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THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
BIOLOGY SYLLABUS FOR ADVANCED LEVEL SECONDARY EDUCATION FORM V - VI
i
© Ministry of Education and Vocational Training, 2009
First Reprint: 2010Second Reprint: 2013Third Reprint: 2017
ISBN: 978-9976-61-275-2
Designed and prepared by:Tanzania Institute of Education
P .O. Box 35094
Dar es Salaam
Tanzania
Tel: +255 222 2773005
Fax: +255 22 2774420
E-mail: [email protected]: www.tie.go.tz
All rights reserved. No part of this publication may be reproduced, reported, stored in any retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright owner.
ii
TABLE OF CONTENTS
Pages
1.0 Introduction ........................................................................... iii2.0 Aims and Objectives of Education in Tanzania ........................ iii3.0 Aims and Objectives of Secondary Education ....................... iv4.0 General Competences for the Subject ................................... iv5.0 General Objectives for the Subject ........................................ v6.0 Organization of the Syllabus .................................................. vi7.0 Instructional Time .................................................................. vii8.0 Assessment in the Subject ...................................................... viii Form V ................................................................................... 1
Form VI ................................................................................. 71
iii
1.0 Introduction Background Information
This Biology syllabus is a revised version which has been prepared to replace that of 1997. The revision process has been focusing on change of paradigm from that of content based to a competence based curriculum where the student is the main actor and the teacher is the facilitator. The student uses prior knowledge and experience to acquire new knowledge and skills by cooperating with others. In addition, this syllabus also takes into consideration current global changes, and the current social needs and demands. Moreover some basic content of the cross cutting issues have been integrated in relevant topics in this syllabus.
2.0 Aims and Objectives of Education in TanzaniaThe general aims and objectives of education in Tanzania are to:a) guide and promote the development and improvement of the
personalities of the citizens of Tanzania, their human resources and effective utilization of those resources to bringing about individual and national development;
b) promote the acquisition and appreciation of the culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and other forms of knowledge, skills and attitudes for the development and improvement of the condition of man and society;
d) develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and readiness to work hard for self- advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the National Constitution as well as the enshrined human and civic rights, obligations and responsibilities;
g) promote love and respect for work, self and wage employment and improved performance in the production and service sectors;
h) inculcate principles of national ethic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to provisions of the National Constitution and other international basic charters;
i) enable a rational use, management and conservation of the environment.
iv
3.0 Aims and Objectives of Secondary EducationThe aims and objectives of secondary education are to:a) consolidate and broaden the scope of baseline ideas, knowledge, skills
and attitudes acquired and developed at the primary education level;b) enhance further development and appreciation of national unity,
identity and ethic; personal integrity, respect for and readiness to work, human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations;
c) promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign language;
d) provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of study;
e) prepare students for tertiary and higher education, vocational, technical and professional training;
f) inculcate a sense and ability for self-study, self-confidence and self advancement in new frontiers of science and technology, academic and occupational knowledge and skills;
g) prepare the students to join the world of work;h) prepare students to became responsible members of the society.
4.0 General Competences for the SubjectBy the end of two year course the student should have the ability to:a) make appropriate use of biological knowledge, concepts, principles and
skills in solving various problems in daily life;b) collect, analyze and interpret data from biological scientific investigations
and present them in a logical manner using appropriate methods and technology to generate relevant information;
c) demonstrate biological knowledge, skills and scientific technology in combating health related problems such as HIV/AIDS/STDs, malaria, tuberculosis and drug/substance abuse;
d) access relevant information on biological science and related fields for self study and lifelong learning;
e) conduct scientific experiments, observations, research and study visits;f) demonstrate creativity, curiosity, critical thinking, self confidence,
interpersonal relationships, decision making and self independence in problem solving situations;
g) demonstrate an understanding of biological terminologies and communicate effectively in spoken and written forms.
v
h) demonstrate mastery of the fundamental concepts, principles and skills of biological sciences and use them for best utilization of their natural heritage to raise their standard of living;
i) promote entrepreneurship skills in biological fields for development of individual and national economy;
j) demonstrate inter and intra-personal and social skills (self discipline, punctuality, honesty, responsibility, obedience, cooperation, communication, high integrity) in everyday life;
k) apply information and computer technology (ICT) in accessing and generating information in Biology.
5.0 General Objectives for the SubjectBy the end of two year course, the student should be able to:a) apply scientific skills and procedures in analyzing and interpreting
biological data;b) develop entrepreneurship skills in biological communication, creativity
and problem solving;c) apply basic knowledge and appropriate biological skills in combating
health related problems like HIV/AIDS/STDs, Malaria, Tuberculosis and Hepatitis;
d) demonstrate an understanding and appreciation of the role, influence and importance of biological science in everyday life, at work, and in society in general;
e) develop mastery of the fundamental concepts, principles and skills of biological science and use this for best utilization of their natural heritage to raise their standard of living;
f) communicate effectively using appropriate biological terminologies.g) promote acquisition of biological knowledge and skills by accessing
various sources of information;h) develop the ability and desire for self study, self confidence and self
advancement in biological sciences and related fields;i) promote love for work, self and wage employment, self reliant and
improved performance in the production and service sectors through application of biological skills and biological scientific technology.
vi
6.0 Organization of the Subject SyllabusThis syllabus has a slightly different structure and organization compared to that of the 1996. The current syllabus content has been organized into six (6) columns namely; Topic and Sub – Topic, Specific Objectives, Teaching and Learning Strategies, Teaching and Learning Resources, Assessment and the Number of Periods. This content is preceded by class level competences and class level objectives for each form.
6.1 Class Level CompetencesClass Level Competences have been derived from the general subject competences and objectives. Competences have been stated for each class level of Biology course.
6.2 Class Level ObjectivesClass Level Objectives have been derived from class level competences. They are stated in general terms to indicate the scope of content to be covered within each level.
6.3 Content MatrixThe content matrix include topic/subtopic, specific objectives, teaching and learning strategies, teaching and learning resources, assessment and number of periods.
6.3.1 Topics/Sub-topicsThe topics have been derived from the class level competences and objectives. Topics have been arranged in a logical order starting from simple to complex ones. The subtopics have been arranged to attain logical order and facilitate learning.
6.3.2 Specific ObjectivesThere are specific objectives suggested for every subtopic in the syllabus. These are benchmarks upon which the teacher targets to tailor his/her instruction to enable learners to meet the prescribed knowledge, skills and attitudes spelt out in each objective. The specific objectives are instructional contents that the teacher should use to operationalize the teaching and learning process for respective topics in the syllabus. The specific objectives also provide bases for assessment of learners’ achievements.
vii
6.3.3 Teaching and Learning StrategiesThese are activities of the teacher and learners during the teaching and learning process of a particular subtopic. The teaching and learning strategies are focussed to ensure achievements of the respective specific objectives under each subtopic. However, caution is given that teachers should not adopt wholesale all the suggested teaching and learning strategies. They can formulate others in addition or replace some according to existing realities in their environment. Teachers are also advised to use participatory teaching and learning strategies as much as possible to help learners to demonstrate self esteem, confidence and assertiveness.
6.3.4 Teaching and Learning ResourcesThey include non consumable teaching aids and materials as well as consumable materials. The teaching and learning resources are those which are to be used during the teaching and learning process for each respective subtopic. Teachers can improvise teaching and learning resources other than those suggested in the syllabus where need arise.
6.3.5 AssessmentAn assessment guide is given to teachers in the sixth column. It shows what and how to assess students with regard to the required knowledge, skills and attitudes to be developed for each specific objective and respective set of teaching/learning strategies.
6.3.6 Number of PeriodsColumn seven constitutes the suggested number of periods per each subtopic. The number of periods has been taken into consideration the length of the subtopic to be taught. Teachers are advised to strictly adhere to the framework of the allocated time so that teaching does not lag behind. Lost instructional time should always be compensated without fail.
7.0 Instructional TimeThis syllabus is to be covered in two (2) academic years having approximately 194 instructional days per year including two weeks reserved for midyear and annual examinations. The number of periods for teaching this syllabus is ten (10) periods of forty (40) minutes each per week. The teacher is advised to make maximum use of time allocated for classroom interaction.
viii
8.0 Assessment in the subjectThere will be continuous assessment throughout the course. At the end of this course the student shall sit for National Examination conducted by the National Examination Council of Tanzania (NECTA). Continuous assessment shall carry 50% and the final National Examination will constitute the remaining 50%.The student’s final academic performance will be assessed on the following basis:
Type ofAssessment
AssessmentMeasure
Frequency Weight(%)
Total(%)Form V Form VI
Term 1 Term 2 Term 1 Term 2
1. Continuous assessment
1. Tests2. Practical
test3. Research
projects4. Individual
assignment5. Field work6. Term exam
2
2
-
2 11
2
2
1
2
1 1
2
2
-
2
- 1
-
-
-
-
--
10
10
5
5
515
2. Final examination
National exam. - - - 1 50 50
TOTAL MARKS 100
1
FORM V
Class Level CompetencesBy the end of Form Five, the student should have the ability to:
a) demonstrate skills on preparation and use of specimens for microscopic observations;
b) use scientific procedures and practical skills in studying biology;c) group organisms according to their respective taxonomic hierarchy;d) demonstrate appropriate use of biological knowledge, concepts, principles
and skills in which life activities are coordinated and regulated, metabolic energy are released, nutrients are made available for body use in plants and animals;
e) carry out dissection of plants (flowers, stem and roots) and animals (frog/toad, cockroach, mice) and conduct biochemical tests;
f) use Information and Computer Technology to access and generate biological information.
Class Level ObjectivesBy the end of Form Five course, the student should be able to:
a) prepare specimens for microscopic observation;b) apply biological practical skills in studying biochemical and physiological
processes in plants and animals;c) apply taxonomic principles in classifying and identifying organisms;d) acquire basic knowledge, concepts, skills and principles in evaluating the
roles of various physiological processes in plants and animals;e) dissect plants (flowers, stems and roots), animals (cockroach, frog/toad and
mice) and conduct biochemical tests;f) utilize various ICT facilities to search and generate biological information;g) use appropriate biological knowledge, concepts, skills and principles in
managing health related problems such as HIV/AIDS, drug/substance abuse, respiratory in fections, nutrition disorders and genetical disorders;
h) communicate using proper biological terminologies in both written and spoken forms.
2
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
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RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PE
RIO
DS
1.0
C
YTO
LOG
Y
1.1
Co
ncep
t of
cyt
olog
y.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:-
a)
expl
ain
the
mea
ning
of
cyto
logy
.
(i) S
tuden
ts to
brain
storm
on
the m
eanin
g of c
ytolog
y.(ii
) The
teac
her t
o lea
d plen
ary
discu
ssion
on th
e mea
ning
of cy
tolog
y.
• Di
agram
s•
Photo
graph
s•
Chart
s sho
wing
diffe
rent
types
of ce
lls an
d the
im
porta
nce o
f cyto
logy.
Is the
stud
ent a
ble to
ex
plain
the m
eanin
g of
cytol
ogy?
2
b)
expl
ain
the
impo
rtanc
e of
stu
dyin
g cy
tolo
gy.
Stud
ents
to dis
cuss,
in gr
oups
the
impo
rtanc
e of s
tudyin
g cy
tolog
y and
its r
elatio
n with
oth
er fie
lds.
Is the
stud
ent a
ble to
ex
plain
the im
porta
nce
of st
udyin
g cyto
logy?
1.2
Ce
ll Th
eory
.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld
be ab
le to:
-a)
st
ate
the
cell
theo
ry.
(i) T
he te
ache
r to l
ead
stude
nts to
state
the c
ell
theor
y.(ii
) Stud
ents
to sta
te ce
ll
theor
y.
Chart
outli
ng th
e cell
theo
ry.Is
the st
uden
t able
to
state
the ce
ll the
ory?
b)
expl
ain
the
mai
n id
eas
of th
e ce
ll th
eory
.
Stud
ents
to dis
cuss,
in gr
oups
the
main
idea
s of t
he ce
ll the
ory.
Is the
stud
ent a
ble to
ex
plain
the m
ain id
eas
of ce
ll the
ory?
2 3
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PE
RIO
DS
1.3
Ce
ll str
uctu
re a
nd
func
tion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:-
a)
iden
tify
plan
t cel
l an
d an
imal
cel
l.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct
micro
scop
ic ob
serv
ation
s of
plan
t and
anim
al ce
lls
(usin
g epid
ermal
cells
of
onion
leaf,
mem
bran
e of
bucc
al ca
vity)
.(ii
) Stud
ents
in gr
oups
to
obse
rve d
iagram
s/pict
ures
/ mi
crosc
opic
slide
s/ph
otogr
aphs
of ce
lls an
d ide
ntify
plan
t and
anim
al ce
lls.
• M
icros
cope
•
Slide
s•
Onion
• M
embra
ne of
buc
cal c
avity
• M
odels
of pl
ant a
nd an
imal
cell
• Ph
otogra
phs
• Pic
tures.
Is the
stud
ent a
ble to
ide
ntify
a pla
nt an
d an
imal
cell?
2
b)
desc
ribe
the
char
acte
ristic
fe
atur
es a
nd
func
tions
of a
n an
imal
and
pla
nt
cells
.
