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Biology Form 3 Lesson Plans Term 3 ( week 5 -10)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: GROWTH IN SEEDLINGS WEEK: 5 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
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
-Determine the regions of growth in seedlings
Measure the aspect of growth in a given seedling
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain how growth in seedling takes place. |
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 143-144.
-KLB teachers book 3 pages 79-98. |
| 30 MINUTES |
BODY DEVELOPMENT -Describe the region of growth in seedlings Identify the regions of growth
-Determine the regions of growth in seedlings Measure the aspect of growth in a given seedling |
- Describing the region of growth in seedlings. -Identifying the regions of growth. -Determine the regions of growth in seedlings by measuring one parameter –height.
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- Charts on shoot and root tips. -Potted plants. -Local environment. -Growing seedling -Rulers -Local environment |
-KLB secondary Biology Students book 3 Page 143-144. -KLB teachers book 3 pages 79-98. |
| 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 3 Page 143-144. -KLB teachers book 3 pages 79-98. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: PRIMARY AND SECONDARY GROWTH WEEK: 5 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
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.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the difference between primary and secondary growth |
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 144-145.
-KLB teachers book 3 pages 79-98. |
| 60 MINUTES |
BODY DEVELOPMENT -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 |
-KLB secondary Biology Students book 3 Page 144-145. -KLB teachers book 3 pages 79-98. |
| 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 3 Page 144-145. -KLB teachers book 3 pages 79-98. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: THE ROLE OF HORMONES IN PLANT GROWTH WEEK: 5 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
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.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight the hormones involved in the growth of plants.
|
Taking short notes. |
Exercise books. Whiteboard. |
-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. |
| 30 MINUTES |
BODY DEVELOPMENT -Explain the role of hormones in regulation of growth and development in plants.
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- Discussion on the role common hormones in growth and development of plants
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- 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. |
| 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. 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. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: APICAL DOMINANCE WEEK: 5 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Explain Apical dominance in plants.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define dominance.
|
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 147-148.
-KLB teachers book 3 pages 79-98. |
| 30 MINUTES |
BODY DEVELOPMENT -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 those are not. |
-KLB secondary Biology Students book 3 Page 147-148. -KLB teachers book 3 pages 79-98. |
| 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 3 Page 147-148. -KLB teachers book 3 pages 79-98. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: COMPLETE AND INCOMPLETE METAMORPHOSIS WEEK: 6 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of metamorphosis. |
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 124-125
-Teachers bk. 3 pages 46-64 -KLB secondary Biology Students book 3 Page 144-150 |
| 30 MINUTES |
BODY DEVELOPMENT -Define metamorphosis. -Distinguish between complete and incomplete metamorphosis -Describe complete metamorphosis in housefly and anopheles mosquito Describe incomplete metamorphosis in a cockroach |
-Defining metamorphosis
-Distinguishing between complete and incomplete metamorphosis. -Describing complete metamorphosis in housefly and anopheles mosquito -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 housefly and anopheles mosquito. -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 |
| 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. 3 page 124-125 -Teachers bk. 3 pages 46-64 -KLB secondary Biology Students book 3 Page 144-150 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: THE ROLE OF GROWTH HORMONES IN INSECTS WEEK: 6 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
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.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight the hormones involved in the growth of insects. |
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 150-151.
-KLB teachers book 3 pages 79-98. |
| 60 MINUTES |
BODY DEVELOPMENT -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 |
-KLB secondary Biology Students book 3 Page 150-151. -KLB teachers book 3 pages 79-98 |
| 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 3 Page 150-151. -KLB teachers book 3 pages 79-98 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
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Chemistry Form 3 Lesson Plans Term 3 ( week 1-10)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS
SUB-TOPIC: INDUSTRIAL MANUFACTURE OF NITRIC ACID AND ITS COMPOUNDS WEEK: 1 LESSON NUMBER: 1&2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe industrial manufacture of nitric acid.
-Describe reaction of dilute nitric acid with metals.
-Write equations of reactions of dilute nitric acid with metals.
-Describe action of nitric acid on carbonates and hydrogen carbonates.
-Write equations for reaction of dil. nitric acid with hydrogen carbonates.
-Predict results of reacting dilute nitric acid with metal hydroxides and oxides.
-Describe reactions of nitric acid as an oxidizing agent.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Review the lesson on laboratory preparation of Nitric acid.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
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| 60 MINUTES |
BODY DEVELOPMENT -Describe industrial manufacture of nitric acid. -Describe reaction of dilute nitric acid with metals. -Write equations of reactions of dilute nitric acid with metals. -Describe action of nitric acid on carbonates and hydrogen carbonates. -Write equations for reaction of dil. nitric acid with hydrogen carbonates. -Predict results of reacting dilute nitric acid with metal hydroxides and oxides. -Describe reactions of nitric acid as an oxidizing agent.
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Class experiments: - Explain observations made. Group experiments & writing equations for the reactions. Discussion and corresponding equations. |
Chart Schematic diagram. Magnesium Zinc Copper Solutions of Na2CO3 NaHCO3 ZnCO3 CuCO3 Metal hydroxides. Nitric acid acidified iron sulphate, Sulphur, and copper metal. |
K.L.B. BK III
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| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
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K.L.B. BK III
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SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS
SUB-TOPIC: USES OF NITRIC ACID AND NITRATES WEEK: 1 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State uses of nitrates.
-Describe preparation of nitrates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some of the uses of acids and nitrates.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
|
| 30 MINUTES |
BODY DEVELOPMENT State uses of nitrates. Describe preparation of nitrates. |
Discussion Equations for the reactions for preparation of nitrates. |
K.L.B. BK III
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| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B. BK III
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SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS
SUB-TOPIC: ACTION OF HEAT ON NITRATES WEEK: 1 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe action of heat on nitrates.
-Write equations of decomposition of nitrates on heating.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Set the apparatus. |
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
Longhorn Book III PP 126-129 |
| 30 MINUTES |
BODY DEVELOPMENT -Describe action of heat on nitrates. -Write equations of decomposition of nitrates on heating. |
-Class experiments. -Observe the results before and after heating. -Discussion and writing of relevant equations. |
Solutions of NaNO3, Zn(NO3)2, Cu(NO3)2 and Al(NO3)3. |
K.L.B. BK III
Longhorn Book III PP 126-129 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III
Longhorn Book III PP 126-129 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS
SUB-TOPIC: TEST FOR NITRATES WEEK: 1 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Carry out tests on nitrates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Describe how the test is carried out. |
Taking short notes |
Exercise books. Whiteboard. |
K.L.B. BK III PP 173-174 Longhorn Book III PP 243 |
| 30 MINUTES |
BODY DEVELOPMENT -Carry out tests on nitrates. |
-Class experiments. -Make observations and deductions. -Discuss the brown ring test for nitrates. |
K.L.B. BK III PP 173-174 Longhorn Book III PP 243 |
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| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
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SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITORGEN AND ITS COMPOUNDS
SUB-TOPIC: EFFECTS OF NITROGEN COMPOUNDS ON THE ENVIRONMENT WEEK: 2 LESSON NUMBER: 1 & 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Explain the pollution of nitrogen compounds in the environment.
