Biology

PUNTLAND GOVERNMENT OF SOMALIA
MINISTRY OF EDUCATION AND HIGHER EDUCATION
Biology
Secondary School
Syllabus
SECOND REVIEW
March-2017
i
Contents
INTRODUCTION....................................................................................................... v
Rationale ............................................................................................................ vi
Goals ................................................................................................................... vi
SUBJECT OUTCOMES............................................................................................. vii
TEACHING AND LEARNING METHODOLOGIES ................................................... vii
ASSESSMENT IN SCIENCE ....................................................................................... ix
SYLLABUS GUIDELINES ............................................................................................ x
SCOPE AND SEQUENCE ........................................................................................ xiii
Course structure ................................................................................................. xvii
FORM ONE .......................................................................................................... 1
1. INTRODUCTION TO BIOLOGY ........................................................................... 1
1.1 Importance of Biology and its Branches..................................................... 1
1.2 Characteristics of Living Things .................................................................. 2
2. CELL BIOLOGY .................................................................................................. 3
2.1 Introduction to Microscopes ..................................................................... 3
2.2 Animal and Plant Cell Structure Under light Microscope. .......................... 4
2.3 Organization of the Body Structure (Cells, Tissues, Organs, and Organ
Systems) ............................................................................................................. 5
3. INTRODUCTION TO GREEN PLANTS ................................................................. 6
3.1 Plant Structure........................................................................................... 6
3.2 Tropisms .................................................................................................... 7
4. ECOLOGY ......................................................................................................... 8
4.1 Concept of Ecology and Ecological Terms .................................................. 8
4.2 Human Impact on the Environment........................................................... 9
i
4.3 Pollution .................................................................................................. 10
5. TAXONOMY ................................................................................................... 11
5.1 Introductions to Taxonomy ..................................................................... 11
5.2 Taxonomy Groups Binomial System of Naming Organism ....................... 12
5.3 Modern Classification System .................................................................. 13
6. HEALTH AND DISEASES .................................................................................. 14
6.1 Personal Hygiene ..................................................................................... 14
6.2 Introduction to Microorganisms .............................................................. 15
6.3 Drugs and their Effects ............................................................................ 16
FORM TWO ....................................................................................................... 17
1. CELL BIOLOGY ................................................................................................ 17
1.1 Cell Structure ........................................................................................... 17
1.2 Chemicals in Living Cells .......................................................................... 18
1.3 Tissue Respiration.................................................................................... 19
1.4 Cell Physiology ......................................................................................... 20
1.5 Introduction to Genetics and Cell Division ............................................... 21
2. GREEN PLANTS............................................................................................... 22
2.1 Transport System in Plants ...................................................................... 22
2.2 Transpiration ........................................................................................... 23
2.3 Reproduction in Plants ............................................................................ 24
3. TAXONOMY ................................................................................................... 25
3.1 Animal Kingdoms ..................................................................................... 25
3.2 Plant Kingdoms ........................................................................................ 26
4. NUTRITION IN PLANTS ................................................................................... 27
4.1 Photosynthesis ........................................................................................ 27
4.2 Limiting Factors of Photosynthesis .......................................................... 28
ii
FORM THREE..................................................................................................... 29
1. DIVERSITY OF ORGANISMS ............................................................................ 29
1.1 Feeding .................................................................................................... 29
1.2 Breathing ................................................................................................. 30
1.3 Reproduction ........................................................................................... 31
1.4 Growth and Development ....................................................................... 32
1.5 Movement and Locomotion .................................................................... 33
1.6 Sensitivity ................................................................................................ 34
2. NUTRITION .................................................................................................... 35
2.1 Food Types and Diet ................................................................................ 35
3. HUMAN PHYSIOLOGY .................................................................................... 36
3.1 Digestive System...................................................................................... 36
3.2 Circulatory System ................................................................................... 37
3.3 Respiratory System .................................................................................. 38
3.4 Skeleton and Muscular System ................................................................ 39
3.5 Excretory System ..................................................................................... 40
3.6 Reproductive System ............................................................................... 41
4. FLOWERING PLANTS ...................................................................................... 42
4.1 structure of Plant Organs......................................................................... 42
4.2 Propagation ............................................................................................. 43
4.3 Seed Formation and Germination............................................................ 44
5. ECOLOGY ....................................................................................................... 45
5.1 Interdependence and Ecosystems ........................................................... 45
iii
FORM FOUR ...................................................................................................... 46
1. COORDINATION ............................................................................................. 46
1.1 Nervous System ....................................................................................... 46
1.2 Endocrine System .................................................................................... 47
1.3 Homeostasis and Feedback ..................................................................... 48
2. HEALTH AND DISEASE .................................................................................... 49
2.1 Common Diseases ................................................................................... 49
2.2 Immunity ................................................................................................. 50
3. BIOTECHNOLOGY ........................................................................................... 51
3.1 Introduction to Biotechnology ................................................................. 51
4. ADVANCED GENETICS AND HEREDITY ............................................................ 52
4.1 Heredity................................................................................................... 52
4.2 Genetic Engineering ................................................................................ 53
iv
INTRODUCTION
The study of Biology aims at equipping the learner with the knowledge,
attitudes and skills necessary for controlling and preserving the environment.
The subject enables the leaner to appreciate humans as part of the broader
community of living organisms. This subject is important in fields such as
health, agriculture, environment and education. Biology is the precursor of
biotechnology which is a tool for industrial and technological development.
The content has been carefully reorganized to ensure that the required
concepts and skills are realized. Sufficient practical activities have been
suggested. These should be taught alongside the respective content rather
than being treated as a separate entity. It is recommended that the teachers
use discovery method in achieving the objectives of this subject. Most of the
apparatus, chemicals and equipment required for practical activities are
affordable. However, the teacher is highly encouraged to improvise using
locally available materials to reduce costs.
Contemporary issues such as HIV/AIDS, drug abuse and environmental

pollution which have an impact on the learner’s life have been incorporated
for study.
This syllabus is based on the Puntland National Curriculum Framework

and emphasizes the need for a balance between the acquisition of science
knowledge, skills and attitudes. In addition, as and where the topics lend
themselves, the technological applications, social implications and the value
aspects of science are also considered. It also emphasizes the broad coverage
of fundamental concepts in the natural and physical world.
It is envisaged that this syllabus should be adequately covered within the