Stud
ents
in gr
oups
to ob
serv
e dia
gram
s/pict
ures
/ micr
osco
pe
slide
s/pho
tograp
hs of
cells
and
discu
ss the
chara
cteris
tics a
nd
func
tions
of pl
ant a
nd an
imal
cells
.
Is the
stud
ent a
ble
to de
scrib
e the
ch
aracte
ristic
s fea
tures
an
d fun
ction
s of a
plan
t an
d anim
al ce
lls?
4
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PE
RIO
DS
1.3.
1 E
ukar
yotic
cel
ls.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld
be ab
le to:
- a)
dr
aw d
iagr
ams o
f pl
ant a
nd a
nim
al
cells
.
(i) T
he te
ache
r to g
uide
stude
nts to
prep
are an
d ob
serv
e slid
es of
plan
t and
an
imal
cells
.(ii
) Stud
ents
to dr
aw th
e pla
nt an
d anim
al ce
lls
as ob
serv
ed un
der l
ight
micro
scop
e.
• Li
ght m
icro s
cope
, •
Slide
s, •
Onion
•
Comm
elina
sp. L
eaf
• Bu
ccal
cavit
y mem
brane
.
Is the
stud
ent a
ble to
dr
aw an
d lab
el pla
nt an
d anim
al ce
lls?
2
b)
desc
ribe
the
func
tions
of
the
sub-
cellu
lar u
nits
(o
rgan
elle
s) a
nd
adap
tatio
ns to
th
eir r
oles
.
i) St
uden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
s of
plan
t and
anim
al ce
lls
and d
escri
be th
e fun
ction
s of
sub-
cellu
lar un
its of
eu
kary
otic c
ells.
ii)
The t
each
er to
lead p
lenary
dis
cussi
on on
func
tions
an
d ada
ptatio
ns of
sub-
ce
llular
uni
ts.
• Ch
arts,
diagra
ms,
pic
tures,
stain
s,•
Scalp
el/raz
or bla
de/kn
ife.
Is the
stud
ent a
ble to
de
scrib
e the
func
tions
of
sub-
cellu
lar un
its?
4 5
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.3.
2 P
roka
ryot
ic c
ell.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:-
a)
iden
tify
pr
okar
yotic
cel
l.
(i) S
tuden
ts to
obse
rve
moun
ted sl
ides/d
iagram
s of
bacte
rial c
ell to
iden
tify
gene
ral st
ructu
res.
(ii) T
he te
ache
r to l
ead
discu
ssion
on th
e gen
eral
struc
ture o
f bac
terial
cell.
• Ph
otogra
phs/
Diag
rams/
Pictur
es of
bacte
rial c
ell.
• M
icros
cope
and s
lide o
f fix
ed B
acter
ia, pl
ant c
ell
and a
nimal
cell
• Ch
arts s
howi
ng ba
cteria
l ce
ll, pla
nt ce
ll and
anim
al ce
ll.
Is the
stud
ent a
ble to
ide
ntify
prok
aryoti
c ce
ll?
2
b)
expl
ain
func
tions
of
diff
eren
t par
ts
of p
roka
ryot
ic
cells
.
The t
each
er to
guide
stud
ents
(in gr
oups
) to o
bserv
e cha
rts/
diagr
ams o
f bac
terial
cells
(p
roka
ryoti
c cell
s) an
d disc
uss
the fu
nctio
ns of
diffe
rent p
arts.
Is the
stud
ent a
ble
to ex
plain
func
tions
of
diffe
rent p
arts o
f pr
okary
otic c
ell?
c)
com
pare
st
ruct
ures
of
euka
ryot
ic a
nd
prok
aryo
tic c
ells
.
(i) S
tuden
ts to
obse
rve
bacte
rial, p
lant c
ell/an
imal
cell
and c
ompa
re the
ir str
uctur
e.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on t
he
simila
rities
and d
iffere
nces
be
twee
n euk
aryoti
c and
pr
okary
otic c
ells.
Is the
stud
ent a
ble to
co
mpare
stru
ctures
of
euka
ryoti
c and
pr
okary
otic c
ells?
6
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.3.
3 C
ell D
iffer
entia
tion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:-
a)
expl
ain
the
conc
ept o
f cel
l di
ffere
ntia
tion
and
its
sign
ifica
nce.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/p
reserv
ed sp
ecim
ens
of pl
ant a
nd an
imal
tissu
es
and d
iscus
s the
mea
ning
and s
ignifi
canc
e of
cell
differ
entia
tion.
• Pr
eserve
d spe
cimen
s, •
Diag
rams o
f plan
ts an
d an
imal
cells
•
Chart
s of c
ells.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
cell
differ
entia
tion a
nd
its si
gnifi
canc
e?
2
1.4
O
rgan
ic c
onsti
tuen
ts of
Ce
lls.
1.4.
1 C
arbo
hydr
ates
.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:-
a)
iden
tify
cons
titue
nts o
f ca
rboh
ydra
tes.
(i) T
he te
ache
r to g
uide
stude
nts to
disc
uss i
n gr
oups
the c
onsti
tuents
of
carb
ohyd
rates
.(ii
) Stud
ents
to ide
ntify
the
eleme
ntal c
onsti
tuents
of
carb
ohyd
rates
.
• Sa
mples
food
subs
tance
s (su
gar c
ane,
carro
t, ripe
ned
fruits
, cass
ava,
potat
o.
Is the
stud
ent a
ble to
ide
ntify
cons
titue
nts
of c
arbo
hydr
ate?
6
b)
cate
goriz
e ca
rboh
ydra
tes.
Using
guidi
ng qu
estio
ns
stude
nts in
grou
ps to
disc
uss a
nd
categ
orize
carb
ohyd
rates
viz.
mono
sacc
harid
es, d
isacc
harid
es
and p
olysa
ccha
rides
.
• Co
rn flo
ur•
Chart
s.Is
the st
uden
t able
toca
tegor
ize
carb
ohyd
rates
?
6 7
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
carr
y ou
t in
vest
igat
ion
on p
rope
rties
of
carb
ohyd
rate
s.
The t
each
er to
guide
stud
ents
to
carry
out i
nves
tigati
on on
pr
opert
ies of
carb
ohyd
rates
.
• M
aize/c
orn fl
our
• Gl
ucos
e •
Cane
suga
r•
Beak
er •
Stirr
er.
Is th
e stu
dent
able
toca
rry o
ut
inve
stiga
tions
on
pro
perti
es o
f ca
rboh
ydra
tes?
d)
carry
out
bio
chem
ical t
ests
for
redu
cing
suga
r, no
n re
ducin
g su
gar a
nd
starc
h.
(i) S
tude
nts t
o car
ry ou
t
bioc
hem
ical t
ests
for
carb
ohyd
rates
(red
ucin
g an
d non
redu
cing s
ugar
s an
d star
ch) a
nd di
scus
s th
e res
ults.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion o
n th
e bio
chem
ical t
ests
for r
educ
ing s
ugar
s, no
n re
ducin
g sug
ars a
nd
starc
h.
• Gl
ucos
e, fru
its, c
ane
suga
r, maiz
e/con
e flou
r •
Bene
dict’s
solut
ion,
• Di
lute H
Cl, N
aOH
solut
ion,
• So
urce
of he
at,
• Te
st tub
es an
d hold
ers
NB: F
ehlin
g’s so
lution
sh
ould
not b
e use
d be
caus
e it’s
poiso
nous
.
Is th
e stu
dent
able
toca
rry o
ut b
ioch
emica
l tes
ts fo
r red
ucin
g su
gar,
non
redu
cing
suga
r, an
d sta
rch?
e)
expl
ain
the
fu
nctio
ns o
f ca
rboh
ydra
tes
in
orga
nism
s.
(i) S
tude
nts t
o bra
insto
rm
on th
e fun
ction
s of c
ar
bohy
drate
s in o
rgan
isms.
(ii) T
he te
ache
r to l
ead
a plen
ary d
iscus
sion
on fu
nctio
ns of
ca
rboh
ydra
tes in
or
gani
sms.
Is th
e stu
dent
able
toex
plain
the f
uncti
ons
of ca
rboh
ydra
tes in
or
gani
sms?
8
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.4.
2 L
ipid
s.By
the e
nd o
f thi
s sub
-to
pic,
the s
tude
nt sh
ould
be
able
to:-
a)
outli
ne th
e co
nstit
uent
of
lipid
s.
(i) T
he te
ache
r to g
uide
stu
dent
s to s
earc
h in
form
ation
in t
he
libra
ry an
d int
erne
t on
cons
titue
nts o
f lip
ids
base
d on t
heir
orga
nic
struc
ture
.(ii
) The
teac
her t
o lea
d pl
enar
y disc
ussio
n on
cons
titue
nt of
lipi
ds.
• Di
agram
s,•
Chart
s tha
t sho
w or
ganic
str
uctur
e of l
ipids
, fats
an
d oils
• Fo
od su
bstan
ces
conta
ining
oil f
ats,
• Be
akers
, •
Test
tubes
, and
holde
r, •
Suda
n III
solut
ion te
st tub
e rac
k,•
Drop
pers
• So
urce
of he
at.
Is th
e stu
dent
able
toou
tline
the c
onsti
tuen
t of
lipi
ds?
6
b)
cate
goriz
e lip
ids.
(i) S
tude
nts t
o bra
insto
rmin
g on
categ
ories
of li
pids
(si
mpl
e, co
mpo
und
and d
eriv
ed) a
nd gi
ve
exam
ples
.(ii
) The
teac
her t
o lea
d pl
enar
y disc
ussio
n on
categ
ories
of li
pids
.
Is th
e stu
dent
able
toca
tegor
ize li
pids
?
c)
expl
ain
the
prop
ertie
s of
lipid
s.
(i) T
he te
ache
r to g
uide
stu
dent
s to i
nves
tigate
th
e phy
sical
prop
ertie
s of
lipid
s.(ii
) Stu
dent
s to c
arry
out
expe
rimen
ts to
inve
stiga
te th
e pro
perti
es of
lipi
ds.
Is th
e stu
dent
able
to
expl
ain th
e pro
perti
es
of li
pids
?
8 9
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
carr
y ou
t bi
oche
mic
al
test
s fo
r lip
ids.
(i) T
he te
ache
r to g
uide
stu
dent
s to c
arry
out
bioc
hem
ical t
ests
for
lipid
s (fa
ts an
d oils
).(ii
) Stu
dent
s to c
arry
out
bioc
hem
ical t
ests
for
lipid
s and
disc
uss t
he
resu
lts.
Is th
e stu
dent
able
to
carry
out
bio
chem
ical
food
tests
for l
ipid
s?
e)
expl
ain
the
role
s of
lipi
ds in
or
gani
sms.
(i) S
tude
nts t
o bra
insto
rm
the r
oles
of li
pids
in
orga
nism
s.(ii
) The
teac
her t
o lea
d pl
enar
y disc
ussio
n on
the r
oles
of li
pids
in
orga
nism
s.
• Di
agram
s, •
Chart
s sho
wing
the r
oles
of li
pids i
n org
anism
s.
Is th
e stu
dent
able
to
expl
ain th
e rol
es o
f lip
ids i
n or
gani
sms?
1.4.
3 P
rote
ins.
By th
e end
of t
his s
ub-
topi
c, th
e stu
dent
shou
ld
be ab
le to
:a)
id
entif
y th
e co
nstit
uent
s of
prot
eins
.
(i) S
tude
nts t
o disc
uss i
n gr
oups
the c
onsti
tuen
ts of
pr
otein
s.(ii
) The
teac
her t
o lea
d pl
enar
y disc
ussio
n on t
he
cons
titue
nts o
f pro
teins
.
Char
ts, d
iagra
ms s
howi
ng
cons
titue
nts o
f pro
teins
.Is
the s
tude
nt ab
le to
iden
tify
the
cons
titue
nts o
f pr
otein
s?
6
10
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
cate
goriz
e pr
otei
ns.
(i) S
tuden
ts to
brain
storm
n ca
tegor
ies of
prote
ins
(bas
ed on
stru
cture,
co
mpos
ition
and f
uncti
ons)
and g
iving
exam
ples.
(ii) T
he te
ache
r to l
ead p
lenary
dis
cussi
on on
categ
ories
of
prote
ins.
Food
samp
les eg
bean
s, me
at, m
ilk, e
ggs e
tc)Ch
art ou
tlinin
g the
pr
opert
ies of
prote
in.•
Copp
er Su
lphate
solut
ion
• Na
OH,
• Eg
g albu
min,
• Be
ans,
grou
ndnu
ts, te
st tub
es.
Is the
stud
ent a
ble to
ca
tegor
ize pr
oteins
?
c)
expl
ain
the
prop
ertie
s of
prot
eins
.
(i) U
sing g
uided
ques
tions
, stu
dents
in gr
oups
to
discu
ss the
prop
erties
of
prote
ins.
(ii) T
he te
ache
r to g
uide
stude
nts to
carry
out
expe
rimen
ts to
inves
tigate
pr
opert
ies of
prote
ins.
Is the
stud
ent a
ble to
ex
plain
the pr
opert
ies
of pr
oteins
?
d)
carry
out
bi
oche
mic
al te
sts
for p
rote
ins.
The t
each
er to
guide
stud
ents
to ca
rry ou
t bioc
hemi
cal t
ests
for
prote
ins.
Is the
stud
ent a
ble to
ca
rry ou
t bioc
hemi
cal
food
tests
for p
rotei
ns?
10 11
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.4.
