lenticular gaseous exchange  Discussion on lenticels  Teachers bk. 2 pages 26-33
Cuticular gaseous  KLB secondary Biology
exchange  Students book 2 Page 51-
53
 KLB teachers book 2 pages
35-44
page 75
81
Biology pages 114-115
 Longman biology page 62-
64
 High flyer series pages 36-
55
37
2 GASEOUS gaseous exchange By the end of the lesson,  Drawing the  Photograph of  Comprehensive secondary
EXCHANGE IN through the roots the learner should be able structure of the pneumatophic Biology students Bk. 2
PLANTS to; root  Chart showing page 52-54
 Draw the  Discussion on breathing roots  Teachers bk. 2 pages 26-33
structure of the gaseous exchange  KLB secondary Biology
root through the roots  Students book 2 Page 48-
 Describe how 52
gaseous exchange  KLB teachers book 2 pages
takes place 35-44
through the  Longhorn secondary
epidermis of the biology: students book 2
roots page 74-75
81-82
3-4 GASEOUS gaseous exchange By the end of the lesson,  Examining various  Tadpoles  Comprehensive secondary
EXCHANGE IN structures the learner should be able types of gaseous  Insects (alive) Biology students Bk. 2
PLANTS to; exchange  Fish page 57
 Examine various structures  Frog  Teachers bk. 2 pages 34-48
types of gaseous  Relating the  earthworm  KLB secondary Biology
exchange various types of  Students book 2 Page 58-
structure in gaseous exchange 61
different structure to their  KLB teachers book 2 pages
organisms functions in 35-44
 Relate the various different  Longhorn secondary
types of gaseous organisms biology: students book 2
exchange page 80-81
structure to their  Golden tips biology pages
functions in 82
different  Gateway secondary
organisms Biology pages 115
56
4 1 GASEOUS Gaseous By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
EXCHANGE IN exchange types the learner should be able characteristics of diagrams of Biology students Bk. 2
ANIMALS and to; gaseous exchange different gaseous page 57-58
characteristics of  State the surfaces exchange surfaces  Teachers bk. 2 pages 34-48
respiratory characteristics of  Discussion on such as insects fish,  KLB secondary Biology
surfaces in gaseous exchange mechanism of frogs and earth  Students book 2 Page 53
animals surfaces in gaseous exchange worms  KLB teachers book 2 pages
different surfaces  Chart showing 35-44
organisms  Discussion on diagram on gaseous  Longhorn secondary
mechanism of exchange in amoeba biology: students book 2
gaseous exchange page 80
in amoeba  Golden tips biology pages
82-83
Biology pages 115
2-3 GASEOUS gaseous exchange By the end of the lesson,  Examining the  Chart on tracheal  Comprehensive secondary
EXCHANGE IN in an insect the learner should be able gaseous exchange system in insects Biology students Bk. 2
ANIMALS to; structures in  Live grasshoppers page 58
 Examine the insects  Dissecting board  Teachers bk. 2 pages 34-48
gaseous exchange  Drawing the  Pins  KLB secondary Biology
structures of a gaseous exchange  Hand lens  Students book 2 Page 54-
grasshopper or a structure of an  Dissecting kit 56
locust insect  Chloroform  KLB teachers book 2 pages
 Draw the gaseous  Cotton wool 35-44
exchange  Longhorn secondary
structure of an biology: students book 2
insect page 81-84
83
57
38
4 GASEOUS Continuous By the end of the lesson,  Learner to write  Question papers 
EXCHANGE IN assessment test the learner should be able down the answers  Marking scheme
ANIMALS & to answer all questions  Teacher to
PLANTS asked in the test supervise test
5 1 GASEOUS gaseous exchange By the end of the lesson,  discussion on gills  Chart showing  Comprehensive secondary
EXCHANGE IN in bony fish the learner should be able of a bony fish diagram of gill Biology students Bk. 2
ANIMALS to;  drawing and chamber of bony page 59-60
 Draw and label the labeling the gill fish  Teachers bk. 2 pages 34-48
structure of chamber and gills  KLB secondary Biology
gaseous exchange of bony fish  Students book 2 Page 56-
in bony fish  discussion on 58
 Relate the gills to functions of parts  KLB teachers book 2 pages
their function of the gills 35-44
page 84-88
84
2 GASEOUS Gaseous By the end of the lesson,  Discussion on the  Chart showing  Comprehensive secondary
EXCHANGE IN exchange in bony the learner should be able mechanism of diagram of gill Biology students Bk. 2
ANIMALS fish to describe the mechanism gaseous exchange chamber of bony page 60-61
of gaseous exchange in in bony fish fish  Teachers bk. 2 pages 34-48
bony fish  KLB secondary Biology
 Students book 2 Page 57-
58
35-44
58
page 84
84
3-4 GASEOUS Gaseous By the end of the lesson,  Examining the  Tilapia fish  Comprehensive secondary
EXCHANGE IN exchange in bony the learner should be able location and  Hand lens Biology students Bk. 2
ANIMALS fish (practical to: number of gills in  Gills of a bony fish page 69
lesson)  Examine the gill chambers of  Dissecting kit  Teachers bk. 2 pages 34-48
location and bony fish  Pins  KLB secondary Biology
number of gills in  Examining,  Dissecting board  Students book 2 Page 58
gill chambers of drawing and  KLB teachers book 2 pages
bony fish labeling isolated 35-44
 Examine, draw and gills in bony fish  Longhorn secondary
label the gill of a biology: students book 2
bony fish page 84-85
84
Biology pages 116
6 1 GASEOUS gaseous exchange By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
EXCHANGE IN in frogs the learner should be able gaseous exchange position of mouth Biology students Bk. 2
ANIMALS to describe the gaseous in a frog cavity, lungs and page 61-62
exchange I a frog through nostrils in a frog  Teachers bk. 2 pages 34-48
its gills, skin, mouth and  KLB secondary Biology
lungs.  Students book 2 Page 58-
59
35-44
page 88-90
59
84-85
Biology pages 117
66
2 GASEOUS gaseous exchange By the end of the lesson,  Stating the  Chart showing the  Comprehensive secondary
EXCHANGE IN in human beings the learner should be able structures lungs and rib cage in Biology students Bk. 2
ANIMALS to: involved in human beings page 63-65
 State the structure gaseous exchange  Teachers bk. 2 pages 34-48
involved in in human beings  KLB secondary Biology
gaseous exchange  Explaining the  Students book 2 Page 59-
in human beings features of the 64
 Explain the structures  KLB teachers book 2 pages
features of the involved in 35-44
structures involved gaseous exchange  Longhorn secondary
in gaseous in human beings biology: students book 2
exchange in human  Drawing and page 90-94
beings labeling the  Golden tips biology pages
 Draw and label the structures 85-86
structures involved involved in  Gateway secondary
in gaseous gaseous exchange Biology pages 117-118
exchange in in humans  Longman biology page 66
human beings  High flyer series pages 38-
39
6 3-4 GASEOUS gaseous exchange By the end of the lesson,  Identifying the  Chart showing the  Comprehensive secondary
EXCHANGE IN in human beings the learner should be able structures of gaseous lungs and rib cage in Biology students Bk. 2
ANIMALS to: exchange in a human beings page 64
 Examine a dissected rabbit  Dissected rabbit  Teachers bk. 2 pages 34-48
dissected mammal (mammal) displaying the  KLB secondary Biology
to locate the  Discussion on gaseous exchange  Students book 2 Page 59-
gaseous exchange mechanism of system 64
structures breathing in human  KLB teachers book 2 pages
 Describe the beings 35-44
mechanism of  Longhorn secondary
60
breathing in biology: students book 2
human beings page 94-97
86
Biology pages 119
39
7 1-2 GASEOUS Breathing By the end of the lesson,  Drawing and  Chart showing the  Comprehensive secondary
EXCHANGE IN mechanisms in the learner should be able labeling the exchange of gases in Biology students Bk. 2
ANIMALS human beings to: alveoli where alveoli of human page 66
 Draw and label the gaseous exchange beings  Teachers bk. 2 pages 34-48
alveoli where occur in human  KLB secondary Biology
gaseous exchange beings  Students book 2 Page 61-
occur in human  Describing how 65
beings gaseous exchange  KLB teachers book 2 pages
 Describe how occurs in alveoli 35-44
gaseous exchange  Discussion on  Longhorn secondary
occurs in alveoli gaseous exchange biology: students book 2
at the alveoli page 96-99
86-87
39
3-4 GASEOUS Continuous By the end of the lesson,  Learners to write  Question papers 
EXCHANGE IN assessment test the learner should be able down the answers  Marking scheme
ANIMALS AND to to the questions
PLANTS  Answer all  Teacher to
questions asked in supervise the
the test students
61
8 1-2 GASEOUS Gaseous By the end of the lesson,  Explaining how  Lungs from a  Comprehensive secondary
EXCHANGE IN exchange in the learner should be able human beings are mammal eg. goat, Biology students Bk. 2
ANIMALS human beings to: adapted to their sheep and cow page 66
 Explain how functions  Teachers bk. 2 pages 34-48
human beings are  Discussion on the  KLB secondary Biology
adapted to their adaptations of  Students book 2 Page 59-
functions lungs in humans 65
 Able to examine and examination  KLB teachers book 2 pages
the mammalian of mammalian 35-44
lung lung  Longhorn secondary
page
86-87
Biology pages 120
67
39
3-4 GASEOUS Gaseous By the end of the lesson,  Carrying out a  A bell jar  Comprehensive secondary
EXCHANGE IN exchange in the learner should be able demonstration of  Two balloons Biology students Bk. 2
ANIMALS mammals to: breathing  Rubber stopper page 71
(practical lesson)  Demonstrate the mechanism in with a hole  Teachers bk. 2 pages 34-48
breathing human beings  Y-shape glass tube  KLB secondary Biology
mechanism of the using a model  Rubber sheet  Students book 2 Page 63
lungs and  String  KLB teachers book 2 pages
diaphragm in a  Petroleum jelly 35-44
model thoracic  Longhorn secondary
cavity biology: students book 2
 Demonstrate the page 96-99
breathing  Golden tips biology pages
movement of ribs 86-87
and muscles by  Gateway secondary
using a model Biology pages 117-119
62
9 1 GASEOUS Factors affecting By the end of the lesson,  Examining the  Chart with table  Comprehensive secondary
EXCHANGE IN the rate of the learner should be able factors affecting showing factors Biology students Bk. 2
ANIMALS breathing to: the rate of affecting breathing page 66-67
 Examine the breathing in  Teachers bk. 2 pages 34-48
factors affecting human beings  KLB secondary Biology
the rate of  Discussion on  Students book 2 Page 65-
breathing in factors affecting 66
human beings the rate of  KLB teachers book 2 pages
 Explain the factors breathing in 35-44
which control the human beings  Longhorn secondary
rate of breathing biology: students book 2
in human beings page 101-102
87
Biology pages 119
68
2 GASEOUS Respiratory By the end of the lesson,  Discussion on  Chart on respiratory  Comprehensive secondary
EXCHANGE IN diseases the learner should be able causes, symptoms diseases Biology students Bk. 2
ANIMALS to: and prevention page 71
 State the causes of measures of  Teachers bk. 2 pages 34-48
respiratory respiratory  KLB secondary Biology
diseases diseases  Students book 2 Page 67-
 Discuss the 70
symptoms of  KLB teachers book 2 pages
respiratory disease 35-44
 explain the  Longhorn secondary
prevention biology: students book 2
measures of page 104-107
respiratory  Golden tips biology pages
diseases 87-88
63
Biology pages 121
3-4 GASEOUS Gaseous By the end of the lesson,  Carrying out  Chair  Comprehensive secondary
EXCHANGE IN exchange in the learner should be able experiment to  Stop watch Biology students Bk. 2
ANIMALS animals (practical to demonstrate the effect show the effect of  Skipping rope page 74
lesson) of exercise on the rate of exercise on rate  Teachers bk. 2 pages 34-48
breathing of breathing  KLB secondary Biology
 Students book 2 Page 66-
67
35-44
page 101-104
Biology pages
10 1 RESPIRATION Introduction By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
the learner should be able definition and diagram of Biology students Bk. 2
Tissue respiration to: significance of mitochondria page 74
 Define respiration respiration  Teachers bk. 2 pages 49-57
 State the  Drawing and  KLB secondary Biology
significance of labeling  Students book 2 Page 73-
respiration mitochondria 74
 Draw and label  KLB teachers book 2 pages
mitochondria 45-48
page 112-113
91
Biology pages 130
64
2 RESPIRATION Anaerobic By the end of the lesson,  Defining  Chart showing  Comprehensive secondary
respiration the learner should be able Anaerobic diagram of Biology students Bk. 2
to: respiration mitochondria page 76-77
 Define Anaerobic  Discussion on  Teachers bk. 2 pages 49-57
respiration Anaerobic  KLB secondary Biology
 Describe respiration in  Students book 2 Page 77-
Anaerobic plants and 78
respiration in animals  KLB teachers book 2 pages
plants 45-48
 Describe  Longhorn secondary
Anaerobic biology: students book 2
respiration in page 116-119
animals  Golden tips biology pages
92-93
Biology pages 131
42
3-4 RESPIRATION Respiration By the end of the lesson,  Carrying out  Retort stand  Comprehensive secondary
(practical lesson) the learner should be able experiments to  Maize flour Biology students Bk. 2
to: investigate the  Test-tubes page 80-81
 Identify the gas gas produced  Source of heat  Teachers bk. 2 pages 49-57
given off when when food is  Boiling tubes  KLB secondary Biology
food is burnt burnt  Delivery tube  Students book 2 Page 75-
 Investigate the gas  Discussion on the  Rubber stopper 74
produced during gas produced  Lime water  KLB teachers book 2 pages
fermentation when food is  clump 45-48
burnt  Longhorn secondary
page 116-118, 120-121
Biology pages
65
11 1-2 RESPIRATION Economic By the end of the lesson,  Discussion on  Chart on the  Comprehensive secondary
importance of the learner should be able economic economic Biology students Bk. 2
anaerobic to: importance of importance of page 77
respiration  State the anaerobic anaerobic  Teachers bk. 2 pages 49-57
economic respiration respiration  KLB secondary Biology
importance of  Students book 2 Page 77-
anaerobic 78
respiration  KLB teachers book 2 pages
 Discuss the 45-48
economic  Longhorn secondary
importance of biology: students book 2
anaerobic page 119-120
respiration in both  Golden tips biology pages
plants and animals 92-93
Biology pages 130
3-4 RESPIRATION Aerobic By the end of the lesson,  explain aerobic  Chart on the  Comprehensive secondary
respiration the learner should be able respiration economic Biology students Bk. 2
to:  Distinguishing importance of page 74-76
 Explain anaerobic between aerobic aerobic respiration  Teachers bk. 2 pages 49-57
respiration respiration and  KLB secondary Biology
 Distinguish anaerobic  Students book 2 Page 74-
between respiration 76
anaerobic and  Discussion on  KLB teachers book 2 pages
aerobic energy formation 45-48
respiration and energy  Longhorn secondary
 Compare energy output in aerobic biology: students book 2
production in and anaerobic page 113-115
anaerobic and respiration  Golden tips biology pages
aerobic 91-92
respiration  Gateway secondary
66
73
12 1-2 RESPIRATION Tissue respiration By the end of the lesson,  Carrying out the  Two vacuum flasks  Comprehensive secondary
(practical lesson) the learner should be able various  Two thermometers Biology students Bk. 2
to: experiments in  Beans and cotton page 81-82
 Investigate the groups wool  Teachers bk. 2 pages 49-57
production of heat  Discussion on the  Sterilizer such as  KLB secondary Biology
by germinating observation or formalin  Students book 2 Page 76-
seeds results observed  Bell jar 77
 Demonstrate that  Soda lime  KLB teachers book 2 pages
respiration takes  Two conical flasks 45-48
place in plants  Black cloth  Longhorn secondary
 Lime water biology: students book 2
 Potted plant page 115
 Delivery tube  Golden tips biology pages
 Filter pump 94
 Corks  Gateway secondary
 Petroleum jelly Biology pages
3-4 RESPIRATION Tissue respiration By the end of the lesson,  Carrying out the  Grasshopper  Comprehensive secondary
(practical lesson) the learner should be able experiments  Two pieces of Biology students Bk. 2
to:  Discussion on the insulin cloth or wire page 83-84
 Show aerobic results observed net  Teachers bk. 2 pages 49-57
respiration in  Bicarbonate  KLB secondary Biology
animals indicator  Students book 2 Page 78
 Show the aerobic  Two conical flasks  KLB teachers book 2 pages
respiration takes  Measuring cylinder 45-48
place in animals  Two rubber bands  Longhorn secondary
 Two labels biology: students book 2
 Bell jar page 117
 Lime water  Golden tips biology pages
 Delivery tubes 94
 Soda lime  Gateway secondary
Biology pages
67
 Rat  Longman biology page
 Filter pump  High flyer series pages
 Petroleum jelly
13 REVISION AND END OF TERM EXAMINATION

