Biology Scheme of work for SSS 3 . Lagos State Ministry of Education, SS3 Schemes of Work Biology for Senior Secondary School
SSS 3 Biology Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption Test/ Regulation Of Internal Environment – I. Definition of Homeostasis. – A. Homeostasis Organs. B. The Kidney C. Structure, location. Functions and Diseases of the kidney D. Effect of kidney diseases and remedy E. Condition Affecting The functions of the kidney ii. The Liver A. Structure, location. Functions and Diseases of the liver. B. The effects of Liver diseases and Remedy. iii. Practical: Dissection of Rabbit/Rat. | By the end of the lesson, students should be able to: i. Explain Homeostasis ii. Describe the structure and functions of kidney and liver. iii. Name some kidney and liver diseases and explain their symptoms and effect. iv. identify the treatment of the mentioned kidney and liver diseases. | • Whole class discussion on homeostasis. • Students, as a class, V watch a short video on the structure and functions of the kidney and liver. • Students, in small group discuss some kidney and liver diseases and how they are treated. Students to visit a general hospital to see patients undergoing dialysis. | • Problem solving & Critical thinking. • Creativity & Imagination. Collaboration & Communication . | • Flashcards, Liver (Real Specimen), Rabbit, Dissecting Tray, Scalpel, Scissors, Forceps, Dissecting Pins, • Charts Showing The Position of . Kidney And Liver. •. Biology Practical Textbook. • Model of Kidney made by students https://opencurriculum.org https://Core.ac.cardboards. |
| 2 | Endocrine Glands. i. Animal hormones and their functions ii. Effects of over production and under secretion of hormones. iii. Plant hormones: Types and Functions. iv. Modern application of Auxin. | By the end of the lesson, students, should be able . to: i. Describe endocrine system. ii. Name major endocrine V glands, their positions in the body and their functions. iii. Describe the general functions of hormones. iv Name some animal hormones and their functions. | • Whole class discussion on the meaning of endocrine system. • Small groups discussion on the types of endocrine glands and the hormone they secret. •Students, in the same groups, identify various animal hormones and their function | – Critical thinking and Problem Solving. – Leadership and Personal development – Collaboration and Communication. | • Charts and photographs showing the endocrine glands: • Photographs showing the effects of overproduction and underproduction of hormones (e.g. giantism, dwarfism) • Slides. |
| 3 , | Nervous Coordination i. Meaning of Coordination. ii. Organization of Central Nervous System iii. Central Nervous System A The brain (Structure and Function. B. The Spinal Cord iv. Spelling Drills | By the end of the lesson, students should be able to: i. define coordination ii. describe the structure of the brain and explain the functions of its different parts. B. write structural differences between the brain and the spinal cord. | • Whole class discussion on nervous coordination. • Small groups discussion on structure of the brain and it function. Student in the same groups, structurally differentiate between the brain and spinal cord. | Critical thinking and Problem solving. – Leadership and Personal development: . – Collaboration and Communication – Creativity and Imagination | • Photographs, V Charts of the Nervous System and Video Clips. • Dissected Vertebrate to show the position of brain and spinal cord. • Skull of a small mammal. • Video clip. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Peripheral Nervous System (PNS) i. Somatic Nervous System ii. Autonomic Nervous System iii. Parasympathetic Nervous System. iv. Differences between hormonal and Nervous Coordination. v. Neuron vi, Structure and Functions of a Neuron, vii. Reflex and Voluntary Actions. | By the end of the reason, students should be able to: i. Identify Peripheral Nervous System. ii. Describe a typical Neuron. iii. Explain the process of impulse transmission. v. Describe reflex arc and reflex action, vi. Distinguish between a reflex action and a conditioned reflux. . | • Students, as a class, watch a short video on neurons and share their thought. • Students, in pairs, draw a typical neuron, paste on classroom wall for a gallery work • Students, as a class discuss differentiate between reflex action and conditioned reflex. | – Critical thinking and Problem solving,- Leadership and Personal development, – Collaboration and Communication – Creativity and Imagination . ‘ . . | • Charts showing the diagram of a typical neurone. • Model of Neurone with recycled materials made by students. emedicine.medscape https://www.verywellmins. com |
