R.

KARIDZAGUNDI 0792139 V A’ Level Biology 2018

KARIDZAGUNDI R. E.C. NUMBER 0792139V

SCHEMES OF WORK : BIOLOGY [ 6030 ]

LOWER SIXTH : TERM TWO – 2018

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

BIOLOGY (FORM5-6)
ADVANCED LEVEL SCHOOL CERTIFICATE
Introduction
This two year syllabus is designed to put greater emphasis on the understanding, application of BIOLOGY concepts and principles in an environmental
friendly and sustainable manner. It makes learners identify and solve problems practically in a scientific manner.
Rationale
Biology plays an important role in the technological development of any country since it is embedded in everyday life. The study of Biology enables learners to
be creative and innovative in society, promoting the application of Biology in industrial processes for value addition, beneficiation of natural resources and
harnessing of available opportunities for entrepreneurship.
The Biology syllabus enables learners to develop the following skills:
 Problem solving
 Critical thinking
 Decision making
 Conflict resolution
 Self-management
 Communication
 Psychomotor
 Leadership
 Enterprise
 Technology and innovation

Summary of content
This syllabus covers theory and practical skills in the following broad branches of Biology: Biochemistry, Cell Biology, Microbiology, Genetics,
Biotechnology,Anatomy, Physiology,Human Health and Disease,Ecology and Biodiversity.
ASSUMPTIONS
The syllabus assumes that learners:

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

 have studied and passed Sciences and Mathematics at form 4

 can use appropriate apparatus to perform a given task
 have developed an awareness and interest in the importance of conservation of the environment
 can integrate concepts and skills learnt from other learning areas in the learning of Biology
 have knowledge on use of ICT tools

Cross- Cutting Themes

The Biology learning area encompasses the cross cutting themes listed below:
 Inclusivity
 Life skills
 HIV/ AIDS
 Team work
 Food security
 Enterprise Education
 Environmental issues
 Safety and health issues
 Indigenous knowledge system
 Disaster and risk management

AIMS

The syllabus aims are to:

 appreciate the usefulness and limitations of the scientific methods

 inculcate in learners the need for safety and protection of the environment.
 create opportunities for learners to acquire research, experimental, practical, enterprising and technological skills.
 enable learners to develop fundamental principles of Biology for application in life and as a basis for further studies in Biology and related disciplines.
 stimulate in learners the desire to apply Biology for the benefit of society as guided by the principles of Unhu/Ubuntu/Vumunhu
 promote awareness that the applications of Biology may be both beneficial and detrimental to the individual and the community.

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

 develop, in learners the appreciation of the use of Biology in value creation, addition and beneficiation.

OBJECTIVES OF THE SYLLABUS

Learners should be able to:

 follow instructions in practical work

 make and record observations
 use ICT to simulate Biology phenomena
 apply safety measures in all practical work
 present, analyse and interpret data to establish relationships
 demonstrate knowledge of facts, laws, definitions and concepts in Biology
 measure and express quantities to a given level of accuracy and precision
 design a practical solution to a real life problem using knowledge of Biology

METHODOLOGY AND TIME ALLOCATION

Methodology
Some of the learner centred and multi-sensory methodologies used in the teaching and learning of Biology are suggested below. The principles of team work,
concreteness, totality, stimulation and self-activity should guide the teachers as they employ the suggested methods:
 models
 site visits
 research
 seminars
 discovery
 simulations
 discussions
 demonstrations
 experimentation

Time Allocation
For adequate coverage of the syllabus, a time allocation of 12 periods per week is required to adequately cover the syllabus. Each period should be at least
35 minutes long. Four double periods and one block of four periods per week are recommended. Learners should be engaged in at least two Educational

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Tours (educational visits by students to local and away sites) per year. Participation in at least two Biology seminars and one Science exhibition per year is
recommended.

