PROPOSED LESSON PLAN FOR WEEK 1 (3rd TERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 10-12yrs
Class SSI
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance students understanding on the ecosystem
Topic Functioning ecosystem
Teaching objective The teacher demonstrates and explains to the students:
 heterotrophy and autotrophy
 food relationship among living things
 nutrient transfer in the ecosystem
Learning objective By the end of the lesson, students will be able to:
 define autotrophy and heterotrophy
 explain that plants are the only producers that produce food for all living
things
 describe nutrient transfer in the ecosystem
Anticipation Students have already studied ecosystem
progression Continue with the lesson
Reference  Essential biology for Senior Secondary Schools pg 456
 Extension biology for Senior Secondary School
Teaching Aid(s) The school environment
Entry Behaviour: The teacher begins the lesson by taking the learners around the school environment.
Learners are asked to take notes on the producers and consumers they identified around them.

Step 1: Autotrophy and heterotrophy

Autotrophy; this refers to the process whereby certain organisms use sunlight or chemicals to manufacture
their food from inorganic substances through a process called photosynthesis.
Heterotrophy; this is the process by which organism depend directly or indirectly on green plants for their
food.
Producers
A producer is an organism this is capable of producing complex organic substances from simple inorganic
substance through the process of photosynthesis or chemosynthesis. They play an important role in
maintaining a balance between oxygen and carbon dioxide.
Types of producers
1. Photoautotroph; are mainly the green plants which undergo the process of photosynthesis.
2. Chemoautotroph; they are mainly bacteria such as colourless sulphur bacteria and nitrifying bacteria.
They release energy during certain inorganic chemical reactions and prepare organic food with it.
Examples of producers in aquatic and terrestrial habitat
Aquatic habitat producers includes; phytoplankton, algae, sea grass and water hyacinth.
Terrestrial habitat producers include; grasses, trees, herbs and shrubs.
Consumers
Consumers are mainly animals which are unable to synthesise their food. They utilize energy from producers.
A consumer is an organism that generally obtains food on other organism or organic matter due to its inability
to manufacture its own food.
Types of consumers
1. Primary consumer; animals that feed directly on plants (herbivores)
Examples of primary consumers in aquatic habitat; Snail, Mosquito larva, Tadpole, Crab and Tortoise
Examples of primary consumers in the terrestrial habitat; Cattle, Deer, Rat, Grasshopper and Zebra.
2. Secondary consumers; animals that feed on herbivores (carnivores).
Examples of secondary consumers in aquatic habitat; hydra, dragon fly larva, water bug, water beetle,
frog and small fish
Examples of secondary consumers in terrestrial habitat; cat, dog, snake, lizard, toad and fox.
3. Tertiary consumer; animals that feed on flesh of carnivores.
Examples of tertiary consumers in aquatic habitat; turtle, jelly fish, shark etc.
Examples of tertiary consumers in terrestrial habitat; lion, eagle and man.

Step 2: Decomposers
These are mainly bacteria and fungi which feed on dead remains of plants, animals and organism, leading to
the breakdown of organic matter to produce soluble nutrients which are absorbed by plants are broken down
into simple forms that can be absorbed.

Interactive pattern Individual/pairing

Cross curricular link Agricultural science: Ecosystem

Assessment
 Why are consumer known as key industry animals?
Biblical principle John 6: 35 I am the bread of life
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. write short notes on the following
a. Autotrophy
b. heterotrophy
2. briefly describe the process of decomposition by organism
3. list the types of consumers based on their feeding habits

Outcome

Reflection

Summary
Conclusion

Homework

PROPOSED LESSON PLAN FOR WEEK 2 (3rdTERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 13-16yrs
Class SS1
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance students understanding on food chain, food web and trophic
levels
Topic Functioning ecosystem
Teaching objective The teacher demonstrates and explains to the students:
 food chain and food web
 the non -cyclic nature of chemical energy transfer
 nutrient movement in an ecosystem
Learning objective By the end of the lesson, the students will do the following:
 differentiate between food chain and food web
 describe the nature of energy transfer or flow in the ecosystem
 state that there is a progressive diminutive of energy in the feeding
chain
 show an illustration of trophic levels
Anticipation Students have already learnt ecosystem
progression Continue with the lesson
Reference  Essential biology for senior secondary school
 Extension biology for senior secondary school
Teaching Aid(s)  A marked out section of the school environment under study.
Step 1: Entry behaviour: The teacher begins the lesson by revising the previous lesson with the
learners.

Step 2: Food chain and food web

Food chain is defined as a feeding relationship involving the transfer of energy through food from producers
to consumers.
This is a linear feeding relationship.
Examples of food chain
1. Grass Grasshopper Frog Snake
2. Crop Aphids Ladybird beetle Birds
3. Spirogyra Mosquito larvae Tilapia fish Whales
Food web
Food web is defined as a complex feeding relationship among organisms in the same environment with two
or more inter-related food chain.

Differences between food chain and food web

Food chain Food web
It is a linear feeding relationship It is a complex feeding relationship
It involves one food chain It involves two or more food chain
It involves fewer organism It involves many organisms.
Organism have lesser chance of survival Organisms have greater chance of
survival

Trophic level
This is defined as the feeding level is defined as the feeding level or each stage in a food chain.
 A diagram illustrating trophic levels.

