GENETICS

Introduction to Genetics and Variation

By the end of the lesson, the learner should be able to:
Define genetics, heredity and variation. Explain the importance of studying genetics. Identify examples of variation in organisms.

Q/A on prior knowledge of inheritance. Brainstorming on observable differences in humans. Discussion on the meaning of genetics and heredity.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 1-2

GENETICS

Observable Variations in Human Beings
Discontinuous and Continuous Variation

By the end of the lesson, the learner should be able to:
Observe and record variations in tongue rolling, fingerprints and height. Distinguish between different types of variations. Create data tables.

Practical activity on tongue rolling. Fingerprint examination using ink pads. Height measurement and data recording.

Ink pad, plain paper, metre rule, exercise books
Graph paper, rulers, height data from previous lesson, textbook

KLB Secondary Biology Form 4, Pages 2-3

GENETICS

Causes of Variation
Chromosome Structure
Chromosome Behaviour During Mitosis

By the end of the lesson, the learner should be able to:
Explain genetic and environmental causes of variation. Describe role of meiosis, fertilization and mutations in creating variation.

Exposition on sources of variation. Discussion on independent assortment during meiosis. Examples of environmental effects on phenotypes.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books, pencils
Colored threads (6cm and 3cm), scissors, manila paper, string for tying knots

KLB Secondary Biology Form 4, Pages 4-5

GENETICS

Chromosome Behaviour During Meiosis
DNA Structure and Replication
DNA and Protein Synthesis

By the end of the lesson, the learner should be able to:
Describe chromosome behaviour during meiosis. Explain crossing over and reduction division. Compare mitosis and meiosis.

Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation.

Colored threads, manila paper, textbook
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 8-9

GENETICS

Mendel's Experiments and First Law
Monohybrid Inheritance Concepts

By the end of the lesson, the learner should be able to:
Describe Mendel's experiments with garden peas. State Mendel's first law of inheritance. Explain reasons for Mendel's success.
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions.

Q/A on Mendel's work. Detailed discussion of pea plant experiments using chalkboard diagrams. Analysis of F1 and F2 results.
Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 13-15
KLB Secondary Biology Form 4, Pages 15-17

GENETICS

Genetic Crosses and Punnet Squares

By the end of the lesson, the learner should be able to:
Draw genetic cross diagrams. Use punnet squares to show genetic crosses. Predict offspring genotypes and phenotypes.

Step-by-step construction of genetic crosses on chalkboard. Practice with punnet squares. Student exercises on genetic problems.

Textbook, chalkboard, chalk, exercise books, pencils

KLB Secondary Biology Form 4, Pages 17-18

GENETICS

Probability in Inheritance
Modeling Random Gamete Fusion

By the end of the lesson, the learner should be able to:
Explain probability in genetic inheritance. Calculate phenotypic and genotypic ratios. Demonstrate random events using coin tossing.

Mathematical analysis of genetic ratios. Coin tossing experiment to demonstrate probability. Statistical interpretation of results.

Coins, exercise books for recording, calculators (if available), textbook
Different colored beans (or maize grains), small containers, exercise books

KLB Secondary Biology Form 4, Pages 18-19

GENETICS

Complete Dominance Problems

By the end of the lesson, the learner should be able to:
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations.

Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 20-21

GENETICS

Incomplete Dominance

By the end of the lesson, the learner should be able to:
Define incomplete dominance. Analyze inheritance in four o'clock plants. Compare with complete dominance patterns. Draw genetic crosses showing blending.

Exposition on incomplete dominance using chalkboard diagrams. Genetic crosses showing blending inheritance. Practice problems with flower colors.

Textbook, chalkboard, chalk, colored chalk (if available)

KLB Secondary Biology Form 4, Pages 22-24

GENETICS

ABO Blood Group System
Rhesus Factor and Unknown Genotypes

By the end of the lesson, the learner should be able to:
Explain multiple alleles concept. Describe ABO blood group inheritance. Understand co-dominance in blood groups. Solve blood group problems.

