SSS 1 Biology Scheme of work. Lagos State Government Unified Schemes of Work Biology for Senior Secondary Schools Schemeofwork.com
SSS 1 Biology Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Introduction to Biology -Biology as an enquiry in Science: – Branches of Biology -Characteristics of living organisms. – Differences between plants animals; – Levels of organisation of life. – Complexity of organisation in higher organization | By the end of the lesson, students should be able to: I. explain the term Biology; ii. describe the characteristics of living organisms. . iii. differentiate between . plants and animals. iv. categorisé the levels of organization of life | Whole class discussion the definition of biology.Students, in small groups, discuss the characteristics that make them to be referred to as living things. Students in pairs use plants and animals within the school compound to differentiate between plants and animals and share with the class. 4. Students as a class discuss the levels of organization of life. 5. Student watch the video in the link below for further study. https://www.youtu.be.com/ watch?v=30aOijVB57o | – Critical thinking and Problem solving. – Leadership and Personal development. – Collaboration and Communication – Digital literacy | – Flash cards containing keywords – Model or Pictorial charts of some professions associated with Biology. – Web Resources – Plants and animals within the environment. . . |
| 2 | Classification of Living Things. i. Definition of Classification ii. Binomial System of Nomenclature iii. Kingdom (Five Major Kingdoms). *Monera *Prostista *Fungi | By the end of the lesson, student should be able to i. explain the term classification ii. Discuss reasons for classifying living organisms iii. Name organisms using binomial system of nomenclature iv. Classifying organisms based on their characteristics | Students as a class discuss classification of living things (separate the mixture of rice, beans and maize given by the teacher). Students, in the same groups discuss the reasons for classification using plants and animals within the school compounds Student in the same groups differentiate between spider and cockroach with the aid of diagrams.Students, in pairs construct a table to compare the characteristic features of kingdom Monera, Protista and Fungi. Students visit the link below and write a comprehensive report on it. https://youtube.com watch?v=R61GoO8lO48 | – Critical thinking and Problem solving. – Leadership and Personal development. – Collaboration and Communication – Digital literacy | – Microscope, Hand lens. – Prepared slides of some microscopic organisms like Amoeba, Euglena etc. – Culturing of bread – Video clip on classification of living things – Learners should make models of any organism of choice. www.softschools.com |
| 3 | Classification of Living Things. Kingdom Plantae (Botanical Classification) ii. Kingdom Anirnalia. iii. Viruses as Ultra microscopic organisms | By the end of the lesson, students should be able to: i. outline the features of organisms in Kingdom plantae and Animalia; ii. discuss Viruses as animate and Inanimate things; 5. make a good biological drawings and calculate magnification. | 1. Students, in small groups, study a “Dichotomous” key to the plants and plant like organisms on https://study.com and share their taught with the class. 2. Students, as a class, discus why Viruses are classified as non-living things. Individual students are to collect samples of different plants/animals in the environment and make a well labelled biological diagrams. | – Critical thinking and Problem solving. – Leadership and Personal development. – Collaboration and Communication – Digital literacy. | – Samples of organisms from the kingdom Plantae and Animalia, – Pictorial diagrams of some plants and animals. – Flashcards. – Word puzzles. Plants and animals in the environment |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | The Cell. i. Definition of cell. ii. The forms in Which cell exists. iii. Structure of plant and animal c.ell Diagrams inclusive). iv. Functions of cell components. v. Similarities and differences between plant and animal cell. | By the end of the lesson, students should be able to: i. justify the statement: cell is the structural and functional unit of life. ii. Categorize the forms in which cell exists and give at least three examples, iii. Describe the structure of plant and animal cells (Diagrams inclusive). iv. illustrate the structures and functions of cell organdies Compare ace contra plant and animal cell | 1. Whole class brainstorm on the meaning of cell. 2. Students, a as class, watch a – video in the link below to learn about cell organelles and functions: https://youtu,beNkC9aJf7g/ 3. Students, a small groups, solve the cell riddle below. Riddle 1: I am the jelly like fluid inside the cell. I provide an area of movement for all the dissolved molecules that keep the cell working. I am the Riddle 2: I am found inside the nucleus I help produce ribosome. I am the…………. 4. Students, in the same groups, differentiate between plant and animal cells as seen under the microscope. 5. Student visit the link for further study https://youtube.com/watch?v=URUJDSNEXC8 | Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication Digital literacy. | Microscope, Hand lens. – Prepared slides of plant and animal cell. – Pictorial charts showing different forms in which cell exists. – Chart showing labelled models/diagrams of plant and animal cell to be made by students. |