| 5 . | Sense Organs i. Definition and Types, ii. Organ of Smell (Nose) iii, Process involved in perception of smell. iv. Organ of Taste (Tongue). v. Taste buds on Tongue and part played in tasting. vi. Skin as a Sense Organ. , | By the end of the lesson, students should be able to: I. Defined Sense organs and list major sense organs. ii. Describe Organs of smell and taste. iii. Identify different parts of the tongue associated with sweetness, bitterness, salty an sour taste. iv. Name the different types of Sensory cells of the skin and name the stimuli they receive, v. Draw the skin showing the different receptors present. . | .. The class will begin with teacher showing the video .https://www.youtube.com. on sense organs. •. Teacher guide students to • discuss about what they observed and their thoughts on the content. • The teacher should handout the “Diagram of organ of smell and taste. Onto the board using a projector or put into a power point document and project so that the teacher can point to, whale they explain. As the teacher explains, students will write the name of each organ in their books and explain process involved in perception of smell | – Critical thinking and Problem solving. .- Leadership and Personal development. . – Collaboration and Communication – Creativity and Imagination. . . . | •Photographs, Charts showing the different areas of the tongue sensitive to different taste. • Models, objects, perfume, Ammonia gas •Pricking Objects, ice cubes. |
| 6 | The Eye i. Structure and Function of the Eye. ii. Mechanism of the Eye. iii. Eye Defects and Corrections (Diagram Inclusive) iv. Care of the Eye. | By the end of the lesson, students should be able i. Describe the mammalian eye. . ii. Explain the mechanism and functions of the Eye. iii. Describe he various eye defects and corrections. | • Students, as a class, discuss the various parts of the eye. . • Small groups discussion on eye defect. ‘ Students, in the same groups, create a model of the eye and submit at the next lesson. | – Critical thinking and Problem solving – Leadership and Personal development. Collaboration and Communication | • Model of mammalian Eye, photographs, Charts showing the well labelled diagram of the mammalian eye. |
| 7 | MID-TERM BREAK. |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | The Ear. Structure and function of the parts of the Ear.Mechanism involved in hearing and maintenance of balance.Deafness and Causes of deafness.Care of the Ear. | By the end of the lesson, students should be able to: Describe the structure of the Mammalian Ear and state the functions of each part.Explain the functions of the Ear as it relates to hearing and maintenance of balance.Explain the causes of deafness. . | The teacher uses www. Hearinglink.org to show video on the topic “The Ear”At the end of video, teacher divides the class into 4 groups and ask each group to discuss the sub-topics under the “EAR”.The teacher takes note of each group presentation and explain the whole topic to the class for better understanding. Teacher ask students to discuss Mendel’s experimental methods | -. Critical thinking and Problem solving. – Leadership and Personal development, – Collaboration and Communication . | • Model of mammalian Ear, photographs, Charts showing the model of the mammalian Ear. Video clip on the topic. |
| 9. | Genetics: i. Definition. E. Genetic Terminologies. i. Transmission and expression of characteristics organisms. iv. Mendel’s working Genetics (Mendelian’s Laws). . | i. Define Genetics arid list transmittable characters in plants and animals respectively. ii. Describe how chromosomes are involved in the transmission of characteristics from one generation to another. iii. Recognise that – chromosomes are responsible for inherited characteristics. iv. Define genetic terms: Genes, Alleles, Genotype, Phenotype, Dominant and. Recessive, Alleles. v. Explain the part played by Gregor Mendel in genetics and state Mendalian’s first and second law. | • The teacher ask students to road as the video s projected on the board. • The teacher forms group based on the sub-topics under Genetics and ask each group to take down notes as video is playing • Each group to explain what they learnt from their subtopic. • .The teacher gives printed material to each group and discuss the whole topic. Assignment: Teacher ask students to discuss Mendels experimental method. | Digital literacy | Cardboard and paper for genetic crossing. https://biology.youtube. edu |
| 11 | REVISION | ||||
| 12. | EXAMINATION | ||||
| 13. | EXAMINATION |
Biology Scheme of work for SSS 3 . Lagos State Ministry of Education, SS3 Schemes of Work Biology for Senior Secondary School
Biology Scheme of Work SSS 3 Second Term
| WKS | TOPICS | LEARNING TOPICS OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption Test/ • Chromosomes I. Basis for Heredity: • Location, Structure, Roles of chromosomes in the process of transmission of hereditary characters from parents to offspring. ii. Probability genetics, iii. Application of the • principle of Heredity in Genetics: In • Medicine, in • Agriculture. v. Linkage, Sex Determination and sex linked characters. | By the end of the lesson, Chromosomes students should be able to: Heredity: I. Describe Chromosomes Structure, and recognize roles of Chromosome in the chromosomes in the process of transmission of hereditary character from of parent to offspring, characters ii. Apply principles of Heredity in Genetics in the field of: A. Medicine B. Agriculture iii. List and elucidate sex-linked characters of human beings iv. Solve problems on application of probability to the formation of gamete in plants and animals. | • The teacher encourages them to study the topic extensively on the internet before the actual class. The teacher gives out printed material to each student. He or She draws the diagram of Chromosome on the board before the lesson begins. • Teacher ask to read through the lesson for five minutes, then ask students to explain how characters are transmitted from parents to offspring. • The teacher entertains opinions from students. • The teacher finally discuss the content of the lesson. • Home/Work: Student to explain probability in genetics. • Students to mention – application of genetics in medicine and Agriculture. | Problem solving & Critical thinking • Digital literacy Collaboration & Communication | • Slides showing structure of chromosomes, charts. Edufad.com. |
