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Free Biology schemes of work Form Four, Term 1-3

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Get free Form Four Biology schemes of work for term 1, 2 and 3.

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FORM 4 BIOLOGY SCHEMES OF WORK TERM 1-3

SCHEMES OF WORK BIOLOGY FORM FOUR TERM ONE YEAR 2021-2026
W NO	L/ NO		TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1		GENETICS The concept of variation.	By the end of the lesson, the learner should be able to: Define Genetics. Define variation.	Exposition of new concepts. Probing questions on some variations in human beings. Observe some variations in human beings such as tongue rolling, finger prints, students heights, etc. Discussion on the concept of variation.	Ink pad, hand lenses, white paper.	KLB BK IV. PP 1-2.
	2-3		Discontinuous variation.	Define discontinuous variation.	Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc. Discussion on the concept of discontinuous variation.		KLB BK IV. P 3.
	4,5		Continuous variation.	Define continuous variation. Give examples of characteristics that show continuous variation.	Class activity ; students measure and record their heights; Plotting of frequency-height graph; Analyzing the graph; Discussion with probing questions.	Metre rules/ tape measure, Graph papers	KLB BK IV. PP 3-4
2	1-2		Causes of variation.	Discuss causes of variation.	Exposition of new concepts. Discussion with probing questions.		KLB BK IV. P 4
2	3-4		The chromosome.	Describe the structure of chromosomes.	Exposition of new concepts. Probing questions. Discussion.		KLB BK IV. PP 4-5.
2	5		Chromosomal behaviour during mitosis.	Describe chromosomal behaviour during mitosis.	Exposition; Teacher demonstrations; Drawing diagrams; Detailed discussion.	Scissors, Manilla papers, thread, cellotape.	KLB BK IV. PP 5-6
3	1-2		Chromosomal behaviour during meiosis.	Describe chromosomal behaviour during meiosis.	Exposition; Teacher demonstrations; Drawing diagrams; Detailed discussion.	Scissors, Manilla papers, threads, cellotape.	KLB BK IV. PP 6-7
	3-4		Genes and DNA.	Describe the structure of genes and DNA. Identify the role of DNA.	Expository approach.	Chart- the double helix DNA.	KLB BK IV. PP 7-8
	5		DNA replication.	Describe DNA replication. Explain the role of DNA in protein synthesis.	Exposition; Drawing mRNA strands.		KLB BK IV. PP 9-10
4	1		First law of heredity.	Describe Mendels experiments. State Mendels first law.	Exposition with explanations.		KLB BK IV. PP 11-12
	2-3		Monohybrid inheritance.	Define monohybrid inheritance. Differentiate between genotype and phenotype. Draw diagrams to show genetic crosses.	Q/A to review Mendels first law. Drawing diagrams to show genetic crosses. Discussion with probing questions.		KLB BK IV. PP 12-14
	4-5		Genetic crosses using a punnet square.	Show fusion of gametes using a punnet square.	Completing a punnet square; Brief discussion.		KLB BK IV. PP 14-15
5	1-2		Ratios of phenotypes and genotypes.	Explain the concept of probability in inheritance of characteristics.	Q/A to review phenotypes and genotypes. Simple experiments on probability. Discussion.	Beans of two different colours, beakers.	KLB BK IV. PP 15-17
	3-4		Incomplete dominance.	Cite examples of incomplete dominance. Illustrate incomplete dominance with diagrams.	Exposition; Discussion; Drawing diagrams.		KLB BK IV. PP 19-20.
	5		Inheritance of ABO blood groups.	Identify the four blood groups and their genotypes. Illustrate inheritance of blood groups with diagrams.	Exposition; Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups.		KLB BK IV. PP 20-21
6	1		Inheritance of ABO blood groups.	Illustrate inheritance of blood groups with diagrams.	Exposition; Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups.		KLB BK IV. PP 20-21
	2		Inheritance of Rhesus factor.	Describe inheritance of Rhesus factor.	Exposition; Discussion.		KLB BK IV. PP 21-22
	3-4		Determining unknown genotypes.	Determine unknown genotypes using test crosses and selfing crosses.	Exposition; Probing questions; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 22-23
	5		Sex determination in man.	Describe sex determination in man.	Exposition; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 23-24
7	1-2		Sex-linked genes and traits.	Identify sex-linked traits in man. Illustrate inheritance of sex-linked traits with diagrams.	Probing questions; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 24-27
	3-4		Non-disjunction.	Explain effects of non-disjunction as a chromosomal abnormality.	Exposition of new concepts; Discussion.		KLB BK IV. PP 30-33
	5-1		TEST & MID TERM BREAK
8	5-1		TEST & MID TERM BREAK
	2-3		Gene mutation.	Differentiate between chromosomal and gene mutation. Identify types of gene mutation.	Q/A to review types of chromosomal mutation; Using sequence models to show chromosomal mutations. Discussion.	Models to show Chromosomal mutations.	KLB BK IV. PP 33-35
	4-5		Disorders due to gene mutations.	Explain some disorders due to gene mutations. Illustrate genetic disorders with diagrams.	Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness. Drawing illustrative diagrams.		KLB BK IV. PP 35-38
9	1-2		Disorders due to gene mutations.	Illustrate genetic disorders with diagrams.	Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness. Drawing illustrative diagrams.		KLB BK IV. PP 35-38
	3-4		Applications of genetics.	Identify areas of practical application of genetics.	Probing questions; Open discussion; Topic review.		KLB BK IV. PP 39-45
	5		EVOLUTION Meaning of evolution. Theories of origin of life.	Define evolution. Explain the theories of life.	Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory.		KLB BK IV. PP 49-51
10	1-2		Evidence for organic evolution.	Cite evidence for organic evolution.	Brain storming; Probing questions; Exposition; Discussion.		KLB BK IV. PP 51-59
	3-4		Comparative anatomy and homologous structures.	Define divergent evolution. Give examples of homologous structures.	Examine forelimbs of vertebrates; Discuss adaptations and use of the limbs.	Forelimbs of vertebrates.	KLB BK IV. PP 59-63
	5		Comparative anatomy and homologous structures. (contd)	Define divergent evolution. Give examples of homologous structures.	Examine forelimbs of vertebrates; Discuss adaptations and use of the limbs.	Forelimbs of vertebrates.	KLB BK IV. PP 59-63
11	1		Convergent evolution and analogous structures.	Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures.	Examine wings of insects; wings of birds / bat. Discuss observations.	Wings of insects, wings of birds / bat.	KLB BK IV. PP 63-64
	2-3		Convergent evolution and analogous structures.(contd)	Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures.	Examine wings of insects; wings of birds / bat. Discuss observations.	Wings of insects, wings of birds / bat.	KLB BK IV. PP 63-64
	4		Larmacks theory of evolution.	Explain Larmacks theory of evolution.	Expositions and explanations.		KLB BK IV. P 67
	5		Darwins theory of natural selection.	Explain Darwins theory of natural selection. Cite examples of natural selection in action.	Expositions and explanations; Probing questions; Topic review.		KLB BK IV. PP 67-72
1213			END OF TERM ONE EXAMS
SCHEME OF WORK BIOLOGY FORM FOUR TERM TWO YEAR 2020
W NO	L/ NO		TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1-2		RECEPTION, RESPONSE & CO-ORDINATION Meaning of stimulus, response and irritability. Tactic responses.	Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses.	Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion.	Brad crumbs, termites, dry sand, moth balls.	KLB BK IV. PP 73-74
	3-4		Tropism and types of tropism.	Identify types of tropism. State differences between tropisms and taxes.	Examine previous plant set ups on response to light, gravity; Probing questions and discussion.	Seedlings, klinostat, corked beaker.	KLB BK IV. PP 74-78
	5		Nastic responses.	Identify types of nastic responses	Q/A and discussion.		KLB BK IV. PP 78-80
2	1-3		Role of auxins in tropisms.	Explain the role of auxins in tropisms.	Examine previous plant set ups on response to light, gravity; contact; Probing questions and discussion.		KLB BK IV. PP 80-83
2	4-5		Response and Co-ordination in animals. The nervous system.	State components of the nervous system. Describe the structure of nerve cells.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 84-85
3	1		Types of neurons. The brain.	Identify types of neurons. Describe structure of the human brain.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 85-88
	2		Reflex actions.	Differentiate between simple and conditioned reflex actions.	Illustrate a simple reflex arc. Probing questions on differences between simple and conditioned reflex actions.	Illustrative diagrams.	KLB BK IV. PP 88-90
	3,4		Transmission of a nerve impulse.	Describe the transmission of a nerve impulse.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 90-93
	5		The endocrine system.	Identify components of endocrine system. Compare endocrine system. With nervous system.	Discussion; tabulate the differences.	Illustrative diagrams.	KLB BK IV. PP 93-6
4	1-2	The mammalian eye.		Identify major parts of the human eye. Explain image formation and interpretation in the eye.	Brain storming; Discussion with probing questions.	Chart- the human eye.	KLB BK IV. PP 93-100
	3-4	Accommodation of the eye.		Explain the role of ciliary muscles in accommodation of the eye.	Discussion with probing questions, Drawing illustrative diagrams.	Chart- focusing far and near points.	KLB BK IV. PP 100-1
	5	Defects of vision and their correction.		Identify defects of vision. Explain correction of vision defects.	Detailed discussion with probing questions; Drawing illustrative diagrams.	Illustrative diagrams.	KLB BK IV. PP 101-4
5	1	Defects of vision and their correction.		Identify defects of vision. Explain correction of vision defects.	Detailed discussion with probing questions; Drawing illustrative diagrams.	Illustrative diagrams.	KLB BK IV. PP 101-4
	2		The human ear.	Identify major parts of the human ear.	Descriptive and expository approaches. Drawn diagrams.	Illustrative diagrams.	KLB BK IV. PP 104-5
	3		Hearing.	Explain how the ear perceives sound.	Descriptive and expository approaches.		KLB BK IV. P 106
	4		Body balance and posture.	Explain how the ear maintains body balance and posture.	Descriptive and expository approaches.		KLB BK IV. PP 107-8
	5		Defects of the ear.	Identify some defects of the ear.	Descriptive and expository approaches.		KLB BK IV. P 108
6	1		SUPPORT & MOVEMENT IN PLANTS AND ANIMALS Importance of support and movement in plants.	Explain the importance of support and movement in plants.	Brain storming; Probing questions; Discussion.		KLB BK IV. PP 111-2
6	2		Arrangement of tissues in a monocotyledonous stem.	Draw and label a transverse section of a monocotyledonous stem.	Examine transverse section of a monocotyledonous stem.	Monocotyledo-nous stem, eg. tradescantia, microscope, Razors.	KLB BK IV. PP111-2.
6	3,4		Arrangement of tissues in a dicotyledonous stem.	Draw and label a transverse section of a dicotyledonous stem. Draw and label a transverse section of herbaceous and woody stems.	Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.	Herbaceous stem, microscope, slides, Razors.	KLB BK IV. PP 111-5
6	5		Stem tissues.	Identify some stem tissues. Explain the role of stem tissues.	Drawing and labeling diagrams; Discussion.	Illustrative diagrams.	KLB BK IV. PP 113-5
7	1		Wilting in plants.	Compare the rate of wilting of herbaceous and woody stems. Account for difference in rate of water loss.	Uproot herbaceous and woody plants; Observe tem for about 30 min; Brief discussion.		KLB BK IV. P 116
	2-3		The exoskeleton.	Describe the structure of the exoskeleton.	Examine movement of a live arthropod; Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton.	A live arthropod, E.g. grasshopper, millipede.	KLB BK IV. PP 116-7
	4-5		The endoskeleton.	Describe the structure of the endoskeleton.	Observe skeleton of a vertebrate; Compare it with an exoskeleton. Discuss the contrasting features.	The human skeleton.	KLB BK IV. PP 117-8
	5		TEST
8	1		Locomotory features of a finned fish.	Identify the locomotory features of a finned fish.	Observe external features of a tilapia. Drawing and labeling; Discussion.	A freshly killed tilapi
	2-3		Locomotion in a finned fish.	Explain how locomotion occurs in a finned fish. Explain how a fish is adapted to locomotion in its habitat.	Review external features of a tilapia. Detailed discussion.	A freshly killed tilapia.	KLB BK IV. PP 117-8
	4		Tail power of a fish.	Calculate the tail power of a fish.	Measure length of tail, length of a tilapia fish. Calculations. Discussion on significance of tail power in locomotion.	A freshly killed tilapia.	KLB BK IV. PP 118-9
	5		Support and movement in mammals. The skull and rib cage.	Describe the structure of the skull and rib cage.	Observe the human skull and rib cage of a rat / rabbit. Detailed discussion.	Human skull, rib cage of rat / rabbit.	KLB BK IV. PP 119-120
9	1-2		The vertebral column. Cervical and thoracic vertebrae.	Describe the features of the vertebral column. Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions.	Examine cervical and thoracic vertebrae.	Cervical and thoracic vertebrae.	KLB BK IV. PP 121-2
9	3-4		Thoracic and lumbar vertebrae.	Explain adaptations of Thoracic and lumbar vertebrae to their functions.	Examine thoracic and lumbar vertebrae. Draw labeled diagrams; Brief discussion.	Thoracic and lumbar vertebrae.	KLB BK IV. PP 122-3
9	5		The sacral and caudal vertebrae.	Describe the features of the sacral and caudal vertebrae. Explain adaptations of sacral and caudal vertebrae to their functions.	Examine sacral and caudal vertebrae. Draw labeled diagrams; Brief discussion.	Sacral and caudal vertebrae.	KLB BK IV. P 124
10	1-2		The appendicular skeleton.	Describe the features of the appendicular skeleton.	Examine the appendicular skeleton of a rabbit /sheep. Brief discussion..	Appendicular skeleton of a rabbit /sheep.	KLB BK IV. PP 124-5
	3,4		Fore limb.	Identify bones of the fore limb.	Examine bones if the fore limb; Drawing labeled diagrams; Discussion.	Bones of the fore limb.	KLB BK IV. PP 126-7
	5		Hind limb.	Identify bones of the hind limb.	Examine bones if the hind limb; Drawing labeled diagrams; Discussion.	Bones of the hind limb.	KLB BK IV. P 127
11-13			END OF TERM EXAMS – TRIAL EXAM

SCHEME OF WORK BIOLOGY FORM FOUR TERM THREE YEAR 2020
W NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES		TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1	Movable joints.	Identify features of movable joints.		Examine the synovial joint. Brief discussion.	Synovial joint model.	KLB BK IV. P 127
	2	Ball and socket joint.	Identify features of ball and socket joint.		Examine the synovial joint. Discuss observations.	Synovial joint model.	KLB BK IV. P 128
	3, 4	The hinge joint. Movement of a joint.	Identify features of hinge joint. Describe movement of a joint.		Examine a hinge joint. Observe movement of the fore arm; Discussion.	Illustrative diagrams.	KLB BK IV. PP 128-9
	5	PRACTICAL TEST
2	1	Skeletal muscles.		Describe features of skeletal muscles.	Examine diagrams of skeletal muscles; Brief discussion.	Illustrative diagrams.	KLB BK IV. PP 129-30
	2-3	Smooth or visceral muscles.		Describe features of smooth muscles.	Examine diagrams of smooth muscles; Brief discussion.	Illustrative diagrams.	KLB BK IV. PP 129-30
	4-5	Cardiac muscles.		Describe features of smooth muscles.	Examine diagrams of smooth muscles; Brief discussion; Topic review.	Illustrative diagrams.	KLB BK IV. PP 130-1
		REVISION FOR K.C.S.E. EXAMINATION
		K.C.S.E EXAMINATION

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Free History schemes of work Form One to Four, Term 1-3

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FORM 1-4 HISTORY SCHEMES OF WORK FOR TERM 1-3

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

SCHEMES OF WORK

HISTORY FORM ONE

TERM I

Introduction to History and Government

– Meaning of history

– Meaning of Government

By the end of the lesson, the learner should be able to

(a) Define the term history

(b) Explain the meaning of the term government

· Explaining the meaning of the terms history and government

· Student writing down important points

· Asking questions

· Answering questions

· Note taking by the teacher on the chalk board

· Chalk board

· Students book

· Pictures

· Charts

· Handouts

· Realia

· Milestone in History and Government page 1-2

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 1-2

· K.L.B Bk 1 page 1-2

· Gateway page 1

Introduction to history and government

Sources of information on history and Government

– Unwritten source

– Oral tradition

– Limitations of oral tradition

– Archeology

– Paleontology

By the end of the lesson, the learner should be able to

(a) Identify the source of information on history and Government. Oral traditions and its limitations

(b) Archeology

· Explanation

· Discussion

· Asking and answering questions

· Giving assignment

· Note taking

· Charts

· Students book

· Maps

· Picture

· Handouts

· Realia

· Milestone in History and Government page 2-4

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 6-15

· K.L.B Bk 1 page 2-6

· Gateway Revision page 1

Introduction to History and Government

Anthropology

Geology

Genetics

By the end of the lesson, the learner should be able to

(a) Explain anthropology, Geology and Genetics as sources of information on History and Government

· Explanations

· Discussions

· Answering questions

· Asking questions

· Note taking

· Text book

· Hand outs

· Picture maps

· Realia

· Teachers guide

· Resource person

· Milestone in History and Government page 26-27

· Evolving world Bk 21 page 1-2

· K.I.E Bk 1 page 8-10

· K.L.B History and Government Bk 1 page 4

· Gateway Revision page 2-3

Introduction to History and Government

– Linguistics

– Ethnology

– Resources person

By the end of the lesson, the learner should be able to

(a) Explain linguistics ethnology and resource persons

(b) A source of information on History and Government

· Explanations on content

· Discussions

· Asking and answering questions

· Note taking

· Chart

· Realia

· Hand outs

· Students book

· Audio Visual Radio

· Milestone in History and Government page 6-7

· Milestone Teachers guide 226

· Evolving world Bk 21 page 12-15

· K.L.B History and Government Bk 1 page 2-6

· Gateway Revision page 3-4

Introduction to History and Government

– Mass media

– Written sources and their limitations

By the end of the lesson, the learner should be able to:

(a) Explain mass media and written sources of information on History

(b) State the limitations of written sources

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Charts

· Realia

· Handouts

· Students book

· Audio visual radio

· Milestone in History and Government page 6-7

· Milestone Teachers guide 226

· Evolving world Bk 21 page 12-15

· K.L.B History and Government Bk 1 page 2-6

· Gateway Revision page 3-4

Introduction to History and Government

– Importance of studying history

– Importance of studying Government

By the end of the lesson, the learner should be able to

(a) Explain the importance of studying History and Government

– Explaining the importance of studying history and Government

– Note taking

– Discussions

– Asking questions

– Answering questions

· Picture

· Handouts

· Teachers book

· Students book

· Charts

· Realia

· Milestone in History and Government page 6-7

· Milestone Teachers guide 26

· Evolving world Bk 21 page 4-5

· K.L.B History and Government Bk 1 page 6-7

· Gateway Revision page 3-4

Early Man

The origin of early man

– Mythical theory

– Creation theory

– Evolution theory

By the end of the lesson, the learner should be able to

(a) Explain the origin of man as given in the mythical theory, creation and evolution theory

· Discussions on the origin of man

· Asking and answering questions

· Note taking

· Photographs

· Students book

· Pictures

· Handouts

· Teachers guide book

· Charts

· maps

· Milestone in History and Government page 8-9

· Milestone Teachers guide 26

· Evolving world Bk 2 page 16

· K.L.B History and Government Bk 1 page 8-9

· Gateway Revision page 3-4

Early man

Evolution of Man

– Meaning of evolution

– Stages in the evolution of man

– Aegyptopitism

– Dryopitr

By the end of the lesson, the learner should be able to

(a) explain and identify the stages through which a man evolved

(b) Aegytopithecus

· Explaining the stages of evolution

· Discussing time different features of man at each stage

· Asking and answering question

· Note taking

· Maps

· Students book

· Teachers guide

· Hand outs

· Charts

· Maps

· Pictures

· Milestone in History and Government page 9-11

· Milestone Teachers guide 26

· Evolving world Bk 2 page 17-29

· K.L.B History and Government Bk 1 page 9-21

· Gateway Revision page 5

Early man

Kenyapithecus (Kenya ape) and Ramapithecus (Asian Ape)

Australopithecus

By the end of the lesson, the learner should be able to

(a) Identify and explain the stages through which man evolved i.e

– kenyapithecus

– Ramapithecus

– Australopithecus

· Explaining the stages of evolution

· Discussing

· Describing

· Answering questions

· Asking questions

· Charts

· Students book

· Photographs

· Pictures

· Hand outs

· Milestone in History and Government form 1 page 11-12

· Milestone Teachers guide 31

· Evolving world Bk 2 page 19-22

· K.L.B History and Government Bk 1 page 11-16

Early man

Evolution of man

Homohabilis (handy man)

Homo Erectures (upright man)

By the end of the lesson, the learner should be able to

(a) Explain the stages through which man evolved i.e homohabilis and erectus

· Explanation

· Discussing

· Describing

· Questions and answers

· Chart

· Pictures

· Students book

· Teachers book

· Realia

· Hand outs

· Milestone in History and Government form 1 page 13-14

· Milestone Teachers guide 31

· K.L.B History and Government Bk 1 page 11-14

Early Man

Homo Sapies( intelligent man

Rhodesium man

Neanderthan man

Cro-magnion

By the end of the lesson, the learner should be able to

(a) State characteristics of Homo sapies, Rhodesium, cro-magnon

(b) Explain the stages through which man evolved

· Explanations

· Discussions

· Questions and answers

· Text book

· Maps

· Pictures/photographs

· Documents

· Handouts

· Resource person

· Milestone in History and Government form 1 page 13-14

· Milestone Teachers guide 31

· Evolving world Bk 2 page 22-23

· K.L.B History and Government Bk 1 page 14-16

· Gateway Revision page 7

Early man

Evolution of man

Homo sapiens

By the end of the lesson, the learner should be able to

(a) Explain the stages through which man evolved 1.e Homo Sapiens, Sapiens

(b) State the characteristics of Homo Sapiens-Sapiens

· Drawing a picture of Homo sapiens sapiens

· Note taking

· Explaining the characteristics of Homo Sapiens Sapiens

· Maps

· Photographs

· Students book

· Teachers guide

· Revision

· Resource person

· Documents

· Realia

· Milestone in History and Government form 1 page 14-15

· Milestone Teachers guide 31

· Evolving world Bk 2 page 23-24

· K.L.B History and Government Bk 1 page 16

· Gateway Revision page 7

Early man

Cultural and economic practices of early man

Early stone age/ lower paleolithition and 2^nd phase

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the milestone age

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Students book

· Charts

· Realia

· Pictures

· Documentaries

· Gateway revision

· Resource person

· Views pages

· Cuttings

· Milestone in History and Government form 1 page 14-15

· Milestone Teachers guide 31

· Evolving world Bk 2 page 24-28

· K.L.B History and Government Bk 1 page 16-20

· Gateway Revision page 7

Early man

Middle stone age/middle Paleolithic use and 2^nd phases

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the late stone age

(b) Explain the economic practices of man during their stage

· Explaining the cultural and economic practices of early man in middle stone age

· Discussions

· Note taking

· Asking and answering questions

· Maps

· Photographs

· Students book

· Realie

· Resource person

· Documentary

· Newspaper cuttings

· Hand outs

· pictures

· Milestone in History and Government form 1 page 17-18

· Milestone Teachers guide 31

· Evolving world Bk 2 page 24-28

· K.L.B History and Government Bk 1 page 18-19

· Gateway Revision page 8-9

Early man

The late stone age/upper Paleolithic 15,000-8,000 years ago

By the end of the lesson, the learner should be able to

(a) Explain the cultural and economic practices of man during the late stone age

(b) Explain the economic practices of man during their stage

· Explanation

· Discussions

· Note taking

· Asking questions and answering questions

· Maps

· Photographs

· Students book

· Realie

· Resource person

· Documentary

· Newspaper cuttings

· Hand outs

· Pictures

· Milestone in History and Government form 1 page 18-19

· Milestone Teachers guide 31

· Evolving world Bk 2 page 27

· K.L.B History and Government Bk 1 page 19-21

· Gateway Revision page 9-10

Development of Agriculture

– Development of early Agriculture

– Beginning of crop growing

– The beginning of animal domestication

By the end of the lesson, the learner should be able to

(a) State factors that contribute to the beginning of crop growing

(b) State factors that led to domestication of animals

· Discussions

· Explanations

· Demonstrations

· Drawing

· Asking and answering questions

· Note taking

· Maps

· Charts

· Students book

· Hand outs

· Pictures

· Realia

· Resource person

· Documents

· Teacher’s guide

· Milestone in History and Government form 1 page 20-21

· Milestone Teachers guide 35-36

· Evolving world Bk 2 page 30-33

· K.L.B History and Government Bk 1 page 22-24

· Gateway Revision page 11-12

Development of Agriculture

– Early Agriculture in Egypt

– Characteristics of early Agriculture

– Impact of Early Agriculture in Egypt

By the end of the lesson, the learner should be able to

(a) State the characteristics of early Agriculture

(b) Explain the impact of early Agriculture in Egypt

· Explanations

· Discussions

· Asking and answering questions

· Drawing map of Egypt

· Note taking

· Maps

· Charts

· Students book

· Picture

· Hand outs

· Resource person

· Milestone in History and Government form 1 page 21-23

· Milestone Teachers guide 36

· Evolving world Bk 2 page 36-38

· K.L.B History and Government Bk 1 page 24-26

Development of Agriculture

– Early Agriculture in Mesopotamian

– Characteristic of early Agriculture in Mesopotamia

– Impacts of early Agriculture in Mesopotamia

By the end of the lesson, the learner should be able to

(a) Identify the characteristics of early Agriculture in Mesopotamia

(b) Explain the impacts of early Agriculture in Mesopotamia

· Explanation

· Discussions

· Asking and answering questions

· Note taking

· Maps

· Photographs

· Students book

· Teachers guide

· Pictures

· Hand-outs

· Realia

· Resource person

· documents

· Milestone in History and Government form 1 page 23-25, 24-26

· Milestone Teachers guide 36

· Evolving world Bk 2 page 34-35

· K.L.B History and Government Bk 1 page 25-26

Development of Early Agriculture

The Agricultural Revolution

By the end of the lesson, the learner should be able to

(a) Define the term Agrarian Revolution

(b) Explain the farming methods in Britain after the Agrarian Revolution

· Discussions

· Explanations

· Asking and answering questions

· Writing down important points

· Demonstrating

· Photographs

· Text book

· Teachers guide

· Hand-outs

· Charts

· Map

· Resource person

· Pictures

· News paper cutting

· Milestone in History and Government form 1 page 26-27,

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 39-41

· K.L.B History and Government Bk 1 page 25-26

· Gateway Revision Page 14-15

Development of Agriculture

Farming methods after Agrarian Revolution

By the end of the lesson, the learner should be able to

(a) Explain the farming methods in Britain after the Agrarian Revolution

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Hand-outs

· Picture

· Charts

· Realia

· Resource person

· documents

· Milestone in History and Government form 1 page 26-28

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 40-42

· K.L.B History and Government Bk 1 page 28-30

· Gateway Revision Page 14-15

Development of Agriculture

– Effects of Agrarian Revolution in Britain

– Agrarian Revolution in U.S.A

By the end of the lesson, the learner should be able to

(a) Explain the effects of the Agrarian Revolution in Britain

(b) Explain the factors that contributed to Agrarian Revolution in U.S.A

· Explaining the effects of Agrarian Revolution in Britain and factors contributing to Agrarian Revolution in U.S.A

· Discussion

· Asking and answering questions

· Note taking

· Picture

· Students book

· Teachers guide

· Hand-outs

· Realia

· Charts

· Resource person

· documents

· Milestone in History and Government form 1 page 28-33

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 42-44

· K.L.B History and Government Bk 1 page 30-33

· Gateway Revision Page 15-17

Development of Agriculture

– Effects of Agrarian Revolution in U.S.A

– Food situation in Africa and the role of the world

By the end of the lesson, the learner should be able to

(a) State the effects of Agrarian period from U.S.A

(b) Explain the food situation in Africa and the rest of the world

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Maps

· Charts

· Teachers guide

· Students book

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 32-34

· Milestone Teachers guide 37

· Evolving world Bk 2 page 45-46

· K.L.B History and Government Bk 1 page 33

Development of Agriculture

– Factors contributing to food shortage in Africa

– Remedies of food shortage

By the end of the lesson, the learner should be able to

(a) Identify the factors contributing to food shortage in Africa and the rest of the world

(b) Identify effects of food shortage

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Drawings

· Teachers guide

· Students book

· Pictures

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 29-33

· Milestone Teachers guide 37

· Evolving world Bk 2 page 45-50

· K.L.B History and Government Bk 1 page 33-36

· Gateway Revision Page 17-19

The people of Kenya up to the 19^th Century

– Early inhabitants

– Origin, migration and settlement of people of Kenya

By the end of the lesson, the learner should be able to

(a) Trace the origin, migration and settlement of the people of Kenya

· Discussions

· Drawing the map of Kenya showing the early inhabitants

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Maps

· Chart

· Pattern

· handouts

· Milestone in History and Government form 1 page 39-40

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 51-52

· K.L.B History and Government Bk 1 page 38-39

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the Eastern cushites

– Rendile

– Somali

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of the Eastern Cushites i.e Rendile and Somali

(b) State factors and reasons for their migrations

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Maps

· Charts

· Students book

· Hand-outs

· pictures

· Milestone in History and Government form 1 page 39-40

· Milestone 40-41 Teachers guide 43

· Evolving world Bk 2 page 52-53

· K.L.B History and Government Bk 1 page 48

· Gateway Revision page

The people of Kenya up to 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration of the Western Bantu

By the end of the lesson, the learner should be able to

(a) State the reasons for the migration of the Bantus

(b) Explain the reasons of their settlements

· Explanations

· Discussions

· Asking and answering questions

· Writing down important points

· Students book

· Teachers guide

· Maps

· Charts

· handouts

· Milestone in History and Government form 1 page 41

· Milestone Teachers guide 43

· Evolving world Bk 2 page 52-53

· K.L.B History and Government Bk 1 page 48-49

The people of Kenya up to the 19^th Century

Origin, migration and settlement of Bantu

Factors that led to the migration if the western Bantu

By the end of the lesson, the learner should be able to

(a) State the reasons for the migration of the Bantus

(b) Explain the reasons for their settlements

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Demonstration

· Maps

· Charts

· Teachers guide

· Students book

· Hand-outs

· pictures

· Milestone in History and Government form 1 page 41-42

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 53-56

· K.L.B History and Government Bk 1 page 40-42

1-3

Revision and Exams

By the end of the lesson, the learner should be able to

(a) Revise the terms work and be in a position to answer the questions asked in the exam

· Revising for exams 1

· Exam papers

· Pens

· Text book

· Question papers

· Revision books

· Text books

· notes

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORYY FORM ONE

TERM II

The people of Kenya up to 19^th century

Origin, migration and settlement of

– Abaluhya

– Abagusii

– Abakuria

By the end of the lesson, the learner should be able to

(a) State the causes of migration of Abaluhya, Abagusiii and Abakuria

(b) Explain the origin and settlement of Abaluhya, Abagusii and Abakuria

· explaining the origin, migration and settlement of Abagusii, Abaluhya and Abakuria

· discussions

· demonstrating

· drawing of maps showing migration patterns

· students book

· teachers guide

· maps

· charts

· pictures

· Milestone in History and Government form 1 page 42-44

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 55-56

· K.L.B History and Government Bk 1 page 40-42

· High flyer page 10

The people of Kenya up to 19^th Century

Origin, migration and settlement of the Eastern Bantu

– Mt. Kenya Bantus e.g Aembu, Ameru, Akamba, Agikuyu

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of Eastern Bantu i.e Mt. Kenya Bantu e.g

– Aembu

– Ameru

– Akamba

– Agikuyu

(b) Explain the results of Eastern Bantu migration

· Drawing

· Discussions

· Explanations

· demonstrating

· students book

· teachers guide

· maps

· charts

· pictures

· handouts

· realia

· Milestone in History and Government form 1 page 44-45

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 56-58

· K.L.B History and Government Bk 1 page 43

· Golden Tips pages 21-22

· High Flyer page 10

The people of Kenya up to 19^th Century

Origin, migration and settlement of

– Costal bantu

– Taita

– Pokomo

– Mijikende

– Waswahili

By the end of the lesson, the learner should be able to

(a) explain the origin, migration and settlement of the Costal Bantu

· discussions

· explanations

· asking and answering questions

· maps

· students book

· teachers guide

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 46-47

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 56-58

· K.L.B History and Government Bk 1 page 43-44

· Golden Tips pages 21

· High Flyer page 10-11

The People of Kenya up to the 19^th Century

Origin, migration and settlement of the River lake nilotes

– luo

By the end of the lesson, the learner should be able to

(a) explain the origin, migration of the river lake nilotes

(b) – luo

· Discussions

· Explanations

· Asking and answering questions

· Charts

· Maps

· Teachers guide

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 47-48

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 58-59

· K.L.B History and Government Bk 1 page 45-47

· Golden Tips pages 22

· High Flyer page 11

The people of Kenya up to the 19^th Century

Origin, migration and settlement of the highland nilotes

– Nandi

– Kipsigis

– Tugen

– Pokot

By the end of the lesson, the learner should be able to

(a) Explain the origin, migration and settlement of the Nandi, Kipsigis, Tugen, Pokot

· Discussions

· Explanations

· Asking and answering questions

· Photos

· Student book

· Teachers guide

· Maps

· Charts

· Milestone in History and Government form 1 page 48-49

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page

· K.L.B History and Government Bk 1 page 47-48

· Golden Tips pages 23

The people of Kenya up to 19^th Century

Origin, migration and settlement of the highlands Nilotes

– The maasai

– The Iteso

By the end of the lesson, the learner should be able to

(a) State the causes of Highland Nilotes migrations

(b) Explain the origin, migration and settlement of the maasai and Iteso

· Discussions

· Explanation

· Asking and answering questions

· Drawing maps

· Photos

· Students books

· Teachers Guide

· Maps

· Charts

· Milestone in History and Government form 1 page 49-51

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 61-62

· K.L.B History and Government Bk 1 page 47-48

· Golden Tips pages 23

The People of Kenya up to the 19^th Century

Results of the migration and settlement of the Bantu

By the end of the lesson, the learner should be able to

(a) Explain the results of the migration and settlement of the Bantu

· Explaining

· Asking and answering questions

· discussions

· Photos

· Students book

· Teachers Guide

· Maps

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 51

· Milestone Teachers guide 42-43

· Evolving world Bk 2 page 58

· K.L.B History and Government Bk 1 page 49-51

· Golden Tips pages 24

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the plain Nilotes

By the end of the lesson, the learner should be able to

(a) Explain the results of migration and settlement of the Plan Nilotes

· Explaining results of the migration and settlement of the Plain Nilotes

· Discussions

· Asking and answering questions

· Maps

· Students book

· Teachers guide

· Charts

· Hand outs

· Milestone in History and Government form 1 page 51-52

· Milestone Teachers guide 43

· Evolving world Bk 2 page 60-61

· K.L.B History and Government Bk 1 page 47-51

· Golden Tips pages 23

· High Flyer page 11

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the highland Nilotes

By the end of the lesson, the learner should be able to

9a) explain the results of the migration and settlement of the highland Nilotes

· Discussions

· Explanations

· Answering and asking questions

· Maps

· Students book

· Charts

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 52-53

· Milestone Teachers guide 43

· Evolving world Bk 2 page 61

· K.L.B History and Government Bk 1 page 48-51

· Golden Tips pages 24

· High Flyer page 11

The people of Kenya up to the 19^th Century

Results of the migration and settlement of the Cushites

By the end of the lesson, the learner should be able to

(a) Explain the results of the migration and settlement of the Cushites

· Explanations

· Discussions

· Answering and asking questions

· Maps

· Charts

· Hand-outs

· Realia

· Pictures

· Students book

· Teachers guide

· Milestone in History and Government form 1 page 53

· Milestone Teachers guide 43

· Evolving world Bk 2 page 53

· K.L.B History and Government Bk 1 page 48-51

· Golden Tips pages 24

Social Economic and political organization of Kenya societies in 19^th Century

– Bantu

– Agikuyu social economic organization

By the end of the lesson, the learner should be able to

(a) Explain the social economic organization of the Agikuyu

· Discussions

· Explanations

· Asking and answering questions

· Drawing maps

· Charts

· Photographs

· Students books

· Maps

· Pictures

· Hand-outs

· Milestone in History and Government form 1 page 54-55

· Milestone Teachers guide 43

· Evolving world Bk 2 page 63

· K.L.B History and Government Bk 1 page 52

· Golden Tips pages 26

· High Flyer page 12

Social, economics and Political origins of Kenyan societies in the 19^th century

– Bantus

– Politics of the Agikuyu

– Social and economic organization of the Ameru

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Agikuyu

(b) Discuss the social and economics organization of the Ameru

· Explaining the political organization of the Agikuyu

· Discussing the social and economic organization of the Ameru

· Asking and answering questions

· Maps

· Students book

· Maps

· Hand-outs

· charts

· Milestone in History and Government form 1 page 55-56

· Milestone Teachers guide 48

· Evolving world Bk 2 page 66-68

· K.L.B History and Government Bk 1 page 52-54

· Golden Tips pages 26

· High Flyer page 12-13

Social economic and political organization of Kenya societies in the 19^th century

The political organization of the Ameru

The political social and economic organization of Akamba

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Ameru

(b) The political, social, and economics organization of the Akamba

· Explaining the political organization of the ameru

· Political, social and economic organization of the Akamba

· Photos

· Students book

· Teachers guide

· Maps

· Charts

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 56-58

· Milestone Teachers guide 48

· Evolving world Bk 2 page 68-69

· K.L.B History and Government Bk 1 page 53-55

· Golden Tips pages 27

Social, Economic and political organization of Kenyan societies in the 19th century

The social, economic and political organization of the Abagusii

By the end of the lesson, the learner should be able to

(a) Explain the social, economics and political organization of the Abagusii

· Explaining the social, economic and political organization

· Discussion

· Asking and answering questions on the content cover

· Photos

· Charts

· Students book

· Maps

· Students book

· Teachers Guide

· Milestone in History and Government form 1 page 58-59

· Milestone Teachers guide 48

· Evolving world Bk 2 page 70-71

· K.L.B History and Government Bk 1 page 56

· Golden Tips pages 27

Social economic and political organization of Kenyan societies in the 19^th Century

The social, economic, political organization of the Mijikenda

By the end of the lesson, the learner should be able to

(a) Discuss the social economic and political organization of the Mijikenda

· Discussing the social, economic and political organization of the Mijikenda

· Explanations

· Asking and answering questions

· Students book

· Teachers Guide

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 59-60

· Milestone Teachers guide 48

· Evolving world Bk 2 page 71-72

· K.L.B History and Government Bk 1 page 56-57

Social economic and Political organization of Kenyan societies in the 19^th Century

Nilotes

Luo

The social, economic and political organization of the luo

By the end of the lesson, the learner should be able to

(a) Explain the social, political and economic organization of the luo

· Explanations

· Discussions

· Asking and answering questions

· Drawing of the maps

· demonstrating

· students book

· teachers guide

· charts

· maps

· hand-outs

· realia

· pictures

· Milestone in History and Government form 1 page 61-62

· Milestone Teachers guide 48

· Evolving world Bk 2 page 76-77

· K.L.B History and Government Bk 1 page 59

· Golden Tips pages 28

· High Flyer page 14

Social economics and political organization of Kenyan societies in 19^th Century

Nilotes

Nandi

Social and economic organization of the Nandi

By the end of the lesson, the learner should be able o

(a) Explain the social, economic organization of the Nandi

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Pictures

· Chart

· Map

· Handouts

· Realia

· Milestone in History and Government form 1 page 62-63

· Milestone Teachers guide 48

· Evolving world Bk 2 page 73-74

· K.L.B History and Government Bk 1 page 60-61

Social economic and political organization of Kenya societies in 19^th century

Nilotes

Nandi

Political organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Nandi

(b) Explain the social organization of the Maasai

· Discussions

· Explanations

· Demonstrations

· Asking and answering questions

· Students books

· Teachers Guide

· Hand-outs

· Realia

· Pictures

· Charts

· Milestone in History and Government form 1 page 62-63

· Milestone Teachers guide 48

· Evolving world Bk 2 page 74-75

· K.L.B History and Government Bk 1 page 60-61

· Golden Tips pages 29

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

– Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Maasai

· Explaining the economic organization of the Maasai

· Discussions

· Asking and answering questions

· Student books

· Hand outs

· Teachers guide

· Pictures

· Charts

· Maps

· Milestone in History and Government form 1 page 63-64

· Milestone Teachers guide 48

· Evolving world Bk 2 page 75

· K.L.B History and Government Bk 1 page 61

Social, economic and political organization of Kenyan societies in the 19^th century

Nilotes

Economic organization of the Maasai

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Maasai

· Explaining the political organization of the Maasai

· Discussions

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Charts

· Maps

· Handout

· Milestone in History and Government form 1 page 64

· Milestone Teachers guide 48

· Evolving world Bk 2 page 76

· K.L.B History and Government Bk 1 page 61

Social, economic and political organization of Kenyan societies in the 19^th century

Cushites

– Boranna

The social and economic organization of borana

By the end of the lesson, the learner should be able to

(a) Explain the social and economic organization of the Borana

(b) Explain the eleven gada of the Boranna Kinship system

· Discussing the organization of the Boranna

· Explanations

· Asking and answering questions

· Photos

· Students book

· Teachers guide

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 64-65

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80-81

· K.L.B History and Government Bk 1 page 62-63

· Golden Tips page 30

Social, economic and political organization of Kenyan societies in the 19^th century

The Political organization of the Boranna

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Boranna

· Discussing the political organization of the Boranna

· Explanations

· Asking and answering questions

· Demonstration using gestures

· Students book

· Photographs

· Teachers guide

· Hand-outs

· Milestone in History and Government form 1 page 66

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80-81

· K.L.B History and Government Bk 1 page 62-63

· Golden Tips page 30-31

· High Flyer page 15

Social, economic and political organization of Kenyan societies in the 19^th century

Somali

The social and economic organization of the Somali

By the end of the lesson, the learner should be able to

(a) Explain the social and economic organization of the Somali

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Pictures

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 66

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 63-65

· Golden Tips page 30-31

· High Flyer page 15

Social economic and political organization of Kenya

The political organization of the Somali

By the end of the lesson, the learner should be able to

(a) Discuss the political organization of the Somali

· Discussions

· Explanations

· Asking and answering questions

· Students books

· Teachers guide

· Pictures

· Charts

· Hand-out

· Milestone in History and Government form 1 page 66-67

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 64

· Golden Tips page 30-31

· High Flyer page 15

Contacts between East Africa and the outside world up to the 19^th century

The early history of the East African Coast

By the end of the lesson, the learner should be able to

(a) Discuss the early history of the East African Coast

· Discussing the source of information of early African Coast

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand-outs

· Milestone in History and Government form 1 page 66-67

· Milestone Teachers guide 48

· Evolving world Bk 2 page 80

· K.L.B History and Government Bk 1 page 64

· Golden Tips page 30-31

· High Flyer page 21

Contacts between East Africa and the outside world up to the 19^th century

Sources of information on the early History of East Africa Coast

By the end of the lesson, the learner should be able to

(a) Discuss the sources of information on the early history of the East African Coast

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand outs

· Milestone in History and Government form 1 page 68-69

· Milestone Teachers guide 53

· Evolving world Bk 2 page 84-85

· K.L.B History and Government Bk 1 page 66

· High Flyer page 21

Contacts between East Africa and the outside world up to the 19^th century

The early visitors to the East African Coast up to 1500

By the end of the lesson, the learner should be able to

(a) Identify the origin of the early visitors to the East African Coast up to 1500

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Hand out

· Milestone in History and Government form 1 page 69-70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85

· K.L.B History and Government Bk 1 page 67,85

Contacts between East Africa and the outside world up to the 19^th century

The early visitors to the East African coast up to 1500

Romanian

By the end of the lesson, the learner should be able to

(a) Identify the origin of early visitors to the East African coast up to 1500 i.e Romans

· Identifying

· Discussions

· Explanations

· Asking and answering questions

· Maps

· Students book

· Charts

· Handouts

· Realia

· pictures

· Milestone in History and Government form 1 page 69-70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85

· K.L.B History and Government Bk 1 page 67

Contacts between East African Coast and outside world up to 19^th century

– Chinese

– Persians

By the end of the lesson, the learner should be able to

(a) Identify the origin of the early visitors to the east African Coast i.e Chinese and persians

· Identifying

· Discussions

· Explanations

· Asking and answering questions

· Maps

· Students book

· Charts

· Hand-outs

· Pictures

· Realia

· Milestone in History and Government form 1 page 70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85-86

· K.L.B History and Government Bk 1 page 67

Contacts between East African Coast and outside world up to 19^th century

Arabs

By the end of the lesson, the learner should be able to

(a) Identify the orign of the early visitors to the East African coast i.e Arabs

· Identifying

· Demonstrations

· Explanations

· Discussing

· Asking and answering questions

· Maps

· Charts

· Students book

· Teachers guide

· Hand outs

· Milestone in History and Government form 1 page 70

· Milestone Teachers guide 53-54

· Evolving world Bk 2 page 85-86

· K.L.B History and Government Bk 1 page 68

· Gateway Revision page 23

Contacts between East African Coast and outside world up to 19^th century

Trade between the East-coast of Africa and outside world

Organization of the trade

Factors which facilitated trade

By the end of the lesson, the learner should be able to

(a) Explain the development of trade between the East African Coast and outside world

(b) Explaining factors that facilitated the trade

· Discussing

· Asking and answering questions

· Explanations

· Demonstrating

· Identifying

· Charts

· Students book

· Teachers guide

· Hand-outs

· Realia

· Maps

· Milestone in History and Government form 1 page 70-71

· Milestone Teachers guide 54

· Evolving world Bk 2 page 87-89

· K.L.B History and Government Bk 1 page 68

· Gateway Revision page 22

Contacts between East African Coast and outside world up to 19^th century

Impacts of trade on the people of East Africa

– Inter marriages

– Kiswahili language

– Swahili culture

By the end of the lesson, the learner should be able to

(a) Discuss the extract of trade between the East African Coast and the outside world

· Drawings

· Identifying

· Explanations

· Asking and answering questions

· Teachers guide

· Hand- outs

· Students book

· maps

· Milestone in History and Government form 1 page 72

· Milestone Teachers guide 54

· Evolving world Bk 2 page 89-90

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 22

Contacts between East African Coast and outside world up to 19^th century

The spread of Islam

Factors that facilitated the spread of Islam

By the end of the lesson, the learner should be able to

(a) Explain factors that led to the spread of Islam

· Explanations

· Discussions

· Identifying

· Stating

· Asking and answering questions

· Student book

· Hand-outs

· Charts

· Maps

· Realia

· Personal experience

· Milestone in History and Government form 1 page 72-73

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

Contacts between East African Coast and outside world up to 19^th century

The characteristics of the Coastal city states

Reasons for Decline

By the end of the lesson, the learner should be able to

(a) Explain the characteristics of the coastal city states

(b) Explain reasons for decline of the coast of city states

· explaining

· Discussions

· Illustrations

· Asking and answering questions

· Photos

· Maps

· Students book

· Teachers guide

· Resource persons

· Discussions

· Realia

· Milestone in History and Government form 1 page 72-73

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

Contacts between East African Coast and outside world up to 19^th century

The growing of city states

Factors that contributed to the rise and growth of the coastal city states

By the end of the lesson, the learner should be able to

(a) Discuss the factors that contributed to the growth of the coastal city state

· Discussing

· Explaining

· Illustrations

· Asking and answering questions

· demonstrations

· photos

· maps

· students book

· teachers guide

· documents

· Resource person

· Realia

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

Contacts between East African Coast and outside world up to 19^th century

· The growth of a class of wealth merchants

By the end of the lesson, the learner should be able to

(a) Discuss the growth of wealth merchants

· Discussions

· Explanations

· Demonstrating

· Asking and answering questions

· Pictures

· Teachers guide

· Students book

· Resource persons

· Realia

· Document

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

1-3

Revision and Exams

By the end of the lesson, the learner should be able to

(a) Revise the terms work and be able to answer the questions asked in the exams

· Revision of Exams

· Exam papers

· Pens

· Others

· Relevance stationery

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM ONE

TERM III

Contacts between East African and outside world up to 19^th Century

The coming of Portuguese

Reasons for coming of Portuguese

By the end of the lesson, the learner should be able to

(a) Identify the reasons for the coming of the Portuguese to the East African Coast

· Discussing

· Explanations

· Identifying

· Asking and answering questions

· Photos

· Resource persons

· Students book

· Teachers guide

· Charts

· Maps

· realia

· Milestone in History and Government form 1 page 73-74

· Milestone Teachers guide 54

· Evolving world Bk 2 page 86-87

· K.L.B History and Government Bk 1 page 69

· Gateway Revision page 21-23

· High Flyer page 17

· Golden Tips pages 37

Contacts between East African and outside world up to 19^th Century

Their consequences and rules

– States in the Portuguese

– Conquest of the east African Coast

– Reasons for their success

By the end of the lesson, the learner should be able to

(a) Trace the Portuguese conquest of East Africa

(b) Discuss factors that led to the success of the Portuguese conquest

– Explaining

– Discussions

– Tracing

– Identifying

– Asking and answering questions

· Pictures

· Realia

· Hand-outs

· Students books

· Documents

· Resource persons

· Milestone in History and Government form 1 page 76-78

· Milestone Teachers guide 54

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 70-71

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

Portuguese rule

– Decline of Portuguese power

– Factors that contributed to the decline of the Portuguese power

By the end of the lesson, the learner should be able to

(a) Discuss the factors that contributed to the decline of the Portuguese power

(b) Discuss the impact of Portuguese rule

· Discussing

· Explaining

· Illustrating

· Identifying

· Asking and answering question

· Resource persons

· Students book

· Maps

· Teachers guide

· Pictures

· Hand-outs

· Documents

· Milestone in History and Government form 1 page 77-81

· Milestone Teachers guide 54

· Evolving world Bk 2 page 93-95

· K.L.B History and Government Bk 1 page 71-73

Contacts between East African and outside world up to 19^th Century

– Establishment and impact of Oman Rule

– Factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

By the end of the lesson, the learner should be able to

(a) Explain the factors that influenced Seyyid Said to transfer his capital from Oman to Zanzibar in 1840

· Discussing

· Explanations

· Drawing maps

· Asking and answering questions

· Maps

· Photos

· Students book

· Documents

· Charts

· Hand-outs

· Resource person

· Milestone in History and Government form 1 page 81-83

· Milestone Teachers guide 54-55

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 73-75

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

Seyyid Said the development of plantation Agriculture

By the end of the lesson, the learner should be able to

(a) Explain how Seyyid Said developed plant from Agriculture

· Explaining

· Discussing

· Asking and answering questions

· Photos

· Students book

· Teachers Gide

· Map

· Charts

· Resource person

· Milestone in History and Government form 1 page 83

· Milestone Teachers guide 55

· Evolving world Bk 2 page 91-93

· K.L.B History and Government Bk 1 page 73-74

· Gateway Revision page 24-25

Contacts between East African and outside world up to 19^th Century

· International Trade

· Organization and development

· Consequences to long distance and international trade

By the end of the lesson, the learner should be able to

(a) Explain the organization and development of international trade

(b) Explain the consequences of long distance and international trade

· Explaining

· Discussions

· Asking and answering questions

· Students book

· Teachers Guide

· Documents

· Charts

· Maps

· Hand-outs

· Resource person

· Realia

· Milestone in History and Government form 1 page 86-87

Milestone Teachers guide 55

· Evolving world Bk 2 page 103-105

· K.L.B History and Government Bk 1 page 76-77

· Gateway Revision page 28-29

Contacts between East African and outside world up to 19^th Century

· The spread of Christianity

· Reasons for the coming of Christian missionary

By the end of the lesson, the learner should be able to

(a) Explain the reasons for coming of Christian missionaries and missionary attributes in East African

· Discussions

· Explanations

· Asking and answering questions

· Demonstration

· Photos

· Maps

· Charts

· Students book

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 88-90

· Milestone Teachers guide 54

· Evolving world Bk 2 page 105-107

· K.L.B History and Government Bk 1 page 77-79

· Gateway Revision page 29

Contacts between East African and outside world up to 19^th Century

· Factors that contributed to the spread of Christianity

· Challenges that the Christian missionaries Faced

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to the spread of Christianity and challenges that the Christian missionary faced

· Explaining

· Discussions

· Asking and answering questions

· Photos

· Maps

· Students book

· Teachers guide

· Hand-outs

· Realia

· Documents

· Milestone in History and Government form 1 page 90-91

· Milestone Teachers guide 55

· Evolving world Bk 2 page 108-109

· K.L.B History and Government Bk 1 page 77-79

· Gateway Revision page 29-30

Contacts between East African and outside world up to 19^th Century

Effects of missionary activities in East Africa

By the end of the lesson, the learner should be able to

(a) Explain the effects of missionary activities in East Africa

· Explaining

· Discussions

· Asking and answering questions

· Students book

· Teachers guide

· Documents

· Realia

· Hand-outs

· Newspaper cuttings

· charts

· Milestone in History and Government form 1 page 91

· Milestone Teachers guide 55

· Evolving world Bk 2 page 109-111

· K.L.B History and Government Bk 1 page 80-81

Citizenship

· Meaning of citizenship

· Kenyan citizenship

By the end of the lesson, the learner should be able to

(a) Explain the meaning of citizenship and where Kenyan Citizenship entails

· Explaining

· Discussing

· Asking and answering questions

· Illustrations

· drawing

· students book

· teachers guide

· Documents

· Newspaper cuttings

· Hand-outs

· Charts

· Maps

· Milestone in History and Government form 1 page 93

· Milestone Teachers guide 61

· Evolving world Bk 2 page 113-114

· K.L.B History and Government Bk 1 page 83-84

Citizenship

Deprivation of Citizenship

By the end of the lesson, the learner should be able to

(a) Explain the circumstances under which citizenship can be withdrawn

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Maps

· Students book

· Teachers Guide

· Pictures

· Newspaper cutting

· Resource person

· Milestone in History and Government form 1 page 93-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 113-114

· K.L.B History and Government Bk 1 page 84

Citizenship

Rights of a citizen

Right to life

Right to liberty

By the end of the lesson, the learner should be able to

(a) Explain the rights of Kenyan Citizen

(b) Right to Life

· Discussing

· Explanations

· Asking and answering questions

· Photos

· Newspaper

· Cuttings

· Students book

· Resource person

· Hand-outs

· Milestone in History and Government form 1 page 94-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 114-118

· K.L.B History and Government Bk 1 page 84-86

1-2

Citizenship

· Rights to the child

· Protection from slavery and forced labour

· Protection from torture

· Right of property

· Freedom of movement

· Freedom of assembly

· Freedom of expression

By the end of the lesson, the learner should be able to

(a) Explain the rights of child and other rights of a citizen e.g

· Protection of slavery and forced labour

· Protection from torture

· Discussions

· Explanations

· Asking and answering questions

· Illustrations

· Demonstrating

· Identifying

· Documents

· Resource persons

· Charts

· Realin

· News paper cuttings

· Pictures

· Student book

· Teachers Guide

· Milestone in History and Government form 1 page 94-94

· Milestone Teachers guide 61

· Evolving world Bk 2 page 114-118

· K.L.B History and Government Bk 1 page 84-86

Citizenship

· Responsibilities of Kenyan Citizen

· Personal and civic responsibility

By the end of the lesson, the learner should be able to

(a) Explain the civic and personal responsibilities of citizens

· Explanations

· Asking and answering questions

· discussions

· News cutting

· Documents

· Students book

· Teachers Guide

· Resource person

· Charts

· Picture

· Handouts

· Realia

· Milestone in History and Government form 1 page 97-100

· Milestone Teachers guide 61

· Evolving world Bk 2 page 117-119

· K.L.B History and Government Bk 1 page 86-87

1 to 2

Citizenship

· Civic Responsibilities

· Limitation to rights of citizens

By the end of the lesson, the learner should be able to

(a) Explain the civic responsibilities of a citizen

· Discussions

· Explanations

· Asking and answering questions

· Discussing

· Documents

· Hand-outs

· Resource persons

· Student book

· Realia

· Personal experience

· News papers cuttings

· Milestone in History and Government form 1 page 97-100

· Milestone Teachers guide 61-62

· Evolving world Bk 2 page 117-119

· K.L.B History and Government Bk 1 page 86-88

Citizenship

Elements of good citizenship

By the end of the lesson, the learner should be able to

(a) Explain the elements of good citizenship

· Discussions

· Explanations

· Asking and answering questions

· Documents

· Teachers book

· Students book

· Hand-outs

· Realia

· Documents

· News cuttings

· Resource person

· Milestone in History and Government form 1 page 100-102

· Milestone Teachers guide 62-63

· Evolving world Bk 2 page 118-119

· K.L.B History and Government Bk 1 page 86-87

National Integrations

Meaning of national integration

Importance of national integration

By the end of the lesson, the learner should be able to

(a) Explain the meaning and importance of national integration

· Documents

· Discussions

· Asking and answering questions

· Students book

· Teachers Guide

· Documents

· Hand-outs

· Realia

· Newspaper cuttings

· charts

· Milestone in History and Government form 1 page 103-104

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 120-121

· K.L.B History and Government Bk 1 page 89-90

National Integration

Factors promoting National unity

· The constitution

· National mottos

· National language

· National political parties

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote national unity

· Discussions

· Explanations

· Asking and answering questions

· Students book

· Document

· Charts

· Teachers guide

· Newspaper cuttings

· Hand-outs

· Realia

· Milestone in History and Government form 1 page 104-105

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 121-124

· K.L.B History and Government Bk 1 page 90-91

National Integration

Parliament Education

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote national unity

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Students books

· Teachers Guide

· Realia

· Documents

· Resource person

· Charts

· Milestone in History and Government form 1 page 105-106

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 122

· K.L.B History and Government Bk 1 page 90

1 to 2

National Integration

· Equitable distribution of resources

· Social economic interaction

· Factors limiting national unity i.e tribalism, nepotism, racism

By the end of the lesson, the learner should be able to

(a) Explain the factors that promote National unity

(b) Explain factors that limit National unity

· Discussions

· Identifying

· Listening to a resource person

· Asking and answering questions

· Resource person

· Students book

· Teachers guide

· Realia

· Charts

· Pictures

· Newspaper cuttings

· Hand outs

· Milestone in History and Government form 1 page 105-106

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 121-126

· K.L.B History and Government Bk 1 page 90

National Integration

· Factors limiting National Unity i.e

· Religious rivalry

· Uneven economic development

· Corruption

· Divisible politics

By the end of the lesson, the learner should be able to

(a) Explain the factors that limit national unity

· Identifying

· Discussing

· Explanations

· Listening

· Asking and answering questions

· Teachers Guide

· Pictures

· Student book

· Teachers experience

· Resource person

· Hand outs

· Realia

· Milestone in History and Government form 1 page 106-107

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 124-126

· K.L.B History and Government Bk 1 page 91-93

1 to 2

National Integration

Conflict Resolution

By the end of the lesson the learner should be able to

(a) Explain the meaning of conflict

(b) Explain the causes of conflicts at individual level and national level

· Discussions

· Explanations

· Listening

· Asking and answering questions

· Note taking

· Student book

· Teachers guide

· Pictures

· Hand-outs

· Realia

· Resource person

· Charts

· Milestone in History and Government form 1 page 107-110

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

Revision of Work

The process of conflict, resolution/resolving

By the end of the lesson, the learner should be able to

(a) Explain the process of conflict resolution/resolving

· Explaining

· Discussions

· Asking and answering questions

· Revising questions

· illustrating

· photos

· students book

· teachers Guide

· hand-outs

· Realia

· Resource person

· Milestone in History and Government form 1 page 110-111

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

1-3

Revision and Exams

Revision of topics covered from term I to III

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam

· Revising of questions

· Sitting for exams

· Answering questions by writing

· Exam papers

· Pens

· Other relevant stationery

· Question papers

· Revision book

· Text books

· notes

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM I

Trade

Definition of trade

Methods of trade

Barter trade

Currency trade

By the end of the lesson, the learner should be able to

(a) define the tem trade

(b) Identify the methods of trade

· Defining terms

· Identifying

· Explaining

· Asking and answering questions

· Student’s book

· Resource person

· Pictures

· Milestone in History and Government form II page 1-3

· Milestone Teachers guide 65-68

· Evolving world Bk 2 page 126-129

· K.L.B History and Government Bk 1 page 93-97

2 to 3

trade

Types of trade

Origin and development

By the end of the lesson, the learner should be able to

(a) State types of trade

(b) Explain the origin, development, organization and the impact of local trade

· Discussions

· Identifying

· Describing

· Asking and answering questions

· illustrations

· hand-outs

· Realia

· documents

· Resource persons

· Students book

· Teachers guide

· Charts

· Pictures

· Gateway Revision

· Milestone in History and Government form II page 3-6

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 4-7

· History and Government pages 32-33

· Golden tips page 65

Trade

Trans-Saharan Trade

Organization of the Trade

Trade Routes

Problems faced by trades

By the end of the lesson, the learner should be able to

(a) Define the term Trans-Saharan Trade

(b) Explain the organization trade routes of the trade

· Discussions

· Identifying trade routes

· Asking and answering questions

· Defining terms

· Student book

· Teachers book or guide

· Resource person

· Charts

· Documents

· Realia

· News paper cuttings

· Gateway Revision

· Milestone in History and Government form II page 6-8

· Milestone Teachers guide 32-38

· Evolving world Bk 2 page 6-9

· Gateway Secondary Revision

· History and Government pages 32-33

· Golden tips page 65-66

Trade

Decline of the trans-Saharan

By the end of the lesson, the learner should be able to

(a) Explain the decline of the Trans-Saharan trade

· Discussing the decline of trans-saharan trade

· Explanations

· Asking and answering questions

· Gateway Revision

· Teachers Guide

· Charts

· Maps

· Students book

· Hand-outs

· Milestone in History and Government form II page 8-9

· Milestone Teachers guide 32-38

· Evolving world Bk 2 page 10

· Gateway Secondary Revision pg 34

Trade

Impact of the trans-Saharan trade

By the end of the lesson, the learner should be able to

(a) Explain the impact of the trans-Saharan trade

· Discussing

· Making and taking notes

· Asking and answering questions

· Gateway Revision

· Teachers guide

· Charts

· Maps

· Students book

· Hand outs

· Milestone in History and Government form II page 9-10

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 9-10

· Gateway Secondary Revision pg 34

Trade

International Trade

· Trans-Atlantic trade

· Origin and development

By the end of the lesson, the learner should be able to

(a) State the origin of the Trans-Atlantic trade

(b) Discuss the development of the trans-Atlantic trade

· Defining international trade

· Discussing the origin and development of Trans- Atlantic trade

· Asking and answering questions

· Note taking

· Students book

· Maps

· Charts

· Gateway revision

· Hand-outs

· Realia

· Pictures

· Documents

· Resource person

· Milestone in History and Government form II page 10-12

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 11-14

· Gateway Secondary Revision 34-35

· History and Government pages 11-14

· Golden tips page 67-68

Trade

· Organization of the trans-Atlantic Trade

· Methods used to obtain slaves

By the end of the lesson, the learner should be able to

(A) Explain the organization of trans-Atlantic trade

(B) Describe the methods used to obtain slaves

· Explaining

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Realia

· Handouts

· Resource person

· Documents

· Gateway Revision

· Milestone in History and Government form II page 12-13

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 11-14

· Gateway Secondary Revision 35

· History and Government pages 14-16

· Golden tips page 68

Trade

· Decline of Trans-Atlantic of trade

· Impact of Trans- Atlantic trade

By the end of the lesson, the learner should be able to

(a) Explain the decline of Trans-Atlantic trade

(b) Discuss the impact of the trans-Atlantic trade

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Students book

· Pictures

· Teachers

· Charts

· Maps

· Resource person

· Gateway Revision

· Milestone in History and Government form II page 13-16

· Milestone Teachers guide 32-34

· Evolving world Bk 2 page 16-19

· Gateway Secondary Revision 36-37

Transport

· Definition of transport

· Traditional forms of transport

By the end of the lesson, the learner should be able to

(a) Define the term “transport”

(b) Identify traditional forms of transport

· Explaining meaning of the terms transport

· Discussions

· Asking questions

· Note taking

· Students book

· Pictures

· Teachers

· Charts

· Maps

· Resource person

· Gateway revision

· Milestone in History and Government form II page 18-21

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 16-19

· Gateway Secondary Revision 38

· History and Government pages 20-23

· Golden tips page 70

2 to 3

Transport

· Wheel vehicles

· Use of the wheels in Mesopotamia

· China

· Africa

· Europe

By the end of the lesson, the learner should be able to

(a) Describe the development of the wheel in Mesopotamia, china, Africa and Europe