K N
1 1 EXCRETION Definition of By the end of the lesson,  Defining excretion,  Chart showing  Comprehensive secondary
AND terms the learner should be able homeostasis and major terms and Biology students Bk. 2
HOMEOSTASIS to: secretion their definitions page 86
 Define terms  Distinguishing  Teachers bk. 2 pages 58-68
stated between excretion  KLB secondary Biology
 Distinguish and egestion  Students book 2 Page 83-
between excretion  Explaining the 84
and egestion necessity of excretion  KLB teachers book 2 pages
 Explain the in plants and animals 49-54
necessity of  Longhorn secondary
excretion in plants biology: students book 2
and animals page 124
96
Biology pages 141
68
2 EXCRETION Excretion in By the end of the lesson,  Describing the  Chart showing  Comprehensive secondary
AND plants the learner should be able methods of excretion excretory products Biology students Bk. 2
HOMEOSTASIS to: in plants in plants and page 86-87
 Describe the  Listing excretory methods of  Teachers bk. 2 pages 58-68
methods of products in plants excretion in plants  KLB secondary Biology
excretion in plants  Students book 2 Page 83-
 List down useful 84
and harmful  KLB teachers book 2 pages
excretory products 49-54
in plants  Longhorn secondary
page 124-125
96-97
Biology pages 141
76
3-4 EXCRETION Excretion in By the end of the lesson,  Identifying the  Chart showing  Comprehensive secondary
AND plants the learner should be able uses of excretory excretory products , Biology students Bk. 2
HOMEOSTASIS to: products in plants sources and their page 88
 Identify the uses of  Describing the economic  Teachers bk. 2 pages 58-68
excretory products uses of excretory importance in  KLB secondary Biology
in plants products in plants plants  Students book 2 Page 84
 Describe the uses  KLB teachers book 2 pages
of excretory  Longhorn secondary
products in plants biology: students book 2
page 125-127
96-97
Biology pages 141
69
2 1 EXCRETION Excretion and By the end of the lesson,  Describing  Chart showing an  Comprehensive secondary
AND homeostasis in the learner should be able excretion and amoeba in stages of Biology students Bk. 2
HOMEOSTASIS Animals to: homeostasis in excreting water and page 88
 Describe excretion unicellular wastes  Teachers bk. 2 pages 58-68
and homeostasis in organism such as  KLB secondary Biology
unicellular animals amoeba  Students book 2 Page 84-
such as amoeba  Drawing of 85
 Draw an amoeba amoeba  KLB teachers book 2 pages
 Describe excretion  Describing the 49-54
in fresh water excretion of  Longhorn secondary
amoeba water and biology: students book 2
nitrogenous page 127-128
wastes in amoeba  Golden tips biology pages
97-98
Biology pages 142
2 EXCRETION Excretion and By the end of the lesson,  Explaining the  Chart showing the  Comprehensive secondary
AND homeostasis in the learner should be able need for complex specialized organs Biology students Bk. 2
HOMEOSTASIS Animals to: excretory organs and the main page 88
 Explain the need  Listing the excretory products  Teachers bk. 2 pages
for complex excretory organs  KLB secondary Biology
animals for and substances  Students book 2 Page 84-
excretion released 87
 List down organs  KLB teachers book 2 pages
involved In 49-54
excretion in  Longhorn secondary
animals biology: students book 2
 List down waste page 128-131
products released  Golden tips biology pages
by various organs 98
Biology pages 142
70
45
3-4 EXCRETION The human By the end of the lesson,  Examining the  Kidney of a mammal  Comprehensive secondary
AND kidney the learner should be able kidney  Sharp knife Biology students Bk. 2
HOMEOSTASIS to:  Making a vertical  Chart showing page 91, 105
 Examine the section and section of a kidney  Teachers bk. 2 pages
kidney of a identifying the  KLB secondary Biology 58-
mammal parts of the 68
 Draw and label the kidney  Students book 2 Page 88-
external structure  Drawing the 92
of a kidney internal structure  KLB teachers book 2 pages
 Make a vertical of the kidney 49-54
section through  Longhorn secondary
the kidney biology: students book 2
 Identify the page 132-135
internal parts of  Golden tips biology pages
the kidney 100-101
Biology pages 144
3 1 EXCRETION Functions of the By the end of the lesson,  Drawing and  Chart showing the  Comprehensive secondary
AND nephron the learner should be able labeling the structure of the Biology students Bk. 2
HOMEOSTASIS to: nephron nephron page 92-94
 Draw and label  Discussion on the  Teachers bk. 2 pages
parts of the structure of the  KLB secondary Biology 58-
nephron nephron in 68
 Relate its structure relation to its  Students book 2 Page 90-
to its role in urine function 92
formation  KLB teachers book 2 pages
49-54
page 135-137
71
101-102
Biology pages 145
2 EXCRETION Neuro-endoctrine By the end of the lesson,  Identifying the  Diagram of the  Comprehensive secondary
AND system and the learner should be able hormones nephron showing Biology students Bk. 2
HOMEOSTASIS homeostasis to: involved in the movement of page 93-94
 Identify the Neuro-endoctrine sodium ions and  Teachers bk. 2 pages
hormones involved system and water  KLB secondary Biology 58-
in Neuro- homeostasis such 68
endoctrine system as insulin, ADH  Students book 2 Page 97-
and homeostasis and aldosterone I 100
eg insulin urine formation  KLB teachers book 2 pages
 Explain the process  Describing the 49-54
of urine formation role of insulin,  Longhorn secondary
in the kidney ADH and biology: students book 2
 Describe the role aldosterone in page 139-142
of various urine formation  Golden tips biology pages
hormones in urine 103-104
formation  Gateway secondary
Biology pages 145
47
3-4 EXCRETION Neuro-endoctrine By the end of the lesson,  Describing the  Flow chart showing  Comprehensive secondary
AND system and the learner should be able components and homeostatic Biology students Bk. 2
HOMEOSTASIS homeostasis to: role of the Neuro- mechanism, positive page 94-95
 Describe the endoctrine and negative  Teachers bk. 2 pages
components and system feedback  KLB secondary Biology 58-
role of Neuro-  Distinguishing 68
endoctrine systems between internal  Students book 2 Page 97-
 Distinguish and external 100
between internal environment  KLB teachers book 2 pages
and external  explaining the 49-54
environments general working  Longhorn secondary
72
 Explain the general of the biology: students book 2
working of the homeostatic page 139-142
homeostatic mechanism  Golden tips biology pages
mechanism 103-104
79
51
4 1 EXCRETION osmoregulation By the end of the lesson,  Defining  Flow chart showing  Comprehensive secondary
AND the learner should be able Osmoregulation the homeostatic Biology students Bk. 2
HOMEOSTASIS to:  Describing the mechanism in page 95-97
 Define role of the kidney regulating osmotic  Teachers bk. 2 pages 58-68
osmoregulation in osmoregulation pressure by the  KLB secondary Biology
 Describe the role kidney Students book 2 Page 100-
of the kidney in 101
osmoregulation  KLB teachers book 2 pages
 Explain the role of 49-54
hypothalamus in  Longhorn secondary
osmoregulation biology: students book 2
page 140-142
105
47
2-3 EXCRETION Diabetes insipidus By the end of the lesson,  Explaining  Chart showing the  Comprehensive secondary
AND and other the learner should be able Diabetes insipidus diseases, causes, Biology students Bk. 2
HOMEOSTASIS common kidney to: and other symptoms and page 96, 101-102
diseases  Explain Diabetes common kidney control/ prevention  Teachers bk. 2 pages 58-
insipidus and other diseases methods 68
common kidney  Describing the  KLB secondary Biology
diseases causes of Students book 2 Page 49-
73
 Describe the Diabetes insipidus 54
causes of Diabetes and other  KLB teachers book 2 pages
insipidus and other common kidney 101, 93-94
common kidney diseases  Longhorn secondary
diseases biology: students book 2
 State possible page 142, 138-140
control/prevention  Golden tips biology pages
methods of 105, 102-103
Diabetes insipidus  Gateway secondary
Biology pages 147
4 EXCRETION Continuous By the end of the lesson,  Learner to answer  Question paper
AND assessment test the learner should be able all the questions  Marking schemes
HOMEOSTASIS to:  Teacher to
 Answer all the prepare and give
questions asked in the test
the test  Teacher to
supervise the
students
5 1 EXCRETION Excretion and By the end of the lesson,  Discussion on the  Chart showing the  Comprehensive secondary
AND homeostasis in the learner should be able parts of the skin section of the skin Biology students Bk. 2
HOMEOSTASIS animals to: and their page 89-90
 Draw and label functions  Teachers bk. 2 pages 58-
parts of the skin  Drawing and 68
 Relate the parts of labeling parts of  KLB secondary Biology
the skin to their the skin and Students book 2 Page 85-
functions relating parts to 87
their functions  KLB teachers book 2 pages
49-54
page 129-132
98-100
74
Biology pages 142
2 EXCRETION The role of the By the end of the lesson,  Distinguishing  Chart showing  Comprehensive secondary
AND skin in the learner should be able between diagram of the skin Biology students Bk. 2
HOMEOSTASIS homeostasis to: osmoregulation  Photograph of a page 98-99
 Distinguish and section of the skin  Teachers bk. 2 pages 58-
between thermoregulation 68
osmoregulation  Describing the  KLB secondary Biology
and role of the skin in Students book 2 Page 98-
thermoregulation osmoregulation 101
 Describe the role  Describing the  KLB teachers book 2 pages
of the skin in role of the skin in 49-54
osmoregulation thermoregulation  Longhorn secondary
 Describe the role biology: students book 2
of the skin in page 131-132
thermoregulation  Golden tips biology pages
98-100
47
3-4 EXCRETION Thermoregulation By the end of the lesson,  Identifying  Photographs of  Comprehensive secondary
AND in human beings the learner should be able behavioral and warmly dressed Biology students Bk. 2
HOMEOSTASIS to: physiological people during cold page 99-100
 Identify behavioral means of weather  Teachers bk. 2 pages 58-
and physiological thermoregulation  Photograph of 68
means of in animals people with light  KLB secondary Biology
thermoregulation  Describing cloth during hot Students book 2 Page 98-
in animals behavioral and weather 100
 Describe physiological  KLB teachers book 2 pages
behavioral and means of 49-54
physiological thermoregulation  Longhorn secondary
means of in animals biology: students book 2
75
thermoregulation page
in animals  Golden tips biology pages
106-108
6 1 EXCRETION Heat loss and By the end of the lesson,  Explaining Heat  Resource person  Comprehensive secondary
AND heat gain the learner should be able loss and heat gain e.g. physics teacher Biology students Bk. 2
HOMEOSTASIS to:  Discussion on to describe methods page 99-100
 Explain Heat loss methods of Heat of heat loss and  Teachers bk. 2 pages 58-
and heat gain loss and heat gain heat gain 68
 Describe the in mammals  KLB secondary Biology
various methods of Students book 2 Page 98-
Heat loss and heat 100
gain in mammals  KLB teachers book 2 pages
49-54
page 149-153
106-108
Biology pages 148
79
50
2 EXCRETION Surface area to By the end of the lesson,  Explaining the  Pictures of large  Comprehensive secondary
AND volume ratio in the learner should be able terms Surface sized mammals and Biology students Bk. 2
HOMEOSTASIS relation to to: area to volume small sized page 99
thermoregulation  Explain the terms ratio in relation mammals  Teachers bk. 2 pages 58-
Surface area to  Discussion on the 68
volume ratio in relationship  KLB secondary Biology
relation between the body Students book 2 Page 100-
 Relate the body size of mammals 101
76
size of mammals to to heat loss and  KLB teachers book 2 pages
heat loss and heat heat gain 49-54
gain  Longhorn secondary
page 152
106-108
Biology pages 148
79
50
3-4 EXCRETION The role of the By the end of the lesson,  Drawing and  Chart showing the  Comprehensive secondary
AND liver in the learner should be able labeling the liver external structure of Biology students Bk. 2
HOMEOSTASIS homeostasis to: and its associated the liver in relation page 102-104
 Draw and label the parts to the gut, gall  Teachers bk. 2 pages 58-
liver and its  Describing the bladder and blood 68
associated parts liver and its role vessels  KLB secondary Biology
 Describe the liver in homeostasis Students book 2 Page 93-
and its role in 96
homeostasis  KLB teachers book 2 pages
49-54
page 153-156
108
77
7 1-2 EXCRETION Functions of the By the end of the lesson,  Listing down  Chart showing the  Comprehensive secondary
AND liver the learner should be able some of the functions of the Biology students Bk. 2
HOMEOSTASIS to: functions of the liver page 103-104
 List down some of liver  Teachers bk. 2 pages 58-
the functions of  Describing the 68
the liver functions of the  KLB secondary Biology
 Describe the liver Students book 2 Page 95-
functions of the 96
liver  KLB teachers book 2 pages
49-54
page
108
3-4 EXCRETION Diseases of the By the end of the lesson,  Identifying all the  Chart showing  Comprehensive secondary
AND liver the learner should be able diseases of the diseases of liver Biology students Bk. 2
HOMEOSTASIS to: liver cause and page 103-104
 Identify all the  Describing the control/treatment  Teachers bk. 2 pages 58-
diseases of the symptoms and 68
liver possible control  KLB secondary Biology
 Describe the of diabetes Students book 2 Page 96-
symptoms and mellitus and other 97
possible control of liver diseases  KLB teachers book 2 pages
diabetes mellitus  Explaining the 49-54
and other liver causes symptoms  Longhorn secondary
diseases and diseases of biology: students book 2
 Explain the causes the liver page 156-158
symptoms and  Golden tips biology pages
diseases of the 109-110
liver  Gateway secondary
Biology pages 149
78
80
49
8 1-2 EXCRETION Excretion and By the end of the lesson,  explaining  hydrogen peroxide  Comprehensive secondary
AND homeostasis in the learner should be able catalase enzyme  two beakers Biology students Bk. 2
HOMEOSTASIS animals (practical to: and hydrogen  measuring cylinder page 86-105
lesson)  explain catalase peroxide  piece of liver and  Teachers bk. 2 pages 58-
enzyme and  carrying out the kidney 68
hydrogen peroxide experiment to  splint  KLB secondary Biology
 describe the role of investigate the  ruler Students book 2 Page 96
catalase enzyme in effect of catalase  KLB teachers book 2 pages
breaking down enzyme in 49-54
hydrogen peroxide breaking down  Longhorn secondary
 use liver and hydrogen biology: students book 2
kidney to peroxide page 155-156
investigate the  discussion on  Golden tips biology pages
reaction results obtained 110
in the experiment  Gateway secondary
Biology pages
3-4 EXCRETION Continuous By the end of the lesson,  Learner to answer  Question paper
AND assessment test the learner should be able all the questions  Marking scheme
HOMEOSTASIS to  Teacher to
 Answer all the supervise
questions asked in students
79
the test
9 1-2 EXCRETION Role of the liver in By the end of the lesson,  Describing the  Chart showing steps  Comprehensive secondary
AND the regulation of the learner should be able role of the liver in in controlling blood Biology students Bk. 2
HOMEOSTASIS blood glucose to: blood sugar sugar levels page 97
 Describe the role control  Teachers bk. 2 pages 58-
of the liver in  Describing the 68
blood sugar control role of insulin  KLB secondary Biology
 Describe the role hormone Students book 2 Page 102-
of insulin hormone 103
page 153-156
105-106
Biology pages 149
3-4 EXCRETION Regulation of By the end of the lesson,  Explaining the  Flow chart showing  Comprehensive secondary
AND blood sugar the learner should be able regulation of regulation of blood Biology students Bk. 2
HOMEOSTASIS to: blood sugar sugar page 98
 Explain the  Describing a flow  Teachers bk. 2 pages 58-
regulation of blood chart showing the 68
sugar regulation of  KLB secondary Biology
 Describe a flow blood sugar Students book 2 Page 102-
chart showing the 103
regulation of blood  KLB teachers book 2 pages
sugar 49-54
page 153-156
80
105-106
Biology pages 146
79
10 1-2 EXCRETION Thermo By the end of the lesson,  Describing  Photographs of  Comprehensive secondary
AND regulation in the learner should be able temperature birds, reptiles and Biology students Bk. 2
HOMEOSTASIS other animals to regulation in camels showing page 100
 Describe other animals behavior of  Teachers bk. 2 pages 58-
temperature temperature 68
regulation in other regulation  KLB secondary Biology
animals Students book 2 Page 98-
100
49-54
page 146-152
106-108
Biology pages 148
81
3-4 EXCRETION Continuous By the end of the lesson,  Learner to be able  Question paper
AND assessment test the learner should be able to answer  Marking scheme
HOMEOSTASIS to questions in the
 Answer all the test
questions asked in  Teacher to
the test supervise
students as they
do the test
11 1-2 REVISION Gaseous By the end of the lesson,  Describing the  Chart showing parts  Comprehensive secondary
exchange in the learner should be able parts of the lungs of the lungs Biology students Bk. 2
animals to: and relating the page 63-64,66
 Relate parts of the to its functions  Teachers bk. 2 pages 58-
lungs to its  Drawing and 68
functions labeling parts of  KLB secondary Biology
 Draw and label the lungs Students book 2 Page 59-
parts of the lungs 64
35-44
page 91-94
86
Biology pages 117
67
82
3-4 REVISION Gaseous By the end of the lesson,  Reviewing  Notes on gaseous  Comprehensive secondary
exchange in the learner should be able gaseous exchange exchange Biology students Bk. 2
animals to describe the functions of and functions of  Charts showing page 63-65
the lungs as discussed lungs lungs  Teachers bk. 2 pages 58-
during gaseous exchange  Reading notes on 68
gaseous exchange  KLB secondary Biology
Students book 2 Page 59-
62
35-44
page 91-94
85-87
67
12 1-4 REVISION Gaseous By the end of the lesson,  Identifying fresh  Fresh lungs of a cow  Comprehensive secondary
exchange in the learner should be able lungs of a  Livestock officer Biology students Bk. 2
animals to: mammal page 63-65
(practical lesson)  Identify a  Observing and  Teachers bk. 2 pages 58-
mammals lungs describing the 68
 Observe and structure of a  KLB secondary Biology
describe structures mammals lungs in Students book 2 Page 63
of lungs in relation relation to their  KLB teachers book 2 pages
to functions functions 35-44
page 91-94
Biology pages
83
67
13 REVISION AND EXAMINATIONS
84

K N
1 1 CLASSIFICATIO Review of By the end of the lesson,  Reviewing the  Local environment  Comprehensive secondary
N2 binominal the learner should be able work done in  Potted plant Biology students Bk. 3
nomenclature to: classification 1  Use of preserved page 1-2
 Classify common  Classifying and specimen of plants  Teachers bk. 3 pages 1-8
organisms into naming common and animals  KLB secondary Biology
their main organisms like Students book 3 Page 1-3
taxonomic units maize, beans,  KLB teachers book 3 pages
 Write scientific domestic dog and 1-3
names of jack  Principles of biology vol. 2
organisms pages 1-4
correctly
 List the kingdoms
of organisms
2 CLASSIFICATIO Kingdom monera By the end of the lesson,  Discussion on the  Local environment  Comprehensive secondary
N2 the learner should be able general on a typical bacteria Biology students Bk. 3
to: characteristics of cell and different page
 Describe the Kingdom monera types of bacteria  Teachers bk. 3 pages
general  KLB secondary Biology
characteristics of Students book 3 Page 3-4
Kingdom monera  KLB teachers book 3 pages
12-27
 Principles of biology vol. 2
pages 5-6
3 CLASSIFICATIO Kingdom By the end of the lesson,  Discussion on the  Local environment  Comprehensive secondary
N2 protoctista the learner should be able general  Wall charts on Biology students Bk. 3
to: characteristics of protoctista page 3-6
 Describe the Kingdom  Teachers bk. 3 pages 1-8
85
general protoctista  KLB secondary Biology
characteristics of  Listing down the Students book 3 Page 3-4
Kingdom members of  KLB teachers book 3 pages
protoctista kingdom 12-27
protoctista  Principles of biology vol. 2
pages 6-8
4-5 CLASSIFICATIO Kingdom By the end of the lesson,  Observing,  Local environment  Comprehensive secondary
N2 protoctista the learner should be able drawing and  Hand lenses Biology students Bk. 3
to: naming parts of  Microscope page 3-6
 Describe the spirogyra,  Protozoa infusion  Teachers bk. 3 pages 1-8
general amoeba, (cultured)  KLB secondary Biology
characteristics of paramecium and Students book 3 Page 4-5
Kingdom euglena  KLB teachers book 3 pages
protoctista 12-27
 Observe, draw and  Principles of biology vol. 2
name parts of pages 6-8
spirogyra, amoeba,
paramecium and
euglena
2 1 CLASSIFICATIO Kingdom fungi By the end of the lesson,  Describing the  Local environment  Comprehensive secondary
N2 the learner should be able general  Wall charts on fungi Biology students Bk. 3
to: characteristics of  Specimen of fungi page 6-8
 Describe the Kingdom fungi  Hand lenses  Teachers bk. 3 pages 1-8
general  Naming and  microscope  KLB secondary Biology
characteristics of drawing Students book 3 Page 6
Kingdom fungi organisms in this  KLB teachers book 3 pages
 List down all the kingdom 12-27
members of  Principles of biology vol. 2
kingdom fungi pages 11-14
2 CLASSIFICATIO Kingdom fungi By the end of the lesson,  Observing,  Hand lenses  Comprehensive secondary
N2 the learner should be able drawing and  Charts on yeast, Biology students Bk. 3
to: labeling mushrooms and page 6-8
 Draw and name structures of bread mold  Teachers bk. 3 pages 1-8
parts of bread yeast, bread mold  Live specimens e.g.  KLB secondary Biology
mold (mucor), and mushroom mushrooms Students book 3 Page 6
yeast and  KLB teachers book 3 pages
86
mushrooms 12-27
pages 11-14
3 CLASSIFICATIO Kingdom plantae By the end of the lesson,  Discussion on the  Local environment  Comprehensive secondary
N2 the learner should be able main  Wall charts Biology students Bk. 3
to: characteristics of  Live specimens of page 8-9
 Describe the main kingdom plantae moss  Teachers bk. 3 pages 1-8
characteristics of  Describing and  KLB secondary Biology
kingdom plantae stating the main Students book 3 Page 7
 Describe the main characteristics of  KLB teachers book 3 pages
characteristics of bryophyta 12-27
bryophyta  Principles of biology vol. 2
pages 15
4-5 CLASSIFICATIO Kingdom plantae By the end of the lesson,  Observing  Local environment  Comprehensive secondary
N2 the learner should be able drawing and  hand lenses Biology students Bk. 3
to: labeling  Wall charts on page 8-9
 Identify examples structures of bryophytes  Teachers bk. 3 pages 1-8
of hyophyta moss and  Live specimens of  KLB secondary Biology
 Observe draw and liverworts moss plants Students book 3 Page 7
name parts of  Asking and  KLB teachers book 3 pages
liverworts and answering 12-27
moss plants questions  Principles of biology vol. 2
pages 15
3 1 CLASSIFICATIO Kingdom plantae By the end of the lesson,  Discussing main  Live specimen of  Comprehensive secondary
N2 the learner should be able characteristics of fern Biology students Bk. 3
to: division  Local environment page 9-10
 Identify examples pleridophyes  Hand lenses  Teachers bk. 3 pages 1-8
of pleridophyta  Stating and  KLB secondary Biology
 Observe draw and describing Students book 3 Page 8-9
name parts of fern characteristics of  KLB teachers book 3 pages
plant pteridophytes  Principles of biology vol. 2
pages 16
2 CLASSIFICATIO Kingdom plantae By the end of the lesson,  Discussing main  Live specimen  Comprehensive secondary
N2 the learner should be able characteristics spermatophyte Biology students Bk. 3
to: pleridophyes s page 10-11
 Identify examples  Stating main  Wall charts on  Teachers bk. 3 pages 1-8
87
of division characteristics of common  KLB secondary Biology
spermatophyta pleridophytes and spermatophyte Students book 3 Page 9-10
 Identify major sub- their sub-division s  KLB teachers book 3 pages
division of of the same I.e 12-27
spermatophyta ginkgoales,  Principles of biology vol. 2
 cycadales and pages 17
coniferles
3 CLASSIFICATIO Kingdom plantae - By the end of the lesson,  Discussing the  Live specimen  Comprehensive secondary
N2 spermatophyta the learner should be able characteristics of of corn leaves Biology students Bk. 3
to: angiospermae  Wall charts on page 10-11
 List main and angiospermae  Teachers bk. 3 pages 1-8
characteristics of gymnospermae and  KLB secondary Biology
angiospermae  Differentiating gymnospermae Students book 3 Page 9-10
 Differentiate between  KLB teachers book 3 pages
between angiospermae 12-27
angiospermae and and  Principles of biology vol. 2
gymnospermae gymnospermae pages 17

