Contents. To all secondary school teachers. In the schemes of work. Teacher s books also available!

Transcription

1 To all secondary school teachers Oxford University Press are the publishers of the following courses among many others: Test it & Fix it: KCSE Revision series Head Start Secondary English Kiswahili Fasaha The Evolving World Certificate Geography Certificate Business Studies God s People Discovering Secondary Mathematics Secondary Physics Secondary Chemistry These courses have been specifically written and designed to cater for a lively approach to teaching and learning in the new secondary syllabus. In all these courses, this has been achieved through: well researched, up-to-date content written and tested by experienced authors and teachers attractive design of high professional standards lively incorporation of emerging/current issues into the content progressive and creative coverage of the syllabus at all levels teachers books that are in the form of lesson plans And now to make teachers work easier, we are giving you this free booklet of sample schemes of work Volume 4 for secondary schools. Please note that these schemes are helpful only if you are using the Oxford courses listed above. Should you need further information on our courses, or have comments, please do not hesitate to contact the undersigned. Best wishes. Yours truly, James Ogolla Business Development & Publicity Manager Contents, Book... 3, Book... 5, Book , Book Secondary Chemistry, Book Secondary Chemistry, Book... 9 Secondary Chemistry, Book Secondary Chemistry, Book In the schemes of work The number of lessons given in the schemes of work is an estimation of how long it would take to teach each topic. Each teacher should use this as a guide and progress at the pace of the students. The learning/teaching materials given here are only suggestions. Teachers are advised to use what is locally available. Similarly, the learning/teaching activities are just suggestions. Other suitable activities should be used. Most of the references made in these schemes are from the above mentioned course books. Teacher s books also available!

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4 For use with Biology Secondary Form One Biology : Term One SUB- Introduction to Biology Definition of biology define biology. list branches of biology. Defining biology Linking biology with the science that students learnt in primary Chart on various disciplines page pages 4 WEEK 5 Introduction to Biology Importance of biology Characteristics of organisms explain the importance of biology. state and explain some of the characteristics of organisms. Explaining the importance of biology Naming common characteristics of organisms Organisms in the school compound Chart on characteristics of organisms pages pages 4 Introduction to Biology Characteristics of organisms External features of and state and explain some of the general characteristics of organisms. explain the external features of plant and. write down the differences between and. other general characteristics of organisms Collecting, observing and recording external features of and Organisms in the school compound Chart on external features of and pages 3 pages 4 WEEK 6 Classification I Definition Use of magnifying lens define classification. use the magnifying lens to observe the external features of and. Defining classification Drawing of magnifying lens Using magnifying lens to observe the external features of and how to calculate magnification Magnifying lens Different specimens of and Rulers with measurements in mm Chart on external features of and page 5 pages 5 0 4

5 For use with WEEK 6 Classification I Classification I SUB- Observation of features of organisms: Plants leaf forms External features of planst and record observations of the main external features of plant leaf form. draw different types of leaf forms. observe, record and draw the main external features of. observe, record and draw the main external features of. Observing, recording the main external features of the leaf forms of Observing, recording and drawing the main external features of the Observing, recording and drawing the main external features of Different types of leaves Chart on different types of leaves Different types of stems and roots Different types of small Chart on features of and pages 6 8 pages 5 0 pages 8 pages 5 0 Term WEEK 7 Classification I Classification I Necessity and significance of classification Major units of classifications Taxonomic units in plant and animal kingdom state the necessity and significance of classification. name the major units of classification. name the five kingdoms of living things. list taxonomic units in plant and animal kingdoms. classify maize and human beings. the necessity and significance of classification Naming taxonomic units in plant and animal kingdoms Classification of maize and human beings Chart on classification Chart with the five kingdoms of organisms and examples in each case Chart on classification of maize and human beings pages 3 pages 5 0 pages 3 4 pages 5 0 5

6 For use with WEEK 8 Classification I Classification I SUB- Binomial nomenclature in naming organisms Collection of and define binomial nomenclature. state the principles of binomial nomenclature in naming organisms. use collecting nets, cutting instruments and hand lens to collect and. preserve the collected specimen. Defining binomial nomenclature the principles of binomial nomenclature Classification of given organisms using generic and specific names Collecting and Preserving the and collected Chart on binomial nomenclature Specimen bottle Sweep nets Cotton wool Forceps Chloroform page 4 pages 5 0 pages 4 6 pages 5 0 Term WEEK 9 Classification I The cell Grouping of organisms according to their similarities Introduction to light microscope learner should be able to observe and group collected and preserved specimens according to their similarities. define a cell. draw and label the light microscope. Observing and grouping of according to their similarities Observation and grouping of according to their similarities Description of a cell Drawing and labelling the light microscope Collected and preserved specimens Hand lens Light microscope Diagram of light microscope page 5 pages 5 0 page 7 pages 9 6