-State ways of reducing environmental pollution by nitrogen compounds.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Outline some of the nitrogen compounds which pollute the environment. |
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III PP 244-6 |
| 60 MINUTES |
BODY DEVELOPMENT -Explain the pollution of nitrogen compounds in the environment. -State ways of reducing environmental pollution by nitrogen compounds. |
Brief guided discussion. |
K.L.B.BK III
Longhorn Book III PP 244-6 |
|
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B.BK III
Longhorn Book III PP 244-6 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: EXTRACTION OF SULPHUR( THE FRASCH PROCESS) WEEK: 2 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe the extraction of sulphur by Frasch process.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Show the learners a chart showing the frasch process.
|
Taking short notes |
Chart-the Frasch process |
K.L.B. BK III Longhorn |
| 30 MINUTES |
BODY DEVELOPMENT -Describe the extraction of sulphur by Frasch process.
|
-Illustrate and discuss extraction of sulphur. |
Chart-the Frasch process. |
K.L.B. BK III PP.180-181 Longhorn Book III PP 126-129 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B. BK III Longhorn |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: ALLOTROPES OF SULPHUR WEEK: 2 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Identify allotropes of sulphur.
-Describe preparation of allotropes of sulphur.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION
Review the meaning of the allotropes as learnt in form 2.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
Longhorn Book PP 126-129 |
| 30 MINUTES |
BODY DEVELOPMENT -Identify allotropes of sulphur. -Describe preparation of allotropes of sulphur. |
Discussion and exposition of new concepts. |
K.L.B. BK III
Longhorn Book PP 126-129 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B. BK III
Longhorn Book PP 126-129 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: CHEMICAL AND PHYSICAL PROPERTIES OF SULPHUR WEEK: 2 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-List physical properties of sulphur.
-Describe effects of heat on sulphur.
-Investigate and describe chemical properties of sulphur.
-State uses of sulphur.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Ask probing questions.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P.184
Longhorn I Book III PP 253-258 |
| 30 MINUTES |
BODY DEVELOPMENT -List physical properties of sulphur. -Describe effects of heat on sulphur. -Investigate and describe chemical properties of sulphur. -State uses of sulphur. |
-Class experiment: -Solubility of sulphur in water, benzene, e.t.c,. -Class experiments: -Heating sulphur gently then strongly. -Discuss the observations. -Group experiments. -Discuss observations. -Write corresponding equations. |
K.L.B. BK III P.184
Longhorn I Book III PP 253-258 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B. BK III P.184
Longhorn I Book III PP 253-258 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHIR AND ITS COMPOUNDS
SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF SULPHUR (IV) OXIDE WEEK: 3 LESSON NUMBER: 1&2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe laboratory preparation of sulphur dioxide.
-List down physical properties of sulphur dioxide.
-Carry out experiments to determine acidic properties of SO2.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Set the apparatus. |
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III PP 261-3 |
| 60 MINUTES |
BODY DEVELOPMENT -Describe laboratory preparation of sulphur dioxide. -List down physical properties of sulphur dioxide. -Carry out experiments to determine acidic properties of SO2. |
-Preparation of sulphur dioxide in a fume chamber/in the open. -Carrying out tests on the gas. -Discuss the above tests. -Teacher demonstration to verify acidic properties of sulphur dioxide. Write equations. |
K.L.B.BK III
Longhorn Book III PP 261-3 |
|
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B.BK III
Longhorn Book III PP 261-3 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: SULPHATES AND SULPHITE IONS WEEK: 3 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Distinguish between sulphates from the sulphites.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III P. 195 |
| 30 MINUTES |
BODY DEVELOPMENT -Verify reducing action of SO2. |
-Class experiments: make observations and draw conclusions. -Write balanced corresponding equations. |
Experimental worksheets. |
K.L.B.BK III P. 195 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B.BK III P. 195
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SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: THE CONTACT PROCESS WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Identify raw materials for manufacture of sulphuric acid.
-Describe the contact process.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of the contact process.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III PP.201-203
Longhorn Book III PP 275-6 |
| 30 MINUTES |
BODY DEVELOPMENT -Identify raw materials for manufacture of sulphuric acid. -Describe the contact process. |
Discussion using schematic flow charts.
Writing equations. |
Chart-schematic Flow charts. |
K.L.B. BK III PP.201-203
Longhorn Book III PP 275-6 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III PP.201-203
Longhorn Book III PP 275-6 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: PHYSICAL AND CHEMICAL PROPERTIES OF CONCETRATED SULPHURIC ACID WEEK: 3 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight the properties of the concentrated sulphuric acid.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P. 206
Longhorn Book III PP 274-8 |
| 30 MINUTES |
BODY DEVELOPMENT -Investigate properties of conc. H2SO4. -Describe properties of conc. H2SO4. |
-Class / group experiments on worksheets. Enter results in a table. -Discuss above observations. -Write relevant equations. -Teacher demonstration – diluting conc. sulphuric acid. -Discuss use of conc. sulphuric acid as a drying and dehydrating agent. -Discussion and explanations. -Group experiments. – Reaction of metals with dilute H2SO4, make observations and relevant deductions; writing corresponding equations. |
Concentrated sulphuric acid. Magnesium, zinc, copper metals. |
K.L.B. BK III P. 206
Longhorn Book III PP 274-8 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III P. 206
Longhorn Book III PP 274-8 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: PROPERTIES OF DILUTE SULPHURIC ACID WEEK: 4 LESSON NUMBER: 1 & 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Investigate reaction of dilute H2SO4 with carbonates and hydrogen carbonates.
-Describe reaction of dilute H2SO4 with carbonates and hydrogen carbonates.
-Investigate reaction of dilute H2SO4 with metal oxides and hydroxides.
-Explain reactions of dilute H2SO4 with metal oxides and hydroxides.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the differences between the concentrated and dilute sulphuric acid.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P. 208
Longhorn Book III PP 279-80 |
| 60 MINUTES |
BODY DEVELOPMENT -Investigate reaction of dilute H2SO4 with carbonates and hydrogen carbonates. -Describe reaction of dilute H2SO4 with carbonates and hydrogen carbonates. -Investigate reaction of dilute H2SO4 with metal oxides and hydroxides. -Explain reactions of dilute H2SO4 with metal oxides and hydroxides. |
-Class experiment. -Making tabulated observations. -Discussion, writing relevant equations. -Class experiment. -Observing colour changes. -Discussion, writing relevant chemical equations. |
Oxides of magnesium, zinc, copper. NaOH Solution. |
K.L.B. BK III P. 208
Longhorn Book III PP 279-80 |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III P. 208
Longhorn Book III PP 279-80 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: PREPARATION AND PROPERTIES OF HYDROGEN SULPHIDE GAS WEEK: 4 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe preparation of hydrogen sulphide.
-State properties of the gas.
-Write equations for reaction of the gas with water.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Set up the apparatus.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P. 212.
Longhorn Book III PP 289-292 |
| 30 MINUTES |
BODY DEVELOPMENT -Describe preparation of hydrogen sulphide. -State properties of the gas. -Write equations for reaction of the gas with water. |
-Theoretical / descriptive approach. -Writing corresponding equations. -Discuss physical properties of the gas and reaction of the gas with oxygen. -Writing chemical equations for the reactions. |
K.L.B. BK III P. 212.
