2022/2023 Third Term Biology Scheme Of Work For SS1

Biology Scheme of work

UNIFIED SCHEME OF WORK FOR BIOLOGY

CLASS: SENIOR SECONDARY SCHOOL ONE

TERM: THIRD-TERM SCHEME OF WORK

WEEK ONE

GENERAL CLEANING AND REVISION

WEEK TWO

TOPIC

ENERGY TRANSFORMATION IN NATURE

CONTENT

  1. Energy loss in the ecosystem (solar radiation energy loss in the biosphere) measures primary production
  2. Laws of thermodynamics
  3. First law
  4. Second law
  5. Application of both laws to economic phenomena

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Use the knowledge of energy loss in the ecosystem to explain the pyramids’ shape of feeding relationship
  2. State that only a small percentage of the radiant energy gets to plants.
  3. State the first law and second law of thermodynamics and ask them to explain

INSTRUCTIONAL MATERIAL

  1. Charts showing the energy level flow and energy loss
  2. Cardboards 

TEACHERS ACTIVITIES

  1. Teachers draw the pyramidal shape of feeding relationships.
  2. Teachers use the law of thermodynamics to explain energy flow across the tropic levels.

LEARNER’S ACTIVITIES

  1. Learners discuss energy loss as a limiting factor in primary production(production of autotrophy).
  2. Learners applied laws of thermodynamics to ecological phenomena.

WEEK THREE

TOPIC

RELEVANCE OF BIOLOGY TO AGRICULTURE

CONTENT

  1. Classification of plants.
  2. Botanical classification (algae, spermatophytes)
  3. Agricultural classification (fibers, latex )
  4. Classification based on life cycle (annuals biennial, perennials)
  5. Effects of agricultural systems.
  6. Bush clearing burning tillage fertilizer/herbicide application
  7. Effects of different types of the farming and ecological system.

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Classify plants using botanical and agricultural techniques of classification
  2. Describe the effects of various agricultural activities on ecological systems.
  3. Discuss the effect of bush burning on a piece of farmland, continuous cropping

INSTRUCTIONAL MATERIAL

  1. Different types of plant
  2. Charts showing different plant types

TEACHERS ACTIVITIES

Teachers show learners various types of plants and classify them e.g. cowpea cassava tubers, yam tuber, maize, groundnut, oil, mango, bitter leaf cotton

LEARNER’S ACTIVITIES

  1. Learners collect specimens of various plants and classify them using three techniques.
  2. Learners discuss the effects of human activities on natural ecosystems

WEEK FOUR

TOPIC

PEST AND DISEASES OF AGRICULTURAL IMPORTANCE

CONTENT

  1. Definition of pests, types, life cycle, effect, and control
  2. definition of diseases, types effects, control, and prevention
  3. Food production and storage
  4. Definition
  5. Ways of improving yield.
  6. Causes of wastage
  7. Methods of preserving food
  8. Effects of food shortage on the size of the population

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Define pests
  2. State types of pests
  3. List the effects and their control
  4. Identify factors that affect the production of crops.
  5. Identify some methods of preserving and storing foodstuff
  6. List the factors that affect population growth affect the availability of man’s food.

INSTRUCTIONAL MATERIAL

  1. Diseased plant types
  2. Pre-mature fruits shed by diseased plants
  3. Difference types of plant pests, e.g. cassava mosaic.

TEACHERS ACTIVITIES

  1. The teacher takes the learner to a livestock farm to identify pest diseases in animals
  2. Teaches them how to control them
  3. Show the learner charts containing the storage diagram

LEARNER’S ACTIVITIES

Learners make a table showing local farms, livestock pests, and diseases

WEEK FIVE

TOPIC

MICRO ORGANISM AROUND US

CONTENT

  1. Define micro organism
  2. Micro organism in air and water.
  3. Group of micro-organisms: bacteria, virus, some algae protozoa and fungi
  4. Concept of culturing          
  5. Identification of micro-organisms in air and water
  6. micro-organisms in our bodies and food carrier of micro-organisms (example of carrier of micro organism
  7. Location and types of micro organisms

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Define micro organisms
  2. Identify some micro-organisms present in air and water
  3. State the characteristic ( colour pattern of growth appearance ) of colonies of micro-organisms on the human body

INSTRUCTIONAL MATERIAL

  1. Petri dish culture medium
  2. Slides, slides, covers, microscope stains.
  3. Charts showing microorganisms and where they are located in humans.
  4. Some carrier of microorganisms.

