SCHEME OF WORK

BIOLOGY SS ONE (FIRST TERM)

WEEK PERIODSTOPIC SUB TOPIC

RECOGNISING
LIVINGS
1 1 THINGS (i) Biology living things
(ii) Definition of & branches of Biology
2 (iii) Definition fo science
(iv) processes or method of sceince or scientific approach
3 (i) Characteristics fo living things
(ii) Differences between plants & animals

2 1 CLASSICATION(i) system of classification fo living things

(ii) kingdoms
monera
Protista
Fungi
Plantae
3 Animalia

3 1 ORGANIZATION
(i) levels of organiztion
(ii) Advantages of completity in higher organisms
(iii) Disadvantages of completity in higher organims

4 1 NUTRITION Plant nutrition

 Define photosynthesis
Light and dark reaction amechanums fo photosymthesis
2 Materials necessary for photosynthesis
Conditions necessary for photosynthesis
3 Expenness on photosynthesis
Element required by plants for their growth and development
5 1 NUTRITION INNitrogen cycle

2 (ii) Trace elemnets

(iii) Effects o fmineral defficiencies

6 1 ANIMAL NUTRITypes of food substance

2 Balance diet heterotrophic nutrition
Types of heterotrophic nutrition
3 Feeding mechanisms in holozoic organisms

7 1 NUTRITION IN ANI (1) Mamaalian teeth

8 1 FUNCTIONING ECOSYSTEM

9 1 ENERGY TRANSFOR(i) Define energy

(ii) energy loss in the ecosystem
(iii) Solar rachation
(iv) Major sources and forms of energy
(v) catabolism and anabolism
(vi) First & 2nd law of their modynamies
RM)

STARTER

Take the students round the school compound to identify things found them

Display chart showng the animal kindoms and the plants kingdom

why is it that the ear, eyes testes e.t.c

are not performing the same function in man's body?

Teacher asks the following questions.

(i) is it possible for plants to eat cooked food?
(ii) what is the colour of the leaves of plants?
(iii)What is the usefulness fo this colour and water the plants absorbs to the plants?

Explain why the leaves of some crops suddenly

changes from greenish colour to yellowish colour?

Why is it that a growing child suddenly develops a retarded growth weak muscles,
distended stomach, swollen legs, loss of weihgt and change of hair colour?

(1) Students were asked to open their mouth to note the sizes,
numbers and structures fo the teeth in their mouth.
(2) Teacher asks if any of the students have ever loose their tooth In their younger age.

(i) Define Aytotrophic mode of nutrition

(ii) Heterotrophic mode of nutrition
(iii) Acguaticaric terrestrial examples of producers and consumers.
(iv) Trophic levels
(v) energy flow
(vi) pyramid energy

When organisms feed on themselves what do they derive?

LEARNING OBJECTIVES

Students should boe able to (i) state characteristics of living things.

(ii) State the branches of biology
(iii) Differenciate between plants and animals

students should be able to state the features of the kingdoms

and give speciifc examples of representatives organizations

Give example of levels of organization of life.

State complecity fo organization in higher organizations

Students should be able to

Define photosynthesis
Explain the mechanism of photosynthesis
state and explain the conditons necessary foe photosynthesis
Demostrate the necessary experiments on photosynthesis
Discuss all element required by plants for their growth and development.

Define Nitrogen cycle

Students should be able to

(i) Define food substance
(ii) Types of food substance and state what makes a balanced diet
(iii) List types fo heterotrophic nutrition and feeding mechanisms in holozoic organisms

Students should be able to :

(i) List types of mammalian teeth
(ii) Describe structure of mammalian teeth
(iii) state dental formular of diferent animals
(iv) Describe digestion in Amoeba bird, cockroach e.t.c

What does the folowing organisms feed upon?

(i) Grasshopper
(ii) Lizard
(iii) snake

Students should be able to:

(i) use the knowledge of energy loss in the ecosystem to explain the pyramidial shape of feeding relatioship
(ii) state the first and second law of thermodynamies
(iii) Define catabolism
(iv) Anabolism
TEACHERS ACTIVITIES

Teacher provides a live. Cokroach and potted plant

Teaches aks the students to observe

Teacher guides the students to uproot the farm plants, pistia, water lettuce
and break some branches of shrubs and bring them into the laboratory for studnets observation
Teacher students to collect fogs, toads, cockroaches e.t.c
bring them to the laboratory for them to observed & record.

Teacher prepares nor brings prepared microscope slides of engleng or paremecium

and hydra mohnts them in the microscope

Teacher should allow the student to differentiate between autotrophy

and heterotrophs and identify the bacis materials necessary for photosynthesis

(i) Teaches carefully dig up a small leguminous plant e.g mucuna.

Shake off as much soil as possible from ground the roots and gently wash off the rest hinder running water.
(ii) Look for root nodules. Observe them with a handlens and compare.

(1) Teacher provides Garri, Yam, Rice, Meat, Butter, Oilve oil, common salt, fish, Pepper, cowpea e.t.c to the class
(2) Teacher performs experiments to show emusification fo fats and oils.

