THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

BIOLOGY SYLLABUS FOR SECONDARY EDUCATION

FORM I - IV

2005

i
© Ministry of Education and Vocational Training, 2005 First reprint 2010
Second reprint 2012

ISBN 9978 - 9976 - 61 - 303 - 2

Design and prepared by: Tanzania Institute of Education,

P.O. Box 35094, Dar es Salaam,
TANZANIA.
Tel. 022-27730035/2774420/2780891 Fax No. +255-51-2774420
E-mail: director.general@tie.go.tz

All rights reserved. No part of this publication may be reproduced, reported stored in any retrieval system
or transmitted in any formor by any means,electronic,mechanical, photocopying, recording or otherwise,
without the prior permission of the copyright owner.

ii
 TABLE OF CONTENTS

1.0 Introduction.......................................................................................................................... iv

2.0 Aims and Objectives of Education inTanzania…................................................................. iv

3.0 Aims and Objectives of Secondary Education….................................................................. v

4.0 General Subject Competences ............................................................................................. v

5.0 General Subject Objectives................................................................................................... vi

6.0 The Structure of the Syllabus….............................................................................................. vi

Form One.............................................................................................................................. 1

Form Two ............................................................................................................................ 28

Form Three…..................................................................................................................... 70

Form Four……………………………………………………………………................... 113

iii
1.0 Introduction
This Biology syllabus is a revised version which has been prepared to replace that of 1996. The revision process
has been focused on change in paradigm from that of content based curriculum to a competence based curriculum.
Moreover, the revision was inevitable due to the fact that the 1996 syllabus did not sufficiently consider the current
social, cultural, global, technological, subject biases and cross cutting issues taking place world wide but particularly
in Tanzanian society.
In addition, the revision has also taken into consideration the requirements for the Secondary Education Development
Plan (SEDP). This syllabus has been introduced for implementation January 2007.

2.0 Aims and Objectives of Education inTanzania

The general aims and objectives of education in Tanzania are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania,
their human resources and effective utilization of those resources to bringing about individual and
nationaldevelopment;
b) promote the acquisition and appreciation of the culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional
and other forms of knowledge, skills and attitudes for the development and improvement of the conditionof
man and society;
d) develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity
and human rights and readiness towork hard for self advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and
other skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the National Constitution as well as the
enshrined human and civic rights, obligations and responsibilities;
g) promote love for work, self and wage employment and improved performance in the production and
servicesectors;
h) inculcate principles of national ethic and integrity, national and international cooperation, peace and
justice through the study, understanding and adherence to provision of the national constitution and other
international basic charters;
i) enable arational use, management and conservation of the environment.

3.0 Aims and Objectives of SecondaryEducation

The aims and objectives of secondary education are to:
a) consolidate and broaden the scope of baseline ideas, knowledge, skills and attitudes, acquired and developed
at the primary education level;
b) enhance the development and appreciation of national unity, identity andethic; personal integrity, respect for
human rights,cultural and moral values,customs, traditions and civic responsibilities and obligations;
c) promote the development of competency in linguistic ability and effective use of communication skills in
Kiswahili and at least one foreign language;
d) provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or
selected fields of study;
e) prepare students for tertiary and higher education, vocational, technical and professional training;
f) inculcate a sense and ability for self-study, self-confidence and self-advancement in new frontiers of science
and technology, academic and occupational knowledge and skills.
g) Prepare the students to join the world of work.

iv
4.0 General Subject Competences
By the end of four year course, the student should have ability to:
a) make appropriate use of biological knowledge, concepts, skills and principles in solving various problems in
daily life;
b) record, analyze and interpret data from scientific investigation susing appropriate methods and technology to
generate relevant information in biological science;
c) demonstrate knowledge and skills in combating health related problems such as HIV/AIDS, drug and drug
abuse, sexual and reproductive health;
d) access relevant information on biological science and related fields for self study and life-long learning.

5.0 General Subject Objectives

By the end of this four years course, the student should be able to:
a) evaluate the role, influence and importance of biological science in every day life;
b) develop the capacity to improve and maintain their own health, of families and the community;
c) develop mastery of fundamental concepts, principles and skills of biological science and related fields such as
agriculture,medicine,pharmacy and veterinary;
d) develop necessary biological practicalskills;
e) apply scientific skills and procedures in interpreting various biological data;
f) acquire basic knowledge and apply appropriate skills in combating problems related to HIV, AIDS, STIs,
gender, population, environment, drugs/substance abuse, sexual and reproductive health;
g) develop the ability and desire for self study, self confidence and self advancement in biological sciences and
relate fields.

6.0 The Structure and Organization of theSyllabus

This Biology syllabus has a slightly differen tstructure and organization compared to that of 1996. The current
syllabus content has been organized into seven (7) columns instead of four(4). The columns consist of the Topic,
Sub-topic,Specific Objectives, Teaching and Learning resources, Assessment and the Number of Periods. This
content is preceded by classcompetences and class level objectives for each Form.

6.1 Class Level Competences

Competences have been stated fore each class level of Biology course. Competences are skills, knowledge and
attitudes attained by the learner after learning process.

6.2 Class LevelObjectives

Class level objectives have been derived from class level competences. They are stated in general terms to indicate
scope of content to be covered within each level.
6.3 Topics
The topics have been derived from the class level competences and objectives. Topics have been arranged to attain
logical order starting from the simple to complex. Both block and spiral arrangements of topics have been adopted.

6.4 Sub-topics
Every main topic in the syllabus is divided into several sub-topics. The sub- topics are organized sequentially and
presented based on conceptual development of the learners.

v
6.5 SpecificObjectives
There are specific objectives suggested for every subtopic in the syllabus. These are benchmarks upon which the
teacher targets to tailor his/her instructional to enable learners to meet the prescribed knowledge, skills and spelt out
in each objective. The specific objectives are instructional objectives that the teacher should use to operationalize
the teaching and learning process for the respective topics in the syllabus. The specific objectives also provide basis
for assessment of learners’ achievement.

6.6 Teaching and LearningStrategies

These are activities of the teacher and learners during the teaching and learning process of a particular subtopic.
The teaching and learning strategies are focused to ensure achievement of the respective specific objectives under
each subtopic.

6.7 Teaching and LearningMaterials

Teaching and learning resources include non-consumable teaching aids and materials as well as consumable
materials. The teaching and learning resources are those which are to be used during the teaching and learning
process for each respective subtopic. Teachers can improvise teaching and learning resources other than those
suggested in the syllabus where need arises.

6.8 Assessment
An assessment shows what and how to assess students with regard to the required knowledge, skills and attitudes to
be developed for each specific objectives and respective set of teaching/learning strategies.

6.9 Number ofPeriods

Number of periods is an estimated time to be used to teach a given topic/sub- topic. Each period is 40 minutes.
The numbers of periods have been taken into account the time needed to adequately cover the sub-topic. Sometopics
need more time than others depending on the nature and weight of the topic. The teacher is advised to make
maximum use of time allocated in classroom in struction. Lost instructional time should always be compensated
for.

vi
 DECLARATION

Ordinary level secondary education is a four years course which has been designed to prepare students for the
advanced level or other tertiary education. A student will be recognized as a form four graduate when he/she
successfully completes and pass secondary education examinations conducted by National Examination Council of
Tanzania.
This document is hereby declared as the Syllabus of Biology for ordinary level secondary education course.

Commissioner for Education

Ministry of Education and Vocational Training

vii
 FORM ONE

CLASS LEVEL COMPETENCES

Student should have the ability to:

1. Make the use of scientific procedures and practical skills in studying biology.

2. Demonstrate appropriate use of biological knowledge, concepts, principles and skills in every day life.

3. Group organisms according to their similarities and differences.

4. Demonstrate appropriate preventive measures and precautions against common accidents, infections and other
related health problems.

CLASS LEVEL OBJECTIVES

By the end of Form One course, the student should be able to:

a) Develop basic knowledge and skills on scientific processes of studying biology.

b) Develop mastery for carrying out experiments on various biological processes.

c) Develop appropriate use of biology knowledge, concepts, principles and skills in every day life.

d) Promote ability to communicate using biological terms and vocabularies.

e) Classify living organisms in their respective kingdoms and phyla/divisions.

f) Apply appropriate health precautions and measures against common accidents, infections and other health problems
as well as protecting others.

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TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
1. 0 INTRODUCTION The student should be able
TO BIOLOGY to:
1.1 Basic Concepts and a) explain the meaning of
Terminologies of Basic biological concepts
Biology. and terminologies.
b) outline the
characteristics of living
things.
2
c) explain the importance
of studying biology.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students in groups • Texts extracted from Is the student able to
to discuss the basic various sources on basic explain the meaning 6
biological concepts and biological concepts and of the basic biological
terminologies such as terminologies. A variety concepts and
life, cell, living things/ of living and non-living terminologies?
organisms. things.
ii) The teacher to use • Preserved organisms.
students’ responses to
make clarification on
basic biological concepts
and terminologies.
i) Students in groups • Chart/Diagrams Is the student able to
to discuss the showing the outline the
characteristics of living characteristics of living characteristics of living
things. things. things?
ii) The teacher to guide • Variety of living things.
students to summarize
their responses and make
conclusion.
i) The teacher to lead • VIPP cards. Is the student able to
students to brainstorm • Pictures. explain the importance 14
using Visualization in • Variety of living of studying Biology?
Participatory Programme organisms.
cards (VIPP) on the
importance of life, living
things and studying
biology.
ii) Students in groups to
discuss the importance of
studying biology.

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) relate biological science
with other related fields.
1.2 Scientific Processes in The student should be able
Biology. to:
a) use own sense organs
to make correct
observations.
b) take measurements
of mass, length,
temperature and pulse
rate.
TEACHING
AND LEARNING
STRATEGIES
The teacher to guide
students to discuss in
groups the relationship
between biology and
other science fields such
as agriculture, medicine,
veterinary science,
nutrition,
forestry and pharmacy.
i) The teacher to assign
simple activities that will
lead the students to use
sense organs to observe
different conditions/
situations in the
surroundings.
ii) Students to carry
out simple activities
and use their sense
organs to make correct
observations of different
conditions/situation in
the surroundings.
i) The teacher to provide
guidelines, materials,
apparatus and equipment
for measuring mass,
length, temperature and
pulse rate.
3
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Magazines Is the student able
• Journals to relate biological
• Biological science and science with other
related fields related fields?
Variety of living and Is the student able
non-living materials e.g. to use sense organs 10
hot water, ice, colourful to make correct
pictures, perfume, bell/ observations?
whistle, plants, animal,
stone wood, preserved
specimen.
• Tapes. Is the student able to
• Thermometers. carry out practical
• Weighing Scales. exercises to measure
• Stop watch. mass, length
• Rulers. temperature and pulse
• Various objects such rate?
as boxes, stone, flour,
sugar, water
• Real objects.

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) carry out simple
Biological experiments.
3 .1 The Biology Laboratory. The student should be able
to:-
a) describe the Biology
Laboratory.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students in pairs to
take measurements of
different substances,
record their findings
and present in class for
discussion.
i) The teacher to guide • Specimens. Is the student
students to carrying • Apparatus. able to carry out
out simple biological • Equipment. simple biological
experiments such as • Practical Manuals. experiments?
observing specimen • Organisms.
using hand lens, • Soil.
investigating habitats
of different organisms,
observation of various
types of leaves.
ii) Students in groups
using guidelines to carry
out simple biological
experiments, record,
analyse and accurately
present their findings.
i) The teacher to lead • A variety of biology Is the student able to
students to describe the laboratory tools. describe the common 8
biology laboratory and • List of laboratory rules. features of the Biology
laboratory rules. Laboratory.
ii) Students to make
familiarization tour in
a biology laboratory to
observe its common
features and discuss
laboratory rules.
4
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
b) identify common i) The teacher to assist • A variety of biology Is the student able
apparatus and equipment students to identify and laboratory apparatus to identify common
of Biology laboratory. name common apparatus and equipment. apparatus and
and equipments of • Microscope. equipment
biology laboratory • Microscope slides. of biology laboratory?
such as microscope, • Tools or equipments
glass ware, dissecting collected by the
kit, Bunsen burner, students.
thermometer.
ii) The teacher to lead a
class discussion on the
structure and use of the
microscope.
iii) Students to demonstrate
the use of microscope.

c) interpret warning i) Students in groups to • Wall charts and pictures Is the student able
signs on containers of observe and discuss the showing warning signs. to interpret correctly
laboratory chemicals and laboratory chemicals and • Containers collected warning signs on
apparatus. apparatus warming signs. by the teacher and containers of laboratory
ii) The teacher to use students. chemicals and
students’ responses to apparatus?
make clarification and
conclusion.

d) distinguish the biology i) The teacher to organize • Laboratories. Is the student able to
laboratory from other a study visits to other • Library. differentiate biology
school facilities. school facilities e.g. • Classrooms. laboratory from other
library, chemistry and • Any other school school facilities?
physics laboratories, facilities.
classroom, and stores.

5

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
2.0 SAFETY IN OUR The student should be able
ENVIRONMENT to:
2.1 First Aid. a) explain the meaning and
importance of First Aid
at home and at school.
b) identify components
of the First Aid Kit and
their uses.
c) outline procedures of
rendering First Aid to
various victims.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students in groups to
discuss the differences
between biology
laboratory and other
facilities in the school
(e.g. library, Chemistry
and Physics laboratories,
classrooms stores.
i) Students in groups Publications on First Aid. Is the student able to
to brainstorm on the explain the meaning 8
meaning and importance and importance of First
of First Aid at home and Aid Kit at home and at
school. school?
ii) The teacher to lead class
discussion and make
clarification on the
meaning and importance
of First Aid at home and
school.
i) Students to observe and • First Aid Kit. Is the student able to
identify components of • Charts showing identify components of
first Aid Kit. components of First Aid the First Aid Kit
ii) The teacher to lead a Kit and their uses. and their uses?
class discussion on the
components of First Aid
kit and their uses.
i) Students to brainstorm • First Aid Kit. Is the student able
on ways of rendering first • Charts on First Aid. to outline proper
aid to various victims. • Components of First procedure of giving
Aid Kit. First Aid to various
• Stretcher. victims?
6

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) render first aid services
to various victims.
2.2 Safety at Home and The student should be able
School. to:
a) mention common
accidents at home and
school.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) The teacher to provide • Blanket.
guidelines on “Procedures • Wheel chair.
of rendering First Aid to • Other relevant
various victims”, Risks materials.
and Safety Precautions.
iii) Students to carry out
a guided practice of
rendering first aid to
victims of insect bite,
bruises, snakebite,
muscle cramps, vomiting,
bleeding, and electric
shock.
i) Students in groups to • First Aid Kit. Is the student able to
practice procedures of • Clear Water. demonstrate different
rendering First Aid to • Soap. ways of giving First
various victims such • Blanket. Aid to various victims?
as victims of bruises, • Sand.
snakebite, insect bites, • Other relevant
electric shock, bleeding, materials.
vomiting, muscle
cramps, hiccups and
poisoning.
ii) The teacher to and make
appropriate clarifications
and corrections.
i) The teacher to lead • Variety of things that Is the student able
a class discussion on can cause accident at to mention common 6
common accidents at home and school. accidents at home and
home and school. • Knife. school
• Kerosene.
7

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) outline ways of
preventing accidents at
home and school.
c) explain ways of
maintaining safety at
home and school.
2.3. Waste Disposal. The student should be able
to:
a) explain the terms ‘waste’
and ‘waste disposal.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) The students to give • Fire.
examples of common • Medicine.
accidents at home and
school.
i) The teacher to lead • Variety of things that Is the student able to
students to brainstorm causes accident at home outline proper ways of
ways of preventing and school. preventing accidents at
accidents at home and • Kerosene. home and
school. • Fire. school?
ii) The teacher to collect • Medicine.
proper responses from
the students and make
clarification.
i) Students to brainstorm • Kerosene. Is the student able
on ways of maintaining • Fire. to explain ways of
peace and safety at home. • Medicine. maintaining peace and
ii) The teacher to use safety at home and
students’ responses to school?
give clarification on ways
of maintaining peace
and safety at home and
school.
i) Students to brainstorm • Samples of waste Is the student able to
on the meaning of waste (paper, plastics, glass, explain the meaning 8
and waste disposal. vegetation). of waste and waste
ii) The teacher to use • Pictures/photographs of disposal?
students’ responses to dumped waste.
make clarification and
conclusion.
8

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) identify types of waste.
c) outline basic principles
of waste disposal.
d) demonstrate proper ways i) The teacher to guide
of disposing waste.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to arrange
a study tour to a nearby
dumping site for students
to observe different types
of waste.
ii) Students to classify
waste according to their
physical state.
iii) The Teacher to assign
group work to students
of classifying waste
produced at home,
school and industry
according to the
living and non- living
components.
i) Students in groups
to discuss the basic
principles of waste
disposal.
ii) The teacher to lead class
discussion on basic
principles of waste
disposal according
to local authority
regulations.
practical session of
classifying waste into
recycled and non-
recycled.
9
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Liquid waste. Is the student able to
• Solid waste. identify different types
• Plastics and non- plastic of waste?
waste.
• Pictures/diagram
showing variety of
wastes.
• Dumping sites.
• Dust bin.
• Sewage system.
• Textbooks. Is the student able to
• Local Authority. outline basic principle
• Health regulations. of waste disposal?
• Publications on Waste
Management.
• Assorted Waste.
• Assorted waste Is the student able to
into recycled and demonstrate proper 10
non-recycled. ways of disposing
• Waste bins. waste?
• Shovels and holes.
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students to demonstrate • Gloves and other
proper ways of disposing protective gears.
waste. • Water and soap.

e) explain effects of poor
waste disposal.
i) The teacher to • Text on case study. Is the student able to
present a case study • Publications on waste explain the effects of
of uncontrolled waste disposal. poor waste disposal at
disposal in a locality. • Any relevant materials. home and school?
ii) Students in small groups
to brainstorm on effects
of poor waste disposal.
iii) The teacher to lead
students to discuss in a
plenary session the effects
of poor waste disposal
and the importance of
disposing waste properly.

f) suggest proper ways of The teacher to guide • Dust bin. Is the student able to
disposing waste in the students to make a • Dumping sites. suggest proper ways of
surrounding community. simple survey on how disposing waste?
waste is disposed in their
community.

3.0 HEALTH AND The student should be able i) Students to brainstorm Charts/pictures/ Is the student able to
IMMUNITY to: on the concepts of health Photographs showing explain the concepts 4
3.1 The Concept of Health a) explain the concepts of and immunity. people with good health. of “health” and
and Immunity. Health and Immunity. ii) The teacher to organize “immunity”?
students’ responses
and use them to lead
a discussion on the
meaning of health and
immunity.

10

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) mention types of body
immunity and their
importance.
c) state factors which affects i) Students to brainstorm
body immunity.
3.2 Personal Hygiene and The student should be able
Good Manners. to:-
a) explain concepts of
‘Personal Hygiene’ and
‘Good Manners’.
b) explain the importance
of personal hygiene and
good manners.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Using questions and • Text extract on body Is the student able to
answers, the teacher to immunity. mention types of body
explore what students • Samples vaccines. immunity
know about body and their importance?
immunity.
ii) The teacher to lead class
discussion on types of
body immunity (natural
and induced) and their
importance.
• Charts on health and Is the student able to
on factors which affect body immunity. state factors affecting
body immunity. • Samples of vaccines. body immunity?
ii) The teacher to use
student responses
to make necessary
clarifications and
conclusion.
i) Students in groups to Pictures showing people Is the student able to
discuss the meaning of with characteristics of explain the concepts of 6
personal hygiene and good manners. personal hygiene and
good manners. good
ii) The teacher to make manners?
clarifications and
conclusion basing on
students responses.
i) The teacher to lead • Wall pictures and charts Is the student able to
a discussion on the depicting people with explain the importance
characteristic features of characteristics of good of personal hygiene
good manners. manners. and good manners?
• Films.
11
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students in groups to • Educational slides.
discuss the importance of
good manners.

c) outline principles of i) The teacher to lead a Chart on principles of Is the student able to
personal hygiene and class discussion on the personal hygiene and good outline principles
good manners. principles of personal manners. of personal hygiene?
hygiene.
ii) Students to outline
principles of personal
hygiene and good
manners.

d) mention requirements i) Students to brainstorm • Pictures/charts showing Is the student able to

of personal hygiene and on the way of taking care towel, soap, comb, mention requirements
good manners. of the body and clothes. brush, tooth brush, of personal hygiene
ii) Students to demonstrate basin. and good manners?
on ways of taking care of • Pictures/charts showing
the body and clothes. the characteristics of
good manners.

e) outline ways of i) Students in groups to • Posters Film and Is the student able
maintaining proper discuss proper ways of pictures showing effects to outline ways of 6
personal hygiene during maintaining personal of drugs on users. maintaining proper
puberty. hygiene during puberty. • Samples of cosmetics personal hygiene
ii) The teacher to make and soap. during puberty?
clarification and
conclusion on healthy
and life styles by focusing
on drugs, diet, sexual
behaviour, soaps and
cosmetics.