Longhorn Book III PP 289-292 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III P. 212.
Longhorn Book III PP 289-292 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: REDUCING PROPERTIES OF HYDROGEN SULPHIDE WEEK: 4 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Demonstrate reducing properties of the gas.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of the reducing properties.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P. 212.
Longhorn Book III PP 291-2 |
| 30 MINUTES |
BODY DEVELOPMENT -Demonstrate reducing properties of the gas. |
-Writing chemical equations for the reactions. |
K.L.B. BK III P. 212.
Longhorn Book III PP 291-2 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III P. 212.
Longhorn Book III PP 291-2 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS
SUB-TOPIC: EFFECTS OF SULPHUR ON THE ENVIRONMENT WEEK: 4 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Explain environmental pollution caused by sulphur and its compounds.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -State some of the areas where Sulphur has been a pollutant.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P. 214 Longhorn Book PP 293-5 |
| 30 MINUTES |
BODY DEVELOPMENT -Explain environmental pollution caused by sulphur and its compounds.
|
-Discussion and explanation. |
K.L.B. BK III P. 214 Longhorn Book PP 293-5 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B. BK III P. 214 Longhorn Book PP 293-5
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF CHLORINE GAS WEEK: 5 LESSON NUMBER: 1& 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Set up the apparatus.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
Longhorn Book PP 307-8 |
| 60 MINUTES |
BODY DEVELOPMENT -Describe laboratory preparation of chlorine gas. -State physical properties of chlorine. -Investigate and explain reaction of chlorine with water. -Investigate and explain reaction of chlorine with metals / non-metals. -Investigate and explain reaction of chlorine with reducing agents.
|
-Teacher demonstration – gas preparation tests on the gas.
-Q/A: Relate the properties to the method of collection of the gas. -Write equations for the reaction leading to formation of chlorine. -Teacher demonstration: -Writing chemical equations. -Teacher demonstration: Discussion.
Writing chemical equations. |
-Moist blue litmus papers. -Conc. HCl, Manganese (IV) oxide. Expt. Worksheets. |
K.L.B. BK III
Longhorn Book PP 307-8 |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B. BK III
Longhorn Book PP 307-8 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: REACTION OF CHLORINE AND ALKALIS WEEK: 5 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Investigate and explain reaction of chlorine with alkalis.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION List down some alkalis. |
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III PP 313-4 |
| 30 MINUTES |
BODY DEVELOPMENT -Investigate and explain reaction of chlorine with alkalis. |
-Teacher demonstration: Bubbling chlorine with dilute cold / hot NaOH solution. -Make observations and account for them. |
Cold / hot NaOH solutions. |
K.L.B.BK III
Longhorn Book III PP 313-4 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B.BK III
Longhorn Book III PP 313-4 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: TEST FOR CHLORIDES WEEK: 5 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Carry out tests for chlorides.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Describe how the test is done. |
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III PP 318-319 |
| 30 MINUTES |
BODY DEVELOPMENT -Carry out tests for chlorides. |
Class experiments. Discuss observations, results. Write chemical equations for the reactions. |
Experiment Worksheets. Zinc chloride, litmus paper, conc. Sulphuric acid. |
K.L.B.BK III
Longhorn Book III PP 318-319 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
K.L.B.BK III
Longhorn Book III PP 318-319 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: USE OF CHLORINE GAS WEEK: 5 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State and explain uses of chlorine.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some uses of chlorine gas.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III PP 320 |
| 30 MINUTES |
BODY DEVELOPMENT -State and explain uses of chlorine.
|
Teacher elucidates uses of chlorine. |
K.L.B.BK III
Longhorn Book III PP 320 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
K.L.B.BK III
Longhorn Book III PP 320 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE NAD ITS COMPOUNDS
SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 1&2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe Lab. prep of hydrogen chloride gas.
-Investigate and state physical properties of hydrogen chloride gas.
-Prepare aqueous hydrogen chloride
-Determine chemical properties of hydrogen chloride gas.
-Carry out confirmatory test for hydrogen chloride gas.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Set up the apparatus.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III 235 -223 Longhorn Book III PP 327-331 |
| 60 MINUTES |
BODY DEVELOPMENT -Describe Lab. prep of hydrogen chloride gas. -Investigate and state physical properties of hydrogen chloride gas. -Prepare aqueous hydrogen chloride -Determine chemical properties of hydrogen chloride gas. -Carry out confirmatory test for hydrogen chloride gas.
|
-Teacher demonstration.
-Carry out tests on the gas and deduce the properties of the gas. -Class experiment leading to deduction of chemical properties of hydrogen chloride gas. -Class experiment leading to deduction of further chemical properties of hydrogen chloride gas / confirmatory test for hydrogen chloride gas.
|
Ammonia solution. Distilled water. Sodium chloride crystals, concentrated H2SO4 |
K.L.B. BK III 235 -223 Longhorn Book III PP 327-331 |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B. BK III 235 -223 Longhorn Book III PP 327-331 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: LARGE SCALE PRODUCTION OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Identify raw materials for manufacture of hydrochloric acid in large scale.
-Describe the manufacturing process.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION
Review the laboratory preparation of hydrochloric acid.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B.BK III
Longhorn Book III P 330 |
| 30 MINUTES |
BODY DEVELOPMENT
-Identify raw materials for manufacture of hydrochloric acid in large scale. -Describe the manufacturing process.
|
Discussion and giving relevant equations. |
K.L.B.BK III
Longhorn Book III P 330 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B.BK III
Longhorn Book III P 330 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: USE OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State and explain uses of hydrochloric acid.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight the uses of hydrochloric acid.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III
Longhorn Book III P 331-3 |
| 30 MINUTES |
BODY DEVELOPMENT -State and explain uses of hydrochloric acid. |
Brief discussion. |
K.L.B. BK III
Longhorn Book III P 331-3 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B. BK III
Longhorn Book III P 331-3 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS
SUB-TOPIC: EFFECTS OF HYDROCHLORIC ACID ON THE ENVIRONMENT WEEK: 6 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Explain effects of hydrochloric acid on the environment.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the formation of acid rain.
|
Taking short notes. |
Exercise books. Whiteboard. |
K.L.B. BK III P 238. Longhorn Book III PP 334-8 |
| 30 MINUTES |
BODY DEVELOPMENT -Explain effects of hydrochloric acid on the environment.
|
Discussion and explanation.