TEACHERS ACTIVITIES

  1. The teacher divides the learners into working groups, provides each group with sterilized petri-dishes which contain culture medium
  2. Mount some specimen from the difference petri-dishes under a microscope and asks learners to observe
  3. Put up a chart showing the effect of micro organisms

LEARNER’S ACTIVITIES

  1. Learners in each group grow cultures of microorganisms from air, water, and under the finger nails
  2. Performs experiments
  3. To show the presence of microorganisms on the teeth in expired air and dirt under the nails,
  4. To show the occurrence of micro-organisms on a carrier, e.g housefly

WEEK SIX

TOPIC

MICRO ORGANISM IN ACTION

CONTENT

  1. Growth of micro organism
  2. Beneficial effects of microorganisms in nature, medicine and industries
  3. Harmful effect of some microbes
  4. Types of diseases causing micro organism
  5. Diseases caused by micro-organism
  6. Ways in which diseases causing pathogenic micro-organism spread and are transmitted

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Recognise the presence of microbes by the colonies they form
  2. Measure the rate of growth of microbes
  3. List the beneficial effects of microbes from everyday
  4. Recognize that some micro-organism cause diseases
  5. Recognize that some diseases causing microorganisms are air born, water-born, and spread through our food.

INSTRUCTIONAL MATERIAL

  1. Graph sheets
  2. Palm wine, yeast, sugar, milk, orange juice and pineapple juice.
  3. Charts showing mode of spread of view micro–organisms. 

TEACHERS ACTIVITIES

  1. Teachers demonstrated culturing and monitor growth rate of micro organisms
  2. Discuss with the students the economic importance of microorganisms and give learners a project to carry out to assess the effect of micro organisms

LEARNER’S ACTIVITIES

  1. Measure and record growth of a given micro organisms from a prepared culture, plot a growth curves and interpret it.
  2. Perform experiments on fermentation to produce alcohol, fruit juice, etc.
  3. Learners produce yoghurt from fresh milk.

WEEK SEVEN

TOWARDS BETTER HEALTH

CONTENT

  1. Control of harmful micro organisms
  2. Vectors (definition and ways of controlling vectors )
  3. Maintenance of good health
  4. Roles of health organization ( WHO, NMA, UNICEF, RED CROSS etc. )

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. Describe some ways by which diseases causing micro-organisms and infections diseases can be controlled.
  2. State ways of controlling vectors
  3. List ways of protecting ourselves from diseases caused by microorganism spread by vectors.
  4. Describe some methods used in disposal. Of refuse and sewage.
  5. Name some national and international health organisation and provide some description of what they do

INSTRUCTIONAL MATERIAL

  1. Ovens, antibiotics, petri-dishes.
  2. Charts showing proper refuse treatment and disposal modes
  3. Charts listing health organization and their areas of work.

TEACHERS ACTIVITIES

  1. Teachers gets learners to construct proper waste disposal sites.
  2. Display charts on
  3. Proper waste disposal
  4. Refuse treatment public health organisations
  5. the teacher organizes and takes students to visit the sewage treatment plant
  6. teachers invite refuse persons to talk on public health and get student to write and submit an essay on refuse/sewage disposal.

LEARNER’S ACTIVITIES

  1. Leaners study chart on health organization and their areas of work
  2. Learners in group to perform different aspect of the experiment on control of micro-organisms using high temperature, antibiotics, etc.
  3. Learners collect the result of separates experiment and discuss.

WEEK EIGHT

TOPIC

AQUATIC HABITAT (MARINE AND ESTUARINE HABITAT)

CONTENT

  1. Characteristics of marine habitat
  2. The major zones of marine habitat ( inter-fidal, litoral oceanic)
  3. Distribution of the organisms in the habitat (marine habitat )adaptive feature of marine habitat of marine organisms
  4. characteristic of estuarine habitat
  5. types of estuarine
  6. distribution of the plant and animal in the estuarine habitat
  7. adaptive feeding of plant and animals in estuarine habitat 

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. state the characteristic of marine habitat
  2. describe the pattern of distribution of plants and animal in the marine habitat
  3. identify some adaptive features of plant and animals in the habitat
  4. determine some of the physical factures (temperature, relative humidity, light wind, and PH
  5. construct food chain of the organisms

INSTRUCTIONAL MATERIAL

  1. Ecological instruments such as dishes, container for collecting samples
  2. light meter

TEACHERS ACTIVITIES

  1. teacher guides the learner to study specified sites.
  2. Teacher emphasize the significance of Osmo regulation to estuarine animal

LEARNER’S ACTIVITIES

  1. Learners observe the pattern of distribution of the biotic components of the studied their adaptive features
  2. Learners identify the biotic components
  3. Learners collect sample from the sites
  4. Learners construct food chains of the biotic components

WEEK NINE

TOPIC

FRESH WATER HABITAT AND TERRESTRIAL HABITAT

CONTENT

  1. characteristic of freshwater habitat.
  2. Types of fresh water habitat
  3. Stagnant ones and
  4. Running waters
  5. Zones of fresh water habitat
  6. Adaptive features of organisms in the water habitats.

MARSH

  1. characteristics of a marsh
  2. formation of marsh
  3. types of marsh
  4. plant and animal that lives in marshes
  5. adaptive features of plant and animal in the marsh.

