Yearly Teaching Plan Biology Form 4

8/7/2019 Yearly Teaching Plan Biology Form 4

1/46

YEARLY TEACHING PLAN

BIOLOGY

FORM 4


2/46

THEME: INTRODUCING BIOLOGY

LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY

Week/Date

Topic / LearningObjectives

Learning Outcomes Suggested Learning Activities Scientific SkillsAnd ThinkingSkills

ScientificAttitudes AndNoble Values

NumberOfPeriods

1.1Understandingthe study ofBiology

A student is able to:

state what thestudy of Biology is,

explain theimportance ofBiology,

list the differentfields of study inBiology,

list the careersrelated to

Biology, state various waysof studying Biology,

Carry out small groupdiscussionon the following andpresent thefindings:a) what is the study of Biology*b) the importance of Biology withrespect to the study of livingthings, environment, interactionbetween living things and theenvironment.

Construct a concept map basedon information gathered on thedifferent fields of study andcareers related to Biology.

Small group discussion on theimportance of the following:a) acquiring scientific skills,b) scientific method,c) practising scientific attitudesand noble values.

Relating

Makinghypotheses

Analysing

Being honestand accurate inrecording andvalidating data

Being flexibleand open-minded

2


3/46

Week/Date




NumberOfPeriods

1.2Applyingscientificinvestigation


identify variablesin a given

situation, identify therelationship betweentwo variables to form ahypothesis,

design and carryout a simpleexperiment to test thehypothesis,

record and presentdata in a

suitable form, interpret data todrawconclusions,

write a report on anexperiment,

practise scientificattitudes andnoble values.

Observe a situation and identifyall the variables.Suggest a question that issuitable for a scientificinvestigation. Discuss to:a) form a hypothesis,b) plan the method ofinvestigation including selectionof apparatusand work procedures.

Carry out an experiment:a) to collect and tabulate data,b) present data in a suitable form,

c) interpret the data and drawconclusion,d) write a complete report.

Carry out an experiment on themaking of bread using yeast inthe absence and presence ofsugar.Record the time taken for thedough to double its size. Forfurther investigations, salt is

used. During investigation,highlight the need to practisescientific attitudes and noblevalues such as honestyand accuracy in recording andverifying data.

Makinghypotheses Analysing

Being honestand accurate inrecording andvalidating data

Being flexibleand open-minded

2


4/46

THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION

Week/Date




NumberOfPeriods

1.1Understandingcell structureand function

A student is able to:1. draw and label an

animal cell,2. draw and label a plant

cell,3. identify the cellular

componentsof an animal cell,

4. identify the cellularcomponentsof a plantcell,

Prepare and study slides tocompare the epidermal cells ofonion or cells ofHydrilla leaf withhuman cheek cells. Observe,draw and label diagrams of ananimalcell and a plant cell as seenthrough a light microscope.Study electron micrographs ofanimal cells and plant cells toidentify cellular components of

cell:a) plasma membrane and cellwall,b) cytoplasm,c) organelles:(i) nucleus: nucleolus,chromosomes,nucleoplasm and nuclearmembrane,(ii) rough and smoothendoplasmic reticulum,

(iii) mitochondria,(iv) Golgi apparatus,(v) lysosomes,(vi) ribosomes,(vii) chloroplasts,(viii) centrioles,(ix) vacuoles.

Comparing andcontrasting Makinginferences Predicting

Being diligentand persevering 2


5/46


6/46

Week/Date




NumberOfPeriods

1.2UnderstandingCell organisation

A student is able to:1. state the necessity for

cell specialisation inmulticellular organismas compared tounicellular organism,

2. describe cellspecialisation inmulticellularorganisms,

3. describe cellorganisation in theformation of tissues,organs and

systems inmulticellularorganisms,

4. state the meaning ofinternal environment,

5. identify factorsaffecting the internalenvironment,

6. explain the necessityto maintain optimalinternal environment,

7. describe theinvolvement of varioussystems in maintainingoptimal internalenvironment.

Observe the living processes ofunicellular organisms such asfeeding, locomotion andreproduction through omputeriseanimation / video / mircoscope.Carry out small group discussionon the following and present thefindings:a) cell specialisation inmulticellular organisms,b) the necessity for cellspecialization in multicellularorganismsc) cell organisation in the

formation of tissues, organsand systems in humans,animals and plants.Construct models of tissues,organs and systems in human,animals and plants.Conduct a discussion on thefollowing:a) the meaning of internalenvironment,b) factors affecting the internal

environment includingtemperature, pH, osmoticpressure and glucose level.c) it is important that theorganisms cells alwaysexperience conditions whichpermit efficient functioning, theinvolvement of various systems

Comparing andcontrasting Makinggeneralisations

Realising thatscience is ameans tounderstandnature


7/46

in maintaining optimal internal e..Week/Date




NumberOfPeriods

1.3Appreciatingthe uniquenessof the cell

A student is able to:1. predict the state of

certain cells2. without a particular

cellular component,3. illustrate that most

cells are specialisedfor the job that theyperform.

Discuss and predict the cellcondition without a particularcellular component.Conduct a role-play activity toshowthat cells become adapted fordifferent functions.