(1) Teacher collects different types of teeth from the Abattor and kill cats
(ii) The teacher performs experiment to test for the acidity of the enzyme ptyalin.
Students should be able to:
(i) Define autotrophy & heterotrophy
(ii) Recognise that food relationship exists anong living things
(iii) Chemica energy ( in the form of carbohydrates, false protein)
and nutrients are transferred among producers consumers nad decomposers)
(iv) state that trophic levels refers to the parts of food chain

(i) Teacher draw on the walk board the pyramidal shape of feeding relationship. Trophic levels
LEARNERS ACTIVITIES

Students are to mention the usefulness of science in them various homes

Studnets view slides and ditch water under the microscope,

record tehn observvations and make inferences.

students viewed the slides under the microscope and record their obeservations

Put two potted plants in dark, airy cupboard for two days.
place one of the plants for dun for few hours
Teach a leaf of each plant for starch.

The learners records them observations after comparing

(1) Students categorise the food items under four classes of food.
(2) Students observe the experiments and make inferences.

Students observe the different teeth, draw and label

Show samples of autotrophs and heterotrophs to students

(1) Students should discuss energy loss as a limiting factors in primary producers
(2) students recall instances which are explained by laws of thermodynamies
PRACTICAL APPROACHES

Students collects as many living things as possible from the school premises such as toad,write down their observation.
cockroaches plants, e.t.c and observe them for fifteen minutes and
cockroaches plants, e.t.c and observe them for fifteen minutes and write down their observation.

students with the hepl fo their teachers get the following cassava plants,
a grown mature maize plant, mush room, two week old chicks, lizard, e.c.t, each is oberved and classified

studnets observe the specimens record their observations and make inferences

To test that cholorophyil is necessary for photosynthesis

Cover several leaves of a plant with variegated leaves with a balck plastic bag for two days.
Remove the bag and test one leaf immediately to ttest that it is starch free.
After the lealf have been exposed for sunlught for 3-4 hours, remove a leaf form the plant trace it's outline on graph paper.
Test the leaf for starch.

Students collect some soil and test for some minerals

(1) make a list of all the food you ate over the next seven days.
Notes whether each food provides mainly carbohydrates or proteins
(2) when the list is complete write a comment on
(i) whether your diet is balanced or not.
(ii) how can you improve it?

Students observed the experiment and discuss.

(i) To show characteristics of enzymes are proteinous in nature.
What happened when egg is overfried?

Students are to find out the foods eaten by the following animals. Rabbit, pig, crocodile and human beings and classify the animals to the group

Students are to mention the natural source a energy they know, they sholud also provide artificial source fo energy e.g batteries, lamps bulbs, electric bells, boling ring e.t.c, exam
ASSESSMENT CRITERIAL

(i) Define living things

(ii) mention three branches of biology
(iii) mention two similarities between plants and animals

mention two characteristics of a large

(ii) mention two kingdom of animals

state two advantages and disadvantages of each completity in higher organisons

Define photosynthesis
mention two conditions necessary for photosynthesis

(i) mention some minerals and some defficiences

(i) Define balanced diet

(ii) what is nutrition
(iii) mention four types of mammalian teeth

(i)
(i) write
write the
the dental
dental formular
formular of
of aa dog
(ii) mention four enzymes that helps in disgestion
(i) Differentiate between food web and food chain
(ii)
(ii) Using
Using different
different organisms
organisms produce
producestwo
two examples each of food chain and food web.
(iii) Define pyramid of energy

(i) state why the tip of the pyramid of energy has the least number of organisms
(ii) state the first and second law of thermodynamics.
INSTRUCTIONAL RESOURCES & REFERENCES

Plants and animals in the environment

chart showing the animal and plants kingdom

(1) slides of cellular organsions on buld heart, alimentary canal of goat

(2) modes and charts of the above organisms

Variegated leaves
Potted plants
Alcohol

Root if different leghminous plants

(i) many types of food

(ii) charts showing the constituents of balanced diet

Teeth of herbivores and carnivores, chart diagram illustrating the internal structure of a mammaliam tooth, saliva, test-tubes, iodine, distilled water, e.t.c
Plants and Animals

Charts and chalkboard.

TEACHERS NOTES

(i) characteris of living things

(ii) Definition & branches fo biology
(iii) Usefulness of science

(i) kingdom monera (prokaryotes)

single cell
motile or non motile organism
No definite charastaris feature algae make up the kingdom.
(ii) kingdom protista (Eukaryotes)
single called motile non motile complex cell structures with definite nucleus. E.g chlamydomonas and Amoeba
(ii) kingdom fungi (Eukaryotes) mainly non motiel e.t.c
(a) levels of organization of life
celluglena,paramecium
(b) complexity of organization (advantages nad disadvantages).

Definitions of photosynthesis
Light and dark reaction
Condition necessary for photothesis

Mineral salts and plants

Nutrient cycles
Atmosphonic Nitrogen and Nitrogen cycle.