TOPICS
The syllabus consists of thirteen compulsory topics listed below:
1 Cell Structure and Function
2 Biological Molecules and Water
3 Cell and Nuclear Division
4 Genetic Control
5 Gene Technology
6 Inherited Change and Evolution
7 Energetics
8 Transport Systems
9 Nervous Control
10 Sexual Reproduction
11 Ecology
12 Biodiversity
13 Human Health and Disease

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Microscopy  Calibrate  Calibration of  Problem National Syllabus  ICT tools:

eyepiece eyepiece graticule and Biological Science laptop,
solving
11 graticule measurement of cells by Soper projector
 Draw and  Preparations of wet • Critical thinking Notes download  Light
determine mounts and staining from the internet Microscope
• Decision making
linear procedures (X4, X10, X40
05 dimensions of • Self- objective
specimens lenses)
management
 Distinguish  Hand lenses
between •Communication  Graticules
18 magnification  Stage
• Psychomotor
and micrometers
resolution  Prepared slide
 Prepare
temporary
slides

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Biological  describe the Group presentations  Problem National Syllabus  ICT tools:
Molecules: structure of an and class discussions Biological Science laptop, projector
amino acid, solving
Proteins Practical: Making of a by Soper  Braille
outline the collagen model • Critical thinking Notes download software/Jaws
formation and
from the internet  Beads
breakage of a • Decision
peptide bond  Wires
 explain the making
meaning of • Self-
the terms
primary, management
18 secondary,
tertiary and •Communication
quaternary • Psychomotor
05 structures of
proteins
 describe the
18 molecular
structures and
of
haemoglobin
and collagen
and relate
structure to
function

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Biological  Conduct food Carrying out food tests  Problem National Syllabus  ICT tools:
Molecules: tests to In practical activities. Biological Science laptop, projector
identify: solving
Food tests, by Soper  software/Jaws
starch, • Critical thinking Notes download
Enzymes reducing
from the internet  Reagents:
sugar, non- • Decision
reducing and soft copy Benedicts
sugar, protein, making books solution,
lipids • Self- Buret Solution,
25  Describe and Iodine solution,
explain management Ethanol, Starch,
various food Fats/oil,
05 tests stated •Communication
Albumin,
above, • Psychomotor Glucose
18 including
stating of
reagents, and
observations
 explain the
mode of
action of
enzymes
 follow the
progress of an
enzyme
catalyzed
reaction
 explain factors
affecting rate
of enzyme
catalysed
reactions
 explain the
effect of
competitive
and non –
competitive

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

able to:
Biological  describe the - Structure of a Problem solving National Syllabus  ICT tools:
Molecules: structure and water molecule Biological Science laptop, projector
• Critical thinking
Water properties of - Physical and by Soper  software/Jaws
water chemical • Decision Notes download
properties of from the internet
making
01 water
 explain the • Self-
roles of water - Roles of water
06 management
in living in living
organisms organisms •Communication
18 and as an - Constructing a
• Psychomotor
environment water molecule
model.
Revision Test - Performing
on Biological experiments
Molecules illustrating
various
properties of
water.

- Visiting water
bodies.
- Discussing the
roles of water in
living
organisms.

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:

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Biological  describe the - Nucleoside • Decision making National Syllabus  ICT tools: laptop,
Molecules: structure of a - Nucleotide Biological Science by projector
nucleotide • Self-
RNA, DNA Soper  Braille
management Notes download from software/Jaws
- Dinucleotide the internet  Models of
 describe •Communication
- Phosphodiester constructed DNA
formation of a
dinucleotide bonds • Psychomotor & RNA.
08
- RNA nucleotides
 distinguish
06 between
Ribonucleic - DNA nucleotides
acid (RNA) - Exercise on
18 and Structure of DNA
Deoxyribonucl
eic acid (DNA)
nucleotides