Synthesising Makinganalogies

Being co-operative


8/46

LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

Week/Date




NumberOfPeriods

2.1

Analysing theof movement ofsubstancesacross theplasmamembrane


state the substancesrequired by living cells,

State the substancesthat have to beeliminated from cells,

explain the necessityformovement ofsubstances across theplasma membrane,

describe the structureof the plasmamembrane,

describe thepermeability of theplasma membrane,

explain the movementof soluble substancesacross the plasmamembrane through theprocess of passive

transport, explain the movement

of water moleculesacross the plasmamembrane by osmosis

Discuss the following:

a) substances that are requiredby cells,b) substances to be eliminatedfrom cells,c) the necessity for movement ofsubstances across the plasmamembrane.Discuss the structure of theplasma membrane as comprisingthe phospholipid bilayer, carrierprotein and pores.Conduct an experiment, usingstarch suspension and glucosesolution, to study the movementof substances across eggmembrane or Visking tubing.Discuss the properties of theplasma membrane as asemipermeable membrane.Discuss the movement of solublesubstances across the plasma

membrane through simplediffusion and facilitated diffusion.Carry out an activity to showosmosis using a simpleosmometer.

Making

inferences Comparing andcontrasting Generating ideas Relating Synthesising

Being honest

and accurate inrecording andvalidating data Beingsystematic Having criticaland analyticalthinking


9/46

Week/Date




NumberOfPeriods

explain the movementofsubstances across theplasma membranethrough the processof active transport,

explain the process ofpassive transport inliving organismsusing examples,

explain the process ofactive transport inliving organisms usingexamples,

compare and contrastpassive transport andactive transport

Discuss the movement ofsubstances across the plasmamembrane through activetransport.Conduct a simulation activity toshow the movement ofsubstancesacross the plasma membranethrough passive transport andactive transport.Use computer simulation to showthe movement of substancesacross the plasma membrane.

Discuss the processes of passivetransport and active transport inliving organisms:a) gaseous exchange in thealveoliand blood capillaries (simplediffusion),b) absorption of digested food inthe villus (facilitated diffusion),c) absorption of water by roothairs

of a plant (osmosis),d) ion intake by root hairs of aplant(active transport).

Construct a concept map on themovement of substances acrossthe plasma membrane.


10/46

Use a graphic organiser tocompare and contrast passivetransport and active transport.

Week/Date




NumberOfPeriods

2.2Understandingthe movementof substancesacross theplasmamembrane in

everyday life


explain whathypotonic,hypertonic andisotonic solutions are,

explain the effects ofhypotonic, hypertonic

and isotonic solutionson plant cell andanimal cell,

explain plasmolysis,deplasmolysis,haemolysis andcrenation,

design an experimentto determine theconcentration ofexternal solution which

is isotonic to cell sap, make an inference on

the concentration ofcell sap in planttissues,

relate the movementof substances acrossplasma membrane

Carry out activities to study theeffects of hypotonic andhypertonic solutions on plant andanimal cells:a) plasmolysis and deplasmolysisin plant cells,b) haemolysis and crenation in

red blood cells.Discuss the following:a) hypotonic, hypertonic andisotonic solutions,b) plasmolysis, deplasmolysis,haemolysis and crenation,c) flaccidity and turgidity of plantcells.Carry out an investigation usingvarious concentrations of salt orsugar solutions to determine the

concentration of external solutionwhich is isotonic to the cell sap ofplant tissues. Discuss and make an

inference on the concentrationof cell sap in plant tissueswhich is equivalent to theconcentration of isotonic

Comparing andcontrasting Relating Visualising Generating ideas

Having criticaland analyticalthinking Being diligentand persevering


11/46

2.3Appreciatingthe movementof substances

across theplasmamembraneCompose poemsto appreciate themovement ofsubstancesacrossthe plasmamembrane.

with concentrationgradient,

explain thephenomenon of wiltingin plants usingexamples,

explain thepreservation of foodusing examples.


explain the necessityof movement of

substances across theplasma membranewhich occurs in acontinuous andcontrolled manner forsurvival of a cell.

solution.

Discuss and correlate themovement of substances acrossthe plasma membrane with thedifference in concentration of theexternal solution and that of thecell sap.Discuss the following:a) wilting of plants caused by theexcessive use of chemicalfertilisers,b) preservation of food using saltor sugar.


12/46


LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL

Week/Date




NumberOfPeriods

3.1Understandingthe chemical

composition ofthe cell

3.2Understandingcarbohydrates


state the elements inthe cell,

list the chemical

compounds inthe cell,

explain the importanceof organic compoundsin the cell,

explain the importanceof water in the cell.


state the elements incarbohydrates,

state the types ofcarbohydrates,

explain the formationandbreakdown ofdisaccharides and

Carry out small group discussionon the following and present thefindings:a) elements in the cell, including

carbon, hydrogen, oxygen,nitrogen sulphur, phosphorus,calcium, potassium,magnesium, chlorine, sodiumand ferum,b) the presence and importanceof chemical compounds in thecell.

Carry out small group discussionon the following and present thefindings:a) elements in carbohydrates,b) types of carbohydrates, i.e.monosaccharides, disaccharidesand polysaccharides, usingexamples,c) the formation and breakdownof disaccharides, such as

Makinginferences

Comparing andcontrasting Generating ideas

Being honestand accurate in

recording andvalidating data Beingsystematic


13/46

polysaccharides. maltose, sucrose and lactose,d) the formation and breakdownof polysaccharides, such asstarch, glycogen and cellulose.Conduct an activity todifferentiate between reducingand nonreducingsugars.

Week/Date




NumberOfPeriods

3.3UnderstandingProteins

3.4

Understandinglipids

A student is able to:* state the elements inproteins,* state the variousstructures ofproteins,* explain the formation

and breakdown ofdipeptides andpolypeptides,* explain the meaning ofessential amino acids andnon-essential aminoacids.


* state the elements inlipids,* state the main types oflipids,

Carry out small group discussionon the following and present thefindings:a) elements in protein, such ascarbon, hydrogen, oxygen,sulphur, nitrogen andphosphorus,

b) dipeptides and polypeptides,c) the formation and breakdownof dipeptides and polypeptides,d) essential amino acids andnonessential amino acids.Use charts to illustrate thevarious protein structures, i.e.primary, secondary, tertiary andquartenary.

