BIOLOGY LESSON PLAN

SCHOOL:............................... DATE: ....................

GENDER

GRADE: 10 BOYS GIRLS

TOPIC: LIVING ORGANISMS AND LIFE PROCESSES

LESSON: CHARACTERISTICS OF LIVING ORGANISMS

REFERENCE: BIOLOGICAL SCIENCE, LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: Chart, Video

TERMINAL OBJECTIVES; Explain the characteristics of living organisms correctly.

SURBODINATE OBJECTIVES;
 State some characteristics of living things
 Explain how each of the name characteristics help living things sustains life.
 Illustrate interdependence of living things through basic life processes.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They identify some basic life
Teacher to take pupils for a field trip in the processes seen in different living
school orchard. organisms.

MIN DEVELELOPMENT Explain how each of the named

Ask pupils to name basic life characteristics characteristics such as feeding,
such as feeding, breathing, reproducing, breathing, reproducing, growing,
growing, locomotion, sensitivity and excretion locomotion, sensitivity and excretion
as seen from the chart. Help living things sustain their life.
They present their work from their
respective groups.

MIN CONCLUSION- Class Exercise They write the class work, take
Illustrate interdependence of living things books for marking and do some
through basic life processes. correction from the revised work in
the video clip.

EVALUATION;
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 BIOLOGY LESSON PLAN

SCHOOL:............................... DATE: ....................

GENDER

GRADE: 10 BOYS GIRLS

TOPIC: LIVING ORGANISMS AND LIFE PROCESSES

LESSON: CHARACTERISTICS OF LIVING ORGANISMS

REFERENCE: BIOLOGICAL SCIENCE, LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: Chart, Video

TERMINAL OBJECTIVES; Distinguish between living organisms and non-living things.

SURBODINATE OBJECTIVES;
 Identify some characteristics of living things
 Explain how each of the name characteristics differentiates a living organism from a
nonliving organism
 Discuss interdependence of living and nonliving organisms.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They identify some characteristics of
Teacher to take pupils for a field trip in the living things from what they have
school orchard. seen in the garden.

MIN DEVELELOPMENT Explain how each of the named

Ask pupils explain how each of the named characteristics such as feeding,
characteristics differentiates a living organism breathing, reproducing, growing,
from a nonliving organism as seen from the locomotion, sensitivity and excretion
chart and video clip. Help to differeciate living organism
from nonliving ones. They present
their work from their respective
groups.

MIN CONCLUSION- Class Exercise They write the class work, take
Discuss interdependence of living and books for marking and do some
nonliving organisms from the local school correction from the revised work in
environment. the video clip.

EVALUATION; __________________________________________________________
SCHOOL: DATE:
BOYS GIRLS
GRADE: GENDER

TOPIC: GROWTH AND DEVELOPMENT

LESSON: SEED GERMINATION

REFERENCE: BIOLOGICAL SCIENCE,LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: Chart , plants seeds.

TERMINAL OBJECTIVES ; Describe conditions necessary of germination.

SURBODINATE OBJECTIVES;

 Name the factors that are necessary for seed germination.

 Explain how each of the named factors affects seed germination.
 Compare and contrast epigeal and hypogeal germination.

EVALUATION;
TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES
MIN INTRODUCTION They name factors that affect the
Teacher to take pupils into the garden to process of seed germination in
observe germinating seeds. plants.

MIN DEVELELOPMENT
Ask pupils to be in their respective groups and
explain how each of the named factors affects They observe specimen of the
seed germination. corrected plant seed to explain how
each of the named factors (
temperature , moisture and oxygen )
affects seed germination.

MIN CONCLUSION- Class Exercise They compare the dicotyledonous and

Ask pupils to compare and contrast epigeal and monocotyledonous plants in terms of
hypogeal germination. number of seed cotyledons ,leaf
structure and root structure.

EVALUATION_______________________________________________________________
 BIOLOGY LESSON PLAN

SCHOOL: DATE:
BOYS GIRLS
GRADE: 11 GENDER

TOPIC: GROWTH AND DEVELOPMENT

LESSON: LIFE HITORY FOR A MOSQUITO

REFERENCE: BIOLOGICAL SCIENCE,LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: video, House fly.

TERMINAL OBJECTIVES; Describe the life history of a housefly.

SURBODINATE OBJECTIVES;

 Name the common habitats where hose flies are found.

 Explain nutrition of house flies.
 Describe the growth stages of house flies.

EVALUATION;
TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES
MIN INTRODUCTION They name habitats where house
Teacher to take pupils around the school to flies are found mostly.
see sites where house flies are mainly found.

MIN DEVELELOPMENT
Ask pupils to be in their respective groups and They observe the feeding habits of
explain how house flies feeds by going round the house flies. They observe how
to see where house flies are found. disposed off food stuffs and other
rotten substances are ingested by
house flies.

Describe the growth stages of house flies. They Describe the growth stages of
house flies by referring to the video
clip

MIN CONCLUSION- Class Exercise They write the exercise have it

Ask pupils to draw and label the structure of a marked and do corrections where
house fly and explain how it suits to be the necessary.
vector of dysentery and other water borne
diseases.
SCHOOL: DATE:
BOYS GIRLS
GRADE: 11 GENDER

TOPIC: GROWTH AND DEVELOPMENT

LESSON: LIFE HITORY FOR A HOUSE MOSQUITO.