(b) Describe wheeless vehicle or a form of land transport

· Discussing

· Explanations

· Describing

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Maps

· Hand-outs

· Realia

· Gateway Revision

· Milestone in History and Government form II page 21-24

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 38

· History and Government pages 14-16

· Golden tips page 73

Transport

Water Transport

· Boats

· Dug-out boats

· Rafts

· Camoes

· Sailing ships

By the end of the lesson, the learner should be able to

(a) Explain water as a means of transport

· Explaining

· Drawing pictures

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Maps

· Hand-outs

· Realia

· Milestone in History and Government form II page 35

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 41

Development of Transport and communication

Development in modern means of Transport

· Road transport

· Roman roads

· Modern roads

· Bicycle

· Motor vehicle

By the end of the lesson, the learner should be able to

(a) Explain road transport as a means of transport i.e explain how Mac. Adam roads were made

(b) Trace the development of the bicycle and motor vehicle

· Discussing how the Mac. Adam roads were made

· Explaining the difference between the Adam and modern tarmac roads

· Discussing the development in bicycle and explaining the development of the motor vehicle

· Students book

· Photos

· Teachers guide

· Photographs

· Milestone in History and Government form II page 26-31

· Milestone Teachers guide 36-37

· Evolving world Bk 2 page 26-29

· Gateway Secondary Revision 39

Development of transport and communication

· Rail transport

· Electric engine

· Trans-Sahara railway

· Great American Railway

· The Canadian-pacific railway

· The Ugandan railway

By the end of the lesson, the learner should be able to

(a) Explain the development of the railway from the invention of steam engine locomotive

(b) Discuss the advantages of the great American Railway

· Discussing the great railway

· Illustrating their advantages and disadvantages

· Asking and answering questions

· Students book

· Photos

· Teachers guide

· Milestone in History and Government form II page 31-35

· Milestone Teachers guide 36-38

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 40

· Golden tips page 77

· High Flyer page 31

Development of air transport and communication

· Transport

· Development of air transport, space exploration

· Origin of space exploration

By the end of the lesson, the learner should be able to

(a) Discuss each attempted of inventing, the aero plane and explaining the impact of air transport today

(b) Discuss space frame today

· Discussing the impact of air travel

· Discussing early attempts to invent aeroplane

· Discussing impacts of air transport and space exploration

· Photos

· Students books

· Gateway Revision

· Photos

· Students book

· Teachers guide

· Milestone in History and Government form II page 38-40

· Milestone Teachers guide 38

· Evolving world Bk 2 page 21-22

· Gateway Secondary Revision 40

· Golden tips page 80-87

· High Flyer page 32

Development of transport and communication

· Air transport

· Development of air transport

· Space exploration

· Origin of space exploration

By the end of the lesson, the learner should be able to

(a) Explain how the steam power shout is passed to drive steam ships

(b) Name three pioneers in the world of steamships and explain their contribution in this area

· Explain how steam power works

· Identifying three power in steamship explaining their contributions in the area

· Naming

· Note taking

· Asking and answering questions

· Photos

· Students book

· Gateway Revision

· Charts

· Pictures

· Hand-outs

· Realia

· Resource persons

· Milestone in History and Government form II page 36-38

· Milestone Teachers guide 36-38

· Gateway Secondary Revision 42

· Golden tips page 82

· High Flyer page 32

Development of transport and communication

· Impact of modern means of transport

· Impact of road transport

· Impact of rail transport

· Impact of space exploration/travel

By the end of the lesson, the learner should be able to

(a) Discuss the achievements of space exploration

(b) Discuss the impact of road, railway and water transport

· Revising and achievements of space exploration

· Explaining the impact of railway and water transport

· Discussing the impact of air transport and space explorations

· Asking and answering questions

· Note taking

· Gateway Revision

· photos

· Students books

· Documents

· Teachers Guide

· Realia

· Hand-outs

· Resource person

· Milestone in History and Government form II page 41-44

· Milestone Teachers guide 38

· Gateway Secondary Revision 43-44

· Golden tips page 82-83

Development of transport and communication

· Traditional forms of communication

· Smoke signals

· Drum beats

· Messengers

· Horn blowing

· Written messages

· Stone tables

· Scrolls

By the end of the lesson, the learner should be able to

(a) Discuss the traditional forms of communication

· Discussing the traditional forms of communication

· Asking and answering questions

· Note taking

· Explanations

· Photos

· Students books

· Teachers guide

· Documents

· Charts

· Gateway Revision

· Realia

· Resource person

· Milestone in History and Government form II page 45-47

· Milestone Teachers guide 38

· Gateway Secondary Revision 45

· Golden tips page 83

· High Flyer page 33

Development of transport and communication

· Development in modern forms of communication

· Telegraph

· E-mail

· Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a) Identify the modern means of communication

(b) Explain the use of telephone, cell phones, television and radio

· Discussing the modern forms of communication

· Telecommunication

· Telephones & cell phones

· Television

· Radio

· Photos

· Students book

· Teachers guide

· Gateway revision

· Milestone in History and Government form II page 43-50

· Milestone Teachers guide 39

· Evolving world Bk 2 page 57-61

· Gateway Secondary Revision 45-49

· Golden tips page 86-89

· High Flyer page 32

Development of transport and communication

· Development in modern terms of communications

· Telegraph

· E-mail

· Fax (Facsimile)

By the end of the lesson, the learner should be able to

(a) Explain the use of telegraph, E-mail and Fax (Facsimile )

· Discussing the use of telegraph, E-mail and fax

· Explanations

· Drawing

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Charts

· Realia

· Handouts

· Documents

· Resource persons

· Personal experience

· Milestone in History and Government form II page 43-50

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 47

· Golden tips page 87-88

· High Flyer page 34-35

Development of transport and communication

· Telex

· Pager

· Internet

· Satellites rockets

· Impacts of telecommunication services

By the end of the lesson, the learner should be able to

(a) Explain the use of the telex, pager, the internet and satellite of rockets

(b) Discuss the impact of telecommunication services

· Discussing the use of telex, pager, internet and the satellites of rockets

· Discussing the impact of telecommunication resources

· Explanations

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Gateway revision

· Chart

· Pictures

· Hand-outs

· Realia

· Personal experience

· Milestone in History and Government form II page 52-55

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 47-48

· Golden tips page 88-89

· High Flyer page 35

· Evolving world page 61-64

Development of transport and communication

· Development in modern means of communication

· Print media

· Newspapers

· magazines

By the end of the lesson, the learner should be able to

(a) explain the role of the media in national development and discuss positive and negative impacts of the print medias

· discussing the role of the print media in national development

· explanations

· illustrating

· asking and answering questions

· note taking

· photos

· Newspapers

· Magazines

· Students books

· Teachers guide

· Milestone in History and Government form II page 55-59

· Milestone Teachers guide 39

· Gateway Secondary Revision 49-50

· Golden tips page 89-90

· High Flyer page 34

Development of communication

· Journals

· Periodicals

· Positive impact of point media

· Negative impact of print media

· Newspapers

· Magazines

By the end of the lesson, the learner should be able to

(a) Explain the role of the print media national development and discuss the positive and negative impacts of print media

· Discussing the use of print media

· Explaining the effects of print media (both positive and negative effects)

· Asking and answering questions

· Note taking

· Students books

· Photos

· Video films and documentations

· Resource person

· Teachers guide

· Charts

· Newspaper cuttings

· Gateway revision

· Milestone in History and Government form II page 59-60

· Milestone Teachers guide 39

· Evolving world Bk 2 page 60

· Gateway Secondary Revision 50

· Golden tips page 90

· High Flyer page 34

· Evolving world page 65-68

Development in industry

Definition of

· Industry

· Early sources of energy

· Wood

· Water

· Wind

By the end of the lesson, the learner should be able to

(a) Define the term industry and identify the early sources of energy i.e wind, water and wood

· Defining the term industry

· Discussing the early sources of energy

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Charts

· Gateway revision

· Realia

· Handouts

· Resource persons

· Milestone in History and Government form II page 62-63

· Milestone Teachers guide 41-42

· Evolving world Bk 2 page 69-70

· Gateway Secondary Revision 51

· Golden tips page 92

· High Flyer page 36

· Evolving world page 61-64

Development industry

Uses of metals in Africa

· Bronze

· Gold

· Copper

By the end of the lesson, the learner should be able to

(a) Explain the uses of bronze, gold and copper

· Explaining the uses of bronze, gold and copper

· Notes taking

· Asking and answering questions

· Discussing

· Pictures

· Student book

· Teachers guide

· Gateway revision

· Charts

· Maps

· Resource person

· Milestone in History and Government form II page 63

· Milestone Teachers guide 42

· Evolving world Bk 2 page 71-72

· Gateway Secondary Revision 51

· Golden tips page 93

· High Flyer page 37

· Evolving world page 71-72

Development of industry

Iron

· Consequences of iron working

By the end of the lesson, the learner should be able to

(a) Explain the uses of iron and the consequences of iron working

· Discussing the uses of iron

· Explaining the consequences of iron working

· Asking and answering questions

· Photos

· Students book

· Teachers book

· Revision

· Hand-outs

· Scrolls

· Documents

· Charts

· Maps

· Milestone in History and Government form II page 64-65

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 51-52

· Golden tips page 94

· High Flyer page 37

· Evolving world page 61-64

Development of industry

Industrial Revolution in Europe

· Uses of various sources of energy

– Coal

– Petroleum

By the end of the lesson, the learner should be able to

(a) Explain the uses of various source of energy i.e cool and petroleum

· Discussing the uses of iron

· Explaining the consequences of iron working

· Asking and answering questions

· Photos

· Students book

· Teachers book

· Revision

· Hand-outs

· Scrolls

· Documents

· Charts

· maps

· Milestone in History and Government form II page 65-66

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 52-53

· Golden tips page 94-96

· High Flyer page 38-39

· Evolving world page 74-80

2-3

Development of Industry

Industrial Revolution in Europe

· Steam and its uses

· Electricity

· Uses of iron & steel

By the end of the lesson, the learner should be able to

(a) Explain the uses of various sources of energy i.e steam & electricity

(b) Explain the uses of iron and steel

· Revising on the uses of various sources of energy i.e coal and petroleum

· Explain uses of steam and electricity

· Discussing the uses of iron and steel

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form II page 67-69

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 53

· Golden tips page 95-96

· High Flyer page 38-39

· Evolving world page 77-80

Development of industry

Industrialization in Britain

· Characteristics of industrial revolution

· The textile industry in Britain

By the end of the lesson, the learner should be able to

· Explain the characteristics of the industrial revolution

· Describe the textile industry in Britain

· Explaining the characteristics of industrial Revolution

· Describe the textile industry in Britain

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form II page 69-71

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 54

· Golden tips page 96-97

· High Flyer page 39-40

· Evolving world page 80-81

Development of Industry

Industrialization in Continental Europe

· Reasons why continental Europe countries lagged behind in industrial take off

By the end of the lesson, the learner should be able to

(a) Explain why continental European countries lagged in industrial take off

· Explaining why continental Europe lagged behind in industrial take off

· Students book

· Teachers guide

· Charts

· Maps

· Realia

· Resource person

· Milestone in History and Government form II page 72-73

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 55-56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 80-81

Development of Industry

Factors contributing to Britain’s Industrialization

By the end of the lesson, the learner should be able to

(a) Explain factors contributing to Britain Industrialization

· Explaining the factors that contributed to industrial revolution in Britain

· Students book

· Teachers guide

· Gateway revision

· Resource persons

· Charts

· Map

· Hand outs

· Milestone in History and Government form II page 71-72

· Milestone Teachers guide 42

· Evolving world Bk 2 page 80

· Gateway Secondary Revision 54

· Golden tips page 96

· High Flyer page 39

· Evolving world page 80-81

Development of industry

Effects of industrial Revolution in Europe

· Political effects

· Economic effects

By the end of the lesson, the learner should be able to

(a) Explain the effect of industrial revolution

· Discussing the effects of industrial Revolution i.e Political and economic effects

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Realia

· Handouts

· Videos

· Resource person

· Milestone in History and Government form II page 73-74

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 55-56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 82

Development of industry

Social effects of industrial revolution in Europe

By the end of the lesson, the learner should be able to

(a) Explain the social effects of industrial revolution in Europe

· Explaining the social effects of industrial revolution in Europe

· Making and taking notes

· Photos

· Students book

· Teachers guide

· Hand-out

· Charts

· Maps

· Realia

· Milestone in History and Government form II page 74-76

· Milestone Teachers guide 42

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 56

· Golden tips page 97

· High Flyer page 40

· Evolving world page 83

Development of industry

Scientific Revolution

· Scientific inventions

· Medicine

By the end of the lesson, the learner should be able to

(a) Explain the scientific inventions made in medicine

· Explaining the scientific inventions made in medicine

· Asking and answering questions

· Note taking

· Photos

· Students book

· Teachers guide

· Charts

· Resource person

· Realia

· Handouts

· Videos

· Milestone in History and Government form II page 76-79

· Milestone Teachers guide 43

· Evolving world Bk 2 page 73

· Gateway Secondary Revision 56

· Golden tips page 97

· High Flyer page 41

1-3

Revision of the topics covered

Revision of the work covered

By the end of the lesson, the learner should be able to

(a) Revise the work covered

· Asking questions

· Answering questions

· Writing

· Marking scheme

· Pens

· Exam papers

· Teachers Guide page 43

· Text books

· Marking schemes

· Notes

· Revision books

END OF TERM ONE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM II

Development of Industry

· Scientific inventions

· Physics

By the end of the lesson, the learner should be able to

(a) Discuss the inventions made in Physics

(b) State and explain two inventors and their inventions in the field of physics

· Discussing the inventions made in physics

· Asking and answering questions

· Stating various inventors and their invention

· explanations

· pictures

· students book

· teachers guide

· charts

· maps

· Realia

· Resource Person

· Milestone in History and Government form II page 79-80

· Milestone Teachers guide 43

· Evolving world Bk 2 page 84-85

· Gateway Secondary Revision 57-58

· Golden tips page 98

· High Flyer page 41

Development of Industry

Chemistry

Biology

By the end of the lesson, the learner should be able to

(a) State the inventors and their inventions in chemistry and Biology

(b) Discuss the inventions made in chemistry and Biology

· Discussions

· Explanations

· Note taking

· Illustrations

· Drawings

· Asking and answering questions

· Charts

· Maps

· Pictures

· Realia

· Resource person

· Photos

· Hand-outs

· Documents

· Students book

· Teachers Guide

· Milestone in History and Government form II page 80-81

· Milestone Teachers guide 43

· Gateway Secondary Revision 58-59

· Golden tips page 97

· Evolving world History and Government page 85

Development of Industry

· Impact of scientific inventions

· Agriculture

· Industry

By the end of the lesson, the learner should be able to

(a) Discuss the impact of scientific inventions in Agriculture and industry

· Discussions

· Explanations

· Note taking

· Asking questions for clarifications

· Answering questions

· Demonstrations

· Teachers Guide

· Students book

· Documents

· Pictures

· Hand-outs

· Resource person

· Charts

· Realia

· Milestone in History and Government form II page 81-84

· Milestone Teachers guide 43

· Gateway Secondary Revision 59-60

· Golden tips page 97

· High Flyer page 40

· Evolving world page 90-91

Development of Industry

· Impact on scientific inventions on medicine

· Factors undermining scientific revolution countries

By the end of the lesson, the learner should be able to

(a) Discuss the impact of scientific inventions in medicine

(b) Explain factors undermining the scientific revolution in developing countries

· Discussions

· Explanations

· Making and taking notes

· Demonstrating

· Asking and answering questions

· Students book

· Teachers guide

· Charts

· Resource persons

· Realia

· Pictures

· Discussions

· Teachers notes

· Milestone in History and Government form II page 85-86

· Milestone Teachers guide 43

· Gateway Secondary Revision 60

· Golden tips page 100

· High Flyer page 42

· Evolving world page 92

Developing of industry

· Emerging of the worlds industrial world powers

· United states of America (USA)

By the end of the lesson, the learner should be able to

(a) Discuss the factors that let or contributed to

industrialization in the U.S.A

· Discussions

· Explanations

· Making and taking notes

· Drawing maps

· Asking and answering questions

· Photos

· Students book

· Teachers guide

· Gateway revision

· Hand-outs

· Realia

· Resource person

· Milestone in History and Government form II page 87-89

· Milestone Teachers guide 43

· Gateway Secondary Revision 61

· Golden tips page 100-101

· High Flyer page 42

· Evolving world page 93-94

Development of Industry

· Germany

· Factors that facilitated industrialization in Germany

By the end of the lesson, the learner should be able to

(a) Discus the factors that led to industrialization in Germany

(b) Discuss factors that enabled Germany to recover after the two wars

· Discussing

· Explanations

· Asking and answering questions

· Drawing maps

· Pictures

· Student book

· Teachers guide

· Gateway Revision

· Charts

· Maps

· Milestone in History and Government form II page 89-91

· Milestone Teachers guide 43

· Gateway Secondary Revision 61

· Golden tips page 101

· Evolving world History and Government page 92

Development of Industry

· Japan

· Factors that contributed to industrialization in Japan

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to industrialization in Japan

· Explaining the factors that contributed to industrialization in Japan

· Charts

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Milestone in History and Government form II page 91-93

· Milestone Teachers guide 43

· Gateway Secondary Revision 62

· Golden tips page 101-102

· High Flyer page 43

· Evolving world History and Government page 99-100

Development in industry

· Industrialization in the third world countries

· South Africa

Factors that facilitated the growth of industry in South Africa

By the end of the lesson, the learner should be able to

(a) Define the term third world and explain the factors that facilitated the growth of industry in south Africa

· Defining term third world countries

· Explaining the factors that led to growth of industry in South Africa

· Charts

· Photos

· Students book

· Teachers guide

· Gateway Revision

· Milestone in History and Government form II page 93-95

· Milestone Teachers guide 43

· Gateway Secondary Revision 62

· Golden tips page 101-102

· High Flyer page 43

· Evolving world History and Government page 99-100

Development in industry

Brazil

· Factors that have promoted industrial growth in Brazil

By the end of the lesson, the learner should be able to

(a) Discuss the factors that led to industrial growth in Brazil

· Explaining the factors that led to industrial growth in Brazil

· Students book

· Teachers guide

· Gateway Revision

· Resource persons

· Realia

· Hand-outs

· Charts

· Maps

· Milestone in History and Government form II page 97-98

· Milestone Teachers guide 43

· Gateway Secondary Revision 63

· Golden tips page 102

· High Flyer page 44

· Evolving world History and Government page 100-102

Development of industry

India

· Factors that contributed growth in India

By the end of the lesson, the learner should be able to

(a) Explain the factors that have contributed to industrial growth in India

· Discussing the factors leading to industrial growth in India

· Note taking

· Questions and answers

· Charts

· Students book

· Teachers guide

· Realia

· Documents

· Newspaper cuttings

· Hand-outs

· Scrolls

· Milestone in History and Government form II page 98-99

· Milestone Teachers guide 43

· Gateway Secondary Revision 63

· Golden tips page 103

· High Flyer page 44

· Evolving world History and Government page 104-106

Urbanization

Meaning of urbanization

· Early urbanization in Africa

· Factors that facilitated early urbanization in Africa and Europe

By the end of the lesson, the learner should be able to

(a) Define the term urbanization

(b) Describe the factors that facilitated urbanization in Africa and Europe

· Defining urbanization

· Discussing the factors that facilitated early urbanization in Africa and Europe

· Maps

· Newspapers cuttings

· Photos

· Graphs

· Students book

· Teachers guide

· Milestone in History and Government form II page 101

· Milestone Teachers guide 45-47

· Gateway Secondary Revision 64

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 108-109

Urbanization

Early urbanization in Cairo

· Factors that facilitated urbanization in Cairo

By the end of the lesson, the learner should be able to

(a) Explain the factors that facilitated urbanization

· Discussing factors that facilitated urbanization in Cairo

· Maps

· Students book

· Teachers guide

· Charts

· Maps

· Text books

· Milestone in History and Government form II page 101

· Milestone Teachers guide 45-47

· Gateway Secondary Revision 64

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 108-109

urbanization

Early urbanization consequences of urbanization

By the end of the lesson, the learner should be able to

(a) Explain the consequences of urbanization in Cairo

· Discussing the consequences of urbanization in Cairo

· Drawing maps

· Student books

· Teachers guide

· Maps

· Charts

· Realia

· Newspapers cuttings

· Hand-outs

· Resource person

· Milestone in History and Government form II page 101-103

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 105

· High Flyer page 46

· Evolving world History and Government page 109-110

Urbanization

· Early urbanization

· Merowe/Meroe

· Kilwa

By the end of the lesson, the learner should be able to

(a) Explain the early urbanization in Merowe or Meroe and Kilwa

· Discussing the early urbanization in Meroe and Kilwa

· Drawing maps

· Photos

· Students books

· Teachers guide

· Charts

· Handouts

· Newspapers cuttings

· Realia

· Milestone in History and Government form II page 104

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 105

· High Flyer page 47

· Evolving world History and Government page 107-108

Urbanization

Early urbanization in Europe

· Factors that contributed to early urbanization in Europe and London

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to early urbanization in London

· Explaining the factors that contributed to early urbanization in London

· Maps

· Student book

· Teachers guide

· Gateway Revision

· Hand-outs

· Realia

· Charts

· Newspaper cuttings

· Milestone in History and Government form II page 105-106

· Milestone Teachers guide 47

· Gateway Secondary Revision 65

· Golden tips page 108

· High Flyer page 48

· Evolving world History and Government page 113-116

Urbanization

Early urbanization in Athens

· Consequences of early urbanization

By the end of the lesson, the learner should be able to

(a) Explain the early urbanization in Anthens and consequences of early urbanization

· Discussing early urbanization in Athens

· Explaining the consequences of early urbanization

· Students book

· Teachers guide

· Photos

· Charts

· Maps

· Resource person

· Videos

· Milestone in History and Government form II page 106-109

· Milestone Teachers guide 47

· Gateway Secondary Revision 65-66

· Golden tips page 109-110

· Evolving world History and Government page 113-114

2-3

urbanization

Emergences of modern urban, countries in Africa

· Nairobi

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to development and growth of Nairobi

· Discussing the factors that facilitated urbanization in Nairobi

· Listening to a resource person

· Photos

· Students book

· Atlas

· Teachers guide

· Resource person

· Charts

· Maps

· Handouts

· Realia

· Milestone in History and Government form II page 109-111

· Milestone Teachers guide 47

· Gateway Secondary Revision 66

· Golden tips page 110

· High Flyer page 49-50

· Evolving world History and Government page 116-117

Urbanization

Consequences of urbanization in Nairobi

By the end of the lesson, the learner should be able to

(a) Explain consequences of urbanization in Nairobi

· Discussing the effects of urbanization in Nairobi

· Students book

· Teachers guide

· Photos

· Maps

· Realia

· Maps

· Charts

· Hand-outs

· Milestone in History and Government form II page 111-112

· Milestone Teachers guide 47

· Gateway Secondary Revision 66-67

· Golden tips page 111

· High Flyer page 50

· Evolving world History and Government page 117-118

Urbanization

Johannesburg

· Consequences of modern urbanization in Africa

– Johannesburg

By the end of the lesson, the learner should be able to

(a) Explain the consequences of urbanization in Africa

(b) Explain factors influencing growth of Johannesburg

(d) State the problems facing Johannesburg or an urban centre and state solution to the problems

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Pictures

· Realia

· Hand-outs

· Maps

· Pictures

· Teachers guide

· Students book

· Milestone in History and Government form II page 112-114

· Milestone Teachers guide 47

· Gateway Secondary Revision 67

· Golden tips page 111

· High Flyer page 50

· Evolving world History and Government page 118-120

urbanization

Impact of Agrarian and industrial development and urbanization

By the end of the lesson, the learner should be able to

(a) Explain the consequences of Agrarian and industrial development and urbanization

· Discussions

· Explanation

· Note taking

· Asking and answering questions

· Hand-outs

· Maps

· Realia

· Students book

· Teachers guide

· Resource person

· Charts

· pictures

· Milestone in History and Government form II page 114-115

· Milestone Teachers guide 47

· Gateway Secondary Revision 67-68

· Golden tips page 112

· Evolving world History and Government page 120-121

Social, Economic and political organization of African Societies in the 19^th Century

· Buganda kingdom

· Origin of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a) Explain the origin of Buganda Kingdom

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Pictures

· Maps

· Realia

· Resource persons

· Charts

· Hand-outs

· Milestone in History and Government form II page 116-117

· Milestone Teachers guide 49

· Gateway Secondary Revision 69

· Golden tips page 111

· Evolving world History and Government page 122

Social, Economic and political organization of African Societies to the 19^th Century

· Factors that contributed to the rise and expansion of Buganda

By the end of the lesson, the learner should be able to

(a) Explain the factors that contributed to the risk and expansion of Buganda Kingdom

· Discussing

· Explanation

· Drawing maps

· Note taking

· Asking and answering

· Students book

· Teachers guide

· Maps

· Gateway revision

· Realia

· Hand-outs

· Documents

· Milestone in History and Government form II page 117

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 69

· Golden tips page 113

· High Flyer page 52

· Evolving world History and Government page 123-124

Social, Economic and political organization of African Societies to the 19^th Century

· The social organization of Buganda Kingdom

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Buganda Kingdom

· Explanations

· Discussions

· Note taking

· Answering questions

· Asking questions

· Students book

· Teachers guide

· Maps

· Gateway Revision

· Pictures

· Hand-outs

· Documents

· Milestone in History and Government form II page 117-118

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 69

· Golden tips page 113

· High Flyer page 52

· Evolving world History and Government page 126

1 to 2

Social Economic and political organization of African Societies to the 19^th Century

· Economic organization of the Buganda Kingdom

· Political organization of the Buganda kingdom

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Buganda Kingdom

(b) Explain the political-organization of the Buganda Kingdom

· Explanations

· Discussions

· Drawing maps

· Note taking

· Asking and answering questions

· Students book

· Teachers Guide

· Hand-outs

· Maps

· Charts

· Gateway Revision

· News paper cuttings

· Milestone in History and Government form II page 118-119

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 113

· High Flyer page 53

· Evolving world History and Government page 125-127

Social Economic and political organization of African societies in the 19^th Century

· The shona

· The origin and development of the Shona

By the end of the lesson, the learner should be able to

(a) Explain the factors leading to the origin and development of the Shona

· Explaining the origin of the Shona

· Explaining the development of the Shona

· Students book

· Teachers guide

· Maps

· Charts

· Scrolls

· Realia

· Documents

· Hand-outs

· Video

· Milestone in History and Government form II page 119-120

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 114

· High Flyer page 53

· Evolving world History and Government page 127

Social, Economic and political organization of African Societies in the 19^th Century

Factors leading to the rise and expansion of the Shona tribe

By the end of the lesson, the learner should be able to

(a) Explain the factors that led to the rise and expansion of the Shona tribe

· Discussing the rise and expansion of the Shona tribe/States

· Students book

· Teachers guide

· Charts

· Realia

· Hand-outs

· Videos

· Milestone in History and Government form II page 121

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70

· Golden tips page 114-115

· High Flyer page 52-53

· Evolving world History and Government page 128

Social economic, and political organization of African societies in the 19^th century

Social organization of the Shona

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Shona

· Discussing the social organization of the Shona

· Students book

· Teachers guide

· Maps

· Charts

· Resource persons

· Realia

· Hand-outs

· Pictures

· Milestone in History and Government form II page 121

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 70-71

· Golden tips page 114-115

· High Flyer page 52-53

Social Economic and political organization of African societies in the 19^th Century

Economic organization of Shona

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Shona

· Discussing the economic organization of the Shona

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Charts

· Pictures

· Hand-outs

· Realia

· Videos

· Milestone in History and Government form II page 121-122

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 77

· Golden tips page 115

· High Flyer page 53

· Evolving world History and Government page 129

Social Economic and political organization of African Societies in the 19^th century

Political organization of the Shona

By the end of the lesson, the learner should be able to

(a) Discuss the political organization of the Shona

· Discussing the political organization of the shona

· Note taking

· Asking and answering questions

· Student book

· Teachers guide

· Maps

· Photos

· Charts

· Pictures

· Videos

· Milestone in History and Government form II page 122-123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71

· Golden tips page 114

· High Flyer page 52

· Evolving world History and Government page 128

Social Economic and political organization of African Societies in the 19^th century

The origin of Asante

· Factors that led to rise and expansion of Asante/Ashanti

By the end of the lesson, the learner should be able to

(a) Explain the origin of Asante

(b) Explain the rise and expansion of the Asante/Ashanti

· Explaining the origin of the Asante

· Discussing the factors that led to rise and expansion of the Asante/Ashanti

· Photos

· Maps

· Students book

· Charts

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form II page 122-123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71

· Golden tips page 115

· High Flyer page 53

· Evolving world History and Government page 128

Social Economic and political organization of African Societies in the 19^th century

Social organization of the Asante

By the end of the lesson, the learner should be able to

(a) Explain the social organization of the Asante

· Discussing the social organization of the Asante

· Asking and answering questions

· Note taking and making of notes

· Teachers guide

· Photos

· Students guide

· Maps

· Pictures

· Hand-outs

· Realia

· Milestone in History and Government form II page 123

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 71-72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 133

Social Economic and political organization of African Societies in the 19^th century

Economic organization of Asante

By the end of the lesson, the learner should be able to

(a) Explain the economic organization of the Asante

· Discussing the economic organization of the Asante

· Drawing maps

· Students book

· Teachers guide

· Photos

· Hand-outs

· Pictures

· Realia

· Milestone in History and Government form II page 124

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 133

Social Economic and political organization of African Societies in the 19^th century

The political organization of the Asante Empire

By the end of the lesson, the learner should be able to

(a) Explain the political organization of the Asante

· Discussing the political organization of the Asante

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Pictures

· Charts

· Realia

· Pictures

· Hand-outs

· Milestone in History and Government form II page 124

Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 116

· High Flyer page 53

· Evolving world History and Government page 137

Social Economic and political organization of African Societies in the 19^th century

Social economic and political organization of the Asante (Revision)

By the end of the lesson, the learner should be able to

(a) Explain the political, social and economic organization of the Asante

· Revising on the political, social and economic organization of the Asante

· Drawing maps

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Gateway revision

· Maps

· Charts

· Pictures

· Maps

· Realia

· Hand-outs

· Revision papers

· Milestone in History and Government form II page 122-125

· Milestone Teachers guide 49-51

· Gateway Secondary Revision 72

· Golden tips page 115-116

· High Flyer page 53

· Revision books of papers

· Marking schemes

Revision and Examinations

The learner should be able to

· Revise the terms work and answer questions asked in the exam papers

· Revising questions

· Sitting for exams

· Answer questions by writing

· Exam papers

· Pens

· Other relevant stationery

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM TWO

TERM III

Constitution and constitution making

Definition of the term constitution

· Functions of the constitution

By the end of the lesson, the learner should be able to

(a) Define the term constitution and outline dysfunction

· Defining the term constitution

· Discuss the function of the constitution

· Student book

· Teachers guide

· Gateway Revision

· Documents

· Charts

· Resource person

· Constitution of Kenya

· Milestone in History and Government form II page 126

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117

· High Flyer page 54

· Evolving world History and Government page 135

Constitution & constitution making

Types of constitution

By the end of the lesson, the learner should be able to

(a) Explain the types of constitution

· Discussing the types of constitution

· Listening to resource person

· Student book

· Teachers guide

· Documents

· Resource person

· Charts

· Maps

· Picture

· Constitution

· Milestone in History and Government form II page 126-127

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117

· High Flyer page 54

· Evolving world History and Government page 136-137

Constitution and constitution making

Written constitution

Unwritten constitution

By the end of the lesson, the learner should be able to

(a) Explain the types of constitution

(b) Explain the advantages and disadvantages of written and unwritten constitution

· Discussing the advantages and disadvantages of written and unwritten constitution

· Students book

· Teachers guide

· Gateway Revision

· Documents

· Charts

· Pictures

· Maps

· Resource person

· Milestone in History and Government form II page 127

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 117-118

· High Flyer page 54

· Evolving world History and Government page 136-137

Constitution and constitution making

The independence of a constitution and its provision

By the end of the lesson, the learner should be able to

(a) Explain the independence of a constitution and its provisions

· Discussing the independence of constitution and explaining its provisions

· Students book

· Teachers book

· Charts

· Milestone in History and Government form II page 127-130

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 118

· High Flyer page 55

· Evolving world History and Government page 139

Constitution and constitution making

The (11) Chapters of the Kenya constitution

The republic of Kenya

The executive

The Parliament

By the end of the lesson, the learner should be able to

(a) Explain the (11) eleven chapters of the Kenya Constitution

· Discussing the chapters of the Kenyan constitution

· Student book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 131

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 118-119

· High Flyer page 55

· Evolving world History and Government page 149-150

Constitution and constitution making

The Kenyan constitution

· Principles of the Kenyan constitution

By the end of the lesson, the learner should be able to

(a) Explain the principles of Kenyan Constitution

· Discussing the chapters of the Kenyan Constitution

· Student book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 131

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 56

· Evolving world History and Government page 141

Constitution and constitution making

The (11) chapters of the Kenyan constitution

· The judiciary

· Citizenship

· Protection from fundamental human rights and freedom

· Bill of rights

By the end of the lesson, the learner should be able to

(a) Explain the eleven chapters of the constitution

· Discussing the chapters of the Kenyan constitution

· Students book

· Teachers guide

· Charts

· Gateway Revision

· Documents

· Milestone in History and Government form II page 132

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 120

· High Flyer page 56

· Evolving world History and Government page 140

Constitution and constitution making

· Finance

· The Public Service

By the end of the lesson, the learner should be able to

(a) Explain the (11) chapters of the Kenyan constitution

· Discussing the chapters of the Kenyan constitution

· Students book

· Teachers guide

· Gateway Revision

· Documents

· Milestone in History and Government form II page 132

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119-120

· High Flyer page 54-56

· Evolving world History and Government page 146

Constitution and constitution making

By the end of the lesson, the learner should be able to

(a) Explain the process of constitution making

· Discussing the process of constitution making

· Students book

· Teachers Guide

· Resource person

· Milestone in History and Government form II page 135

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 120

· High Flyer page 54-56

· Evolving world History and Government page 141

Constitution and constitution making

Constitution making

· Process of constitution making in Kenya

· Civic education

· Debating the recommendations

By the end of the lesson, the learner should be able to

(a) Explaining the process of constitution making

· Discussing the process of constitution making

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Milestone in History and Government form II page 132-133

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 55

Constitution and constitution making

· National constitution conference

· The Referendum

· Enactment by National assembly

By the end of the lesson, the learner should be able to

(a) Explain the process of constitution making

· Discussing the process of constitution making

· Explanation

· Note making

· Asking and answering questions

· Students book

· Revision papers

· Newspaper cuttings

· Documents

· Realia

· Resource person

· Pictures

· Milestone in History and Government form II page 135

· Milestone Teachers guide 53-54

· Gateway Secondary Revision

· Golden tips page 119

· High Flyer page 55

· Evolving world History and Government page 141-150

1 – 3

Constitution and constitution making

Constitution amendments since independence

By the end of the lesson, the learner should be able to

(a) Explain the main amendments to the Kenyan

(b) Constitution since independence

· Discussions

· Explanations

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Gateway Revision

· Realia

· Handouts

· Documents

· Newspaper cuttings

· Milestone in History and Government form II page 135-139

· Milestone Teachers guide 53-54

· Golden tips page 120-122

· High Flyer page 55-56

· Evolving world History and Government page 152

Democracy and Human Rights

· Democracy

· Meaning of democracy

· Types of democracy

By the end of the lesson, the learner should be able to

(a) Define democracy

(b) Discuss types of democracy

· Defining democracy

· Discussions

· Listening to resource person

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource person

· Constitution of Kenya

· Charts

· Pictures

· Milestone in History and Government form II page 141-142

· Milestone Teachers guide 53-54

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

· Principles of democracy

· Citizen participation

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy (Citizen participation)

· Listening to a resource person

· Students book

· Resource person

· Charts

· Pictures

· Realia

· handouts

· Milestone in History and Government form II page 142-143

· Milestone Teachers guide 56-57

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

Regular free and fair elections

· Political tolerance

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy

· Listening to resource persons

· Students book

· Teachers guide

· Resource persons

· Photos

· Gateway revision

· Charts

· Pictures

· Handouts

· Realia

· Milestone in History and Government form II page 144

· Milestone Teachers guide 56-57

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human rights

Transparency and accountability

· Control of abuse of power

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Discussing the principles of democracy

· Taking and making notes

· Gateway Revision

· Students book

· Photos

· Charts

· Constitution of Kenya

· Revision

· Handouts

· Milestone in History and Government form II page 144-145

· Milestone Teachers guide 58

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

· Principles of democracy

· Multi-party

· Equality

· Economic freedom

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Explaining the principles of democracy

· Asking and answering questions

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Students book

· Milestone in History and Government form II page 145-146

· Milestone Teachers guide 58

· Golden tips page 124

· High Flyer page 57

· Evolving world History and Government page 162-163

Democracy and Human Rights

Principles of democracy

· Bill of human rights

· Human rights

· Rule of law

· Fair procedures

· The ombuds person

By the end of the lesson, the learner should be able to

(a) Explain the principles of democracy

· Explaining the principles of democracy

· Asking and answering questions

· Teachers guide

· Documents

· Charts

· Maps

· Pictures

· Drawings

· Realia

· Milestone in History and Government form II page 145-146

· Milestone Teachers guide 56-58

· Golden tips page 124-125

· High Flyer page 57

· Evolving world History and Government page 163-165

Democracy and Human Rights

Human rights

· The concept of human rights

By the end of the lesson, the learner should be able to

(a) Explain the meaning of human rights

(b) Explain the concept of human rights

· Defining and explaining the concept of Human rights

· Asking and answering of questions

· Student’s book

· Teachers guide

· Resource person

· Documents

· Charts

· Handouts

· Pictures

· Milestone in History and Government form II page 147

· Milestone Teachers guide 56-58

· Golden tips page 125

· High Flyer page 57

· Evolving world History and Government page 163

Democracy and Human Rights

The bill f rights

The concept of the bill of rights

By the end of the lesson, the learner should be able to

(a) Explain the concept of the Bill of Rights and their sources

· Discussing the concept of the Bill of Rights

· Asking and answering questions

· Students guide

· Documents

· Charts

· Handouts

· Pictures

· Videos

· Milestone in History and Government form II page 147-148

· Milestone Teachers guide 56-58

· Golden tips page 125

· High Flyer page 57

· Evolving world History and Government page 165

Democracy and Human Rights

The UN character on human rights

By the end of the lesson, the learner should be able to

(a) Explain the origin and practice of UN charter in relation to the Human Rights

· Explaining the origin and practice of the UN Charter on human rights

· Asking and answering of questions

· Listening to a resource person

· Students book

· Teachers guide

· Resource person

· Charter

· Videos

· Resource person

· Milestone in History and Government form II page 142

· Milestone Teachers guide 56-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 168

Democracy and Human rights

The rights of the child

By the end of the lesson, the learner should be able to

(a) Explain the rights of the child

· Explaining the rights of the child

· Asking and answering questions

· Taking and making notes

· Students book

· Teachers guide

· Photos

· Documents

· Charts

· Videos

· Pictures

· Milestone in History and Government form II page 152-153

· Milestone Teachers guide 57-58

· Golden tips page 126

· High Flyer page 58

· Evolving world History and Government page 170

Democracy and Human rights

Classification of human rights

· Political rights

· Social rights

By the end of the lesson, the learner should be able to

(a) Explain the political and social rights e.g human beings

· Discussing

· Political and social rights of human beings

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Photos

· Documents

· Charts

· Pictures

· Handouts

· Realia

· Videos

· Milestone in History and Government form II page 152-153

· Milestone Teachers guide 57-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 163-164

Democracy and Human Rights

· Economic rights

· Environmental rights

By the end of the lesson, the learner should be able to

· Explain the economic environmental and developmental rights

· Discussing the economic, environmental and developmental rights of citizens

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Photos

· Gateway Revision

· Charts

· Maps

· Videos

· Milestone in History and Government form II page 153-154

· Milestone Teachers guide 56-58

· Golden tips page 126

· High Flyer page 57

· Evolving world History and Government page 164

11-13

Revision of all work covered

Sitting for examination

By the end of the lesson, the learner should be able to

(a) Revise the previous work and be ready for exams

· Revising exams

· Papers

· Pens

· Other relevant stationery

· Exam papers

· Marking scheme

· Text books

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM I

European invasion of African and the process of colonization

The scramble for and partition of Africa

· Defining scramble, Partition

· Methods used by European to acquire colon

By the end of the lesson, the learner should be able to

(a) Explain the meaning of scramble and partition

(b) Explain how European countries were involved in the struggle and partition of Africa

· Defining the terms scramble and partition

· Discussing how European nation were involved in the scramble and partition of Africa

· Explanations

· Asking and answering questions

· Taking and making notes

· Students book

· Teachers guide

· Resource person

· Documents

· Realia

· Handouts

· Videos

· Charts

· maps

· Milestone in History and Government form III page 1-3

Milestone Teachers guide 34-36

· Golden tips page 129

· High Flyer page 58-59

· Evolving world History and Government page 1-2

· Gateway paper 2

European invasion of Africa and the process of Colonization

Factors that led to scramble for colonies in Africa

· Economic

· Political

By the end of the lesson, the learner should be able to

(a) Explain the economic and political factors that led to the scramble for colonies in Africa

· Discussing the factors leading to the scramble for colonies

· Economic factors

· Political factors

· Listening to a resource person

· Taking and making notes

· Asking and answering questions

· Demonstrating

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Videos

· Documents

· Handouts

· Realia

· Teachers guide

· Pictures

· Milestone in History and Government form III page 3-4

· Milestone Teachers guide 35-36

· Golden tips page 129-130

· High Flyer page 59

· Evolving world History and Government page 3-8

· Gateway paper 2

European invasion of Africa and the process of colonization

The factors that led to scramble for colonies in Africa

· Strategic

· Social

By the end of the lesson, the learner should be able to

(a) Explain the strategic and social factors that led to the scramble for colonies in Africa

· Discussing the factors that led to the scramble for colonies

· Strategic and social factors

· Listening to a resource person

· Explanation

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Maps

· Photographs

· Pictures

· Charts

· Handouts

· Teachers guide

· Documents

· Maps

· Videos

· Film

· Milestone in History and Government form III page 5-8

· Milestone Teachers guide 35-36

· Golden tips page 130

· High Flyer page 59

· Evolving world History and Government page 5-7

· Gateway paper 2 73-74

European invasion of Africa and the process of colonization

The process of partition

By the end of the lesson, the learner should be able to

(a) Describe the process of partition

· Describing the process of partition

· Asking and answering questions

· Taking and making notes

· Demonstrating

· Illustration

· drawing

· maps

· charts

· textbooks

· revision materials

· resource person

· realia

· Handouts

· Documents

· Gateway Revision

· Milestone in History and Government form III page 8-9

· Milestone Teachers guide 35-36

· Golden tips page 130

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

The process of partition

· The Berlin conference of 1884-1885

By the end of the lesson, the learner should be able to

(a) Explain the participation of European powers in Berlin conference and the resolutions that were passed during the conference

· Explaining the process of African in the Berlin conference of 1884-1885

· Demonstrating

· Illustrating

· Taking and making notes

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Maps

· Charts

· Realia

· Documents

· Handouts

· Gateway revision

· Pictures

· Videos

· Milestone in History and Government form III page 10-12

· Milestone Teachers guide 35-36

· Golden tips page 130-131

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

The methods used by Europeans to acquire colonies in Africa

The impact of partition in Africa

By the end of the lesson, the learner should be able to

(a) Explain the methods that the Europeans used to acquire colonies and the impact of partition of Africa

· Discussing the methods used by the Europeans to acquire colonies in Africa

· Explaining the partitions of Africa

· Asking and answering questions

· Note taking

· Demonstrating

· illustrations

· students book

· teachers guide

· Resource person

· Maps

· Charts

· Realia

· Documents

· Handouts

· Gateway Revision

· Pictures

· Videos

· Milestone in History and Government form III page 10-12

· Milestone Teachers guide 35-36

· Golden tips page 130-131

· High Flyer page 60

· Evolving world History and Government page 8-9

· Gateway paper 2 page 74

European invasion of Africa and the process of colonization

African Reaction to European Colonization resistance

· Maji maji uprising 1905-1907

· The courses of uprising

By the end of the lesson, the learner should be able to

(a) Identify the different types of reaction to European colonization and the causes of Maji Maji uprising of 1905-1907

· Explaining Maji Maji uprising

· Discussing the causes of maji maji uprising

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Videos

· Documents

· Maps

· Charts

· Pictures

· Milestone in History and Government form III page 14-16

· Milestone Teachers guide 35-37

· Golden tips page 131-132

· High Flyer page 61-62

· Evolving world History and Government page 11-13

· Gateway paper 2 page 75

European invasion of Africa and the process of colonization

The causes of uprising

· Results of the uprising

· Reasons for the defeat

By the end of the lesson, the learner should be able to

(a) Explain the results of and reasons of the uprising to fail

· Describe the course of the uprising

· Giving results and reasons why the uprising failed

· Taking and making notes

· Answering and asking questions

· Demonstrating

· Students book

· Resource person

· Photographs

· Documents

· Realia

· Charts

· Teachers Guide

· Handouts

· Maps

· Videos

· Films

· Milestone in History and Government form III page 16-19

· Milestone Teachers guide 75-77

· High Flyer page 62

· Evolving world History and Government page 14-15

· Gateway paper 2 page 75-77

European invasion of Africa and the process of colonization

African reaction to European colonization

· Resistance

· Samoure Toure of Mandinka empire

· The reasons why Samoure Toure resisted French colonization

By the end of the lesson, the learner should be able to

(a) Explain the rise of Samoure Toure to power and the reasons that made Samoure Toure to resist the French colonization

· Explaining the reasons for the rise of Samoure Toure

· Discussing the reasons why Samoure Toure resisted

· Note taking

· Asking and answering questions

· Demonstration

· Illustrations

· Students book

· Resource person

· Maps

· Charts

· Photographs

· Pictures

· Charts

· Realia

· Handouts

· Teachers guide

· Documents

· Films

· Milestone in History and Government form III page 19-22

· Milestone Teachers guide 35-37

· Golden tips page 133

· High Flyer page 62-63

· Evolving world History and Government page 16-17

· Gateway paper 2 page 76

European invasion of African and the process of colonization

The reasons that made Samoure Toure to resist the French for a long time

· Reasons why samoure Toure was Defeated by the French

By the end of the lesson, the learner should be able to

(a) Explain the reasons that made Samoure Toure to resist for long

(b) Explain the reasons why Samoure Toure was defeated by the French

· Explaining reasons why Samoure Toure resisted for long

· Discussing reasons why Samoure Toure was defeated by the French

· Illustrations

· Taking and making notes

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Pictures

· Handouts

· Realia

· Videos

· Films

· News paper cuttings

· Milestone in History and Government form III page 22-23

· Milestone Teachers guide 35-37

· Golden tips page 133

· High Flyer page 63

· Evolving world History and Government page 19-20

· Gateway paper 2 page 77-78

European invasion of Africa and process of Colonization

· Lobengula of the Ndebele

· Reasons for the conquest of Ndebele land

· The Rudd concession and its term

By the end of the lesson, the learner should be able to

(a) Explain the reasons why the British were determined to conquer Ndebele land and the terms of Rudd Concession of 1888

· Discussing why the British conquered Ndebele land

· Discussing the terms of the Rudd Concession of 1888

· Illustrations

· Demonstrations

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Pictures

· Handouts

· Videos

· Films

· Newspaper cuttings

· Charts

· Milestone in History and Government form III page 23-25

· Milestone Teachers guide 35-38

· Golden tips page 134

· High Flyer page 63-64

· Evolving world History and Government page 20-21

· Gateway paper 2 page 78-79

European invasion of Africa and the process of colonization

· African Reaction to European colonization

· Reasons for the defeat of the Ndebele

· Effects of the Ndebele war of 1893

By the end of the lesson, the learner should be able to

(a) Explain why the Ndebele were defeated by the British in 1893 and the effects of the Ndebele war of 1893

· Discussing the reasons for the defeat of Ndebele

· Explaining the effects of Ndebele war of 1893

· Asking and answering questions

· Taking and making notes

· Students guide

· Resource person

· Photographs

· Revision materials

· Handouts

· Videos

· Films

· Charts

· News paper

· Documents

· maps

· Milestone in History and Government form III page 25-26

· Milestone Teachers guide 35-38

· Golden tips page 135

· High Flyer page 65

· Evolving world History and Government page 25

· Gateway paper 2 page 78

European invasion of Africa and the Process of Colonization

· The causes of Shona- Ndebele or chimusenga wars of 1896-1897

· Results of Chimurenga wars

By the end of the lesson, the learner should be able to

(a) Discuss the causes and results of Chimurenga wars of 1896-1897

· Discussing the causes and courses of the Chimurenga wars

· Explaining the results of Chimurenga wars

· Asking and answering questions

· Taking and making notes

· Students book

· Resource person

· Photographs

· Revision materials

· Handouts

· Videos

· Maps

· Charts

· Documents

· Films

· Newspaper cuttings

· Milestone in History and Government form III page 26-27

· Milestone Teachers guide 35-38

· Golden tips page 134

· High Flyer page 64

· Evolving world History and Government page 22-25

· Gateway paper 2 page 79

European invasion of Africa and the process of colonization

· Reasons why some leaders collaborated

· Buganda – reasons why Kabaka Mutesa collaborated with the British

By the end of the lesson, the learner should be able to

(a) Explain the reasons why some African leaders collaborated with the Europeans

(b) Explain why Kabaka Mutesa collaborated with the British

· Explaining the meaning of collaboration

· Discussing reasons why Kabaka Mutesa collaborated

· Listening to a resource person

· Asking and answering questions

· Taking and making notes

· Illustrating

· Students book

· Charts

· Photographs

· Maps

· Revision materials

· Documents

· Pictures

· Photos

· Videos

· Teachers guide

· Milestone in History and Government form III page 27-29

· Milestone Teachers guide 35-38

· Golden tips page 135-136

· High Flyer page 65

· Evolving world History and Government page 28-31

· Gateway paper 2 page 79

European invasion of Africa and the process of Colonization

· Reasons why Kabaka Mwanga collaborated with the British

· The terms of Buganda Agreement of 1900

By the end of the lesson, the learner should be able to

(a) Explain why Kabaka Mwanga collaborated with the Brititsh and the terms of Buganda Agreement of 1900

· Discussing reasons why Kabaka Mwanga collaborated

· Explaining terms of the Buganda Agreement of 1900

· Resource person

· Photographs

· Extracts of Buganda Agreement

· Maps

· Realia

· Pictures

· Maps

· Charts

· Resource person

· Documents

· Teachers guide

· Milestone in History and Government form III page 30-31

· Milestone Teachers guide 35-38

· Golden tips page 135-136

· High Flyer page 66

· Evolving world History and Government page 28-31

· Gateway paper 2 page 81-82

European invasion of Africa and the process of Colonization

Collaboration

· Lewanika of Lozi Kingdom

· Reasons why Lewanika collaborated with the Europeans

· The result of Lewanika’s collaboration

By the end of the lesson, the learner should be able to

(a) Explain why Lewanika collaborated with the Europeans

(b) Explain the results of Lewanika’s collaboration

· Discussing reasons why Lewanika collaborated

· Explain the results of the collaboration

· Listening to a resource person

· Making and taking notes

· Asking and answering questions

· discussions

· students book

· resource person

· Photographs

· Maps

· Teachers guide

· Documents

· Scrolls

· Pictures

· Text books

· Handouts

· Realia

· Milestone in History and Government form III page 31-32

· Milestone Teachers guide 40-41

· Golden tips page 137

· High Flyer page

· Evolving world History and Government page 26-27

· Gateway paper 2 page 38

Establishment of Colonial Rule in Kenya

The background to the Scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a) Explain the early contacts between East Africa and Europe

· Explaining the early contacts between Africa and Europe

· Listening to a resource person

· Class discussion

· Illustrations

· Demonstrations

· Asking and answering questions

· Students book

· News paper cuttings

· Text books

· Handouts

· Realia

· Charts

· Documents

· Teachers guide

· Milestone in History and Government form III page 34

· Milestone Teachers guide 40-41

· Golden tips page 135-136

· High Flyer page 67

· Evolving world History and Government page 33

· Gateway paper 1 page 38

Establishment of colonial Rule in Kenya

· Reasons for the scramble and partition of East Africa

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the scramble for colonies in East Africa

· Discussing the reasons for Colonies in East Africa

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Students book

· Resource person

· Photographs

· Charts

· Maps

· Handouts

· Newspaper cuttings

· Documents

· Scrolls

· Milestone in History and Government form III page 34-35

· Milestone Teachers guide 40-41

· Golden tips page 139

· High Flyer page 67-68

· Evolving world History and Government page 33-34

· Gateway paper 2 page 38

Establishment of Colonial Rule in Kenya

The process of partition

· The Anglo-German agreement of 1886

By the end of the lesson, the learner should be able to

(a) Explain the Anglo-German Agreement of 1886 and Helgoland treaty of 1890

· Discussing the terms of Anglo-German Agreement and the Helgoland treaty of 1890

· Explanations

· Illustrating

· Demonstrating

· Asking and answering questions

· Making and taking notes

· Resource person

· Photographs

· Maps

· Charts

· Documents

· Scrolls

· Charts

· Text books

· Newspaper cuttings

· Videos

· Pictures

· Students books

· Milestone in History and Government form III page 35-38

· Milestone Teachers guide 40-41

· Golden tips page 139-138

· High Flyer page 68

· Evolving world History and Government page 34

· Gateway paper 1 page 38-39

Establishment of Colonial Rule in Kenya

The British occupation of Kenya

· The methods used to establish colonial rule in Kenya

· The problems faced by I.B.E.A.co

By the end of the lesson, the learner should be able to

(a) Explain the methods used to establish colonial rule in Kenya and the problems that the I.B.E.A Co. faced

· Illustrations

· Explaining the problems that the I.B,A co. faced

· Describing

· Asking and answering questions

· Note taking

· Discussing the methods used to establish colonial rule in Kenya

· Scrolls

· Teachers guide

· Students book

· Resource person

· Maps

· Photographs

· Pictures

· Documents

· Newspaper cuttings

· Handouts

· Realia

· Charts

· Milestone in History and Government form III page 38-40

· Milestone Teachers guide 40-41

· Golden tips page 140

· High Flyer page 68-69

· Evolving world History and Government page 35-37

· Gateway paper 1 page 39

Establishment of colonial rule in Kenya

· Response of the people of Kenya to British invasion

· resistance (Nandi)

· The factors responsible for the rise of Nandi power

· Reasons fir the Nandi Resistance to colonial rule

By the end of the lesson, the learner should be able to

(a) Explain the factors responsible for the rise of Nandi power and why Nandi resisted

· Explain the factors responsible for the factors for the rise of Nandi power

· Discussing reasons for the Nandi resistance

· Listening to a resource person

· Making and taking notes

· Asking and answering questions

· Pictures

· Handouts

· Realia

· Videos

· Films

· Scrolls

· Documents

· Textbooks

· Students book

· Resource person

· Milestone in History and Government form III page 38-40

· Milestone Teachers guide 40-41

· Golden tips page 140

· High Flyer page 68-69

· Evolving world History and Government page 35-37

· Gateway paper 1 page 39

Establishment of Colonial Rule in Kenya

· The course of Nandi Resistance

By the end of the lesson, the learner should be able to

(a) Explain the course of the Nandi resistance

· Discussing the course of the Nandi resistance

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Documents

· Films

· Handouts

· Textbooks

· Maps

· Videos

· Students book

· Resource person

· Photographs

· Resource person

· Milestone in History and Government form III page 43-44

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 38-39

· Gateway paper 1 page 40

Establishment of colonial Rule in Kenya

· The factors that enabled the Nandi to resist the British for a long period

By the end of the lesson, the learner should be able to

(a) Explain the factors that enabled the Nandi to resist for a long period

· Describing

· Explanations

· Illustrations

· Making and taking notes

· Asking and answering questions

· Discussing the reasons for the long Nandi Resistance

· Listening to a resource person

· Students book

· Resource person

· Photographs

· Documents

· Realia

· Teachers guide

· Revision books

· Handouts

· Videos

· Films

· Charts

· Milestone in History and Government form III page 44-45

· Milestone Teachers guide 40-42

· Golden tips page 141-142

· High Flyer page 70

· Evolving world History and Government page 39-40

· Gateway paper 1 page 40

Establishment of colonial rule in Kenya

· Reasons why the Nandi were defeated

· The effects of Nandi resistance

By the end of the lesson, the learner should be able to

(a) Explain the reasons that made the Nandi to be defeated and the effects of the Nandi resistance

· Asking and answering questions

· Discussing the reasons why Nandi were defeated

· Discussing the effects of the Nandi resistance

· Listening to a resource person

· Making and taking notes

· Explanations

· Students book

· Resource person

· Maps

· Teachers guide

· Charts

· Videos

· Films

· Realia

· Handouts

· Documents

· Gateway Revision

· Milestone in History and Government form III page 45

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 40

· Gateway paper 1 page 40-41

Establishment of colonial Rule in Kenya

The Agyriania resistance

· Reasons for Agririnian resistance

· The cause for resistance

By the end of the lesson, the learner should be able to

(a) Explain why the Agriama resulted and discuss the course of the resistance

· Explaining why the Agriama resisted

· Discuss their cause of resistance

· Listening to a resource person

· Asking and answering questions

· Making and taking notes

· Describing

· Illustrating

· Students book

· Resource person

· Photographs

· Maps

· Documents

· Handouts

· Realia

· Text books

· Revision books

· Videos

· Pictures

· Teachers guide

· Milestone in History and Government form III page 45

· Milestone Teachers guide 40-42

· Golden tips page 141

· High Flyer page 70

· Evolving world History and Government page 40

· Gateway paper 1 page 40-41

Establishment of colonial rule in Kenya

The effects of Agriama resistance

By the end of the lesson, the learner should be able to

(a) Explain the effects of the Agriama resistance

· Discussing the effects of the Agriama resistance

· Asking and answering questions

· Listening to a resource person

· Asking and answering questions

· Note taking

· Students books

· Photographs

· Maps

· Teachers guide

· Charts

· Realia

· Handouts

· Pictures

· Videos

· Films

· Revision books

· Milestone in History and Government form III page 47

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 70

· Evolving world History and Government page 42

· Gateway paper 1 page 41

Establishment of colonial Rule in Kenya

· Bukusu

· Causes of the Bukusu resistance

· Causes of the resistance

· Effects of Bukusu resistance

By the end of the lesson, the learner should be able to

(a) Explain the causes and effects of the Bukusu resistance

· Discussing the causes of Bukusu resistance

· Explaining the course and effects of the resistance

· Illustrations

· Note taking

· Demonstration

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Pictures

· Documents

· Handouts

· Realia

· Scrolls

· Videos

· Film

· Teachers guide

· Milestone in History and Government form III page 48

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 70-71

· Evolving world History and Government page 42

· Gateway paper 1 page 40-41

Establishment of colonial rule in Kenya

Somali

· Causes of the Somali resistance

· Course of the wars

· Effects of the Somali war

By the end of the lesson, the learner should be able to

(a) Explain the causes course and the effects of the Somali’s resistance

· Discussing the causes of the Somali resistance

· Explain the course of resistance

· Discussing the effects of Somali resistance

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Photographs

· Maps

· Charts

· Teachers guide

· Videos

· Films

· Realia

· Handouts

· Documents

· Scrolls

· Milestone in History and Government form III page 48-49

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 71

· Evolving world History and Government page 43

· Gateway paper 1 page 42

Establishment of colonial rule in Kenya

Collaboration

– Maasai

– Reasons why the Maasai collaborated with the British

– The results of the Maasai collaboration

By the end of the lesson, the learner should be able to

(a) Explain why the Maasai collaborated with the British and the effects of the collaboration

· Explaining why the Maasai Collaborated

· Discussing the effects of the collaboration

· Asking and answering questions

· Note taking

· Illustration

· Demonstrations

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Charts

· Maps

· Pictures

· Videos

· Films

· Pictures

· Handouts

· Realia

· Milestone in History and Government form III page 49-51

· Milestone Teachers guide 40-42

· Golden tips page 142

· High Flyer page 71

· Evolving world History and Government page 43-45

· Gateway paper 1 page 42-45

Establishment of colonial Rule in Kenya

Wanga

· Reasons why Nabanga mumia of wanga collaborated with the British

· Results of Wanga’s collaboration

By the end of the lesson, the learner should be able to

(a) Explain why Nabongo mumia of Wanga collaborated with the British and the results of Wanga collaboration

· Discussing why Nabango collaborated

· Explaining the results of the collaboration

· Illustrations

· Demonstrations

· Drawings

· Note taking

· Asking and answering questions

· Students book

· Resource person

· Photographs

· Realia

· Teachers guide

· Videos

· Films

· Pictures

· Handouts

· Pictures

· Maps

· Charts

· Scrolls

· Milestone in History and Government form III page 51-53

· Milestone Teachers guide 40-42

· Golden tips page 144

· High Flyer page 72

· Evolving world History and Government page 46-47

· Gateway paper 1 page 43

Establishment of colonial rule in Kenya

Mixed reaction

· The Agikuyu reaction and its effects

· The Akamba reaction and its effects

By the end of the lesson, the learner should be able to

(a) Explain the Agikuyu and Akamba reactions to colonial rule and their effects

· Explanations

· Demonstration

· Illustrations

· Discuss the reaction of Agikuyu & effects

· Explain Akamba reaction and its effects

· Asking and answering questions

· Making and taking of notes

· Students book

· Resource person

· Photographs

· Maps

· Teachers guide

· Videos

· Maps

· Charts

· Scrolls

· Handouts

· Revision book

· Documents

· Milestone in History and Government form III page 53-57

· Milestone Teachers guide 40-42

· Golden tips page 144-145

· High Flyer page 72-74

· Evolving world History and Government page 47-51

· Gateway paper 1 page 43-44

Establishment of colonial rule in Kenya

Mixed reaction

· The Agikuyu reaction and its effects

· The Akamba reaction on and its effects

By the end of the lesson, the learner should be able to

(a) Explain the Luo reaction and its effects

(b) Explain reasons why armed resistance by Kenyan communities Failed

· Discussing the Luo reaction and its effects

· Explaining why armed resistance by Kenyan communities failed

· Demonstrations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Class discussions

· Resource person

· Photographs

· Maps

· Charts

· Teachers guide

· Documents

· Realia

· Handouts

· Pictures

· Videos

· Films

· Scrolls

· Milestone in History and Government form III page 53-57

· Milestone Teachers guide 40-42

· Golden tips page 144-145

· High Flyer page 72-74

· Evolving world History and Government page 47-51

· Gateway paper 1 page 44-45

Colonial Administration

Indirect rule

· The British in Kenya

· The British in Kenya and the methods used to administrate Kenya

By the end of the lesson, the learner should be able to

(a) Explain the meaning of indirect rule and how British used indirect rule to administrate Kenya

· Explain the meaning of indirect rule and how it was used by the British to administrate Kenya

· Asking and answering questions

· Making and taking of notes

· Students book

· Resource person

· Photographs

· Charts

· Maps

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Films

· Scrolls

· Documents

· textbooks

· Milestone in History and Government form III page 61-63

· Milestone Teachers guide 44-45

· Golden tips page 149

· High Flyer page 76

· Evolving world History and Government page 56-58

· Gateway paper 2 page 82

Colonial Administration

The British in Nigeria and use of indirect rule

By the end of the lesson, the learner should be able to

(a) Explain the meaning o indirect rule and how the British used indirect rule to administrate Nigeria

· Discussing the use of indirect rule in Nigeria by the British

· Asking and answering questions

· Explanations

· Illustration

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Videos

· Films

· Scrolls

· Realia

· Teachers guide

· Scrolls

· Documents

· Milestone in History and Government form III page 63-64

· Milestone Teachers guide 44-45

· Golden tips page 149-150

· High Flyer page 76-77

· Evolving world History and Government page 58-59

· Gateway paper 2 page 82-83

Colonial Administration

Reasons why the British adopted indirect rule in Nigeria

Reasons for the failure of indirect rule in southern Nigeria

By the end of the lesson, the learner should be able to

(a) Discuss the effects of indirect rule in Nigeria

· Discussing the effects of indirect rule in Nigeria

· Asking and answering questions

· Illustrations

· Demonstrations

· Note taking

· Drawing

· Students book

· Resource person

· Revision materials

· Charts

· Maps

· Pictures

· Handouts

· Realia

· Charts

· Videos

· Films

· Gateway Revisions

· Milestone in History and Government form III page 67-68

· Milestone Teachers guide 44-45

· Golden tips page 150

· High Flyer page 77

· Evolving world History and Government page 61

· Gateway paper 2 page83

1-2

Colonial Administration

Direct rule

· The British rule Zimbabwe (southern Rhodesia)

