Biology Scheme of Work SSS 2 Lagos State

Biology Scheme of work for SSS 2. Lagos State Government Schemes of Work Biology for Senior Secondary School Schemeofwork

Table of Contents

SSS 2 Biology Scheme of Work First Term Biology Scheme of Work SSS 2 Second Term Biology Scheme of Work SSS 3 Third Term ACHIEVEMENT STANDARDS

SSS 2 Biology Scheme of Work First Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE1 SKILLS	LEARNING RESOURCES
1	Resumption Test Reproduction Types of Reproduction with examples in Plants and Animals (Sexual and Asexual) > Forms of Asexual reproduction with examples	By the end of the lesson, students should be able to: I. define reproduction ii. name the types of reproduction in living organisms with examples. iii. outline, the differences between asexual and. sexual reproduction into tabular form. iv. describe forms of asexual reproduction and give examples of organism that exhibit each one.	Whole class discussion on reproduction Students, in small groups, brainstorm on forms of asexual reproduction.	– Critical thinking and Problem solving. – Leadership and Personal development, – Collaboration and Communication	Audio Visual resources • Charts, Flashcards, samples of stem, cutting of cassava/sugarcane, bryophyllum leaf, video clips. Web resources https://.thought.com
2	Sexual Reproduction. i. Types of sexual reproduction with . examples a. Conjugation. b. Fusion of male and female gametes. c. Meiosis.	By the end of the lesson, students should be able to: Define sexual reproduction. ii.. Describe conjugation in Spirogyra with diagrams. iii. Analyze the processes involved in melosis.	• Whole class brainstorm on the meaning of sexual reproduction. • Students, in small groups, create chats on conjugation in Spirogyra. Students, as a class discuss processes involved in meiosis and share with the class.	– Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication	Audio Visual resources -Charts, Flashcards, Video Clips. Web resources www.nature.com .
3.	Reproductive Health: i. Types of harmful traditional incision and care of reproductive organs. ii. Importance of pre-natal and post-natal care iii. Causes and Symptoms/effects of STIs, HIV end AIDs on iv. Risk involved in child delivery and importance of knowledge of genetic disorder in family.	By the end of the lesson, students should be able to: i. Discuss types of harmful traditional incision and care of reproductive ii. State the effects of STIs, HIV and AIDs on foetus and infant iii. illustrate the causes symptoms and prevention of STIs, HIV and AIDs iv. Justify causes of birth defects and their health related problems	Students, as a class discuss traditional incision and care of reproductive Students, in pairs, search materials online on birth defects, genetic disorder in the family and make their presentation in all the topics and as such exchange views as for the week, they ask themselves questions	Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication	Audio Visual resources * Pictures, Charts, Flashcards, Video Clips. * Google.Search Web Resources Primatesresearch.org