Pyramid of number
This refers to the number of individual organism at each trophic level which decreases progressively from
the first to the last trophic level in the food chain.
Pyramid is a diagrammatic representation of food chain in which producers form the base and the carnivore
form the apex.

A diagram illustrating pyramid of numbers.

Pyramid of energy
This is defined as the amount of energy present in the living organism at the different trophic levels of a food
chain. It is a progressively decrease in energy from the first trophic level to the last level. The primary
consumer has lesser energy while the secondary consumer have the least energy. Energy decreases from the
base of the pyramid to the apex.
Note ; TC; Tertiary consumer
SC; Secondary consumer
PC; Primary consumer
PP; Primary producer
Non-cyclic nature of chemical energy transfer
The energy is passed from one organism to another in a food chain but, unlike water and eleme nts such as
carbon and nitrogen, energy does not return in a cycle. Energy given out by organisms is lost to the
environment.

Interactive pattern Group/Individual

Cross curricular link Agriculture science: Ecosystem

Assessment  What is trophic level?
 State the principle governing trophic levels
 Differentiate between food chain and food web
Biblical principle Psalm 34:8 Oh taste and see the LORD is good
Organ isation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation  differentiate between food chain and food web
 describe the nature of energy transfer or flow in the ecosystem
 state that there is a progressive diminutive of energy in the feeding
chain
Outcome

Reflection

Summary

Conclusion

Homework

PROPOSED LESSON PLAN FOR WEEK 3 (3rd TERM 2021/2022)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 10-12yrs
Class SS1
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on energy flow in the ecosystem
Topic Energy Transformation in Nature
Teaching objective The teacher demonstrates and explains to the students:
 energy loss in the ecosystem
 laws of thermodynamics
 application of both laws to ecological phenomenon
Learning objective By the end of the lesson, the students will be able to:
 use the knowledge on energy losses in the ecosystem to explain the pyramidal
shape of feeding relationship
 state that only a small percentage of the radiant energy actually gets to plants
 state the laws of thermodynamics
 apply the laws of thermodynamics to explain ecological events such as
pyramid of energy, food chain and energy flow.
Anticipation Students have already learnt the laws of thermodynamics
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) A chart illustrating the pyramid of energy and numbers

Step 1: Entry behaviour: The teacher begins the lesson by revising the previous lesson with the learners.
Step 2:
Energy loss in the ecosystem
Energy transformation also known as energy conversion is a change of energy from one to another.
Energy loss
The energy loss in an ecosystem can be described in terms of solar radiation, respiration by producers and
consumers.
The sun is the only source of energy for the earth. The total solar radiation which falls on the earth surface is not
completely absorbed by the earth. Half is reflected by the ozone layer, from the remaining half that reaches the
earth only 1% is used by plants in photosynthesis.
In ecosystem, energy is also lost through vegetation, soil, air, heat, evaporation of water and effects of wind.
Laws of thermodynamics
Thermodynamics means heat changes. Heat is a form of energy and how it can be converted from one form to
another is governed by two laws. These laws are the laws of thermodynamics.
First law of thermodynamics
The first law of thermodynamics states that energy cab neither be created nor destroyed but can be changed from
one form to another.
Second law of thermodynamics
The second law of thermodynamics states that in any conversion of energy from one form to another, there is
always a decrease in the amount of useful energy.

Application of both laws to ecological phenomenon or events

The laws of thermodynamics can be used to explain;
1. Food chain
Using the first law; Energy is generated through the sun and it’s transferred from the producer to the final
consumer. The green plants transfer the energy to the primary consumer which again transfers the energy to the
secondary consumers. In all, the sum total of the energy remains constant
Using the second law; While the energy is transferred to the next trophic level, part of it is lost at heat, in other
words, as the energy is being transferred from producer to primary consumer, then secondary and tertiary
consumer, energy is lost at each trophic level. No transfer of energy is 100% efficient.
2. Pyramid of energy
Using the first law; it is discovered that energy is transferred from one trophic level to another. The energy of
the producers at the base of the pyramid is higher and it is transformed gradually from one stage of the trophic
level to another. Even though energy is transformed into various other forms in the successive trophic levels, the
sum total of the energy is constant.
Using the second law; As the energy is transformed from one trophic level to another, part of it is converted into
heat which is lost, causing a progressive drop in energy in successive trophic levels.
3. Energy flow
Using the first law; As the producer converts solar energy to useful energy, this energy is progressively
transformed from one trophic level to the next and so on. The flow of energy is in one direction only.
Using the second law; The transfer of energy between trophic levels is not 100%, successive levels have less use
of useful energy and support fewer organisms. Producers have the highest amount of energy. Energy is reduced
further.
Interactive pattern Individual/pairing

Cross curricular link Agriculture : Ecosystem

On-going Assessment  How do energy living organisms carry out energy transformation?
 Why is energy lost in the ecosystem?
 Define Energy loss
Biblical principle Genesis : 1-24 Then God said, Let the earth bring forth living creatures after their
kind. Cattle and creeping things, and it was so.
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. State the laws of thermodynamics
2. How can the laws be applied to;
a. Food chain
b. Pyramid of energy
c. Energy flow