4 E
nzym
es.
By th
e end
of th
is su
b-to
pic,
the s
tude
nt sh
ould
be
able
to:
a)
inve
stig
ate
the
fact
ors g
over
ning
en
zym
e ac
tivity
.
(i) T
he te
ache
r to g
uide
stu
dent
s to c
arry
out
chem
ical t
ests
on en
zym
e ac
tiviti
es.
(ii) T
he te
ache
r usin
g stu
dent
s’ ob
serv
ation
s an
d res
ults
to le
ad a
plen
ary d
iscus
sion o
n fa
ctors
gove
rnin
g enz
yme
activ
ity.
• En
zyme
s sou
rces e
g sa
liva,
• Te
st tub
es,
• St
arch,
• Na
HCO3
•
Dilut
e HCl
.•
Sour
ce of
heat
• Th
ermom
eter
• W
ater b
aths
• Ice
.
Is th
e stu
dent
able
to
inve
stiga
te th
e fac
tors
gove
rnin
g enz
yme
activ
ity?
5
b)
expl
ain
the
prop
ertie
s of
en
zym
es.
(i) T
he te
ache
r to g
uide
stu
dent
s to c
arry
ou
t exp
erim
ents
to
inve
stiga
te pr
oper
ties o
f en
zym
es.
(ii) U
sing g
uide
d que
stion
s, stu
dent
s to d
iscus
s pr
oper
ties o
f enz
ymes
.
• Io
dine s
olutio
n•
Mea
surin
g cyli
nder
• Dr
oppe
r.
Is th
e stu
dent
able
to
expl
ain pr
oper
ties o
f en
zym
es?
12
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
cate
goriz
e en
zym
es o
n th
e ba
sis o
f nat
ure
of su
bstra
te a
nd
type
of r
eact
ion
cata
lyse
d.
(i) S
tude
nts t
o disc
uss i
n gr
oups
categ
ories
of
enzy
mes
base
d on n
ature
of
subs
trate
and t
he
reac
tion c
ataly
sed p
lenar
y di
scus
sion.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion o
n ca
tegor
ies of
enzy
mes
.
Is th
e stu
dent
able
to
categ
orize
enzy
mes
on
the b
asis
of na
ture
of
subs
trate
and t
ype
of re
actio
n cata
lyse
d?
1.4.
5 A
TPBy
the e
nd of
this
sub-
topi
c, th
e stu
dent
shou
ld
be ab
le to
:a)
st
ate
chem
ical
co
m p
ositi
on o
f AT
P.
(i) U
sing c
harts
/diag
ram
s
stude
nts i
n gro
ups t
o
di
scus
s the
chem
ical
com
posit
ion o
f ATP
.(ii
) The
teac
her t
o gui
de a
plen
ary d
iscus
sion o
n th
e com
posit
ion o
n the
co
mpo
sitio
n of A
TP.
• Ill
ustra
ted di
agram
s,•
Prep
ared c
harts
,•
Proje
ctor,
• Sl
ides s
howi
ng
comp
ositi
on of
ATP.
Is th
e stu
dent
able
to st
ate ch
emica
l co
mpo
sitio
n of A
TP?
2
b)
outli
ne
form
atio
n of
AT
P.
The t
each
er to
guid
e stu
dent
s to
disc
uss i
n gro
ups t
he
form
ation
of A
TP.
Is th
e stu
dent
able
to
outli
ne fo
rmati
on of
AT
P?
c)
expl
ain
the
role
of A
TP in
or
gani
sms.
(i) S
tude
nts t
o bra
insto
rm th
e ro
les of
ATP
in or
gani
sms.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion o
n the
ro
les of
ATP
in or
gani
sm.
Is th
e stu
dent
able
to
expl
ain th
e rol
e of
ATP
in or
gani
sms?
12 13
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.5
O
ther
con
stitu
ents
of
the
cell:
wat
er.
By th
e end
of th
is su
b-to
pic,
the s
tude
nt sh
ould
be
able
to:
a)
expl
ain
the
prop
ertie
s of
wat
er.
(i) S
tude
nts
to ca
rry
out l
ibra
ry se
arch
on
prop
ertie
s of w
ater.
(ii) T
he te
ache
r to l
ead
a plen
ary s
essio
n on
prop
ertie
s of w
ater.
• W
ater, c
harts
,•
Salt/
suga
r•
Burn
er,•
Beak
er,•
Illus
tratio
ns,
• Di
agram
s.
Is th
e stu
dent
able
toex
plain
the p
rope
rties
of
wate
r?
2
b)
desc
ribe
the
role
of w
ater
in
orga
nism
s.
(i) S
tude
nts i
n gro
ups t
o di
scus
s the
role
of w
ater
in or
gani
sms.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion b
asin
g on
stud
ent’s
resp
onse
s.
Is th
e stu
dent
able
tode
scrib
e the
role
of
water
in or
gani
sms?
2.0
PR
INC
IPL
ES
OF
CL
ASS
IFIC
AT
ION
2.1
C
lass
ifica
tion
sy
stem
s.
By th
e end
of t
his
sub-
topi
cs, t
he st
uden
t sh
ould
be a
ble t
o:a)
id
entif
y ty
pes
of c
lass
ifica
tion
syst
ems.
(i) T
he te
ache
r to g
uide
stu
dent
s to c
arry
out
prac
tical
exer
cise o
n gr
oupi
ng of
livi
ng an
d no
n-liv
ing t
hing
s.(ii
) The
teac
her t
o gui
de
stude
nts t
o clas
sify l
ivin
g th
ings
usin
g arti
ficial
an
d natu
ral s
ystem
s of
class
ifica
tion.
Varie
ty o
f liv
ing
and
non-
liv
ing
orga
nism
s.Is
the s
tude
nt ab
le to
iden
tify
type
s of
class
ifica
tion
syste
ms
(arti
ficial
and
natu
ral)?
4
14
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
outli
ne th
e ba
sis
of c
lass
ifyin
g or
gani
sms
unde
r ea
ch s
yste
m.
The t
each
er to
gui
de st
uden
ts in
gro
ups t
o di
scus
s the
bas
es
of cl
assif
ying
org
anism
s.
Is th
e stu
dent
able
toou
tline
the b
ases
of
clas
sifyi
ng
orga
nism
s und
er ea
ch
class
ifica
tion
syste
m?
c)
expl
ain
the
m
erits
and
de
mer
its o
f eac
h sy
stem
.
(i) S
tude
nts t
o bra
insto
rm on
th
e mer
its an
d dem
erits
of
artifi
cial a
nd na
tura
l sy
stem
of cl
assifi
catio
n.(ii
) The
tech
er to
lead
plen
ary
sessi
on on
the m
erits
and d
emeri
ts of
artifi
cial
and n
atural
syste
m of
cla
ssific
ation
.
Is th
e stu
dent
able
toex
plain
the m
erits
an
d de
mer
its o
f eac
h cla
ssifi
catio
n sy
stem
?
2.2
C
ateg
orie
s of
cl
assi
ficat
ion
By th
e end
of t
his s
ub-
topi
c, th
e stu
dent
shou
ld
be ab
le to
:a)
ex
plai
n th
e m
eani
ng o
f ra
nks a
s use
d in
cl
assi
ficat
ion.
Stud
ents
in g
roup
s usin
g gu
ided
ques
tions
to di
scus
s and
pr
esen
t the
mea
ning
of r
anks
as
use
d in
clas
sifica
tion.
Char
t of c
lassifi
catio
n ra
nks.
Is th
e stu
dent
able
toex
plain
the m
eani
ng
of ra
nks a
s use
d in
cla
ssifi
catio
n?
1
14 15
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
expl
ain
the
im
porta
nce
of ra
nks
in
clas
sific
atio
n.
(i) U
sing q
uesti
ons a
nd
answ
ers t
he te
ache
r to
lead
stude
nts t
o disc
uss
the i
mpo
rtanc
e of r
anks
of
clas
sifica
tion.
Is th
e stu
dent
able
toex
plain
the
impo
rtanc
e of r
anks
of
clas
sifica
tion?
2.3
N
omen
clat
ure
By th
e end
of t
his s
ub-
topi
c, th
e stu
dent
shou
ld
be ab
le to
: a)
ex
plai
n th
e te
rms
nom
encl
atur
e an
d bi
nom
ial
nom
encl
atur
e.
(i) S
tude
nts t
o bra
insto
rm
the m
eani
ng of
no
men
clatu
re an
d bi
nom
ial no
men
clatu
re.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion
on th
e mea
ning
of
nom
encla
ture
and
bino
mial
nom
encla
ture
.
• Ch
arts,
• Ill
ustra
tions
,•
Diffe
rent o
rgan
isms w
ith
scien
tific n
ames
.
Is th
e stu
dent
able
to ex
plain
the
term
s nom
encla
ture
an
d bi
nom
ial
nom
encla
ture
?
3
b)
outli
ne th
e ru
les
used
in b
inom
ial
nom
encl
atur
e.
The t
each
er to
gui
de st
uden
ts us
ing
ques
tion/
answ
ers t
o di
scus
s the
rules
use
d in
bi
nom
ial n
omen
clatu
re.
Is th
e stu
dent
able
to o
utlin
e the
rules
us
ed in
bin
omial
no
men
clatu
re?
16
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
expl
ain
the
sign
ifica
nce
of
scie
ntifi
c na
min
g of
org
anis
ms.
(i) S
tude
nts i
n gro
ups t
o co
nduc
t lib
rary
sear
ch on
sig
nific
ance
of sc
ientifi
c na
min
g of o
rgan
isms.
(ii) T
he te
ache
r to l
ead
plen
ary d
iscus
sion o
n the
sig
nific
ance
of na
min
g or
gani
sms.
Is th
e stu
dent
able
to ex
plain
the
signi
fican
ce o
f sc
ientifi
c nam
ing
of
orga
nism
s?
d)
appl
y th
e ru
les
of b
inom
ial
nom
encl
atur
e.
(i) S
tuden
ts to
carry
out
prac
tical
exerc
ises t
o nam
e or
ganis
ms.
(ii) T
he te
ache
r to g
uide
stude
nts to
apply
rules
of
binom
ial no
menc
latur
e in
nami
ng or
ganis
ms.
Is the
stud
ent a
ble
to ap
ply th
e rule
s us
ed in
bino
mial
nome
nclat
ure?
2.4
Ta
xono
mic
key
s.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld
be ab
le to:
a)
ex
plai
n th
e co
ncep
t of
taxo
nom
ic k
eys.
Using
ques
tions
and a
nswe
rs stu
dents
to di
scus
s in g
roup
s the
mea
ning a
nd im
porta
nce o
f tax
onom
ic ke
ys in
clas
sifyin
g or
ganis
ms.
• Ch
arts,
simple
cons
tructe
d ke
ys, p
ublis
hed k
eys f
or pla
nts an
d anim
als.
• Ch
arts d
isplay
ing in
dente
d an
d brac
keted
keys
, A
varie
ty of
organ
isms (
live o
r pre
serve
d).
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
taxon
omic
keys
?
4
16 17
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
dist
ingu
ish
betw
een
inde
nted
and
br
acke
ted
keys
.
(i) T
he te
ache
r to l
ead
stude
nts in
explo
ring
differ
ent ty
pes o
f key
s (in
dente
d and
brac
keted
).(ii
) Stud
ents
to dis
cuss
in gr
oups
the d
iffere
nces
be
twee
n ind
ented
and
brac
keted
keys
.
• Ph
otogra
phs o
f sele
cted
organ
isms.
Prep
ared
identi
ficati
on ke
ys of
plan
ts an
d anim
als.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n ind
ented
and b
racke
ted
keys
?
c)
cons
truct
sim
ple
keys
.Th
e tea
cher
to gu
ide st
uden
ts in
grou
ps to
cons
truct
simple
ke
ys us
ing a
list o
f sele
cted
orga
nisms
.
Is the
stud
ent a
ble to
co
nstru
ct sim
ple ke
ys?
d)
use
keys
to
iden
tify
orga
nism
s.
(i) T
he te
ache
r to g
uide
stude
nts in
carry
ing ou
t ex
ercise
of us
ing ke
ys to
cla
ssify
orga
nisms
.(ii
) Usin
g guid
ing qu
estio
ns
stude
nts to
iden
tify
unkn
own o
rgan
isms u
sing
keys
.
Is the
stud
ent a
ble to
us
e key
s to i
denti
fyor
ganis
ms?
18
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.0
N
ATU
RA
L G
RO
UPS
O
F O
RG
AN
ISM
S
3.1
Vi
ruse
s.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ch
arac
teris
tic
feat
ures
of
viru
ses.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
rams/c
harts
/ ph
otogr
aphs
of vi
rus
and d
iscus
s its
main
chara
cteris
tics/
featur
es.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
ch
aracte
ristic
s/ fea
tures
of
virus
es.
Chart
s/Diag
rams o
f viru
ses.
Is the
stud
ent a
ble to
desc
ribe t
he
chara
cteris
tic fe
atures
of
viru
ses?
3
b)
draw
the
diag
ram
to s
how
st
ruct
ure
of
viru
ses.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
s/ ph
otogr
aphs
of vi
ruse
s and
dis
cuss
the st
ructu
res of
pla
nt an
d anim
al vir
uses
.(ii
) Stud
ent to
draw
well
lab
elled
diag
rams o
f se
lected
plan
t and
an
imal
virus
es, H
IV an
d ba
cterio
phag
e.