12

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
3.3 Infections and Diseases. The student should be able
to:
a) explain the meaning of
‘infection’ and ‘disease’.
b) mention common
infections and diseases.
c) explain the causes,
symptoms, mode of
transmission and effects
of common infections
and diseases.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students in groups to • Texts on case studies on Is the student able to
discuss the meaning of infections and diseases. explain the meaning 6
infection and disease. • Charts/Pictures of of “Infection” and
ii) The teacher to lead people suffering from “Disease”?
plenary discussion on common infections and
the meaning of infection diseases.
and disease and their
differences.
i) Students to brainstorm Charts and pictures on Is the student able
on the common common infections and to mention common
infections and diseases diseases. infections and disease?
(Communicable,
non-communicable,
epidemic, endemic and
pandemic diseases).
ii) Teacher to summarize
and make conclusions by
giving examples such as:
• Epidemic diseases e.g
cholera, meningitis,
tuberculosis and
plague.
• Endemic diseases e.g
bilharzias, malaria,
gonorrhoea and
syphilis.
• Pandemic diseases e.g.
HIV and AIDS.
i) The teacher to guide • Charts on common Is the student able to
students to investigate infections and diseases. investigate causes,
the common infections
and diseases in their
community.
13

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) suggest appropriate
preventive and control
measures for common
infections and diseases.
3.4 Human Immune The student should be able
Deficiency virus (HIV), to:
a) explain the meaning of
HIV, AIDS, STIs and
STDs.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to visit local • Pictures showing symptoms, mode of
health facility to people with common transmission and effects
investigate the causes, infections/diseases. of common infections
symptoms and effects of • Video/radio tapes on and diseases?
common infections and causes, symptoms,
diseases. modes of transmission,
iii) Students using guiding and effect of common
questions to analyse infections and diseases.
their findings and share
their work in a plenary
session and the teacher
to make clarification and
conclusion.
i) Students using guidelines • Charts. Is the student able to
to carry out a survey on • Journal articles on suggest appropriate
the common diseases in common epidemic, preventive and
the community and write pandemic and endemic control measures for
reports. diseases. common infections and
ii) The teacher to guide diseases?
students to present
their reports in the
plenary and guide them
to summarize and
make conclusions on
appropriate measures
to be taken to control
the spread of common
epidemic, pandemic and
endemic diseases.
i) The teacher to guide • Pamphlets. Is the student able to
students in groups to • Brochures. explain the meaning of 6
discuss the meaning of • Charts/texts on HIV, “HIV, AIDS”,
HIV, AIDS, STIs, and AIDS/STIs. “STIs” and “STDs”?
STDs.
14
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
Acquired Immune ii) The teacher to guide
Deficiency Syndrome students to present
(AIDS), Sexually group tasks for plenary
Transmitted Infections discussion and guide
(STIs) and sexually them in making
Transmitted Diseases necessary corrections.
(STDs).
b) explain causes, symptoms, i) Students to brainstorm • Pictures. Is the student able to
mode and transmission on causes, symptoms, • Charts. explain the causes,
and effects of HIV, AIDS, ways of transmission and • Brochures and Fliers. symptoms, mode
STIs and STDs. effects of HIV, AIDS, of transmission and
STDs and STIs. effects of STIs, HIV
ii) The teacher to invite a and AIDS?
guest speaker to talk on
causes, symptoms, mode
of transmission, effects,
preventive and control
measures of STIs and
HIV, AIDS.
iii) The teacher to guide
students to summarize
the major points from
the guest speaker’s
speech/presentation.
c) outline the preventive i) By using questions and • Charts. Is the student able to
and control measures answers, the teacher to • Magazines. outline preventive and
of HIV, AIDS, STIs and guide students to outline • Journal/articles on STIs, control measures of
STDs. the preventive and HIV and AIDSs. STIs, HIV and AIDS?
control measures of HIV/ • Radio/Video tapes
AIDS, STIs and STDs. • Films.
ii) Students to summarise
major points and the
teacher to guide them to
make clarification and
conclusion.
15

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
3.5 Management of STIs, The student should be able
HIV and AIDS. to:
a) explain ways of avoiding
risky situations, risky
behaviours and practices.
c) demonstrate necessary
skills for avoiding risky
behaviours, practices and
situations.
c) explain the importance
of curative health care for
STIs and opportunistic
diseases.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to guide
students to discuss
in groups ways of
avoiding risky situations,
behaviours and practices.
ii) Students to present
group deliberations in
plenary.
i) Students using guidelines • Pamphlets.
to role-play on how to • Charts/pictures
use various life skills to
avoid risky situation,
behaviours and practices.
ii) The teacher to guide
students to discuss
the major effects and
consequences shown in
the role-play and make
conclusions.
i) The teacher to lead
students to brainstorm
the importance of
curative health care for
STIs and opportunistic
diseases e.g. early health
care seeking habit, the
importance of early
medical testing and
treatment.
16
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Magazines. Is the student able
• Brochures/fliers on to explain ways 6
ways of avoiding of avoiding risky
risk behaviours and situations, risky
practices. behaviours
and practices?
Is the student able to
demonstrate necessary
showing risky skills for avoiding risky
behaviours, practices behaviours, practices
and situations. and situations?
• Pamphlets. Is the student able to
• Brochures. explain the importance
• Radio/Video tapes. of curative health care
• Pictures showing for STIs and
health care for STIs and opportunistic diseases?
opportunistic diseases.
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) The teacher to invite a
health officer to talk on
necessary curative health
cares and services for
STIs and opportunistic
diseases.
iii) The teacher to guide
students to summarize
the major ideas from the
above presentation.

3.6 Care and Support for The student should be able
People Living with HIV to:
and AIDS (PLWHA). a) explain the importance
of providing care and
support to PLWHA in
the family community
and at school.
i) The teacher to lead • Publications on home Is the student able to
students through based care for PLWHA. explain the importance 6
questions and answers to • Any other relevant of providing care and
explain the importance materials. support to PLWHA in
of providing care and • Pictures showing how the family community
support to PLWHA in to take care PLWHA. and at school?
the family, community
and school.
ii) The teacher to guide
students to summarize
the major ideas and
points on the importance
of providing care and
support to PLWHA.

b) outline necessary care i) The teacher to guide • Manuals on care and Is the student able to
and support services to students to discuss in support for PLWHA. outline necessary care
be provided to PLWHA groups the necessary care • Film/Video tapes and support services to
in the family, community and support services to on care and support be given to PLWHA?
and at school. be provided to PLWHA services to PLWHA.
in the family and at
school.

17

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) explain the effects of
discrimination and
stigma to PLWHA to the
individual, family and
society.
4.0 CELL STRUCTURE The student should be able
AND to:
ORGANISATION a) explain the meaning of
4.1 The Concept of Cell. the cell.
b) mention the
characteristics of the cell.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to present their
responses for plenary.
iii) The teacher to guide
student to make
corrections and
clarification.
i) The teacher to provide • Pamphlets/Brochures Is the student able to
case studies on the on stigmatization explain the effects of
various incidences and discrimination of discrimination and
of stigma and PLWHA. stigma to PLWHA?
discrimination and their • Pictures/photographs
effects to an individual, on incidences of
family and society. discrimination and
ii) Students in groups stigma to PLWHA.
to discuss the case
studies, make correct
interpretations and
present their responses
for plenary discussion.
i) The teacher to lead Charts/models showing Is the student able to
students to discuss in different types of cells. explain the meaning of 4
groups the meaning of the cell?
cell.
ii) Students to present their
responses for plenary
discussion.
i) Students in groups • Charts/models of Is the student able to
to discuss the different types of cells. mention characteristics
characteristics of the cell. • Prepared slides on of the cell?
ii) The teacher to lead a different types of cells.
class discussion on the
characteristics of the cell.
18

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) differentiate various
types of cells.
4.2 Plant and animal cells. The student should be able
to:
a) explain the functions of
different parts of plant
and animal cells.
b) draw and label plant and
animal cell.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to design
practical work for
students to observe
different types of cells.
ii) Students in groups to
observe and differentiate
various types of cells,
prepared microscope
slides, charts and modes
of different cell types.
iii) The teacher to lead class
discussion on various cell
types.
i) Using guiding questions
students in groups to
observe charts/ models/
slides of plant and animal
cells.
ii) The teacher to lead
a class discussion on
functions of different
parts of a plant and
animal cell.
i) The teacher to guide Charts/micrographs/
students on how to microscope slides of plant
prepare slides, charts and animal cells.
and models of plant and
animal cells.
ii) Students to draw and
label plant and an animal
cell.
19
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Charts/models/ pictures Is the student able to
of different types of differentiate various
cells. types of cells?
• Prepared microscope
slides showing different
types of cells.
• Microscope.
• Stains.
• Scalpels.
• Microscope. Is the student able to
• Microscope slides. explain the functions of 4
• Stains. different parts of plant
• Scalpers. and animal cells?
• Charts/ Diagrams
Models/Pictures/
Micrographs.
Is the student able to
draw well labelled
diagrams of plant and
animal cells?

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) outline similarities and
differences of plant and
animal cells.
4.3 Cell Differentiation. The student should be able
to:
a) explain the concept of
cell differentiation.
b) outline the importance
of cell differentiation
and formation of tissues,
organs and body systems.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
Students in groups to Microscope slides/charts Is the student able to
observe and discuss showing plant and animal outline similarities and
displayed charts, models, cells. differences of plant and
slides and pictures of plant animal
and animal cell. cells?
i) The teacher to display • Fresh preserved Is the student able to
fresh/ preserved specimen of different explain the concept of
specimen/charts/ models tissues. cell differentiation?
of plant and animal • Charts/models of plant
tissues and organs. and animal tissues and
ii) Students in groups to organ.
observe the displayed
tissues and organs of
plants and animals.
iii) The teacher to lead
class discussion on the
meaning of tissues,
organs and body systems.
i) The teacher to lead Fresh/preserved specimen/ Is the student able to
a class discussion on charts/models of plant and outline the importance
the importance of cell animal tissues and organs. of cell differentiation
differentiation and and formation of
formation of tissues, tissues, organs and
organs and body systems. body system?
ii) Students to outline
the importance of cell
differentiation and
formation of tissues,
organs and body systems.
20

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) differentiate cells, tissues, i) The teacher to lead
organs and body systems.
5.0 CLASSIFICATION The student should be able
OF LIVING THINGS to:
5.1 Concept of Classification. a) explain the concept of
classification.
b) explain the importance
of classifying living
things.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
Charts/models of plant and Is the student able
a discussion on the animal tissues and organs. to differentiate cells,
formation of tissues, tissues, organs and
organs and body systems body systems?
and differences existing
between them.
ii) Students to differentiate
cells, tissues, organs and
body systems.
i) The teacher to organize • Library. Is the student able to
study visit to places where • Laboratory. explain the concept of 6
items are systematically • Nearby shop. classification?
grouped (laboratory, • Pharmacy.
school library, nearby • Market.
shop, nearby market,
pharmacy).
ii) Students in groups to
discuss on how various
items are grouped
systematically.
i) Students to brainstorm • Charts on classification Is the student able to
on the importance of of organisms. explain the importance
classifying living things. • Pictures/ photographs of classifying living
ii) The teacher to of various organisms. things?
summarize students’ • Preserved or live
responses and make specimen of living
necessary clarification things.
and conclusion.
21

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) group living things
according to their
similarities and
differences.
5.2 Classification Systems. The student should be able
to:
a) outline types of
classification systems and ii) Students in groups
their differences.
b) explain merits and
demerits of each type of
classification system.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students to collect • Pictures. Is the student able to
variety of living things. • Photographs of various group living things
ii) The teacher to design organisms. according to their
practical work for • A variety of living and similarities and
students to observe non-living things. differences?
and group a variety of
organisms according
to their similarities and
differences.
iii) Students to group living
things according to
their similarities and
differences.
i) The teacher to lead • A variety of living Is the student able
students to brainstorm things. to outline types of 4
on classification systems. • Chart/pictures of a classification systems?
variety of living things.
to discuss types of
classification and their
differences.
i) Students to brainstorm • Charts/pictures of a Is the student able
on the merits and variety of living things. to explain the merits
demerits of each type of • Preserved/live specimen and demerits of each
classification system. of living things. classification
ii) The teacher to guide system?
students to summarise
their responses and give
conclusions.
22

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) carry out practical
activities to classify
living things according
to artificial and natural
classification. systems.
5.3 Major Groups of Living The student should be able i) The teacher to lead a
Things. to:
a) mention major groups of
living things.
ii) Students to observe
b) outline ranks of
classification.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to design • A variety of living Is the student able to
simple practical work on organisms. carry out practical
grouping living things • Chart/pictures of activities to classify
using each classification variety of living things living things according
system. and non-living things. to artificial and natural
ii) Students to carry out classification systems?
practical exercise
on classification of
organisms basing on
artificial and natural
classification systems.
• A variety of living Is the student able to
class discussion on the organisms. mention major groups 2
major groups of living • Charts/pictures of of living things?
things (Virus, Monera, variety of living things.
Protoctista, Fungi,
Plantae, Animalia).
various living things and
put them into their major
groups.
i) Students to observe Representative samples of Is the student able
representative of living each group of living things. to outline ranks of
things and discuss their classification?
ranks.
ii) The teacher to lead a
class discussion on the
ranks of classification.
23

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) carryout practical
activities to group
organisms into their
respective major groups.
5.4 Viruses. The student should be able
to:
a) explain general and
distinctive features of
viruses.
b) describe the structure of
viruses.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to design • Chart/pictures of Is the student able to
practical work on variety of living things. carry out practical
grouping organisms into • Representative activities to
their respective major organisms of each group organisms into
groups. group of living things. their major groups?
ii) Students to carry out
practical activities of
grouping organisms into
their respective major
groups.
i) Students in groups to Charts and micrographs of Is the student able to
observe charts/models/ viruses. explain general and 4
pictures of viruses and distinctive features of
record their physical viruses?
characteristics.
ii) The teacher to lead a
class discussion on the
general and distinctive
features of viruses.
i) Students in groups to Charts and micrographs of Is the student able to
observe charts/models/ viruses. describe the structure
pictures of viruses. of viruses?
ii) The teacher to lead a
class discussion on the
structures of viruses.
iii) Students to draw and
label the diagram of
viruses.

c) outline advantages and
disadvantages of viruses.
i) The teacher to lead • Charts and micrographs
students to brainstorm of viruses.
on the advantages and • Extracts/texts of
disadvantages of viruses. characteristics of
viruses.
Is the student able to
outline advantages
and disadvantage of
viruses?

24

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
5.5 Kingdom Monera. The student should be able
to:
a) explain general and
distinctive features of the
Kingdom Monera.
b) describe structures of the i) Students in groups to
representative organisms
of the kingdom Monera.
ii) The teacher to guide
c) outline the advantages
and disadvantages of
bacteria.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to outline
the advantages and
disadvantages of viruses.
i) Students in groups Charts/models/pictures Is the student able to
to observe charts/ Bacteria. explain general and 10
models/pictures of distinctive features of
representative organisms the Kingdom Monera?
of the kingdom Monera
(Bacteria) and record the
observable features.
ii) The teacher to lead a
class discussion on the
general and distinctive
features of Bacteria.
Charts/models/pictures of Is the student able to
observe charts/models/ Bacteria. describe structures
pictures of Bacteria and of the representative
identify their structures. organisms of the
kingdom Monera?
students to draw a well
labelled diagram of
Bacteria.
i) The teacher to lead • Samples of antibiotics. Is the student able to
students to brainstorm • Charts/models/ pictures outline advantages
on the advantages and of Bacteria. and disadvantages of
disadvantages of bacteria. • Yoghurt. bacteria?
ii) The teacher to record • Cheese.
the students’ responses • Root nodules of
and make relevant leguminous plants
clarifications. • Samples of antibiotics.
25

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) outline the characteristics Students in groups to
of pathogenic and
non- pathogenic bacteria. of pathogenic and
5.6 Kingdom Protoctista. The student should be able
to:
a) explain general and
distinctive features of the
kingdom Protoctista.
b) mention phyla of the
kingdom Protoctista.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
iii) Students to outline
advantages and
disadvantages of bacteria.
• Charts/Models pictures Is the student
discuss the characteristics of Bacteria. able to outline the
• Yoghurt Cheese. characteristics of
non-pathogenic bacteria. • Root includes pathogenic and
leguminous plants. non-pathogenic
bacteria?
i) Students in groups • Charts/models/ Is the student able to
to observe charts/ pictures/live or explain general and
models/pictures of preserved specimen of distinctive features of
Amoeba, Euglena and Amoeba, Euglena and the kingdom
Paramecium. Paramecium. Protoctista?
ii) The teacher to lead a • Microscope.
class discussion on the
general and distinctive
features of the Kingdom
Protoctista.
i) Student to observe Charts/models/pictures/ Is the student able to
charts/models/ live or preserved mention phyla of the
pictures/live or specimen of Amoeba, kingdom Protoctista?
preserved specimen of Euglena Paramecium and
Amoeba, Euglena and Plasmodium.
Paramecium.
ii) The teacher to guide
students to group
organism according to
their similarities and
differences and state their
phyla.
26
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
c) describe structures of i) Students to observe Charts/models/pictures/ Is the student able to
Amoeba, Euglena and charts/ models/pictures/ live or preserved specimen describe the structures
Paramecium. specimen of Amoeba, of Amoeba, Euglena and of Amoeba, Euglena
Euglena Paramecium. Paramecium. and Paramecium?
ii) The teacher to
lead students to
identify structures of
Amoeba, Euglena and
Paramecium.
iii) Students to draw and
label the diagram of
Amoeba, Euglena and
Paramecium.

d) explain the advantages i) The teacher to lead Charts/models/pictures/ Is the student able to
and disadvantages students to brainstorm specimens of Amoeba, explain the advantages
of Amoeba, Euglena on the advantages Euglena and Paramecium and disadvantages
Paramecium and and disadvantages of and Plasmodium. of Amoeba, Euglena
Plasmodium. representative organisms Paramecium and
under the kingdom Plasmodium?
Protoctista.
ii) Students to outline
advantages and
disadvantages of
Amoeba, Euglena and
Paramecium.

27
 FORM TWO

CLASS LEVEL COMPENTENCES

Student should have the ability to:

1. Make appropriate use of basic biological concepts, principles and skills to evaluate the roles of various
physiological processes in plants and animals.

2. Demonstrate use of biological practical skills in studying various physiological processes in plants and animals.

3. Group organisms according to their similarities and differences.

4. Appreciate nature and ensure sustained interaction of organisms in the natural environment.

5. Demonstrate appropriate use of biological principles and skills in solving health related problems.

CLASS LEVEL OBJECTIVES

By the end of form two course, the student should be able to:

a) Acquire basic knowledge, concepts, principles and skills in evaluating the roles of various physiological processes
in animals and plants.

b) Apply appropriate skills in processing, preserving and storing food.

28
c) Apply biological practical skills in studying physiological processes in plants and animals.

d) Classify organisms in their respective Kingdoms and Phyla/ Divisions.

e) Develop positive attitudes towards proper use of natural heritage and management of the environment for
sustainable development.

f) Apply appropriate biological principles and skills in solving various health related problems.

28
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
1.0 CLASSIFICATION The student should be able to i) The teacher to guide students • Yeast. Is the student able to
OF LIVING a) explain the general and in groups to observe the • Mucor. explain the general and 4
THINGS distinctive features of the collected samples/diagrams/ • Mushrooms. distinctive features of
1.1 Kingdom Fungi. Kingdom Fungi. pictures and discuss the • Molds. the Kingdom Fungi?
general and distinctive • Pictures/charts of
features of the Kingdom common Fungi.
Fungi.
ii) Students to share their
group findings with others
in plenary discussion
and the teacher to clarify
misconceptions and make
general comments.

b) state the phyla of the i) The teacher to guide students • Charts/diagrams of Is the student able to
Kingdom Fungi. through questions and organisms under the state the phyla of the
answers to list down the Kingdom Fungi. kingdom Fungi?
phyla of the Kingdom Fungi • Yeast.
such as Ascomycota (yeast), • Mucor.
Zygomycota (mucor), • Mushrooms.
Basidiomycota (Mushroom).
ii) Students to record and
summarize major points on
the phyla of the Kingdom
Fungi.

c) describe the structures i) The teacher to display
of the representative samples/pictures/diagrams
organisms of each phylum of organisms in each
(Yeast, Mushroom and representative phylum of the
Mucor). Kingdom Fungi for students
to observe and discuss their
general and distinctive
features.
29
• Chart/diagrams pictures Is the student able to
of yeast, Mucor and describe the structures
Mushroom. of the representative
• Yeast. organisms of the
• Mucor. Kingdom Fungi?
• Mushrooms.

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) outline advantages and
disadvantages of the
kingdom Fungi.
1.2 Kingdom Plantae. The student should be able to: i) Students in groups to
a) explain general and
distinctive features of the
Kingdom Plantae.
ii) The teacher to guide a class
b) state the divisions of the
Kingdom Plantae.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students in groups to record
their responses and report in
plenary discussion.
i) The teacher to lead Samples of yeasts, Mucor Is the student able to
students to brainstorm and Mushroom. outline advantages and
on the advantages and disadvantages of the
disadvantages of the Kingdom Fungi?
Kingdom Fungi.
ii) Students to synchronize
their responses and
outline advantages and
disadvantages of the
Kingdom Fungi.
iii) The teacher toguide a class
discussion on the advantages
and disadvantages of the
Kingdom Fungi.
Variety of plants. Is the student able to
observe variety of plants or explain the general and 2
parts of the plant and discuss distinctive features of
the general and distinctive the Kingdom Plantae?
feature
discussion on the general
and distinctive features of the
Kingdom Plantae.
i) The teacher to guide a class Chart on the divisions of Is the student able to
discussion on the divisions the Kingdom Plantae. state the divisions of the
of the Kingdom Plantae. Kingdom Plantae.
30

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
1.2.1 Division Bryophyta. The student should be able to: i) Students in groups to
a) explain general and
distinctive features of the
division Bryophyta.
b) describe the structure of
Mosses.
c) outline advantages and i) The teacher to guide a class Samples of Liverworts
disadvantages of Mosses.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to record the major
points and list down the
divisions of the Kingdom
Plantae.
• Texts/extracts on Is the student able to
observe plants, pictures distinctive features of explain the general 2
diagrams or photographs the division Bryophyta. and distinctive features
of organisms belonging • Moss plants. of the division of
to the division Bryophyta • Pictures or photographs Bryophytes?
and discuss the general and showing variety of
distinctive features. plants.
ii) Students to present their
group work in plenary
discussion and the
teacher to make necessary
clarification.
i) The teacher to prepare • Samples Mosses. Is the student able to
guidelines on the • Pictures/Diagrams describe the structures
characteristic features of showing the structures of Mosses?
Mosses. of Mosses.
ii) Students to discuss in
groups using guidelines
provided and describe the
characteristic features of
Mosses.
iii) Students to draw well labeled
diagrams of Mosses.
Is the student able to
discussion on the advantages Mosses. outline advantages
and disadvantages of and disadvantages of
Liverworts and Mosses. Mosses?
31
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students to record and
summarize the major points
on the advantages and
disadvantages of Mosses.

1.2.2 Division Filicinophyta Students should be able to:
(Pteridophyta). a) explain general and
distinctive features of the
division Filicinophyta.
i) The teacher to guide students • Ferns. Is the student able to
in groups to observe variety • Charts/diagrams/ explain general and 2
of plants belonging to the pictures of ferns. distinctive features of
division Filicinophyta and the division
discuss their general and Filicinopyta?
distinctive features.
ii) Students to share their group
findings with others in a
plenary discussion and the
teacher to make necessary
clarifications.

b) describe the structure of
Ferns.
i) Students in groups to discuss • Chart/pictures showing Is the student able to
the structures of fern and the structure of ferns. describe the structure of
draw well labeled diagrams. • Samples of fern. Ferns?
ii) The teacher to guide a class
discussion on the structures
of Ferns and make general
comments on students
drawings.

c) outline advantages and
disadvantages of Ferns.
i) The teacher to guide a class
discussion on the advantages
and disadvantages of Ferns.
ii) Students to record and
summarize major points.
Samples of Fern. Is the student able to
outline advantages and
disadvantages of Ferns?