Outcome

Reflection

Summary

Conclusion
Homework

PROPOSED LESSON PLAN FOR WEEK 4 (3RD TERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 13-16yrs
Class SSI
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance knowledge on microorganisms
Topic Microorganisms around us
Teaching objective The teacher demonstrates and explains to the students:
 the definition of microorganisms
 the group of microorganisms
 the concept of culturing
 microorganism found in air, food and water
Learning objective By the end of the lesson, the students will be able to:
 identify some microorganism present in food and water
 prepare an culture medium
 differentiate between a vector and a carrier
 illustrate a bacteria vividly
Anticipation Students have already learnt soil in diseases
Progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essentials Biology for Senior Secondary Schools
Teaching Aid(s) A practical experiment on culturing, a chart of a bacteria
Step 1: Entry Behaviour: The teacher begins the lesson by revising the concept of diseases with the
learners.
Step 2: Microorganisms
Microorganism is a tiny organism which cannot be seen with the naked eye except with the aid of a
microscope. The branch of study of microorganism is called microbiology.
Microorganism are found everywhere in the soil, water, air, skin, etc.
Groups of microorganisms
All microorganism are grouped into;
1. Viruses; Viruses are microorganisms that are too tiny to be seen with ordinary microscopes except
with the use of an electron microscope. They do not have a cell structure. Each cell consist of a strand
of DNA and RNA viruses .Some may be envelope or not and can only reproduce inside a living cell.
Examples of viruses are Adenovirus, Picornavirus, Togavirusand Coronavirus.
 2. Bacteria; they are organism that can only be seen with a light microscope. A bacterium has a slimy
cluster, cell wall, a cell membrane, dense cytoplasmic granules with no clear nucleus but has a DNA
which spreads throughout the cell.

Types of bacteria
Bacteria are grouped into two major types. These are;
a. Bacteria on the basis of the us of oxygen
i. Aerobic bacteria; these are bacteria that require oxygen for their respiration
ii. Anaerobic bacteria; these are bacteria which do not require oxygen for their respiration
iii. Falcultative bacteria; these are bacteria that can live under both condiions.
b. Bacteria on the basis of their shape
a. Cocci; they are circular, when they form chains (Streptococci), in cluster (Staphylococci), in pairs
(Diplococci)
b. Bacilli; are rod like in shape
c. Vibrio; are curved in shape just like4 a comma
d. Spirillae; are spiral and twisted.

3. Protozoan; these are free living unicellular animals, e.g. Amoeba and Paramecium, Plasmodium and
Trypanosomes.
4. Fungi; they are saprophytic or parasitic non green plants. The saprophytic are beneficial while the
parasitic are not.
5. Algae; they are green plants with the majority found in aquatic environment. E.gVolvox, Diatoms etc.
 Concept of culturing
Culturing involves the technique of growing microorganism in special media in the laboratory. It involves the
making of sterile medium, inoculating, of microorganism.
Instruments used for the preparation of culture solution
1. Petric dish
2. Test tube holder
3. Cover slip
4. Inoculating loop
5. Hand lens
6. Test tube
7. Glass slide
8. Microscopes
9. Pipettes
10. Agar plate

Identification of microorganisms in water, food and body.

Microorganism present in water, food and body include bacteria, algea, protozoans.
Note; A practical experiment will be conducted in the laboratory using a sterile medium to culture bacteria
found in ATM, Air, Mouth and Contaminated food.
Ways through which pathogenic microorganisms enter the body
1. Mouth
2. Nose
3. Skin
4. Blood contact
5. Animal bites
Carriers of microorganisms
Carriers are agents which are capable of transferring microorganism from one place to another.
Carriers use various mouth parts, wings, hairy bodies to carry microorganisms.
Vector or carrier Microorganism Disease caused
Anopheles mosquito Plasmodium Malaria fever
(female)
Tse-tse fly Trypanosome Sleeping sickness
Housefly Vibrocholera Cholera and Typhiod
fever
Rat flea Rickettsia Typhus
Aedes mosquito Virus Yellow fever and Dengue
fever
Rat fleas Bacterium Plague
Interactive pattern Individual/pairing
Cross curricular link Health science; Diseases
Assessment  What are microorganisms?
 Outline the groups of microorganism
 With the aid of a diagram, describe the shapes of bacteria
Biblical principle Luke 7: 19 But on the that Lot went out from Sodom it rained fire and
brimstone from heaven and destroy them all
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. Differentiate between a vector and a carrier
2. List four human parts through which pathogenic microorganism enter
the body
3. How does the presence of the normal microflora in our body benefit
us?

Outcome

Reflection

Summary

Conclusion

Homework

PROPOSED LESSON PLAN FOR WEEK 5 (3rdTERM 2021/2022)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 13-15 yrs
Class SSI
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on the actions of microorganisms
Topic Microorganism in action
Teaching objective The teacher demonstrates and explains to the students:
 ways of measuring growth in micro organism
 beneficial effects of micro organism
 harmful effects of some microorganism
  diseases spread by vectors
Learning objective By the end of the lesson, the students will be able to:
 state four diseases which are transmitted through food and water
 describe an experiment to demonstrate the presence of bacteria under the
finger nail
 explain five economic importance of microorganisms
 list the beneficial effects of microbes from everyday experiences
 identify pathogenic microorganisms
Anticipation Students have already learnt the groups of microorganisms
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) Petric dishes showing growths of microorganisms
Step 1: Entry behaviour: The teacher begins the lesson by revising the previous lesson with the learners.

