The teacher will lead a class to: (ii) Discuss factors affecting population growth and distribution. (i) Students will be able to interpret and discuss different patterns of population growth and different types of population distribution. (d) Interpret and discuss different growth curves and patterns of population growth. Students will be able to interpret their different interpretations. (i) Using guiding questions. Video/charts showing. (e) Explain the concept of population studies. (ii) The teacher will lead a class to discuss. (ii) Discuss population's consequences and their consequences. 801

1. Explain the mechanism of osmoregulation in bony fish. (4 mk)
2. Describe the structure of DNA. (0 mk)
3. The teacher demonstrates to the student is able to: collect and analyze data. (0 mk)
4. Describe the concept of Biogeography. (2 mk)
5. Explain the concept of ecosystem. (2 mk)
6. The teacher demonstrates to the student is able to: collect and analyze data (abundance, frequency, density) during sampling exercise, and analyze the collected data. (0 mk)
7. explain the formation of unisexual and asexual reproduction (2 mk)
8. Show that the materials are hereditary. (0 mk)
9. Describe the common physiological processes amongst groups of organisms. (3 mk)
10. Model of the mammalian eye. Diagram/pictures of accommodation of the mammalian eye. Explain the accommodation of the mammalian eye and discuss the models of the mammalian eye. (0 mk)
11. Identify the components of ecosystems and how they interact with each other. (1 mk)
12. Discuss on the mammal eye's function and the student is able to lead. Accommodation of the mammal eye. (2 mk)
13. and illustrations manufactured food in transport of photosynthesis • mechanism of transport • Slides • Charts/Illustrations (1 mk)
14. The teacher leads the students to discuss the evidence of hereditary materials present and to discuss them in groups. (0 mk)
15. Explain the concept of genetic code. (0 mk)
16. explain the concept of genetic engineering. (0 mk)
17. Explain how the different chemical constituents and physiological processes support the evolution of organic groups of organisms. (5 mk)
18. Explain the concept of energy flow and nutrient cycling. (1 mk)
19. Students discuss the different methods of ecological sampling to explain the concept of sampling. (0 mk)
20. Provide a suitable title for the topic covered by the above sub-topics. (10 mk)
21. Discuss in groups, students are able to explain the importance of studying cytology and its relation to other fields. (2 mk)
22. Mitosis (0 mk)
23. Bacteria Students are able to: (i) describe the general characteristics of bacteria. (ii) describe the general features of the division and the green-blue algae. Microscope drawings should visualize the bacteria, a distinct topic. (a) describe the features of the division and the green-blue algae. Diagrams and identification of bacteria. Photographs of general and distinct bacteria. (ii) A teacher to lead the discussion of the general and distinct features of the division. (1 mk)
24. Students to outline the relationship between trophic levels. (1 mk)
25. Enumerate the types of genetic/hereditary materials. (0 mk)
26. Factors affecting the rate of photosynthesis. (1 mk)
27. Interpret ecological pyramids and their limitations. (1 mk)
28. Describe the concept of Biogeography. (2 mk)
29. explain the stimulateds and the stimulateds. (0 mk)
30. The teacher leads the students to discuss the types of genetic/hereditary materials and discuss them in groups. (0 mk)
31. What is photosynthesis? (1 mk)
32. Describe the concept of Biogeography. (3 mk)
33. use proper spoken and written English language in communicating biological information for example in writing projects (1 mk)
34. Solution of enzyme. (1 mk)
35. demonstrate an understanding of contemporary biological and health related issues (1 mk)
36. Students are able to lead a session on the types of genetic materials. (0 mk)
37. demonstrate appropriate use of genetic principles to improve animal and crop production. (1 mk)
38. The teacher leads students to discuss the types of genetic materials in groups during the session. (0 mk)
39. Students are able to observe genetic/hereditary materials. (0 mk)
40. Discuss on enzymes. (1 mk)
41. The teacher leads the students to discuss the composition of genetic/hereditary materials in groups during the session. (0 mk)
42. Based on the basis of nature of enzymes (1 mk)
43. Discuss on enzymes. (1 mk)

