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
Mendel's Experiments and First Law

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.
Explain role of DNA in protein synthesis. Describe mRNA formation and function. Understand genetic code concept.

Continuation of chromosome modeling using threads. Demonstration of reduction division. Discussion on gamete formation.
Exposition on transcription and translation. Discussion on messenger RNA. Examples of genetic codes using chalkboard diagrams.

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

KLB Secondary Biology Form 4, Pages 8-9
KLB Secondary Biology Form 4, Pages 12-13

GENETICS

Monohybrid Inheritance Concepts

By the end of the lesson, the learner should be able to:
Define monohybrid inheritance, genotype, phenotype. Distinguish between dominant and recessive genes. Explain homozygous and heterozygous conditions.

Exposition on genetic terminology. Practice using genetic symbols on chalkboard. Discussion on gene expression patterns.

Textbook, chalkboard, chalk, exercise books

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

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

KLB Secondary Biology Form 4, Pages 18-19

GENETICS

Modeling Random Gamete Fusion
Complete Dominance Problems
Incomplete Dominance

By the end of the lesson, the learner should be able to:
Demonstrate random fusion of gametes. Use simple materials to model inheritance. Analyze experimental vs expected results.
Solve genetic problems involving complete dominance. Analyze inheritance patterns in garden peas. Practice genetic calculations.

Practical activity using different colored beans to represent gametes. Data collection and analysis. Discussion on sample size effects.
Worked examples of genetic problems on chalkboard. Practice sessions with various characteristics. Group problem-solving.

Different colored beans (or maize grains), small containers, exercise books
Textbook, chalkboard, chalk, exercise books
Textbook, chalkboard, chalk, colored chalk (if available)

KLB Secondary Biology Form 4, Pages 19-20
KLB Secondary Biology Form 4, Pages 20-21

GENETICS

ABO Blood Group System

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

Rhesus Factor and Unknown Genotypes

By the end of the lesson, the learner should be able to:
Describe Rhesus factor genetics. Explain test cross and back cross methods. Use selfing to determine genotypes.

Exposition on Rh factor inheritance using chalkboard. Demonstration of test cross technique. Practice problems on genotype determination.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 25-26

GENETICS

Sex Determination

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.

Exposition on sex chromosomes using chalkboard diagrams. Genetic crosses for sex determination. Comparison with other animals.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 26-27

GENETICS

Gene Linkage
Sex-linked Inheritance - Color Blindness
Sex-linked Inheritance - Haemophilia

By the end of the lesson, the learner should be able to:
Define gene linkage and linkage groups. Explain inheritance of linked genes. Understand why some genes are inherited together.
Explain haemophilia inheritance. Understand carrier females and affected males. Analyze inheritance through generations.

Exposition on linked genes using simple diagrams. Examples from fruit fly genetics drawn on chalkboard. Discussion on chromosome maps.
Exposition on haemophilia genetics. Drawing inheritance patterns on chalkboard. Practice with pedigree construction and analysis.

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

KLB Secondary Biology Form 4, Pages 27-28
KLB Secondary Biology Form 4, Pages 30-31

GENETICS

Crossing Over and Recombination

By the end of the lesson, the learner should be able to:
Explain crossing over during meiosis. Understand how crossing over affects linkage. Describe formation of new gene combinations.

Detailed explanation of crossing over using simple diagrams. Examples of recombinant offspring drawn on chalkboard. Discussion on genetic variation.

Textbook, chalkboard, chalk, colored chalk

KLB Secondary Biology Form 4, Page 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

By the end of the lesson, the learner should be able to:
Describe structural chromosome changes. Explain polyploidy in plants. Understand chromosome number variations.

Exposition on chromosome number changes. Examples of polyploidy in agriculture using chalkboard. Discussion on plant breeding applications.

Textbook, chalkboard, chalk
Textbook, chalkboard, chalk, simple text examples

KLB Secondary Biology Form 4, Pages 35-36

GENETICS

Genetic Disorders - Albinism
Genetic Disorders - Sickle Cell Anaemia

By the end of the lesson, the learner should be able to:
Describe albinism inheritance. Explain enzyme deficiency in albinism. Calculate inheritance probabilities. Draw genetic crosses.
Describe sickle cell anaemia inheritance. Explain hemoglobin differences. Understand sickle cell trait vs disease.

Case study of albinism using chalkboard diagrams. Genetic crosses for albinism inheritance. Discussion on carrier parents and affected children.
Exposition on sickle cell genetics using diagrams. Comparison of normal and sickle cell hemoglobin. Genetic crosses and probabilities.

Textbook, chalkboard, chalk, exercise books

KLB Secondary Biology Form 4, Pages 38-40
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
EVOLUTION

Applications of Genetics
Meaning of Evolution and Origin of Life Theories

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
Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 43-49

EVOLUTION

Chemical Evolution and Miller's Experiment

By the end of the lesson, the learner should be able to:
Describe Miller's spark discharge experiment. Explain formation of organic compounds from simple molecules. Understand primitive earth conditions.

Detailed exposition on Miller's experimental setup using chalkboard diagrams. Discussion on primitive atmosphere composition. Analysis of experimental results and significance.

Textbook, chalkboard, chalk, simple laboratory glassware for demonstration

KLB Secondary Biology Form 4, Pages 53-55

EVOLUTION

Evidence for Evolution - Fossil Records
Geographical Distribution and Comparative Embryology

By the end of the lesson, the learner should be able to:
Define fossils and explain fossil formation. Describe types of fossils. Analyze fossil evidence for evolution. Understand geological time scale.
Explain biogeographical evidence for evolution. Describe continental drift effects on species distribution. Compare embryological development in vertebrates.