Step 2: Ways of measuring growth in microorganisms

There are two ways of measuring growth in microorganisms. They are;
1. First method; a bacterial sample is inoculated into a nutrient agar, as the bacterial population increases, the
clear liquid medium becomes cloudy or turbid .Progressive increase in turbidity indicates the growth of
bacteria cells. In a laboratory, turbidity can be measured with a spectrophotometer.
2. Second methods; in this method, small samples of bacteria are taken from the nutrient agar at regular
intervals of time. Each sample is diluted several times. Each diluted sample is inoculated on to a nutrient
agar medium in a petric dish and incubated. The number of colonies formed in each petric dish is counted.
As each colony is formed by the multiplication of a single bacterium, the number of colonies indicates the
number of living bacterial cells in the diluted samples.

Beneficial effects of micro organisms

Some microorganism especially bacteria and fungi are beneficial to man in three major ways; in nature, in
medicine, and in industries

In nature
1. Compost formation; bacteria aids compost formation
2. Nitrogen fixation; Rhizobium leguminosarium aid in nitrogen fixation into plant roots
3. Maintenance of soil fertility; bacteria decomposition activities releases nutrients into the soil
4. Digestion of cellulose; bacteria helps digest cellulose in the gut of animals
5. Sewage treatment; bacteria helps in the decomposition of sewage into harmless substances
In medicine
1. Manufacturing of drugs and vaccines; fungus such as Peniciliumnotatum gives Penicillin, and streptomycin
is obtained from Streptomyces griseus
2. Sources of vitamin B; Propionibacterioumfreudenreichill is rich in Vitamin B
3. Sources of organic acids; citric acid is produced by Candida lipolytica, Acetic acid by Acetobacteraceti.
In industries
1. Production of chess and yogurt; Lactobacillus uses sugar o convert milk into lactic acid
2. For baking; yeast is used to rise dough
3. Retting of jute; certain bacterial action are used in retting of jute to obtain sacks fibres from
 Flax plants
4. Curing of tobacco; bacteria are useful in the curing and ripening of tobacco leaves

Harmful effects of microorganisms

1. Causes of spoilage; Botulism a type of food poisoning is caused by bacteria Botulinum found in sealed
canned food
2. Deterioration of materials; materials like cotton, wool, paper can be deteriorated by fungi and bacteria
3. Poisoning of food; Amanita muscaria is a type of mushroom which causes death when eaten.

Disease causing microorganism

1. Animal diseases caused by viruses
i. Infective hepatitis
ii. AIDS
iii. Yellow fever
iv. Chicken pox
2. Plant diseases caused by viruses
i. Rosette disease
ii. Maize streak
iii. Cassava mosaic virus
iv. Leaf curl
3. Animal diseases caused by bacteria
i. Tuberculosis
ii. Leprosy
iii. Tetanus
iv. Typhoid
v. Dysentery
4. Plant diseases caused by bacteria
i. Black arm
ii. Cassava wilt
iii. Banana wilt
iv. Tomato rot
v. Onion rot
5. Animal diseases caused by fungi
i. Ringworm
ii. Aspergillosis
iii. Thrush
iv. Athletic foot
6. Plant diseases caused by fungi
i. Leaf spot
ii. Citrus scab
iii. Panama disease
iv. Coffee leaf rust
v. blast disease
7. Animal diseases caused by protozoan
i. Malaria
ii. Trypanosome
 iii. Coccidiosis
iv. Red water
Spread of
Spread of disease causing microorganisms
Microorganisms are spread through the following;
1. Air
2. Water
3. Food
4. Animal vectors or carriers
5. Personal or direct contact

Interactive pattern Individual/pairing

Cross curricular link Health science; Diseases

On-going Assessment  Briefly describe an evidence of an index growth of microorganisms

 Explain the ways of measuring the growth of microorganisms
 Discuss the beneficial effect of microorganisms in; a. nature b. industries
Biblical principle Exodus 23 vs 25; And ye shall serve the Lord thy God and i will take sickness
out of their midst.

Organisation Whole class /individual activity.

Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. State four diseases which are transmitted through food and water
2. Describe an experiment to demonstrate the presence of bacteria under
the finger nail
3. Explain five economic importance of microorganisms

Outcome

Reflection

Summary

Conclusion

Homework
 PROPOSED LESSON PLAN FOR WEEK 6 (3rdTERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 2 periods each
Age 13-15 yrs
Class SS1
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on how microorganisms can be controlled
Topic Towards a better health
Teaching objective The teacher demonstrates and explains to the students:
 control of harmful microorganisms
 ways of maintaining good health in the community
 roles of the world health organization
Learning objective By the end of the lesson, the students will be able to:
 describe some ways by which disease causing microorganism can be
controlled
 state the ways of controlling vectors
 suggest ways of protecting ourselves microorganisms spread by vectors
from diseases caused by vectors
 identify the roles of WHO and other organization in disease control
Anticipation Students have already learnt the diseases
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) A chart illustrating different disease sufferers

Step 1: Entry behaviour: The teacher begins the lesson by revising the previous lesson with the learners.