allocated time. A suggested guideline on time allocation per topic has been
provided to help the teacher in lesson planning. This however, can be adjusted
to meet the requirements of the individual class.
v
Rationale
Science is a universal discipline through which people investigate matter-
living and nonliving, energy and interaction between matter and energy.
Science is a body of knowledge about the natural world and helps to
contribute meaningfully to technological development. It will help them to
investigate natural phenomenon systematically, to clarify hypothesis and to
test, explain, measure, observe, experiment and accurately judge so as to
reach conclusions about happenings around their environment.
Goals
 Provide students with experiences which build on their interest in and
stimulate their curiosity about their environment
 Provide students with basic scientific terms and concepts to help them
understand themselves and the world around them
 Provide students with opportunities to develop skills, habits of mind
and attitudes necessary for scientific inquiry
 Prepare students towards using scientific knowledge and methods in
making personal decisions
 Help students appreciate how science influences people and the
environment
 Develop competence in the use of knowledge and scientific method
 Develop a critical awareness of the role of science in everyday living
vi
SUBJECT OUTCOMES
By the end of the course, the learner should be able to
 Communicate biological information in a precise, clear and logical
manner
 Develop an understanding of interrelationships between plants and
animals and between humans and their environment
 Apply the knowledge gained to improve and maintain the health of the
individual, family and the community
 Relate and apply relevant biological knowledge and understanding to
social and economic situations in rural and urban settings
 Observe and identify features of familiar and unfamiliar organisms,
record the observation and make deductions about the functions of
parts of organisms
 Develop positive attitudes and interest towards biology and the relevant
practical skills
 Demonstrate resourcefulness, relevant technical skills and scientific
thinking necessary for economic development
 Design and carry out experiments and projects that will enable them
understand biological concepts
 Create awareness of the value of cooperation in solving problems
 Acquire a firm foundation of relevant knowledge, skills and attitudes for
further education and for training in related scientific fields.
TEACHING AND LEARNING METHODOLOGIES

Teachers are encouraged to use the constructivist approach to
teaching science. Constructivism is an approach which focuses on the
central role that learners’ mental schemata play in cognitive growth.
This is characterized by active engagement in learning, collaborative or
cooperative learning and hands-on activities.
Teachers must therefore structure lessons to challenge students’
suppositions and let students work through the task collaboratively.
vii
They should plan lessons around big ideas, use open-ended questions
and make the curriculum relevant to their needs.
Some teaching and learning methodologies are:
 Brainstorming  Buzz group
 Question and  Case study

answer  Lecture
 Demonstration  Role play
 Group work  Discussion
 Field trip
viii
ASSESSMENT IN SCIENCE
Teachers are encouraged to use a balanced approach to assessment. Both
formative and summative strategies: that is assessment of learning and
assessment for learning are used. Teachers assess what students know,
understand, and are able to do. Assessment should be ongoing and target both
the content and the skills that are taught in the curriculum.
An assessment can take many forms; in addition to the written tests teachers
can also conduct performance-based assessment using the following models:
 Practical  Posters
 Projects  Games and

quizzes
 Teacher
observation  Debates
 Checklist  Drama/show
 Model-
making
ix
SYLLABUS GUIDELINES
In this syllabus, teachers are encouraged to provide opportunities for learners to
use concepts and integrate skills and processes to inquire about things and
phenomena around them. Teachers are also encouraged to use a variety of
strategies to facilitate the inquiry process. Selected strategies are highlighted
below to help teachers plan and deliver lessons that will engage students in
meaningful learning experiences and cultivate their interest and curiosity in
science, these strategies can be mixed and matched. A brief description of each of
these strategies is given below:
Explanation:
The act or process of making something clear or easy to understand
by giving examples, telling learners, showing or giving the reason for
or the cause of something.
Observing:
This is the skill of using our senses to gather information about
objects or events. This also includes the use of instruments to extend
the range of our senses.
Comparing:
This is the skill of identifying the similarities and differences
between two or more objects, concepts or processes.
Classifying:
This is the skill of grouping objects or events based on common
characteristics.
Using apparatus and equipment:

This is the skill of knowing the functions and limitations of various
apparatus, and developing the ability to select and handle them
appropriately for various tasks.
Communicating:
This is the skill of transmitting and receiving information presented in
various forms - verbal, pictorial, tabular or graphical
x
Describe:
Giving details about something to someone or give detailed report about
something either spoken or in writing to convey an idea or impression of
characteristics.
Investigation:
In scientific investigation, students engage in activities that mirror how
scientists think and what they do in a decision making process, such as
asking or posing questions and planning or designing investigations.
Problem Solving:
Problem solving engages students in finding solutions to problems by
applying scientific knowledge and skills.
Projects:
Projects are learning activities that require students to find out about an
object, event, process or phenomenon over a few weeks.
Questioning:
Questions are useful tools in the scientific inquiry process. Both teachers
and students should engage in cycles of questions-answers-questions
throughout the learning process. Opportunities should be provided in the
classroom for students to ask questions. Students should be encouraged to
ask both closed and open questions.
Role Play, Drama, Dance and Movement:

Role play, drama, dance and movement allow students to express their
understanding of scientific concepts and processes in a creative way
Concept Mapping:
Concept mapping is a strategy to present meaningful relationships among
concepts. Concept maps are useful in organizing and linking concepts or
ideas.
Group working:
In cooperative learning, activities are structured such that each student
assumes certain responsibilities and contributes to the completion of
xi
tasks. In working with others, students are exposed to different points of
views and solutions in accomplishing a common goal.
Demonstration:
Demonstration is commonly used to scaffold the learning process. This
approach is recommended when the learning activity is not safe or too
complex for students to set up on their own experiments.
Field Trip:
A field trip is any learning activity outside the school. It provides
opportunities for students to explore discover and experience science in
everyday life.
Games:
Games engage students in play or simulations for the learning of concepts
or skills. This is useful in helping students to visualize or illustrate objects
or processes in the real world.
Curiosity:
Desire to explore the environment and question what they find
Creativity:
Suggest innovative and relevant ways to solve problems.
Integrity:
Handle and communicate data and information with integrity.
Objectivity:
Seek data and information to validate observations and explanations
objectively.
Responsibility:
Show care and concern for living things and awareness of the
responsibility they have for the quality of the environment.
Analysing:
This is the skill of identifying the parts of objects, information or processes,
and the patterns and relationships between these parts.
xii
SCOPE AND SEQUENCE
S/n TOPIC F1 F2 F3 F4
1. Introduction  Importance of Diversity of
to biology biology and its organisms with
branches respect of
characteristic of
 Characteristics of living things
living things
2. Cell biology  Introduction to  Cell ultra
microscopes structure in both
 Organization of the plants and
body structure ( animals
cells, tissues, organs,  Chemicals in
and organ systems) living things.
 Animal and plant cell  Tissue
structure under light Respiration
microscope.  Cell physiology
 Introduction to
genetics and Cell
division
3. Flowering  Plant structure  Transport  Cellular structure
plants  Tropisms system in plants of plant organs
xiii
 Transpiration (leaves stem and
roots).
 Reproduction in  Propagation
plants  Seedformation
and germinat
4. Ecology  Concept of ecology  Interdependence
and ecological terms and ecosystems
 Human impact on (food chains and
environment food webs)
 Pollution Carbon cycle
Nitrogen cycle
5. Taxonomy  Introduction to  Animal kingdom