Assignment. |
K.L.B. BK III P 238. Longhorn Book III PP 334-8 |
|
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
K.L.B. BK III P 238. Longhorn Book III PP 334-8 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
WEEK 7-10 REVISION AND END YEAR EXAM
Physics Form 3 Lesson Plans Term 3 ( week 5-10)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: THE PRESSURE LAW WEEK: 5 LESSON NUMBER:1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
State and verify the gas laws for an ideal gas experimentally
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define the pressure law. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 299-302 |
| 30 MINUTES |
BODY DEVELOPMENT
State and verify the gas laws for an ideal gas experimentally |
-Experiments to verify pressure law -Demonstrations on pressure law -Discussion on pressure law |
-Water -Thermometer -Measuring -cylinder -Syringe -Narrow glass tube |
-Secondary physics KLB students book 3 page 299-302 |
| 5 MINUTES |
CONCLUSION
|
Listening and answering questions.
|
Exercise books. Chalk/white board.
|
-Secondary physics KLB students book 3 page 299-302
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: CHARLES LAW WEEK: 5 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
State and verify Charles’s law experimentally
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -State the Charles law. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
Secondary physics KLB students book 3 page 295-298 |
| 30 MINUTES |
BODY DEVELOPMENT State and verify Charles’s law experimentally |
-Experiments to verify Charles’s law -Discussion on Charles’s law |
-Water -Thermometer -Measuring cylinder -Syringe -Narrow glass tube |
-Secondary physics KLB students book 3 page 295-298 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
Secondary physics KLB students book 3 page 295-298 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: BOYLE'S LAW WEEK: 5 LESSON NUMBER: 3&4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
State and verify Boyle’s law experimentally
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION State and explain the Boyle’s law.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 290-294 |
| 60 MINUTES |
BODY DEVELOPMENT State and verify Boyle’s law experimentally |
-Experiments verifying and explain Boyle’s law -Discussion on Boyle’s law |
-Water -Thermometer -Syringe -Measuring cylinder -0Narrow glass tube |
-Secondary physics KLB students book 3 page 290-294 |
| 10 MINUTES |
CONCLUSION
-Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 290-294 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: THE KINETIC THEORY OF GASES WEEK: 5 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
- Explain law absolute zero temperature may be obtained from pressure and temp. Graphs
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the absolute zero temperature. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 303 |
| 30 MINUTES |
BODY DEVELOPMENT - Explain law absolute zero temperature may be obtained from pressure and temp. graphs
|
-Discussions on the absolute zero temperature from pressure using kinetic theory of gases. |
-Graph paper -Clinical thermometer |
-Secondary physics KLB students book 3 page 303 |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books.
|
-Secondary physics KLB students book 3 page 303 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: THE KINETIC THEORY OF GASES WEEK: 6 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
Explain the gas laws using the kinetic theory of gases.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of the kinetic theory of gases. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 303. |
| 30 MINUTES |
BODY DEVELOPMENT Explain the gas laws using the kinetic theory of gases. |
-Discussion on gas laws using kinetic theory of gases
-Working out sums |
-Graph papers -Clinical thermometers |
-Secondary physics KLB students book 3 page 303. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 page 303. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: THE KINETTIC THEORY OF GASES WEEK: 6 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Convert Celsius scales to Kelvin scale of temperature and state basic assumptions of kinetic theory of gases.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION State the difference between Celsius and Kelvin scale.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
Secondary physics KLB students book 3 pages 304. |
| 30 MINUTES |
BODY DEVELOPMENT -Convert Celsius scales to Kelvin scale of temperature and state basic assumptions of kinetic theory of gases. |
-Discussion on basic assumptions of kinetic theory of gases -Conversion of Celsius to Kelvin scales |
-Graph paper -Clinical thermometer |
Secondary physics KLB students book 3 pages 304. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
|
Secondary physics KLB students book 3 pages 304. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GAS LAWS
SUB-TOPIC: REVISION WEEK: 6 LESSON NUMBER: 3-5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Solve numerical problems involving gas laws.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Let the learners highlight the areas of the weakness in the topic
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
-Secondary physics KLB students book 3 pages 303-305. |
|
60 MINUTES (and the next lesson 5) |
BODY DEVELOPMENT Solve numerical problems involving gas laws.
|
-Solving problems involving gas laws. -Discussion on the problems involving gas laws. |
-Quizzes -Past examination -Exercise in the Book 3 |
-Secondary physics KLB students book 3 pages 303-305. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
-Secondary physics KLB students book 3 pages 303-305. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: GENERAL
SUB-TOPIC: GENERAL REVISION WEEK: 7 LESSON NUMBER: 1-5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Attempt most of paper 1, paper 2 and paper 3 questions confidently.
-Understand the setting of the exams in terms of topics and their respective papers.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Let the learners get ready with their questions and revision materials |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
Textbooks. Past exam papers. |
|
30 MINUTES (And the next 4 lessons) |
BODY DEVELOPMENT Asking and answering questions from the students. |
Question answers. |
Textbooks. Past exam papers. |
Textbooks. Past exam papers. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
|
Exercise books. Chalk/white board. |
Textbooks. Past exam papers. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
WEEK 8-10 MOCK EXAMS AND CLOSING FOR DECEMBER HOLIDAYS.
Biology form 3 Lesson Plans Term 3 ( Week 1 - 4)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: SEXUAL REPRODUCTION WEEK: 1 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Differentiate between internal and external fertilization.
-Describe external fertilization in amphibians.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define sexual reproduction.
|
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 104. -KLB teachers book 3 pages 57-78. |
| 30 MINUTES |
BODY DEVELOPMENT -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. |
-KLB secondary Biology Students book 3 Page 104. -KLB teachers book 3 pages 57-78. |
| 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 3 Page 104. -KLB teachers book 3 pages 57-78.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: MALE REPRODUCTIVE SYSTEM WEEK: 1 LESSON NUMBER: 2&3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Relate the structure of mammalian male reproductive system to its functions.
-Relate the structure of mammalian male reproductive organ and spermatozoa to its function.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight the components of the male reproductive system.
|
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 93-95 -Teachers bk. 3 pages 25-45 |
| 60 MINUTES |
BODY DEVELOPMENT
-Relate the structure of mammalian male reproductive system to its functions. -Relate the structure of mammalian male reproductive organ and spermatozoa to its function
|
-Relating the structure of mammalian male reproductive system to its functions. -Drawing and labeling the male reproductive system -Drawing and labeling the structure of the spermatozoa -Relating the spermatozoa to its function. |
- Wall chart on the male reproductive system. -Dissected small mammal. -Wall chart on spermatozoa. |
-Comprehensive secondary Biology students Bk. 3 page 93-95 -Teachers bk. 3 pages 25-45 |
| 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. 3 page 93-95 -Teachers bk. 3 pages 25-45 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: FEMALE REPRODUCTIVE SYSTEM WEEK: 1 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
- Relate the structure of mammalian female reproductive system to its function.
-Relate the structure of mammalian ovum to its function.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight the components of the female reproductive system.
|
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 108-110. -KLB teachers book 3 pages 57-78 |
| 30 MINUTES |
BODY DEVELOPMENT - Relate the structure of mammalian female reproductive system to its function. -Relate the structure of mammalian ovum to its function.
|
-Discussion of the female reproductive system. -Drawing and labeling and relating the female reproductive system to its functions. -Drawing and labeling and relating the structure of the ovum to its functions. |
-Charts showing female reproductive system. -Dissected small animals -Wall Charts showing structure of the ovum |
-KLB secondary Biology Students book 3 Page 108-110. -KLB teachers book 3 pages 57-78 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: INTERNAL FERTILIZATION WEEK: 1 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe internal fertilization in mammals
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define internal fertilization.
|
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 95 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 111-113. |
| 30 MINUTES |
BODY DEVELOPMENT
-Describe internal fertilization in mammals |
-Defining fertilization -Discussion on internal fertilization in mammals. -Describing the fertilization process. -Drawing and labeling the fertilized ovum. |
-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. |
| 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. 3 page 95 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 111-113. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: IMPLANTATION PROCESS WEEK: 2 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe implantation and the role of the placenta in mammals.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define implantation process.
|
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 95 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 114-116 |
| 30 MINUTES |
BODY DEVELOPMENT -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 |
| 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. 3 page 95 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 114-116 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: GESTATION IN MAMMALS WEEK: 2 LESSON NUMBER:2&3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define gestation in mammals.