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	Cellular Respiration i. Definition of Cellular respiration ii. Process of Anaerobic respiration (Glycolysis and Kreb’s cycle iii. Anaerobic respiration / fermentation	By the end of the lesson, students should be able to: i. the equation for aerobic and anaerobic respiration	Students are given printed materials on cellular respiration Aerobic and Anaerobic respiration and are asked to silently read through for 10 minutes. Students are allowed to discuss what they have read in groups for 5 mins. Students to explain the chemical formula for Aerobic Respiration C₆, H₁₂, 0₆, 6CO₂ ÷ H₂0 + Energy to an art student that student will understand.	• Problem solving & critical thinking. • Collaboration &Communication. • Digital literacy.	Audio Visual • resources • Yeast, Video clips, Relevant charts, • diagrams, Flashcards, overripe fruits. Web resources
5.	Respiratory System a. Types of respiratory b. Characteristics of respiratory surfaces. c. Mechanisms of respiratory stems in fish, toad, mammals and plants.	By the end of the lesson, students should be able to: i. identify and name the respiratory organs in fish, toad, mammals and plants. ii. Justify the characteristics of respiratory surfaces. iii. Discuss briefly the mechanism of respiratory system in fish, man and plants	•Students are to divide themselves into four groups. Each group should pick one of the following organism (i) Toad: (ii) a named mammal e.g. Rabbit (iii) Fish (iv) Plants. • Students are to search and study the respiratory organ of each organisms using the link “Study.com”. They should exchange ideas by brainstorming. • They should make models of the organism using local materials like paper Mache. Students to do a project independently, create the model of stomata using paper matches.	Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication	Audio Visual resources . Video clip • Models of respiratory system of different organisms using balloons, glass tubes, bell jar, and • rubber sheet. Web resources • https://www.live science.com
6	importance of Excretion to living organisms. ii. Types of Excretory systems in organism: iii. Excretory mechanism some organisms Insects, Flatworrns, Mammals and in Flowering plants.	By the end of the lesson, students should be able to: i. Name and matchorganisms with their excretory systems (match item test) ii. Compare excretion in flowering plants and in human in a tabular form. iii. Describe the mechanism of excretion in insects, flatworm and flowering Plants.	• Whole class discussion on the meaning of excretion. • Small groups discussion on the differences between excretion in flowering plants and in humans. • Students, as a class discuss the mechanism of excretion lb Insects, flatworm and flowering Plants.	Critical thinking and Problem solving. – Leadership and Personal development. -Collaboration and Communication	Audio Visual resources • Samples of Excretory System: i.Skin ii Kidney iii. Liver iv. Bile v. Lung •. Well labeled relevant Charts • microscope Web thsourcehtps://wwwkhari academy.org
7	MID TERM BREAK AND TEST/OPEN DAY
8.	Tissues and Supporting systems in Animals. i. Definition, Biologic significance/functions of skeleton ii. Forms of skeleton (Chitin, cartilage, bones, Hydrostatics) iii. Types of Skeleton (Exoskeleton and Endoskeleton)	By the end of the lesson, students should be able to: i. Define and Explain the functions of skeleton to mammals. ii. Distinguish between bones and cartilage in a tabular form. iii. Name forms and types of skeleton with examples.	• Whole class watch a video about different tissue types examining its structure, function and specific location in the body • Willie watching, note microscopic images of each tissue type and produce biological drawings. Use this website www.sjavula.com. •Students, in small groups, are guided to dissect any animal in a bit to locate the tissue and organs of the animal. Students, in the same groups, mention the bones found in the animal.	– Critical thinking and Problem solving. Leadership and Personal. development. – Collaboration and Communication	Audio Visual resources • Samples of Arthropods, Earthworms, Snails, Bony Fish • Different Bones, different Vertebrae, model of Mammalian Skeleton, •Presentation of – Prepared skeletal system of Rabbit) Rat. Relevant Charts, Web resources https://www.thoughtco.com https://en.m.wikipedia.org

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9.	Components of the Mammalian Skeleton I. Definition and Types of Reproduction ii. Reproduction in lower organisms (Amoeba, paramecium, Earthworm etc.) iii. Structural Adaptation (Fish, tadpole, toad, lizard, snail, crab, prawn, bird etc.)	By the end of the lesson, students should be able to: i. Differentiate between the two types of reproduction, ii. Describe reproduction in lower organisms like Amoeba, Paramecium etc. iii. Justify the ability of a cell to respond to external stimuli.	• Teacher shows video on the topic components of mammalian skeleton. • Students individually draw and label the parts of a long bone using these guide lines. (A) Give your diagram a caption or heading (B) Your diagram must take up at least half a age. (C) Your diagram should be in pencil. (D) Label lines should be drawn with ruler. (B) Label lines should not cross. The teacher summarizes the video lesson and ask students to make a model of mammalian skeleton (group project).	– Critical thinking and Problem solving, – Leadership and Personal development. – Collaboration and Communication	Audio Visual resources • Prepared slide a conjugation Spirogyra. • Chart illustrating binary fusion. • Model of mammalian skeleton. Web resources http://basicbiology,net
10	Joints I. Definition and types of joints ii. Functions of joints. iii. Mechanism of joint movement. c	By the end of the lesson, students should be able to: i. define joints. ii. outline the functions of joints, iii. describe briefly how muscle end bones bring about movement at the elbow.	• Whole class watch a short video and give a definition of joints. •Students, in pairs discuss the functions of joints and share with the class. Small groups discussion on mechanisms of joints movement .	– Critical thinking and Problem solving. – Leadership and Personal development. . – Collaboration and Communication	Audio Visual resources • Samples of different joints from different animals. • Charts showing diagram of different joints. Web resources
11	Supporting Tissues in Plants i. Types of plant supporting tissues. ii. Structure/features of plant supporting tissues. iii. Functions of plant supporting tissues.	By the end of the lesson, students should be able to: i. Name and describe plant supporting tissues under the sub- headings. • Location • Structure • function ii. Explain how the structure of the joint – adapts it to its function, iii. Describe briefly how. muscle and bones bring about movement at the elbow.	• Student should be shown video on supporting tissues in plant using this link https:/www.siyayula.com • To show an overview of types of plant tissues, location and investigation of leaf epider. • Students are to observe structure of fresh parenchyma cells. • The teacher then gives summary of the lesson at the end of the video. .	– Critical thinking and Problem solving. – Leadership and Personal development, – Collaboration and Communication	Audio Visual resources • Charts showing the cells of supporting tissues in plants, empty sachet of water, sachet of water (filled) (To demonstrate turgidity in plant). Web resources https://steernit.com .
12	Revision/Practical/ Projects on Supporting Tissues in Animals	Audio Visual resources • Pot. • Small mammal • Heating stove e.g. Stove Methylated spirit.
13	Examination