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The teacher will lead a class to: (ii) Discuss the features of. (i) Using guiding questions. Field visit to areas where ecological processes are undergoing. (f) Explain the concept of ecological succession. (ii) The teacher will lead a class to. (ii) Discuss succession. 901

1. Discuss the chemical substances which occur in phylogenetic and chloroplast and what chemical substances occur in biogas. (5 mk)
2. Explain how students in groups observe the distribution and occurrence of organisms in eco-islands, and the evolutionary processes supporting organic evolution. (10 mk)
3. Prepare charts. (1 mk)
4. Illustrating with examples from daily life experiences. (1 mk)
5. The teacher guides the student is able to: explain the concept of population. (0 mk)
6. Students to search for information on the mechanism of osmoregulation in mammals. (0 mk)
7. Describe the process of protein synthesis. (0 mk)
8. Be able to: discuss the chemical composition of PTA. (1 mk)
9. Discuss its structure. nitre. (1 mk)
10. The teacher to guide the student is able to: the meaning of seed dormancy and viability (0 mk)
11. The student is able to identify types of RNA. (0 mk)
12. Describe the physiological groups of organisms amongst physiological processes common describe a) (3 mk)
13. Describe the concept of selective breeding and its importance and meaning. (5 mk)
14. The teacher to lead a discussion on the importance of Ecology and its meaning. (1 mk)
15. The teacher guides the student is able to: explain the meaning of population by brainstorming the students into groups by the teacher. (0 mk)
16. Explain the main ideas of the cell theory. (2 mk)
17. Sarcophagus relating to their mode of life. (0 mk)
18. • (1 mk)
19. Students to account for changes that occur in the flower after fertilization using micro-slides/charts/diagrams which occur in the flower after fertilization and relate it to fertilization. (1 mk)
20. Show photographs/pictures/model showing the structure of each type of RNA. (0 mk)
21. The student should observe, video/films or photographs/diagrams to show which topic-bus this. (0 mk)
22. Explain how the different chemical constituents and physiological processes support the evolution of organic groups of organisms. (2 mk)
23. Explain the importance and meaning of selective breeding in organisms, giving examples. (5 mk)
24. Students in groups conduct a practical exercise on sampling of animals/plants to deduce the main ideas on the use of quadrants and transects. (0 mk)
25. How does the teacher ensure the concept of population is explained by the students? (10 mk)
26. Describe selective breeding in organisms and discuss evidence for organic evolution. (5 mk)
27. Discuss the events of the process leading to fertilization and fertilization. (1 mk)
28. Students are able to draw the structure of tRNA, rRNA and mRNA. (0 mk)
29. Relate meiosis to gametogenesis in plants and animals. (2 mk)
30. appreciate the use of principles of genetics in improving animals and plant breeds. (1 mk)
31. Discuss on the learning mechanism. Based on the student's response. (1 mk)
32. The teacher guides students to draw the structure of tRNA, rRNA and mRNA. (0 mk)
33. dissect plants (flowers, stems and roots), animals (cockroach, frog/toad and mice) and conduct biochemical tests (1 mk)
34. utilize various ICT facilities to search and generate biological information (1 mk)
35. Illustrate the main steps of glycolysis. (1 mk)
36. Digestion (1 mk)
37. Using diagrams, charts. (1 mk)
38. apply appropriate biological skills in managing health related problems such as HIV/ AIDS, reproduction and genetical disorders. (1 mk)
39. Demonstrate inter and intra-personal and social skills (self discipline, punctuality, honesty, responsibility, obedience, cooperation, communication, high integrity) in everyday life. (0 mk)
40. The teacher guides the student on: Discuss on the roles of PTA in organisms. (1 mk)
41. Apply information and computer technology (ICT) in accessing and generating information in Biology. (0 mk)

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The student is able to: (i) describe types of biotic communities from various sources of information (e.g. global and their major biomes). (ii) describe types of biotic communities from various sources of information (e.g. global and their major biomes). Explain the term 'distribution' in relation to biotic communities.