Detailed explanation of blood group genetics on chalkboard. Genetic crosses involving blood group inheritance. Practice problems and paternity cases.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 24-25

GENETICS

Sex Determination
Gene Linkage

By the end of the lesson, the learner should be able to:
Describe sex determination in humans and other animals. Explain XX/XY sex determination systems. Calculate probability of male/female offspring.
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together.

Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.
Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 26-27
KLB Secondary Biology Form 4, Pages 27-28

GENETICS

Sex-linked Inheritance - Color Blindness

By the end of the lesson, the learner should be able to:
Describe sex-linked inheritance patterns. Explain color blindness inheritance. Construct and analyze pedigree charts.

Detailed exposition on X-linked inheritance using chalkboard. Genetic crosses for color blindness. Drawing simple pedigree charts.

Textbook, chalkboard, chalk, exercise books, rulers

KLB Secondary Biology Form 4, Pages 28-30

GENETICS

Sex-linked Inheritance - Haemophilia
Crossing Over and Recombination

By the end of the lesson, the learner should be able to:
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations.

Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.

Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, colored chalk

KLB Secondary Biology Form 4, Pages 30-31

GENETICS

Chromosomal Mutations - Non-disjunction

By the end of the lesson, the learner should be able to:
Define chromosomal mutations. Explain non-disjunction during meiosis. Describe Down's syndrome and other chromosome disorders.

Exposition on non-disjunction using chalkboard diagrams. Drawing normal vs abnormal chromosome sets. Discussion on genetic disorders.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 32-35

GENETICS

Chromosomal Mutations - Polyploidy
Gene Mutations
Genetic Disorders - Albinism

By the end of the lesson, the learner should be able to:
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations.
Define gene mutations. Describe insertion, deletion, substitution and inversion. Explain effects on protein synthesis using analogies.

Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.
Detailed exposition on point mutations using simple examples. Use SMS text analogies for mutations. Discussion on protein changes.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple text examples
Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 35-36
KLB Secondary Biology Form 4, Pages 36-38

GENETICS

Genetic Disorders - Sickle Cell Anaemia

By the end of the lesson, the learner should be able to:
Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease.

Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 40-42

GENETICS

Environmental Effects on Gene Expression

By the end of the lesson, the learner should be able to:
Explain gene-environment interactions. Describe phenotypic plasticity. Understand limitations of genetic determinism.

Discussion on environmental influences using local examples. Plant growth under different conditions. Twin studies and environmental factors.

Textbook, local plant examples, chalkboard

KLB Secondary Biology Form 4, Pages 42-43

GENETICS

Applications of Genetics

By the end of the lesson, the learner should be able to:
Identify applications in plant and animal breeding. Explain genetic counselling. Understand blood transfusion genetics. Introduce genetic engineering basics.

Exposition on practical genetics applications. Local examples of plant breeding. Discussion on genetic counselling process and medical applications.

Textbook, local breeding examples, chalkboard

KLB Secondary Biology Form 4, Pages 43-49

EVOLUTION

Meaning of Evolution and Origin of Life Theories
Chemical Evolution and Miller's Experiment
Evidence for Evolution - Fossil Records

By the end of the lesson, the learner should be able to:
Define evolution and organic evolution. Distinguish between special creation and chemical evolution theories. Explain the scientific approach to understanding life's origin.
Define fossils and explain fossil formation. Describe types of fossils. Analyze fossil evidence for evolution. Understand geological time scale.

Brainstorming on how life began. Discussion on religious vs scientific explanations. Exposition on chemical evolution theory. Comparison of different viewpoints.
Exposition on fossil formation processes. Examination of any available fossil specimens or pictures. Discussion on fossil records of humans and other organisms. Timeline construction on chalkboard.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple laboratory glassware for demonstration
Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 53-55
KLB Secondary Biology Form 4, Pages 55-62

EVOLUTION

Geographical Distribution and Comparative Embryology

By the end of the lesson, the learner should be able to:
Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates.

