2022/2023 Biology Scheme Of Work For SS1

Biology Scheme of work

In today’s article myschoolpress will be providing our readers with the biology Scheme of work for SS1. It is important and very necessary for a biology teacher teaching ss1 to have a well-designed and current biology scheme of work for ss1 to be able to teach effectively in the classroom

A lot of teachers find it difficult to get the latest and relevant scheme of work but today we have tried our possible best to get you the best one, this scheme is divided into 3 sections which are the 2nd and 3rd term in a very simple and understandable manner.

As a biology teacher, am sure you will find this article helpful and one of the best simple and well-explanatory schemes. Scroll through to check the current term, week, topic, and content.

First Term Biology Scheme Of Work For SS1


Recognising Living Things
Define science, explain and state the branches of biology and lists the scientific approach.

The teacher guides
the students in observing the charts and providing the scientific materials, e.g. microscope, hand lens e.t.c.
Learners observe the scientific materials and identify them


State the characteristic of living things. Difference between plant animals. Parts and function of the microscope.
Explain and give examples of the level of organization of life. State and mention the advantages and disadvantages of the complexity of organization in higher organisms.

Teachers provide bulbs from a live cockroach and a potted plant. Implore learners to observe and prepares microscope slides of paramecium, and hydra and Mont them on the microscope 
Learners collect as many living things and non-living things as possible from the school premises and record them. They view the slides under the microscope and record their observations.


Classification Of Living things
State the characteristic features of the kingdoms and give specific examples of the representative organism

Teachers guide the learners to collect ditch water and view samples under the microscope also supervise the students to uproot the fern plant (water lettuce) and break some branches of shrubs and bring them into the laboratory for student observation
Learners are to observe the culture, record and make inferences, view the slides and ditch water under the microscope, record their observations and make inferences. They also observe all the specimens’ records and make an inference


The Cell
Definition of the cell as a living unit of an organism
Classification of living organisms based on the number of cells. Forms in which cells exist (independent organisms as a colony, filament, and as a part of a living organism)
The structure and functions of the cell component. Similarities and differences between plant and animal cells and Cell theory.

The teacher provides prepared slides of paramecium or Euglena, volvox, and spirogyra and introduces charts showing similarities in the plant and animal cells.
Students observe the slides under the microscope and record their observation


The Cell And Its Environment
Define and demonstrate diffusion and osmosis. recognize that osmosis is a form of diffusion and acknowledge that plasmolysis can lead to witting and hemolysis can lead to loss of blood.

The instructor provides perfume and requests a student to spray it at one end of the classroom and also places a crystal of potassium permanganate in a beaker of water and leaves it to stand and asks the student to observe what has happened.
The student sprays the perfume as directed by the teacher, described what happened then repeat the experiments, observe, record, and conclude


Properties And Functions Of The Cell
Define and State the types of nutrition. List and illustrate Mineral salt macro and micronutrients.
What is Anabolism? State the feeding mechanism in holozoic animals

The teacher set up experiments to show the effect of different nutrients on spirogyra. The effect of high concentrations of fertilizer on plants. Also provides charts showing the living mechanism of organisms such as cockroaches and tapeworms
Learners are to observe, record, discuss experiments, draw, and label.


Cellular Respiration
Define cellular respiration. State process of aerobic and anaerobic respiration. Show experimentally that the breakdown of carbohydrates may be partial (fermentation) or complete.
Identified that cells require proteins, fats, and carbohydrates for the production of new protoplasm, for repair growth, and for the provision of energy.

Instructors sets experiments to show respiration in yeast (anaerobic ) and rat (aerobic)
Students draw Krebs’s cycle along with the teacher, and observe, record, and discuss the experiments.


Discuss the role of enzymes in digestion
Define excretion, mention excretory organelles and the forms in which waste products are excreted.

Teachers make Cultures of paramecium, Euglena, and Mont them under the microscope and also prepared slides of paramecium and euglena.
Learners examine mounted paramecium identify and draw it.