List the main types of lipids:

a) fat,b) oil,c) wax,d) phospholipids,e) steroids, such as cholesterol,testosterone, oestrogen, andprogesterone.

Comparing andcontrasting Relating Visualising Generating ideas Predicting

Having aninterest andcuriosity towardstheenvironment


14/46

3.5Understandingenzymes

* explain the formationand breakdown of fatsand oils,* compare and contrastsaturated fats andunsaturated fats.

A student is able to:* state what enzymes are,* explain why enzymesare needed in lifeprocesses,

* list the generalcharacteristics ofenzymes,* relate the name ofenzyme to substrate,* state sites whereenzymes are synthesised,* state the meaning ofintracellular enzymes andextracellular enzymes,* explain the involvement

of specific organelles inthe production ofextracellularenzymes,* explain the effects of pH,temperature, enzymeconcentration, andsubstrate concentration

Carry out small group discussionon the following and present thefindings:a) elements in lipids,b) components of fats and oils,c) formation and breakdown offats and oils.Use a graphic organiser to

compare saturated fats andunsaturated fats.* state the components of fatsand oils.

Discuss on the following:a) what enzymes are,b) enzyme requirement in theliving process,c) general characteristics of

enzyme,d) naming of enzyme based onthe substrate,e) sites of enzyme synthesis,f) intracellular and extracellularenzymes and examples.Conduct a role-play activity toshow the involvement ofribosomes, endoplasmicreticulum, and Golgibody in the production of

extracellular enzyme.

Conduct experiments to study theeffects of pH and temperature onthe activities of amylase andpepsin.


15/46

on enzymeactivity,* explain the mechanismof enzyme action,* relate the mechanism ofenzyme action with pH,temperature,enzyme concentration

and substrateconcentration,* explain the uses ofenzymes indaily life and industryusing examples.

Discuss the effects of enzymeconcentration and substrateconcentration on enzyme activity.Discuss the mechanism ofenzymeaction using the lock and keyhypothesis.Discuss and correlate pH,

temperature, enzymeconcentrationand substrate concentration onenzyme activity using the lockand key hypothesis.Gather information from theInternet and other sources on theuses of enzymes in:a) daily life, e.g. tenderising meatb) industry e.g. food processing

and detergent manufacturing.

Week/Date




NumberOfPeriods

3.6Realising the

importance ofthe chemicalcomposition incells

* predict theconsequences of

deficiency incarbohydrates,protein, lipids or enzymesin the cell.

Conduct a role play or storytelling session to predict the

consequences of deficiency inone of the chemical componentsin thecell.

Generating ideas Visualising

Synthesisi

Being thankfulto God


16/46


LEARNING AREA: 4.0 CELL DIVISION

Week/Date




NumberOfPeriods

4.1Understandingmitosis

A student is able to:state the necessity for the production of newcells in organisms,explain the necessity for the production of newcells identicalto parent cells,state the significance of mitosis,identify the phases in the cell cycle,explain the process of

mitosis and cytokinesis,arrange the various stages of mitosis in thecorrect sequence,compare and contrast mitosis and cytokinesis inanimal celland plant cell,

Conduct a brainstorming sessionon the following:a) the need for production of newcells in organisms,b) the need for production of newcells identical to parent cells.Derive the meaning andsignificance of mitosis from thebrainstorming session.Study charts to identify thevarious phases of the cell cycle.Make models to demonstratemitosis and cytokinesis.

Prepare and observe a slide ofonion root tip to identify differentstages of mitosis.Study the process of controlledand uncontrolled mitosis andcytokinesis through simulation,computerised animation or video.

Makingconclusions Relating

Evaluating Makinginferences Sequencing Makinginferences


17/46

explain the importance of controlled mitosis,explain the effects ofuncontrolled mitosis inlivingthings,describe the application of knowledge on mitosis

in cloning,explain the advantages and disadvantages ofcloning.

Conduct a brainstorming sessionto come up with examples onmitosis as a controlled processfor the perpetuity of living thingssuch as regeneration of lizard tail,certain plant parts and thehealing of skin.Gather information on diseases,

including cancer or tumour,caused by uncontrolled mitosis inlivingthings.Make a trip to a research instituteto study tissue culture technique.Conduct a debate or forum oncloning issues.

Week/Date


Learning Outcomes Suggested Learning Activities Scientific SkillsAnd Thinking

Skills

ScientificAttitudes And

Noble Values

NumberOf

Periods4.2Understandingmeiosis

A student is able to:* state the necessity oftrait inheritance inoffspring forcontinuation of life,* state the necessity tomaintain diploidchromosomal numberfrom generation togeneration,

* state the necessity forproduction of haploidgametes in sexualreproduction,* state the significance ofmeiosis,* identify the type of cellthat undergoes meiosis,

Discuss the following:a) trait inheritance in offsprings,b) the need to maintain diploidchromosomal number from onegeneration to another,c) the need to produce gameteswith haploid number ofchromosomes,d) the uniqueness of diploidnumber of chromosomes in

organisms,e) the significance of meiosis,f) the type of cell that undergoesmeiosis in human, animals andplants.Observe the process of meiosisthrough computerised animation,photomicrograph, prepared


18/46

* explain the process ofmeiosis,* arrange the variousstages of meiosis in thecorrect order,* compare and contrastmeiosis Iand meiosis II,

* compare and contrastmeiosis and mitosis.

slides, or video.Use simulation activities to showchanges in chromosomebehaviour during meiosis I andmeiosis IIUse graphic organisers tocompareand contrast:

a) Meiosis I and meiosis II,b) Meiosis and mitosis.