| 5 | Cell and its Environment i. Definition, process and significance of: a. Diffusion. b. Osmosis. c. Plasmolysis d. Haernolysis. e. Turgidity. f. Flaccidity. g. Orenation ii. Active transport | By the end of the lesson, students should be able to: i. Explain the term osmosis, Diffusion, Plasmolysis and haemolysis. ii. Demonstrate the process of diffusion and osmosis iii. Relate the significance of osmosis and diffusion in nature | Whole class discussion on the meaning of osmosis, diffusion, plasmolysis and haemolysis Students, as a class are guided to demonstrate diffusion, in gas by spraying air freshener at a corner of the classroom and record the observations. Students, in small groups, perform experiment on osmosis using a living tissue ‘Yam’Students should research on the term ‘Active transport’ by visiting this link ‘ https://youtube.com/watch?v=2-icEADPOJ4 | Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication Digital literacy | – Perfume, potassium, permanganate, beaker and water. Peeled yam or pawpaw. – Beaker, water, salt, sugar, bowl. – Video on osmosis, diffusion, plasmolysis etc. hffps://www.scribed.com |
| 6 | Properties and functions of cell: Macro and micro nutrientsModes of nutrition i. Autotrophic nutrition (Photosynthesis (Definition, Processes, Conditions and Significance), Chemosynthesis. iii. Heterotrophic Nutrition (Holozoic, Parasitic, Symbiotic, etc.) | By the end of the lesson, students should be able to: i. Compare macro and micro-nutrients and discuss their significance ii. Define ‘photosynthesis’ and illustrate the process and its significance, iii. Demonstrate experiment to show that starch is produced during photosynthesis. iv. Discuss chemosynthesis as a form of autotrophic nutrition. v. Describe modes of heterotrophic nutrition | 1. Students, as a class discuss the meaning of nutrients. 2. Students, as a class, visit the school farm to differentiate between malnourished plants and healthy plants. 3. Students in pairs are asked to define photosynthesis and discuss the factors necessary for photosynthesis. 4. Students are guided to demonstrate experiments on photosynthesis. Students study the mode of’ feeding of Dog and Goat in their environment and write report on it. | Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication | – iodine, leaf from potted plant, outdoor plant, variegated leaf, white tile, water, alcohol, mushroom, breadmould, https://sciencing.com |
| 7 | MID TERM BREAK AND TEST/OPEN DAY |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | Nutrition in Animals a. Food substances i. Classes and sources of food with local examples. ii. Balance diet and its importance. ill. Digestive enzymes (characteristics, classes and Functions) b. Cellular Respiration I. Aerobic and Anaerobic (Definition) | By the end of the lesson, students should be able to: i. classify different food substance and state their functions (importance). ii. State the roles of digestive enzymes. iii. Demonstrate food tests, iv. Describe the process of cellular respiration. v. Compare and contrast aerobic and anaerobic respiration using definition. | i. Students, as a class, discuss the importance of food to living organisms. ii. Students, in small groups, discuss the differen6es between a well-nourished and a malnourished individual and share with the class. S. Students, in the same group, are guided to demonstrate simple food test in the laboratory. iv. Students, in pairs, write an essay on the process of cellular respiration. | Problem solving, – Leadership and – Critical thinking and Personal development. – Collaboration and Communication | – Food samples such as Cassava flour, Beans, Groundnut Fruit etc. – Iodine solution, Benedict solution Millions Regent, Sudan III solution etc. – https://en.wikipedia.org . . |
| 9. . | A. i. Growth -Definition. ii. Basis of growth i. Aspects of Growth (Apical, Auxiliary). ii. Regulation of growth by hormones, B. Irritability/Cell reaction to its environment. i. Definition, types of responses C. Movement – Definition, reasons for movement. | By the end of the lesson, students should be able to i. enumerate basis of growth. i. describe the aspects of growth iii. describe organelles for movement in some . organisms ii. explain the ability of a cell to respond to external stimuli. v. match the organelles to different selected . organisms. | 1. Whole class discuss on .. the meaning of growth. 2.. Students, as a class watch a two minutes video on growth and discuss the aspect of living organisms that experience growth Students examine the image of Amoeba, Paramecium, etc under the microscope to study their organs of movement | Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication Digital literacy | A potted plant, closed box, earthworm, Salt. • Germinating Seedling. • Charts, Flashcards for keywords https://www.britannica. com |