32
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
2.0 NUTRITION The student should be able to: i) The teacher to guide students • Charts displaying Is the student able to
2.1 Concepts of Nutrition a) explain the concepts to brainstorm on the different food substance. explain the concepts 2
and Food Nutrients. of nutrition and food meaning of nutrition and • A variety of food of nutrition and food
nutrients. food nutrients. substance. nutrients?
ii) Students to synthesize their
responses and record the
major points.
iii) The teacher to guide students
to summarize their responses
and make clarification.

b) outline the importance of i) Students in groups to discuss • Charts displaying Is the student able to
nutrition in living things. the importance of nutrition different food outline the importance
in living things. substances. of nutrition in living
ii) The teacher to lead a plenary • A variety of food things?
discussion and make substances.
necessary corrections and
clarifications.

2.2 Nutrition in Mammals. The student should be able to: i) Students in groups to • A variety of food Is the student able to
2.2.1 Human Nutrition. a) identify different types of observe variety of food substances. identify different 8
food substances and their substances/ charts/pictures • Charts/pictures types of food substances
functions in human body. showing different food displaying different food and their functions in
substances and list down substances? human body?
different types of food
substances.
ii) The teacher to guide a class
discussion on different types
of food substances displayed
and their functions.

33

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) explain the concept of
balanced diet in terms of
food quantity and quality.
c) explain nutritional
requirement for different
groups of people.
d) outline different types of
Nutritional deficiencies
and disorders in human
being.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to guide class
discussion on the meaning
of balanced diet in terms of
food quality and quantity.
ii) Students to brainstorm on
the importance of balanced
diet.
i) Students in groups to discuss • A variety of food
nutritional requirements of
different groups of people
(expectant and lactating
mothers, children, the
elderly, the sick, sedentary
workers and people living
with HIV and AIDS.
ii) Students to present
group tasks for plenary
discussion the teacher
to assist them in making
necessary corrections and
clarifications.
i) The teacher to display
pictures/ photographs/charts
showing different groups
of people with nutritional
deficiencies and disorders.
34
TEACHING
AND LEARNING
RESOURCES
• Charts/pictures showing
variety of balanced diets.
• A variety of food
substances.
substances.
• Charts/pictures/
photographs of different
groups of people
and their nutritional
requirements.
• Photographs/ charts/
pictures showing
different groups of
people with nutritional
deficiencies and
disorders.
• Magazines/Journals on
nutritional deficienceies
and disorders in human
beings.
NUMBER
ASSESSMENT OF
PERIODS
Is the student able to
explain the concept of
balanced diet in terms
of food quality and
quantity?
Is the student able to
explain the nutritional
requirements for
different groups of
people?
Is the student able
to outline different
types of nutritional
deficiencies and
disorders in human
being?
 TEACHING
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING
SUB-TOPICS
STRATEGIES
ii) Students to observe the
displayed photographs/
charts and outline types of
nutritional deficiencies and
disorders in human such
as marasmus, kwashiorkor,
obesity and anorexia nervosa
(slimmer’s disease).
e) explain the causes, i) Students using given
symptoms, effect and guidelines to discuss in
control measures of groups the causes, symptoms,
nutritional deficiencies effects, and control measures
and disorders in human of nutritional deficiencies
beings. and disorders in human.
ii) Students to present the group
tasks in plenary discussion
and the teacher to assist
them in making necessary
corrections and conclusion.
2.2.2. Digestive system in The student should be able to: i) Students in groups to
Human. a) identify parts of the observe pictures diagrams/
human digestive system models/ specimen showing
and their adaptive parts of the digestive system
features. and identify parts of the
digestive system of human.
ii) Students to draw well labeled
diagram of the human
digestive system.
35
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Photographs, charts Is the student able
showing different to explain causes,
groups of people with symptoms, effect and
nutritional deficiencies control measures of
and disorders. nutritional deficiencies
• Articles nutritional and disorders in human
deficiencies and being?
disorders.
• Models/charts/ diagrams Is the student able to
of the Human digestive identify parts of the 8
system. human digestive system
• Mouse. and their adaptive
• Dissecting kit. feature?
• Dissecting tray/
dissecting board.
• Chloroform.
• Cotton wool.
• Water.
• Trough.

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) explain the process of
digestion in human being.
c) compare the human
digestive system with that
of other mammals.
d) outline common
disorders and diseases
of the human digestive
system.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
iii) Using guiding questions to
students in groups to discuss
the meaning of digestive
system and their adaptive
features.
i) The teacher to guide students • Models/charts/ diagrams Is the student able to
in groups to discuss the of the human digestive explain the process of
process of digestion in system. digestion in human
human and the roles of • Articles from journals being?
different enzymes. on digestion process in
ii) Students to present group human.
tasks for plenary discussion
and the teacher to guide
them to make necessary
corrections.
i) The teacher to guide students • Models/charts/ diagrams Is the student able to
to identify different parts of of the human and compare the human
the digestive system of the ruminant, digestive digestive system with
ruminants. systems. that of other mammals?
ii) Students in groups to discuss • Extract from journal/
the differences between magazines on digestion
the digestive system of process.
ruminants and that of
human.
i) Students in groups to discuss • Charts/photographs Is the student able
common disorders and showing common to outline common
diseases of the digestive disorders/diseases of the disorders and diseases
system in human (e.g. dental human digestive system. of the human digestive
caries, heart burn, intestine • Video/film on diseases system?
ulcers, constipation and and disorders of the
flatulence). human digestive
systems.
36
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) The teacher to guide a class
discussion on the common
disorders and diseases of the
human digestive system.

e) explain causes, symptoms, i) Students in groups to discuss • Charts. Is the student able
effects and control causes, symptoms, effects • Video/film on common to explain causes,
measures of common and control measures of disorders of the human symptoms, effects and
disorders and diseases common disorders and digestive system. control measures of
of the human digestive diseases of the human • Chart/pictures showing common disorders/
system. digestive system. disorders of the digestive diseases of the digestive
ii) The teacher to invite a guest system. system in human being?
speaker (health specialist) to
talk on causes, symptoms,
effects and control measures
of the common disorders/
diseases of the digestive
system.
iii) Students to summarise
major points from the guest
speaker’s presentation and
the teacher to guide them to
generate major points and
make conclusions.

2.3 Nutrition in Plants. The student should be able to: i) The teacher to guide
2.3.1 Mineral Requirement a) mention essential students to brainstorm on
in Plants. mineral elements in plant essential mineral elements
nutrition. in plant nutrition (Nitrogen,
Phosphorous, Potassium,
magnesium, calcium and
Iron).
37
• Samples of inorganic and
organic fertilizers.
• Chart showing types of
organic and in organic
fertilizers.
Is the student able
to mention essential 6
elements in plant
nutrition?
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students in groups to
observe charts/samples
of fertilizers and list the
essential mineral elements in
plant nutrition.
iii) The teacher to guide students
to make group presentation
and make necessary
clarification.

b) investigate the roles of i) The teacher to display • Inorganic fertilizers. Is the student able to
essential elements in plant plants pictures/photographs • Hand hoes. investigate the roles of
nutrition. showing problems associated • Watering can. essential mineral
with nutrients availability • Water. elements in plant
for students to observe and • Measuring tape. nutrition?
discuss the roles, excess and • Charts/photographs
deficiency symptoms of showing healthy plants,
essential mineral elements. plants with excess and
ii) The teacher to lead class deficiency symptoms
discussion on the roles, of essential mineral
excess and deficiency elements.
symptoms of the essential
mineral elements in plant
nutrition.
iii) The teacher to guide students
in groups to set up small
plot field experiment to
investigate effects of excess
and deficiency supply of
essential mineral elements in
plants.

38
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
iv) Students to make progressive
observations and record
results.
v) The teacher to guide a class
discussion on interpreting
results of the experiments
and make conclusions.

2.3.2 Photosynthesis. The student should be able to: i) The teacher to guide students Charts/diagrams/ Is the student able to
a) explain the concept of to discuss in groups the drawings on the process of explain the concept of 6
photosynthesis. meaning and importance of photosynthesis. photosynthesis?
photosynthesis.
ii) Students to present group
task, summarize correct
responses and make
conclusion.

b) describe the structure i) Students to observe the
of the leaf in relation to displayed models/charts/
photosynthesis. diagrams/ prepared slides
showing the internal and
external structure of the leaf.
ii) The teacher to guide students
to prepare slides showing
a traverse section of a leaf
under a microscope and
draw well labeled diagram
of the internal and external
structures of a leaf.
• Models/charts/ Is the student able to
diagrams/slides showing describe the structure
the internal structures of of the leaf in relation to
a leaf. photosynthesis
• Microscope
• Microscope slides
• Stains
• Razors/knife
• Leaves e.g Hibiscus leaf/
beans leaf/ cassava leaf

39

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) explain the process of
photosynthesis.
d) outline the importance of i) The teacher to guide
photosynthesis in the real
life situation.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to guide students
in groups to discuss the
process of photosynthesis.
ii) The teacher to guide
students in groups to design
and conduct experiments
to verify raw materials,
conditions and products
of photosynthesis (carbon
dioxide, water, chlorophyll,
sunlight energy, oxygen and
starch).
iii) Students in groups to analyze
experimental results and
share their responses in
plenary discussion.
students through questions
and answers to explain
the importance of
photosynthesis in the real
life situation.
ii) Students to synthesize their
responses and record major
points on importance of
photosynthesis in the real
life situation.
40
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Opaque paper. Is the student able to
• Clips. explain the process of
• Water. photosynthesis?
• Ethanol.
• White tile.
• Iodine solution.
• Variegated leaves.
• Flasks.
• Sodium Hydroxide.
• Cotton wool.
• Beakers.
• Leaves.
• Wooden splint.
• Funnels.
• Pond weed e.g.
• Elodea.
• Heat source e.g. Bunsen
burner, stove, charcoal
wood.
• Chart/drawings on Is the student able to
photosynthesis process. outline the importance
• Variety of plants. of photosynthesis in the
• Variety of storage organs real life situation?
of plants.
 TEACHING
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING
SUB-TOPICS
STRATEGIES
2.4 Properties of food The student should be able to: i) The teacher to display a
substances. a) mention the basic food variety of sources of food
substances and their substances.
properties. ii) Students in groups to classify
varieties of food substances.
b) identify common i) The teacher to display
reagents and chemicals reagents and chemicals used
used to determine food to determine food properties.
properties. ii) The teacher to lead a
class discussion on the
types and uses of reagents
and chemicals in the
determination of food
properties.
c) carryout food tests for i) The teacher to demonstrate
reducing sugars, non on how to carry out food test
reducing sugars, starch, for different sources of food.
proteins and lipids (fats ii) Students in groups to carry
and oil). out food test on starch,
reducing sugar, non reducing
sugar, lipids and proteins.
iii) Students to present their
experimental report in
plenary discussion.
41
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
A variety of sources of food Is the student able to
substances such as eggs, mention the basic food 6
cassava, potatoes, a piece of substances and their
sugar cane, coconut, ground properties?
nuts, cooking oil, an onion
bulb.
• Iodine solution. Is the student able
• Sudan III. to identify common
• Benedicts solution. reagents and chemicals
• Dilute HCI. used to determine food
• NaOH. properties?
• Copper Sulphate
solution.
• Test tubes. Is the student able to
• Holders. carryout food tests for
• Dropper. reducing sugars, non
• Source of heat. reducing sugars, starch
• Test tube rackers. proteins and lipids?
• Sudan III.
• Na OH.
• Dilute HCI.
• Knife/scalpel.
• Eggs, cassava/ potatoes/
maize flour, sugar cane,
ground nuts, coconut,
onions and cooking oil.
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
2.5 Food Processing, The student should be able to: i) The teacher to guide students • Samples of raw food Is the student able to
preservation and a) explain the concepts of to brainstorm on the substances. explain the concepts 4
Storage. food processing, food concepts of food processing, • Samples of processed of food processing,
preservation and food preservation and food food substance. preservation and
storage. storage. • Samples preserved food storage?
ii) Students to organize their substances.
responses and record the
major points.
iii) Students in groups to
discuss and identify which
of the food samples are raw
materials processed and
preserved.

b) explain the importance i) Students in groups to discuss • Photographs of Is the student able to
of food processing, the importance of food processed, preserve and explain the importance
preservation and storage. processing, storage and stored foods. of food processing,
preservation. • Samples of processed preservation and
ii) The teacher to guide preserved and stored storage?
presentation and discussion. food.

c) investigate various i) The teacher to organise A variety of food substances Is the student able to
methods of food a study visit to processed (vegetables, grains, fruits, investigate various
processing, preservation preserved and stored food. meat). methods of processing,
and storage. ii) Students in groups to discuss preserving and storing
and make presentations on food?
various methods of food
processing, preservation and
storage.
iii) The teacher to make
clarification and conclusion.

42

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) differentiate between
traditional and modern
methods of processing,
preserving and storing
food.
3.0 BALANCE OF The students should be able
NATURE to:
3.1 The Natural a) explain the concept of
Environment. natural environment.
b) describe biotic and
abiotic components of the
environment.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to use questions • Variety preserved and
and answers to guide
students to list down
modern and traditional
methods of processing,
preserving and storing food.
ii) Students in groups to discuss
the differences between
traditional and modern
methods of processing,
preserving and storing food.
i) Students guided by the
teacher to visit school
compounds and nearby
surrounding to observe
the major features of the
environment.
ii) Students in groups of discuss
the natural environment in
nearby surroundings.
iii) The teacher to lead plenary
discussion and conclusion.
i) Students in groups to
discuss components of
the environment and their
characteristics.
ii) The teacher to lead plenary
discussion and make
clarifications.
43
TEACHING
AND LEARNING
RESOURCES
processed foods such as
fruits vegetables/ meat
grains beans and fish.
• Pictures photographs
showing various
preserved and processed
foods.
Photographs of natural
environment e.g national
parks, game reserves, forest, of natural environment?
plain, and mountains.
• Soil.
• Water.
• Micro organisms.
• Insects of different types.
• Plants.
• Animals.
NUMBER
ASSESSMENT OF
PERIODS
Is the student able to
differentiate between
traditional and modern
methods of processing,
preserving and storing
food?
Is the student able to
explain the concept 8
Is the student able to
describe biotic and
abiotic components
of the environments?

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) identify various
organism in their natural
environment in the
community.
d) explain the importance of i) The teacher to guide
the natural environment.
ii) Students to summarize their
3.2 Interaction of The student should be able to: i) The teacher to organize
Organisms in the a) identify ways in which
Environment. living organisms
interact with the non
living component of the
environment.
TEACHING
AND LEARNING
STRATEGIES
i) The teacher to guide students Pictures/charts showing the
to observe various living and nature of the environment.
non-living components in
their natural habitats.
ii) Students to record the
observed living and non
living components and
present their observations.
iii) The teacher to lead a
class discussion on the
characteristics of the natural
environment in their
community.
students through questions
and answers to explain the
importance of the natural
environment.
response and write down the
major points.
a field study of different
habitants near the school.
ii) Students to carry out field
visit to observe how living
organisms interact with the
non- living components of
the environment.
44
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
Is the student able
to identify various
organisms in their
natural environment?
• Natural habitats of Is the student able to
different types (ponds, explain the importance
shrubs, rocky hill and of the natural
wood land). environment?
• Photographs depicting
various environments.
• School surroundings
• Video tapes/film.
• Natural habitats of Is the student able
different types (pond, to identify ways in
stream, shrub, rock hill which living organisms
and wood land). interact with non living
• Organism in their components of
natural habitats. the environment?

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) explain interaction of
organisms.
3.3 Food Chain and Food The student should be able to: i) The teacher to organize
Web. a) explain the meaning of
food chain and food web.
b) mention the components
of a food chain and food
web.
c) differentiate between food i) The teacher to assign group Diagrams/charts showing
chain and food web.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher toguide students Charts/photographs Is the student able to
to observe interactions showing various living explain interaction of
among living organisms in things in their natural organisms?
their natural habitats. environment.
ii) Students in groups to discuss
how living organisms
interact among themselves
and the teacher to guide
them in making clarification
and conclusion.
• Organisms in their Is the student able to
a study visit to school natural habitats. explain the meaning
surroundings, nearby pond • Charts/pictures showing of food chain and food
river to observe different feeding relationships web?
organisms in their natural among organisms.
environment.
ii) Students to observe the
organisms in their natural
environment and how they
obtain their food.
iii) Students to summarize their
responses and write down
the major points.
Is the student able to
tasks for students to illustrate food chain and food web. differentiate between
food chain and food web food chain and food
by considering organisms web?
in the school or home
environment.
45
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students in groups to discuss
the differences between food
chain and food web.
iii) Students to present group
tasks in plenary discussion
and the teacher to guide
them to make necessary
clarifications and conclusion.

d) construct a diagrammatic i) Students guided by the • Variety of organisms. Is the student able to
representation of a food teacher to construct a • Diagrams photographs, construct diagrammatic
chain and food web. diagrammatic representation pictures and charts representation of a food
of a food chain and food web showing variety of chain and food web?
using examples from their organisms.
surroundings.
ii) The teacher to lead a class
discussion on diagrammatic
representation of food chain
and food web.

e) explain the significance of i) The teacher to guide students • A chart showing various Is the student able to
food chain and food web to establish an aquarium types of food chain and explain the significance 2
in real life situation. and to observe how different food web. of food chain and
organisms depend on each • Aquarium. food web in real life
other. situation?
ii) The teacher toguide a
class discussion on the
significance of food chain
and food web in Balance of
Nature.

46
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
4.0 TRANSPORT OF The student should be able to: i) The teacher to lead students Charts/photographs/ models Is the student able to
MATERIALS IN a) explain the concept of to discuss in groups the showing transport of explain the concept of 2
LIVING THINGS transport of materials in concept of transport of materials in living things. transport of materials in
4.1 The concept of living things. materials. living things?
Transport of Materials ii) iStudents to present their
in Living Things. group assignments in
plenary session and the
teacher to guide students
to construct the meaning
of the concept using their
responses.
b) outline the importance of i) The teacher to guide students Charts/photographs/ models Is the student able to
transport of materials in to brainstorm on importance showing transport of outline the importance
living things. of transport of materials in materials in living things. of transport of materials
living things. in living things?
ii) Students to synthesize their
responses and explain the
importance of transportation
of materials in living things.

4.2 Diffusion, Osmosis and The student should be able to: i) The teacher to guide
Mass flow. a) explain the meaning of students in groups to discuss
osmosis, diffusion and the meaning of osmosis,
mass flow. diffusion and mass flow.
ii) Students to present group
tasks for plenary discussion
and the teacher to guide
them in making necessary
corrections.
47
• Potassium Is the student able to
permanganate. explain the meaning of 4
• Water. diffusion, osmosis and
• Beakers. mass-flow?
• Thistle funnel.
• Cellophane paper.
• Copper sulphate crystals.
• Retort clamp.
• Retort stand.
• Perfume.
• Air freshner.
• Variety of flowers and
herbs.
• Napthalene balls.
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
b) carry out experiments to i) The teacher to demonstrate • Irish potatoes, sugar or Is the student able to
demonstrate the process simple experiments on table salt, water, heat carry out experiments
of diffusion, osmosis and osmosis, diffusion and mass source, Petri dish or to demonstrate the
mass flow. flow. small trough, beaker. processes of
ii) Students in groups to carry • Distilled water. diffusion osmosis and
out experiments on osmosis, • Pawpaw. mass flow?
diffusion and record their • Perfume.
observations. • Air fresher.
iii) Students in groups using
guiding questions to
interpret their findings and
make conclusions.
c) outline the differences i) The teacher to guide students Chart/tables on differences Is the student able to
between diffusion, through questions and between diffusion and outline differences
osmosis and mass flow. answers to outline differences osmosis. between diffusion and
between diffusion, osmosis osmosis?
and mass flow.
ii) Students to record the
differences between
diffusion, osmosis and mass
flow.

d) explain the roles of i) The teacher to lead students Models, charts, diagrams of Is the student able to
diffusion, osmosis and in groups to discuss the roles circulatory system. explain the roles of
mass flow in movement of osmosis, diffusion and diffusion, osmosis and
of materials in living mass flow in movement of mass flow in movement
organisms. materials in living organisms. of materials in living
ii) Students to share their group organisms?
work in a plenary discussion
and the teacher to make
clarifications and necessary
corrections.

48
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
4.3 Transport of Materials The student should be able to: i) Students to observe • Mammalian heart (fresh Is the student able to
in Mammals. a) describe the external and specimen/ model/or charts or preserved specimen). describe the external 10
4.3.1 The Structure of the internal structures of the showing the external and • Diagram/model/chart of and internal structures
Mammalian Heart. mammalian heart. internal structures of the a mammalian heart. of the mammalian
mammalian heart and heart?.
identify the main structures.
ii) Students to draw and label
the external and internal
parts of the mammalian
heart from a displayed
specimen/model/chart or a
drawing evaluate students.
iii) The teacher to work
and give suggestions for
improvement.

b) explain the functions of i) The teacher to guide students • Models/charts of Is the student able to
the external and internal through questions and mammalian heat. explain the functions of
parts of the mammalian answers to list the external • Preserved or fresh the external and internal
heart. and internal parts of the specimen of mammalian parts of the mammalian
mammalian heart. heart. heart?.
ii) Students to discuss in small
groups the functions of the
external and internal parts of
the mammalian heart group.
iii) Students to share their work
in plenary presentation
session and the teacher to
make clarifications.