· Reasons why the British adopted direct rule in Zimbabwe

By the end of the lesson, the learner should be able to

(a) Explain reasons why direct rule was adopted in Zimbabwe

· Explaining why direct rule was adopted Zimbabwe

· Asking and answering questions

· Drawing

· Demonstrating

· Illustrations

· Explanations

· Class discussions

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Videos

· Pictures

· Charts

· Handouts

· Teachers own collection

· Realia

· Milestone in History and Government form III page 68-69

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77

· Evolving world History and Government page 61-62

· Gateway paper 2 page83-84

Colonial Administration

The Application of direct rule in Zimbabwe

By the end of the lesson, the learner should be able to

(a) Explain how direct rule was applied in Zimbabwe

· Discussing how direct rule was used in Zimbabwe

· Asking and answering questions

· Illustrations

· Drawing

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Handouts

· Realia

· Documents

· Charts

· Teachers guide

· Scrolls

· Newspaper cuttings

· Milestone in History and Government form III page 70

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77-78

· Evolving world History and Government page 63-67

· Gateway paper 2 page 84

Colonial Administration

Assimilation

· The meaning of Assimilation policy and its Structure

By the end of the lesson, the learner should be able to

(a) Explain the meaning of assimilation policy and its structure and use in the French colonies

· Explaining the meaning of assimilation policy and ilts structure

· Discussing the use of assimilation policy in the French colonies

· Asking and answering questions

· Making and taking notes

· Students book

· Resource person

· Photographs

· Maps

· Revision materials

· Charts

· Handouts

· Documents

· Teachers guide

· Scrolls

· Newspaper cuttings

· Maps

· Milestone in History and Government form III page 71-72

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 77-78

· Evolving world History and Government page 63-67

· Gateway paper 2 page 84

1-2

Colonial Administration

The French in Senegal

By the end of the lesson, the learner should be able to

(a) Explain how assimilation policy was applied in Senegal

· Discussing how assimilation policy was used in Senegal

· Explanations

· Asking and answering questions

· Making and taking notes

· illustrations

· students book

· resource person

· Photographs

· Maps

· Teachers’ guide

· Documents

· Pictures

· Newspaper cuttings

· Teachers own collection

· Realia

· Handouts

· charts

· Milestone in History and Government form III page 71-72

· Milestone Teachers guide 44-45

· Golden tips page 151

· High Flyer page 79

· Evolving world History and Government page 67

· Gateway paper 2 page 84-85

Colonial Administration

Reasons for the failure of Assimilation policy

By the end of the lesson, the learner should be able to

(a) Explain why the policy of assimilation failed

· Describing

· Class discussions

· Illustrations

· Asking and answering questions

· Making and taking notes

· Discussing why the assimilation policy failed

· Text books

· Charts

· Maps

· Documents

· Scrolls

· Teachers own collection

· Personal experience

· Videos

· Pictures

· Films

· Revision materials

· handouts

· Milestone in History and Government form III page 73-74

· Milestone Teachers guide 44-45

· Golden tips page 153

· High Flyer page 80

· Evolving world History and Government page 69-70

· Gateway paper 2 page 84-85

Colonial Administration

The policy of Association

By the end of the lesson, the learner should be able to

(a) Explain the use of the policy association

· Discussing the use of policy of association

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Students books

· Resource person

· Photographs

· Revision materials

· Teachers guide

· Realia

· Handouts

· Maps

· Charts

· Videos

· Pictures

· Films

· Documents

· Resource person

· Milestone in History and Government form III page 75

· Milestone Teachers guide 45

· Golden tips page 153-154

· High Flyer page 80

· Evolving world History and Government page 70-71

· Gateway paper 2 page 85

12-13

Revision and Exams

Revision of topics covered

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising of questions

· Sitting for the exam

· Answering questions by writing

· Exam papers

· Pens

· Chalk board

· Other relevant stationery

· Questions papers

· Revision books

· Text books

· Notes

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM II

Economic and social development during the colonial period in Kenya

The Uganda Railway

· Reasons for the building of the Uganda Railway

· Problems encountered during the building of the Uganda Railway

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the constructing the Uganda Railway and problems that wer encountered during the construction

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Maps

· Charts

· Pictures

· Resource person

· Document

· Hand outs

· Milestone in History and Government form III page 76-78

· Milestone Teachers guide 47-48

· Golden tips page 151

· High Flyer page 81

· Evolving world History and Government page 73

· Gateway paper 2 page 84-85

Economic and social developments during the colonial period in Kenya

Effects of the Uganda Railway

By the end of the lesson, the learner should be able to

(a) Explain the effects of the construction of the Uganda Railway

· Discussions

· Explanations

· Asking and answering questions

· Note making

· illustrations

· Students book

· Teachers guide

· Maps

· Charts

· Pictures

· Resource person

· Documents

· Handouts

· Milestone in History and Government form III page 78-79

· Milestone Teachers guide 47-48

· Golden tips page 151

· High Flyer page 81-82

· Evolving world History and Government page 74

· Gateway paper 1 page 46-47

Economic and social development during the colonial period in Kenya

Colonial land policies

· The land ordinances (Laws) that were passed to govern the distribution and use of land

By the end of the lesson, the learner should be able to

(a) Explain the land laws that were passed to govern the distribution and use of land

· Discussing the laws that were passed to govern the distribution and use of land

· Explanations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Hand outs

· Documents

· Maps

· Charts

· pictures

· Milestone in History and Government form III page 80

· Milestone Teachers guide 48-49

· Golden tips page 157-158

· High Flyer page 81-82

· Evolving world History and Government page

· Gateway paper 1 page 47

Economic and social developments during the colonial period in Kenya

The effects of colonial land policies

By the end of the lesson, the learner should be able to

(a) Explain the effects of colonial land policies

· Explaining the effects of colonial land policies

· Charts

· Documents

· Illustrations

· Describing

· drawing

· Resource person

· Documents

· Teachers guide

· Pictures

· Realia

· Handouts

· Charts

· Maps

· Textbooks

· Scrolls

· videos

· Milestone in History and Government form III page 81-82

· Milestone Teachers guide 47-49

· Golden tips page 157-158

· High Flyer page 81-82

· Evolving world History and Government page 78-80

· Gateway paper 1 page 47-50

Economic and social Developments during the colonial period in Kenya

The effects of colonial land policies

By the end of the lesson, the learner should be able to

(a) Explain the effects of colonial land policies

· Explaining effects of colonial land policies

· Charts

· Documents

· Discussions

· Illustrations

· Asking and answering questions

· Making and taking notes

· Teachers guide

· Documents

· Videos

· Films

· Pictures

· Films

· Pictures

· Scrolls

· Revision books

· Maps

· Charts

· Newspaper cuttings

· Pictures

· Milestone in History and Government form III page 82-85

· Milestone Teachers guide 47-49

· Golden tips page 157-158

· High Flyer page

· Evolving world History and Government page 80

· Gateway paper 1 page 47-50

2-3

Economic and social developments during the colonial period in Kenya

Stages which cattle farming went through

By the end of the lesson, the learner should be able to

(a) Trace the development stages of cattle farming

· Explaining the development stages of cattle farming

· Asking and answering questions

· Making and taking notes

· Class discussions

· Documents

· Newspaper cuttings

· Pictures

· Teachers guide

· Videos

· Film

· Charts

· Students book

· Photographs

· Milestone in History and Government form III page 82-85

· Milestone Teachers guide 47-49

· Golden tips page 156-157

· High Flyer page 82

· Evolving world History and Government page 75

· Gateway paper 1 page 47-50

Economic and social Development during the colonial period in Kenya

The Devonshire white paper 1923

· The terms of Devonshire white paper

· The results of the Devonshire white paper

By the end of the lesson, the learner should be able to

(a) Explain the background of the Devonshire white paper, the terms and results of DWP

· Explaining the background of the Devonshire white paper

· Discussing the terms and the results of the Devonshire white paper

· Students book

· Photographs

· Maps

· Teachers guide

· Handouts

· Realia

· Pictures

· Charts

· Newspaper cuttings

· Milestone in History and Government form III page 85-87

· Milestone Teachers guide 47-49

· Golden tips page 158-159

· High Flyer page 84

· Evolving world History and Government page 80-82

· Gateway paper 1 page50

Economic and social development during the colonial period in Kenya

Urbanization

· Factors that determined the development of town in Kenya during the colonial period

By the end of the lesson, the learner should be able to

(a) Explain the factors that determined the development of town in Kenya during the colonial periods

· Explaining the factors that determined the development of towns in Kenya during the colonial period

· Making and taking of notes

· Asking and answering questions

· Charts

· Students book

· Photographs

· Maps

· Realia

· Handouts

· Newspaper cuttings

· Resource person

· Scrolls

· Milestone in History and Government form III page 86-87

· Milestone Teachers guide 47-49

· Golden tips page 159

· High Flyer page 84

· Evolving world History and Government page 82

· Gateway paper 1 page50-51

Economic and Social developments during the colonial period in Kenya

The effect of urbanization

By the end of the lesson, the learner should be able to

(a) Explain the effects of urbanization

· Discussing the effects of urbanization

· Asking and answering questions

· Making and taking of notes

· illustrations

· students book

· photographs

· Maps

· Charts

· Resource person

· Videos

· Films

· Teachers guide

· Handouts

· Realia

· Milestone in History and Government form III page 87-88

· Milestone Teachers guide 47-49

· Golden tips page 159-160

· High Flyer page 84

· Evolving world History and Government page 83-84

· Gateway paper 1 page 51

Economic and social developments during the colonial period in Kenya

Education

· Characteristics of colonial education

By the end of the lesson, the learner should be able to

(a) Explain the characteristics of colonial education

· Discussing the characters of colonial education

· Asking and answering of questions

· Making and taking notes

· Class discussions

· Students book

· Resource persons

· Maps

· Charts

· Teachers guide

· Videos

· Films

· Documents

· Newspaper cuttings

· Milestone in History and Government form III page 89-90

· Milestone Teachers guide 47-49

· Golden tips page 160

· High Flyer page 85

· Evolving world History and Government page 84-86

· Gateway paper 1 page 51-52

Economic and social developments during the colonial period in Kenya

Developments in primary education

By the end of the lesson, the learner should be able to

(a) Explain the developments of education i.e primary education in Kenya

· Explaining the developments in primary education in Kenya

· Asking and answering questions

· Note taking

· Class discussions

· Students book

· Photographs

· Resource person

· Handouts

· Realia

· Documents

· Pictures

· Text books

· videos

· Milestone in History and Government form III page 91-92

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 85

· Evolving world History and Government page 85-86

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Development sin University education

By the end of the lesson, the learner should be able to

(a) Explain the developments of secondary education in Kenya

· Discussing the developments of secondary education in Kenya

· Asking and answering questions

· Making and taking of notes

· Students book

· Photographs

· Maps

· Handouts

· Realia

· Pictures

· Videos

· Textbook

· Teachers guide

· films

· Milestone in History and Government form III page 92

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 86-87

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Developments in university education

By the end of the lesson, the learner should be able to

(a) Explain the developments of university education in Kenya

· Discussing the developments of university education in Kenya

· Asking and answering questions

· Note taking

· Students book

· Photographs

· Maps

· Resource persons

· Handouts

· Pictures

· Realia

· Charts

· Documents

· Teachers guide

· Milestone in History and Government form III page 92-93

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 86-87

· Gateway paper 1 page 52-53

Economic and social developments during the colonial period in Kenya

Health

· Developments in missionary health

By the end of the lesson, the learner should be able to

(a) Explain the trends in the development of Health care i.e Missionary Health

· Explaining the developments of Health care i.e missionary health

· Students book

· Photographs

· Maps

· Teachers guide

· Maps

· Charts

· Realia

· Pictures

· Documents

· Textbooks

· handouts

· Milestone in History and Government form III page 93-94

· Milestone Teachers guide 47-49

· Golden tips page 161

· High Flyer page 86

· Evolving world History and Government page 87-89

· Gateway paper 1 page 53

Economic and social developments during the colonial period in Kenya

Development in Government health

By the end of the lesson, the learner should be able to

(a) Explain the developments in Government Health Care

· Explaining the developments in Government health care

· Illustrations

· Describing

· Class discussions

· Asking and answering questions

· Making and taking notes

· Students book

· Photographs

· Resource person

· Teachers guide

· Realia

· Handouts

· Documents

· Revision books

· Textbooks

· Maps

· Charts

· Milestone in History and Government form III page 94-95

· Milestone Teachers guide 47-49

· Golden tips page 161-162

· High Flyer page 86

· Evolving world History and Government page 87-89

· Gateway paper 1 page 53-54

Political Developments and struggle for independence in Kenya (1919-1963)

Early, political organization in Kenya up to 1939

· Factors that influenced political opinion among Africans

By the end of the lesson, the learner should be able to

(a) Explain the origins and organization of political movements in Kenya up to 1939

(b) The factors that influenced political opinion among Africans

· Discussing the origins, developments, organizations of political movements in Kenya up to 1939

· Explaining the factors that have influenced political opinion among Africans

· Asking and answering questions

· Making and taking notes

· Charts

· Documents

· Teachers guide

· Maps

· Diagrams

· Pictures

· Handouts

· Textbooks

· Pictures

· Milestone in History and Government form III page 96

· Milestone Teachers guide 51-53

· Golden tips page 163

· High Flyer page 87-88

· Evolving world History and Government page 90-91

· Gateway paper 1 page 55

Political Developments and struggled for independence in Kenya *1919-1963)

The East African Association (E.A.A)

By the end of the lesson, the learner should be able to

(a) Explain the issues raised by the E.A.A to the colonial government

(b) The achievements of E.A.A

· Discussing he issues raised by E.A.A

· Explaining the achievement of E.A.A

· Asking and answering questions

· Making and taking of notes

· Class discussions

· Drawings

· demonstrations

· students book

· resource person

· Documents

· Photographs

· Teachers Guide

· Maps

· Charts

· Documents

· Realia

· Handouts

· Pictures

· videos

· Milestone in History and Government form III page 96-98

· Milestone Teachers guide 51-53

· Golden tips page 163

· High Flyer page 88

· Evolving world History and Government page 91-93

· Gateway paper 1 page 55

Political Developments and the struggle for independence in Kenya (1919-1963)

The kikuyu Central Association (K.C.A)

By the end of the lesson, the learner should be able to

(a) Explain the memorandum pressed to the Hilton Young Commission

· Discussing the memorandum present to Hilton Young commission

· Making and taking notes

· Asking and answering questions

· Demonstrations

· illustrations

· students book

· Resource Person

· Documents

· Photographs

· Handouts

· Charts

· Videos

· Pictures

· Realia

· Teachers guide

· Milestone in History and Government form III page 98-99

· Milestone Teachers guide 53-54

· Golden tips page 163

· High Flyer page 88

· Evolving world History and Government page 94-95

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Karironda Tax payers welfare Associations (Grievances)

By the end of the lesson, the learner should be able to

(a) Discuss the memorandum of the Young Karironda Tax payers welfare Association to the chief native commissioner

· Discussing the memorandum of the YKTPW

· Asking and answering questions

· Illustrations

· Demonstrations

· Making and taking notes

· Students book

· Resource person

· Documents

· Photographs

· Pictures

· Maps

· Charts

· Realia

· Handouts

· Videos

· Textbooks

· Milestone in History and Government form III page 99-100

· Milestone Teachers guide 51-53

· Golden tips page 164

· High Flyer page 88

· Evolving world History and Government page 96-97

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Ukamba Members Association (U.M.A)

Taita Hills Association (T.HA)

By the end of the lesson, the learner should be able to

(a) Explain the grievances of U.M.A and T.H.A

· Discussing the grievances of UMA & THA

· Asking and answering questions

· Discussing the grievances of C.A.A

· Making and taking notes

· Resource persons

· Realia

· Textbooks

· Maps

· Handouts

· Videos

· Films

· Pictures

· Documents

· Milestone in History and Government form III page 100-101

· Milestone Teachers guide 52-53

· Golden tips page 165

· High Flyer page 89-90

· Evolving world History and Government page 97-99

· Gateway paper 1 page 56

Political Developments and the struggle for independence in Kenya (1919-1963)

Coastal African Association

By the end of the lesson, the learner should be able to

(a) Explain the grievances of C.A.A

· Asking and answering questions

· Illustrations

· Demonstrations

· Making and taking of notes

· Class discussions

· Resource persons

· Photographs

· Documents

· Students books

· Teachers guide

· Maps

· Pictures

· Films

· Videos

· Scrolls

· Realia

· Milestone in History and Government form III page 101-102

· Milestone Teachers guide 51-53

· Golden tips page 165

· High Flyer page 90

· Evolving world History and Government page 98

· Gateway paper 1 page 57

Political Developments and the struggle for independence in Kenya (1919-1963

The origin of independent churches and schools

By the end of the lesson, the learner should be able to

(a) Trace the origins of the independence churches and schools

· Illustrations

· Making and taking of notes

· Class discussions

· Asking and answering of questions

· Discussing the origin of the independent churches and schools

· Resource persons

· Students book

· Teachers guide

· Pictures

· Maps

· Charts

· Scrolls

· Realia

· Video

· Films

· Milestone in History and Government form III page 102-103

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 100

· Gateway paper 1 page 57

Political Developments and the struggle for independence in Kenya (1919-1963

The reasons for the establishment of independent churches and schools

· Discussing the reasons for the establishment of independent churches and schools

· Explaining the major independent churches in Kenya and their characteristics

· Resource person

· Students book

· Teachers guide

· documents

· Milestone in History and Government form III page 103-104

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 101

· Gateway paper 1 page 57-58

Political Developments and the struggle for independence in Kenya (1919-1963

Trade union movements

· Demands made by the trade unions

By the end of the lesson, the learner should be able to

(a) Explain the demands made by trade union in colonial Kenya

· Discussing the demands made by Trade union in colonial Kenya

· Illustrating

· Demonstrations

· Making and taking notes

· Asking and answering questions

· Maps

· Pictures

· Charts

· Realia

· Teachers guide

· Handouts

· Resource person

· Photographs

· Students book

· Milestone in History and Government form III page 103-104

· Milestone Teachers guide 51-54

· Golden tips page 166

· High Flyer page 90

· Evolving world History and Government page 101

· Gateway paper 1 page 57-58

Political Developments and the struggle for independence in Kenya (1919-1963

Development of trade unions movement in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain duties of the trade union movements in Kenya in the struggle for independence

· Discussing developments of trade union movements in Kenya in the struggle for independence

· Asking and answering questions

· Demonstrating

· Note taking

· Illustrations

· Students book

· Resource person

· Handouts

· Realia

· Videos

· Films

· Photographs

· Milestone in History and Government form III page 105-106

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 93

· Evolving world History and Government page 101

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

Contributions of the trade union movement in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain contribution of trade union movements in the struggle for independence

· Explain the contribution of the trade union movements in the struggle for independence

· Asking and answering questions

· Demonstration

· Note taking

· Students book

· Resource person

· Photographs

· Pictures

· Videos

· Films

· Charts

· Maps

· Realia

· Handouts

· Videos

· Milestone in History and Government form III page 105-106

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 93

· Evolving world History and Government page 122

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

· Political organizations and movements in Kenya after 1945

· Factors that contributed to the formation of political movements after 1945

By the end of the lesson, the learner should be able to

(a) Explain the political organization and movements in Kenya after 1945

(b) Explain the factors that contributed to the formation of political movements after 1945

· Discussing the political organizations and movements in Kenya after 1945

· Explaining the factors that contributed to the formations of political movements after 1945

· Students book

· Teachers guide

· Photographs

· Pictures

· Charts

· Realia

· Documents

· Newspaper cuttings

· Milestone in History and Government form III page 107-108

· Milestone Teachers guide 51-54

· Golden tips page 163

· High Flyer page 87

· Evolving world History and Government page 90-91

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

The Kenya African Union (K.A.U)

The Kenya African study

The objectives and demands of K.A.U

By the end of the lesson, the learner should be able to

(a) Explain demands of K.A.U

(b) Discuss the objectives and demands of K.A.U

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· illustrations

· pictures

· students book

· teachers Guide

· Realia

· Resource person

· Charts

· Maps

· Milestone in History and Government form III page 108-110

· Milestone Teachers guide 51-54

· Golden tips page 169

· High Flyer page 94

· Evolving world History and Government page 90-91

· Gateway paper 1 page 59

2-3

Political Developments and the struggle for independence in Kenya (1919-1963

The Mau Mau movement

By the end of the lesson, the learner should be able to

(a) Explain the causes of Mau Mau war

(b) Describe the courses of the Mau Mau war

· Discussions

· Explanations

· Describing

· Note taking

· Asking and answering questions

· Teachers guide

· Videos

· Pictures

· Documents

· Resource person

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form III page 110-112

· Milestone Teachers guide 51-54

· Golden tips page 168

· High Flyer page 94

· Evolving world History and Government page 110

· Gateway paper 1 page 60

Political Developments and the struggle for independence in Kenya (1919-1963

The results of Mau Mau war

The Kenya National African (KANU) and Kenya African Democratic Union (KADU)

By the end of the lesson, the learner should be able to

(a) Explain the results of the Mau Mau wars

(b) Discuss the origin and activities of KANU and KADU

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· illustrations

· resource person

· documents

· pictures

· Charts

· Maps

· Newspaper cuttings

· Students book

· Teachers guide

· Milestone in History and Government form III page 112-116

· Milestone Teachers guide 51-54

· Golden tips page 168

· High Flyer page 96

· Evolving world History and Government page 115

· Gateway paper 1 page 61

Political Developments and the struggle for independence in Kenya (1919-1963

The Africa People’s party

By the end of the lesson, the learner should be able to

(a) Explain the origin and activities of A.P.P

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Videos

· pictures

· Milestone in History and Government form III page 116

· Milestone Teachers guide 51-54

· Golden tips page 169-170

· High Flyer page 95

· Evolving world History and Government page 118

· Gateway paper 1 page 62

Political Developments and the struggle for independence in Kenya (1919-1963

The role of women in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the role of women in the struggle for independence

· Discussions

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Videos

· Pictures

· Newspaper cuttings

· Milestone in History and Government form III page 117-119

· Milestone Teachers guide 51-54

· Golden tips page 171

· High Flyer page 96-97

· Evolving world History and Government page 123

· Gateway paper 1 page 63

Political Developments and the struggle for independence in Kenya (1919-1963

Constitutional changes leading to independence

The African representatives in the Legco

By the end of the lesson, the learner should be able to

(a) Explain the constitutional changes leading to independence i.e African representatives in the Legco

· Discussions

· Asking and answering questions

· Note taking

· explanations

· students book

· teachers guide

· documents

· Resource person

· Videos

· Handouts

· Newspaper cutting

· Revision papers

· Milestone in History and Government form III page 119

· Milestone Teachers guide 51-54

· Golden tips page 172

· High Flyer page 97

· Evolving world History and Government page 123

· Gateway paper 1 page 63-64

Political Developments and the struggle for independence in Kenya (1919-1963

· The Littleton Constitution

· Reforms that resulted from the Lyttelton constitution

By the end of the lesson, the learner should be able to

(a) Explain the reforms that resulted from Lyttelton Constitution

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Pictures

· Charts

· Videos

· Resource person

· Teachers guide

· Students book

· Milestone in History and Government form III page 120-121

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 173

· Evolving world History and Government page 127

· Gateway paper 1 page 63-64

Political Developments and the struggle for independence in Kenya (1919-1963

Constitutional changes

The Lennox-Boyd constitution

By the end of the lesson, the learner should be able to

(a) Explain the results of the lennox-Boyd constitution

· Discussing the results of Lennox-Boyd constitution

· Note taking

· Answering and asking questions

· Students book

· Documents

· Resource person

· Teachers guide

· Photographs

· Handouts

· Videos

· Pictures

· Charts

· maps

· Milestone in History and Government form III page 121

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 97

· Evolving world History and Government page 128

2-3

Political Developments and the struggle for independence in Kenya (1919-1963

The first Lancaster house conference (1960)

By the end of the lesson, the learner should be able to

(a) Explain the first and second Lancaster House conference and the results

· Discussing the First Lancaster House Conference of 1960 and its results

· Explaining the 2^nd Lancaster House Conference

· Documents

· Resource persons

· Photographs

· Videos

· Pictures

· Handouts

· Students book

· Milestone in History and Government form III page 121-123

· Milestone Teachers guide 51-55

· Golden tips page 173

· High Flyer page 97

· Evolving world History and Government page 129

The Rise of African Nationalism

Introduction

· Factors that have favoured rise and development of African nationalism

By the end of the lesson, the learner should be able to

(a) Discuss the factors that favored the rise and development of African Nationalism

· Discussing the factors that favored the rise and development of African Nationalism

· Students book

· Photographs

· Resource person

· Handouts

· Charts

· Videos

· Pictures

· Milestone in History and Government form III page 125-126

· Milestone Teachers guide 56-58

· Golden tips page 173

· High Flyer page 98-99

· Evolving world History and Government page 133-135

· Gateway paper 2 page 86

The Rise of African Nationalism

– The factors that strengthened the development of Africa nationalism

By the end of the lesson, the learner should be able to

(a) Discuss the factors that strengthened the development of African Nationalism

· Discussing the factors that have strengthened nationalism

· Note taking

· Asking and answering questions

· Videos

· Maps

· Charts

· Maps

· Realia

· Documents

· Photographs

· Teachers guide

· Students book

· Milestone in History and Government form III page 126-127

· Milestone Teachers guide 56-58

· Golden tips page 133

· High Flyer page 98-99

· Evolving world History and Government page 133

· Gateway paper 2 page 86-87

The rise of African Nationalism

Nationalism in Ghana

– The background to the development of African Nationalism in Ghana

By the end of the lesson, the learner should be able to

(a) Explain the background to the development of Nationalism in Ghana

· Explaining the background to the development of nationalism in Ghana

· Class discussions

· Asking and answering questions

· Teachers guide

· Videos

· Pictures

· Charts

· Realia

· Students book

· Photographs

· Milestone in History and Government form III page 127-129

· Milestone Teachers guide 56-58

· Golden tips page 175

· High Flyer page 99

· Evolving world History and Government page 135-136

· Gateway paper 2 page 87-88

The Rise of African Nationalism

– The factors that favored the growth of African Nationalism in Ghana

By the end of the lesson, the learner should be able to

(a) Explain the factors that favoured growth of African nationalism in Ghana

· Discussing the factors that favored the growth of African Nationalism in Ghana

· Charts

· Discussions

· Note taking

· Maps

· Realia

· Maps

· Charts

· Videos

· Teachers guide

· Students book

· Photographs

· Milestone in History and Government form III page 129

· Milestone Teachers guide 56-58

· Golden tips page 175

· High Flyer page 99

· Evolving world History and Government page 136-137

· Gateway paper 2 page 87-88

The riles of African Nationalism

The role of African Nationalist leaders in Ghana i.e Kwame Nkurumah

By the end of the lesson, the learner should be able to

(a) Discuss the role of Kwame Nkurumah in the Nationalist Activities of Ghana

· Explaining the role of Kwame Nkurumah in the nationalist activities in Ghana

· Class discussions

· Asking and answering questions

· Note taking

· Students book

· Films

· Videos

· Textbooks

· Teachers guide

· Photographs

· Teachers guide

· Milestone in History and Government form III page 129

· Milestone Teachers guide 56-58

· Golden tips page 175-176

· High Flyer page 99

· Evolving world History and Government page 137-138

· Gateway paper 2 page 87-88

The Rise of African Nationalism

Nationalism in Mozambique

– The background to nationalism in Mozambique

By the end of the lesson, the learner should be ableto

(a) Explain the background to African Nationalism in mozambique

· Discussing the background to African Nationalism

· Asking and answering questions

· Taking and making notes

· Pictures

· Realia

· Maps

· Photographs

· Resource person

· Students book

· Milestone in History and Government form III page 129-130

· Milestone Teachers guide 56-58

· Golden tips page 176-177

· High Flyer page 100

· Evolving world History and Government page 139

· Gateway paper 2 page 88

The rise of African Nationalism

The factors that favored the development of African Nationalism in Mozambique

By the end of the lesson, the learner should be able to

(a) Identify and explain the unique factors that favored growth and development of African Nationalism in Mozambique

· Discussing the unique factors that favored the growth and development of African nationalism in Mozambique

· Asking and answering questions

· Note taking

· Students book

· Photographs

· Resource persons

· Maps

· Charts

· Realia

· Handouts

· Pictures

· Textbooks

· Milestone in History and Government form III page 130

· Milestone Teachers guide 88-89

· Golden tips page 176-177

· High Flyer page 100

· Evolving world History and Government page 140

· Gateway paper 2 page 88

The rise of African Nationalism

– The contribution of Eduardo Mondlance and Somara Machel in Mozambique’s Nationalism

By the end of the lesson, the learner should be able to

(a) Explain the contribution of Eduardo Mondlane and Samora Machel in Mozambique’s Nationalism

· Discussing the contribution of Eduardo Mondlane and Samora Machel in Mozambiques Nationalism

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Photographs

· Maps

· Realia

· Handouts

· Pictures

· Textbooks

· Handouts

· Pictures

· Milestone in History and Government form III page 131-133

· Milestone Teachers guide 56-58

· Golden tips page 176-177

· High Flyer page 100-101

· Evolving world History and Government page 140-143

· Gateway paper 2 page 89

The rise of Nationalism

Nationalism in South Africa

– Background and Development of African Nationalism in south Africa

By the end of the lesson, the learner should be able to

(a) Discuss the background and development of African Nationalism in South Africa

· Discussing African Nationalism in south Africa i.e the background and development

· Asking and answering questions

· Note taking

· Photographs

· Students book

· Documents

· Pictures

· Charts

· Maps

· Videos

· Films

· Teachers guide

· Milestone in History and Government form III page 133-134

· Milestone Teachers guide 56-58

· Golden tips page 178

· High Flyer page 101-102

· Evolving world History and Government page 143

· Gateway paper 2 page 89-90

13-14

Revision and Exams

Revision of Topics covered

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising of questions

· Sitting for the exams

· Answering questions by writing

· Films

· Videos

· Charts

· Maps

· Teachers guide

· Exam papers

· Pens

· Question papers

· Revision books

· Text books

· Notes

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM THREE

TERM III

The Rise of African Nationalism

– Nationalism in south Africa

– The factors that favored the development of African Nationalism in South Africa

By the end of the lesson, the learner should be able to

(a) Explain the factors that favored the developments of Nationalism in South Africa

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Photos

· Students book

· Resource person

· Pictures

· Revision materials

· Milestone in History and Government form III page 133-135

· Milestone Teachers guide 56-58

· Golden tips page 178-179

· High Flyer page 101-102

· Evolving world History and Government page 144

· Gateway paper 2 page 89-90

The Rise of African Nationalism

The African nationalist activities in South Africa

By the end of the lesson, the learner should be able to

(a) Explain the African Nationalist activities in South Africa

· Discussing the factors that favored African nationalist activities in South Africa

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Pictures

· Teachers guide

· Realia

· Handouts

· Charts

· Maps

· Milestone in History and Government form III page 135-136

· Milestone Teachers guide 56-58

· Golden tips page 178-179

· High Flyer page 102

· Evolving world History and Government page 145-153

· Gateway paper 2 page 90

The Rise of Africa Nationalism

The African National congress (ANC)

– objectives

By the end of the lesson, the learner should be able to

(a) explain the role of the African National Congress in the struggle for independence in South Africa

· discussing the role of Africa in the struggle for independence in South Africa

· asking and answering questions

· photographs

· students book

· resource person

· pictures

· handouts

· Realia

· Video

· Pictures

· Documents

· Milestone in History and Government form III page 136-137

· Milestone Teachers guide 56-58

· Golden tips page 178

· High Flyer page 102

· Evolving world History and Government page 145

· Gateway paper 2 page 90

The Rise of African Nationalism

The methods used by the African Nationalists to articulate their grievances

By the end of the lesson, the learner should be able to

(a) Explain methods used by the African Nationalists to articulate their grievances

· Discussions of methods used

· Asking and answering questions

· Illustrations

· Note taking

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Pictures

· Documents

· Videos

· Milestone in History and Government form III page 138-140

· Milestone Teachers guide 56-58

· Golden tips page 179

· High Flyer page 103

· Evolving world History and Government page 152

· Gateway paper 2 page 90

1-4

The Rise of African Nationalism

The contribution of Nelson Mandela in growth of Nationalism in south Africa

By the end of the lesson, the learner should be able to

(a) Explain the role of Mandela in the growth of Nationalism in south Africa

· Discussing role of Nelson Mandela in growth of nationalism in south Africa

· Making and taking notes

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Films

· Videos

· Pictures

· Charts

· Maps

· Handouts

· Teachers guide

· Milestone in History and Government form III page 142

· Milestone Teachers guide 56-58

· Golden tips page 179

· High Flyer page 102

· Evolving world History and Government page 150

· Gateway paper 2 page 90

The lives and contributions of Kenyan Leaders

Jomo Kenyatta 1892-1978

Early life of Jomo Kenyatta

By the end of the lesson, the learner should be able to

(a) Explain early life of Jomo Kenyatta

· Discussing the early life of Mzee Jomo Kenyatta in Kenya

· Making and taking of notes

· Asking and answering questions

· Realia

· Text books

· Maps

· Videos

· Films

· Resource person

· Students book

· Photographs

· Milestone in History and Government form III page 145-146

· Milestone Teachers guide 60

· Golden tips page 181

· High Flyer page 104

· Evolving world History and Government page 155

· Gateway paper 2 page 65

2-3

The lives and contributions of Kenya leaders

Kenyatta’s contribution in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain Kenyatta’s contribution in struggle for independence

· Explaining and discussing the contribution in the struggle for independence

· Asking and answering questions

· Making and taking of notes

· Photographs

· Realia

· Handouts

· Maps

· Resource person

· Students books

· Films

· Milestone in History and Government form III page 147

· Milestone Teachers guide 60-61

· Golden tips page 181-182

· High Flyer page 104

· Evolving world History and Government page 156-158

· Gateway paper 2 page 65-66

The lives and contributions of Kenyan leaders

Kenyatta’s achievements in past independence Kenya

By the end of the lesson, the learner should be able to

(a) Explain the achievements of Kenyatta in post-independent Kenya

· Explaining Kenyatta’s Achievements in Post independent Kenya

· Asking and answering questions

· Note taking

· Pictures

· Realia

· Videos

· Maps

· Films

· Text books

· Resource person

· Photograph

· Students book

· Milestone in History and Government form III page 148

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 156-158

· Gateway paper 2 page 66-67

The lives and contributions of Kenyan leaders

Tom Mboya – the early live of Tom mboya

By the end of the lesson, the learner should be able to

(a) Explain the early life of Tom Mboya

· Discussing the early life of Tom Mboya

· Asking and answering questions

· Making and taking of notes

· Class discussions

· Photographs

· Students book

· Resource person

· Films

· Videos

· Pictures

· Text book

· Scrolls

· Realia

· Handouts

· Milestone in History and Government form III page 149

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 160

· Gateway paper 2 page 67-68

The lives and contribution of Kenyan Leaders

The Role of Tom Mboya in Trade Unions

By the end of the lesson, the learner should be able to

(a) Explain role of Tom Mboya in unionism

· Discussions on role of Mboya in trade

· Asking and answering questions

· Class discussions making and taking of notes

· Note taking

· Photographs

· Student book

· Class discussions

· Handouts

· Documents

· Videos

· Films

· Pictures

· Milestone in History and Government form III page 149-150

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 160-161

· Gateway paper 2 page 67-68

The lives and contributions of Kenyan leaders

The role of Tom Mboya in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain Tom Mboya’s contributions in the struggle for independence

· Explaining the role of Mboya in the struggle for independence

· Class discussions

· Illustrations

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Text books

· Handouts

· Pictures

· Videos

· Films

· photographs

· Milestone in History and Government form III page 150-151

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 161-162

· Gateway paper 2 page 67-68

The lives and contribution of Kenyan Leaders

The role of Tom Mboya in the struggle for Independence

By the end of the lesson, the learner should be able to

(a) Explain Tom Mboya’s achievements in education, global trade unions and other fields

· Discussing Tom Mboya’s achievements in education and global trade unionism plus other fields

· Asking and answering questions

· Making and taking of notes

· Photographs

· Handouts

· Realia

· Videos

· Films

· Maps

· Charts

· Resource person

· Milestone in History and Government form III page 152-153

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 107

· Evolving world History and Government page 162

· Gateway paper 2 page 69-70

The lives and contributions of Kenyan Leaders

Ronald Gideon Ngala

– The early life of Ngala

By the end of the lesson, the learner should be able to

– Explain the early life of Ngala

· Explaining early life of Ngala

· Asking and answering questions

Note taking

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· pictures

· Milestone in History and Government form III page 152-153

· Milestone Teachers guide 60-61

· Golden tips page 184

· High Flyer page 108

· Evolving world History and Government page 162

· Gateway paper 2 page 70-71

2-3

The lives and contribution of Kenyan Leaders

The role of Ronald Ngala in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the contributions of Ronald in the struggle for independence

· Discussing the contributions of Ronald Ngala in the struggle for independence

· Asking and answering questions

· Note taking

· Explanations

· Photographs

· Students book

· Resource person

· Charts

· Maps

· Pictures

· Realia

· Pictures

· Films

· documents

· Milestone in History and Government form III page 153-154

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 108

· Evolving world History and Government page 163-165

· Gateway paper 2 page 70-71

The lives and contributions of Kenyan leaders

The role of Ronald Ngala in struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain contributions of Ronald in the struggle for independence

· Discussions

· Explanations

· Class discussions

· Asking and answering questions

· Making and taking of notes

· Resource person

· Text books

· Handouts

· Realia

· Videos

· Films

· Textbooks

· Pictures

· Maps

· chart

· Milestone in History and Government form III page 154

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 108

· Evolving world History and Government page 163-164

· Gateway paper 2 page 71

The lives and contributions of Kenyan leaders

Jaramogi Oginga Odinga

– Early life of Oginga Odinga

By the end of the lesson, the learner should be able to

(a) Explain the early life of Jaramogi Oginga Odinga

· Discussions

· Explanations

· Demonstrations

· Asking and answering questions

· Note taking

· Photographs

· Students books

· Resource person

· Videos

· Films

· Pictures

· Maps

· Charts

· Teachers guide

· Milestone in History and Government form III page 155-156

· Milestone Teachers guide 60-61

· Golden tips page 185

· High Flyer page 106

· Evolving world History and Government page 165

· Gateway paper 2 page 72

2-3

The lives and contributions of Kenyan Leaders

The role of Jaramogi in the struggle for independence

By the end of the lesson, the learner should be able to

(a) Explain the role of Jaramogi Oginga Odinga in the struggle for independence

· Disusing the role of Jaramogi Oginga Odinga in the struggle for independence

· Drawings

· Note taking

· Photographs

· Resource person

· Realia

· Handouts

· Pictures

· Maps

· charts

· Milestone in History and Government form III page 158

· Milestone Teachers guide 60-61

· Golden tips page 183

· High Flyer page 107

· Evolving world History and Government page 166

· Gateway paper 2 page 72

The lives and contributions of Kenyan Leaders

The role of Jaramogi in the birth of multi- patriotism

By the end of the lesson, the learner should be able to

(a) Explain role of Oginga Odinga in the birth of Multi-patriotism

· Class discussions

· Asking and answering questions

· Explaining roles of Oginga in birth of multi-patriotism

· Photographs

· Students book

· Resource person

· Maps

· Charts

· Realia

· Handouts

· Text books

· Pictures

· Milestone in History and Government form III page 158-159

· Milestone Teachers guide 60-61

· Golden tips page 183

· High Flyer page 107

· Evolving world History and Government page 169

· Gateway paper 2 page 73

The lives and contributions of Kenyan leaders

Daniel Arap Moi

– Early Life

By the end of the lesson, the learner should be able to

(a) Explain the early life of Daniel Arap Moi

· Describing the early life of Moi

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Class discussions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Films

· Pictures

· Newspaper cuttings

· documents

· Milestone in History and Government form III page 159-160

· Milestone Teachers guide 60-61

· Golden tips page 73-74

· High Flyer page 105

· Evolving world History and Government page 170

· Gateway paper 2 page 73-74

The lives and contributions of Kenyan leaders

The role of Moi in the struggle of independence

By the end of the lesson, the learner should be able to

(a) Explain role of Moi in struggle for independence

· Discussing the role of Moi in the struggle for independence

· Explanation

· Asking and answering questions

· Making and taking notes

· Class discussions

· Photographs

· Resource person

· Pictures

· Student book

· Videos

· Newspaper cuttings

· Documents

· handouts

· Milestone in History and Government form III page 160-161

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 170

· Gateway paper 2 page 74

3-4

The lives and contributions of Kenyan leaders

The contributions of Moi in post independent Kenya

By the end of the lesson, the learner should be able to

(a) Explain the contributions and achievement of Daniel Arap Moi in post independent in Kenya

· Explanation

· Discussing the contributions and achievement of Daniel Arap Moi in post independent Kenya

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Textbooks

· Documents

· Scrolls

· Newspaper cuttings

· Revision books

· Charts

· Maps

· Milestone in History and Government form III page 161-162

· Milestone Teachers guide 60-61

· Golden tips page 182

· High Flyer page 105

· Evolving world History and Government page 172

· Gateway paper 2 page 74-75

The formation structure and functions of the government of Kenya

Electoral process

– Stages of Electoral process

– Dissolution of parliament

– Registration of voters

By the end of the lesson the learner should be able to

(a) Describe the Electoral process in Kenya i.e dissolutions of parliament, registration of voters and nominations

· Discussing the electro process in Kenya i.e dissolution of parliament, registration of voters and nominations

· Note taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Teachers guide

· Handouts

· Videos

· Films

· Milestone in History and Government form III page 163-164

· Milestone Teachers guide 63-65

· Golden tips page 186

· High Flyer page 109

· Evolving world History and Government page 174

· Gateway paper 2 page 76

The formation structure and functions of the government of Kenya

Nominations

– Qualifications for nominations

– A president

– A parliamentary candidate

– A civic candidate

By the end of the lesson, the learner should be able to

(a) Explain qualification for nominations of

A president

A parliamentary candidate and civic candidate

· Discussing qualifications for nominations of a president, a parliamentary and civic candidate in Kenya

· Explanations

· Note taking

· Photographs

· Students book

· Resource person

· Videos

· Realia

· Teachers guide

· Videos

· Films

· Videos

· Handouts

· Pictures

· Newspaper cuttings

· Milestone in History and Government form III page 165-166

· Milestone Teachers guide 63-65

· Golden tips page 186

· High Flyer page 109

· Evolving world History and Government page 174

· Gateway paper 2 page 76-77

The formation structure and functions of the government of Kenya

Electoral process

– Presentation of nomination papers

– Campaigns

– polling

By the end of the lesson, the learner should be able to

(a) explain the remaining stages in the electoral process i.e presentation of nomination papers, campaigns and polling

· Discussing the remaining stages in the electoral process in Kenya

· Explanations

· asking and answering questions

· Note taking

· photographs

· students book

· Resource person

· Handouts

· Realia

· Pictures

· Videos

· Films

· Documents

· Milestone in History and Government form III page 166-168

· Milestone Teachers guide 63-65

· Golden tips page 186-188

· High Flyer page 109

· Evolving world History and Government page 174-177

· Gateway paper 2 page 78

The formation structure and functions of the government of Kenya

Circumstances that can lead to a by election

The importance of election

Functions of electro commission of Kenya

By the end of the lesson, the learner should be able to

(a) Explain the circumstances that can lead to a by-election

(b) Importance of elections and the functions of the electro commission of Kenya

· Discussions

· Explanations

· Note taking

· Asking and answering questions

· Videos

· Resource person

· Videos

· Documents

· Handouts

· Pictures

· Milestone in History and Government form III page 168-170

· Milestone Teachers guide 63-65

· Golden tips page 187

· High Flyer page 109

· Evolving world History and Government page 177

· Gateway paper 2 page 77-79

The formation structure and functions of the government of Kenya

The formation of government

– The process of formations of a government

By the end of the lesson, the learner should be able to

(a) Explain process of formation of a government

· Explanations

· Listening to resource person

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Realia

· Handouts

· Videos

· Documents

· Newspaper cuttings

· Revision books

· Milestone in History and Government form III page 170-171

· Milestone Teachers guide 63-65

· Golden tips page 188

· High Flyer page 110

· Evolving world History and Government page 179

· Gateway paper 2 page 79

The formation structure and functions of the government of Kenya

The structure and functions of the Government of Kenya

– Legislature

– The composition

– The functions of legislature

By the end of the lesson, the learner should be able to

(a) Describe the structure and function of the legislature

· Description

· Explanations

· Listening to resource person

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Newspaper cuttings

· Revision books

· Milestone in History and Government form III page 171-174

· Milestone Teachers guide 63-65

· Golden tips page 188

· High Flyer page 110

· Evolving world History and Government page 180

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

The law of making process

By the end of the lesson, the learner should be able to

(a) Explain the process of making law

· Explanations

· Note making and taking

· Asking and answering questions

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Videos

· Milestone in History and Government form III page 174-175

· Milestone Teachers guide 63-65

· Golden tips page 188-189

· High Flyer page 117

· Evolving world History and Government page 185

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

Parliamentary Supremacy

By the end of the lesson, the learner should be able to

(a) Explain the parliamentary supremacy

· Note taking

· Demonstrations

· Illustrations

· Explanations

· Asking and answering questions

· Students book

· Resource person

· Realia

· Handouts

· Documents

· Newspaper cuttings

· Constitution

· Picture

· Milestone in History and Government form III page 174-175

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 118

· Evolving world History and Government page 185

· Gateway paper 2 page 79-80

The formation structure and functions of the government of Kenya

The executive

– The powers and functions of the president

By the end of the lesson, the learner should be able to

(a) Explain the power and functions of president

· Explanations

· Descriptions

· Discussions

· Asking and answering questions

· Note taking

· Resource person

· Realia

· Handouts

· Documents

· Constitution

· Revision text books

· Charts

· Maps

· Photographs

· Students book

· Milestone in History and Government form III page 175-176

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 110

· Evolving world History and Government page 189

· Gateway paper 2 page 81-82

The formation structure and functions of the government of Kenya

The composition and functions of cabinet

By the end of the lesson, the learner should be able to

(a) Explain composition and function of the cabinet

· Explaining composition of cabinet

· Asking and answering questions

· Making and taking notes

· Documents

· Realia

· Constitution

· Videos

· Pictures

· Charts

· Resource person

· Student book

· photograph

· Milestone in History and Government form III page 177

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 111

· Evolving world History and Government page 192

· Gateway paper 2 page 82

The formation structure and functions of the government of Kenya

The composition and functions of civil service i.e PC, DC

By the end of the lesson, the learner should be able to

(a) Explain the composition and functions of the cabinet

· Explanations

· Discussions

· Asking and answering questions

· Making and taking of notes

· Resource person

· Constitution

· Realia

· Handouts

· Pictures

· Videos

· Constitution of Kenya

· Charts

· Maps

· Milestone in History and Government form III page 178-180

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 112

· Evolving world History and Government page 193

· Gateway paper 2 page 82

The formation structure and functions of the government of Kenya

Parliamentary Supremacy

By the end of the lesson, the learner should be able to

(a) Explain parliamentary supremacy

· Explanations

· Asking and answering questions

· Note taking

· Resource person

· Photographs

· Students books

· Resource person

· Constitution of Kenya

· Handouts

· Videos

· Charts

· Maps

· Milestone in History and Government form III page 175

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 118

· Evolving world History and Government page 187

· Gateway paper 2 page 81

The formation structure and functions of the government of Kenya

The executive

– The powers and functions of the president

By the end of the lesson, the learner should be able to

(a) Explain the powers and functions of the president

· Explanations

· Discussions

· descriptions

· photographs

· students book

· Resource person

· Handouts

· Realia

· Constitution of Kenya

· Videos

· Pictures

· Charts

· Milestone in History and Government form III page 175-176

· Milestone Teachers guide 63-65

· Golden tips page 189

· High Flyer page 110

· Evolving world History and Government page 189

· Gateway paper 2 page 81-82

2-4

The formation structure and functions of the government of Kenya

The composition and functions of cabinet

By the end of the lesson, the learner should be able to

(a) Explain composition and functions of cabinet

· Explaining the composition and functions of the cabinet

· Illustrations

· Asking and answering questions

· Resource person

· Pictures

· Constitution of Kenya

· Charts

· Videos

· photographs

· Milestone in History and Government form III page 177

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 111

· Evolving world History and Government page 192

· Gateway paper 2 page 82-84

The formation structure and functions of the government of Kenya

The Armed forces

– Composition of armed forces

– Functions of the armed forces

By the end of the lesson, the learner should be able to

(a) Explain the composition and the functions of the armed forces

· Explanations

· Asking and answering of questions

· Note taking

· Photographs

· Students book

· Resource person

· Handouts

· Realia

· Pictures

· Constitution of Kenya

· Revision book

· Milestone in History and Government form III page 182-183

· Milestone Teachers guide 63-65

· Golden tips page 190

· High Flyer page 113

· Evolving world History and Government page 191-192

· Gateway paper 2 page 82-84

The formation structure and functions of the government of Kenya

The Police

– The composition of police force

By the end of the lesson, the learner should be able to

(a) List the compositions of the police force

· Identifying the police force

· Asking and answering questions

· Note taking

· Resource person

· Handouts

· Realia

· Pictures

· Newspaper cuttings

· Constitution of Kenya

· photographs

· Milestone in History and Government form III page 184

· Milestone Teachers guide 63-65

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 199

· Gateway paper 2 page 84-85

The formation structure and functions of the government of Kenya

The functions of the police force

By the end of the lesson, the learner should be able to

(a) Explain the functions of the police force

(b) Explain the challenges facing the police force

· Discussing the functions of the police force

· Note taking

· Asking and answering of questions

· Photographs

· Students book

· Resource person

· Documents

· Videos

· Pictures

· Constitution of Kenya

· Handouts

· Newspaper cuttings

· Milestone in History and Government form III page 184

· Milestone Teachers guide 63-66

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 199-200

· Gateway paper page 85

The formation structure and functions of the government of Kenya

The prisons department

– Functions

– challenges

By the end of the lesson, the learner should be able to

(a) explain the functions of prisons and challenges facing the prisons department

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Photographs

· Documents

· Resource person

· Handouts

· Newspaper cuttings

· Constitution of Kenya

· Charts

· Milestone in History and Government form III page 184-185

· Milestone Teachers guide 63-66

· Golden tips page 193

· High Flyer page 115

· Evolving world History and Government page 202-204

· Gateway paper page 85-86

The formation structure and functions of the government of Kenya

The challenges facing the police departments

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing the police department

· Explaining

· Discussions

· Illustrations

· Demonstrating

· Note taking

· Asking and answering questions

· Students book

· Teachers guide

· Resource person

· Documents

· Charts

· Maps

· Handouts

· Realia

· Milestone in History and Government form III page 184-185

· Milestone Teachers guide 63-66

· Golden tips page 192

· High Flyer page 114

· Evolving world History and Government page 200-201

· Gateway paper page 86

The formation structure and functions of the government of Kenya

The Judiciary

– The functions of the Chief Justice

– The functions of the attorney General

By the end of the lesson, the learner should be able to

(a) Explain the functions of Chief Justice and the Attorney General

· Discussions

· Illustrations

· Note taking

· Asking and answering questions

· Explaining

· Pictures

· Students book

· Resource person

· Documents

· Realia

· Handouts

· Videos

· Newspaper cuttings

· Milestone in History and Government form III page 188-190

· Milestone Teachers guide 63-66

· Golden tips page 194

· High Flyer page 119

· Evolving world History and Government page 204-208

· Gateway paper page 86

The formation structure and functions of the government of Kenya

The structure and functions of the Court system in Kenya

The court of appeal

By the end of the lesson, the learner should be able to

(a) Explain the functions of the court Appeal and the High court

· Explaining the functions

· Discussions

· Asking and answering questions

· Note taking

· Pictures

· Charts

· Documents

· Resource person

· Student book

· Teachers guide

· Milestone in History and Government form III page 190-193

· Milestone Teachers guide 63-66

· Golden tips page 194

· High Flyer page 120

· Evolving world History and Government page 200-211

· Gateway paper page 88

The formation structure and functions of the government of Kenya

The functions of the Chief Magistrate’s court

The resident magistrates court

The district magistrate’s court

By the end of the lesson, the learner should be able to

(a) Explain the functions of the Chief Magistrate’s court, the resident magistrates, the district magistrates Court

· Discussing functions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Resource person

· Charts

· Documents

· Photographs

· Teachers guide

· Milestone in History and Government form III page 193-194

· Milestone Teachers guide 63-66

· Golden tips page 195

· High Flyer page 121

· Evolving world History and Government page 212-211

· Gateway paper page 88-89

The formation structure and functions of the government of Kenya

The functions of

– The Kadhis court

– The court martial

– Industrial court

– Special tribunal

By the end of the lesson, the learner should be able to

(a) Explain the functions of Kadhi’s court, the court martial, industrial court and special tribunals

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource person

· Charts

· Pictures

· Realia

· Documents

· Milestone in History and Government form III page 194-195

· Milestone Teachers guide 63-66

· Golden tips page 195

· High Flyer page 121-122

· Evolving world History and Government page 213-217

· Gateway paper page 88-89

The formation structure and functions of the government of Kenya

The development of the Judiciary

– The rule of law

– The concept of National Justice

By the end of the lesson, the learner should be able to

(a) Analyze the independence of the judiciary and the concept of rule of law and national Justice

· Discussions

· Explanations

· Illustrations

· Note taking

· Asking and answering questions

· Students book

· Resource person

· Pictures

· Realia

· Handouts

· Documents

· Teachers guide

· charts

· Milestone in History and Government form III page 195-197

· Milestone Teachers guide 64-66

· Golden tips page 195

· High Flyer page 122-123

· Evolving world History and Government page 217-221

· Gateway paper page 88-89

END OF TERM THREE EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOR

TERM I

World Wars

– The first world war (1914-1918)

– Causes of the first world war

By the end of the lesson, the learner should be able to

(a) Explain the causes of the first world war

· Discussing the causes of the first world war

· Asking and answering questions

· Maps

· Photographs

· Students book

· Resource persons

· Milestone in History and Government form IV page 1-7

· Milestone Teachers guide 29-30

· High Flyer series page 125

· Evolving world History and Government page 1-7

· Gateway paper 2 page 92

· Explore, Students book 4 page 1-10

· Golden tips pages 197

2-3

World wars

The cause of the war

– The western front

– Eastern front

– The war at sea

– The peace treaties

By the end of the lesson, the learner should be able to

(a) Describe the course of the first world war in the western front, Eastern Front , at sea and the peace treaties entered into

· Discussing the course of the war on the Eastern and western fronts, wars at the sea and the peace treaties entered into

· Charts

· Maps

· Resource persons

· Students book

· Photographs

· Milestone in History and Government form IV page 7-14

· Milestone Teachers guide 29-31

· High Flyer series page 126-127

· Evolving world History and Government page 1-7

· Gateway paper 2 page 92-94

· Explore, Students book 4 page 11-19

· Golden tips pages 197-198

World Wars

Results of the first world war

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of league of Nations

(b) Describe the covenant and organization of the league of Nations

· Discussing the results of the first world war

· Asking and answering of questions

· Photographs

· Students book

· Maps

· documents

· Milestone in History and Government form IV page 14-16

· Milestone Teachers guide 29-31

· High Flyer series page 127-128

· Evolving world History and Government page 16-17

· Gateway paper 2 page 94-95

· Explore, Students book 4 page 19-22

· Golden tips pages 198

World Wars

The League of nations

– Formation

– The covenant of the league

– Organization of the league

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of League of Nations

(b) Describe the covenant and organizations of the league of nations

· Discussing the formation, covenant and organization of the league of nations

· Asking and answering of questions

· Photos

· Maps

· Students book

· Charts

· documents

· Milestone in History and Government form IV page 16-18

· Milestone Teachers guide 29-31

· High Flyer series page 127-128

· Evolving world History and Government page 17-20

· Gateway paper 2 page 95

· Explore, Students book 4 page 23-27

· Golden tips pages 198-199

World wars

– Performance of the league of nations

– The failures of the leagues of Nations

By the end of the lesson, the learner should be able to

(a) Analyse the performance of the league of Nations

(b) Analyse the failures of the league of Nations

· Discussing the performance and failures of the league of Nations

· Asking and answering questions

· Maps

· Photographs

· Documents

· Student book

· Milestone in History and Government form IV page 18-20

· Milestone Teachers guide 29-31

· High Flyer series page 128-129

· Evolving world History and Government page 20-23

· Gateway paper 2 page 95-96

· Explore History, Students book 4 page 27-31

· Golden tips pages 199-200

3-4

World wars

The second world war

– The causes of the second world war

By the end of the lesson, the learner should be able to

(a) Explain the cause of the second world war

· Discussing the causes of the second world war

· Asking and answering of questions

· Maps

· Photographs

· Films

· Videos

· Students book

· Milestone in History and Government form IV page 18-20

· Milestone Teachers guide 29-31

· High Flyer series page 128-129

· Evolving world History and Government page 23-27

· Gateway paper 2 page 95-96

· Explore History, Students book 4 page 27-31

· Golden tips pages 200

World Wars

The course of the second world war

– Invasion of Denmark and Norway

– The fall of France

By the end of the lesson, the learner should be able to

(a) Describe the cause of the second world war i.e invasion of Denmark and Norway and fall of France

· Discussing the cause of the second world war i.e invasion of Denmark and Norway and the fall of France

· Maps

· Photographs

· Students book

· Films

· Milestone in History and Government form IV page 26-28

· Milestone Teachers guide 29-31

· High Flyer series page 129

· Evolving world History and Government page 27-30

· Gateway paper 2 page 97

· Explore History, Students book 4 page 35-37

· Golden tips pages 200

World wars

– The battle of Britain

– War in the Balkans

– War in North Africa

By the end of the lesson, the learner should be able to

(a) Describe the course of the second world war i.e the battle of Britain war in the Balkans and North Africa

· Explaining the battle of Britain and North Africa

· Describing war in Balkans

· Asking and answering questions

· Maps

· Photographs

· Films

· Videos

· Milestone in History and Government form IV page 28-30

· Milestone Teachers guide 29-31

· High Flyer series page 129

· Evolving world History and Government page 31-32

· Gateway paper 2 page 97-98

· Explore History, Students book 4 page 37-38

· Golden tips pages 200

World Wars

– The invasion of the USSR operations (Barbarossa)

– The defeat of Germany

– The Nazi rule in Europe

By the end of the lesson, the learner should be able to

(a) Discuss the invasion of USSR

(b) Explain the defeat of Germany

· Discussing the invasion of USSR and factors leading to German’s defeat

· Discussing the Nazi rule in Europe

· Maps

· Photographs

· Films

· Video

· Students book

· Milestone in History and Government form IV page 30-31

· Milestone Teachers guide 29-31

· High Flyer series page 130

· Evolving world History and Government page 32-33

· Gateway paper 2 page 98

· Explore History, Students book 4 page 39-40

· Golden tips pages 200

World Wars

– War with Japan

– Effects of the second world war

By the end of the lesson, the learner should be able to

(a) Discuss war with Japan

(b) Explain the results of the second world war

· Discussing war with japan

· Explaining effects of second world war

· Asking and answering questions

· Maps

· Videos

· Students book

· Charts

· Milestone in History and Government form IV page 32-35

· Milestone Teachers guide 29-31

· High Flyer series page 130-131

· Evolving world History and Government page 33-37

· Gateway paper 2 page 98-100

· Explore History, Students book 4 page 41-43

· Golden tips pages 201

International Relations

International organizations

– The united nations organization (UNO)

– Formation

– The UNO charter

– The UNO membership

By the end of the lesson, the learner should be able to

(a) Explain the reasons for the formation of the United Nations

(b) Explain the UN charter and its membership

· Discussing the formation and membership of the UN

· Explaining the UN charter and its membership

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Milestone in History and Government form IV page 37-40

· Milestone Teachers guide 33-34

· High Flyer series page 131

· Evolving world History and Government page 39-44

· Gateway paper 2 page 101

· Explore History, Students book 4 page 44-47

· Golden tips pages 202-203

International Relations

– The objectives of the UN

– Organization of the UN

By the end of the lesson, the learner should be able to

(a) Explain the organization of the UN

(b) Explain the objectives of the UN

· Explaining the objectives and the organizations of the UN

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Milestone in History and Government form IV page 40-43

· Milestone Teachers guide 33-34

· High Flyer series page 131-132

· Evolving world History and Government page 39-44

· Gateway paper 2 page 101-102

· Explore History, Students book 4 page 47-54

· Golden tips pages 203

International Relations

The performance of the UN

By the end of the lesson, the learner should be able to

(a) Explain the performance of the UN

· Discussing the performance of the UN

· Asking and answering of questions

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 43-45

· Milestone Teachers guide 33-35

· High Flyer series page 132-133

· Evolving world History and Government page 50-55

· Gateway paper 2 page 102-103

· Explore History, Students book 4 page 54-56

· Golden tips pages 204

International Relations

The challenges that the UN faces

By the end of the lesson, the learner should be able to

(a) Explain the challenges that the UN faces

· Explain the challenges facing theUN

· Asking and answering of questions

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 45-46

· Milestone Teachers guide 33-35

· High Flyer series page 133

· Evolving world History and Government page 55-56

· Gateway paper 2 page 102-103

· Explore History, Students book 4 page 56-57

· Golden tips pages 204

International Relations

The commonwealth

– Formations

– Membership and their characteristics

By the end of the lesson, the learner should be able to

(a) Explain the formation of the commonwealth

(b) Explain the membership of the commonwealth

· Explaining the formation and membership of commonwealth

· Discussing the characteristics of member states of the commonwealth

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 46-48

· Milestone Teachers guide 33-35

· High Flyer series page 133-134

· Evolving world History and Government page 56-60

· Gateway paper 2 page 104-105

· Explore History, Students book 4 page 58-60

· Golden tips pages 204-205

International Relations

– The functions of the commonwealth

– Challenges that the commonwealth faces

By the end of the lesson, the learner should be able to

(a) Explain the functions of the commonwealth

(b) Explain the challenges commonwealth faces

· Explaining the functions and challenges of the commonwealth

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 48-49

· Milestone Teachers guide 33-35

· High Flyer series page 134

· Evolving world History and Government page 56-60

· Gateway paper 2 page 104-105

· Explore History, Students book 4 page 60-62

· Golden tips pages 204-205

International Relations

Non-Aligned movement

– The formation

– Reasons for the formation

By the end of the lesson, the learner should be able to

(a) Explain the formation of non-aligned movement giving reasons for its formation

· The reasons for the formation of Non-aligned movement

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 49-51

· Milestone Teachers guide 33-35

· High Flyer series page 136-137

· Evolving world History and Government page 62-70

· Gateway paper 2 page 106-107

· Explore History, Students book 4 page 64-68

· Golden tips pages 205-206

International Relations

The performance of the Non-aligned movement

The challenges of the Non-Aligned movement

By the end of the lesson, the learner should be able to

(a) Explain the performance of the Non-Aligned movement

(b) Describe the challenges facing the non-Aligned movement

· Discussing the Performance of the non-Aligned movement

· Describe the challenges facing the Non-Aligned movements

· Maps

· Photographs

· Films

· Students book

· Milestone in History and Government form IV page 51-52

· Milestone Teachers guide 33-35

· High Flyer series page 137-138

· Evolving world History and Government page 70-74

· Gateway paper 2 page 106-107

· Explore History, Students book 4 page 68-69

· Golden tips pages 206

International Relations

The cold war

– Causes of cold war

– Characteristics of cold war

By the end of the lesson, the learner should be able to

(a) Explain the causes of the cold war

(b) Explain the characteristics of cold war

· Discussing the cold war

· Explaining the causes and characteristics of the cold war

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 52-54

· Milestone Teachers guide 33-35

· High Flyer series page 134-135

· Evolving world History and Government page 74-79

· Gateway paper 2 page 107-109

· Explore History, Students book 4 page 70-71

· Golden tips pages 206-207

2-3

International Relations

The steps that USA took to strengthen ties with Allies

By the end of the lesson, the learner should be able to

(a) Explain the steps that USA took to strengthen ties with allies

· Discussing and explaining the steps the USA took in order to strengthen ties with allied nations

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 54

· Milestone Teachers guide 33-35

· High Flyer series page 135

· Evolving world History and Government page 79-84

· Gateway paper 2 page 109

· Explore History, Students book 4 page 72

· Golden tips pages 207

International Relations

– Steps taken by USA to strengthen ties with Allies

By the end of the lesson, the learner should be able to

(a) Explain the steps that USSR took to strengthen ties with Allies

· Discussing and explaining the steps taken by USSR to strengthen ties with allied nations