Basics of growth (mitosis and meiosis-cell division, cells enlargement and differentiation), aspects of growth (Apical, auxiliary) and regulation of growth by hormones.

The teacher performs experiments to show factors that affect plants and animal growth, such as the availability of nutrients, water humidity, light, temperature, and hormones.
Learners observe,  record and draw up cell divisions


Cell Reactions To Its Environment
Irritability (Define types of response and environmental factors that induce response)
Movement (Definition, reasons for movement, cyclize organelles for movement and growth movement as regulated by Auxinscyclized)

Teachers perform experiments to show the Phototrophic and Geotropic responses to shoots and Photo tactic responses in earthworms.
Learners observe record and summarize results in tabular form

11-13Revision and examination

Summary Of First Term Biology Scheme Of Work For SS1

As we have shown you the first term scheme of work for ss1 it will be advisable that you read the below behavioural objective your learner should know before the term ends;

Make sure your students are well familiar with the meaning of science, Biology, and living things and inquiry, identify Branches of Biology and Scientific Approach

Differentiate between Living things and non-living things, plants and animals, list and explain Characteristics of living things, mention microscopic (parts and functions), and should be able to draw the Diagram, identify Cell, tissues, organs, and systems as the organization of life

List and explain Kingdom Monera, Protista, fungi, Plantae, Animalia and the botanical classification (e.g algae, spermatophytes)

Identify single-celled organisms, Distinguish between free-living cells and colonies, filament and tissues, Describe the general structure of a cell and Differentiate between a plant and an animal cell.

Define, explain the process, demonstrate and show the significance of diffusion, osmosis, Haemolysis, plasmolysis, flaccidity, and turgidity

List and explain Autotrophic nutrition (photosynthesis and chemo synthesis), Heterotrophic nutrition (holozoic, saprophytic), mineral salt (macro and micronutrient.) and Feeding mechanisms (Filter feeding, Deposit feeding and Fluid feeding

Identify growth as it increases in dry weight, as irreversible increases in size and length, carry out experiments from which growth curves could be constructed and determine the regions of the fastest growth in the root

Elucidate the ability of a cell to defeat and respond to external stimuli, identify the structural adaptation for mobility, e.g. cilia and flagella and define movement cyclosis

Second Term Scheme of work for SS1 Biology


List and explain types of reproduction
Forms of asexual reproduction (binary fission budding spores formation vegetative propagation natural and artificial). Sexual reproduction, Conjugation, and fission of male and female gametes

The teacher provides the learner with different flowers and guides the learners to observe the chart.
The learner examines the flower, taking note of all the parts, especially the stamen and pistil


Tissues And Supporting System
Recognize different skeletal and supporting tissues (Definition of the skeleton. Forms e.g. chitin, cartilages, and bones, hydrostatic. Types of skeleton Exo-skeleton and Endo skeleton)

The teacher provides cockroaches, grasshoppers, centipedes, earth-worm and cartilaginous fish
Students observe all the specimens taking note of the different skeletons and stating the types of skeleton


State the location and arrangement of skeletal supporting tissues in animals. (
Components of the mammalian skeleton
List and explain the Axial Skeleton (The skull, Vertebral column, and Ribs) and Appendicular Skeleton(Pectoral girdle, Pelvic girdle, Pent dactyl and limbs.)

The teacher provides individual bones of the mammalian skeleton and infant mammalian skeleton.
Learners identify and list the main parts of the mammalian chain skeleton


definition and types of joints, How the structure of a joint adapts to its function, the Structure of a joint, Movement of the forelimbs or elbow joint, and The function of the skeleton in man.
Instructors provide relevant materials for learners to make a working model of a human arm.
Students observe the bones and attached muscles in the hind limb of a toad


Supporting Tissues In Plants
Different types of supporting tissues in plants. Location and arrangement of structural components and Functions of supporting tissues in the plant.

The teacher provides transverse sections of stems and roots of monocotyledonous plants.
The learner views the transverse section of the root and stem under a microscope and makes drawings of the tissues, taking note of the shape of the cells of the various tissues.