-Identify different gestation periods in different mammals.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the meaning of gestation.
|
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 97 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 116-117 |
| 60 MINUTES |
BODY DEVELOPMENT
-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 |
| 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. 3 page 97 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 116-117 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: BIRTH AND PARENTAL CARE WEEK: 2 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe birth and explain parental care.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define birth.
|
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 117-119. -KLB teachers book 3 pages 57-78. |
| 30 MINUTES |
BODY DEVELOPMENT -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. |
-KLB secondary Biology Students book 3 Page 117-119. -KLB teachers book 3 pages 57-78. |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: THE ROLE OF HORMONES IN HUMAN REPRODUCTION WEEK: 2 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe the role of hormones in reproduction of humans.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of the term hormone.
|
Listening and taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 120-123. -KLB teachers book 3 pages 57-78. |
| 30 MINUTES |
BODY DEVELOPMENT -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. |
-KLB secondary Biology Students book 3 Page 120-123. -KLB teachers book 3 pages 57-78. |
| 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 3 Page 120-123. -KLB teachers book 3 pages 57-78.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: MENSTRUAL CYCLE WEEK: 3 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe the role of hormones in the menstrual cycle.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of menstrual cycle.
|
Listening and taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 97-98. |
| 30 MINUTES |
BODY DEVELOPMENT -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 120-123. |
| 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. 3 page 97-98. -Teachers bk. 3 pages 25-45. -KLB secondary Biology Students book 3 Page 120-123. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: SEXUALLY TRANSMITTED DISEASES WEEK: 3 LESSON NUMBER: 2&3
DATE: _________________________________________ TIME:____________________
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 a -Identify symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis and herpes simplex.
-Identify symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis
-Identify the causes and modes of transmission of HIV/AIDS and prevention of HIV and AIDS
-Identify effects of HIV/AIDS in human economy.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight the sexually transmitted diseases/infections.
|
Questions and answers. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 99-103 |
| 60 MINUTES |
BODY DEVELOPMENT -Identify symptoms and explain the methods of transmission and prevention of gonorrhea a -Identify symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis and herpes simplex. -Identify symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis -Identify the causes and modes of transmission of HIV/AIDS and prevention of HIV and AIDS -Identify effects of HIV/AIDS in human economy. -Identify the symptoms of HIV/AIDS and stages of HIV and AIDS. -Explain ways of preventing and controlling the spread of HIV/AIDS.
|
-Discussion on symptoms, methods of transmission and prevention of gonorrhea and herpes simplex -Discussion on 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 candidiasis and hepatitis -Identifying the causes and modes of transmission of HIV/AIDS -Discussion on the causes and modes of transmission of HIV/AIDS -Discussion on symptoms 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 -Photographs showing the symptoms of candidiasis and hepatitis
-Photographs of body parts affected by STI’s.
-Photographs of body parts affected by STI’s -Resource persons e.g. school nurse. |
-Comprehensive secondary Biology students Bk. 3 page 99-103 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 124-126 -KLB teachers book 3 pages 57-78 |
| 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. 3 page 99-103 -Teachers bk. 3 pages 25-45 -KLB secondary Biology Students book 3 Page 124-126 -KLB teachers book 3 pages 57-78
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: REPRODUCTION
SUB-TOPIC: ASEXUAL AND SEXUAL REPRODUCTION WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Explain the advantages and disadvantages of sexual and asexual reproduction
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Give the difference between asexual and sexual reproduction.
|
Listening and taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 127-128. -KLB teachers book 3 pages 57-78. |
| 30 MINUTES |
BODY DEVELOPMENT -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 |
-KLB secondary Biology Students book 3 Page 127-128. -KLB teachers book 3 pages 57-78. |
| 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 3 Page 127-128. -KLB teachers book 3 pages 57-78.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: CONCEPT OF GROWTH AND DEVELOPMENT WEEK: 3 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define the terms growth and development
-Describe the sigmoid growth curve
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Outline the key concepts in growth and development. |
Listening and taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 132. -KLB teachers book 3 pages 79-98. |
| 30 MINUTES |
BODY DEVELOPMENT
-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 |
-KLB secondary Biology Students book 3 Page 132. -KLB teachers book 3 pages 79-98. |
| 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 3 Page 132. -KLB teachers book 3 pages 79-98. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: SIGMOID CURVES WEEK: 4 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe the phases of sigmoid curve.
-Describe the intermittent growth curve.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define a sigmoid curve.
|
Taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 113 |
| 30 MINUTES |
BODY DEVELOPMENT
-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 |
| 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. 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 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: GROWTH CURVES WEEK: 4 LESSON NUMBER: 2&3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain various growth curves.
|
Listening and taking short notes. |
Exercise books. Whiteboard. |
-Comprehensive secondary Biology students Bk. 3 page 113,116-117,125 |
| 60 MINUTES |
BODY DEVELOPMENT
-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. |
| 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. 3 page 113,116-117,125. -Teachers bk. 3 pages 46-64. -KLB secondary Biology Students book 3 Page 133-135.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: GROWTH AND DEVELOPMENT IN PLANTS WEEK: 4 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define seed dormancy.
-Identify factors affecting viability and dormancy of seeds.
-Define seed germination.
-Differentiate between types of seed germination.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain how growth and development takes place in plants.
|
Listening and taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 136-137. -KLB teachers book 3 pages 79-98. |
| 30 MINUTES |
BODY DEVELOPMENT -Define seed dormancy. -Identify factors affecting viability and dormancy of seeds. -Define seed germination. -Differentiate between types of seed germination.
|
-Defining seed dormancy. -Identifying factors affecting viability and dormancy of seeds. |
-Dry bean seeds. -Dry maize seeds. |
-KLB secondary Biology Students book 3 Page 136-137. -KLB teachers book 3 pages 79-98. |
| 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 3 Page 136-137. -KLB teachers book 3 pages 79-98. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT
SUB-TOPIC: CONDITIONS NECESSARY FOR SEED GERMINATION WEEK: 4 LESSON NUMBER: 5
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Identifying Conditions necessary for germination – oxygen.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain some of the reasons why germination may not take place.
|
Taking short notes. |
Exercise books. Whiteboard. |
-KLB secondary Biology Students book 3 Page 138 -KLB teachers book 3 pages 79-98 |
| 30 MINUTES |
BODY DEVELOPMENT
-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. |
-KLB secondary Biology Students book 3 Page 138 -KLB teachers book 3 pages 79-98 |
| 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 3 Page 138 -KLB teachers book 3 pages 79-98 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
Physics Form 2 Lesson Plans Term 3 ( Week 5 -10)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: BERNOULLI'S EFFECT WEEK: 5 LESSON NUMBER:1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State and explain Bernoulli’s effect/principle.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION State the Bernoulli’s effect
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
Secondary physics KLB students book 2 page 215-221 |
| 30 MINUTES |
BODY DEVELOPMENT State and explain Bernoulli’s effect/principle.