4-5 CLASSIFICATIO Kingdom plantae By the end of the lesson,  Differentiating  Live specimen of  Comprehensive secondary
N2 angiospermapyta the learner should be able between class both Biology students Bk. 3
to: monocotyledonae monocotyledenous page 11-12
 State the and and dicotyledenous  Teachers bk. 3 pages 1-8
characteristics of dicotyledonae plants  KLB secondary Biology
angiospermapyta  Observing  B;ade Students book 3 Page 10-
 Identify and state drawing and  Staining material 11
major labeling parts of  Handlenses  KLB teachers book 3 pages
characteristics of monocotyledono  microscope 12-27
classes of us plants  Principles of biology vol. 2
angiospermapyta pages 18-20
eg dicotyledonare
&monocotyledono
e
4 1 CLASSIFICATIO Kingdom animalia By the end of the lesson,  discussion on the  Preserved  Comprehensive secondary
N2 the learner should be able main specimen of Biology students Bk. 3
to: characteristics of kingdom page 12
88
 describe the phylum animalia  Teachers bk. 3 pages 1-8
general anthropoda  wall charts showing  KLB secondary Biology
characteristics of  stating and different animals Students book 3 Page 12-
kingdom animalia describing general 13
characteristics of  KLB teachers book 3 pages
kingdom animalia 12-27
pages 20-24
2 CLASSIFICATIO Phylum arthropda By the end of the lesson,  stating and  Preserved  Comprehensive secondary
N2 the learner should be able describing the specimen of Biology students Bk. 3
to: general arthropods page 14
 describe the characteristics of  Wall charts showing  Teachers bk. 3 pages 1-8
general Phylum arthropda different arthropods  KLB secondary Biology
characteristics of  discussing the  Local environment Students book 3 Page 12-
Phylum arthropda characteristics of  hand lenses 13
 list down the arthropods  KLB teachers book 3 pages
classes of the 12-27
Phylum arthropda  Principles of biology vol. 2
pages 25-26
3 CLASSIFICATIO Class crutacea By the end of the lesson,  describing the  preserved specimen  Comprehensive secondary
N2 the learner should be able general of crutacea Biology students Bk. 3
to: characteristics of  wall charts showing page 14
 describe the Class crutacea diagrams of  Teachers bk. 3 pages 1-8
general  observing, crutacea  KLB secondary Biology
characteristics of drawing and  local environment Students book 3 Page 13-
Class crutacea labeling various  hand lenses 14
types of crutacea  KLB teachers book 3 pages
12-27
pages 29
4-5 CLASSIFICATIO Class arachnida By the end of the lesson,  discussion on  preserved specimen  Comprehensive secondary
N2 and insecta the learner should be able classes arachnida of class arachnida Biology students Bk. 3
to: and insect and insecta page
 describe the  stating and  wall charts showing  Teachers bk. 3 pages 1-8
general describing the diagrams of  KLB secondary Biology
characteristics of characteristics of common members Students book 3 Page 14-
89
Class insect classes arachnida of class arachnida 16
 describe the and insect and insecta  KLB teachers book 3 pages
general  observing,  local environment 12-27
characteristics of drawing and  hand lenses  Principles of biology vol. 2
Class arachnida labeling parts of pages 25,30
 list down the various types of
members of class arachnida and
arachnida and insecta
insecta
5 1 EVALUATION Continuous By the end of the lesson,  Learner answers  Question papers  Comprehensive secondary
assessment test the learner should be able questions  Marking scheme Biology students Bk. 3
to  Teacher page
 Answer all supervises  Teachers bk. 3 pages
questions on the learners as they  KLB secondary Biology
subtopics covered write down their Students book 3 Page 30
previously examination  KLB teachers book 3 pages
1-8
pages
2 CLASSIFICATIO Classes chilopoda By the end of the lesson,  Describing the  Preserved specimen  Comprehensive secondary
N2 and diplopoda the learner should be able general of chilopods and Biology students Bk. 3
to: characteristics of diplopods page 15
 Describe the Classes chilopoda  Wall charts showing  Teachers bk. 3 pages 1-8
general and diplopoda diagrams of  KLB secondary Biology
characteristics of  Observing, centipedes and Students book 3 Page 14
Classes chilopoda drawing and millipedes  KLB teachers book 3 pages
and diplopoda labeling of  Local environment 12-27
 List down the diplopods and  Principles of biology vol. 2
members of class chilopods pages 31
chilopoda and  Differentiating
diplopoda between
chilopoda and
diplopoda classes
3 CLASSIFICATIO Phylum chordata By the end of the lesson,  Describing the  Preserved specimen  Comprehensive secondary
N2 the learner should be able general of Phylum chordata Biology students Bk. 3
to: characteristics of  local environment page 16-17
90
 Describe the Classes Phylum  Teachers bk. 3 pages 1-8
general chordate  KLB secondary Biology
characteristics of  listing down the Students book 3 Page 16-
Phylum chordata members of 17
Phylum chordata  KLB teachers book 3 pages
12-27
pages 32
4-5 CLASSIFICATIO Classes Pisces and By the end of the lesson,  describing the  Wall charts of fish  Comprehensive secondary
N2 amphibia the learner should be able general  Live specimen Biology students Bk. 3
to: characteristics of amphibia page 17-19
 describe the Classes Pisces and  Local environment  Teachers bk. 3 pages 1-8
general amphibian  KLB secondary Biology
characteristics of  observing, Students book 3 Page
Pisces and drawing and  KLB teachers book 3 pages
amphibia labeling different  Principles of biology vol. 2
types of fish pages 32-33
 differentiating
between bony
and cartilaginous
fish
6 1 CLASSIFICATIO Classes amphibian By the end of the lesson,  Describing the  Photographs/di  Comprehensive secondary
N2 and reptilia the learner should be able general agrams of Biology students Bk. 3
to: characteristics of amphibia and page 18-19
 describe the reptilia reptilia  Teachers bk. 3 pages 1-8
general  Observing,  Preserved  KLB secondary Biology
characteristics of drawing and specimen Students book 3 Page 18-
reptilia labeling different reptilia 19
types of amphibia  KLB teachers book 3 pages
and reptilia 12-27
pages 33-34
2 CLASSIFICATIO Class aves By the end of the lesson,  Describing and  Photographs/di  Comprehensive secondary
N2 the learner should be able stating the agrams of birds Biology students Bk. 3
to: general page 19-20
91
 describe the characteristics of  Teachers bk. 3 pages 1-8
general Class aves  KLB secondary Biology
characteristics of  Observing, Students book 3 Page 19-
Class aves drawing and 20
labeling different  KLB teachers book 3 pages
parts of aves 12-27
pages 34-35
3 CLASSIFICATIO Class Mammalia By the end of the lesson,  Describing and  Photographs/di  Comprehensive secondary
N2 the learner should be able stating the agrams of Biology students Bk. 3
to: general different page 20-21
 Describe the characteristics of mammals  Teachers bk. 3 pages 1-8
general Class Mammalia  KLB secondary Biology
characteristics of  Asking and Students book 3 Page 21
Class Mammalia answering  KLB teachers book 3 pages
 Identify different questions 12-27
types of members  Principles of biology vol. 2
of Class Mammalia pages 35-36
4-5 CLASSIFICATIO dichotomous key By the end of the lesson,  Constructing a  Common plant  Comprehensive secondary
N2 the learner should be able simple and animal Biology students Bk. 3
to: dichotomous key species page 21-22
 Construct a simple using common  Teachers bk. 3 pages 1-8
dichotomous to organisms  KLB secondary Biology
identify given Students book 3 Page 22-
organisms 26
12-27
pages 37-41
7 1 CLASSIFICATIO dichotomous key By the end of the lesson,  Using a  Chart showing a  Comprehensive secondary
N2 the learner should be able dichotomous key constructed Biology students Bk. 3
to: to identify dichotomous page 21-22
 Use an already arthropods key  Teachers bk. 3 pages 1-8
constructed  KLB secondary Biology
dichotomous key Students book 3 Page 27-
to identify given 28
92
organisms  KLB teachers book 3 pages
12-27
pages 37-41
2 CLASSIFICATIO dichotomous key By the end of the lesson,  Using a  Chart showing a  Comprehensive secondary
to: to identify plants dichotomous page 21-22
 Use an already key  Teachers bk. 3 pages 1-8
dichotomous key Students book 3 Page 29
to identify given  KLB teachers book 3 pages
organisms 12-27
pages 37-41
3 CLASSIFICATIO Dichotomous key By the end of the lesson,  Using a  Chart showing a  Comprehensive secondary
to: to identify dichotomous page 21-22
 Use an already phylum chordata key  Teachers bk. 3 pages 1-8
dichotomous key Students book 3 Page
to identify given  KLB teachers book 3 pages
organisms 12-27
pages
1 EVALUATION Continuous By the end of the lesson,  Learner answers  Question papers  Comprehensive secondary
& REVISION assessment test the learner should be able questions  Marking scheme Biology students Bk. 3
OF THE TOPICS to:  Teacher page25-26
 answer all supervises  Teachers bk. 3 pages 1-8
questions on the learners as they  KLB secondary Biology
topic covered write down their Students book 3 Page 30
 draw and label examination  KLB teachers book 3 pages
organisms 12-27
correctly  Principles of biology vol. 2
pages 42-47
8 1 ECOLOGY Introduction to By the end of the lesson,  Defining the  Wall chart  Comprehensive secondary
ecology the learner should be able terms used in showing terms Biology students Bk. 3
93
to: ecology used in ecology page 27-28
 Define the term and their  Teachers bk. 3 pages 8-24
ecology and definitions and  KLB secondary Biology
identify terms used their Local Students book 3 Page 33-
in ecology environment 34
28-56
pages 48
2 ECOLOGY Introduction to By the end of the lesson,  Defining the  Wall chart  Comprehensive secondary
ecology the learner should be able terms used in showing terms Biology students Bk. 3
to: ecology used in ecology page 27-28
 Define the term and their  Teachers bk. 3 pages 8-24
ecology and definitions and  KLB secondary Biology
identify terms used their Local Students book 3 Page 33-
in ecology environment 34
28-56
pages 48
3 ECOLOGY Factors affecting By the end of the lesson,  Discussing how  Instruments for  Comprehensive secondary
the distribution of the learner should be able light determines measuring light Biology students Bk. 3
organisms in an to: distribution of or their page 29
ecosystem  Identify the types organisms in an diagrams  Teachers bk. 3 pages 8-24
of ecosystems ecosystem  Local  KLB secondary Biology
Light  State and explain environment Students book 3 Page 34
how light  KLB teachers book 3 pages
determines 28-56
distribution of  Principles of biology vol. 2
organisms in an pages 50
ecosystem
4-5 ECOLOGY Factors affecting By the end of the lesson,  Discussing on the  Instruments for  Comprehensive secondary
the distribution of the learner should be able role of measuring Biology students Bk. 3
organisms in an to: temperature in temperature or page
ecosystem  Identify and the distribution of their diagrams  Teachers bk. 3 pages 8-24
describe how organisms in an  Local  KLB secondary Biology
94
temperature temperature ecosystem environment Students book 3 Page 34
determines  Drawing and  KLB teachers book 3 pages
distribution of labeling parts of 28-56
organisms in an a thermometer  Principles of biology vol. 2
ecosystem pages 50
9 1 ECOLOGY Factors affecting By the end of the lesson,  Discussing on the  Instruments for  Comprehensive secondary
the distribution of the learner should be able role of Rainfall measuring Biology students Bk. 3
organisms in an to: and humidity in Rainfall and page 31
ecosystem  Identify and the distribution of humidity or  Teachers bk. 3 pages 8-24
describe how organisms in an their  KLB secondary Biology
Rainfall and Rainfall and ecosystem diagrams/photo Students book 3 Page 34-
humidity humidity  Stating and graphs 35
determines describing how  Local  KLB teachers book 3 pages
distribution of Rainfall and environment 28-56
organisms in an humidity  Principles of biology vol. 2
ecosystem determines pages 51
distribution of
organisms
 Drawing of
instruments e.g.
rain gauge
2 ECOLOGY Factors affecting By the end of the lesson,  describing how  Instruments for  Comprehensive secondary
the distribution of the learner should be able Wind and measuring Biology students Bk. 3
organisms in an to: atmospheric strength of page 29-30
ecosystem  describe how Wind affects the wind, direction  Teachers bk. 3 pages 8-24
and atmospheric distribution of of wind and  KLB secondary Biology
Wind and pressure organisms in an atmospheric Students book 3 Page 34-
atmospheric determines ecosystem pressure 35
pressure distribution of  Drawing and  Local  KLB teachers book 3 pages
organisms in an labeling of environment 28-56
ecosystem instruments used  Principles of biology vol. 2
in measuring wind pages 51-52
direction &
strength
3 EVALUATION Continuous By the end of the lesson,  Learner recalls  Question papers  Comprehensive secondary
assessment test the learner should be able and writes down  Marking scheme Biology students Bk. 3
95
to: answers page 1-30
 Write down questions asked  Teachers bk. 3 pages 8-24
correct answers to  Teacher  KLB secondary Biology
questions asked in supervises Students book 3 Page 70
the test learners as they  KLB teachers book 3 pages
write down their 28-56
examination  Principles of biology vol. 2
pages 94
4-5 ECOLOGY Factors affecting By the end of the lesson,  describing how  diagrams of  Comprehensive secondary
the distribution of the learner should be able salinity affects the aquatic profile Biology students Bk. 3
organisms in an to: distribution of of lakes/oceans page 31
ecosystem  describe how organisms in  Local  Teachers bk. 3 pages 8-24
salinity affects the aquatic environment  KLB secondary Biology
salinity distribution of ecosystems Students book 3 Page 35-
organisms in  discussion on the 36
aquatic role of salinity in  KLB teachers book 3 pages
ecosystems distribution of 28-56
organisms and  Principles of biology vol. 2
methods of pages 51
measuring salinity
10 1 ECOLOGY Factors in an By the end of the lesson,  describing how  diagrams of  Comprehensive secondary
ecosystem and the learner should be able waves, currents aquatic profile Biology students Bk. 3
how they affect to: and tides affects of lakes/oceans page 31-32
distribution of  describe how the distribution of  Local  Teachers bk. 3 pages 8-24
organisms waves, currents organisms in environment  KLB secondary Biology
Waves, curves and tides affects aquatic Students book 3 Page 36
and Tides the distribution of ecosystems  KLB teachers book 3 pages
organisms in 28-56
aquatic ecosystem  Principles of biology vol. 2
pages 49- 51
2 ECOLOGY Factors in an By the end of the lesson,  Describing how  Soil samples of  Comprehensive secondary
ecosystem and the learner should be able Edaphic factors different types Biology students Bk. 3
how they affect to: affects the from different page 32
distribution of  Describe how distribution of places  Teachers bk. 3 pages 8-24
organisms Edaphic factors organisms in an  petri dishes  KLB secondary Biology
affects the ecosystem  Local Students book 3 Page 36
96
Edaphic factors distribution of  Discussion on the environment  KLB teachers book 3 pages
organisms in an role of edaphic 28-56
ecosystem factors in  Principles of biology vol. 2
distribution of pages 52
organisms in an
ecosystem
3 ECOLOGY Factors in an By the end of the lesson,  Measuring the PH  Samples of  Comprehensive secondary
ecosystem and the learner should be able and soil water sandy, clay and Biology students Bk. 3
how they affect to: content in sandy, loamy soils page 32
distribution of  Measure certain clay and loamy  Weighing  Teachers bk. 3 pages 8-24
organisms factors in samples soils balance  KLB secondary Biology
of different soils  Source of heat Students book 3 Page 36
(practical lesson)  Universal  KLB teachers book 3 pages
indicator 28-56
 Funnel/filter  Principles of biology vol. 2
papers pages 92-93
 Cotton wool
 Measuring
cylinders
4-5 ECOLOGY Factors in an By the end of the lesson,  Describing how  Local  Comprehensive secondary
ecosystem and the learner should be able Geological factors environment Biology students Bk. 3
how they affect to: affect the  Maps or page 32-33
distribution of  Describe how distribution of photographs of  Teachers bk. 3 pages 8-24
organisms Geological factors organisms in an various  KLB secondary Biology
affect the ecosystem landscapes Students book 3 Page
Geological factors distribution of  Discussion on the  KLB teachers book 3 pages
organisms in an role of geological  Principles of biology vol. 2
ecosystem factors in the pages 54
distribution of
organisms in an
ecosystem
11 1 ECOLOGY Abiotic factors in By the end of the lesson,  Describing how  Local  Comprehensive secondary
an ecosystem the learner should be able other Abiotic environment Biology students Bk. 3
to: factors affect the  Photographs of page 33
 Describe how distribution of polluted  Teachers bk. 3 pages 8-24
97
Abiotic factors organisms in an environments  KLB secondary Biology
affect the ecosystem Students book 3 Page
distribution of  Discussion on the  KLB teachers book 3 pages
organisms in an role of pollutants,  Principles of biology vol. 2
ecosystem oxygen pages 52-54
concentration in
the distribution of
organisms in an
ecosystem
2 ECOLOGY Biotic factors in By the end of the lesson,  Describing how  Local  Comprehensive secondary
an ecosystem the learner should be able competition environment Biology students Bk. 3
to: affects the  Graphs showing page 40
Competition  Describe how distribution of relation of  Teachers bk. 3 pages 8-24
competition organisms in an different  KLB secondary Biology
affects the ecosystem organisms in an Students book 3 Page 37-
distribution of  Discussion on ecosystem 38
organisms in an how competition using a factor  KLB teachers book 3 pages
ecosystem affects the e.g. food 28-56
distribution of  Principles of biology vol. 2
organisms in an pages 56-58
ecosystem
3 ECOLOGY Biotic factors in By the end of the lesson,  Describing how  Leguminous  Comprehensive secondary
an ecosystem the learner should be able Predation and root Biology students Bk. 3
to: Symbiosis affects  Local page 40-41
Predation and  Describe how the distribution of environment  Teachers bk. 3 pages 8-24
Symbiosis Predation and organisms in an  KLB secondary Biology
Symbiosis affects ecosystem Students book 3 Page 39-
the distribution of  Discussion on the 40
organisms in an role of Predation  KLB teachers book 3 pages
ecosystem and Symbiosis in 28-56
the distribution of  Principles of biology vol. 2
organisms in an pages 57-59
ecosystem
 Drawing and
labeling parts of a
leguminous root
98
4-5 ECOLOGY Parasitism and By the end of the lesson,  Differentiating  Live/preserved  Comprehensive secondary
saprophytism the learner should be able between specimen of Biology students Bk. 3
to: Parasitism and common page 41
 Differentiate saprophytism parasites  Teachers bk. 3 pages 8-24
between  Describing how  Diagrams or  KLB secondary Biology
Parasitism and Parasitism and photographs of Students book 3 Page 39-
saprophytism saprophytism common 40
 Describe how influence the Parasitism and  KLB teachers book 3 pages
Parasitism and distribution of saprophytism 28-56
saprophytism organisms in an  Local  Principles of biology vol. 2
influence the ecosystem e.g. environment pages 58-59
distribution of Tick and cattle
organisms in an  Discussion on
ecosystem e.g. Tick Parasitism and
and cattle saprophytism and
their role in
distribution of
organisms in an
ecosystem
12 1 ECOLOGY Recycling of By the end of the lesson,  Describing the  Chart showing  Comprehensive secondary
matter and the learner should be able interaction pyramid of Biology students Bk. 3
energy flow in an to: between biomass and page 37-39
ecosystem  Describe the organisms in an numbers  Teachers bk. 3 pages 8-24
interaction ecosystem  Local  KLB secondary Biology
between  Discussion on the environment Students book 3 Page 44-
organisms in an role of producers, 45
ecosystem consumers and  KLB teachers book 3 pages
decomposers in 28-56
an ecosystem  Principles of biology vol. 2
 Construction of a pages 69-71
pyramid of
biomass and
numbers
2 ECOLOGY Nitrogen cycle & By the end of the lesson,  Describing the  Wall chart on  Comprehensive secondary
carbon cycle the learner should be able Nitrogen cycle Nitrogen cycle Biology students Bk. 3
to:  Discussion on the page 41-42
99
 Describe the role role of  Teachers bk. 3 pages 8-24
of decomposers in decomposers in  KLB secondary Biology
Nitrogen cycle & Nitrogen cycle Students book 3 Page 41-
carbon cycle  Construction of 42
the Nitrogen cycle  KLB teachers book 3 pages
28-56
pages 71-73
3 ECOLOGY Recycling of By the end of the lesson,  Defining the  Examples of  Comprehensive secondary
matter & energy the learner should be able terms food chain food chains and Biology students Bk. 3
flow in an to: and food web food webs page 37-38
ecosystem  Define the terms  Discussion on  Teachers bk. 3 pages 8-24
food chain and food chains and  KLB secondary Biology
food web food webs Students book 3 Page 42-
 Construct food  Constructing food 44
chains and food chains and food  KLB teachers book 3 pages
webs webs 28-56
pages 74
4-5 ECOLOGY Recycling of By the end of the lesson,  Studying energy  Comprehensive secondary
matter & energy the learner should be able flow in a local Biology students Bk. 3
flow in an to: ecosystem page 37-38, 39-40
ecosystem  Describe energy  Constructing food  Teachers bk. 3 pages 8-24
flow in a local chains and food  KLB secondary Biology
ecosystem and webs Students book 3 Page 42-
Construct food 44
chains and food  KLB teachers book 3 pages
webs 28-56
pages 69-70
100