Is the
stud
ent a
ble to
dr
aw th
e stru
cture
of
virus
es?
18 19
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
outli
ne th
e m
ain
even
ts o
f vira
l re
plic
atio
n.
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve c
harts
/dia
gram
s/pict
ure o
f ba
cterio
phag
e and
disc
uss
the m
ain ev
ents
of vi
ral
replic
ation
.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
the m
ain ev
ents
of vi
ral
replic
ation
.
• Ch
arts s
howi
ng ev
ents
of vir
al rep
licati
on.
• Vi
deo o
n vira
l rep
licati
on.
Is the
stud
ent a
ble to
ou
tline
the m
ain ev
ents
of vi
ral re
plica
tion?
d)
iden
tify
prob
lem
s as
soci
ated
with
th
e c
lass
ifica
tion
of v
iruse
s.
(i) S
tuden
ts to
brain
storm
on
prob
lems a
ssocia
ted w
ith
classi
ficati
on of
viru
ses.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion a
nd
conc
lusion
. viru
ses.
(iii) T
he te
ache
r to l
ead
plena
ry di
scus
sion a
nd
conc
lusion
.
Is the
stud
ent a
ble to
identi
fy pr
oblem
s as
socia
ted w
ithcla
ssific
ation
of
virus
es?
20
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
e)
expl
ain
adva
ntag
es a
nd
disa
dvan
tage
s of
viru
ses.
(i) S
tuden
ts to
carry
out
librar
y sea
rch an
d disc
uss
in gr
oups
the a
dvan
tages
an
d disa
dvan
tages
of vi
rus
draw
ing ex
ample
s fro
m da
ily li
fe ex
perie
nces
.(ii
) The
teac
her t
o lea
d dis
cussi
on on
the e
ffect
of
HIV.
• Vi
deos
• Ch
arts
• Di
agram
s•
Illus
trtion
s.
Is the
stud
ent a
ble to
ex
plain
the ad
vanta
ges
and d
isadv
antag
es of
vir
uses
?
3.2
K
ingd
om M
oner
a
3.2.
1 D
ivisi
on
Euba
cter
ia.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ge
nera
l and
di
stin
ctiv
e
feat
ures
of
thed
ivis
ion.
(i) S
tuden
ts in
grou
ps
to vis
ualiz
e cha
rts
micro
grap
hs of
bacte
ria
and b
lue -
gree
n alga
e (cy
anob
acter
ia) to
iden
tify
gene
ral an
d dist
inctiv
e fea
tures
of th
e divi
sion.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n of
gene
ral an
d dist
inctiv
e fea
tures
of th
e divi
sion.
• Ph
otogra
phs o
f•
Bacte
ria•
Micr
ograp
hs•
Chart
s•
Diag
ram•
Photo
graph
s of
• Ba
cteria
.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral
and d
istinc
tive
featur
es of
the d
ivisio
n Eu
bacte
ria?
6
20 21
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
clas
sify
bac
teria
on
the
basi
s of
m
orph
olog
y an
d gr
am s
tain
test
.
(i) S
tuden
ts to
obse
rve
chart
s/diag
rams/p
hotos
of
bacte
ria an
d clas
sify t
hem
on th
e bas
is of
mor
pholo
gy
and g
ram st
ain.
(ii) T
he te
ache
r to l
ead p
lenary
dis
cussi
on on
the t
heor
y be
hind g
ram st
ains t
est
(gram
posit
ive an
d gram
ne
gativ
e bac
teria)
.
Is the
stud
ent a
ble to
classi
fy ba
cteria
on th
e ba
sis of
mor
pholo
gy
and g
ram st
ain te
st?
c)
draw
the
stru
ctur
e of
typi
cal
bact
eriu
m.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/m
odels
/ ph
otogr
aphs
and d
iscus
s the
stru
cture
of ba
cteria
.(ii
) Stud
ents
to dr
aw th
e str
uctur
e of a
typic
al ba
cteriu
m.
Is the
stud
ent a
ble to
draw
the s
tructu
re of
a typ
ical b
acter
ium?
d)
expl
ain
the
re
prod
uctio
n of
ba
cter
ia.
(i) S
tuden
ts to
carry
out
librar
y sea
rch on
the
repro
ducti
on of
bacte
ria.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
rep
rodu
ction
of ba
cteria
.
Is the
stud
ent a
ble to
expla
in the
rep
rodu
ction
of
bacte
ria?
22
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
e)
acco
unt f
or
adva
ntag
es a
nd
disa
dvan
tage
s of
mem
bers
of
Kin
gdom
M
oner
a.
(i) S
tuden
ts to
brain
storm
on
the a
dvan
tages
and
disad
vanta
ges o
f the
Ki
ngdo
m M
onera
.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
the ad
vanta
ges a
nd
disad
vanta
ges o
f King
dom
Mon
era.
Is the
stud
ent a
ble to
ac
coun
t for
adva
ntage
s an
d disa
dvan
tages
of
memb
ers of
king
dom
mone
ra?
3.3
K
ingd
om P
roto
ctist
a
3.3.
1 P
hylu
m R
hizo
poda
.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e ge
nera
l an
d di
stin
ctiv
e fe
atur
es o
f the
ph
ylum
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts /p
ictur
es/
spec
imen
s of o
rgan
isms
belon
g to t
he ph
ylum
Rhizo
poda
and d
iscus
s the
gene
ral an
d dist
inctiv
e fea
tures
of th
e phy
la.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion a
nd
conc
lusion
.
• Ch
arts
• Pic
tures
• Sp
ecim
ens
• Di
agram
s.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral
and d
istinc
tive
featur
es of
the p
hylum
Rh
izop
oda?
2
b)
draw
stru
ctur
e of
En
tam
oeba
.(i)
Stud
ents
in gr
oups
to
obse
rve c
harts
/diag
rams/
mode
ls/sp
ecim
ens o
f En
tamoe
ba an
d des
cribe
its
stru
cture.
Is the
stud
ent a
ble
to dr
aw st
ructu
re of
En
tamoe
ba?
22 23
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to g
uide
stude
nts to
draw
a we
ll lab
elled
diag
ram of
En
tamoe
ba.
c) ex
plain
the
adap
tation
s of
Entam
oeba
to its
mo
de of
life.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/di
agram
s/sp
ecim
ens o
f Enta
moeb
a an
d disc
uss i
ts ad
aptat
ion.
(ii) h
e tea
cher
to lea
d a
plena
ry di
scus
sion b
asing
on
stud
ents
respo
nses
, ma
ke cl
arific
ation
and
conc
lusion
.
• Ch
arts
• Pic
tures
• Di
agram
s•
Spec
imen
s.
Is the
stud
ent a
ble to
ex
plain
the ad
aptat
ions
of E
ntamo
eba t
o its
mode
of li
fe?
3.3.
2 P
hylu
m Z
oom
astig
na.
By th
e end
of th
is su
b-top
ic, st
uden
t sho
uld be
ab
le to:
a)
desc
ribe
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um.
The t
each
er to
guide
stud
ents
to ob
serv
e cha
rts/m
odels
/pic
tures
/spec
imen
s and
dis
cuss
in gr
oups
the g
enera
l an
d dist
inctiv
e fea
tures
of
orga
nisms
unde
r the
phylu
m Zo
omas
tigna
.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral an
d dis
tincti
ve fe
atures
of
the ph
ylum?
2
b)
desc
ribe
the
struc
ture
of
Tryp
anos
oma.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/s
pecim
ens/m
odels
/dia
gram
s of T
rypa
naso
ma an
d dis
cuss
their
struc
tures
.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of
Tryp
anos
oma?
24
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c) ex
plain
the
adap
tation
of
Tryp
anos
oma t
o its
mode
of li
fe.
The t
each
er to
guide
stud
ents
to dr
aw a
well
labell
ed di
agram
of
Tryp
anas
oma.
The t
each
er to
guide
stud
ents
in a p
lenary
se
ssion
to di
scus
s the
adap
tation
of
Tryp
anas
oma t
o its
life.
Is the
stud
ent a
ble to
ex
plain
the ad
aptat
ion
of Tr
ypan
osom
a to i
ts lif
e?
3.3.
3 P
hylu
m A
pico
mpl
exa.
By th
e end
of th
is su
b-top
ic, st
uden
t sho
uld be
ab
le to:
a) de
scrib
e the
gene
ral
and d
istinc
tive
featur
es of
the
phylu
m.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
/pic
tures
/ micr
osco
pe
slide
s/ sp
ecim
ens o
f or
ganis
ms un
der t
he
Phylu
m Ap
icomp
lexa a
nd
discu
ss the
ir ge
neral
and
distin
ctive
featu
res.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
gene
ral an
d dist
inctiv
e fea
tures
of th
e phy
lum.
• Ch
arts
• Pic
tures
• Di
agram
s•
Micr
osco
pe•
Slide
s•
Micr
osco
pe•
Spec
imen
s of
• M
osqu
itoes
• Ch
arts s
howi
ng lif
e cyc
le of
Plas
modiu
m•
Libra
ry fac
ility.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral
and d
istinc
tive
featur
es of
the p
hylum
Ap
icomp
lexa?
3
b)
draw
the s
tructu
re of
Pl
asm
odiu
m.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
rams/p
ictur
es
or pr
epare
d slid
es of
Pl
asmo
dium
and d
iscus
s its
stru
ctures
.
Is the
stud
ent a
ble to
dr
aw th
e stru
cture
of
Plas
modiu
m?
24 25
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) S
tuden
ts to
draw
a we
ll lab
elled
diag
ram of
Pl
asmo
dium.
c) sta
te the
adap
tation
of
Plas
modiu
m to
its
mode
of l
ife.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
rams/c
harts
an
d disc
uss t
he ad
aptat
ion
of Pl
asmo
dium
to its
mod
e of
life.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
adap
tation
of P
lasmo
dium
to its
mod
e of l
ife.
Is the
stud
ent a
ble to
sta
te the
adap
tation
of
Plas
modiu
m to
its m
ode
of li
fe?
d)
expla
in the
life
cycle
of
Pla
smod
ium
.(i)
Stud
ents
to ca
rry ou
t lib
rary s
earch
on th
e life
cy
cle of
Plas
modiu
m.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n the
lif
e cyc
le of
Plas
modiu
m.
Is the
stud
ent a
ble to
ex
plain
the li
fe cy
cle of
Pl
asmo
dium?
26
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.3.
4 P
hylu
m E
ugle
noph
yta.
By th
e end
of th
is su
b-top
ic, st
uden
t sho
uld be
ab
le to:
a)
desc
ribe
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um.
(i) S
tuden
ts to
obse
rve
chart
s and
micr
ograp
hs of
Eu
glena
and d
iscus
s the
ge
neral
and d
istinc
tive
featur
es of
the p
hylum
.(ii
) Stud
ents
to dr
aw a
well
labell
ed di
agram
of
Eugle
na.
• Sp
ecim
ens
• Sli
des
• M
icros
cope
•
Chart
s •
Diag
rams.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral
and d
istinc
tive
featur
es of
the p
hylum
Eu
gleno
phyta
?
2
b)
state
the
adap
tatio
n of
Eu
glena
to its
mod
e of
life.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/di
agram
s /sp
ecim
en of
Eug
lena a
nd
discu
ss its
adap
tation
.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n the
ad
aptat
ion of
Eug
lena t
o its
mod
e of l
ife.
Is the
stud
ent a
ble to
state
the ad
aptat
ion of
Eu
glena
to its
mod
e of
life?
3.3.
5 P
hylu
m O
omyc
ota.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es o
f the
ph
ylum
.
(i) S
tuden
ts to
obse
rve c
harts
/dia
gram
s/spe
cimen
s of
Phyto
phtho
ra an
d disc
uss
the ge
neral
and d
istinc
tive
featur
es of
the p
hylum
.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n the
ge
neral
and d
istinc
tive
featur
es of
the p
hylum
.
• Ch
arts
• Di
agram
s of p
hytop
hthora
.Is
the st
uden
t able
tode
scrib
e the
gene
ral an
d dis
tincti
ve fe
atures
of
the ph
ylum?
2
26 27
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
draw
the
struc
ture
of
Phy
toph
thor
a.St
uden
ts to
obse
rve
chart
s/diag
rams/s
pecim
ens o
f Ph
ytoph
thora
and d
raw th
eir
struc
tures
.
Is the
stud
ent a
ble to
draw
the s
tructu
re of
Ph
ytoph
thora
?
c)
state
the
adap
tatio
n of
Ph
ytoph
thora
to its
mo
de of
life.
The t
each
er to
lead a
grou
p dis
cussi
on an
d plen
ary
pres
entat
ion on
the a
dapta
tion o
f Ph
ytoph
thora
to its
mod
e of l
ife.
Is the
stud
ent a
ble to
sta
te the
adap
tation
of
Phyto
phtho
ra to
its
mode
of lif
e?
3.3.
6 P
hylu
m C
hlor
ophy
ta.
By th
e end
of th
is su
b-top
ic, st
uden
t sho
uld be
ab
le to:
a)
desc
ribe
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um.
Teac
her t
o guid
e stud
ents
to ob
serv
e micr
osco
pe s
lides
/sp
ecim
ens/c
harts
/ diag
rams,
and
discu
ss the
gene
ral an
ddis
tincti
ve fe
atures
of th
e ph
ylum.