Step 2: Control of harmful microorganism

Harmful microorganisms can be controlled in the following ways;
1. High temperature; this involve sterilisation by boiling and autoclaving of food and other products
2. Use of drugs and antibiotics; chloroqiune is taken to kill Plasmodium
3. Use of antiseptics; antiseptic ills or inhibits the growth of microorganism, Examples are Detol, hydrogen
peroxide. etc
4. Immunization; use of vaccines to create resistance
5. Use of disinfectants; disinfectants prevents the growth of microorganisms, Eg are izal, carbonic acid etc
Control of vectors
A vector is an animal which transmit a disease causing organism from a victim to another person.
Control of different vectors
1. Control of mosquitoes
i. Draining of swamps
ii. Clearing of bushes around houses
iii. Sleeping in a room protected by mosquito net
iv. Spraying insecticides
v. Use of anti-malaria drugs.
2. Control of house flies
i. Spraying of insecticides
ii. Destruction of breeding material
iii. Keeping environment clean
iv. Use of poison bait
v. Closing of pit toilet
3. Control of black flies
i. Clearing of bushes
ii. Fumigation
iii. Destruction of breeding spot
iv. Proper monitoring of water bodies
v. Use of drugs
Ways of maintaining good health in a community
Effective public health administration in a community can be achieved through the following ways;
1. Refuse disposal
2. Sewage disposal
3. Protection of water
4. Protection of food
5. Health organizations
Roles of heath organizations
Health organizations are cooperate bodies concerned with the maintenance of good health, they are;
1. World Health Organization (WHO)
This is a specialized division of the United Nations Organizaion established in 1948 with headquarters in
Geneva, Switzerland. Its major role are;
1. It promotes measures for the control of the worlds major diseases through vaccination programmes and
use of antibiotics
2. It coordinates research programmes in ll fields of health and makes the result known to llmember
nations
3. It helps to set up international quarantine measures
4. It provides warning signals in the event of an outbreak of epidemic disease
5. It helps in maternal and child health care
2. United Nations Children’s Education Fund (UNICEF)
The UNICEF is a special agency of the UNO, created in 1946 in New York, set up to improve the health and
welfare of children all over the world. Specific functions are;
1. To provide for the emergency needs of children in devastated areas
2. To improve the nutrition of undernourished children
3. To feed destitute children
4. To supply vaccine and equipment to prevent of control diseases that specifically affect children such as
whooping cough, poliomyelitis
5. To provide children clothing
 3. International Red Cross Society
The International Red Cross Society plays important roles in;
1. They take proper crae of the injure
2. They provide emergency aid to those in distress
3. They provide welfare for the prisoners of war
4. They assist in training nursing aides
5. They maintain maternal and child welfare clinics.
4. Nigerian Medical Association
The Nigerian Medical Association (NMA) is a national body concerned with the maintenance of good health
within Nigeria. The main functions are;
1. Advising the government on how to improve the health status of the people
2. Alerting the nation where there is an outbreak of a disease
3. Carrying out research into ways of preventing and contollingdiesases.

Interactive pattern Individual/pairing

Cross curricular link Health Science; Diseases

On-going Assessment  Define a vector

 State five diseases transmitted by vectors
 Mention six methods of controlling malaria
Biblical principle Exodus 23 vs 25; And ye shall serve the Lord thy God and i will take sickness
out of their midst
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation  describe three ways by which disease causing microorganism can be
controlled
 state two ways of controlling vectors
 suggest four ways of protecting ourselves microorganisms spread by
vectors from diseases caused by vectors

Outcome

Reflection

Summary
Conclusion

Homework

PROPOSED LESSON PLAN FOR WEEK 7 (3rd TERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 13-15 yrs
Class SS1
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on aquatic habitat
Topic Aquatic habitat (Marine)
Teaching objective The teacher demonstrates and explains to the students:
 the meaning of marine habitat
 characteristics of marine habitat
 major zones of the marine habitat
 distribution of organisms in marine habitat and their adaptive features
Learning objective By the end of the lesson, the students will be able to:
 define aquatic habitat
 enumerate the characteristics of marine habitat
 construct the food chain of the organisms in a marine habitat
 determine some of the physical factors affecting a marine habitat
Anticipation Students have already learnt aquatic habitat
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) A video of an aquatic habitat
Step 1: Entry behaviour: The teacher begins the lesson by projecting a video on aquatic habitat