Biology Scheme of work for SSS 2. Lagos State Government Schemes of Work Biology for Senior Secondary School Schemeofwork

Biology Scheme of Work SSS 2 Second Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
1	Resumption Test/Alimentary Canal/Digestive system * Alimentary Tract of Animals i. invertebrates ii. vertebrates	By the end of the lesson, students should be able to: i. Describe the digestive system of Earthworm, Tapeworm, Cockroach, Birds, Man ii. State the similarities and differences between the alimentary canals of birds: and grasshopper. iii. Draw and label correctly the alimentary canal of bird and man.	• Students, in small groups, watch a video clip on alimentary tract of animals through the ink below: https://pinterest.com and share their thought. .• Students, in small groups, discuss the similarities and differences between the alimentary canals of birds and grasshopper and leader present to the class. • Individual students, draw a well labelled diagram of alimentary canal of bird and man. • Students in the same groups, create a model of alimentary canal of man and rabbit.	– Critical thinking and Problem solving, – Leadership and Personal development. – Collaboration and Communication – Digital literacy	Audio Visual resources • Charts, Domestic fowl, grasshopper small mammal. • Dissected specimens showing alimentary canals of earth-worm, bird and rabbit. • Charts of Digestive . system of a housefly, cockroach, sheep, man. • Models of digestive tracts made with improvised materials by students. Web resources https://byjus.com https://opentextbc.ca
2	Feeding Habits. i. Categories and Mechanism (filter and fluid feeding, piercing, sucking etc ii. Modification in organisms to reflect feeding habits (Feeding in Amoeba, Hydra and Man). iii. Adaptation of Dentition to mode of Nutrition in Herbivores, Carnivores and Omnivores (Man).	By the end of the lesson, students should be able to: i. Enumerate the various feeding habits in organisms. i. Discuss the mechanism and modification of feeding in mosquito larva, tapeworm, butterfly, mucor, mart, Amoeba, Hydra. = ii. Describe foe types structure of the tooth in herbivores; carnivores add omnivores/explain how the teeth of Rabbit and Dog are adapted to suit their mode of feeding.	• The teacher distributes printed copies of the lesson text • Students take turns to read through the lessons. • Students form a group with teacher’s guidance to discuss feeding mechanism of living organisms. •Teachers summarizes the topic did give group . assignment to students to (I) categorize some organisms into filter, fluid and piercing and sucking insects, (II) to discuss adaptation of dentition to mode of nutrition.	– Critical thinking and Problem solving, – Leadership and Personal development. – Collaboration and Communication – Digital literacy	Audio Visual resources • Charts, Butterfly, teeth of dog, rabbit • Upper and Lower :jaw of dogs and rabbits to show Diasterma and Carnassials teeth. • Teeth models of some animals, made with paper Mache. Web resources www.biologyrefe rence.com . . .
3	Transport System i. Need for trans portation / materials for transportation, e.g. food, oxygen, waste, i. Media of Transpor-tation (Cytoplasm, Lymph, Blood iii. Composition and Function of blood and lymph iv. Spelling Drills of Biological Technical term	By the end of the lesson, students should be able to: i, Highlight the need for transport systems in organisms. ii. List the materials and media of transportation in living organisms. iii. Explain the composition, structure and functions of mammalian blood.	• Students, as a class discuss the reasons for transport systems in living organisms. • Students, in small groups, compare and contrast structures and functions of arteries, veins and capillaries. . .	– Critical thinking and Problem solving. – Leadership and Personal. development. – Collaboration and Communication	Audio Visual resources • Relevant Charts, Video clips. • Diagrams showing arteries, veins, capillaries and Vascular bundles. Web resources https//www.longdom. org

