Biology Form 2 Lesson Plan Term 3 ( Week 1-4) 2020/2021

Rate this item
(4 votes)

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: DEFINITION OF TERMS.                               WEEK: 1                                      LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

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

  • Define the terms stated
  • Distinguish between excretion and egestion
  • Explain the necessity of excretion in plants and animals

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

INTRODUCTION

  •  Highlight the terms to be defined
-Taking notes.

-Exercise books.


-Whiteboard.

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

30 MINUTES

BODY DEVELOPMENT

  • 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

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

5 MINUTES

CONCLUSION

  • Asking and answering questions from the learners to summarize the lesson’s objectives.

 

-Listening and answering questions.

   

-KLB secondary Biology

-Students book 2 Page 83-84

-KLB teachers book 2 pages 49-54

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

 

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: EXCRETION IN PLANTS                                 WEEK: 1                                      LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

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.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

INTRODUCTION

  • Outline the excretory products of a plant.
-Taking notes.

-Exercise books.


-Whiteboard.

 

-Comprehensive secondary Biology students Bk. 2 page 86-87.

-Teachers bk. 2 pages 58-68.

30 MINUTES

BODY DEVELOPMENT

  • 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.

5 MINUTES

CONCLUSION

  • Asking and answering questions from the learners to summarize the lesson’s objectives.

 

-Listening and answering questions.

   

-Comprehensive secondary Biology students Bk. 2 page 86-87.

-Teachers bk. 2 pages 58-68.

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

 

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________      YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                        TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: USE OF EXCRETORY PRODUCTS IN PLANTS   WEEK: 1                                        LESSON NUMBER: 3&4

DATE: _________________________________________  TIME:_____________________

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.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 10 MINUTES

INTRODUCTION

  • Review the excretory products in plants.

-Questions and answers.

-Exercise books and text books.

 

 

-Comprehensive secondary Biology students Bk. 2 page 88

-Teachers bk. 2 pages 58-68

-KLB secondary Biology

Students book 2 Page 84.

 

60 MINUTES

BODY DEVELOPMENT

  • 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.

 

10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

 

Listening and answering questions.

   

 

-Comprehensive secondary Biology students Bk. 2 page 88

-Teachers bk. 2 pages 58-68

-KLB secondary Biology

Students book 2 Page 84.

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: EXCRETION AND HOMEOSTASIS IN ANIMALS    WEEK: 2                                     LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

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.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

INTRODUCTION

Give an example of unicellular animal.

 

Notes taking.

 

Exercise books.

Whiteboard.



 

 

-Golden tips biology pages 97-98

 

 30 MINUTES

 BODY DEVELOPMENT

-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.

 -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

 5 MINUTES

 CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

Listening and answering questions.

   
-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.

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE HUMAN KIDNEY                                    WEEK: 2                                     LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

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

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

 

INTRODUCTION

Show the learners a kidney in a chart.


Notes taking.

 

Exercise books.

Whiteboard.



 

-Longhorn secondary biology: students book 2 pages 132-135.

 

 

 30 MINUTES

 

BODY DEVELOPMENT

-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.

 

-KLB Biology Students book 2 Page 88-92.

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 132-135.

 

 5 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

 

Listening and answering questions.

   

 

-Longhorn secondary biology: students book 2 pages 132-135.

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: FUNCTIONS OF THE NEPHRON                      WEEK: 2                                     LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

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.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 10 MINUTES

 

INTRODUCTION

Explain what a nephron is.

 

Notes taking.

 

Exercise books.

Whiteboard.



 

 -Students book 2 Page 90-92

 

 60 MINUTES

 

-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

 

 

 10 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

Listening and answering questions.

   

-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

 

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                        TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: NEURO-ENDOCRINE SYSTEM AND HOMEOSTASIS      WEEK:   3                           LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

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

  • Identify the hormones involved in Neuro-endocrine system and homeostasis e.g. insulin.

  • Explain the process of urine formation in the kidney.

  • Describe the role of various hormones in urine formation.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

 

INTRODUCTION

Explain the meaning of neuro-endocrine system.

 

-Notes taking.

 

-Exercise books.

Whiteboard.



 

 

-Comprehensive secondary Biology students Bk. 2 page 93-94

 

 30 MINUTES

 

BODY DEVELOPMENT

-Identify the hormones involved in Neuro-endocrine system and homeostasis e.g. 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-endocrine 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

-KLB secondary Biology 58-68

-Students book 2 Page 97-100

-KLB teachers book 2 pages 49-54

 

 5 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

 

Listening and answering questions.