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter

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able to:
Plant and  identify plant  Observing plant and  Problem solving National Syllabus  ICT tools:
Animal Cells and animal animal cells under the Biological Science laptop,
• Critical thinking by Soper
cells microscope. projector
 compare plant  Drawing plant and • Decision making Notes download  Braille
and animal animal cells. from the internet software/Jaws
• Self-
cells in terms  Discussing the  Light
of the similarities and management Microscope
15 following differences between (X4, X10, X40
•Communication
Ultrastructure plant and animal objective
of the cells. • Psychomotor lenses)
06 plant and  Discussing functions  Hand lenses
animal cells, of cell organelles  Graticules
18 rough and  Group work and  Stage
smooth presentations micrometers
endoplasmic  Stains
reticula, Golgi Prepared slide
body,
mitochondria,  Photomicrogra
ribosomes, phs
chloroplasts,  Microscope
cell surface
membrane,
nuclear
envelope,
 centrioles,
nucleus and
nucleolus

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

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ending Learners should of matter

be able to:
Organelles  outline the Discussing functions of  Problem National Syllabus  ICT tools:
and their functions of cell organelles Biological Science laptop, projector
solving
functions organelles Group work and by Soper  Braille
 compare presentations • Critical thinking Notes download software/Jaws
eukaryotic Test on Cell Structure from the internet  Light
• Decision
and and function Microscope (X4,
prokaryotic making X10, X40
cells objective
• Self-
 describe and lenses)
explain the management  Hand lenses
22 cell surface  Graticules
•Communication
membrane  Stage
structure • Psychomotor micrometers
06
 relate the  Stains
structure of Prepared slide
18 the
membrane to  Photomicrograp
movement of hs
substances  Microscope
into and out
of cells

Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending Learners should be matter
able to:

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The Cell  Outline the  Test on enzymes to be Problem solving National Syllabus  ICT tools: laptop,
Cycle cell cycle written on 15/05/17 Biological Science by projector
• Critical thinking
 Describe  Use of a video to show Soper  Braille
events and stages of the cell cycle • Decision making Notes download from software/Jaws
activities that to show interphase, the internet
• Self-
take place at mitosis, cytokenisis.
interphase  Learners to draw management
29 charts showing the •Communication
various stages of the
cell cycle • Psychomotor
06

18

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Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
Mitosis  describe the  Use of a video to Problem solving National Syllabus  ICT tools: laptop,
behaviour of show stages of Biological Science by projector
• Critical thinking
chromosome mitosis. Soper  Braille
s, nuclear  Learners to draw • Decision making Notes download from software/Jaws
envelope, cell charts showing the the internet
• Self-
06 membrane, various stages of the
centrioles mitosis management
and spindles  Learners to view
07 •Communication
during mitosis
slides showing mitosis
 distinguish • Psychomotor
in root cells
18 between
cytokinesis in
plants and
animals
 explain the
importance of
mitosis

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Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source Media/resources Evaluation

ending should be able to: of matter
MEIOSIS -explain the Assumed Knowledge Problem solving National Syllabus  ICT tools:
Homologous meanings of -definition and roles of Biological Science laptop, projector
• Critical thinking
Chromosome the terms meiosis by Soper  Braille
s behaviour of haploid, diploid Introduction -recap of • Decision Notes download software/Jaws
chromosomes and previous lesson. from the internet
making
during homologous Class Discussion-
meiosis chromosomes learners discuss lerners • Self-
-describe the explain the meanings of
13 management
behaviour of the terms haploid, diploid
chromosomes and homologous •Communication
07 , nuclear chromosomes.
• Psychomotor
envelope, cell -learners describe the
membrane, behaviour of
18
centrioles and chromosomes, nuclear
spindles envelope, cell
during membrane,centrioles and
meiosis spindles during meiosis
Group Work- learners in
groups compare and
compile their findings
and present.
Conclusion
teacher reinforces the
knowledge of learners
-learners summarize the
lesson
- Test on Cell Cycle
29/05/17

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Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending Learners should be matter
able to:
Mid-Year
Examination
s