Discussion on animal and plant distribution patterns. Examination of world map showing species distribution. Drawing embryological stages on chalkboard. Comparison of vertebrate embryos.

Textbook, world map, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 60-63

EVOLUTION

Comparative Anatomy - Homologous Structures
Comparative Anatomy - Analogous and Vestigial Structures

By the end of the lesson, the learner should be able to:
Define homologous structures. Examine pentadactyl limb in different vertebrates. Explain divergent evolution. Identify adaptive modifications.

Practical examination of bone specimens or pictures. Drawing and labeling pentadactyl limbs of different animals. Discussion on common ancestry evidence. Comparison of limb modifications.

Textbook, bone specimens (if available), pictures of animal limbs, chalkboard, chalk, exercise books
Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk

KLB Secondary Biology Form 4, Pages 63-67

EVOLUTION

Cell Biology and Comparative Serology Evidence

By the end of the lesson, the learner should be able to:
Describe cellular evidence for evolution. Explain biochemical similarities in organisms. Understand serological tests for evolutionary relationships.

Discussion on universal cellular features. Exposition on ATP, DNA similarities across species. Explanation of blood protein comparisons. Simple demonstration of precipitation reactions.

Textbook, chalkboard, chalk, simple solutions for demonstration (if available)

KLB Secondary Biology Form 4, Pages 69-70

EVOLUTION

Lamarck's Theory vs Darwin's Theory
Natural Selection in Action

By the end of the lesson, the learner should be able to:
Explain Lamarck's theory of acquired characteristics. Describe Darwin's theory of natural selection. Compare and contrast both theories. Understand scientific acceptance criteria.
Explain struggle for existence and survival of the fittest. Describe peppered moth example. Model cryptic coloration effects. Understand environmental selection pressures.

Exposition on Lamarck's giraffe example using chalkboard drawings. Detailed explanation of Darwin's natural selection theory. Comparison table construction. Discussion on scientific evidence.
Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures.

Textbook, chalkboard, chalk
White and black paper, scissors, textbook, chalkboard

KLB Secondary Biology Form 4, Pages 71-73
KLB Secondary Biology Form 4, Pages 73-75

EVOLUTION
RECEPTION, RESPONSE AND CO-ORDINATION

Modern Examples of Evolution and Resistance
Meaning of Stimulus, Response and Irritability; Types of Responses

By the end of the lesson, the learner should be able to:
Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues.

Discussion on drug-resistant bacteria and insects. Case study of malaria and sickle cell trait. Examples of rapid evolutionary changes. Q/A session and topic review.

Textbook, local examples of pesticide resistance, chalkboard
Textbook, chalkboard, chalk, bread crumbs, termites or other insects, dry sand

KLB Secondary Biology Form 4, Pages 75-77

RECEPTION, RESPONSE AND CO-ORDINATION

Tropisms in Plants - Types and Survival Value

By the end of the lesson, the learner should be able to:
Define tropisms. Distinguish between phototropism, geotropism, and thigmotropism. Explain positive and negative tropic responses. Describe adaptive significance of tropisms.

Exposition on tropic responses using chalkboard diagrams. Examination of seedlings showing different tropisms. Practical observation of plant responses. Discussion on survival advantages. Setup of simple tropism experiments.

Textbook, chalkboard, chalk, seedlings, cardboard boxes for light experiments, local plant examples

KLB Secondary Biology Form 4, Pages 81-85

RECEPTION, RESPONSE AND CO-ORDINATION

Nastic Responses and Role of Auxins

By the end of the lesson, the learner should be able to:
Define nastic responses. Describe types of nastic movements. Explain what auxins are and their functions. Describe how auxins control tropic responses.