K N
1 1 ECOLOGY population By the end of the lesson,  Defining  Photographs of  Comprehensive secondary
the learner should be able population population Biology students Bk. 3
to:  Listing  Data on page 33-34
 Define population characteristics of population of  Teachers bk. 3 pages 8-24
 List down the population some  KLB secondary Biology
characteristics of organisms Students book 3 Page 46
population shown e.g. in a  KLB teachers book 3 pages
graph 28-56
 Local  Principles of biology vol. 2
environment pages 75-81
2 ECOLOGY Population By the end of the lesson,  Describing how  quadrants  Comprehensive secondary
estimation the learner should be able quadrants and  wall charts with Biology students Bk. 3
to: transects as transects page 35-36
 Explain the use of methods of  2 ropes with IM  Teachers bk. 3 pages 8-24
quadrants and Population interval marks  KLB secondary Biology
transects as estimation Students book 3 Page 46-
methods of  Discussion on the 48
Population use of quadrants  KLB teachers book 3 pages
estimation and transects as 28-56
methods of  Principles of biology vol. 2
Population pages 82-84
estimation
101
3 ECOLOGY Population By the end of the lesson,  Describing  Beads of two  Comprehensive secondary
estimation the learner should be able capture recapture colours Biology students Bk. 3
to: method of  Local page 36-37
 Explain the capture population environment  Teachers bk. 3 pages 8-24
–recapture method estimation  KLB secondary Biology
of population  Using capture – Students book 3 Page 49
estimation recapture method  KLB teachers book 3 pages
by estimating the 28-56
total number of  Principles of biology vol. 2
beads in a beaker pages 84
4-5 ECOLOGY Population By the end of the lesson,  Identifying,  School  Comprehensive secondary
estimation the learner should be able estimating and compound Biology students Bk. 3
(practical lesson) to: recording  Quadrant page 36-37
 Use quadrant organisms in the  herbs  Teachers bk. 3 pages 8-24
method to school compound  KLB secondary Biology
estimate using quadrant Students book 3 Page 47
population of method  KLB teachers book 3 pages
named organisms 28-56
within the  Principles of biology vol. 2
compound pages 82-83
2 1 ECOLOGY Population By the end of the lesson,  Describing total  Photographs of  Comprehensive secondary
estimation the learner should be able count, aerial populations Biology students Bk. 3
to: count and aerial  Local page 35
 Describe total photography and environment  Teachers bk. 3 pages 8-24
count, aerial count other methods of  KLB secondary Biology
and aerial population Students book 3 Page 46
photography and estimation  KLB teachers book 3 pages
other methods of  Discussion on 28-56
population these methods of  Principles of biology vol. 2
estimation population pages 81-82
estimation.
2 ECOLOGY Adaptation of By the end of the lesson,  Discuss the  Photographs  Comprehensive secondary
organisms to their the learner should be able adaptations of and diagrams of Biology students Bk. 3
habitats to: xerophytes to xerophytes page 42-44
 Relate to the their habitats  Local  Teachers bk. 3 pages 8-24
102
adaptations of environment  KLB secondary Biology
xerophytes to their Students book 3 Page 50-
habitats 51
28-56
pages 60-62
3 ECOLOGY Adaptation of By the end of the lesson,  Discuss the  Photographs  Comprehensive secondary
habitats to: mesophytes to mesophytes page 44-45
adaptations of environment  KLB secondary Biology
mesophytes to Students book 3 Page 51
their habitats  KLB teachers book 3 pages
28-56
pages 62-63
4-5 ECOLOGY Adaptation of By the end of the lesson,  Discuss the  Photographs  Comprehensive secondary
habitats to: hydrophytes to mesophytes page 42-46
 Relate to the their habitats e.g. black jack  Teachers bk. 3 pages 8-24
adaptations of  Observing,  Hydrophytes  KLB secondary Biology
hydrophytes to drawing and e.g. papyrus Students book 3 Page 52-
their habitats labeling  Xerophytes e.g. 53
 Observe, draw and structures of cactus  KLB teachers book 3 pages
label parts of xerophytes,  Hand lens 28-56
named mesophytes and  blade  Principles of biology vol. 2
hydrophytes, hydrophytes  Local pages 63-64
mesophytes and environment
xerophyte plants
3 1 ECOLOGY Adaptation of By the end of the lesson,  Discussion on the  Photographs  Comprehensive secondary
habitats to: halophytes to halophytes page 46-47
adaptations of  Describing the environment  KLB secondary Biology
halophytes to adaptations of  Wall charts on Students book 3 Page 53-
103
their habitats halophytes to halophytes 54
their habitats  KLB teachers book 3 pages
28-56
pages 65
2 ECOLOGY Environmental By the end of the lesson,  Defining pollution  Photographs  Comprehensive secondary
pollution the learner should be able and identifying and diagrams of Biology students Bk. 3
to: various pollutants polluted areas page 46-47
 Explain pollution  Discussion on  Local  Teachers bk. 3 pages 8-24
and give examples pollutants within environment  KLB secondary Biology
of pollutants and around the Students book 3 Page 55-
school compound 56
28-56
pages 100-101
3 ECOLOGY Air pollution By the end of the lesson,  Identify various  Photographs  Comprehensive secondary
the learner should be able air pollutants and diagrams of Biology students Bk. 3
to:  Describing various air pollution page 47
 Describe the air pollutants  Local  Teachers bk. 3 pages 8-24
various air environment  KLB secondary Biology
pollutants Students book 3 Page 56
28-56
pages 100-104
4-5 ECOLOGY Air pollution By the end of the lesson,  Discussing the  Photographs  Comprehensive secondary
the learner should be able effects of air and diagrams of Biology students Bk. 3
to: pollution on areas polluted page 47-50
 Discuss the effects human health and by air  Teachers bk. 3 pages 8-24
of air pollution on animals  Local  KLB secondary Biology
the environment  Suggesting environment Students book 3 Page 56-
 Suggest methods methods of 59
of controlling air controlling air  KLB teachers book 3 pages
pollution pollution 28-56
104
pages 101-104
4 1 ECOLOGY Land/ soil By the end of the lesson,  Identification and  Photographs  Comprehensive secondary
pollution the learner should be able description of and diagrams of Biology students Bk. 3
to: various causes of polluted land page 47-50
 Describe various Land/ soil  Local  Teachers bk. 3 pages 8-24
causes of Land/ pollution environment  KLB secondary Biology
soil pollution Students book 3 Page 62-
64
28-56
pages 104-105
2 ECOLOGY Land/ soil By the end of the lesson,  Discussion on the  Photographs  Comprehensive secondary
pollution the learner should be able effects of Land/ and diagrams of Biology students Bk. 3
to: soil pollution on polluted land page 47-50
 Discuss the effects human and  Local  Teachers bk. 3 pages 8-24
of Land/ soil animal health environment  KLB secondary Biology
pollution and  Suggesting Students book 3 Page 62-
human health in methods of 64
rural and urban controlling Land/  KLB teachers book 3 pages
centers soil pollution 28-56
 Suggest methods  Principles of biology vol. 2
of controlling pages 104-105
Land/ soil pollution
3 ECOLOGY Water pollution By the end of the lesson,  Identifying and  Photographs  Comprehensive secondary
the learner should be able describing the and diagrams of Biology students Bk. 3
to: causes of Water polluted water page 50-52
 Describe the pollution  Local  Teachers bk. 3 pages 8-24
causes of Water environment  KLB secondary Biology
pollution Students book 3 Page 60-
62
28-56
105
pages 105-108
4-5 ECOLOGY environmental By the end of the lesson,  Identifying and  Photographs  Comprehensive secondary
pollution the learner should be able describing the and diagrams of Biology students Bk. 3
to: causes of polluted page 47-53
 Identify other environmental environment  Teachers bk. 3 pages 8-24
causes of pollution e.g.  Local  KLB secondary Biology
environmental noise, radioactive environment Students book 3 Page 64
pollution in rural pollutions  KLB teachers book 3 pages
and urban centers 28-56
pages 108-112
5 1 EECOLOGY Continuous By the end of the lesson,  Learner recalls  Question papers  Comprehensive secondary
questions asked in supervises Students book 3 Page
the test learners as they  KLB teachers book 3 pages
write down their  Principles of biology vol. 2
examination pages 100-110
2 ECOLOGY water pollution By the end of the lesson,  Discussion on the  Photographs  Comprehensive secondary
the learner should be able effects of water and diagrams of Biology students Bk. 3
to: pollution on polluted areas page 50-52
 Discuss the effects human health in  Local  Teachers bk. 3 pages 8-24
of water pollution rural and urban environment  KLB secondary Biology
on human health centers and other Students book 3 Page 60-
in rural and urban organisms 62
centers and other  Suggesting  KLB teachers book 3 pages
organisms methods of 28-56
 Suggest methods controlling water  Principles of biology vol. 2
of controlling pollution pages 105-108
water pollution
3 ECOLOGY Human diseases By the end of the lesson,  Discussion on the  resource  Comprehensive secondary
the learner should be able symptoms, person e.g. Biology students Bk. 3
106
to: methods of school nurse page 53-54
 Identify symptoms transmission and  Journals,  Teachers bk. 3 pages 8-24
of cholera and control of cholera periodicals and  KLB secondary Biology
typhoid fever and typhoid fever newspapers Students book 3 Page 64-
 State methods of from library 66
transmission having  KLB teachers book 3 pages
 Suggest control information 28-56
measures about cholera  Principles of biology vol. 2
and typhoid pages 121-122
fever
4-5 ECOLOGY protozoan By the end of the lesson,  Discussion on the  resource  Comprehensive secondary
diseases the learner should be able causes, symptoms person e.g. Biology students Bk. 3
to: and methods of school nurse page 54-55
 Identify the causes, transmission and  Journals,  Teachers bk. 3 pages 8-24
symptoms and control of malaria periodicals and  KLB secondary Biology
methods of newspapers Students book 3 Page 66-
transmission and from library 70
control of malaria having  KLB teachers book 3 pages
information 28-56
about malaria  Principles of biology vol. 2
pages 129-130
6 1 ECOLOGY protozoan By the end of the lesson,  Discussion on the  resource  Comprehensive secondary
diseases the learner should be able causes, symptoms person e.g. Biology students Bk. 3
to: and methods of school nurse page 55
 Identify the causes, transmission and  Wall charts on  Teachers bk. 3 pages 8-24
symptoms and control of life cycle of  KLB secondary Biology
methods of amoebic entomoeba Students book 3 Page 66-
transmission of dysentery hystolitica 67
amoebic dysentery  KLB teachers book 3 pages
 Suggest control 28-56
methods of  Principles of biology vol. 2
amoebic dysentery pages 131
2 ECOLOGY Diseases caused By the end of the lesson,  Discussion on the  Resource  Comprehensive secondary
by parasitic the learner should be able causes, symptoms person e.g. Biology students Bk. 3
107
worms to: and methods of school nurse page 56
 Identify the causes, transmission of  Wall charts on  Teachers bk. 3 pages 8-24
symptoms and ascariosis life cycle of  KLB secondary Biology
methods of ascaris Students book 3 Page 67-
transmission of tumbricoides 68
ascariosis  Journals,  KLB teachers book 3 pages
periodicals and 28-56
newspapers  Principles of biology vol. 2
having pages 124-128
information
about ascaris
tumbricoides
3 ECOLOGY Diseases caused By the end of the lesson,  Discussion on the  Recourse  Comprehensive secondary
by parasitic the learner should be able causes, symptoms person e.g. Biology students Bk. 3
worms to: and methods of school nurse page 55-56
 Identify the causes, transmission and  Wall charts on  Teachers bk. 3 pages 8-24
symptoms and control of life cycle of  KLB secondary Biology
methods of schistomiasis schistomiasis Students book 3 Page 69-
transmission and 70
control of  KLB teachers book 3 pages
schistomiasis 28-56
pages 124-128
4-5 REPRODUCTIO Introduction to By the end of the lesson,  Defining  Recourse  Comprehensive secondary
N reproduction the learner should be able reproduction person e.g. Biology students Bk. 3
to:  Differentiation school nurse page 64,103
 Define between asexual  Wall charts on  Teachers bk. 3 pages 25-45
reproduction and and sexual significance of  KLB secondary Biology
state its reproduction reproduction Students book 3 Page 78
importance  Stating the  KLB teachers book 3 pages
 Differentiate importance of 57-78
between asexual reproduction  Principles of biology vol. 2
and sexual pages 141
reproduction
108
7 1 REPRODUCTIO Concepts of By the end of the lesson,  Describing the  Chart showing  Comprehensive secondary
N reproduction the learner should be able appearance and chromosomes Biology students Bk. 3
to: location of  Plasticine of page 64-65
 Describe the chromosomes different  Teachers bk. 3 pages 25-45
appearance and  Modeling colours  KLB secondary Biology
location of chromosomes  Manila paper Students book 3 Page 79
chromosomes using Plasticine  KLB teachers book 3 pages
 Drawing and 57-78
labeling  Principles of biology vol. 2
chromosomes pages 141
2 REPRODUCTIO mitosis By the end of the lesson,  Defining mitosis  Wall Chart  Comprehensive secondary
N the learner should be able and description showing mitosis Biology students Bk. 3
to: of stages of  Plasticine of page 65-67
 Define mitosis mitosis different  Teachers bk. 3 pages 25-45
 Describe  Description of colours  KLB secondary Biology
chromosomic chromosomic  Use of mitosis Students book 3 Page 79-
movement during movement in pictures 82
mitosis mitosis  KLB teachers book 3 pages
57-78
pages 142-144
3 REPRODUCTIO mitosis By the end of the lesson,  Identifying stages  Wall Chart  Comprehensive secondary
N the learner should be able of mitosis showing mitosis Biology students Bk. 3
to:  Describing  Plasticine of page 65-67
 Describe e the chromosomic different  Teachers bk. 3 pages 25-45
movement of movement in colours  KLB secondary Biology
chromosomes in mitosis  Use of mitosis Students book 3 Page 79-
mitosis  Drawing the pictures 82
 Identify stages of stages of mitosis  photomicrogra  KLB teachers book 3 pages
mitosis phs 57-78
pages 142-144
109
4-5 REPRODUCTIO mitosis By the end of the lesson,  Identifying stages  Wall Chart  Comprehensive secondary
N the learner should be able of mitosis showing mitosis Biology students Bk. 3
to:  Describing the  Plasticine of page 65-67
 Identify and stages of mitosis different  Teachers bk. 3 pages 25-45
describe stages of  Drawing the colours  KLB secondary Biology
mitosis stages of mitosis  Use of mitosis Students book 3 Page 79-
pictures 82
 photomicrogra  KLB teachers book 3 pages
phs 57-78
pages 142-144
8 1 REPRODUCTIO Significance of By the end of the lesson,  Stating the  Wall Chart  Comprehensive secondary
N mitosis the learner should be able significance of showing stages Biology students Bk. 3
to: mitosis in of mitosis page 66-67
 State the reproduction  Teachers bk. 3 pages 25-45
significance of  Discussion on the  KLB secondary Biology
mitosis in significance of Students book 3 Page 82
reproduction mitosis  KLB teachers book 3 pages
57-78
pages 142-143
2 EVALUATION Continuous By the end of the lesson,  Learner recalls  Question papers  Comprehensive secondary
questions asked in supervises Students book 3 Page 128-
the test learners as they 131
write down their  KLB teachers book 3 pages
examination 57-78
pages 180-185
3 REPRODUCTIO meiosis By the end of the lesson,  Defining meiosis  Wall Chart  Comprehensive secondary
N the learner should be able  Describing the showing stages Biology students Bk. 3
to: stages of meiosis of meiosis page 67-70
 Define meiosis  Describing the  Plasticine  Teachers bk. 3 pages 25-45
110
 State the stages of chromosome  photomicrogra  KLB secondary Biology
meiosis movement during hics Students book 3 Page 82-
 Describe the meiosis 85
chromosome  KLB teachers book 3 pages
movement during 57-78
meiosis  Principles of biology vol. 2
pages 144-145
4-5 REPRODUCTIO meiosis By the end of the lesson, Observing,  Mature flower  Comprehensive secondary
N the learner should be able identifying and of hibiscus Biology students Bk. 3
to: drawing stages of plant page 104-105
 Observe the stages meiosis in anther  microscopes  Teachers bk. 3 pages 25-45
of meiosis cells under a  KLB secondary Biology
 Describe the microscope Students book 3 Page 86
movement of  KLB teachers book 3 pages
chromosomes 57-78
during meiosis  Principles of biology vol. 2
pages 144-145
9 1 REPRODUCTIO Significance of By the end of the lesson,  Stating the  Charts showing  Comprehensive secondary
N meiosis in the learner should be able significance of stages of Biology students Bk. 3
reproduction to: meiosis in meiosis page 70
 State the reproduction  photomicrogra  Teachers bk. 3 pages 25-45
significance of  Discussion on the hics  KLB secondary Biology
meiosis in significance of Students book 3 Page 86
reproduction meiosis in  KLB teachers book 3 pages
reproduction 57-78
pages 145
2 REPRODUCTIO Difference By the end of the lesson,  Discussion on the  Charts on  Comprehensive secondary
N between mitosis the learner should be able difference meiosis and Biology students Bk. 3
and meiosis to: between mitosis mitosis page 70
 Differentiate and meiosis  Teachers bk. 3 pages 25-45
between mitosis  KLB secondary Biology
and meiosis Students book 3 Page 87
57-78
111
pages 145-146
3 REPRODUCTIO Asexual By the end of the lesson,  Describing the  Protozoan  Comprehensive secondary
N reproduction the learner should be able importance of infusion Biology students Bk. 3
to: Binary fission  Microscope page 70-72
Binary fission  State and describe  Drawing on stages  Hand lenses  Teachers bk. 3 pages 25-45
the importance of of Binary fission in  KLB secondary Biology
Binary fission amoeba Students book 3 Page 87-
88
57-78
pages 146
4-5 REPRODUCTIO Binary fission By the end of the lesson,  Description of  Protozoan  Comprehensive secondary
N the learner should be able binary fission and infusion Biology students Bk. 3
to: sporulation in  Light page 70-72
 Observe spore reproduction Microscope  Teachers bk. 3 pages 25-45
formation in bread  Drawing and  Hand lenses  KLB secondary Biology
mould (mucor) and labeling bread  Bread mould Students book 3 Page 87-
binary fission in mould showing (mucor) 88
paramecium pore-producing growing on  KLB teachers book 3 pages
structures bread 57-78
pages 146-147
10 1 REPRODUCTIO Asexual By the end of the lesson,  Identifying,  Yeast  Comprehensive secondary
N reproduction the learner should be able stating and fermentation Biology students Bk. 3
to: describing the (prepared an page 72
Budding  State and importance of hour to the  Teachers bk. 3 pages 25-45
describing the budding in lesson)  KLB secondary Biology
importance of reproduction  Microscope, Students book 3 Page 89
budding in  Observing, slides  KLB teachers book 3 pages
reproduction drawing and  Cover slips 57-78
 Observing drawing labeling budding Methylene blue  Principles of biology vol. 2
and budding cells cells of yeast stain pages 146-147
of yeast
112
2 REPRODUCTIO Asexual By the end of the lesson,  Identifying the  Big mature  Comprehensive secondary
N reproduction in the learner should be able external floral flowers e.g. Biology students Bk. 3
flowering plants to: parts hibiscus page 73
 Describe the  Observing,  Hand lenses  Teachers bk. 3 pages 25-45
external structure drawing and  KLB secondary Biology
of a typical flower describing corolla Students book 3 Page 90-
and calyx of a 91
flower  KLB teachers book 3 pages
57-78
pages 152-155
3 REPRODUCTIO Sexual By the end of the lesson,  Identifying the  Big mature  Comprehensive secondary
N reproduction in the learner should be able internal floral flowers e.g. Biology students Bk. 3
flowering plants to: parts hibiscus & page 73
 Describe the  Observing, Nandi flame  Teachers bk. 3 pages 25-45
internal structure identifying and  Hand lenses  KLB secondary Biology
of a typical flower describing  blade Students book 3 Page 91
stamens and  KLB teachers book 3 pages
carpels of a 57-78
flower  Principles of biology vol. 2
pages 154-156
4-5 REPRODUCTIO Sexual By the end of the lesson,  Observing,  A variety of  Comprehensive secondary
N reproduction in the learner should be able Identifying, and mature wind Biology students Bk. 3
flowering plants to: recording other and insect page 79,105
 Observe, describe characteristics of pollinated  Teachers bk. 3 pages 25-45
and draw different flowers flowers  KLB secondary Biology
types of pollen  Comparing insect  Light Students book 3 Page 91-
grains pollinated and microscope 92
 Describe the wind pollinated  Microscope  KLB teachers book 3 pages
structure of ovules flowers slides 57-78
 Describe other  Cover slips  Principles of biology vol. 2
characteristics of pages 157-158
flowers
11 1 REPRODUCTIO Sexual By the end of the lesson,  Observing,  A variety of  Comprehensive secondary
N reproduction in the learner should be able Identifying, and mature flowers Biology students Bk. 3
flowering plants to: recording other still attached to page 74-75
113
 Describe and characteristics of their stem  Teachers bk. 3 pages 25-45
compare flowers  Local  KLB secondary Biology
adaptations of  Comparing insect environment Students book 3 Page 94-
wind and insect pollinated and 95
pollinated flowers wind pollinated  KLB teachers book 3 pages
flowers 57-78
pages 159
2 REPRODUCTIO Sexual By the end of the lesson,  Describing  Insect and wind  Comprehensive secondary
N reproduction in the learner should be able pollination pollinated Biology students Bk. 3
flowering plants to:  Stating the types flowers page 74-78
 Describe the of pollination  Local  Teachers bk. 3 pages 25-45
features and  Comparing environment  KLB secondary Biology
mechanisms that adaptations of Students book 3 Page 94-
hinder self- wind pollinated 95
pollination and and insect  KLB teachers book 3 pages
self-fertilization pollinated flowers 57-78
pages 159
3 REPRODUCTIO Sexual By the end of the lesson,  Describing double  Variety of  Comprehensive secondary
N reproduction in the learner should be able fertilization in mature flowers Biology students Bk. 3
flowering plants to: flowering plants  Local page 78
 Describe the  Describing environment  Teachers bk. 3 pages 25-45
process of features and  Wall charts of  KLB secondary Biology
fertilization in mechanisms various types of Students book 3 Page 96-
flowering plants hindering self- flowers 97
pollination and  KLB teachers book 3 pages
self-fertilization 57-78
pages 159-160
4-5 REPRODUCTIO Sexual By the end of the lesson,  Describing and  Wall charts  Comprehensive secondary
N reproduction in the learner should be able explaining the showing Biology students Bk. 3
flowering plants to: formation of embryo page 79-80
 Describe and embryo and seed formation in  Teachers bk. 3 pages 25-45
explain how in flowering flowering plants  KLB secondary Biology
embryo and seeds plants  Bean seeds Students book 3 Page 97-
114
are formed in 98
flowering plants  KLB teachers book 3 pages
57-78
pages 161-162
12 1 REPRODUCTIO Sexual By the end of the lesson,  Describing and  Specimen of  Comprehensive secondary
N reproduction in the learner should be able explaining fruit fruits Biology students Bk. 3
flowering plants to: formation in page 80-82, 107
 Describe how fruits flowering plants  Teachers bk. 3 pages 25-45
are formed in  KLB secondary Biology
flowering plants Students book 3 Page 97-
100
57-78
pages 161-165
2 REPRODUCTIO Sexual By the end of the lesson,  Differentiating  Fruits  Comprehensive secondary
N reproduction in the learner should be able between fruits  seeds Biology students Bk. 3
flowering plants to: and seeds page 82, 107
 Differentiate  Teachers bk. 3 pages 25-45
between a fruit  KLB secondary Biology
and a seed Students book 3 Page 97-
100
57-78
pages 161-165
3 REPRODUCTIO Sexual By the end of the lesson,  Describing and  Different types  Comprehensive secondary
N reproduction in the learner should be able explaining of fruits and Biology students Bk. 3
flowering plants to: methods of fruit seeds page 80-82
 Describe and and seed  Teachers bk. 3 pages 25-45
explain how dispersal  KLB secondary Biology
different seeds Students book 3 Page 102-
and fruits are 104
dispersed  KLB teachers book 3 pages
57-78
115
pages 164-165
4-5 REPRODUCTIO Classifying fruits By the end of the lesson,  Description and  Handouts on  Comprehensive secondary
N the learner should be able examination of types of fruits Biology students Bk. 3
to: placentation of  Various types of page 84-87
 Classifying various various fruits fruits  Teachers bk. 3 pages 25-45
types of fruits and  KLB secondary Biology
describe their Students book 3 Page 101-
placentation 104
57-78
pages 162-165