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
4	Circulatory System in Mammals i. Structure of the Mammalian heart, arteries, veins and capillaries. ii. Type and Mechanism of Circulation. iii. Open and Closed / Single and Double Circulation.	By the end of the lesson, students should be able to: i. Draw and Label the structure of Mammalian Heart, Arteries, Veins and Capillaries. ii. Explain the double circulation in mammals. iii. Distinguish between arteries and veins.	* Whole class discussion on circulatory system in mammals Small groups discussion on the differences between arteries and Veins. Students, in the same groups, make a model of mammalian heart, using locally sourced materials.	– Critical thinking and Problem solving, – Leadership and Personal development, – Collaboration and Communication	Audio Visual resources Charts, Model/real specimen of mammalian heart. Flashcards. Project on types of circulation (models). Web resources
5	Mechanism of Transport in Higher Plants, a, Absorption and transport of water and mineral salts b. Transpiration c. Translocation.	By the end, of the lesson, students should be able to: i. Explain the mechanism of transport in higher plants	Teacher begins the class by sharing a printed copy of the topic Mechanism of transport in higher plants. Students in groups to study the above materials. Students to make experiment on transpiration in plant	– Critical thinking and Problem solving, – Leadership and Personal development, – Collaboration and Communication	Audio Visual resources Diagram showing the distribution of vascular bundle, Herbaceous plant e.g. Water Leaf, Eosine Solution, blade/knife, water, beaker, hand lens, Web resources https://onlinesciences.com
6	Cell Division a Mitosis b Meiosis	By the end of the lesson students should be able to: i. List the stages of Mitosis and Meiosis ii. distinguish between Mitosis and Meiosis	• Whole class watch a video on mitotic and meiosis cell division • the teacher ask students to stages of Mitosis and Meiosis cells division in their note book. Students are asked to make two group presentation on the topic. Each group to talk on meiosis and mitosis Teacher compares presentation and bring out facts about the lesson.	Critical thinking and Problem solving Leadership: and Personal development Collaboration and Communication	Audio Visual resources • Prepared model of mitotic and meiotic division with beads and thread (5tUdeflt project) Web resources

7	MID TERM BREAK AND TEST/ OPEN DAY
8	Practical on Digestion skeletal system and Circulatory System	By the end of the lesson students should be able to: i. Identify specimens on digestive systems, Skeletal system and circulatory system. ii. Draw well labelled diagrams to specifications..	• Activity One • The teacher dissects a pigeon to study the alimentary canal. STEP 1: students to observe the teacher dissect and displayed alimentary canal of a pigeon. STEP 2 Students try to identify parts using the model of the alimentary canal of a bird. • students to draw the alimentary canal of a bird. • Activity Two • students to draw the mammalian skeleton from the model of mammalian skeleton in the biology lab or check web to draw • Activity Three students to make the model of the heart using locally sourced materials for their termly project.	Critical thinking and Problem solving Leadership add Personal development. – Collaboration and Communication – Creativity and Imagination . .	Audio Visual resources • Small Mammal (Rabbit), Bird (Domestic Fowl), Practical textbooks, Dissecting sets, Dissecting Board, water Chloroform, Bowl with lid, Cotton wool. Web resources https://www.pinterest. com