· Asking and answering of questions

· Photographs

· Maps

· Students book

· teachers guide

· Milestone in History and Government form IV page 55

· Milestone Teachers guide 33-35

· High Flyer series page 135

· Evolving world History and Government page 81-82

· Gateway paper 2 page 109-110

· Explore History, Students book 4 page 75

· Golden tips pages 207

International Relations

The causes of the cold war

– War in Vietnam and Cuba

By the end of the lesson, the learner should be able to

(a) Explain the causes of the cold war in Vietnam and Cuba

· Discussing and explaining the causes of cold war in Vietnam and Cuba

· Photographs

· Maps

· Student book

· Teachers guide

· Milestone in History and Government form IV page 55-56

· Milestone Teachers guide 33-35

· High Flyer series page

· Evolving world History and Government page 83

· Gateway paper 2 page 109-110

· Explore History, Students book 4 page 73-74

· Golden tips pages 207

International Relations

War in Europe and Angola

By the end of the lesson, the learner should be able to

(a) Explain the course of cold war in Europe and Angola

· Discussing the case of cold war in Europe and Angola

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 56-57

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83

· Gateway paper 2 page 135

· Explore History, Students book 4 page 76-

· Golden tips pages 207

International Relations

– Decline of the cold war

By the end of the lesson, the learner should be able to

(a) Explain the main events that led to the decline and end of the Cold war

· Explaining the main events that led to the decline and the end of the cold war

· Asking and answering of questions

· Photographs

· Maps

· Students book

· Teachers guide

· Milestone in History and Government form IV page 57-58

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83

· Gateway paper 2 page 111

· Explore History, Students book 4 page 76-79

· Golden tips pages 207-208

International Relations

Effects of the cold war

By the end of the lesson, the learner should be able to

(a) Explain the effects of cold war

· Discussing the effects of cold war

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 58-59

· Milestone Teachers guide 33-35

· High Flyer series page 136

· Evolving world History and Government page 83-85

· Gateway paper 2 page 111

· Explore History, Students book 4 page 79-80

· Golden tips pages 208

Co-operation in Africa

Pan-Africanism

– The origin of Pan-Africanism

– Aims of Pan-Africanism

– Development of Pan-Africanism

By the end of the lesson, the learner should be able to

(a) Explain the origin and aims of Pan-Africanism

(b) Discuss the development of Pan-Africanism

· Explaining the meaning of co-operation in Africa

· Discussing the origin of Pan-Africanism

· Explaining the aims and development of Pan-Africanism

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 60-62

· Milestone Teachers guide 37-38

· High Flyer series page 138-139

· Evolving world History and Government page 86-92

· Gateway paper 2 page 112-114

· Explore History, Students book 4 page 81-82

· Golden tips pages 209

2-3

Co-operation in Africa

– Pan-Africanism after 1945

– The south pan-African conference (1945)

– The Africa pan-African conference (1958)

By the end of the lesson, the learner should be able to

(a) Explain the activities of Pan-Africanism after 1945 i.e the sixth and Accra Pan-African Conference

· Explaining the activities of Pan-Africanism after 1945 i.e the sixth pan-African conference and Accra Pan-African Conference (1958)

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 62-64

· Milestone Teachers guide 37-38

· High Flyer series page 139-140

· Evolving world History and Government page 92-94

· Gateway paper 2 page 114

· Explore History, Students book 4 page 83

· Golden tips pages 210

Co-operation in Africa

– Addis Ababa pan-African Conference (1960-1963)

– The performance of Pan-Africanism

By the end of the lesson, the learner should be able to

(a) Explain the activities of Pan-Africanism after 1945

(b) Discuss the performance of pan-Africanism

· Explaining the activities of Pan-Africanism after 1945

· Discussing the performance of Pan-Africanism

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 64

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 95-98

· Gateway paper 2 page 114

· Explore History, Students book 4 page 83-84

· Golden tips pages 210

Co-operation in Africa

– Organization of African Unity OAU

– Formation of OAU

– Objectives of OAU

By the end of the lesson, the learner should be able to

(a) Explain the formation of OAU

(b) Describe its membership and objectives

· Explaining formation of OAU

· Discussing its membership and objectives

· Asking and answering of questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 64-67

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 98-100

· Gateway paper 2 page 114-115

· Explore History, Students book 4 page 85-87

· Golden tips pages 210-211

Co-operation in Africa

– Structure of OAU

– Performance of OAU

– Challenges facing OAU

By the end of the lesson, the learner should be able to

(a) Describe the structure and performance of OAU

(b) Explain the challenges facing the OAU

· Discussing the structure and performance of OAU

· Explaining the challenges facing OAU

· Asking and answering of Questions

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 67-70

· Milestone Teachers guide 37-38

· High Flyer series page 140

· Evolving world History and Government page 101-104

· Gateway paper 2 page 115-116

· Explore History, Students book 4 page 87-88

· Golden tips pages 211-212

Co-operation in Africa

The African Union

– Formation of African Union

– Objectives of the African Union

– The Structure of African Union

By the end of the lesson, the learner should be able to

(a) Explain the formation, objectives and the structure of the African Union

· Explaining formation and objectives of African Union

· Discussing the structure of the African Union

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 70-72

· Milestone Teachers guide 37-38

· High Flyer series page 141-142

· Evolving world History and Government page 104-109

· Gateway paper 2 page 116-118

· Explore History, Students book 4 page 88-93

· Golden tips pages 212-213

Co-operation in Africa

The east African Community (EAC)

– The formation of the EAC

– The objectives of the EAC

– The organizations of the EAC

By the end of the lesson, the learner should be able to

(a)e explain the formation, objectives and the organization of the EAC

· Discussing the formation of EAC

· Explaining the objectives and organization of the East African Community

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 72-74

· Milestone Teachers guide 37-39

· High Flyer series page 143-144

· Evolving world History and Government page 109-109

· Gateway paper 2 page 118-112

· Explore History, Students book 4 page 94-95

· Golden tips pages 214

Co-operation in Africa

The challenges facing the EAC

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing the EAC up to 1977

· Discussing and explaining the EAC up to 1977

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 74-76

· Milestone Teachers guide 37-39

· High Flyer series page 144

· Evolving world History and Government page 112-113

· Gateway paper 2 page 119-120

· Explore History, Students book 4 page 95-96

· Golden tips pages 214

Co-operation in Africa

The rebirth of EAC in 2001

– Formation

– Objectives of EAC

– Principles of EAC after rebirth

By the end of the lesson, the learner should be able to

(a) Explain the rebirth and objectives of EAC

(b) Describe the principles of EAC after rebirth

· Explaining the rebirth and objectives of EAC

· Describing the principles of EAC after rebirth

· Photographs

· Charts

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 76

· Milestone Teachers guide 37-39

· High Flyer series page143- 144

· Evolving world History and Government page 113-115

· Gateway paper 2 page 120

· Explore History, Students book 4 page 96-99

· Golden tips pages 214-215

Co-operation in Africa

Organization of EAC

– Performance

– Challenges facing EAC

By the end of the lesson, the learner should be able to

(a) Explain the organization, challenges and performance of EAC

· Discussing the organization of EAC, its challenges and performance

· Photographs

· Charts

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 77-78

· Milestone Teachers guide 37-39

· High Flyer series page144

· Evolving world History and Government page 115-117

· Gateway paper 2 page 120-121

· Explore History, Students book 4 page 99-101

· Golden tips pages 215

Co-operation in Africa

ECOWAS

– Formation of ECOWAS

– Aims of its formation

– Organizations of ECOWAS

By the end of the lesson ,the learner should be able to

(a) Explain the formation, objectives and organization of ECOWAS

· Explaining the formation of ECOWAS

· Discussing the aims of ECOWAS

· Explaining the organization of ECOWAS

· Maps

· Charts

· Photographs

· Students book

· Milestone in History and Government form IV page 78-79

· Milestone Teachers guide 37-39

· High Flyer series page145

· Evolving world History and Government page 115-117

· Gateway paper 2 page 121-122

· Explore History, Students book 4 page 102-104

· Golden tips pages 216

Co-operation in Africa

– Performance of ECOWAS

– Challenges facing ECOWAS

By the end of the lesson, the learner should be able to

(a) Discuss the performance of ECOWAS

(b) Explain the challenges facing ECOWAS

· Discussing the performance of ECOWAS

· Explaining the challenges facing ECOWAS

· Charts photographs

· Students book

· Gateway Revision paper 2

· Milestone in History and Government form IV page 79-80

· Milestone Teachers guide 37-39

· High Flyer series page145

· Evolving world History and Government page 118-120

· Gateway paper 2 page 123

· Explore History, Students book 4 page 104-106

· Golden tips pages 216

Co-operation in Africa

COMESA

– Formation of COMESA

– The organization of COMESA

– Functions of COMESA

By the end of the lesson, the learner should be able to

(a) Explain the formation and organization of COMESA

(b) State the functions of COMESA

· Discussing the formation of COMESA

· Explaining the organization of COMESA

· Stating its functions

· Maps

· Charts

· Photographs

· Students book

· Gateway revision paper 2

· Milestone in History and Government form IV page 80-83

· Milestone Teachers guide 37-39

· High Flyer series page145-146

· Evolving world History and Government page 120-124

· Gateway paper 2 page 123

· Explore History, Students book 4 page 107-108

· Golden tips pages 217

Co-operation in Africa

– Performance of COMESA

– Achievements of COMESA

– Challenges of COMESA

By the end of the lesson, the learner should be able to

(a) Explain the performance, achievements and challenges facing COMESA

· Explaining the performance of COMESA

· Explaining the achievements of COMESA

· Discussing the challenges facing COMESA

· Photographs

· Students book

· Gateway Revision

· Charts

· Milestone in History and Government form IV page 83

· Milestone Teachers guide 37-39

· High Flyer series page147

· Evolving world History and Government page 124-127

· Gateway paper 2 page 124

· Explore History, Students book 4 page 109-110

· Golden tips pages 218-219

National Philosophies (Kenya

African socialism

– Origin of African Socialism

– Development of African socialism

– The aims and principles of African socialism

By the end of the lesson, the learner should be able to

(a) Explain the origin of socialism

(b) Explain the development, aims and principles of African Socialism

· Explaining the origin of African socialism

· Discussing the development, aims and principles of African Socialism

· Photographs

· Students book

· Gateway Revision paper 2

· charts

· Milestone in History and Government form IV page 85-86

· Milestone Teachers guide High Flyer series page147-148

· Evolving world History and Government page 128-132

· Gateway paper page 92-94

· Explore History, Students book 4 page 111-115

· Golden tips pages 220

National Philosophies (Kenya

Harambee Philosophy

– The origin of Harambee philosophy

– The development of Harambee philosophy

By the end of the lesson, the learner should be able to

(a) Explain the origin and development of Harambee philosophy

· Explaining the origin and development of Harambee philosophy

· Students book

· Gateway revision paper 1

· Photographs

· Milestone in History and Government form IV page 86-87

· Milestone Teachers guide 41-42

· High Flyer series page 148-149

· Evolving world History and Government page 133-136

· Gateway paper 1page 94-95

· Explore History, Students book 4 page 116-1159

· Golden tips pages 220

National Philosophies (Kenya

Nyayo Philosophy

– Origin of Nyayo Philosophy

– Development of the Nyayo Philosophy

By the end of the lesson, the learner should be able to

(a) Explain the origin and the development of the Nyayo Philosophy

· Explaining the origin and development of the Nyayo Philosophy

· Students book

· Gateway revision paper 1

· Photographs

· Milestone in History and Government form IV page 87

· Milestone Teachers guide 41-42

· High Flyer series page 149

· Evolving world History and Government page 136-139

· Gateway paper 1page 94-95

· Explore History, Students book 4 page 120-124

· Golden tips pages 221

National Philosophies (Kenya

The impact of National Philosophies

– African socialism

– Harambee and Nyayo philosophies

By the end of the lesson, the learner should be able to

(a) Explain the impact of National Philosophies

· Discussing the impact of National philosophies

· Asking and answering of questions

· Photographs

· Students book

· Milestone in History and Government form IV page 88-90

· Milestone Teachers guide 41-42

· High Flyer series page 149

· Evolving world History and Government page 139-141

· Gateway paper 1page 96

· Explore History, Students book 4 page 125-126

· Golden tips pages 222

National Philosophies (Kenya

The impact of National Philosophies

– African socialism

– Harambee

– Nyayo Philosophies

By the end of the lesson, the learner should be able to

(a) Explain the impact of National Philosophies

· Discussing the impact of National Philosophies

· Asking and answering questions

· Photographs

· Students book

· Milestone in History and Government form IV page 88-90

· Milestone Teachers guide 41-42

· High Flyer series page 149-150

· Evolving world History and Government page 139-141

· Gateway paper 1page 96

· Explore History, Students book 4 page 127-128

· Golden tips pages 222

13-14

1-4

Revision and Examinations

By the end of the lesson, the learner should be able to

(a) Revise the terms work and answer the questions asked in the exam papers

· Revising questions

· Sitting for the exam

· Answering questions by writing

· Exam papers

· – pens

· Rulers

· Other relevant stationery

· Questions papers

· Revision books

· Text books

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOUR

TERM II

1-2

Social Economic and political Development and challenges in Kenya since independence

Political development from 1963-1991

By the end of the lesson, the learner should be able to

(a) Explain the political development from 1963-1991 in Kenya

· Explaining the political developments in Kenya from 1963-1991

· Asking and answering questions

· Note taking

· Pictures

· Students book

· Resource person

· Realia

· Handouts

· Teachers guide

· documents

· Milestone in History and Government form IV page 91-98

· Milestone Teachers guide 44-45

· High Flyer series page 150

· Evolving world History and Government page 142-143

· Gateway paper 1page 98

· Explore History, Students book 4 page 129-131

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Political assassination between 1965-1990

– Multiparty democracy in Kenya

– Challenge of multiparty democracy

By the end of the lesson, the learner should be able to

(a) Discuss political assassination between 1965-1990

(b) Explain the status of multiparty politics after independence

– Discussing political assassination between 1965-1990

– Explanations

– Illustrations

– Asking and answering questions

· Students book

· Teachers guide

· Realia

· Documents

· Resource person

· Pictures

· Newspaper cuttings

· Milestone in History and Government form IV page 93-94

· Milestone Teachers guide 44-45

· High Flyer series page 150

· Evolving world History and Government page 143-148

· Gateway paper 1page 102

· Explore History, Students book 4 page 130

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Multiparty democracy in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the origin and growth of multiparty politics in Kenya after 1990

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Note taking

· Newspaper cuttings

· Handouts

· Documents

· Photographs

· Students book

· Resource person

· Realia

· Milestone in History and Government form IV page 98-101

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 148-151

· Gateway paper 1page 101-103

· Explore History, Students book 4 page 132-133

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

Challenges of Multiparty democracy in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the challenges facing multiparty elections and democracy in Kenya

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Documents

· Realia

· Handouts

· Newspaper cuttings

· Resource person

· Charts

· Videos

· Milestone in History and Government form IV page 101

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 151-152

· Gateway paper 1page 103

· Explore History, Students book 4 page 136-137

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

The role of Political organization or parties in government and nations building

By the end of the lesson, the learner should be able to

(a) Explain the role of political parties I the government and nation building

· Explanation

· Discussions

· Asking and answering questions

· Note taking

· Charts

· Videos

· Documents

· Resource persons

· Handouts

· Realia

· Newspaper cuttings

· Milestone in History and Government form IV page 102

· Milestone Teachers guide 44-45

· High Flyer series page 151

· Evolving world History and Government page 151-152

· Gateway paper 1page 103

· Explore History, Students book 4 page 136-137

· Golden tips pages 222

Social Economic and political Development and challenges in Kenya since independence

– Economic development and challenges

– Land policies

By the end of the lesson, the learner should be able to

(a) Explain the land policies and land use re nations that developed after independence

· Discussing

· Explaining

· Illustrations

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Resource persons

· Charts

· Pictures

· Realia

· Documents

· Milestone in History and Government form IV page 102-106

· Milestone Teachers guide 44-45

· High Flyer series page 152

· Evolving world History and Government page 154

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139

Social Economic and political Development and challenges in Kenya since independence

– Economic development and challenges

– Land policies

By the end of the lesson, the learner should be able to

(a) Explain the policies and land use reforms that developed after independence

· Explaining land policies

· Discussions

· Asking and answering questions

· Note taking

· Student book

· Resource person

· Charts

· Realia

· Documents

· Maps

· Teachers guide

· Milestone in History and Government form IV page 102-106

· Milestone Teachers guide 44-45

· High Flyer series page 152

· Evolving world History and Government page 154-155

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139-141

1-2

Social Economic and political Development and challenges in Kenya since independence

– Economic developments and challenges of land politics on land

By the end of the lesson, the learner should be able to

(a) Explain the challenges of land policies on land

(b) Explain the challenges facing land policies

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Illustrations

· Students book

· Documents

· Pictures

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 106-108

· Milestone Teachers guide 44-45

· High Flyer series page 152-153

· Evolving world History and Government page 154-155

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 139-141

Social Economic and political Development and challenges in Kenya since independence

– Industry

– Developments in industry

By the end of the lesson, the learner should be able to

(a) Explain the role of industries in national developments

· Discussing the role of industry in national development

· Pictures

· Charts

· Resource person

· Realia

· Handouts

· documents

· Milestone in History and Government form IV page 108

· Milestone Teachers guide 44-45

· High Flyer series page 153

· Evolving world History and Government page 157-158

· Gateway paper 1page 105-106

· Explore History, Students book 4 page 141-142

Social Economic and political Development and challenges in Kenya since independence

– Developments in Industry

By the end of the lesson, the learner should be able to

(a) Explain the industrial development ventures after independence

· Explanations

· Discussions

· Asking and answering questions

· Note taking

· Students book

· Teachers guide

· Handouts

· Resource person

· Pictures

· Realia

· Milestone in History and Government form IV page 108

· Milestone Teachers guide 44-45

· High Flyer series page 153

· Evolving world History and Government page 157-160

· Gateway paper 1page 107-108

· Explore History, Students book 4 page 141-142

1-3

Social Economic and political Development and challenges in Kenya since independence

Economic developments

– Challenges on Industry

– Social developments and challenges

– industrialization

By the end of the lesson, the learner should be able to

(a) explain the economic challenges Kenya faces on industry

(b) explain the development in education since independence

· explanations

· Education

· Discussions

· Asking and answering questions

· Note taking

· Photographs

· Resource persons

· Pictures

· Charts

· Realia

· Documents

· Teachers guide

· Students book

· Milestone in History and Government form IV page 109-113

· Milestone Teachers guide 44-46

· High Flyer series page 153

· Evolving world History and Government page 161-166

· Gateway paper 1page 108-112

· Explore History, Students book 4 page 143-146

Social Economic and political Development and challenges in Kenya since independence

– Challenges in provision of education

By the end of the lesson, the learner should be able to

(a) Explain the challenges that Kenya has faced in the provision of education

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Realia

· Students book

· Teachers guide

· Handouts

· Charts

· Pictures

· Maps

· Documents

· Newspaper cuttings

· Milestone in History and Government form IV page 113-115

· Milestone Teachers guide 44-46

· High Flyer series page 154-155

· Evolving world History and Government page 163

· Gateway paper 1page 112-113

· Explore History, Students book 4 page 145

Social Economic and political Development and challenges in Kenya since independence

– Social development and challenges

– Health services

By the end of the lesson, the learner should be able to

(a) Explain the measures undertaken by the Government to improve health care services

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Note taking

· Handouts

· Students book

· Teachers guide

· Documents

· Newspaper cuttings

· Realia

· Resource person

· Milestone in History and Government form IV page 115-117

· Milestone Teachers guide 44-46

· High Flyer series page 155

· Evolving world History and Government page 165-166

· Gateway paper 1page 113-114

· Explore History, Students book 4 page 145-146

Social Economic and political Development and challenges in Kenya since independence

– The challenges that faces the provision of health care services in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the challenges Kenya faces in the provision of Health care services

· Discussions

· Explanations

· Asking and answering questions

· Demonstration

· Illustrations

· Note taking

· Students book

· Teachers book

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Resource persons

· Milestone in History and Government form IV page 117-119

· Milestone Teachers guide 44-46

· High Flyer series page 155

· Evolving world History and Government page 166

· Gateway paper 1page 114-115

· Explore History, Students book 4 page 146

Social Economic and political Development and challenges in Kenya since independence

Culture and sports

By the end of the lesson, the learner should be able to

(a) Explain the developments in culture and sports in since independence

· Demonstration

· Illustrations

· Drawing

· Asking and answering questions

· Note taking

· Discussing

· Students book

· Teachers guide

· Realia

· Documents

· Handouts

· Pictures

· Videos

· Resource person

· Newspaper cuttings

· Milestone in History and Government form IV page 119-122

· Milestone Teachers guide 44-46

· High Flyer series page 155-156

· Evolving world History and Government page 166-169

· Gateway paper 1page 115-117

· Explore History, Students book 4 page 146-148

Social Economic and political Development and challenges in Kenya since independence

Challenges in culture and sports

By the end of the lesson, the learner should be able to

(a) Explain the challenges Kenya faces in culture and sports

· Demonstrating

· Illustration

· Drawing

· Asking and answering questions

· Note taking

· discussion

· Students book

· Teachers guide

· Realia

· Videos

· Resource person

· Newspaper cuttings

· Handouts

· Milestone in History and Government form IV page 122-123

· Milestone Teachers guide 44-46

· High Flyer series page 155-156

· Evolving world History and Government page 166-169

· Gateway paper 1page 117-118

· Explore History, Students book 4 page 146-149

Social Economic and political Development and challenges in Kenya since independence

Social, economic and political developments in DRC

Political developments

The political situation in DRC at Independence

By the end of the lesson, the learner should be able to

(a) Explain the political situation in DRC at independence and the major political developments in DRC between 1960-1065

· Discussions

· Explanations

· Illustrations

· Demonstrating

· Drawing

· Asking and answering questions

· Note taking

· Students book

· Pictures

· Photographs

· Maps

· Charts

· Documents

· Realia

· Handouts

· Videos

· Films

· Milestone in History and Government form IV page 125-128

· Milestone Teachers guide 47-49

· High Flyer series page 155-156

· Evolving world History and Government page 172-175

· Gateway paper 1page 125-126

· Explore History, Students book 4 page 150-155

Social economic and potential Development and the changes in Africa since Independence

The contributions of Mobutu to the history of the DRC

By the end of the lesson, the learner should be able to

(a) Explain the contributions of Mobutu to the History of DRC i.e political and economics

· Discussions

· Explanations

· Asking and answering questions

· Making and taking notes

· Illustrating

· Demonstrating

· Drawing

· Pictures

· Charts

· Students book

· Teachers Guide

· Maps

· News paper cuttings

· Milestone in History and Government form IV page 125-128

· Milestone Teachers guide 47-49

· High Flyer page 151

· Evolving world History and Government page

· Gateway paper1page 126

· Explore, Students book 4 page

Social, Economic and political Development and the changes in Africa since independence

· The economic development in DRC between 1960-1994

By the end of the lesson, the learner should be able to

(a) Explain the economic development in DRC between 1960-1994

· Explanations

· Discussions

· Illustrating

· Making and taking notes

· Pictures

· Charts

· Realia

· Charts

· Maps

· Teachers guide

· Teachers book

· Real objects

· Newspaper cuttings

· Milestone in History and Government form IV page 129-131

· Milestone Teachers guide 47-49

· High Flyer page 157

· Evolving world History and Government page 176

· Gateway paper 2 page 126

· Explore, Students book 4 page 157-158

Social, Economic and Political Development and changes in Africa since independence

· Social development in DRC sicne independence

By the end of the lesson, the learner should be able to

(a) Explain the social development in DRC since independence

· Discussing

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Drawing maps

· Pictures

· Charts

· Realia

· Maps

· Teachers guide

· Real objects

· Newspaper cuttings

· Documents

· Milestone in History and Government form IV page 131

· Milestone Teachers guide 47-49

· High Flyer page 157-158

· Evolving world History and Government page 176-177

· Gateway paper 2 page 126-127

· Explore, Students book 4 page 156-157

Social Economic and political Development and challenges in Africa since independence

Tanzania

· The major political development in Tanzania between 1961-1985

By the end of the lesson, the learner should be able to

(a) Explain the political development in Tanzania between 1961-1987

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Charts

· Students book

· Teachers book/guide

· Charts

· Maps

· Pictures

· Documents

· News paper cuttings

· Milestone in History and Government form IV page 131-133

· Milestone Teachers guide 47-49

· High Flyer page 158

· Evolving world History and Government page 181-183

· Gateway paper 2 page 127

· Explore, Students book 4 page 159-160

Social Economic and Political Developments and challenges in Africa since independence

The contributions of Mwalimu Julius Nyerere to the History of Tanzania

By the end of the lesson, the learner should be able to

(a) Define Ujamaa and analyse the contribution of Mwalimu Julius Nyerere to the History of Tanzania

· Defining meaning of Ujamaa

· Discussion

· Explanations

· Asking and answering questions

· Note taking

· Charts

· Students book

· Maps

· Newspaper cuttings

· Teachers guide

· Realia

· Pictures

· photographs

· Milestone in History and Government form IV page 133

· Milestone Teachers guide 47-49

· High Flyer page 159

· Evolving world History and Government page 181-183

· Gateway paper 2 page 127

· Explore, Students book 4 page 159

Social, Economic and political Development and challenges in Africa since independence

· The economic development in Tanzania since independence

By the end of the lesson, the learner should be able to

(a) Explain the economic developments in Tanzania since independence

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Students book

· Charts

· Maps

· Newspaper cuttings

· Realia

· Pictures

· Teachers guide

· Newspaper cuttings

· Milestone in History and Government form IV page 135

· Milestone Teachers guide 47-49

· High Flyer page 158

· Evolving world History and Government page 183-184

· Gateway paper 2 page 127-128

· Explore, Students book 4 page 169

Social, Economic and Political development and challenges in Africa since independence

· Social development in Tanzania since independence

By the end of the lesson, the learner should be able

(a) Explain the social developments in Tanzania since independence

· Explaining

· Illustrations

· Asking and answering questions

· Making notes

· Students book

· Teachers guide

· Charts

· Maps

· Newspaper cuttings

· Realia

· Teachers guide

· documents

· Milestone in History and Government form IV page 135-136

· Milestone Teachers guide 47-48

· High Flyer page 159

· Evolving world History and Government page 184-185

· Gateway paper 2 page 128

· Explore, Students book 4 page 160-161

Social, Economic and political challenges in Africa since independence

Social, political and economic challenges in Africa since independence

By the end of the lesson, the learner should be able to

(a) Outline the promises the African leader made to their people at independence

(b) Explain the Political challenges in Africa since independence

· Identifying

· Outlining on board

· Explaining

· Discussions

· Illustrating

· Asking and answering questions

· Note taking

· Photographs

· Pictures

· Teachers guide

· Students book

· Maps

· Charts

· Newspaper

· Documents

· Charts

· Resource person

· Milestone in History and Government form IV page 136-138

· Milestone Teachers guide 47-48

· High Flyer page 159

· Evolving world History and Government page 188-191

· Gateway paper 2 page 128-130

· Explore, Students book 4 page 162-167

2-4

Local Authorities in Kenya

· Economic challenges in Africa since independence

· Social challenges these people have experienced since independence

By the end of the lesson, the learner should be able to

(a) Explain the economic challenges in Africa since independence

– Discussing

– Illustration

– Explaining

– Note taking

– Asking and answering questions

· Photographs

· Maps

· Resource person

· Newspaper

· Charts

· Documents

· Teachers guide

· Students book

· Newspaper cuttings

· Milestone in History and Government form IV page 138-140

· Milestone Teachers guide 47-50

· High Flyer page 159

· Evolving world History and Government page 188-189

· Gateway paper 2 page 130-131

· Explore, Students book 4 page 162-165

Local authorities in Kenya

Origin of the local authorities

By the end of the lesson, the learner should be able to

(a) Explain the origin of the local authorities

(b) Explain the meaning of the terms local authority

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Newspaper cuttings

· Resource person

· Pictures

· Documents

· photographs

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160

· Evolving world History and Government page 193-194

· Gateway paper 2 page 119

· Explore, Students book 4 page 168

Local authorities in Kenya

The types of local authorities

– City council

– The municipal council

By the end of the lesson, the learner should be able to

(a) Describe the types of local authorities (the city council and municipal council

· Discussions

· Asking and answering questions

· Taking and making notes

· Illustrating

· Photographs

· Maps

· Charts

· Resource persons

· Newspapers

· Pictures

· Documents

· Teachers book

· Students book

· Milestone in History and Government form IV page 142-143

· Milestone Teachers guide 51-52

· High Flyer page 160

· Evolving world History and Government page 194-196

· Gateway paper 2 page 119

· Explore, Students book 4 page 169

Local authorities in Kenya

– County council

– Town councils

By the end of the lesson, the learner should be able to

(a) Explain the types of local authorities

– Discussing

– Asking and answering questions

– Taking and making notes

· Photographs

· Maps

· Resource persons

· Newspapers cuttings

· Resource persons

· Realia

· charts

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160-161

· Evolving world History and Government page 194-195

· Gateway paper 2 page 119

· Explore, Students book 4 page 167-168

Local authorities in Kenya

– The urban and area councils

By the end of the lesson, the learner should be able to

(a) Describe the types of local authorities

· Discussing

· Illustrations

· Asking and answering questions

· Illustrating

· Questions and answers

· Realia

· Charts

· Documents

· Teachers guide

· Students book

· Maps

· Resource person

· Newspaper cuttings

· Personal experience

· Milestone in History and Government form IV page 142

· Milestone Teachers guide 51-52

· High Flyer page 160-161

· Evolving world History and Government page 194-195

· Gateway paper 2 page 119

· Explore, Students book 4 page 169

Local authorities in Kenya

– Functions of local authorities

By the end of the lesson, the learner should be able to

(a) Explain the functions of local authorities

· Discussions

· Asking and answering questions

· Explanations

· Taking and making notes

· Photographs

· Pictures

· Maps

· Resource persons

· Newspaper cuttings

· Documents

· Handouts

· Realia

· Textbooks

· Teachers guide

· Milestone in History and Government form IV page 143-144

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 195-196

· Gateway paper 2 page 119

· Explore, Students book 4 page 171-173

Local authorities in Kenya

– The sources of revenue for local authorities

By the end of the lesson, the learner should be able to

(a) Discuss the sources of revenue for local authorities

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Photographs

· Maps

· Resource persons

· Newspaper

· Pictures

· Charts

· Newspaper

· Students book

· Documents

· Handouts

· Realia

· Milestone in History and Government form IV page 143

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 196

· Gateway paper 2 page 119-120

· Explore, Students book 4 page 174

3-4

Local Authorities in Kenya

The relationship between local authorities and the central

By the end of the lesson, the learner should be able to

(a) Explain the relationship between the local authorities and the central government

· Explanations

· Discussions

· Note taking

· Asking and answering questions

· Illustrations

· Students book

· Teachers guide

· Documents

· Handouts

· Realia

· Resource persons

· Realia

· Maps

· Newspaper cuttings

· pictures

· Milestone in History and Government form IV page 144-145

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 197-198

· Gateway paper 2 page 120

· Explore, Students book 4 page 173

1-2

Local Authorities in Kenya

– Challenges facing local authorities in Kenya

By the end of the lesson, the learner should be able to

(a) Discuss the challenges facing local authorities in Kenya

· Discussions

· Illustrations

· Demonstrations

· Asking and answering questions

· Note taking

· Photographs

· Pictures

· Maps

· Textbooks

· Resource person

· Documents

· Handouts

· Realia

· News paper cuttings

· Milestone in History and Government form IV page 145-146

· Milestone Teachers guide 51-52

· High Flyer page 161

· Evolving world History and Government page 197-198

· Gateway paper 2 page 120-121

· Explore, Students book 4 page 174-176

Local authorities in Kenya

How some of the local authorities have tried to solve their problems

By the end of the lesson, the learner should be able to

(a) Discuss how the authorities sole there problems

· Discussions

· Explanations

· Illustrations

· Making and taking notes

· Asking and answering questions

· Charts

· Maps

· Photographs

· Handouts

· Newspaper

· Resource person

· Text books

· Teachers guide

· Milestone in History and Government form IV page 51-52

· Milestone Teachers guide 51-52

· High Flyer page 162

· Evolving world History and Government page 199

· Gateway paper 2 page 120

· Explore, Students book 4 page 175

Revision

By the end of the lesson, the learner should be able to

(a) Give correct answers to the oral questions asked by the teacher

· Reading questions

· Discussions

· Writing the answers

· Resource persons

· Documents

· Text books

· Pictures

· Charts

· Maps

· Textbooks

· Handouts

· Realia

· Revising books

· Marking schemes

Government Revenue and expenditure in Kenya

– National budget

– Definition of budget

– Explanations, meaning of national budget

By the end of the lesson, the learner should be able to

(a) Define the term budget

(b) Discuss the meaning of a national budget

· Define the term budget

· Discussions

· Explanations

· Asking and answering questions

· Note taking

· Resource person

· Documents

· Students book

· Teachers guide

· Newspaper cuttings

· Pictures

· Realia

· handouts

· Milestone in History and Government form IV page 148-149

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 177-178

· Gateway paper 2 page 122

· Explore, Students book 4 page 201

Government Revenue and Expenditure in Kenya

– Reasons for the preparation of a national budget in Kenya

By the end of the lesson, the learner should be able to

(a) Explain the reasons for preparing a national budget in Kenya

· Explaining

· Discussions

· Drawings

· Asking and answering questions

· Note taking

· Resource person

· Documents

· Teachers guide

· Newspaper cuttings

· Realia

· Students book

· Pictures

· documents

· Milestone in History and Government form IV page 149

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 202

· Gateway paper 2 page 122

· Explore, Students book 4 page 178-179

3-4

Government Revenue and Expenditure in Kenya

– Sources of Government revenue in Kenya

– Taxes

– Direct taxes

– Indirect taxes

By the end of the lesson, the learner should be able to

(a) Explain how taxes are a source of government revenue through direct and indirect taxes

· Discussions

· Illustrations

· Explanations

· Making and taking notes

· Asking and answering questions

· Students book

· Documents

· Handouts

· Teachers guide

· Textbooks

· Pictures

· Realia

· Documents

· Personal experience

· Revision book

· Milestone in History and Government form IV page 149-150

· Milestone Teachers guide 53-54

· High Flyer page 162

· Evolving world History and Government page 203-204

· Gateway paper 2 page 122

· Explore, Students book 4 page 180-181

END OF TERM TWO EXAMINATIONS

SCHEMES OF WORK

HISTORY FORM FOUR

TERM III

Government Revenue and expenditure in Kenya

– Government borrowing from internal bodies

– Loan Repayments

By the end of the lesson, the learner should be able to

(a) Discuss government borrowing from internal bodies and loan repayment as a source of government revenue

· Explanation

· Discussions

· Illustrations

· Drawing

· Maps

· Making and taking notes

· Asking and answering questions

· Resource persons

· Teachers guide

· Revision books

· Maps

· Realia

· Handouts

· Pictures

· Newspaper cuttings

· Pictures

· Text books

· Milestone in History and Government form IV page 150-151

· Milestone Teachers guide 53-54

· High Flyer page 163-164

· Evolving world History and Government page 203-204

· Gateway paper 2 page 122

· Explore, Students book 4 page 180-181

Government, Revenue and Expenditure in Kenya

– Charges from provision of Government Services

– Fees

– Foreign aid

– Profiles from Parastatals

By the end of the lesson, the learner should be able to

(a) discuss the following as source of government revenue

(b) foreign aid

· discussions

· Explanations

· Illustrating

· Asking and answering questions

· Pictures

· Text books

· Revision books

· Documents

· Charts

· Maps

· Realia

· Newspaper cuttings

· Resource persons

· Videos

· Pictures

· Milestone in History and Government form IV page 151

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 204

· Gateway paper 2 page 123

· Explore, Students book 4 page 180-181

Government Revenue and expenditure in Kenya

– Government expenditure

– Capital expenditure and revenue expenditure

By the end of the lesson, the learner should be able to

(a) Discuss capital expenditure and revenue expenditure as types of government expenditure

· Discussions

· Illustrations

· Expenditures

· Asking and answering questions

· Note taking

· Videos

· Pictures

· Resource persons

· Handouts

· Realia

· Newspaper cuttings

· Documents

· Textbooks

· Gateway Revision

· Charts

· maps

· Milestone in History and Government form IV page 152

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 205-206

· Gateway paper 2 page 123

Government Revenue and Expenditure in Kenya

– Payments of subscriptions

– Expenditure on emerging need said

– Assistance to other countries or form of government expenditure

By the end of the lesson, the learner should be able to

(a) Discuss payment of subscriptions, expenditure on emerging need said assistance to other countries as forms of government expenditure

· Discussions

· Expenditure

· Asking and answering questions

· Note taking

· Drawing maps

· Resource person

· Documents

· Textbooks

· Pictures

· Revision book

· Text book

· Pictures

· Handouts

· Realia

· Photographs

· Milestone in History and Government form IV page 152

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 205-206

· Gateway paper 2 page 123

· Explore, Students book 4 page 183

Government Revenue and expenditure in Kenya

Control of Public Finance

– National budget

– committees

By the end of the lesson, the learner should be able to

(a) describe how the government controls public expenditures through the national budget and communities

· Describing

· Illustrating

· Explanations

· Asking and answering questions

· Making and taking notes

· Resource person

· Documents

· Text books

· Pictures

· Revision book

· Photographs

· Realia

· Handouts

· Videos

· Treatment

· Own collection

· Teachers guide

· Milestone in History and Government form IV page 152-153

· Milestone Teachers guide 53-54

· High Flyer page 163

· Evolving world History and Government page 207-209

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Control of Public Finance

– Auditing of public expenditure

– Anti-corruption units

– Arid organizations

By the end of the lesson, the learner should be able to

(a) Describe the control of public finance through auditing of public expenditure and anti-corruption in units and organizations

· Describing

· Explanations

· Making and taking of notes

· Asking and answering questions

· Teachers guide

· Videos

· Handouts

· Teachers own collection

· Realia

· Students book

· Text book

· Revision books

· Documents

· Pictures

· Milestone in History and Government form IV page 154

· Milestone Teachers guide 53-54

· High Flyer page 163-164

· Evolving world History and Government page 207-208

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Control of Public Finance

– Ministerial internal audit

– Control of tendering office of the permanent secretary

By the end of the lesson, the learner should be able to

(a) Explain the control of public finance through ministerial internal audit units, control of tendering and office of the permanent secretary

· Discussions

· Illustrating

· Asking and answering questions

· Making and taking of notes

· Photos

· Students book

· Videos

· Resource persons

· Teachers own connection

· Teachers guide

· Documents handouts

· Realia

· Newspaper cuttings

· Milestone in History and Government form IV page 154-155

· Milestone Teachers guide 53-54

· High Flyer page 164

· Evolving world History and Government page 208

· Gateway paper 2 page 123-124

· Explore, Students book 4 page 187-188

Government Revenue and Expenditure in Kenya

Revision of topics covered

By the end of the lesson, the learner should be able to

(a) Answer questions asked on government expenditure and Revenue

· Explaining the answers

· Discussing the points raised by students

· Asking and answering of questions

· Students book

· Gateway papers

· Videos

· Teachers own collection

· Realia

· Text books

· Resource person

· Gateway paper page 124

· Text books

· Question paper

The Electoral process and functions of Government in other parts of the world

The United States of America

The history of the united of America

By the end of the lesson, the learner should be able to

(a) Explain a brief history of the U.S.A and the birth of the federal system

(b) Explain the functions of the government to citizens

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Describing

· Making and taking notes

· Resource person

· Text books

· Students book

· Teachers guide

· Gateway

· Teachers own collection

· Handouts

· Milestone in History and Government form IV page 155

· Milestone Teachers guide 56-57

· High Flyer page 164-165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 189

The Electoral process and functions of Government in other parts of the world

The parts of National convention

– The electoral change

– Voter registration

– Explain the types of elections in Britain

By the end of the lesson, the learner should be able to

(a) Explain the electro process in the U.S.A i.e voters registration and nomination of candidates to the house representatives

· Explanations

· Discussions

· Illustrations

· Asking and answering questions

· Describing

· Making and taking notes

· Resource person

· Text books

· Students book

· Teachers guide

· Gateway

· Teachers own collection

· Handouts

· Milestone in History and Government form IV page 156-158

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The Electoral process and functions of Government in other parts of the world

The nature of campaigns in the Animation electro process

By the end of the lesson, the learner should be able to

(a) Explain the nature of campaigns in U.S.A

(b) Explain the types of elections in U.S.A and the qualifications for being a president

· Explanations

· Discussions

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Students book

· Teachers guide

· Videos

· Teacher own collection

· Realia

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 158-160

· Milestone Teachers guide 56-57

· Evolving world History and Government page 211-212

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The Electoral process and functions of Government in other parts of the world

Congressional elections

– Selecting of candidates for congressional elections (Nominations

By the end of the lesson, the learner should be able to

(a) Explain the election of candidates to various primates in the U.S.A

(b) Explain the qualification for nomination of presidential candidates

· Explanations

· Discussions

· Asking and answering questions

· Making and taking notes

· Maps

· Charts

· Students book

· Teachers guide

· Videos

· Teachers collection

· Realia

· Handouts

· Resource person

· documents

· Milestone in History and Government form IV page 160-161

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 211-212

· Gateway paper 2 page 131-136

· Explore, Students book 4 page 190-192

The Electoral process and functions of Government in other parts of the world

Functions of the U.S.A government

– legislation

By the end of the lesson, the learner should be able to

(a) state the functions of the congress

(b) explain the functions of the U.S.A government i.e the legislature

· drawings

· illustrations

· asking and answering questions

· making and taking notes

· illustrations

· students book

· teachers guide

· videos

· pictures

· Films

· Resource person

· Documents

· Teachers own collection

· Photographs

· Newspaper cuttings

· Milestone in History and Government form IV page 161-162

· Milestone Teachers guide 56-57

· High Flyer page 165

· Evolving world History and Government page 207-208

· Gateway paper 2 page 133

· Explore, Students book 4 page 193-194

The electoral process and functions of Government in other parts of the world

The executive

– Functions of the Executive i.e the president

– Legislative

– Executive

– Judicial and foreign affairs

– functions

By the end of the lesson, the learner should be able to

(a) explain the functions of the executive i.e the president in U.S.A

(b) Explain the functions that are used to check the conduct of the U.S.A president

· Discussions

· Explanations

· Illustrations

· Demonstrating

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Resource person

· Documents

· Handouts

· Realia

· Teachers personal experience

· News paper cuttings

· Videos

· pictures

· Milestone in History and Government form IV page 163-164

· Milestone Teachers guide 56-57

· High Flyer page 166

· Evolving world History and Government page 223-224

· Gateway paper 2 page 133

· Explore, Students book 4 page 198-200

The Electoral process and functions of Government in other parts of the world

– The vice presidents

– Functions of the cabinet

– Civic and public services

By the end of the lesson, the learner should be able to

(a) Explain the functions of the vice president, the cabinet and the civic and public service

· Discussions

· Explanations

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Handouts

· Videos

· Pictures

· Documents

· Newspaper cuttings

· Pictures

· Milestone in History and Government form IV page 164-165

· Milestone Teachers guide 56-57

· High Flyer page 167

· Evolving world History and Government page 224

· Explore, Students book 4 page 199-200

The Electoral process and functions of Government in other parts of the world

Functions of the Federal Judicial

– The supreme course and its functions

– The federal court of appeal

– The federal district courts

– State courts

– Special federal courts

By the end of the lesson, the learner should be able to

(a) Explain the functions of the federal judicial system

(b) Explain the merits and demerits of federal government

· Discussions

· Explanations

· Illustrations

· Asking and answering questions

· Making and taking notes

· Students book

· Videos

· Photographs

· Resource people

· Newspaper cuttings

· Documents

· Handouts

· Pictures

· Teachers guide

· Teachers own collections

· Maps

· Charts

· Milestone in History and Government form IV page 165-167

· Milestone Teachers guide 56-57

· High Flyer page 167

· Evolving world History and Government page 224-225

· Gateway paper 2 page 137-139

· Explore, Students book 4 page 199-200

1-2

The electoral process and functions of Government in other parts of the word

Britain

– The electro process in Britain

– Introduction

– General elections

– Voter registration

– Nomination of candidates

By the end of the lesson, the learner should be able to

(a) Explain the Historical background of Britain

(b) Explain the British parliamentary democracy and how voter registration and nomination of parliamentary candidate is done

· Discussions

· Explanations

· Illustrations

· Describing

· Asking and answering questions

· Making and taking notes

· Videos

· Photographs

· Resource people

· Teachers guide

· Pictures

· Documents

· Photographs

· Newspaper cuttings

· Milestone in History and Government form IV page 167-170

· Milestone Teachers guide 56-57

· High Flyer page 168

· Evolving world History and Government page 210-211

· Gateway paper 2 page 138-140

· Explore, Students book 4 page 200-202

The Electoral process and functions of Government in other parts of the world

– Campaigns

– Polling

– Local elections

– Elections

– Function of government in Britain

– Functions of the monarchy

– Functions of the executive

– Functions of the legislature

– Functions of the cabinet

By the end of the lesson, the learner should be able to

(a) Explain how camp rights and polling is done in Britain

(b) Explain the functions of the monarchy executive, prime minister and cabinet in Britain

· Discussions

· Explanations

· Illustrations

· Describing

· Asking and answering questions

· Making and taking notes

· Students book

· Teachers guide

· Realia

· Resource person

· Newspaper cuttings

· Documents

· Pictures

· Videos

· Milestone in History and Government form IV page 170-174

· Milestone Teachers guide 56-58

· High Flyer page 168-169

· Evolving world History and Government page 211-214

· Gateway paper 1 page 140-142

· Explore, Students book 4 page 203-208

The Electoral process and functions of Government in other parts of the world

– Functions of civil service

– The public boards

– The Judiciary

– The structure of the British court system,

By the end of the lesson, the learner should be able to

(a) Explain the functions of the civil service public board and the judiciary

(b) Describe the structure of the British court system

· Discussions

· Describing

· Illustrations

· Explanations

· Taking notes

· demonstrating

· students book

· news paper cuttings

· videos

· Pictures

· Teachers guide

· Handouts

· Documents

· Realia

· Revision books

· Milestone in History and Government form IV page 175-178

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 214-218

· Gateway paper 1 page 141-142

· Explore, Students book 4 page 205-208

1-2

The Electoral process and functions of Government in other parts of the world

India

– Electoral process in India

– Introduction

– Constituencies and reformation of seats

– Independence electro commission

– Dissolving of parliament and scheduling of elections

– Voters registrations

By the end of the lesson, the learner should be able to

(a) Provide a back ground to the history of India

· Discussions

· Explanations

· Describing

· Illustrating

· Asking and answering questions

· Making and taking notes

· Students book

· Videos

· Photographs

· Resource person

· Documents

· Handouts

· Newspaper cuttings

· Teachers guide

· Milestone in History and Government form IV page 175-178

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 214-218

· Gateway paper 1 page 141-142

· Explore, Students book 4 page 205-208

The electoral process and functions of Government in other parts of the world

– Nominations

– Campaigns

– polling’s

By the end of the lesson, the learner should be able to

(a) explain the electro process in India i.e nominations

(b) campaigns and polling

· discussions

· Explanations

· Making and taking notes

· Asking and answering questions

· Students book

· Videos

· Photographs

· Resource person

· Newspaper cuttings

· Documents

· Charts

· Handouts

· Milestone in History and Government form IV page 182-185

· Milestone Teachers guide 56-58

· High Flyer page 169-170

· Evolving world History and Government page 226-227

· Gateway paper 1 page 144

· Explore, Students book 4 page 210-213

The electoral process and functions of Government in other parts of the world

– Role of political parties in elections

– System in elections

By the end of the lesson, the learner should be able to

(a) Explain the role of political parties in elections

(b) Discuss systems in elections in India

· Explaining role of political parties in India and discussing the system in election

· Illustrating

· Asking and answering questions

· Making and taking notes

· Handouts

· Pictures

· Charts

· Maps

· Students book

· Teachers guide

· Realia

· Videos

· Films

· Newspaper cuttings

· Milestone in History and Government form IV page 185-187

· Milestone Teachers guide 56-58

· High Flyer page 170

· Evolving world History and Government page 226

· Gateway paper 1 page 144

· Explore, Students book 4 page 214

1-2

The Electoral process and functions of Government in other parts of the world

Functions of the Government in India

– Legislature

– The Lok Sablia (Lower house)

– Rajya Satilia (upper house)

By the end of the lesson, the learner should be able to

(a) Explain the functions of government in India i.e Legislature

· Discussing the functions of the government in India

· Explanation

· Asking and answering questions

· demonstrations

· students book

· videos

· photographs

· resource people

· pictures

· documents

· Realia

· Photos

· Teachers guide

· Newspaper cuttings

· Milestone in History and Government form IV page 187-192

· Milestone Teachers guide 58

· High Flyer page 171

· Evolving world History and Government page 227

· Gateway paper 1 page 144-146

· Explore, Students book 4 page 216-217

1-4

K.C.S.E exams Revision sample papers

Revision

By the end of the lesson, the learner should be able to

(a) Discuss the questions and get the correct Answers

– Asking and answering questions

· Students book

· Videos

· Pictures

· Resource people

· Revision books i.e Gateway

· Revision papers

· Gateway secondary Revision History and Government paper 1 and 2

· High Flyer

· revision

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Free Business Studies schemes of work Form Four, Term 1-3

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BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM 1

REFERENCES:

Longman Explore Book
Inventor KLB Book
Certificate Business Studies Book
KLB Top Mark Series Business Studies

Download a pdf and editable copy of the schemes of work here;

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

TERM 1 SCHEMES OF WORK.

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1		REPORTING AND REVISION
2	1&2	Money And Banking	Introduction Definition Banking -Money Barter trade Limitations/merits	By the end of the lesson, the learner should be able to: Define the terms money and banking Explain the barter trade State merits of barter trade State limitations of barter trade	Observing samples of money (coins and notes Observing pictures of barter trade Visiting banks Taking notes Asking and answering of questions Listening to resource persons	Money (coins or notes Pictures Banks Resource persons(bank)	Inventor 4 KLB secondary business studies pg 91-94 student book 4 Longman Explore Business studies Book 4 pg 60-61 Dynamics if Business studies form 4 pg 145-147
	3&4	Money And Banking	Meaning and characteristics of money -definitions Characteristics Complexity Acceptability Disability portability Stability Homogeneity Durability Malleability Congnisability	By the end of the lesson, the learner should be able to: Give various definitions of money Explain different characteristics of money	Money- coins & notes observation Visiting banks Listening to resource persons Taking notes Asking notes Asking and answering Observing charts on summary of characteristics of money	sample of money (coins & note) Banks Charts Resource persons	Inventor 4 KLB secondary business studies pg 41-96 student book 4 Longman Explore Business studies Book 4 pg 62-63 Dynamics if Business studies form 4 pg 151-153
3	1&2	Money And Banking	Demand and supply for money Transactive precautionary speculative Measures to regulate supply of money Open market operations Special deposits Bank rate	By the end of the lesson, the learner should be able to: Define money Explain reasons for holding money Define the supply of money Explain ways in which central bank regulates supply of money	Asking and answering questions Note making Listening to resource persons	Banks Text book	Inventor 4 KLB secondary business studies pg 97-99 student book 4 Longman Explore Business studies Book 4 pg 64-66 Dynamics if Business studies form 4 pg 154-158
	3	Money And Banking	Banking Definition Development of banking Commercial banks Services offered by commercial banks Accepting deposits Current accounts Advantages Disadvantages	By the end of the lesson, the learner should be able to: Define banking Discuss development of banking Give examples of different banks in Kenya Explain the commercial banks Explain services offered by commercial banks	Listening to resource persons Asking and answering questions Note taking Visiting banks	Banks Resource persons Text book	Inventor 4 KLB secondary business studies pg 99-102 student book 4 Longman Explore Business studies Book 4 pg 66-67,70 Dynamics if Business studies form 4 pg 160-161,173-177
	4	Money And Banking	Saving A/c Fixed deposit Account	By the end of the lesson, the learner should be able to: Define savings and fixed deposits accounts Give advantages and disadvantages of each	Listening to resource persons Asking and answering questions Note taking Visiting banks	Banks Resource persons Text book	Inventor 4 KLB secondary business studies pg 103-105 student book 4 Longman Explore Business studies Book 4 pg 69-70 Dynamics if Business studies form 4 pg 177-179
4	1	Money And Banking	Lending of money Safe keeping of valuable items Trustee services Acting as a guarantor/referee Acts as intermediaries (sellers & borrowers provision of foreign exchange Offering credit cards	By the end of the lesson, the learner should be able to: Explain the functions of commercial banks	Asking and answering questions Taking notes Visiting banks	Banks Text book Resource persons	Inventor 4 KLB secondary business studies pg 105,108-109 student book 4 Longman Explore Business studies Book 4 pg 68-69 Dynamics if Business studies form 4 pg 162-170
	2	Money And Banking	Money transfer facilities Standing order Credit transfer Telegraphic Electronic fund transfer Cheque	By the end of the lesson, the learner should be able to: Explain different methods of money transfer	Sampling different facilities Asking and answering questions Note making	Text book	Inventor 4 KLB secondary business studies pg 106 student book 4 Longman Explore Business studies Book 4 pg 68 Dynamics if Business studies form 4 pg 163-165
	3	Money And Banking	Non-banking financial institutions Agricultural finance -corporation The industrial commercial development ICDC, K,W,F,T. KIE,DFI, SACCOS Functions of non-bank financial institutions	By the end of the lesson, the learner should be able to; Discuss the non-bank financial institution State the differences between non-bank financial institution and commercial banks State the similarities	Note making Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 109-112 student book 4 Longman Explore Business studies Book 4 pg 71-72 Dynamics if Business studies form 4 pg 182-189-190
	4	Money And Banking	Differences and similarities between commercial banks and non-banking financial institutions	By the end of the lesson, the learner should be able to: State the difference between commercial banks and non-banking financial institutions State similarities	Note making Asking and answering questions Listening to the resource persons	Resource persons Text book	Inventor 4 KLB secondary business studies pg 113 student book 4 Longman Explore Business studies Book 4 pg 72 Dynamics if Business studies form 4 pg 189-190
5	1	Money And Banking	The central bank Definition Functions	By the end of the lesson, the learner should be able to: Define the term central bank Explain the functions of central bank	Note taking Asking and answering questions Listening to resource persons	Text book Resource persons	Inventor 4 KLB secondary business studies pg 113-116 student book 4 Longman Explore Business studies Book 4 pg 72 Dynamics if Business studies form 4 pg 192-201
	2	Money And Banking	The monetary policy Bank rate Open market operations Cash/liquidity Ratio requirement Compulsory deposit Selective credit Control Directives Requests	By the end of the lesson, the learner should be able to: Explain different monetary policies	Note taking Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 113-116 student book 4 pg 116-118
	3	Money And Banking	Trends in banking Electronic cheque Insurance cover Credit and debit cars ATMs Branches banking mergers & restructuring E. banking Mobile banking packaging banking Unsecured loans Front office Services FOSA Pesa point Customer care	By the end of the lesson, the learner should be able to: Explain trends in banking	Observing samples e.g ATM, Mobile phones, visiting banks, pesa points ATM’s Asking and answering questions Taking notes	ATM card Mobile phones Banks	Inventor 4 KLB secondary business studies pg 118-121 student book 4 Longman Explore Business studies Book 4 pg 76-77 Dynamics if Business studies form 4 pg 179-182
	4	Money And Banking	Emerging issues Internet & banking Mobile banking Bank security Privatization of government owned banks	By the end of the lesson, the learner should be able to Explain the emerging trends	Taking notes Asking and answering questions Discussions	Text books	Longman Explore Business studies Book 4 pg 78
6	1	Public Finance	Introduction Definition Purpose	By the end of the lesson the learner should be able to: Define public finance Explain the purpose of public finance	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 125-126 student book 4 Longman Explore Business studies Book 4 pg 83-84 Dynamics if Business studies form 4 pg 207-211
	2	Public Finance	Sources of public finance Government borrowing Taxes Fines imposed by courts on offenders Rent and rates License Dividends & profit	By the end of the lesson, the learner should be able to: Describe the various sources of public finance	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 126-128 student book 4 Longman Explore Business studies Book 4 pg 83-84 Dynamics if Business studies form 4 pg 211-213
	3	Public Finance	Government expenditure Categories of government expenditure Sanctions Flexibility Economy Proper financial management Maximum social benefit	By the end of the lesson, the learner should be able to: Define the term government expenditure Categorize government expenditure Explain principles of government expenditure	Discussions Listening to resource person from financial department Asking and answering questions Taking notes	Text book Resource persons	Inventor 4 KLB secondary business studies pg 128-130 student book 4 Longman Explore Business studies Book 4 pg 86-88 Dynamics if Business studies form 4 pg 213-218
	4	Public Finance	TAX Definition Purpose Principles	By the end of the lesson, the learner should be able to: Define taxation Explain purpose of taxation Explain principles of taxation	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 130-133 student book 4 Longman Explore Business studies Book 4 pg 88-90
7	1 & 2	Public Finance	Classification of taxes Impact Direct indirect	By the end of the lesson, the learner should be able to: explain direct and indirect taxes State advantages and disadvantages of taxes	Discussions Asking and answering questions Taking notes Teacher uses pay slips to explain indirect taxes	Text book Pay slip	Inventor 4 KLB secondary business studies pg 135-141 student book 4 Dynamics if Business studies form 4 pg 223-229
	3 & 4	Public Finance	According to structure (tax rate) Progressive Regressive Proportional	By the end of the lesson, the learner should be able to: Explain various taxes Progressive Regressive Proportion State advantages of each	Taking notes Asking and answering questions Discussions	Text book	Inventor 4 KLB secondary business studies pg 133-135 student book 4 Longman Explore Business studies Book 4 pg 88-90 Dynamics if Business studies form 4 pg 221-223
8	1	Public Finance	Emerging issues Increase in public expenditure Accountability Tax evasion Sources of revenue	By the end of the lesson, the learner should be able to; Explain various emerging issues Give examples	Discussions Taking notes Answering and asking questions	Text book	Longman Explore Business studies Book 4 pg 95-97
	2 – 4	Public Finance	Revision	By the end of the lesson, the learner should be able to: Answer questions on topics covered	Answering questions	Full scaps Question papers Pens	Longman Explore Business studies Book 4 pg 99 Inventor 4 KLB secondary business studies pg 144
9-10		TOPICAL REVISION
11-13		END TERM EXAMINATIONS(PREMOCK EXAMS)
14		CLOSING

BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM II

REFERENCES:

Longman Explore Book
Inventor KLB Book
Certificate Business Studies Book
KLB Top Mark Series Business Studies

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1		REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1	Inflation	Meaning Consumer price Index Determination of average price Simple average Weighted average	By the end of the lesson the learner should be able to Explain the meaning of inflation Determine consumer price index	Teacher Explanation Inflation Teacher determining consumer price index Asking and answering questions	Text books	Inventor 4 KLB secondary business studies pg 145-149 student book 4 Longman Explore Business studies Book 4 pg 101-103 Dynamics if Business studies form 4 pg 238-240
	2 & 3	Inflation	Types and causes of inflation Demand pull Cost push Imported inflation structural	By the end of the lesson, the learner should be able to Explain the causes of inflation	Teacher giving examples of inflation Asking questions Taking notes Answering questions	Text books	Inventor 4 KLB secondary business studies pg 149-152 student book 4 Longman Explore Business studies Book 4 pg 105-107 Dynamics if Business studies form 4 pg 240-246
	4	Inflation	Levels of inflation Moderate galloping Hyper inflation Creeping Rapid/persistent	By the end of the lesson, the learner should be able to explain the levels of inflation	Asking questions Answering questions Taking notes Teacher giving examples by what people experience	Text book	Inventor 4 KLB secondary business studies pg 152 student book 4 Longman Explore Business studies Book 4 pg 107 Dynamics if Business studies form 4 pg 240-246
3	1	Inflation	Effects of inflation in an economy Positive negative	By the end of the lesson, the learner should be able to explain the effects of inflation	Asking questions Answering questions Taking notes Discussions	Text book	Inventor 4 KLB secondary business studies pg 154-156 student book 4 Longman Explore Business studies Book 4 pg 108
	2	Inflation	Controlling inflation Monetary policy	By the end of the lesson, the learner should be able to: Describe monetary policy Explain measures that are used to control inflation	Asking questions Answering questions Taking notes Discussions	Text book	Inventor 4 KLB secondary business studies pg 157-159 student book 4 Longman Explore Business studies Book 4 pg 110-111
	3	Inflation	Fiscal policy Statutory policy	By the end of the lesson, the learner should be able to: Describe fiscal and statutory policy (non-monetary policy)	Asking and answering questions Taking notes Discussions	Text book	Inventor 4 KLB secondary business studies pg 157-159 student book 4 Longman Explore Business studies Book 4 pg 110-111
	4	Inflation	Emerging issues Inflation & food security Price controls Inflation and poverty HIV and AIDs Revisions questions	By the end of the lesson, the learner should be able to Explain emerging issues in inflation	Discussions Taking notes Asking and answering questions	Text book	Longman Explore Business studies Book 4 pg 112-113
4	1	International Trade	Introduction -Advantages Disadvantages	By the end of the lesson, the learner should be able to: Define the term international trade Explain the advantages and disadvantages	Taking notes Discussions Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 163-164 student book 4 Longman Explore Business studies Book 4 pg 116-118 Dynamics if Business studies form 4 pg 257-264
	2	International Trade	Terms of trade Definition Computation of terms of trade Factors determining the terms of trade between countries	By the end of the lesson, the learner should be able to: Define the term Terms of trade Compute terms of trade Explain factors determining terms of trade between countries	Asking and answering questions Taking notes Discussions Taking examples on determining terms of trade	Text book	Inventor 4 KLB secondary business studies pg 164-167 student book 4 Longman Explore Business studies Book 4 pg 118-120 Dynamics if Business studies form 4 pg 266-268
	3	International Trade	Reasons for differences in Terms of trade between countries Unfavorable and unfavorable terms of trade	By the end of the lesson the learner should be able to Explain the differences between countries Nature of commodity being exported and imported Shift in demand for country’s export Total quantity supplied	Discussions Taking examples Asking and answering questions	Text books	Inventor 4 KLB secondary business studies pg 167-168 student book 4 Longman Explore Business studies Book 4 pg 120-121 Dynamics if Business studies form 4 pg 268-270
	4	International Trade	Balance of payments Definitions Balance of payments account Components of balance of payments Balance of payment on current A/c	By the end of the lesson the learner should be able to Define balance of payments Describe balance of payments A/C Explain balance of payment on current account	Discussions Taking notes Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 168-169 student book 4 Longman Explore Business studies Book 4 pg 122 Dynamics if Business studies form 4 pg 271
5	1	International Trade	Capital Account Official settlement A/c	By the end of the lesson, the learner should be able to Describe capital accounts Official settlement A/c	Taking notes Asking and answering questions Discussions	Text book	Inventor 4 KLB secondary business studies pg 169-171 student book 4 Longman Explore Business studies Book 4 pg 122-123 Dynamics if Business studies form 4 pg 271-272
	2	International Trade	Balance of payments Disequilibrium Causes of balance of payment deficit	By the end of the lesson, the learner should be able to; Describe balance of payments disequilibrium Explain causes of balance of payment deficit	Taking notes Discussions Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 171-172 student book 4 Longman Explore Business studies Book 4 pg 124-125 Dynamics if Business studies form 4 pg 273-275
	3	International Trade	Balance of payments disequilibrium surplus	By the end of the lesson, the learner should be able to: Explain causes of payment surplus	Taking notes Asking and answering questions Discussions	Text book	Longman Explore Business studies Book 4 pg 123-124 Dynamics if Business studies form 4 pg 275-276
	4	International Trade	Correcting balance of disequilibrium	By the end of the lesson, the learner should be able to Explain how balance of payment disequilibrium	Discussion Taking notes Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 124-125 student book 4 Longman Explore Business studies Book 4 pg 124-125 Dynamics if Business studies form 4 pg 276-278
6	1	International Trade	Terms of sale in International trade Low, F.O.R, D.D,F.A.S,F.O.B, C&F,C.I.F, landed in Bond, Franco O.N.O	By the end of the lesson, the learner should be able to: Explain terms of sales used in international trade	Asking and answering questions Taking notes Discussions © Education Plus Agencies	Text book	Inventor 4 KLB secondary business studies pg 725-176 student book 4 Longman Explore Business studies Book 4 pg 125-126 Dynamics if Business studies form 4 pg 279-281
	2	International Trade	Documents used in international trade Import license Bill of lading Certificate of origin Commercial invoice Pro-forma invoice Freight note	By the end of the lesson, the learner should be able to: Describe different document used in international trade	Observing samples of the documents Asking and answering questions Taking notes	Text books	Inventor 4 KLB secondary business studies pg 176-179 student book 4 Longman Explore Business studies Book 4 pg 126-127 Dynamics if Business studies form 4 pg 282-288
	3 & 4	International Trade	International financial institutions IMF ADB	By the end of the lesson, the learner should be able to: Explain functions of financial institutions IMF State advantages of the institutions State disadvantages	Taking notes Asking and answering question	Text books	Inventor 4 KLB secondary business studies pg 180-181 student book 4 Longman Explore Business studies Book 4 pg 127-130 Dynamics if Business studies form 4 pg 289-292
7	1	International Trade	African Development Fund IBRD word bank	By the end of the lesson, the learner should be able to: Describe this financial institutions State the functions and objectives	Discussions Teacher explains forms of economic integration Taking notes Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 181 student book 4 Longman Explore Business studies Book 4 pg 131-132 Dynamics if Business studies form 4 pg 292
	2 & 3	International Trade	Forms of economic integration Free trade area Common market Custom unions Economic union Common monetary system	By the end of the lesson, the learner should be able tot: Describe various forms of integration	Teacher explains forms of economic integration Taking notes and asking questions Discussion	Text book	Inventor 4 KLB secondary business studies pg 182-183 student book 4 Longman Explore Business studies Book 4 pg 133-134 Dynamics if Business studies form 4 pg 293-294
	4	International Trade	Importance of economic integration to a country Enjoy economies of scales Attracts new industries Adopt new technology Advantages of money unions Joint public utility	By the end of the lesson, the learner should be able to recognize the importance of economic integration	Discussion Teacher explains importance of economic integrations Asking and answering questions	Text book	Longman Explore Business studies Book 4 pg 135 Dynamics if Business studies form 4 pg 294-296
8	1	International Trade	Free trade Definition Advantages Disadvantages	By the end of the lesson, the learner should be able to: Define freed trade State advantages and disadvantages of free trade	Taking notes Asking and answering questions Teaching explaining free trade discussions	Text book	Inventor 4 KLB secondary business studies pg 184student book 4 Longman Explore Business studies Book 4 pg 135-136 Dynamics if Business studies form 4 pg 297-298
	2	International Trade	Trade Restrictions Reasons &methods	By the end of the lesson the learner should be able to: Define the term trade restriction, explain methods of trade restrictions	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 185-187 student book 4 Longman Explore Business studies Book 4 pg 137-138 Dynamics if Business studies form 4 pg 299-301
	3	International Trade	Advantages and disadvantages of trade restriction	By the end of the lesson, the learner should be able to: State advantages and disadvantages	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 187-188 student book 4 Longman Explore Business studies Book 4 pg 138 Dynamics if Business studies form 4 pg 301-303
	4	International Trade	Trends in international trade Liberalization EPZ website/Ecommerce Advantages & disadvantages	By the end of the lesson, the learner should be able to: Explain the newly emerging trends State advantages and disadvantages of the trends	Discussions Use of mobile phones to access internet Asking and answering questions Taking notes	Text book Mobile phones	Inventor 4 KLB secondary business studies pg 188-189 student book 4 Longman Explore Business studies Book 4 pg 139-143 Dynamics if Business studies form 4 pg 307-308
9 – 10		TOPICAL REVISION
11-13		MOCK EXAMINATIONS
14		CLOSING

BUSINESS STUDIES SCHEMES OF WORK

FORM FOUR

TERM III

REFERENCES:

Longman Explore Book
Inventor KLB Book
Certificate Business Studies Book
KLB Top Mark Series Business Studies

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1		REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1	Economic Development And Planning	Introduction Economic growth indicators Terms used	By the end of the lesson, the learner should be able to: Define economic growth Explain indicators Define terms used	Teacher explaining Economic growth and development Taking notes Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg student book 4 Longman Explore Business studies Book 4 pg 147 Dynamics if Business studies form 4 pg 311-312
	2	Economic Development And Planning	Economic Development Definition Indicators Differences between economic growth and economic development	By the end of the lesson, the learner should be able to define Define economic development Explain indicators State differences between growth and economic development	Discussions Asking and answering questions Taking notes	Text book	Inventor 4 KLB secondary business studies pg 196student book 4 Longman Explore Business studies Book 4 pg 149-151
	3	Economic Development And Planning	Underdevelopment Definition Characteristics	By the end of the lesson, the learner should be able to: Define underdevelopment State characteristics	Discussions Asking and answering questions Taking questions Taking notes Reading magazines and journals	Magazines Journals Text book	Inventor 4 KLB secondary business studies pg 196-200 student book 4 Longman Explore Business studies Book 4 pg 151-153 Dynamics if Business studies form 4 pg 314-317
	4	Economic Development And Planning	Goals of development Provision of basic human wants, increase pre-capital income Employment Self-sufficiency Reducing poverty	By the end of the lesson, the learner should be able to: Explain goals of development	Reading journals of 2030 vision Asking and answering questions Taking notes Surfing internet	Text book Journals Magazines Computers (internet)	Longman Explore Business studies Book 4 pg 154-155 Dynamics if Business studies form 4 pg 317
3	1	Economic Development And Planning	Factors that may hinder development -low natural resource endowment Capital Poor technology Human resource	By the end of the lesson, the learner should be able to: Explain factors that may hinder development	Reading journals Magazines, newspapers, textbook Asking and answering questions Taking notes	Text book Computers (internet) Journals Magazines Newspapers	Inventor 4 KLB secondary business studies pg 200-202 student book 4 Longman Explore Business studies Book 4 pg 155-157 Dynamics if Business studies form 4 pg 321-323
	2	Economic Development And Planning	Development planning Definition Characteristics of good development plan	By the end of the lesson, the learner should be able to: Define plan development planning State characteristics of good development planning	Reading journals Magazines and newspaper on vision 2030 & planning Asking and answering questions Taking notes	Text book Journals Magazines Newspaper	Inventor 4 KLB secondary business studies pg 202student book 4 Longman Explore Business studies Book 4 pg 157-158
	3	Economic Development And Planning	Need for development planning	By the end of the lesson, the learner should be able to: Describe the need for development planning	Discussions Taking notes Asking and answering questions Reading journals Magazines on vision 2030	Magazines Text book Journals	Inventor 4 KLB secondary business studies pg 203-204student book 4 Longman Explore Business studies Book 4 pg 158-159
	4	Economic Development And Planning	Problems encountered in development planning Corruption Lack of sufficient data Shortage of funds Over protection Inadequate technical skills Inadequate political goodwill	By the end of the lesson the learner should be able to: Explain problems facing development planning	Discussions Taking notes Asking and answering questions	Text book	Inventor 4 KLB secondary business studies pg 204-206 student book 4 Longman Explore Business studies Book 4 pg 160-161 Dynamics if Business studies form 4 pg 326-327
4	1	Economic Development And Planning	Emerging issues HIV & Aids Environment and economic development Women empowerment Accuracy and reliability	By the end of the lesson, the learner should be able to: Explain emerging issues in economic development and planning	Discussions Taking notes Asking and answering questions	Text book	Longman Explore Business studies Book 4 pg 161-162
5 – 7		TOPICAL REVISION
8-11		KCSE EXAMINATION

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FREE GRADE 1 SCHEMES= UPDATED

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Get free grade 1 term 3 schemes of work here at no cost;

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Primary school free schemes of work for all classes and grades- Thousands of free materials available

October 5, 2025 Hillary Kangwana Leave a comment

Are you in need of free and updated primary school schemes of work? Download our free schemes of work for all classes, grades and PP1-3. These schemes are for Term 1, 2 and 3.