• M
icros
cope
• Sli
des
• Pic
tures
of sp
irogy
ra.
Is the
stud
ent a
ble to
desc
ribe t
he ge
neral
and
distin
ctive
featu
res of
the
phylu
m?
2
b)
draw
the
struc
ture
of
Spi
rogy
ra.
(i) S
tuden
ts in
grou
ps to
vis
ualiz
e cha
rts an
d dia
gram
s of S
pirog
yra a
nd
discu
ss the
ir str
uctur
es.
(ii) S
tuden
ts to
draw
a we
ll
labell
ed di
agram
of
Spiro
gyra
.
Is the
stud
ent a
ble to
draw
the s
tructu
re of
the
Spiro
gyra
?
28
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c) sta
te the
adap
tation
of
the S
pirog
yra t
o its
mode
of lif
e.
(i) S
tuden
ts in
grou
ps to
discu
ss the
adap
tation
of
Spiro
gyra
to its
mod
e of
life.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
ad
aptat
ion of
Spiro
gyra
to
its m
ode o
f life
.
Is the
stud
ent a
ble to
state
the ad
aptat
ion
of th
e Spir
ogyr
a to i
ts mo
de of
life?
3.3.
7 A
dvan
tage
s and
di
sadv
anta
ges o
f the
K
ingd
om P
roto
ctist
a.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n w
ith
exam
ples
ad
vant
ages
and
di
sadv
anta
ges
of th
e ki
ngdo
m
Prot
octis
ta.
The t
each
er to
guide
stud
ents
to dis
cuss
with
exam
ples t
he
adva
ntage
s and
disa
dvan
tages
of
orga
nisms
belon
g to t
he
kingd
om P
rotoc
tista.
Is the
stud
ent a
ble to
ex
plain
with
exam
ples
adva
ntage
s of t
he
kingd
om P
rotoc
tista
to hu
mans
?
2
28 29
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.4
K
ingd
om F
ungi
3.4.
1 P
hylu
m Z
ygom
ycot
a.
By th
e end
of th
is su
b-top
ic, st
uden
t sho
uld be
ab
le to:
a)
desc
ribe
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um.
(i) S
tuden
t to ob
serv
e mi
crsco
pe sl
ides/
chart
s/ dia
gram
s and
disc
uss t
he
gene
ral an
d dist
inctiv
e fea
tures
of th
e phy
lum.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
gene
ral an
d dis
tincti
ve
featur
es of
the p
hylum
.
• Ch
arts
• Di
agram
s•
Micr
osop
e•
Slide
s•
Spec
imen
s of R
hizop
us.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral an
d dis
tincti
ve fe
atures
of
the ph
ylum?
2
b)
draw
the
struc
ture
of
Muc
or/
Rhizo
pus.
The t
each
er to
guide
stud
ents
to ob
serv
e diag
ram/ch
art of
Muc
or/
Rhizo
pus a
nd dr
aw its
stru
cture.
Is the
stud
ent a
ble to
dr
aw th
e stru
cture
of
Muc
or/R
hizop
us?
c)
expl
ain
the
adap
tatio
n of
M
ucor
/ Rhi
zopu
s to
its m
ode
of
life.
Stud
ent t
o obs
erve m
icros
cope
sli
des/
chart
s/diag
rams /
spec
imen
of M
ucor
/Rhiz
opus
an
d disc
uss i
ts ad
aptat
ions.
Is the
stud
ent a
ble to
ex
plain
the ad
aptat
ion of
M
ucor
/Rhiz
opus
to its
mo
de of
life?
30
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.4.
2 P
hylu
m A
scom
ycot
a.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld
be ab
le to:
a)
desc
ribe
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um.
Using
guidi
ng qu
estio
ns
stude
nts to
obse
rve c
harts
/ dia
gram
/ micr
osco
pe sl
ides o
f or
ganis
ms un
der t
he P
hylum
As
comy
cota
and d
iscus
s the
ir ge
neral
and d
istinc
tive f
eatur
es.
• Ch
arts
• Di
agram
• M
icros
cope
slide
s•
Spec
imen
of ye
ast•
Diag
rams
• Ch
arts
• Ye
ast.
Is the
stud
ent a
ble to
de
scrib
e the
gene
ral
and d
istinc
tive f
eatur
es
of th
e phy
lum?
2
b)
draw
the
stru
ctur
e of
Sa
ccha
rom
yces
.
Stud
ents
to ob
serv
e cha
rts/
diagr
ams o
f Sac
char
omyc
es an
d dr
aw th
eir st
ructu
res.
Is the
stud
ent a
ble to
dr
aw th
e stru
cture
of
Sacc
haro
myce
s?
c) de
scrib
e the
ad
aptat
ions o
f Sa
ccha
romy
ces t
o its
mode
of li
fe.
(i) U
sing g
uiding
ques
tions
, stu
dents
to di
scus
s in
grou
ps th
e ada
ptatio
ns
of S
acch
aramy
ces t
o its
mode
of li
fe.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
the a
dapta
tions
of
Sacc
haro
myce
s to i
ts mo
de of
life.
Is the
stud
ent a
ble to
de
scrib
e the
adap
tation
s of
Sacc
haro
myce
s to i
ts mo
de of
life?
30 31
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.4.
3 P
hylu
m
Bas
idio
myc
ota.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es o
f the
ph
ylum
.
Using
guidi
ng qu
estio
ns
stude
nts in
grou
ps to
obse
rve
micro
scop
e slid
es/ c
harts
/ dia
gram
s of o
rgan
isms u
nder
phylu
m Ba
sidiom
ycota
and
discu
ss the
ir ge
neral
and
distin
ctive
featu
res.
• M
icros
cope
• Sli
des
• Ch
arts/d
iagram
s sho
wing
str
uctur
es of
mush
room.
Is the
stud
ent a
ble to
desc
ribe t
he ge
neral
an
d dist
inctiv
e fea
tures
of
the p
hylum
?
2
b)
draw
the s
tructu
re of
Ag
aric
us.
Stud
ents
to ob
serv
e diag
rams /
chart
s /pic
tures
of A
garic
us an
d dr
aw it
s stru
cture.
Agar
icus P
ictur
es on
the
uses
and e
ffects
of fu
ngi.
Is the
stud
ent a
ble to
draw
the s
tructu
re of
Ag
aricu
s?
c) sta
te the
adap
tation
of
Aga
ricus
to it
s mo
de of
life
.
The t
each
er to
guide
stud
ents
to dis
cuss
the ad
aptat
ions o
f Ag
aricu
s to i
ts mo
de of
life.
Is the
stud
ent a
ble to
state
the ad
aptat
ion of
Ag
aricu
s to i
ts mo
de
of li
fe?
3.4.
4 A
dvan
tage
s and
di
sadv
anta
ges o
f the
ki
ngdo
m F
ungi
.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e ad
vant
ages
and
di
sadv
anta
ges o
f ki
ngdo
m F
ungi
.
(i) S
tuden
ts to
carry
ou
t libr
ary se
arch
on ad
vanta
ges a
nd
disad
vanta
ges o
f or
ganis
ms be
long t
o kin
gdom
Fun
gi.
Is the
stud
ent a
ble to
expla
in the
adva
ntage
s an
d disa
dvan
tages
of
kingd
om F
ungi?
2
32
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion
on ad
vanta
ges a
nd
disad
vanta
ges o
f the
kin
gdom
Fun
gi.
3.4.
4 A
dvan
tage
s and
di
sadv
anta
ges o
f the
ki
ngdo
m F
ungi
.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e ad
vant
ages
and
di
sadv
anta
ges o
f ki
ngdo
m F
ungi
.
(i) S
tuden
ts to
carry
ou
t libr
ary se
arch
on ad
vanta
ges a
nd
disad
vanta
ges o
f or
ganis
ms be
long t
o kin
gdom
Fun
gi.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
adva
ntage
s and
dis
adva
ntage
s of t
he
kingd
om F
ungi.
Is the
stud
ent a
ble to
expla
in the
adva
ntage
s an
d disa
dvan
tages
of
kingd
om F
ungi?
2
3.5
K
ingd
om P
lant
ae
3.5.
1 D
ivis
ion
Bry
ophy
ta.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ge
nera
l and
di
stin
ctiv
e fe
atur
e of
the
divi
sion
.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/p
ictur
es/sp
ecim
ens
and d
iscus
s the
gene
ral an
d dis
tincti
ve fe
atures
of th
e ph
ylum.
• Va
riety
of pl
ants
• Ch
arts
• Pic
tures
• Di
agram
s•
Spec
imen
of F
unar
ia.
Is the
stud
ent a
ble to
desc
ribe g
enera
l and
dis
tincti
ve fe
atures
of
the di
vision
?
2
32 33
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe t
he st
ructu
re of
Fu
nari
a.(i)
Stud
ents
in gr
oups
to
obse
rve c
harts
/ dia
gram
/spec
imen
of
Funa
ria an
d disc
uss i
ts str
uctur
es.
(ii) T
he te
ache
r to g
uide
stude
nts to
draw
a we
ll lab
elled
diag
ram of
Fu
naria
.
• Ch
arts
• Pic
ture
• Di
agram
• sp
ecim
en of
Fun
aria.
Is the
stud
ent a
ble to
desc
ribe t
he st
ructu
re of
Fun
aria?
c) sta
te the
adap
tation
of
Funa
ria to
its m
ode o
f lif
e.
(i) S
tuden
ts in
grou
ps to
dis
cuss
the ad
aptat
ion
of F
unar
ia to
its m
ode
of li
fe.(ii
) The
teac
her t
o guid
e stu
dents
in a
plena
ry
sessi
on an
d give
co
nclus
ion.
• Ch
art•
Pictur
es•
Diag
ram•
Spec
imen
of
Dryo
pteris
.
Is the
stud
ent a
ble to
sta
te the
adap
tation
of
Funa
ria to
its m
ode
of li
fe?
3.5.
2 D
ivis
ion
Filic
inop
hyta
(P
terid
ophy
ta).
By th
e end
of th
is su
b-top
ic,
the st
uden
t sho
uld be
able
to:a)
desc
ribe t
he st
ructu
re of
Dr
yopte
ris.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/di
agram
pic
ture/m
icrog
raphs
/ sp
ecim
en of
Dry
opter
is an
d disc
uss i
ts str
uctur
e.
Is the
stud
ent a
ble to
ex
plain
the st
ructu
re of
Dry
opter
is?
3
34
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) S
tuden
ts to
draw
well
lab
elled
diag
ram of
Dr
yopte
ris.
Is the
stud
ent a
ble to
ex
plain
the st
ructu
re of
Dry
opter
is?
3
b)
state
the ad
aptat
ions o
f Dr
yopte
ris to
its
mode
of
life.
The t
each
er to
guide
stud
ents
in gr
oups
to ob
serv
e diag
ram/
spec
imen
s of D
ryop
teris
and
discu
ss its
adap
tation
to it
s mo
de of
life.
Is the
stud
ent a
ble to
sta
te the
adap
tation
s of
Dry
opter
is to
its
mode
of li
fe?
3.5.
3 D
ivis
ion
Con
ifero
phyt
a (C
onife
rs).
By th
e end
of th
is su
b-top
ic,
stude
nt sh
ould
be ab
le to:
a)
desc
ribe
the
stru
ctur
e of
Pin
us.
(i) S
tuden
ts in
grou
ps
to ob
serv
e pict
ures
, dia
gram
s, rea
l plan
ts
(Pinu
s) an
d disc
uss i
ts str
uctur
e.(ii
) The
teac
her t
o lea
d a
plena
ry se
ssion
on th
e str
uctur
e of P
inus.
• Pi
nus s
p•
Diag
rams
• Pla
nt•
Spec
imen
s•
Pictur
es•
Photo
grap
hs.
Is the
stud
ent a
ble to
dr
aw th
e stru
cture
of
Pinu
s?
2
b)
stat
e th
e ad
apta
tion
of P
inus
to it
s m
ode
of li
fe.
The t
each
er to
lead a
plen
ary
discu
ssion
on th
e ada
ptatio
n of
Pinu
s to i
s mod
e of l
ife.
Is the
stud
ent a
ble to
sta
te the
adap
tation
of
Pinu
s to i
ts mo
de
of li
fe?
34 35
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.5.
4 D
ivis
ion
Ang
iosp
erm
ophy
ta
(flow
erin
g pl
ants
).
By th
e end
of th
is su
b- to
pic,
the st
uden
t sho
uld be
able
to:a)
st
ate
the
clas
ses
of th
e di
visi
on
Ang
iosp
erm
ophy
ta.
Using
ques
tions
and a
nswe
rs the
teac
her t
o guid
e stud
ents
to ob
serv
e cha
rts/di
agram
s/ rea
l plan
ts an
d stat
e the
cla
sses o
f the
divis
ion to
stu
dents
clas
ses o
f the
div
ision
Ang
iospe
rmop
hyta.
• Ch
arts
• Pic
ture
• Di
agram
• Sp
ecim
ens o
f an
giosp
erms.
Is the
stud
ent a
ble
to sta
te cla
sses
of th
e divi
sion
Angio
sperm
ophy
ta?