49
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
c) explain the adaptations i) Using the provided charts/ • Charts showing parts of Is the student able to
of the parts of the models and heart specimen, the mammalian heart. explain the adaptations
mammalian heart to their students to discuss in groups • Models of the of the parts of the
functions. the adaptations of parts of mammalian heart. mammalian heart
the mammalian heart in • Fresh or preserved to their functions?
relation to their functions. specimen of the
ii) The teacher to summarize mammalian heart.
and make clarifications.

d) describe the structure i) The teacher to guide • Chart/diagram/ Is the student able to
of arteries, veins and students to brainstorm on model/ specimen of the describe the structure
capillaries. types of blood vessels. mammalian heart and of arteries, veins and
ii) Students in groups to blood vessels. capillaries?
observe the charts, diagram • Dissected mammal.
or specimen and identify the
structures of arteries, veins
and capillaries. labeled.
iii) Students to draw well
diagrams of each blood
vessels.

e) distinguish between i) Using the provided charts/
arteries, veins and diagrams/photographs/
capillaries. models/ dissected mammal
specimen, students to discuss • Charts/diagram
in groups the differences
between blood vessels.
ii) Students to tabulate their
responses and share them
in a plenary presentation
session.
iii) The teacher to summarize
and make clarifications.
• Specimens of dissected Is the student able to
mamma with heart and distinguish between
blood vesselss. arteries, veins and
capillary blood vessels?
photographs/models of
the mammalian heart
and blood vessels. Is the
student able to explain
the difference between
arteries, veins and
capillaries?

50
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
f) carry out simple i) The teacher to guide students • Stop watches. Is the student able to
experiments to determine in pairs to take pulse rates at • Recorded pulse rates. carry out experiments to
pulse rates in human the wrist, behind the collar • Wrist watches. determine pulse
being. bone, above the left hand • Stethoscope. rates in human
side of the breast while at being?
rest and after an exercise.
ii) Students to record their
findings and share
with others in plenary
presentation and discussion.

4.3.2 The Blood. The student should be able to: i) Students to brainstorm on
a) list major components of major components of the
the blood. blood.
ii) The teacher to display
pictures/ photographs/charts
showing the components of
blood and explain constitutes • Slides showing
of the blood.
iii) The teacher to allow students
questions and provides
answers and clarification.
• Pictures/photographs/ Is the student able to list
charts on components of major components of 4
the blood. the blood?
• Charts/models/ pictures
of the major components
of the blood.
components of the
blood.

b) explain functions of major i) Students in groups to discuss • Charts/models/ Is the student

blood components. the structure and functions photographs of able to explain
of the major components of components of the functions
blood. blood. of major
ii) The teacher to lead students • Slides showing components of
group presentations and components of the the blood?
discussion in plenary. blood.

51
 TEACHING TEACHING NUMBER
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SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
c) explain the effects of HIV i) The teacher to invite a • Charts/photographs/ Is the student
on white blood cells. health specialist to deliver video depicting effects able to explain
a presentation on effects of of HIV on white blood the effects of
HIV on white blood cells. cells. HIV on white
ii) The teacher to guide • Photographs/charts blood cells?
students to summarize the showing emaciated
major points from the guest people with full blown
speaker’s speech and make HIV and AIDS.
conclusion.
4.3.3. Blood Groups and The student should be able to: i) Students to observe tables/ Charts and tables showing Is the student able to
Blood Transfusion. a) explain the concepts of charts and identify the blood blood groups and their explain the concepts of 6
blood groups and blood groups and their respective respective antigens and blood groups and blood
transfusion. antigens and antibodies. antibodies. transfusion?
ii) The teacher to lead a class
discussion on the concepts
of blood group and blood
transfusion.

b) outline the relationship i) The teacher to lead students Chart showing blood Is the student able to
between blood groups and to discuss the relationship groups and their respective outline the relationship
blood transfusion. between blood groups and antibodies and antigens. between blood groups
blood transfusion. and blood transfusion?
ii) Students to synthesize
their responses and outline
the relationship between
blood groups and blood
transfusion.

c) explain the advantages i) Teacher to lead students
and disadvantages of through questions and
blood transfusion. answers to explain the
advantages and disadvantage
of blood transfusion.
Pictures/photographs/ charts Is the student able to
showing the process of explain the
blood transfusion. advantages and
disadvantages of blood
transfusion?

52
 TEACHING TEACHING NUMBER
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SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students to synthesize their
responses and categorize
them according to
similarities.
iii) The teacher to summarize,
answers, students questions
and give clarifications.

d) outline precautions to i) The teacher to guide students Charts/pictures/ Is the student able to
be taken during blood in groups to discuss the photographs showing outline precautions
transfusion. precautions to be taken the process of blood to be taken during blood
during blood transfusion. transfusion. transfusion?
ii) Students to share their
group work in a plenary
presentation session and
discussion.

4.3.4 Blood Circulation. The student should be able to: i) The teacher to lead the Map of the circulatory Is the student able
a) describe blood circulation students through questions system drawn on the floor to describe blood
in human. and answers to describe the or ground. circulation in human?
process of blood circulation.
ii) Students to summarize the
major points and explain
blood circulation in human
body.
iii) Students to draw a well
labeled diagram of the
human blood circulatory
system.

53
 TEACHING
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING
SUB-TOPICS
STRATEGIES
b) explain the importance i) Using games and simulations, • Map of the human
of blood circulation in the teacher to guide
humans. students to demonstrate
the importance of blood
circulation in transporting
materials.
ii) Students in groups to discuss
the importance of blood
circulation in humans.
c) mention disorders and i) Using question and answer Chart/diagram on human
diseases of the human the teacher to lead the
blood circulatory system. students to mention the
disorders and diseases of the
human blood circulatory
system diabetes and sickle
cell anaemia, leukemia and
blood pressure (BP).
ii) Students to synthesize their
responses and summarize
the major points on diseases
and disorders of the human
circulatory system.
d) outline causes, symptoms, i) The teacher to guide students • A chart on human
effects and control/ in groups to discuss the
measures of the disorders causes, symptoms and effects
and diseases of the human of human blood circulatory
blood circulatory system. system.
54
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
Is the student able to
circulatory system explain the importance
drawn on the floor. of blood circulation in
• Chart of the human human?
circulatory system.
• Model of the blood
circulatory system.
Is the student able to
circulatory system. mention disorders and
diseases of the human
blood circulatory
systems?
Is the student able
showing disorders to outline causes
associated with blood symptoms and effects of
circulatory system. the disorders and
diseases of the human
blood circulatory
system?
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) iStudents to share their work • Chart and documents on
in plenary presentations and preventive and control
discussion and the teacher measures of the blood
to guide them to correct circulatory disorders and
misconceptions and make diseases.
clarifications.

e) carry out practical i) The teacher to provide Materials and equipments Is the student able to
exercises to measure guidelines, materials, and for measuring pulse rate and carry out practical
human pulse rate and equipments for meaning blood pressure. exercise to measure
blood pressure. pulse rate and blood pulse rate and blood
pressure. pressure?
ii) Students in pairs to take
measurements of pulse rate
and blood pressure record
their findings and present in
class for discussion.

4.3.5 The Lymphatic The student should be able to: i) The teacher to lead students • Chart on lymphatic Is the student able to
System. a) explain the concept of through questions and system. explain the concept 4
lymphatic system. answers to describe the • Diagrams/drawings on of lymphatic system?
meaning and importance of the lymphatic system.
lymphatic system.
ii) Students to record the major
points on the meaning of
lymphatic system and the
teacher to clarify.

b) describe the components i) The teacher to guide Chart/diagrams of human

of the human lymphatic students in groups to lymphatic system.
system. describe the structure and
functions of the lymphatic
system.

55

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) mention common
disorders and diseases of
the lymphatic system.
d) explain causes, symptoms, i) The teacher to guide students
effects and prevention of
disorders and diseases
of the human lymphatic
system.
ii) Students to present their
4.4 Transport of Materials The student should be able to: i) The teacher to display
in Plants. a) explain the concept of
4.4.1 The Vascular System. vascular system.
TEACHING
AND LEARNING
STRATEGIES
ii) Students to draw well
labeled diagram of the
lymphatic system in human.
i) The teachers to guide
students through question
and answers to discuss the
disorders and diseases of the
lymphatic system.
ii) Students to summarize
their responses and list
down common disorders
and diseases of the human
lymphatic system.
in groups to discuss the
causes, symptoms and effect
of disorders and diseases of
the lymphatic system (such
as Edema.
group responses in plenary
discussion.
• Microscope.
diagrams or mounted slides • Mounted slides.
on transverse sections of the
root, stem and leaf.
56
TEACHING
AND LEARNING
RESOURCES
Pictures or charts showing
the common disorders and
diseases of the lymphatic
system.
A table drawn on the
manila sheet on the causes,
symptoms and effects of
disorders and diseases of the
human lymphatic system.
NUMBER
ASSESSMENT OF
PERIODS
Is the student able
to describe the
components of the
human lymphatic
system?
Is the student able
to mention common
disorders and diseases
of the lymphatic
system?
Is the student able
to explain causes,
symptoms, effects and
prevention of disorders
and diseases of
the lymphatic system?
Is the student able to
explain the concept of 2
the vascular system?
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students to draw and label
the transverse section of
root, stem and leaf of a
monocot and dicot.
iii) The teacher to lead a
discussion on vascular
system in flowering plants
basing on the observed
diagrams or slides.

b) describe components of i) The teacher to set up and • Maize. Is the student able to
vascular system. demonstrate an experiment • Sunflower. describe components of
to students on distribution • Microscope. vascular system?
of vascular system in plants. • Slides.
ii) Students in groups to • Stains.
carry out an experiment to
investigate the distribution
of vascular system in plants.
iii) Students to draw and label
the distribution of vascular
system in monocot and
dicot roots, stems and
leaves.
iv) The teacher to lead
class discussion on the
distribution of vascular
system in plants.

57
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
c) explain the functions of i) The teacher to guide • Potted plants. Is the student able to
vascular system in plants. students to discuss on the • Colored water. explain the functions
functions of phloem and • Ringed plant. of vascular system in
xylem tissues. • Charts/diagrams. plants?
ii) The teacher to guide showing movement of
students to carry out materials in xylem and
experiments to demonstrate phloem tissues.
upward and downward
movement of materials in
xylem and phloem.
iii) Students guided by the
teacher to discuss their
experimental findings draw,
conclusions and share their
work in a plenary session.
4.4.2 Absorption and The student should be able to: i) The teacher to guide students • Germinated seeds. Is the student able to
Movement of Water a) explain the functions of in groups to observe and • Damp cloth. explain the functions of 6
and Mineral Salts in root hairs in absorption discuss root hairs on • Hand lens. root hairs in absorption
Plants. and movement of water germinated seeds. and movement of water
and mineral salts in ii) Students to draw the and mineral salts in
plants. diagram of a root hair from plants?
their observation.
iii) Students in groups to discuss
the functions of root hairs.

b) outline the movement i) Teacher to display diagrams/ Diagram of plant root Is the student able to
of water and dissolved charts/models on the Showing root hairs. outline the movement
mineral salts in plants. movement of water and of water and dissolved
dissolved minerals from the mineral salts in plants?
soil into the root hair.
ii) Students to draw and label
the diagram showing the
movement of water from the
root hairs to the xylem cells.

58
 TEACHING
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING
SUB-TOPICS
STRATEGIES
c) conduct experiments to i) The teacher to guide
demonstrate transpiration students in groups to
pull, root pressure and carry out experiments to
capillarity. demonstrate root pressure
transpirational pull and
capillarity.
ii) Students to record their
observations discuss
in groups and draw
conclusions.
iii) The teacher to lead plenary
discussion and make any
necessary clarification.
d) explain the concept of i) Students in groups to
transpiration. discuss the meaning of
transpiration.
ii) The teacher to make
clarifications and
conclusion.
e) outline the significance of i) The teacher to lead students
transpiration in plants. through question and
answers to outline the
significance of transpiration
in plants.
ii) Students in groups to
discuss the significance of
transpiration in plants.
59
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Potted plants. Is the student able to
• Knife. conduct experiments
• Two bell jars. to demonstrate
• Dry soil. transpiration pull, root
• Cobalt chloride or pressure and capillarity?
anhydrous copper
sulphate.
• Two glass, plates\
Petroleum jelly
Cellophane paper.
• Potted plant. Is the student able to
• Picture/charts explain the concept of
showing the process of transpiration?
transpiration.
• Potted plants. Is the student able to
• Pictures/charts showing outline the significance
the transpiration of transpiration in
process. plants?
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
f) outline factors affecting i) The teacher to guide • Leaf shoot. Is the student able to
the rate of transpiration in students in groups to • Rubber tubing. outline factors affecting
plants. carry out an experiment • Glass tubing. the rate of transpiration
to investigate the effects of • Mercury. in plants?
transpiration in plant. • Beaker.
ii) Students in groups to record • Water.
their observations and share
their group task with others
in plenary presentations and
discussion.
iii) The teacher to lead a plenary
discussion and make
necessary clarifications.

5.0 GASEOUS The student should be able to: i) The teacher to guide students • Variety of living Is the student able to
EXCHANGE a) explain the concept of to brainstorm on the organisms. explain the concept 4
AND gaseous exchange. meaning and importance of • Charts/diagrams/ of gaseous exchange?
RESPIRATION gaseous exchange. pictures of organisms
5.1 The concept of ii) Students to summarize showing sites of gaseous
Gaseous Exchange. and record correct exchange.
responses given by different
individuals.

b) identify organs i) The teacher to guide students
responsible for gaseous in groups to examine sites of
exchange in living gaseous exchange in different
organisms. organisms.
ii) Students in groups to
perform practical exercise
on examination of gaseous
exchange sites in different
organisms.
• Samples of organisms
such as insects, fishes,
amphibians and small
mammals.
• Variety of leaves e.g.
elodea leaf.
• Hand lens.
• Microscope.
Is the student able
to identify organs
responsible for gaseous
exchange in living
organisms?

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TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
5.2 Gaseous Exchange in The students should be able
Mammals. to:
a) identify parts of the
respiratory system.
b) describe features of
different parts of the
respiratory system and
their adaptive features.
c) describe the mechanism
of gaseous exchange in
mammals.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
iii) The teacher to lead a
plenary discussion on sites
of gaseous exchange in
different organisms.
i) The teacher to dissect a • A dissected mammal e.g. Is the student able to
mammal and display the mouse. identify parts of the 6
structure of the reparatory • Dissecting kit. respiratory system?
system. • Chloroform.
ii) Students to observe the • Dissecting tray/bowl.
structure of the respiratory • Thread.
system and identify its major • Water.
parts. • Chart/diagram of
iii) The teacher to lead a class respiratory system.
discussion on the parts of
the respiratory system.
i) The teacher to guide Models/Diagram or chart Is the student able to
students to discuss in groups of the respiratory system. describe features of
the features of different parts different parts of the
of the respiratory system of a respiratory system and
mammal. their adaptive features?
ii) Students to present
their group tasks for
plenary discussion and
then to guide them in
making clarifications and
conclusion.
i) Students to discuss in group Charts/diagrams models on Is the student able to
the breathing mechanism in respiratory system. describe the mechanism
human. of gaseous exchange in
mammals?
61
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) The teacher to guide students
in groups to demonstrate
inhalation and exhalation
processes and illustrate the
major parts involved.

d) describe gaseous i) Students to observe • Pictures or Is the student able

exchange across the diagrams/pictures/drawings • Diagrams showing an to describe gaseous
alveolus. showing gaseous exchange alveolus of the lung. exchange across the
across the alveolus and draw alveolus?
the diagrams of alveoli.
ii) The teacher to lead a class
discussion on structures of
the alveolus and explain how
gaseous exchange takes place
across the alveolus.

e) outline factors affecting i) The teacher to guide Pictures/charts showing Is the student able to
gaseous exchange in students in groups to outline gaseous exchange in outline factors affecting
mammals. factors affecting gaseous mammals. gaseous exchange in
exchange in mammals. mammals?
ii) Students to discuss in
groups the factors affecting
gaseous exchange in
mammals and present their
findings in the plenary and
summarize major points.

62

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
5.3 Gaseous Exchange in The student should be able to: i) The teacher to guide
Plants. a) explain the importance
of gaseous exchange in
plants.
b) identify parts of plant
responsible for gaseous
exchange.
c) describe the process of
gaseous exchange in
plants.
5.4 Respiration. The student should be able to: i) Students to brainstorm on
a) explain the concept of
respiration.
TEACHING
AND LEARNING
STRATEGIES
students in groups to discuss showing the process of
the importance of gaseous
exchange in plants.
ii) Students to present group
tasks in plenary discuss on
and the teacher to make
necessary clarification.
i) The teacher to organize a
simple field study around
the school compound for
students to observe different
parts of the plant responsible • Plant leaves and shoots.
for gaseous exchange.
ii) Students to discuss on the
parts responsible for gaseous
exchange.
i) The teacher to lead class
discussion on the process of
gaseous exchange in a leaf.
ii) Students to summarize and
record important points
on the process of gaseous
exchange and draw the
transverse section of a lead.
the meaning of respiration.
ii) The teacher to summarize
the correct responses and
make conclusion.
63
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
Charts/diagrams/pictures Is the student able to
explain the importance
gaseous exchange in plants. of gaseous exchange in
plants?
• Hand lens. Is the student able to
• Charts/pictures/ identify part of plants
diagrams on gaseous responsible for gaseous
exchange in plants. exchange?
• Charts/diagrams/ Is the student able to
pictures showing the describe the process
process of gaseous of gaseous exchange in
exchange in a leaf. plants?
• Pictures/charts showing
gaseous exchange in
mammals.
Diagrams/charts models on Is the student able to
the process of respiration. explain the concept of 2
respiration?
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
b) mention types of i) The teacher to lead a class Extracts of articles from Is the student able
respiration. discussion on the types of journals/magazines on the to mention types of
respiration in living things. types of respiration. respiration?
ii) Students in groups to discuss
and summarize the types of
respiration.

5.4.1 Aerobic Respiration. The student should be able to i) Students in groups to discuss Charts/diagrams models Is the student able to
a) explain the concept of the meaning of aerobic on the process of aerobic explain the concept of 6
aerobic respiration. respiration. respiration. aerobic respiration?
ii) The teacher to lead a class
discussion on the meaning
and importance of aerobic
respiration.
b) outline the mechanism of i) The teacher to lead students Charts/diagrams on aerobic Is the student able to
aerobic respiration. through question and respiration. outline the mechanism
answers to explain the of aerobic respiration?
mechanism of aerobic
respiration.
ii) Students to discuss,
summarize and record major
ideas.

c) carry out experiments on i) The teacher to lead students
aerobic respiration. in groups to carry out
experiments to identify
the products of aerobic
respiration.
ii) Students in groups to record
the experimental findings
and share with others in
plenary presentation and
discussion.
• Flasks. Is the student able to
• Seeds e.g. pea seeds. carry out experiments
• Thermometers. on aerobic respiration?
• Cotton wool.
• Water.
• Beakers.
• Bunsen burner.
• 10% formalin.

64

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) describe factors which
affect the rate of
respiration.
5.4.2 Anaerobic The student should be able to: i) The teacher to guide
Respiration. a) explain the concept of
anaerobic respiration.
b) outline the mechanism of i) The teacher to guide
anaerobic respiration.
ii) Students to summarize
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to guide Wall charts/pictures/ Is the student able
students in groups to showing the factors that to describe factors
discuss factors which affect affect the rate of respiration. that affect the rate of
the rate of respiration. respiration?
ii) Students to present in
plenary and teacher to
culminate on how factors
such (temperature, activity,
body size and age affect the
rate of respiration.
Charts/diagrams on Is the student able to
students through questions anaerobic respiration. explain the concept 6
and answers to discuss the of anaerobic respiration?
meaning and importance of
anaerobic respiration.
ii) Students to synthesize their
responses and explain the
meaning and importance of
anaerobic respiration.
Conical flasks, rubber Is the student able to
student through questions bands, delivery tubes, outline the mechanism
and answers to outline the beakers, glucose, yeast, of anaerobic respiration?
mechanism of anaerobic water, liquid paraffin,
respiration. fractionating column,
thermometer, test tubes,
major points on string.
mechanisms of anaerobic
respiration.
65
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
c) mention the end products i) The teacher to guide Chart on end product Is the student able
of anaerobic respiration. students to carry out anaerobic respiration. to mention the end
experiments to investigate product of anaerobic
the end products of respiration?
anaerobic respiration.
ii) Students to discuss on the
importance of end products
of anaerobic respiration in
organisms.

d) carry out experiments i) The teacher to demonstrate
to demonstrate the how to carry out
application of anaerobic experiments on anaerobic
respiration. respiration.
ii) Students in groups to
carry out experiments on
anaerobic respiration.
Various products of
anaerobic respiration.
Is the student able to
carry out experiments
to demonstrate the
application of anaerobic
respiration?

e) differentiate between i) The teacher to guide Chart/diagram on anaerobic Is the student able to
aerobic and anaerobic students in groups to discuss and aerobic respiration. differentiate between
respiration. the differences between aerobic and anaerobic
aerobic and anaerobic respiration?
respiration.
ii) Students to present
their finding in plenary
discussion.

5.4.3 Infection and diseases The student should be able to: i) The teacher to guide Extracts/texts from journals Is the student able
of the respiratory a) mention common students in groups to discuss on common airborne to mention common 4
system. airborne infections common airborne infection, infections. airborne infections
and diseases affecting diseases, and disorders such and diseases affecting
respiratory system. as flu, bronchitis, asthma and respiratory systems?
lung cancer.

66
 TEACHING TEACHING NUMBER
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING AND LEARNING ASSESSMENT OF
SUB-TOPICS
STRATEGIES RESOURCES PERIODS
ii) Students to share their group
work in plenary discussion
and the teacher to make any
necessary clarifications.

b) explain causes, symptoms, i) The teacher to guide A tabulation of causes, Is the student able
effects and control students through questions symptoms effects and to explain causes,
measures of common and answers to explain control of airborne symptoms, effects and
infections and diseases of causes, symptoms effects infections on the manila control measures of
the respiratory system. and control measures of sheet. common infections and
common infections and diseases of
diseases of the respiratory the respiratory system?
system.
ii) Students to summarize
the major points on the
causes, symptoms effects
and control measures of the
common infections, and
diseases of the respiratory
system.
iii) The teacher to lead a class
discussion on the causes
symptoms and effects and
control measures of the
common infections diseases
of the respiratory system.

5.4.4 Disorders of the The student should be able to: i) The teacher to guide Charts/diagrams showing Is the student able to
Respiratory System. a) mention disorders of the students to brainstorm on disorders of the respiratory mention disorders of 4
respiratory system. common disorders of the system. the respiratory systems?
respiratory system.