Exposition on nastic responses using diagrams. Discussion on Mimosa pudica responses. Detailed exposition on auxin mechanism using chalkboard diagrams. Simple demonstrations of auxin effects on plant growth.

Textbook, chalkboard, chalk, Mimosa plant (if available), simple seedlings for auxin demonstration

KLB Secondary Biology Form 4, Pages 84-89

RECEPTION, RESPONSE AND CO-ORDINATION

Introduction to Nervous System and Neurone Structure
Brain Structure and Functions
Spinal Cord and Reflex Actions

By the end of the lesson, the learner should be able to:
Describe the need for co-ordination in animals. Compare nervous and endocrine systems. Describe structure of nerve cells. Distinguish between sensory, motor, and relay neurones.
Describe structure and functions of spinal cord. Define reflex action. Distinguish between simple and conditioned reflexes. Describe reflex arc components.

Exposition on animal co-ordination systems. Discussion on rapid vs slow responses. Drawing neurone structures on chalkboard. Detailed exposition on neurone types and functions. Student drawing exercises.
Drawing spinal cord cross-section on chalkboard. Exposition on spinal cord functions. Practical demonstration of knee-jerk reflex. Drawing reflex arc diagrams. Discussion on reflex vs voluntary actions.

Textbook, chalkboard, chalk, exercise books, pencils, rulers
Textbook, chalkboard, chalk, exercise books, colored chalk (if available)
Textbook, chalkboard, chalk, exercise books, simple tools for reflex testing

KLB Secondary Biology Form 4, Pages 89-92
KLB Secondary Biology Form 4, Pages 95-98

RECEPTION, RESPONSE AND CO-ORDINATION

Nerve Impulse Transmission and Synapses

By the end of the lesson, the learner should be able to:
Explain resting potential and action potential. Describe nerve impulse transmission. Describe structure and function of synapses. Explain role of neurotransmitters.

Detailed exposition on nerve impulse transmission using diagrams. Discussion on ionic movements and electrical changes. Drawing synapse structure. Exposition on chemical transmission at synapses.

Textbook, chalkboard, chalk, exercise books, simple analogies using local examples

KLB Secondary Biology Form 4, Pages 98-100

RECEPTION, RESPONSE AND CO-ORDINATION

Endocrine System and Hormone Functions
Thyroxine and Adrenaline Functions

By the end of the lesson, the learner should be able to:
Define hormones and endocrine glands. Compare endocrine and nervous systems. Identify major endocrine glands. Explain negative feedback mechanism.

Exposition on endocrine system concept. Drawing endocrine gland locations on chalkboard. Detailed comparison between nervous and endocrine control. Discussion on hormone transport and target organs.

Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, local health examples

KLB Secondary Biology Form 4, Pages 100-101

RECEPTION, RESPONSE AND CO-ORDINATION

Drug Abuse Effects on Coordination

By the end of the lesson, the learner should be able to:
Identify commonly abused drugs. Explain effects of drug abuse on nervous system. Describe health consequences of drug abuse. Understand prevention strategies.

Discussion on local drug abuse problems. Exposition on drug effects on coordination and health. Health education on drug abuse prevention. Case studies from local community. Group discussions on prevention strategies.

Textbook, chalkboard, chalk, local health examples, community case studies

KLB Secondary Biology Form 4, Pages 103-104

RECEPTION, RESPONSE AND CO-ORDINATION

Structure of the Human Eye
Vision, Rods, Cones and Image Formation

By the end of the lesson, the learner should be able to:
Describe external and internal structure of the eye. Identify major parts and their functions. Explain protective features of the eye. Understand image formation basics.
Explain functions of rods and cones. Describe image formation in the eye. Understand color vision and visual acuity. Explain binocular and stereoscopic vision.