5
b)
desc
ribe
the
flow
er
stru
ctur
e.(i)
The
teac
her t
o guid
e stu
dents
to ob
serv
e the
str
uctur
e of fl
owers
and
inves
tigate
the p
ositi
on
of fl
oral
whor
ls an
d sy
mmetr
y.(ii
) The
teac
her t
o guid
e stu
dents
to dr
aw
the st
ructu
re of
the
gene
ralise
d flow
er.
• Va
rious
flow
ers•
Scalp
els/ r
azor
blade
.Is
the st
uden
t able
to
desc
ribe t
he fl
ower
struc
ture?
36
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
dist
ingu
ish
betw
een
half
flow
er a
nd fl
oral
di
agra
ms.
(i) T
he te
ache
r to g
uide
stude
nt to
prep
are th
e L.
S of
the fl
ower.
(ii) S
tuden
ts to
obse
rve a
nd
inves
tigate
the s
tructu
re of
the h
alf fl
ower
and
discu
ss the
diffe
rence
s be
twee
n half
flow
er an
d flo
ral di
agram
.
• Ha
nd le
n•
Hibis
cus fl
ower,
• Be
an fl
ower
• M
aize /
eleph
ant g
rass
flowe
r.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n ha
lf flo
wer a
nd fl
oral
diagr
ams?
d)
cons
truct
floral
diag
ram o
f Hi
biscu
s, Be
an, e
leph
ant
gras
s and
maiz
e flow
er.
The t
each
er to
guide
stud
ent
to co
nstru
ct the
flor
al dia
gram
of H
ibisc
us, b
ean
flowe
r, ele
phan
t gras
s, ma
ize an
d pres
ent t
o plen
ary
sessi
on.
Is the
stud
ent a
ble
to co
nstru
ct flo
ral
diagr
am of
Hibi
scus
, be
an fl
ower,
elep
hant
gras
s and
maiz
e?
e)
desc
ribe
flora
l fo
rmul
ar, s
ymbo
l an
d flo
ral f
orm
ular
pr
esen
tatio
n.
(i) T
he te
ache
r guid
e
stu
dent
to int
erpret
sy
mbols
used
in
repres
entin
g flor
al fo
rmula
.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
desc
ribe fl
oral
form
ular,
symb
ol an
d flor
al fo
rmula
r pr
esen
tation
?
36 37
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to g
uide
stu
dents
to w
rite t
he fl
oral
form
ula of
Hibi
scus
, bea
n, ele
phan
t gras
s and
maiz
e flo
wer a
nd pr
esen
t in a
ple
nary
sessi
on.
3.5.
5 A
dvan
tage
s and
di
sadv
anta
ges o
f K
ingd
om P
lant
ae.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n w
ith
exam
ples
the
adva
ntag
es o
f the
K
ingd
om P
lant
ae
to h
uman
.
(i) S
tuden
ts to
brain
storm
on
the a
dvan
tages
of th
e kin
gdom
plan
tae to
huma
n be
ings.
(ii) T
he te
ache
r to l
ead
ple
nary
disc
ussio
n on t
he
adva
ntage
s of t
he ki
ngdo
m pla
ntae t
o hum
an be
ings.
• Ch
arts
• Di
agram
• Pic
tures.
Is the
stud
ent a
ble to
ex
plain
with
exam
ples
the ad
vanta
ges o
f the
Ki
ngdo
m Pl
antae
to
huma
n?
2
b)
expl
ain
disa
dvan
tage
s of
the
Kin
gdom
Pl
anta
e to
hum
an.
Stud
ents
in gr
oups
to di
scus
s wi
th ex
ample
s disa
dvan
tages
of
the ki
ngdo
m pla
ntae t
o hum
an
being
s.
Is the
stud
ent a
ble to
ex
plain
disad
vanta
ges
of th
e King
dom
Plan
tae
to hu
man?
38
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.6
K
ingd
om A
nim
alia
3.6.
1 P
hylu
m
Plat
yhel
min
thes
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
desc
ribe t
he st
ructu
re of
Taen
ia/Fa
sciol
a.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
/ sp
ecim
ens o
f Tae
nia/
Fasc
iola
and d
escri
be it
s str
uctur
e.(ii
) Stud
ents
to dr
aw a
well
labell
ed di
agram
of
Taen
ia/Fa
sciol
a.
• Ch
arts
• Di
agram
• Pic
ture
• M
odels
.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of Ta
enia/
Fasc
iola?
2
b)
state
the ad
aptat
ion of
Ta
enia
to its
paras
itic
mode
of li
fe.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/d
iagram
/ spe
cimen
s of
Taen
ia an
d disc
uss i
ts ad
aptat
ion to
its p
arasit
ic mo
de
of li
fe.
• Pr
eserve
d spe
cimen
s of
Taen
ia/ F
ascio
la •
Hand
lens
.
Is the
stud
ent a
ble to
St
ate th
e ada
ptatio
n of
Taen
ia to
its pa
rasiti
c mo
de of
life?
c)
expl
ain
with
ex
ampl
es th
e ad
vant
ages
and
di
sadv
anta
ges
of th
e ph
ylum
pl
atyh
elm
inth
es.
(i) S
tuden
ts to
brain
storm
on
the a
dvan
tages
and
disad
vanta
ges o
f the
ph
ylum
Platy
helm
inthe
s.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
the ad
vanta
ges a
nd
disad
vanta
ges o
f the
ph
ylum
Platy
helm
inthe
s.
• Di
agram
s•
Chart
s•
Pictur
es.
Is the
stud
ent a
ble to
expla
in wi
th ex
ample
sm th
e ad
vanta
ges a
nddis
adva
ntage
s of
the p
hylum
pla
tyhelm
inthe
s?
38 39
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.6.
2 P
hylu
m
Asc
helm
inth
es
(Nem
atod
a).
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
desc
ribe t
he st
ructu
re of
Asc
aris.
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve
chart
s/diag
rams/m
odels
/sp
ecim
en of
Asc
aris a
nd
desc
ribe i
ts str
uctur
e.(ii
) Stud
ents
to dr
aw a
well
labell
ed di
agram
of
Asca
ris.
• M
odels
/•
Chart
s/•
Pictur
es•
Diag
ram•
Spec
imen
s of A
scaris
.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of A
scar
is?
2
b)
stat
e th
e ad
aptiv
e fe
atur
es o
f As
cari
s to
its
mod
e of
life
.
(i) S
tuden
ts to
carry
out
librar
y sea
rch on
adap
tive
featur
es of
Asc
aris.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n ad
aptiv
e fea
tures
of
As
caris
.
Is the
stud
ent a
ble
to sta
te the
adap
tive
featur
es of
Asc
aris
to its
mod
e of l
ife?
c)
expl
ain
the
adva
ntag
es a
nd
disa
dvan
tage
s of
the
phyl
um
Asc
helm
inth
es.
(i) T
he te
ache
r to i
nvite
a h
ealth
spe
cialis
t to
discu
ss on
the
disad
vanta
ges o
f Asc
aris.
(ii) T
he te
ache
r to g
uide
stude
nts to
disc
uss i
n gr
oups
the a
dvan
tages
an
d disa
dvan
tages
of th
e ph
ylum
Asch
elmint
hes.
Is the
stud
ent a
ble to
ex
plain
the ad
vanta
ges
and d
isadv
antag
es
of ph
ylum
Asch
elmint
hes?
40
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.6.
3 P
hylu
m A
nnel
ida.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e st
ruct
ure
of
earth
wor
.
(i) T
he te
ache
r to g
uide
stude
nts in
grou
ps to
ob
serv
e cha
rts/di
agram
/ pic
ture/
spec
imen
of
earth
worm
and d
iscus
s its
struc
ture.
(ii) S
tuden
ts to
draw
a we
ll lab
elled
diag
ram of
the
earth
worm
.
• Ch
arts
• Pic
tures
• Di
agram
s•
Spec
imen
s of
Earth
worm
s.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of ea
rthwo
rm?
2
b)
expl
ain
the
adap
tive
feat
ures
of
Ear
thw
orm
to
its m
ode
of li
fe.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/d
iagram
s/pict
ures
/sp
ecim
ens o
f eart
h wor
m an
d dis
cuss
its ad
aptat
ion fe
atures
.
Is the
stud
ent a
ble to
ex
plain
the ad
aptiv
e fea
tures
of ea
rthwo
rm
to its
mod
e of l
ife?
c)
expl
ain
with
ex
ampl
es
adva
ntag
es a
nd
disa
dvan
tage
s of
Ann
elid
a.
(i) S
tuden
ts to
brain
storm
the
adva
ntage
s and
dis
adva
ntage
s of t
he
phylu
m An
nelid
a and
give
ex
ample
s.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n the
adva
ntage
s and
dis
adva
ntage
s of t
he
phylu
m An
nelid
a.
Is the
stud
ent a
ble
to ex
plain
with
exam
ples a
dvan
tages
an
d disa
dvan
tages
of
Anne
lida?
40 41
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.6.
4 P
hylu
m A
rthro
poda
.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
stat
e cl
asse
s of
the
phyl
um
Arth
ropo
da.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ p
ictur
es/
spec
imen
s of a
rthro
pods
an
d gro
up th
em ac
cord
ing
to the
ir sim
ilarit
ies an
d dif
feren
ces.
(ii) T
he te
ache
r to g
uide
stude
nts to
state
the
classe
s of a
rthro
pods
.
• Ch
arts
• Pic
tures
• Di
agram
s•
Photo
graph
s Vari
eties
of Ar
throp
ods,
crab,
spide
r, mi
lliped
es, ce
ntipe
des
and c
ockro
ach.
• Ha
nd le
ns•
Mod
els.
Is the
stud
ent a
ble to
sta
te cla
sses o
f thr
ph
ylum
Arthr
opod
a?
6
b)
desr
ibe
dist
inct
ive
feat
ures
of
each
cla
ss o
f th
e ph
ylum
ar
thro
poda
.
(i) S
tuden
ts to
obse
rve
spec
imen
s of a
rthro
pods
an
d des
cribe
the
distin
ctive
featu
res of
each
cla
ss.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s in
grou
ps th
e dist
inctiv
e fea
tures
of ea
ch cl
ass o
f the
phylu
m art
hrop
oda.
Is the
stud
ent a
ble to
de
scrib
e dist
inctiv
e fea
tures
of ea
ch
class
of th
e phy
lum
arthr
opod
a?
c)
desc
ribe
the
stru
ctur
e of
cra
b,
spid
er, m
illip
edes
, ce
ntip
edes
and
co
ckro
ach.
(i) T
he te
ache
r to g
uide
stude
nts to
desc
ribe t
he
struc
ture o
f crab
, spid
er,
milli
pede
s, ce
ntipe
des a
nd
cock
roac
h.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of cr
ab, s
pider,
mi
llipe
des,
centi
pede
s an
d coc
kroa
ch?
42
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PE
RIO
DS
(ii) S
tuden
ts to
draw
well
lab
elled
diag
rams o
f cra
b, sp
ider,
milli
pede
s, ce
ntipe
des a
nd co
ckro
ach.
d)
expl
ain
adap
tive
feat
ures
of
the
men
tione
d A
rthro
poda
.
Stud
ents
in gr
oups
using
gu
iding
ques
tions
to ob
serv
e ch
arts /
pictur
es /s
pecim
ens o
f art
hrop
ods a
nd di
scus
s the
ir ad
aptiv
e fea
tures
.
Is the
stud
ent a
ble
to ex
plain
adap
tive
featur
es of
Arth
ropo
da?
3.6.
4.1
Sys
tem
s of
Arth
ropo
dsBy
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
diss
ect a
nd d
ispl
ay
the
dige
stiv
e an
d re
prod
uctiv
e sy
stem
s of
cock
roac
h.
(i) T
he te
ache
r to g
uide
stude
nts to
disse
ct
cock
roac
h to d
isplay
its
dige
stive
and
repro
ducti
ve sy
stems
.(ii
) Stud
ents
to ob
serv
e the
disse
cted s
pecim
en
and d
raw w
ell la
belle
d dia
gram
s of d
igesti
ve an
d rep
rodu
ctive
syste
ms of
the
disse
cted c
ockr
oach
.
• Li
ve C
ockro
ach
• Ch
lorofo
rm•
Disse
cting
dish
• Di
ssecti
ng ki
t•
Hand
lens
• W
ater.
Is the
stud
ent a
ble to
disse
ct an
d disp
lay
the di
gesti
ve an
d rep
rodu
ctive
syste
ms
of co
ckro
ach?
4
42 43
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe
stru
ctur
es o
f di
gest
ive
and
repr
oduc
tive
syst
ems
of th
e co
ckro
ach.
(i) S
tuden
ts to
obse
rve
sp
ecim
ens o
f the
disse
cted
cock
roac
h and
desc
ribe
the di
splay
ed st
ructu
res of
dig
estiv
e and
repr
oduc
tive
syste
ms.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n str
uctur
es of
dige
stive
and
repro
ducti
ve sy
stems
of
cock
roac
h.
Is the
stud
ent a
ble to
desc
ribe s
tructu
res
of di
gesti
ve an
d rep
rodu
ctive
syste
ms
of th
e coc
kroa
ch?
c)
expl
ain
adva
ntag
es
and
disa
dvan
tage
s of
the
phy
lum
ar
thro
poda
.
(i) S
tuden
ts to
brain
storm
on
adva
ntage
s and
dis
adva
ntage
s of t
he
phylu
m art
hrop
oda.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
adva
ntage
s and
dis
adva
ntage
s of t
he
phylu
m art
hrop
oda.