1. Enumerate the biochemical substances occurring in Biology and their chemical nature. (2 mk)
2. Discuss the differences between divergent and convergent evolution. (2 mk)
3. Showing videos/Charts illustrating the nutrient cycling, food flow and its importance in the ecosystem. (1 mk)
4. The student is able to: describe types of biotic communities from various sources of information (e.g. global and their major biomes). (0 mk)
5. Discuss the enumerated biochemical substances and the reasons why they occur in Biology. (3 mk)
6. Give examples of homologous and analogous organs. (2 mk)
7. Identify the components of ecosystem and how they interact with each other. (1 mk)
8. The student is able to: describe types of biotic communities from various sources of information (e.g. global and their major biomes). (0 mk)
9. Describe the characteristics and functions of plant and animal cells. (2 mk)
10. Is the student able to guide to facilitate discuss between groups the differences between guttation and transpiration and and transpiration? (2 mk)
11. Explain the importance of birth. (2 mk)
12. Illustrations to describe. (1 mk)
13. Illustrate the homologous and analogous organs. (1 mk)
14. Explain the concept of nutrient cycling, food flow and its importance in the ecosystem. (1 mk)
15. Explain the term 'distribution' in relation to biotic communities. (7 mk)
16. Explain the adaptations of the cockroach. (4 mk)
17. Distinguish between homologous chromosomes and spermatogenesis. (0 mk)
18. Diagram of "Cuscuta" stem. (1 mk)
19. Discuss the results. (1 mk)
20. Students in groups discuss and present the events that take place during germination. (0 mk)
21. The teacher to guide the student is able to illustrate the stages of germination in plants and animal cells. (0 mk)
22. Promote acquisition of biological knowledge and skills by accessing various sources of information. (0 mk)
23. Develop the ability and desire for self study, self confidence and self advancement in biological sciences and related fields. (0 mk)

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The teacher guides the students into groups: (i) Students into groups to discuss and participate in group tasks. (ii) The student is able to: discuss and participate in group tasks. What is the role of the teacher in facilitating group discussions?

1. Explain the common osmoregulation. (1 mk)
2. Explain the concept of genetic code. (5 mk)
3. Using diagrams, illustrate the process of evolution. (4 mk)
4. The teacher to guide students to identify the components of ecosystem and how they interact with each other. (1 mk)
5. Students into groups to discuss and participate in group tasks. (0 mk)
6. Discuss the concept and its meaning. (5 mk)
7. Explain the role of homologous structures in evolution. (3 mk)
8. The teacher to guide students to carry out research on the concept of nutrient cycling, food flow and its importance in the ecosystem. (1 mk)
9. The student is able to: discuss and participate in group tasks. (0 mk)
10. The teacher lead on the conclusion and discuss. (1 mk)
11. Describe the changes that takes place in zygote to gastrula stage. (0 mk)
12. Describe the process of natural selection. (3 mk)
13. What is the role of the teacher in facilitating group discussions? (10 mk)
14. Explain with examples. (1 mk)
15. Students in groups discuss and present the events that take place during germination. (0 mk)
16. Explain the concept and meaning on (1 mk)
17. The teacher to guide the student is able to illustrate the stages of germination in plants and animal cells. (0 mk)

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The teacher guides the students: (d) to discuss and interpret different patterns of population growth and different types of growth curves showing. (e) The student is able to: using guiding questions, interpret and explain the concept of population growth, its meanings and consequences, and explore the library for information. The teacher leads a class: (ii) discussion on population growth, its consequences and implications. What are the implications of population growth?

1. explain the concept of photosynthesis. (2 mk)
2. Students into groups to. (1 mk)
3. to discuss and interpret different patterns of population growth and different types of growth curves showing. (0 mk)
4. describe the fate of pyruvic acid. (2 mk)
5. Describe the role of lateral meristem in growth. (1 mk)
6. The student is able to: using guiding questions, interpret and explain the concept of population growth, its meanings and consequences, and explore the library for information. (0 mk)
7. Explain the concept and meaning on (1 mk)
8. explain the events of electron transport chain. (2 mk)
9. Explain the concept of. (1 mk)
10. discussion on population growth, its consequences and implications. (0 mk)
11. What are the implications of population growth? (8 mk)

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The student is able to. (i) Students into groups to. • Diagrams which shows illustrate and interpret. (ii) The teacher is to lead the student(s) to discuss on the meaning of. and. (a) Explain the concept of.