| 10 | A. Excretion — Definition, organisms and excretory organs/products. . B. Reproduction — Definition, Types of Reproduction, differences between Sexual and Asexual. reproduction. | By the end of the lesson, students should be able to: i. Define excretion. ii. identify organisms and excretory organs products. . B i. Explain reproduction. ii. Compare and Contrast sexual and Asexual Reproduction iii. Describe various forms of asexual reproduction. | 1. Students, in small groups, brainstorm on the meaning of excretion. 2. Students, in pairs, match organisms with their excretory organs /products. 3. Students, in small groups, discus the differences plants and animals in terms of reproduction. (General class discussion). | Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication , . | https://Sciencedirect.com. Pictorial chart of forms of asexual reproduction. |
| 11 | NUTRIENT CYCLING. A. Nutrient Cycling Carbon and Oxygen . Cycles. I. Definition ii. Process of Cycling. S. importance iv. Carbon-Oxygen Balance . | By the end of the lesson, students should be able to. i. Describe the process of carbon and oxygen cycle. ii. Identify the processes that release carbon dioxide into the atmosphere. iii. Illustrate water cycle with the aid of diagram, iv. Explain carbon – oxygen balance in nature, | 1. Students in small groups are asked to explain what they understood about how rain is formed 2. Students discuss what they observe few hours after rain falls. 3. Students illustrate the process of water cycle on cardboard. Students are to research on carbon-oxygen balance and submit their report. | Critical thinking and Problem solvingLeadership and Personal development. Collaboration and Communication . | • Pictorial chart of ‘rater and oxygen cycles. • Students should use card boards to show cycle processes. • video clip. https:/ /www.thouqito.com |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
SSS 1 Biology Scheme of work. Lagos State Government Unified Schemes of Work Biology for Senior Secondary Schools Schemeofwork.com
Biology Scheme of Work SSS 1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption Test/ Basic ecological Concepts. (a) Definition and Types of Ecology (b) Ecological Concepts: Environment, Biosphere, Lithosphere, habitat etc. (c) Components of an Ecosystem. i. Abiotic ii. Biotic | By the end of the lesson, students should be able to: i. Explain the term Ecology. ii. Outline Ecological concepts. iii. Discuss the components of an Ecosystem. iv. Discuss the interactions among the components of an Ecosystem. | * Whole class discussion on the definition of Ecology, * Students, in pairs, discuss what they think will happen if there is no rain for several years. * Students learn the song in the video link below about Ecology. https://www.youtu.be.com/ watch?v==F5Kr1YB2cs4 * Students, in small groups, classify things in their environment into biotic and abiotic factors and discuss about their interactions. . | * Problem solving Critical thinking. * Collaboration Communication. * Digital Literacy. | *Plants and animals environment. *Charts, Photographs. * Students to make aquarium with plastic containers, water, fist toy (plastic) and other components of the habitat. * Video clip on ecosystem. https://biologydict ionary.com |
| 2 | Biomes i. Local Biotic Components * Tropical Rain Forest. * Southern Guinea Savannah * Northern Guinea Savannah * Sahel Savannah. ii. Major Biomes of the world. | By the end of the lesson, students should be able to: i. Discuss the major boo communities in Nigeria and world biomes, ii. Compare and Contrast two major biomes of the world and Nigeria. iii. Identify adaptive features of plants. iv. Describe the location of biotic community from a given map. | * Students are asked to explain the various biome they know (whole class discussion). * Small groups discussion on the major biomes of the world *Students are asked to identify the various biotic communities from a given map. * Students study the Map in the link below and identify Rain forest and Savannah biome. | * Problem solving & Critical thinking, * Collaboration & Communication. * Creativity & Imagination. * Digital literacy. | Field trip to some local biotic communities in Nigeria. Chas, pictures, Films of some Biotic Communities Create a model of Rainforest. Learners with recycled materials in the school eschooltoday.com >ecosystems>waoo. |