Is the
stud
ent a
ble to
expla
in ad
vanta
ges a
nd
disad
vanta
ges o
f the
ph
ylum
arthr
opod
a?
44
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.6.
5 P
hylu
m C
hord
ata.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n w
ith
exam
ples
cla
sses
of
the
phyl
um
Cho
rdat
a.
(i) S
tuden
ts in
grou
ps us
ing
guidi
ng qu
estio
ns to
ob
serv
e cha
rts/pi
ctures
/sp
ecim
ens o
f cho
rdate
s an
d gro
up th
em ac
cord
ing
to the
ir sim
ilarit
ies an
d dif
feren
ces.
(ii) T
he te
ache
r to g
uide
stude
nts to
disc
uss i
n gr
oups
the c
lasse
s of t
he
phylu
m Ch
orda
ta.
• Pic
tures/
diag
rams/
preser
ved s
pecim
en of
rep
resen
tative
orga
nisms
un
der p
hylum
Cho
rdata.
• Ti
lapia,
Pige
on, T
oad/
Frog
, Mou
se or
any
other
small
mam
mal a
nd
Liza
rd.
Is the
stud
ent a
ble to
expla
in wi
th ex
ample
s the
clas
ses o
f the
ph
ylum
Chor
data?
12
b)
desc
ribe
the
stru
ctur
es o
f Ti
lapi
a, P
igeo
n,
Toad
/Fro
g, L
izar
d an
d M
ouse
or
any
othe
r sm
all
mam
mal
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/pi
ctures
/sp
ecim
ens o
f Tila
pia,
Pige
on To
ad/F
rog,
Mou
se or
any o
ther s
mall
mamm
al, L
izard
and
desc
ribe t
heir
struc
ture.
(ii) S
tuden
ts to
draw
well
lab
elled
diag
rams o
f Ti
lapia,
Pige
on To
ad/F
rog,
Mou
se or
any o
ther s
mall
mamm
al an
d Liza
rd.
Is the
stud
ent a
ble to
desc
ribe t
he st
ructu
re of
Tila
pia, P
igeon
To
ad/F
rog,
Mou
se
or an
y othe
r sma
ll ma
mmal
and L
izard
?
44 45
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
diss
ect T
oad/
frog
an
d M
ouse
or
smal
l mam
mal
to
disp
lay
visc
era,
di
gest
ive,
ur
inog
enita
l and
ne
rvou
s sys
tem
.
(i) T
he te
ache
r to g
uide
stude
nts to
carry
out
disse
ction
of to
ad/fr
og an
d mo
use o
r sma
ll ma
mmal
to dis
play v
iscera
, dig
estiv
e, ur
inoge
nital
and
nerv
ous s
ystem
s.(ii
) Stud
ents
to dis
sect
and
draw
diag
rams o
f the
dis
secte
d toa
d/fro
g, mo
use
or an
y sma
ll ma
mmal
to dis
play v
iscera
, dige
stive
, ur
inoge
nital
and n
ervou
s sy
stems
.
• Li
ve To
ad/fr
og/ M
ouse
• Ch
lorofo
rm•
Disse
cting
dish
• Di
ssecti
ng ki
t•
Chart
s•
Diag
ram of
chord
ates.
Is the
stud
ent a
ble
to dis
sect
toad/
frog,
mous
e or s
mall
mamm
al to
displa
y vis
cera,
dige
stive
ur
inoge
nital
and
nerv
ous s
ystem
?
d)
expl
ain
adva
ntag
es
and
disa
dvan
tage
s of
the
phyl
um
chor
data
.
(i) S
tuden
t to b
rains
torm
on ad
vanta
ges a
nd
disad
vanta
ges o
f the
ph
ylum
chor
data.
(ii) T
he te
ache
r to l
ead
a plen
ary di
scus
sion
on ad
vanta
ges a
nd
disad
vanta
ges o
f the
ph
ylum
chor
data.
Is the
stud
ent a
ble to
ex
plain
the ad
vanta
ges
and d
isadv
antag
e of t
he
phylu
m ch
orda
ta?
46
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.0
C
OO
RD
INAT
ION
4.1
N
ervo
us
Co-
ordi
natio
n in
M
amm
als.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e st
ruct
ure
of th
e ne
rvou
s tis
sue.
(i) T
he te
ache
r to g
uide
stude
nt to
obse
rve
chart
s/pict
ures
/diag
rams
micro
scop
e slid
es of
ne
uron
es (n
erve c
ells)
/Ne
urog
lia ce
lls, a
nd
discu
ss the
ir str
uctur
e.(ii
) Stud
ents
to dr
aw w
ell
labell
ed di
agram
s of
nerv
ous t
issue
.
• Ch
arts
• Di
agram
s•
Pictu
res.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of
the ne
rvou
s tiss
ue?
2
b)
expl
ain
the
adap
tive
feat
ures
of
ner
vous
tiss
ues.
Using
guidi
ng qu
estio
ns
stude
nts to
obse
rve c
harts
/mi
crosc
ope s
lides
, diag
rams/
pictur
es an
d disc
uss t
he
adap
tive f
eatur
es of
the n
ervou
s tis
sues
to th
eir ro
les.
Is the
stud
ent a
ble to
ex
plain
the ad
aptiv
e fea
tures
of ne
rvou
s tis
sues
?
46 47
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.1.
1 N
erve
Impu
lses
.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept o
f re
stin
g po
tent
ial,
ac
tion
pote
ntia
l, po
lariz
atio
n de
pola
rizat
ion
and
repo
lariz
atio
n of
ne
rve
cells
.
(i) U
sing g
uiding
ques
tions
stu
dents
in gr
oups
to
visua
lize c
harts
/diag
rams/
pictur
es of
nerv
e cell
s and
dis
cuss
the co
ncep
t of
restin
g pote
ntial,
actio
n po
tentia
l, pola
rizati
on
depo
lariza
tion a
nd
repola
rizati
on of
nerv
e ce
lls.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
mea
ning
of re
sting
po
tentia
l, acti
on po
tentia
l, de
polar
izatio
n and
rep
olariz
ation
of ne
rve
cells
.
• Ch
arts
• Pic
tures
• Ph
otogra
phs
• Di
agram
s•
Illus
tratio
ns of
ne
rvous
tissu
es.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f res
ting p
otenti
al,ac
tion p
otenti
al,
polar
izatio
n,de
polar
izatio
n and
rep
olariz
ation
of ne
rve
cells
?
5
b)
desc
ribe
the
form
atio
n an
d co
nduc
tion
of
nerv
e im
puls
es.
(i) U
sing g
uiding
ques
tions
stu
dents
to vi
suali
ze
chart
s/diag
rams o
f nerv
e ce
lls an
d disc
uss t
he
form
ation
and c
ondu
ction
of
nerv
e imp
ulses
.
Chart
s on n
ervou
s tiss
ues
and s
ynap
tic tr
ansm
ission
.Is
the st
uden
t able
to
desc
ribe t
he fo
rmati
on
and c
ondu
ction
of
nerv
e imp
ulses
?
48
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n fo
rmati
on an
d con
ducti
on
of ne
rve i
mpuls
es.
c)
outli
ne th
e ch
arac
teris
tics o
f ne
rve
impu
lses
.
(i) U
sing g
uiding
qu
estio
ns
stude
nts in
grou
p to
discu
ss an
d pres
ent t
he
chara
cteris
tics o
f nerv
e im
pulse
s.(ii
) The
teac
her t
o lea
d
plena
ry di
scus
sion o
n the
ch
aracte
ristic
s of n
erve
impu
lses.
Is the
stud
ent
able
to ou
tline
the
chara
cteris
tics o
f nerv
e im
pulse
s?
d)
expla
in sy
napt
ic
trans
missi
on o
f nerv
e im
puls
es.
Stud
ents
in gr
oups
to ob
serv
e dia
gram
s sho
wing
syna
ptic
trans
missi
on of
nerv
e im
pulse
s and
disc
uss s
ynap
tic
trans
missi
on of
nerv
e imp
ulses
.
Is the
stud
ent a
ble
to ex
plain
syna
ptic
trans
missi
on of
a ne
rve
impu
lse?
48 49
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.1.
2 R
ecep
tors
.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
iden
tify
mai
n ty
pes
of re
cept
ors a
nd
thei
r fun
ctio
n in
th
e m
amm
alia
n bo
dy.
(i) S
tuden
ts to
brain
stor
m on
the m
ain ty
pes o
f rec
eptor
s, loc
ation
an
d the
ir ro
le in
the
mamm
alian
body
. (ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n ma
in typ
es of
rece
ptors,
loc
ation
and t
heir
roles
.
Chart
on ty
pes o
f rec
eptor
s.Is
the st
uden
t able
to
identi
fy m
ain ty
pes o
f rec
eptor
s and
their
roles
in
the m
amma
lian
body
?
2
b)
expl
ain
the
mam
mal
ian
eye
acco
mm
odat
ion.
(i) S
tuden
ts in
grou
ps
to vis
ualis
e cha
rts/
pictur
es/ d
iagram
s/mo
dels
of th
e mam
malia
n ey
e and
disc
uss t
he
acco
mmod
ation
of th
e ey
e.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n ho
w the
mam
malia
n eye
ac
comm
odati
on oc
curs.
• Ch
art•
Pictur
e •
Diag
ram
• M
odel
of the
mam
malia
n ey
e.
Is the
stud
ent a
ble to
ex
plain
acco
mmod
ation
of
the m
amma
lian e
ye?
50
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
desc
ribe
the
stru
ctur
e of
retin
a an
d th
e ph
ysio
logy
of
seei
ng.
(i) S
tuden
ts in
grou
ps to
ex
amine
chart
s/diag
ram/
pictur
e/mod
el of
the
mamm
alian
eye a
nd
discu
ss its
stru
cture.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
ph
ysiol
ogy o
f see
ing.
• Ch
art•
Pictur
e•
Diag
ram•
Mod
el of
the m
amma
lian
ear.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of re
tina a
nd th
e ph
ysiol
ogy o
f see
ing?
4
d)
desc
ribe
the
stru
ctur
e of
M
embr
anou
s la
byrin
th o
f the
m
amm
alia
n in
ner
ear.
The t
each
er to
guide
stu
dents
to vi
suali
ze ch
arts/
diagr
ams/p
ictur
es/m
odels
of
mem
bran
ous l
abyr
inth o
f the
mam
malia
n inn
er ea
r and
de
scrib
e the
ir str
uctur
e.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of
Mem
bran
ous l
abyr
inth
of m
amma
lian
innere
ar?
e) ela
borat
e mec
hanis
ms
of he
aring
and b
ody
balan
ce in
mam
mals.
(i) S
tuden
ts to
brain
storm
on
mech
anism
of he
aring
and
body
balan
ce in
mam
mals.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n me
chan
ism of
learn
ing
and b
ody b
alanc
e bas
ing
on st
uden
ts res
pons
es.
Is the
stud
ent a
ble to
ela
borat
e mec
hanis
ms
of he
aring
and b
ody
balan
ce in
mam
mals?
50 51
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.3
H
orm
onal
C
oord
inat
ion
in
Mam
mal
s.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:
a)
expl
ain
the
feed
back
m
echa
nism
of
hor
mon
al
coor
dina
tion.
(i) S
tuden
ts to
brain
storm
on
the m
eanin
g of f
eedb
ack
mech
anism
of ho
rmon
al co
ordin
ation
.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
feedb
ack m
echa
nism
of
horm
onal
coor
dinati
on
using
spec
ified
exam
ples.
• Ch
art•
Diag
rams
• Ill
ustra
tions
.
Is the
stud
ent a
ble
to ex
plain
the
feedb
ack m
echa
nism
of ho
rmon
al
co-o
rdina
tion?
2
b)
desc
ribe
the
inte
ract
ion
betw
een
horm
onal
an
d ne
rvou
s sy
stem
.
Using
guide
d que
stion
s stu
dents
in gr
oups
to di
scus
s the
inter
actio
n betw
een
horm
onal
and n
ervou
s sys
tem.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
desc
ribe t
he in
terac
tion
betw
een h
ormo
nal a
nd
nerv
ous s
ystem
s?
4.4
C
oord
inat
ion
in P
lant
s.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept o
f tac
tic
mov
emen
ts.
(i) T
he te
ache
r to g
uide
stude
nts to
perfo
rm
prac
tical
exerc
ises
to inv
estig
ate ta
ctic
move
ments
in pl
ants.
(ii) S
tuden
ts in
grou
ps to
dis
cuss
the co
ncep
t of
tactic
mov
emen
ts.
• Ch
arts
• Di
agram
s•
Pictur
e.
Is the
stud
ent a
ble to
expla
in the
mea
ning
and i
mpor
tance
of
tactic
mov
emen
ts?
2
52
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.4.
1 T
actic
Mov
emen
ts.
b)
iden
tify
type
s of
ta
ctic
mov
emen
ts
in p
lant
s.
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve
and i
nves
tigate
tacti
c mo
veme
nts in
contr
ol an
d ex
perim
ental
plan
ts.(ii
) Stud
ents
in gr
oups
to
identi
fy ty
pes o
f tac
tic
move
ment
in pla
nts.
• Se
edlin
g•
Plant
pots
• So
il•
Wate
r•
Box.
Is the
stud
ent a
ble to
ide
ntify
type
s of t
actic
mo
veme
nts in
plan
ts?