7 For use with WEEK 0 The cell The cell SUB- Parts of light microscope and their functions Care and use of light microscope Plant and animal cells as seen under light microscope Calculation of magnification using light microscope identify parts of the light microscope and state their functions. describe how to care for a light microscope. describe how a light microscope is used. draw and label plant and animal cells as seen under a light microscope. calculate the magnification of objects seen under a light microscope. parts of light microscope and their functions Caring for the light microscope Demonstration on how to use light microscope Prepared slides Drawing and labelling of plant and animal cells as seen under a light microscope Demonstration on how to calculate magnification of object seen under light microscope Light microscope Chart on the light microscope Charts of and animal cells as seen under a light microscope Light microscope pages 8 9 pages 9 page 0 pages 9 Term WEEK The cell Using light microscope with prepared slides observe a prepared slide under light microscope. prepare temporary slide of onion epidermis and observe it under light microscope. Observing prepared slides of plant and animal cells Preparing and mounting onion epidermal cells Permanent slides of animal and plant cells Light microscope Microscope slide Cover slip Scalpel Distilled water Iodine solution Onion bulb Droppers Pointed forceps Glass rod Mounted needle Blotting paper page 33 pages 9 7

8 For use with WEEK The cell SUB- structure as seen under electron microscope learner should be able to draw and label plant and animal cells as seen under electron microscope. Drawing and labelling plant and animal cells as seen under electron microscope Diagrams of plant and animal cells as seen under electron microscope pages 9 0 pages 9 Term The cell Physiology of the cell: cell wall cell membrane cytoplasm learner should be able to describe the structure and function of the following parts of the cell: cell wall cell membrane and cytoplasm. the functions of cell components: cell wall cell membrane cytoplasm Drawing and labelling these parts of the cell Chart on plant and animal cells as seen under electron microscope pages 3 4 pages 9 WEEK The cell The cell organelles Estimating the size of a cell learner should be able to describe the structure and functions of cell organelles. learner should be able to estimate the size of a cell as seen in the field of view of a microscope. the function of the cell organelles Drawing and labelling the cell and organelles Explaining how to estimate the size of onion epidermal cells Estimating size of onion epidermal cells Chart on various cell organelles Cover slip Iodine solution Distilled water Scalpel Two droppers Pointed scalpel Mounting needle Filter paper Transparent ruler with millimeter markings Onion bulb pages 4 5 pages 9 page 33 pages 9 8

9 For use with The cell SUB- Comparison between plant and animal cells write down differences between and animal cells. write down similarities between plant and animal cells. Distinguishing between plant and animal cells Table summarizing the differences between plant and animal cells Chart on similarities between plant and animal cells page pages 9 Term WEEK 3 The specialization list down specialized plant and animal cells. State modifications and functions of specialized cells. Naming specialized cells and their functions Chart on various specialized cells page 8 pages 9 The Tissues, organs and organ systems define tissues, organs and organ system. give examples of tissues, organs and organ systems. Drawing of specialized cells Explaining modification of cells to their functions Chart on plant and animal tissues pages 9 3 pages 9 9

10 For use with Biology Secondary Form One Biology : Term Two SUB- Properties of cell membrane define the term cell. describe the structure and properties of cell membrane. Defining the term cell Describing the structure of cell membrane and its properties Charts on structure of cell membrane pages pages 0 30 WEEK Diffusion learner should be able to define diffusion. Defining diffusion diffusion in liquids, gases and solids Chart on distribution of molecules during diffusion page 38 pages 0 30 Diffusion learner should be able to carry out experiments to demonstrate: diffusion in liquids. diffusion in gases. Carrying out experiments on diffusion in liquids and gases Discussion of results from experiments Beaker Potassium permanganate crystals Cold water Glass tube Strong smelling perfume pages pages 0 30 WEEK Factors affecting diffusion Osmosis explain factors affecting diffusion. explain the role of diffusion in living things. define osmosis. describe movement of water molecules across semipermeable membrane. Discussing factors affecting diffusion Discussing the role of diffusion in living things Defining osmosis Describing osmosis across a semi-permeable membrane Chart on factors afffecting diffusion Diagram on movement of water molecules across a semi-permeable membrane page 39 pages 0 30 page 40 pages