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TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
b) explain causes,
symptoms and effects
of the disorders of the
respiratory system.
c) relate disorders of the
respiratory system and
HIV and AIDS.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to summarize their
responses and list down
common disorders of the
respiratory system.
i) The teacher to arrange Charts/diagrams on Is the student able
a study visit to a nearby disorders of the respiratory to explain causes,
health facility for students system. symptoms and effects
to investigate common of disorders of the
disorders of the respiratory respiratory systems?
system.
ii) Students to discuss in group
the causes, symptoms and
effects of the disorders of the
respiratory system.
iii) The teacher to lead a class
discussion and make
clarifications on students
presentations.
i) The teacher to guide Texts/extracts on the Is the student able to
students through questions relationship between relate disorders of the
and answers to point out disorders of the respiratory respiratory system and
the relationship between the system and HIV and AIDS. HIV and AIDS?
respiratory system disorders
and HIV and AIDS.
ii) Students to record and
summarize their responses
and the teacher to make
clarifications on the
relationship between the
respiratory system disorders
and HIV and AIDS.
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TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
d) suggest ways of
preventing and
controlling disorders of
the respiratory system.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students in groups to discuss Extracts/texts from journals Is the student able
ways of preventing and or magazines on methods of to suggest ways
controlling disorders of the preventing and controlling of preventing and
respiratory system. disorders of the respiratory controlling disorders of
ii) The teacher to plenary system. the respiratory system?
discussion and make general
comments and clarifications
where necessary.
69
 FORM THREE

CLASS LEVEL COMPETENCES

Student should have the ability to:

1. demonstrate appropriate use of biological knowledge, concepts, principles and skills in evaluating the roles of
various physiological processes in plants and animals.

2. group organisms according to their similarities and differences.

3. demonstrate positive attitudes and responsiveness towards community social values and take measures to protect
oneself, family and community.

4. use appropriate skills to solve various health relatedproblems.

CLASS LEVEL OBJECTIVES

By the end of Form three course, the student should be able to:

a) acquire basic knowledge principles, concepts and skills in evaluating the roles of physiological processes in plants
and animals.

b) apply knowledge and skills of biological science and related fields in improving livestock and crop production.

70
c) classify organisms in their respective kingdoms, phylum/division and class.

d) develop positive attitude, values and practices for enhancing positive gender relations, environmental protection,
and sexual and reproductive health.

e) take appropriate precautions and measures against problems related to reproductive processes in animals and
flowering plants.

f) apply appropriate skills in managing problems related to HIV, AIDS, drug abuse and sexual and reproductive health.

70
 TEACHING
TOPICS/
SPECIFIC OBJECTIVES AND LEARNING
SUB-TOPICS
STRATEGIES
1.0 CLASSIFICATION The student should be able to: i) Using guidelines provided, • A variety of conifers
OF LIVING THINGS a) explain general and students to collect a (pine, cedar, cypress,
1.1 Kingdom Plantae. distinctive features of the variety of plants (or plant
1.1.1 Division Conifero phyta division Coniferophyta. parts) under division
(conifers). Coniferophyta (i.e.
pine, cedar, spruce etc)
from the surrounding
environments.
ii) Students in groups
to observe the plants
collected and those
displayed by the teacher
and record the observable
features of those plants.
iii) The teacher to lead a
class discussion on the
general and distinctive
features of the division
Coniferophyta, make
clarification and
conclusion.
b) describe the structure of i) Using guiding questions,
Pinus. students in groups to
observe charts/pictures/
pine tree or its parts and
identify the structures.
ii) The teacher to lead a
class discussion on the
structure of a pine tree
(Pinus sp).
iii) Student to draw and label
a pine tree (or plant parts),
male and female cones.
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RESOURCES PERIODS
Is the student able to
explain general and 2
spruce). distinctive features
• Pictures of conifers e.g. of the division
pine, cypress, spruce, Coniferophyta?
cedar.
• Pictures of cones (male
and female cones).
• Charts of conifers.
• Cones (fresh or
preserved cones).
• A variety of cone Is the student able to
bearing plants. describe the structure
• Pictures of conifers (pine of a Pinus?
tree, cypress, spruce,
cedar).
• Charts showing different
types of cone bearing
plants.
• Cones (fresh) or
preserved.

TOPICS/
SPECIFIC OBJECTIVES
SUB-TOPICS
c) explain advantages and
disadvantages of the
division Coniferophyta.
1.1.2 Division The student should be able to: i) Students in groups to
Angiospermophyta a) explain general and
(Flowering Plants). distinctive features
of the division
Angiospermophyta.
b) outline the classes
of the division
Angiospermophyta.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to lead • Avariety of cone bearing Is the student able to
students to discuss on plants. explain advantages
the advantages and • Charts/pictures showing and disadvantages
disadvantages of plants different types cone of the division
under the division bearing plants. Coniferophyta?
Coniferophyta.
ii) Students to outline
advantages and
disadvantages of plants
under the division
Coniferophyta.
• Flowers from dicot and Is the student able to
observe a variety of monocots. explain general and 4
flowering plants and • Fruits and seeds of distinctive features
record their observable flowering plants. of the division
features. (Observations • A variety of flowering Angiospermophyta?
should base on the plants.
structure of roots, leaves,
shoots, flowers etc).
ii) The teacher to lead
a class discussion on
general and distinctive
features of division on
Angiospermophyta makes
general comment and
conclusion.
i) Students in groups • A variety of Is the student able to
using guiding questions Monocotyledonous and outline classes of the
to observe variety of dicotyledonous plants. division
flowering plants and • Grains (Maize, wheat, Angiospermophyta?
group them into two rice, millet).
groups. • Seeds (beans, peas,
castor and groundnut).
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STRATEGIES RESOURCES PERIODS
ii) The teacher to lead a • Mature and young bean
class discussion on the and maize plants.
classes and general and • Charts showing
distinctive features of each characteristic of
class (Monocotyledonae classes of division
and Dicotyledonae). Angiospermophyta.
• Razor blade/knife/
scalpel/ surgical blade.

c) describe structures of i) Using guiding questions, • Razor blade/surgical Is the student able to
representative plants students in groups blade/scalpel. describe structures of
under each class to observe variety • Maize grains. representative plants
(Monocotyledonae and of plants under each • Beans/peas seeds. under each class
Dicotyledonae). class and identify their • A variety of seed. (Monocotyledonae and
characteristic features. Dicotyledonae)?
ii) The teacher to lead a
class discussion on the
structure of representative
plants under each class
(maize, millet, rice,
groundnuts, bean and
pea).
iii) Students to draw and
label representative plants
under each class. A variety
of flowering plants.

d) explain advantages and i) Students to brainstorm A chart on the Is the student able to
disadvantages of division on the advantages and representative plants explain advantages
Angiospermophyta. disadvantages of kingdom under the division and disadvantages
Plantae. Angiospermophyta. of division
Angiospermophyta?

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STRATEGIES RESOURCES PERIODS
ii) The teacher to use
students’ responses
and give clarifications
and summary on
the advantages
and disadvantage
of the division
Angiospermophyta.

2.0 MOVEMENT The student should be able to: i) The teacher to guide • Variety of organisms Is the student able to
2.1 Concept of Movement a) explain the concepts students to brainstorm on such as insects, fish and explain the concepts 4
and Locomotion. of movement and the meaning of movement mouse. of movement and
locomotion. and locomotion. • Charts on locomotion/ locomotion?
ii) Students to synthesize movement of different
their responses and organisms.
explain the meaning
and the differences
between movement and
locomotion.
iii) The teacher to lead a class
discussion on the meaning
and the differences
between the two concepts.

b) explain the importance of i) Using guiding questions, Chart/drawing depicting Is the student able to
movement in animals and students in groups to movement in different explain the importance
plants. discuss the importance of organisms. of movement in
movement in animals and animals and plants?
plants.
ii) The teacher to guide
students to summarize
their responses, make
general comments and
concluding remarks.

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c) demonstrate movement
and locomotion actions .
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to design an • Pictures/drawings of Is the student able to
activity for students in various organisms demonstrate movement
demonstrates movement depicting movement and and locomotion
and locomotion. locomotion. actions?
ii) Students in groups to • Variety of organisms
perform various actions such as insects, fish and
depicting movement and mouse.
locomotion.
iii) The teacher to guide
students through
questions and answers
to give the differences
between movement and
locomotion.

2.2 Movement of the Human The student should be able to: i) Students in groups to • Model of human Is the student able to
Body. a) describe the structures of examine the picture/ skeleton. describe the structures 2
2.2.1 The Human Skeletal human skeleton. model of skeleton and • Diagrams/pictures of of human skeleton?
System. identify its major parts. the human skeleton.
ii) The teacher to lead a
class discussion on the
structure of the human
skeleton and its major
components.
iii) Students to draw a well
labelled diagram of the
structure of human
skeleton.

b) explain the functions of i) Students in groups to Model of human skeleton. Is the student able to
the major components of discuss the adaptation of explain the functions of
the human skeleton and the major components of the major components
their adaptations. the human skeleton. of the human skeleton
and their adaptations?

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ii) The teacher to lead
plenary discussion
and guide students to
summarize and record
major points or ideas.

2.2.2 Muscles and Movement. The student should be able to: i) Students to brainstorm Charts/diagrams/pictures of Is the student able to
a) explain the concept of the meaning of muscles. different muscles. explain the concept of 6
muscles. ii) The teacher to synthesize muscles?
student’s responses
and use them to get
the correct meaning of
muscle.

b) mention types of muscles. i) Students in groups to Models/charts/pictures/ Is the student able

observe charts/models/ diagrams of different types to mention types of
pictures of different of muscles. muscles?
muscles and identify their
differences.
ii) The teacher to lead a class
discussion on the type of
muscles.

c) demonstrate how muscles i) The teacher to design an • Models of different Is the student able
facilitate movement. activity for students to muscles. to demonstrate how
demonstrate the role of • Charts/diagrams/ muscles facilitate
muscles in movements. photograph of muscles. movement?
ii) Students in pairs to
perform various actions
depicting the role of
muscles in movement
such as stretching armsn
and legs and jot down the
observed changes.

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iii) Students to present
their findings and the
teacher to lead plenary
discussion, guide students
to summarize the
major points and make
conclusion.

d) describe the structure of i) Students in groups • Charts/diagrams/ Is the student able to

the muscle. to observe pictures/ models of different describe the structures
diagrams/model of muscles. of the muscle?
muscles (biceps and • Real objects.
triceps muscles) and
discuss the structure of
muscles.
ii) The teacher to lead a
class discussion on the
structures of muscles.
iii) Students to draw and label
the structure of biceps and
triceps muscles during
bending and stretching of
the arm.

e) explain adaptations of i) Students in groups Models/pictures/diagrams Is the student able to

different types of muscles.
to observe pictures/ of muscles. explain adaptations
diagrams/model of of different types of
different types of muscle muscles?
and discuss the adaptation
of different types of
muscles to their roles.

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ii) The teacher to lead a class
discussion and summarize
the major points on the
adaptation of different
types of muscles to their
roles.

f) explain causes, effects and i) Students in groups to Models/pictures/diagrams Is the student able
preventive measures of discuss causes, effects and of different types of to explain causes,
muscles cramps. preventive measures of muscles. effects and preventive
muscle cramps. measures of muscle
ii) The teacher to lead class cramps?
discussion and make any
necessary clarifications.

1.3 Movement in Plants. The student should be able to: i) Students to observe • Photograph, diagrams Is the student able to
a) explain the concept of plants/potted plants and charts showing explain the concept of 4
movement in plants showing movement in movement in plants. movement in plants?
(movement of curvature). plants and record the • Plants showing
finding. movement of curvature.
ii) Students in groups
to discuss movement
exhibited by plant and
their importance and
present their task for
plenary discussion.
iii) The teacher to lead
plenary discussion
and make clarification
and conclusion on the
meaning and importance
of movement exhibited by
plants.

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b) mention types of
movement exhibited by
plants.
c) carry out experiments to
investigate movement in
plants.
3.0 COORDINATION The student should be able to: i) The teacher to guide
3.1 Concept of Coordination. a) explain the concept
of coordination in
organisms.
ii) Student to present group
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students to observe plants • A variety of plants Is the student able
showing different types of showing movement to mention types of
movement and record the exhibited by plants. movement exhibited by
findings. • Charts/diagrams/ plants?
ii) The teacher to lead a class pictures showing nastic
discussion on the types and tropic responses in
of movement exhibited plant.
by plants (i.e. Nastic and
Tropism).
i) Students in groups using • Potted plants. Is the student able to
guidelines to perform • Charts, photograph, investigate movement
experiments to investigate diagrams and pictures in plants?
movement exhibited by depicting movement in
plants and record their plants.
findings. • Young potted plants.
ii) Students to present their
findings and the teacher
to lead class discussion,
make clarification and
conclusion.
• Hot objects. Is the student able to
students in groups • Sharp objects. explain the concept 4
to discuss meaning • Live specimens or toys of coordination in
and importance of insects and small organisms?
of coordination in mammals.
organisms.
tasks and the teacher to
lead plenary discussion,
make necessary
clarifications and
conclusion.
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b) outline ways in which
coordination is brought
about.
3.2 Nervous Coordination in The student should be able to: i) The teacher to lead a
Human. a) describe the structure of
3.2.1 Neurones. motor, sensory and relay
neurones.
ii) Students to draw and
b) explain the roles of
motor, sensory and relay
neurones.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students to observe • Chart to show how Is the student able to
charts/ diagrams/ coordination is brought outline ways in which
pictures showing main about. coordination is brought
components of nervous • Hot object. about?
coordination and • Sharp object.
discuss the role of each • Real objects.
components, stimulus, • Game or puzzle chart on
receptors, coordinator, nervous coordination
effectors and response. process.
ii) Students to discuss in
groups on the ways in
which coordination is
brought about.
iii) The teacher to lead a class
discussion on the ways
in which coordination is
brought about.
• Models/pictures/ Is the student able to
class discussion on the photographs of describe the structure 1
structures of motor, neurones. of motor, sensory and
sensory and relay neurons. • Prepared slides of relay neurons?
neurones.
label diagram to show • Microscope.
the structure of motor,
sensory and relay
neurones.
i) Students to discuss in A chart showing summary Is the student able to
group the roles of motor, of the roles of motor, explain the roles of
sensory and relay neurone sensory and relay neurons. motor, sensory and
and to present their relay neurons?
responses for plenary
discussion.
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ii) The teacher to summarize
students responses, make
general comment and
necessary corrections.

3.2.2 Central Nervous System The student should be able to: i) Students to brainstorm on • Charts of the Central Is the student able
(CNS). a) give the meaning of the meaning of CNS. Nervous System. to give the meaning 2
Central Nervous System ii) The teacher to summarize • Hand lenses. of Central Nervous
(CNS). students’ responses and • Pictures/photographs of System?
give general comments brain and spinal cord.
and conclusion.

b) identify the components i) Students to observe • Charts/diagrams of Is the student able

of the central nervous
system and their
functions.
ii) The teacher to guide
models charts/diagrams/ CNS. to identify the
photographs of brain and • Diagrams/models of components of the
spinal cord and identify brain and spinal cord. central nervous system
their components. and their functions?
students in groups to
identify the components
of the central nervous
system and discuss their
roles.

c) describe the structures of i) The teacher to guide • Diagrams and Is the student able to
the spinal cord and brain. students in groups to photographs of the describe the structures
observe models/ diagram/ spinal cord. of the brain and spinal
pictures of the spinal cord • Models of the brain and cord?
and brain and discuss spinal cord.
their structures.
ii) Students to draw and label
the structures of the spinal
cord and brain.

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3.2.3 Peripheral Nervous The student should be able to: i) Students to brainstorm on Photographs/charts showing Is the student able to
System (PNS). a) give the meaning of the meaning of Peripheral the structures of PNS. give the meaning of 2
Peripheral Nervous Nervous System. Peripheral Nervous
System. ii) The teacher to guide system and their
students to summarize functions?
and record correct
responses and make
clarification and
conclusion.
b) identify the components i) Students to observe charts, • Charts/photographs/ Is the student able to
of the Peripheral Nervous photographs/specimens pictures on peripheral identify components
System and their of mice/rabbit/frog to Nervous systems. of Peripheral Nervous
functions. identify the components • Preserved specimen System?
of the PNS. of frog mouse/rabbit
ii) The teacher to lead showing the PNS.
a class discussion on
the components of the
peripheral nervous
systems.
3.2.4 Reflex Action. The student should be able to: i) The teacher to design • Hot objects. Is the student able to
a) give the meaning of reflex activities for student to • Live specimens of give the meaning of 6
action. demonstrate the reflex insects or small reflex action?
action. mammals.
ii) Students in groups to • Toys (snake, scorpion).
demonstrate the reflex
action and record their
findings.
iii) The teacher to lead
students to discuss the
meaning of reflex action.
b) describe the neuronic Charts/photographs/ Is the student able to
pathway of a reflex action. diagrams showing neuronic describe the neuronic
pathways of a reflex action. pathway of a reflex
action?
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i) The teacher to display
the chart/diagrams/
photographs showing the
neuronic pathway of a
reflex action for students
to observe and identify
the components of the
neuronic pathway of
reflex action.
ii) Students to draw and label
the neuronic pathway of
reflex action.
iii) The teacher to lead a
class discussion on the
neuronic pathway of a
reflex action.

b) distinguish simple reflex i) The teacher to design • Charts/diagrams of Is the student able to
from conditioned reflex activities for student to simple conditioned differentiate simple
action. demonstrate simple reflex reflex actions. reflex from conditioned
and conditioned reflex • Bell. reflex action?
actions. • Video/radio tapes
ii) Students in groups to showing simple and
demonstrate simple reflex conditioned reflex
actions and conditioned action.
reflex actions and record
their findings.
iii) The teacher to lead a
class discussion on the
differences between
simple reflex action and
conditioned reflex action.

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3.2.5 Sense Organs. The student should be able to: i) Students in groups
a) explain the meaning of a
sense organ.
ii) Students to present
b) identify types of sense
organs and their relative
position.
c) describe the structure of
each sense organ.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
• Charts of different sense Is the student able to
to observe models/ organs.. explain the meaning of 6
pictures/diagram/ charts • Pictures/diagrams/ sense organ?
and brainstorm on the Models of sense organs.
meaning of sense organ.
their group responses in
plenary session and the
teacher to guide them
to record the correct
responses and make
general comments and
conclusion.
i) Students to observe • Models/charts showing Is the student able
models/ pictures/ the structure of sense to identify types of
diagrams/charts of mouse organs. sense organs and their
(or any other small • Mirror. relative position?
mammal) and identify • Small mammals such
sense organs and their mouse.
relative position.
ii) Using guiding questions,
students in groups to
observe charts/models/
specimens of different
sense organs and identify
its parts.
iii) The teacher to lead a class
discussion on the types
of sense organs and their
relative positions.
i) The teacher to lead • Small mammal. Is the student able to
students to discuss in • Models/charts of describe the structure 6
groups the structure of different sense organs. of each sense organ?
each sense organ.
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SUB-TOPICS
d) explain the functions of
sense organs and their
adaptive features.
3.3 Drugs and Drug Abuse The student should be able to: i) The teacher to lead the
in Relation to Nervous a) explain the meaning of
Coordination. drugs and drug abuse
in relation to nervous
coordination.
b) outline proper ways of
handling and using drugs.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to draw and label
the human ear, eye, nose
the tongue (to show the
location of taste buds)
and the transverse section
(T.S) of the skin.
i) Students in groups to • Charts/models/ Is the student able to
observe models/pictures/ photographs of different explain the functions of
specimens showing sense organs. sense organ and their
different sense organs • Live or preserved adaptive features?
and discuss the role of specimen.
each sense organ and its
adaptive features.
ii) Students to present
their group task and the
teacher to guide them to
summarize major points
and make clarification.
• Video/film on effects Is the student able to
students to discuss in of drug and substance explain the meaning of 6
groups the meaning of abuse. drugs and drug abuse
drugs and drug abuse • Samples of drugs. in relation to nervous
in relation to nervous coordination?
coordination.
ii) The teacher to summarize
group responses, give
necessary corrections and
make conclusion.
i) Students in groups to • Video/film. Is the student able to
discuss proper ways of • Pictures and posters of outline proper
handling and using drugs. illegal drug users and ways of handling and
addicts. using drugs?
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ii) The teacher to guide • Samples of drugs.
students to make • Video/film showing
clarification and proper ways of handling
conclusion on proper and using drugs.
ways of handling and
using drugs.

c) explain causes and effects i) The teacher to invite • Brochure and fliers on Is the student able
of drug addiction. a drug abuse control causes and effects of to explain causes
expert or health officer/ drug addition. and effects of drug
practitioner to talk on • Video/film showing addiction?
drug addiction, its causes people affected by drugs.
and effects.
ii) Students to summarize
major points from the
guest speaker presentation
and the teacher to
guide them to clarify
major issues and make
conclusion.
iii) Students to do a project
on cases of drug addiction
in their surrounding
community.

d) suggest preventive and i) Students in groups to • Video/film about drug Is the student able to
control measures of drug discuss the preventive and and substance abuse. suggest preventive and
abuse. control measures of drug • Posters of drug addicts/ control measures of
abuse. users. drug abuse?
ii) The teacher to use
students correct responses
and give clarifications and
conclusion.

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iii) Students to make a study
visit in a nearby health
centre/hospital and
collect data of causes and
effects of drug abuse and
measures taken by health
department to prevent
and control drug abuse in
the community.

3.4 Endocrine glands. The student should be able to: i) The teacher to lead a class • Charts/or diagrams of Is the student able to
a) identify location of discussion on the location endocrine glands and identify location of 6
different endocrine glands of the endocrine glands in hormones produced by different endocrine
in the mammalian body. the mammalian body and each gland. glands in the
the types of hormones • Diagrams/models/ mammalian body?
produced by each gland. pictures showing
ii) Students to draw the the position of the
diagram to show location endocrine glands in a
of endocrine glands in mammalian body.
human body.
iii) The teacher to lead
class discussion on the
differences between
endocrine and exocrine
gland.

b) explain the role of i) Students in groups Charts of the endocrine Is the student able to
hormones produced by to discuss the role of glands. explain the role of
each endocrine gland. each hormone in the hormones produced by
mammalian body. each endocrine gland?
ii) The teacher to use
students responses to
make clarifications and
conclusion.

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c) outline disorders of i) Students in groups to Pictures/photographs of Is the student able to
hormonal coordination in discuss the disorders of disorders of hormonal outline disorders of
mammals. hormonal coordination in coordination e.g. goitre, hormonal coordination
mammals. gigantism and dwarfism. in mammals?
ii) The teacher to lead a
class discussion on the
disorders of hormonal
coordination due to
hyper-and hypo-secretion
of insulin, growth
hormone, antideuretic
hormone and thyroxin.