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	Reproductive systems in Vertebrates a. Structures and functions of male and female mammalian reproductive systems. b. Differences between male and female reproductive organs. c. Structure of the gametes (sperm and ovum). d. Fertilization, development of embryo and birth.	By the end of the lesson, students should be able to: I. Draw well labelled diagrams of male and female reproductive systems in man, bird, lizard and sh. ii. Distinguish between the male and female gametes in animals, ii. Analyze the functions of the egg from the stage of fertilization to development of embryo and birth.	• Whole class discussion on reproductive system in vertebrate. Students, in pairs, differentiate between male and female gametes in animals.	– Critical thinking and Problem solving, – Leadership and Personal development – Collaboration and Communication – Creativity and Imagination	Audio Visual resources • Charts, Eggs. • Dissected Lizard, fish, rabbit or any other vertebrate showing male and female reproductive system. • Slide of sperm cells and ovum. Web resources
10.	. Comparison of Reproduction in Vertebrates B. Reproductive Behaviours in Animals.	By the end of the lesson students should be able to: i. Compare reproduction in vertebrates on mode of .growth, feed of embryo and are n:a care. ii. Describe with examines the reproductive behaviour in animals	Students, as a class discuss the meaning of reproductive behavior Whole class compare the reproduction in vertebrates.	Critical thinking and Problem solving, – Leadership and. Personal development – Collaboration and Communication	Audio Visual resources Relevant charts Video on the reproduction. Web resources https://www.CK12. org www.slideshare.net
11	REVISION
12	EXAMINATION
13	EXAMINATION

Biology Scheme of work for SSS 2. Lagos State Government Ministry of Education Unified Schemes of Work Biology for Senior Secondary School Schemeofwork

Biology Scheme of Work SSS 3 Third Term

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
	Resumption Test Reproductive System in Flowering Plants. i. Structure and Functions of Reproductive organs (flower) of flowering plants. ii. Types ovaries/ flower Practical inclusive). iii. Placentation in flowering plants	By the end of the lesson, students should be able to: i. Describe the structure of a flower with a well labelled diagram ii. Match the parts with their functions. iii, Justify the mechanism of placentation in flowing plants with examples	• The teacher shows a video on reproductive system in flowering Plants. • Students to examine a whole flower of pride of Barbados, receptacle, sepals petals, stamen, ovary, styles and stigma as described in the video above. Students to make models of a whole flower and other floral parts.	Critical thinking and Problem solving. – Leadership and Personal development. Collaboration and Communication – Creativity and Imagination	Audio Visual resources • Natural flowers e.g. Hibiscus, Pride of Barbados. • Chart/diagrams of plancentation with examples. • Flash cards. Web resources
	Pollination in plants i. Types of Pollination, ii. Feature of self pollinated and cross pollinated flowers, iii. Agents of Pollination (Water, Insects, Wind, Practical on iv Process of Development in flowering plants. v. Germination of seeds. vi. Types of germination. vii. Conditions necessary for germination viii Practical on germination	By the end of the lesson, students should be able to: i. Describe the types of pollination, ii Distinguish between wind and insect pollinated flowers iii. Explain the fertilization and process of development of plants iv. Explain the conditions necessary for germination of seeds	• Whole class discussion on pollination. • Students as a class examine wind and insect pollinated flowers and differentiate between them. Small groups discussion on fertilization	– Critical thinking and Problem solving – Leadership and Personal development. – Collaboration and Communication Creativity and Imagination	Audio Visual resources • Samples of flowers that are pollinated by and wind pollinated flowers). • Germinating seeds of monocotelydons (maza) and Dicotyledons (bean). • Plant of seeds of maize and beans by students. Web resources https:IIwww.fs.fed.us
3	Fruits: i Types of Fruits (Classification) ii Structure of Fruit iii. Dispersal of fruits/seeds iv. Agents of Dispersal. v Practical on Fruits	By the end of the lesson students should be able to i Describe the structure of a typical fruit. ii Explain the various classifications of fruits, iii. Distinguish between fruits and seed, iv Name the different agents of dispersal.	• Whole class observe fruits provided by the teacher and describe the structure of each • Hold each fruits in front of the class and discuss the similarities and differences in skin seeds and flesh. • students as a class examine fruits inside and complete as requested in the handout. Individual students draw a longitudinal section of a mango fruit.	Critical thinking and Problem solving Leadership and Personal development. Collaboration and Communication	Audio Visual resources • Different kinds of fruits (real specimens) • Seeds • Charts showing classification of fruits. • Blade/Knife . • Boards. Web resources
4	Habitat • Definition • Aquatic Habitat i. Marine Habitat; a. Characteristics of a Marine Habitat. b. Major zones of the Marine Habitat (intertidal, littoral, oceanic) c. Distribution of organisms in the Marine	By the end of the lesson, students should be able to: I. Define habitat. ii. Explain the various zones in marine habitat. iii. Recognise the adaptive features of organisms in the Marine Habitat. v. Construct food chain in the Marine Habitat.	• Students, as a class discuss the meaning of habitat, • Small groups discussion on various zones in the marine habitat. • Students, in small groups, investigate adaptations of animals that live in two different ocean using the videos, image and creature profiles provided in this lesson from PBS Learning media www./Pbslearningmedia.org	– Critical thinking and Problem solving. – Leadership and Personal development, – Collaboration and Communication – Creativity and Imagination	Audio Visual resources • Relevant Charts, pictures, water, bowl, salt. • Pictorial chart showing the major zones of the marina habitat • Video clip. Web resources