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Free agriculture schemes of work Form One

October 5, 2025 Hillary Kangwana Leave a comment

Here are the Form One Agriculture schemes of work for term 1, 2 and 3.

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AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR

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FORM 1 AGRICULTURE SCHEMES OF WORK TERM 1-3

SCHEME OF WORK FORM ONE AGRICULTURE TERM ONE 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES		MATERIALS / RESOURCES	REF.	REM.
1		INTAKE OF STUDENTS
2	1	INTRODUCTION TO AGRICULTURE Introduction. Branches of Agriculture.	By the end of the lesson, the learner should be able: To define Agriculture as an art and a science. To describe the branches of Agriculture.	Brainstorming: Teacher elicits the definition of Agriculture. Discussion- Branches of Agriculture: crop farming, livestock farming, Agricultural Economics, Agriculture Engineering, e.t.c.		Chart- Branches of Agriculture. Livestock / Crop products.	KLB Pages 1-3 LONGHORN Pages 1-2 CERT.AGRIC Pages 1-3
2		Importance of Agriculture.	To explain the importance of Agriculture.	Brain storming, guided questions and detailed discussion.		Livestock / Crop raw produce, industrial goods, flow charts.	CERT.AGRIC Pages 3-4.
	2	Problems facing Agriculture.	To state and explain problems facing Agriculture and suggest possible solutions.	Brain storming, guided questions and detailed discussion.			CERT.AGRIC Page 4.
		Farming Systems.	To define a farming system. To identify factors that affect choice of a farming system.	Teacher exposes the meaning of a farming system. Discussion on factors that affect choice of a farming system.			KLB Pages 5-6 LONGHORN Pages 6-7 CERT.AGRIC Page 5
	3 1	Farming systems in Kenya. Intensive farming systems.	To describe various farming systems practised intensively. To state advantages and disadvantages of each type of intensive farming.	Q/A & Discussion: – Arable farming. – Small-scale farming. – Subsistence farming Q/A & Discussion: -commercial farming. -Intercropping.			LONGHORN Pages 7-9 CERT.AGRIC Page 6.
3	3 1	Farming systems in Kenya. Intensive farming systems.					LONGHORN Pages 7-9 CERT.AGRIC Page 6.
3		Extensive farming systems. Advantages and disadvantages of extensive farming system.	To describe various farming systems practised extensively. To state advantages and disadvantages of each type of extensive farming.	Discussion: – Dairy farming – Large-scale farming – Ranching – Plantation farming. Q/A and explanations.		Relevant photographs: plantations, ranches, dairy farms.	KLB Pages 5-6. LONGHORN Page 7.
4	2	Methods of farming. Mixed farming.	To define mixed farming. To state advantages and disadvantages of mixed farming.	Probing questions. Discussion- factors favouring / militating against mixed farming.			KLB Pages 6,7,& 8 LONGHORN Pages 9-13
		Nomadic Pastoralism.	To define nomadic pastoralism. To state advantages and disadvantages of nomadic pastoralism.	Probing questions. Discussion- factors favouring / militating against pastoralism.			CERT. AGRIC Pages 7-9
	3	Shifting cultivation.	To define shifting cultivation. To state advantages and disadvantages of shifting cultivation.	Exposition; Discussion.			CERT. AGRIC Pages 7-9
	1	Organic farming. Agroforestry.	To define organic farming. To state advantages and disadvantages of organic farming. To define agroforestry.	Probing questions. Discussion: factors favoring / militating against organic farming / organic farming.		Specimens of organic manures. Specimens of agroforestry trees, Charts & photographs.	CERT. AGRIC Pages 8-9
	2	FACTORS INFLUENCING AGRICULTURE Human factors.	To explain the human factors influencing Agriculture.	Detailed discussion and probing questions on: Health (emphasis on HIV/AIDS), education level, communication, economic development, marketing, government policies, e.t.c.		Data on HIV/AIDS.	K.L.B. Pgs 11- 15
	3	CAT
5	MID TERM BREAK
6	1	Climatic factors. – Rainfall.	To discuss at length influence of rainfall on Agriculture. To identify farming practices that: – Reduce effects of water shortage. – Overcome effects of excess water.	Q/A and explanations about: rainfall i.e. lack of rainfall, excess rainfall, rainfall intensity, distribution and reliability. Exposition and explanations.		Weather station instruments: rain gauge.	KLB Page 18 CERT.AGRIC Page13 LONGHORN Pgs 24-32.
	2	– Temperature.	To define cardinal temperature range, maximum and minimum temperature, optimum temperature. To identify factors that cause temperature variations. To explain ways in which plants/ animals overcome extreme temperatures.	Exposition and explanation. Discussion and Q/A on; altitude, latitude, seasons, winds, clouds, slope, e.t.c. Students highlight ways in which plants / animals overcome extreme temperatures, then the teacher delves into the details.		Thermometers.	KLB Page 19. CERT. AGRIC Page 16. LONGHORN Pages 24-32.
	3	– Light.	To state functions of light. To describe characteristics of light.	Q/A: Functions of light. Exposition & Discussion: Light intensity, duration and wavelength.			KLB Page 21. CERT. AGRIC Page 18. LONGHORN Pgs 24-32.
7	1	– Wind and Relative Humidity.	To identify effects of wind on agricultural production. To explain relation between relative humidity and rate of evapotranspiration.	Q/A: Uses and nuisances of wind. Exposition: Meaning of relative humidity. Discussion: Relative humidity v/s rate of evapotranspiration.			KLB Page20. CERT. AGRIC Page 20.
		Biotic factors.	To explain effects of biotic factors on Agriculture.	Q/A and explanations on effects of: pests, diseases, pathogens, predators, pollinators, bacteria, e.t.c. on Agriculture.		Wall charts / Sample pests and pollinators.	KLB Pages 16-17. CERT. AGRIC Pages 20-21. LONGHORN Pages 16-21.
	2	Edaphic factors.	To define soil. To state uses of soil. To identify forms of weathering.	Q/A and explanation: definition of soil, its uses. Exposition: Teacher exposes meaning of weathering and forms of weathering.		Soil / rock samples.	KLB Page 22. CERT. AGRIC Page 21. LONGHORN Pages 33-60
		Soil profile.	To define soil profile. To represent soil profile diagrammatically. To explain effects of soil profile on crop production.		Exposition – Definition. Drawing and labelling soil horizons. Explanation and questioning: soil horizons v/s crop production.	Chart – Soil profile.	KLB Page30. CERT. AGRIC Pages 27-28. LONGHORN Pages 33-60.
	3	Soil constituents & sedimentation.	To identify constituents of soil.		Group experiments-To show soil sedimentation. (Left overnight).	Measuring cylinder, Water, Sample of garden soil, Sodium carbonate.	KLB Pages 32-34. CERT. AGRIC Page 30.
		Soil constituents & sedimentation.	To explain the importance of the soil constituents.		Discussion: Constituents of soil and importance of each constituent.		LONGHORN Pages 33-60.

8	1,2	Soil texture.	To define soil texture. To identify textural classes of soil. To identify types of soils.	Group experiment- Mechanical analysis of soil. Discuss the results. Expose meaning of soil texture.		Sieve meshes of different diameters, Beakers, Garden soil, Weighing balance.	KLB Pages 46-49. CERT.AGRIC Page 38. LONGHORN Pages 33-60.
	3	Water retention of soils.	To describe an experiment to show: – Water retention of soils. – Capillary rates of different soils.	Group experiments. Discussion of observations.		Sandy, Loam, Clay soil Cotton wool Funnels Stop watches Rulers Measuring cylinders.	KLB Pages 52-53. CERT. AGRIC Page 46.
9	1	Effect of soil water holding properties on crop production.	To explain the effects of soil water holding properties on crop production.	Q/A and explanation about soil aeration and drainage and their influences on growth of crops.			KLB Pages 52-53. CERT. AGRIC Page 46.
	2,3	Soil structure.	To define soil structure. To identify types of soil structure. To identify mans influence on soil structure. To explain effects of soil structure on crops.	Detailed discussion. Drawing of diagram- soil horizons. Q/A: Man’s influence on soil structure. Q/A: Soil structure v/s Crop production.		Chart- soil structure forms.	KLB Page 41. CERT. AGRIC Page 40. LONGHORN Pages 33-60
10		END OF TERM ONE ASSESSMENT TEST
SCHEME OF WORK FORM ONE AGRICULTURE TERM TWO 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES		MATERIALS / RESOURCES	REF.	REM.
1	1-2	Soil chemical properties.	To describe chemical properties of soil. To explain the influence of chemical properties of soils on crop production.	Teacher exposes new concepts e.g. carbon acid in the soil. Group experiments – Soil pH ranges. Discuss the observations. Explanations and questioning.		Litmus papers, Bromothymol blue, Universal indicator, pH meters.	KLB Page 55. LONGHORN Pages 33-60.
	3	FARM TOOLS AND EQUIPMENT Crop production tools.	To distinguish farm tools from farm equipment. To identify farm tools and equipment and state their uses.	Drawing garden tools. Identifying real tools, such as pruning fork, leveling boards, knap-sack sprayer, soil auger, e.t.c		Chart – Tools that are not common. .	KLB Pages 59-63. CERT. AGRIC Pages 48-52 LONGHORN Pages 62-63
	4	Classification of farm tools and equipment. Maintenance of farm tools and equipment	To classify tools on basis of their uses. To state practices of maintenance of the tools.			Common farm tools, school farm	KLB Pages 59-63. CERT. AGRIC Pages 48-52 LONGHORN Pages 62-63
	5	Livestock production tools and equipments.	To identify livestock production tools and equipment. To state purposes of livestock production tools and equipment. To label diagrams of important tools. To state practices of maintenance of the tools.	Drawing/ identifying the elastrator, hoof trimmer, strip cup, teeth clipper, drenching gun, chaff cutter, dehorning wire, bolus gun and others. Discussion: Maintenance practices of identified parts of the tools.		Chart-Uncommon tools: elastrator, hoof trimmer, strip cup, teeth clipper, drenching gun, chaff cutter, dehorning wire, bolus gun and others.	KLB Pages 63-75. CERT. AGRIC Pages 54-59. LONGHORN Pgs 63-73.
2	1	Workshop tools and equipment.	To identify common workshop tools and equipments. To identify practices of maintaining the workshop. To state general safety precautions to be observed in a work shop.	Drawing / identifying Common workshop tools/ masonry tools: saws, planes, hammers, pliers, spoke shave, files, rasps, G-clamp, tin snip, e.t.c Q/A: Maintenance practices.		Saws, planes, hammers, pliers, spoke shave, files, rasps, G-clamp, tin snip	KLB Pages 94-97.
	2	Measuring tools.	To identify common measurement tools and equipments. To identify practices of maintaining the measuring tools.	Drawing / identifying common measurement tools: tape measure, plumb bob, T-square, spirit level, marking gauge.		Common measurement tools: tape measure, plumb bob, T-square, spirit level, marking gauge.	KLB Pages 82-85.
	3	CROP PRODUCTION 1 Land Clearing.	To explain importance of land clearing. To identify tools for land clearing..		Brainstorming, Q/A & Discussion.	Tools / photographs of tools used in land clearing.	KLB Page 109. CERT. AGRIC. Page 81.
3	1	Land preparation.	To explain importance of land preparation. To identify methods of land preparation. To identify tools for land preparation.		Brainstorming, Q/A & Discussion.	Tools / photographs of tools used in land prep.
	2,3	Primary cultivation. – Hand cultivation.	To state advantages and disadvantages of hand cultivation. To relate hand cultivation to correct tools and equipment.		Q/A: Advantages and disadvantages of the cultivation methods discussed. Discussion: Choice of equipment for primary cultivation.	Tools / photographs of tools used in hand cultivation.	KLB Page 106. CERT. AGRIC Page 77-78. LONGHORN Page 103.
4	1,2	Secondary cultivation.	To state aims of secondary cultivation. To state factors affecting number of secondary cultivation carried out. To identify implements used during secondary cultivation.		Q/A: Definition of secondary cultivation, factors affecting number of secondary cultivations, etc. Discussion: Implements used during secondary cultivation.	School farm, Chart showing harrows.	KLB Page109-110. CERT. AGRIC Page 84-85. LONGHORN Page 110.
	3	Minimum tillage.	To define minimum tillage. To give reasons for carrying out minimum tillage. To state advantages and disadvantages of minimum tillage.		Teacher exposes the meaning of minimum tillage. Q/A and explanations: Advantages and disadvantages of minimum tillage.		KLB Page 112-113. CERT. AGRIC Page 85. LONG HORN Page103.
5	1,2	Tertiary operations.	To identify tertiary operations carried out in the field. To state importance of some tertiary operations. To relate required soil tilth to the type of tertiary operations carried out.		Discussion: Ridging, rolling and leveling and their importance.	Chart / photographs showing ridgers, rollers, levelers.	KLB Pages 110-111. LONG HORN Page 86.
	3	WATER SUPPLY, IRRIGATION AND DRAINAGE Uses of water in a farm.	To state uses of water in a farm.		Q/A and brief explanations. Written assignment.	Photographs of dams, boreholes, springs and gutters.	KLB Pages 117-120. CERT. AGRIC. Pages 89-92. LONGHORN Page 114.
6	1	Sources of water in a farm.	To identify sources of water in a farm.		Q/A and brief explanations. Written assignment.	otographs of dams, boreholes, springs and gutters.	KLB Pages 117-120. CERT. AGRIC. Pages 89-92. LONGHORN Page 114.
	2	Water collection and piping,	To describe water collection, and piping.		Assignment method / group discussion.		KLB Pages 120-121. CERT. AGRIC. Page 94. LONGHORN Page 114.
	3	Storage and treatment of water.	To describe water storage and treatment.
7	1	Irrigation.	To identify aims of irrigation. To explain choice of irrigation equipment. To state methods of irrigation.		Brief discussion.		KLB Pages 129-134. CERT. AGRIC Pages 101-104. LONGHORN Pages 114-124.
	2,3	Methods of irrigation.	To describe methods of irrigation. To state advantages of overhead irrigation over surface irrigation. To explain economic importance of irrigation.		Probing questions and discussion.	Illustrative charts- Methods of irrigation.
8	1	Drainage.	To describe methods of water drainage.		Probing questions and discussion.	Illustrative charts- Methods of drainage.	KLB Page 136. CERT. AGRIC Pages 108-109. LONGHORN Page 133.
	2,3	Water pollution.	To identify agricultural practices that can lead to water pollution. To identify practices that can reduce water pollution.		Q/A: Identifying water pollutants and methods of pollution control.	Samples of water pollutants & polluted water.	KLB Page 139. CERT. AGRIC Page 110. LONGHORN Page 137

WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES		REF.	REM.
9	1,2	SOIL FERTILITY Characteristics of a fertile soil.	To identify characteristics of a fertile soil. To describe ways in which soil fertility is lost. To state ways of improving soil fertility.	Q/A and explanations. Brief discussion.	Samples of fertile soil, eroded soil,	KLB Page 142. CERT.AGRIC Page112. LONGHORN Page 140.
9	3	Organic manures.	To identify role of organic manure in crop production. To state types of organic manures.	Q/A and explanations.		KLB Pages146-147. LONGHORN Pgs 143-145.
10 & 11		END TERM 2 EXAMS
SCHEME OF WORK FORM ONE AGRICULTURE TERM THREE 2021-2026
WK NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.		REM.
1	1,2	Methods of making organic manure.	To describe methods of making organic manure.	Discussion: Compost manure, green manure, FYM. Procedure of making manure.	Compost manure, green manure, FYM.	KLB Pages 149-150. CERT.AGRIC Page 114-116. LONGHORN Pages 146-148.
1	3	Quality of FYM.	To state factors influencing quality of FYM.	Detailed discussion. Q/A: Proper storage of FYM.	FYM.	KLB Page 149. CERT.AGRIC Page116.
2	1	LIVESTOCK PRODUCTION I Importance of livestock. Livestock types and breeds.	To state the importance of livestock. To define the terms livestock breed and livestock type.	Q/A Exposition: Definition of livestock breeds and types.	Livestock products and by-products.	KLB Page 155. CERT.AGRIC Page 118. LONGHORN Page 152.
	2	Dairy cattle.	To identify key parts of a cow. To identify characteristics of dairy cattle. To describe various breeds of dairy cattle.	Drawing and labeling a cow. Q/A: Characteristics of dairy cattle.	Chart- key parts of a cow.	KLB Page 159 CERT.AGRIC Page120.
	3, 1	Breeds of dairy cattle.	To describe common breeds of dairy cattle.	Brief discussion: characteristics, origin of – Jersey, Guernsey, Friesian, Ayrshire, Brown Swiss, e.t.c.	Wall chart: breeds of dairy cows.	KLB Pages 159-162. CERT.AGRIC Pages 120-122. LONGHORN Pages152.
3	3, 1	Breeds of dairy cattle.	To describe common breeds of dairy cattle.		Wall chart: breeds of dairy cows.
	2	Beef cattle.	To identify major parts of a beef animal. To identify general characteristics of beef cattle.	Drawing and labeling a beef cow.	Charts- a beef animal.	KLB Pages 162-163. CERT.AGRIC Pages123-127.
	3, 1	Breeds of beef cattle.	To describe various breeds of beef cattle	Brief discussion: Hereford, Aberdeen Angus, Charolais, and Galloway.	Wall chart-Beef cattle	KLB Pages 163-164. CERT.AGRIC Pages 123-127.
4	3, 1	Breeds of beef cattle.	To describe various breeds of beef cattle		Wall chart-Beef cattle	KLB Pages 163-164. CERT.AGRIC Pages 123-127.
	2	Dual-purpose cattle.	To identify dual-purpose cattle breeds (both exotic and indigenous). To state characteristics of dual-purpose cattle breeds.	Discuss characteristics of Sahiwal, Red Poll and Zebu (East African Zebu).	Photographs of dual-purpose cattle breeds.	KLB Pages164-165. CERT.AGRIC Pages 127-128.
	MIDTERM BREAK
	1	Sheep. Breeds of wool sheep.	To name the key parts of a sheep. To name breeds of wool sheep. To state characteristics of each bread of wool sheep.	Identifying and stating characteristics of Merino sheep, Rambouillet, Suffolk.	Chart- key parts of a sheep. Wall chart- Breeds of wool sheep.	KLB Page 174 CERT.AGRIC Page 129-133. LONGHORN Page164.
5	1	Sheep. Breeds of wool sheep.				KLB Page 174 CERT.AGRIC Page 129-133. LONGHORN Page164.
	2	Mutton sheep breeds.	To name breeds of mutton sheep. To state characteristics of each bread of mutton sheep.	Identifying and stating characteristics of the Dorper, Black head Persian sheep, Masai sheep, Somali sheep.	Wall chart- Breeds of mutton sheep.	KLB Pages 176-177. CERT.AGRIC Page 132.
	3	Dual-purpose sheep.	To name breeds of dual-purpose sheep. To state characteristics of each bread of dual-purpose sheep.	Assignment method: Stating characteristics of Romney Marsh, Corriedale, and Hampshire Down.	Wall chart: dual-purpose sheep breeds.	KLB Page 178. CERT.AGRIC Pages133-134
6	1	Breeds of meat goats.	To name and state characteristics of breeds of meat goats.	Highlight the characteristics of: Galla goat, Boar goat.
	2	Breeds of milk goats.	To name and state characteristics of breeds of milk goats. To state characteristics of Angora goat.	Highlight the characteristics of: Toggenburg goat, Saanen, Jamnapuri goat, e.t.c. Highlight the characteristics of Angora goat.	Wall chart- milk and meat goats.	KLB Page 180. CERT.AGRIC Pages 135-137. LONGHORN Page 169.
	3	Pig breeds.	To name key parts of a pig. To identify breeds of pigs and their characteristics.	Highlight briefly the characteristics of Large White, Ladrace, Hampshire and others.	Chart- Key parts of a pig Wall chart- Major pig breeds.	KLB Pages 166-171. CERT. AGRIC Pages 139-140. LONGHORN Page 174.
		Breeds of rabbits.	To name key parts of a rabbit. To identify breeds of rabbits and their characteristics.	Briefly discuss the typical conformation and characteristics of New Zealand White, the California White, the Chinchilla and Earlops.	Chart- Key parts of a rabbit Wall chart- Rabbit breeds.	KLB Pages 184-185. CERT. AGRIC. Pages 141-143. LONGHORN Page 183.
	1	Chicken breeds.	To name key parts of a chicken. To list characteristics of pure breeds of chicken	Drawing and labelling. Assignment method: Leghorn, Rhode Island Red, Australop, Light Sussex, Plymouth Rock, e.t.c.	Chart – Key parts of a chicken.	KLB Pages 172-174. CERT. AGRIC. Pages 143-146. LONGHORN Page 178.
7	1	Chicken breeds.			Chart – Key parts of a chicken.
	2	Chicken hybrids.	To state advantages of hybrids over pure breeds.	Q/A & brief discussion.
	3	Camel breeds.	To identify the two major camel breeds.	Exposition; Discussion; Excursion.	Photographs of camel breeds.	KLB Pages 185-186. CERT. AGRIC. Pages 185-186. LONGHORN Page 182.
8	1	AGRICULTURAL ECONOMICS 1 Introduction.	To define the terms Economics and Agricultural Economics.	Probing questions and discussion.		KLB Page 189. CERT. AGRIC Page 149. LONGHORN Page 190.
		Basic economic principles.	To explain basic concepts of economics.	Discussion at length on the following: scarcity and choice, opportunity cost, preference and choice.		KLB Pages 189-190. CERT. AGRIC Page 150. LONGHORN Page 190.
	2	Importance of Farm records.	To describe the importance of keeping accurate up-to-date farm records.	Q/A and explanation of importance of farm records.	Specimen farm records.	KLB Pages 190-191. CERT. AGRIC Page 150. LONGHORN Pages 192-194.
		Types of farm records. Inventory and financial records.	To describe inventory records and financial records.	Probing questions and discussion.	Samples of records / charts.	KLB Page 192. CERT. AGRIC Page 152. LONGHORN Page 160.
	3	Labour records and production records.	To describe labour records and production records, and their components.	Probing questions and discussion.	Labour records and production records.	KLB Page 198, &192. CERT.AGRIC. Page 152. LONGHORN Page 160.
		Livestock Production Records. Breeding records.	To identify components of animal breeding records.	Q/A: Components of breeding records. Group work: – Components of breeding records of a cow in tabular form. -Components of breeding records of a sow.	Livestock breeding records.	KLB Page 194. CERT.AGRIC Page 154. LONGHORN Page 200.
9		Feeding records. Health records.	To explain importance of feeding records. To represent feeding details in tabular form. To identify details of animal health records.	Probing questions and discussion.	Chart – Sample of animal health record.	KLB Page 196-197. CERT. AGRIC. Page 158-159.
9	2,3	Livestock production records.	To state importance of keeping accurate livestock production records. To identify necessary details of livestock production records.	Discussion: Milk production record/ egg production record. Practical activity- Design milk production / egg production records.	Livestock production records.	KLB Page 192. CERT. AGRIC. Page 152. LONGHORN Page 160.
10			SUMMATIVE ASSESSMENT TEST

Teachers' Resources

FORM 4 KISWAHILI SCHEMES OF WORK

October 5, 2025 Hillary Kangwana Leave a comment

AZIMIO LA KAZI

KIDATO CHA NNE

MUHULA WA I

ASILIA

KLB
Mwongozo wa Mwalimu
Oxford
Kamusi

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JUMA	KIPINDI	SOMO	SHABAHA	MBINU	VIFAA	ASILIA	MAONI
1	4-6	KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO
2	5-6	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na lugha	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
3	1	Kusikiliza na kuzungumza Fasihi simulizi na fasihi andishi	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kubainisha sifa za fasihi simulizi na fasihi andishi pamoja na tofauti, aidha tanzu zake	Majadiliano Kuuliza na kujibu maswali	Jedwali Utendaji wa wanafunzi	C. Kuhenga Fasihi simulizi na tamathali za usemi KLB BK 4 UK 4-19 Chem BK 4 UK 4
	2	Isimu Jamii Maana, lugha na mawasiliano	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana ya isimu jamii, umuhimu wake, maana ya lugha, dhima na uhusiano kati ya mawasiliano na lugha	Kujadiliana Kusikiliza Kuuliza maswali	Vifaa halisi Picha na michoro	I.I Odeon a M. Geoffrey Fani ya isimu jamii UK 1-8
	3	Sarufi Vivumishi, ngeli za majina na upatanishi wake	Kufika mwisho wa funzo mwanafunzi aweze; Kuvibainisha vivumishi vya sifa, vionyeshi, idadi na kuvitumia pamoja na ngeli mbalimbali katika sentensi	Kuuliza Kusikiliza Kujibu maswali	Jedwali, kadi zenye vivumishi vya sifa vionyeshi na idadi	Chem BK4 UK 102 KLB BK4 UK 26-27 Nkwera: Fasihi na sarufi UK 28
	4	Kusoma Matangazo	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa sauti matangazo kwa ufasaha na utaratibu tofauti Kuyatofautisha matangazo hayo	Kutafuta matangazo mbalimbali Kubainisha sifa zake	Nakala za matangazo ya redio nay a kuandikwa	Chem. UK 102 KLB BK4 UK 26
	5	Kuandika Barua rasmi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua sehemu muhimu za kuzingatia na kuzitilia maanani ili kuweza kutunga barua nzuri ipasavyo	Maelezo, kujadiliana na kuandika barua	Nakala za barua rasmi	Chem. UK 32 KLB BK4 UK 8-15 Mwongozo wa uandishi wa insha
	6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti ya hadithi, dhamira, maudhui, lugha na wahusika katika hadithi	Kujadiliana Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
4	1	Kuandika insha ya methali	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha maana bayana na batini, visa katika kubuni insha inavyostahiki	Utendaji wa wanafunzi	Mifano ya insha za methali	Chem. UK 66 KLB BK4 UK 28-29, 16-17
	2	Kusikiliza na kuzungumza	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuelewa taarifa, kudondoa mambo muhimu kwa kuzingatia matamshi bora na lugha	Utendaji wa wanafunzi Kuuliza na kujibu maswali Majadiliano	Vifaa halisi Picha na michoro	Tuki: kamusi sanifu KLB BK4 UK30-32
	3	Sarufi Nomino/jina	Kufika mwisho wa funzo mwanafunzi aweze; Utambuzi wa aina mbalimbali za nomino, kuzitolea mifano katika sentensi sahihi	Kusikiliza Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 5 KLB BK4 UK 32-35 F.V. Nkwera
	4	Kusoma kwa mapana Magazeti	Kufika mwisho wa funzo mwanafunzi aweze; Kuwa staid katika usomaji Kuzingatia matamshi bora Kudondoa hoja za kitaifa na kimataifa na zinazohusiana na janga la ukimwi	Majadiliano na usomaji wa magazeti	Taifa Leo Majira Majarida Ya Kiswahili Katika maktaba	Magazeti ya magktaba KLB BK4 UK 35-37
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui na wahusika katika hadithi fupi	Kujadiliana Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
5	1	Kuandika Muhtasari	Kufika mwisho wa funzo mwanafunzi aweze; Uzingativu wa kanuni za muhtasari Kudondoa hoja muhimu bila kubadili maana na kuandika muhtasari	Kusoma makala Kudondoa hoja muhimu na kuandika muhtasari	Fungu la ufupisho	KLB BK4 UK 37-38 Tuki Kamusi sanifu
	2	Kusikiliza na kuzungumza: Mtandao	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kuwasiliana kwa mtandao na kutambua istilahi zinazohusiana na mtandao	Majadiliano Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 137 KLB BK4 UK 39-41 Tuki Kamusi sanifu
	3	Sarufi Vitenzi	Kufika mwisho wa funzo mwanafunzi aweze; Kuvitanbua na kutaja aina zake na kuweza kuvitungia sentensi	Kutambulisha vitenzi Kuuliza Kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 39 KLB BK4 UK 43-46
	4	Kuandika Memo	Kufika mwisho wa funzo mwanafunzi aweze; Kutambulisha aina mbalimbali za meme na kuandika ujumbe kwa kutumia meme	Maswali Majadiliano Kujibu maswali	Tarakilishi Rununu Nukilishi	Chem. UK 78 KLB BK4 UK 46-50
	5	Isimu Jamii Hadhi na chimbuko la lugha ya Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuweza kuelewa hadhi ya lugha ya Kiswahili na chimbuko la lugha hii katika upwa wa pwani ya Afrika mashariki	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 9-21
	6	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na matumizi ya lugha	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
6	1	Kusikiliza na kuongea Methali na misemo	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi sahihi, kuelewa maana, methali zilizo sawa na zenye maaana kinzani	Majadiliano Kuuliza na kujibu maswali	Vinasa sauti Picha na michoro	Kamusi ya methali Kamusi ya misemo
	2	Kusoma kwa ufahamu Haki za binadamu	Kufika mwisho wa funzo mwanafunzi aweze; Matamshi sahihi, kuelewa maana, msamiati ili kuweza kujibu maswali ipasavyo	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 56-58
	3	Sarufi Viwakilishi	Kufika mwisho wa funzo mwanafunzi aweze; Aina za viwakilishi zitambulishwe na ziweze kutumika katika umoja na wingi ipasavyo katika mwasiliano	Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 17 KLB BK4 UK 58-60 Oxford BK4 UK
	4	Isimu Jamii Dhana ya lahaja za Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa dhana ya lahaja za Kiswahili, zinakotumika na lafudhi zake ipasavyo	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 27-32
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa ipasavyo	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
7	1	Kuandika Tahakiki	Kufika mwisho wa funzo mwanafunzi aweze; Utambuzi wa vipengele vya tahakiki na kuvitumia ipasavyo katika zoezi la kutahakiki taarifa	Kusikiliza Kuuliza maswali Kujadiliana	Tamthilia Riwaya Diwani ya ushairi na hadithi fupi	KLB BK4 UK 75-78 Rejea zote
	2-3	Fasihi Hadithi fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui mbinu za kisanaa na wahusika katika hadithi fupi	Kujadiliana Kuuliza Kujibu maswali baada ya hadithi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
	4	Kusikiliza na kuongea Mafumbo	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha matamshi bora Kunoa akili Kumakinika katika ufumbuzi na utatuzi wa matatizo/mafumbo	Kushiriki katika ufumbuzi Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 71 KLB BK4 UK 79-81
	5	Fasihi simulizi Lakabu	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi bora Kuwa watambuzi na wachunguzi ili kuweza kuunda na kutumia lakabu ipasavyo	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na bango lenye picha	Chem. UK 60 KLB BK4 UK 79-81
	6	Kusoma Viwanda	Kufika mwisho wa funzo mwanafunzi aweze; Kusomakuimarisha matamshi bora na kuweza kuujua na kuutumia ipasavyo Kujibu maswali ipasavyo	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 84-88
8	1	Sarufi Viunganishi	Kufika mwisho wa funzo mwanafunzi aweze; Kuvitambua na kuvitumia kwa usahihi katika mazungumzo na pia kwenye sentensi ipasavyo	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Jedwali Vifaa halisi Picha na bango lenye picha	F.V Nkwera Sarufi na Fasihi Chem. UK 97 KLB BK4 UK 88-89
	2	Kusoma Wavuti	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa matamshi bora Kutambua maana ya wavuti na istilahi zake na kuzitumia ipasavyo	Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki Kamusi sanifu KLB BK4 UK 89-91
	3	Kuandika Simu na Memo	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu kuhusu sehemu muhimu za simu, memo na kuzibainisha ili kuweza kudhihirisha matumizi yake ipasavyo katika mtungo	Kusikiliza Kuuliza na kujibu maswali Kutunga mtungo	Vifaa halisi Picha na bango lenye picha	Chem. UK 193 KLB BK4 UK 91-93 Mwongozo wa insha
	4	Isimu Jamii Usanifishaji wa Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa sababu na jinsi Kiswahili kilivyosanifishwa baada ya kumaizi maana ya usanifishaji Kujadiliana	Majadiliano Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 33-37
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
9	1	Kusikiliza na kuongea Bungeni	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi bora Kustawisha mawasiliano na itifaki, aidha istilahi sahihi za bunge	Kusoma kwa sauti © Education Plus Agencies Kujadiliana Kufanya zoezi	Vifaa halisi Picha na michoro	Chem. UK 61 KLB BK4 UK 94-97
	2	Kusoma Kumbukumbu za mkutano	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa matamshi bora, kuelewa msamiati, kumudu kuandika kumbukumbu za mkutano ipasavyo	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Nakala za kumbukumbu za mkutano	Chem. UK 169 KLB BK4 UK 97-99
	3	Sarufi Vielezi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua aina mbalimbali za vielezi na kuvitumia katika sentensi na mawasiliano	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Chati ya vielezi Utendaji wa wanafunzi	Chem. UK 75-76 KLB BK4 UK 100-101 Nkwera 24-26
	4-6	LIKIZO FUPI
10	1-2	LIKIZO FUPI
	3	Kusoma Riwaya teule	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuelewa mambo yahusuyo riwaya, kujadili maudhui, kiini, wahusika na mbinu za kisanaa na za lugha	Kusoma Kujadiliana	Vitabu vya riwaya (hadithi)	Chem. UK 55, 65 KLB BK4 UK 102
	4	Isimu Jamii Maendeleo ya Kiswahili nchini Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili imepiga nchini Kenya ipasavyo	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 38-51
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
11	1	Sarufi Vihusishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vihusishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 108 KLB BK4 UK 110
	2	Sarufi Vivumishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vivumishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 108 KLB BK4 UK 110
	3	Isimi Jamii Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58
	4	Isimi Jamii Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
12	1	Kusoma Mashairi huru	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha tofauti ya mashairi, arudhi na huru Kuyachambua bila utatanishi	Kukariri shairi Kusikiliza Kuuliza na kujibu maswali	Makala ya majarida ya kiswahili	Chem. UK 113, 173 KLB BK4 UK 114 Tuki: Kamusi sanifu
	2	Kuandika Utungaji wa kisanii	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia kanuni za utunzi wa mashairi huru na kuweza kutunga mashairi mazuri	Kusikiliza Kuuliza maswali Kuweza kutunga mashairi mazuri yaliyo na maudhui	Mifano ya mashairi huru	Chem. UK 173 KLB BK4 UK 114 Mwongozo wa utunzi
	3	Sarufi Vihisishi	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha aina mbalimbali za vihisishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano	Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. UK 213 KLB BK4 UK 110-111 Nkwera
	4	Kusikiliza na kuzungumza Mjadala	Kufika mwisho wa funzo mwanafunzi aweze; Mada ya mjadala Kuigiza mazungumzo na kuweza kuwasilisha hoja kwa ufasaha	Kujadiliana na kuelekezwa	Chati Mchoro na picha	KLB BK4 UK 115-117
	5-6	Fasihi Hadithi Fupi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Mayai Waziri wa Maradhi na hadithi nyingine
13	1	Kusoma Utandawazi	Kufika mwisho wa funzo mwanafunzi aweze; Kukuza ustadi wa kuso,a kwa ufasaha Kujadili msamiati na kuutumia katika sentensi	Kusikiliza Kuuliza na kujibu maswali	Ramani ya ulimwengu Michoro na picha	Chem. UK 160 KLB BK4 UK 117-119 Tuki: Kamusi sanifu
	2	Sarufi Mwingiliano wa maneno	Kufika mwisho wa funzo mwanafunzi aweze; Kuyatambua maneno/istilahi ziundazo sentensi na kuzitumia ipasavyo kwa ufasaha	Kuitunga sentensi Kuuliza na kujibu maswali Kufanya zoezi	Chati na michoro	KLB BK4 UK 76-77
	3	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kushiriki katika kutoa mchango/hoja za kujibu swali lolote katika nyanja yoyote ya fasihi	Kujadiliana Kuuliza na kujibu maswali Kushiriki kujibu maswali	Vifaa halisi Picha na michoro	Maswali ya kudurusu ya riwaya, tamthilia, ushairi na hadithi fupi
	4	Ushairi Bahari/aina za ushairi	Kufika mwisho wa funzo mwanafunzi aweze; Kudfurusu kwa kukumbuka na kutaja ainana sifa za bahari hizi za ushairi Kuchambua ushairi ipasavyo na kutambulisha bahari yake	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Mashairi	E. Kezilahabi Kunga za Ushairi Malenga wa Ziwa kuu
	5-6	Isimu Jamii Changamoto zinazokabili Kiswahili nchini na mikakati ya kuimarisha	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha mikakati inayokikabili Kiswahili kwa sasa nchini Kenya Kujadiliana na pia kubainisha mikakati ya kuzitatua	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-55
14	1	Kusikiliza na kuzungumza Matamshi bora (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kutamka irabu na konsonanti vizuri ipasavyo na kuweza kuzitambulisha	Kutamka Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3
	2	Kusikiliza na kuzungumza Matamshi bora (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha ala za kutamkia, irabu zinakotamkwa hali kadhalika konsonanti Kutambulisha aina za konsonandi	Kutunga sentensi sahihi	Vifaa halisi Picha na michoro	Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3
	3	Sarufi Kuakifisha (kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha alama za kuakifisha na kuweza kuzitumia ipasavyo katika maandishi	Kusikiliza Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Chem. BK1 UK 20,37,69,92,131,138, 180,196 KLB BK1 UK 22-23
	4	Isimu Jamii Sajili katika muktadha isiyo rasmi	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza na kuelewa Kubainisha sajili na sifa za lugha ya nyumbani, hospitali, sokoni, mkahawani na mazungumzo ya kawaida	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 88-92
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
15		MITIHANI

AZIMIO LA KAZI

KIDATO CHA NNE

MUHULA WA II

ASILIA

KLB
Mwongozo wa Mwalimu
Oxford
Kamusi

JUMA	KIPINDI	SOMO	SHABAHA	MBINU	VIFAA	ASILIA	MAONI
1	3-6	KUFUNGUA
2	1	Kusoma kwa Mapana	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa ufasaha na kueleza nafasi ya Kiswahili katika utandawazi	Majadiliano Kuuliza na kujibu maswali Kufanya zoezi	Ramani ya dunia Makala yanayohusu utandawazi	KLB BK 2 UK 121-123 Makala magazetini Tuki: Kamusi sanifu
	2	Kuandika Utungaji wa kuiamilifu	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua sehemu muhimu za hotuba na kuweza kutunga insha kwa kuzizingatia	Kuhotubia Kujadiliana Kufanya zoezi	Nakala za hotuba Vinasa sauti	KLB BK4 UK 123-124 Mwongozo wa mwalimu
	3	Sarufi Mwingiliano wa maneno	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua istilahi ziundazo sentensi na kutambua nafasi zake katika sentensi pia kuzitumia kwa ufasaha	Kutunga sentensi Kuuliza na kujibu maswali	Chati na michoro	KLB BK4 UK 76-77 Chem BK4 UK 76-77
	4	Kusikiliza na kuzungummza Miriga	Kufika mwisho wa funzo mwanafunzi aweze; Kuzingatia matamshi bora ya lugha, kutaja miriga, umuhimu wake na mafunzo katika jamii	Kusikiliza Kuuliza maswali na kufanya zoezi	Vifaa halisi Picha na michoro	I. Ikarabati KLB BK4 UK 80
	5	Isimu Jamii Mazungumzo ya kawaida nay a biashara	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa sifa, lugha na matumizi ya sajili ya mazungumzo ya kawaida nay a biashara	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK I. Ikarabati UK 77-82
	6	Fasihi simulizi Utani	Kufika mwisho wa funzo mwanafunzi aweze; Kwa kuzingatia matamshi bora kueleza ain za utani na kuweza kuzitumia ipasavyo katika mazungumzo	Kusimilia visa Kuigiza na kufanya zoezi	Kinasa sauti	KLB BK4 UK 158-160 Hellenistic Publishers Mwongozo wa fasihi simulizi
3	1	Isimu Jamii Kusoma kwa mapana	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kueleza sifa na sajili ya lugha ya madukani nay a sokoni Kubainisha tofauti ya sajili hizo	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK I. Ikarabati UK 82-86
	2	Fasihi Simulizi Mighani	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa, kueleza na kutaja mighani mbalimbali na mafunzo yake katika jamii	Kujadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mwongozo wa mwalimu KLB BK4 UK 125 Chem BK4 UK 162
	3	Kusoma Vinyago vya Bosi	Kufika mwisho wa funzo mwanafunzi aweze; Kutamka maneno ipasavyo Kuelewa msamiati Kushiriki katika mjadala na kutumia msamiati huu kwa ufasaha	Kusoma Kujadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki: kamusi sanifu Mwongozo wa mwalimu KLB BK4 UK 125-129
	4	Sarufi Miundo ya sentensi za Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana ya sentensi, KN, KT na kuweza kuzingatia sehemu hizo za sentensi	Maelezo Kuuliza na kujibu maswali	Jedwali Michoro Makala mbalimbali	F.V Nkwera KLB BK4 UK 131 Chem BK4 UK 188-189
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
4	1	Isimu Jamii Sajili ya nyumbani na hospitalini	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kueleza sifa na sajili ya lugha ya nyumbani na hospitalini Kubainisha tofauti za kipekee za sajili hizo	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 88-92
	2	Fasihi Simulizi Visakale	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa, kueleza na kutaja visakale mbalimbali na mafunzo yake, umuhimu wake katika jamii	Masimulizi Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro Kanda za kunasia sauti	KLB BK4 UK 125 Chem BK4 UK 164 I. Ikarabati UK
	3	Kusoma Wajibu wa Kiswahili kitaifa na kimataifa	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kujadili na kutaja nafasi ya Kiswahili kama lugha ya kitaifa na kimataifa	Kusoma Kusikiliza Kujibu maswali	Makala mbalimbali na vinasa sauti	Mwongozo wa mwalimu KLB BK4 UK 131-134
	4	Kuandika Insha ya masimulizi	Kufika mwisho wa funzo mwanafunzi aweze; Kuandika kwa unadhifu masimulizi kwa kuzingatia mantiki katika kufafanua vipengele vya insha	Kusikiliza Kusimulia Kuchambua vipengele Kufanya zoezi	Nakala za masimulizi mbalimbali	Mwongozo wa mwalimu KLB BK4 UK 134 Chem BK4 UK 219
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
5	1	Isimu Jamii Maabadini na mahakamani	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kueleza sifa na sajili ya lugha ya maabadini na mahakamani Kubainisha tofauti za kipekee za sajili hizo	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 95-98
	2	Kusikiliza na Kuzungumza Hotuba	Kufika mwisho wa funzo mwanafunzi aweze; Kuzitambulisha na kujadili sehemu za hotuba kwa kuzingatia matamshi bora	Majadiliano Maigizo Kufanya zoezi	Itendaji wa wanafunzi darasani	Mwongozo wa mwalimu KLB BK4 UK 135-136 Chem BK4 UK 90
	3	Kusoma Uvumbuzi	Kufika mwisho wa funzo mwanafunzi aweze; Kukuza staid za kusoma kwa matamshi bora Kujadiliana msamiati na kutumia ipasavyo katika sentensi	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi katika vikundi	Utendaji wa wanafunzi	F. Nkwera KLB BK4 UK 136 Chem BK4 UK
	4	Sarufi Yambwa na chagizo	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa maana ya istilahi hizo na kuzitumia ipasavyo kimazungumzo na katika sentensi	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi katika vikundi	Vifaa halisi Picha na michoro	F. Nkwera KLB BK4 UK 141-143 Chem BK4 UK 189
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
6	1	Fasihi Simulizi Tamthilia	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma na kuchambua ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Tamthilia teule	Mwongozo wa mwalimu KLB BK4 UK 143 Chem BK4 UK 100
	2	Isimu Jamii Sajili ta darasani na muktadha wa kituo cha polisi	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na lueleza sifa za sajili hizo Kubainisha sifa za kipekee katika kujibu maswali	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 100-102
	3	Kuandika Matangazo	Kufika mwisho wa funzo mwanafunzi aweze; Kuandika na kutoa matangazo kwa kuzingatia kaida zake Kuandaa matangazo mazuri	Kutaja Kuandaa Kuandika	Matangazo Mabango Vifaa halisi	Mwongozo wa mwalimu KLB BK4 UK 143
	4	Kusikiliza na Kuzungumza Ulumbi	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha msamiati bora na kukuza ukakamavu wa kuzungumza hadharani	Kutoa mifano ya ulumbi	Utendaji wa wanafunzi	Mwongozo wa fasihi simulizi KLB BK4 UK 146-150 Chem BK4 UK 197
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
7	1	Kusikiliza na kuzungumza Soga	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha matamshi bora kwa kuzingatia matamshi mwafaka na kuweza kumakinika kikakamavu	Kutoa mifano ya soga	Utendaji wa wanafunzi	Mwongozo wa mwalimu KLB BK4 UK 146-150 Chem BK4 UK 82
	2	Kuandika Ratiba	Kufika mwisho wa funzo mwanafunzi aweze; Kutaja matukio Kujadili na kuweza kuandika ratiba kwa kuzingatia kanuni zake mwafaka	Kujadili Kuuliza na kujibu maswali Kuandaa ratiba	Nakala za ratiba mbalimabli	Mwongozo wa mwalimu KLB BK4 UK 143-145 Chem BK4 UK 216
	3	Kusoma Ufisadi	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha matamshi bora Kujadili msamiati Kutunga sentensi na kutanmbua athari za ufisadi katika jamii	Kutaja visa Kuuliza na kujibu maswali Kujadiliana	Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu KLB BK4 UK 150-153 Mwongozo wa mwalimu
	4	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
	5-6	LIKIZO FUPI
8	3	Sarufi Virai	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua kirai na aina za virai Kutunga sentenzi sahihi kwa kuvitumia kwa ufasaha bila tatizo	Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Jedwali Picha na vifaa halisi	F. Nkwera KLB BK4 UK 153-154 Chem BK4 UK 176
	4	Kuandika Insha ya mawazo na maelezo	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua sifa zake na kuweza kuandika insha hiyo kikamilifu	Kutaja kanuni zihusikanazo na insha hizo	Nakala za insha za mawazo	Mwongozo wa mwalimu KLB BK4 UK 157 Chem BK4 UK 181, 135
	5-6	Fasihi Simulizi Malumbano ya utani	Kufika mwisho wa funzo mwanafunzi aweze; Kwa kuzingatia matamshi kueleza aina za utani na kuutumia ipasavyo katika mazungumzo	Kusimulia visa Kuigiza na kufanya zoezi	Kinasa sauti	Mwongozo wa fasihi simulizi KLB BK4 UK 158-160
9	1	Kusoma Haki za watoto	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa sauti na kwa ufasaha Kuutumia msamiati Kujibu maswali kawa ufasaha	Kujadiliana Kusoma na kujibu maswali	Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu KLB BK4 UK 161-162 Mwongozo wa mwalimu
	2	Sarufi Vishazi	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa maana na kuvitumia ipasavyo katika sentensi na kufanya zoezi	Kutoa mifano Kusikiliza Kuuliza maswali Kufanya zoezi	Michoro ya mtawi kwenye chati	Mwongozo wa mwalimu KLB BK4 UK 163-164 Chem BK4 UK 177
	3	Fasihi Simulizi Mashairi	Kufika mwisho wa funzo mwanafunzi aweze; Kutofautisha mashairi ya arudhi na huru, kuyaghani kwa mahadhi mbalimbali na kueleza maudhui yaliyomo	Kughani mashairi Utendaji wa wanafunzi Kujadiliana Kujibu maswali	Shairi la arudhi na huru	Hellenistic E.P Mwongozo wa fasihi simulizi Sikate tamaa
	4	Kuandika Maelezo na maelekezo	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua sifa zake na kuweza kuandaa na kutunga maelekezo mazuri yasiyopotosha	Kubainisha kanuni za maelezo Kutunga insha nzuri ufaayo	Mifano ya insha	Kiswahili Fasaha BK4 UK 166 Chem BK4 UK 101
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
10	1	Isimu Jamii Sajili ya viwandani nay a bungeni	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kueleza sifa za sajili hizo Kubainisha sifa za pekee katika kujibu maswali	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 104-105
	2	Fasihi Simulizi Mawaidha	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa maana ya mawaidha, umuhimu wake na kuweza kutoa mawaidha kwa hadhira bila utatanishi	Kuigiza Maelezo Kuuliza na kujibu maswali	Waalikwa kutoa mawaidha	Mwongozo wa fasihi simulizi KLB BK4 UK 168-169 Chem BK4 UK 209
	3	Bahari za Ushairi	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa maana na miundo mbalimbali ya ushairi Kuchambua muundo na mtindo, sanaa na uhuru wa ushairi	Kughani Kuuliza na kujibu maswali	Kunga za ushairi	A Mohamed Kunga za Ushairi Sikate Tamaa
	4	Kusoma kwa ufahamu Sokoni	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kufafanua maana ya msamiati uliotumika Kujibu maswali	Kusoma Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu KLB BK4 UK 169-171 Mwongozo wa mwalimu
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
11	1	Sarufi Uchanganuzi wa sentensi	Kufika mwisho wa funzo mwanafunzi aweze; Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi Kufanya zoezi	Kupambanua sentensi kwa: – Mistari – Michoro/jedwali – Matawi	Utendaji wa wanafunzi Michoro na majedwali	Mwongozo wa mwalimu KLB BK4 UK 171-174 Chem BK4 UK 198
	2	Sarufi Uchanganuzi wa sentensi	Kufika mwisho wa funzo mwanafunzi aweze; Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi Kufanya zoezi	Kupambanua sentensi kwa: – Mistari – Michoro/jedwali – Matawi	Utendaji wa wanafunzi Michoro na majedwali	Mwongozo wa mwalimu KLB BK4 UK 171-174 Chem BK4 UK 198
	3	Kusoma kwa mapana Kiswahili	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua jinsi lugha ilivyo na mawasiliano ya kisayansi na kiteknolojia Kutumia msamiati wake ipasavyo	Kusoma Kujadiliana Kutoa mapendekezo Kuhakiki hoja	Majarida Magazeti Utendaji wa wanafunzi	Tuki: Kamusi sanifu KLB BK4 UK 174-175 Mwongozo wa mwalimu
	4	Kuandika Tahadhari	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana na umuhimu wa tahadhari/onyo/ilani kwa kuzingatia kanuni zake Kuandika tahadhari ipasavyo	Kujadilaiana Kutaja aina Kufanya zoezi	Picha, michoro, mabango, magazeti, vifaa halisi	Mwongozo wa mwalimu KLB BK4 UK 175-176 Chem BK4 UK 103
	5-6	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa	Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	Rejea zote za fasihi
12	1	Isimu Jamii Sajili ya lugha ya kiutawala	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa na kueleza sifa za sajili ya kiutawala Kubainisha sifa zake za pekee Kujibu maswali	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 107
	2	Sarufi Kipozi na kitondo	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha maana ya istilahi hizo na kuweza kuzionyesha na kuzitumia ipasavyo	Kueleza Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	I. Ikarabati UK 99-100 KLB BK4 UK 168-170 Chem BK4 UK
	3	Kusoma Usanifishaji wa Kiswahili (Kenya)	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kuelewa na kuzieleza hatua zilizopitiwa hadi lugha ya Kiswahili kusanifishwa nchini Kenya	Kujadiliana Kusikiliza Kuuliza maswali Kufanya utafiti Kufanya zoezi	Vifaa halisi Picha na michoro	K.W. Wamitila Chem BK4 UK 293
	4	Fasihi Lakabu	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa maana na matumizi ya lakabu Kubainisha umuhimu wake katika jamii	Kusikiliza Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Ngure: Fasihi Simulizi KLB BK4 UK 80 Chem BK4 UK 169
	5-6	Kuandika Kumbukumbu	Kufika mwisho wa funzo mwanafunzi aweze; Kuandika kwa unadhifu kumbukumbu kwa kuzingatia kanuni zake ipasavyo kama namna ya kudurusu	Kusikiliza Kuuliza maswali Kufanya zoezi	Mifano ya nakala za kumbukumbu	Mwongozo: Kamusi sanifu Chem BK4 UK 169
13	1	Sarufi Uchanganusi wa sentensi (Kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo	Kujadiliana Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	I. Ikarabati UK 98-107 KLB BK4 UK 171 Chem BK4 UK 196
	2	Sarufi Uchanganusi wa sentensi (Kudurusu)	Kufika mwisho wa funzo mwanafunzi aweze; Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo	Kujadiliana Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	I. Ikarabati UK 98-107 KLB BK4 UK 171 Chem BK4 UK 196
	3	Fasihi Simulizi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu ulumbi, soga, malumbano ya utani, mawaidha, maigizo, ngomezi, nyimbo, mighani, majigambo, tondozi na pembezi	Kujadiliana maana, siaf na umuhimu Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	KLB BK4 UK 96,102, 108,116,130,137,144 Jarida la fasihi simulizi
	4-6	MITIHANI

AZIMIO LA KAZI

KIDATO CHA NNE

MUHULA WA III

ASILIA

KLB
Mwongozo wa Mwalimu
Oxford
Kamusi

JUMA	KIPINDI	SOMO	SHABAHA	MBINU	VIFAA	ASILIA	MAONI
1	3-6	KUFUNGUA NA KUSAHIHISHA KAZI YA LIKIZO
2	1	Kusoma Haki za binadamu	Kufika mwisho wa funzo mwanafunzi aweze; Kuimarisha staid za matamshi bora, kujadili msamiati, kutunga sentensi na kutambua haki za binadamu	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu Chem BK4 UK 185 Mwongozo wa mwalimu
	2	Fasihi Simulizi Mighani	Kufika mwisho wa funzo mwanafunzi aweze; Kwa kuzingatia matamshi bora, kughani na kubainisha umuhimu wa mighani	Majadiliano Kughani	Vifaa halisi Picha na michoro	Mwongozo wa fasihi sanifu Chem BK4 UK 150 I. Ikarabati UK 164-167
	3	Sarufi Uakifishaji	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha alama za kuakifisha na kuzitumia ipasavyo katika mazungumzo au dayalojia	Majadiliano Kuuliza na kujibu maswali Kufanya zoezi	Vifaa halisi Picha na michoro	KLB BK4 UK 203 Chem BK4 UK 156
	4	Fasihi Kudurusu	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu maswali ya fasihi simulizi, riwaya, tamthilia na ushairi	Kuuliza na kujibu maswali Majadiliano	Nakala za maswali	Nakala za vitabu teule vya fasihi
	5	Kuandika Meme na barua meme	Kufika mwisho wa funzo mwanafunzi aweze; Kubainisha nukulishi au kipepesi/faksi, mdahalishi na barua za rununu Kubainisha faida za huduma hizo	Kusikiliza Kuuliza na kujibu maswali Majadiliano Kufanya zoezi	Vifaa halisi Picha na michoro	I. Ikarabati UK 4 KLB BK4 UK 50 Chem BK4 UK 214
	6	Isimu Jamii Sajili ya kitaaluma	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa sifa na msamiati utumikao katika sajili ya kitaaluma na kuweza luutumia ipasavyo katika mawasiliano	Majadiliano Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 111 Tuki: kamusi sanifu
3	1	Fasihi simulizi Maigizo	Kufika mwisho wa funzo mwanafunzi aweze; Kwa kuzingatia matamshi bora, kuigiza vipera vya maigizo ipasavyo na kuweza kubainisha umuhimu wake	Kujadiliana Kuigiza	Vifaa halisi Picha na michoro	Mwongozo wa fasihi sanifu Chem BK4 UK 175 I. Ikarabati UK 164-167
	2	Sarufi Mzizi wa kitenzi na viambishi	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu tena – mzizi wa kitenzi na viambishi na kuweza kuvitumia ipasavyo katika sentensi	Kusikiliza Kuuliza maswali Majadiliano	Vifaa halisi Picha na michoro	Chem BK4 UK 204-206 I. Ikarabati UK 8 KLB BK4 UK 43
	3	Kusikiliza na Kuongea Maigizo	Kufika mwisho wa funzo mwanafunzi aweze; Kujadili mambo muhimu yanayozingatiwa katika maigizo na kushiriki ipasavyo kuigiza	Kusikiliza Kuigiza Kujadiliana	Vifaa halisi Picha na michoro	Chem BK4 I. Ikarabati UK KLB BK4 UK 177-179
	4	Kusoma Katiba ya wanyama	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa ufasaha Kujadili msamiati na kuutungia sentensi ipasavyo	Kusoma taarifa Kujadiliana Kutunga sentensi	Picha za wanyama Viungo vya miili yao	Tuki: Kamusi sanifu KLB BK4 UK 180-183
	5	Fasihi Ushairi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kuchambua dhamira, maudhui, mbinu za lugha na wahusika bila utatanishi	Kusoma Kujadiliana Kuuliza na kujibu maswali	Mazingira ya shule Maleba Vifaa vya bandia	Malenga wa ziwa kuu Kunga za ushairi Sikate Tamaa
	6	Kuandika Wasifu	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana, kujadili aina na mambo muhimu yazingatiwayo na kuweza kuandika mtungo mzuri	Kusikiliza Kujadiliana Kuandika wasifu	Nakala za wasifu	Chem BK4 UK 122 I. Ikarabati UK KLB BK4 UK 187
4	1	Sarufi Mnyambuliko wa vitenzi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua vitenzi vya asili ya kigeni Kuvinyambua katika hali mbalimbali na katika sentensi	Kusikiliza Kuuliza na kujibu maswali	Jedwali Vifaa halisi Picha na michoro	Chem BK4 UK 39 I. Ikarabati UK 8 KLB BK4 UK 183-185
	2	Isimu Jamii Daktari na mgonjwa	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa sifa na msamiati utumikao katika muktadha wa mahojiano kati ya daktari na mgonjwa na kueleza	Kujadiliana Kuigiza Kuuliza na kujibu maswali	Maleba Mahambo Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 112
	3	Fasihi Ushairi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kuchambua dhamira, maudhui, mtindo, muundo na bahari za ushairi ipasavyo	Kusoma Kujadiliana Kuuliza na kujibu maswali	Ushairi Vifaa halisi Picha na michoro	Malenga wa ziwa kuu Kunga za ushairi Sikate Tamaa
	4	Kusikiliza na Kuzungumza Ulevi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa matamshi bora Kutambulisha madhara ya ulevi na kupendekeza njia za kukabiliana na uraibu huo	Maelezo Kusoma Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu KLB BK4 UK 188-190
	5	Kusoma Uandishi	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kujadili na kutoa maana ya msamiati Kueleza hatua za shughuli za uandishi na kuweza kuandika ipasavyo	Kusoma Kuuliza na kujibu maswali Majadiliano	Picha na matbaa Picha za uandishi wa Kiswahili	Tuki: Kamusi sanifu KLB BK4 UK 190-194 Chem BK4 UK 110
	6	Fasihi Simulizi	Kufika mwisho wa funzo mwanafunzi aweze; Maana, dhima, umuhimu, tofauti na vipera vya fasihi simulizi viweze kueleweka ipasavyo	Kujadiliana Kuuliza na kujibu maswali	Mifano ya kazi za fasihi	H.E Facilitators Mwongozo wa fasihi simulizi Chem BK4 UK 127
5	1	Sarufi Nyakati na hali	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua viambishi viwakilishi na hali Kuvitumia katika sentensi katika hali yakinishi na hali kanushi	Maelezo Kutunga sentensi Kuuliza na kujibu maswali	Jedwali Vifaa halisi Picha na michoro	KLB BK4 UK 194-197
	2	Kuandika Utungaji wa kisanii	Kufika mwisho wa funzo mwanafunzi aweze; Kukuza staid za kuandika kisanii	Maelezo Kusoma na kuandika	Makala ya mashairi ya arudhi	Tuki: Kamusi sanifu KLB BK4 UK 197 Chem BK4 UK 47
	3	Kusikiliza na kuzungumza Ngomezi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua na kueleza maana na aina za ngomezi Kufafanua matumizi ya ngomezi katika jamii	Kujadiliana Kusikiliza Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Mwongozo wa fasihi simulizi KLB BK4 UK 199 Chem BK4 UK 221
	4	Isimu Jamii Makosa katika matumizi ya lugha	Kufika mwisho wa funzo mwanafunzi aweze; Kuelewa dhana ya makosa ya lugha, nyanzo vyake na aina za makosa katika lugha na kuyakosoa	Kujadiliana Kuuliza na kujibu maswali	Vifaa halisi Picha na michoro	Odeo I.I na Maina C. Fani ya Isimu Jamii UK 116-120
	5	Kusoma Makala kutoka kwa wavuti	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma makala yaliyoteuliwa kutoka kwenye wavuti kwa ufasaha na kuweza kujibu maswali	Kusoma Kuuliza na kujibu maswali	Makala Vifaa halisi Picha na michoro	Tuki: Kamusi sanifu KLB BK4 UK 204-206 Chem BK4 UK 160
	6	Fasihi Simulizi Mazungumzo	Kufika mwisho wa funzo mwanafunzi aweze; Kueleza maana na aina mbalimbali za mazungumzo na kubainisha umuhimu wake katika jamii	Kujadiliana Kufanya zoezi	Aina mbalimbali za mazungumzo	Mwongozo wa fasihi simulizi Ngure Fasihi simulizi
6	1	Kuandika Muhtasari	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma, kufafanua maana ya msamiati uliotumika Kujibu maswali ya ufupisho bila utatanishi	Kusoma taarifa Kujibu maswali ya ufupisho	Makala ya ufupisho	Tuki: Kamusi sanifu KLB BK4 UK 199-201
	2	Sarufi Sentensi Uundaji wa maneno, uunganishi	Kufika mwisho wa funzo mwanafunzi aweze; Kudurusu – aina za sentensi, uchanganuzi na uundaji wa maneno yenye shina moja na kuyatungia sentensi sahihi	Kisikiliza Kuuliza na kujibu maswali	Jedwali Vifaa halisi Picha na michoro	Chem BK4 UK 225 I. Ikarabati KLB BK4 UK 211-213
	3	Fasihi Simulizi Viungo muhimu vya riwaya	Kufika mwisho wa funzo mwanafunzi aweze; Kuvitambua, kuchambua riwaya teule na kukuza staid ya kusoma kwa kina – dhamira, maudhui, wahusika, mandhari na muundo	Kujadiliana Maigizo Kuimba Kuuliza na kujibu maswali	Riwaya teule	Chem BK4 UK 42,55, 65, 31,22,8 I. Ikarabati KLB BK4 UK 213-215
	4	Kusikiliza na kuzungumza Maghani na majigambo	Kufika mwisho wa funzo mwanafunzi aweze; Kusoma kwa ufasaha, kutambua aina zake na kughaniana kisha kutofautisha na maghani	Kueleza Kughani Kuuliza na kujibu maswali	Utendaji wa wanafunzi	Mwongozo wa fasihi simulizi NgureFasihi simulizi KLB BK4 UK 216-218
	5	Kusikiliza na kuzungumza Tondozi na pembezi	Kufika mwisho wa funzo mwanafunzi aweze; Kutambua aina za tondozi na pembezi, kuweza kuzitofautisha na kufanya zoezi	Utambuzi wa aina za tondozi na pembezi Kufanya zoezi	Vifaa halisi Picha na michoro	Mwongozo wa fasihi simulizi NgureFasihi simulizi KLB BK4 UK 216-218
	6	Kusoma Fasihi na mazingira ya sasa	Kufika mwisho wa funzo mwanafunzi aweze; Kutaja na kutambua vipera vyake na kuvitumia kama ipasavyo kutambua umuhimu wake	Kueleza Kuuliza na kujibu maswali	Vitu halisi na utendaji wa wanafunzi	Ngure: Fasihi simulizi I. Ikarabati UK 229-230
7	1-6	MAANDALIZI KWA MTIHANI WA KITAIFA
8		MTIHANI WA KITAIFA

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Scheme of work for primary schools pdf class 7

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Free Biology schemes of work 2021-2022 pdf

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BIOLOGY FORM 1 SCHEMES OF WORK ? TERM 1.