Food substances
(a) Types of food
Carbihydrate
Fats & Oil
Proteins e.t.c
(b) Balanced diet
(c) Heterotrophic nutrition
(i) Types if neterophic nutrition
Holozoic
Saprophytic
Parastic nutrition
(d) Feeding mechanisms in holozoic organisms
Filter Feeding
Filuid Feeding e.t.c

(1) Mammalian teeth

Different types of teeth
Incisors
Canines
Premolars
Molars
(2) structure fo tooth
(3) dental formular
(4) what are enzymes?
(5) Characteristics of enzymes
(6) classification of enzymes
(7) Importance of enzymes.

(1) Autotrophy and heterotrophy.

(i) Producers autotrophs
(ii) consumers
(iii) acquatic and terrestrial examples of producers and consumers
(2) Trophic levels energy relationhship concepts of
(i) food chain
(ii) food web
(iii) non cycle nature of chemical energy transfers
(iv) Food /energy relationship in acquatic and terrestrial environments.
(v) Pyramid of energy/numbers
(vi) Nature of energy flow as described by food chain

Energy loss in the eco system

Solar radia it's intake and loss at the earth's surface
energy loss in the bisophere
Laws of thermodynamics
Application of both laws to ecological phenomena
 SCHEME OF WORK
BIOLOGY SS ONE (SECOND TERM)

WEEK PERIODTOPIC SUB TOPIC

1 1 RELEVANCE OF BIOLOGY TO AGRICULTURE Classification of Plants
2 Botanical classification of plants (ii) Agricultural calssification
3 (iii) Effects of Agricultural activities on ecological system

2 RELIEVANCE OF BIOLOGY TO AGRICULTURE (I) Pest and diseases of agricultural importance

(II) Identify pests of certain crops and indicate their control
(iii) Common diseases caused by pests and their control

3 1 Relevance of Biology to Agriculture (i) Food production ans stroage

2 (ii) Population growth and food supply
 3 (iii) Relationship between availability of goods and human population effects.

4 Basic ecological concepts (i) Components of any ecosystem

(ii) Measure or estimate sizes of some ecosystems
(iii) Related the dynamic nature of an econ system to its size.

5 1 Basic ecological concepts (i) major local (Nigerian) biotic communities.

(ii) Names of organism typical to each communities
(iii) Different types of communities.
(a) Tropical regions
(b) Temperate regions.
6 1 Basic Ecological (i) Ecological factors
2 Concepts

7 1 Ecological management (i) Definition

2 Types of Association
3 (ii) Tolerance
(iii) Adaptation

8 1 Ecological Management Pollution

2 * Definition
3 * Types of pollution
* Control
9 1 Conservation of natural resources (i) Definition
(ii) Reasons for conservation
(iii) Methods of conserving natural resources
(iv) Benefits or importance of conservation of natural resources
(v) Ways of ensuring the conservation of natural resources
(vi) Problems and difficuities associated with conservation of natural
resources.
TERM)

STARTER
Teachers asks, (1) why is it that some plants germinats fruits and are
Just within the same year.
(ii) compare the yield of a plot of land that is burnt
Before planting any crop on it with the
land that is being cleared and crops planted on it.

(i) Mention some pests that can

attack crops both on the field and in the store
What happened to a tomato crop that starts
writing developing stinted growth and at the end had poor yield

If you buy fresh fish in the market and you forget to cook for one week
What do you think would have happened to that fish.
Is it possible for plants and animals to live an independent life without
interacting with the environment?
Explain.

Student to compare the roots leaves of plants in rain forest with that of the
temperate regions
Teachers bring diffren soil and ask the student about the diffrence in colour
texture and porosity.

(1) Mention some harmful organsims found on dog and cow.

(2) is the tapeworm and Ascaris that lives in man harmful or beneficial to man

What is the effect of a thick smoke coming out from a moving lorry on man?
(1) Why is it that Government prohibit the cutting of trees from the bush
without permission?
(2) Why is the Government encouraging people to plant trees?
 BIOLOGY SSS ONE SECOND
LEARNING OBJECTIVES
Students should be abel to classify (i) Plants using botanical
(ii) And Agricultural techniques
(iii) Describe the effects of various agricultural activities on ecological systems

(i) Mention pests of some crops (ii) Control (iii) Common disease caused by pest.
(iv) contro (v) Identify factors that affects producctions of crops.

(i) Identify factors that affect production of crops

(ii) Identify some metheods of preserving and storing food stuff
(iii) List the factors that affect population growth.
Factors that affects the availability of man's growth.

i) Name component of any econsystem

ii) Estimate sizes of some econsystem
ii) Relate the dynamic nature of a ecosystem to its size.

Students should be able to:

(i) Mention major local ( Nigerian) biotic communities.
(ii) Give names of organisms typical of each community
(iii) Briefly describe different types of communities in.
(a) Tropical
(b) Temperate regions
(i) Name ecological factors common to all habitats.
(ii) Briefly describe each of the factors pointing on their relative importance
(iii) Mention the factors which affect water retentivity of soil, types
and determine the amount of water each soil can hold.

