First Term Biology Scheme Of Work For SS3
|1||Development Of New Seeds|
Definition of fertilization, the process of development of zygote in the flowering plant, Pistil, Stamen, Stem fertilization
Germination of seeds (Types and conditions necessary for germination
Essential factors affecting the development of organisms.
Meaning and difference between oviparity and viviparity
|The teacher provides the learners with dissected flames to show the parts involves in fertilization, demonstrates experiments on how to grow the seed, displays charts showing the various stages of the embryo depending on flowering plants, guides the learners to soak the seed in water and plant same in milk tins to observe types of germination and demonstrates the experiment on the condition necessary for germinating|
Learners observe dissected flowers, noting the male and female parts, observe the slides and charts showing the growth of pollen and stages of embryo development, soak seeds in water and plant them in a milk tin and observe their germination with the lens, plant seeds in different categories and uproot to observe on different days finally place the planted seedlings under different conditions to identify the condition necessary for germination
Definition, classification, structure and types of fruits
Dispersal and Agent of dispersal of fruits and seeds.
Practical (Identification of different types of fruits and their classification)
|The teacher brings various kinds of fruits to the class, works with learners to sort and classify the fruits, and guides the learner to link the physical feature of fruits with their mode of disposal|
Learners classified various kinds of fruits based on the teacher’s instruction, sort the fruits into various types, sort fruit into their mode of disposal
|3||Reproductive Behaviour In Animals|
Courtship behaviour in animals. Pairing, territoriality, display of colours, and body party seasonal migration.
|The teacher shows learners pictures of colourful birds and a preserved specimen of an agama lizard and takes the learners to where lizards bask to note the courtship behaviour|
Learners observe and discuss animals, e.g. lizards, cocks, turkeys flexible, courtship behaviour
Transmission and expression of characters in organisms, heredity variations characters that can be transmitted and how they are transmitted, and how feelings are manifested from generation to generation.
|The teacher discusses Mendel’s experiment with red and white flowered peas and guides the learners on how to cross between different genotypes|
Learners observe experiments on cross-breeding using Drosophila and maize, and they compose their results with that of Mendel
Basis of heredity–location, structure, roles in the process of transmission of heredity characters from parent to offspring- progeny, Probability in genetics
|Identify chromosomes that carry genes that are responsible for inherited characteristics, Note that chromosomes carry genes that are responsible for inherited character|
|6||Application of the principles of heredity in agriculture|
Improved varieties, diseased resistance varieties, in matching advice for couples about the sickle cell gene
|The teacher shows learners a chart depicting the product of cross-fertilization and self –fertilization|
learners should carry out the Mendel cross to explain offspring genotypes, note the medical advice for couples about sickle cell gene
|7||Variation And Evolution|
morphological variation (physical appearance) which can be continuous (size weight height), discontinuous variation (colour of skin eye, coat of animal ) single fruits), physiological variation, behaviour, ability to roll the tongue, ability to taste phenylthiocarbamide (PTC), the difference in blood groups (A, B, AB, and O). Application of variation in crime detector (fingerprint of a dangerous weapon ), Blood transmission and Determination of patiently
|Teachers measure the height of learners of the same age group, e.g., show a photograph of maize cobs, apples, and ripe pineapples, ask learners if they know their blood group, demonstrate the making of fingerprints and identify the different patterns made, e.g. arch loop wharf and compound. |
Learners’ records differed in heights and weights of learners in the same group, observed and recorded colour patterns on plants, attempted to roll the tongue, name their different blood groups, make fingerprints,s and note the difference.
|8||Adaptation For Survival|
The progressive change in the anatomy of organisms using examples of features of organisms from water to land
|The teacher shows life specimens of tadpoles in the external gill stage fish with internal gills and toads with lungs|
Learners observe the progressive change of respirator surface in animals (structures).
Adaptive colouration and their functions, e.g. camouflage in chameleons, green snake in green grasses, bright colours of flowers to attract pollination, etc.
|The teacher provides charts showing the colouration of animals and plants, organizes a visit to the zoo to see a peacock and a peahen and Provides a male agama lizard to show colouration|
Learners note the colourful feathers of the peacock against the dull colour of the peahen and observe the band on the agama in contrast with the dull green colour of the female lizard.
|10||Features of Structural adaptation for obtaining food, e.g. proboscis for sucking sap in insects, Mimicry colours for searching mates for regulating body temperature, etc.||Teachers provide charts showing structural adaptive features which enable them to protect and defend themselves against their enemies|
Learners observe the materials showing the material showing to them about the structural adaptation for protection
|11-13||Revision, Examination and Recording|
Summary Of Biology Scheme Of Work For SS3
The scheme contains weeks, topics, content, and teacher and student activities, but before then you may be interested in the below summary of students’ behavioural objectives, that is; what students should know before the end of the term.
So at the end of the term, the Learners should be familiar with; the process of development of zygotes in flaming plants, Draw and label the male and female reproductive part involves in fertilization, Describe the process of pollen development, locate the position of the embryo within the seed
Define, list the types and state the condition necessary for germination, Describe the essential factors affecting the development of an organism. Define and state the difference between oviparity and viviparity
Distinguish between fruits and seeds, classify and State various types of fruits,
Describe the features that adapt fruits to their modes of dispersal
Define and state the different types of courtship behaviour in different animals, mention the importance of courtship behaviour in reproduction and define territorialism in animals
Define genetics and heredity, state the transmittable character in human beings and plants, identify the dominant and recessive characteristics
Identify chromosomes that carry genes that are responsible for inherited characteristics,
Define the cross-fertilization, explain the advantages and disadvantages
Define and State types of variation, Identify the relationship between the two terms variation and evolution, State a few examples of Morphological and physiological variation, Explain the application of variation to crime detection, State the blood group types that can be transverse for individuals with know blood group
Define adaptation, competition and the factors responsible for it, State two main types of competition and discuss the relationship and succession
Explain, highlight the functions and give examples of adaptive colouration and their functions, State adaptive colouration in plants, e.g. pollination, and feeding.
Give the meaning of structural adaptations, State examples of structural adaptation in the following organisms that aid their survival, Mosquito feeding, Securing of mates in agama lizards