|
-Illustrating Bernoulli’s effect by experiments |
Paper funnel Plane paper |
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: APPLICATIONS OF BERNOULLI'S PRINCIPLE WEEK: LESSON NUMBER: 2&3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe how the Bernoulli’s effect is applied.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight places where bernoulli’s principle is applied.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
Secondary physics KLB students book 2 page 221-231 |
| 60 MINUTES |
BODY DEVELOPMENT Describe how the Bernoulli’s effect is applied. |
-Describing the application of Bernoulli’s principle. |
Bunsen burner. |
Secondary physics KLB students book 2 page 221-231 |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
Secondary physics KLB students book 2 page 221-231 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: THE CAR CARBURETOR WEEK: 5 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe the working of the car carburetor.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain what a car carburetor is. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB students book 2 pages 232-233. |
| 30 MINUTES |
BODY DEVELOPMENT Describe the working of the car carburetor.
|
-Explanation on how the Bernoulli’s principle is applied on a carburetor. |
A car carburetor. | KLB students book 2 pages 232-233. |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions.
|
|
KLB students book 2 pages 232-233. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: HORIZONTAL PIPES WEEK: 6 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe how a horizontal pipe uses the Bernoulli’s effect to work.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain what a horizontal pipe is.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB students book 2 pages 234-235. |
| 30 MINUTES |
BODY DEVELOPMENT
Describe how a horizontal pipe uses the Bernoulli’s effect to work. |
-Discussion. Demonstration. Notes taking. |
Horizontal pipe. |
KLB students book 2 pages 234-235. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
KLB students book 2 pages 234-235. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: DYNAMIC LIFT WEEK: 6 LESSON NUMBER: 2& 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe how dynamic lift is related to the Bernoulli’s principle.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain what dynamic lift is.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB students book 2 pages 235-236. |
| 60 MINUTES |
BODY DEVELOPMENT Describe how dynamic lift is related to the Bernoulli’s principle. |
-Listening and taking short notes. |
Bunsen burner. |
KLB students book 2 pages 235-236. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
KLB students book 2 pages 235-236. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: PHYSICS TOPIC: FLUID FLOW
SUB-TOPIC: DANGERS OF THE BERNOULLI'S EFFECT WEEK: 6 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe how Bernoulli’s Principle is dangerous.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the dangers of the effects of the Bernoulli’s principle.
|
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB students book 2 pages 236-237. |
| 30 MINUTES |
BODY DEVELOPMENT Describe how Bernoulli’s Principle is dangerous.
|
-Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB students book 2 pages 236-237. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions.
|
|
KLB students book 2 pages 236-237.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
Week 7-10 revision and end of year exams
Chemistry Form 2 Lesson Plans ( Week 5-10) Term 3
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: ALLOTROPY WEEK: 5 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define allotropes and allotropy.
-Identify allotropes of carbon.
-Represent diamond and graphite diagrammatically.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Define allotropy.
|
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 131-133. |
| 30 MINUTES |
BODY DEVELOPMENT -Define allotropes and allotropy. -Identify allotropes of carbon. -Represent diamond and graphite diagrammatically.
|
-Teacher explains new terms. -Review covalent bond. -Discuss boding in diamond and graphite. |
KLB BK 2 PG. 131-133. | |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions.
|
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 131-133. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: PHYSICAL AND CHEMICAL PROPERTIES OF DIAMOND, GRAPHITE AND AMORPHOUS CARBON WEEK: 5 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Give examples of substances made of diamond, graphite and amorphous carbon.
|
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 131-133. |
| 30 MINUTES |
BODY DEVELOPMENT -Describe physical and chemical properties of diamond, graphite and amorphous carbon. -State uses of carbon allotropes.
|
-Discuss physical and chemical properties of diamond, graphite and amorphous carbon. -Explain the Physical and chemical properties of diamond, graphite and amorphous carbon. -Discuss uses of carbon allotropes. |
-Charcoal, graphite. |
KLB BK 2 PG. 131-133. |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
-Listening and answering questions. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 131-133. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: BURNING CARBON IN OXYGEN WEEK: 5 LESSON NUMBER: 3 & 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe reaction of carbon with oxygen.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION -Give the products of burning carbon in oxygen.
|
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 134-135. |
| 60 MINUTES |
BODY DEVELOPMENT -Describe reaction of carbon with oxygen.
|
-Teacher demonstration- Prepare oxygen and pass dry oxygen into a tube containing carbon. Heat the carbon. Observe effects on limewater. | -Carbon, limewater, tube, limewater stand& Bunsen burner. | KLB BK 2 PG. 134-135. |
| 10 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
-Listening and answering questions. |
-Exercise books.
-Chalk/white board. |
KLB BK 2 PG. 134-135. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME ITS COMPUND
SUB-TOPIC: REDUCTION PROPERTIES OF CARBON WEEK: 6 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe reduction properties of carbon.
-Show reduction properties of carbon.
-Describe reaction of carbon with acids.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Define reduction. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
-KLB BK 2 PG.126 |
| 30 MINUTES |
BODY DEVELOPMENT -Describe reduction properties of carbon. -Show reduction properties of carbon. -Describe reaction of carbon with acids.
|
-Teacher demonstration – Burn strongly a mixture of carbon and CuO on a bottle top. -Observe colour changes and give underlying explanation -Teacher demonstration- reaction of carbon with hot conc HNO3. Write balanced equations for the reaction. |
-CuO, pounded charcoal, Bunsen burner& bottle top -Conc. HNO3, limewater. |
-KLB BK 2 PG.126 |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions. |
-Exercise books. -Chalk/white board. |
-KLB BK 2 PG.126 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: PREPARATION AND PROPERTIES OF CARBON (IV) OXIDE WEEK: 6 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Prepare CO2 in the lab.
-Describe properties of CO2.
-Write balanced equations for the reactions involving CO2.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Set up the apparatus. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
-KLB BK 2 PG. 138-139 |
| 30 MINUTES |
BODY DEVELOPMENT
-Prepare CO2 in the lab. -Describe properties of CO2. -Write balanced equations for the reactions involving CO2. |
-Review effects of heat on carbonates. Group experiments/teacher demonstration- preparation of CO2.
-Simple experiments to determine properties of CO2. -Give examples of reactions. Write corresponding balanced chemical equations. |
KLB BK 2 PG. 138-139 | |
| 5 MINUTES |
CONCLUSION - Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions.
|
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 138-139 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: USES OF CARBON (IV) OXIDE WEEK: 6 LESSON NUMBER: 3 & 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State and discuss the uses of CO2.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION -Highlight some of the uses of carbon (iv) oxide. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 140-1 |
| 60 MINUTES |
BODY DEVELOPMENT State and discuss the uses of CO2. |
-Discuss the uses of CO2. |
KLB BK 2 PG. 140-1 | |
| 10 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions.
|
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 140-1 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: PREPARATION AND CHEMICAL PROPERTIES OF CARBON MONOXIDE WEEK: 7 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe preparation of carbon monoxide in the lab.