At the end of the lesson, students should be able to;

* Define association
* Types of association
* Define tolerance
* Tolerance range
* Define adaptation
* Animal adaptation
* Plants adaptation

Students should be able to:

(i) Define pollution
(ii) Name air pollutants and their sources
(iii) Enumerate the harmful effects of pollutants.
(iv) State the effects of detergents, Insecticides, artificial fertilizers and herbicides on
acquatic and terrestial organisms.
(v) Identify poor sewage system as a source of pollution.
(vi) Name domestic and industrial wastes that pollute land and water.

At the end of the lesson students should be able to:

(i) Define conservation
(ii) Enumerate reasons for protection of land and wild life from destruction and extinct
(iii) State why various conservation laws should be obeyed
(iv) Discuss problems and difficulties associated with conservation
(v) Discuss the need to conserve petroleum and natural gas
(vi) State methods of conservation of a given resources.
 BIOLOGY SSS ONE SECOND TERM
TEACHER'S ACTIVIES
(1) Teacher show students various types o fplants and classify them.
(ii) Teacher leads students to visit farm project to observe various effects of fertilizers a
(iii) Take students on a field trip to a farm land cleared by burning

Teacher takes strudents to a lif stock farm to identify pests of animals.

(i)Demostrate different foood storage

methods to students e.g drying processing
(ii) Collects a large number of insects
and use them to demonstrate the effect of food shortage

i) Teacher takes students on a fied trips to at least one of the biotic communites
e.g a forest reserve or a botanical garden

(i) Teakermakes available study charts photographic and films of biotic

communities in Nigeria and biomes of the world.
(ii) The teacher guides the students to study what happens to a cleared piece of
land and also to study the effect of food shortage using mice
(1) Teacher guides the students to measure sizes of the ecosystem
(2) Teacher displays technological instruments.
(3) Teacher displays the ecosystems before the students and make them to use them
to use them to measure ecological factors.
(4) Teacher take students to the field and show them how to measure the population
of a small area.
(5) Teacher provides loamy soil, Sandy soil and clay soil measuring cylinder cotton
wool, funnel and water.

Teacher presents specimens of;

(i) root nodules for symbiosis
(ii) Ascaris for parasitism
(iii) Asks students to collect ticks from cows or dog and where possible hermit crab

(i) Teacher leads students set up experiment on pollution e.g set up jars containing
water for drinking
(ii) In each jar, place mosquito larva, tad poles.
(iii) Add pollutants such as crude oil, detergents or insecticides
(iv) leads students to visit an industrial estate to study industrial waste and their
effects.
(1) Discuss the problems and difficulties of conservation with the students and lead
them to suggest possible solutions
(2) Passes round the conservation law document
(3) Shows film or documentary on gas flaring, oil spillage
TERM
LEARNER'S ACTIVITIES PRACTICAL APPROACHES
(i) Students collect specimens of various plants and classigy them using the three. Students are to observe some.
(ii) Students discuss the effects of human activities on normal ecosystem common plants and mention diseases associated with them.

Students makes a table showing

local farm livestock pests and diseases they cause
Students are to collect different fruits,
and grains that have been affected by diseases
pests and mention them

(i) Students set up experiments to show how food can deteriorate storage (i) Students should discuss
(ii) Students practice different methods of food preservation. what they can use salt to preserve.
i) Students study the community recoerd and disscuss
ii) Students study them and discuss

(i) Student with the help of their teacher to study one or more of these ecosystem : Student are to find out the habitat of some organisms such as
a rotten log mushrooms, fern, fishcrab, prawn, crayfish, mice, eagle, fowl,
a puddle monkey whale.
a pond
a stream
a river
a bush
(i) Students with the help of the teacher perform the experiment to compare water (i) Students makes histograms, Bar charts, and graph to show
holding capacity in the three samples of soil. different species in a community.
(ii) Students study the instruments and write their uses. (ii) Student measure some of the ecological factors which they
(iii) Students use the materials produced to measure the population of a small area. have studied e.g temperature.

(ii) Students study the root nodules and the Ascaris nothing their characteristics Students are to observe some animals and state the benefits
features. and harm on the type of association they exhibit e.g tick on dog,
(ii) collect tick from cow or dog tick on cattle, mosquito on human, etc.

(i) Students observed the effect of the pollutant on the organisms in the jar. Students should mention the pollutants from a smoking car
(ii) Students observed the various effect of industrial waste on environment.
(1) Proper solution to problems of conservation Students should mention some reasons why Government did
(2) Watch documentary on gas flaring, oil spillage, e.t.c. not allow free cutting of trees from the bush.
ASSEMENT CRITERIAL INSTRUCTIONAL RESONRCES & REFERENCES
(1) make a large chart showing different ways of classifying plants (1) Different types of plants
(II) Discuss the effects of bush burning on a piece of land (ii) charts showing different plant types

List some plants pests and discuss their economic inportance Diseased plant types
(ii) Premature fruits shed by diseased plant
a

(i) Discuss four ways of preserving farm products (i) Fresh vegetable
(ii) List the consequeces of shortage of food (ii) Dry vegetable
(food crisis) on the population (iii) Processed garri
(iv) Fresh cassava

(i) Define ecosystem. Charts photographs films

(ii) Niche
(iii) Habitat
(iv) List and discuss the major biotic communities in Nigeria.

