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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

T%#' (NT)O*+,(N- (OLO-/L#0)N(N- 0)#0' 1.2 (NT)O*+,T(ON TO (OLO-/

1-21.1Understanding thestudy of Biology

o state what the study of

Biology is,

o explain the importance of

Biology,

o list the different fields ofstudy in Biology,

o list the careers related to

Biology,

o state various ways of

studying Biology,

Carry out small group discussion onthe following and present thefindings:a what is the study of Biology!

" the importance of Biology with

respect to the study of living things,

environment, interaction "etween livingthings and the environment.

Construct a concept map "ased oninformation gathered on the differentfields of study and careers related toBiology.

#mall group discussion on theimportance of the following:

a ac$uiring scientific s%ills,

" scientific method,c practising scientific attitudes and

no"le values

1

Yearly Plan Biology Form 4

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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

2 1.2&pplying scientificinvestigation

o identify varia"les in agiven situation,

o identify the relationship

"etween two varia"les toform a hypothesis,

o design and carry out a

simple experiment to testthe hypothesis,

o record and present

data in a suita"le form,

o interpret data to draw

conclusions,

o write a report on an

experiment,

o practise scientificattitudes and no"le values.

'"serve a situation and identify all thevaria"les. #uggest a $uestion that issuita"le for a scientific investigation.(iscuss to:

a form a hypothesis,

" plan the method of investigationincluding selection of apparatus andwor% procedures.

Carry out an experiment:a to collect and ta"ulate data,

" present data in a suita"le form,

c interpret the data and drawconclusion,

d write a complete report.

Carry out an experiment on thema%ing of "read using yeast in thea"sence and presence of sugar.)ecord the time ta%en for the

dough to dou"le its si*e. +or further

investigations, salt is used.

(uring investigation, highlight theneed to practise scientific attitudesand no"le values such as honesty andaccuracy in recording and verifyingdata

his activity helpsthe teacher toassess students-capa"ilities tocarry out ascientificinvestigation.

hese attitudes

and values should"e o"served in allinvestigations inother learning

areas.

2

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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

T%#' (N"#ST(-0T(N- T%# ,#LL 0S 0 0S(, +N(T O3 L("(N- T%(N-SL#0)N(N- 0)#0' 1.2 ,#LL ST)+,T+)# 0N* ,#LL O)-0N(S0T(ON

1.1Understanding cellstructure andfunction

o draw and la"el an animal

cell,

o draw and la"el a plant cell,

o identify the cellular

components of an animalcell,

o identify the cellular

components of a plant cell

/repare and study slides to comparethe epidermal cells of onion or cells ofHydrilla leaf with human chee% cells.'"serve, draw and la"el diagrams ofan animal cell and a plant cell as seenthrough a light microscope.

#tudy electron micrographs of animalcells and plant cells to identify cellularcomponents of cell:

a plasma mem"rane and cellwall,

" cytoplasm,

c organelles0i nucleus: nucleolus,

chromosomes, nucleoplasm

and nuclear mem"rane,

0ii rough and smooth

endoplasmic reticulum, 0iii

mitochondria,

0iv olgi apparatus,

0v lysosomes,

0vi ri"osomes,

(vii) chloroplasts,(viii) centrioles,0ix acuoles

he structure of

the organelles is

not re$uired

3

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Learning Outcomes

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No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

o state the functions of thecellular components in ananimal cell, state thefunctions of the cellularcomponents in a plant cell,compare and contrast ananimal cell and a plant cell,

o relate the density of certain

organelles with the functions

of specific cells

3or% in small groups to match

cellular components to theirfunctions.

#tudents present a comparison"etween the structure of an animal celland a plant cell.

(iscuss the relationship "etween thedensity of certain organelles with thefunction of specific cells:a mitochondria with the function ofsperm cells, flight muscle cells in

insects and "irds, cells in themeristems," chloroplasts with the function of

palisade cells

41.2Understanding cellorganisation

o state the necessity for

cell specialisation inmulticellular organism ascompared to unicellularorganism,

o descri"e cell

specialisation inmulticellular organisms,

'"serve the living processes ofunicellular organisms such as feeding,locomotion and reproduction throughcomputerised animation 5 video 5mircoscope.

Carry out small group discussion onthe following and present thefindings:a cell specialisation in

multicellular organisms," the necessity for cell

speciali*ation in multicellularorganisms

c cell organisation in theformation of tissues, organs

4

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Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

o descri"e cell

organisation in theformation of tissues, organsand systems in multicellularorganisms,

o state the meaning ofinternal environment,

o identify factors

affecting the internalenvironment,

o explain the necessity

to maintain optimal internalenvironment,

o descri"e theinvolvement of varioussystems in maintainingoptimal internalenvironment

and systems in humans,

animals and plants.

Construct models of tissues, organsand systems in human, animals andplants

Conduct a discussion on thefollowing:

a) the meaning of internalenvironment,

b) factors affecting the internalenvironment includingtemperature, p6, osmoticpressure and glucose level.

c) it is important that the organism-scells always experienceconditions which permit efficientfunctioning, the involvement ofvarious systems in maintainingoptimal internal environment

& simple

explanation

5

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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

4

1.