| 3 | Population Studies *Population Size * Dominance * Density i. Methods of Population Studies. ii. Factors affecting population. iii. Ecological Instrument and measurement of Ecological Factors, iv. Relationship been soil types and water holding effects of soil vegetation. | By the end of the lesson, students should be able to: I. Explain in details the following terms: Population, Dominance, ii, Demonstrate the use of Quadrat, Transect in the determining the population size of a specific organism in a given habitat’. iii. List and elucidate factors that affect population size. iv. measure arid estimate how some ecological instruments work ,,. | *Students in small groups discuss what they understand by population and dominance. *Students as a class, demonstrate the use of quadrat in determining the population size of specific organism in a given habitat. *Students, individually write a comprehensive essay on effects of ecological factors on population of organisms and submit at the next lesson, | – Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication. | School compound Ecological instruments, e.g. Quadrat, sweep net, Pooter, Secchi Disc, Rain gauge, Wind vane. Different soil samples: Loamy, Sandy, Clay, Measuring Cylinder, Water. Students should be given a portion within the school compound to car out population of studies, |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Functioning Ecosystem i. Role of Autotrophs, Heterotrophs and Decomposers. ii. Trophic Level. a. Food Chain and food web. b. Energy Flow along trophic level (Pyramid of number energy and biomas). | By the end of the lesson, students should be able to: i. State distinguishing features between autotrophs heterotrophs ii. Describe the role of autotrophs, heterotrophs iii. Construct a food chain and web using different organisms (Aquatic and Terrestrial). iv. Re-arrange samples of given organisms into trophic levels, | Whole class brainstorm on the le of. autotrophs in the ecosystem. * Students, in small groups, construct a food web using the words below. * Producers * Herbivore * Carnivore * Omnivore * Consumers * Decomposers * Autotrophs * heterotrophs Sunlight. in small groups illustrate how energy is lost in the transfer trophic levels and share with the class. | Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication | * Samples of plants and animals in the environment. – Cardboard, Marker. Charts of Food Chain * Models of habitats and the food-chain in each should be made by students. * Video on energy flow along tropic levels. |
| 5 | Energy transformation in Nature a.i. Energy loss in the ecosystem b. Laws ofthermodynamics (First and Second Laws) Application of the laws of Ecological phenomena. | By the end of the lesson, students should be able to: i. Explain the nature of energy transfer of flow in the ecosystem using a food chain State the law of thermodynamics iii.Explain the application of laws in nature. | * Students in small groups – discuss how energy moves from the producers to the consumers in terrestrial and • aquatic habitat. Student to use local materials to create model of * link below and research on the application of laws of Thermodynamics iii nature and write comprehensive report on it https://www.youtube.com/watch?v= tixlaeC9PY. | i. Critical thinking and ii. Problem solving. Leadership and Personal development. Collaboration and Communication Digital literacy | Cardboard, Maker Paper for students to construct a chart showing the relationships among organisms https //classhall com>lessons Study.com |
| 6 | Ecological Management. i. Types of Association (Symbiosis Parasitism Predation, Commensalism etc ii. Adaptive Features of organisms in an association | By the end of the lesson, students should be able to: i. Describe various associations such as: symbiosis, parasitism predation etc. i. Explain beneficial harmful and neutral form of association among organisms. iii. Deduce the mode of life of a given organisms form observed. | *Whole class discussion on biological associations. * Students in small groups collect samples of plants and animals within the within the environment examine their features and discuss their mode of feeding and type of association. Students, in the same groups, compare the adaptive features of organisms in an association based on prior knowledge and a leader share with the class. | i. Critical thinking and ii. Problem solving. Leadership and Personal development. Collaboration and Communication | Root nodules of leguminous plant, Acaris, ticks, tapeworm Pictures, charts of some parasitic organisms www.novapublishers .org>catalog. |
| 7 | Mid Term Break and Test |