K N
1 1 REPRODUCTIO Sexual By the end of the lesson,  Differentiating  Amphibian eggs  Comprehensive secondary
N reproduction the learner should be able between internal in a jelly string Biology students Bk. 3
to: and external  Hand lenses page 91,107
 Differentiate fertilization  Local  Teachers bk. 3 pages 25-45
between internal  Discussion on environment  KLB secondary Biology
and external external Students book 3 Page 104
116
fertilization fertilization in  KLB teachers book 3 pages
 Describe external amphibians 57-78
fertilization in  Principles of biology vol. 2
amphibians pages 165-166
2 REPRODUCTIO Sexual By the end of the lesson,  Relating the  Wall chart on  Comprehensive secondary
N reproduction in the learner should be able structure of the male Biology students Bk. 3
mammals to: mammalian male reproductive page 93,107
 Relate the reproductive system  Teachers bk. 3 pages 25-45
structure of system to its  Dissected small  KLB secondary Biology
mammalian male functions mammal Students book 3 Page 105-
reproductive  Drawing and 106
system to its labeling the male  KLB teachers book 3 pages
functions reproductive 57-78
system  Principles of biology vol. 2
pages 166-167
3 REPRODUCTIO Sexual By the end of the lesson,  Drawing and  Wall chart on  Comprehensive secondary
N reproduction in the learner should be able labeling the spermatozoa Biology students Bk. 3
mammals to: structure of the page 93-95
 Relate the spermatozoa  Teachers bk. 3 pages 25-45
structure of  Relating the  KLB secondary Biology
mammalian male spermatozoa to Students book 3 Page 112
reproductive organ its function  KLB teachers book 3 pages
and spermatozoa 57-78
to its function  Principles of biology vol. 2
pages 169
4-5 REPRODUCTIO Sexual By the end of the lesson,  Discussion of the  Charts showing  Comprehensive secondary
N reproduction in the learner should be able female female Biology students Bk. 3
mammals to: reproductive reproductive page 95,107
 Relate the system system  Teachers bk. 3 pages 25-45
structure of  Drawing and  Dissected small  KLB secondary Biology
mammalian female labeling and animals Students book 3 Page 108-
reproductive relating the 110
system to its female  KLB teachers book 3 pages
function reproductive 57-78
system to its  Principles of biology vol. 2
functions pages 167-168
117
2 1 REPRODUCTIO Sexual By the end of the lesson,  Drawing and  Wall Charts  Comprehensive secondary
N reproduction in the learner should be able labeling and showing Biology students Bk. 3
mammals to: relating the structure of the page 92-93
 Relate the structure of the ovum  Teachers bk. 3 pages 25-45
structure of ovum to its  KLB secondary Biology
mammalian ovum functions Students book 3 Page 108-
to its function 109
57-78
pages 169-170
2 REPRODUCTIO Sexual By the end of the lesson,  Defining  Wall Charts on  Comprehensive secondary
N reproduction in the learner should be able fertilization fertilization Biology students Bk. 3
mammals to:  Discussion on process page 95
 Describe internal internal  Teachers bk. 3 pages 25-45
fertilization in fertilization in  KLB secondary Biology
mammals mammals Students book 3 Page 111-
113
57-78
pages 171-172
3 REPRODUCTIO Sexual By the end of the lesson,  Describing the  Wall Charts on  Comprehensive secondary
N reproduction in the learner should be able fertilization the process of Biology students Bk. 3
mammals to: process fertilization page 95
 Describe the  Drawing and  Teachers bk. 3 pages 25-45
fertilization labeling the  KLB secondary Biology
process fertilized ovum Students book 3 Page 112-
114
57-78
pages 171-172
118
4-5 REPRODUCTIO Sexual By the end of the lesson,  Describing  Wall Charts  Comprehensive secondary
N reproduction in the learner should be able implantation showing the Biology students Bk. 3
mammals to:  Explaining the stages of page 95
 Describe role of the implantation  Teachers bk. 3 pages 25-45
implantation and placenta in  KLB secondary Biology
the role of the mammals Students book 3 Page 114-
placenta in 116
mammals  KLB teachers book 3 pages
57-78
pages 173-174
3 1 REPRODUCTIO Sexual By the end of the lesson,  Defining  Wall Charts  Comprehensive secondary
N reproduction in the learner should be able gestation containing Biology students Bk. 3
mammals to:  Identifying gestation page 97
 Define gestation in different periods of  Teachers bk. 3 pages 25-45
mammals gestation periods different  KLB secondary Biology
 Identify different in different mammals Students book 3 Page 116-
gestation periods mammals  Photograph of a 117
in different foetus  KLB teachers book 3 pages
mammals 57-78
pages 173-174
2 REPRODUCTIO Sexual By the end of the lesson,  Defining different  Wall Charts  Comprehensive secondary
N reproduction in the learner should be able terms used in showing Biology students Bk. 3
mammals to: birth definitions of page 76
 Describe birth and  Explaining the different terms  Teachers bk. 3 pages 25-45
explain parental parental care in birth  KLB secondary Biology
care  Drawing and  Photographs on Students book 3 Page 117-
labeling the parturition 119
foetus  KLB teachers book 3 pages
57-78
pages 177-179
3 REPRODUCTIO Role of hormones By the end of the lesson,  Discussion on role  Wall Charts  Comprehensive secondary
N in human the learner should be able of hormones in showing Biology students Bk. 3
reproduction to: reproduction of hormones page 97-98
119
 Describe the role humans involved with  Teachers bk. 3 pages 25-45
of hormones in reproduction in  KLB secondary Biology
reproduction of human beings Students book 3 Page 120-
humans and their 123
effects  KLB teachers book 3 pages
57-78
pages 175-176
4-5 REPRODUCTIO Menstrual cycle By the end of the lesson,  Discussion on role  Wall Charts on  Comprehensive secondary
N the learner should be able of hormones in the menstrual Biology students Bk. 3
to: the menstrual cycle page 97-98
 Describe the role cycle  Teachers bk. 3 pages 25-45
of hormones in the  KLB secondary Biology
menstrual cycle Students book 3 Page 121-
124
57-78
pages 175-177
4 1 REPRODUCTIO Sexually By the end of the lesson,  Discussion on  Photographs of  Comprehensive secondary
N transmitted the learner should be able symptoms, body parts Biology students Bk. 3
diseases/infection to: methods of affected by page 99-101
s  Identify symptoms transmission and STI’s  Teachers bk. 3 pages 25-45
and explain the prevention of  Resource  KLB secondary Biology
methods of gonorrhea and persons e.g. Students book 3 Page 123-
transmission and herpes simplex school nurse 125
prevention of  KLB teachers book 3 pages
gonorrhea and 57-78
herpes simplex  Principles of biology vol. 2
pages 179
2 REPRODUCTIO Sexually By the end of the lesson,  Discussion on  Photographs of  Comprehensive secondary
N transmitted the learner should be able symptoms and body parts Biology students Bk. 3
diseases to: explain the affected by page 99-100
 Identify symptoms methods of STI’s  Teachers bk. 3 pages 25-45
and explain the transmission and   KLB secondary Biology
methods of prevention of Students book 3 Page 124
120
transmission and syphilis and  KLB teachers book 3 pages
prevention of trichomoniasis 57-78
syphilis and  Principles of biology vol. 2
trichomoniasis pages 179
3 REPRODUCTIO Sexually By the end of the lesson,  Discussion on  Photographs  Comprehensive secondary
N transmitted the learner should be able symptoms and showing the Biology students Bk. 3
infections to: explain the symptoms of page 100-102
 Identify symptoms methods of candidiasis and  Teachers bk. 3 pages 25-45
and explain the transmission and hepatitis  KLB secondary Biology
methods of prevention of Students book 3 Page 124-
transmission and candidiasis and 125
prevention of hepatitis  KLB teachers book 3 pages
candidiasis and 57-78
hepatitis  Principles of biology vol. 2
pages 179
4-5 REPRODUCTIO Sexually By the end of the lesson,  Identifying the  Photographs of  Comprehensive secondary
N transmitted the learner should be able causes and modes patients Biology students Bk. 3
diseases to: of transmission of showing the page 100-102
 Identify the causes HIV/AIDS signs &  Teachers bk. 3 pages 25-45
and modes of  Discussion on the symptoms HIV  KLB secondary Biology
transmission of causes and modes and AIDS Students book 3 Page 125-
HIV/AIDS and of transmission of 127
prevention of HIV HIV/AIDS  KLB teachers book 3 pages
and AIDS 57-78
 Identify effects of  Principles of biology vol. 2
HIV/AIDS in human pages 179-180
economy
5 1 REPRODUCTIO Sexually By the end of the lesson,  Discussion on  Photographs of  Comprehensive secondary
N transmitted the learner should be able symptoms of patients Biology students Bk. 3
diseases to: HIV/AIDS showing the page 102-103
 Identify the signs &  Teachers bk. 3 pages 25-45
symptoms of symptoms HIV  KLB secondary Biology
HIV/AIDS and and AIDS Students book 3 Page 125-
stages of HIV and 126
AIDS  KLB teachers book 3 pages
57-78
121
pages 180
2 REPRODUCTIO Sexually By the end of the lesson,  Explaining ways of  Photographs of  Comprehensive secondary
N transmitted the learner should be able preventing and patients Biology students Bk. 3
diseases to: controlling the showing the page 102-103
 Explain ways of spread of signs &  Teachers bk. 3 pages 25-45
preventing and HIV/AIDS symptoms HIV  KLB secondary Biology
controlling the  Discussion on and AIDS Students book 3 Page 126
spread of HIV/AIDS methods of  KLB teachers book 3 pages
preventing and 57-78
controlling the  Principles of biology vol. 2
spread of pages 179
HIV/AIDS
3 EVALUATION Continuous By the end of the lesson,  Learner recalls  Question  Comprehensive secondary
assessment test the learner should be able and writes down papers Biology students Bk. 3
to: answers to  Marking page 64-103
 Answer questions questions asked scheme  Teachers bk. 3 pages 25-45
asked in the test  Teacher  KLB secondary Biology
supervises the Students book 3 Page 128-
learners as they 131
write  KLB teachers book 3 pages
examinations 57-78
pages 180-184
4-5 REPRODUCTIO Sexually By the end of the lesson,  Discussion on the  Handouts on  Comprehensive secondary
N transmitted the learner should be able social effects of STDs Biology students Bk. 3
diseases to: HIV/AIDS page 103
 Discuss the social  Teachers bk. 3 pages 25-45
effects of  KLB secondary Biology
HIV/AIDS Students book 3 Page 127
57-78
pages 180
122
6 1 REPRODUCTIO Asexual and By the end of the lesson,  Explaining the  Charts showing  Comprehensive secondary
N sexual the learner should be able advantages and advantages and Biology students Bk. 3
reproduction to: disadvantages of disadvantages page 103
 Explain the sexual and of sexual and  Teachers bk. 3 pages 25-45
advantages and asexual asexual  KLB secondary Biology
disadvantages of reproduction reproduction Students book 3 Page 127-
sexual and asexual 128
reproduction  KLB teachers book 3 pages
57-78
pages 179-180
2 GROWTH AND Concept of By the end of the lesson,  Defining the  Charts showing  Comprehensive secondary
DEVELOPMEN growth and the learner should be able terms growth and sigmoid curve Biology students Bk. 3
T development to: development page 113
 Define the terms  Describing the  Teachers bk. 3 pages 46-64
growth and sigmoid growth  KLB secondary Biology
development curve Students book 3 Page 132
 Describe the  KLB teachers book 3 pages
sigmoid growth 79-98
curve  Principles of biology vol. 2
pages 186
3 GROWTH AND Measurement of By the end of the lesson,  Describing the  Charts showing  Comprehensive secondary
DEVELOPMEN growth the learner should be able phases of sigmoid growth curves Biology students Bk. 3
T to: curve page 113
 Describe the  Describing the  Teachers bk. 3 pages 46-64
phases of sigmoid intermittent  KLB secondary Biology
curve growth curve Students book 3 Page 133-
 Describe the 135
intermittent  KLB teachers book 3 pages
growth curve 79-98
pages 186-190
4-5 GROWTH AND Measurement of By the end of the lesson,  Analyzing data on  Charts showing  Comprehensive secondary
DEVELOPMEN growth the learner should be able growth rate growth curves Biology students Bk. 3
T to:  Drawing growth  Data on growth page 113,116-117,125
123
 Analyze data on curves rate  Teachers bk. 3 pages 46-64
growth rate  KLB secondary Biology
 Draw growth Students book 3 Page 133-
curves 135
79-98
pages 190
7 1 GROWTH AND Growth and By the end of the lesson,  Defining seed  Dry bean seeds  Comprehensive secondary
DEVELOPMEN development in the learner should be able dormancy  Dry maize Biology students Bk. 3
T plants to:  Identifying factors seeds page 113-114
 Define seed affecting viability  Teachers bk. 3 pages 46-64
dormancy and dormancy of  KLB secondary Biology
 Identify factors seeds Students book 3 Page 136-
affecting viability 137
and dormancy of  KLB teachers book 3 pages
seeds 79-98
pages 190,198
2 GROWTH AND Growth and By the end of the lesson,  Identifying causes  Dry bean seeds  Comprehensive secondary
DEVELOPMEN development in the learner should be able of seed dormancy  Dry maize Biology students Bk. 3
T plants to:  seeds page 113-114
 Identify factors  Teachers bk. 3 pages 46-64
affecting seed  KLB secondary Biology
dormancy Students book 3 Page 136-
137
79-98
pages 190,198
3 GROWTH AND Growth and By the end of the lesson,  Observing,  Seedling of  Comprehensive secondary
DEVELOPMEN development in the learner should be able drawing and maize and Biology students Bk. 3
T plants to: labeling types of beans at page 114-145
 Define seed seed germination different stages  Teachers bk. 3 pages 46-64
germination in beans and of development  KLB secondary Biology
 Differentiate maize Students book 3 Page
124
between types of  Differentiate 137,141-142
seed germination between epigeal  KLB teachers book 3 pages
and hypogeal 79-98
germination  Principles of biology vol.2
 pages 191
4-5 GROWTH AND Conditions By the end of the lesson,  setting up  maize grains  Comprehensive secondary
DEVELOPMEN necessary for the learner should be able experiments to and beans Biology students Bk. 3
T germination to: investigate seeds page 114-115
 Identifying conditions  cotton wool  Teachers bk. 3 pages 46-64
Conditions (oxygen)  flasks  KLB secondary Biology
necessary for necessary for  pyrogallic acid Students book 3 Page 138
germination - germination of  muslin bags  KLB teachers book 3 pages
oxygen seeds  germination 79-98
maize and bean  Principles of biology vol. 2
seeds pages 192-193
8 1 GROWTH AND Conditions By the end of the lesson,  Investigating the  Beans seeds  Comprehensive secondary
DEVELOPMEN necessary for the learner should be able necessity of water  cotton wool Biology students Bk. 3
T seed germination to: and warmth  4 petri dishes page 127-128
 Investigate the  Labels  Teachers bk. 3 pages 46-64
necessity of water  Thermometer  KLB secondary Biology
and warmth  refrigerator Students book 3 Page
138,140
79-98
pages 192
2 GROWTH AND Conditions By the end of the lesson,  Investigating the  Beans seeds  Comprehensive secondary
DEVELOPMEN necessary for the learner should be able necessity of  cotton wool Biology students Bk. 3
T seed germination to: warmth  4 petri dishes page 127-128
 Investigate the  Labels  Teachers bk. 3 pages 46-64
necessity of water  Thermometer  KLB secondary Biology
and warmth  refrigerator Students book 3 Page
138,140
79-98
125
pages 192
3 EVALUATION Continuous By the end of the lesson,  Learner recalls  Question paper  Comprehensive secondary
assessment test the learner should be able and writes down  Marking Biology students Bk. 3
to: answers to scheme page 132
 Write down the questions asked  Teachers bk. 3 pages 46-64
questions asked in supervises the Students book 3 Page
the test learners as they 134,138
write down the  KLB teachers book 3 pages
exams 79-98
pages 203,206
4-5 GROWTH AND Growth in By the end of the lesson,  Describing the  Charts on shoot  Comprehensive secondary
DEVELOPMEN seedling the learner should be able region of growth and root tips Biology students Bk. 3
T to: in seedlings  Potted plants page 131-132
 Describe the  Identifying the  Local  Teachers bk. 3 pages 46-64
region of growth in regions of growth environment  KLB secondary Biology
seedlings Students book 3 Page 143-
 Identify the 144
regions of growth  KLB teachers book 3 pages
79-98
pages 193-194
9 1 GROWTH AND Growth in By the end of the lesson,  Determine the  Growing  Comprehensive secondary
DEVELOPMEN seedling the learner should be able regions of growth seedling Biology students Bk. 3
T to: in seedlings by  Rulers page 115-116
 Determine the measuring one  Local  Teachers bk. 3 pages 46-64
regions of growth parameter -height environment  KLB secondary Biology
in seedlings Students book 3 Page 143-
 Measure the 144
aspect of growth in  KLB teachers book 3 pages
a given seedling 79-98
pages 194, 196
126
2-3 GROWTH AND Primary and By the end of the lesson,  Discussion on  Bean seeds  Comprehensive secondary
DEVELOPMEN secondary growth the learner should be able Primary and  Beakers Biology students Bk. 3
T to: secondary growth  Cotton wool page 118-120
 Describe growth in in plants  Soft board  Teachers bk. 3 pages 46-64
plants I.e. Primary  Investigating  Piece of wire  KLB secondary Biology
and secondary primary and  Indian ink Students book 3 Page 144-
growths secondary growth  Thread 145
 Investigate primary in a seedling  Ruler  KLB teachers book 3 pages
and secondary  Petri dishes 79-98
growth in a  Principles of biology vol. 2
seedling pages 195-198
4-5 GROWTH AND Role of hormones By the end of the lesson,  Discussion on the  Chart on plant  Comprehensive secondary
DEVELOPMEN in plants the learner should be able role common hormones and Biology students Bk. 3
T to: hormones in their effects page 121-122
 Explain the role of growth and  Teachers bk. 3 pages 46-64
hormones in development of  KLB secondary Biology
regulation of plants Students book 3 Page 146-
growth and  cytokinius 147
development in  eltylene  KLB teachers book 3 pages
plants  Doscisic acid 79-98
 Auxines and  Principles of biology vol. 2
gibbrellins pages 195-199
10 1 GROWTH AND Apical dominance By the end of the lesson,  Discussion on  Photographs of  Comprehensive secondary
DEVELOPMEN the learner should be able Apical dominance plants Biology students Bk. 3
T to: in plants  Specimen of page 122
 Explain Apical  Explaining Apical plants that are  Teachers bk. 3 pages 46-64
dominance in dominance in pruned and  KLB secondary Biology
plants plants others that are Students book 3 Page 147-
 Stating the not 148
application of  KLB teachers book 3 pages
Apical dominance 79-98
in agriculture  Principles of biology vol. 2
pages 198-199
2-3 GROWTH AND metamorphosis By the end of the lesson,  Defining  Chart on the  Comprehensive secondary
DEVELOPMEN the learner should be able metamorphosis life cycles of Biology students Bk. 3
127
T to:  Distinguishing housefly and page 118-120
 Define between anopheles  Teachers bk. 3 pages 46-64
metamorphosis complete and mosquito  KLB secondary Biology
 Distinguish incomplete Students book 3 Page 148-
between complete metamorphosis 149
and incomplete  Describing  KLB teachers book 3 pages
metamorphosis complete 79-98
 Describe complete metamorphosis in  Principles of biology vol. 2
metamorphosis in housefly and pages 199-203
housefly and anopheles
anopheles mosquito
mosquito
4-5 GROWTH AND Incomplete By the end of the lesson,  Describing  Chart on the  Comprehensive secondary
DEVELOPMEN metamorphosis the learner should be able incomplete life cycles of a Biology students Bk. 3
T to: metamorphosis in cockroach page 124-125
 Describe a cockroach  Preserved  Teachers bk. 3 pages 46-64
incomplete  Discussion on the specimens  KLB secondary Biology
metamorphosis in life cycle of a showing stages Students book 3 Page 144-
a cockroach cockroach of growth in a 150
 Drawing and cockroach  KLB teachers book 3 pages
labeling 79-98
Incomplete  Principles of biology vol. 2
metamorphic pages 203
stages
11 1-2 GROWTH AND Role of growth By the end of the lesson,  Discussion of the  Wall Charts on  Comprehensive secondary
DEVELOPMEN hormones in the learner should be able Role of growth hormones Biology students Bk. 3
T insects to: hormones in involved in page 125-126
 Describe and metamorphosis in metamorphosis  Teachers bk. 3 pages 46-64
explain the Role of insects  KLB secondary Biology
growth hormones Students book 3 Page 150-
in metamorphosis 151
in insects  KLB teachers book 3 pages
79-98
 Principles of biology vol 2
pages 203
128
3-5 GROWTH AND Metamorphosis By the end of the lesson,  Observing,  Eggs of various  Comprehensive secondary
DEVELOPMEN (practical lesson) the learner should be able identifying, insects Biology students Bk. 3
T to: drawing and  Pupae and page 129-130
 Observe labeling various caterpillars  Teachers bk. 3 pages 46-64
metamorphosis in stages of insect  Specimen  KLB secondary Biology
some insects development bottles Students book 3 Page 150
 Transparent  KLB teachers book 3 pages
reagent bottles 79-98
 Green  Principles of biology vol. 2
vegetables pages 200-203
 Forceps