(transferred taxonomy  Plant kingdom
from FII)  Taxonomic groups
 Binomial system of
naming organisms.
 Modern classification
system
6. Health and Personal hygiene
disease  Introduction  Common
Microorganisms . diseases
 Drugs and their  Immunity
effects
xiv
7. Human  Circulatory
Phisiology system
 Respiratory
system
 Excretory
system
 Skeleton
system
 Reproductive
system
 Digestive
system
8. Nutrition  Autotrophic  Heterotrophic
nutrition nutrition
(photosynthesis)  Food types
(proteins,carb
ohydrates,
and lipids)
 Balanced diet
9. Coordination  Nervous
of the human system
body  Endocrine
system
 Endocrine
xv
glands
 Homeostasis
and feedback
10. Biotechnology  Introduction
to
biotechnology
11. Advanced  Genetic
genetics and engineering
heredity  Mendel law of
inheritance
xvi
COURSE STRUCTURE
FORMONE
No Topic Week period hour References
1.. Introduction to biology Test it and fix it biology Page: 1
 Importance of biology 2 6 4.5 Biology for you Pages: 6-17
and its branches Principle biology vol.1 Pages:1-3
 Characteristics of Biology first Pages:8-9
living things Gateway biology Page:1
2. Cell biology 6 18 13.5
 Introduction to Test it and fix it Biology Page: 12
microscopes Principle biology vol.1 Pages:19-21
 Animal and plant cell
Biology first Page: 10
structure
Gateway biology Pages:26-31
 Organization of the
body structure
Complete biology Page: 24-25
3. Green plants 6 18 13.5
 Plant structure Biology first Pages: 59-60
 Tropisms Biology first Page:68
4. Ecology 6 18 13.5
 Concept of ecologyand Test it and fix it biology Pages: 65-
ecological terms 67
 Human impact on the IGCSE biology Pages:234-236
environment
 Pollution Test it and fix biology Pages: 71-73
IGCSE biology Pages: 242-246
5. Taxonomy 6 18 13.5
 Introduction to Principles of biology vol. 1 Pages:
taxonomy 2-6
 Taxonomy groups and
binomial system Gateway biology Pages:4-6
 Modern classification
system
6 Health and disease 6 18 13.5
 Personal hygiene Cambridge IGCSE biology Page: 131-
 Introduction to 133
microorganisms Principle biology vol.1 Pages:129-134
 Drugs and their
Cambridge IGCSE Biology Pages: 288-
effects 295
Total 32 108 81
xvii
FORM TWO
Topic Week period hour Marks
S/N
1.. Cell biology 9 27 20.25 Principle biology vol.1 Pages:23-
 Cell structure 28
Principle biology vol.1 Pages:52-
62
 Chemicals in living cells
Principle biology vol.1 Pages:224-
232
 Tissue respiration Principle biology vol.1 Pages: 38-47
Gateway biology Pages: 32-36
 Cell physiology Combridge IGCSE biology
Pages:230-236
 Introduction to genetics Principle biology vol.2 Pages:141-
and cell division 146
2. Green plants 8 24 18
 Transport system in Test it and fix it biology Pages: 36-
plants 38
 Transpiration Principle biology vol.1 Pages:178-
183
Principle biology vol.1Pages:183-
 Reproduction in plants
186
3. Taxonomy 8 24 18
 Animal kingdom Gateway biology Pages:7-12
 Plant kingdom Principle biology vol.2 p.15-36
4. Nutrition 7 21 12.75
 Photosynthesis Complete biology Pages: 62-75
IGCSE biology Pages:35-44
xviii
FORM THREE
S/N Topic Week Period hour Marks
1.. Diversity 9 27 20 GCSE biology Pages: 292-322
 Feeding
 Breathing
 Reproduction
 Growth and
development
 Movement and
Locomotion
 Sensitivity
2. Nutrition 4 12 9
 Food types Biology for you Pages:44-54
Complete biology Pages:42-46
Gateway biology
Pages:46,49,50,51,52,62,63
3. Human physiology 10 30 23 Principle biology vol.1 Pages: 102-
 Digestive system 110
 Circulatory system Principle biology vol.1 Pages: 102-
110
 Respiratory Principle biology vol.1 Pages: 202-
system 208
 Skeleton and Principle biology vol.2 Pages:309-
muscular system 323
 Excretory system Principle biology vol.1 Pa: 238-
244
 Reproduction
Principle biology vol.2 Pages:
system 166-177
4. Flowering plants 5 15 11
 Structure of plants IGCSE biology Pages:50-58
 Propagation Principle biology. Vol.2 Pages:152-
165
 Seed formation
Principle biology vol.2 Pages: 147-
and germination 152
Principle biology vol.2 Pages: 190-
192
Gateway biology P.225-227
5. Ecology 4 12 9
 Interdependence GCSE biology Pages:253-258
and ecosystem Principle biology vol.2 Pages:48-
75
xix
FORM FOUR
S/N Topic Week period hour marks
1.. Coordination in human 8 24 18
 Nervous system Principle biology vol.2 Pages: 266-290
 Endocrine system Principle biology vol.2 Pages:291-294
Principle biology vol.1 Pages:253-262
 Homeostasis
2. Healthand disease 8 24 18
 Common diseases Principle biology vol.2 Pages: 121-131

GCSE biology Pages: 333-341
 Immunity GCSE biology Pages: 341-342
3. Biotechnology 7 21 15
 Introduction to GCSE biology Pages: 326-332
biotechnology Biology for you Pages:308-317
4. Advanced Genetics and 9 27 20
Heredity
 Heredity Principle biology vol.2 Pages:207-232
Gateway biology Pages: 240-248
 Genetic Test it and fix it biology Pages:96-101
Principle biology vol.2 Page:233
engineering
Gateway biology Pages:249
xx
FORM ONE
1. INTRODUCTION TO BIOLOGY
This topic covers two subtopics which are importance of biology and its
branches and characteristics of living things as well as the significance of
biology in daily life.
1.1 Importance of Biology and its Branches

Learning Outcomes
At the end of the lesson, learners will be able to:

 Define biology and its branches (botany and zoology)
 Appreciate the study of biology
 Apply the importance of biology in daily life
Suggested Teaching and Learning Activities

 Through brainstorming, learners will discuss the importance of
biology.
 Through brainstorming, learners will identify the branches of biology
with examples.
 In pairs, learners will discuss the opportunities in biology.
Suggested Assessment Methods

 Teacher observation
 Presentation
 Written question
1
1.2 Characteristics of Living Things
Learning Outcomes

 List the characteristics of living things
 Construct a table comparing the characteristics of living things to
animals and plants.
 Aware the characteristics of living things
Suggested Teaching and Learning Activity

 In groups, learners will make a class chart with pictures showing
characteristics of living things
 In pairs, learners list the characteristics of living things.