20

07

18

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Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
GENETIC -describe the Assumed Knowledge Problem solving National Syllabus  ICT tools: laptop,
CONTROL structure of a -RNA and DNA from the Biological Science by projector
• Critical thinking
nucleotide nucleolus. Introduction - Soper  Braille
describe recap of previous lesson. • Decision making Notes download from software/Jaws
formation of a Class Discussion-learners the internet
• Self-
dinucleotide illustrate the structure of a
distinguish nucleotide. management
between -learners demonstrate the
•Communication
Ribonucleic acid formation of a
(RNA) and phosphodiester bond • Psychomotor
Deoxyribonucleic -learners discuss the
acid (DNA) differences between RNA
nucleotides and DNA nucleotides.
Group Work- learners in
groups compare and
compile their findings and
present.
Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson
- Test on Genetic Control

Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

ending Learners should be matter

able to:
PRACTICAL ON -construct models Assumed Knowledge Problem solving National Syllabus  ICT tools: laptop,
STRUCTURE of DNA. -structure of DNA Biological Science by projector, cell
• Critical thinking
OF DNA -learners make Introduction -teacher Soper phone.
Constructing DNA models demonstrates by • Decision making Notes download from  software/Jaws
models of DNA. illustrating constructing a model the internet  zips
• Self-
Making DNA replication of a nucleotide.  beads
models Practical Activity management  string/twine
illustrating -learners construct
•Communication
replication models of DNA.
-learners make DNA • Psychomotor
models illustrating
replication
Conclusion

Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

Learners should be
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ending able to: matter

PROTEIN -outline the Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
SYNTHESIS process of protein synthesis is Biological Science by projector
• Critical thinking
Transcription protein carried out by Soper  Braille
Translation synthesis ribosomes. •Communication Notes download from software/Jaws
including role -discuss the Introduction -recap of the internet
• Psychomotor
gene concept previous lesson.
of
Class Discussion-
messenger
learners outline the
RNA,
process of protein
transfer RNA
synthesis
and ribosomes
-learners discuss the
gene concept
Gene as
-learners view
unit of
simulations and videos of
inheritan
protein synthesis.
ce
Group Work- learners in
groups compare and
compile their findings and
present. Conclusion
-teacher reinforces
the knowledge of
learners
-learners summarize the
lesson
- Exercise on
photosynthesis

Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

Learners should be

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

ending able to: matter

Monohybrid and -use genetic Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
Dihybrid diagrams to solve monohybrid inheritence. Biological Science by projector
• Critical thinking
crosses, problems Introduction -recap of Soper  Braille
Chi – square involving previous lesson. • Decision making Notes download from software/Jaws
Test, Co- monohybrid and Class Discussion- the internet
• Self-
dominance, dihybrid crosses learners perform
Sex linkage, -use chi -squared genetic management
Multiple alleles, test to test crosses.
•Communication
Test crosses whether there is a -learners use chi -
significant squared test to test • Psychomotor
difference or whether there is a
not between significant difference or
observed and not between observed
expected results and expected results
-learners
demonstrate genetic
crosses using beads
seeds or pebbles.
Group Work- learners in
groups compare and
compile their findings and
present. Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson
- Test on Inherited change

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending Learners should be matter
able to:
ENERGETICS LESSON 9-10 Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
Anabolic -outline the need photosynthesis is source Biological Science by projector
• Critical thinking
Soper  Braille
reactions Active for energy in of energy in living
• Decision making Notes download from software/Jaws
transport living organisms organisms. the internet
Movement -describe ATP Introduction -recap of • Self-
Maintenance of structure previous lesson. Class management
body as a Discussion-learners discuss •Communication
temperature phosphorylated uses of energy.
• Psychomotor
Structure of ATP nucleotide -learners illustrate the
-describe structure of ATP.
synthesis of -learners iIllustrate the
ATP by chemiosmosis coupling of
chemiosmosis ATP synthesis.
Group Work- learners in
groups compare and
compile their findings and
present. Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
ENERGETICS -draw detailed Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
Photosynthesis structure of structure of chloroplast Biological Science by projector
• Critical thinking
Soper  Braille
chloroplast chloroplast Introduction -recap of
• Decision making Notes download from software/Jaws
structure - identify previous lesson. Class the internet
Chloroplast chloroplast Discussion-learners draw • Self-
pigments pigments detailed structure of management
Absorption and -discuss the role chloroplast. •Communication
Action of chloroplast -learners discuss uses of
• Psychomotor
spectra pigments in energy.
absorption and -learners analyse
action spectra absorption and action
spectra
-learners find out uses of
pigments in life.
Group Work- learners in
groups compare and
compile their findings and
present.
Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson

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Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
Election -describe the Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
transport chain process of definition of anaerobic Biological Science by projector
• Critical thinking
Role of oxygen oxidative respiration. Soper  Braille
Role of phosphorylation Introduction -recap of • Decision making Notes download from software/Jaws
Nicotinamide in the previous lesson. Class the internet
• Self-
Adenine mitochondrion Discussion- learners
Dinucleotide -outline the discuss oxidative management
(NAD) process of phosphorylation .
•Communication
anaerobic -learners outline the
respiration in process of anaerobic • Psychomotor
plant/ yeast and respiration
animal Group Work- learners in
cells groups compare and
compile their findings and
present.
Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
RQ - define the term Assumed Knowledge- Problem solving National Syllabus  ICT tools: laptop,
Respiratory definition of RQ. Biological Science by projector
• Critical thinking
Effect of Quotient Introduction -recap of Soper  Braille
temperature on (RQ) previous lesson. Class • Decision making Notes download from software/Jaws
respiration rates -calculate RQ Discussion- learners the internet
• Self-
define the term RQ
-learners calculate RQ management
Group Work- learners in
•Communication
groups compare and
compile their findings and • Psychomotor
present.
Conclusion
-teacher reinforces the
knowledge of learners
-learners summarize the
lesson

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Methodology/activities Competences Reference/Source Media/resources Evaluation

ending Learners should be of matter
able to:
Term Problem solving National Syllabus  ICT tools: laptop,
Revision Biological Science by projector
• Critical thinking
Soper  Braille
• Decision making Notes download from software/Jaws
the internet
• Self-
management
•Communication
• Psychomotor

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Term Three

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Revision Revision of holiday Problem solving National Syllabus  

Term Two assignments
• Critical thinking Biological Science by
Soper
• Decision making Notes download from
the internet
• Self-management

•Communication

• Psychomotor

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Structure  describe the - Examining fresh Problem solving National Syllabus  microscope 
and structures of the monocotyledonos
Biological Science by  Slides
mechanism xylem vessels, and dicotyledonous • Critical thinking
s of plant roots and Soper  Prepared slides
sieve tube
transport elements and stems. • Decision making  Staining dyes
systems in Notes download from
companion cells - Drawing cross the internet  Microtome
plants
 explain how the sectional diagrams • Self-management  ICT tools
xylem vessels of monocot and  Braille
and phloem dicot plant roots •Communication software/Ja
tubes are and stems. ws
adapted to their - Discussing • Psychomotor  Print media
functions adaptations of xylem
and phloem.  Scalpel blades
- Discussing the  Visking tubing
pathways.  Live plants

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Structure  describe, clearly - Observing effect of Problem solving National Syllabus  microscope 
and stating the root pressure by
Biological Science by  Slides
mechanism pathways, how cutting a stem of a • Critical thinking
s of live plant. Soper  Prepared slides
water is
transport transported from - Demonstrating mass • Decision making  Staining dyes
systems in Notes download from
the soil to the flow hypothesis. the internet  Microtome
plants xylem • Self-management  ICT tools
 explain the  Braille
mechanism •Communication software/Ja
s by which ws
water is
transported
• Psychomotor  Print media
from soil to  Scalpel blades
xylem and  Visking tubing
from roots to  Live plants
leaves
 explain the
translocatio
n of
sucrose