Week/Date




NumberOfPeriods

4.3Appreciatingthe movementof

chromosomesduring mitosisand meiosis.

A student is able to:describe what will happen whenthe movement of

chromosomesduring mitosis andmeiosis donot occur in an orderlymanner,know and avoid things that maybe harmful.

a) conduct a role-play,b) avoid radioactive andcarcinogenic substances.


19/46

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

LEARNING AREA: 1.0 NUTRITION

Week

/Date

Topic / Learning

Objectives

Learning Outcomes Suggested Learning Activities Scientific Skills

And ThinkingSkills

Scientific

Attitudes AndNoble Values

Number

OfPeriods

1.1Understandingtypes ofnutrition

1.2Applying theconcept ofbalanced diet

A student is able to:state the types of nutrition,explain autotrophic nutrition,explain heterotrophic nutrition,classify organisms according to

the

A student is able to:explain the necessity for a balanced diet,explain the factors affecting thedaily energy requirementof the human body,determine the energy value in food samples,determine the nutrient content in different foodsamples,types of nutrition

Observe and identify types ofnutrition in various organisms.Discuss autotrophic andheterotrophic nutrition withreference to chemosynthesis,photosynthesis, holozoicnutrition,saprophytism, and parasitism.Use a graphic organiser to show

the types of nutrition.Conduct an activity to classifyvarious organisms according totypes of nutrition.

Carry out small group discussionon the following and present thefindings:a) requirements of a balanceddiet,b) factors affecting the dailyenergy requirement such as age,sex,body weight and occupation.Conduct an activity to determinethe energy value in food samples.Design activities to test for thepresence of starch, reducingsugar, non-reducing sugar,protein and lipid in food samples.


20/46

* explain the functionsandsources of vitamins in adiet to

maintain health,* explain the functionsandsources of minerals in adiet tomaintain health,* explain the functionsandsources of roughage /dietaryfibre in a diet,* explain the functions ofwater inthe body,* justify the selection of anappropriate balanced dietfor atarget group.

Conduct an experiment todetermine the Vitamin C contentinvarious fruit juices.

Match the vitamins with theirsources, functions and effects ofdeficiency.Match the minerals with theirsources, functions and effects ofdeficiency.Discuss the sources, functionsanddeficiency of roughage.Discuss the sources andfunctionsof water in the body.Carry out a group discussion toformulate and justify anappropriatediet menu based on a nutrientchartfor the following target groups:a) pregnant mothers,b) infants,c) children,

d) teenagers,e) athletes,f) people with specific diseases,g) the aged,h) vegetarians.


21/46

Week/Date




NumberOfPeriods

1.3Understanding

malnutrition

A student is able to:* explain what malnutrition

is,* explain the effects ofmalnutrition usingexamples,* describe ways to reducethe chance of contractingcertain health problemsdue to ones diet,* describe ways to reducethe effects of certain

health problems.

Carry out small group discussionon the following and present the

findings:a) meaning of malnutrition,b) effects of deficiency inproteins,vitamins, minerals, on health,c) effects of excessive intake ofcarbohydrates, lipids, vitaminsand minerals on health,d) a diet low in saturated fats helpreduce the chance of

contracting cardiovasculardisease,e) ways to reduce the risk of highblood pressure, diabetesmellitus and osteoporosis.

Week/Date




NumberOfPeriods

1.4Analysing food

Digestion

A student is able to:* state the substances

required by the cell tocarry out metabolicprocesses,* list the complexsubstances thatneed to be digested,* explain the necessity fordigestion of complex

Discuss the following:a) glucose, amino acids and

lipids are always required by thecell to carry out metabolicprocesses,b) complex substances likecarbohydrates, proteins andlipids need to be digested.Draw and label parts of thehuman digestive system.


22/46

substances,* draw and label thehuman digestive system,

* design experiments tostudy the digestion ofstarch and proteins infood samples,* describe problemsrelated to food digestion.

a)Discuss the functions ofdigestive juices, including saliva,gastric juice, pancreatic juice,intestinal juice and othersubstances, i.e. hydrochloric acidand bile that aid the process ofdigestion.Discuss the digestion of

carbohydrates, proteins and fatson the following aspects:a) specific location of eachdigestive process,b) chewing of food,c) movement of food,d) glands involved,e) digestive enzymes,f) suitable pH for each enzymeaction,g) substrates and products.Identify the parts of digestivesystem in ruminants and rodents.Discuss the digestion of cellulosein ruminants (eg. cow) androdents(rabbit).Use graphic organiser tocompareand contrast the process ofcellulose digestion in humans,

ruminants and rodents.

Plan and conduct experiments tostudy the enzyme actions onstarchand protein food samples.Collect information and discussproblems related to food


23/46

1.5Understandingthe processesof absorptionandassimilation ofdigested food

A student is able to: identify the parts of

the digestivesystem involved inabsorption ofdigested food,

explain the adaptivecharacteristic of thedigestive systemrelated to absorption,

draw and label thestructure of a villus,

explain the process ofabsorption in the villus,

explain the mainfunctions of the liver,

describe the

process ofassimilation.

digestion:b) incomplete digestion of food,c) bile stones preventing the flowof bile,reduced production of specificdigestive enzyme.

Examine models or diagrams ofthedigestive system and cross-sectionof the small intestine. Withreference to the models ordiagrams discuss the following:a) adaptation of the smallintestine,b) absorption process of aminoacids, glucose, fatty acids,glycerol, vitamins and mineralsin the villus.Carry out an activity to study themovement of substances throughthe Visking tubing.