3.5 Coordination in Plants.
3.5.1 Concept of Tropic and
Nastic Responses.
The student should be able to: i) Students to observe
a) explain the concepts potted plants grown in all
of tropic and nastic round light and unilateral
responses. light and record their
observations.
ii) Using question and
answers, the teacher to
guide students to give the
meaning of tropic and
nastic responses.
• Potted plants. Is the student able to
• Charts/photographs/ explain the concepts 4
or pictures of tropic of tropic and nastic
responses of shoots and responses?
roots.
• Young plant.
• Mimosa plant.

b) carry out experiments i) Students using guidelines
to investigate the effects to carry out experiments
of tropic and nastic to investigate the effects of
responses in plants. tropic and nastic in plants
and record their findings.
ii) The teacher to lead
class discussion,
make clarification on
misconceptions and make
conclusion.
• Potted plants. Is the student able to
• Beakers. investigate the effects
• Cotton wool. of tropic and nastic
• Bean or maize seeds. responses in plants?
• Young plant.
• Mimosa plants.

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c) explain the importance i) Students in groups to • Potted plants subjects Is the student able to
of tropic and nastic discuss the importance to all round light and explain the importance
responses. of hydro-geo- photo and unidirectional light. of tropic and nastic
chemotropisms in plants. • Charts to show examples responses?
ii) The teacher to lead of tropic responses.
plenary discussion,
make general comments
and conclusion on the
significance of tropisms
and nastic responses in
plants.
iii) Students to outline
significance of tropisms in
plant growth.

4.0 EXCRETION The student should be able to: i) Students in groups to • Models of kidney. Is the student able to
4.1 Concept of Excretion. a) explain the concept of discuss the meaning and • Preserved specimen of explain the concept of 2
excretion. importance of excretion. kidney. excretion?
ii) The teacher to guide • Diagrams/charts of
students to categorize excretory system.
their responses and record
the major points.

b) give examples of excretory i) Using questions and Pictures/chart showing Is the student able
products eliminated by answers the teacher to various types of excretory to give examples of
organisms. lead student to name products and their excretory products
excretory products importance. eliminated by animals?
eliminated by organisms.
ii) The teacher to lead
a plenary discussion
and guide students to
summarize major ideas
on the excretory products
eliminated by organisms.

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4.2 Excretion in Human. The student should be able to: i) Students in groups to
a) mention excretory organs
in human being.
b) describe the urinary
system.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
Model/chart/diagram of Is the student able to
observe charts/pictures/ excretory organs. mention excretory 4
models showing different organs in human being?
excretory organs and
identify their differences.
ii) The teacher to lead
students to discuss on
the types of excretory
organism in human.
i) The teacher to dissect a • Models/charts/diagram/ Is the student able to
mouse or any other small pictures/specimens describe the urinary
mammal to display the showing the human system?
urinary system. urinary system.
ii) Using guiding questions • Dissecting kits and trays.
students to observe • Chloroform.
models/ diagram/pictures • Cotton.
showing the human
urinary system and
identify the structures
(kidney, ureter, urinary
balder).
iii) The teacher to lead
students to discuss the
structure of urinary
system and its adaptive
features.
iv) Students to draw and
label the structure of the
human excretory system
(Kidney, ureter, urinary
bladder, urethra).
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c) explain the process of i) The teacher to guide Models/charts/pictures Is the student able to
urine formation. students to brainstorm showing the urinary system. explain the process of
on the process of urine urine formation?
formation.
ii) Students to discuss in
groups the process of
urine formation and
the teacher to make
clarifications.

4.3 Complications and The student should be able to: i) The teacher to prepare Charts/diagram of the Is the student able
Disorders of the a) mention common case studies on common urinary system and the to mention common 4
Excretory System. complications and complication and associated disorders and complications and
disorders of the excretory disorders of the excretory complications. disorders of the
system. system e.g. kidney stones excretory system?
and kidney failure.
ii) Students in groups to
discuss the cases using
guiding questions given
by the teacher.
iii) The teacher to lead
plenary discussion
and guide students to
summarize key ideas.

b) explain the causes, i) Students to discuss in • A chart showing Is the student able
symptoms, effects and groups causes, symptoms the tabulation of to explain causes,
control measures of effects and control causes, symptoms, symptoms and effects
common complications measures of disorders and effects control and control measures of
and disorders of the and complications of the of the complications common complications
excretory system. excretory system. and disorders of the and disorders of the
excretory system. excretory system?
• Charts/models/pictures
showing urinary system.

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ii) The teacher to invite
a health officer to talk
on complications and
disorders of the excretory
system (kidney failure
and kidney stones).
iii) Students to summarize
major points from
the guest speaker
presentation and the
teacher to guide them to
clarify major issues and
make conclusion.

4.4 Excretion in Plants. The student should be able to: i) The teacher to lead A chart showing various Is the student able
a) mention types of students using questions plants and their excretory to mention types of 4
excretory products and answers to mention products. excretory products
eliminated by plants. ways by which plants get eliminated by plants?
rid of excretory products
and give examples.
ii) Students to summarize
the major points and list
down types of excretory
products eliminated by
plants.
iii) The teacher to make
general comments
and conclusion on
the different types of
excretory products
eliminated by plants.

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b) explain the importance
of common excretory
products of plants.
5.0 REGULATION The student should be able to: i) The teacher to guide
5.1 Concept of Regulation. a) explain the concept of
regulation.
b) mention various types of
regulation.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to lead • A chart showing various Is the student able to
students in groups to plants and their waste explain the importance
discuss the importance products. of excretory products
of excretory products • Samples of plan of plants?
of plants such as gum, excretory products such
alkaloids and latex. as gums, alkaloids and
ii) Teacher to lead plenary latex.
discussion on the
importance of excretory
products from plants,
summarize the major
points and make
conclusion.
A chart showing the process Is the student able to
students in groups to of regulation in animals. explain the concept of 2
discuss the meaning regulation?
of regulation and its
importance.
ii) The teacher to lead
plenary discussion and
make clarification and
conclusion on the concept
of regulation and its
importance.
i) Students in groups to • Extracts/texts on various Is the student able
observe charts/pictures types of regulation. to mention types of
showing the process of • Charts/pictures/ regulation?
regulation in animals and diagrams showing
identify their differences. various types of
ii) The teacher to lead a class regulation.
discussion on the types
of regulation temperature
regulation, regulation of
water and mineral salts in
animals.
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5.2 Temperature Regulation in The student should be able to: i) Students in groups using • Toad/frog. Is the student able to
Animals. a) explain the concept of guidelines to perform • Small mammal (rat, explain the concept of 6
temperature regulation in experiments to determine mouse, rabbit). temperature regulation
animals. the temperature of a frog/ • A clinical thermomete. in animals?
toad and a small mammal
under different conditions
(cold and hot) and record
their findings.
ii) Students to divide the
experimental animals
into ectotherms and
endotherms.
iii) The teacher to lead
plenary discussion and
guide students to clear out
misconception and make
conclusion.

b) carry out practical i) Students in pairs, to • A clinical thermometer. Is the student able to
activities to determine carry out practical • A chart showing a table carry out practical
temperature regulation in exercises on measuring for recording body activities to determine
mammals. body temperatures and temperature. temperature regulation
record changes in body • Small mammals e.g. in mammals?
temperature before mouse or rabbit.
and after performing a
physical exercise.
ii) Students to report their
findings and the teacher
to lead class discussion on
the temperature regulation
in mammals and make
clarification.

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c) describe the mechanism i) Students to discuss in • Models/charts/ Is the student able
of temperature regulation groups the body reactions photographs showing to describe the
in mammals. when the temperature of the section of the skin. mechanism of
the surrounding is lower • Pictures/diagrams temperature regulation
and when is higher than showing the reaction of in mammals?
the body temperature. the skin under different
ii) The teacher to lead conditions (hot and
a class discussion on cold).
the structure of the
skin in relation to
temperature regulation
(vasoconstriction and
vasodilation).
iii) Students to draw and
label section of the skin
showing vasoconstriction
and vasodilation.
5.3 Osmoregulation in The student should be able to: i) Students to discuss in Charts, pictures, Is the student able to
Mammals. a) explain the concept of groups on the meaning photographs or diagrams explain the concept 4
osmoregulation. of osmoregulation and its showing osmoregulation in osmoregulations?
importance. mammals.
ii) The teacher to
make clarifications
and conclusion
on the meaning of
osmoregulation and itsn
importance.
b) mention factors which i) The teacher to guide • Charts, pictures or Is the student able to
affect the contents of salt students through diagrams showing mention factors which
and water in the body. questions and answers to osmoregulation in affect the contents of
mention factors which mammals. salt and water content
may affect the contents of • Models/charts/ pictures in the body?
sale and water in the body. showing the structure of
a nephrone.
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5.4 Blood Sugar Regulation in The student should be able to: i) Students in group to
Mammals. a) explain the mechanisms
of regulating sugar level in
the blood.
b) outline the causes,
symptoms and effects of
high and low sugar levels
in the blood.
6.0 REPRODUCTION The student should be able to: i) The teacher to guide
6.1 Concept of Reproduction. a) explain the concept of
reproduction.
ii) The teacher to summarize
TEACHING TEACHING NUMBER
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ii) The teacher to guide
students in groups to
categories factors which
affect the salt and water
content in the body.
iii) Students to present
their group tasks and
the teacher to lead
plenary discussion and
give correction where
necessary.
Pictures, charts or Is the student able to
discuss how hormones photographs showing the explain the mechanisms 4
regulate sugar levels in mechanisms of regulating of regulating sugar
the blood (insulin and sugar level in the blood. level in the blood?
glucagons).
ii) Students to present
their tasks in a plenary
discussion.
The teacher to assign tasks Video tapes, charts, and Is the student able to
to students in groups to read pictures showing the outline the effects of
literatures and outline the causes, symptoms and high and low sugar
causes, symptoms and effects effects of high and low level in the blood?
of high and low sugar levels sugar levels in the blood.
in the blood.
• Flip charts. Is the student able to
students to discuss the • V.I.P.P. cards carrying explain the concept of 2
meaning and importance key messages on reproduction?
of reproduction. reproduction.
students’ responses
and make necessary
clarification and give
conclusion.
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b) distinguish between i) The teacher to display • Variety of organisms. Is the student able to
sexual and asexual variety of organisms • Picture/photographs of distinguish between
reproduction. which reproduce by seeds plants that reproduce by sexual and asexual
or vegetative. seeds or vegetative. reproduction?
ii) Students to observe a
variety of organisms
displayed and discuss in
groups the ways in which
the plants reproduce
whether by means
of asexual or sexual
reproduction.
iii) Students in their group
to discuss the differences
between asexual and
sexual reproduction and
present their group tasks
for plenary discussion.
iv) The teacher to lead
plenary discussion, make
general comments and
conclusion.

c) explain the merits and i) Students in groups to • Variety of organisms. Is the student able to
demerits of sexual and observe variety of plants • Picture/photographs of explain the merits and
asexual reproduction. which reproduce asexually plants that reproduce demerits of sexual and
and sexually. asexually and sexually. asexual reproduction?
ii) Students in groups to
discuss the merits and
demerits of asexual and
sexual reproduction.
iii) Students to present
their tasks for plenary
discussion.

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6.2 Meiosis and Reproduction. The student should be able to: i) The teacher to guide the Charts/photographs Is the student able to
a) give the meaning of students to brainstorm the showing stages of meiosis. give the meaning of 2
meiosis. meaning of meiosis using meiosis?
charts/photographs and
models showing stages of
meiosis.
ii) Students to synthesize and
correct responses.
iii) The teacher to summarize
the student responses and
make conclusion.

b) explain the significance i) Using charts/photograph • Charts/photographs Is the student able

of meiosis in relation to
reproduction.
ii) The teacher to lead
and models, students to showing stages of to explain the
observe the events which meiosis. significance of
take place in different • Models showing stages meiosis in relation to
stages of meiosis. of meiosis. reproduction?
class discussion on the
significance of meiosis in
relation to reproduction
and summarize the main
ideas.

c) carry out an experiment i) Using charts/photograph • Prepare microscope Is the student able to
to show stages of meiosis and models, students to slide on stages of carry out
process. observe the events which meiosis. experiments to show
take place in different • Microscope. stages of meiosis?
stages of meiosis. • Charts/photographs/
ii) The teacher to display models showing stages
charts/ photographs/ of meiosis.
diagrams showing the
events taking place in each
stage of meiosis process.

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iii) Students in groups to
observe the displayed
model chart, photographs
or diagrams and outline
the events taking place at
each stage of meiosis and
record their findings.

6.3 Reproduction in The student should be able to: i) Students using guidelines
Flowering Plants.
6.3.1 The Structure of the
Flower.
• Variety of flowers. Is the student able to
a) describe the structure of to collect variety of • Charts/models/ describe the structure 2
the flower. flowers. photographs of flowers. of the flowers?
ii) Students in groups to
observe the collected
flowers and identify
different parts of the
flower and describe their
structures.
iii) The teacher to lead
plenary discussion and
make clarifications
and conclusion on the
structure of the flower.
iv) Students to draw a well
labelled diagram of the
named flower.

b) identify reproductive i) Students in groups • Variety of flowers. Is the student able to

parts of the flower. to observe variety of • Models/charts/ pictures identify reproductive
flowers and identify the showing different types parts of the flower?
reproductive parts. of flowers.
ii) The teacher to lead
students to identify and
discuss the reproductive
parts of the flower.

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6.3.2 Pollination. The student should be able to: i) Students to brainstorm
a) explain the meaning of
pollination.
b) identify types of
pollination.
c) outline agents of
pollination.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
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• Variety of flowers. Is the student able to
on the meaning of • Models/charts/ explain the meaning of 4
pollination. photographs of pollination?
ii) The teacher to lead a pollination of the
class discussion on the flowers.
meaning of pollination
and its importance.
i) The teacher to design a • Variety of flowers. Is the student able
study visit around the • Diagrams, pictures and to identify types of
school environment/ models of different pollination?
school garden for students flowers.
to observe different
flowers and identify types
of pollination (self and
cross pollination).
ii) Using guiding question
students in groups to
discuss ways in which the
two types of flowers are
pollinated and present
their finding in plenary
discussion.
iii) The teacher to lead
plenary discussion
and guide students to
summarize their findings
and make conclusion.
i) The teacher to guide the • Different types of Is the student able to
student to observe the flowers. outline the agents of
characteristics of flowers • Models/diagrams/ pollination?
(in terms of colour of photographs of different
petals, structure of stigma, types of flowers.
styles, presence of absence
of nectar.
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ii) Basing on these • Variety of flowers e.g.
characteristics student flowers of hibiscus,
to suggest agencies of common bean, rose,
pollination for different maize, millet and grass.
types of flowers. • Pictures/diagrams
iii) The teacher to record the showing insects/small
suggestions/points given birds pollinating a
by students and make flower.
necessary clarification and
conclusion on different
types of flowers and their
agents of pollination
(wind and insect
pollinated flowers).

6.3.3 Fertilization. The student should be able to: i) The teacher to guide • Models/diagrams/charts Is the student able to
a) explain the concept of students to discuss on the showing the process of explain the concept of 4
fertilization. meaning of fertilization in fertilization in flowering fertilization?
flowering plants. plants.
ii) The teacher to guide • Variety of flowers.
students to summarize
their responses, make
general comments
and conclusion on the
meaning of fertilization.

b) explain the process of Students to discuss in groups • Charts/models/ Is the student able to
fertilization in flowering the process of fertilization in photographs showing explain the process
plants. flowering plants and present the process of of fertilization in
their group tasks for plenary fertilization in flowering flowering plants?
discussion. plants.
• Variety of flowers.

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6.4 Reproduction in The student should be able to:
Mammals. a) identify parts of the male
and female reproductive
organs.
b) describe male and female i) Students in groups to
reproductive systems.
ii) The teacher to lead
iii) Students to draw and
TEACHING
AND LEARNING
STRATEGIES
Students in groups to
identify male and female
reproductive organs from
the dissected mice/any other
small mammal.
observe the dissected
mammal/models/ charts/
pictures showing male
and female reproductive
systems and identify the
structures.
class discussion and
make correction and
clarification on the
structures of the male
and female reproductive
systems.
label diagrams of male
and female reproductive
systems of a mammal.
TEACHING NUMBER
AND LEARNING ASSESSMENT OF
RESOURCES PERIODS
• Mouse/any other small Is the student able to
mammal. identify parts of the 4
• Dissecting kit. male and female
• Tray/dissecting board. reproductive organs?
• Chloroform.
• Cotton wool.
• Water.
• Models of dissected Is the student able
mice. to describe male and
• Pictures, photograph female reproductive
and charts showing systems?
structures of male and
female reproductive
system.
• Dissected mice or any
other small mammal.

6.4.1 Gamete Formation and The student should be able to: i) Through question and
Fertilization.
a) outline the process of
gamete formation in
mammals.
ii) Students in groups to
Pictures/charts showing Is the student able to
answers the teacher to formation and liberation of outline the process of 4
guide students to discuss gametes. gamete formation in
the process of gamete mammals?
formation in mammals.
discuss the process of
gamete formation in
mammals.
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iii) The teacher to lead
plenary discussion
on gamete formation,
liberation.

b) explain the processes i) Using illustrations/graphs, Charts/graphs showing Is the student able to
of ovulation and the teacher to guide the phase of menstrual and explain the process
menstruation. student to identify the ovarian cycle. of ovulation and
phases of menstrual cycle menstruation?
and events that take place
in each phase.
ii) Students in groups to
discuss the process of
ovulation and hormones
involved in the process.
iii) The teacher to lead
plenary discussion and
give comments and
clarification on the
process of ovulation and
menstruation in groups.

c) explain the process of i) The teacher to guide Charts on fertilization Is the student able to
fertilization, pregnancy students to discuss the process. explain the process of
and child birth. process of fertilization fertilization, pregnancy
pregnancy and child birth. and child birth?
ii) Students in groups to
observe charts/models/
pictures showing
process of fertilization
in mammals and present
their finding in plenary
discussion.

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d) outline factors which may i) Students to discuss
hinder fertilization.
ii) The teacher to lead
e) explain the concept of
artificial insemination.
6.4.2 Multiple Pregnancies. The student should be able to: i) Students to discuss in
a) give the meaning of
multiple pregnancies.
ii) The teacher to lead
b) differentiate between
identical twins and
fraternal twins.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
Pictures showing various Is the student able
in groups the factors contraceptives. to outline factors
affecting fertilization and which may hinder
present their group tasks fertilization?
for plenary discussion.
plenary discussion and
clarify students responses.
i) The teacher to lead Charts/drawing depicting Is the student able to
students to discuss on the artificial insemination. explain the concept of
meaning and importance artificial insemination?
of artificial insemination.
ii) The teacher to guide
students to summarize the
major responses and make
general comments.
Charts/pictures/photographs Is the student able to
groups using guiding showing multiple explain the meaning of 2
questions the causes of pregnancies cases. multiple pregnancies?
multiple pregnancies
and present their task for
plenary discussion.
plenary discussion
and make appropriate
comments on the students
responses.
i) Students to observe the • Charts/diagrams or Is the student able to
diagrams/ photographs/ pictures showing differentiate between
pictures showing identical identical and fraternal identical twins and
and fraternal twins and twins. fraternal twins?
suggest the differences
between identical and
fraternal twins.
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ii) The teacher to lead a class • Diagram/pictures
discussion and summarize showing fertilization
the major points on which lead to either
differences between identical and fraternal
identical and fraternal twins.
twins.

6.5 Disorders of Reproductive The student should be able to: i) Students in groups Documents on the disorders Is the student able to
System. a) mention types of to discuss types of of the human reproductive mention types of the 6
disorders of human disorders of the human system. disorders of the human
reproductive systems. reproductive systems. reproductive systems?
ii) The teacher to lead
plenary discussion and
make clarification and
conclusion.

b) explain the causes and i) Using guiding questions, • Documents on Is the student able to
effects of the reproductive students in groups to the disorders of explain the causes
system disorders. discuss the causes and reproductive system. and effects of the
effects of the reproductive • Manila sheet showing reproductive system
system disorders. the tabulation of causes disorders?
ii) The teacher to invite a and effects of the
health officer from the reproductive system
nearby hospital/health disorders.
centre to talk on the
causes and effects of the
reproductive system
disorders.
iii) Students to summarize
major points from the
guest speaker and the
teacher to guide them by
clarifying major points.

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c) suggests possible i) The teacher to lead class • Documents on
remedies of reproductive
system disorder.
ii) Students to summarize
6.6 Complication of the The student should be able to: i) The teacher to guide
Reproductive System. a) mention types of
complications of the
reproductive systems.
b) outline causes of
complications of the
reproductive system.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
Is the student
discussion on the possible the disorders of able to suggest
remedies of reproductive reproductive system. possible remedies of
systems disorder. • A chart showing reproductive system
causes and effects of disorders?
major points on the disorders of the human
possible remedies of reproductive system.
reproductive system
disorders.
• Charts/pictures/ Is the student able
students to brainstorm on photographs showing to mention types of 6
the types of complications complications of complications of the
of the reproductive reproductive system. reproductive systems?
systems. • Video tapes.
ii) Students to synthesise • Texts on case studies
their responses and the on complications of the
teacher to guide them reproductive system.
to summarize the major
points on the meaning
of abortion, still births,
miscarriage and ectopic
pregnancy.
i) The teacher to guide • Video tapes/charts/ Is the student able
students to investigate pictures/photographs to outline causes of
the causes and effects showing complications complications of the
of complications of the of the female reproductive system?
reproductive system. reproductive system.
ii) Students to visit local • Texts on case studies
health facility to on complications of the
investigate causes and female reproductive
effects of complications of system.
reproductive system.
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iii) The teacher to lead
students to summarize
their finding and make
conclusion on the
complications of the
reproductive system.

c) suggest ways to i) The teacher to • Video tapes. Is the student able

minimize the occurrence guide students to • Charts, pictures and to suggest ways of
of complications discuss in groups photographs showing minimizing
and disorders of the ways of minimizing complications of the occurrence of
reproductive system. complications and reproductive system. complications and
disorders of the • Brochures and fliers. disorders of the
reproductive system. • Models showing the reproductive system?
ii) Students to present reproductive system.
their work in plenary
discussion and the
teacher to guide them in
making any necessary
corrections.

