CBE · Senior School
Grade 12 Biology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Biology scheme of work for Grade 12 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 12
- Subject
- Biology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CELL BIOLOGY AND BIODIVERSITY
Genetics · Genetics - Nucleic acids o Structure of DNA and RNA o DNA replication and RNA transcription o Role of nucleic acids in living organisms (cover codons for amino acids and omit details of molecular structure) · Genetics - Inheritance of genetic traits o Mendel’s work and first law of inheritance (cover genetic crosses and terminologies, Punnett square/ checkerboard, probability, and ratios) o Complete dominance (include test cross and back cross) o Incomplete dominance and codominance o Inheritance of the ABO blood group system and Rhesus factor o Sex determination in humans o Genetic linkage: sex linkage (colour blindness, haemophilia, hairy pinna and premature baldness) · Genetics - Mutations o Meaning, significance and types of genetic mutations o Human genetic disorders: cause and albinism, inheritance colour of blindness, haemophilia sickle cell trait and · Genetics - Inheritance pedigree charts patterns: for human traits and disorders · Genetics - Applications of genetics o In medicine: gene therapy, genetic counselling, production of drugs, hormones, and enzymes o In agriculture: plants and animals breeding o DNA forensic testing: crime and parentage testing o Genetically Modified Organisms (GMOs) · Evolution · Evolution - Evidence for organic evolution: fossil records, geographical distribution of organisms, cell biology, comparative anatomy, embryology, and serology · Evolution - Mechanism of evolution: Lamarck’s theory and Darwin’s theory · Evolution - Natural selection in industrial action: melanism, sickle cell resistance trait, to drugs, insecticides and antibiotics
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: explain the significance of genetic variation in living organisms. | The learner is guided to: search for information from available resources on the meaning of genetics, variation, and biodiversity, and share with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CELL BIOLOGY AND BIODIVERSITY | Genetics - Nucleic acids o Structure of DNA and RNA o DNA replication and RNA transcription o Role of nucleic acids in living organisms (cover codons for amino acids and omit details of molecular structure) | By the end of the lesson, the learner should be able to: relate the structure of nucleic acids to their functions in living organisms. | The learner is guided to: carry out activities to identify variations in organisms (such as height of learners in class, skin colour, sex of animals, rolling of tongue, dimples, earlobes, fingerprint patterns, premature baldness, length of leaves/stem internodes and colour of flowers) and categorise them as either continuous or discontinuous. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CELL BIOLOGY AND BIODIVERSITY | Genetics - Inheritance of genetic traits o Mendel’s work and first law of inheritance (cover genetic crosses and terminologies, Punnett square/ checkerboard, probability, and ratios) o Complete dominance (include test cross and back cross) o Incomplete dominance and codominance o Inheritance of the ABO blood group system and Rhesus factor o Sex determination in humans o Genetic linkage: sex linkage (colour blindness, haemophilia, hairy pinna and premature baldness) | By the end of the lesson, the learner should be able to: demonstrate inheritance of genetic traits in living organisms. | The learner is guided to: explore the local environment/visit a museum/research facility to observe genetic variation among organisms and discuss with peers how the variations contribute to biodiversity. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CELL BIOLOGY AND BIODIVERSITY | Genetics - Mutations o Meaning, significance and types of genetic mutations o Human genetic disorders: cause and albinism, inheritance colour of blindness, haemophilia sickle cell trait and | By the end of the lesson, the learner should be able to: illustrate types of genetic mutations in living organisms. | The learner is guided to: use models/charts to demonstrate how changes in chromosomes during meiosis contribute to genetic variation. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CELL BIOLOGY AND BIODIVERSITY | Genetics - Inheritance pedigree charts patterns: for human traits and disorders | By the end of the lesson, the learner should be able to: analyse inheritance patterns of human traits and disorders. | The learner is guided to: search for information from available resources on the structure of DNA, draw the double helical structure and show the base-pairing. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CELL BIOLOGY AND BIODIVERSITY | Genetics - Applications of genetics o In medicine: gene therapy, genetic counselling, production of drugs, hormones, and enzymes o In agriculture: plants and animals breeding o DNA forensic testing: crime and parentage testing o Genetically Modified Organisms (GMOs) | By the end of the lesson, the learner should be able to: recognise the role of genetics in addressing challenges in the society. | The learner is guided to: extract DNA from fruits such as strawberries and bananas using locally available materials (such as salt, plastic bags, detergent, alcohol), and discuss with peers the yields of different kind of fruits. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: explain the significance of genetic variation in living organisms. | The learner is guided to: watch animations/study charts illustrating DNA replication, RNA transcription and protein synthesis, and discuss with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: relate the structure of nucleic acids to their functions in living organisms. | The learner is guided to: use materials of different colours such as beads to illustrate DNA base - pairing, replication and RNA transcription and discuss with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: demonstrate inheritance of genetic traits in living organisms. | The learner is guided to: observe variations in seeds and flowers in the local environment and discuss Mendel’s first law of heredity/law of segregation and terminologies. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: illustrate types of genetic mutations in living organisms. | The learner is guided to: use genetic crosses and Punnett squares to determine the genotypic and phenotypic ratios for inherited traits (complete . and incomplete dominance , ABO blood groups , and sex -linked traits ). | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: analyse inheritance patterns of human traits and disorders. | The learner is guided to: use coloured paper, beads, charts, and models to illustrate types of genetic mutations, and present to peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: recognise the role of genetics in addressing challenges in the society. | The learner is guided to: construct pedigree charts to demonstrate inheritance patterns of various genetic traits and disorders, and discuss with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: explain the significance of genetic variation in living organisms. | The learner is guided to: role-play genetic counselling scenarios where a counsellor advises a family on risks of inheriting genetic disorders. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: relate the structure of nucleic acids to their functions in living organisms. | The learner is guided to: search for information from available resources on practical applications of genetics and the associated ethical implications. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: demonstrate inheritance of genetic traits in living organisms. | The learner is guided to: debate ethical issues related to genetics applications. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: illustrate types of genetic mutations in living organisms. | The learner is guided to: search for information from available resources on the meaning of genetics, variation, and biodiversity, and share with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: analyse inheritance patterns of human traits and disorders. | The learner is guided to: carry out activities to identify variations in organisms (such as height of learners in class, skin colour, sex of animals, rolling of tongue, dimples, earlobes, fingerprint patterns, premature baldness, length of leaves/stem internodes and colour of flowers) and categorise them as either continuous or discontinuous. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: recognise the role of genetics in addressing challenges in the society. | The learner is guided to: explore the local environment/visit a museum/research facility to observe genetic variation among organisms and discuss with peers how the variations contribute to biodiversity. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: explain the significance of genetic variation in living organisms. | The learner is guided to: use models/charts to demonstrate how changes in chromosomes during meiosis contribute to genetic variation. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: relate the structure of nucleic acids to their functions in living organisms. | The learner is guided to: search for information from available resources on the structure of DNA, draw the double helical structure and show the base-pairing. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: demonstrate inheritance of genetic traits in living organisms. | The learner is guided to: extract DNA from fruits such as strawberries and bananas using locally available materials (such as salt, plastic bags, detergent, alcohol), and discuss with peers the yields of different kind of fruits. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: illustrate types of genetic mutations in living organisms. | The learner is guided to: watch animations/study charts illustrating DNA replication, RNA transcription and protein synthesis, and discuss with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: analyse inheritance patterns of human traits and disorders. | The learner is guided to: use materials of different colours such as beads to illustrate DNA base - pairing, replication and RNA transcription and discuss with peers. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: recognise the role of genetics in addressing challenges in the society. | The learner is guided to: observe variations in seeds and flowers in the local environment and discuss Mendel’s first law of heredity/law of segregation and terminologies. | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CELL BIOLOGY AND BIODIVERSITY | Genetics | By the end of the lesson, the learner should be able to: explain the significance of genetic variation in living organisms. | The learner is guided to: use genetic crosses and Punnett squares to determine the genotypic and phenotypic ratios for inherited traits (complete . and incomplete dominance , ABO blood groups , and sex -linked traits ). | How do variations among living organisms arise?; How has Genetics contributed to the improvement of human life? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 12 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ANATOMY AND PHYSIOLOGY OF PLANTS
Response and Coordination in Plants · Response and Coordination in Plants - Coordination in plants: Role of auxins in tropic responses · Response and Coordination in Plants - Nastic responses: nyctinasty, haptonasty, chemonasty and hydronasty. · Support in Plants · Support in Plants - Support in herbaceous plants: tendrils, hooks, climbers and turgidity · Support in Plants - Support tissues: adaptations of parenchyma, sclerenchyma, collenchyma and xylem tissues
ANATOMY AND PHYSIOLOGY OF ANIMALS