Discuss the following functions ofthe liver:a) storage of nutrients,

b) processing the products ofdigestion i.e. excess glucoseand amino acids,c) detoxification.Discuss the process ofassimilationby the body cells.


24/46

1.6Understandingthe formation offaeces and

defecation

1.7Evaluatingeating habits


identify the part of thedigestive system

where the formation offaeces takes place,

describe the formationof faeces,

explain the role ofmicroorganisms in thecolon and the effect ofantibiotics on them,

explain whatdefecation is,

explain theimportance ofdefecation,

explain the importanceof high fibre diets,

describe the problemsrelated to defecation.


relate eating habitswith health problems,

evaluate criticallywhether aparticular eating habitis good or bad.

With reference to diagrams,chartsor model of the digestive system,identify the colon and rectum.

Carry out small group discussionon the following and present thefindings:a) the formation of faeces,b) the role of microorganisms inthe colon,c) effects of antibiotics on themicroorganisms in the colon,d) what defecation is,e) the importance of defecation,f) importance of high fibre diets,g) defecation related problems,i.e. constipation, colon cancerand haemorrhoids.

Carry out small group discussionon the following and present thefindings:a) relationship between eating

habits and health problemssuch as:(i) gastritis,(ii) obesity,(iii) anorexia nervosa,(iv) bulimia,b) evaluate the nutrient contentsof food based on food labels or


25/46

1.8Realising theimportance of ahealthy

digestivesystem

1.9Understandingthe importanceofmacronutrientsandmicronutrientsin plants

A student is able to:* predict the effects of adefective

digestive system onhealth,* take care of thedigestivesystem for ones well-being.

A student is able to:* list elements required byplants,* classify elementsrequired byplants based on theamountneeded,* design an experiment tostudythe effects ofmacronutrientdeficiency in plants,* relate the effects of

macronutrient deficiencywiththe function ofmacronutrients,

advertisments,c) evaluate the eating habits ofclassmates.

Conduct an activity to predict theeffects of a defective digestivesystem.Conduct a discussion on ways to

take care of the digestive system,such as good eating habits, avoidjunk food, try to cut down onsweetand fatty foods.

Carry out small group discussionon the following and present thefindings:a) the elements required byplants,b) classify the elements requiredby plants based on the amountneeded:(i) macronutrients consistingof carbon, hydrogen,oxygen, nitrogen,phosphorus, potassium,calcium, magnesium andsulphur,(ii) micronutrients consisting of

boron, molybdenum, zinc,manganese, copper andferum.Plan and conduct an experimenton plants to study the effects ofmacronutrient deficiency i.e.nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.


26/46

1.10Understandingphotosynthesis

* explain the function ofeach

macronutrient in plants,* state the function ofmicronutrients in plants,* state the effects ofmicronutrientdeficiency in plants.

A student is able to:* describe thedevelopment thatleads to the discovery ofphotosynthesis,* state the substancesrequiredfor photosynthesis,* state the substancesproducedfrom photosynthesis,* draw and label thecrosssectionof a leaf,

* state the function ofeach part ofthe leaf with respect tophotosynthesis,* explain leaf adaptationtooptimise photosynthesis,* explain how plants from

Discuss and correlate the effectsof macronutrient deficiency withthe function of the macronutrientsbased on the results of theexperiment.Collect and interpret data fromvarious sources such as theInternet on the function of each

macronutrient in plants.Discuss the function ofmirconutrients and effects ofmicronutrient deficiency in plants.

Students read about thediscoveryof photosynthesis and extractimportant facts from it.Study a cross-sectional model ofaleaf. Draw and label it.Discuss the following:a) functions of the parts of a leaf,b) adaptation of the leaf foroptimal photosynthesis.Carry out an activity toinvestigatethe adaptation of plants such ashibiscus, water lily, Hydrilla and

cactus with respect to:a) distribution of stomata,b) distribution of chloroplasts.


27/46

1.11Understanding

the mechanismofphotosynthesis

1.12Synthesisingfactorsaffectingphotosynthesis

differenthabitats are adapted tocarry outphotosynthesis.


* identify the parts ofchloroplastrelated to photosynthesis,* explain the light reactionofphotosynthesis,* explain the dark reactionofphotosynthesis,* compare and contrastlightreaction and dark reactioninphotosynthesis,* relate light reaction withdarkreaction inphotosynthesis,* write an equation torepresentthe process of

photosynthesis.

A student is able to:* identify the factorsaffecting therate of photosynthesis,* design an experiment toinvestigate the effect of

With reference to the structure ofchloroplast discuss the light and

dark reactions of photosynthesiswith respect to:a) substances required.b) location of reaction.c) products of reaction.Draw a simple schematicdiagramof the light and dark reactions inphotosynthesis.Discuss the following:a) compare and contrast the lightreaction and dark reaction inphotosynthesis,b) correlate light reaction withdarkreaction in photosynthesis.Write an equation to representtheoverall process ofphotosynthesis.

Conduct a brainstorming sessionto identify the factors affecting therate of photosynthesis i.e.concentration of carbon dioxide,light intensity and temperature.Plan and carry out an experimentto study the effect of light


28/46

1.13Practising acaring attitudetowards plants

lightintensity on the rate ofphotosynthesis,* identify the factor thatlimits the rate ofphotosynthesis atdifferent light intensity,* explain the effects of

temperature andconcentrationof carbon dioxide on therate of photosynthesis,* explain the difference inthe rateof photosynthesis inplantsthroughout the day basedon the changes in lightintensity and temperature,* identify some ways tomeet the need ofincreasing theproductivity of cropsbased on factors affectingthe rate of photosynthesis

A student is able to:* tell why we need to takegood

care of plants,* identify cases ofmishandlingor destruction of plants.

intensityon the rate of photosynthesis.Carry out small group discussionon the effects of light intensity,temperature and concentration ofcarbon dioxide on the rate ofphotosynthesis.Plan a strategy based on factors

affecting the rate ofphotosynthesisto ensure crop productionthroughout the year in countrieswith four seasons..