-Describe chemical properties of carbon monoxide.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Set up the apparatus. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 142-145. |
| 30 MINUTES |
BODY DEVELOPMENT -Describe preparation of carbon monoxide in the lab. -Describe chemical properties of carbon monoxide. |
-Teacher demonstration: preparation of carbon monoxide in the lab. -Make observations.
-Description of properties of carbon monoxide. -Discussion and writing of chemical equations. |
KLB BK 2 PG. 142-145. | |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
-Listening and answering questions. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG. 142-145. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: CARBONATES AND HYDROGEN CARBONATES WEEK: 7 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State the difference between carbonates and hydrogen carbonates.
-Describe chemical reactions of carbonates and hydrogen carbonates with acids
-Write chemical equations for reactions of carbonates and hydrogen carbonates with acids.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Distinguish between carbonates and hydrogen carbonates. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG.148-149 |
| 30 MINUTES |
BODY DEVELOPMENT -State the difference between carbonates and hydrogen carbonates. -Describe chemical reactions of carbonates and hydrogen carbonates with acids -Write chemical equations for reactions of carbonates and hydrogen carbonates with acids. |
-Observe reactions of carbonates of Ca, Cu, Zn, NaHCO3 with HCl, HNO3, and H2SO4. -Record observations in a table. -Discuss the observations above. Write chemical equations for the reactions. |
Carbonates of Ca, Cu, Zn, NaHCO3 with HCl, HNO3, and H2SO4. |
KLB BK 2 PG.148-149 |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
-Listening and answering questions. |
-Exercise books.
-Chalk/white board. |
KLB BK 2 PG.148-149 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: HEATING CARBONATES AND HYDROGEN CARBONATES WEEK: 7 LESSON NUMBER: 3 & 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION -Assemble the apparatus. |
Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG 150-151 |
| 60 MINUTES |
BODY DEVELOPMENT -Investigate reactions of carbonates and hydrogen carbonates on heating. -Write equations for reaction of carbonates and hydrogen carbonates on heating |
-Heat the above carbonates and record observations in a table. -Discuss the above observations. -Write corresponding balanced equations |
-Various carbonates and hydrogen carbonates. | KLB BK 2 PG 150-151 |
| 10 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions. |
-Exercise books.
-Chalk/white board. |
KLB BK 2 PG 150-151 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: EXTRACTION OF SODIUM CRABONATE FROM TRONA WEEK: 8 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Draw schematic diagram for extraction of sodium carbonates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Explain what trona is. |
-Taking short notes. |
-Exercise books. -Chalk/white board |
KLB BK 2 PG 153-157 |
| 30 MINUTES |
BODY DEVELOPMENT -Draw schematic diagram for extraction of sodium carbonates. |
-Discuss each step of the process.
-Write relevant equations. |
KLB BK 2 PG 153-157 | |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions.
|
-Exercise books. -Chalk/white board. |
KLB BK 2 PG 153-157 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: SOLVAY PROCESS OF PREPARATION OF SODIUM CARBONATE WEEK: 8 LESSON NUMBER: 2
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Draw schematic diagram for extraction of sodium carbonates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION -Explain the meaning of the Solvay process. |
-Taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG 157. |
| 30 MINUTES |
BODY DEVELOPMENT -Draw schematic diagram for extraction of sodium carbonates. |
-Discuss each step of the process. -Write relevant equations. |
|
KLB BK 2 PG 157. |
| 5 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives. |
-Listening and answering questions. |
-Exercise books. -Chalk/white board |
KLB BK 2 PG 157. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS
SUB-TOPIC: IMPORTANCE OF CARBON AND ITS EFECTS ON THE ENVIRONMENT WEEK: 8 LESSON NUMBER: 3 & 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Discuss: - Importance of carbon in nature.
-Effects of carbon on the environment.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION -Ask probing questions. |
-Taking short notes. |
-Exercise books. -Chalk/white board. |
KLB BK 2 PG 157-158 |
| 60 MINUTES |
BODY DEVELOPMENT -Discuss: - Importance of carbon in nature. & -Effects of carbon on the environment. |
-Discuss the carbon cycle and processes that increase/ reduce amount of CO2 in the air. -Uses of CO2 in soft drinks and fire extinguishers. |
KLB BK 2 PG 157-158 | |
| 10 MINUTES |
CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.
|
-Listening and answering questions.
|
-Exercise books. -Chalk/white board. |
KLB BK 2 PG 157-158
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
WEEK 9 – 10 REVISION AND END YEAR EXAM.
Chemistry Form 2 Lesson Plans Term 3 ( Week 1-4)
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________
NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: SOLUBILITY OF SALTS IN WATER WEEK: 1 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test solubility of various salts in cold water/warm water.
-Test solubility of various bases in water.
-Carry out litmus test on the resulting solutions.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define solubility. |
Listening and taking short notes. |
Exercise books. Chalk/white board |
KLB BK 2 PG. 92-95 |
| 30 MINUTES |
BODY DEVELOPMENT -Test solubility of various salts in cold water/warm water. -Test solubility of various bases in water. -Carry out litmus test on the resulting solutions. |
Class experiments- Dissolve salts in 5ml of water. Record the solubility in a table, Carry out litmus tests. Discuss the results. |
Sulphates, chlorides, nitrates, carbonates of various metals. Oxides, hydroxides, of various metals, litmus papers |
KLB BK 2 PG. 92-95 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 92-95
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: METHODS OF PREPARING SALTS WEEK: 1 LESSON NUMBER: 2 &3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe various methods of preparing some salts.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Highlight some of the methods used to prepare salts. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 95 -104. |
| 60 MINUTES |
BODY DEVELOPMENT -Describe various methods of preparing some salts. |
-Experimental and descriptive treatments of preparation of salts e.g. ZnSO4, CuSO4, NaCl and Pb(NO3)2. |
CuO, H2SO4, HCl, NaOH, PbCO3, dil HNO3. |
KLB BK 2 PG. 95 -104. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 95 -104. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: DIRECT SYNTHESIS OF A SALT WEEK:1 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe direct synthesis of a salt.
-Write balanced equations for the reactions.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of direct synthesis of a salt. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG.104 |
| 30 MINUTES |
BODY DEVELOPMENT -Describe direct synthesis of a salt. -Write balanced equations for the reactions. |
-Group experiments- preparation of iron (II) sulphide by direct synthesis. Give other examples of salts prepared by direct synthesis. Students write down corresponding balanced equations. |
Iron, Sulphur |
KLB BK 2 PG.104 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG.104
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: EFFECTS OF HEAT ON METAL CARBONATES, NITRATES AND SULPHATES WEEK: 2 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-state effects of heat on carbonates.
-Predict products resulting from heating metal carbonates.
-State effects of heat on nitrates.
-Predict products resulting from heating metal nitrates.
-State effects of heat on sulphates.