REFERENCE: BIOLOGICAL SCIENCE,LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS : video, mosquito.

TERMINAL OBJECTIVES; Describe the life history of a mosquito.

SURBODINATE OBJECTIVES;

 Name the common habitats where hose flies are found.

 Explain nutrition of house flies.
 Describe the growth stages of house flies.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They name habitats where
Teacher to take pupils around the school to mosquitoes are found mostly.
see sites where mosquitoes are mainly found.

MIN DEVELELOPMENT
Ask pupils to be in their respective groups and They explain how mosquitoes feed
explain how mosquito feeds by going round to referring to mosquito bites.
see sites such as toilets corners.
They describe the growth stages of
mosquito by referring to the video
clip.
Ask pupils to describe the growth stages of They discuss effective measures to
mosquito as seen in the video clip. reduce population of mosquitoes.

MIN CONCLUSION- Class Exercise They write the exercise have it

Ask pupils to draw and label the structure of a marked and do corrections where
mosquito and explain how it suits to be the necessary.
vector of malaria.

EVALUATION__________________________________________________________________
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SCHOOL: DATE:

GRADE: 10 BOYS GIRLS

GENDER

TOPIC: LIVING ORGANISMS AND LIFE PROCESSES

LESSON: CHARACTERISTICS OF LIVING ORGANISMS

REFERENCE: BIOLOGICAL SCIENCE, LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: Chart, Video

TERMINAL OBJECTIVES; Describe life processes of living organisms correctly.

SURBODINATE OBJECTIVES;
 Identify some characteristics of living things
 Discuss interdependence of living and nonliving organisms.
 Describe anabolic and catabolic reaction using good examples.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They identify some characteristics of
Teacher to take pupils for a field trip in the living things from what they have
school orchard. seen in the garden.

MIN DEVELELOPMENT
Ask pupils explain how each of the name They discus life processes of living
characteristics differentiates a living organism organisms: Metabolism (Catabolism
from a nonliving organism as seen from the and anabolism). Include the role of
chart and video clip in relation to Metabolism enzymes.
(Catabolism and anabolism). Include the role
of enzymes.

MIN CONCLUSION- Class Exercise They write the class work, take
Discuss using how photosynthesis and books for marking and do some
respiration can be classified to be Catabolism correction from the revised work in
and anabolism. the video clip.

EVALUATION;

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 BIOLOGY LESSON PLAN

SCHOOL: DATE:
BOYS GIRLS
GRADE:12 GENDER

TOPIC: NUTRITION.

LESSON: NUTRITION IN FUNGI.

REFERENCE: BIOLOGICAL SCIENCE,LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS: plant leaves ,candle, and mucor ,microscope.

TERMINAL OBJECTIVES ; Describe the process of nutrition in plants.

SURBODINATE OBJECTIVES;PSBAT
 Describe the structure of Rhizopus or Mucor..
 Describe the effects of pollution on plant nutrition.
 Describe the digestion and absorption of Rhizopus or Mucor.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They name the parts they are able to
Teacher to ask the pupils to get Rhizopus and see using a microscope.
mucor to observe its structure.

MIN DEVELELOPMENT They observe structure to study the

Ask pupils to describe the structure of Rhizopus Rhizopus or Mucor microscopically.
or Mucor.
Ask pupils to expose the fungi and plant leaves Describe the effects of pollution on
to the soot of a burning candle. plant and mucor nutrition
.

MIN CONCLUSION- Class Exercise They write the exercise accordingly

Ask pupils to describe the digestion and by emphasizing on extra cellular
absorption of Rhizopus or Mucor. digestion.

EVALUATION;

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 BIOLOGY LESSON PLAN

SCHOOL DATE:

GENDER
BOYS GIRLS
GRADE:

TOPIC: RESPONSES

LESSON: SKELETONS.

REFERENCE: BIOLOGICAL SCIENCE, LISUBA BORNFACE BIOLOGY TEXT.

TEACHING AIDS : Chart and model.

TERMINAL OBJECTIVES. Describe the functions of the skeleton.

SURBODINATE OBJECTIVES PSBAT;

 Define the term skeleton and name the 3 types of the skeleton.
 Explain the how each of the named type of the skeleton function to promote coordination.
 Draw well labelled diagrams of each type of skeleton.

TIME TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES

MIN INTRODUCTION They name the name the framework as
Teacher to ask pupils stand up and state what skeleton and define it correctly.
framework makes them able to stand uprightly.

MIN DEVELELOPMENT Refer to mammalian skin. Use models and

Ask the pupils to explain how each of the named charts to explain the structure of the skin.
type of the skeleton function to promote
coordination.

MIN CONCLUSION- Class Exercise Illustrate by cross section of the skin

Ask each pupil to softly prick themselves, put showing heat, pain, touch and pressure
ice droplet of water and put a small insect on receptors to describe the role of the skin in
their skin. coordination.

EVALUATION;
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