Compose a poem or lyric of asongto show appreciation of the roleof

photosynthesis in ensuring theperpetuation of life.Conduct a planting project in thescience resource garden orschoolcompound.


29/46

1.14Understandingthe technologyused in foodproduction

1.15Evaluating the

technologicaldevelopment infoodprocessing

A student is able to:* explain the need forimproving the quality and

quantity of food,* explain the effort todiversify food production,* explain ways to improvethe quality and quantity offood production in thecountry.


* explain the necessity forfoodprocessing,* describe thedevelopment offood processingtechnology,

Carry out small group discussionon the following and present thefindings:a) the quantity of food needed forthe present and future population

of the country,b) the need for improving thequality and quantity of food forthe country in line with thenational food production policy,c) effort by various agencies todiversify food production,d) methods used to improve thequality and quantity of foodproduction through the following:(i) direct seeding for rice,(ii) hydroponics and aeroponics,(iii) breeding,(iv) tissue culture,(v) genetic engineering(vi) soil management,(vii)biological control.

Discuss the need for foodprocessing based on the

following:a) overcoming the factorscausing spoilage of food suchas the action of microorganismsand oxidation,b) extending the lifespan of food,c) avoiding food wastage,d) diversifying the uses of food


30/46

* relate food processingmethodswith factors causing foodspoilage,* assess the methods offoodprocessing to justify thechoiceof consuming certainprocessedfood.

like milk and dairy products,e) ensuring sufficient food supply.Prepare a portfolio on thetechnological development offoodprocessing from the early days tillthe present.

Correlate the following foodprocessing methods with factorscausing food spoilage:i. cooking,ii. using salt, sugar and vinegar,iii. fermentation process,iv. drying,v. pasteurization,vi. canning,vii. refrigeration.Conduct a forum entitled Theeffects of processed food onhealth.


31/46


32/46

Analysing therespiratorystructures andBreathingmechanisms inhuman andanimal

* state the respiratorystructuresin human and someanimals,* make an inference onthevarious adaptations of therespiratory structures,

* describe thecharacteristics ofrespiratory surfaces inhuman and otherorganisms,* describe the breathingmechanism in human andotherorganisms,* compare and contrastthehuman respiratory systemwith

that of other organisms.

respiratory structures in humanandother organisms includingprotozoa, insects, fish andamphibians.Conduct an activity to comparethetotal surface area of a flat card

witha corrugated card, and correlatethe increase in total surface areawith the modified surfacestructure.Discuss the relationship betweenthe total surface area of therespiratory structures and theefficiency of gaseous exchangeinvarious organisms.

Observe the respiratorystructuresto generalise the characteristicsofthe respiratory surfaces in humanand other organisms such asprotozoa, insects, fish andamphibians.Construct or use a model that

canbe manipulated to explain thebreathing mechanism in human.Discuss the breathingmechanismof other organisms such asprotozoa, insects, fish andamphibians.


33/46

Use graphic organiser tocompareand contrast the humanrespiratorysystem with that of otherorganisms.

2.3Understandingthe concept ofgaseousexchangeacross therespiratorysurfaces andtransport ofgases in

human

A student is able to:* describe the process ofgaseousexchange across thesurface ofthe alveolus and bloodcapillaries in the lungs,

Using a diagram, discuss theprocess of gaseous exchangeacross the surface of the alveolusand blood capillaries in the lungsinrelation to:a) the difference in partialpressure of respiratory gases inthe air of the alveolus and

blood capillaries in the lungs,i.e:(i) partial pressure of oxygenis higher in the air of thealveolus compared to thepartial pressure of oxygenin the blood capillaries,(ii) partial pressure of carbon


34/46

explain the transport ofrespiratory gases,* explain the process ofgaseousexchange between thebloodand body cells,* distinguish thecomposition ofinhaled and exhaled air.

dioxide is lower in the airof the alveolus comparedto the partial pressure ofcarbon dioxide in the bloodcapillaries.b) the difference in partialpressure of oxygen and carbondioxide in the blood entering

the alveolus with the bloodleaving the alveolus i.e.:(i) partial pressure of oxygenis lower in the bloodentering the alveoluscompared to the partialpressure of oxygen in theblood leaving the alveolus.

(ii) partial pressure of carbondioxide is higher in theblood entering the alveoluscompared to the partialpressure of carbon dioxidein the blood leaving thealveolus.Discuss the following:a) the transport of respiratorygases in human,b) the exchange of respiratorygases between the blood and

body cells.Use schematic diagram toexplainthe exchange and transport ofrespiratory gases in human.Conduct an experiment toinvestigate the differencesbetween


35/46

inhaled and exhaled air in termsofoxygen, carbon dioxide and heatcontent.Study the process of respiratorygas exchange and transportusingsimulations and computerised

animations.Week/Date




NumberOfPeriods

2.4Understandingthe regulatorymechanism inrespiration

A student is able to:* describe the change inrate ofrespiration aftercompleting avigorous exercise,* correlate the rate ofrespirationwith the oxygen andcarbondioxide content in thebody,* explain the regulatorymechanism of oxygen andcarbon dioxide content inthebody,

* explain the humanrespiratoryresponse and rate ofrespirationin different situations,* correlate the rate ofrespirationwith the rate of heart beat.

the effects of a vigorous exerciseon the rate of respiration and rateof heart beat.Conduct a discussion on thefollowing:a) correlate the rate of respirationwith the oxygen and carbondioxide contents in the body,b) regulatory mechanism ofoxygen and carbon dioxidecontents in the body.Conduct a discussion on humanrespiratory response, rate ofrespiration and rate of heart beatindifferent situations:a) vigorous activities such as

swimming, running, aerobicexercise, mountain climbingand playing badminton,b) relaxing,c) fear.