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

Textbook, any available fossil specimens, pictures from textbook, chalkboard, chalk
Textbook, world map, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 55-62
KLB Secondary Biology Form 4, Pages 60-63

EVOLUTION

Comparative Anatomy - Homologous 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

KLB Secondary Biology Form 4, Pages 63-67

EVOLUTION

Comparative Anatomy - Analogous and Vestigial Structures
Cell Biology and Comparative Serology Evidence

By the end of the lesson, the learner should be able to:
Define analogous and vestigial structures. Compare bird and insect wings. Give examples of vestigial organs. Explain convergent evolution.

Examination of bird and insect wing specimens. Drawing wing structures on chalkboard. Discussion on vestigial organs in humans and other animals. Examples of convergent evolution.

Textbook, wing specimens (bird feathers, insect specimens), chalkboard, chalk
Textbook, chalkboard, chalk, simple solutions for demonstration (if available)

KLB Secondary Biology Form 4, Pages 67-70

EVOLUTION

Lamarck's Theory vs Darwin's Theory

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.

Exposition on Lamarck's giraffe example using chalkboard drawings. Detailed explanation of Darwin's natural selection theory. Comparison table construction. Discussion on scientific evidence.

Textbook, chalkboard, chalk

KLB Secondary Biology Form 4, Pages 71-73

EVOLUTION

Natural Selection in Action
Modern Examples of Evolution and Resistance

By the end of the lesson, the learner should be able to:
Explain struggle for existence and survival of the fittest. Describe peppered moth example. Model cryptic coloration effects. Understand environmental selection pressures.
Describe antibiotic and pesticide resistance. Explain sickle cell trait advantage in malaria areas. Understand ongoing evolutionary processes. Apply evolutionary principles to current issues.

Practical activity modeling cryptic coloration using paper cutouts. Discussion on peppered moth case study. Examples of predator-prey relationships. Analysis of selection pressures.
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.

White and black paper, scissors, textbook, chalkboard
Textbook, local examples of pesticide resistance, chalkboard

KLB Secondary Biology Form 4, Pages 73-75
KLB Secondary Biology Form 4, Pages 75-77

RECEPTION, RESPONSE AND CO-ORDINATION

Meaning of Stimulus, Response and Irritability; Types of Responses
Tropisms in Plants - Types and Survival Value

By the end of the lesson, the learner should be able to:
Define stimulus, response and irritability. Explain the need for sensitivity and response. Define taxis and different types of tactic responses. Explain survival value of responses.

Brainstorming on environmental changes. Discussion on stimulus-response concept using daily examples. Exposition on irritability and tactic responses. Practical observation of simple responses in termites/insects using local materials.

Textbook, chalkboard, chalk, bread crumbs, termites or other insects, dry sand
Textbook, chalkboard, chalk, seedlings, cardboard boxes for light experiments, local plant examples

KLB Secondary Biology Form 4, Pages 78-81

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

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.

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.

Textbook, chalkboard, chalk, exercise books, pencils, rulers

KLB Secondary Biology Form 4, Pages 89-92

RECEPTION, RESPONSE AND CO-ORDINATION

Brain Structure and Functions
Spinal Cord and Reflex Actions
Nerve Impulse Transmission and Synapses

By the end of the lesson, the learner should be able to:
Describe structure of the human brain. Identify major parts: cerebrum, cerebellum, medulla oblongata. Explain functions of each brain part. Describe protective features.
Describe structure and functions of spinal cord. Define reflex action. Distinguish between simple and conditioned reflexes. Describe reflex arc components.

Drawing brain structure on chalkboard. Exposition on brain anatomy and protection. Detailed discussion on brain part functions. Q&A on voluntary vs involuntary activities. Case studies of brain injuries.
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, colored chalk (if available)
Textbook, chalkboard, chalk, exercise books, simple tools for reflex testing
Textbook, chalkboard, chalk, exercise books, simple analogies using local examples

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

RECEPTION, RESPONSE AND CO-ORDINATION

Endocrine System and Hormone 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

KLB Secondary Biology Form 4, Pages 100-101

RECEPTION, RESPONSE AND CO-ORDINATION

Thyroxine and Adrenaline Functions

By the end of the lesson, the learner should be able to:
Describe functions of thyroid and adrenal glands. Explain effects of thyroxine on metabolism. Explain effects of adrenaline on body systems. Understand related disorders.

Detailed exposition on thyroxine functions and disorders. Discussion on hypothyroidism and hyperthyroidism. Exposition on adrenaline effects during emergencies. Case studies of hormone-related conditions.

Textbook, chalkboard, chalk, local health examples

KLB Secondary Biology Form 4, Pages 101-103

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
Accommodation and Pupil Control

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
Textbook, chalkboard, chalk, simple lenses (if available), torch or bright light

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

RECEPTION, RESPONSE AND CO-ORDINATION

Eye Defects and Their Correction

By the end of the lesson, the learner should be able to:
Identify common eye defects: myopia, hypermetropia, astigmatism, presbyopia. Explain causes of each defect. Describe correction methods using lenses.

Exposition on vision defects using detailed diagrams. Discussion on causes and symptoms of each defect. Explanation of corrective lens types. Examples from local community. Drawing ray diagrams for corrections.

Textbook, chalkboard, chalk, examples of different spectacles, exercise books

KLB Secondary Biology Form 4, Pages 110-112

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
Practical Applications and Assessment

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
Textbook, assessment materials, local case studies, exercise books

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