| 8 | Nutrient Cycling in Nature i. Definition, process and importance a. Carbon b. Nitrogen cycle c. Oxygen cycle d. Water cycle ii. Tolerance | By the end of the lesson, students should be able to: i. Describe how Carbon, Oxygen, Nitrogen, Water circulates in nature. iv. Explain the importance of Nitrogen, Carbon in Nature Depict tolerance range with a graph. ii, Discuss reasons why water is essential to living organisms. | * Students, as a class, watch an excellent animation of nitrogen cycle at Olympic National Park whole: https://wwwnps.gov/index.htm and discuss how nitrogen acts as a fuel circulated through the environment by consumers, producers and decomposers. * Students in small groups discuss what they know about rain formation and share with class. * Individual students write an essay on water and its importance to man and its environment. | – Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication. | *Pictorial Chart of Nutrient Cycles. * Slides; mirror or Window Louvre (Students breath out on slides, mirror to show the presence of water in expired air. mdocs.skidmore.edu >ecosystem. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Adaptation i. Definition of Adaptation. ii. Effects of availability of water on adaptive modification. iii. Structural Adaptation (Fish, Tadpole, etc. | By the end of he lesson students should be able to: i. Explain Adaptation. Relate the observed differences in appearance of aquatic and terrestrial adaptation. iii. State the effects of the availability of water on adaptive modifications. | Students are asked to explain what they understand by Adaptation. Students in small groups discuss and write features that: i. make fish to survive in water; ii. birds to survive on land; iii. water lily to live in water. Individual students examine some organisms in their environment and describe their adaptive features. | Water weed Cactus Plant, Water leaf, Tilapia Fish, Toad etc. • Flashcards for keywords, • Cardboards. • Markers. | |
| 10 | Pollution a. Definition of terms. i. Pollution and pollutants. b Types sources effects ad control of land water, air pollution; c. Eutrophication: Causes, Effects and Control. | By the end of the lesson, students should be able to: i. Explain the term Pollution and enumerate harmful effects of pollutants on organisms. ii. Write a comprehensive report on their visit to polluted area in the environment. iii. Discuss the control of different types of pollution in the environment.. iv. Discuss the effect of excessive use of fertilizer. | • Whole class discussion on the meaning of pollution. • Students, as a class, visit some polluted area in their environment like dung hill incinerating site and write a comprehensive report about the place. . • Students, small groups, discuss the effects for excessive use of fertilizers. *Students study the write up about GREEN HOUSE EFFECT5 in the link below https://youtubeIQDhNJDyp4hM | – Critical thinking and Problem solving. – Leadership and Personal development – Collaboration and Communication – Digital literacy | . Crude Oil, Insecticides, Fertilizer etc. •Visit to an industrial estate to see some of the pollutants released. https://.science direct.com |
| 11 | Conservation of Natural resources Enumerate ways of ensuring conservation of natural resources. | By the end of the lesson, students should be able to i Explain the term ii. Discuss problems and difficulties of conservation and suggest possible solutions, | * Students, as a class, discuss what it means to Conserve resources Students discuss why it is important to repair or fix a broken pipe or tap at home or in the environment. (General class discussion) | – Critical thinking and Problem solving. Leadership and Personal development Collaboration and Communication | • Documentation gas flaring, oil spillage. • Excursion to a conserved forest or area Zoological garden etc. |
| 12 | REVISION | ||||
| 13 | EXAMINATION |
SSS 1 Biology Scheme of work. Lagos State Government Unified Schemes of Work Biology for Senior Secondary Schools Schemeofwork.com
Biology Scheme of Work SSS 1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption Test/ Relevance of Biology to: Agriculture i(a)Classification based on life cycle ii. Effects of Agriculture activities on Ecological system iii. Pest and diseases of Agriculture importance | By the end of the lesson, students should be able to: i. Classify plants using agriculture techniques of classification ii. Describe the effects of various agriculture activities on Ecological system iii. Identify pest of certain crops and indicate their control iv. Describe the life cycle of some pests. | Students, in small groups classify the following plants based on their Agriculture importance: Oil palm, water leaf, rice, beans, cocoa, orange, pineapple, millet, rubber. Students as a class visit the school farm and explain the type of farming activities going on there. Students in the same groups, experiment on what will happen to tomatoes and vegetables that are not kept in the refrigerator after three days. | * Problem solving and Critical thinking *Digital literacy *Collaboration and Communication | • Visit to a livestock farm to identity some pests, e.g. grasshopper, termites, locust, rodents etc. • Samples of diseased crops such as spoilt mango, tomatoes etc. • Cardboard Marker to show different ways of classifying plants. |