11 For use with WEEK 4 WEEK 3 WEEK SUB- Osmosis (Practical lesson) Terms used in the study of osmosis Osmosis in plant cells Factors affecting osmosis Role of osmosis in organisms demonstrate osmosis using visking tubing. carry out an experiment on osmosis using Irish potatoes. learner should be able to define and describe terms used in the study of osmosis. learner should be able to carry out experiments on selective permeability of membranes. state factors affecting osmosis. explain the role of osmosis in organisms. Carrying out an experiment on osmosis using visking tubing Carrying out an experiment using Irish potatoes results of both experiments Defining terms used in the study of osmosis. terms used in the study of osmosis Carrying out an experiment on selective permeability of membranes and movement of water in the Irish potato factors affecting osmosis the role of osmosis in organisms Visking tubing Thread Tap water Sucrose solution Irish potatoes Scalpel Cork borer Transparent ruler Distilled water 0% sucrose solution Two petri dishes Tissue paper Charts on turgid cells and plasmolysed cells Scalpel Ruler Means of heating 3 Irish potatoes Three petri dishes Visking tubing 0% starch solution Iodine solution 50 cm beaker Thread Charts on factors affecting osmosis and role of osmosis in organisms page 46 pages 0 30 page 4 pages 0 30 page 47 pages 0 30 pages 40 4 pages 0 30 Term

12 For use with SUB- Water relations in plant cells By the end of the lesson, the learner should be able to describe what happens when a plant cell is placed in a hypertonic, hypotonic or isotonic solution. how plant cells behave in hypertonic, hypotonic or isotonic solutions Charts on water movement in and out of plant cells pages 4 43 pages 0 30 Term WEEK 4 Plasmolysis in onion bulb cells learner should be able to carry out an experiment to show plasmolysis in epidermal cells of an onion bulb. Carrying out an experiment to show plasmolysis in epidermal cells from an onion bulb Discussion of results of the experiment on movement of water in and out the cells Distilled water Two microscope slides Two cover slips 0% Sucrose solution Forceps Dropper Light microscope Onion bulb Scalpel page 46 pages 0 30 Water relations in animal cells learner should be able to describe osmosis of animal cell in a hypertonic and hypotonic solutions. osmosis in animal cells when placed in hypertonic or hypotonic solution Charts on crenated animal cell and haemolyzed animal cell page 44 pages 0 30 WEEK 5 Active transport define active transport. list down factors affecting active transport. explain the role of active transport in Living things. active transport, factors affecting active transport and its role in organisms Charts on factors affecting active transport and role of active transport pages 4 4 pages 0 30

13 For use with WEEK 5 SUB- Meaning, importance and types of nutrition External structure of a leaf define nutrition. write down the importance of nutrition. list down the modes of feeding in organisms. draw and label external and internal structure of a leaf. definition of nutrition, importance and modes of feeding Drawing and labelling the external structure of a leaf Observing the external parts of a leaf Green leaves Chart on the external structure of a leaf page 5 pages 3 44 Term Internal structure of a leaf learner should be able to draw and label the internal structure of the leaf. Drawing and labelling the internal structure of a leaf Chart on the internal structure of a leaf pages 5 5 pages 3 44 WEEK 6 Parts of a leaf and their functions name the parts of the leaf. state the functions of the parts of the leaf. the functions of the different parts of a leaf Charts on internal and external structure of a leaf pages 5 53 pages 3 44 Photosynthesis define. draw and label chloroplast. describe the process of., the structure of chloroplasts and the stages involved in Chart on the stages of pages pages 3 44 WEEK 7 Importance of Factors influencing list down the importance of. explain some of the factors influencing the importance of factors influencing Charts on factors influencing photosythesis pages pages

14 For use with WEEK 7 SUB- Factors influencing (continued) learner should be able to explain factors affecting. factors influencing Variegated leaves Chart on factors influencing pages pages 3 44 Term Adaptations of the leaf to learner should be able to explain how the leaf is adapted to the process of. adaptations of the leaf to Green leaves Chart showing internal structure of a leaf pages 5 53 pages 3 44 WEEK 8 Factors influencing (practical lesson) test for presence of starch in a green leaf. investigate whether chlorophyll is necessary for investigate whether light is necessary for Carrying out experiments on: presence of starch in a leaf factors influencing in Green leaves Boiling tube Means of heating Methylated spirit Iodine solution Dropper White tile Pair of forceps Variegated leaf Aluminum foil or carbon paper pages pages