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
5	a. Estuarine Habitat Characteristics of Estuarine Habitat, ii Types of Estuary. iii. Distribution of plants and animals in Estuarine Habitat. iv. Adaptive features of plants and animals in Estuarine Habitat. b. Freshwater Habitat Characteristics of Freshwater Habitat. ii. Types of Freshwater Habitat. iii. Zones of Freshwater Habitat. iv. Distribution of organisms in Freshwater Habitat. v. Adaptive features of organisms in the Freshwater Habitat.	By the end of the lesson, students should be able to: i. Describe estuarine habitat. ii. Outline the characteristics of estuarine habitat. iii. Name the two (2) types of freshwater habitat. iv. Explain the energy flow in freshwater habitat. v, Construct a food chain in freshwater habitat	• Whole class discussion on. estuarine and fresh water habitats. • Students, as a class discuss the characteristics of estuarine and fresh water habitats. • Small groups discussion on energy flow in a fresh water habitat. Students, in the same groups, create chart on food chain both fresh and estuarine habitats	– Critical thinking and Problem solving. – Leadership and Personal development. – Collaboration and Communication Creativity and Imagination . .	Audio Visual resources • Relevant Charts, pictures, water, bowl, salt, fish, crab, crayfish. (samples of aquatic organisms). • Video clip. • Relevant Charts, pictures, water, bowl, lettuce, water leaf, fish. • Video clip. Web resources Httpis://passngwttot.yco m
6	Terrestrial Habitat Marshes i Characteristics of a Marsh. ii. Formation a Marsh. iii. Types of Marshes. ii. Plants and animals that live in Marshes. v. Adaptive features of plants and animals in the Marsh. I. Characteristics of a forest. i1i. Strata in the forest. iii.. Distribution of plant and animals that inhabit a forest. iv. Adaptive features of plants and animals in a forest.	By the end of the lesson, students should be able to: Recognise types of marches ii. Give examples of plants examples of plants and animals found in marshes. iii. Highlight the characteristics of a forest. iv. Give examples of the plants and animals in the forest with their adaptive features.	• Students s a class use 20 pro-made cards with images of habitats or maps. • 20 pro-made cards for animal images see table for ideas of animals/habitat. Polar bear Iceberg Muskoxen Und ra Trout River Deer Meadow Frog Pond Owl tree • individual students pick a Card • find their partners and place cards in basket, grab another card and find new partner.	– Critical thinking and Problem solving. – Leadership and . Personal development. – Collaboration and Communication Creativity and Imagination	Audio Visual resources • Relevant Charts pictures water, bowl, salt, fish, crab crayfish aquatic organisms). • Video clip. • Relevant Charts pictures, water, bowl, lettuce, water leaf, fish. • Video clip: Web resources https:///assnownow.com