| 2 | Food Production! Storage. i.a. Ways of improving crop yield. ii Relationship between availability of food and human population. iii. Effects of Food Shortage | By the end of the lesson. students should be able to i. Describe some methods of preserving and storing food. ii. State the consequences of food shortage on the population iii. Write a comprehensive essay on relationship between availability of food and human population | • Students, as a class, discuss how they preserve the following in their houses: Fish Meat Rice Fruits and Vegetables. • Students should visit a fruit market and suggest ways of preserving the fruits to prevent wastage. • Students in small groups discuss what will happen when there is continuous food wastage | Critical thinking and Problem solving – Leadership and Personal development. Collaboration and Communication | • Processed food like cassava flour, yam flour etc • Fresh vegetable • Dry Vegetable • Fish, Crayfish • Can food items e.g. Sardine milk etc |
| 3 | Microorganisms around us i. Definition of Microorganisms. iii Groups of Microorganisms (bacteria, viruses, algae, protozoa and fungi) | By the end of the lesson students should be able to: I. identify some microorganisms present in air and water, ii. State the characteristics (colour, pattern of growth, appearance) of colonies of microorganisms. iii. View some microscopic organisms under the microscope to identify their pattern of growth. | Whole class discussion on the meaning of the word “Micro” in relation to – “Micro-organisms”. • Students in small groups discuss what makes viruses to be different from other micro-organisms. *Students watch the video in the link below to study Corona Virus https://www.youtube.com | Critical thinking and Problem solving – Leadership and Personal development. Collaboration and Communication – Digital literacy. | • Microscope Prepared slides of some Microscopic organisms e.g. Amoeba Paramecium etc. • Pictorial charts, Flashcards. • Microscope, prepared slides of some Microscopic organisms e.g. Amoeba, Paramecium etc Pictorial charts, Flashcards |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Concept of Culturing identification of microorganisms in air water etc. ii. Microorganisms in our bodies and food. iii. Carriers of Microorganisms | By the end of the lesson, students should be able to: i. Recognize the presence of microbes by the colonies they form. ii. Measure the rate of growth of microbes, iii. Demonstrate culturing and monitor growth rate of microorganisms. iv. Interpret growth curve of microorganisms: | Students, as a class, are guided on how to prepare a culture solution, materials needed and precautions to be • whole class activities on the presence of micro-organisms in the dirt under the finger • Students are to bring samples of water to class e.g. Pond water, tap water and distilled water to class and view under microscope to identify the living micro-Organisms in each sample. They draw diagrams depicting what they witness in each sample and discuss the similarities and differences based on the type of water sample. | Critical thinking and Problem solving – Leadership and Personal development. Collaboration and Communication – Digital literacy | • Graph sheet to plot growth curve and interpret it. • Microscope. • Visit to a microbiology laboratory in industries and Hospitals. • Cultures to be prepared by learners from food items, |
| 5 | Microorganism in action: a. Growth of Microorganism b. Economic importance’ (harmful and beneficial effects) c. Diseases caused by Microorganisms (symptoms mode of transmission and control of diseases). | By the end of the lesson, students should be able to: i state beneficial and harmful effects of microorganisms. ii. explain ways in which disease causing microorganisms spread and are transmitted. | • Students as a class discuss the roles of micro organisms in nature industries and medicine. • Students, in small groups,, demonstrate an experiment on fermentation using palm wine, • Students small groups discuss how microorganisms cause harm and damage to man and its environment whole class visit a laboratory for further study and write a comprehensive report. | Critical thinking and Problem solving Leadership and Personal development – Collaboration and Communication | • Palm wine Yeast Sugar Orange • Fruit Juice for experiments on fermentation. – • Yoghurt, Puff-Puff made by students in school • Fungus •asset.cambrige.org |