15 For use with WEEK 9 3 Continuous assessment test SUB- Factors influencing (Practical lesson) Work covered since previous test learner should be able to carry out experiments to investigate whether: carbon (IV) oxide is necessary for. oxygen is produced during. learner should be able to answer the questions asked. Carrying out experiments to investigate whether carbon (IV) oxide is necessary for and whether oxygen is produced during Learner to answer the given questions Teacher to supervise test Potted plant Heat source Boiling tubes Two conical flasks Potassium hydroxide Materials for testing for starch in a leaf Test-tubes 500cm 3 beaker Funnel Pond weed Sodium hydrogen carbonate Wooden splint Leaf Question paper Marking scheme pages pages 3 44 Term 4 Chemicals of life Carbohydrates define chemicals of life. list down types of carbohydrates. write down properties and functions of monosaccharides. Defining chemicals of life : types of chemicals of life types of carbohydrates properties of monosaccharides Samples of sources of: carbohydrates, proteins, lipids and glucose pages pages 3 44 WEEK 0 Plants Disaccharides define disaccharides. list the properties and functions of disaccharides. define hydrolysis and condensation. Defining disaccharides properties and functions of disaccharides Chart on condensation and hydrolysis of disaccharides page 58 pages

16 For use with Plants SUB- Polysaccharides Lipids define polysaccharides and lipids. write down properties of polysaccharides and lipids. Defining polysacharides and lipids properties and functions of polysaccharides and lipids Chart on properties of polysaccharides Chart on properties of lipids pages 58 6 pages 3 44 Term WEEK 0 Plants Food Tests learner should be able to carry out food test on: starch reducing sugars non-reducing sugar lipids proteins vitamin C Demonstration of experiments on food tests Carrying out experiments on food tests results obtained from experiments Food test reagents and apparatus Benedict s solution Dilute HCl 0.5% copper sulphate 0% sodium hydroxide DCPIP Iodine solution Pages pages 3 44 WEEK Plants Plants Proteins Enzymes write down the properties and functions of proteins. distinguish between carbohydrates, proteins and lipids. define enzymes. write down the properties and functions of enzymes. Discussions on properties and functions of proteins Distinguishing between carbohydrates, proteins and lipids properties and functions of enzymes Chart on properties of proteins Chart on a comparison of lipid, carbohydrates and proteins Chart on properties of enzymes pages 60 6 pages 3 44 pages 6 64 pages

17 For use with WEEK Plants SUB- Factors affecting enzymes learner should be able to carry out experiment on: effect of temperature on enzymes. effect of enzymes concentration on the rate of a reaction. effect of ph on enzyme activities. Carrying out experiment on factors affecting enzymes Materials and apparatus for various experiments Soaked beans Hydrogen peroxide Test-tubes (5) Test-tube rack Water bath Thermometer Measuring cylinder Watch 0% starch solution 0.% and 0.% diastase solution 3 droppers White tiles Egg albumers Distilled water m HCl m sodium hydrogen carbonate pages pages 3 44 Term WEEK Revision and end of term examinations 7

18 For use with Biology Secondary Form One Biology : Term Three SUB- Definition of heterotrophism Modes of heterotrophic nutrition define heterotrophism. list down the different modes of heterotrophism and describe them. Defining the term heterotrophism modes of heterotrophism Chart on modes of heterotrophism page 73 WEEK Dentition Types of teeth define dentition. draw and label different types of teeth. Defining the term dentition Identifying and drawing different types of teeth Different types of teeth Chart on different types of teeth page 74 Adaptations of teeth to their functions identify different types of teeth. describe the adaptations of teeth to their functions. the adaptations of teeth to their functions Different types of teeth Chart on different types of teeth page 75 WEEK Dental formulae Dental adaptations of herbivores, carnivores and omnivores define dental formulae. describe and write down the dental formulae of herbivore, carnivore and omnivore. write down the dentition of herbivores, carnivore and omnivores. explain the adaptations of dental formulae in various groups of, to their mode of feeding. Defining the term dental formulae the dental formulae of herbivores, carnivores, omnivores dental adaptations of herbivores, carnivores and omnivores Jaws of herbivore and of carnivore Model of human skeleton with teeth on the jaws (artificial teeth) Chart on various dental formulae Jaws of herbivores and of carnivores Model of human skeleton with teeth on the jaws pages page 77 8