Step 2: Aquatic habitat

Aquatic habitat is a body of water in which certain organisms live naturally. Organisms that live in water are
called aquatic organisms, Examples are fish, crabs, toads etc.
Types of aquatic habitat
There are three types of aquatic habitats;
1. Marine or salt water
 2. Estuarine or brackish water
3. Fresh water habitat
Marine habitats
Marine habitat refers to aquatic habitat which contains salt water. They include the oceans, lakes, shores and
open seas.
Characteristic of marine habitat
1. Salinity; is defined as the degree of saltiness in oceans, marine habitat has high salinity
2. Density; the density of marine habitat is high, hence many organisms can float in it.
3. Pressure; water pressure increases in depth at the rate of one atmosphere for every ten meters.. marine
organism have special features which enable them to adapt especially at the deep level of the sea
4. Size; the ocean occupies over 70 %of the earth’s totalarea
5. Oxygen concentration; the concentration of O in the ocean is highest at the surface while it decreases with
depth , and in the very depths parts of the oceans there is partially no oxygen
6. Hydrogen ion concentration; salt water is known to be alkaline in nature with a ph of about 8.0-9.0 near
the surface
7. Waves; waves bring about the mixing of salt water especially on the surface of the ocean
8. Light penetration; light penetrates the ocean water to a maximum depth of 200 meters, therefore , plant life
is limited to the upper layers of the ocean where light can penetrate.
Major zones of the marine habitat
The major ecological zones of the marine habitat includes;

A diagram of the zones of a marine habitat

1. Supratidal or splash zone; this is the exposed zone of the marine habitat.
2. Intertidal or neritic zone; this zone which is also called planktonic zone is only exposed at low tide or
covered by water at high tide
 3. Litoral or subtidal zone; this zone is about 200m deep, it is constantly underwater, it has abundant
sunlight and nutrients
4. Benthic zone; it is about 500m deep, it has low light penetration and low nutrients
5. Pelagic or abyssal zone; it is about 700m deep, low temperature, low light penetration, high pressure and
low photosynthetic activities
6. Hadal or aphotic zone; the deepest zone of the marine habitat, forms the floor bed of the ocean, with no
light penetration and no photosynthetic activities.
On the basis of depth and light penetration, there exist three major zones;
i. Euphotic zone; a zone directly connected with sunshine, photosynthesis take place
ii. Disphoticzone; is region of dim light, consumers and decomposer are found here, light intensity is
too low for photosynthesis.
iii. Aphotic zone; this represents the bottom or bed of the seas with cold dark ater without light
penetration.

Distribution of organisms in marine habitats and their adaptive features

Plants in marine habitats
1. Sea weeds;
i. they possess mucilaginous cover to prevent dissociation
ii. They have divided leaves, floating device or air bladder for buoyancy
2. Algae, e.g. sargassum
i. Possess chlorophyll for photosynthetic activities
ii. Small or large surface area for drifting or floating
3. Sesuvium; possess thick leaves or reduced leave for water conservation
4. Planktons, e.g. diatoms; they possess air spaces in their tissues, rhizoids(fake feet) for attachment to rocks
and air bladder for buoyancy
Animals in marine habitat
1. Barnacles; they have protective mantle or pad for attachment or anchorage to rock shore, cilia for feeding,
shell which prevents desiccation
2. Cartilaginous fishes; shark and dogfish have the ability to retain urea in their body to cope with high
salinity
3. Shrimps; they possess powerful claws orchelipods for seizing or holding food or prey
4. Starfish; possess a tube feet which enables them to hold on to rock shores and hard shells
whichpreventsdesiccation or drying up
Food chain in marine habitat
A typical food chain in marine habitat could be up to three or four trophic levels. Some examples are;
1. Diatoms ----- Zooplanktons ------ Tilapia ------- Shark
2. Diatoms ------ Crabs ------- Tilapia

Factors affecting marine habitat

1. Temperature
2. Sunlight
3. Wind
4. Ph
5. Density
6. wind
Interactive pattern Individual/pairing

Cross curricular link Agriculture : Ecosystem

On-going Assessment  what is marine habitat?

 State five characteristics f marine habitat
 Define Energy loss
Biblical principle Gen 1 vs 21; So God created the great sea creatures and every living creature
that moves, with which the waters swarm, according to their kinds, and every
winged bird according to its kind. And God saw that it was good.

Organisation Whole class /individual activity.

Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation
1. List three major ones in marine habitat stating one characteristics
feature of each zone
2. Illustrate two food chain a marine habitat
3. Discuss two factors that affects a marine habitat

Outcome

Reflection

Summary

Conclusion

Homework

PROPOSED LESSON PLAN FOR WEEK 8 (3rd TERM 2022/2023)