Drawing detailed eye structure on chalkboard. Exposition on eye anatomy and part functions. Discussion on eye protection mechanisms. Introduction to light path through eye. Student labeling exercises.
Exposition on photoreceptor functions and differences. Discussion on color vision mechanism. Explanation of image formation process. Practical activities on visual perception and blind spot demonstration.

Textbook, chalkboard, chalk, exercise books, rulers
Textbook, chalkboard, chalk, white paper, pencils for blind spot experiment

KLB Secondary Biology Form 4, Pages 104-109
KLB Secondary Biology Form 4, Pages 105-109

RECEPTION, RESPONSE AND CO-ORDINATION

Accommodation and Pupil Control
Eye Defects and Their Correction

By the end of the lesson, the learner should be able to:
Explain accommodation mechanism for near and distant objects. Describe pupil size control. Understand role of ciliary muscles and iris.

Detailed exposition on accommodation using diagrams. Discussion on lens shape changes and muscle action. Explanation of pupil control in different light conditions. Practical observations of pupil responses.

Textbook, chalkboard, chalk, simple lenses (if available), torch or bright light
Textbook, chalkboard, chalk, examples of different spectacles, exercise books

KLB Secondary Biology Form 4, Pages 109-110

RECEPTION, RESPONSE AND CO-ORDINATION

Structure of the Human Ear

By the end of the lesson, the learner should be able to:
Describe structure of outer, middle, and inner ear. Identify major parts and their functions. Explain ear protection mechanisms.

Drawing detailed ear structure on chalkboard. Exposition on ear anatomy of all three parts. Discussion on ear part functions. Explanation of ear protection and wax function. Student labeling exercises.

Textbook, chalkboard, chalk, exercise books, rulers

KLB Secondary Biology Form 4, Pages 112-113

RECEPTION, RESPONSE AND CO-ORDINATION

Hearing Mechanism

By the end of the lesson, the learner should be able to:
Explain mechanism of hearing from sound waves to brain interpretation. Describe role of ear ossicles, cochlea, and auditory nerve. Understand sound discrimination.

Step-by-step exposition on hearing process using detailed diagrams. Discussion on sound wave transmission through ear parts. Explanation of sound interpretation in brain. Simple sound experiments if possible.

Textbook, chalkboard, chalk, simple sound sources for demonstration

KLB Secondary Biology Form 4, Pages 113-114

RECEPTION, RESPONSE AND CO-ORDINATION

Balance and Posture Control
Ear Defects and Hearing Problems
Integration and Coordination Systems Review

By the end of the lesson, the learner should be able to:
Explain how ear maintains balance and posture. Describe role of semicircular canals and vestibule. Understand body balance mechanisms.
Compare plant and animal coordination systems. Integrate nervous, endocrine, and sensory systems. Apply knowledge to solve coordination problems.

Exposition on balance control mechanisms using diagrams. Discussion on semicircular canals and their orientation. Explanation of otoliths and gravity detection. Simple balance experiments and demonstrations.
Comprehensive review of all coordination systems. Comparison charts of different response types. Problem-solving exercises on coordination scenarios. Q&A sessions covering all topics. Preparation for assessments.

Textbook, chalkboard, chalk, simple materials for balance demonstration
Textbook, chalkboard, chalk, local examples of hearing problems
Textbook, chalkboard, chalk, exercise books, review materials

KLB Secondary Biology Form 4, Pages 114-115
KLB Secondary Biology Form 4, Pages 78-116

RECEPTION, RESPONSE AND CO-ORDINATION

Practical Applications and Assessment

By the end of the lesson, the learner should be able to:
Apply coordination concepts to real-life situations. Solve problems related to responses and coordination. Demonstrate understanding through practical exercises.

Practical problem-solving sessions. Case study analysis of coordination disorders. Application of concepts to agricultural and medical scenarios. Assessment activities and evaluation.

Textbook, assessment materials, local case studies, exercise books

KLB Secondary Biology Form 4, Pages 78-116