19 For use with WEEK SUB- Internal structure of different types of teeth Functions of the internal structure of a tooth Common dental diseases draw and label the internal structure of different types of teeth. write down the functions of the different parts of the internal structure of teeth. name and discuss common dental diseases. Drawing of internal structure of different types of teeth the functions of various parts of the tooth common dental diseases Jaws of herbivores and of carnivores Model of human skeleton with teeth on the jaws Chart on teeth with some dental diseases pages Term 3 Adaptation to the modes of feeding in herbivores learner should be able to write down the adaptations of herbivores to their mode of feeding. adaptation of herbivores to their modes of feeding Chart on the jaws of herbivores Chart on the molars from the jaws of a herbivore Jaws of a herbivore page 76 WEEK 3 Carnivores learner should be able to write down the adaptations of carnivores to their modes of feeding. adaptation of carnivores to their mode of feeding Chart on the jaws of a carnivorous animal Chart on different teeth from the jaws of the carnivore Jaws of a carnivore page 77 Digestive system of a rabbit learner should be able to identify various organs associated with the digestive system of a rabbit. Dissecting a rabbit assisted by a few students (students to wear gloves) Live rabbit Gloves Chloroform Dissection kit Cotton wool Dissecting board pages 90 9 WEEK 4 Human digestive system learner should be able to draw and label parts of the human digestive system. Drawing and labelling human digestive system the parts of the human digestive system Chart on human digestive system page 79 9

20 For use with Continuous assessment test SUB- Topics covered so far learner should be able to answer the questions asked. Learner to answer all questions asked Teacher to supervise the students while they do the test Question paper Marking scheme pages Term 3 WEEK 4 Human digestive system describe the regions of alimentary canal of human digestive system. explain the functions of some parts of the human digestive system. various regions of the human alimentary canal some of the human digestive system Chart on human digestive system pages 80 8 Human digestive system learner should be able to describe various regions of the human alimentary canal and their functions. other parts of human alimentary canal Chart on human digestive system page 8 WEEK 5 Adaptation of ileum to its function learner should be able to describe how the ileum is adapted to its functions. how the ileum is adapted to its functions Drawing of intestinal villi Chart on intestinal villi page 83 0

21 For use with WEEK 5 SUB- Food content in alimentary canal of a herbivore Breakdown of starch by diastase enzyme analyze the food content in the alimentary canal of a herbivore. carry out an experiment on the breakdown of starch by diastase enzymes. Dissecting rabbit to obtain food content from the ileum Carrying out analysis on food content of the ileum Dead rat or rabbit Dissecting board and kit Cotton wool Benedict s solution Dilute HCl Sodium hydrogen carbonate % diastase enzyme Starch, test-tubes Iodine solution Means of heating Test-tube holder Dropper Measuring cylinder Water bath White tile Boiled diastase pages 90 9 Term 3 More adaptations of ileum to its function learner should be able to describe how the ileum is further adapted to its functions. further adaptation of ileum to its functions Chart on intestinal villi page 8 WEEK 6 Products of digestion Food assimilation explain the end products of the digestion of various foods. explain the function of the colon. explain the process of assimilation of food substances. the products of digestion and assimilation of food the functions of colon Chart on the products of digestion page 8

22 For use with WEEK 7 SUB- Chemical digestion in alimentary canal Importance of vitamins in human nutrition learner should be able to write down the summary of chemical digestion in alimentary canal. write down the importance of vitamins in human nutrition write down sources of vitamins. state deficiency diseases of various vitamins. chemical digestion in alimentary canal importance of vitamins, their sources and deficiency diseases Test for vitamins C Chart showing summary of chemical digestion in the alimentary canal Materials and procedure required pages 8 83 pages 83 9 Term 3 WEEK 9 WEEK 8 Continuous assessment test Importance of Mineral salts in human nutrition, their sources and deficiency diseases Role of water and roughage in nutrition learner should be able to answer the questions. write down the importance of mineral salts in human nutrition. state the source of mineral salts. state deficiency diseases of mineral salts. write down the role of water in nutrition. write down the role of roughage in nutrition. Learner to answer the questions asked Teacher to supervise the students as they do the test importance of mineral salts in human nutrition, their sources and deficiency diseases the role of water and roughage in nutrition Question papers Marking scheme Chart showing mineral salts, their sources and deficiency diseases Samples of sources of roughage pages page 84 pages 86 87

23 For use with Term 3 SUB- WEEK - WEEK 0 WEEK 9 4 Factors determining energy requirement in humans Factors determining energy requirement in human beings (group activity) learner should be able to discuss factors which determine energy requirements in human beings. learner should be able to participate in group discussions and present findings on factors that determine energy requirements in human beings. factors determining energy requirements in human beings Group discussions co-ordinated by the teacher Group presentations by representative members Revision and end of year examination Chart on factors that detemine energy requirements in human beings Research material obtained by students pages pages