1. Students into groups to. (1 mk)
2. explain the concept of ATP production. (2 mk)
3. describe the fate of pyruvic acid. (2 mk)
4. Explain the common. (1 mk)
5. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
6. explain the events of electron transport chain. (2 mk)
7. Explain the concept of. (1 mk)
8. Discuss the importance and mechanism of osmoregulation in mammals. (2 mk)
9. group students to draw their structures and visualize diagrams/charts of Phallophyta. (0 mk)
10. Students should be able to draw a well-labeled diagram of Phallophyta and discuss their structures and diagrams/charts. (0 mk)
11. Is the student able to: draw the structure of Phallophyta? Phallophyta (2 mk)

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The student is able to. (i) Students into groups to. • Video/Charts showing. (ii) The teacher is to lead the student(s) to discuss on the. (a) Explain the concept of. Mutation showing different types • Diagrams/Video / Charts showing. Mutation.

1. Students into groups to. (1 mk)
2. Describe the structure of Fasciola/Taenia. (2 mk)
3. State the adaptation of Fasciola/Taenia to its parasitic mode of life. (2 mk)
4. The teacher is to lead the student(s) to. (1 mk)
5. Is the student able to: state the adaptation of Protista to its mode of life. Discuss the adaptation of Protista to its mode of life. Discuss the adaptation of Protista to its mode of life. Protista mode of life. (2 mk)
6. Explain with examples the advantages and disadvantages of Phyllo. (1 mk)
7. Explain the concept of. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Describe the structure of Fasciola/Taenia. (2 mk)
2. Explain the mechanism of osmoregulation in marine fish. (2 mk)
3. Students into groups to. (1 mk)
4. State the adaptation of Fasciola/Taenia to its parasitic mode of life. (2 mk)
5. Discuss the importance and mechanism of osmoregulation in mammals. (2 mk)
6. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
7. Identify the constituent units of lipids. (0 mk)
8. Explain with examples the advantages and disadvantages of Phyllo. (2 mk)
9. Illustrations to describe. (1 mk)
10. group students to draw their structures and visualize diagrams/charts of Euglenophyta. (0 mk)
11. Students should be able to draw a well-labeled diagram of Euglenophyta and discuss their structures and diagrams/charts. (0 mk)
12. Is the student able to: draw the structure of Euglenophyta? Euglenophyta (2 mk)

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The student is able to explain the concept of 4.4 Mutation. The teacher is to lead the student(s) to. (i) Discuss the concept of. • Mutation showing different types Diagrams/Video / Charts (ii) Explain the concept of mutation. Mutation showing different types

1. Describe the general features of the phylum and give examples of specimens. (5 mk)
2. Discuss the concept of. (1 mk)
3. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
4. Explain the concept of mutation. (1 mk)
5. Explain the adaptations of a given phylum to its mode of life. (5 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Describe the general features of the phylum and give examples of specimens. (5 mk)
2. Students into groups to. (1 mk)
3. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
4. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
5. Discuss its adaptations and mode of life. (5 mk)
6. Illustrations to describe. (1 mk)

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The student is able to explain the concept of 4.4 Mutation. The teacher is to lead the student(s) to. (i) Discuss the concept of. • Mutation showing different types Diagrams/Video / Charts (ii) Explain the concept of mutation. Mutation showing different types

1. Describe the general features of the phylum and give examples of specimens. (5 mk)
2. Discuss the concept of. (1 mk)
3. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
4. Explain the concept of mutation. (1 mk)
5. Explain the adaptations of a given phylum to its mode of life. (5 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Describe the general features of the phylum and give examples of specimens. (5 mk)
2. Students into groups to. (1 mk)
3. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
4. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
5. Discuss its adaptations and mode of life. (5 mk)
6. Illustrations to describe. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. Describe the general features of the phylum and give examples of specimens. (5 mk)
3. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
4. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
5. Explain the adaptations of a given phylum to its mode of life. (5 mk)
6. Illustrations to describe. (1 mk)
7. How would you measure the rate of photosynthesis in this experiment? (2 mk)