 Presentation
 Written questions
 Home work
2
2. CELL BIOLOGY
This topic of cell biology contains three subtopics highlighting the use of
microscope, animal and plant cell structure and organizations of the body
structure
2.1 Introduction to Microscopes

Learning Outcomes
At the end of the lesson, learners will be able to :

 Use the microscope and understand the function of microscopic parts
 Comfortable using and handling of microscope
 List the parts of the microscopes

 In groups, learners will examine the parts of the microscope.
 In pairs, learners will observe an onion and human cheek cell under
the light of microscope.
 Learners draw and label what they observed.

 Oral questions
 Homework
3
2.2 Animal and Plant Cell Structure Under light
Microscope.
Learning Outcomes

 Explain cell structure both plant and animal cells
 Draw and label the parts of cell structure of both plants and animals
 Show the similarities and differences between animal and plant cells.

 In groups, learners go out of the class and collect the parts of different
plants.
 In pairs, learners compare the parts of different plants.
 In groups, learners discuss the functions of plant organs.
 Through brainstorming, learners identify the stimuli that influence
plant growth.

 Presentation
 Oral questions
 Homework
4
2.3 Organization of the Body Structure (Cells, Tissues,
Organs, and Organ Systems)
Learning Outcomes

 Describe the organizational levels of the body
 Realize that the body of the living organism is highly organized
structure
 Define and give examples of tissues, organs and organ systems
 Draw the major of human organs.
 Admire how the body is organized

 In pairs, learners discuss the function of the human organs.
 In groups, learners investigate how the human body is highly
organized
 Through Brainstorming, learners give example of the human tissue,
organs and system

 Presentation
 Open and close questions
 Homework
 Presentations
5
3. INTRODUCTION TO GREEN PLANTS
This topic of introduction to green plants contains two subtopics which
highlights the plant structure and tropisms, focusing the different part of the
plant organs and external stimuli of plant growth.
3.1 Plant Structure

Learning Outcomes

 Collect different plant organs and examining the difference.
 Observe the structure of different parts of the plant ( leaves, stem,
flower and roots)
 Appreciate the diversity of the plants
 Discuss the function of plant organs

 In pairs, learners discuss the function of the plant organs.
 In groups, learners will go out of the class to examine the structure of
plant organs
 Through Brainstorming, learners give example of the human tissue,
organs and system

 Field trip
 Presentation
 Questions
 Homework
6
3.2 Tropisms
Learning Outcomes

 Investigate the influence of the external stimuli of plant growth.
 Categorize the external stimuli.
 Define the term tropism
 Flow the relationship between plant growth and stimulus (light and
gravity )

 In groups, learners will discuss the influence of the external stimuli on
plant growth
 Through Brainstorming, learners identify the external stimuli
 In groups, learners discuss the types of tropism

 Field trip
 Presentation
 Questions
 Homework
7
4. ECOLOGY
This topic contains three subtopics covering concepts of ecology and
ecological terms. The topic also focuses on human impact on the environment
and issues related to pollution.
4.1 Concept of Ecology and Ecological Terms

Learning Outcomes

 Define the term ecology
 Explain the ecological terms
 Demonstrate the relationship between environment and living things.
 Appreciate the importance of ecology in our lives.
Suggested Teaching and learning outcomes

 Through brainstorming, learners identify the meaning of ecology
 In groups, learners list the main ecological terms.
 Learners investigate the school environment and organisms in it.

 Field trip
 Presentation
 Questions
 Homework
8
4.2 Human Impact on the Environment
Learning Outcomes

 State the human impact on the environment
 Recognize that humans can affect the environment
 Examine the human impact on the environment
 Aware the human impact on the environment

 In groups, teacher asks, learners to discuss the impact of humans on
the environment
 Through Brainstorming, learners give examples of the effects of
humans on the environment
 In pairs, learners make charts showing trees cut and wastes dumped
in a piece of land
Suggested Assessment procedure

 Teacher observation
 Presenting the work done.
 Class activity
 Project about the human impact on their local environment.
9
4.3 Pollution
Learning Outcomes

 State the meaning of pollution
 Differentiate the types of pollution
 Recall the preventive measures of pollution
 Participate the activities on fighting pollution in their environment.

 Through Brainstorming ,learners identify the meaning of pollution
 Learners discuss the types of pollution
 In pairs , learners find pictures depicting types of pollution
 Teacher asks learners to identify and discuss the preventive measures
of pollution

 Teacher observation
 Presenting the work done.
 Class activity
 Project about pictures on types of pollution
 Oral questions.
10
5. TAXONOMY
This topic contains three subtopics covering introduction of taxonomy ,
classification of living things into seven levels of classification and five
kingdoms of living things also topic focused binomial system of naming
organisms .
5.1 Introductions to Taxonomy

Learning Outcomes
At the end of the lesson, learners will be able to

 Define the term taxonomy
 Classify living things on the base of features
 Appreciate why classification is necessary.
Suggested Teaching and Learning activities

 In groups, learners will identify the meaning of taxonomy
 Through Brainstorming, learners demonstrate classification based on
features
 In groups, learners discuss the necessity of classification

 Field trip
 Presentation
 Questions
 Homework
11
5.2 Taxonomy Groups Binomial System of Naming
Organism
Learning Outcomes

 Name the seven taxonomy groups
 Identify why binomial system is valuable
 Appreciate relevance of grouping .

 In groups, learners will identify the taxonomy group
 In pairs, learners explore scientific name of human .
 In groups, learners make the taxonomy group of the human

 Field trip
 Presentation
 Question and answer
 Homework
12
5.3 Modern Classification System
Learning Outcomes

 Name the five kingdoms
 Describe the characteristics of the five kingdoms
 Apply taxonomy principles in grouping organisms
 Pay attention to the importance of taxonomy .
Suggested teaching and learning activities

 Through brainstorming, the teacher asks the five kingdoms
 In pairs, learners identify the basic features to be considered in
classification.
 In groups, learners discuss the characteristic of the five kingdoms
Suggested assessment Methods

 Field trip
 Presentation
 Question and answer
 Homework
13
6. HEALTH AND DISEASES
This topic contains three subtopics covering concepts on personal hygiene.
The topic also focuses drugs and their effects. In addition to that, the topic
covers introduction to microorganisms and drugs and their effects.
6.1 Personal Hygiene

Learning Outcomes

 Define the term personal hygiene.
 Administer good hygiene practices
 Feel the importance of keeping good personal hygiene

 Through brainstorming, learners discuss personal hygiene
 In groups, learners list the good hygiene practices.
 The teacher asks learners to identify problems associated with not
keeping good hygiene practices.