   

-Comprehensive secondary Biology students Bk. 2 page 93-94

-KLB secondary Biology 58-68

-Students book 2 Page 97-100

-KLB teachers book 2 pages 49-54

 

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: GENERAL WORKING OF THE HOMEOSTATIC MECHANISM      WEEK:  3                 LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

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

  • Describe the components and role of Neuro-endocrine systems

  • Distinguish between internal and external environments

  • Explain the general working of the homeostatic mechanism.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

 

INTRODUCTION

Review the neuro-endocrine system lesson.

 

-Notes taking.

 

-Exercise books.

Whiteboard.



 

 

-Comprehensive secondary Biology students Bk. 2 page 94-95

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

 

 30 MINUTES

BODY DEVELOPMENT

-Describe the components and role of Neuro-endocrine systems

-Distinguish between internal and external environments

-Explain the general working of the homeostatic mechanism. 

 

-Describing the components and role of the Neuro-endocrine 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

 

 5 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

Listening and answering questions.

   

 

-Comprehensive secondary Biology students Bk. 2 page 94-95

-Teachers bk. 2 pages

-KLB secondary Biology 58-68

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: OSMOREGULATION                                      WEEK:     3                                 LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

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

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 10 MINUTES

 

INTRODUCTION

Define osmoregulation.

-Notes taking.

 

 

-Exercise books.

Whiteboard.



 

-KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

 

 

 60 MINUTES

 

BODY DEVELOPMENT

-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

 

-KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

 

 10 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

 

Listening and answering questions.

   

- KLB secondary Biology Students book 2 Page 100-101

-KLB teachers book 2 pages 49-54.

-Longhorn secondary biology: students book 2 pages 140-142.

 

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: COMMON KIDNEY DISEASES                          WEEK:    4                                  LESSON NUMBER: 1

DATE: _________________________________________  TIME:_____________________

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.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES 

 

INTRODUCTION

Highlight some of the kidney diseases.

 

-Notes taking.

 

-Exercise books.

Whiteboard.



 

-Comprehensive secondary Biology students Bk. 2 page 96, 101-102.

-Teachers bk. 2 pages 58-68.

 

 

 30 MINUTES

 

BODY DEVELOPMENT

-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.

 

 5 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

 

Listening and answering questions.

   

-Comprehensive secondary Biology students Bk. 2 page 96, 101-102.

-Teachers bk. 2 pages 58-68.

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE HUMAN SKIN                           WEEK: 4                                     LESSON NUMBER: 2

DATE: _________________________________________  TIME:_____________________

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.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 5 MINUTES

 

INTRODUCTION

Explain to the learners why skin is known to be the largest organ of the body

 

-Notes taking.

 

-Exercise books.

Whiteboard

 

 

-KLB secondary Biology Students book 2 Page 85-87.

 

 30 MINUTES

 

BODY DEVELOPMENT

-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.

 

 5 MINUTES

  

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

Listening and answering questions.

   

-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.

 

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

TEACHER'S NAME: _______________________________  TSC NO:___________________      SCHOOL/ INSTITUTION:_______________________________

FORM:  ________________________________________  TERM: ____________________       YEAR: _____________________________________________

NUMBER OF STUDENTS: __________________________  SUBJECT: BIOLOGY                      TOPIC: EXCRETION AND HOMEOSTASIS

SUB-TOPIC: THE ROLE OF SKIN IN HOMEOSTASIS            WEEK:  4                                    LESSON NUMBER: 3 & 4

DATE: _________________________________________  TIME:_____________________

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.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
 10 MINUTES

 

INTRODUCTION

State the general roles of the skin.

 -Notes taking

-Exercise books.

-Whiteboard.

 



 

-Comprehensive secondary Biology students Bk. 2 page 98-99

-Teachers bk. 2 pages  58-68

-KLB secondary Biology Students book 2 Page 98-101

 

 

 60 MINUTES

 

BODY DEVELOPMENT

-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

 

 10 MINUTES

 

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives. 

 

 

Listening and answering questions.

   

 -Comprehensive secondary Biology students Bk. 2 page 98-99

-Teachers bk. 2 pages  58-68

-KLB secondary Biology Students book 2 Page 98-101

 

 

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

 

 

Read 1452 times Last modified on Wednesday, 26 May 2021 13:50

Leave a comment

Make sure you enter all the required information, indicated by an asterisk (*). HTML code is not allowed.