Subject Biology
Date
Lesson length 40 mins of 4 periods each
Age 13-15 yrs
Class SS1
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on estuarine habitat
Topic Estuarine/fresh water habitat
Teaching objective The teacher demonstrates and explains to the students:
 the meaning of estuarine habitat
 types of estuarine habitat
 characteristics of estuarine and fresh water habitat
 food chain in fresh and estuarine habitat
Learning objective By the end of the lesson, the students will be able to:
 describe the characteristics of estuarine and fresh water habitat
 explain the pattern of distribution of plants and animals in estuarine
habitat noting the dominant ones
 draw the food chain of organisms
 state adaptive features of plants and animal in estuarine habitat
Anticipation Students have already learnt the aquatic habitat
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) A video of an estuarine habitat
Step 1: Entry behaviour: The teacher begins the lesson by revising the previous lesson with the learners.
Step 2; Estuarine habitat
Estuarine habitat is a body of water formed at the coast as a result of the action of tides which mix salt water
from the sea with fresh water from the land. The mixing of salt water and fresh water results in the formation of
a brackish water. Thus brackish water is what is called estuarine.
Types of estuarine
Estuary is found in the following bodies of water;
1. Delta; a delta is where a river divides into many channels before entry into the ocean or sea.
2. Lagoon; is a body of ocean water that enters into the land through a canal and therefore has the
opportunity of mixing with fresh water from rivers and streams
3. Bay; is a little or small portion of the sea water which enters into the land and mixes up with fresh water
from rivers.
Characteristics of estuarine habitat
1. Fluctuation in salinity
2. Turbidity
3. Shallowness of water
4. Low species diversity
5. Water is affected by tides
6. High level of nutrients
7. Low oxygen content
Distribution of plants and animals in estuarine habitat
Plant species and their adaptive features
1. Planktons (diatoms); they possess air spaces in there, rhizoid of false feet for attachment to rocks
2. Algae; they possess chlorophyll for photosynthetic activities
3. Red mangrove; silt roots which grow down from the stem into the soft mud and develop numerous
rootlets which air spaces for conducting air to the tissues of the roots
4. White mangrove; it has pneumatophores or breathing rots for exchange of gases.
Animals species and their adaptive featuresfast
1. Mosquito larvae and pupea; these organ isms possess breathing trumpets for gaseous exchange
2. Crab; they can borrow fast into the mud against predators, strong waves or tides
3. Worms; they have strong protective and impermeable covering against high salinity
4. Fishes; tilapia have fins for movement and swim bladder for buoyancy
Food chain in estuarine habitat
1. Detritus ------- Worms -------- Snails -------- Birds
2. Diatoms -------- Shrimps -------- Fishes
Factors affecting estuarine habitat
1. Temperature
2. Wind
3. Relative humidity
4. Light
5. Ph
Fresh water habitat
Fresh water habitat is a body of water formed mainly from mainly inland waters and contain very low level of
salinity. Examples are rivers, streams, ponds, lakes.
Types of fresh water
Fresh water are classified based on their mobility;
1. Lotic fresh water; these include all running waters which can flow continuously in a specific direction.
E.g. rivers, springs and streams
2. Lentic fresh water; these include standing or stagnant waters. Examples rea lakes, ponds, swamps and
dams.
Characteristics of fresh water habitat
1. Low salinity
2. Small in size
3. Variation in temperature
4. High concentration of oxygen content
5. Shallowness of water
6. Seasonal variation
7. Currents
Major ecological zones of fresh water water habitats
1. Littoral zone; the shallow part of the fresh water, containseveral plants and animals, with the highest
level of primary production because sunlight penetrate theb zone. Organism associated includes;
Chlamydomonas, Water lettuce, duckweed, catfish, water bugs, water boatman, d, tadpoles, crocodiles
etc
2. Benthic zone; is the deepest part of the lentic fresh water habitat, plants associated have well developed
root system in the mud, organisms associated are water lily ferns.,
Lotic fresh water habitat
In a lotic fresh water habitat e.g. rivers, there exist two zones, these are;
 i. Pool zone; in this zone, water is relatively slow and calm
ii. Rapid zone; in this zone, water is fast.
Adaptive features of some organisms in fresh water habitat

Some plants and their adaptive features

1. Water lily (Nymphaea); the plant has air bladders, expanded shape and light weight which keep it
afloat.it has long petioles attached at the centre of leaf blade which prevent them from being drawn
under water by the current
2. Water hyacinth (Ipomeagrassipis); they have cavities and intracellular air spaces which give them the
ability to float or maintain buoyancy on water
3. Spirogyra; he planthas mucilaginous cover which protect them in water
4. Water lettuce (Pista); it has hairs on their leaves which help them to trap air and enable them to float
5. Water weed (Elodea); ing with water currents.
Some animals and their adaptive features
1. Protozoa; these animals possess contractile vacuole which enables them to carry out osmoregulation in
water
2. Tilapis fish; They have swim bladders which enable them o float in water.
3. Hydra; it has slippery surface, hooks and suckers for attachment to water particles
4. Pond skaters (Gerris); this animal has long legs with which it skates on water surface
5. Water boatman: this animal can carry bubbles of air with as it goes below the water surface to the
bottom and use these as their air supply under water.
Food chain in fresh water habitat
1. Diatoms ---- Fish fry ------ Tilapia
2. Detritus ------ Worm -------- Shrimps ------- Birds
3. Spirogyra ----- Tadpoles --------Craps ------- King fishers

Energy flow in fresh water habitat

1. Energy from sunlight is received
2. It is then absorbed by green plants in fresh water
3. This is used in photosynthesis
4. Zooplankton feeds on the green plants
5. The feeding is direct if they are herbivores as the plants are eaten herbivores
6. The feeding id indirect if they are carnivores as herbivores are eaten by carnivores
7. Decomposers acts on dead water
8. By sodaing, energy is lost.
Factors affecting fresh water habitat
Factors which affect fresh water habitats are both biotic and abiotic factors;
1. Biotic factors
a. Producers
b. Consumers
c. Parasites
d. Decomposers
e. Predators
2. Abiotic factors
a. Temperature
b. Light
 c. Wind
d. Inorganics compounds
e. Topography
f. Dissolved oxygen
g. Water currents
h. Rainfall