Response and Coordination in Animals · Response and Coordination in Animals - Nervous system: types and functions of nerve cells; structure and functions of the components of the mammalian nervous system · Response and Coordination in Animals - Transmission of nerve impulses and the synapse · Response and Coordination in Animals - Reflex action: simple and conditioned reflexes · Response and Coordination in Animals - Human sense organs o Eye - structure and function, causes and correction/ treatment of myopia, hypermetro pia, presbyopia, cataracts and astigmatism o Ear-structure and function, causes and correction/ treatment of temporary and permanent deafness o Nose, Tongue and Skin - adaptation to sensory function · Response and Coordination in Animals - Endocrine system: Human endocrine glands; role of adrenaline, serotonin and thyroxine hormones; over-secretion and under - secretion of thyroxine hormone · Response and Coordination in Animals - Effect of drug abuse on the nervous system and mental health
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: search for information from available resources on the meaning and significance of stimulus, response, irritability/sensitivity and coordination in plants. Share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants - Coordination in plants: Role of auxins in tropic responses | By the end of the lesson, the learner should be able to: describe the role of auxins in tropic responses in plants. | The learner is guided to: watch animations/video clips illustrating various types of tropic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants - Nastic responses: nyctinasty, haptonasty, chemonasty and hydronasty. | By the end of the lesson, the learner should be able to: illustrate nastic responses and their survival value to plants. | The learner is guided to: search for information on the role of auxins in tropic responses, and share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: appreciate the significance of response and coordination in plants. | The learner is guided to: carry out experiments to demonstrate tropic responses; include the use of agar and klinostat. Illustrate the observations and discuss with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: watch animations/video clips on various types of nastic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: describe the role of auxins in tropic responses in plants. | The learner is guided to: explore the local environment to observe and record various types of tropic and nastic responses in plants and present findings to peers. Project: Use available resources to demonstrate tropic and nastic responses in plants such as beans, cowpeas, or any available leguminous plants, passion fruits, watermelons, pumpkins and Mimosa pudica. Document the progress of the project, keep a portfolio, and present findings to peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: illustrate nastic responses and their survival value to plants. | The learner is guided to: search for information from available resources on the meaning and significance of stimulus, response, irritability/sensitivity and coordination in plants. Share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: appreciate the significance of response and coordination in plants. | The learner is guided to: watch animations/video clips illustrating various types of tropic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: search for information on the role of auxins in tropic responses, and share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: describe the role of auxins in tropic responses in plants. | The learner is guided to: carry out experiments to demonstrate tropic responses; include the use of agar and klinostat. Illustrate the observations and discuss with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: illustrate nastic responses and their survival value to plants. | The learner is guided to: watch animations/video clips on various types of nastic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: appreciate the significance of response and coordination in plants. | The learner is guided to: explore the local environment to observe and record various types of tropic and nastic responses in plants and present findings to peers. Project: Use available resources to demonstrate tropic and nastic responses in plants such as beans, cowpeas, or any available leguminous plants, passion fruits, watermelons, pumpkins and Mimosa pudica. Document the progress of the project, keep a portfolio, and present findings to peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: search for information from available resources on the meaning and significance of stimulus, response, irritability/sensitivity and coordination in plants. Share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: describe the role of auxins in tropic responses in plants. | The learner is guided to: watch animations/video clips illustrating various types of tropic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: illustrate nastic responses and their survival value to plants. | The learner is guided to: search for information on the role of auxins in tropic responses, and share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: appreciate the significance of response and coordination in plants. | The learner is guided to: carry out experiments to demonstrate tropic responses; include the use of agar and klinostat. Illustrate the observations and discuss with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: watch animations/video clips on various types of nastic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: describe the role of auxins in tropic responses in plants. | The learner is guided to: explore the local environment to observe and record various types of tropic and nastic responses in plants and present findings to peers. Project: Use available resources to demonstrate tropic and nastic responses in plants such as beans, cowpeas, or any available leguminous plants, passion fruits, watermelons, pumpkins and Mimosa pudica. Document the progress of the project, keep a portfolio, and present findings to peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: illustrate nastic responses and their survival value to plants. | The learner is guided to: search for information from available resources on the meaning and significance of stimulus, response, irritability/sensitivity and coordination in plants. Share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: appreciate the significance of response and coordination in plants. | The learner is guided to: watch animations/video clips illustrating various types of tropic responses, and discuss their survival values. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Response and Coordination in Plants | By the end of the lesson, the learner should be able to: demonstrate tropic responses in plants. | The learner is guided to: search for information on the role of auxins in tropic responses, and share with peers. | How do plants respond to changes in their environment?; Why is response and coordination important in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Support in Plants | By the end of the lesson, the learner should be able to: explain the significance of support in plants. | The learner is guided to: search for information on the meaning and significance of support in plants. Discuss findings with peers. | Why is support important in plants?; How is support achieved in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Support in Plants - Support in herbaceous plants: tendrils, hooks, climbers and turgidity | By the end of the lesson, the learner should be able to: describe modifications of herbaceous plants for support. | The learner is guided to: explore the local environment to observe various modifications of support in herbaceous plants: tendrils, hooks, and climbers. Make illustrations and discuss with peers. | Why is support important in plants?; How is support achieved in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Support in Plants - Support tissues: adaptations of parenchyma, sclerenchyma, collenchyma and xylem tissues | By the end of the lesson, the learner should be able to: demonstrate the role of turgidity in maintaining support in herbaceous plants. | The learner is guided to: carry out experiments using hypertonic and hypotonic solutions to demonstrate the role of turgidity in maintaining support in herbaceous plants and present findings to peers. | Why is support important in plants?; How is support achieved in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Support in Plants | By the end of the lesson, the learner should be able to: relate the structure of support tissues to their function. | The learner is guided to: observe photomicrographs/ illustrations of support tissues in plants, make drawings and discuss the adaptations with peers. | Why is support important in plants?; How is support achieved in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 12 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ANATOMY AND PHYSIOLOGY OF ANIMALS
Response and Coordination in Animals · Response and Coordination in Animals - Nervous system: types and functions of nerve cells; structure and functions of the components of the mammalian nervous system · Response and Coordination in Animals - Transmission of nerve impulses and the synapse · Response and Coordination in Animals - Reflex action: simple and conditioned reflexes · Response and Coordination in Animals - Human sense organs o Eye - structure and function, causes and correction/ treatment of myopia, hypermetro pia, presbyopia, cataracts and astigmatism o Ear-structure and function, causes and correction/ treatment of temporary and permanent deafness o Nose, Tongue and Skin - adaptation to sensory function · Response and Coordination in Animals - Endocrine system: Human endocrine glands; role of adrenaline, serotonin and thyroxine hormones; over-secretion and under - secretion of thyroxine hormone · Response and Coordination in Animals - Effect of drug abuse on the nervous system and mental health · Support and Movement in Animals · Support and Movement in Animals - Types of skeletons in animals: endoskeleton, exoskeleton and hydrostatic skeleton · Support and Movement in Animals - Movement in finned fish and birds · Support and Movement in Animals - Structure and function of the mammalian skeleton · Support and Movement in Animals - Structure and function of muscles in mammals: smooth, cardiac and skeletal · Support and Movement in Animals - Joints in mammals: Fixed/ Immovable joints, Movable joints- Synovial, Gliding and Pivot
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe tactic responses in animals. | The learner is guided to: search for information from the available resources on structures for response and coordination in animals. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Nervous system: types and functions of nerve cells; structure and functions of the components of the mammalian nervous system | By the end of the lesson, the learner should be able to: relate the structure of the mammalian nervous system to its function. | The learner is guided to: explore local environment to observe tactic responses in animals and discuss with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Transmission of nerve impulses and the synapse | By the end of the lesson, the learner should be able to: illustrate simple and conditioned reflex actions in animals. | The learner is guided to: watch video clips/animations on tactic responses in organisms: phototaxis, aerotaxis, osmotaxis, rheotaxis, chemotaxis and thermotaxis. Discuss their survival value. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Reflex action: simple and conditioned reflexes | By the end of the lesson, the learner should be able to: relate structures of human sense organs to their functions. | The learner is guided to: make models/charts to illustrate different types of nerve cells, relate their structure to function and share with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Human sense organs o Eye - structure and function, causes and correction/ treatment of myopia, hypermetro pia, presbyopia, cataracts and astigmatism o Ear-structure and function, causes and correction/ treatment of temporary and permanent deafness o Nose, Tongue and Skin - adaptation to sensory function | By the end of the lesson, the learner should be able to: describe the role of the endocrine system in humans. | The learner is guided to: use charts to illustrate the structure of the mammalian nervous system. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Endocrine system: Human endocrine glands; role of adrenaline, serotonin and thyroxine hormones; over-secretion and under - secretion of thyroxine hormone | By the end of the lesson, the learner should be able to: explain the effects of drug abuse on the nervous system. | The learner is guided to: study models/charts/photographs of human brain and spinal cord. Discuss their adaptations. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals - Effect of drug abuse on the nervous system and mental health | By the end of the lesson, the learner should be able to: reflect on the importance of the nervous system in coordination. | The learner is guided to: watch animations on generation of a nerve impulse and transmission across a synapse, discuss with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe tactic responses in animals. | The learner is guided to: use illustrations/models to demonstrate polarity of membranes at resting and action potential, and share with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate the structure of the mammalian nervous system to its function. | The learner is guided to: carry out activities to demonstrate simple reflexes such as blinking of the eye, sneezing, knee jerk action, elbow action. Illustrate their reflex arc using simple diagrams. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: illustrate simple and conditioned reflex actions in animals. | The learner is guided to: search for information from available sources for examples of conditioned reflex action and discuss with peers how it occurs. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate structures of human sense organs to their functions. | The learner is guided to: explore the local environment to observe conditioned reflexes in animals. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe the role of the endocrine system in humans. | The learner is guided to: carry out activities to demonstrate different functions of human sense organs and discuss with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: explain the effects of drug abuse on the nervous system. | The learner is guided to: watch video clips or study models /charts illustrating structures of various sense organs and relate them to their functions. Discuss the adaptations with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: reflect on the importance of the nervous system in coordination. | The learner is guided to: search for information from available resources on causes and correction/ treatment of eye and ear defects. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe tactic responses in animals. | The learner is guided to: listen to a resource person or visit a medical facility within the locality to learn about common defects of the human sense organs and their corrective measures. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate the structure of the mammalian nervous system to its function. | The learner is guided to: search for information on the components and functions of the human endocrine system and share with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: illustrate simple and conditioned reflex actions in animals. | The learner is guided to: use charts to identify the location of endocrine glands in the human body, discuss the hormones secreted and their effects on target organs. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate structures of human sense organs to their functions. | The learner is guided to: search for information on the roles of adrenaline, serotonin and thyroxine hormones in humans, discuss with peers, share experiences in daily life. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe the role of the endocrine system in humans. | The learner is guided to: situations that illustrate the working of hormones in humans. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: explain the effects of drug abuse on the nervous system. | The learner is guided to: search for information from available sources on the effects of drug abuse on the nervous system, share with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: reflect on the importance of the nervous system in coordination. | The learner is guided to: debate with peers on the effects of drug abuse on mental health and possible mitigation measures against drugs such as alcohol, Cannabis sativa, Khat edulis/miraa and nicotine; include abuse of prescription drugs. Project: Design posters to sensitise the school and neighbouring community on the effects of drug abuse. Improvise using locally available materials to present the information. Display the posters at strategic locations within and outside the school. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: describe tactic responses in animals. | The learner is guided to: search for information from the available resources on structures for response and coordination in animals. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate the structure of the mammalian nervous system to its function. | The learner is guided to: explore local environment to observe tactic responses in animals and discuss with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: illustrate simple and conditioned reflex actions in animals. | The learner is guided to: watch video clips/animations on tactic responses in organisms: phototaxis, aerotaxis, osmotaxis, rheotaxis, chemotaxis and thermotaxis. Discuss their survival value. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Response and Coordination in Animals | By the end of the lesson, the learner should be able to: relate structures of human sense organs to their functions. | The learner is guided to: make models/charts to illustrate different types of nerve cells, relate their structure to function and share with peers. | How do animals respond to changes in the environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 12 schemes of work
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