 Presenting the work done.
 Class activity
 Assignment on personnel hygiene
 Oral questions.
14
6.2 Introduction to Microorganisms
Learning Outcomes

 Define and name the types of microorganisms
 Demonstrate the structures of bacteria, virus and fungi
 Observe the cellular structures of microorganisms under microscope
 Relate microorganisms to their diseases.

 Through Brainstorming, learners name the types of micro organisms
 In groups, teacher asks learners to draw the cellular structure of micro
organisms.
 In groups, learners use the microscope to observe the cellular
structure of micro organisms
 Learners draw what they observed in the microscope

 Class activity
 Assignment on posters of microorganisms
 Oral questions.
15
6.3 Drugs and their Effects
Learning Outcomes

 Define what is meant by a drug
 Explain and recall the main types of drugs
 Examine the effects of some drugs
 Accept the dangers associated with drugs

 Through Brainstorming, learners identify the meaning of the term
drug.
 In groups, learners discuss the effects of Khat in the community
 In groups, the teacher asks learners to compare the effects of the
different types of drugs.
 In groups, learners prepare a table showing the main drugs and how
they affect the body.

 Class activity
 Assignment on the effects of Khat on the economy of the country
 Oral questions.
16
FORM TWO
1. CELL BIOLOGY
This topic covers a wide range of subtopics related to the cell. The topic
focuses on the cell ultra structure of both animal and plant cells. In addition to
that, the topic covers the chemical composition and the physiology of cells.
Similarly the topic introduces introduction to genetics. The cell growth
process is also covered.
1.1 Cell Structure

Learning Outcomes
At the end of the lesson ,learners will be able to:

 Define the organelles in both animal and plant cells under electron
microscope.
 Illustrate and label the ultra structure of plant and animal cells
 Discuss the difference in using electron microscope and light
microscope in cell structure.
 Appreciate the advantage of technology in discovery of cellular
components not seen in light microscope.

 In groups, learners compare the structure and function of the
organelles
 Learners draw and label the cell ultra structure individually.
 Through Brainstorming, teacher asks cellular components seen under
electron microscope.

 Presentation of work done
 Homework
 Drawing
17
1.2 Chemicals in Living Cells
Learning Outcomes

 Identify the chemicals in the cells.
 Explain the importance of the chemicals in the cells
 Describe how enzymes work and factors affecting enzyme activity.
 Analyze the chemicals in cells
 Relate the importance of chemicals in the functioning of cells.

 Through brainstorming, the teacher asks learners to identify the
chemicals in cells
 In groups , learners discuss the lock and key method in enzyme
activity
 Learners plot graphs showing how PH and temperature affect the
enzyme activity
 In groups, learners analyze the organic chemicals and inorganic
chemicals in cells

 Homework
18
1.3 Tissue Respiration
Learning Outcomes
At the end of the lesson ,learners will be able to:

 Define what is respiration
 Describe how the process of respiration releases energy from food.
 Give examples of life processes which use energy released.
 Differentiate between aerobic and anaerobic respiration.
 Appreciate that different forms of energy can be interconnected.

 Through brainstorming, learners identify the meaning of respiration
 In groups, learners give examples of life processes that the energy
from food is used for.
 In groups , learners differentiate aerobic and anaerobic respiration
 In groups, learners identify and list life process and present.

 Written questions and oral questions
 Homework
 Drawing
19
1.4 Cell Physiology
Learning Outcomes

 Define and explain the principles of diffusion, osmosis and active
transport.
 Explore how substances move across the cell membranes
 Explain the content of a living cell must be kept from its surrounding.
 Carry out practical involving transport processes ( Osmosis, diffusion
and active transport)
 Value the transport mechanisms in movement of substances into and
out of the cell

 Through brainstorming, learners discuss the transport processes.
 In groups, learners will identify that cells are surrounded by a
permeable membrane.
 In a group work, learners carry out practical activity involving
transport processes.

 Homework
20
1.5 Introduction to Genetics and Cell Division
Learning Outcomes

 Define genetic terms
 Explain the concept of inheritance
 Describe mitosis and meiosis
 Compare cell mitosis and meiosis.
 State the significance of mitosis and meiosis to living organisms
 Appreciate the inheritance process in humans.

 In groups, learners will discuss the phases in mitosis by illustrating
with diagrams
 In groups, learners discuss the significance of cell division in living
organisms
 In groups , learners discuss the concept of inheritance and Mendel’s
work on inheritance

 Homework
21
2. GREEN PLANTS
This topic consists of three subtopics covering transport system in plants,
transpiration, reproduction in plants and auto tropic nutrition.
2.1 Transport System in Plants

Learning Outcomes

 Explain the mechanism of transporting substances in plants.
 Describe the translocation and uptake of water and minerals in plants.
 Analyze the structure of the vascular tissues of plants.
 Appreciate that water and dissolved substances are transported
around plants in specialized transport tissues.

 In groups, learners study charts and illustrations showing the
structure of vascular tissues
 In pairs, learners discuss the mechanism of transporting substances in
plants.
 In pairs, learners discuss using charts showing translocation and
uptake of water.

 Homework
22
2.2 Transpiration
Learning Outcomes

 Recall that water movement through a plant begins with water loss
from the leaves.
 Discuss how environmental conditions affect transpiration.
 Carry out practical on transpiration
 Appreciate that transpiration relates to the transport system in plants

 In groups, learners will discuss the relationship between transpiration
and uptake of water.
 In groups , learners will carry experiments on transpiration
 In groups, learners will identify and discuss conditions that affect
transpiration.

 Homework
23
2.3 Reproduction in Plants
Learning Outcomes

 Identify and state the function of the parts of a flower.
 Differentiate between self pollination and cross pollination
 Define the process of fertilization.
 Appreciate the reproduction process in plants.

 Through brainstorming, learners identify the parts of a flower
 In groups, learners discuss the difference between self pollination and
cross pollination
 Learners collect flowers and examine the parts
 In groups, learners discuss fertilization in plants.