6.7 Sexuality and Sexual The student should be able to: i) Students to discuss Pictures, charts and Is the student able to
Health and Responsible a) explain the concept of the meaning sexuality, photographs, video tapes explain the concept of 4
Sexual Behaviour. sexuality. sexual health and sexual depicting cases of sexuality sexuality?
behaviour. and sexual behaviours.
ii) The teacher to organize
the students responses
and use them to lead
a discussion on the
meaning of sexuality,
sexual health and
responsible sexual
behaviour.

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b) mention social cultural
factors influencing sexual
behaviour in different age
groups of people.
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i) The teacher to assign Pictures, charts, Is the student able
group tasks to students photographs, brochures, to mention factors
to discuss factors fliers, Radio/Video tapes influencing sexual
influencing sexual and texts depicting cases behaviour in different
behaviour in different age of sexuality and sexual age groups of people?
groups of people. behaviour.
ii) Students to present
group tasks for plenary
discussion and the teacher
to guide them to make
any necessary corrections
and clarifications.

c) differentiate responsible i) Students using guidelines • Radio/Video tapes. Is the student able to
from irresponsible sexual to role play on responsible • Texts depicting cases differentiate responsible
behaviour and their and irresponsible sexual of sexuality and sexual from irresponsible
impact on oneself family behaviour. behaviour tapes, pictures sexual behaviour and
and community. ii) The teacher to guide and photographs their impact on oneself
students to discuss showing people family and community?
responsible and with different sexual
irresponsible sexual behaviour (responsible
behaviour and their and irresponsible
impact on oneself, family behaviour).
and community as shown
in the role play and make
conclusions.
iii) Students to tabulate
the differences between
responsible and
irresponsible sexual
behaviour.

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d) suggest ways of i) The teacher to guide • Radio/Video tapes, Is the student able
eradicating irresponsible students using questions cassettes pictures and to suggest ways of
sexual behaviours/ and answers to outline charts showing people eradicating
practices in the family and ways of eradicating with different sexual irresponsible sexual
community. irresponsible sexual behaviour. behaviours/practices
behaviour in the family, • Texts depicting cases in the family and
school and community. of different sexual community?
ii) The teacher to guide behaviour.
students to summarise the • Texts depicting cases
major ideas and points on of sexuality and sexual
the ways of eradicating behaviour.
irresponsible sexual • Pictorial charts.
behaviour and practices.
e) mention appropriate life i) Students in groups using Video tapes, pictures, Is the student able to
skills required to cope guidelines to role play photographs and charts mention appropriate
with adolescent sexuality on appropriate use of showing different life life skills required to
and sexual behaviour. life skills to cope with skills required to cope with cope with adolescent
adolescent sexuality and adolescent sexuality and sexuality and sexual
sexual behaviour. sexual behaviour. behaviours?
ii) Students in their groups
to outline key messages in
the role-play and mention
the appropriate life skills
required to cope with
adolescent sexuality and
sexual behaviour.
iii) The teacher to lead
plenary discussion and
make clarifications on
appropriate life skills
required to cope with
adolescent sexuality and
sexual behaviour such
as self esteem, problem
solving and decision
making skills.
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6.8 Family Planning and The student should be able to: i) Students to discuss • Various family Is the student able to
Contraception. a) explain the concepts on the concepts of planning devices explain the concepts 4
of family planning and family planning and (condoms, Intra uterine of family planning and
contraception. contraception. contraceptive device contraception?
ii) The teacher to invite a IUD cap or diaphragm,
guest speaker (health contraceptive pills,
specialist) to talk on spermicide and the
family planning and calendar.
contraception and • Charts, pictures,
their advantages and photographs of family
disadvantages. planning devices.
iii) Students in groups to
observe and examine
various family planning
devices displayed.
iv) The teacher to guide
students to summaries
major ideas in the guest
speaker presentation and
make conclusion on the
meaning and importance
of family planning and
contraception.

b) state social cultural i) Students in groups to • Samples of Is the student able to

practices which enhance discuss on social cultural contraceptives. state social cultural
family planning. practices enhancing • Charts/pictures of practices which
family planning. various contraceptives. enhance family
ii) The teacher to organize • Radio cassette/video planning?
the students responses tapes.
and use them to lead a • Texts on merits and
class discussion. demerits of family
planning.

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c) outline the importance
of male involvement in
family planning.
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i) Students using guidelines • Charts/texts on Is the student
to role play on the importance of male able to outline the
importance of male involvement in family importance of male
involvement in family planning. involvement in family
planning. • Radio cassettes. planning?
ii) The teacher to lead class • Video tapes.
discussion the importance • Samples contraceptives.
of male involvement in
family planning.

6.9 Maternal and Child Care. The student should be able to: i) Students to discuss the • Charts, photographs, Is the student able to
a) explain the concept of importance of maternal pictures illustrating explain the concept 4
maternal and child care. and child care. healthy mother and of maternal and child
ii) Teacher to organize child. care?
the students’ responses • Samples of proper diet
and use them to lead a for lactating mother and
discussion on the concept child.
of maternal and child care. • Sample of powdered
milk (e.g. Lactogen).
• Video tapes.
• Picture or photographs
of a women breast
feeding her child.

b) mention socio- cultural i) The teacher to • Pictures, photographs, Is the student able to
factors which affect assign group tasks to charts showing healthy, mention the
maternal and child students to investigate unhealthy mother and socio-cultural
care in the family and socio-cultural factors child. factors which affect
community. which affect maternal and • Samples of infant maternal and child
child care in the family formula e.g. 526 care in the family and
and community. Lactogen). community?
• Video tapes.

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ii) Students to present
group tasks for plenary
discussion and the
teacher to guide students
to summarize their
responses and make any
necessary corrections and
clarifications.

c) suggest appropriate ways i) Students to discuss on • Charts, pictures and Is the student able to
of providing maternal the way of providing photographs of women suggest appropriate
and child care for people appropriate maternal and children living with ways of providing
living with HIV and AIDS and child care for people HIV and AIDS. maternal and child
(PLWHA). living with HIV and • Samples of proper diet care for people living
AIDS. for mother and child with HIV and AIDS
ii) Teacher to organize living with HIV and (PLWHA)?
the students’ responses AIDS.
and use them to lead a • Video tapes showing
discussion on the ways ways of providing
of providing appropriate appropriate maternal
maternal and child care and child care for people
for people living with HIV living with HIV and
and AIDS. AIDS.
iii) The teacher to invite a
guest speaker to talk
on way of providing
appropriate maternal
and child care for people
living with HIV and
AIDS.

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 FORM FOUR

CLASS LEVEL COMPETENCES

Student should have the ability to:

1. Make appropriate use of biological knowledge, concepts and principles in solving various problems in daily life.

2. Perform practical activities in growth processes, genetics andevolution.

3. Demonstrate appropriate use of genetic principles to improve animal, crop production and resolve socio- cultural
conflicts.

4. Demonstrate positive attitudes towards personal, community and social values as well as resolving health
relatedproblems.

5. Group organism according to their similarities anddifferences.

CLASS LEVEL OBJECTIVES

By the end of Form Four Course, the student should be able to:

a) Acquire basic knowledge, skills, concepts, principle and mechanisms of physiological processes in plants and
animals.

b) Develop practical skills in studying growth processes, genetics andevolution.

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c) Apply knowledge, skills and principles of genetics in improving plant and animal breeds as well as resolving
socio-culturalconflicts(e.g.Maritalconflicts and child rejection).

d) Develop positive attitude, towards voluntary counseling and testing (VCT) and taking care of people living with
HIV andAIDS.

e) Classify organisms in their respective kingdoms, phylum andclass.

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1.0 GROWTH The student should be able i) Student to discuss in • Charts/diagrams/ Is the student
1.1 Concept of Growth. to: groups the meaning pictures showing able to explain 2
a) explain the concept of and importance of developmental the concept of
growth. growth. stages of plants and growth?
ii) The teacher to lead animals.
a class discussion • Real objects.
on the meaning
and importance of
growth.

b) investigate internal i) The teacher to guide • Organic and Is the student able
and external factors students through Inorganic to investigate
affecting growth in questions and fertilizers. internal and
plants and animals. answers to mention • Pesticides and external factors
internal and external Herbicide. affecting growth
factors affecting • Water. in plants and
growth in plants and • Sunlight. animals?
animals. • Rope/thread.
ii) Students guided by • Young potted
the teacher to carry plants.
out experiments to • Ruler/tape
investigate internal measures.
and external factors • Small animals.
affecting growth in • A variety of food
plants and animals. substances.

1.2 Mitosis and Growth. The student should be able
to:
a) explain the concept of
mitosis.
i) The teacher to guide • Charts/models/ Is the student
students in groups photographs/ able to explain 6
to discuss the diagrams/ slides the concept of
concept of mitosis. showing stages of mitosis?
ii) Students to present mitosis.
their tasks and the • Microscope slides
teacher to make • Microscope of
clarification and mitosis.
conclusion.
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b) illustrate stages of i) The teacher to guide • Charts/models/ Is the student able
mitosis. students in groups photographs/ to illustrate stages
to discuss stages of diagrams/ slides of mitosis?
mitosis. showing stages of
ii) Students to illustrate mitosis.
stages of mitosis • Microscope slides.
diagrammatically • Microscope.
and the teacher
to reflect on the
drawings and
make necessary
clarifications.

c) explain the significance i) The teacher to • Charts/models/ Is the student able

of mitosis in growth. guide students in photographs/ to explain the
groups to discuss diagrams/ slides significance of
the significance of showing stages of mitosis in growth?
mitosis in growth. mitosis.
ii) Students to present • Microscope slides.
their group tasks in • Microscope.
a plenary discussion.
iii) Teacher to reflect
on the presentations
and make
clarification.
1.3 Growth and The student should be able i) Students to discuss • Charts/diagram Is the student
Developmental to: the meaning of of human growth able to explain 6
stages in Human. a) explain the concept diffuse growth in curve. the concepts of
of growth and groups. • Charts/diagrams/ growth and
development in human ii) The teacher to pictures showing development in
being. culminate the developmental human being?
discussion by stages in man.
highlighting the
meaning of diffuse
growth.
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iii) Students to use
the highlights to
deduce the meaning
of diffuse growth
and distinctive
characteristics.
b) explain the stages i) Students in groups Photographs/charts Is the student
of human postnatal to observe displayed showing stages of able to explain
growth and charts and discuss human growth from stages of human
development. the stages and infancy to old age. postnatal growth
changes during and development?
human growth and
development.
ii) The teacher to clarify
on the psychological,
physiological,
physical and
behavioral changes
associated with
each stage of
human growth and
development.
c) explain physiological, i) Students in small Charts on Nutrition, Is the student
psychological and groups to discuss shelter and other basic able to explain
behaviour changes physiological, needs. psychological,
associated with growth psychological psychologica
and development. and behaviour and behaviour
changes associated changes associated
with growth and with growth and
development development?
in childhood,
adolescence,
reproductive age,
middle and old age.

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ii) The teacher to
d) outline factors which i) The teacher to
affect the rate of
physical deterioration
of human body and
services required to
meet the needs of an
individual at each stage.
ii) Students to
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culminate the
discussion and
clarify major points.
• Photographs/ Is the student able
lead students in charts/ diagrams to outline factors
groups to discuss showing human which affect the
the factors affecting developmental rate of physical
the rate of physical stages. deterioration of
deterioration of • Charts/pictures human body and
human body and varieties of food. services required
services required to • A variety of food to meet the needs
meet the needs of an substances. of an individual at
individual at each each s stage?
stage.
investigate the
factors which affect
the rate of physical
deterioration of
human body and
services required to
meet the needs of an
individual at each
staff.
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1.4 Growth in Flowering The student should be able
Plants. to:
a) explain the concept of
seed germination.
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iii) The teacher to clarify
on the study findings
and emphasize that
improve to reduce
factors which affect
the rate of physical
deterioration of
human body and
services required to
meet the needs of an
individual at each
stage will enhance
the quality of human
life.
i) The teacher to guide • Germinating seeds. Is the student able
students to explain • Ruler/tape to explain the 8
the concepts of measure. concept of seed
localized growth in • Rope/Thread. germination?
plants. • Indian ink.
ii) Students in groups • Cotton wool.
to observe the • Retina dishes.
germinating seeds • Hand lens.
and growing regions • Young plants.
of a plant for 5-7
days and discuss the
changes observed.
iii) The teacher to
culminate the
discussion by
highlighting
the concept of
localized growth
and germination in
flowering plants.
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b) outline changes which i) Students to discuss Extracts/texts on Is the student
occur during seed the changes which the changes which able to outline
germination. occur during seed occur during seed changes which
germination. germination. occur during seed
ii) The teacher to lead germination?
a class discussion on
the changes which
occur during seed
germination.

c) investigate conditions i) The teacher to guide • Seeds. Is the student able

necessary for seed
germination.
ii) Students to deduce
iii) The teacher to
students to perform • Water. to investigate
an experiment • Cotton wool. conditions
to investigate the • Petri dishes. necessary for
conditions necessary • Indian ink. seed germination
for germination • Textual materials. experimentally?
and discuss their
findings.
from the findings
the conditions
necessary for
germination and
present their task in
a class discussion.
reflect on the
presentations
and point out
the conditions
necessary for seed
germination.

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d) carry out practical i) Students in Diagrams/drawings on Is the student able
activities to demonstrate groups to carry seed germination. to carry out
epigeal and hypogeal out experiments practical activities
germination. on hypogeal and to demonstrate
epigeal germination epigeal and
and report their hypogeal
experiment germination?
findings in plenary
discussion.
ii) The teacher to guide
students to take
measurement of the
growing shoot and
root periodically
and discuss their
findings.

2.0 GENETICS The student should be able
2.1 Concept of Genetics. to:
a) explain the concept of
genetics.
The teacher to guide Photographs/pictures Is the student
student to discuss in showing members of able to explain 2
groups the meaning the same family. the concept of
of genetics, variations genetics?
and resemblance which
exists among members
of the same family.

b) state common terms i) The teacher to display Charts showing Is the student able
used in genetics. all common terms common terms used in to state common
used in genetics. genetic. terms used in
genetics?

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ii) Students to discuss
on the meaning
of each term and
synthesize their
responses thereby
to formulate
definition/meaning
of each term.
iii) The teacher to make
clarification and
conclusion on the
common terms used
in genetics.

2.2 Genetic Materials. The student should be able
to:
a) explain the concept of
genetic materials.
i) Students to discuss Models/charts/pictures Is the student able
on the meaning of showing genetic materials. to explain the 6
genetic material. concept of genetic
ii) The teacher to make materials?
clarification and
conclusion.

b) describe the structure i) Students in • Models/diagram/ Is the student

and composition of groups to observe pictures/ able to describe
genetic materials. models/pictures/ photography DNA the structure and
(Deoxyribonucleic acid photographs of molecule. composition of
and Ribonucleic acid). DNA and RNA • Plasticine/clay soil/ genetic materials?
molecules and beads for moulding
discuss its structure DNA molecule
and composition. model.
ii) Students to draw • Zip.
and label the
structure of DNA
and RNA molecule.

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iii) The teacher to lead
a class discussion
on the structure
of DNA and RNA
molecules and
clarify the students
responses.

d) differentiate i) Students in groups Models/pictures/ Is the student able

Deoxyribonucleic to observe models/ diagrams of RNA to differentiate
acid (DNA) from pictures/ diagrams & DNA and DNA DNA from RNA?
Ribonucleic acid of DNA and RNA molecules.
(RNA). and discuss their
differences.
ii) The teacher to
clarify on the
differences between
DNA and RNA and
make conclusion.

2.3 Principles of Inheritance. The student should be able i) Students in groups • Pictures/ Is the student
2.3.1 Concept of Inheritance. to: to discuss observable photographs of able to explain
explain the concept of features of members members of the the concept of
inheritance. of the same family. same family. inheritance?
ii) The teacher to • Flowers and leaves
lead plenary of plants of the
discussion and same family eg.
make clarification Okra, Hibiscuss,
and conclusion cotton, bean and
on the concept of pea plants.
inheritance.

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2.3.2 Mendelian inheritance. The student should be able i) The teacher to Mature Pea or beam plant. Is the student
to: organize a study able to state 8
a) state Mendel’s First Law visit at school farm the Mendel’s
of inheritance. or near by peas/bean First Law of
farm. Inheritance?
ii) Students in groups
to observe and
discuss different
parts of the plant
(i.e. stem length,
flower colour, pod
colour and shape
and seed colour and
shape).
iii) Students to
summarize major
points and state
Mendel’s First Law
of inheritance.

b) illustrate monohybrid i) Students to discuss • Fresh green peas/ Is the student

crosses and interpret the meaning of beans pods. able to illustrate
their results of crosses monohybrid crosses • Pictures/ monohybrid
and ratios. and ratios. photographs. crosses and
ii) The teacher to interpret their
guide students to results of crosses
illustrate using and ratios?
genetic diagrams the
monohybrid crosses
and ratios.

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c) interpret data from i) Students in groups • Pea/bean seeds. Is the student able
monohybrid experiments using guidelines • Beads of two to interpret data
to demonstrate Mendel’s to interpret data different colors from monohybrid
First Law of Inheritance. form monohybrid (e.g. black and experiments
experiment to white/ red and to demonstrate
demonstrate yellow. Mendel’s
Mendel’s First Law • Beakers. First Law of
of inheritance Inheritance?
and discuss their
interpretation
findings.
ii) The teacher use
students findings to
make clarifications
and conclusion.

d) illustrate patterns of i) The teacher to • 250gm (1/4 kg) of Is the student

Inheritance that follow
Mendel’s First Law of
Inheritance.
ii) Student to present
guide students in bean or pea seeds. able to illustrate
groups to discuss • 50-100 beads patterns of
the patterns of of two different Inheritance that
inheritance of colour (e.g. black follow Mendel’s
albinisms, tongue and white/red and First Law of
rolling, ABO and yellow). Inheritance?
Rhesus factors • Beakers.
(Rh factor) blood
grouping and sickle
cell anaemia.
group tasks in a
plenary discussion.

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2.3.3 Non-Mendelian The student should able to: i) Students in • Charts, pictures Is the student
Inheritance. a) explain concepts of groups to discuss and photographs able to explain 6
incomplete dominance the meaning showing members the concepts of
and co-dominance. of Incomplete of the same family. incomplete
dominance and • Pictures/ dominance and
co-dominance. photographs co-dominance?
ii) The teacher to showing animals
use students’ with different
responses to clarify colour black, white,
on the meaning brown and dotted
of incomplete cow, cat, goat or
dominance and hen.
co- dominance.

b) illustrate patterns i) Students to discuss • Chart, pictures, Is the student

of inheritance on the patterns of photographs. able to illustrate
that deviates from inheritance that • Beads different patterns of
Mendel’s First Law of deviates from the colors. inheritance
Inheritance. Mendel’s First Law • Beakers. that deviates
of Inheritance. from Mendel’s
ii) The teacher to First Law of
organize students Inheritance?
responses and use
them to describe
using genetic
diagrams the pattern
of inheritance that
deviates from the
Mendel’s First Law
of Inheritance.
iii) Students to
describe patterns of
inheritance using
genetic diagram.

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2.4 Sex Determination The student should be able
and Inheritance. to:
a) describe the
mechanism of sex
determination and
inheritance.
b) explain the concepts of
sex linked, sex limited
and sex influenced
characters.
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i) Students in group Photographs/pictures Is the student able
using genetic showing different to describe the 8
diagrams to describe animals. mechanism of sex
the mechanism of determination and
sex determination inheritance?
and inheritance.
ii) The teacher to make
clarification and
conclusion on the
mechanism of sex
determination and
inheritance.
i) Students in groups Charts, pictures, Is the student able
to discuss the photographs showing to explain the
meaning of sex animals of different concept of sex
linked, sex limited sex e.g. long horned linked, sex limited
and sex influence goat/cow big comb and sex influenced
characters. and plumage of hen. characters?
ii) Students in
groups to discuss
observable features
of animals of
different sex (e.g.
long hair of lion, big
comb and plumage
of hen, long horns of
goat and cow).
iii) The teacher to
make clarification
and conclusion on
the concepts of sex
linked, sex limited
and sex influenced
characters.
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c) explain the i) Students to discuss • Samples of Is the student able
consequences of sex on the consequences study report on to explain the
preference and sex of sex preference and socio-cultural consequences of
selection. sex selection. factors. sex preference and
ii) The teacher to • Influencing sex selection?
organize the preference and sex
student’s responses selection.
and use them to lead
a discussion on the
consequences of the
sex preference and
sex selection.
iii) The teacher to invite
a guest speaker
to talk on sex
preference and sex
selection and its
consequences.
iv) Students to
summaries major
points from the
guest speakers
presentation that will
lead them to explain
consequences of sex
preference and sex
selection.

2.5 Variation among The student should be able i) Students in • Pictures/photograph of Is the student able to
Organisms. to: groups to observe, members of the same explain the concept of 4
a) explain the concept of discuss and record family. variations?
variation. variations exist • Real objects.
among members of
the same family.

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ii) The teacher to lead
class discussion and
make clarifications.
b) identify variations i) The teacher to guide Extracts/texts on Is the student
among organisms. students through variations among able to identify
questions and organisms. variations among
answers to identify organisms?
variations among
organisms.
ii) Students in groups
to carry out simple
experiments on
variations among
organisms, record
their findings.
c) give the meaning i) Students in groups • Pictures/ Is the student
of continuous and to discuss different photographs of able to give
discontinuous types of variations. members of the the meaning of
variations. ii) The teacher to lead same species. continuous and
class discussion • Real objects. discontinuous
on the meaning variations?
of continuous and
discontinuous
variations.
d) differentiate between i) The teacher to Variety of organisms Is the student able
continuous and assign group tasks around the school to differentiate
discontinuous to students to surroundings. between
variation. observe and discuss continuous and
different types of discontinuous
variation existing variation?
in organisms
around the school
surroundings.

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ii) Students to discuss
the differences
between continuous
and discontinuous
variation.
iii) Using the
information collected
the teacher to clarify
on the differences
between continuous
and discontinuous
variations.

e) explain causes of i) Students to discuss and Variety of organisms Is the student able
variation among suggest the possible showing different to explain causes
organisms. causes of variation variations. of variation among
among organisms. organisms?
ii) The teacher to jot down
the students response
in the chalk board
and give comments
and clarifications on
the causes of variation
among organism.

2.6 Genetic Disorders. The student should be able i) Students in groups
to: to observe the
a) give the meaning of DNAB molecules
genetic disorders. model and discuss
the arrangement of
bases.
• Model of DNA Is the student able to
molecule. give the meaning of
• Pictures/photographs genetic disorders?
showing individuals
with different genetic
disorders.