(i) State the diffrences between deserts and sahel savanna. Charts showing trees on the different regions of the
world.
(i) State the characteristics of different soil types and link the (i) Loamy soil
characteristics to water retaining capacity of the soil. (ii) Sandy soil
(ii) List some measuring instruments and their uses. (iii) Clay soil
(iv) measuring cylinder
(v) wool, funnel
(vi)water
(vii) Dry & Wet
* Thermometers
* Rainguage
* Guadrant
* Fish trap
* Insect net
* Specimen bottles

List the characteristics that made tick and ectoparasite. Root, nodules, Ascaris, ticks.

(i) Define pollution (1) Glass jars

(ii) Types of pollution (2) Mosquito larvae
(iii) Mention four ways of controlling water pollution (3) Tadpoles
(4) Crude oil
(5) Detergents
(6) Insecticides
(7) Industrial estate visited.
(1) Define Conservation (1) The conservation law document
(2) State two conservation laws. (2) The film on gas flaring
(3) Mention two methods of conservation.
TEACHING NOTE
(1) Classification of plants Botanical classification e. algae, Spermatophytes
(ii) Agricultural classification e.g fibres, Latex
(iii) Calssificationg based on life cycle e.g Animal biennial perennials
Effects of Agricultural activities on ecological system.
Bush burning
Clearing
Tilage

(i) Pests of crops (ii) Types of crop pests

(iii) Classification of insect pets
Bitting & Chewing
Piercing & Sucking
Burowing insects.

(iv) Economic importance of insect pests in crop production and control

(v) Preventiion and control of pests -physical -cultural -biology
chemical control
(vi) Diseases of crops
(vii) Causes of crop disease
(viii) General control of crop plant disease.

Causes of watage
method of preserving and storing food.
Population growth and food supply reproduction and population growth.
Relationship between availability of goods
and human population effects.

Meaning of ecology
Branches of ecology
Ecological concepts
(i) Environment
(ii) Biosphere
(iii) Lithosphere
(iv) Aydrosphere
(v) Atmosphere
(vi) Habitat
(vii) Niche
(viii) Population
(ix) Biotic community
(x) Ecosystem.

Components of an ecosystem
A biotic
biotic
acqauatic
terrectrial
2 Local biotic communities or biomes
Tropical rain forest
Sorthern guines savanna.
Northern guinea savanna
Desert
swamp/ estuarine region.
* Definition
* Biotic factors
* Abiotic factors
* Ecological factors common to all habitats
* Ecological factors common to aquatic habitats
* Ecological factors common to Terrestial habitats
* Water holding capacity of soils
* Experiments to detemine water retaining capacity of soil types
* Simple measurement of ecological factors

(1) Types of association

* Symbiosis
* Parasitism
* Mutualism
* Commensalism
* Features of biological importance possessed by organisms of an association
* Concept of minimum and maximum range of tolerance
* Geographical range illustrating maximum and minimum range of tolerance.

* Definition
* Pollution of the atmosphere
* Nature names and sources of air pollutants
* Effects of air pollutants
* Effects of noise pollutants
* Pollution of water and soil
* Side effects
(1) Conservation of natural resources
* Definition
* Ways of ensuring it
* Agencies responsible for conservation
* Legislation
* Education
* Erection of parks and reserves
* Benefits of Conservation
 SCHEME OF WORK
BIOLOGY SS ONE (THIRD TERM)
SS ON

WEEK PERIODS TOPIC SUB TOPIC STARTER

MICRO
ORGANISMS Explain what happened to a
1 1 AROUND US (1) meaning of microorganisms leaf of bread that you left

at home for complete two

(ii) groups of micro organisms weeks?

(iii) concept of culture

(iv) identification fo micro organisms

(v) micro organisms In our bodies and

food
 (vi) carries of micro organisms

MICRO
ORGANISMS IN mention three ways by
2 1 ACTION (i) growth of micro organisms ehich micro-organisms
 (ii) beneficial effects of micro
organisms are beneficail to man

(iii) Harmful effects fo some micro

organsims

(iv) Diseases caused by some micro

organisms

MICRO
ORGANISMS If you cook some meat and
3 1 AND HEALTH (i)
(ii)control of harmful
maintanance micro
of good organisms expose
(public) for five it the air and
minutes to cool
cover it
health quickly and keep in a

warm place for one week

(iii) Nigeria mechnical asociaitons what do you think would

have happened to meat

 what do you think all living
4 1 THE CELL (i) Recongnise single celled organism things are made up of?