K N
1 1 GENETICS Introduction to By the end of the lesson,  Defining the term  Members of the  Comprehensive secondary
genetics the learner should be able genetics class Biology students Bk. 4
to:  Differentiating  Teacher to page 1
 Define the term between heredity demonstrate  Teachers bk. 4 pages 1-13
genetics and variation tongue rolling  KLB secondary Biology
 Differentiate  Demonstrating Students book 4 Page 1
between heredity tongue rolling  KLB teachers book 4 pages
and variation 12-30
 Distinguish  Principles of biology vol. 2
between pages 207
continuous and
discontinuous
variations
2 GENETICS Variation within By the end of the lesson,  Describing  Students to be  Comprehensive secondary
plants and the learner should be able continuous and observed on Biology students Bk. 4
animals to: discontinuous variations like page 1-4
129
 Describe variations tongue rolling,  Teachers bk. 4 pages 1-13
continuous and  Observing sex, finger  KLB secondary Biology
discontinuous variations in prints, eye Students book 4 Page 1-4
variations plants and colour, height  KLB teachers book 4 pages
 Observe variations animals in the  Leaves of 12-30
in plants and surrounding different plants  Principles of biology vol. 2
animals  Seeds of pages 207
different plants
3 GENETICS chromosomes By the end of the lesson,  Reviewing the  Wall chart on  Comprehensive secondary
the learner should be able nature and structure of Biology students Bk. 4
to: structure of chromosomes page 4-6
 Describe the chromosomes  Plasticine to  Teachers bk. 4 pages 1-13
structure, nature  Discussion on the mold the  KLB secondary Biology
and properties of structure and chromosomes Students book 4 Page 4-7
chromosomes properties of  KLB teachers book 4 pages
chromosomes 12-30
 Drawing and  Principles of biology vol. 2
labeling the pages 221
chromosomes
4-5 GENETICS chromosomes By the end of the lesson,  Describing the  Models of  Comprehensive secondary
the learner should be able basic nature of diagrams of Biology students Bk. 4
to: DNA molecule DNA molecule page
 Describe the and gene  Wires and  Teachers bk. 4 pages 1-13
structure, nature  Illustrating the different  KLB secondary Biology
and properties of structure of the colours of Students book 4 Page 7-10
DNA molecule DNA molecules beads for DNA  KLB teachers book 4 pages
using models genes 12-30
pages 221-222
2 1 GENETICS chromosomes By the end of the lesson,  Differentiating  Models of DNA  Comprehensive secondary
the learner should be able between DNA and and RNA Biology students Bk. 4
to: RNA strands page 5-6
 Differentiate  Discussion on  Charts on DNA  Teachers bk. 4 pages 1-13
between DNA and differences and RNA  KLB secondary Biology
RNA between DNA and molecules Students book 4 Page 9-10
130
RNA molecules  KLB teachers book 4 pages
12-30
pages 221-226
2 GENETICS First law of By the end of the lesson,  Differentiating  Chart showing  Comprehensive secondary
inheritance the learner should be able between F1 and genetic crossing Biology students Bk. 4
to: F2 off springs page 6-10
 Distinguish  Defining Mendel’s  Teachers bk. 4 pages 1-13
between F1 and F2 first law of  KLB secondary Biology
generation inheritance Students book 4 Page 11-
 Determine  Discussion on the 15
Mendel’s first law differences  KLB teachers book 4 pages
of inheritance between F1 and 12-30
F2 off springs  Principles of biology vol. 2
pages 211-213
3 GENETICS First law of By the end of the lesson,  Defining terms  Chart on terms  Comprehensive secondary
inheritance the learner should be able used in used in Biology students Bk. 4
to: inheritance inheritance page 7-8
 Define other terms  Teachers bk. 4 pages 1-13
used in inheritance  KLB secondary Biology
such as phenotype, Students book 4 Page 13-
genotype, 14
dominant gene,  KLB teachers book 4 pages
recessive gene, 12-30
haploid and diploid  Principles of biology vol. 2
pages 210
4-5 GENETICS First law of By the end of the lesson,  Demonstrating  Illustrations on  Comprehensive secondary
inheritance the learner should be able monohybrid monohybrid Biology students Bk. 4
to: inheritance in crosses page 6-9
 Demonstrate plants and  Pannet squares  Teachers bk. 4 pages 1-13
monohybrid animals on charts  KLB secondary Biology
inheritance in  Working out F1 Students book 4 Page 12-
plants and animals and F2 offspring 15
 Predict outcomes in monohybrid  KLB teachers book 4 pages
of various genetic crosses 12-30
crosses  Predicting  Principles of biology vol. 2
131
outcomes of pages 207-209
various crosses
3 1 GENETICS First law of By the end of the lesson,  Working out  Chart showing  Comprehensive secondary
inheritance the learner should be able monohybrid ratio punnet squares Biology students Bk. 4
to: of F2 offspring and illustrations page 7-9
 Construct and  Working out on monohybrid  Teachers bk. 4 pages 1-13
make use of phenotypic and inheritance  KLB secondary Biology
pannet squares genotypic ratios Students book 4 Page 14-
 Work out and probabilities 16
genotypic and  KLB teachers book 4 pages
phenotypic ratios 12-30
 Predict outcomes  Principles of biology vol. 2
of various crosses pages 213-214
2 GENETICS Back cross or test By the end of the lesson,  Defining a test  Chart showing  Comprehensive secondary
cross the learner should be able cross or back punnet squares Biology students Bk. 4
to: cross illustrating page 10-11
 Determine the  Explaining the use monohybrid  Teachers bk. 4 pages 1-13
unknown of test cross in inheritance  KLB secondary Biology
genotypes in a determining (test cross) Students book 4 Page 22-
cross using a test unknown 23
cross genotypes  KLB teachers book 4 pages
12-30
pages 212-213
3 GENETICS Monohybrid By the end of the lesson,  Describing  Chart showing  Comprehensive secondary
inheritance the learner should be able inheritance of crosses on Biology students Bk. 4
to: albinism in human punnet squares page 21
 Describe albinism beings to show  Teachers bk. 4 pages 1-13
as an example of inheritance of  KLB secondary Biology
monohybrid albinism Students book 4 Page 25
inheritance in  KLB teachers book 4 pages
human beings 12-30
pages 213-214
4-5 GENETICS Inheritance of By the end of the lesson,  Explaining the  Chart showing  Comprehensive secondary
ABO blood groups the learner should be able inheritance of blood group Biology students Bk. 4
132
to: ABO blood groups crosses on page 11-12
 Explain the in human beings punnet squares  Teachers bk. 4 pages 1-13
inheritance of ABO  Demonstrating  KLB secondary Biology
blood groups in crosses Students book 4 Page 20-
human beings 21
12-30
pages 220-221
4 1 GENETICS Inheritance of By the end of the lesson,  Describing the  Chart showing  Comprehensive secondary
rhesus factor the learner should be able inheritance of blood group Biology students Bk. 4
to: rhesus factor in crosses on page 12
 Explain the human beings punnet squares  Teachers bk. 4 pages 1-13
inheritance of  KLB secondary Biology
rhesus factor as an Students book 4 Page 21-
example of 22
monohybrid  KLB teachers book 4 pages
inheritance in 12-30
human beings  Principles of biology vol. 2
pages 221
2 GENETICS Inheritance of By the end of the lesson,  Predicting the  Demonstration  Comprehensive secondary
blood groups the learner should be able inheritance of of crosses Biology students Bk. 4
to: blood groups  Punnet squares page 11-12
 Predict the human beings  Teachers bk. 4 pages 1-13
inheritance of  KLB secondary Biology
blood groups Students book 4 Page 20-
human beings 21
12-30
pages 220-221
3 EVALUATION Continuous By the end of the lesson,  Learner recalls  Question  Comprehensive secondary
 Write down the questions scheme  Teachers bk. 4 pages 1-13
133
the questions in supervises as Students book 4 Page 1-22
the test learners do the  KLB teachers book 4 pages
test 12-30
pages 207-220
4-5 GENETICS Incomplete By the end of the lesson,  Defining  Punnet squares  Comprehensive secondary
dominance the learner should be able incomplete Biology students Bk. 4
to: dominance page 9-10
 Describe  Describing  Teachers bk. 4 pages 1-13
incomplete inheritance of  KLB secondary Biology
dominance colour in flowers Students book 4 Page 19-
 Describe of mirabis jalapa 20
inheritance of  KLB teachers book 4 pages
colour in flowers of 12-30
mirabis jalapa  Principles of biology vol. 2
pages 214-215
5 1 GENETICS Inheritance of By the end of the lesson,  Describe  Illustrations of  Comprehensive secondary
sickle cell anemia the learner should be able Inheritance of crosses Biology students Bk. 4
to: sickle cell anemia  Punnet squares page 21-22
 Describe as co-dominant  Teachers bk. 4 pages 1-13
Inheritance of  KLB secondary Biology
sickle cell anemia Students book 4 Page 35-
in human beings 37
12-30
pages 215-216
2 GENETICS Sex By the end of the lesson,  Explaining and  Charts showing  Comprehensive secondary
determination in the learner should be able describing sex diagrams of sex Biology students Bk. 4
human beings to: determination chromosomes page 13-14
 Explain how sex is  Explaining and  Teachers bk. 4 pages 1-13
determined in discussing sex  KLB secondary Biology
human beings linkage in human Students book 4 Page 23-
 Describe sex beings 24
linkages in human  KLB teachers book 4 pages
beings 12-30
134
pages 217-220
3 GENETICS linkage By the end of the lesson,  Defining and  Charts showing  Comprehensive secondary
the learner should be able describing linkage crosses on Biology students Bk. 4
to: and sex-linkage colour page 14-16
 Define linkage and  Demonstrating blindness and  Teachers bk. 4 pages 1-13
sex-linkage crosses on colour hemophilia  KLB secondary Biology
 Describe linkage in blindness and  Punnet squares Students book 4 Page 24-
human beings e.g. hemophilia 27
colour blindness  KLB teachers book 4 pages
and hemophilia 12-30
pages 218-220
4-5 GENETICS Inheritance of By the end of the lesson,  Describing colour  Charts showing  Comprehensive secondary
colour blindness the learner should be able blindness pedigree chart Biology students Bk. 4
to:  Discussion on of inheritance page 15-16
 Describe colour inheritance of  Teachers bk. 4 pages 1-13
blindness as an colour blindness  KLB secondary Biology
example of sex-  Interpreting Students book 4 Page 25-
linked trait in pedigree chart of 26
human beings inheritance  KLB teachers book 4 pages
 Interpret pedigree 12-30
of inheritance  Principles of biology vol. 2
pages 218-219
6 1-2 GENETICS Inheritance of By the end of the lesson,  Describing  Punnet squares  Comprehensive secondary
hemophilia the learner should be able Inheritance of  Pedigree chart Biology students Bk. 4
to: hemophilia as an of inheritance page 16-17
 Describe the example of sex- from texts  Teachers bk. 4 pages 1-13
Inheritance of linked traits in  KLB secondary Biology
hemophilia as an human beings Students book 4 Page 27
example of sex-  Discussions on  KLB teachers book 4 pages
linked traits in inheritance of 12-30
human beings hemophilia in  Principles of biology vol. 2
human beings pages 220
3 GENETICS Continuous By the end of the lesson,  Students recalls  Question  Comprehensive secondary
EVALUATION assessment test the learner should be able and writes down papers Biology students Bk. 4
135
 write down the questions asked scheme  Teachers bk. 4 pages 1-13
the questions supervises as Students book 4 Page
given students do the  KLB teachers book 4 pages
test 12-30
pages 234-236
4-5 GENETICS Sources of By the end of the lesson,  Defining  Pictures or  Comprehensive secondary
variations in the learner should be able mutations photographs of Biology students Bk. 4
organisms to:  identifying organisms that page 17-18
 Define mutation mutagens have mutations  Teachers bk. 4 pages 1-13
 Differentiate  Listing down  KLB secondary Biology
between causes of Students book 4 Page 28-
mutations and mutations 29
mutagens  KLB teachers book 4 pages
 List down causes of 12-30
mutations  Principles of biology vol. 2
pages 232-233
7 1-2 GENETICS Types of By the end of the lesson,  Stating the types  Chart on the  Comprehensive secondary
mutations the learner should be able of chromosal various types of Biology students Bk. 4
to: mutations chromosal page 17-19
 State the types of  Listing down the mutations  Teachers bk. 4 pages 1-13
mutations various chromosal  KLB secondary Biology
 List down the mutations Students book 4 Page 28-
various chromosal  Describing 33
mutations chromosal  KLB teachers book 4 pages
 Describe mutations 12-30
chromosal  Discussion on  Principles of biology vol. 2
mutations duplication, pages 229-231
inversion,
translocation and
non-disjunction
3 GENETICS Effects of By the end of the lesson,  Discussion on   Comprehensive secondary
chromosal the learner should be able effects of Effects Biology students Bk. 4
mutations to: of chromosal page 19
136
 Explain the Effects mutations  Teachers bk. 4 pages 1-13
of chromosal  KLB secondary Biology
mutations Students book 4 Page 30-
33
12-30
pages 230-231
4-5 GENETICS Gene mutations By the end of the lesson,  Describing gene  Chart showing  Comprehensive secondary
the learner should be able mutations diagrams on Biology students Bk. 4
to:  Discussion on gene mutations page 20-22
 Describe gene substitution,  Photographs  Teachers bk. 4 pages 1-13
mutations and point mutation,  Magazines  KLB secondary Biology
their effects on insertion and  Newspaper Students book 4 Page 33-
organisms gene mutations cuttings 34
12-30
pages 228-229
8 1-2 GENETICS Practical By the end of the lesson,  Discussion on  Photographs  Comprehensive secondary
application of the learner should be able scientific fields  Magazines Biology students Bk. 4
genetics to: where genetic  Newspaper page 23-28
 Describe areas in knowledge has cuttings  Teachers bk. 4 pages 1-13
which the been applied  Scientific  KLB secondary Biology
knowledge of journals Students book 4 Page 39-
genetics has been 44
applied  KLB teachers book 4 pages
12-30
pages 233
3 GENETICS Practical By the end of the lesson,  Discussion on the  Photographs  Comprehensive secondary
application of the learner should be able practical  Magazines Biology students Bk. 4
genetics to: applications of  Newspaper page 23-28
 Explain the genetics cuttings  Teachers bk. 4 pages 1-13
practical  Scientific  KLB secondary Biology
applications of journals Students book 4 Page 39-
137
genetics 44
12-30
pages 233
4-5 EVOLUTION Introduction to By the end of the lesson,  Defining  Local museum  Comprehensive secondary
evolution the learner should be able evolution  Historical sites Biology students Bk. 4
to:  Explaining the page 35-36
 Define evolution current concepts  Teachers bk. 4 pages 14-24
 Explain the current of the origin of  KLB secondary Biology
concepts of the life Students book 4 Page 49-
origin of life 51
31-37
pages 238-239
9 1 EVOLUTION Continuous By the end of the lesson,  Learner to recall  Question paper  Comprehensive secondary
assessment test the learner should be able and write down  Marking Biology students Bk. 4
to: answers to schemes page 1-36
correct answers to  Teacher to  KLB secondary Biology
questions asked supervise the Students book 4 Page 46-
learners as they 48
do their exams  KLB teachers book 4 pages
life 31-37
pages 234-237
2 EVOLUTION Origin of life By the end of the lesson,  Explaining current  Information  Comprehensive secondary
the learner should be able concepts of origin from a local Biology students Bk. 4
to: of life museum and page 36
 Explain the current  Discussion on historical sites  Teachers bk. 4 pages 14-24
concepts on origin evolution theory  KLB secondary Biology
of life Students book 4 Page 49-
51
31-37
138
 Principles of biology vol 2
pages 239-242-243
3 EVOLUTION Evidence of By the end of the lesson,  Describing the  Information  Comprehensive secondary
organic evolution the learner should be able study of fossils from a local Biology students Bk. 4
theory to:  Discussion on museum and page 36-37
 Describe the study evolution theory historical sites  Teachers bk. 4 pages 14-24
of fossils as based on the  KLB secondary Biology
evidence of study of fossils Students book 4 Page 51-
organic evolution 56
theory  KLB teachers book 4 pages
31-37
pages 245-249
4-5 EVOLUTION Evidence of By the end of the lesson,  Identifying  Diagrams and  Comprehensive secondary
organic evolution the learner should be able homologous photographs of Biology students Bk. 4
theory to: structures in homologous page 39-40
 Describe organisms and structures  Teachers bk. 4 pages 14-24
competitive describing  Information  KLB secondary Biology
anatomy as divergent from local Students book 4 Page 59-
evidence of evolution museums and 64
organic evolution historical sites  KLB teachers book 4 pages
 Vertebrate 31-37
limbs  Principles of biology vol. 2
pages 250-251
10 1 EVOLUTION Evidence of By the end of the lesson,  Identifying  Diagrams and  Comprehensive secondary
organic evolution the learner should be able analogous photographs of Biology students Bk. 4
theory to: structures in analogous page 41
 Describe organisms and structures in  Teachers bk. 4 pages 14-24
competitive describing organisms  KLB secondary Biology
anatomy convergent  Information Students book 4 Page 59-
evolution from local 64
 Discussion on museums and  KLB teachers book 4 pages
divergent historical sites 31-37
evolution  Wings of birds  Principles of biology vol. 2
and insects pages 250-251
139
2-3 EVOLUTION Evidence of By the end of the lesson,  Describing  Diagrams and  Comprehensive secondary
organic evolution the learner should be able vestigial photographs of Biology students Bk. 4
theory to: structures vestigial page 37-41
 Describe  Discussion on structures  Teachers bk. 4 pages 14-24
occurrence of geographical  Chart of globe  KLB secondary Biology
vestigial structures distribution of showing Students book 4 Page
and geographical organisms geographical 56,64
distribution of distribution of  KLB teachers book 4 pages
organisms as organisms 31-37
evidence of  Information  Principles of biology vol. 2
organic evolution from local pages
museums and
historical sites
4-5 EVOLUTION Evidence of By the end of the lesson,  Describing  Diagrams and  Comprehensive secondary
organic evolution the learner should be able comparative photographs of Biology students Bk. 4
theory to: embryology, cell embryos of page 39-42
 Describe biology and different  Teachers bk. 4 pages 14-24
comparative biochemistry as chorales and  KLB secondary Biology
embryology, cell evidence of plant and Students book 4 Page
biology and organic evolution animal cells 59,64-65
biochemistry as theory  Information  KLB teachers book 4 pages
evidence of from local 31-37
organic evolution museums and  Principles of biology vol. 2
historical sites pages 252-253
11 1-2 EVOLUTION Human evolution By the end of the lesson,  Describing  Diagrams skulls  Comprehensive secondary
the learner should be able evolution of and limbs of Biology students Bk. 4
to: hominids from hominids page 42-44
 Describe evolution earliest common  Information  Teachers bk. 4 pages 14-24
of hominids proconsul from local  KLB secondary Biology
ancestors to date museums and Students book 4 Page 52-
 Discussion on historical sites 53
evolution of  KLB teachers book 4 pages
hominids 31-34
140
pages 256-261
3 EVOLUTION Mechanism of By the end of the lesson,  Describing  Information  Comprehensive secondary
evolution the learner should be able Lamarck’s theory from local Biology students Bk. 4
to:  Discussion on museums and page 45-46
 Describe Lamarck’s Lamarck’s theory historical sites  Teachers bk. 4 pages 14-24
theory  KLB secondary Biology
Students book 4 Page 67
31-37
pages 238-239
4-5 EVOLUTION Mechanism of By the end of the lesson,  Discussion on  Information  Comprehensive secondary
evolution the learner should be able Darwin’s theory from local Biology students Bk. 4
to: of natural museums and page 46-47
 Describe and selection historical sites  Teachers bk. 4 pages 14-24
discuss the  Discussion on  KLB secondary Biology
struggle for struggle for Students book 4 Page 68-
existence and existence and 69
survival for the survival for the  KLB teachers book 4 pages
fittest fittest 31-37
pages 240-241
12 1-2 EVOLUTION Mechanism of By the end of the lesson,  Discussion on  Information  Comprehensive secondary
evolution the learner should be able Neo-Darwinism from local Biology students Bk. 4
to: with regard to museums and page 47
 Describe and new discoveries historical sites  Teachers bk. 4 pages 14-24
discuss new e.g. mutations  KLB secondary Biology
concepts of Students book 4 Page 67-
Darwin’s theory 69
31-37
pages 239-240
3 EVOLUTION Mechanism of By the end of the lesson,  Describing  Photographs of  Comprehensive secondary
evolution the learner should be able mechanism of peppered moth Biology students Bk. 4
141
to: peppered moth page 46-47
 Describe natural  Teachers bk. 4 pages 14-24
selection in action  KLB secondary Biology
Students book 4 Page 69-
71
31-37
pages 261-262
4-5 EVOLUTION Mechanism of By the end of the lesson,  Describing  Journals,  Comprehensive secondary
evolution the learner should be able resistance to periodicals and Biology students Bk. 4
to: antibiotics, magazines page 48
 Describe natural fungicides and  Local  Teachers bk. 4 pages 14-24
selection in nature pesticides by environment  KLB secondary Biology
organisms Students book 4 Page 70-
71
31-37
pages 262-263
142