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The student is able to explain the concept of 4.4 Mutation. The teacher is to lead the student(s) to. (i) Discuss the concept of. • Mutation showing different types Diagrams/Video / Charts (ii) Explain the concept of mutation. Mutation showing different types

1. Describe the general features of the phylum and give examples of specimens. (5 mk)
2. Discuss the concept of. (1 mk)
3. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
4. Explain the concept of mutation. (1 mk)
5. Discuss its adaptations and mode of life. (5 mk)
6. What is pollination? (1 mk)

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The student is able to. (i) Students into groups to. • Video/Charts showing. (ii) The teacher is to lead the student(s) to discuss on the. (a) Explain the concept of. Mutation showing different types • Diagrams/Video / Charts showing. Mutation.

1. Students into groups to. (1 mk)
2. Describe the general features of the phylum and give examples of specimens. (5 mk)
3. The teacher is to lead the student(s) to. (1 mk)
4. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
5. Explain the adaptations of a given phylum to its mode of life. (5 mk)
6. Explain the concept of. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. Describe the general features of the phylum and give examples of specimens. (5 mk)
3. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
4. Describe the structure of a given phylum and give examples of its specimens. (5 mk)
5. Discuss its adaptations and mode of life. (5 mk)
6. Illustrations to describe. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
3. Illustrations to describe. (1 mk)

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The student is able to explain the concept of 4.4 Mutation. The teacher is to lead the student(s) to. (i) Discuss the concept of. • Mutation showing different types Diagrams/Video / Charts (ii) Explain the concept of mutation. Mutation showing different types

1. Discuss the concept of. (1 mk)
2. Explain the concept of mutation. (1 mk)

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The student is able to. (i) Students into groups to. • Video/Charts showing. (ii) The teacher is to lead the student(s) to discuss on the. (a) Explain the concept of. Mutation showing different types • Diagrams/Video / Charts showing. Mutation.

1. Students into groups to. (1 mk)
2. The teacher is to lead the student(s) to. (1 mk)
3. Explain the concept of. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
3. Illustrations to describe. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
3. Illustrations to describe. (1 mk)

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The student is able to explain the concept of 4.4 Mutation. The teacher is to lead the student(s) to. (i) Discuss the concept of. • Mutation showing different types Diagrams/Video / Charts (ii) Explain the concept of mutation. Mutation showing different types

1. Discuss the concept of. (1 mk)
2. Describe the general and specific features of 'Entamoeba' including its various specimens. (2½) (2 mk)
3. Explain the concept of mutation. (1 mk)
4. Describe the structure of Entamoeba histolytica. (2½) (2 mk)

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The student is able to. (i) Students into groups to. • Video/Charts showing. (ii) The teacher is to lead the student(s) to discuss on the. (a) Explain the concept of. Mutation showing different types • Diagrams/Video / Charts showing. Mutation.

1. Students into groups to. (1 mk)
2. Describe the general and specific features of 'Ascaris' including its various specimens. (2½) (2 mk)
3. The teacher is to lead the student(s) to. (1 mk)
4. Describe the structure of Ascaris lumbricoides. (2½) (2 mk)
5. Explain the concept of. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. Describe the structure of Plasmodium. (2½) (2 mk)
3. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
4. Discuss Plasmodium and its life cycle. (2½) (2 mk)
5. Illustrations to describe. (1 mk)

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The student is able to. (i) Students into groups to. • Charts. (ii) The teacher is to lead the student(s) to discuss on the meaning of. • Illustrations to describe. (i) Students to brainstorm.