36/46

Week/Date




NumberOfPeriods

2.5Realising theimportance ofmaintaining ahealthy

respiratorysystem

A student is able to:* care and maintainefficientfunction of the respiratoryorgans.

Discuss the habits to becultivatedor avoided to ensure the efficientfunction of the respiratory organs.Conduct an experiment to show

theeffects of cigarette smoke onwhitecotton wool and draw an analogybetween the lungs and the whitecotton wool.Show photographs of damagedlungs (cancer) due to smoking.

2.6Understandingrespiration inplants

A student is able to:* describe the energyrequirementin plants,* explain the intake ofoxygen for respiration,* explain aerobicrespiration inplants,* explain anaerobicrespiration inplants under certainconditions,

* compare and contrasttheprocess of photosynthesisandrespiration,* explain whatcompensationpoint is,

Discuss the following:a) the lower energy requirementof plants compared to animalsfor living processes,b) the intake of oxygen by plantsfor respiration.Draw a diagram to show theintakeof oxygen in plants.Discuss the anaerobic respirationcarried out by rice plants in apaddy field or other plants in

certain situations like flooding.Use a graphic organiser tocompare the process ofrespirationwith the process ofphotosynthesisin plants.Discuss the following:


37/46

* relate light intensity withtheattainment ofcompensationpoint,* predict the situationwhen the rate ofphotosynthesis and rate

of respiration remains atcompensation point

a) meaning of compensationpoint,b) correlate light intensity withcompensation point from graph.Visualise and describe the effecton living things when the rate ofphotosynthesis and rate ofrespiration remains at

compensation point.

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT

LEARNING AREA: 1.0 DYNAMIC ECOSYSTEM

Week/Date




NumberOfPeriods

1.1Understandingthe abiotic andbioticcomponents oftheenvironment

A student is able to:* identify the abioticcomponentsof an ecosystem,* identify the bioticcomponents ofan ecosystem,* classify bioticcomponents into trophiclevels,* explain the interactionsbetween bioticcomponents in relation tofeeding, using examples,* explain the interactionbetween bioticcomponents in relation tocompetition, using

Conduct a field study to:a) identify the abiotic componentsincluding pH, temperature, lightintensity, humidity, topography,and the microclimate of anecosystem,b) identify the biotic componentsof an ecosystem,c) investigate the feedingrelationships of the bioticcomponents to construct thefood chains and food webs, andclassify the biotic componentsinto trophic levels,d) investigate the interactionbetween biotic components asfollows:(i) symbiosis among plants


38/46

examples. and animals encompassingthe following:- commensalism,- parasitism,- mutualism,(ii) saprophytism,(iii) predator - prey interaction.(e) investigate the interaction

between biotic components inrelation to competition, whichare:(i) intraspecific competition,(ii) interspecific competition.Conduct an experiment to studythe intraspecific competition andinterspecific competition ofplants,e.g. maize and rice.Collect and interpret data to study

intraspecific competition andinterspecific competition involvingParamecium, for exampleParamecium aurelia andParamecium caudatum.

Week/Date




NumberOfPeriods

1.2Understanding

the processesof colonisationand successionin anecosystem

A student is able to:* state what an ecosystem

is,* identify the niche,habitat,community and populationof an ecosystem,* explain the process ofcolonisation,* explain the process of

Conduct a field study on anecosystem i.e. a mangrove

swampor a pond to:a) identify the niche, habitat,community and population,b) investigate the process ofcolonisation,c) investigate the process ofsuccession,


39/46

succession,* identify the pioneerspecies inan ecosystem,* identify the successorsin an ecosystem,* identify the dominantspecies in

an ecosystem,* identify the adaptivecharacteristics of pioneerspecies,* identify the adaptivecharacteristics ofsuccessors,* explain the changes inhabitatcaused by pioneerspecies,

* explain the changes inhabitatcaused by successors atevery level of successionuntil a climaxcommunity is reached,* relate the abioticcomponents with thebiotic components in anecosystem during the

processes of colonisationand succession.

d) identify pioneer species,successor species, dominantspecies and climax community,

e) identify the adaptivecharacteristics of pioneerspecies and subsequentspecies in the habitat for the

processes of colonisation andsuccession.Students present their findings ormake a folio.Study the processes ofcolonisationand succession through video,computer software and printedmaterial.Discuss and correlate the abioticcomponent and biotic component

during the processes ofcolonisation and succession in anecosystem.

Week/Date




NumberOfPeriods

1.4Understanding

A student is able to:* explain the meaning of

Discuss the following:a) meaning of biodiversity,


40/46

the concept ofbiodiversity

biodiversity,* explain the need forclassification oforganisms,* state the five kingdomsused in the classificationof organisms,* identify the main

characteristicsof organisms in eachkingdom,* list examples oforganisms in eachkingdom,* state the hierarchy in theclassification oforganisms,using examples,* explain through

examples, themethod of namingorganisms using theLinnaeus binomialsystem,* explain the importanceofbiodiversity.

b) need for the classificationsystem of organisms.Gather information on thefollowing:a) the five kingdoms in theclassification of organisms,which are Monera, Protista,Fungi, Plantae and Animalia,

b) main characteristics oforganisms in each kingdom,c) examples of organisms in eachkingdom,Discuss the following:a) the hierarchy in theclassification of organisms fromkingdom to species,b) the method of naming anumber of vertebrates and localflowering plants, using the

Linnaeus binomial system,c) the importance of biodiversity.Conduct a field trip to createawareness of biodiversity of anecosystem.