 Homework
 Assignment on fertilization
24
3. TAXONOMY
This topic covers the classification of both animals and plants. The topic
consists of two subtopics focusing the phylum of animal kingdoms and plant
kingdoms. With respect to that, the topic emphasizes the characteristics of the
phylum and their examples.
3.1 Animal Kingdoms

Learning Outcomes

 List the phylum of animal kingdom and identify an example from each
one.
 Discuss the characteristics of each phylum
 Construct a chart showing the phylum of animal kingdom.
 Appreciate the diversity of animals

 Through brainstorming, learners identify the phylums of animal
kingdoms.
 In groups , learners will give examples from each phylum
 In groups, learners perform chart showing the phylums of animal
kingdom.

 Homework
25
3.2 Plant Kingdoms
Learning Outcomes

 List the phylum of plant kingdom and identify an example from each
one.
 Discuss the characteristics of each phylum
 Construct a chart showing the phylums of plant kingdom.
 Appreciate the diversity of plants

 Through brainstorming, learners identify the phylums of plant
kingdoms.
 In groups , learners will give examples from each phylum
 In groups, learners perform chart showing the phylums of plant
kingdom.

 Homework
26
4. NUTRITION IN PLANTS
This topic consists of two subtopic covering the photosynthesis process and
focuses the process and the factors that affect photo synthesis.
4.1 Photosynthesis
Learning Outcomes

 Define the process of photosynthesis
 State the minerals needed by plants for growth
 Discuss how the structure of the leaf is adapted for photosynthesis and
gaseous exchange.
 Carry out experiments related on photosynthesis.
 Appreciate that photosynthesis is affected most by the limiting factor
that is in shortest supply.

 Through brainstorming, learners identify the process of
photosynthesis.
 In groups , learners will perform practical on photosynthesis
(necessity of Carbon dioxide, light and oxygen and starch as a
product)
 In groups, learners discuss the adaptation of leaves.
 In groups, learners discuss the limiting factors of photosynthesis.
 In groups, learners identify the minerals required by plants for
growth.

 Homework
 Assignment on photosynthesis
27
4.2 Limiting Factors of Photosynthesis
Learning Outcomes

 State the limiting factors
 Discuss the limiting factors of photosynthesis.
 Interpret the graphs of limiting factors.
 Appreciate how limiting factors affect the rate of photosynthesis.

 Through brainstorming, learners identify limiting factors of
photosynthesis.
 In groups , learners discuss the limiting factors and how they affect
rate of photosynthesis
 In groups, learners study limiting factors graph and interpret.

 Homework
 Assignment on photosynthesis
28
FORM THREE
1. DIVERSITY OF ORGANISMS
All living organisms whether they are unicellular or multi cellular, plants or
animal carry out life processes in different ways. The topic highlights the
diversity of organisms in feeding, breathing, growing, reproducing,
responding and moving.
1.1 Feeding
Learning Outcomes

 Explain the variety methods of obtaining food in heterotrophy
 Compare the different ways in which animals obtain food.
 Evaluate how teeth of mammals are adapted in obtaining food.
 Appreciate the diversity mode of feeding in organisms.

 Through brainstorming, teacher asks learners the different ways in
which organisms obtain food
 In groups, learners compare the diverse methods of feeding in animals
 In groups, learners evaluate the teeth of mammals using illustrations
and charts
 In pairs ,learners compare the diversity mode of feeding in organisms

 Homework
 Assignments
29
1.2 Breathing
Learning Outcomes

 Define the gaseous exchange process in organisms
 Compare the gaseous process of organisms
 Investigate the role of diffusion in gaseous exchange.
 Appreciate the diversity of breathing systems in organisms.

 Through brainstorming, learners discuss the gaseous process
 In groups, learners compare gaseous process in animals
 In groups, learners investigate the role of diffusion using illustrations
 In pairs, learners explore the variety ways in organisms

 Homework
 Assignments
30
1.3 Reproduction
Learning Outcomes

 Define the types of reproduction ( sexual and asexual)
 Compare sexual and asexual reproduction in both plants and animals
 Explore the internal and external fertilization process in animals.
 Appreciate the diversity of the reproductive process in organisms

 Through brainstorming, learners discuss types of reproduction
 In groups, learners compare sexual and asexual reproduction in
organisms
 In groups, learners explore internal and external fertilization
mechanisms using illustrations
 In pairs, learners explore variety of reproduce process in organisms

 Homework
 Assignments
31
1.4 Growth and Development
Learning Outcomes

 Explain the concept of growth and development in organisms both
plants and animals.
 Analyze the metamorphosis in insects
 Show concern for the growth and development process.

 Through brainstorming, learners discuss the concept of growth and
development
 In groups, learners discuss and analyze the stages of metamorphosis
using illustrations and pictures showing metamorphosis in insects.
 In groups, learners outline the importance of growth and development
in organisms both plants and animals.

 Homework
 Assignments
32
1.5 Movement and Locomotion
Learning Outcomes

 Define concept of movement and locomotion
 Compare the locomotion process of animals
 Investigate the different locomotion process of animals
 Value the importance of movement and locomotion in organisms
Suggested Teaching and learning Activities

 Through brainstorming, learners discuss the concept of movement
and locomotion
 In groups, learners discuss and compare the locomotion phenomena in
animals.
 In groups learners investigate locomotion process using illustrations
and pictures
 In groups, learners list the importance of movement and locomotion in
organisms

 Homework
 Assignments
33
1.6 Sensitivity
Learning Outcomes

 Define the term sensitivity
 Explain directional and non directional responses in plants and
animals.
 Carry out practical involving directional and non directional
responses.
 Explain the different sensory organs for detection in animals
 Appreciate the diversity of sensitivity in organisms.

 Through brainstorming, learners identify the term sensitivity
 In groups, learners discuss directional and non directional responses
 In groups, learners discuss the different sense organs for detection in
animals
 In groups , learners carry out experiments on directional and non
directional response
 In pairs, learners examine the different approach of sensitivity in
organisms

 Homework
 Assignments
 Experiment
34
2. NUTRITION
All living organisms need food except green plants which make their own
food. Humans like all other animals are totally dependent on other organisms
for their food. This topic focuses on why we need food, classes of food and
highlights the necessity of a balanced diet
2.1 Food Types and Diet

Learning Outcomes

 Explain the need for food
 State the classes of food and the constituent of a balanced diet
 Discuss the digestion of food types ( carbohydrates, proteins and fat)
 Carry practical work on food test
 Show concern for eating balanced diet

 Through brainstorming, learners identify the need for food
 In groups, learners discuss, the classes of food and what a balanced
diet should contain
 In groups, learners discuss the digestion of food types
 In groups of two, learners perform practical work on food types (
Starch test, glucose test, protein test and fat test )

 Class work
 Home work
 Assignment on balanced diet
35
3. HUMAN PHYSIOLOGY
This topic consists of six sub topics covering a wide range of life processes.
The components of the topic are digestive, circulatory, respiratory, excretory,
skeleton and muscular and reproduction.
3.1 Digestive System

Learning Outcomes

 Define the term digestion.
 Discuss that enzymes catalyze the breakdown of food
 List examples of enzymes involved in digestion of carbohydrates,
proteins and fats, and recall where they perform their tasks.
 Draw the alimentary canal to show different regions that digestion
takes place
 Appreciate how food is digested in humans

 Through brainstorming, learners discuss the meaning of digestion
 In groups, learners discuss the enzymes which catalyze the digestion
in every stage of the starting from the mouth to the small intestine.
 In groups ,learners identify the alimentary canal and draw the
alimentary canal
 In groups, learners list the importance of food digested in human

 Homework
 Assignment
36
3.2 Circulatory System
Learning Outcomes

 Describe the types of circulatory system
 Compare the structure and function of arteries, veins and capillaries
 Carry out practical on heart beat rate
 Appreciate how blood circulates around the bod.