1. Students into groups to. (1 mk)
2. The teacher is to lead the student(s) to discuss on the meaning of. (1 mk)
3. Illustrations to describe. (1 mk)

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The teacher is to guide the students to: (i) Discuss the mechanism of transport of manufactured food in plants. (b) Explain the mechanism. Slides • Diagrams • Manufactured food transport in plants. ? Manufactured food. • Is the student able to: (ii) The teacher is to lead a discussion on the mechanism of transport of manufactured food in plants. 6 Is the student able to: (i) Observe • Charts By the end of this sub- topic 2.1 Transport in Vertebrates • Picture Describe the structure. • Diagram • Diagram of cardiac muscles. • Is the student able to: (a) Describe the cardiac muscle and its related functions. Discuss their structures. Slides of cardiac muscles. • Microscopic slides • (ii) The teacher is to guide. Discuss their functions. 67

1. Explain the mechanism. Slides • Diagrams • Manufactured food transport in plants. ? (1 mk)
2. Describe the cardiac muscle and its related functions. (1 mk)
3. Discuss their functions. (1 mk)

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The teacher reads to the student, is the student able to: (i) Describe random sampling and its advantages and disadvantages. Also describe random sampling methods, including modified random sampling, and explain how to use them. (ii) Discuss advantages and disadvantages of the sampling methods, and group the advantages and disadvantages. Students discuss. (c) Explain the use of quadrat and transect and their uses. (i) Explain the use of quadrat and transect for sampling areas in natural vegetation. (ii) The teacher guides the students to search for information in the library and use notebooks, and draw transects and quadrats, or use a ruler, tape measure, and protractor. Students collect data. (iii) Students group together to conduct a practical exercise on sampling of animals/plants, and discuss the main ideas of the use of transects and quadrats. The teacher guides the students to search for information in the library and use notebooks, and draw transects and quadrats, or use a ruler, tape measure, and protractor. Students collect data. (ii) The teacher guides the students to search for information in the library and use notebooks, and draw transects and quadrats, or use a ruler, tape measure, and protractor. Students collect data.

1. Describe random sampling and its advantages and disadvantages. Also describe random sampling methods, including modified random sampling, and explain how to use them. (5 mk)
2. Discuss advantages and disadvantages of the sampling methods, and group the advantages and disadvantages. Students discuss. (5 mk)
3. The teacher guides the students to search for information in the library and use notebooks, and draw transects and quadrats, or use a ruler, tape measure, and protractor. Students collect data. (3 mk)

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The teacher reads to the student, is the student able to: (i) Demonstrate and analyze data collected during sampling. (ii) Compute and analyze ecological data (abundance, frequency, density). (i) The teacher reads to the student, is the student able to: (i) Explain the concept of population by the end of this sub-topic. (ii) Discuss the meaning of population and ecological unit, and the teacher guides the students to search for information in the library and use notebooks. (b) Describe types of communities. (i) Students search for information about their global and local communities and their distribution. (ii) Describe types of communities.

1. Explain the concept of population by the end of this sub-topic. (2 mk)
2. Discuss the meaning of population and ecological unit, and the teacher guides the students to search for information in the library and use notebooks. (3 mk)
3. Describe types of communities. (1 mk)

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The teacher to guide the student is able to: (i) explain the role of hypothalamus in temperature regulation. (ii) give daily life examples from experiments. Discuss in groups: * the role of hypothalamus in temperature regulation. * the role of hypothalamus in temperature regulation. Sub-topic: Temperature regulation Marks: 5

1. Explain the role of hypothalamus in temperature regulation. (1 mk)
2. Give daily life examples from experiments. (1 mk)
3. Discuss in groups the role of hypothalamus in temperature regulation. (1 mk)

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The teacher to guide the student is able to: (i) explain the concept of adaptation. (ii) describe the general features of mammals. Using guiding questions: * Explain adaptation to hot and cold climatic conditions in mammals. * Discuss the features of mammals for adaptation to hot and cold climatic conditions. * Discuss the general features of mammals. * Explain adaptation to hot and cold climatic conditions in mammals. Sub-topic: Adaptation Marks: 5

1. Explain the concept of adaptation. (1 mk)
2. Describe the general features of mammals. (1 mk)
3. Explain adaptation to hot and cold climatic conditions in mammals. (1 mk)

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Figure 3.3.3 shows events leading to birth. The student should be able to account for the events that lead to birth. (i) Identify the events that lead to birth. (ii) The teacher should guide the student to identify the events that lead to birth. (a) Account for the events presented in a particular reproductive cycle. (b) Explain the causes of multiple births. (c) Discuss the causes of multiple births.