Nutrition In Animals
Food substances (Carbohydrates, fats and oil, protein, mineral salt, vitamins and water, and source of food with local examples.), Balance diet and importance, Digestive Enzymes (characteristic classes and function)

The teacher prepares an experiment to show that yeast cells produce a digestive enzyme that degrades food and also performs experiments to show the identification of different food types. e.g. yam, bread oil, beans, etc. 
Learners categorize the food item under four classes of food and observe the experiment and make inferences.


Mammalian teeth
The different types of teeth (incisors, canines premolars), Structure of tooth, Dental formula and Definition of modes of nutrition.
The teacher collects different types of teeth from the abattoir and killed cats or dogs 
Learners observe different teeth drawn and label


Basic Ecological Concepts
Definition and types of ecology (Autecology and synecology)
Terminologies in Ecological concepts: environment biosphere lithosphere, hydrosphere atmosphere, habitat niche, population biome, ecosystem
Component of an ecosystem(Abiotic Biotic component
Biomes (Local biotic communities (tropical rain forest, southern Guinea, northern guinea savannah, desert, shrubs, afro-plane, swamp, and tundra)

Teachers take learners on a field trip to at least one of the biotic communities, e.g. a forest reserve or a botanic garden
Learner study the charts photograph, and film and know how to use tapes


Population Study By Sampling Method
Population size, Dominance, Density. Factors that affect the population such as Ecological factors (Aquatic, terrestrial, and factors commerce to all habitats), the importance of ecological factors to the population of animals and plants,
Relationship between soil types and water holding effects of soil on vegetation, Simple measurement of ecological factors
Physical factors, Edaphic factors, and Measuring instruments

Teachers take learners to the field and show them how to measure the population of a small area, display the ecological instrument before the learners and make them use them to measure ecological factors and provide loamy soil, sandy soil, clay soil, a measuring cylinder, a cotton wool funnel, and water.
Learners use the material provided to measure the population of the small area, study the instrument and write their uses, and make histograms, bar charts, and graphs to show different species in a community.


Functioning Ecosystem
Autotrophy and hetero trophy, Tropic levels, Food chain and food web, nutrients movement carbon cycle, Energy flow along the tropic level (pyramid of number, energy), The nature of energy flow is described by food chains.

Instructors should show samples of autotrophs and heterotrophs to learners 
Students collect organisms and classify them as producers, consumers, and decomposers

11-13Revision and examination

Summary Of Second Term Biology Scheme Of Work For SS1

Before you scroll out of this section kindly read this summary of what your students should know at the end of 2nd term;

They must be able to recognize reproduction as the ability to live things to reproduce new individuals of their type, State the structure and function of male and female gametes

Understand different skeletal and supporting tissues

state the location and arrangement of skeletal supporting tissues in animals

Described and explain joints and it’s the structure, State various types of movable and unmovable joints

list different types and State the functions of supporting tissues in plants and how these functions are performed
Define what food substances are, List types of food substances and state what makes a balanced diet. List the various types of enzymes and state their importance in digestion

List and describe types and structures of mammalian teeth and State the dental formula and adaptations of the dentition to the mode of nutrition

Name components of any ecosystem, mention major local (Nigerian) biotic communities, and Measure or estimate the sizes of some ecosystems. 

State the two methods of population studies, Identify the conduct of population studies using quadrants and tapes, and State the ecological factors of commerce to aquatic and terrestrial habitats. List the characteristic of each soil type, Demonstrate the water-holding effect of soil in vegetation. List and state the uses of measuring instruments.

Define the terms autotrophs

State the tropic level refers to the parts of the food chain, Correctly define the food chain and pyramid of energy/ number. Recognize the food relationships exist among living things. Recognize that chemical energy(in the form of carbohydrates, fats, and proteins, ) and nutrients are transferred among producers.

Third Term Scheme Of Work For SS1


Energy Transformation In Nature
Energy loss in the ecosystem (solar radiation energy loss in the biosphere) measures primary production, Fist and Second Laws of thermodynamics, Application of both laws to economic phenomena

Teachers draw the pyramidal shape of feeding relationships and use the law of thermodynamics to explain energy flow across the tropic levels.
Learners discuss energy loss as a limiting factor in primary production(production of autotrophy) and applied laws of thermodynamics to ecological phenomena.