K N
1 1-2 EVOLUTION Mechanism of By the end of the lesson,  Discussion on the  Journals,  Comprehensive secondary
evolution the learner should be able isolation periodicals and Biology students Bk. 4
to: mechanism in magazines page 48
 Describe the speciation  Local  Teachers bk. 4 pages 14-24
isolation environment  KLB secondary Biology
mechanism in Students book 4 Page
speciation  KLB teachers book 4 pages
31-37
pages 243-244
3 EVOLUTION Artificial selection By the end of the lesson,  Identifying the  Journals,  Comprehensive secondary
the learner should be able role of artificial periodicals and Biology students Bk. 4
to: selection in magazines page 48-49
 Describe Artificial evolution  Local  Teachers bk. 4 pages 14-24
selection in plants  Discussion on environment  KLB secondary Biology
and animals and hybridization, Students book 4 Page
how it leads to cultivars and  KLB teachers book 4 pages
speciation green revolution  Principles of biology vol. 2
pages 263-264
4-5 EVOLUTION Evolution and By the end of the lesson,  Explaining the  Journals,  Comprehensive secondary
sexual the learner should be able role of sexual periodicals and Biology students Bk. 4
reproduction to: reproduction in magazines page 47-48
 Explain the evolution   Teachers bk. 4 pages 14-24
importance of  KLB secondary Biology
sexual Students book 4 Page
reproduction in  KLB teachers book 4 pages
evolution  Principles of biology vol. 2
143
pages 243-244
2 1 RECEPTION Introduction By the end of the lesson,  Defining stimulus,  Pin  Comprehensive secondary
RESPONSE the learner should be able irritability and  Candle Biology students Bk. 4
AND CO- to: response  Match box page 52
ORDINATION  Define stimulus  Demonstrating  bell  Teachers bk. 4 pages 24-38
 Define irritability how stimulus,  KLB secondary Biology
 Define response response and Students book 4 Page 73-
irritability are 74
related and  KLB teachers book 4 pages
coordinated 38-58
pages 266-267
2 RECEPTION Reception By the end of the lesson,  Defining tactic  Chart showing  Comprehensive secondary
RESPONSE response and co- the learner should be able and tropic tactic and Biology students Bk. 4
AND CO- ordination in to: responses tropic page 52-54
ORDINATION plants  Define tactic and  Defining and responses in  Teachers bk. 4 pages 24-38
tropic responses demonstrating plants  KLB secondary Biology
 List down tactic tropism in plants  Potted Students book 4 Page 76-
responses in plants  List down tactic seedlings 78
 List down tropic responses in  Source of light  KLB teachers book 4 pages
responses in plants plants  Cotton box 38-58
 Differentiate  List down tropic  Principles of biology vol. 2
between tactic and responses in pages 294-299
tropic responses plants
 Differentiate
between tactic
and tropic
responses
3 RECEPTION Geotropism By the end of the lesson,  Defining and  Plants with  Comprehensive secondary
RESPONSE the learner should be able illustrating shoots and Biology students Bk. 4
AND CO- to: geotropism roots page 55
144
ORDINATION  Define geotropism  Discussion on  Charts showing  Teachers bk. 4 pages 24-38
 Describe geotropism geotropism and  KLB secondary Biology
geotropism in phototropism Students book 4 Page 80-
roots and shoots of 83
plants  KLB teachers book 4 pages
38-58
pages 298-300
4-5 RECEPTION Phototropism and By the end of the lesson,  Differentiating  Potted plants  Comprehensive secondary
RESPONSE Geotropism the learner should be able between  Carton/cardboa Biology students Bk. 4
AND CO- to: Phototropism rd page 82-83
ORDINATION  Differentiate and geotropism  Knife/blade  Teachers bk. 4 pages 24-38
between  Carrying out  Source of light  KLB secondary Biology
Phototropism and experiments  Germinating Students book 4 Page 82-
geotropism demonstrating bean seeds 83
 Carry out both  Clinostat  KLB teachers book 4 pages
experiments Phototropism  Cello tape 38-58
demonstrating and geotropism  Cotton wool  Principles of biology vol. 2
both Phototropism  Pin pages 297-300
and geotropism in  Plasticine
a plant seedling  Petri dishes
3 1-2 RECEPTION Reception By the end of the lesson,  Carrying out  4 test tubes  Comprehensive secondary
RESPONSE response and co- the learner should be able experiments to  Black paper Biology students Bk. 4
AND CO- ordination in to: demonstrate  Woodlice page 81-82
ORDINATION organisms  Carry out tactic response  Silverfish  Teachers bk. 4 pages 24-38
experiments to and to show  Termites or fly  KLB secondary Biology
demonstrate tactic chemotactic maggots Students book 4 Page 79-
responses to light response using  Plasticine 80
and water fruit juice  Moist soil  KLB teachers book 4 pages
 Carry out  Dry soil 38-58
experiments to  3 petri dishes  Principles of biology vol. 2
show chemotactic with lids pages 294-295
response using  Fruit flies
fruit juice drosophila
145
melanogarta
 Mashed over
ripe bananas
 Fruit insect net
3 RECEPTION Hydrotropism and By the end of the lesson,  Defining  Charts on  Comprehensive secondary
RESPONSE thigmotropism the learner should be able Hydrotropism and Hydrotropism Biology students Bk. 4
AND CO- to: thigmotropism and page 55
ORDINATION  Define juice thigmotropism  Teachers bk. 4 pages 24-38
IN PLANTS Hydrotropism and  Discussion on  KLB secondary Biology
AND ANIMALS thigmotropism Hydrotropism and Students book 4 Page 83
thigmotropism  KLB teachers book 4 pages
38-58
pages 301-302
4-5 RECEPTION Tactic and tropic By the end of the lesson,  Discussion on the  Chart with  Comprehensive secondary
RESPONSE responses the learner should be able importance of listed survival Biology students Bk. 4
AND CO- to: Tactic and tropic values of Tactic page 53-55
ORDINATION  State the responses and tropic  Teachers bk. 4 pages 24-38
importance of responses  KLB secondary Biology
Tactic and tropic Students book 4 Page 79-
responses 80
38-58
pages 298-302
4 1-2 RECEPTION Plant hormones By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
RESPONSE and their effects the learner should be able production of plant hormones Biology students Bk. 4
AND CO- on plant growth to: auxins and their and their page 55
ORDINATION  Explain the movement and effects on  Teachers bk. 4 pages 24-38
production of Plant effect on plant plants  KLB secondary Biology
hormones and Students book 4 Page 80-
their effects on 83
38-58
pages 296-301
146
3-4 RECEPTION Hydrotropism By the end of the lesson,  Carrying out  Fine wire gauze  Comprehensive secondary
RESPONSE (practical lesson) the learner should be able experiments to  Wooden box Biology students Bk. 4
AND CO- to: investigate  Blotting paper page 83-84
ORDINATION  Carry out hydrotropism and  Soil or sand  Teachers bk. 4 pages 24-38
IN PLANTS experiment to etiolation  Soaked beans  KLB secondary Biology
AND ANIMALS investigate  Box or dark Students book 4 Page 77-
hydrotropism cupboard 78
 Carry out  Tins with  KLB teachers book 4 pages
experiment to perforated 38-58
investigate bases  Principles of biology vol. 2
etiolation pages 300
5 RECEPTION Simple reflex By the end of the lesson,  Demonstrating  Wooden ruler  Comprehensive secondary
RESPONSE action the learner should be able knee jerk (reflex  stool Biology students Bk. 4
AND CO- to: action) page 64
ORDINATION  Demonstrate the  Discussion on the  Teachers bk. 4 pages 24-38
IN PLANTS knee jerk in a knee jerk  KLB secondary Biology
AND ANIMALS reflex action Students book 4 Page 89-
90
38-58
pages 271-272
5 1 EVALUATION Continuous By the end of the lesson,  Learner to recall  Question  Comprehensive secondary
 Answer the questions in the schemes  Teachers bk. 4 pages 24-38
questions asked in test  KLB secondary Biology
the test  Teacher to Students book 4 Page 107-
supervise 109
students as they  KLB teachers book 4 pages
do the test 38-58
pages 304-308
2-3 RECEPTION Conditioned By the end of the lesson,  Defining  Chart on the  Comprehensive secondary
RESPONSE reflex actions the learner should be able Conditioned differences Biology students Bk. 4
147
AND CO- to: reflex actions between simple page 64-65
ORDINATION  Defined  Describing and  Teachers bk. 4 pages 24-65
Conditioned reflex Conditioned conditioned  KLB secondary Biology
actions reflex action reflex actions Students book 4 Page 90
 Describe  Differentiating  KLB teachers book 4 pages
Conditioned reflex between simple 38-58
action using and conditioned  Principles of biology vol. 2
parlous dog reflex actions pages 274-275
 Compare simple
and conditioned
reflex actions
4-5 RECEPTION The role of By the end of the lesson,  Naming  Chart on  Comprehensive secondary
RESPONSE hormones in co- the learner should be able endocrine organs position of Biology students Bk. 4
AND CO- ordination in to: in human beings endocrine page 65-66
ORDINATION mammals  Explain the role of  Stating the glands in  Teachers bk. 4 pages 24-38
IN ANIMALS endocrine system functions of females and  KLB secondary Biology
AND PLANTS in a human being endocrine organs males human Students book 4 Page 93-
 Explain the effect  Discussion on the beings 95
over secretion and effect of under  Charts showing  KLB teachers book 4 pages
under secretion of secretion and feedback 38-58
thyroxin and over secretion of mechanisms of  Principles of biology vol. 2
adrenaline thyroxin and adrenaline and pages 291-294
adrenaline thyroxin
6 1-2 RECEPTION The role of By the end of the lesson,  Explaining the  Chart on the  Comprehensive secondary
RESPONSE hormones in co- the learner should be able similarities and comparison Biology students Bk. 4
AND CO- ordination in to: differences between page 66-67
ORDINATION mammals  Isolate and list the between the endocrine and  Teachers bk. 4 pages 24-38
IN ANIMALS similarities and endocrine and the the nervous  KLB secondary Biology
AND PLANTS differences nervous system system Students book 4 Page 95
between the  KLB teachers book 4 pages
endocrine and the 38-58
nervous system  Principles of biology vol. 2
pages 291-292
148
3 RECEPTION Effects of drug By the end of the lesson,  Defining drugs  Chart with table  Comprehensive secondary
RESPONSE abuse on human the learner should be able and drug abuse on effects of Biology students Bk. 4
AND CO- health to:  Discussion on drug abuse on page 67-68
ORDINATION  State the effects of drugs, drug abuse human health  Teachers bk. 4 pages 24-38
drug abuse on and effects on  Photographs of  KLB secondary Biology
human health human health people affected Students book 4 Page 96
by drug abuse  KLB teachers book 4 pages
38-58
pages
4-5 RECEPTION Structure of By the end of the lesson,  Drawing and  Chart showing  Comprehensive secondary
RESPONSE mammalian eye the learner should be able labeling the the human eye Biology students Bk. 4
AND CO- to: mammalian eye page 68-69
ORDINATION  Draw and label the  Teachers bk. 4 pages 24-38
IN PLANTS mammalian eye  KLB secondary Biology
AND ANIMALS  State the functions Students book 4 Page 96-
of the mammalian 97
eye  KLB teachers book 4 pages
38-58
pages 279-281
7 1-2 RECEPTION Structure of the By the end of the lesson,  Discussion on the  Chart showing  Comprehensive secondary
RESPONSE human eye the learner should be able adaptations of the mammalian Biology students Bk. 4
AND CO- to: the various parts eye page 69-72
ORDINATION  Describe how the of the eye to their  Chart with table  Teachers bk. 4 pages 24-38
IN PLANTS structure of the functions showing  KLB secondary Biology
AND ANIMALS mammalian eye is summary of Students book 4 Page 97-
adapted to its parts, 98
functions adaptations  KLB teachers book 4 pages
and functions 38-58
of the  Principles of biology vol. 2
mammalian pages 280-281
heart
3-4 RECEPTION Structure of the By the end of the lesson,  Dissecting  mammalian eye  Comprehensive secondary
RESPONSE mammalian eye the learner should be able mammalian eye  dissecting tray Biology students Bk. 4
AND CO- to: and identifying  gloves page 69
149
ORDINATION  Dissect and display the various parts  Teachers bk. 4 pages 24-38
IN PLANTS parts of the (external and  KLB secondary Biology
AND ANIMALS mammalian eye internal) Students book 4 Page 97
38-58
pages 280
5 RECEPTION Image formation By the end of the lesson,  Describing how  Chart on image  Comprehensive secondary
RESPONSE in the mammalian the learner should be able an image is formation in Biology students Bk. 4
AND CO- eye to: formed and the retina page 69
ORDINATION  Describe how an interpreted in the  Teachers bk. 4 pages 24-38
image is formed mammalian eye  KLB secondary Biology
and interpreted in Students book 4 Page 100-
the mammalian 101
eye  KLB teachers book 4 pages
38-58
pages 280-281
8 1-2 RECEPTION Accommodation By the end of the lesson,  Defining  Chart on  Comprehensive secondary
RESPONSE in the mammalian the learner should be able accommodation accommodatio Biology students Bk. 4
AND CO- eye to:  Drawing diagrams n of distant and page 72-73
ORDINATION  Describe on nearby objects  Teachers bk. 4 pages 24-38
IN PLANTS Accommodation in accommodation in the  KLB secondary Biology
AND ANIMALS the mammalian of the far and mammalian eye Students book 4 Page 101-
eye near objects 102
 Discussion on  KLB teachers book 4 pages
accommodation 38-58
pages 283-285
3 RECEPTION Common eye By the end of the lesson,  Naming and  Chart on  Comprehensive secondary
RESPONSE defects the learner should be able explaining the defects and Biology students Bk. 4
AND CO- to: Common eye their page 73-75
ORDINATION  Name and explain defects corrections  Teachers bk. 4 pages 24-38
IN PLANTS the Common eye  KLB secondary Biology
AND ANIMALS defects Students book 4 Page 102-
104
150
38-58
pages 287-288
4-5 RECEPTION Common eye By the end of the lesson,  Describing and  Chart on eye  Comprehensive secondary
RESPONSE defects the learner should be able illustrating defects and Biology students Bk. 4
AND CO- to: common eye their page 73-75,84
ORDINATION  Describe Common defects e.g. long corrections  Teachers bk. 4 pages 24-38
IN PLANTS eye defects and sightedness and  Pencils  KLB secondary Biology
AND ANIMALS their corrections short sightedness  Ruler Students book 4 Page 102-
 Investigate the  Paper 104
blind spot In the  Biro  KLB teachers book 4 pages
eye  Window/door 38-58
 Investigate which frame  Principles of biology vol. 2
eye is used more pages 289-286
during vision
9 1-2 RECEPTION Common eye By the end of the lesson,  Naming and  Resource  Comprehensive secondary
RESPONSE diseases the learner should be able describing person e.g. eye Biology students Bk. 4
AND CO- to: Common eye specialist page 75-76
ORDINATION  Name and describe diseases  Teachers bk. 4 pages 24-38
IN PLANTS Common eye  KLB secondary Biology
AND ANIMALS diseases Students book 4 Page 102-
104
38-58
pages 285-286
3 RECEPTION Structure of the By the end of the lesson,  Drawing and  Chart showing  Comprehensive secondary
RESPONSE mammalian ear the learner should be able labeling the parts of the Biology students Bk. 4
AND CO- to: mammalian ear mammalian ear page 76-77
ORDINATION  Draw and label the  Teachers bk. 4 pages 24-38
IN PLANTS mammalian ear  KLB secondary Biology
AND ANIMALS Students book 4 Page 104-
105
151
38-58
pages 286
4-5 RECEPTION Structure of the By the end of the lesson,  Discussion on the  Chart showing  Comprehensive secondary
RESPONSE mammalian ear the learner should be able structures of the parts of the Biology students Bk. 4
AND CO- to: mammalian ear mammalian ear page 76-78
ORDINATION  Describe the and how they are  Teachers bk. 4 pages 24-38
IN PLANTS mammalian ear adapted to their  KLB secondary Biology
AND ANIMALS and how it is functions Students book 4 Page 104-
adapted to its 105
functions  KLB teachers book 4 pages
38-58
pages 286-287
10 1-2 EVALUATION Continuous By the end of the lesson,  Learner to recall  Question  Comprehensive secondary
 Answer the questions in the schemes  Teachers bk. 4 pages 24-38
questions asked in test  KLB secondary Biology
the test  Teacher to Students book 4 Page 107-
supervise 110
students as they  KLB teachers book 4 pages
do the test 38-58
pages 304-308
3 RECEPTION The mechanism of By the end of the lesson,  Discussion on the  Chart showing  Comprehensive secondary
RESPONSE hearing the learner should be able mechanism of the mechanism Biology students Bk. 4
AND CO- to: hearing of hearing page 79-80
ORDINATION  Describe the  Teachers bk. 4 pages 24-38
IN PLANTS mechanism of  KLB secondary Biology
AND ANIMALS hearing Students book 4 Page 106-
107
38-58
152
pages 287-289
4-5 RECEPTION Common defects By the end of the lesson,  Discussion on  Chart showing  Comprehensive secondary
RESPONSE of the ear the learner should be able common ear common Biology students Bk. 4
AND CO- to: defects defects of the page 79-80
ORDINATION  Discuss thick ear ear  Teachers bk. 4 pages 24-80
IN PLANTS drum, damaged  Ear specialist  KLB secondary Biology
AND ANIMALS cochlea, raptured Students book 4 Page 107
eardrum, fussed  KLB teachers book 4 pages
ossicles, otitis 38-58
media,  Principles of biology vol. 2
ostosceleross and pages 289-290
tinnitus
-
13
153