-Predict products results from heating metal sulphates.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some metal carbonates, nitrates and sulphates. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 108-111. |
| 30 MINUTES |
BODY DEVELOPMENT -state effects of heat on carbonates. -Predict products resulting from heating metal carbonates. -State effects of heat on nitrates. -Predict products resulting from heating metal nitrates. -State effects of heat on sulphates. -Predict products results from heating metal sulphates. |
-Group experiments- To investigate effects of heat on Na2CO3, K2CO3, CaCO3, ZnCO3, PbCO3, e.t.c. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various metal nitrates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. -Group experiments- To investigate effects of heat on various sulphates. -Observe various colour changes before, during and after heating. -Write equations for the reactions. |
-Various carbonates. -Common metal nitrates. -Common sulphates. |
KLB BK 2 PG. 108-111. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. | Exercise books. Chalk/white board |
KLB BK 2 PG. 108-111. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: HYGROSCOPY, DELIQUESCENCE AND EFFLORESCENCE WEEK: 2 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the meaning of hygroscopy, deliquescence and efflorescence. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG 114. |
| 60 MINUTES |
BODY DEVELOPMENT -Define hygroscopic deliquescent and efflorescent salts. -Give examples of hygroscopic deliquescent and efflorescent salts. |
Prepare samples of various salts. Expose them to the atmosphere overnight. Students classify the salts as hygroscopic, deliquescent and / or efflorescent. |
Samples of various salts. |
KLB BK 2 PG 114. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG 114. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: SALTS
SUB-TOPIC: USE OF SALTS WEEK: 2 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State uses of salts
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Highlight some of the uses of salts. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 114 |
| 30 MINUTES | BODY DEVELOPMENT -State uses of salts |
Teacher elucidates uses of salts. |
|
KLB BK 2 PG. 114 |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 114 |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECT OF ELECTRIC CURRENTS ON SUBSTANCES
SUB-TOPIC: ELECTRICAL CONDUCTIVITY WEEK: 3 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test for electrical conductivities of substances.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Define electrical conductivity. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 118-119. |
| 30 MINUTES |
BODY DEVELOPMENT -Test for electrical conductivities of substances. |
Group experiments- to identify conductors and non-conductors. Explain the difference in (non) conductivities.
|
Various solids, bulb, battery, & wires. |
KLB BK 2 PG. 118-119. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 118-119. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT:CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: ELECTROLYSIS AND MOLTEN ELECTROLYTES WEEK: 3 LESSON NUMBER: 2 & 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Test for electrical conductivities molten electrolytes.
-Define electrolysis.
-Describe the process of electrolysis in terms of charge movement.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Assemble apparatus for electrolysis. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
| 60 MINUTES | BODY DEVELOPMENT
-Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. |
-Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes. -Descriptive approach punctuated with Q/A. |
Molten candle wax Sugar Sulphur Lead oxide. |
KLB BK 2 PG. 120 -121. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: AQUEOUS ELECTROLYTES AND ELECTRODES WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define an electrolyte
-Test for electrical conductivities of electrodes.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Assemble apparatus for electrolysis. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
| 60 MINUTES |
BODY DEVELOPMENT -Test for electrical conductivities molten electrolytes. -Define electrolysis -Describe the process of electrolysis in terms of charge movement. |
-Group experiments- to identify electrolytes in molten form. Explain the difference in molten electrolytes.
-Descriptive approach punctuated with Q/A. |
Molten candle wax Sugar Sulphur Lead oxide. |
KLB BK 2 PG. 120 -121. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 120 -121. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: AQUEUOS ELECTROLYTES AND ELECTRODES WEEK: 3 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Define an electrolyte
-Test for electrical conductivities of electrodes.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the difference between an electrolyte and an electrode. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 122 -123. |
| 30 MINUTES | BODY DEVELOPMENT
-Define an electrolyte -Test for electrical conductivities of electrodes. |
To investigate chemical effect of an electric current. Classify the solutions as electrolyte or non -electrolytes. Discuss the electrical properties of the solution |
Graphite electrodes Battery Various aqueous solutions switch bulb. |
KLB BK 2 PG. 122 -123. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books.
Chalk/white board. |
KLB BK 2 PG. 122 -123.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON A SUBSTANCE
SUB-TOPIC: REACTION ON ELECTRODES WEEK: 4 LESSON NUMBER: 1
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-Describe half- equation reactions at the cathode and anode.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Explain the meaning of anode and cathode. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 126 -127. |
| 30 MINUTES |
BODY DEVELOPMENT -Describe half- equation reactions at the cathode and anode. |
-Demonstrate –Electrolysis of molten lead (II) bromide -Observe color changes -Explanation of half-equations and reactions at the electrodes. |
Graphite electrodes Battery Various aqueous solutions switch. |
KLB BK 2 PG. 126 -127. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives. |
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 126 -127. |
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: BINARY ELECTROLYTE WEEK: 4 LESSON NUMBER: 2& 3
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 10 MINUTES |
INTRODUCTION Explain the meaning of the term binary electrolyte. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 127. |
| 60 MINUTES | BODY DEVELOPMENT
-Define a binary electrolyte. -State the products of a binary electrolyte. |
Completing a table of electrolysis of binary electrolytes |
|
KLB BK 2 PG. 127. |
| 10 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 PG. 127.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________
FORM: _______________________________________ TERM: ____________________ YEAR: _____________________________________________
NUMBER OF STUDENTS: __________________________SUBJECT: CHEMISTRY TOPIC: EFFECTS OF AN ELECTRIC CURRENT ON SUBSTANCES
SUB-TOPIC: APPLICATION OF ELECTROLYSIS-ELECTROPLATING WEEK: 4 LESSON NUMBER: 4
DATE: _________________________________________ TIME:____________________
OBJECTIVES: By the end of the lesson, the learner should be able to:
-State application of electrolysis.
- Describe electroplating process.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCES | REFERENCES |
| 5 MINUTES |
INTRODUCTION Set up the apparatus to carry out electroplating. |
Listening and taking short notes. |
Exercise books. Chalk/white board. |
KLB BK 2 Pg. 128-130. |
| 30 MINUTES | BODY DEVELOPMENT
-State application of electrolysis. - Describe electroplating process. |
Experiment- Left overnight. -Electroplating an iron nail with silver nitrate/ copper sulphate. -Brief discussion. -Discussion and explanations. |
Silver nitrate Iron nail Complete circuit battery. |
KLB BK 2 Pg. 128-130. |
| 5 MINUTES |
CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.
|
Listening and answering questions. |
Exercise books. Chalk/white board. |
KLB BK 2 Pg. 128-130.
|
SELF EVALUATION: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
Biology Form 2 Lesson Plan Term 3 ( Week 1-4) 2020/2021
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
|
-Taking notes. |
-Exercise books.
|
-KLB secondary Biology -Students book 2 Page 83-84 -KLB teachers book 2 pages 49-54 |
| 30 MINUTES |
BODY DEVELOPMENT
|
-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
|
-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
|
-Taking notes. |
-Exercise books.
|
-Comprehensive secondary Biology students Bk. 2 page 86-87. -Teachers bk. 2 pages 58-68. |
| 30 MINUTES |
BODY DEVELOPMENT
|
-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
|
-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
|
-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
|
-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: ________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
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