Relevance Of Biology To Agriculture
Classification of plants (Botanical classification (algae, spermatophytes), Agricultural classification (fibres, latex ), Classification based on life cycle (annuals biennial, perennials)). Effects of agricultural systems (Bush clearing burning tillage fertilizer/herbicide application)
Effects of different types of farming and ecological system.

Teachers show learners various types of plants and classify them e.g. cowpea cassava tubers, yam tuber, maize, groundnut, oil, mango, bitter leaf cotton
Learners collect specimens of various plants and classify them using three techniques and discuss the effects of human activities on natural ecosystems


Pest And Diseases Of Agricultural
Definition, types, life cycle, effect, control and prevention of pests and diseases.
Meaning of Food production and storage, Ways of improving yield, Causes of wastage, Methods of preserving food and Effects of food shortage on the size of the population

The instructor takes the learner to a livestock farm to identify pests and diseases in animals and how to control them also show them charts containing the storage diagram
Students make a table showing local farms, livestock pests, and diseases


Micro Organism Around Us
Define micro organism(Microorganism in air and water.) Group of micro-organisms: bacteria, viruses, some algae protozoa and fungi
Identification of the Concept of culturing and microorganisms in air, water, our Body and food. Carrier of micro-organisms with examples, Location and types of microorganisms

The teacher divides the students into working groups, provides each group with sterilized Petri-dishes which contain culture medium, Mount some specimens from the different Petri-dishes under a microscope and asks learners to observe, Put up a chart showing the effect of microorganisms
Students in each group grow cultures of microorganisms from air, water, and under the fingernails
Performs experiments To show the presence of microorganisms on the teeth in expired air and dirt under the nails and the occurrence of micro-organisms on a carrier, e.g housefly

Micro Organism In Action
Growth of microorganism, Beneficial effects of microorganisms in nature, medicine and industries, the harmful effects of some microbes, types of diseases causing micro organisms and diseases caused by micro-organisms and Ways in which diseases causing pathogenic micro-organism spread and are transmitted

Teachers demonstrated culturing and monitor the growth rate of microorganisms, discuss with the students the economic importance of microorganisms and give learners a project to carry out to assess the effect of microorganisms
Students Measure and record the growth of a given micro organism from a prepared culture, plot a growth curve and interpret it. Perform experiments on fermentation to produce alcohol, fruit juice, etc. and also produce yoghurt from fresh milk.

Towards Better Health
Control of harmful microorganisms
Vectors (definition and ways of controlling vectors )
Maintenance of good health (Roles of health organization ( WHO, NMA, UNICEF, RED CROSS etc. ))

Teachers get learners to construct proper waste disposal sites, Display charts on Proper waste disposal and Refuse treatment public health organisations, organizes and takes students to visit the sewage treatment plant, invite refuse persons to talk about public health and get the student to write and submit an essay on refuse/sewage disposal.
Learners study chart on health organizations and their areas of work
Each group perform a different aspects of the experiment on control of micro-organisms using high temperature, antibiotics, etc. Each group collect the result of a separates experiment and discuss it.


Aquatic Habitat (Marine And Estuarine Habitat)
Characteristics of marine habitat (The major zones of marine habitat ( inter-tidal, litoral oceanic), Distribution of the organisms in the habitat (marine habitat )adaptive feature of the marine habitat of marine organisms, characteristics and types of estuarine habitat, distribution and adaptive feeding of plant and animal in the estuarine habitat

The teacher guides the learner to study specified sites, emphasizes the significance of Osmo regulation to estuarine animal
Learners observe the pattern of distribution of the biotic components of the studied their adaptive features, identify the biotic components and collect samples from the sites, construct food chains of the biotic components


Fresh Water Habitat
Characteristics and types of freshwater habitat. Zones of freshwater habitat, Adaptive features of organisms in the water habitats.
Marsh (characteristics, formation and types of a marsh), plant and animal that lives in marshes with their Adaptive features