1. Identify the events that lead to birth. (1 mk)
2. The teacher should guide the student to identify the events that lead to birth. (1 mk)
3. Account for the events presented in a particular reproductive cycle. (1 mk)
4. Explain the causes of multiple births. (1 mk)
5. Discuss the causes of multiple births. (1 mk)

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By the end of this sub-topic the student is able to: Diagram explaining the origin of life. (0.5) Diagram/video/films which show evolution. • student should be able to observe, the topic, by the end of this sub-topic. a) Discuss the theories of the origin of life. (1.5) Explain the origin of life, as postulated by the theories of life. Explain the origin of life through abiogenesis and biogenesis. Diagram/video/films which show evolution. • student should be able to observe, the topic, by the end of this sub-topic. b) Using guiding questions discuss the origin of life. (2) Outline the strengths and weaknesses of each theory of the origin of life. Discuss the strengths and weaknesses of each theory of the origin of life.

1. Discuss the theories of the origin of life. Explain the origin of life, as postulated by the theories of life. Explain the origin of life through abiogenesis and biogenesis. (1 mk)
2. search for information on genetic engineering. (5 mk)
3. Using guiding questions discuss the origin of life. Outline the strengths and weaknesses of each theory of the origin of life. Discuss the strengths and weaknesses of each theory of the origin of life. (2 mk)
4. Explain the concept of metamorphosis and its importance in selected animals. (1 mk)
5. The teacher has to lead a discussion on the merits and mechanisms of genetic engineering. (0 mk)
6. Discuss the differences between complete and incomplete metamorphosis. (1 mk)
7. explain the merits and mechanisms of genetic engineering? (5 mk)
8. Illustrate the life cycle of a butterfly. (1 mk)

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By the end of this sub-topic the student is able to: Photographs/pictures to explain the mechanism of organic evolution. (2.5) Diagram explaining the mechanism of organic evolution. • student should be able to observe, the sub-topic, by the end of this. a) Explain the mechanism of Darwinian, Lamarckian and Neo-Darwinian evolution. Give examples of Darwinian and Lamarckian evolution. (2.5) Explain the mechanism of Lamarckian, Darwinian and Neo-Darwinian evolution. Give examples of Darwinian and Lamarckian evolution.

1. Explain the mechanism of Darwinian, Lamarckian and Neo-Darwinian evolution. Give examples of Darwinian and Lamarckian evolution. (2 mk)
2. The teacher to guide to be able to students. Discuss and outline the strengths and weaknesses of each theory of organic evolution in the present. Discuss the strengths and weaknesses of each theory of organic evolution. (2 mk)

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By the end of this sub-topic the student is able to: Pictures/charts/diagrams to identify types of fossils. (3.5) Diagram explaining the mechanism of organic evolution. • student should be able to observe, the topic, by the end of this sub-topic. a) Identify types of fossils. (1.5) Identify fossil types from Museum of natural history. • The teacher to guide a history to read. • Student is able to identify fossil types. b) Explain how a fossil is explained. (2) Students discuss using guiding questions. • Student is able to discuss how a fossil is explained. Explain how a fossil is explained by visiting a museum. • Student records support the history. Explain how fossils support the theory of organic evolution.

1. Identify types of fossils. (1 mk)
2. Explain how a fossil is explained. Explain how a fossil is explained by visiting a museum. Student records support the history. Explain how fossils support the theory of organic evolution. (2 mk)

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The teacher has to lead the student to be able to: (i) discuss homeostatic control. (ii) discuss homeostatic regulation and answer questions through the control of homeostatic regulation.

1. discuss homeostatic control. (5 mk)
2. discuss homeostatic regulation and answer questions through the control of homeostatic regulation. (5 mk)

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The teacher has to lead the student to be able to: (i) show pictures of diverse environmental challenges that camels face and are adapted to. (ii) discuss how camels are adapted to the hot-arid environment and the ways of inter-phrasing them.

1. show pictures of diverse environmental challenges that camels face and are adapted to. (4 mk)
2. discuss how camels are adapted to the hot-arid environment and the ways of inter-phrasing them. (6 mk)

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