(ii) Distinguish between free-living

cells and colonies,

fillaments and tissues

(iii) Describe the general structure of

2 a cell

(iv) Differentiate between a plant and

3 an animal cell
 THE CELL AND What a rat dies at one
IT'S hidden corner of a room,
5 1 ENVIRONMENT (1) Define the inhabitants
soon become disturbed
with the unpleasant cotton
(i) Diffusion small which

slowly spreads to all parts

(ii) process fo diffusion of the .

(iii) Experiments to demonstrate Explain how the spreading

diffusion. of the small take place.
Iv) Importance of diffusion to animals
and flowering plants
 THE CELL AND Why is it that when you
IT'S uproot a plant forn the soil,
6 1 ENVIRONMNET Define it gets

withered later in the day?

(i) Osmosis Suggest reasons

(ii) living cell as osomometer

Hypotonic

Hypertonic

Isotonic

(iii) experiments to demontrate

osomosis using a non living material
 (iv) Experiments to demonstrate
osomosis using a living tissue
(v) Differences between Diffusion and
Osmosis

(vi)Plasmoysis
(vii) Haemolysis
(viii) Turgidity
(ix) Flaccidity
Some
properties and
functions of
7 1 the cell (i) Definition of feeding (1) Mention differents

(ii) Types of feeding types of organisms

Autotrophic nutrition and what they feed

Heterotrophic Nutrition on.

Usefulness of food.

2 (iii) Mineral salts. (2) Why is it that a

Micronutrients maize plant suddenly

Macronutrients turns from greenish
 (iv) Eperiment to show colour to yellowish

the effect of fertilizer colour?

on beans seedlings
2 (v) Metabolism

* Anabolism

* Catabolism

* Usefulness of food.

* Anabolism usefulness
 SOME
PROPERTIES
AND
FUNCTIONS OF (1) Explain what happened
8 1 THE CELL (1) Cellular respiration to a person that has

not eaten for about seven

(i) Definition of cellular respiration days.

(2) During the baking of

(ii) Types of cellular resporation bread the dough rises.

Aerobic Explain what happened

Glycoysis

(catabolism)

2 (iii) Kreb's cycle

(iv) Anaerobic respiration

 (v) similarities between Aerobic and
3 Anaerobic

respiration
(vi) Differnces between Aerobic and
Anaerobic respiration
(vii) Energy release during
respiration

(1) Teach strikes a big tree

with a cutlass and fluids
coming out from the tree
explain the meaning of the
fluid coming out from the
9 1 EXCRETION (i) Define excretion tree.

(2) Explain what happened

to a student that was asked
to jump on a spot for about
(ii) Excretion organelles in living cells ten minutes in a sinny day?

(iii) Waste products of metabolic

2 activities of living cells
 (iv) forms in which waste products
3 are excreted
RM)
SS ONE- THIRD TERM

PRACTICAL
LEARNING OBJECTIVES TEACHERS ACTIVITIES LEARNERS ACTIVITIES APPROACHES

divide students into (1) students in each group students were grouped
At the end of the lesson studnets working groups, provide grow cultures of micro and placed in different
should be able to: each group with organisms locations as toilet
Sterilized petridishes classrooms with a piece of
(i) identify some micro organisms which contains culture from air, water and under paper of sweet in their
present in air and water medium the finger nails hands exposed to
(2) coordinate the
(ii) state the characteristics activitites of the (2) They sholud leave the the air for about five
(colour pattern) or growht students and have them cultures for three days minutes the paper was
appearance) discuss and then observe later brought to the
labaratory for acultring
record and make and identify of micro
of colonies of micro organisms their experiments inferences organisms
(3) mount some
(iii) identify micro organisms that specimen from the
can be found on and inside human different petrideshes
bodies e.g under a (3) perform experiments
 (i) to show presence of
under the finger nail, mouth canty, microscope and ask micro organisms on teeth,
e.t.c students to observe. air nd dirt under the nail
(iv) describe the effects (beneficail (4) put up a chart
and harmful) of microorganisms in showing the effects of
human body micro organisms

(1) Teacher demonstrate (i) measuring and record Perform an experiment

At the end of the lessons, students cultirng and mintor growth of a given micro on fermentation to
should be able to: growth rate of from a prepared culture produce alcojol, fruit juice
(1) Recognise the presence of
micro by the colonies they form micro organisms e.t.c
(2) Discuss with
(2) measure the rate of growth of students the economic students produce yohgurt
microbes importance of micro from fresh milk
(3) List the beneficail effects of organisms and give
microbes from everyday students projects to
experiences carry out to assesss of
(4) Recognise that some diseases
casing micro organism are air-
borne and micro organisms
spread through food.