Teachers take learners to a specific site to study. Like pounds and guide them to carry out the activities, ensure that learners are not taken to infested fresh water ( water with guinea worms), identifies a marsh were to take learners for an excursion. 
Learners observe the pattern of distribution of biotic components on-site and their adaptive features. They identify the biotic components, collect samples and construct the food chain of the biotic component, estimate light penetration using searching disc

Terrestrial Habitat
(Characteristics of a forest, Strata in the forest, Distribution and Adaptive features of plantss and animals that inhabit the forest)
Arid and Grassland
(Characteristics and types of Arid and Grassland., Distribution and Some adaptive features of plant and animal in Arid and Grassland

The teacher identifies a forest site and grasslands to take students on excursions. Visit the site to ensure its suitability for study.
On a selected site learner observe the pattern of distribution of the biotic components of the site and their adaptive features, Identify the biotic components and Identify collected biotic components


Reproduction In Unicellular Organisms And Invertebrate
Reproduction in paramecium, spirogyra (sexual and asexual )
Reproduction in earthworms (sexual reproduction only ), in cockroaches. (internal fertilization), in house flies (internal fertilization exhibition in complete metamorphosis and in snails (internal fertilization by eggs)

The teacher collects water from the ditch on the microscope for learners, provide eggs of cockroaches to learners, collects maggots of house flies and keeps them for observations. Collect eggs laid by a snail and keep them in a closed container for observation
Learners collect water and the ditches and view it under the microscope to observe unicellular organisms. Observe prepared slides of their reproductive stages, watch earthworm at night with a torchlight, observe the collected cockroach eggs and note their observation, observe the house fly maggots daily and record their observations lastly observe the snail eggs and take daily notes
11-13Revision and examination

Summary Of Third Term Biology Scheme Of Work For SS1

At the end of ss1 biology third term students should be able to use the knowledge of energy loss in the ecosystem to explain the pyramids’ shape of feeding relationship, State that only a small percentage of the radiant energy gets to plants, and State the first law and second law of thermodynamics with explanation and Charts showing the energy level flow and energy loss

Classify plants using botanical and agricultural techniques of classification, Describe the effects of various agricultural activities on ecological systems and Discuss the effect of bush burning on a piece of farmland, continuous cropping with a chart of Different types of plant

Identify pests and diseases, mention some methods of preserving and storing foodstuff, and factors that affect population growth and affect the availability of man’s food.

Define and Identify some micro-organisms present in air and water, State the characteristic ( colour pattern of growth appearance ) of colonies of micro-organisms on the human body, and the teacher should provide Petri dish culture medium, Slides, slides, covers, microscope stains for learning resources

Recognise the presence of microbes by the colonies they form, Understand that some diseases causing microorganisms are air born, water-born, and spread through our food, highlight the beneficial effects of microbes from everyday life

Illustrate some ways by which diseases prompting micro-organisms and infections diseases can be controlled, State ways of controlling vectors, List ways of protecting ourselves from diseases caused by microorganisms spread by vectors, Describe some methods used in disposal Of refuse and sewage, Name some national and international health organisation and provide some description of what they do

Describe the pattern of distribution of plants and animals in the marine habitat, identify some adaptive features of plants and animals in the habitat, determine some of the physical factors (temperature, relative humidity, light wind, and PH and should be able to construct food chain of the organisms

List types of freshwater habitats, Mention the zones of freshwater habitats, Recognize the variety, quantity, and distribution of various organisms in freshwater habitats, Determine the adaptive features of organisms in freshwater habitats, identify types of marshes and Correlate the effect of rainfall or any other source of water and evaporative to the changes in the marsh

List some biotic components of the forest, Recognize that water conservation is an important problem in terrestrial habitats, Mention the effects of climatic factors in vegetation and Recognize that the problem of water conservation is more significant in the grassland than in the forest

describe the reproduction in paramecium, spirogyra, earthworm, cockroach, houseflies, and snails and differentiate between complete and incomplete metamorphosis

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