Download PDF and Editable Biology Schemes of work here;

Free updated schemes of work for all subjects (Secondary)

INTRODUCTION TO BIOLOGY

Definition of Biology

OBJECTIVES:

By the end of the lesson, the learner should be able to:

1.Define Biology 2.List the branches of Biology

* Define Biology

* Linking biology with other subjects.

* Charts on various disciplines -Comprehensive Biology Bk. 1 pg 1 -KLB Biology book Page 1 -Golden tips Biology Page 1 2

INTRODUCTION TO BIOLOGY

Importance of Biology Characteristics of organisms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Explain the importance of Biology -State and explain some of the characteristics of organisms

* Explain the importance of Biology

* Naming common Characteristics of organisms.

* Organisms in the school compound

* Charts on the characteristics of organisms.

* Comprehensive Biology Bk. 1 pg 1-2

* KLB Biology Page 1-2

* Golden tips Biology Page 1 3-4

INTRODUCTION TO BIOLOGY

Characteristics of organisms External features of plants and animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Explain the external features of plants and animals -Write down the difference between plants and animals

* Collecting, observing and recording external features of plants and animals.

* Organisms in the school compound

* Charts on external features of plants and animals

* Comprehensive Biology Bk. 1 pg 2-3

* KLB secondary Biology Page 2-6

* Golden tips Biology Page 1-2 6 1

CLASSIFICATION 1

Definition Use of magnifying lens

OBJECTIVES:

By the end of the lesson, the learner should be able to:

Define classification 2. Use the magnifying lens to observe the external features of plants/ animals

* Define classification

* Drawing of a magnifying lens

* Using magnifying lens to observe the external features of plants and animals

* Discussion on how to calculate magnification

* Magnifying lens

* Different specimen of plants and animals

* Rulers with measurement in mm

* Chart on external features of plants and animals

* Comprehensive Biology students Bk. 1 page 5

* KLB secondary Biology book Pg 8

* Golden tips Biology Page 3-5

* Gateway secondary Biology pages 5-12 2

CLASSIFICATION 1

Observation of features of organisms Plant leaf forms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Record observations of the main external features of plant leaf form -Draw different types of leaf forms -Observing, recording the main external features of the leaf forms of plants -Different types of leaves -Chart on different types of leaves

* Comprehensive Biology Bk.1 pg 6-8

* KLB Biology Pg 8-10

* Golden tips Biology Page 4-5 3-4

CLASSIFICATION 1

External features of plants and animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Observe, record and draw the main external features of plants -Observe record and draw the main external features of animals -Observing, recording and drawing the main external features of plants -Observing, recording and drawing the main external features of animals -Different types of stems and roots -Different types of small animals -Chart on features of plants and animals -Comprehensive Biology Bk.1 pg 8-12 -KLB Biology Pg 10-14 -Golden tips Biology Page 3 7 1-2

CLASSIFICATION 1

Necessity and significance of classification Major units of classification

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-State the necessity and significance of classification -Name the major units of classification -Name the five kingdoms of living things

* Discussion on the necessity and significance of classification

* Charts on classification

* Charts with the five kingdoms and examples in each case. -Comprehensive Biology Bk. 1 pg 12-13 -KLB Biology Pg 14-15 -Golden tips Bio.Pg. 6-12 -Gateway secondary Biology pages 5-12 3-4

CLASSIFICATION 1

Taxonomic units in plants and animal kingdom

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-List the taxonomic units in plant and animal kingdoms -Classify maize and human beings

* Naming taxonomic units in plants and animal kingdoms

* Classification of maize and human beings

* Charts on Classification of maize and human beings -Comprehensive Biology Bk. 1 pg 13-14 -KLB Biology Pg 14 -Golden tips Biology Pg 6-12 -Gateway secondary Biology pages 5-12 8 1-2

CLASSIFICATION 1

Binomial nomenclature in naming organisms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Define Binomial nomenclature -State the principles of Binomial nomenclature In naming organisms -Defining Binomial nomenclature -Classification of given organisms using generic and specific names Charts on Binomial nomenclature -Comprehensive Biology Bk.1 pg 14 -KLB Biology Pg 15-16 -Golden tips Biology Page 6 Gateway secondary Biology pages 5-12 3-4

CLASSIFICATION 1

Collection of plants and animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Use collecting nets, cutting instructions instruments and hand lens -Collecting plants and animals -Preserving Collecting plants and animals collected

* Specimen bottle

* Sweep nets

* Cotton wool -Comprehensive Biology Bk. 1 pg 14-16 -KLB Biology book Pg 9 -Golden tips Biology Pg 6-12 9 1-2

CLASSIFICATION 1

Grouping of organisms according to their similarities

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Observe and group collected and preserved specimen according to their similarities -Observing and grouping animals according to their similarities -Observing and grouping plants according to their similarities -Collected and preserved specimen -Hand lens -Comprehensive Biology Bk. 1 pg 15 -KLB Biology Pg 15-16 -Golden tips Biology Page 7-9 3-4

THE CELL

Introduction to light microscope

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Define a cell -Draw and label the light microscope -Description of a cell -Drawing and labeling the light microscope

* Light microscope

* Diagram of light microscope -Comprehensive Biology Bk. 1 pg 17 KLB Biology Pg 18 -Golden tips pg 15-16 10 1-2

THE CELL

-Parts of the light microscope and their functions -Calculation of magnification using light microscope

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Identify parts of the light microscope and state their functions -Describe how to care for a light microscope -Discussion on parts of a light microscope -Caring for the light microscope -Demonstration on how to use the light microscope -Prepared slides

* Light microscope

* Chart of light microscope -Comprehensive Biology Bk. 1 pg 20 -KLB Biology Page 21 -Golden tips Biology Page 17-18 3-4

THE CELL

Plant and animal cells as seen under a light microscope -Calculation of magnification using light microscope

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Draw and label plant and animal cells as seen under a light microscope -Drawing and labeling of plant and animal cells as seen under a light microscope -Demonstration on how to calculate magnification of a light microscope

* Charts of plants and animal cells as seen under a light microscope

* Microscope -Comprehensive Biology students Bk. 1 page 20 -KLB Biology Page 18-20 -Golden tips Biology Page 15-17 -Gateway secondary biology pages 26-32 11 1-2

THE CELL

Using the light microscope with prepared slides

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Observe a prepared slide under a light microscope -Prepare temporary slide of onion epidermis and observe it under a light microscope

* Permanent slides of animal and plant cells

* Light microscope

* Microscope slide

* Cover slip

* Observing prepared slides of plant and animal cells

* Preparing and mounting onion epidermal cells -Comprehensive Biology Bk. 1 page 33 -KLB Biology Page 22 -Golden tips Biology Pg 16 -Gateway secondary biology pages 26-32 -Longman biology page 31-32 3-4

THE CELL

Cell structure as seen under the electron microscope

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Draw and label plant and animal cells as seen under electron microscope -Drawing and labeling plant and animal cells as seen under an electron microscope -Diagrams of plant and animal cells as seen under electron microscope -Comprehensive Biology Bk. 1 pg 19-20 -KLB Biology Pg 23 -Golden tips Biology Page 18 12 1

THE CELL

Physiology of the cell

OBJECTIVES:

By the end of the lesson, the learner should be able to:

-Describe the structure and function of the cell -Cell wall -Cell membrane -cytoplasm

* discussion on the functions of cell components – cell wall – cell membrane – cytoplasm

* drawing and labeling these parts of the cell

* chart on plant and animal cells as seen under electron microscope

* Comprehensive secondary Biology students Bk. 1 page 23-24

* Teachers bk. 1 pages 11-19

* KLB secondary Biology

* Students book Page 24-26

* Golden tips Biology Page 18-19

* KLB teachers book 1 pages 23-25

* Gateway secondary biology pages 26-32 2

THE CELL

Cell organelles Estimating the size of a cell

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the structure and function of the cell organelles

* Estimate the size of a cell as seen in the field of view of a microscope

* discussion on the functions of cell organelles

* Drawing and labeling the cell and organelles

* Explain how to estimate the size of onion epidermal cells

* Estimating the size of onion epidermal cells

* chart on various cell organelles

* cover slip

* iodine solution

* distilled water

* scalpel

* two droppers

* pointed scalpel

* mounting needle

* filter paper

* transparent ruler with mm markings

* onion bulb

* Comprehensive secondary Biology students Bk. 1 page 24-33

* Teachers bk. 1 pages 11-19

* KLB secondary Biology

* Students book Page 27-28

* Golden tips Biology Page 15-20

* KLB teachers book 1 pages 23-25

* Gateway secondary biology pages 27-32

* Longman biology pages 30-31 3-4

THE CELL

Comparison between plant and animal cells Cell specialization – Tissues – Organs – Organ systems

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the differences between plants and animal cells

* Write down similarities between plant and animal cells

* List down specialized plant and animal cells

* State the modifications and functions of specialized cells

* Define tissues, organs and organ systems

* Give examples of tissues organs and organ systems

* Distinguishing between plant and animal cells

* Naming specialized cells and their functions

* Drawing specialized cells

* Explaining modification of cells to their functions

* Table summarizing the differences between plant and animal cells

* Charts on similarities between plant and animal cells

* Charts on various specialized cells

* Chart on plant and animal tissues

* Comprehensive secondary Biology students Bk. 1 page 22-32

* Teachers bk. 1 pages 11-19

* KLB secondary Biology

* Students book Page 26-31

* Golden tips Biology Page 17-20

* KLB teachers book 1 pages 23-25

* Gateway secondary biology pages 26-32

* Longman biology pages 32

* Fly higher series pages 6-7 13 REVISION AND EXAMINATION BIOLOGY FORM 1 SCHEMES OF WORK ? TERM 2 1 1-2 CELL PHSIOLOGY Cell physiology Properties of the cell membrane

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the term cell physiology

* Describe the structure and properties of cell membrane

* Defining the term cell physiology

* Describing the structure of the cell membrane and its properties

* Charts on the structure of the cell membrane

* Comprehensive secondary Biology students Bk. 1 page 37-38

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 32-33

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 32-36 2 CELL PHSIOLOGY Diffusion

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define diffusion

* Defining diffusion

* Discussion on diffusion in liquids, gasses and solids

* Charts on distribution of molecules during distribution

* Comprehensive secondary Biology students Bk. 1 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 pages 32-36 3-4 CELL PHSIOLOGY Diffusion

OBJECTIVES:

By the end of the lesson, the learner should be able to:

Carry out experiments to demonstrate

* diffusion in liquids

* diffusion in gasses

* Carrying out experiments on diffusion in liquids and gasses

* Discussions of results from experiments

* Beaker

* Potassium permanganate crystals

* Cold water

* Glass tube

* Strong smelling perfume

* Comprehensive secondary Biology students Bk. 1 page 38-39

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 33-34

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 32-36

* Golden tips biology pages 23-24 2 1 CELL PHSIOLOGY Factors affecting Diffusion

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the factors affecting diffusion

* Explain the role of diffusion in living things

* Discussing the factors affecting diffusion

* Discussing the role of diffusion in living things

* Charts on factors affecting diffusion

* Comprehensive secondary Biology students Bk. 1 page 39

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 35-36

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 32-36

* Golden tips biology pages 24

* Longman biology page 36 2 CELL PHSIOLOGY Osmosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define osmosis

* Describe movement of water molecules across semi-permeable membrane

* Defining osmosis

* Describing osmosis across a semi -permeable membrane

* Diagram on movement of water molecules across a semi -permeable membrane

* Comprehensive secondary Biology students Bk. 1 page 40

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 36-38

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 33-36

* Golden tips biology pages 24-25

* Longman biology page 37 3-4 CELL PHSIOLOGY Osmosis (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* demonstrate osmosis by using a Viking tubing

* carry out an experiment on osmosis using Irish potatoes

* carry out an experiment on osmosis using a Viking tubing

* carry out an experiment on osmosis using Irish potatoes

* Discussion on results of both experiments

* Viking tubing

* Thread

* Tap water

* Sucrose solution

* Irish potatoes

* Scalpel

* Cork borer

* Transparent ruler

* Distilled water

* 20% sucrose solution

* Two petri-dishes

* Tissue paper

* Comprehensive secondary Biology students Bk. 1 page 46

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 37-39

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 34-36

* Golden tips biology pages 24-25

* High flyer series pages 10-11 3 1-2 CELL PHSIOLOGY Terms used in the study of Osmosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

define and describe the terms used in the study of osmosis such as:

* Osmotic pressure

* Osmotic potential

* Isotonic solution

* Hypertonic solution

* Hypotonic solution

* Turgor pressure

* Hemolysis

* Wall pressure

* Plasmolysis

* Deplasmolysis

* Defining terms used in the study of osmosis

* Discussion on the terms used in the study of osmosis

* Charts on turgid cells and plasmolysed cells

* Comprehensive secondary Biology students Bk. 1 page 42

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 37-39

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 33-36

* Golden tips biology pages 24-26

* High flyer series pages 37 3-4 CELL PHSIOLOGY Osmosis in plant cells By the end of the lesson, the learner should be able to carry out an experiment on selective permeability of membrane

* carry out an experiment on selective permeability of membranes and movement of water in Irish potatoes

* Scalpel

* Ruler

* Means of heating

* 3 Irish potatoes

* 3 petri-dishes

* Viking tubing

* 20% starch solution

* Iodine solution

* 50cm3 beaker

* thread

* Comprehensive secondary Biology students Bk. 1 page 47

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 40-42

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 34-36

* Golden tips biology pages 26

* Longman biology pages 37-38

* High flyer series pages 10 4 1 CELL PHSIOLOGY Factors affecting Osmosis Role of osmosis in organisms By the end of the lesson, the learner should be able to

* State factors affecting osmosis

* Explain the role of osmosis in organisms

* Explain the factors affecting osmosis

* Discussion on factors affecting osmosis

* Discussion on the role of osmosis in organisms

* Charts on factors affecting osmosis and role of osmosis in organisms

* Comprehensive secondary Biology students Bk. 1 page 40-41

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 43-44

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 33

* Golden tips biology pages 27

* Longman biology pages 37

* High flyer series pages 10 2 CELL PHSIOLOGY Water relations in plant cells By the end of the lesson, the learner should be able to

* Describe what happens when a plant cell is placed in a hypertonic, hypotonic or isotonic solution

* Discussion on how plant cells behave in hypertonic, hypotonic or isotonic solutions

* Charts on water movement in and out of plant cells

* Comprehensive secondary Biology students Bk. 1 page 42-43

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 40-42

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 34-36

* Golden tips biology pages 25-26 3-4 CELL PHSIOLOGY Plasmolysis in onion bulb cells By the end of the lesson, the learner should be able to

* Carry out an experiment to show plasmolysis in epidermal cells of an onion bulb

* Carry out an experiment to show plasmolysis in epidermal cells from an onion bulb

* Discussion of results of the experiment on movement of water in and out of the cells

* Distilled water

* Two microscope slides

* Two cover slips

* 10% sucrose solution

* Forceps

* Dropper

* Light microscope

* Onion bulb

* scalpel

* Comprehensive secondary Biology students Bk. 1 page 46

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 42

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 34-36

* Golden tips biology pages 26

* Longman Biology page 37

* High Flyer page 10 5 1 CELL PHSIOLOGY Water relations in animals By the end of the lesson, the learner should be able to

* Describe osmosis of animal cells in a hypertonic solution

* Discussion on osmosis in animal cells when placed in hypertonic or hypotonic solution

* Charts on cremated animal cell and haemolyzed animal cell

* Comprehensive secondary Biology students Bk. 1 page 44

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 40

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 34-36

* Golden tips biology pages 25-26

* Longman Biology page 37 2 CELL PHSIOLOGY Active transport By the end of the lesson, the learner should be able to

* List down factors affecting active transport

* Define active transport

* Define the role of active transport in living things

* Discussion on active transport factors affecting active transport and its role in organisms

* Charts on factors affecting active transport and role of active transport

* Comprehensive secondary Biology students Bk. 1 page 41-42

* Teachers bk. 1 pages 20-30

* KLB secondary Biology

* Students book Page 44

* KLB teachers book 1 pages 28-32

* Gateway secondary biology pages 35-36

* Golden tips biology pages 27-28

* Longman Biology page 36

* High flyer series pages 10-11 3 and 4 NUTRITION IN PLANTS Meaning importance and types of nutrition External structure of a leaf By the end of the lesson, the learner should be able to

* Define nutrition

* Write down the importance of nutrition

* List down the modes of feeding in organisms

* Draw and label the external structure of a leaf

* Discussion on definition of nutrition, importance and modes of feeding

* Drawing and labeling the external structure of a leaf

* Observing the external parts of a leaf

* Green leaves

* Chart on the external structure of a leaf

* Comprehensive secondary Biology students Bk. 1 page 51

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 48-49

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 46-47

* Golden tips biology pages 31

* Longman Biology page 40 6 1 NUTRITION IN PLANTS internal structure of a leaf By the end of the lesson, the learner should be able to

* Draw and label the internal structure of the leaf

* Drawing and labeling the internal structure of the leaf

* Chart on the internal structure of the leaf

* Comprehensive secondary Biology students Bk. 1 page 51-52

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 50

* KLB teachers book 1 pages 47-48

* Gateway secondary biology pages 46-47

* Golden tips biology pages 32

* Longman Biology page 41 2 NUTRITION IN PLANTS Parts of a leaf and their functions By the end of the lesson, the learner should be able to

* Name the parts of a leaf

* State the functions of the parts of a leaf

* Discussion on the functions of the different parts of a leaf

* Chart on the internal and external structure of the leaf

* Comprehensive secondary Biology students Bk. 1 page 52-53

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 50-51

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 47-48

* Golden tips biology pages 33

* Longman Biology page 41 3 and 4 NUTRITION IN PLANTS photosynthesis By the end of the lesson, the learner should be able to

* Define photosynthesis

* Draw and label the chloroplast

* Describe the process of photosynthesis Discussion on photosynthesis , the structure of the chloroplasts and the stages involved in photosynthesis

* Chart on the stages of photosynthesis

* Comprehensive secondary Biology students Bk. 1 page 54-55

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 53-54

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 48-49

* Golden tips biology pages 33-34 7 1-2 NUTRITION IN PLANTS Importance of photosynthesis and factors affecting photosynthesis By the end of the lesson, the learner should be able to

* List down the importance of photosynthesis

* Explain some of the factors influencing photosynthesis

* Discussion on the importance of photosynthesis

* Discussion factors influencing photosynthesis

* Chart on the factors influencing photosynthesis

* Comprehensive secondary Biology students Bk. 1 page 55-56

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 55-59 3-4 NUTRITION IN PLANTS Factors affecting photosynthesis (continued) By the end of the lesson, the learner should be able to

* Explain the factors affecting photosynthesis

* Discussion on factors influencing photosynthesis

* Variegated leaves

* Charts on factors influencing photosynthesis

* Comprehensive secondary Biology students Bk. 1 page 56-57

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 55-59

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 48-49

* Golden tips biology pages 34 8 1-2 NUTRITION IN PLANTS Adaptation of the leaf to photosynthesis By the end of the lesson, the learner should be able to

* Explain how the leaf is adapted to the process of photosynthesis

* Discussion on adaptations of the leaf to photosynthesis

* Green leaves

* Chart showing internal structure of a leaf

* Comprehensive secondary Biology students Bk. 1 page 52-53

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 51-52

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 47

* Golden tips biology pages 32-33 3-4 NUTRITION IN PLANTS Factors influencing photosynthesis (practical lessons) By the end of the lesson, the learner should be able to

* Test the presence of starch in a green leaf

* Investigate whether chlorophyll is necessary for photosynthesis

* Investigate whether light is necessary for photosynthesis

* Carrying out experiments on

* -presence of starch in a leaf

* -factors influencing photosynthesis in plants

* Green leaves

* Boiling tube

* Means of heating

* Methylated spirit

* Iodine solution

* Dropper

* White tile

* Pair of forceps

* Variegated leaf

* Aluminum foil on carbon paper

* Comprehensive secondary Biology students Bk. 1 page 64-66

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 55-59

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 48-49

* Golden tips biology pages 35-36

* Longman biology 42 9 1-2 NUTRITION IN PLANTS Factors influencing photosynthesis (practical lessons) By the end of the lesson, the learner should be able to carry out an experiment to investigate whether

* Carbon (IV) oxide is necessary for photosynthesis

* Oxygen is produced during photosynthesis

* carry out an experiment to investigate whether Carbon (IV) oxide is necessary for photosynthesis and whether Oxygen is produced during photosynthesis

* Potted plant

* Heat source

* Boiling tubes

* Two conical flasks

* Potassium hydroxide

* Materials for testing for starch in a leaf

* Test tubes

* 500cm3 beaker

* Funnel

* Pod weed

* Sodium hydrogen Carbonate Wooden splint

* leaf

* Comprehensive secondary Biology students Bk. 1 page 66-67

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 15-59

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 48-49

* Golden tips biology pages 35-36

* Longman biology 42 3 CONTINUOUS ASSESMENT TEST Work covered since previous test By the end of the lesson, the learner should be able

* To answer the questions asked

* Learner to answer the given questions

* Teacher to supervise test

* Question paper

* Marking scheme

* Work covered since previous test 4 NUTRITION IN PLANTS Chemicals of life carbohydrates By the end of the lesson, the learner should be able to

* Define Chemicals of life

* List down types of carbohydrates

* Write down properties and functions of monosaccharaides

* Defining Chemicals of life

* Discussion on 1. Types of chemicals of life 2. Types of carbohydrates 3. Properties of monosaccharaides

* Samples of sources of carbohydrates, proteins, lipids and glucose

* Comprehensive secondary Biology students Bk. 1 page 57-58

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 59-60

* KLB teachers book 1 pages 37-55

* Gateway secondary biology pages 49-50 10 1 NUTRITION IN PLANTS disaccharides By the end of the lesson, the learner should be able to

* Define disaccharides

* List properties and functions of disaccharides

* Define hydrolysis and condensation

* Defining disaccharides

* Discussion on properties and functions of disaccharides

* Charts on condensation and hydrolysis of disaccharides

* Comprehensive secondary Biology students Bk. 1 page 58

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 60-61

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 50 2 NUTRITION IN PLANTS Polysaccharides lipids By the end of the lesson, the learner should be able to

* Define polysaccharides and lipids

* Write down the properties of polysaccharides and lipids

* Defining polysaccharides and lipids

* Discussion on properties and functions of polysaccharides and lipids

* Charts on properties of polysaccharides

* Charts on properties of lipids

* Comprehensive secondary Biology students Bk. 1 page 58-61

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 61-64

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 50-52

* Golden tips biology pages 37-40 3-4 NUTRITION IN PLANTS Food tests By the end of the lesson, the learner should be able to carry out tests on

* Starch

* Reducing sugars

* Non-reducing sugar

* Lipids

* Proteins

* Vitamin c

* Demonstration of experiments on food tests

* Carry out experiments on food tests

* Discussion on results obtained from experiments

* Food test reagents and apparatus

* Benedicts solution

* Dilute HCL

* 0.5% copper sulphate

* 10% sodium hydroxide

* DCPIP

* Iodine solution

* Comprehensive secondary Biology students Bk. 1 page 67-68

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 61-64

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 51-52

* Golden tips biology pages 39-40

* Longman biology page 43 11 1 NUTRITION IN PLANTS proteins By the end of the lesson, the learner should be able to

* Write down the properties and functions of proteins

* Distinguish between carbohydrates, proteins and lipids

* Discussion on functions of proteins

* Distinguishing between carbohydrates, proteins and lipids

* Charts on the properties of proteins

* Charts on a comparison between carbohydrates, proteins and lipids

* Comprehensive secondary Biology students Bk. 1 page 60-61

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 65-67

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 50-51

* Golden tips biology pages 38-39

* Longman biology page 43 2 NUTRITION IN PLANTS enzymes By the end of the lesson, the learner should be able to

* Define enzymes

* Write down the properties and functions of enzymes

* Know the naming of the enzymes and their substrates

* Explain the importance of enzymes

* Discussion on properties and functions of enzymes

* Charts on the properties enzymes

* Comprehensive secondary Biology students Bk. 1 page 62-64

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 67-69

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 52-53

* Golden tips biology pages 42 3-4 NUTRITION IN PLANTS Factors affecting enzymes By the end of the lesson, the learner should be able to carry out an experiment on

* Effect of temperature on enzymes

* Effects of enzyme concentration on the rate of a reaction

* Effect of PH on enzyme activities

* Carrying out an experiment on factors affecting enzymes

* Materials and apparatus for various experiments

* Soaked beans

* Hydrogen peroxide

* Test tube (5)

* Test tube rack

* Water bath

* Thermometer

* Measuring cylinder

* Watch

* 10% starch solution

* 0.1% and o.2% diastase

* White tiles

* Egg albumens

* Distilled water

* 2m HCL

* 2m sodium hydrogen carbonate

* Comprehensive secondary Biology students Bk. 1 page 68-69

* Teachers bk. 1 pages 31-44

* KLB secondary Biology

* Students book Page 67-69

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 53-55

* Golden tips biology pages 40-41

* Longman biology pages 43-44

* High flyer series pages 15-16 12-13 REVISION AND END OF TERM EXAMS BIOLOGY FORM 1 SCHEMES OF WORK ? TERM 3 1 1

NUTRITION IN ANIMALS

Definition of heterotrophism Modes of heterotrophic nutrition By the end of the lesson, the learner should be able to

* Define hetetrophism

* List down the different modes of heterotrophism and describe them

* Defining the term heterotrophism

* Discussion on modes of heterotrophism

* Chart on modes of heterotrophism

* Comprehensive secondary Biology students Bk. 1 page 73

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 72

* KLB teachers book 1 pages 37-55

* Gateway secondary biology page 2

NUTRITION IN ANIMALS

Dentition Types of teeth By the end of the lesson, the learner should be able to

* Define dentition

* Draw and label different types of teeth

* Describe the structure of a tooth

* Defining the term dentition

* Identifying and drawing different types of teeth

* Different types of teeth

* Chart on different types of teeth

* Comprehensive secondary Biology students Bk. 1 page 74

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 73-76

* KLB teachers book 1 pages 37-55 3-4

NUTRITION IN ANIMALS

Adaptations of teeth to their functions

OBJECTIVES:

By the end of the lesson, the learner should be able to:

Identify different types of teeth 2. Describe the adaptations of the teeth to their functions

* Discussions on the adaptations of teeth to their functions

* Different types of teeth

* Chart on different types of teeth

* Comprehensive secondary Biology students Bk. 1 page 75

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 75

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 56-58

* Gold tips biology page 43 2 1

NUTRITION IN ANIMALS

Dental formulae

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define dental formulae

* Describe and write down the dental formulae of herbivore carnivore and omnivore

* Defining the term dental formulae

* Discussion on the dental formulae of herbivores, carnivores, omnivores

* Jaws of herbivore and carnivore

* Model of human skeleton with teeth on the jaws (artificial teeth)

* Chart on various dental formulae

* Comprehensive secondary Biology students Bk. 1 page 75-77

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 73-75

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 56-58

* Gold tips biology page 43-44 2

NUTRITION IN ANIMALS

Dental adaptations of herbivores, carnivores, omnivores

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the definition of herbivores, carnivores and omnivores

* Explain the adaptations of dental formulae in various groups of animals, to their mode of feeding

* Discussion on dental adaptation of herbivores and omnivores

* Jaws of herbivore and carnivore

* Model of human skeleton with teeth on the jaws (artificial teeth)

* Comprehensive secondary Biology students Bk. 1 page 77

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 73-75

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 56-58

* Gold tips biology page 42-43 3-4

NUTRITION IN ANIMALS

Internal structure of different types of teeth Functions of the internal structure of a tooth Common dental diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the internal structure of different types of teeth

* Write down the functions of the different parts of the internal structure of teeth

* Name and discuss common dental diseases

* Drawing of internal structure of different types of teeth

* Discussion on the functions of various parts of the teeth

* Discussion on common dental diseases

* Jaws of herbivores and carnivores

* Model of human skeleton with teeth on the jaws (artificial teeth)

* Chart on teeth with some dental diseases

* Comprehensive secondary Biology students Bk. 1 page 77-78

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 75-76

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 56-57

* Gold tips biology page 44

* Longman biology page 46 3 1

NUTRITION IN ANIMALS

Adaptation to the modes of feeding in herbivores

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the adaptations of herbivores to their mode of feeding

* Discussion on adaptation of herbivores to their modes of feeding

* Chart on the jaws of herbivores

* Chart on the molars from the jaws of a herbivore

* Jaws of a herbivore

* Comprehensive secondary Biology students Bk. 1 page 76

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 73-74

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 55-56

* Gold tips biology page 43

* Longman biology page 45 2

NUTRITION IN ANIMALS

carnivores

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the adaptations of carnivores to their modes of feeding

* Discussion on adaptation of carnivores to their modes of feeding

* Chart on the jaws of a carnivores animal

* Chart on the different teeth from the jaws of a carnivore

* Jaws of a carnivore

* Comprehensive secondary Biology students Bk. 1 page 77

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 74

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 56

* Gold tips biology page 43

* Longman biology page 45 3-4

NUTRITION IN ANIMALS

Digestive system of a rabbit

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify various organs associated with the digestive system of a rabbit

* Dissecting a rabbit assisted by a few students (students to wear gloves)

* Live rabbit

* Gloves

* Chloroform

* Dissection kit

* Cotton wool

* Dissecting board

* Comprehensive secondary Biology students Bk. 1 page 90-91

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 85-86

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 58-59

* Gold tips biology page

* Longman biology page 4 1

NUTRITION IN ANIMALS

Human Digestive system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label parts of the human digestive system

* Drawing and labeling the human digestive system

* Discussion on the parts of the human digestive system

* Chart on the human digestive system

* Comprehensive secondary Biology students Bk. 1 page 79

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 78-82

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages

* Gold tips biology page

* Longman biology page 2 CONTINOUS ASSESSMENT TEST Topic covered so far

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer all the questions asked

* Learners to answer all the questions asked

* Teacher to supervise the students while they do the test

* Question paper

* Marking scheme

* Comprehensive secondary Biology students Bk. 1 page 73-80

* Teachers bk. 1 pages 45-55

* Gateway secondary Biology pages 64-83 3-4

NUTRITION IN ANIMALS

Human Digestive system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the regions of the alimentary canal of human digestive system

* Explain the functions of the human digestive system

* Discussion on various regions of the human alimentary canal

* Discussion on some of the human digestive system

* Chart on the human digestive system

* Comprehensive secondary Biology students Bk. 1 page 80-81

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 78-82

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 58-60

* Gold tips biology page 45-47

* Longman biology page 5 1

NUTRITION IN ANIMALS

Human Digestive system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the various regions of the human alimentary canal and their functions

* Discussion on other parts of the human alimentary canal

* Chart on the human digestive system

* Comprehensive secondary Biology students Bk. 1 page 81

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 78-82

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 58-60

* Gold tips biology page 45-47

* Longman biology page 2

NUTRITION IN ANIMALS

Adaptation of the Ileum to its functions

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how the ileum is adapted to its function

* Discussion on how the ileum is adapted to its functions

* Drawing of the intestinal villi

* Chart on the intestinal villi

* Comprehensive secondary Biology students Bk. 1 page 83

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 83-84

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 61

* Gold tips biology page

* Longman biology page 3-4

NUTRITION IN ANIMALS

Food content in alimentary canal of a herbivore Breakdown of starch by diastase enzyme

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Analyze the food content in the alimentary canal of a herbivore

* Carry out an experiment on the breakdown of starch by diastase enzymes

* Dissecting a rabbit to obtain food content from the ileum

* Carry out analysis on food content of the ileum

* Dead rabbit/rat

* Dissecting board and kit

* Cotton wool

* Benedicts solution

* Dilute HCL

* Sodium hydrogen carbonate

* 1% diastase enzyme

* Starch, test tube

* Iodine solution

* Means of heating

* Test tube holder

* Dropper

* Measuring cylinder

* Water bath

* White tile

* Boiled diastase

* Comprehensive secondary Biology students Bk. 1 page 90-91

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 85-86

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 49-50

* Gold tips biology page 40-42

* Longman KCSE revision 48

* Longman biology page 47- 48

* High flyer series pages 14-15 6 1-2

NUTRITION IN ANIMALS

More adaptation of ileum to its function

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how the ileum is farther adapted to its functions

* Discussion on further adaptation of ileum to its function

* Chart on intestinal villi

* Comprehensive secondary Biology students Bk. 1 page 82

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 81-82

* Gateway secondary Biology pages 61 3-4

NUTRITION IN ANIMALS

Products of digestion Food assimilation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the end products of the digestion of various food

* Explain the function of the colon

* Explain the process of assimilation of food substances

* Discussion on the products of digestion and assimilation of food

* Discussion on the functions of colon

* Chart on the products of digestion

* Comprehensive secondary Biology students Bk. 1 page 82

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 84

* Golden tips biology page 49

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 61-62 7 1-2

NUTRITION IN ANIMALS

Chemical digestion in alimentary canal

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the summary of chemical digestion in alimentary canal

* Discussion on chemical digestion In alimentary canal

* Chart showing summary of chemical digestion in alimentary canal

* Comprehensive secondary Biology students Bk. 1 page 82-83

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 80-81

* KLB teachers book 1 pages 37-55

* Golden tips biology page 48 3-4

NUTRITION IN ANIMALS

Importance of vitamins in human nutrition

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the importance of vitamins in human nutrition

* Write down the sources of vitamins

* State deficiency diseases of various vitamins

* Discussion on the importance of vitamins, their sources and deficiency diseases

* Test for vitamin C

* Materials and procedure required

* Comprehensive secondary Biology students Bk. 1 page 83-92

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 85-86

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 61-62

* Golden tips biology page 49 8 1-2

NUTRITION IN ANIMALS

Continuous assessment test By the end of the lesson, the learner should be able to

* Answer the questions

* Learner to answer the questions asked

* Teacher to supervise the students as they do the test

* Question papers

* Marking schemes

* Comprehensive secondary Biology students Bk. 1 page 73-86

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 89-92

* KLB teachers book 1 pages 52-55 3-4

NUTRITION IN ANIMALS

Importance of mineral salts in human nutrition, their sources and deficiency diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the importance of mineral salts in human nutrition

* State the source of mineral salts

* State the deficiency diseases of mineral salts

* Discussion on importance of mineral salts in humans, their sources and deficiency diseases

* Chart showing mineral salts, their sources and deficiency diseases

* Comprehensive secondary Biology students Bk. 1 page 84

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 86-87

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 63 9 1-2

NUTRITION IN ANIMALS

Role of water and roughage in nutrition

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the role of roughage in nutrition

* Write down the role of water in nutrition

* Discussion on the role of water and roughage in nutrition

* Sample of sources of roughage

* Comprehensive secondary Biology students Bk. 1 page 86-87

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 84

* KLB teachers book 1 pages 37-55

* Gateway secondary Biology pages 61 3-4

NUTRITION IN ANIMALS

Factors determining energy requirements in humans By the end of the lesson, the learner should be able to

* Discuss factors which determine energy requirements in human beings

* Discussion on the factors determining energy requirements in human beings

* Chart showing factors that determine energy requirements in human beings

* Comprehensive secondary Biology students Bk. 1 page 87-88

* Teachers bk. 1 pages 45-55

* KLB secondary Biology

* Students book Page 88-89

* KLB teachers book 1 pages 37-55 10 1-4

NUTRITION IN ANIMALS

Factors determining energy requirements in human beings (group activity) By the end of the lesson, the learner should be able to

* Participate in group discussions and present findings on factors that determine energy requirements in human beings

* Group discussions coordinated by the teacher

* Group presentations by preventatives members

* Research material obtained by students

* Comprehensive secondary Biology students Bk. 1 page 87-88

* Teachers bk. 1 pages 48-55

* KLB secondary Biology

* Students book Page 88-89

* KLB teachers book 1 pages 37-55 Gateway secondary Biology pages 63-64 12 REVISION & END YEAR EXAMINATIONS BIOLOGY FORM 2 SCHEMES OF WORK ? TERM 1 1 1-2 TRANSPORT IN PLAN TS Introduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the term transport

* List substances transported in plants and animals

* Link surface area to volume ratio of organisms to the transport system of the organism

* Explain the necessity of

TRANSPORT IN PLANTS

* Defining the term transport

* Listing substances transported in organisms

* Relating surface area to volume ratio of organisms to transport systems

* Large and small cubes

* Surface area

* Surface area to volume ration of different cubes

* Comprehensive secondary Biology students Bk. 2 page 1-2

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 1

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 1

* Golden tips biology pages 54-58

* Gateway secondary Biology pages 84

* Longman biology page 52 3

TRANSPORT IN PLANTS

Structure of roots and root hairs

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw the structure of roots and root hairs

* Relate the structure of the root to their functions

* Discussing the structure of root and root hairs

* Drawing the root and root hair

* Relating the structure to functions

* Chart of root and root hair

* Comprehensive secondary Biology students Bk. 2 page 2-4

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 2

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 1

* Golden tips biology pages 55-56

* Gateway secondary Biology pages 84

* Longman biology page 4

TRANSPORT IN PLANTS

Structure of roots and root hairs (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe prepared slides of roots and root hairs

* Compare monocotyledons and dicotyledonous root sections

* Observe charts and drawings of root sections

* Observing and comparing prepared slides of monocotyledonous and dicotyledonous roots and root hairs under a light microscope

* Observing charts and drawings of root section

* Microscopes prepared slides of root sections and root hairs

* Charts on root sections of monocotyledonous and dicotyledonous roots

* Comprehensive secondary Biology students Bk. 2 page 2-4

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 1-2

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 2-5

* Golden tips biology pages 56

* Gateway secondary Biology pages 84

* Longman biology page 2 1

TRANSPORT IN PLANTS

Xylem Vessels

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the structure of the Xylem Vessel

* Define Xylem Vessel

* Relate the structure of the Xylem Vessel to its function

* Defining the term Xylem Vessel

* Drawing and labeling the structure of the Xylem Vessel

* Relating the structure of the Xylem Vessel to its function

* Photographs of Xylem Vessels

* Chart on Xylem Vessels

* Comprehensive secondary Biology students Bk. 2 page 8-9

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 2-10

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 17-20

* Golden tips biology pages 58

* Gateway secondary Biology pages 84-85

* Longman biology page 2

TRANSPORT IN PLANTS

Tracheid elements

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define Tracheid elements

* Relate the structure of the Tracheid elements to their functions

* Distinguish between xylem vessels and Tracheid elements

* Defining Tracheid elements

* Distinguishing between vessels and tracheids

* Discussion on the structure of Tracheid elements

* Relating the structure of the Tracheid elements to their functions

* Photographs of Tracheid elements

* Chart on Tracheid elements

* Comprehensive secondary Biology students Bk. 2 page 8-9

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 10-11

* KLB teachers book 2 pages 5-34

* Longhorn secondary biology: students book 2 page 19-20

* Golden tips biology pages 58

* Gateway secondary Biology pages 84-85

* Longman biology page 53-54 3

TRANSPORT IN PLANTS

Absorption water and mineral salts

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe water and salt uptake by roots from the soil

* Explain the physiological process involved in the uptake of water and mineral salts

* Explaining water absorption and mineral salt uptake by roots in plants

* Discussion of water absorption and uptake of mineral salts in plants

* Photographs of monocotyledonous and dicotyledonous stem sections showing the xylem

* Chart on the stem sections

* Chart on roots, roots hairs and section of roots

* Photographs of roots and root hairs

* Comprehensive secondary Biology students Bk. 2 page 2-5

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 7-9

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 2-8

* Golden tips biology pages 54-56

* Gateway secondary Biology pages 84-85

* Longman biology page 54 3 1

TRANSPORT IN PLANTS

Internal tissues of the stem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw the monocotyledonous and dicotyledonous stem sections

* Define the term transpiration and relate the structure of xylem to its role in transpiration

* Defining transpiration

* Discussion on the structure of the xylem to its function

* Drawing the stem section

* Photographs of monocotyledonous and dicotyledonous stem sections showing the xylem

* Chart on the stem sections

* Comprehensive secondary Biology students Bk. 2 page 6-7

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 5-7

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 4-10

* Golden tips biology pages 59

* Gateway secondary Biology pages 86-87

* Longman biology page 2

TRANSPORT IN PLANTS

The role of the leaf in transpiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the internal and the external structure of a leaf

* Describe the functions of the leaf

* Relate the parts of a leaf to their functions

* Drawing and labeling the structure of a leaf

* Discussion on the parts of a leaf and how they relate to their functions

* Sample leaves of various pants

* Charts on the section of a leaf

* Comprehensive secondary Biology students Bk. 2 page 7

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 9-10

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 10-12

* Golden tips biology pages 57-58

* Gateway secondary Biology pages 84

* Longman biology page 54 3-4

TRANSPORT IN PLANTS

Transport of water and mineral salts in plants (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Demonstrate the movement of water in plants

* Observe prepared leaf sections to identify vascular tissues

* Carrying out an experiment to demonstrate the movement of water in plants

* Observing prepared leaf section under a light microscope

* Identifying vascular tissues in leaves

* Sample leaves of various pants

* Charts on the section of a leaf sections

* microscopes

* Comprehensive secondary Biology students Bk. 2 page 14

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 14-16

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 7 4 1

TRANSPORT IN PLANTS

Movement of water in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the forces involved in movement of water in plants such as transpiration, pull, cohesion and adhesion capillarity and root pressures

* Demonstrate the forces involved in movement of water in plants

* Describing the forces involved in movement of water in plants

* Discussion on forces involved in movement of water in plants

* Carrying out experiments to show the forces involved

* Tubes of different diameters

* Beakers containing colored water

* Fresh plant stump with fluid oozing

* Comprehensive secondary Biology students Bk. 2 page 11-12

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 11-12

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 5-6

* Golden tips biology pages 59-60

* Gateway secondary Biology pages 86-87

* Longman biology page 2

TRANSPORT IN PLANTS

Importance of transpiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the importance of transpiration in plants

* Discuss the importance of transpiration in plants

* Discussion on the significance of transpiration in plants

* Wilted potted plants

* Potted plants growing normally

* Comprehensive secondary Biology students Bk. 2 page 12

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 12

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 12

* Golden tips biology pages 54

* Gateway secondary Biology pages 84

* Longman biology page 3-4

TRANSPORT IN PLANTS

The phloem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain what the phloem is

* Draw the structure of the phloem and relate its structure to its function

* List down materials translocated in the phloem

* Drawing the structure of the phloem

* Discussing the functions of phloem in relation to its structure

* Listing down the materials translocated in plants

* Chart on structure of the phloem

* Photographs of the phloem

* Comprehensive secondary Biology students Bk. 2 page 12-14

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 1-13

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 24-26

* Golden tips biology pages 61-62

* Gateway secondary Biology pages 86

* Longman biology page 6 1

TRANSPORT IN PLANTS

The phloem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw the structure of the phloem

* Relate the parts of the phloem to its functions

* Drawing the phloem

* Discussion on the functions of the parts of the phloem

* Chart of the phloem structure

* Drawings of the phloem structure

* Comprehensive secondary Biology students Bk. 2 page 12

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 17-18

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 24-25

* Golden tips biology pages 62

* Gateway secondary Biology pages 86-87

* Longman biology page 55 2 TRANSPORT IN PLAN TS Function of phloem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the function of the phloem

* List down materials translocated and the sites of storage in the phloem

* Discussion on the functions of the phloem

* Listing down materials translocated and storage sites in the phloem

* Chart of the phloem structure

* Photographs of the phloem

* Comprehensive secondary Biology students Bk. 2 page 12-14

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 17-18

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 24-26

* Golden tips biology pages 61-62

* Gateway secondary Biology pages 86-87

* Longman biology page 55 3-4 TRANSPORT IN PLAN TS Function of phloem (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Set up an experiment to investigate translocation of food substances in dicotyledonous plants

* Set up an experiment to investigate translocation of food substances in a monocotyledonous plant

* Explain the processes involved in the translocation of food in plants

* Setting up an experiment to investigate translocation

* Explaining the processes involved in the translocation of food in plants

* Discussion on the result of the experiment

* A young plant

* Sharp knife

* Saplings

* Comprehensive secondary Biology students Bk. 2 page 14

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 12-14

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 25-26

* Golden tips biology pages 62

* Gateway secondary Biology pages 86-87

* Longman biology page 7 1-2

TRANSPORT IN ANIMALS

Introduction Transport in unicellular animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify unicellular organisms such as amoeba

* Describe transport of substances in unicellular organisms

* Explain the necessity of an elaborate transport system in most animals

* Identify some unicellular organisms such as amoeba

* Explaining transport in unicellular organisms

* Explaining the need for an elaborate transport system in most animals

* Chart showing movement of gasses in and out of an amoeba by diffusion

* Comprehensive secondary Biology students Bk. 2 page 21

* Teachers bk. 2 pages 1-13

* KLB secondary Biology

* Students book 2 Page 18

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 26

* Golden tips biology pages 63

* Gateway secondary Biology pages 88

* Longman biology page 55-56 3-4

TRANSPORT IN ANIMALS

Open circulatory system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define an open circulatory system

* Discuss the open circulatory system

* Draw the open circulatory system of an insect

* Explaining open circulatory system in insects

* Discussing the open circulatory system

* Drawing the open circulatory system of an insect

* Labeling the open circulatory system

* Chart showing the circulatory system of a cockroach

* Comprehensive secondary Biology students Bk. 2 page 21

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 18-20

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 26-27

* Golden tips biology pages 63-64

* Gateway secondary Biology pages 88

* Longman biology page 8 1

TRANSPORT IN ANIMALS

Closed circulatory system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define an closed transport system

* Identify animals with the open circulatory system

* Distinguish between closed and open circulatory systems

* Defining closed circulatory systems

* Stating organisms with closed circulatory systems such as human beings

* Distinguishing between closed and open circulatory systems

* Chart showing closed circulatory system

* Chart showing the difference between closed circulatory system and open circulatory system

* Comprehensive secondary Biology students Bk. 2 page 22-23

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 19-20

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 26-27

* Golden tips biology pages 64-65

* Gateway secondary Biology pages 88-89

* Longman biology page 55-56 2-3

TRANSPORT IN ANIMALS

Double circulatory system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define an Double circulatory system

* Draw and label circulatory systems in mammals

* Dissect a rabbit and observe its transport system

* Discussing the Double circulatory system

* Observing the transport system in a rabbit

* Drawing the double circulatory system of a mammal

* Chart showing the circulatory system of a mammal

* Dissected rabbit displaying the circulatory system

* Comprehensive secondary Biology students Bk. 2 page 24-42-44

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 19-20

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 28-34

* Golden tips biology pages 64-65

* Gateway secondary Biology pages 88-89

* Longman biology page 56

* High flyer series pages 30-32 4 CONTINOUS ASSESMENT TEST Topics covered so far By the end of the lesson, the learner should be able to answer the given questions in the test

* Learner to answer questions

* Teacher to supervise the test

* Question paper

* Marking scheme 9 1

TRANSPORT IN ANIMALS

The mammalian heart

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the external parts of the mammalian heart

* Draw and label the internal structure of the mammalian heart

* Explain the functions of the heart

* Relate the structure of the heart to its functions

* Drawing and labeling the mammalian heart and relating its structure to its functions

* Discussing the structure of the mammalian heart

* Chart showing the structure of a mammalian heart

* Model of a heart

* Comprehensive secondary Biology students Bk. 2 page 24-25

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 21-23

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 28-32

* Golden tips biology pages 65-66

* Gateway secondary Biology pages 89

* Longman biology page

* High flyer series pages 2

TRANSPORT IN ANIMALS

Blood flow in the circulatory system of mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Trace the path taken by blood from the heart to the body parts and back to the heart

* State the substances supported by the blood of mammals

* Describe the flow of oxygenated blood in and out of the body through the heart

* Discussing the blood flow in mammals

* Tracing the path taken by blood from the heart to all body parts and back to the heart

* Chart showing the path of blood flow in the circulatory system of a mammal

* Comprehensive secondary Biology students Bk. 2 page 25-26

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 19-20

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 31-32

* Golden tips biology pages 65-67

* Gateway secondary Biology pages 88-90

* Longman biology page 56

* High flyer series pages 3-4

TRANSPORT IN ANIMALS

Blood vessels

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the structure of arteries, veins and capillaries

* Relate the structure of the arteries, veins and capillaries to their function

* Explaining and relating the structure to their functions

* Drawing the arteries, veins and capillaries

* Making medals of blood vessels

* Chart showing arteries, veins, and capillaries

* Modes of blood vessels

* Different colours of Plasticine

* Comprehensive secondary Biology students Bk. 2 page 29-31

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 25-30

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 33-43

* Golden tips biology pages 67-68

* Gateway secondary Biology pages 88-90

* Longman biology page 56

* High flyer series pages 10 1

TRANSPORT IN ANIMALS

Diseases and defects of the circulatory system

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Name the common diseases of circulatory system such as thrombosis, varicose veins

* Suggest methods of control/prevention for the diseases.

* Name the diseases of the circulatory system

* Suggest methods of control/prevention

* Resource person such as the school nurse

* Photographs of people suffering from diseases of the circulatory system

* Comprehensive secondary Biology students Bk. 2 page 32-33

* Teachers bk. 2 pages 14-15

* KLB secondary Biology

* Students book 2 Page 31-32

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 43-45

* Golden tips biology pages 73-74

* Gateway secondary Biology pages 92-93

* Longman biology page 57

* High flyer series pages 2

TRANSPORT IN ANIMALS

The structure and function of the blood

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* List the components of the blood

* State the functions of each of the blood components

* Listing components of blood

* Relating blood components to their functions

* Modeling red blood cells (RBC)

* Resource person such as the school nurse

* Model RBCs using Plasticine

* Comprehensive secondary Biology students Bk. 2 page 33-37

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 32-35

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 45-50

* Golden tips biology pages 69-71

* Gateway secondary Biology pages 90

* Longman biology page 58-59

* High flyer series pages 3-4

TRANSPORT IN ANIMALS

The structure and function of the blood

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain how oxygen and carbon dioxide are transported in the blood

* Describe the mechanisms of blood clotting and its importance

* Explaining how oxygen and carbon dioxide are transported in the blood

* Describing the mechanisms of blood clotting and its importance

* Resource person such as the school nurse

* Chart showing blood clotting mechanism

* Comprehensive secondary Biology students Bk. 2 page 34-35

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 36-38

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 45-51

* Golden tips biology pages 70-71

* Gateway secondary Biology pages 90

* Longman biology page

* High flyer series pages 11 1

TRANSPORT IN ANIMALS

Blood grouping and blood transfusion

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the human blood group system

* State the importance of blood groups in blood transfusion

* Describing blood groups

* Stating the importance of human blood groups in blood transfusion

* Playing cards/bottle tops in pairs

* Resource person such as the school nurse

* Chart showing blood groups and possible transfusions

* Prepared cards/bottle tops

* Comprehensive secondary Biology students Bk. 2 page 37-38

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 36-38

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 51-54

* Golden tips biology pages 72-73

* Gateway secondary Biology pages 90-91

* Longman biology page 56

* High flyer series pages 2

TRANSPORT IN ANIMALS

Blood grouping and blood transfusion

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the rhesus factor

* State the role of the rhesus factor in blood transfusion

* Discussing the rhesus factor and its role in blood transfusion

* Resource person such as the school nurse

* Blood transfusion personnel

* Comprehensive secondary Biology students Bk. 2 page 38-39

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 37-39

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 52-55

* Golden tips biology pages 72-73

* Gateway secondary Biology pages 92

* Longman biology page 59

* High flyer series pages 3-4

TRANSPORT IN ANIMALS

The structure of the heart (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Examine the external and internal structure of a cows heart

* Investigate pulse rate at the wrist

* Examining a mammalian heart structure and identifying various parts

* Working in pairs to examine pulse rate before and after vigorous activities

* Fresh heart of a mammal such as a cow

* Dissecting kit

* Hand lens

* Stop watch

* Comprehensive secondary Biology students Bk. 2 page 44-45

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 30-31

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 28

* Golden tips biology pages 66

* Gateway secondary Biology pages 89

* Longman biology page 59

* High flyer series pages 12 1

TRANSPORT IN ANIMALS

Immune responses

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Defining immunity

* Describe immune response

* Differentiate between natural and artificial immunity

* Defining immunity

* Describing immune responses

* Distinguishing between natural and artificial immunity

* Chart showing types of immunity

* Comprehensive secondary Biology students Bk. 2 page 39-41

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 40-41

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 56-58

* Golden tips biology pages 74-75

* Gateway secondary Biology pages 93

* Longman biology page

* High flyer series pages 2

TRANSPORT IN ANIMALS

vaccination

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define vaccination

* Describe importance of vaccination against diseases such as tuberculosis, poliomyelitis, measles, diphtheria, whooping cough

* Defining vaccination

* Describing the importance of vaccination

* Drawing the vaccination table

* Chart showing the vaccination table

* Comprehensive secondary Biology students Bk. 2 page 40-41

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 41-43

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 58-59

* Golden tips biology pages 75-76

* Gateway secondary Biology pages 93-94

* Longman biology page

* High flyer series pages 3-4

TRANSPORT IN ANIMALS

Allergic reactions

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define allergic reactions and explain their causes

* Carry out an experiment to demonstrate the unidirectional flow of blood in the cutaneous veins of the forearm

* Defining allergic reactions and explaining their causes

* Carrying out an experiment to demonstrate the unidirectional flow of blood in the cutaneous veins

* School nurse

* Rubber bands

* Bandages or handkerchiefs

* Comprehensive secondary Biology students Bk. 2 page 41-42-45

* Teachers bk. 2 pages 14-25

* KLB secondary Biology

* Students book 2 Page 43

* KLB teachers book 2 pages 15-34

* Longhorn secondary biology: students book 2 page 58

* Golden tips biology pages 76-77

* Gateway secondary Biology pages 93-94

* Longman biology page59-60

* High flyer series pages 13 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 2 SCHEMES OF WORK ? TERM 2 1 1

GASEOUS EXCHANGE IN PLANTS

Definition and importance of gaseous exchange

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define gaseous exchange

* Identify the gases that are exchanged in the living organism

* Explain the importance of gaseous exchange in organisms

* Defining gaseous exchange

* state the gases that are exchanged in the living organisms such as oxygen and carbon dioxide

* discussion on the importance of gaseous exchange in organisms

* charts on the importance of gaseous exchange in organisms

* Comprehensive secondary Biology students Bk. 2 page 48

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 48-50

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 70

* Golden tips biology pages 79

* Gateway secondary Biology pages 113

* Longman biology page 62

* High flyer series pages 36 2

GASEOUS EXCHANGE IN PLANTS

Gaseous exchange in the stomata

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the stomata

* Draw and label open and closed stomata

* Explain stomata and gaseous exchange

* Describing the parts of the stomata

* Drawing and labeling of open and closed stoma

* Discussion on stomatal gaseous exchange

* Chart showing open and closed stomata

* Comprehensive secondary Biology students Bk. 2 page 48-49

* Teachers bk. 2 pages

* KLB secondary Biology

* Students book 2 Page 48-51

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 70-74

* Golden tips biology pages 79-80

* Gateway secondary Biology pages 114

* Longman biology page 62

* High flyer series pages 3-4

GASEOUS EXCHANGE IN PLANTS

Stomata (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Investigate the presence of stomata on leaves

* Investigate the shape of guard cells and the distribution of stomata on leaves

* Investigating the presence of stomata on leaves in groups

* Investigating the shape of guard cells

* Discussion on the distribution of stomata on leaves of various plants

* Water in a beaker

* Leaves of various leaves

* Means of heating

* Clear nail varnish

* Light microscope

* Cover slip

* Forceps

* Microscope slide

* Leaves of various plants

* Comprehensive secondary Biology students Bk. 2 page 54

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 48-50

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 76

* Golden tips biology pages

* Gateway secondary Biology pages 114

* Longman biology page

* High flyer series pages 2 1

GASEOUS EXCHANGE IN PLANTS

Mechanism of opening and closing stomata

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the mechanism of opening and closing of stomata

* Describe photosynthetic/glucose accumulation theory of opening and closing stomata

* Explaining the mechanism of opening and closing of stomata

* Discussion on the photosynthetic/glucose accumulation theory of opening and closing stomata

* Chart showing open and closed stomata

* Comprehensive secondary Biology students Bk. 2 page 49-50

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 50-51

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 71-74

* Golden tips biology pages 79-80

* Gateway secondary Biology pages 114

* Longman biology page 62

* High flyer series pages 2

GASEOUS EXCHANGE IN PLANTS

Mechanism of opening and closing stomata

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe inter-conversion of starch and glucose and ion accumulation theories

* Discussion on the inter-conversion of starch and glucose and ion accumulation theories

* Chart showing open and closed stomata

* Comprehensive secondary Biology students Bk. 2 page 50

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 50-51

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 76

* Golden tips biology pages 79-80

* Gateway secondary Biology pages 114

* Longman biology page

* High flyer series pages 3-4

GASEOUS EXCHANGE IN PLANTS

Internal structure of stems and leaves (practical lessons)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Investigate the internal structure of stems and leaf stalk in aerial and aquatic plants

* Investigate tissue distribution in aerial leaves and stems

* Investigation of the structure of stems and leaf stalks in aerial and aquatic plants

* Microscope

* Prepared permanent slides of aerial leaves and stems

* Water lily leaf stalk

* Bougainvillea twig

* Beaker containing water

* scalpel

* Comprehensive secondary Biology students Bk. 2 page 55

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 50-52

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 75-76

* Golden tips biology pages

* Gateway secondary Biology pages

* Longman biology page 62

* High flyer series pages 3 1

GASEOUS EXCHANGE IN PLANTS

Cuticular and lenticular gaseous exchange By the end of the lesson, the learner should be able to describe Cuticular and lenticular gaseous exchange

* Discussion on lenticular gaseous exchange

* Discussion on Cuticular gaseous exchange

* Chart showing internal leaf structure and lenticels

* Comprehensive secondary Biology students Bk. 2 page 52

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 51-53

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 75

* Golden tips biology pages 81

* Gateway secondary Biology pages 114-115

* Longman biology page 62-64

* High flyer series pages 36-37 2

GASEOUS EXCHANGE IN PLANTS

gaseous exchange through the roots By the end of the lesson, the learner should be able to;

* Draw the structure of the root

* Describe how gaseous exchange takes place through the epidermis of the roots

* Drawing the structure of the root

* Discussion on gaseous exchange through the roots

* Photograph of pneumatophic

* Chart showing breathing roots

* Comprehensive secondary Biology students Bk. 2 page 52-54

* Teachers bk. 2 pages 26-33

* KLB secondary Biology

* Students book 2 Page 48-52

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 74-75

* Golden tips biology pages 81-82

* Gateway secondary Biology pages 113-114

* Longman biology page

* High flyer series pages 3-4

GASEOUS EXCHANGE IN PLANTS

gaseous exchange structures By the end of the lesson, the learner should be able to;

* Examine various types of gaseous exchange structure in different organisms

* Relate the various types of gaseous exchange structure to their functions in different organisms

* Examining various types of gaseous exchange structures

* Relating the various types of gaseous exchange structure to their functions in different organisms

* Tadpoles

* Insects (alive)

* Fish

* Frog

* earthworm

* Comprehensive secondary Biology students Bk. 2 page 57

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 58-61

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 80-81

* Golden tips biology pages 82

* Gateway secondary Biology pages 115

* Longman biology page

* High flyer series pages 4 1

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange types and characteristics of respiratory surfaces in animals By the end of the lesson, the learner should be able to;

* State the characteristics of gaseous exchange surfaces in different organisms

* Discussion on characteristics of gaseous exchange surfaces

* Discussion on mechanism of gaseous exchange surfaces

* Discussion on mechanism of gaseous exchange in amoeba

* Chart showing diagrams of different gaseous exchange surfaces such as insects fish, frogs and earth worms

* Chart showing diagram on gaseous exchange in amoeba

* Comprehensive secondary Biology students Bk. 2 page 57-58

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 53

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 80

* Golden tips biology pages 82-83

* Gateway secondary Biology pages 115

* Longman biology page 65

* High flyer series pages 2-3

GASEOUS EXCHANGE IN ANIMALS

gaseous exchange in an insect By the end of the lesson, the learner should be able to;

* Examine the gaseous exchange structures of a grasshopper or a locust

* Draw the gaseous exchange structure of an insect

* Examining the gaseous exchange structures in insects

* Drawing the gaseous exchange structure of an insect

* Chart on tracheal system in insects

* Live grasshoppers

* Dissecting board

* Pins

* Hand lens

* Dissecting kit

* Chloroform

* Cotton wool

* Comprehensive secondary Biology students Bk. 2 page 58

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 54-56

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 81-84

* Golden tips biology pages 83

* Gateway secondary Biology pages 115-116

* Longman biology page 64

* High flyer series pages 37-38 4

GASEOUS EXCHANGE IN ANIMALS

& PLANTS Continuous assessment test By the end of the lesson, the learner should be able to answer all questions asked in the test

* Learner to write down the answers

* Teacher to supervise test

* Question papers

* Marking scheme

* 5 1

GASEOUS EXCHANGE IN ANIMALS

gaseous exchange in bony fish By the end of the lesson, the learner should be able to;

* Draw and label the structure of gaseous exchange in bony fish

* Relate the gills to their function

* discussion on gills of a bony fish

* drawing and labeling the gill chamber and gills of bony fish

* discussion on functions of parts of the gills

* Chart showing diagram of gill chamber of bony fish

* Comprehensive secondary Biology students Bk. 2 page 59-60

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 56-58

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 84-88

* Golden tips biology pages 84

* Gateway secondary Biology pages 116-117

* Longman biology page

* High flyer series pages 2

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in bony fish By the end of the lesson, the learner should be able to describe the mechanism of gaseous exchange in bony fish

* Discussion on the mechanism of gaseous exchange in bony fish

* Chart showing diagram of gill chamber of bony fish

* Comprehensive secondary Biology students Bk. 2 page 60-61

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 57-58

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 84

* Golden tips biology pages 84

* Gateway secondary Biology pages 116-117

* Longman biology page

* High flyer series pages 38 3-4

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in bony fish (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Examine the location and number of gills in gill chambers of bony fish

* Examine, draw and label the gill of a bony fish

* Examining the location and number of gills in gill chambers of bony fish

* Examining, drawing and labeling isolated gills in bony fish

* Tilapia fish

* Hand lens

* Gills of a bony fish

* Dissecting kit

* Pins

* Dissecting board

* Comprehensive secondary Biology students Bk. 2 page 69

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 58

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 84-85

* Golden tips biology pages 84

* Gateway secondary Biology pages 116

* Longman biology page

* High flyer series pages 6 1

GASEOUS EXCHANGE IN ANIMALS

gaseous exchange in frogs By the end of the lesson, the learner should be able to describe the gaseous exchange I a frog through its gills, skin, mouth and lungs.