students work in groups

(1) Teacher organises to perform
how different
to control micro A clean
of and sterilized
the checking transfer
At
(i) the end ofsome
Describe the lesson studnets
ways by which and take studnets
(2) Teacher invitesto aspects of the experiment
organisms using hing colton
the debrils with the to rub
swab is used
should be able to:
disease causing micro organims sewage
resources to talk on on
temperature antibiotics the tooth at
sterilized the into
swab region
a
and infections public health e.t.c clean test
tube containing distilled
(3) Experiment to snow ward turn in the water
how to construct proper and transfer a drop slide
(ii) ways of controling vectors waste disposal sites and view
(iii) ways fo protein your siives
form disease caused by micro
organisms under microscope
 students oberved slides
(1) Teacher provides (1) Students observed the and charts of plants
prepared slides of slides under the animal cells, draw and
paramecium or microscope and record note them differences an
students should be able to: euglenge. Vovvox and their observations similarities
(2) studnets observed the
(1) Recongnise single celled spirogyra and notes it's
otganisms spyrogyra. nature
(2) Teacher quides
(2) Distinguish between free living students to collect
cells and colonies, filaments and siprogyta from pond or
tissues ditch, feel observe

(3) Describe the general structure and record their

of a cell obsercvations
(3) Teacher mounts
slides of plant and
(4) Differentiate between a plant animal cells for
and on animal cell students's obervations
 students should come
(1) Teacher provides with different items to
cheap perfume and (1) student sprays the demonstrate diffusion e.g
request a student to perfume as directed by rotten eggs, ink, water,
Student should be able to: spray it one end the teacher e.t.c

(2) students describe

(I) Define Diffusion of the class room what happened
(2) Teacher places of
crystal of potassium per
(ii) mention factors affecting manganate in beaker of
Diffusion water

(iii) state two importance of

Diffusion & ask student to observe
 (i) Teacher should mount
students repeat the a few filaments of
(1) Teacher to experiments observe, spirogyra in pond water
demonstrate Osmosis in record and discuss their and observe them under
Student should be able to: a obsrevations the low power

of the microscope note

(i) Define osmosis (i) Non living materail that the cell are turgid.
(ii) Remove the pond
water with blothing paper
(ii) Give one experiment to nad replace with a drop of
demonstra osmosis in a living strong salt solution,
tissue (ii) A living tissue. observe the
cell becoming
(2) Teacher demostrates plasmolysed as water
experiments to show moves out of t he cells
(iii) state the importance of effects of solutions of into the salt solution by
osomosis to plants and animals different Osomosis.

concentrations on red (iii) Remove the spirogyra

(iv) describe an ecperiemtn to blood cells, effects of in to pond water and
demostrate Haemolysis in red water and sugar solution watch as the turgidity of
blood cell on onion cells the cell is restored
 (i) Students to observe (1) Students to observe Experiment to show the
Students should be able to: record record and effects
and discuss the of mineral deficiencies in
(i) Define Autotrophic and experiment. discuss the experiments. plant
(i) Prepare a complete
Heterotrophic mode of culture

Nutrition. solution contaig mineral

(ii) Recognise that some elements as follows.
Potassium nitrate 0.75
nutrients (Micronutrients) gm.

are needed in small quanty Calcium sulphate 0. 26gm.

while others (macronutrient) Ferric cloride 0.005gm.
 Magnesium sulphate
are needed in large quantities. 0.25gm.
Dissolve all of the above
in
1 litre of distilled water.
(2) Prepare seven more

solution missing out one

essential element in each
case
and replacing it with an
equal
amount of one of the
other salt
presents.
(3) Eight jars should be
filled
with one of the culture
solution
and the ninth jar with
distilled
water. The eperimental
set up
in each case should be
shown.
(4) Observe each
experiment
set up for four weeks.
 (1) Teacher sets up (1) students oberve, To demostrate
students should be able to: experiments to show record and discuss fermentaion
(1) Dissolve one tea
(1) show experimentally that the (a) resporation in yeast spoonfull of glucose in
break down (anaerobic) experiments about
25cm3 of water. Boil to
of carbohydtates may be partial (b) respiration in rat (2) students oberve the drive off any oxygen
(fernentation (aerobic) experiments present
(2) Teacher draws the and allow to cool. Add a
Kreb's cycle on the and idntify the gas pinch of dried yeast and
or complete) chalkbord produced using a stir well
The layer of oil (a drop is
enough is to ensuere
(2) Define resporation glowing splint anaerobic conditons
The apparatus should be
Describe glycolysis and Kreb's (3) students draws the kept in the warmest place
cycle with tha aid kreb's cycle along in the room.
(2) within an hour, the
solution should begin to
of diagrams with the teacher bubble, or ferment.
(3) if the lime water turns
milky, it is shown that the
(3) state similarities and difernece bubbles are
between carbondioside gas
aerobic and anaerobic resporation
(4) Describe an experiment to
show that oxygenis taken up
during aerobic

respiration

(1) Teacher takes the

Teacher mounts some students round the school
prepared slides of flame Students viewed observed compound to show them
cells on a microscope for and draw the structure of the diffferent types of
students to view a flame cell. trees.