&ppreciating theuni$ueness of thecel

o predict the state of certaincells without a particularcellular component,

o illustrate that most cells are

specialised for the 7o" that

they perform.

(iscuss and predict the cell conditionwithout a particular cellular component.

Conduct a role-play activity to show thatcells "ecome adapted for differentfunctions

L#0)N(N- 0)#0' 4.2 &O"#NT O3 S+ST0N,#S 0,)OSS T%# PL0S&0 &)0N#

8-92.1

&nalysing themovement ofsu"stances acrossthe plasmamem"rane

o state the su"stances

re$uired "y living cells,

o state the su"stances that

have to"e eliminated fromcells, explain the necessityfor movement of su"stancesacross the plasma mem"rane,

o descri"e the structure of the

plasma mem"rane,

(iscuss the following:a su"stances that are re$uired "y

cells,

" su"stances to "e eliminated

from cells,c the necessity for movemen t of

su"stances across the plasmamem"rane.

(iscuss the structure of the plasmamem"rane as comprising thephospholipid "ilayer, carrier protein andpores.

Conduct an experiment, using starchsuspension and glucose solution, tostudy the movement of su"stancesacross egg mem"rane or is%ingtu"ing.

'nly a "rief

account of the

structure of the

plasma

mem"rane is

re$uired

6

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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

o descri"e the permea"ility of

the plasma mem"rane,

o explain the movement of

solu"le su"stances acrossthe plasma mem"ranethrough the process ofpassive transport,

o explain the movement of

water molecules across theplasma mem"rane "yosmosis

o explain the movement of

su"stances across theplasma mem"rane throughthe process of activetransport,

o explain the process of

passive transport in livingorganisms using examples,

o explain the process of active

(iscuss the properties of theplasma mem"rane as a semi-permea"le mem"rane.

(iscuss the movement of solu"lesu"stances across the plasmamem"rane through simple diffusion andfacilitated diffusion.

Carry out an activity to show osmosisusing a simple osmometer

(iscuss the movementof su"stancesacross the plasma mem"rane throughactive transport.

Conduct a simulation activity to showthe movement of su"stances acrossthe plasma mem"rane throughpassive transport and active transport

Use computer simulation to show themovement of su"stances across theplasma mem"rane.

(iscuss the processes of passivetransport and active transport inliving organisms:

a gaseous exchange in the alveoli

and "lood capillaries 0simplediffusion,

" a"sorption of digested food in

'nly a "asic

explanation of the

active transport

process is

re$uired

7

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LearningObjectives

Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

transport in living organisms

using examples

o compare and contrast

passive transport and activetransport

the villus 0facilitated diffusion,

ca"sorption of water "y root hairs ofa plant 0osmosis,

d ion inta%e "y root hairs of a plant

0active transport.

Construct a concept map on themovement of su"stances across theplasma mem"rane.

Use a graphic organiser to compareand contrast passive transport and

active transport

-;2.2Understanding themovement ofsu"stances acrossthe plasmamem"rane ineveryday life

o explain what hypotonic,

hypertonic and isotonicsolutions are,

o explain the effects of

hypotonic, hypertonic andisotonic solutions on plantcell and animal cell,

o explain plasmolysis,

deplasmolysis, haemolysisand crenation,

o design an experiment to

determine the concentrationof external solution which isisotonic to cell sap,

Carry out activities to study the effectsof hypotonic and hypertonic solutionson plant and animal cells: aplasmolysis and deplasmolysis

in plant cells,

" haemolysis and crenation in red

"lood cells.

(iscuss the following:

a hypotonic, hypertonic and

isotonic solutions,

" plasmolysis, deplasmolysis,

haemolysis and crenation,

c flaccidity and turgidity of plant cells

Carry out an investigation using

various concentrations of salt or

sugar solutions to determine the

concentration of external solution

he use of human

"lood is

discouraged

he concentration

8

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Pupils will betaught to.....

Learning Outcomes

Pupils will be able to

No of

Periods

Suggested Teaching Learning

activities!Learning Skills!"alues

Points to Note #$ercises

o ma%e an inference on the

concentration of cell sap inplant tissues,

o relate the movement of

su"stances across plasmamem"rane withconcentration gradient,

o explain the phenomenon of

wilting in plants usingexamples,

o explain the preservation of

food using examples.

which is isotonic to the cell sap of plant

tissues

(iscuss and ma%e an inference on theconcentration of cell sap in planttissues which is e$uivalent to theconcentration of isotonic solution.

(iscuss and correlate themovement of su"stances across theplasma mem"rane with thedifference in concentration of the

external solution and that of the cellsap.

(iscuss the following:

a wilting of plants caused "y the

excessive use of chemicalfertilisers,

b) preservation of food using salt orsugar.

of the external

solution which isisotonic to the cell

sap is determined

from the plotted

graph

(iscussion

should "e"ased

on the concepts

of osmosis and

plasmolysis