* Discussion on gaseous exchange in a frog

* Chart showing position of mouth cavity, lungs and nostrils in a frog

* Comprehensive secondary Biology students Bk. 2 page 61-62

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 58-59

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 88-90

* Golden tips biology pages 84-85

* Gateway secondary Biology pages 117

* Longman biology page 65-66

* High flyer series pages 2

GASEOUS EXCHANGE IN ANIMALS

gaseous exchange in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the structure involved in gaseous exchange in human beings

* Explain the features of the structures involved in gaseous exchange in human beings

* Draw and label the structures involved in gaseous exchange in human beings

* Stating the structures involved in gaseous exchange in human beings

* Explaining the features of the structures involved in gaseous exchange in human beings

* Drawing and labeling the structures involved in gaseous exchange in humans

* Chart showing the lungs and rib cage in human beings

* Comprehensive secondary Biology students Bk. 2 page 63-65

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 59-64

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 90-94

* Golden tips biology pages 85-86

* Gateway secondary Biology pages 117-118

* Longman biology page 66

* High flyer series pages 38-39 6 3-4

GASEOUS EXCHANGE IN ANIMALS

gaseous exchange in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Examine a dissected mammal to locate the gaseous exchange structures

* Describe the mechanism of breathing in human beings

* Identifying the structures of gaseous exchange in a dissected rabbit (mammal)

* Discussion on mechanism of breathing in human beings

* Chart showing the lungs and rib cage in human beings

* Dissected rabbit displaying the gaseous exchange system

* Comprehensive secondary Biology students Bk. 2 page 64

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 59-64

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 94-97

* Golden tips biology pages 86

* Gateway secondary Biology pages 119

* Longman biology page

* High flyer series pages 38-39 7 1-2

GASEOUS EXCHANGE IN ANIMALS

Breathing mechanisms in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the alveoli where gaseous exchange occur in human beings

* Describe how gaseous exchange occurs in alveoli

* Drawing and labeling the alveoli where gaseous exchange occur in human beings

* Describing how gaseous exchange occurs in alveoli

* Discussion on gaseous exchange at the alveoli

* Chart showing the exchange of gases in alveoli of human beings

* Comprehensive secondary Biology students Bk. 2 page 66

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 61-65

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 96-99

* Golden tips biology pages 86-87

* Gateway secondary Biology pages 119-120

* Longman biology page 67

* High flyer series pages 38-39 3-4

GASEOUS EXCHANGE IN ANIMALS

AND PLANTS Continuous assessment test By the end of the lesson, the learner should be able to

* Answer all questions asked in the test

* Learners to write down the answers to the questions

* Teacher to supervise the students

* Question papers

* Marking scheme

* 8 1-2

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain how human beings are adapted to their functions

* Able to examine the mammalian lung

* Explaining how human beings are adapted to their functions

* Discussion on the adaptations of lungs in humans and examination of mammalian lung

* Lungs from a mammal eg. goat, sheep and cow

* Comprehensive secondary Biology students Bk. 2 page 66

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 59-65

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page

* Golden tips biology pages 86-87

* Gateway secondary Biology pages 120

* Longman biology page 66-67

* High flyer series pages 38-39 3-4

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in mammals (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Demonstrate the breathing mechanism of the lungs and diaphragm in a model thoracic cavity

* Demonstrate the breathing movement of ribs and muscles by using a model

* Carrying out a demonstration of breathing mechanism in human beings using a model

* A bell jar

* Two balloons

* Rubber stopper with a hole

* Y-shape glass tube

* Rubber sheet

* String

* Petroleum jelly

* Comprehensive secondary Biology students Bk. 2 page 71

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 63

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 96-99

* Golden tips biology pages 86-87

* Gateway secondary Biology pages 117-119

* Longman biology page

* High flyer series pages 9 1

GASEOUS EXCHANGE IN ANIMALS

Factors affecting the rate of breathing

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Examine the factors affecting the rate of breathing in human beings

* Explain the factors which control the rate of breathing in human beings

* Examining the factors affecting the rate of breathing in human beings

* Discussion on factors affecting the rate of breathing in human beings

* Chart with table showing factors affecting breathing

* Comprehensive secondary Biology students Bk. 2 page 66-67

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 65-66

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 101-102

* Golden tips biology pages 87

* Gateway secondary Biology pages 119

* Longman biology page 67-68

* High flyer series pages 2

GASEOUS EXCHANGE IN ANIMALS

Respiratory diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the causes of respiratory diseases

* Discuss the symptoms of respiratory disease

* explain the prevention measures of respiratory diseases

* Discussion on causes, symptoms and prevention measures of respiratory diseases

* Chart on respiratory diseases

* Comprehensive secondary Biology students Bk. 2 page 71

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 67-70

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 104-107

* Golden tips biology pages 87-88

* Gateway secondary Biology pages 121

* Longman biology page 68

* High flyer series pages 3-4

GASEOUS EXCHANGE IN ANIMALS

Gaseous exchange in animals (practical lesson) By the end of the lesson, the learner should be able to demonstrate the effect of exercise on the rate of breathing

* Carrying out experiment to show the effect of exercise on rate of breathing

* Chair

* Stop watch

* Skipping rope

* Comprehensive secondary Biology students Bk. 2 page 74

* Teachers bk. 2 pages 34-48

* KLB secondary Biology

* Students book 2 Page 66-67

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 101-104

* Golden tips biology pages

* Gateway secondary Biology pages

* Longman biology page

* High flyer series pages 10 1

RESPIRATION

Introduction Tissue respiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define respiration

* State the significance of respiration

* Draw and label mitochondria

* Discussion on definition and significance of respiration

* Drawing and labeling mitochondria

* Chart showing diagram of mitochondria

* Comprehensive secondary Biology students Bk. 2 page 74

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 73-74

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 112-113

* Golden tips biology pages 91

* Gateway secondary Biology pages 130

* Longman biology page 71

* High flyer series pages 2

RESPIRATION

Anaerobic respiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define Anaerobic respiration

* Describe Anaerobic respiration in plants

* Describe Anaerobic respiration in animals

* Defining Anaerobic respiration

* Discussion on Anaerobic respiration in plants and animals

* Chart showing diagram of mitochondria

* Comprehensive secondary Biology students Bk. 2 page 76-77

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 77-78

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 116-119

* Golden tips biology pages 92-93

* Gateway secondary Biology pages 131

* Longman biology page 72

* High flyer series pages 41-42 3-4

RESPIRATION

Respiration (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the gas given off when food is burnt

* Investigate the gas produced during fermentation

* Carrying out experiments to investigate the gas produced when food is burnt

* Discussion on the gas produced when food is burnt

* Retort stand

* Maize flour

* Test-tubes

* Source of heat

* Boiling tubes

* Delivery tube

* Rubber stopper

* Lime water

* clump

* Comprehensive secondary Biology students Bk. 2 page 80-81

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 75-74

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 116-118, 120-121

* Golden tips biology pages

* Gateway secondary Biology pages

* Longman biology page

* High flyer series pages 11 1-2

RESPIRATION

Economic importance of anaerobic respiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the economic importance of anaerobic respiration

* Discuss the economic importance of anaerobic respiration in both plants and animals

* Discussion on economic importance of anaerobic respiration

* Chart on the economic importance of anaerobic respiration

* Comprehensive secondary Biology students Bk. 2 page 77

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 77-78

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 119-120

* Golden tips biology pages 92-93

* Gateway secondary Biology pages 130

* Longman biology page 71

* High flyer series pages 41 3-4

RESPIRATION

Aerobic respiration

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain anaerobic respiration

* Distinguish between anaerobic and aerobic respiration

* Compare energy production in anaerobic and aerobic respiration

* explain aerobic respiration

* Distinguishing between aerobic respiration and anaerobic respiration

* Discussion on energy formation and energy output in aerobic and anaerobic respiration

* Chart on the economic importance of aerobic respiration

* Comprehensive secondary Biology students Bk. 2 page 74-76

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 74-76

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 113-115

* Golden tips biology pages 91-92

* Gateway secondary Biology pages 130-131

* Longman biology page 72-73

* High flyer series pages 41 12 1-2

RESPIRATION

Tissue respiration (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Investigate the production of heat by germinating seeds

* Demonstrate that respiration takes place in plants

* Carrying out the various experiments in groups

* Discussion on the observation or results observed

* Two vacuum flasks

* Two thermometers

* Beans and cotton wool

* Sterilizer such as formalin

* Bell jar

* Soda lime

* Two conical flasks

* Black cloth

* Lime water

* Potted plant

* Delivery tube

* Filter pump

* Corks

* Petroleum jelly

* Comprehensive secondary Biology students Bk. 2 page 81-82

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 76-77

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 115

* Golden tips biology pages 94

* Gateway secondary Biology pages

* Longman biology page

* High flyer series pages 3-4

RESPIRATION

Tissue respiration (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Show aerobic respiration in animals

* Show the aerobic respiration takes place in animals

* Carrying out the experiments

* Discussion on the results observed

* Grasshopper

* Two pieces of insulin cloth or wire net

* Bicarbonate indicator

* Two conical flasks

* Measuring cylinder

* Two rubber bands

* Two labels

* Bell jar

* Lime water

* Delivery tubes

* Soda lime

* Rat

* Filter pump

* Petroleum jelly

* Comprehensive secondary Biology students Bk. 2 page 83-84

* Teachers bk. 2 pages 49-57

* KLB secondary Biology

* Students book 2 Page 78

* KLB teachers book 2 pages 45-48

* Longhorn secondary biology: students book 2 page 117

* Golden tips biology pages 94

* Gateway secondary Biology pages

* Longman biology page

* High flyer series pages 13 REVISION AND END OF TERM EXAMINATION BIOLOGY FORM 2 SCHEMES OF WORK ? TERM 3 1 1

EXCRETION AND HOMEOSTASIS

Definition of terms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define terms stated

* Distinguish between excretion and egestion

* Explain the necessity of excretion in plants and animals

* Defining excretion, homeostasis and secretion

* Distinguishing between excretion and egestion

* Explaining the necessity of excretion in plants and animals

* Chart showing major terms and their definitions

* Comprehensive secondary Biology students Bk. 2 page 86

* Teachers bk. 2 pages 58-68

* KLB secondary Biology

* Students book 2 Page 83-84

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 124

* Golden tips biology pages 96

* Gateway secondary Biology pages 141

* Longman biology page 75

* High flyer series pages 44 2

EXCRETION AND HOMEOSTASIS

Excretion in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the methods of excretion in plants

* List down useful and harmful excretory products in plants

* Describing the methods of excretion in plants

* Listing excretory products in plants

* Chart showing excretory products in plants and methods of excretion in plants

* Comprehensive secondary Biology students Bk. 2 page 86-87

* Teachers bk. 2 pages 58-68

* KLB secondary Biology

* Students book 2 Page 83-84

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 124-125

* Golden tips biology pages 96-97

* Gateway secondary Biology pages 141

* Longman biology page 75-76

* High flyer series pages 44 3-4

EXCRETION AND HOMEOSTASIS

Excretion in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the uses of excretory products in plants

* Describe the uses of excretory products in plants

* Identifying the uses of excretory products in plants

* Describing the uses of excretory products in plants

* Chart showing excretory products , sources and their economic importance in plants

* Comprehensive secondary Biology students Bk. 2 page 88

* Teachers bk. 2 pages 58-68

* KLB secondary Biology

* Students book 2 Page 84

* KLB teachers book 2 pages

* Longhorn secondary biology: students book 2 page 125-127

* Golden tips biology pages 96-97

* Gateway secondary Biology pages 141

* Longman biology page 76

* High flyer series pages 44 2 1

EXCRETION AND HOMEOSTASIS

Excretion and homeostasis in Animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe excretion and homeostasis in unicellular animals such as amoeba

* Draw an amoeba

* Describe excretion in fresh water amoeba

* Describing excretion and homeostasis in unicellular organism such as amoeba

* Drawing of amoeba

* Describing the excretion of water and nitrogenous wastes in amoeba

* Chart showing an amoeba in stages of excreting water and wastes

* Comprehensive secondary Biology students Bk. 2 page 88

* Teachers bk. 2 pages 58-68

* KLB secondary Biology

* Students book 2 Page 84-85

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 127-128

* Golden tips biology pages 97-98

* Gateway secondary Biology pages 142

* Longman biology page 77

* High flyer series pages 44 2

EXCRETION AND HOMEOSTASIS

Excretion and homeostasis in Animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the need for complex animals for excretion

* List down organs involved In excretion in animals

* List down waste products released by various organs

* Explaining the need for complex excretory organs

* Listing the excretory organs and substances released

* Chart showing the specialized organs and the main excretory products

* Comprehensive secondary Biology students Bk. 2 page 88

* Teachers bk. 2 pages

* KLB secondary Biology

* Students book 2 Page 84-87

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 128-131

* Golden tips biology pages 98

* Gateway secondary Biology pages 142

* Longman biology page 77

* High flyer series pages 44-45 3-4

EXCRETION AND HOMEOSTASIS

The human kidney

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Examine the kidney of a mammal

* Draw and label the external structure of a kidney

* Make a vertical section through the kidney

* Identify the internal parts of the kidney

* Examining the kidney

* Making a vertical section and identifying the parts of the kidney

* Drawing the internal structure of the kidney

* Kidney of a mammal

* Sharp knife

* Chart showing section of a kidney

* Comprehensive secondary Biology students Bk. 2 page 91, 105

* Teachers bk. 2 pages

* KLB secondary Biology 58-68

* Students book 2 Page 88-92

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 132-135

* Golden tips biology pages 100-101

* Gateway secondary Biology pages 144

* Longman biology page 77

* High flyer series pages 3 1

EXCRETION AND HOMEOSTASIS

Functions of the nephron

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label parts of the nephron

* Relate its structure to its role in urine formation

* Drawing and labeling the nephron

* Discussion on the structure of the nephron in relation to its function

* Chart showing the structure of the nephron

* Comprehensive secondary Biology students Bk. 2 page 92-94

* Teachers bk. 2 pages

* KLB secondary Biology 58-68

* Students book 2 Page 90-92

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 135-137

* Golden tips biology pages 101-102

* Gateway secondary Biology pages 145

* Longman biology page 77

* High flyer series pages 47 2

EXCRETION AND HOMEOSTASIS

Neuro-endoctrine system and homeostasis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the hormones involved in Neuro-endoctrine system and homeostasis eg insulin

* Explain the process of urine formation in the kidney

* Describe the role of various hormones in urine formation

* Identifying the hormones involved in Neuro-endoctrine system and homeostasis such as insulin, ADH and aldosterone I urine formation

* Describing the role of insulin, ADH and aldosterone in urine formation

* Diagram of the nephron showing the movement of sodium ions and water

* Comprehensive secondary Biology students Bk. 2 page 93-94

* Teachers bk. 2 pages

* KLB secondary Biology 58-68

* Students book 2 Page 97-100

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 139-142

* Golden tips biology pages 103-104

* Gateway secondary Biology pages 145

* Longman biology page 78

* High flyer series pages 45-47 3-4

EXCRETION AND HOMEOSTASIS

Neuro-endoctrine system and homeostasis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the components and role of Neuro-endoctrine systems

* Distinguish between internal and external environments

* Explain the general working of the homeostatic mechanism

* Describing the components and role of the Neuro-endoctrine system

* Distinguishing between internal and external environment

* explaining the general working of the homeostatic mechanism

* Flow chart showing homeostatic mechanism, positive and negative feedback

* Comprehensive secondary Biology students Bk. 2 page 94-95

* Teachers bk. 2 pages

* KLB secondary Biology 58-68

* Students book 2 Page 97-100

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 139-142

* Golden tips biology pages 103-104

* Gateway secondary Biology pages 145-146

* Longman biology page 78-79

* High flyer series pages 49-51 4 1

EXCRETION AND HOMEOSTASIS

osmoregulation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define osmoregulation

* Describe the role of the kidney in osmoregulation

* Explain the role of hypothalamus in osmoregulation

* Defining Osmoregulation

* Describing the role of the kidney in osmoregulation

* Flow chart showing the homeostatic mechanism in regulating osmotic pressure by the kidney

* Comprehensive secondary Biology students Bk. 2 page 95-97

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 100-101

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 140-142

* Golden tips biology pages 105

* Gateway secondary Biology pages 145-146

* Longman biology page 78

* High flyer series pages 45-47 2-3

EXCRETION AND HOMEOSTASIS

Diabetes insipidus and other common kidney diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain Diabetes insipidus and other common kidney diseases

* Describe the causes of Diabetes insipidus and other common kidney diseases

* State possible control/prevention methods of Diabetes insipidus

* Explaining Diabetes insipidus and other common kidney diseases

* Describing the causes of Diabetes insipidus and other common kidney diseases

* Chart showing the diseases, causes, symptoms and control/ prevention methods

* Comprehensive secondary Biology students Bk. 2 page 96, 101-102

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 49-54

* KLB teachers book 2 pages 101, 93-94

* Longhorn secondary biology: students book 2 page 142, 138-140

* Golden tips biology pages 105, 102-103

* Gateway secondary Biology pages 147

* Longman biology page 77

* High flyer series pages 47 4

EXCRETION AND HOMEOSTASIS

Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer all the questions asked in the test

* Learner to answer all the questions

* Teacher to prepare and give the test

* Teacher to supervise the students

* Question paper

* Marking schemes 5 1

EXCRETION AND HOMEOSTASIS

Excretion and homeostasis in animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label parts of the skin

* Relate the parts of the skin to their functions

* Discussion on the parts of the skin and their functions

* Drawing and labeling parts of the skin and relating parts to their functions

* Chart showing the section of the skin

* Comprehensive secondary Biology students Bk. 2 page 89-90

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 85-87

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 129-132

* Golden tips biology pages 98-100

* Gateway secondary Biology pages 142

* Longman biology page 78

* High flyer series pages 45 2

EXCRETION AND HOMEOSTASIS

The role of the skin in homeostasis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Distinguish between osmoregulation and thermoregulation

* Describe the role of the skin in osmoregulation

* Describe the role of the skin in thermoregulation

* Distinguishing between osmoregulation and thermoregulation

* Describing the role of the skin in osmoregulation

* Describing the role of the skin in thermoregulation

* Chart showing diagram of the skin

* Photograph of a section of the skin

* Comprehensive secondary Biology students Bk. 2 page 98-99

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 98-101

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 131-132

* Golden tips biology pages 98-100

* Gateway secondary Biology pages 142-143

* Longman biology page 78

* High flyer series pages 45-47 3-4

EXCRETION AND HOMEOSTASIS

Thermoregulation in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify behavioral and physiological means of thermoregulation in animals

* Describe behavioral and physiological means of thermoregulation in animals

* Identifying behavioral and physiological means of thermoregulation in animals

* Describing behavioral and physiological means of thermoregulation in animals

* Photographs of warmly dressed people during cold weather

* Photograph of people with light cloth during hot weather

* Comprehensive secondary Biology students Bk. 2 page 99-100

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 98-100

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page

* Golden tips biology pages 106-108

* Gateway secondary Biology pages 147-148

* Longman biology page 78

* High flyer series pages 6 1

EXCRETION AND HOMEOSTASIS

Heat loss and heat gain

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain Heat loss and heat gain

* Describe the various methods of Heat loss and heat gain in mammals

* Explaining Heat loss and heat gain

* Discussion on methods of Heat loss and heat gain in mammals

* Resource person e.g. physics teacher to describe methods of heat loss and heat gain

* Comprehensive secondary Biology students Bk. 2 page 99-100

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 98-100

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 149-153

* Golden tips biology pages 106-108

* Gateway secondary Biology pages 148

* Longman biology page 78-79

* High flyer series pages 49-50 2

EXCRETION AND HOMEOSTASIS

Surface area to volume ratio in relation to thermoregulation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the terms Surface area to volume ratio in relation

* Relate the body size of mammals to heat loss and heat gain

* Explaining the terms Surface area to volume ratio in relation

* Discussion on the relationship between the body size of mammals to heat loss and heat gain

* Pictures of large sized mammals and small sized mammals

* Comprehensive secondary Biology students Bk. 2 page 99

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 100-101

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 152

* Golden tips biology pages 106-108

* Gateway secondary Biology pages 148

* Longman biology page 78-79

* High flyer series pages 49-50 3-4

EXCRETION AND HOMEOSTASIS

The role of the liver in homeostasis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the liver and its associated parts

* Describe the liver and its role in homeostasis

* Drawing and labeling the liver and its associated parts

* Describing the liver and its role in homeostasis

* Chart showing the external structure of the liver in relation to the gut, gall bladder and blood vessels

* Comprehensive secondary Biology students Bk. 2 page 102-104

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 93-96

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 153-156

* Golden tips biology pages 108

* Gateway secondary Biology pages 148-149

* Longman biology page

* High flyer series pages 7 1-2

EXCRETION AND HOMEOSTASIS

Functions of the liver

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* List down some of the functions of the liver

* Describe the functions of the liver

* Listing down some of the functions of the liver

* Describing the functions of the liver

* Chart showing the functions of the liver

* Comprehensive secondary Biology students Bk. 2 page 103-104

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 95-96

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page

* Golden tips biology pages 108

* Gateway secondary Biology pages 149-150

* Longman biology page 79

* High flyer series pages 48 3-4

EXCRETION AND HOMEOSTASIS

Diseases of the liver

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify all the diseases of the liver

* Describe the symptoms and possible control of diabetes mellitus and other liver diseases

* Explain the causes symptoms and diseases of the liver

* Identifying all the diseases of the liver

* Describing the symptoms and possible control of diabetes mellitus and other liver diseases

* Explaining the causes symptoms and diseases of the liver

* Chart showing diseases of liver cause and control/treatment

* Comprehensive secondary Biology students Bk. 2 page 103-104

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 96-97

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 156-158

* Golden tips biology pages 109-110

* Gateway secondary Biology pages 149

* Longman biology page 79-80

* High flyer series pages 48-49 8 1-2

EXCRETION AND HOMEOSTASIS

Excretion and homeostasis in animals (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* explain catalase enzyme and hydrogen peroxide

* describe the role of catalase enzyme in breaking down hydrogen peroxide

* use liver and kidney to investigate the reaction

* explaining catalase enzyme and hydrogen peroxide

* carrying out the experiment to investigate the effect of catalase enzyme in breaking down hydrogen peroxide

* discussion on results obtained in the experiment

* hydrogen peroxide

* two beakers

* measuring cylinder

* piece of liver and kidney

* splint

* ruler

* Comprehensive secondary Biology students Bk. 2 page 86-105

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 96

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 155-156

* Golden tips biology pages 110

* Gateway secondary Biology pages

* Longman biology page

* High flyer series pages 3-4

EXCRETION AND HOMEOSTASIS

Continuous assessment test By the end of the lesson, the learner should be able to

* Answer all the questions asked in the test

* Learner to answer all the questions

* Teacher to supervise students

* Question paper

* Marking scheme 9 1-2

EXCRETION AND HOMEOSTASIS

Role of the liver in the regulation of blood glucose

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the role of the liver in blood sugar control

* Describe the role of insulin hormone

* Describing the role of the liver in blood sugar control

* Describing the role of insulin hormone

* Chart showing steps in controlling blood sugar levels

* Comprehensive secondary Biology students Bk. 2 page 97

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 102-103

* KLB teachers book 2 pages

* Longhorn secondary biology: students book 2 page 153-156

* Golden tips biology pages 105-106

* Gateway secondary Biology pages 149

* Longman biology page 79

* High flyer series pages 3-4

EXCRETION AND HOMEOSTASIS

Regulation of blood sugar

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the regulation of blood sugar

* Describe a flow chart showing the regulation of blood sugar

* Explaining the regulation of blood sugar

* Describing a flow chart showing the regulation of blood sugar

* Flow chart showing regulation of blood sugar

* Comprehensive secondary Biology students Bk. 2 page 98

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 102-103

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 153-156

* Golden tips biology pages 105-106

* Gateway secondary Biology pages 146

* Longman biology page 78-79

* High flyer series pages 10 1-2

EXCRETION AND HOMEOSTASIS

Thermo regulation in other animals By the end of the lesson, the learner should be able to

* Describe temperature regulation in other animals

* Describing temperature regulation in other animals

* Photographs of birds, reptiles and camels showing behavior of temperature regulation

* Comprehensive secondary Biology students Bk. 2 page 100

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 98-100

* KLB teachers book 2 pages 49-54

* Longhorn secondary biology: students book 2 page 146-152

* Golden tips biology pages 106-108

* Gateway secondary Biology pages 148

* Longman biology page

* High flyer series pages 3-4

EXCRETION AND HOMEOSTASIS

Continuous assessment test By the end of the lesson, the learner should be able to

* Answer all the questions asked in the test

* Learner to be able to answer questions in the test

* Teacher to supervise students as they do the test

* Question paper

* Marking scheme 11 1-2 REVISION Gaseous exchange in animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate parts of the lungs to its functions

* Draw and label parts of the lungs

* Describing the parts of the lungs and relating the to its functions

* Drawing and labeling parts of the lungs

* Chart showing parts of the lungs

* Comprehensive secondary Biology students Bk. 2 page 63-64,66

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 59-64

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 91-94

* Golden tips biology pages 86

* Gateway secondary Biology pages 117

* Longman biology page 66-67

* High flyer series pages 3-4 REVISION Gaseous exchange in animals By the end of the lesson, the learner should be able to describe the functions of the lungs as discussed during gaseous exchange

* Reviewing gaseous exchange and functions of lungs

* Reading notes on gaseous exchange

* Notes on gaseous exchange

* Charts showing lungs

* Comprehensive secondary Biology students Bk. 2 page 63-65

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 59-62

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 91-94

* Golden tips biology pages 85-87

* Gateway secondary Biology pages 117-118

* Longman biology page 65-67

* High flyer series pages 12 1-4 REVISION Gaseous exchange in animals (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify a mammals lungs

* Observe and describe structures of lungs in relation to functions

* Identifying fresh lungs of a mammal

* Observing and describing the structure of a mammals lungs in relation to their functions

* Fresh lungs of a cow

* Livestock officer

* Comprehensive secondary Biology students Bk. 2 page 63-65

* Teachers bk. 2 pages 58-68

* KLB secondary Biology Students book 2 Page 63

* KLB teachers book 2 pages 35-44

* Longhorn secondary biology: students book 2 page 91-94

* Golden tips biology pages

* Gateway secondary Biology pages

* Longman biology page 66-67

* High flyer series pages 13 REVISION AND EXAMINATIONS BIOLOGY FORM 3 SCHEMES OF WORK ? TERM 1 1 1

CLASSIFICATION 2

Review of binominal nomenclature

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Classify common organisms into their main taxonomic units

* Write scientific names of organisms correctly

* List the kingdoms of organisms

* Reviewing the work done in classification 1

* Classifying and naming common organisms like maize, beans, domestic dog and jack

* Local environment

* Potted plant

* Use of preserved specimen of plants and animals

* Comprehensive secondary Biology students Bk. 3 page 1-2

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 1-3

* KLB teachers book 3 pages 1-3

* Principles of biology vol. 2 pages 1-4 2

CLASSIFICATION 2

Kingdom monera

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Kingdom monera

* Discussion on the general characteristics of Kingdom monera

* Local environment on a typical bacteria cell and different types of bacteria

* Comprehensive secondary Biology students Bk. 3 page

* Teachers bk. 3 pages

* KLB secondary Biology Students book 3 Page 3-4

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 5-6 3

CLASSIFICATION 2

Kingdom protoctista

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Kingdom protoctista

* Discussion on the general characteristics of Kingdom protoctista

* Listing down the members of kingdom protoctista

* Local environment

* Wall charts on protoctista

* Comprehensive secondary Biology students Bk. 3 page 3-6

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 3-4

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 6-8 4-5

CLASSIFICATION 2

Kingdom protoctista

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Kingdom protoctista

* Observe, draw and name parts of spirogyra, amoeba, paramecium and euglena

* Observing, drawing and naming parts of spirogyra, amoeba, paramecium and euglena

* Local environment

* Hand lenses

* Microscope

* Protozoa infusion (cultured)

* Comprehensive secondary Biology students Bk. 3 page 3-6

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 4-5

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 6-8 2 1

CLASSIFICATION 2

Kingdom fungi

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Kingdom fungi

* List down all the members of kingdom fungi

* Describing the general characteristics of Kingdom fungi

* Naming and drawing organisms in this kingdom

* Local environment

* Wall charts on fungi

* Specimen of fungi

* Hand lenses

* microscope

* Comprehensive secondary Biology students Bk. 3 page 6-8

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 6

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 11-14 2

CLASSIFICATION 2

Kingdom fungi

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and name parts of bread mold (mucor), yeast and mushrooms

* Observing, drawing and labeling structures of yeast, bread mold and mushroom

* Hand lenses

* Charts on yeast, mushrooms and bread mold

* Live specimens e.g. mushrooms

* Comprehensive secondary Biology students Bk. 3 page 6-8

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 6

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 11-14 3

CLASSIFICATION 2

Kingdom plantae

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the main characteristics of kingdom plantae

* Describe the main characteristics of bryophyta

* Discussion on the main characteristics of kingdom plantae

* Describing and stating the main characteristics of bryophyta

* Local environment

* Wall charts

* Live specimens of moss

* Comprehensive secondary Biology students Bk. 3 page 8-9

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 7

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 15 4-5

CLASSIFICATION 2

Kingdom plantae

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify examples of hyophyta

* Observe draw and name parts of liverworts and moss plants

* Observing drawing and labeling structures of moss and liverworts

* Asking and answering questions

* Local environment

* hand lenses

* Wall charts on bryophytes

* Live specimens of moss plants

* Comprehensive secondary Biology students Bk. 3 page 8-9

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 7

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 15 3 1

CLASSIFICATION 2

Kingdom plantae

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify examples of pleridophyta

* Observe draw and name parts of fern plant

* Discussing main characteristics of division pleridophyes

* Stating and describing characteristics of pteridophytes

* Live specimen of fern

* Local environment

* Hand lenses

* Comprehensive secondary Biology students Bk. 3 page 9-10

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 8-9

* KLB teachers book 3 pages

* Principles of biology vol. 2 pages 16 2

CLASSIFICATION 2

Kingdom plantae

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify examples of division spermatophyta

* Identify major sub-division of spermatophyta

* Discussing main characteristics pleridophyes

* Stating main characteristics of pleridophytes and their sub-division of the same I.e ginkgoales, cycadales and coniferles

* Live specimen spermatophytes

* Wall charts on common spermatophytes

* Comprehensive secondary Biology students Bk. 3 page 10-11

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 9-10

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 17 3

CLASSIFICATION 2

Kingdom plantae -spermatophyta

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* List main characteristics of angiospermae

* Differentiate between angiospermae and gymnospermae

* Discussing the characteristics of angiospermae and gymnospermae

* Differentiating between angiospermae and gymnospermae

* Live specimen of corn leaves

* Wall charts on angiospermae and gymnospermae

* Comprehensive secondary Biology students Bk. 3 page 10-11

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 9-10

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 17 4-5

CLASSIFICATION 2

Kingdom plantae angiospermapyta

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the characteristics of angiospermapyta

* Identify and state major characteristics of classes of angiospermapyta eg dicotyledonare &monocotyledonoe

* Differentiating between class monocotyledonae and dicotyledonae

* Observing drawing and labeling parts of monocotyledonous plants

* Live specimen of both monocotyledenous and dicotyledenous plants

* B;ade

* Staining material

* Handlenses

* microscope

* Comprehensive secondary Biology students Bk. 3 page 11-12

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 10-11

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 18-20 4 1

CLASSIFICATION 2

Kingdom animalia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of kingdom animalia

* discussion on the main characteristics of phylum anthropoda

* stating and describing general characteristics of kingdom animalia

* Preserved specimen of kingdom animalia

* wall charts showing different animals

* Comprehensive secondary Biology students Bk. 3 page 12

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 12-13

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 20-24 2

CLASSIFICATION 2

Phylum arthropda

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of Phylum arthropda

* list down the classes of the Phylum arthropda

* stating and describing the general characteristics of Phylum arthropda

* discussing the characteristics of arthropods

* Preserved specimen of arthropods

* Wall charts showing different arthropods

* Local environment

* hand lenses

* Comprehensive secondary Biology students Bk. 3 page 14

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 12-13

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 25-26 3

CLASSIFICATION 2

Class crutacea

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of Class crutacea

* describing the general characteristics of Class crutacea

* observing, drawing and labeling various types of crutacea

* preserved specimen of crutacea

* wall charts showing diagrams of crutacea

* local environment

* hand lenses

* Comprehensive secondary Biology students Bk. 3 page 14

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 13-14

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 29 4-5

CLASSIFICATION 2

Class arachnida and insecta

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of Class insect

* describe the general characteristics of Class arachnida

* list down the members of class arachnida and insecta

* discussion on classes arachnida and insect

* stating and describing the characteristics of classes arachnida and insect

* observing, drawing and labeling parts of various types of arachnida and insecta

* preserved specimen of class arachnida and insecta

* wall charts showing diagrams of common members of class arachnida and insecta

* local environment

* hand lenses

* Comprehensive secondary Biology students Bk. 3 page

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 14-16

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 25,30 5 1 EVALUATION Continuous assessment test By the end of the lesson, the learner should be able to

* Answer all questions on the subtopics covered previously

* Learner answers questions

* Teacher supervises learners as they write down their examination

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page

* Teachers bk. 3 pages

* KLB secondary Biology Students book 3 Page 30

* KLB teachers book 3 pages 1-8

* Principles of biology vol. 2 pages 2

CLASSIFICATION 2

Classes chilopoda and diplopoda

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Classes chilopoda and diplopoda

* List down the members of class chilopoda and diplopoda

* Describing the general characteristics of Classes chilopoda and diplopoda

* Observing, drawing and labeling of diplopods and chilopods

* Differentiating between chilopoda and diplopoda classes

* Preserved specimen of chilopods and diplopods

* Wall charts showing diagrams of centipedes and millipedes

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 15

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 14

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 31 3

CLASSIFICATION 2

Phylum chordata

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Phylum chordata

* Describing the general characteristics of Classes Phylum chordate

* listing down the members of Phylum chordata

* Preserved specimen of Phylum chordata

* local environment

* Comprehensive secondary Biology students Bk. 3 page 16-17

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 16-17

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 32 4-5

CLASSIFICATION 2

Classes Pisces and amphibia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of Pisces and amphibia

* describing the general characteristics of Classes Pisces and amphibian

* observing, drawing and labeling different types of fish

* differentiating between bony and cartilaginous fish

* Wall charts of fish

* Live specimen amphibia

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 17-19

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page

* KLB teachers book 3 pages

* Principles of biology vol. 2 pages 32-33 6 1

CLASSIFICATION 2

Classes amphibian and reptilia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of reptilia

* Describing the general characteristics of reptilia

* Observing, drawing and labeling different types of amphibia and reptilia

* Photographs/diagrams of amphibia and reptilia

* Preserved specimen reptilia

* Comprehensive secondary Biology students Bk. 3 page 18-19

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 18-19

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 33-34 2

CLASSIFICATION 2

Class aves

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe the general characteristics of Class aves

* Describing and stating the general characteristics of Class aves

* Observing, drawing and labeling different parts of aves

* Photographs/diagrams of birds

* Comprehensive secondary Biology students Bk. 3 page 19-20

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 19-20

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 34-35 3

CLASSIFICATION 2

Class Mammalia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the general characteristics of Class Mammalia

* Identify different types of members of Class Mammalia

* Describing and stating the general characteristics of Class Mammalia

* Asking and answering questions

* Photographs/diagrams of different mammals

* Comprehensive secondary Biology students Bk. 3 page 20-21

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 21

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 35-36 4-5

CLASSIFICATION 2

dichotomous key

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Construct a simple dichotomous to identify given organisms

* Constructing a simple dichotomous key using common organisms

* Common plant and animal species

* Comprehensive secondary Biology students Bk. 3 page 21-22

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 22-26

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 37-41 7 1

CLASSIFICATION 2

dichotomous key

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify arthropods

* Chart showing a constructed dichotomous key

* Comprehensive secondary Biology students Bk. 3 page 21-22

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 27-28

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 37-41 2

CLASSIFICATION 2

dichotomous key

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify plants

* Chart showing a constructed dichotomous key

* Comprehensive secondary Biology students Bk. 3 page 21-22

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 29

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 37-41 3

CLASSIFICATION 2

Dichotomous key

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Use an already constructed dichotomous key to identify given organisms

* Using a dichotomous key to identify phylum chordata

* Chart showing a constructed dichotomous key

* Comprehensive secondary Biology students Bk. 3 page 21-22

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 1 EVALUATION & REVISION OF THE TOPICS Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* answer all questions on the topic covered

* draw and label organisms correctly

* Learner answers questions

* Teacher supervises learners as they write down their examination

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page25-26

* Teachers bk. 3 pages 1-8

* KLB secondary Biology Students book 3 Page 30

* KLB teachers book 3 pages 12-27

* Principles of biology vol. 2 pages 42-47 8 1

ECOLOGY

Introduction to ecology

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the term ecology and identify terms used in ecology

* Defining the terms used in ecology

* Wall chart showing terms used in ecology and their definitions and their Local environment

* Comprehensive secondary Biology students Bk. 3 page 27-28

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 33-34

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 48 2

ECOLOGY

Introduction to ecology

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the term ecology and identify terms used in ecology

* Defining the terms used in ecology

* Wall chart showing terms used in ecology and their definitions and their Local environment

* Comprehensive secondary Biology students Bk. 3 page 27-28

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 33-34

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 48 3

ECOLOGY

Factors affecting the distribution of organisms in an ecosystem Light

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the types of ecosystems

* State and explain how light determines distribution of organisms in an ecosystem

* Discussing how light determines distribution of organisms in an ecosystem

* Instruments for measuring light or their diagrams

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 29

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 34

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 50 4-5

ECOLOGY

Factors affecting the distribution of organisms in an ecosystem temperature

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify and describe how temperature determines distribution of organisms in an ecosystem

* Discussing on the role of temperature in the distribution of organisms in an ecosystem

* Drawing and labeling parts of a thermometer

* Instruments for measuring temperature or their diagrams

* Local environment

* Comprehensive secondary Biology students Bk. 3 page

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 34

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 50 9 1

ECOLOGY

Factors affecting the distribution of organisms in an ecosystem Rainfall and humidity

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify and describe how Rainfall and humidity determines distribution of organisms in an ecosystem

* Discussing on the role of Rainfall and humidity in the distribution of organisms in an ecosystem

* Stating and describing how Rainfall and humidity determines distribution of organisms

* Drawing of instruments e.g. rain gauge

* Instruments for measuring Rainfall and humidity or their diagrams/photographs

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 31

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 34-35

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 51 2

ECOLOGY

Factors affecting the distribution of organisms in an ecosystem Wind and atmospheric pressure

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe how Wind and atmospheric pressure determines distribution of organisms in an ecosystem

* describing how Wind and atmospheric affects the distribution of organisms in an ecosystem

* Drawing and labeling of instruments used in measuring wind direction & strength

* Instruments for measuring strength of wind, direction of wind and atmospheric pressure

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 29-30

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 34-35

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 51-52 3 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page 1-30

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 70

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 94 4-5

ECOLOGY

Factors affecting the distribution of organisms in an ecosystem salinity

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe how salinity affects the distribution of organisms in aquatic ecosystems

* describing how salinity affects the distribution of organisms in aquatic ecosystems

* discussion on the role of salinity in distribution of organisms and methods of measuring salinity

* diagrams of aquatic profile of lakes/oceans

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 31

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 35-36

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 51 10 1

ECOLOGY

Factors in an ecosystem and how they affect distribution of organisms Waves, curves and Tides

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* describe how waves, currents and tides affects the distribution of organisms in aquatic ecosystem

* describing how waves, currents and tides affects the distribution of organisms in aquatic ecosystems

* diagrams of aquatic profile of lakes/oceans

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 31-32

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 36

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 49- 51 2

ECOLOGY

Factors in an ecosystem and how they affect distribution of organisms Edaphic factors

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how Edaphic factors affects the distribution of organisms in an ecosystem

* Describing how Edaphic factors affects the distribution of organisms in an ecosystem

* Discussion on the role of edaphic factors in distribution of organisms in an ecosystem

* Soil samples of different types from different places

* petri dishes

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 32

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 36

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 52 3

ECOLOGY

Factors in an ecosystem and how they affect distribution of organisms (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Measure certain factors in samples of different soils

* Measuring the PH and soil water content in sandy, clay and loamy soils

* Samples of sandy, clay and loamy soils

* Weighing balance

* Source of heat

* Universal indicator

* Funnel/filter papers

* Cotton wool

* Measuring cylinders

* Comprehensive secondary Biology students Bk. 3 page 32

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 36

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 92-93 4-5

ECOLOGY

Factors in an ecosystem and how they affect distribution of organisms Geological factors

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how Geological factors affect the distribution of organisms in an ecosystem

* Describing how Geological factors affect the distribution of organisms in an ecosystem

* Discussion on the role of geological factors in the distribution of organisms in an ecosystem

* Local environment

* Maps or photographs of various landscapes

* Comprehensive secondary Biology students Bk. 3 page 32-33

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page

* KLB teachers book 3 pages

* Principles of biology vol. 2 pages 54 11 1

ECOLOGY

Abiotic factors in an ecosystem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how Abiotic factors affect the distribution of organisms in an ecosystem

* Describing how other Abiotic factors affect the distribution of organisms in an ecosystem

* Discussion on the role of pollutants, oxygen concentration in the distribution of organisms in an ecosystem

* Local environment

* Photographs of polluted environments

* Comprehensive secondary Biology students Bk. 3 page 33

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page

* KLB teachers book 3 pages

* Principles of biology vol. 2 pages 52-54 2

ECOLOGY

Biotic factors in an ecosystem Competition

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how competition affects the distribution of organisms in an ecosystem

* Describing how competition affects the distribution of organisms in an ecosystem

* Discussion on how competition affects the distribution of organisms in an ecosystem

* Local environment

* Graphs showing relation of different organisms in an ecosystem using a factor e.g. food

* Comprehensive secondary Biology students Bk. 3 page 40

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 37-38

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 56-58 3

ECOLOGY

Biotic factors in an ecosystem Predation and Symbiosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how Predation and Symbiosis affects the distribution of organisms in an ecosystem

* Describing how Predation and Symbiosis affects the distribution of organisms in an ecosystem

* Discussion on the role of Predation and Symbiosis in the distribution of organisms in an ecosystem

* Drawing and labeling parts of a leguminous root

* Leguminous root

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 40-41

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 39-40

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 57-59 4-5

ECOLOGY

Parasitism and saprophytism

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between Parasitism and saprophytism

* Describe how Parasitism and saprophytism influence the distribution of organisms in an ecosystem e.g. Tick and cattle

* Differentiating between Parasitism and saprophytism

* Describing how Parasitism and saprophytism influence the distribution of organisms in an ecosystem e.g. Tick and cattle

* Discussion on Parasitism and saprophytism and their role in distribution of organisms in an ecosystem

* Live/preserved specimen of common parasites

* Diagrams or photographs of common Parasitism and saprophytism

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 41

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 39-40

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 58-59 12 1

ECOLOGY

Recycling of matter and energy flow in an ecosystem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the interaction between organisms in an ecosystem

* Describing the interaction between organisms in an ecosystem

* Discussion on the role of producers, consumers and decomposers in an ecosystem

* Construction of a pyramid of biomass and numbers

* Chart showing pyramid of biomass and numbers

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 37-39

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 44-45

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 69-71 2

ECOLOGY

Nitrogen cycle & carbon cycle

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the role of decomposers in Nitrogen cycle & carbon cycle

* Describing the Nitrogen cycle

* Discussion on the role of decomposers in Nitrogen cycle

* Construction of the Nitrogen cycle

* Wall chart on Nitrogen cycle

* Comprehensive secondary Biology students Bk. 3 page 41-42

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 41-42

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 71-73 3

ECOLOGY

Recycling of matter & energy flow in an ecosystem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the terms food chain and food web

* Construct food chains and food webs

* Defining the terms food chain and food web

* Discussion on food chains and food webs

* Constructing food chains and food webs

* Examples of food chains and food webs

* Comprehensive secondary Biology students Bk. 3 page 37-38

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 42-44

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 74 4-5

ECOLOGY

Recycling of matter & energy flow in an ecosystem

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe energy flow in a local ecosystem and Construct food chains and food webs

* Studying energy flow in a local ecosystem

* Constructing food chains and food webs

* Comprehensive secondary Biology students Bk. 3 page 37-38, 39-40

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 42-44

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 69-70 13 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 3 SCHEMES OF WORK ? TERM 2 1 1

ECOLOGY

population

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define population

* List down the characteristics of population

* Defining population

* Listing characteristics of population

* Photographs of population

* Data on population of some organisms shown e.g. in a graph

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 33-34

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 46

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 75-81 2

ECOLOGY

Population estimation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the use of quadrants and transects as methods of Population estimation

* Describing how quadrants and transects as methods of Population estimation

* Discussion on the use of quadrants and transects as methods of Population estimation

* quadrants

* wall charts with transects

* 2 ropes with IM interval marks

* Comprehensive secondary Biology students Bk. 3 page 35-36

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 46-48

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 82-84 3

ECOLOGY

Population estimation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the capture ?recapture method of population estimation

* Describing capture recapture method of population estimation

* Using capture ?recapture method by estimating the total number of beads in a beaker

* Beads of two colours

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 36-37

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 49

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 84 4-5

ECOLOGY

Population estimation (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Use quadrant method to estimate population of named organisms within the compound

* Identifying, estimating and recording organisms in the school compound using quadrant method

* School compound

* Quadrant

* herbs

* Comprehensive secondary Biology students Bk. 3 page 36-37

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 47

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 82-83 2 1

ECOLOGY

Population estimation

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe total count, aerial count and aerial photography and other methods of population estimation

* Describing total count, aerial count and aerial photography and other methods of population estimation

* Discussion on these methods of population estimation.

* Photographs of populations

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 35

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 46

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 81-82 2

ECOLOGY

Adaptation of organisms to their habitats

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate to the adaptations of xerophytes to their habitats

* Discuss the adaptations of xerophytes to their habitats

* Photographs and diagrams of xerophytes

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 42-44

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 50-51

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 60-62 3

ECOLOGY

Adaptation of organisms to their habitats

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate to the adaptations of mesophytes to their habitats

* Discuss the adaptations of mesophytes to their habitats

* Photographs and diagrams of mesophytes

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 44-45

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 51

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 62-63 4-5

ECOLOGY

Adaptation of organisms to their habitats

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate to the adaptations of hydrophytes to their habitats

* Observe, draw and label parts of named hydrophytes, mesophytes and xerophyte plants

* Discuss the adaptations of hydrophytes to their habitats

* Observing, drawing and labeling structures of xerophytes, mesophytes and hydrophytes

* Photographs and diagrams of mesophytes e.g. black jack

* Hydrophytes e.g. papyrus

* Xerophytes e.g. cactus

* Hand lens

* blade

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 42-46

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 52-53

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 63-64 3 1

ECOLOGY

Adaptation of organisms to their habitats

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate to the adaptations of halophytes to their habitats

* Discussion on the adaptations of halophytes to their habitats

* Describing the adaptations of halophytes to their habitats

* Photographs and diagrams of halophytes

* Local environment

* Wall charts on halophytes

* Comprehensive secondary Biology students Bk. 3 page 46-47

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 53-54

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 65 2

ECOLOGY

Environmental pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain pollution and give examples of pollutants

* Defining pollution and identifying various pollutants

* Discussion on pollutants within and around the school compound

* Photographs and diagrams of polluted areas

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 46-47

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 55-56

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 100-101 3

ECOLOGY

Air pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the various air pollutants

* Identify various air pollutants

* Describing various air pollutants

* Photographs and diagrams of air pollution

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 47

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 56

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 100-104 4-5

ECOLOGY

Air pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the effects of air pollution on the environment

* Suggest methods of controlling air pollution

* Discussing the effects of air pollution on human health and animals

* Suggesting methods of controlling air pollution

* Photographs and diagrams of areas polluted by air

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 47-50

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 56-59

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 101-104 4 1

ECOLOGY

Land/ soil pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe various causes of Land/ soil pollution

* Identification and description of various causes of Land/ soil pollution

* Photographs and diagrams of polluted land

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 47-50

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 62-64

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 104-105 2

ECOLOGY

Land/ soil pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the effects of Land/ soil pollution and human health in rural and urban centers

* Suggest methods of controlling Land/ soil pollution

* Discussion on the effects of Land/ soil pollution on human and animal health

* Suggesting methods of controlling Land/ soil pollution

* Photographs and diagrams of polluted land

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 47-50

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 62-64

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 104-105 3

ECOLOGY

Water pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the causes of Water pollution

* Identifying and describing the causes of Water pollution

* Photographs and diagrams of polluted water

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 50-52

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 60-62

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 105-108 4-5

ECOLOGY

environmental pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify other causes of environmental pollution in rural and urban centers

* Identifying and describing the causes of environmental pollution e.g. noise, radioactive pollutions

* Photographs and diagrams of polluted environment

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 47-53

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 64

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 108-112 5 1 E

ECOLOGY

Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page 33-52

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page

* KLB teachers book 3 pages

* Principles of biology vol. 2 pages 100-110 2

ECOLOGY

water pollution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the effects of water pollution on human health in rural and urban centers and other organisms

* Suggest methods of controlling water pollution

* Discussion on the effects of water pollution on human health in rural and urban centers and other organisms

* Suggesting methods of controlling water pollution

* Photographs and diagrams of polluted areas

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 50-52

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 60-62

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 105-108 3

ECOLOGY

Human diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify symptoms of cholera and typhoid fever

* State methods of transmission

* Suggest control measures

* Discussion on the symptoms, methods of transmission and control of cholera and typhoid fever

* resource person e.g. school nurse

* Journals, periodicals and newspapers from library having information about cholera and typhoid fever

* Comprehensive secondary Biology students Bk. 3 page 53-54

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 64-66

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 121-122 4-5

ECOLOGY

protozoan diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the causes, symptoms and methods of transmission and control of malaria

* Discussion on the causes, symptoms and methods of transmission and control of malaria

* resource person e.g. school nurse

* Journals, periodicals and newspapers from library having information about malaria

* Comprehensive secondary Biology students Bk. 3 page 54-55

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 66-70

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 129-130 6 1

ECOLOGY

protozoan diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the causes, symptoms and methods of transmission of amoebic dysentery

* Suggest control methods of amoebic dysentery

* Discussion on the causes, symptoms and methods of transmission and control of amoebic dysentery

* resource person e.g. school nurse

* Wall charts on life cycle of entomoeba hystolitica

* Comprehensive secondary Biology students Bk. 3 page 55

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 66-67

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 131 2

ECOLOGY

Diseases caused by parasitic worms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the causes, symptoms and methods of transmission of ascariosis

* Discussion on the causes, symptoms and methods of transmission of ascariosis

* Resource person e.g. school nurse

* Wall charts on life cycle of ascaris tumbricoides

* Journals, periodicals and newspapers having information about ascaris tumbricoides

* Comprehensive secondary Biology students Bk. 3 page 56

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 67-68

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 124-128 3

ECOLOGY

Diseases caused by parasitic worms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the causes, symptoms and methods of transmission and control of schistomiasis

* Discussion on the causes, symptoms and methods of transmission and control of schistomiasis

* Recourse person e.g. school nurse

* Wall charts on life cycle of schistomiasis

* Comprehensive secondary Biology students Bk. 3 page 55-56

* Teachers bk. 3 pages 8-24

* KLB secondary Biology Students book 3 Page 69-70

* KLB teachers book 3 pages 28-56

* Principles of biology vol. 2 pages 124-128 4-5

REPRODUCTION

Introduction to reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define reproduction and state its importance

* Differentiate between asexual and sexual reproduction

* Defining reproduction

* Differentiation between asexual and sexual reproduction

* Stating the importance of reproduction

* Recourse person e.g. school nurse

* Wall charts on significance of reproduction

* Comprehensive secondary Biology students Bk. 3 page 64,103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 78

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 141 7 1

REPRODUCTION

Concepts of reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the appearance and location of chromosomes

* Describing the appearance and location of chromosomes

* Modeling chromosomes using Plasticine

* Drawing and labeling chromosomes

* Chart showing chromosomes

* Plasticine of different colours

* Manila paper

* Comprehensive secondary Biology students Bk. 3 page 64-65

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 79

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 141 2

REPRODUCTION

mitosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define mitosis

* Describe chromosomic movement during mitosis

* Defining mitosis and description of stages of mitosis

* Description of chromosomic movement in mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* Comprehensive secondary Biology students Bk. 3 page 65-67

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 79-82

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 142-144 3

REPRODUCTION

mitosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe e the movement of chromosomes in mitosis

* Identify stages of mitosis

* Identifying stages of mitosis

* Describing chromosomic movement in mitosis

* Drawing the stages of mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* photomicrographs

* Comprehensive secondary Biology students Bk. 3 page 65-67

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 79-82

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 142-144 4-5

REPRODUCTION

mitosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify and describe stages of mitosis

* Identifying stages of mitosis

* Describing the stages of mitosis

* Drawing the stages of mitosis

* Wall Chart showing mitosis

* Plasticine of different colours

* Use of mitosis pictures

* photomicrographs

* Comprehensive secondary Biology students Bk. 3 page 65-67

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 79-82

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 142-144 8 1

REPRODUCTION

Significance of mitosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the significance of mitosis in reproduction

* Stating the significance of mitosis in reproduction

* Discussion on the significance of mitosis

* Wall Chart showing stages of mitosis

* Comprehensive secondary Biology students Bk. 3 page 66-67

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 82

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 142-143 2 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down correct answers to questions asked in the test

* Learner recalls and writes down answers questions asked

* Teacher supervises learners as they write down their examination

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page 64-112

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 128-131

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 180-185 3

REPRODUCTION

meiosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define meiosis

* State the stages of meiosis

* Describe the chromosome movement during meiosis

* Defining meiosis

* Describing the stages of meiosis

* Describing the chromosome movement during meiosis

* Wall Chart showing stages of meiosis

* Plasticine

* photomicrograhics

* Comprehensive secondary Biology students Bk. 3 page 67-70

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 82-85

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 144-145 4-5

REPRODUCTION

meiosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe the stages of meiosis

* Describe the movement of chromosomes during meiosis Observing, identifying and drawing stages of meiosis in anther cells under a microscope

* Mature flower of hibiscus plant

* microscopes

* Comprehensive secondary Biology students Bk. 3 page 104-105

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 86

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 144-145 9 1

REPRODUCTION

Significance of meiosis in reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the significance of meiosis in reproduction

* Stating the significance of meiosis in reproduction

* Discussion on the significance of meiosis in reproduction

* Charts showing stages of meiosis

* photomicrograhics

* Comprehensive secondary Biology students Bk. 3 page 70

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 86

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 145 2

REPRODUCTION

Difference between mitosis and meiosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between mitosis and meiosis

* Discussion on the difference between mitosis and meiosis

* Charts on meiosis and mitosis

* Comprehensive secondary Biology students Bk. 3 page 70

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 87

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 145-146 3

REPRODUCTION

Asexual reproduction Binary fission

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State and describe the importance of Binary fission

* Describing the importance of Binary fission

* Drawing on stages of Binary fission in amoeba

* Protozoan infusion

* Microscope

* Hand lenses

* Comprehensive secondary Biology students Bk. 3 page 70-72

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 87-88

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 146 4-5

REPRODUCTION

Binary fission

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe spore formation in bread mould (mucor) and binary fission in paramecium

* Description of binary fission and sporulation in reproduction

* Drawing and labeling bread mould showing pore-producing structures

* Protozoan infusion

* Light Microscope

* Hand lenses

* Bread mould (mucor) growing on bread

* Comprehensive secondary Biology students Bk. 3 page 70-72

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 87-88

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 146-147 10 1

REPRODUCTION

Asexual reproduction Budding

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State and describing the importance of budding in reproduction

* Observing drawing and budding cells of yeast

* Identifying, stating and describing the importance of budding in reproduction

* Observing, drawing and labeling budding cells of yeast

* Yeast fermentation (prepared an hour to the lesson)

* Microscope, slides

* Cover slips Methylene blue stain

* Comprehensive secondary Biology students Bk. 3 page 72

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 89

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 146-147 2

REPRODUCTION

Asexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the external structure of a typical flower

* Identifying the external floral parts

* Observing, drawing and describing corolla and calyx of a flower

* Big mature flowers e.g. hibiscus

* Hand lenses

* Comprehensive secondary Biology students Bk. 3 page 73

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 90-91

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 152-155 3

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the internal structure of a typical flower

* Identifying the internal floral parts

* Observing, identifying and describing stamens and carpels of a flower

* Big mature flowers e.g. hibiscus & Nandi flame

* Hand lenses

* blade

* Comprehensive secondary Biology students Bk. 3 page 73

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 91

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 154-156 4-5

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe, describe and draw different types of pollen grains

* Describe the structure of ovules

* Describe other characteristics of flowers

* Observing, Identifying, and recording other characteristics of flowers

* Comparing insect pollinated and wind pollinated flowers

* A variety of mature wind and insect pollinated flowers

* Light microscope

* Microscope slides

* Cover slips

* Comprehensive secondary Biology students Bk. 3 page 79,105

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 91-92

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 157-158 11 1

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and compare adaptations of wind and insect pollinated flowers

* Observing, Identifying, and recording other characteristics of flowers

* Comparing insect pollinated and wind pollinated flowers

* A variety of mature flowers still attached to their stem

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 74-75

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 94-95

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 159 2

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the features and mechanisms that hinder self-pollination and self-fertilization

* Describing pollination

* Stating the types of pollination

* Comparing adaptations of wind pollinated and insect pollinated flowers

* Insect and wind pollinated flowers

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 74-78

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 94-95

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 159 3

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the process of fertilization in flowering plants

* Describing double fertilization in flowering plants

* Describing features and mechanisms hindering self-pollination and self-fertilization

* Variety of mature flowers

* Local environment

* Wall charts of various types of flowers

* Comprehensive secondary Biology students Bk. 3 page 78

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 96-97

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 159-160 4-5

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and explain how embryo and seeds are formed in flowering plants

* Describing and explaining the formation of embryo and seed in flowering plants

* Wall charts showing embryo formation in flowering plants

* Bean seeds

* Comprehensive secondary Biology students Bk. 3 page 79-80

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 97-98

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 161-162 12 1

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how fruits are formed in flowering plants

* Describing and explaining fruit formation in flowering plants

* Specimen of fruits

* Comprehensive secondary Biology students Bk. 3 page 80-82, 107

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 97-100

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 161-165 2

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between a fruit and a seed

* Differentiating between fruits and seeds

* Fruits

* seeds

* Comprehensive secondary Biology students Bk. 3 page 82, 107

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 97-100

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 161-165 3

REPRODUCTION

Sexual reproduction in flowering plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and explain how different seeds and fruits are dispersed

* Describing and explaining methods of fruit and seed dispersal

* Different types of fruits and seeds

* Comprehensive secondary Biology students Bk. 3 page 80-82

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 102-104

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 164-165 4-5

REPRODUCTION

Classifying fruits

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Classifying various types of fruits and describe their placentation

* Description and examination of placentation of various fruits

* Handouts on types of fruits

* Various types of fruits

* Comprehensive secondary Biology students Bk. 3 page 84-87

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 101-104

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 162-165 13 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 3 SCHEMES OF WORK ? TERM 3 1 1

REPRODUCTION

Sexual reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between internal and external fertilization

* Describe external fertilization in amphibians

* Differentiating between internal and external fertilization

* Discussion on external fertilization in amphibians

* Amphibian eggs in a jelly string

* Hand lenses

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 91,107

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 104

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 165-166 2

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate the structure of mammalian male reproductive system to its functions

* Relating the structure of mammalian male reproductive system to its functions

* Drawing and labeling the male reproductive system

* Wall chart on the male reproductive system

* Dissected small mammal

* Comprehensive secondary Biology students Bk. 3 page 93,107

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 105-106

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 166-167 3

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate the structure of mammalian male reproductive organ and spermatozoa to its function

* Drawing and labeling the structure of the spermatozoa

* Relating the spermatozoa to its function

* Wall chart on spermatozoa

* Comprehensive secondary Biology students Bk. 3 page 93-95

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 112

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 169 4-5

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate the structure of mammalian female reproductive system to its function

* Discussion of the female reproductive system

* Drawing and labeling and relating the female reproductive system to its functions

* Charts showing female reproductive system

* Dissected small animals

* Comprehensive secondary Biology students Bk. 3 page 95,107

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 108-110

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 167-168 2 1

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Relate the structure of mammalian ovum to its function

* Drawing and labeling and relating the structure of the ovum to its functions

* Wall Charts showing structure of the ovum

* Comprehensive secondary Biology students Bk. 3 page 92-93

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 108-109

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 169-170 2

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe internal fertilization in mammals

* Defining fertilization

* Discussion on internal fertilization in mammals

* Wall Charts on fertilization process

* Comprehensive secondary Biology students Bk. 3 page 95

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 111-113

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 171-172 3

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the fertilization process

* Describing the fertilization process

* Drawing and labeling the fertilized ovum

* Wall Charts on the process of fertilization

* Comprehensive secondary Biology students Bk. 3 page 95

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 112-114

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 171-172 4-5

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe implantation and the role of the placenta in mammals

* Describing implantation

* Explaining the role of the placenta in mammals

* Wall Charts showing the stages of implantation

* Comprehensive secondary Biology students Bk. 3 page 95

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 114-116

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 173-174 3 1

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define gestation in mammals

* Identify different gestation periods in different mammals

* Defining gestation

* Identifying different gestation periods in different mammals

* Wall Charts containing gestation periods of different mammals

* Photograph of a foetus

* Comprehensive secondary Biology students Bk. 3 page 97

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 116-117

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 173-174 2

REPRODUCTION

Sexual reproduction in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe birth and explain parental care

* Defining different terms used in birth

* Explaining the parental care

* Drawing and labeling the foetus

* Wall Charts showing definitions of different terms in birth

* Photographs on parturition

* Comprehensive secondary Biology students Bk. 3 page 76

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 117-119

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 177-179 3

REPRODUCTION

Role of hormones in human reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the role of hormones in reproduction of humans

* Discussion on role of hormones in reproduction of humans

* Wall Charts showing hormones involved with reproduction in human beings and their effects

* Comprehensive secondary Biology students Bk. 3 page 97-98

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 120-123

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 175-176 4-5

REPRODUCTION

Menstrual cycle

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the role of hormones in the menstrual cycle

* Discussion on role of hormones in the menstrual cycle

* Wall Charts on the menstrual cycle

* Comprehensive secondary Biology students Bk. 3 page 97-98

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 121-124

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 175-177 4 1

REPRODUCTION

Sexually transmitted diseases/infections

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify symptoms and explain the methods of transmission and prevention of gonorrhea and herpes simplex

* Discussion on symptoms, methods of transmission and prevention of gonorrhea and herpes simplex