| 2 | Variation: i. Morphological variations in the physical appearance of individuals a. Size, Height and weight. b. Colour (Skin, Eye, Hair, Coat of animals) ii Physiological Variations i.Ability.to roll tongue. 1. Ability to taste phynyithiocarbamide (PTO) iii. Application of Variation: Crime detection. Blood Transfusion, determining paternity. ii. Theories of Evolution. | – By the end of the lesson, students should be able to: i. Define variations and give examples of morphological and physiological variations. ii. Discuss advantages of variation, iii. Distinguished between continuous and discontinuous variation with examples. iv. Discuss causes of variation. v. Discuss the application of variations in human life. | • Teacher shows a video clip on variation in population. • Teacher ask students to obtain their finger prints on a plain paper- by using their biro to paint their finger, if ink is not present and then identify whorl, Arch or loop finger print type. Teacher gets a set of twin to come to mass if they don’t have in their class, then ask students to mention variation seen in them. | • Problem solving & Critical thinking , • Digital literacy Creativity & Imagination | • Stamp pad with ink for thumb printing. Tables showing blood groups and compatibilities • Students are made to observe one another to list morphological features. • Students are made to roll their tongues so as to appreciate physiological features. https://www.yourge neme.uk. |
| 3 | Evolution i. Evidence of Evolution. i. Theories of Evolution | By the end of the lesson, of students should be able to: i. Discuss the evidences of Evolution, that evolution has taken place. ii. Discuss the progressive change in anatomy of organisms from water to land. iii. Compare and Contrast the Darwin’s 1’theory and Lamarcks theory of evolution. iv. Discuss the role of: • Illustration Isolation in the formation of new species | . • Teacher gives printed copy of lesson on evolution for students to study. •Teacher groups student and ask them to differentiate between Darwin’s and Lamarck’s theories of evolution. | Problem solving & Critical thinking • Digital literacy • Collaboration & Communication | • Fish, Charts showing progressive evolutionary changes in the anatomy of vertebrate heart. • Charts showing vertebrate embryos. https://www.yourg enome.org |
| TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Adaptation Behavioural Adaptation in social animals a. Termites b. Bees ii. Structural Adaptation e.g. Adaptive Colouration and Functions e.g. Camouflage in Chameleons. iii. Composition, Types (interspecific and intraspecific) | By the end of the lesson, students should be able to: i. Define Adaptation, Structural adaptation ii. Explain the term behavioural adaptation as regards the castes in TermitesBees iii. Discuss types of competition with examples | * Teacher distributes printed materials on behavioural adaptation in social animals to students. She can ask them to read for the minutes. *Teacher divides class into groups. *The teacher ask the students to discuss the whole topic. *The teacher ask students at random to mention some adaptations and economic importance. The teacher then, summarizes lesson. | Problem solving and critical thinking Collaboration and communication | • Life specimen on castes of termites Queen, King, workers and Soldiers • Toad. • Different types of feets beaks of birds. •.Different mouthparts of insect. (Life specimen and Charts) • Field trips to farmland. • Maize seedling in a nursery Rats in a cage. |
| Biological Diagram/Drawings a. Determination of magnification of drawings b. Appropriate headings/ titles for biological drawings c. Size of biological drawing d. Quality of biological drawings e.g. clarity of lines, neatness of labels labs sings of biological drawings, | By the end of the lesson, students should be able to: i. Determine appropriate title and magnification of drawings. ii. Adhere and draw to specification. iii. Draw a neat diagram taking into consideration neat labeling and clarity of lines. | The teacher explains all the rules of biological drawings and ask students to draw the Transverse section of orange following the rules. | Pencils, rulers, Eraser, Drawing Books, Specimen, Biology Practical textbooks. | |
| Spelling Drills of Biological Technical Terms | By the end of the lesson, students should be able to: i. Write correct spelling | Students to visit this web https://biologydictionary.net. Teacher uses thesame web to teach spelling drills of biological technical terms. | Problem solving and critical thinking | |
| MID-TERM BREAK AND TEST/OPEN DAY | textbooks. https://biologydictionary. net | |||
| REVISION | ||||
| EXAMINATION |