 Through brainstorming, learners discuss the types of circulatory
system and their function
 In groups, learners discuss the mammalian heart and blood vessels
using illustrations, computer aided study material, models, charts,
prepared slides of blood vessels and cardiac muscles.
 In groups of two, learners measure their heart beat.
 In pairs, learners discuss why blood circulation is important in the
human body
Suggested Assessment Method

 Homework
 Assignment
37
3.3 Respiratory System
Learning Outcomes

 Explain the human gaseous exchange system
 Discuss the structure of the respiratory organs.
 Investigate the movements of muscles involved in the ventilation of
the lungs.
 Appreciate the function of the lungs.

 Through brainstorming, learners discuss the gaseous exchange system
 In groups, learners discuss the mammalian respiratory organs using
illustrations, computer aided study material, models, and charts
 In groups, learners discuss the ventilation process and muscles
involved.
 In pairs, learners list value of human lungs for gaseous exchange

 Homework
 Assignment
38
3.4 Skeleton and Muscular System
Learning Outcomes

 Explain the structure of the skeleton
 Describe the function of the skeleton
 Recall the types of muscles
 Evaluate how muscles move joints
 Carry out practical work on the structure of the bone.

 Through brainstorming, learners discuss the structure and function of
the skeleton
 In groups, learners discuss the types and function of the muscles using
the computer aided study material, models, and charts.
 In groups of two, learners carry out practical on structure of the bone.
 In pairs , learners discuss how muscle movie joints
 In pairs ,learners present diagram on the structure of the bone

 Homework
 Assignment
39
3.5 Excretory System
Learning Outcomes

 Define the term excretion.
 State the role of different excretory organs (lungs, kidney, liver and
skin).
 Describe structure and function of kidney.
 Discuss how the kidney regulates the water content in the body
(osmo-regulation).
 Draw and label the diagram of human excretory system.
 Appreciate the importance of maintaining constant internal
environment (homeostasis).

 Through brainstorming, the teacher asks learners the role of different
excretory organs.
 In groups, learners discuss how the kidney regulates the water content
in the body (homeostasis).
 In pairs, learners evaluate the product excreted during the process of
respiration, dehydration synthesis and protein metabolism.
 In groups, learners discuss the structure of kidney and its function.
 In groups, learners draw the diagram of the kidneys.

 Homework
 Assignment
40
3.6 Reproductive System
Learning Outcomes

 Describe the structure of human reproductive organs.
 Explain the production of gametes in humans.
 Discuss the fertilization process in humans.
 Draw and label the human reproductive organs.
 Appreciate the complexity of human reproductive system.
Suggested Teaching and Learning activities

 Through brainstorming, learners discuss the structure and function of
reproductive organs.
 In groups, learners discuss the production of gametes.
 In groups, learners use computer aided study material, models, and
charts.
 In groups of two, learners discuss the fertilization process.
 In groups, learners draw female and male human reproductive cells

 Teacher observation.
 Presentation of work done.
 Written questions.
 Home work.
 Assignment.
41
4. FLOWERING PLANTS
This topic consists of three sub-topics covering the cellular structures of
leaves, stem and roots. The topic also covers propagation methods, seed
formation and germination process.
4.1 Structure of Plant Organs

Learning Outcomes

 Explain the structure of plant organs (leaves, stem and root.)
 Observe the cellular structure of plant organs under the microscope.
 Draw and label the cellular structure of plant organs
 Appreciate the complexity of the structure of plant organs.

 Through brainstorming, learners discuss the structure of plant organs
 In groups, learners observe cellular structure of plant organs under
microscope
 In groups ,learners draw what they observed in the microscope
 In groups, learners observe prepared slides, under microscope

 Homework
 Assignment
42
4.2 Propagation
Learning Outcomes

 Define the term vegetative and artificial propagation
 Explain the vegetative propagation methods ( Cutting, tissue culture,
budding)
 Investigate how grasses propagate by rhizomes.
 Appreciate the propagation methods of some plants.

 Through brainstorming, learners identify the term vegetative
propagation
 In groups, learners discuss the vegetative propagation methods.
 In groups ,learners investigate, the vegetative propagation of grasses
 In groups, learners discuss the importance of propagation method to
the plants

 Homework
 Assignment
43
4.3 Seed Formation and Germination
Learning Outcomes

 Explain the seed formation and its structure
 Define the term germination and structural changes during
germination
 Carry out practical on seed germination.

 Through brainstorming, learners identify how seeds are formed
 In groups, learners discuss the structure of seeds.
 In groups ,learners carry out practical on seed germination

 Homework
 Assignment
44
5. ECOLOGY
This topic composes of one sub topics covering food chains, component of
ecosystem and interaction between the communities. The topic also focuses
nitrogen cycle and protection of the environment.
5.1 Interdependence and Ecosystems

Learning Outcomes

 Explain the food chain and food webs and the representation of
pyramids
 Discuss the components of ecosystem and interaction within
community
 Demonstrate the carbon and nitrogen cycles
 Consider the value of protecting the environment

 Through brainstorming, learners identify the difference in food chain
and food web
 In groups, learners work out the pyramid of numbers and mass.
 In groups, learners discuss the interaction of communities in
ecosystems.
 In groups, learners display charts of carbon and nitrogen cycle.

 Assignments.
45
FORM FOUR
1. COORDINATION
The components of this topic are Nervous system, Endocrine system and
Immunity.
Coordination is the way all organs and systems of the body are made to work
efficiently together.
1.1 Nervous System

Learning Outcomes

 State the types of the nervous system
 Explain the structure and function of brain and spinal cord
 Discuss the structure of nerve cells
 Differentiate the terms, synapse, nerve impulse and reflex arc.
 Appreciate the coordination of the human body

 Through brainstorming, learners identify the types of the nervous
system.
 In groups , learners discuss the structure of the brain using
illustrations and models
 In groups, learners discuss the structure of nerve cells
 In groups, learners describe the terms synapse. Nerve impulse and
reflex arc.
 In groups of two, learners carry out practical on reflex arc ( knee jerk,
eye blinking etc)

 Class work
 Homework
 Practical
46
1.2 Endocrine System
Learning Outcomes

 Explain the endocrine system and how the system works..
 Discuss endocrine glands and the hormones they release.
 Investigate the effect of the hormones released by endocrine glands.
 Follow the effects of the hormones in our bodies.