1.5Understanding

the impact ofmicroorganisms on life

A student is able to:* classify various types of

microorganisms based ontheirbasic characteristics,* state the abioticcomponentsaffecting the activity ofmicroorganisms,* explain the effect of a

Using charts, slides andphotomicrographs, identify and

listvarious types of microorganismsi.e. protozoa, algae, fungi,bacteriaand virus.Conduct an experiment to studythe effects of temperature, pH,light


41/46

change ineach abiotic componenton the activity ofmicroorganisms,* explain the role of usefulmicroorganisms,* explain the effect ofharmful

micro-organisms, *explain the meaning ofpathogen,* identify the pathogen,vectorand symptoms of oneparticulardisease,* explain how the diseasespreads,* describe the methods for

controlling pathogen,* explain the use ofmicroorganisms inbiotechnology, usingexamples

and nutrients on the activity ofmicroorganisms e.g. Bacillussubtilis or yeast.Gather information and discusstherole of useful microorganisms inthe following:a) decomposition,

b) nitrogen cycle,c) alimentary canal of termite,d) digestive system in human.Gather information and discusstheeffects of harmful micro-organisms:a) causing diseases,b) spoilage of food andsubstances.Gather information and present

thefindings on the following:a) pathogens, vectors,symptoms,and methods in transmission ofdiseases such as malaria,dengue fever, cholera,ringworm, food poisoning,AIDS, hepatitis, and SARS,b) methods to control pathogensincluding the use of antibiotics,vaccines, antiseptics anddisinfectants.Gather information and presenttheuses of microorganisms inbiotechnology, such as:a) production of antibiotics and


42/46

vaccines,b) cleaning of oil spills,c) waste treatment,d) food processing,e) production of bioplastic,f) production of energy frombiomass.

1.6Appreciatingbiodiversity

A student is able to:* justify the importance ofpreservation andconservationof biodiversity.* preserve and conservevariousliving things aroundhim/her.

Conduct a forum to discuss theimportance of preservation andconservation of biodiversity.Conduct an activity to preserveandconserve various living thingsaround us.

LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM

Week/Date




NumberOfPeriods

2.1Evaluatinghumanactivities thatendanger anecosystem

A student is able to:* identify human activitiesthatthreaten the ecosystem,* explain the impact ofhumanactivities on theecosystem,* evaluate critically theeffects ofunplanned developmentand

Carry out small group discussionon the following and present thefindings:a) human activities that threatenthe ecosystem,b) the impact of human activitieson the ecosystem,c) the effects of unplanneddevelopment andmismanagement of theecosystem, such as:i. soil erosion,


43/46

mismanagement of theecosystem,* describe types ofpollution and sources ofpollution,* explain the effects ofpollutionon living things and the

environment,* compare and contrastpollutants in the air fromdifferent environments,* state the sources of airpollution,* interpret data on thelevel of airpollution in some cities,* make an inference onthe

sources of air pollution insomecities,* interpret data on thelevel ofwater pollution in somerivers,* make an inference onthesources of water pollutioninsome rivers,

* predict the level of airand waterpollution in a particularlocationwithin the next ten years,

ii. flash flood,iii. landslide,iv. eutrofication,v. water, air, thermal andnoise pollution,vi. global warming,vii. ozone depletion,viii. climatic change,

ix. extinction of living things,x. deforestation,d) types of pollution and sourcesof pollution,e) effects of pollution on thefollowing:i. human health ( diseasesaffecting the respiratorysystem, skin problems,conjunctivitis, cancer andcholera),

ii. animal and plant habitats,iii. buildings,iv. agriculture,v. climate.Conduct an experiment tocomparesolid pollutants in the air ofdifferentenvironments and make aninference on the sources ofpollution.Conduct an activity to analysedataon air pollution index of somecitieswithin and outside the country,andmake an inference on the


44/46


45/46

thinning of theozone layer.

concentration of carbondioxide in theatmosphere with globalwarming,* explain the thinning ofthe ozone layer,* explain the impact ofthinning of the ozone

layer and global warmingon the ecosystem

cause and effect,b) concentration of carbondioxidein the atmosphere and correlateit with global warming,c) ozone depletion, including itscause and effect,d) impact of ozone depletion and

global warming on theecosystem..

2.3Realising theimportance ofpropermanagement ofdevelopmentactivities andthe ecosystem

A student is able to:* justify the need fordevelopment,* explain the effects ofincrease inpopulation on theecosystem,* explain measures taken

in the management ofdevelopmentactivities and theecosystem to ensure abalance of nature ismaintained.* care for the ecosystem,* participate in activitiesrelated tothe management of theecosystem.

Conduct a debate on the need fordevelopment to improve thequalityof life and to meet therequirementsof an increasing population.Discuss the effects of an increasein population on the ecosystem.

Carry out small group discussionon the following and present thefindings:a) implementation of laws,b) use of technology,c) education on the managementof resources, including thereduce, reuse, and recycle ofresources,d) preservation and conservationof soil, water, flora and fauna offorests and mangrove swamps,e) practice of biological control,f) use of renewable energy,g) efficient use of energy.Conduct activities to care for thefollowing ecosystems in schooland


46/46

at home:a) fish ponds,b) gardens.Plan and conduct a programmerelated to the management of theecosystem, for example,Environment Day.

Yearly Teaching Plan Biology Form 4

Documents

Transcript of Yearly Teaching Plan Biology Form 4