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. State the characteristic of freshwater habitat
  2. List types of freshwater habitats.
  3. Mention the zones of fresh water habitat
  4. Recognize the variety, quantity, and distribution of various organisms in freshwater habitat
  5. Determine the adaptive features of organism in fresh water habitat

Learners should be able to

  • recognize types of marshes
  • Correlate the effect of rainfall or any other source of water and evaporative to the changes in the marsh

INSTRUCTIONAL MATERIAL

  1. Searching disc and other ecological instruments
  2. Charts showing characteristic of freshwater habitat and the organism found in the habitat
  3. Map of Nigeria showing different habitats.
  4. Ecological implements, e.g. shovels trowels, container for collecting samples
  5. Charts showing marshy areas
  6. Map of Nigeria outing the marshy areas.

TEACHERS ACTIVITIES

  1. Teachers take learners to a specific site to study. Like pounds and guide them to carry out the activities.
  2. Teachers ensure that learners are net taken to infested fresh water ( water with guinea worms.
  3. The teacher identifies a marsh where to take learners for an excursion. 

LEARNER’S ACTIVITIES

  1. Learners observe the pattern of distribution of biotic component on site and their adaptive features.
  2. Learners identify the biotic components
  3. Learners collect samples and construct the food chain of the biotic component
  4. Learners estimate light penetration using searching disc
  5. Learners on a paper selected site students.
  6. Observe the pattern of distribution of the sites and their adaptive features

WEEK TEN

TOPIC

TERRESTRIAL HABITAT

CONTENT

FOREST

  1. Characteristics of a forest
  2. Strata in the forest
  3. Distribution of plant and animal that inhabit the forest
  4. Adaptive feature of the plant and animals.

GRASSLAND AND ARID LAND

  1. Characteristic of grass land.
  2. Types of grassland
  3. Distribution of plant and animal in grassland
  4. Some adaptive features of grassland communities

ARID LAND

  1. Characteristics of arid lands.
  2. Types of arid lands.
  3. Distribution of organism in the habitat
  4. Some adaptive features of organisms in arid lands
  5. Adaptation of organisms to arid lands.

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. List some biotic components of the forest.
  2. Recognize that water conservation is an important problem in terrestrial habitats.
  3. Mention effects of climatic factors in vegetation.
  4. Recognize that the problem of water conservation is more significant in the grassland there than in the forest

INSTRUCTIONAL MATERIAL

  1. Map of Nigeria showing typical forests
  2. Chart showing the layers of a typical forest
  3. Ecological materials, hoes, shovels, container for specimen
  4. Identify map of Nigeria showing the grass land regions

TEACHERS ACTIVITIES

  1. Teacher identify a forest site to take student on excursion
  2. Identify grassland where to take students to
  3. Visit the site to ensures its suitability for study.

LEARNER’S ACTIVITIES

On a selected site learner

  1. Observe the pattern of distribution of the biotic components of the site and their adaptive features
  2. Identify the biotic components
  3. Identify collected biotic components

WEEK ELEVEN

TOPIC

REPRODUCTION IN UNICELLULAR ORGANISMS AND INVERTEBRATE

CONTENT

  1. Reproduction in paramecium (sexual and asexual )
  2. Reproduction in spirogyra (asexual and sexual)
  3. reproduction in earthworm (sexual reproduction only )
  4. Reproduction in cockroaches. (internal fertilization ) reproduction in house fly (internal fertilization exhibition in complete metamorphosis
  5. reproduction in snail (internal fertilization by eggs)

BEHAVIORAL OBJECTIVES

Learners should be able to

  1. describe the reproduction in paramecium and spirogyra
  2. describe the reproduction in 
  3. earthworm
  4. cockroach
  5. housefly
  6. snail
  7. differentiate between complete and incomplete metamorphosis

INSTRUCTIONAL MATERIAL

  1. prepared slides microscope slides of conjugation in spirogyra
  2. torch light
  3. chart showing stages of metamorphosis in cockroach
  4. eggs of cockroach
  5. maggots from house fly snail eggs

TEACHERS ACTIVITIES

  1. learners collect water from the ditch on the microscope for learners
  2. teachers provide eggs of cockroaches to learners
  3. teacher collects maggots of house flies and keeps them for observations.
  4. Teachers collect eggs laid by a snail and keep in a closed container for observation

LEARNER’S ACTIVITIES

  1. Learners collect water and the ditches and view under the microscope to observe unicellular organisms. Observe prepared slides of their reproductive stages.
  2. Learners to watch earth worm at night with a torchlight.
  3. Learners observe the collected cockroach eggs and note their observation
  4. Learners observe the house fly maggots daily and record their observations
  5. Learners observe the snail eggs and take daily notes.  

WEEK TWELVE

Revision

WEEK THIRTEEN

Examination

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