 Through brainstorming, learners discuss how endocrine system works
 In pairs, learners identify the major endocrine glands in the body and
their locations.
 In pairs, learners investigate the effect of the hormones on the target
organs.

 Class work
 Homework
 Presentation
47
1.3 Homeostasis and Feedback
Learning Outcomes

 Define the term homeostasis and feedback
 Explain the homeostasis process of temperature in the body
 Investigate the process of negative feedback
 Appreciate the process of homeostasis in the human body.

 Through brainstorming, learners identify homeostasis and feedback
 In pairs, learners discuss the homeostasis of temperature in the body
 In pairs, learners investigate the negative feedback between the
pituitary and the ovaries.
 In groups, learners recognize the process of homeostasis in the human
body.

 Class work
 Homework
 Presentation
48
2. HEALTH AND DISEASE
This topic introduces common diseases and immunity. This topic also focuses
causes, transmission and control of the disease.
2.1 Common Diseases

Learning Outcomes

 Describe the terms health and disease
 Describe the common diseases ( Dysentery, malaria, TB, STDs, HIV,
skin diseases, typhoid, cholera, influence and trachoma
 Differentiate infectious and non infectious diseases
 Investigate the cause, transmission, prevention and symptoms of the
common diseases.
 Aware the danger of infectious diseases.

 Through brainstorming, learners identify the terms health and disease
 In pairs, learners discuss the common diseases
 In pairs, learners differentiate infectious and non infectious diseases
 In pairs, learners investigate the cause, prevention transmission and
symptoms of common diseases
 In groups, learners explore the danger of infectious disease .

 Class work
 Homework
 Presentation
 Oral questions
49
2.2 Immunity
Learning Outcomes

 Describe the term immunity
 Explain the types of immunity ( innate immunity, natural acquired
immunity, artificial acquired immunity)
 Explain the vaccination process.
 Analyze how B and T lymphocytes function in immunity
 Appreciate the defense system of the body against infection.

 Through brainstorming, learners identify immunity
 In pairs, learners discuss the types of immunity
 In pairs, learners discuss the vaccination process
 In groups, learners analyze how B and T lymphocytes function.
 In pairs, learners discuss defense system of the body against infection.

 Class work
 Homework
 Presentation
 Oral questions
50
3. BIOTECHNOLOGY
Although biotechnology is currently very much sought, it has been around for
many hundred years. In early civilizations, people have been using
fermentation processes. This topic is about the Introduction to biotechnology
and its applications.
3.1 Introduction to Biotechnology

Learning Outcomes

 Explain what is meant by biotechnology
 Discuss the history of biotechnology.
 Describe the application of biotechnology ( making bread, cheese,
wine and beer)
 Demonstrate how biotechnology is using cells to make useful things
(antibiotics, insulin etc).
 Appreciate biotechnology and its applications.

 Through brainstorming, learners explain biotechnology
 In pairs, learners discuss the history of biotechnology
 In pairs, learners describe the applications of biotechnology
 In groups, learners demonstrate the modern use of biotechnology.

 Class work
 Homework
 Presentation
 Oral questions
51
4. ADVANCED GENETICS AND HEREDITY
This topic consists of Heredity and genetic engineering sub-topics. The topic
focuses how characters are inherited from parents to offspring. The topic also
describes genes are engineered to produce useful things.
4.1 Heredity
Learning Outcomes

 Define heredity and genetic terms ( dominant, recessive, homozygous,
heterozygous, genotype, phenotype, allele , breeding true and test
cross)
 Describe the Mendel law of segregation in monohybrid cross ( 3:1
ratio)
 Compare the co dominance and incomplete dominance phenomena.
 Explain the common genetic diseases.
 Use Punnet square to solve mono hybrid crosses.
 Appreciate the mechanism of inheritance

 Through brainstorming, learners define heredity and genetic terms
 In pairs, learners discuss the Mendel law of segregation
 In pairs, learners compare co dominance and incomplete dominance
and give examples
 In groups, learners identify common genetic diseases
 In groups, learners work out phenotype and genotype ratio in
monohybrid crosses using pun net square.

 Class work
 Homework
 Presentation
 Oral questions
52
4.2 Genetic Engineering
Learning Outcomes

 Define genetic engineering
 Discuss the structure and function of DNA.
 Discuss the applications of genetic engineering ( enzymes, hormones,
genetically modified crop and foods: GM )
 Use illustrations to explain the double helix structure of DNA
 Relate genetic engineering advances in making new products
Suggested teaching and learning Activities

 Through brainstorming, learners identify the meaning of genetic
engineering
 In pairs, learners discuss the structure of DNA
 In pairs, learners discuss the application of genetic engineering
 In groups, learners use illustrations and models to explain the
structure of DNA

 Class work
 Homework
 Presentation
 Oral questions
53

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PUNTLAND GOVERNMENT OF SOMALIA

MINISTRY OF EDUCATION AND HIGHER EDUCATION

Contemporary issues such as HIV/AIDS, drug abuse and environmental

This syllabus is based on the Puntland National Curriculum Framework

It is envisaged that this syllabus should be adequately covered within the

TEACHING AND LEARNING METHODOLOGIES

Some teaching and learning methodologies are:

 Brainstorming  Buzz group

 Question and  Case study

 Projects  Games and

Using apparatus and equipment:

Role Play, Drama, Dance and Movement:

5. Taxonomy  Introduction to  Animal kingdom

 Common diseases Principle biology vol.2 Pages: 121-131

1.1 Importance of Biology and its Branches

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activity

Suggested Assessment Methods

2.1 Introduction to Microscopes

At the end of the lesson, learners will be able to :

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to :

Suggested Teaching and Learning Activities

Suggested Assessment Methods

3.1 Plant Structure

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

4.1 Concept of Ecology and Ecological Terms

At the end of the lesson, learners will be able to:

Suggested Teaching and learning outcomes

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment procedure

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

5.1 Introductions to Taxonomy

At the end of the lesson, learners will be able to

Suggested Teaching and Learning activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested teaching and learning activities

Suggested assessment Methods

6.1 Personal Hygiene

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities

Suggested Assessment Methods

At the end of the lesson, learners will be able to:

Suggested Teaching and Learning Activities