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ii) The teacher to guide
students to alter the 8
sequence of bases of
the DNA molecule
model and discuss
its consequences
(genotypically and
phenotypically).
iii) The teacher to
summarise students’
responses and guide
them to formulate
proper meaning of
genetic disorders.

b) Explain types of genetic i) Students in groups • Charts/photographs/ Is the student able

disorders. to discuss various actor of suckled red to Explain types of
types of genetic blood cells. genetic disorders?
disorders (e.g. • Pictures/ photographs
Turner syndrome, showing people with
Down’s syndrome different types of
and Mongolia). genetic disorders (e.g.
ii) The teacher to lead Turner’s syndreome,
a plenary discussion Down’s Syndreme,
on the various types or Mongolia, super
of genetic disorders. males, super females,
haemophilia and
colour blindness).

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c) explain the causes
and effects of genetic
disorders.
2.7 Application of Genetics. The student should be able
to:
a) outline application of
genetics in everyday life.
b) explain the importance
of genetics in biological
science and related fields.
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i) Students in groups • Sample of chemicals Is the student able to
to discuss causes such as caffeine, explain the causes
and effects of genetic nicotine. and effects of genetic
disorders and present • Samples of drugs. disorders?
their group tasks for • Food preservative.
plenary discussion. • Charts/pictures
ii) The teacher to lead showing the effect of
plenary discussion X-rays, gamma rays
and give comments and Ultra Violet light
and clarification on to organisms.
the causes and effects
of genetic disorders.
i) Students in groups • Pictures/photographs/ Is the student able to
to discuss on the charts showing crops outline applications of
application of genetics and livestock hybrids. genetics in everyday
in livestock and crop • Sample of genetically life?
production. modified food.
ii) The teacher to organize • Pictures/photographs
student’s responses and showing genetically
use them to lead a class modified food.
discussion.
i) Students in groups to • Pictures, Is the student able to
discuss the importance photographs and explain the importance
of genetics in biological charts showing of genetics in biological
science and related crop and livestock science and related
fields. hybrid. fields?
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3.0 CLASSIFICATION The student should be able
OF LIVING THINGS to:
3.1 Kingdom Animalia. a) explain the general
and distinctive features
of the Kingdom
Animalia..
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ii) The teacher to use • Pictures/photographs
student responses showing genetically
to discuss and make modified organisms.
clarification on • Samples of genetically
the importance of modified food.
genetics in biological
science and related
fields.
i) The teacher to display • A variety of animals. Is the student able to
live preserve animal • Pictures and charts explain the general and 2
specimens and students of organisms in distinctive features of
to group according to kingdom animalia. the Kingdom Animalia?
their similarities and • Charts of
differences. characteristics of
ii) Students in groups Kingdom Animalia.
using guiding questions
to observe the
collected and displayed
organisms, identify and
record their common
characteristics.
iii) The teacher to lead
students in a class
discussion on the
general and distinctive
features of the kingdom
Animalia and make
clarifications.
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b) mention the major
phyla of the kingdom
Animalia.
3.1.1 Phylum Platyhelminthes. The student should be able
to:
a) explain the general and
distinctive features of the
phylum Platyhelminthes.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to guide • A variety of animals. Is the student able
students to observe • Charts, diagrams to mention the
and group organisms and pictures of major phyla of the
according to their different animals. Kingdom Animalia?
similarities and • Charts showing
differences. characteristics of
ii) Students to classify phyla of Kingdom
organisms to their Animalia.
respective phyla
and the teacher to
clarify on students
misconceptions.
i) Students using hand • Preserved specimens. Is the student
lens to observe • Preserved tapeworms, able to explain 2
preserved specimens liverfluke. with examples
of flatworms and • Diagrams/pictures of the general and
record their physical flat worms eg planaria distinctive features
features. liver fluke tapeworms. of the phylum
ii) The teacher to lead • Hand lenses. Platyhelminthes?
a class discussion
on the general
and distinctive
features of phylum
Platyhelminthes.
iii) Students to
outline the general
and distinctive
features of phylum
Platyheliminthes
and the teacher to
make clarifications.
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b) describe the structure i) Students in groups • Pictures of flat worms Is the student
of organisms under the using hand lenses (Tape worm, liver fluke, able to describe
phylum Platyhelminthes. to observe the Planaria. the structure of
tapeworm (Taenia) • Charts of the general organisms under
and record its and distinctive the phylum
distinctive features. features of phylum Platyhelminthes.
ii) The teacher to lead Platyhelminthes.
a plenary discussion • Preserved specimen of
about the structure flatworms.
and general and • Charts of the general
distinctive features and distinctive features
of a tapeworm of Tapeworm.
(Taenia).
iii) The teachers to
guide students
to describe the
structure of
tapeworm and give
clarifications.
iv) Student to draw a
well labeled diagram
of a tapeworm.

c) explain the advantages i) The teacher to lead Pictures/preserved Is the student able
and disadvantages of students to discuss specimen of Tape to explain the
Tapeworm. the advantages and worms. advantages and
disadvantages of disadvantages of
flatworms. tapeworm?
ii) Students to outline
the advantages and
disadvantages of
Tapeworms.

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3.1.2 Phylum Aschelminthes The students should be able i) Students in groups • Preserved specimen Is the student able to
(Nematoda). to: to observe preserved of round worms explain general and 4
a) explain general and round worms or (Ascaris) hookworms. distinctive features
distinctive features pictures and diagrams • Hand lenses of the phylum
of the phylum of round worms and • Pictures, charts Aschelminthes?
Aschelminthes. record their distinctive or photographs of
characteristics. roundworms.
ii) The teacher to guide
students to discuss
in a plenary the
distinctive features of
round worms and give
clarifications.

b) describe the structure i) Students using hand • Preserved specimen Is the student
of organisms under the lenses to observe and of Ascaris. able to describe
phylum Aschelminthes. identify posterior and • Charts, pictures and the structure of
anterior ends of a diagrams of Ascaris. organisms under
roundworm. • Hand lens. the phylum
ii) The teacher to guide Aschelminthes?
the students to identify
anterior and posterior
ends of Ascaris and
describe their distinctive
features.
iii) Students to draw and
label a diagram of the
roundworms (Ascaris).

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c) outline the advantages
and disadvantages of
roundworms.
3.1.3 Phylum Annelida. The student should be able
to:
a) explain general and
distinctive features of
the phylum Annelida.
b) describe structures
of organism under
the phylum Annelida
(Earthworm).
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Student in groups to Charts of phylum Is the student
discuss the advantages Aschelminthes Earthworms. able to outline the
and disadvantages advantages and
of the phylum disadvantages of
Aschelminthes and roundworms?
present their work in
a plenary session.
ii) The teacher to reflect
on the presentations
giving comments and
clarification.
i) Students to observe • Diagrams and pictures/ Is the student able
organisms under the photographs of leeches to explain the
phylum Annelida and earthworms. general and
(earthworm and leeches) • Chart of show the distinctive features
and discuss their structure of leeches and of the phylum
characteristic. earthworms. Annelida?
ii) The teacher to lead • Preserved specimens of
plenary discussion annelids.
on the general and
distinctive feature of the
phylum Annelida.
i) Students using hand • Live or preserved Is the student
lens to observe earthworms. able to describe
preserved and live • Diagrams pictures of structures of
specimens of earth earthworm. organism under
worms to identify • Hand lens. the phylum
body parts. Annelida?
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c) explain the advantages
and disadvantages
earthworm.
3.1.4 Phylum Arthropoda. The student should be able
to:
a) explain general and
distinctive features of the
phylum Arthropoda.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students in groups
to record their
observations, draw
and label diagram
of an earthworm to
show its external
features.
iii) The teacher to lead
a plenary discussion
on the structure of
the earth worm.
i) Students in groups to • Pictures, diagram Is the student able to
discuss advantages or photographs explain the advantages
and disadvantages showing earthworm. and disadvantages of
of Lumbricus • Live or preserved earthworm?
(earthworm). specimen.
ii) The teacher to lead • Hand lens.
a class discussion
on the advantages
and disadvantages of
earthworms.
i) The teacher to lead a • Pictures Diagrams of Is the student able to
plenary discussion on arthropods. explain the general and 4
general and distinctive • Preserved or live distinctive features
features of phylum specimens of varieties of the phylum
Arthropoda. of Arthropods. Arthropoda?
• Hand lens.
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ii) Students in groups
using guiding
questions to observe
and record the
distinctive and
general features
of the collected/
displayed specimens
of Arthropods.

b) mention classes of the i) Students in groups • Pictures and Is the student

phylum Arthropoda. to observe variety photographs able to mention
of arthropods of variety of the classes of
and groups them arthropods. the phylum
according to their • Chart of classes of Arthropoda?
similarities and arthropods.
differences. • Hand lens.
ii) The teacher to lead
a plenary discussion
and make necessary
clarifications
of a variety of
arthropods (live or
preserve specimens).

c) cite examples of i) Using guidelines Variety of organism Is the student able

organisms under each students to collect of each class of the to cite examples
class of the phylum variety of organisms phylum Arthropoda. of organisms
Arthropoda. belonging to each under each class
class of the phylum of the phylum
Arthropoda. Arthropoda?

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d) explain distinctive
features of each class of
the phylum Arthropoda.
e) describe structures
of representative
organisms under each
class.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students in groups
to discuss the
characteristics features
of organisms under
each class and cite
examples of organisms
belonging to each class.
i) Students in groups to • A variety of Arthropods Is the student able
discuss the general (live or preserved to explain
and distinctive specimens). distinctive features
characteristics of one • Charts, pictures, of each class
of the five classes of photographs showing of the phylum
phylum Arthropoda. varieties of Arthropods. Arthropoda?
ii) The teacher to guide
the students in their
groups to discuss
and come up with
the correct general
and distinctive
characteristics of the
respective class.
i) Students in groups to • Varieties of organisms Is the student
observe organisms of of each class of able to describe
each of the phylum phylum arthropod. the structures of
Arthropoda and discuss • Charts/pictures/ representative
their characteristics photographs showing organisms under
feature. of arthropods. each class?
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ii) Students to draw well
labeled diagrams
of representative
organisms under each
class of the phylum
Arthropoda.
iii) The teacher to lead
a plenary discussion
and reflect on students
responses to make
general comments and
clarifications.
f) explain the advantages i) Teacher to guide • Chart showing Is the student able to
and disadvantages of students in groups advantages of each explain the advantages
the organisms under to discuss the class of phylum and disadvantages
each class of phylum advantages and arthropoda. of each class of the
Arthropoda. disadvantages of • Varieties of phylum Arthropoda?
each class of the Arthropods (live or
phylum Arthropoda. preserved species).
ii) Students to present
their group tasks in
plenary session and
the teacher to reflect
on the students
responses and give
clarifications.

3.1.5 Phylum Chordata. The student should be able i) The teacher to • Pictures, charts or Is the student able to
to: guide students to showing varieties explain the general 8
a) explain general observe a variety of of common and distinctive
and distinctive common chordates chordates e.g. mice, characteristics features
characteristics and record their frog, lizard, birds, of the
features of the phylum observations. fish, snake, mouse phylum chordate?
Chordata. and rats.

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b) mention classes of the
phylum Chordata.
c) explain distinctive
features of each class of
the phylum Chordata.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
ii) Students to present • Live or preserved
their responses in specimen of chordates
plenary for discussion. e.g. frog, fish, lizard
iii) The teacher to guide rats and birds.
students in a class
discussion to outline
the general and
distinctive features of
phylum chordate.
i) Using question and • Charts/pictures/ Is the student able to
answers, the teacher photographs of mention the classes of
to lead students to different chordates the phylum Chordata?
identify different in their respective
groups within the classes.
phylum Chordata. • Varieties of
ii) Students in groups chordates (live
to discuss on or Preserved
different Chordata. specimens).
iii) The teacher to lead
plenary discussion
and give necessary
clarifications.
i) The teacher to • Charts/pictures/ Is the student able to
organize students into photographs explain the distinctive
groups and assign showing different characteristics of each
each group a task of chordates in their class of the phylum
collecting information respective classes. Chordata?
from relevant textual • Varieties of
materials about classes chordates (live
of phylum Chordata. or preserved
ii) Students to present speciments).
their findings in a
plenary session.
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SUB-TOPICS
d) describe structure
of representative
organisms in each class
of phylum Chordata.
e) outline the advantages
and disadvantages of
the organisms under
each class of phylum
Chordate.
4.0 EVOLUTION The students should be able
4.1 Concept of Organic to:
Evolution. explain the concept of
organic evolution.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students individually Live or preserved Is the student
to describe the features speciments of Tilapia able to describe
of some common (fish), birds, frog/ road the structure of
chordates draw and lizard and rat/ mouse representative
label them to show lizard and rat/mouse. organisms from
their external features. each class of
ii) The teacher to guide phylum Chordata?
students individually
to draw and label the
named organisms to
show their external
features.
i) The teacher to guide • Live or preserved Is the student
students to discuss in specimens of able to outline the
groups the advantages different chordates. advantages and
and disadvantages of • Charts/pictures disadvantages of
each class of the phylum /photographs organisms under
Chordata. showing different phylum Chordate?
ii) Students to tabulate chordates.
the advantages and
disadvantages of
each class of phylum
Chordate.
i) The teacher to lead VIPP cards on the Is the student able to
students through concept of organic explain the concept 2
questions and answers evolution. of organic evolution?
to give the meaning of
organic evolution.
ii) Students to discuss the
meaning of organic
evolution.
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4.2 Theories of the Origin of The student should be able
life. to:
a) outline the basic ideas
about the origin of life.
b) state the theories of the
origin of life.
4.3 Theories of Organic The student should be able
Evolution. to:
4.3.1 Lamarckism. a) state Lamarck’s theory
of evolution.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) The teacher to prepare • VIP Cards. Is the student able to
cards or texts on the • Texts extracted from outline the basic ideas 4
basic ideas about the various sources on the about the origin of life?
origin of life. basic ideas about the
ii) Students using the origin of life.
prepared cards or texts to
discuss in small groups
the basic ideas about the
origin of life and present
their task.
iii) The teacher to lead a
class discussion, give
general comments and
make conclusion.
i) Using guiding questions, Texts extracted from Is the student able to
students to discuss in various sources explaining state the theories of the
small groups the theories theories of the origin of origin of life?
of the origins of life life.
such as special creation,
spontaneous generation
and steady state theories.
ii) Students to present
group tasks in plenary
discussion and the
teacher to guide them in
summarizing the major
ideas.
i) The teacher to lead a class V.I.P.P cards on the major Is the student able
discussion on the major idea of Lamarck’s theory. to state Lamarck’s 2
ideas of the Lamarck’s theory of evolution?
theory of evolution.
ii) Students to summarize
the major ideas of
Lamarck’s theory of
evolution.
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b) explain Lamarck’s
observations and
deductions.
c) outline merits and
demerits of Lamarck’s
theory of evolution.
4.3.2 Darwinism. The student should be able
to:
a) state Darwin’s theory of
evolution.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Using questions and Chart on the Lamarck’s Is the student able to
answers, the teacher observation and deductions. explain Lamarck’s
to lead students to observations and
point out the Lamark’s deductions?
observation and
deduction.
ii) Students to summarize
their responses on the
Lamarck’s observations
and deductions.
i) Students to brainstorm A chart on the merits and Is the student able to
on the merits and demerits of Lamarck’s outline the merits and
demerits of Lamarck’s theory of evolution. demerits of Lamark’s
theory of evolution. theory of evolution?
ii) The teacher to guide
students to organize
and summarize their
responses on the
merits and demerits
of Lamarck’s theory of
evolution.
i) The teacher to lead a V.I.P.P cards on the Is the student able to
class discussion on the Darwin’s theory of state Darwin’s theory 4
major idea of Darwin’s evolution. of evolution?
theory of evolution.
ii) Students to summarize
the major ideas in
order to state Darwin’s
theory of evolution.
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b) outline Darwin’s i) The teacher to guide A chart showing summary Is the student able
observations and students in groups of Darwin’s observations to outline Darwin’s
deductions. to discuss Darwin’s and deductions. observations and
observations and deductions?
deductions using
guiding questions.
ii) Students to present
group tasks in
plenary discussion.

c) explain the theory i) Students to discuss A chart showing major Is the student able
of natural selection in groups and make ideas of the theory of to explain the
in relation to the presentations on the natural selection. theory of natural
mechanism of evolution. major ideas in the selection in relation
theory of natural to the mechanisms of
selection in relation evolution?
to the mechanisms
of evolution.
ii) The teacher to lead
plenary discussion
and guide students
to summarize
major ideas, make
clarifications and
conclusion.

d) explain merits and i) Students to discuss in Manila sheet showing Is the student able to
demerits of Darwin’s groups the merits and tabulation of merits and explain the merits and
theory. demerits of Darwin’s demerits of Darwin’s demerits of Darwin’s
theory of evolution theory of evolution. theory?
using guiding questions.
ii) Students to present in
plenary their group
tasks.

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STRATEGIES RESOURCES PERIODS
4.4 Evidence of Organic The student should be able i) The teacher to guide Photographs of remains Is the student able
Evolution. to: students through of plants and animals in to mention sources 6
a) mention sources of questions and answers rocks. of evidence which
evidence which support to list down sources support organic
organic evolution. of evidence of organic evolution?
evolution.
ii) The teacher to lead a
class discussion on the
sources of evidence of
organic evolution.

b) explain evidence of i) Students in groups Photographs/pictures of Is the student able to

organic evolution. to observe pictures fossils in the rock strata. explain the evidence of
or photographs and organic evolution?
discuss the evidences
of organic evolution.
ii) Students to present
their group tasks in
plenary discussion and
the teacher to guide
them to summarize
major points and make
clarifications.
c) investigate evidences i) The teacher to organize a Photographs / pictures of Is the student able to
and application of study tour to the archives fossils in the rocks. investigate evidences
organic evolution in the historical sites which and application of
real life situation. show the evidences of organic evolution in
organic evolution. real life situation?
ii) Students in groups
to discuss the major
findings from the study
tour, prepare a report
and present in plenary
discussion.

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iii) The teacher to lead
plenary discussion, guide
students to summarize
their findings and make
conclusion.

5.0 HUMAN IMMUNO The student should be able i) The teacher to guide • Reports from UNAIDS, Is the student able to
DEFICIENCY to: students to brainstorm NACP and TACAIDS. distinguish between
VIRUS (HIV) a) distinguish between on the differences • Charts on AIDS in HIV, AIDS and STIs?
5.1 Relationship between HIV, AIDS and STIs. between HIV, AIDS and Africa.
HIV, AIDS and STIs. STIs.
ii) Students to record he
differences between HIV,
AIDS and STIs.

b) explain the relationship
between HIV and STIs.
i) The teacher to lead • Reports on HIV/AIDS Is the student able to
a class discussion on and STIs. explain the relationship
relationship between HIV • Charts on AIDS in between HIV and STIs?
and STIs focusing on Africa/World/Tanzania.
similarities, differences,
mode of transmission
and effects.
ii) Students to record and
summarize major ideas
on the relationship
between HIV and STIs.
iii) Students to carry out
an investigation on the
impact of HIV/AIDS and
STIs in the community.

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STRATEGIES RESOURCES PERIODS
5.2 Management and Control The student should be able i) The teacher to lead • Mammal on Is the student able
of HIV, AIDS and STIs. to: students to discuss ways management HIV, to outline ways 6
a) outline ways of of management and AIDS and STIs. of managing and
managing and control of HIV, AIDS • Reports on HIV, AIDS controlling HIV, AIDS
controlling HIV, AIDS and STIs. and STIs. and STIs?
and STIs. ii) Students to present • Extracts/texts on HIV,
their task in a plenary AIDS and STIs.
discussion.

b) mention the life skills i) The teacher to prepare • Life skill manual. Is the student able to
needed for home based extracts from or • Extracts/texts on Life mention the appropriate
care for PLWHA. magazines on the skills for management life skills needed for
management of HIV, of HIV, AIDS and STIs. home based care for
AIDS/STIs. PLWHA?
ii) Students in groups to
discuss life skills needed
for management and
control of HIV, AIDS and
STIs.
iii) Students in groups to
role play how to use
different life skills in the
management and control
o f HIV, AIDS and STIs.

c) Mention precautions to i) Students in groups • Brochures and Is the student able to

be taken when handling to discuss on the fliers on methods of mention precautions to
people living with HIV, necessary precautions handling people living be taken when handling
AIDS (PLWHA) and when handling HIV with HIV and AIDS. people living with HIV,
STIs. infected people and • Charts on HIV/AIDS/ AIDS (PLWHA)
those with STIs/STDs. STI s in Africa/World/ and STIs.
ii) Students to share Tanzania.
their group work in a
plenary session.

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5.3 Counseling and voluntary The student should be able
Testing (CVT). to:
a) explain the concept
of counseling and
voluntary testing.
b) Outline the significance
of CVT in the control
and prevention of HIV,
AIDS and STIs.
c) explain the procedures
and techniques of CVT
for HIV and AIDS.
TEACHING TEACHING NUMBER
AND LEARNING AND LEARNING ASSESSMENT OF
STRATEGIES RESOURCES PERIODS
i) Students in group to • CVT manual. Is the student able to
discuss the meaning and • Reports on HIV/ explain the concept
importance of counseling AIDS/ STIs. counseling and
voluntary and testing. voluntary testing
ii) Students to present (CVT)?
their group tasks in
a plenary discussion
and the teacher to give
clarifications where
necessary.
i) The teacher to lead • Manuals on CVT. Is the student able to
students through • Reports on CVT. outline the significance
questions and answers to of CVT in control and
outline the significance prevention of HIV and
of CVT in the control of STIs?
HIV, AIDS and STIs.
ii) Students in groups to
discuss the significance
of CVT in the control
and prevention of HIV
and STIs.
iii) Students to present their
tasks in a plenary session
and the teacher to give
clarifications.
i) The teacher to provide • Manuals on counseling Is the student able to
guidelines on the voluntary and Testing explain the procedures
procedures and for HIV, AIDS and / and techniques for
techniques of counseling STIs. counseling voluntary
voluntary and testing. • Extracts/texts on and testing for HIV and
procedures and AIDS?
techniques of CVT.
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ii) Students in groups to
discuss the procedures
and techniques for CVT
and record the main
ideas.
iii) Students to share
their findings and
observations in plenary
discussion.

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