* Photographs of body parts affected by STI’s

* Resource persons e.g. school nurse

* Comprehensive secondary Biology students Bk. 3 page 99-101

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 123-125

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179 2

REPRODUCTION

Sexually transmitted diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis

* Discussion on symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis

* Photographs of body parts affected by STI’s

* Comprehensive secondary Biology students Bk. 3 page 99-100

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 124

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179 3

REPRODUCTION

Sexually transmitted infections

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis

* Discussion on symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis

* Photographs showing the symptoms of candidiasis and hepatitis

* Comprehensive secondary Biology students Bk. 3 page 100-102

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 124-125

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179 4-5

REPRODUCTION

Sexually transmitted diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the causes and modes of transmission of HIV/AIDS and prevention of HIV and AIDS

* Identify effects of HIV/AIDS in human economy

* Identifying the causes and modes of transmission of HIV/AIDS

* Discussion on the causes and modes of transmission of HIV/AIDS

* Photographs of patients showing the signs & symptoms HIV and AIDS

* Comprehensive secondary Biology students Bk. 3 page 100-102

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 125-127

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179-180 5 1

REPRODUCTION

Sexually transmitted diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the symptoms of HIV/AIDS and stages of HIV and AIDS

* Discussion on symptoms of HIV/AIDS

* Photographs of patients showing the signs & symptoms HIV and AIDS

* Comprehensive secondary Biology students Bk. 3 page 102-103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 125-126

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 180 2

REPRODUCTION

Sexually transmitted diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain ways of preventing and controlling the spread of HIV/AIDS

* Explaining ways of preventing and controlling the spread of HIV/AIDS

* Discussion on methods of preventing and controlling the spread of HIV/AIDS

* Photographs of patients showing the signs & symptoms HIV and AIDS

* Comprehensive secondary Biology students Bk. 3 page 102-103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 126

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179 3 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer questions asked in the test

* Learner recalls and writes down answers to questions asked

* Teacher supervises the learners as they write examinations

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page 64-103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 128-131

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 180-184 4-5

REPRODUCTION

Sexually transmitted diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss the social effects of HIV/AIDS

* Discussion on the social effects of HIV/AIDS

* Handouts on STDs

* Comprehensive secondary Biology students Bk. 3 page 103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 127

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 180 6 1

REPRODUCTION

Asexual and sexual reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the advantages and disadvantages of sexual and asexual reproduction

* Explaining the advantages and disadvantages of sexual and asexual reproduction

* Charts showing advantages and disadvantages of sexual and asexual reproduction

* Comprehensive secondary Biology students Bk. 3 page 103

* Teachers bk. 3 pages 25-45

* KLB secondary Biology Students book 3 Page 127-128

* KLB teachers book 3 pages 57-78

* Principles of biology vol. 2 pages 179-180 2

GROWTH AND DEVELOPMENT

Concept of growth and development

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the terms growth and development

* Describe the sigmoid growth curve

* Defining the terms growth and development

* Describing the sigmoid growth curve

* Charts showing sigmoid curve

* Comprehensive secondary Biology students Bk. 3 page 113

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 132

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 186 3

GROWTH AND DEVELOPMENT

Measurement of growth

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the phases of sigmoid curve

* Describe the intermittent growth curve

* Describing the phases of sigmoid curve

* Describing the intermittent growth curve

* Charts showing growth curves

* Comprehensive secondary Biology students Bk. 3 page 113

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 133-135

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 186-190 4-5

GROWTH AND DEVELOPMENT

Measurement of growth

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Analyze data on growth rate

* Draw growth curves

* Analyzing data on growth rate

* Drawing growth curves

* Charts showing growth curves

* Data on growth rate

* Comprehensive secondary Biology students Bk. 3 page 113,116-117,125

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 133-135

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 190 7 1

GROWTH AND DEVELOPMENT

Growth and development in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define seed dormancy

* Identify factors affecting viability and dormancy of seeds

* Defining seed dormancy

* Identifying factors affecting viability and dormancy of seeds

* Dry bean seeds

* Dry maize seeds

* Comprehensive secondary Biology students Bk. 3 page 113-114

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 136-137

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 190,198 2

GROWTH AND DEVELOPMENT

Growth and development in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify factors affecting seed dormancy

* Identifying causes of seed dormancy

* Dry bean seeds

* Dry maize seeds

* Comprehensive secondary Biology students Bk. 3 page 113-114

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 136-137

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 190,198 3

GROWTH AND DEVELOPMENT

Growth and development in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define seed germination

* Differentiate between types of seed germination

* Observing, drawing and labeling types of seed germination in beans and maize

* Differentiate between epigeal and hypogeal germination

* Seedling of maize and beans at different stages of development

* Comprehensive secondary Biology students Bk. 3 page 114-145

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 137,141-142

* KLB teachers book 3 pages 79-98

* Principles of biology vol.2 pages 191 4-5

GROWTH AND DEVELOPMENT

Conditions necessary for germination

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identifying Conditions necessary for germination – oxygen

* setting up experiments to investigate conditions (oxygen) necessary for germination of seeds

* maize grains and beans seeds

* cotton wool

* flasks

* pyrogallic acid

* muslin bags

* germination maize and bean seeds

* Comprehensive secondary Biology students Bk. 3 page 114-115

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 138

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 192-193 8 1

GROWTH AND DEVELOPMENT

Conditions necessary for seed germination

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Investigate the necessity of water and warmth

* Investigating the necessity of water and warmth

* Beans seeds

* cotton wool

* 4 petri dishes

* Labels

* Thermometer

* refrigerator

* Comprehensive secondary Biology students Bk. 3 page 127-128

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 138,140

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 192 2

GROWTH AND DEVELOPMENT

Conditions necessary for seed germination

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Investigate the necessity of water and warmth

* Investigating the necessity of warmth

* Beans seeds

* cotton wool

* 4 petri dishes

* Labels

* Thermometer

* refrigerator

* Comprehensive secondary Biology students Bk. 3 page 127-128

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 138,140

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 192 3 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the correct answers to questions asked in the test

* Learner recalls and writes down answers to questions asked

* Teacher supervises the learners as they write down the exams

* Question paper

* Marking scheme

* Comprehensive secondary Biology students Bk. 3 page 132

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 134,138

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 203,206 4-5

GROWTH AND DEVELOPMENT

Growth in seedling

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the region of growth in seedlings

* Identify the regions of growth

* Describing the region of growth in seedlings

* Identifying the regions of growth

* Charts on shoot and root tips

* Potted plants

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 131-132

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 143-144

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 193-194 9 1

GROWTH AND DEVELOPMENT

Growth in seedling

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Determine the regions of growth in seedlings

* Measure the aspect of growth in a given seedling

* Determine the regions of growth in seedlings by measuring one parameter -height

* Growing seedling

* Rulers

* Local environment

* Comprehensive secondary Biology students Bk. 3 page 115-116

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 143-144

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 194, 196 2-3

GROWTH AND DEVELOPMENT

Primary and secondary growth

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe growth in plants I.e. Primary and secondary growths

* Investigate primary and secondary growth in a seedling

* Discussion on Primary and secondary growth in plants

* Investigating primary and secondary growth in a seedling

* Bean seeds

* Beakers

* Cotton wool

* Soft board

* Piece of wire

* Indian ink

* Thread

* Ruler

* Petri dishes

* Comprehensive secondary Biology students Bk. 3 page 118-120

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 144-145

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 195-198 4-5

GROWTH AND DEVELOPMENT

Role of hormones in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the role of hormones in regulation of growth and development in plants

* Discussion on the role common hormones in growth and development of plants

* cytokinius

* eltylene

* Doscisic acid

* Auxines and gibbrellins

* Chart on plant hormones and their effects

* Comprehensive secondary Biology students Bk. 3 page 121-122

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 146-147

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 195-199 10 1

GROWTH AND DEVELOPMENT

Apical dominance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain Apical dominance in plants

* Discussion on Apical dominance in plants

* Explaining Apical dominance in plants

* Stating the application of Apical dominance in agriculture

* Photographs of plants

* Specimen of plants that are pruned and others that are not

* Comprehensive secondary Biology students Bk. 3 page 122

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 147-148

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 198-199 2-3

GROWTH AND DEVELOPMENT

metamorphosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define metamorphosis

* Distinguish between complete and incomplete metamorphosis

* Describe complete metamorphosis in housefly and anopheles mosquito

* Defining metamorphosis

* Distinguishing between complete and incomplete metamorphosis

* Describing complete metamorphosis in housefly and anopheles mosquito

* Chart on the life cycles of housefly and anopheles mosquito

* Comprehensive secondary Biology students Bk. 3 page 118-120

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 148-149

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 199-203 4-5

GROWTH AND DEVELOPMENT

Incomplete metamorphosis

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe incomplete metamorphosis in a cockroach

* Describing incomplete metamorphosis in a cockroach

* Discussion on the life cycle of a cockroach

* Drawing and labeling Incomplete metamorphic stages

* Chart on the life cycles of a cockroach

* Preserved specimens showing stages of growth in a cockroach

* Comprehensive secondary Biology students Bk. 3 page 124-125

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 144-150

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 203 11 1-2

GROWTH AND DEVELOPMENT

Role of growth hormones in insects

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and explain the Role of growth hormones in metamorphosis in insects

* Discussion of the Role of growth hormones in metamorphosis in insects

* Wall Charts on hormones involved in metamorphosis

* Comprehensive secondary Biology students Bk. 3 page 125-126

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 150-151

* KLB teachers book 3 pages 79-98

* Principles of biology vol 2 pages 203 3-5

GROWTH AND DEVELOPMENT

Metamorphosis (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe metamorphosis in some insects

* Observing, identifying, drawing and labeling various stages of insect development

* Eggs of various insects

* Pupae and caterpillars

* Specimen bottles

* Transparent reagent bottles

* Green vegetables

* forceps

* Comprehensive secondary Biology students Bk. 3 page 129-130

* Teachers bk. 3 pages 46-64

* KLB secondary Biology Students book 3 Page 150

* KLB teachers book 3 pages 79-98

* Principles of biology vol. 2 pages 200-203 12 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 4 SCHEMES OF WORK ? TERM 1 1 1

GENETICS

Introduction to genetics

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define the term genetics

* Differentiate between heredity and variation

* Distinguish between continuous and discontinuous variations

* Defining the term genetics

* Differentiating between heredity and variation

* Demonstrating tongue rolling

* Members of the class

* Teacher to demonstrate tongue rolling

* Comprehensive secondary Biology students Bk. 4 page 1

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 1

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 207 2

GENETICS

Variation within plants and animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe continuous and discontinuous variations

* Observe variations in plants and animals

* Describing continuous and discontinuous variations

* Observing variations in plants and animals in the surrounding

* Students to be observed on variations like tongue rolling, sex, finger prints, eye colour, height

* Leaves of different plants

* Seeds of different plants

* Comprehensive secondary Biology students Bk. 4 page 1-4

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 1-4

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 207 3

GENETICS

chromosomes

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the structure, nature and properties of chromosomes

* Reviewing the nature and structure of chromosomes

* Discussion on the structure and properties of chromosomes

* Drawing and labeling the chromosomes

* Wall chart on structure of chromosomes

* Plasticine to mold the chromosomes

* Comprehensive secondary Biology students Bk. 4 page 4-6

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 4-7

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 221 4-5

GENETICS

chromosomes

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the structure, nature and properties of DNA molecule

* Describing the basic nature of DNA molecule and gene

* Illustrating the structure of the DNA molecules using models

* Models of diagrams of DNA molecule

* Wires and different colours of beads for DNA genes

* Comprehensive secondary Biology students Bk. 4 page

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 7-10

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 221-222 2 1

GENETICS

chromosomes

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between DNA and RNA

* Differentiating between DNA and RNA

* Discussion on differences between DNA and RNA molecules

* Models of DNA and RNA strands

* Charts on DNA and RNA molecules

* Comprehensive secondary Biology students Bk. 4 page 5-6

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 9-10

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 221-226 2

GENETICS

First law of inheritance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Distinguish between F1 and F2 generation

* Determine Mendel’s first law of inheritance

* Differentiating between F1 and F2 off springs

* Defining Mendel’s first law of inheritance

* Discussion on the differences between F1 and F2 off springs

* Chart showing genetic crossing

* Comprehensive secondary Biology students Bk. 4 page 6-10

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 11-15

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 211-213 3

GENETICS

First law of inheritance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define other terms used in inheritance such as phenotype, genotype, dominant gene, recessive gene, haploid and diploid

* Defining terms used in inheritance

* Chart on terms used in inheritance

* Comprehensive secondary Biology students Bk. 4 page 7-8

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 13-14

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 210 4-5

GENETICS

First law of inheritance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Demonstrate monohybrid inheritance in plants and animals

* Predict outcomes of various genetic crosses

* Demonstrating monohybrid inheritance in plants and animals

* Working out F1 and F2 offspring in monohybrid crosses

* Predicting outcomes of various crosses

* Illustrations on monohybrid crosses

* Pannet squares on charts

* Comprehensive secondary Biology students Bk. 4 page 6-9

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 12-15

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 207-209 3 1

GENETICS

First law of inheritance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Construct and make use of pannet squares

* Work out genotypic and phenotypic ratios

* Predict outcomes of various crosses

* Working out monohybrid ratio of F2 offspring

* Working out phenotypic and genotypic ratios and probabilities

* Chart showing punnet squares and illustrations on monohybrid inheritance

* Comprehensive secondary Biology students Bk. 4 page 7-9

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 14-16

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 213-214 2

GENETICS

Back cross or test cross

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Determine the unknown genotypes in a cross using a test cross

* Defining a test cross or back cross

* Explaining the use of test cross in determining unknown genotypes

* Chart showing punnet squares illustrating monohybrid inheritance (test cross)

* Comprehensive secondary Biology students Bk. 4 page 10-11

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 22-23

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 212-213 3

GENETICS

Monohybrid inheritance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe albinism as an example of monohybrid inheritance in human beings

* Describing inheritance of albinism in human beings

* Chart showing crosses on punnet squares to show inheritance of albinism

* Comprehensive secondary Biology students Bk. 4 page 21

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 25

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 213-214 4-5

GENETICS

Inheritance of ABO blood groups

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the inheritance of ABO blood groups in human beings

* Explaining the inheritance of ABO blood groups in human beings

* Demonstrating crosses

* Chart showing blood group crosses on punnet squares

* Comprehensive secondary Biology students Bk. 4 page 11-12

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 20-21

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 220-221 4 1

GENETICS

Inheritance of rhesus factor

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the inheritance of rhesus factor as an example of monohybrid inheritance in human beings

* Describing the inheritance of rhesus factor in human beings

* Chart showing blood group crosses on punnet squares

* Comprehensive secondary Biology students Bk. 4 page 12

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 21-22

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 221 2

GENETICS

Inheritance of blood groups

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Predict the inheritance of blood groups human beings

* Predicting the inheritance of blood groups human beings

* Demonstration of crosses

* Punnet squares

* Comprehensive secondary Biology students Bk. 4 page 11-12

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 20-21

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 220-221 3 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down the correct answers to the questions in the test

* Learner recalls and writes down answers to questions

* Teacher supervises as learners do the test

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 4 page 11-12

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 1-22

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 207-220 4-5

GENETICS

Incomplete dominance

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe incomplete dominance

* Describe inheritance of colour in flowers of mirabis jalapa

* Defining incomplete dominance

* Describing inheritance of colour in flowers of mirabis jalapa

* Punnet squares

* Comprehensive secondary Biology students Bk. 4 page 9-10

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 19-20

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 214-215 5 1

GENETICS

Inheritance of sickle cell anemia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe Inheritance of sickle cell anemia in human beings

* Describe Inheritance of sickle cell anemia as co-dominant

* Illustrations of crosses

* Punnet squares

* Comprehensive secondary Biology students Bk. 4 page 21-22

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 35-37

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 215-216 2

GENETICS

Sex determination in human beings

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain how sex is determined in human beings

* Describe sex linkages in human beings

* Explaining and describing sex determination

* Explaining and discussing sex linkage in human beings

* Charts showing diagrams of sex chromosomes

* Comprehensive secondary Biology students Bk. 4 page 13-14

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 23-24

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 217-220 3

GENETICS

linkage

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define linkage and sex-linkage

* Describe linkage in human beings e.g. colour blindness and hemophilia

* Defining and describing linkage and sex-linkage

* Demonstrating crosses on colour blindness and hemophilia

* Charts showing crosses on colour blindness and hemophilia

* Punnet squares

* Comprehensive secondary Biology students Bk. 4 page 14-16

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 24-27

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 218-220 4-5

GENETICS

Inheritance of colour blindness

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe colour blindness as an example of sex-linked trait in human beings

* Interpret pedigree of inheritance

* Describing colour blindness

* Discussion on inheritance of colour blindness

* Interpreting pedigree chart of inheritance

* Charts showing pedigree chart of inheritance

* Comprehensive secondary Biology students Bk. 4 page 15-16

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 25-26

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 218-219 6 1-2

GENETICS

Inheritance of hemophilia

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the Inheritance of hemophilia as an example of sex-linked traits in human beings

* Describing Inheritance of hemophilia as an example of sex-linked traits in human beings

* Discussions on inheritance of hemophilia in human beings

* Punnet squares

* Pedigree chart of inheritance from texts

* Comprehensive secondary Biology students Bk. 4 page 16-17

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 27

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 220 3

GENETICS

EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* write down the correct answers to the questions given

* Students recalls and writes down answers to questions asked

* Teacher supervises as students do the test

* Question papers

* Marking scheme

* Comprehensive secondary Biology students Bk. 4 page 1-18

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 234-236 4-5

GENETICS

Sources of variations in organisms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define mutation

* Differentiate between mutations and mutagens

* List down causes of mutations

* Defining mutations

* identifying mutagens

* Listing down causes of mutations

* Pictures or photographs of organisms that have mutations

* Comprehensive secondary Biology students Bk. 4 page 17-18

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 28-29

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 232-233 7 1-2

GENETICS

Types of mutations

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the types of mutations

* List down the various chromosal mutations

* Describe chromosal mutations

* Stating the types of chromosal mutations

* Listing down the various chromosal mutations

* Describing chromosal mutations

* Discussion on duplication, inversion, translocation and non-disjunction

* Chart on the various types of chromosal mutations

* Comprehensive secondary Biology students Bk. 4 page 17-19

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 28-33

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 229-231 3

GENETICS

Effects of chromosal mutations

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the Effects of chromosal mutations

* Discussion on effects of Effects of chromosal mutations

* Comprehensive secondary Biology students Bk. 4 page 19

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 30-33

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 230-231 4-5

GENETICS

Gene mutations

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe gene mutations and their effects on organisms

* Describing gene mutations

* Discussion on substitution, point mutation, insertion and gene mutations

* Chart showing diagrams on gene mutations

* Photographs

* Magazines

* Newspaper cuttings

* Comprehensive secondary Biology students Bk. 4 page 20-22

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 33-34

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 228-229 8 1-2

GENETICS

Practical application of genetics

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe areas in which the knowledge of genetics has been applied

* Discussion on scientific fields where genetic knowledge has been applied

* Photographs

* Magazines

* Newspaper cuttings

* Scientific journals

* Comprehensive secondary Biology students Bk. 4 page 23-28

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 39-44

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 233 3

GENETICS

Practical application of genetics

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the practical applications of genetics

* Discussion on the practical applications of genetics

* Photographs

* Magazines

* Newspaper cuttings

* Scientific journals

* Comprehensive secondary Biology students Bk. 4 page 23-28

* Teachers bk. 4 pages 1-13

* KLB secondary Biology Students book 4 Page 39-44

* KLB teachers book 4 pages 12-30

* Principles of biology vol. 2 pages 233 4-5 EVOLUTION Introduction to evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define evolution

* Explain the current concepts of the origin of life

* Defining evolution

* Explaining the current concepts of the origin of life

* Local museum

* Historical sites

* Comprehensive secondary Biology students Bk. 4 page 35-36

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 49-51

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 238-239 9 1 EVOLUTION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Write down correct answers to questions asked

* Learner to recall and write down answers to questions asked

* Teacher to supervise the learners as they do their exams life

* Question paper

* Marking schemes

* Comprehensive secondary Biology students Bk. 4 page 1-36

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 46-48

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 234-237 2 EVOLUTION Origin of life

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the current concepts on origin of life

* Explaining current concepts of origin of life

* Discussion on evolution theory

* Information from a local museum and historical sites

* Comprehensive secondary Biology students Bk. 4 page 36

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 49-51

* KLB teachers book 4 pages 31-37

* Principles of biology vol 2 pages 239-242-243 3 EVOLUTION Evidence of organic evolution theory

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the study of fossils as evidence of organic evolution theory

* Describing the study of fossils

* Discussion on evolution theory based on the study of fossils

* Information from a local museum and historical sites

* Comprehensive secondary Biology students Bk. 4 page 36-37

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 51-56

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 245-249 4-5 EVOLUTION Evidence of organic evolution theory

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe competitive anatomy as evidence of organic evolution

* Identifying homologous structures in organisms and describing divergent evolution

* Diagrams and photographs of homologous structures

* Information from local museums and historical sites

* Vertebrate limbs

* Comprehensive secondary Biology students Bk. 4 page 39-40

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 59-64

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 250-251 10 1 EVOLUTION Evidence of organic evolution theory

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe competitive anatomy

* Identifying analogous structures in organisms and describing convergent evolution

* Discussion on divergent evolution

* Diagrams and photographs of analogous structures in organisms

* Information from local museums and historical sites

* Wings of birds and insects

* Comprehensive secondary Biology students Bk. 4 page 41

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 59-64

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 250-251 2-3 EVOLUTION Evidence of organic evolution theory

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe occurrence of vestigial structures and geographical distribution of organisms as evidence of organic evolution

* Describing vestigial structures

* Discussion on geographical distribution of organisms

* Diagrams and photographs of vestigial structures

* Chart of globe showing geographical distribution of organisms

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 37-41

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 56,64

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 4-5 EVOLUTION Evidence of organic evolution theory

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe comparative embryology, cell biology and biochemistry as evidence of organic evolution

* Describing comparative embryology, cell biology and biochemistry as evidence of organic evolution theory

* Diagrams and photographs of embryos of different chorales and plant and animal cells

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 39-42

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 59,64-65

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 252-253 11 1-2 EVOLUTION Human evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe evolution of hominids

* Describing evolution of hominids from earliest common proconsul ancestors to date

* Discussion on evolution of hominids

* Diagrams skulls and limbs of hominids

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 42-44

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 52-53

* KLB teachers book 4 pages 31-34

* Principles of biology vol. 2 pages 256-261 3 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe Lamarck’s theory

* Describing Lamarck’s theory

* Discussion on Lamarck’s theory

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 45-46

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 67

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 238-239 4-5 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and discuss the struggle for existence and survival for the fittest

* Discussion on Darwin’s theory of natural selection

* Discussion on struggle for existence and survival for the fittest

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 46-47

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 68-69

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 240-241 12 1-2 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe and discuss new concepts of Darwin’s theory

* Discussion on Neo-Darwinism with regard to new discoveries e.g. mutations

* Information from local museums and historical sites

* Comprehensive secondary Biology students Bk. 4 page 47

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 67-69

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 239-240 3 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe natural selection in action

* Describing mechanism of peppered moth

* Photographs of peppered moth

* Comprehensive secondary Biology students Bk. 4 page 46-47

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 69-71

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 261-262 4-5 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe natural selection in nature

* Describing resistance to antibiotics, fungicides and pesticides by organisms

* Journals, periodicals and magazines

* Local environment

* Comprehensive secondary Biology students Bk. 4 page 48

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page 70-71

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 262-263 13 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 4 SCHEMES OF WORK ? TERM 2 1 1-2 EVOLUTION Mechanism of evolution

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the isolation mechanism in speciation

* Discussion on the isolation mechanism in speciation

* Journals, periodicals and magazines

* Local environment

* Comprehensive secondary Biology students Bk. 4 page 48

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page

* KLB teachers book 4 pages 31-37

* Principles of biology vol. 2 pages 243-244 3 EVOLUTION Artificial selection

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe Artificial selection in plants and animals and how it leads to speciation

* Identifying the role of artificial selection in evolution

* Discussion on hybridization, cultivars and green revolution

* Journals, periodicals and magazines

* Local environment

* Comprehensive secondary Biology students Bk. 4 page 48-49

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page

* KLB teachers book 4 pages

* Principles of biology vol. 2 pages 263-264 4-5 EVOLUTION Evolution and sexual reproduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the importance of sexual reproduction in evolution

* Explaining the role of sexual reproduction in evolution

* Journals, periodicals and magazines

* Comprehensive secondary Biology students Bk. 4 page 47-48

* Teachers bk. 4 pages 14-24

* KLB secondary Biology Students book 4 Page

* KLB teachers book 4 pages

* Principles of biology vol. 2 pages 243-244 2 1

RECEPTION RESPONSE AND CO-ORDINATION

Introduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define stimulus

* Define irritability

* Define response

* Defining stimulus, irritability and response

* Demonstrating how stimulus, response and irritability are related and coordinated

* Pin

* Candle

* Match box

* bell

* Comprehensive secondary Biology students Bk. 4 page 52

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 73-74

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 266-267 2

RECEPTION RESPONSE AND CO-ORDINATION

Reception response and co-ordination in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define tactic and tropic responses

* List down tactic responses in plants

* List down tropic responses in plants

* Differentiate between tactic and tropic responses

* Defining tactic and tropic responses

* Defining and demonstrating tropism in plants

* List down tactic responses in plants

* List down tropic responses in plants

* Differentiate between tactic and tropic responses

* Chart showing tactic and tropic responses in plants

* Potted seedlings

* Source of light

* Cotton box

* Comprehensive secondary Biology students Bk. 4 page 52-54

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 76-78

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 294-299 3

RECEPTION RESPONSE AND CO-ORDINATION

Geotropism

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define geotropism

* Describe geotropism in roots and shoots of plants

* Defining and illustrating geotropism

* Discussion on geotropism

* Plants with shoots and roots

* Charts showing geotropism and phototropism

* Comprehensive secondary Biology students Bk. 4 page 55

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 80-83

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 298-300 4-5

RECEPTION RESPONSE AND CO-ORDINATION

Phototropism and Geotropism

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Differentiate between Phototropism and geotropism

* Carry out experiments demonstrating both Phototropism and geotropism in a plant seedling

* Differentiating between Phototropism and geotropism

* Carrying out experiments demonstrating both Phototropism and geotropism

* Potted plants

* Carton/cardboard

* Knife/blade

* Source of light

* Germinating bean seeds

* Clinostat

* Cello tape

* Cotton wool

* Pin

* Plasticine

* Petri dishes

* Comprehensive secondary Biology students Bk. 4 page 82-83

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 82-83

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 297-300 3 1-2

RECEPTION RESPONSE AND CO-ORDINATION

Reception response and co-ordination in organisms

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Carry out experiments to demonstrate tactic responses to light and water

* Carry out experiments to show chemotactic response using fruit juice

* Carrying out experiments to demonstrate tactic response and to show chemotactic response using fruit juice

* 4 test tubes

* Black paper

* Woodlice

* Silverfish

* Termites or fly maggots

* Plasticine

* Moist soil

* Dry soil

* 3 petri dishes with lids

* Fruit flies drosophila melanogarta

* Mashed over ripe bananas

* Fruit insect net

* Comprehensive secondary Biology students Bk. 4 page 81-82

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 79-80

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 294-295 3

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Hydrotropism and thigmotropism

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define Hydrotropism and thigmotropism

* Defining Hydrotropism and thigmotropism juice

* Discussion on Hydrotropism and thigmotropism

* Charts on Hydrotropism and thigmotropism

* Comprehensive secondary Biology students Bk. 4 page 55

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 83

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 301-302 4-5

RECEPTION RESPONSE AND CO-ORDINATION

Tactic and tropic responses

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the importance of Tactic and tropic responses

* Discussion on the importance of Tactic and tropic responses

* Chart with listed survival values of Tactic and tropic responses

* Comprehensive secondary Biology students Bk. 4 page 53-55

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 79-80

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 298-302 4 1-2

RECEPTION RESPONSE AND CO-ORDINATION

Plant hormones and their effects on plant growth

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the production of Plant hormones and their effects on plants

* Discussion on production of auxins and their movement and effect on plant

* Chart showing plant hormones and their effects on plants

* Comprehensive secondary Biology students Bk. 4 page 55

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 80-83

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 296-301 3-4

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Hydrotropism (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Carry out experiment to investigate hydrotropism

* Carry out experiment to investigate etiolation

* Carrying out experiments to investigate hydrotropism and etiolation

* Fine wire gauze

* Wooden box

* Blotting paper

* Soil or sand

* Soaked beans

* Box or dark cupboard

* Tins with perforated bases

* Comprehensive secondary Biology students Bk. 4 page 83-84

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 77-78

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 300 5

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Simple reflex action

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Demonstrate the knee jerk in a reflex action

* Demonstrating knee jerk (reflex action)

* Discussion on the knee jerk

* Wooden ruler

* stool

* Comprehensive secondary Biology students Bk. 4 page 64

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 89-90

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 271-272 5 1 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer the questions asked in the test

* Learner to recall and writes down answers to questions in the test

* Teacher to supervise students as they do the test

* Question papers

* Marking schemes

* Comprehensive secondary Biology students Bk. 4 page 86-87

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 107-109

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 304-308 2-3

RECEPTION RESPONSE AND CO-ORDINATION

Conditioned reflex actions

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Defined Conditioned reflex actions

* Describe Conditioned reflex action using parlous dog

* Compare simple and conditioned reflex actions

* Defining Conditioned reflex actions

* Describing Conditioned reflex action

* Differentiating between simple and conditioned reflex actions

* Chart on the differences between simple and conditioned reflex actions

* Comprehensive secondary Biology students Bk. 4 page 64-65

* Teachers bk. 4 pages 24-65

* KLB secondary Biology Students book 4 Page 90

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 274-275 4-5

RECEPTION RESPONSE AND CO-ORDINATION

IN ANIMALS AND PLANTS The role of hormones in co-ordination in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain the role of endocrine system in a human being

* Explain the effect over secretion and under secretion of thyroxin and adrenaline

* Naming endocrine organs in human beings

* Stating the functions of endocrine organs

* Discussion on the effect of under secretion and over secretion of thyroxin and adrenaline

* Chart on position of endocrine glands in females and males human beings

* Charts showing feedback mechanisms of adrenaline and thyroxin

* Comprehensive secondary Biology students Bk. 4 page 65-66

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 93-95

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 291-294 6 1-2

RECEPTION RESPONSE AND CO-ORDINATION

IN ANIMALS AND PLANTS The role of hormones in co-ordination in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Isolate and list the similarities and differences between the endocrine and the nervous system

* Explaining the similarities and differences between the endocrine and the nervous system

* Chart on the comparison between endocrine and the nervous system

* Comprehensive secondary Biology students Bk. 4 page 66-67

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 95

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 291-292 3

RECEPTION RESPONSE AND CO-ORDINATION

Effects of drug abuse on human health

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* State the effects of drug abuse on human health

* Defining drugs and drug abuse

* Discussion on drugs, drug abuse and effects on human health

* Chart with table on effects of drug abuse on human health

* Photographs of people affected by drug abuse

* Comprehensive secondary Biology students Bk. 4 page 67-68

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 96

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 4-5

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Structure of mammalian eye

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the mammalian eye

* State the functions of the mammalian eye

* Drawing and labeling the mammalian eye

* Chart showing the human eye

* Comprehensive secondary Biology students Bk. 4 page 68-69

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 96-97

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 279-281 7 1-2

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Structure of the human eye

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how the structure of the mammalian eye is adapted to its functions

* Discussion on the adaptations of the various parts of the eye to their functions

* Chart showing the mammalian eye

* Chart with table showing summary of parts, adaptations and functions of the mammalian heart

* Comprehensive secondary Biology students Bk. 4 page 69-72

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 97-98

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 280-281 3-4

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Structure of the mammalian eye

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Dissect and display parts of the mammalian eye

* Dissecting mammalian eye and identifying the various parts (external and internal)

* mammalian eye

* dissecting tray

* gloves

* Comprehensive secondary Biology students Bk. 4 page 69

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 97

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 280 5

RECEPTION RESPONSE AND CO-ORDINATION

Image formation in the mammalian eye

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe how an image is formed and interpreted in the mammalian eye

* Describing how an image is formed and interpreted in the mammalian eye

* Chart on image formation in the retina

* Comprehensive secondary Biology students Bk. 4 page 69

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 100-101

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 280-281 8 1-2

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Accommodation in the mammalian eye

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe Accommodation in the mammalian eye

* Defining accommodation

* Drawing diagrams on accommodation of the far and near objects

* Discussion on accommodation

* Chart on accommodation of distant and nearby objects in the mammalian eye

* Comprehensive secondary Biology students Bk. 4 page 72-73

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 101-102

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 283-285 3

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Common eye defects

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Name and explain the Common eye defects

* Naming and explaining the Common eye defects

* Chart on defects and their corrections

* Comprehensive secondary Biology students Bk. 4 page 73-75

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 102-104

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 287-288 4-5

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Common eye defects

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe Common eye defects and their corrections

* Investigate the blind spot In the eye

* Investigate which eye is used more during vision

* Describing and illustrating common eye defects e.g. long sightedness and short sightedness

* Chart on eye defects and their corrections

* Pencils

* Ruler

* Paper

* Biro

* Window/door frame

* Comprehensive secondary Biology students Bk. 4 page 73-75,84

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 102-104

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 289-286 9 1-2

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Common eye diseases

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Name and describe Common eye diseases

* Naming and describing Common eye diseases

* Resource person e.g. eye specialist

* Comprehensive secondary Biology students Bk. 4 page 75-76

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 102-104

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 285-286 3

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Structure of the mammalian ear

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the mammalian ear

* Drawing and labeling the mammalian ear

* Chart showing parts of the mammalian ear

* Comprehensive secondary Biology students Bk. 4 page 76-77

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 104-105

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 286 4-5

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Structure of the mammalian ear

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the mammalian ear and how it is adapted to its functions

* Discussion on the structures of the mammalian ear and how they are adapted to their functions

* Chart showing parts of the mammalian ear

* Comprehensive secondary Biology students Bk. 4 page 76-78

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 104-105

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 286-287 10 1-2 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer the questions asked in the test

* Learner to recall and writes down answers to questions in the test

* Teacher to supervise students as they do the test

* Question papers

* Marking schemes

* Comprehensive secondary Biology students Bk. 4 page 86-87

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 107-110

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 304-308 3

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS The mechanism of hearing

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the mechanism of hearing

* Discussion on the mechanism of hearing

* Chart showing the mechanism of hearing

* Comprehensive secondary Biology students Bk. 4 page 79-80

* Teachers bk. 4 pages 24-38

* KLB secondary Biology Students book 4 Page 106-107

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 287-289 4-5

RECEPTION RESPONSE AND CO-ORDINATION

IN PLANTS AND ANIMALS Common defects of the ear

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Discuss thick ear drum, damaged cochlea, raptured eardrum, fussed ossicles, otitis media, ostosceleross and tinnitus

* Discussion on common ear defects

* Chart showing common defects of the ear

* Ear specialist

* Comprehensive secondary Biology students Bk. 4 page 79-80

* Teachers bk. 4 pages 24-80

* KLB secondary Biology Students book 4 Page 107

* KLB teachers book 4 pages 38-58

* Principles of biology vol. 2 pages 289-290 11-13 REVISION AND END OF TERM EXAMINATIONS BIOLOGY FORM 4 SCHEMES OF WORK ? TERM 3 1 1

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Introduction

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define support and movement

* Describe the necessity of movement in plants and animals

* Defining support and movement

* Describing the necessity of movement in plants and animals

* Potted plants

* Small animals e.g. Fish rabbits and rats

* Comprehensive secondary Biology students Bk. 4 page 88-89

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 111-112

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 309 2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

support and movement in plants

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Review the tissue distribution in monocotyledonous an dicotyledonous plants

* Reviewing stem sections of monocotyledonous an dicotyledonous plants

* Chart showing sections of tracheids and xylem vessels

* Comprehensive secondary Biology students Bk. 4 page 89-90

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 112-114

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 327-328 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Plants with woody stems and tendrils

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe support in woody and non-woody stems

* Describe the role of tendrils and tender stems in support

* Describing support in woody and non-woody stems

* Describing the role of tendrils and tender stems in support

* Plants with tender stems e.g. Morning glory

* Plants with tendrils e.g. Passion fruit

* Pictures of climbing plants

* Pictures of woody plants

* Comprehensive secondary Biology students Bk. 4 page 90-91

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 114-116

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Support and movement in plans (practical lesson)

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Observe prepared sections of woody and herbaceous stems

* Observe a wilting plant

* Observing prepared sections of woody and herbaceous stems

* Observing a wilting plant

* Discussion on the observations made

* Wilting plant

* prepared sections of stems

* slides

* fine point brush

* cover slips

* scalpels

* iodine solution

* beaker

* Comprehensive secondary Biology students Bk. 4 page 115-116

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 115-116

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 2 1-2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Types of skeletons

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* List he types of skeletons

* Describe the role of exoskeleton in insects

* Describe the role and components of endoskeleton

* Listing the types of skeletons

* Describing the role of exoskeleton in insects

* Distinguishing between a bone and a cartilage

* Earth worm

* Insect e.g. Locust

* Bones from a chicken or goat

* Comprehensive secondary Biology students Bk. 4 page 92-96

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 116-117

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 310-312 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Supported movement in animals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Describe the role of skeleton in vertebrates

* Draw the structure of a finned fish (tilapia)

* Calculate the tail power

* Description of skeleton in vertebrate

* Drawing of a tilapia fish

* Finned fish

* Ruler

* Chart showing finned fish

* Comprehensive secondary Biology students Bk. 4 page 96-97

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 117-118

* KLB teachers book 4 pages 59-68

* Principles of biology vol 2 pages 325-326 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Locomotion in a finned fish

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Explain how locomotion occurs in fish

* Name and draw the different fins and state their functions

* Describing external and internal features of the fish to explain how it is adapted to locomotion in water

* Observing locomotion of tilapia fish in water

* Finned fish in an aquarium

* Chart showing tilapia fish

* Comprehensive secondary Biology students Bk. 4 page 96-98

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 118

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 325-326 3 1

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Locomotion and support in mammals

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw the human skeleton and identify the component parts

* Identify and draw the skull

* Drawing and labeling the human skeleton

* Using model to identify the components of the skeleton

* Model of human skeleton

* Chart on human skeleton

* Skull of a goat

* Comprehensive secondary Biology students Bk. 4 page 98-99

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 119-120

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 312-313 2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Axial skeleton

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify bones of Axial skeleton in the vertebral column

* Identify the cervical vertebrae

* Identifying bones of the vertebral columns

* Drawing the cervical vertebrae

* Relating the structures to their functions

* Model of human skeleton

* Chart on showing the cervical vertebrae

* Axis, atlas and other cervical vertebrae

* Comprehensive secondary Biology students Bk. 4 page 99-101

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 120-122

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 312-315 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

thoracic

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the structures of the thoracic vertebrae

* Relate the structure of the thoracic vertebrae to their functions

* Identifying, drawing and relating the structure of the thoracic vertebrae from goat

* Charts showing thoracic vertebrae

* Model of human skeleton

* Chart on showing the cervical vertebrae

* Axis, atlas and other cervical vertebrae

* Comprehensive secondary Biology students Bk. 4 page 102

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 122

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 315 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

thoracic

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the structures of lumbar, sacral and candal vertebrae

* Show how ribs articulate with thoracic vertebrae

* Drawing and labeling the lumbar sacral and candal vertebrae

* Relating the parts of the vertebrae to their functions

* Model of human skeleton

* Chart on showing the lumbar, sacral and candal vertebrae of a goat

* Axis, atlas and other cervical vertebrae

* Comprehensive secondary Biology students Bk. 4 page 102-103

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 122-124

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 315-317 4 1 EVALUATION Continuous assessment test

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Answer the questions asked in the test

* Learner to recall and writes down answers to questions in the test

* Teacher to supervise students as they do the test

* Question papers

* Marking schemes

* Comprehensive secondary Biology students Bk. 4 page 120

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 12131-132

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 328-329 2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Ribs and sternum

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label Ribs and sternum

* Relate the structure to their functions

* Drawing and labeling the Ribs and sternum

* Relating the structure to their functions

* Model of human skeleton

* Rib bones

* Sternum

* Charts showing Ribs and sternum

* Comprehensive secondary Biology students Bk. 4 page 104-105

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 120-121

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 315-316 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Appendicular skeleton

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify components of Appendicular skeleton

* Draw the scapula bone and relate it to its functions

* Identifying the bones of the Appendicular skeleton

* Drawing and labeling scapula and relating the structure to its functions

* Model of human skeleton

* Scapula bones

* Chart showing scapula bone

* Comprehensive secondary Biology students Bk. 4 page 105

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 124-125

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 317-320 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

The fore limbs

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the bones of the fore limbs

* Draw the structure of the humerus, radius and ulna

* Identifying drawing and labeling the structure of the humerus, radius and ulna

* Discussing the adaptations of these bones to their functions

* humerus, radius and ulna bones

* model of human skeleton

* charts showing humerus, radius and ulna

* Comprehensive secondary Biology students Bk. 4 page 105-106

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 125

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 318-320 5 1

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Bones of the hand

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify the bones of the hands

* Draw and label bones of the hand

* Identifying drawing and labeling the bones of the hands

* Relating the structure to their functions

* Bones of the hand

* Model of the human skeleton

* Chart showing bones of the hand

* Comprehensive secondary Biology students Bk. 4 page 106

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 126

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 318 2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

The pelvic girdle

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw the pelvic girdle

* Name the bones of The pelvic girdle

* Relate the structure to their functions

* Identifying drawing and labeling the pelvic girdle relating its structure to its functions

* Pelvic girdle bones

* Model of the human skeleton

* Chart showing the pelvic girdle

* Comprehensive secondary Biology students Bk. 4 page 107

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 126

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 320 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

The hind limb

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Identify, draw and label the femur, tibia and tibula bones

* Relate their structure to their functions

* Identifying drawing and labeling the bones of the hind limb

* Relating the structure to their functions

* Tibia and tibula bone

* Femur bone

* Model of human skeleton

* Comprehensive secondary Biology students Bk. 4 page 107-108

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 319,320,321 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Bones of the foot

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Draw and label the bones of the foot

* Relate the structure of bones of the foot to their functions

* drawing, labeling and relating the structure of the foot to its functions

* Model of the human skeleton

* Bones of the foot

* Comprehensive secondary Biology students Bk. 4 page 108-109

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 119

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 319 6 1

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

joints

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define a joint

* List the three types of joints

* Describe the types of joints

* Defining a joint

* Identifying the types of joints

* Describing the types of joints

* Model of the human skeleton

* Chart showing types of joints

* Bones showing all types of joints

* Comprehensive secondary Biology students Bk. 4 page 109-112

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 127-128

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 320-321 2

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Joints

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* List examples of movable joints, hinge joints and bell and socket joints

* Naming examples of movable joints, hinge joints and bell and socket joints on a model skeleton

* Model of the human skeleton

* Chart showing all types of joints

* Comprehensive secondary Biology students Bk. 4 page 110-112

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 127-128

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 320-321 3

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

Immovable joints

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define Immovable joints

* Name Immovable joints

* Defining and naming Immovable joints

* Model of the human skeleton

* Chart showing Immovable joints , gliding joints and skull

* Comprehensive secondary Biology students Bk. 4 page 109-110

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 127-128

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 320-321 4-5

SUPPORT AND MOVEMENT IN PLANTS AND ANIMALS

muscles

OBJECTIVES:

By the end of the lesson, the learner should be able to:

* Define muscles

* Explain the differences between the three types of muscles

* Identifying biceps and triceps in the arm movement

* Defining muscles

* Differentiating between the three types of muscles

* Describing the role of Biceps and triceps in movement of the arm

* Chart showing smooth skeletal and cardiac muscles

* Chart showing biceps and triceps muscles

* Students arm

* Comprehensive secondary Biology students Bk. 4 page 109-112

* Teachers bk. 4 pages 39-58

* KLB secondary Biology Students book 4 Page 129-131

* KLB teachers book 4 pages 59-68

* Principles of biology vol. 2 pages 321-325 7-12 REVISION AND END OF TERM EXAMINATIONS 1

Teachers' Resources

Free agriculture schemes of work Form Four, Term 1-3

October 5, 2025 Hillary Kangwana Leave a comment

Get free Form Four Agriculture schemes of work for term 1, 2 and 3.

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AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR

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Schemes of work for all subjects, free updated downloads

FORM 4 AGRICULTURE SCHEMES OF WORK TERM 1-3

SCHEME OF WORK AGRICULTURE FORM FOUR TERM ONE 2021-2026

WK/NO

L/

TOPIC /

SUBTOPIC

LESSON / SPECIFIC

OBJECTIVES

TEACHING / LEARNING

ACTIVITIES

MATERIALS

RESOURCES

REF.

REM.

1

POULTRY PRODUCTION

Composition of an egg.

By the end of the lesson, the learner should be able to:

Identify parts of an egg.

Describe the parts of an egg.

Drawing and labeling an egg.

Breaking an egg to examine its internal structure.

Eggs,

Chart – parts of an egg.

KLB BK IV

Pg 1-2

Longhorn Bk IV

Pg 1-2

Incubation of eggs.

Define the term incubation of eggs.

State characteristics of eggs for incubation.

Q/A and discussion.

KLB BK IV

Pg 3-4

Longhorn Bk IV

Pg 2

Egg candling.

Describe candling of eggs.

Practical activity. Observing internal structure of an egg.

Make deductions from the observations.

Cardboard boxes,

Torch, eggs.

KLB BK IV

Pg 4

Longhorn Bk IV

Pg 3

2

Natural incubation.

State merits & demerits of natural incubation.

Identify management practices of an incubator.

Q/A & discussion.

Exposition, discussion & oral questions.

Nesting box.

KLB BK IV

Pg 5-6

Longhorn Bk IV

Pg 3-4

Artificial incubation.

Outline conditions necessary for artificial incubation.

KLB BK IV

Pg 7-8

Longhorn Bk IV

Pg 5-6

3

Management of an incubator.

Merits & demerits of artificial incubation.

Highlight management practices of an incubator.

State merits & demerits of artificial incubation.

Brain storming;

Probing questions;

Brief discussion.

KLB BK IV

Pg 8-9

Longhorn Bk IV

Pg 5-6

Artificial brooding.

Identify requirements for an artificial brooder.

system.

State factors considered when choosing a rearing system.

Stress.

State causes of stress in birds.

Outline stress management practices.

Q/A & discussion.

KLB BK IV

Pg 22-23

Longhorn Bk IV

Pg 20-21

Culling birds.

Define the term culling.

Give reasons for culling of birds.

Brain storming;

Observing characteristics of a good / bad layer.

Discussion.

Longhorn Bk IV

Pg 20-21

3

1

Marketing eggs and chicken meat.

State factors considered in sorting and grading eggs for fresh markets.

Outline methods of killing a bird.

Describe dressing of a bird’s carcass.

Teacher’s demonstrations & discussion.

Topic review questions.

KLB BK IV

Pg 24-27

Longhorn Bk IV

Pg 22-23

2

LIVESTOCK PRODUCTION (CATTLE)

Raising of the young stock.

Explain the importance of feeding calves on colostrum.

Prepare artificial colostrum.

Q/A: qualities of colostrum.

Teacher’s demonstration: colostrum preparation.

Artificial colostrums.

KLB BK IV

Pg 28-29

Longhorn Bk IV

Pg 25-26

Methods of calf rearing.

State merits & demerits of natural and artificial methods of calf rearing.

Q/A & discussion.

KLB BK IV

Pg 29-30

Longhorn Bk IV

Pg 26-29

Weaning of calves.

Describe early & late weaning of calves.

Q/A, exposition & discussion.

Chart –

weaning guide.

KLB BK IV

Pg 30-32

Longhorn Bk IV

Pg 29-30

3

Rearing replacement stock.

Describe routine management practices for rearing replacement stock.

Milk secretion and let-down.

Describe the structure of the mammary gland.

Describe the flow of milk from the alveoli to the teat canal.

Drawing and labeling diagram of the udder.

Exposition of new concepts.

Chart-

Structure of the udder.

KLB BK IV

Pg 38-40

Longhorn Bk IV

Pg 33-34

3

Clean milk.

State characteristics of clean milk.

Outline essentials of clean milk production.

Oral questions & brief discussion.

KLB BK IV

Pg 40-42

Longhorn Bk IV

Pg 34-35

4

Milking materials and equipment.

List down necessary milking materials and equipment.

State the purpose of the milking materials and equipment.

Brain storming;

Probing questions;

Discussion.

Strip cup.

KLB BK IV

Pg 42-44

Longhorn Bk IV

Pg 35-37

5

MID TERM BREAK

6

Structural and functional differences between petrol and diesel engines.

Describe the two strokes in a cycle.

State merits & demerits of two-stroke cycle engine.

State structural and functional differences between petrol and diesel engines.

1

Pg 64-65

2

Tractor servicing.

Describe tractor servicing and maintenance practices.

Brief discussion.

KLB BK IV

Pg 776-77

Longhorn Bk IV

Pg 65-6

3

Tractor drawn implements.

Classify tractor drawn implements on basis of attachment to the tractor.

List down maintenance practices for a trailer.

Teacher’s explanations.

Q/A: maintenance practices.

Charts-

Tractor drawn implements.

KLB BK IV

Pg 77-80

Longhorn Bk IV

Pg 66-7

4

Disc plough.

Label parts of a disc plough

List down maintenance practices for a disc plough.

Q/A: review primary and secondary cultivation.

Explain the functional features of subsoilers, ridgers, rotary tillers & mowers.

List down maintenance practices for the

implements.

Exposition & brief discussion.

Excursion & exhibitions.

KLB BK IV

Pg 85-91

Longhorn Bk IV

Pg 78-82

4

Animal drawn implements.

Identify parts of animal drawn implements and state their functions.

List down maintenance practices for an ox-plough, an ox-plough, and an ox-cart.

State merits & demerits of using animal-drawn implements compared to tractor power.

Drawing and labeling an ox-plough;

Probing questions;

Discussion.

Chart:

An ox-plough.

KLB BK IV

Pg 91-94

Longhorn Bk IV

Pg 82-83

10

END OF TERM ONE EXAMINATION

	SCHEME OF WORK AGRICULTURE FORM FOUR TERM TWO 2020
1	1	AGRIC. ECONOMICS III (PRODUCTION ECONOMICS) Household firm relationship.		Define a household and a firm as business terms. Describe a household and a firm as producers and consumers and their role in a country’s economic growth.	Q/A: review definition of economics, production economics. Exposition & explanations. Q/A & discussion.		KLB BK IV Pg 96-97 Longhorn Bk 4 Pg 20-21
	2	Gross domestic product (GDP) and Gross National product (GNP). Per Capita Income.		Define the terms GDP & GNP. Define the term gross national income (GNI). Define the term per capita income.	Exposition & explanations. Calculations.		KLB BK IV Pg 97-98 Longhorn Bk 4 Pg 87-88
	3	Contribution of Agriculture to national development.		Explain contribution of Agriculture to development.	Brain storming; Discussion.		KLB BK IV Pg 98-9 Longhorn Bk 4 Pg 90-91
	4	Land as a factor of production.		Describe the economic value of production of crops and livestock and space for construction of farm buildings, agro-industries & infrastructure. List down methods of land acquisition.	Exposition of new concepts; Probing questions to elicit responses; Brief discussion.		KLB BK IV Pg 99-100 Longhorn Bk 4 Pg 92-3
2	1	Labour as a factor of production.		Define the term labour as used in production. Explain ways of improving labour productivity. Identify types of labour.	Oral questions & discussion.		KLB BK IV Pg 100-2 Longhorn Bk 4 Pg 93-4
2	2	Capital.		Define the term capital. Identify types of capital. List sources of capital.	Oral questions, exposition & discussion.		KLB BK IV Pg 102-3 Longhorn Bk 4 Pg 94-95
	3	Management as a production factor.		State functions of a manager in a farm. Identify good qualities of a manager.	Q/A & discussion.		KLB BK IV Pg 103-4
	4	TEST					KLB BK IV Pg 104-
3	1	Production function.	Define production function. State characteristics of variable and fixed inputs.		Q/A: examples of inputs & outputs; variable and fixed inputs; Brief discussion.		KLB BK IV Pg 104-6 Longhorn Bk 4 Pg 96-7
	2	Production function curves.	Illustrate and interpret input-output relationship graphically.		Worked examples: supervised practice.	Graph papers.	KLB BK IV Pg 106-7 Longhorn Bk 4 Pg 98
	3	Increasing returns production functions.	Illustrate and interpret Increasing returns production functions. Give empirical examples where increasing returns production functions are experienced.		Tabulate inputs and outputs. Graphical representation of increasing returns production functions.	Graph papers.	KLB BK IV Pg 107-8 Longhorn Bk 4 Pg 99
	4	Constant returns production functions.	Constant returns production functions. Give empirical examples where Increasing returns production functions are experienced.		Tabulate inputs and outputs. Graphical representation of constant returns production functions.		KLB BK IV Pg 108-9 Longhorn Bk 4 Pg 99
4	1	Decreasing returns production functions.	Decreasing returns production functions. Give empirical examples where decreasing returns production functions are experienced.		Tabulate inputs and outputs. Graphical representation of decreasing returns production functions.		KLB BK IV Pg 109-10
	2	Law of diminishing returns.	State the law oh diminishing returns.		Refer to illustrative tables. Plot graphs from the tables; Discuss shape of the curve.		KLB BK IV Pg 112 Longhorn Bk 4 Pg 100-1
	3	Zones of a PF curve.	Divide a production function into three zones. Identify rational zones of production.		Q/A: review AP, MP. Guided discovery of the three zones.	Chart – Curve showing 3 zones of PF.	KLB BK IV Pg 113-5 Longhorn Bk 4 Pg 101-2
	4	The principles of substitution. Input-input relationship.	State the principles of substitution. Give examples illustrating principles of substitution. Identify ways of combining inputs.		Exposition. Illustrative examples, brief discussion.		KLB BK IV Pg 115-6 Longhorn Bk 4 Pg 102
5	1	Product-product relationship. Supplementary and complementary products.	Give examples of product-product relationship. Give illustrative examples depicting supplementary and complementary products.		Oral questions: joint products, competitive products. Discussion.		KLB BK IV Pg 116-7 Longhorn Bk 4 Pg 103
	2	The principle of equi-marginal returns. The concept of cost.	State the principle of equi-marginal returns. Determine the cost of production. Identify the role of cost in production. List types of costs.		Discussion. Exposition; Worked examples.		KLB BK IV Pg 117-9 Longhorn Bk 4 Pg 104-5,6
	3	Types of revenue.	Compute total revenue, net revenue and marginal revenue given the relevant information.		Worked examples; Explanations.		KLB BK IV Pg 119-120 Longhorn Bk 4 Pg 107
	4	Farm planning.	State factors to consider when drawing a farm plan.		Exposition, Q/A & discussion.		KLB BK IV Pg 121-2 Longhorn Bk 4 Pg 108
6	1	Making a farm plan.	Outline steps followed in making a farm plan.		Exposition, probing questions & discussion.		KLB BK IV Pg 122-3 Longhorn Bk 4 Pg 109
6	2	Farm budgeting.	Define a farm budget. Analyse importance of farm budgeting.		Exposition & discussion.		KLB BK IV Pg 123 Longhorn Bk 4 Pg 110
	3	Types of farm budgets.	Describe types of farm budgets. Give examples of contexts where certain types of budgets are used. Draw a partial budget. Draw a complete budget.		Exposition & discussion, Worked examples; Supervised practice; Written exercises.		KLB BK IV Pg 124-7 Longhorn Bk 4 Pg 110-1
	4	Farmer’s support services Extension, training & banking.	Describe extension, training & banking as support services to the farmers.		Exposition & explanations.		KLB BK IV Pg 127-8 Longhorn Bk 4 Pg 112-3
7	1	Credit. Sources of credit.	Define the term credit. Identify types of credit. Differentiate between hard & soft credit. List down sources of credit. Identify problems associated with credits.		Detailed discussion & exposition of new concepts.		KLB BK IV Pg 128-130 Longhorn Bk 4 Pg 113-5
	2	Artificial insemination & Agricultural research.	Describe A.I. services provided to farmers. Identify objectives of Agricultural research. Give examples of Agricultural research centers in Kenya.		Detailed discussion & exposition of new concepts.		KLB BK IV Pg 130-2 Longhorn Bk 4 Pg 115-6
	3	Marketing. Farm input suppliers Tractor hire service	Cite examples of organizations that help farmers in marketing their produce. Cite organizations where farmers can obtain farm inputs. State merits & demerits of tractor hire service. Cite points of tractor hire service.		Writing initials in full e.g. KPCU. Brief discussion		KLB BK IV Pg 132-4 Longhorn Bk 4 Pg 112-3
	4	Risks and uncertainties in farming.	Define the terms risk and uncertainty. List types of risk and uncertainties.		Brain storming; Detailed discussion.		KLB BK IV Pg 134-5 Longhorn Bk 4 Pg 116-7
8	1	Adjusting to uncertainties and risks.	Outline ways of adjusting to risks and uncertainties.		Brain storming; Detailed discussion.		KLB BK IV Pg 135-6 Longhorn Bk 4 Pg 118-9
	2	AGRICULTURE ECONOMIC IV (FARM ACCOUNTS) Financial documents.	Outline details contained in an invoice, receipt, delivery note and a purchase order.		Oral questions & brief discussion.	Invoice, receipt, delivery note and a purchase order.	KLB BK IV Pg 139-145 Longhorn Bk 4 121
		Books of accounts.	Describe features of the ledger and the inventory.		Oral questions & brief discussion. Illustrative tables.		KLB BK IV Pg 146-150 Longhorn Bk 4 Pg 124
		Cash book.	Describe features of the cash book. Balance cash book.		Oral questions & brief discussion. Illustrative examples.	Cash book.	KLB BK IV Pg 150 Longhorn Bk 4 Pg 125
	3	Journal & Subsidiary books of the Journal.	Describe features of the journal & subsidiary books of the journal.		Oral questions & brief discussion. Illustrative tables.		KLB BK IV Pg 151-3
		Financial statements. Balance sheet.	Describe features of balance sheets. Prepare a balance sheet.		Make entries in a balance sheet. Prepare a balance sheet. Supervised practice.	Balance sheet.	KLB BK IV Pg 154-7 Longhorn Bk 4 Pg 129-130
	4	Solvency of a business.	Determine whether a business is solvent or insolvent.				KLB BK IV Pg 154-7 Longhorn Bk 4 Pg 130
		Profit and loss account.	Define a profit and loss account. Draw a profit and loss A/C. Compute net profit.		Teacher gives format of profit and loss A/C. Worked examples. Supervised practice.		KLB BK IV Pg 157-9 Longhorn Bk 4 Pg 132-3
9	1,2	Cash analysis.	Define the term cash analysis. Draw a cash analysis. Compute total receipt and total expenditure for a given accounting period.		Worked examples. Supervised practice. Written exercise.		KLB BK IV Pg 159-162 Longhorn Bk 4 Pg 133-4
	3	AGRICULTURAL MARKETING & ORGANIZATIONS Market and marketing.	Define the term market as an institution. Distinguish between a perfect and imperfect market.		Q/A: definition. Teacher’s explanations.		KLB BK IV Pg 164 Longhorn Bk 4 Pg 137
	4	Types of markets. Monopoly. Oligopoly & Monopsony.	Identify features of a monopolistic competition in a market, oligopolistic and monopsonistic markets.		Brain storming; Exposition; Discussion.		KLB BK IV Pg 165-6 Longhorn Bk 4 Pg 137-8
10	1	Price theory and demand.	Define the terms price & demand. Sketch the demand curve. Explain the term demand schedule.		Exposition; Curve sketching & explanations.		KLB BK IV Pg 166-8 Longhorn Bk 4 Pg 139-140
10	2	Factors affecting demand for a commodity.	Outline factors affecting demand for a commodity.		Q/A, discussion & explanations.		KLB BK IV Pg 168-9 Longhorn Bk 4 Pg 140-2
	3	Elasticity of demand.	Explain the concept of elasticity of demand. Illustrate demand for a commodity. Calculate elasticity of demand. Identify types of elasticity of demand. Illustrate elastic, inelastic & unitary demand graphically.		Teacher’s explanations. Graphical illustration. Worked examples. Supervised practice. Graphical representation of demand.		KLB BK IV Pg 170-3 Longhorn Bk 4 Pg 142-4
	4	Factors affecting elasticity of demand.	State factors affecting elasticity of demand.		Exposition; Explanations.		KLB BK IV Pg 173-4
11		END OF TERM TWO EXAMINATIONS

		FORM FOUR AGRICULTURE TERM THREE 2021
1	1	Supply & Supply-price relationship.	Define the term supply. Illustrate supply-price relationship.	Sketching supply-price curves. Refer to supply schedules. Discussion.		KLB BK IV Pg 174-5 Longhorn Bk 4 Pg 144-5
	2	Factors affecting supply of a commodity.	State & explain factors affecting supply of a commodity.	Q/A & detailed discussion.		KLB BK IV Pg 175-7 Longhorn Bk 4 Pg 145-6
	3	Elasticity of supply (E_s).	Define elasticity of supply (E_s). Calculate (E_s)	Q/A: review E_d hence defines E_s. Worked examples. Supervised activity.		KLB BK IV Pg 177-8 Longhorn Bk 4 Pg 147
	4	Determination of market prices.	Explain how market prices are determined. Determine the equilibrium or market prices of a commodity in a free market.	Teacher’s explanation. Q/A : review demand and supply curves. Plot both curves. Interpret the graphs.		KLB BK IV Pg 178-9 Longhorn Bk 4 Pg 149
2	1	Price control. Marketing and marketing function.	Explain the role of government in price control. Define marketing and marketing function.describe tingfunction. a market.	Brain storming; Exposition; Discussion.		KLB BK IV Pg 179-183 Longhorn Bk 4 Pg 151
	2	Marketing organizations and agencies. Wholesalers & retailers.	Explain the arbitrage role of a wholesaler. Identify services provided by retailers.	Brain storming; Exposition; Discussion.		KLB BK IV Pg 183-4 Longhorn Bk 4 Pg 151
	3	Itinerant traders, broker agents & commission agents.	Outline the functions of Itinerant traders, broker agents & commission agents in a market.	Exposition & explanation.		KLB BK IV Pg 184-5
	4	Packers and processors, marketing boards & auctioneers.	Outline functions of packers and processors, marketing boards & auctioneers in a market.	Q/A & detailed discussion.		KLB BK IV Pg 185-6
3	1	Special characteristics of Agricultural products.	Describe bulkiness, weight, volume, seasonality and perishability of Agricultural products.	Oral questions & detailed discussion		KLB BK IV Pg 186-8
	2	Agricultural organizations. Kenya sugar authority, Horticultural crops Development Authority, AFC, ADC, and KMC.	Outline the functions of Kenya sugar authority, Horticultural crops Development Authority, AFC, ADC, and KMC.	Probing questions, Brief discussion		KLB BK IV Pg 189-192 Longhorn Bk 4 Pg 163-4
	3	Other Farmers’ Associations: KNFU, ASK, 4K-club, YF club.	Outline the functions of other Farmers’ Associations such as KNFU, ASK, 4K-club, YF club.	Probing questions, Brief discussion Assignment.		KLB BK IV Pg 195-7
	4	Co-operative societies.	Outline the principles of co-operatives. Highlight functions of co-operatives.	Probing questions, brief discussion, & teacher’s explanations.		KLB BK IV Pg 161-2
4	1	AGROFORESTRY Definition of agroforestry. Forms of agroforestry.	Define the term agroforestry. Describe forms of agroforestry.	Probing questions & explanations.		KLB BK IV Pg 200-1 Longhorn Bk 4 Pg 166-7
4	2	Importance of agroforestry.	Explain the importance of agroforestry.			KLB BK IV Pg 201-2 Longhorn Bk 4 Pg 167-8
	3	Tree nursery.	State factors considered when selecting the nursery site. Describe treatment of nursery seeds.	Q/A & discussions.	Tree nurseries.	KLB BK IV Pg 203-5 Longhorn Bk 4 Pg 169-173
	4	Nursery management practices & Care and management of trees.	Identify practices carried out on the nursery in order to produce healthy tree seedlings. Describe the care and management of trees.	Brain storming; Discussion; Practical activities – transplanting seedlings.	Tree nurseries.	KLB BK IV Pg 205-8 Longhorn Bk 4 Pg 173-177
		*SUMMATIVE ASSESSMENT TEST*

FORM 4 BIOLOGY SCHEMES OF WORK TERM 1-3

SCHEMES OF WORK BIOLOGY FORM FOUR TERM ONE YEAR 2021-2026

W

L/

NO

TOPIC/

REMARKS

SCHEME OF WORK BIOLOGY FORM FOUR TERM TWO YEAR 2020

W

L/

NO

TOPIC/

REMARKS

SCHEME OF WORK BIOLOGY FORM FOUR TERM THREE YEAR 2020

W

L/

NO

TOPIC/

REMARKS

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FORM 1-4 HISTORY SCHEMES OF WORK FOR TERM 1-3

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

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