7.	MID TERM BREAK AND TEST/OPEN DAY
	a. Grassland i. Characteristics of Grassland. ii. Types of Grassland i. Distribution of plants and animals in Grassland. v. Some adaptation of Grassland communities, Arid Land.	By the end of the lesson, students should be able to: i. Define grassland ii. State the adaptations of plants and animals in grassland communities. iii. Describe the characteristics of arid land.	• Whole class discussion on the meaning of grassland. Students, in small groups, identify the adaptive features of animals found in grassland communities and share, with the class..		Audio Visual resources • Sandy soil. • Pictorial Charts. • Pictures • Video clip. Web resources

WKS	TOPICS	LEARNING OBJECTIVES	LEARNING ACTIVITIES	EMBEDDED CORE SKILLS	LEARNING RESOURCES
9	Ecology of Populations a, Ecology of Succession I. Definition, ii General characteristics and nature of succession iii. Types of succession. iv. Differences between primary and secondary succession. v. Characteristics of a stable community or climax community, b. Overcrowding i. Definition. ii. Factors that may cause overcrowding. iii. Effects of overcrowding. iv. Adaptation to avoid overcrowding.	By the end of the lesson, students should be able to: i..Explain ecological succession. ii. Describe the process of ecological succession. iii. Outline the characteristics of a climax community. iv. Analyse the factors may cause overcrowding. v. discuss how living organisms adapt to avoid overcrowding	Students, as a class discuss: i. Ecological succession and overcrowding; ii. Processes of ecological succession; iii. Characteristics features of a climax community. Students, in small groups, discuss the factors causing overcrowding, proffer possible solutions and share with the class.	• Critical thinking and Problem solving. •Leadership and Personal development. • Collaboration and Communication • Creativity and Imagination	Audio Visual resources • Pictures. • Flashcards. • Relevant Charts. School compound • Video clip. • Pictures of overcrowded area. Web resources https://www.nature.com

10	Food Shortage Cabses. ii. Effects of food shortage on the size • of population	By the end of the lesson, students should be able to: i. Define food shortage. ii. Outline the government efforts to reduce food shortage iii. Explain the effects of food shortage on population size.	• Whole class watch a short video on food shortage and share their thought on it. • Students, in small groups, discuss the role of government in eradicating food shortage and effect of food shortage. .	Critical thinking and Problem solving, – Leadership and Personal development. Collaboration and . Communication	Audio Visual resources • Charts. • Pictures. • Samples of unhealthy plants. • Samples of fresh vegetables. Samples of spoilt vegetables. Web resources
11.	REVISION
12.	EXAMINATION
13.	EXAMINATION

Biology Scheme of work for SSS 2. Lagos State Government Ministry of Education Unified Schemes of Work Biology for Senior Secondary School Schemeofwork

ACHIEVEMENT STANDARDS

At the end of the session, students are able to:

Discuss types bf harmful traditional incision and. care of reproductive organs;
Identify the effects of STIs, HIV and AFDS on foetus and infant;
Justify the causes of birth defects;
Analyze the process of meiosis.
Distinguish between aerobic and anaerobic respiration;
Identify and name the respiratory organs in fish, toad, mammals and plants;
Describe the mechanism of excretion in insects and flowering plants;
Explain the functions of skeleton to mammals;
Distinguish between bone and cartilage;
Make of use of the model of a skeleton to explain the different vertebrae in human;
Describe supporting tissues in plants under this heading (i) Location (ii) Structure (iii) Functions, Perform practical to demonstrate turgidity in plants;
Describe reproductive behaviors in animals;
Justify the mechanism of placentation in flowering plants;
Describe the structure of fruits;
Differentiate between a Seed” and a Fruit;
Construct food chain of any habitat;
Describe the process of ecological succession;
State the characteristics of a climax community;
Explain the effects of food shortage on population size.