TEST:
TRANSPORT IN
PLANTS

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Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Drug and  explain the  Discussing effects of Problem solving National Syllabus  Adverts 
substanc meanings of drug abuse.
Biological Science by  Resource persons
e abuse the terms • Critical thinking
Soper  Print media
drug  Visiting psychiatric  ICT tools
dependence hospitals and • Decision making Notes download from
and drug rehabilitation centres. the internet
tolerance • Self-management
 Observing video clips
of evidence of drug •Communication
 distinguish abuse.
between
Carrying out surveys • Psychomotor
psychological
and physical on statistics on drug
dependence abuse.

 describe the
effects of
tobacco
smoking in the  Resource persons
gaseous
exchange and
cardiovascular
systems

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Drug and  describe the  Debating on effects of Problem solving National Syllabus  Fresh liver tissue 
substance immediate and tobacco smoking and
Biological Science by  Alcohol
abuse long term alcohol. • Critical thinking
consequences Soper
of alcohol  Illustrating the effects • Decision making Notes download from
consumption on of alcohol on liver the internet
the brain, on the tissue in the laboratory. • Self-management
peripheral
nervous system
•Communication
and on the
liver
• Psychomotor

TEST: DRUG
AND
SUBSTANCE
ABUSE

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Global  discuss the  Discussing and Problem solving National Syllabus  Resource person 
distrib global evaluating
Biological Science by  Print media
ution distribution of epidemiological • Critical thinking
of Soper  ICT tools
diseases evidence of
diseas diseases such as: • Decision making  Braille
es Notes download from
 Malaria the internet
software/Jaws
 Tuberculosis • Self-management
 Ebola
 HIV/AIDS •Communication
 Cholera
• Psychomotor
 Coronary heart
disease
 Sickle cell
anaemia
 Visiting clinics.

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Immunity  recognise  Observing Problem solving National Syllabus  Microscope 

lymphocytes phagocytes and Biological Science by  Photomicrographs
and • Critical thinking
lymphocytes. Soper  Prepared slides
phagocytes
• Decision making Notes download from
 describe the  Observing  ICT tools
the internet
phagocytosis
origin, • Self-management
simulations.
maturation and  Braille
mode of action •Communication software/Jaws
of phagocytes
 Observing • Psychomotor
 describe the simulations of  Print media
modes of modes of action of B
action of B and and T lymphocytes.
T lymphocytes
 TEST: Global
Distribution of
Diseases

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Immunity  Discussing modes of Problem solving National Syllabus  

 describe the action.
effects of HIV • Critical thinking Biological Science by
on T Soper
 Discussing the
lymphocytes effects of HIV. • Decision making Notes download from
 explain the the internet
role of • Self-management
memory cells  Discussing the role of
in long term memory cells. •Communication
immunity
 discuss the • Psychomotor
reasons why Researching on
vaccination
eradication of
programmes
have smallpox and
eradicated reasons for failure to
small pox but eradicate measles,
failed in tuberculosis, malaria
measles,
and cholera.
tuberculosis,
malaria and
cholera
 Test: Immunity

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

Insulin  outline the - Steps involved in the Problem solving National Syllabus Paper and scissors 
Production synthesis of production of human models
human insulin by insulin by bacteria • Critical thinking Biological Science by
bacteria - Advantages of human Soper
 explain the insulin produced by gene • Decision making
technology in treating Notes download from
advantages of
treating diabetics diabetes the internet
- Illustrating genetic • Self-management
with human
insulin produced engineering using paper  ICT tools
by gene and scissors. •Communication
technology - Conducting educational  Braille
tours to Biotechnology • Psychomotor software/Jaws
laboratories.
- Discussing the
advantages of use of
insulin from gene
technology.

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

 

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 R.KARIDZAGUNDI 0792139 V A’ Level Biology 2018

Week Topic/content Objectives: Learners Methodology/activities Competences Reference/Source of Media/resources Evaluation

ending should be able to: matter

 

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