(2) Teacher ask a

students to strike one of
the trees with a cutlass to
observe the fluid coming
out from it.
(3) Students were asked
to jump on a spot for
about ten minutes and
observe what comes out
from their bodies.
 INSTRUCTIONAL
RESOURCES &
ASSESSMENT CRITERIAL REFERENCES TEACHERS NOTES

(i) state where micro (1) groups of micro

organism can be found. (1) petri dishes organisms
(ii) state what could
happen to the teeth, if not
properly (2) slides bacteria

brushed for a long time (3) slide covers viruses

(iii) describe the
characteristics of some
micro organisms (4) micro scope some algae

(iv) what si the effect of

micro organisms on
human, animals (5) Stains protozoa
 (6) charts showing some
micro organims and
e.t.c where they some fungi

are located. concept of culturing

(2) identification of
micro organisms in
(i) air
(ii) pond water
(iii) river
(iv) stream
(3) micro organisms in
our bodies and food
(4) carries of micro
organisms
Examples of carriers of
micro organisms
location of micro
organisms in carriers
Types of micro
organisms

(i) state the relatioship Ways fo measuring the

among growth rate of growth of micro
micro organims (1) palm wine organisms
 Beneficaial effects e.g in
nature, mechisms and
and environmental factors (2) yeast industries

(ii) list one disease caused harmful effects of some

by micro organisms (3) sugar microbes

Diseases caused by
(4) milk micro organsims

(5) orange
(6) Pineapple juice

(i) mention four ways of

comtrolling micro (i) control of disease
organims ovnes causing micro orgnisms
(ii) define vector antibrotics High temperature

charts Use of drugs

Preserving food by
e.t.c salting
cotton Immunization
tooth sterilization
Testitable use of antiseptics
 distilled water Covering of food
microscope Quaranrive
slides Health education
microscope Destruction of vectors
Use of disinfectant
Personal hygiene
(2) control vectors
Drian swamps
Clearing bushes e.t.c

(i) state why cells a living (1) cell as a living unit

unit. organisms

(ii) identify various forms (2) forms in which living

in which cell exists cell exists

(iii) describe the structure (i) independent

of a cell organisms
mention four differences
between an animal and a
plant cell (ii) as a colony

(iii) as a filament
(3) cell structure
 (i) cell structure and
functions of a cell
components
(4) Diffeerences and
similanties between
plant and animal cells

(i) what is Diffusion (i) perfume (i) Define Diffusion

(ii) mention three factors
that can affect the rate of (ii) potassium (ii) factors affecting
Diffusion permanganate Diffusion

(iii) carry out

experiment to
(iii) beakers demonstrate the process
(iv) importance of
Diffusion to animals and
(iv) water flowering plants.
(i) Define osmosis (i) pigs bladder Define
(ii) mention three
importance of osmosis to
plants and animals (ii) Thistle funnel (i) Osmosis

(iii) mention two

differences between
diffusion and osmosis (iii) sugar (ii) Hypotonic

(iv) define (iv) peeled yam (iii) Isotonic

(iv) Experiment to
demonstrate Osmosis
using living and non
Hypertonic (v) stopper living materials

(vi) Differences between

Isotonic (vi) clamp Diffussion and Osomosis

Solutions (vii) Plasmolysis

 (viii) Experement to
demonstrate
plasmolysis using
spirogyra filament

(ix) Haemolysis
(x) Experiment to
demosntrate it using red
blood cell
(xi) Thrgidity
(xii) Flaccidity

(i) Discuss the uses of food (i) Spirogyra (i) Definition of feeding

to organisms (ii) Fertilizer (ii) Types of Nutrition

(ii) Diffrentiate between (iii) Yeast Autotrophic

autotrophs and
heterotrophs (iv) Rat. Heterotrophic mode of
nutrition.

Usefulness of food.

Mineral salts
Macronutrients
(iv) Metabolism

Anabolism
Catabolism
(v) Types of feeding

exhibited in some

microscopic organism

e.g

* Amoeba
* Paramecium

* Spirogyra.
(i) Define cellular (i) Definition of cellular
resporation (i) Yeast resporation

(ii) state diferent a gas of (ii) Types of cellular

the Kreb's (ii) Rat resporation

cycle. (iii) Conical flask Aerobic respiration

(iii) Distinguish between

aerobic and anaerobic (iv) boilngtube Anaerobic resporation

respiration (v) lime water (iii) Glycolysis

(vi) sodium hydroxide

solution (iv) Kreb's cycle

(vii) seedlings of cowpea (v) similarities between

or maize Aerobis and Anaerobic

(vI) Differences between

Aerobic and anaerobic
(viii) Thermoter resporation
 (vii) some experiments
on Aerobic and
(ix) Delivery tubes Anaerobic resporation.

(x) Dark clok

(xi) vaccum falsk

(xii) Liquid paraffin

(xiii) Pipette

State (i) Living trees (i) Define excretion

(ii) Table showing the

excretion organs, and
waste products of some
(i) the excretory organs (ii) Cutlass living organisms

(iii) forms in which

(ii) Waste products of the waste products are
following organisms (iii) Slides excreted
 (iv) Excretion in single
* Amoeba (iv) Microscope cell acquatic organisms
(v) Diffusion by body
surface and by
* Tapeworm contractive vacuole