| 6 . | Sexually Transmitted infections (STIs) Definition mode of transmission; signs and’ symptoms prevention and control. HI I and AIDs (Mode of Transmission, signs, symptoms and prevention) | By the end of the lesson students should m able to: i. Illustrate mode of transmission signs symptoms and prevention of HIV /AIDs and other STIs, give a talk on HIV /AIDs iii. Discuss. | • Whole class brainstorm on Sexually Transmitted infections • Students, as a class perform a playlet to show the importance of abstinence in contracting STIs. • Students in small groups give presentation on transmission symptoms and prevention of STIs | • Problem solving & Critical Thinking • Collaboration & Communication Creativity and Imagination | • Collaborative learning on HIV/AlDs • Flashcards, Marker Cardboard. • Drama group presentation on STIs Google search on STIs |
| 7 | MID TERM BREAK AND TEST/ OPEN DAY |
| 8 , . | Towards Health i. Control of harmful Microorganisms. ii. Vectors (Definition and ways of Controlling vectors) iii, Maintenance of good health. iv. Roles of Health Organization (WHO, NAM, UNICEF, RED CROSS etc.) | By the end of the lesson, students should be able to: i. Identify and discuss ways by which harmful micro-organisms can be controlled. Write an essay on refuse /sewage disposal ii. state functions of some health organization. | • Students in small groups discuss ways of controlling “harmful micro-organisms in – the environment. • Students are asked to demonstrate an experiment to show that spraying a body of stagnant water with oil can destroy mosquitoes, Individual students, write a proposal to the Hon. Commissioner of Environment on the solution to refuse/sewage disposal and submit at the next lesson. | • Problem solving & Critical Thinking, Collaboration & Communication . | •‘Visit to a sewage system plant. • Chart showing some Public Health Organizations and their areas of work. . Google search health organization and their roles httgs://eeagrants.org |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Reproduction 1. Definition of Reproduction, Types of Reproduction iii. Reproduction in lower organisms (Amoeba, paramecium, Earthworm etciv. Structural Adaptation (Fish, tadpole, toad, lizard snail, crab, prawn, bird etc.) | By the end of the lesson, students should be able to: I. define Reproduction ii. differentiate between the two types of reproduction. iii. Describe reproduction in lower organisms like Amoeba, Paramecium etc. iv. describe the adaptive features of some organisms. | • Students, as a class, discuss the term Reproduction. • Students in small groups differentiate between sexual and asexual reproduction and share with class. • Students, in the same groups, give a presentation on how some micro-organisms e.g. Amoeba, Paramecium reproduce as seen under the class; examine fish, prawn, bird and describe the adaptive features that. make them survive in their habitat. | – Critical thinking and Problem solving, – Leadership and Personal development, Collaboration and Communication. | Prepared slide of conjugation in Spirogyra. • Chart illustrating binary fission. • Cardboard. . Markers/Biro/Pens • Broom sticks. . . . . |
| 10 | Reproduction in Insects: i. [Definition of .. Metamorphosis. ii. Types of Metamorphosis with-; [examples. . iii. Life history of cockroach (incomplete metamorphosis) iv. (Life history of housefly (complete [metamorphosis) v. Life history of snail. | By the end of the lesson, students should be able to: i..Explain-Metamorphosis ii. Compare and contrast the two types of metamorphosis. iii. Explain why cockroach – exhibit incomplete – metamorphosis. v. Describe the life history of some insect like cockroach, butterfly, snail, etc | • Students are asked to discuss reproduction in insects. • Students, as a class watch the video about metamorphosis in cockroach in the link below and share their thought with the class. htpps://www.youtube.com watch?v=nuPCu8iHC8I Students in small-groups differentiate between complete and incomplete metamorphosis after watching the video. | Critical thinking and Problem solving.- Leadership and. Personal development. Collaboration and Communication Digital literacy. | • Video clips, eggs of cockroach. • Adult cockroach • Housefly, Maggot. • Caterpillar. • Mosquito Larvae. • Pictorial Charts of some insects. https://www.CK12.org |
| 11 | PRACTICALS | ||||
| 12 | REVISION | ||||
| 13 | EXAMINATION |
ACHIEVEMENT STANDARDS
At the end of the, session, students are-able to:
> explain biology.
> classify living things into major kingdoms with reasons;
> justify “Cell” as the structural and4unctional unit of Life;
> identify the differences between osmosis and diffusion;
> justify the significance of osmosis and diffusion in nature;
> describe nutrient cycling;
> discuss the control of different. types of pollution in the environment;
> classify plants using agricultural techniques
> describe some methods of food preservation and storage;
> spell correctly one hundred and fifty technical terms in biology;
> identify micro-organisms present in air and water;
> illustrate mode of transmission signs, symptoms and prevention of HIV and AIDS;
> differentiate between the two types of reproduction,
> compare and contrast the types metamorphosis