K N
1 1 SUPPORT AND Introduction By the end of the lesson,  Defining support  Potted plants  Comprehensive secondary
MOVEMENT the learner should be able and movement  Small animals Biology students Bk. 4
IN PLANTS to:  Describing the e.g. Fish rabbits page 88-89
AND ANIMALS  Define support and necessity of and rats  Teachers bk. 4 pages 39-58
movement movement in  KLB secondary Biology
 Describe the plants and Students book 4 Page 111-
necessity of animals 112
movement in  KLB teachers book 4 pages
plants and animals 59-68
pages 309
2 SUPPORT AND support and By the end of the lesson,  Reviewing stem  Chart showing  Comprehensive secondary
MOVEMENT movement in the learner should be able sections of sections of Biology students Bk. 4
IN PLANTS plants to: monocotyledono tracheids and page 89-90
AND ANIMALS  Review the tissue us an xylem vessels  Teachers bk. 4 pages 39-58
distribution in dicotyledonous  KLB secondary Biology
monocotyledonous plants Students book 4 Page 112-
an dicotyledonous 114
59-68
pages 327-328
3 SUPPORT AND Plants with By the end of the lesson,  Describing  Plants with  Comprehensive secondary
MOVEMENT woody stems and the learner should be able support in woody tender stems Biology students Bk. 4
IN PLANTS tendrils to: and non-woody e.g. Morning page 90-91
154
AND ANIMALS  Describe support in stems glory  Teachers bk. 4 pages 39-58
woody and non-  Describing the  Plants with  KLB secondary Biology
woody stems role of tendrils tendrils e.g. Students book 4 Page 114-
 Describe the role and tender stems Passion fruit 116
of tendrils and in support  Pictures of  KLB teachers book 4 pages
tender stems in climbing plants 59-68
support  Pictures of  Principles of biology vol. 2
woody plants pages
4-5 SUPPORT AND Support and By the end of the lesson,  Observing  Wilting plant  Comprehensive secondary
MOVEMENT movement in the learner should be able prepared sections  prepared Biology students Bk. 4
IN PLANTS plans (practical to: of woody and sections of page 115-116
AND ANIMALS lesson)  Observe prepared herbaceous stems stems  Teachers bk. 4 pages 39-58
sections of woody  Observing a  slides  KLB secondary Biology
and herbaceous wilting plant  fine point brush Students book 4 Page 115-
stems  Discussion on the  cover slips 116
 Observe a wilting observations  scalpels  KLB teachers book 4 pages
plant made  iodine solution 59-68
 beaker  Principles of biology vol. 2
pages
2 1-2 SUPPORT AND Types of By the end of the lesson,  Listing the types  Earth worm  Comprehensive secondary
MOVEMENT skeletons the learner should be able of skeletons  Insect e.g. Biology students Bk. 4
IN PLANTS to:  Describing the Locust page 92-96
AND ANIMALS  List he types of role of  Bones from a  Teachers bk. 4 pages 39-58
skeletons exoskeleton in chicken or goat  KLB secondary Biology
 Describe the role insects Students book 4 Page 116-
of exoskeleton in  Distinguishing 117
insects between a bone  KLB teachers book 4 pages
 Describe the role and a cartilage 59-68
and components of  Principles of biology vol. 2
endoskeleton pages 310-312
3 SUPPORT AND Supported By the end of the lesson,  Description of  Finned fish  Comprehensive secondary
MOVEMENT movement in the learner should be able skeleton in  Ruler Biology students Bk. 4
IN PLANTS animals to: vertebrate  Chart showing page 96-97
AND ANIMALS  Describe the role  Drawing of a finned fish  Teachers bk. 4 pages 39-58
of skeleton in tilapia fish  KLB secondary Biology
155
vertebrates Students book 4 Page 117-
 Draw the structure 118
of a finned fish  KLB teachers book 4 pages
(tilapia) 59-68
 Calculate the tail  Principles of biology vol 2
power pages 325-326
4-5 SUPPORT AND Locomotion in a By the end of the lesson,  Describing  Finned fish in  Comprehensive secondary
MOVEMENT finned fish the learner should be able external and an aquarium Biology students Bk. 4
IN PLANTS to: internal features  Chart showing page 96-98
AND ANIMALS  Explain how of the fish to tilapia fish  Teachers bk. 4 pages 39-58
locomotion occurs explain how it is  KLB secondary Biology
in fish adapted to Students book 4 Page 118
 Name and draw locomotion in  KLB teachers book 4 pages
the different fins water 59-68
and state their  Observing  Principles of biology vol. 2
functions locomotion of pages 325-326
tilapia fish in
water
3 1 SUPPORT AND Locomotion and By the end of the lesson,  Drawing and  Model of  Comprehensive secondary
MOVEMENT support in the learner should be able labeling the human skeleton Biology students Bk. 4
IN PLANTS mammals to: human skeleton  Chart on page 98-99
AND ANIMALS  Draw the human  Using model to human skeleton  Teachers bk. 4 pages 39-58
skeleton and identify the  Skull of a goat  KLB secondary Biology
identify the components of Students book 4 Page 119-
component parts the skeleton 120
 Identify and draw  KLB teachers book 4 pages
the skull 59-68
pages 312-313
2 SUPPORT AND Axial skeleton By the end of the lesson,  Identifying bones  Model of  Comprehensive secondary
MOVEMENT the learner should be able of the vertebral human skeleton Biology students Bk. 4
IN PLANTS to: columns  Chart on page 99-101
AND ANIMALS  Identify bones of  Drawing the showing the  Teachers bk. 4 pages 39-58
Axial skeleton in cervical cervical  KLB secondary Biology
the vertebral vertebrae vertebrae Students book 4 Page 120-
column  Relating the  Axis, atlas and 122
156
 Identify the structures to their other cervical  KLB teachers book 4 pages
cervical vertebrae functions vertebrae 59-68
pages 312-315
3 SUPPORT AND thoracic By the end of the lesson,  Identifying,  Model of  Comprehensive secondary
MOVEMENT the learner should be able drawing and human skeleton Biology students Bk. 4
IN PLANTS to: relating the  Chart on page 102
AND ANIMALS  Identify the structure of the showing the  Teachers bk. 4 pages 39-58
structures of the thoracic cervical  KLB secondary Biology
thoracic vertebrae vertebrae from vertebrae Students book 4 Page 122
 Relate the goat  Axis, atlas and  KLB teachers book 4 pages
structure of the  Charts showing other cervical 59-68
thoracic vertebrae thoracic vertebrae  Principles of biology vol. 2
to their functions vertebrae pages 315
4-5 SUPPORT AND thoracic By the end of the lesson,  Drawing and  Model of  Comprehensive secondary
MOVEMENT the learner should be able labeling the human skeleton Biology students Bk. 4
IN PLANTS to: lumbar sacral and  Chart on page 102-103
AND ANIMALS  Identify the candal vertebrae showing the  Teachers bk. 4 pages 39-58
structures of  Relating the parts lumbar, sacral  KLB secondary Biology
lumbar, sacral and of the vertebrae and candal Students book 4 Page 122-
candal vertebrae to their functions vertebrae of a 124
 Show how ribs goat  KLB teachers book 4 pages
articulate with  Axis, atlas and 59-68
thoracic vertebrae other cervical  Principles of biology vol. 2
vertebrae pages 315-317
4 1 EVALUATION Continuous By the end of the lesson,  Learner to recall  Question  Comprehensive
assessment test the learner should be able and writes down papers secondary Biology
to: answers to  Marking students Bk. 4 page
 Answer the questions in the schemes 120
questions asked in test  Teachers bk. 4 pages
the test  Teacher to 39-58
supervise  KLB secondary Biology
students as they Students book 4 Page
do the test 12131-132
pages 59-68
157
 Principles of biology
vol. 2 pages 328-329
2 SUPPORT AND Ribs and sternum By the end of the lesson,  Drawing and  Model of  Comprehensive secondary
MOVEMENT the learner should be able labeling the Ribs human skeleton Biology students Bk. 4
IN PLANTS to: and sternum  Rib bones page 104-105
AND ANIMALS  Draw and label  Relating the  Sternum  Teachers bk. 4 pages 39-58
Ribs and sternum structure to their  Charts showing  KLB secondary Biology
 Relate the functions Ribs and Students book 4 Page 120-
structure to their sternum 121
functions  KLB teachers book 4 pages
59-68
pages 315-316
3 SUPPORT AND Appendicular By the end of the lesson,  Identifying the  Model of  Comprehensive secondary
MOVEMENT skeleton the learner should be able bones of the human skeleton Biology students Bk. 4
IN PLANTS to: Appendicular  Scapula bones page 105
AND ANIMALS  Identify skeleton  Chart showing  Teachers bk. 4 pages 39-58
components of  Drawing and scapula bone  KLB secondary Biology
Appendicular labeling scapula Students book 4 Page 124-
skeleton and relating the 125
 Draw the scapula structure to its  KLB teachers book 4 pages
bone and relate it functions 59-68
to its functions  Principles of biology vol. 2
pages 317-320
4-5 SUPPORT AND The fore limbs By the end of the lesson,  Identifying  humerus,  Comprehensive secondary
MOVEMENT the learner should be able drawing and radius and ulna Biology students Bk. 4
IN PLANTS to: labeling the bones page 105-106
AND ANIMALS  Identify the bones structure of the  model of  Teachers bk. 4 pages 39-58
of the fore limbs humerus, radius human skeleton  KLB secondary Biology
 Draw the structure and ulna  charts showing Students book 4 Page 125
of the humerus,  Discussing the humerus,  KLB teachers book 4 pages
radius and ulna adaptations of radius and ulna 59-68
these bones to  Principles of biology vol. 2
their functions pages 318-320
5 1 SUPPORT AND Bones of the hand By the end of the lesson,  Identifying  Bones of the  Comprehensive secondary
MOVEMENT the learner should be able drawing and hand Biology students Bk. 4
158
IN PLANTS to: labeling the bones  Model of the page 106
AND ANIMALS  Identify the bones of the hands human skeleton  Teachers bk. 4 pages 39-58
of the hands  Relating the  Chart showing  KLB secondary Biology
 Draw and label structure to their bones of the Students book 4 Page 126
bones of the hand functions hand  KLB teachers book 4 pages
59-68
pages 318
2 SUPPORT AND The pelvic girdle By the end of the lesson,  Identifying  Pelvic girdle  Comprehensive secondary
MOVEMENT the learner should be able drawing and bones Biology students Bk. 4
IN PLANTS to: labeling the pelvic  Model of the page 107
AND ANIMALS  Draw the pelvic girdle relating its human skeleton  Teachers bk. 4 pages 39-58
girdle structure to its  Chart showing  KLB secondary Biology
 Name the bones of functions the pelvic girdle Students book 4 Page 126
The pelvic girdle  KLB teachers book 4 pages
 Relate the 59-68
structure to their  Principles of biology vol. 2
functions pages 320
3 SUPPORT AND The hind limb By the end of the lesson,  Identifying  Tibia and tibula  Comprehensive secondary
MOVEMENT the learner should be able drawing and bone Biology students Bk. 4
IN PLANTS to: labeling the bones  Femur bone page 107-108
AND ANIMALS  Identify, draw and of the hind limb  Model of  Teachers bk. 4 pages 39-58
label the femur,  Relating the human skeleton  KLB secondary Biology
tibia and tibula structure to their Students book 4 Page
bones functions  KLB teachers book 4 pages
 Relate their 59-68
structure to their  Principles of biology vol. 2
functions pages 319,320,321
4-5 SUPPORT AND Bones of the foot By the end of the lesson,  drawing, labeling  Model of the  Comprehensive secondary
MOVEMENT the learner should be able and relating the human skeleton Biology students Bk. 4
IN PLANTS to: structure of the  Bones of the page 108-109
AND ANIMALS  Draw and label the foot to its foot  Teachers bk. 4 pages 39-58
bones of the foot functions  KLB secondary Biology
 Relate the Students book 4 Page 119
159
structure of bones  KLB teachers book 4 pages
of the foot to their 59-68
functions  Principles of biology vol. 2
pages 319
6 1 SUPPORT AND joints By the end of the lesson,  Defining a joint  Model of the  Comprehensive secondary
MOVEMENT the learner should be able  Identifying the types human skeleton Biology students Bk. 4
IN PLANTS to: of joints  Chart showing page 109-112
AND ANIMALS  Define a joint  Describing the types types of joints  Teachers bk. 4 pages 39-58
 List the three types of of joints  Bones showing  KLB secondary Biology
joints all types of Students book 4 Page 127-
 Describe the types of joints 128
joints  KLB teachers book 4 pages
59-68
pages 320-321
2 SUPPORT AND Joints By the end of the lesson,  Naming examples of  Model of the  Comprehensive secondary
MOVEMENT the learner should be able movable joints, hinge human skeleton Biology students Bk. 4
IN PLANTS to: joints and bell and  Chart showing page 110-112
AND ANIMALS  List examples of socket joints on a all types of  Teachers bk. 4 pages 39-58
movable joints, hinge model skeleton joints  KLB secondary Biology
joints and bell and Students book 4 Page 127-
socket joints 128
59-68
pages 320-321
3 SUPPORT AND Immovable joints By the end of the lesson,  Defining and naming  Model of the  Comprehensive secondary
MOVEMENT the learner should be able Immovable joints human skeleton Biology students Bk. 4
IN PLANTS to:  Chart showing page 109-110
AND ANIMALS  Define Immovable Immovable  Teachers bk. 4 pages 39-58
joints joints , gliding  KLB secondary Biology
 Name Immovable joints joints and skull Students book 4 Page 127-
128
59-68
160
pages 320-321
4-5 SUPPORT AND muscles By the end of the lesson,  Defining muscles  Chart showing  Comprehensive secondary
MOVEMENT the learner should be able  Differentiating smooth skeletal Biology students Bk. 4
IN PLANTS to: between the three and cardiac page 109-112
AND ANIMALS  Define muscles types of muscles muscles  Teachers bk. 4 pages 39-58
 Explain the differences  Describing the role of  Chart showing  KLB secondary Biology
between the three Biceps and triceps in biceps and Students book 4 Page 129-
types of muscles movement of the arm triceps muscles 131
 Identifying biceps and  Students arm  KLB teachers book 4 pages
triceps in the arm 59-68
movement  Principles of biology vol. 2
pages 321-325
7- REVISION AND END OF TERM EXAMINATIONS
12
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BIOLOGY FORM 1 SCHEMES OF WORK – TERM 1 2016

MR. FEISAL KERROW AHMED TSC NO 573297

W LESS TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

BIOLOGY FORM 2 SCHEMES OF WORK – TERM 2

13 REVISION AND END OF TERM EXAMINATION

BIOLOGY FORM 2 SCHEMES OF WORK – TERM 3

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

BIOLOGY FORM 3 SCHEMES OF WORK – TERM 3

BIOLOGY FORM 4 SCHEMES OF WORK – TERM 1

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

W LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING REFERENCES REMARKS

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