Interactive pattern Individual/pairing

Cross curricular link Geography ; Rivers

On-going Assessment  Define fresh water habitat

 With the aid of a well labelled diagram explain the two major zones
of the lentic aquatic habitat
 State five characteristics of the fresh water habitat

Biblical principle Gen 1 vs 21; So God created the great sea creatures and every living creature
that moves, with which the waters swarm, according to their kinds, and every
winged bird according to its kind. And God saw that it was good.
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation 1. Define habitat
2. Describe the energy flow in a fresh water habitat
3. Construct a food chain typical of an estuarine habitat

Outcome

Reflection

Summary

Conclusion

Homework
 PROPOSED LESSON PLAN FOR WEEK 9 (3rdTERM 2021/2022)

Subject Biology
Date
Lesson length 40 mins of 3 periods each
Age 13-15 yrs
Class SSI
Number of Learners 14
Type of Learners Mixed
Learning Environment Indoor/Lab.
Aim(s) To enhance learners understanding on terrestrial habitat
Topic Terrestrial habitat
Teaching objective The teacher demonstrates and explains to the students:
 the meaning of marsh and forest
 the strata in the forest
 factors affecting plant and animals in terrestrial habitat
 food chain in marsh and forest
 formation of marshes
Learning objective By the end of the lesson, the students will be able to:
 correlate the effect of rainfall or any other source of water and evaporation o
the changes in the marsh
 differentiate between a forest and a marsh
 state the types of marshes
 describe the formation of marshes
 construct food chain in marshes and forest habitat
Anticipation Students have already learnt terrestrial habitat
progression Continue with the lesson
Reference  Extension Biology for Senior Secondary Schools
 Essential Biology for Senior Secondary Schools
Teaching Aid(s) A video on illustrating marshes and forest

Step 1: Entry behaviour: The teacher begins the lesson by projecting a video illustrating marshes and
forest
Step 2: Terrestrial habitat
Terrestrial habitat refers to life on land. It is divided into four groups;
1. Marsh
2. Rain forest
3. Savannah
4. Arid land
Most of these habitat are shown in the map of Africa indicating vegetation below;
Marshes
Marsh habitat is defined as a lowland habitat which is usually flooded or water logged all the time. It is also
called a swamp.
Factors affecting plant and animals in a terrestrial habitat
Abiotic factors that affects plants and animals are;
1. Inorganic compounds
2. Sunlight
3. Altitude
4. Wind
5. Ph
6. Lightening
Effects of abiotic factors affecting terrestrial habitat
i. Temperature
a. High temperature leads to high transpiration rate
b. High rate of metabolism in animals
c. High rate of decay of organic matter
d. At low temperature, animals hibernate.
Formation of marshes
Marshes occurs in areas of lowlands and where drainage is poor, these areas include flood plains of rivers and
river mouth with extensive deltas. Marshes may develop as aresult of water overflowing its bank to accumulate
on the adjoining coastal or lowland area.
Types of marshes
1. Fresh water marshes; it occurs on land, just beyond the limit of salt water marshes and beyond the areas
influenced by tide.in this area , fresh water from river overflows the river banks to the flood adjoining
low lands resulting in the formation of fresh water marshes.
2. Salt water marshes; t occur along the costal areas and they are influenced by tides, because the water
along the coast is salty, it mix up with fresh water fr5om rivers to form brackish water.
Characteristics of marsh
1. Nature of soil; soil is wet, soft, waterlogged and poorly aerated
2. Lowland habitat; lowland which enhances flooding
3. High flooding
4. Presence of stagnant water
5. Presence of organic matter
6. High rate of organic decomposition
Plants and animals found in marshes are;
Algae, water lillies, birds, barnacles, frogs, segdes, fishes, bloody clam , mud skippers, mangrove crab etc
Food chain in marshes
 1. Flowering plants ------- Insects ------- Frogs------- Crocodiles
2. Detritus ------- Worms ------ Fishes
3. Humus ------ Earthworms ------- Frogs --------- Snakes
Factors affecting marsh habitat
1. Rainfall
2. Temperature
3. Light
4. Relative humidity
5. Salinity
Forest habitat
A forest is an extensive community of plants dominated by tall trees.
Characteristic of forest
1. Presence of broad leaves
2. Presence of buttress roots
3. Existence of canopies
4. Presence of tall trees
5. Presence of epiphytes
6. Presence of fallen leaves on ground
Interactive pattern Individual/pairing

Cross curricular link Agriculture : Ecosystem

On-going Assessment  How do energy living organisms carry out energy transformation?
 Why is energy lost in the ecosystem?
 Define Energy loss
Biblical principle Genesis : 1-24 Then God said, Let the earth bring forth living creatures after
their kind. Cattle and creeping things , and it was so.
Organisation Whole class /individual activity.
Differentiation Further explanation for the up and coming, extra work for the highfliers
Evaluation  correlate the effect of rainfall or any other source of water and evaporation o
the changes in the marsh
 differentiate between a forest and a marsh
 state the types of marshes

Outcome

Reflection
Summary

Conclusion

Homework