4.4.
2 N
astic
Mov
emen
t.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
ex
plai
n th
e co
ncep
t of n
astic
m
ovem
ent.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
n ex
perim
ent t
o inv
estig
ate
nasti
c mov
emen
ts in
plants
(ii) S
tuden
ts in
grou
ps to
dis
cuss
the m
eanin
g and
im
porta
nce o
f nas
tic
move
ment.
• Ch
arts
• Pic
tures
• Mi
mosa
pudic
a.
Is the
stud
ent a
ble to
ex
plain
the m
eanin
g an
d imp
ortan
ce of
Na
stic m
ovem
ent?
4
b)
outli
ne ty
pes
of
phyt
ohor
mon
es
and
thei
r rol
es.
(i) S
tuden
ts in
grou
ps to
dis
cuss
and o
utline
typ
es an
d role
s of
Phyto
horm
ones
in pl
ants.
Is the
stud
ent a
ble to
ou
tline
type
s and
roles
of
phyto
horm
ones
?
52 53
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to g
uide
stude
nts to
carry
ou
t exp
erime
nts to
inv
estig
ate th
e role
of
auxin
and g
ibbere
llins
on
plant
grow
th.
c)
expl
ain
the
appl
icat
ion
of
natu
ral a
nd sy
nthe
tic
phyt
ohor
mon
es in
cr
op p
rodu
ctio
n an
d co
ntro
l of w
eeds
.
(i) S
tuden
ts us
ing gu
ided
ques
tions
to di
scus
s on
appli
catio
n of n
atural
and
synth
etic p
hytoh
ormo
nes
in da
ily li
fe.(ii
) The
teac
her t
o lea
d a p
lenary
disc
ussio
n on
the a
pplic
ation
of
phyto
horm
ones
in cr
op
prod
uctio
n and
wee
ds
contr
ol.
• Pic
tures
• Ph
otogra
phs
• Ch
arts
• Di
agram
s.
Is the
stud
ent a
ble to
ex
plain
the ap
plica
tion
of na
tural
and s
ynthe
tic
phyto
horm
ones
in cr
op
prod
uctio
n and
contr
ol of
we
eds?
5.0
N
UT
RIT
ION
5.1
Fo
od M
anuf
actu
ring
in P
lant
s (P
hoto
synt
hesi
s).
5.1.
1 L
ight
Rea
ctio
n.
By th
e end
of th
is su
b-top
ic,
the st
uden
t sho
uld be
able
to:a)
ex
plai
n th
e co
ncep
t of
ligh
t rea
ctio
n.
(i) T
he te
ache
r to g
uide
stude
nts to
brain
storm
on
the m
eanin
g and
im
porta
nce o
f ligh
t rea
ction
.
• Ch
arts
• Ill
ustra
tions
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of l
ight
reacti
on?
4
54
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) S
tuden
ts in
grou
ps to
vis
ualiz
e cha
rts sh
owing
ste
ps of
photo
synth
esis
and d
iscus
s the
role
of
light
in the
form
ation
of
ATP a
nd N
ADPH
2.
b) ex
plai
n th
e co
ncep
t of
phot
opho
spho
ryla
tion.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
the
mean
ing an
d imp
ortan
ce of
ph
otop
hosp
hory
latio
n.
• Ch
arts
• Di
agram
s•
Pictur
es.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
photo
phos
phor
ylatio
n?
c) d
istin
guis
h be
twee
n cy
clic
and
non
-cyc
lic
phot
opho
spho
ryla
tion.
(i) T
he te
ache
r to g
uide
stude
nts in
grou
ps to
ob
serv
e and
disc
uss
illus
tratio
ns of
cycli
c an
d non
-cycli
c
photo
phos
phor
ylatio
n.(ii
) Stud
ents
to dif
feren
tiate
cycli
c and
non-
cycli
c ph
otoph
osph
oryla
tion.
• Ch
arts
• Di
agram
s•
Pictur
es.
Is the
stud
ent a
ble to
dif
feren
tiate
cycli
c an
d non
-cycli
c ph
otoph
osph
oryla
tion?
d) ex
plai
n th
e ro
le o
f w
ater
as
a so
urce
of
hydr
ogen
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
rams/c
harts
an
d disc
uss t
he ro
le of
wa
ter as
a so
urce
of
hydr
ogen
.
• Ch
arts
• Di
agram
s•
Pictur
es.
Is the
stud
ent a
ble to
ex
plain
the ro
le of
wate
r as
a sou
rce of
hydr
ogen
?
54 55
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on
role
of w
ater.
5.1.
2 D
ark
reac
tion.
By th
e end
of th
is su
b-top
ic,
the st
uden
t sho
uld be
able
to:a)
ex
plai
n th
e m
eani
ng
of d
ark
reac
tion
and
the
even
ts w
hich
take
pl
ace
durin
g da
rk
reac
tion.
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve c
harts
an
d disc
uss t
he m
eanin
g of
dark
reac
tion.
(ii) T
he te
ache
r to g
uide
stude
nts to
obse
rve
chart
s/diag
rams a
nd
discu
ss the
even
ts wh
ich
takes
plac
e dur
ing da
rk
reacti
on (i
.e Ca
lvin
cycle
).
• Ch
arts
• Di
agram
s•
Illus
tratio
ns.
Is the
stud
ent a
ble to
ex
plain
the m
eanin
g of
dark
reac
tion a
nd th
e eve
nts
which
take
plac
e dur
ing
reacti
on?
4
b)
outli
ne th
e ro
les
of
ribul
ose
biph
osph
ate
(Rub
P) a
nd N
AD
P 2.
Stud
ents
in gr
oups
using
gu
iding
s que
stion
s to
obse
rve c
harts
/diag
rams/
illus
tratio
ns of
dark
reac
tion
and d
iscus
s the
role
of
ribulo
se di
phos
phate
as a
carb
on di
oxide
acce
pter a
nd
NA
DP 2.
Is the
stud
ent a
ble to
ou
tline
the r
oles o
f ribu
lose
bipho
spha
te (R
ubP)
and
N
AD
P 2
56
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
desc
ribe
the
mai
n st
eps i
nvol
ved
in
the
conv
ersi
on o
f ph
osph
ogly
ceric
aci
d in
to su
gar.
The t
each
er to
guide
stud
ents
in gr
oups
to ob
serv
e cha
rts,
discu
ss an
d the
main
step
s inv
olved
in th
e con
versi
on of
ph
osph
oglyc
eric a
cid to
suga
r.
Is the
stud
ent a
ble to
de
scrib
e the
main
step
s inv
olved
in th
e con
versi
on
of ph
osph
oglyc
eric a
cid
into s
ugar?
5.1.
3 C
3 and
C4
Plan
ts.
By th
e end
of th
is su
b-top
ic,
the st
uden
t sho
uld be
able
to:a)
ex
plai
n th
e m
eani
ng
of C
3 a
nd C
4 pla
nts.
(i) U
sing q
uesti
ons a
nd
answ
ers th
e tea
cher
to gu
ide st
uden
ts to
discu
ss the
mea
ning o
f C3 pl
ants
and C
4 plan
ts.
Is the
stud
ent a
ble to
ex
plain
the m
eanin
g of C
3 an
d C4 pl
ants?
2
b)
dist
ingu
ish
betw
een
C3 a
nd C
4 Pl
ants
.(i)
Stud
ents
to dif
feren
tiate
betw
een C
3 and C
4 plan
ts.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n dif
feren
ces b
etwee
n C3
and C
4 plan
ts.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n C3 an
d C 4 pl
ants?
c)
desc
ribe
the
C4
path
way
(Hat
ch
Slac
k pa
thw
ay).
(i) T
he te
ache
r to g
uide
stude
nts in
grou
ps to
dis
cuss
the C
4 path
way
(Hatc
h Slac
k Path
way)
.(ii
) Usin
g cha
rts an
d dia
gram
s stud
ents
to de
scrib
e the
C4 p
athwa
y.
Is the
stud
ent a
ble to
de
scrib
e the
C4 p
athwa
y (H
atch S
lack p
athwa
y)?
56 57
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
5.1.
4 F
acto
rs a
ffect
ing
rate
of
Pho
tosy
nthe
sis.
By th
e end
of th
is su
b-top
ic,
the st
uden
t sho
uld be
able
to:a)
ex
plai
n fa
ctor
s af
fect
ing
rate
of
phot
osyn
thes
is.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct
expe
rimen
t to i
nves
tigate
fac
tors a
ffecti
ng th
e rate
of
photo
synth
esis.
(ii) S
tuden
ts to
summ
arize
fin
dings
and p
resen
t ex
perim
ental
repo
rts.
Chart
show
ing fa
ctors
affec
ting t
he ra
te of
ph
otosy
nthes
is.
Is the
stud
ent a
ble to
ex
plain
the fa
ctors
affec
ting
the ra
te of
photo
synth
esis?
2
5.2
D
iges
tion
in
Mam
mal
s.By
the e
nd of
this
sub-
topic,
the
stud
ent s
hould
be ab
le to:
a)
de
scrib
e th
e st
ruct
ure
of e
pith
elia
l, tis
sues
, gl
andu
lar t
issu
es a
nd
rela
te th
em to
thei
r di
gest
ive
role
s.
(i) S
tuden
ts in
grou
ps
to ob
serv
e mod
els/
pictur
es /m
odels
of th
e ma
mmali
an gu
t and
dis
cuss
the st
ructu
re of
epith
elial
tissu
es,
gland
ular t
issue
s and
rel
ate th
em to
their
dig
estiv
e role
s.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n ro
les of
diffe
rent t
issue
s in
the di
gesti
ve sy
stem
of
mamm
als.
• M
icros
cope
• Sli
des
• Ch
arts
• Di
agram
s.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of
epith
elial
tissu
es, g
landu
lar
tissu
es an
d rela
te the
m to
their
diges
tive r
oles?
6
58
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
iden
tify
type
s an
d so
urce
s of
di
gest
ive
juic
es.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
the t
ypes
an
d sou
rces o
f dige
stive
juice
s pr
oduc
ed fr
om di
fferen
t part
s of
the m
amma
lian g
ut.
• Ch
arts
• Su
bstra
te•
Dige
stive
juice
s•
Mod
els
• Pic
tures
Is the
stud
ent a
ble
to ide
ntify
type
s and
so
urce
s of d
igesti
ve
juice
s?
c)
expl
ain
the
com
posi
tion
of
dige
stiv
e ju
ices
.
Stud
ents
in gr
oups
to
discu
ss the
comp
ositi
on
of ea
ch ty
pe of
dige
stive
jui
ces.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
expla
in the
comp
ositi
on
of di
gesti
ve ju
ices?
d)
expla
in the
sens
ory
and/o
r hor
mona
l co
ntrol
of th
e sec
retion
of
the d
igesti
ve ju
ices.
(i) U
sing g
uiding
ques
tions
stu
dents
in gr
oups
to
obse
rve c
harts
/diag
rams
show
ing se
nsor
y and
ho
rmon
al co
ntrol
of th
e se
cretio
ns of
the d
igesti
ve
juice
s.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on t
he
sens
ory a
nd ho
rmon
al co
ntrol
of di
gesti
ve ju
ices
secre
tion.
Is the
stud
ent a
ble to
ex
plain
the se
nsor
y and
/or
horm
onal
contr
ol of
the s
ecret
ion of
the
diges
tive j
uices
?
58 59
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
6.0
G
ASE
OU
S E
XC
HA
NG
E A
ND
R
ESP
IRAT
ION
6.1
G
aseo
us E
xcha
nge
in
Mam
mal
s.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:
a)
desc
ribe
the
inte
rnal
stru
ctur
e of
mam
mal
ian
lung
.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/p
ictur
es/di
agram
s/ph
otogr
aphs
of in
terna
l str
uctur
e of m
amma
lian l
ung
and d
iscus
s the
roles
of th
e alv
eoli.
• Ch
arts
• Di
agram
s Pict
ures/
Vide
o•
Photo
graph
s of
mamm
alian
lung
s.
Is the
stud
ent a
ble to
de
scrib
e the
inter
nal
struc
ture o
f mam
malia
n lun
g?
4
b)
expl
ain
the
fact
ors
whi
ch
gove
rn e
ffici
ent
gase
ous
exch
ange
at
resp
irato
ry
surf
ace.
The t
each
er to
lead p
lenary
dis
cussi
on on
facto
rs go
vern
ing
efficie
ncy o
f gas
eous
exch
ange
at
the re
spira
tory s
urfac
e.
Is the
stud
ent a
ble to
ex
plain
factor
s whic
h go
vern
effic
ient g
aseo
us
exch
ange
at re
spira
tory
surfa
ce?
c)
outli
ne th
e w
ays
in w
hich
oxy
gen
and
carb
on d
ioxi
de
are
trans
porte
d in
the
body
of
verte
brat
es.
Stud
ents
in gr
oups
using
gu
iding
ques
tions
to ob
serv
e ch
arts/v
ideo/
diagr
ams
and d
iscus
s way
s in w
hich
oxyg
en an
d carb
on di
oxide
are
tran
spor
ted in
the b
ody o
f ve
rtebr
ates.
• Di
agram
s•
Chart
s.Is
the st
uden
t able
to
outli
ne w
ays i
n wh
ich ox
ygen
and
carb
on di
oxide
are
trans
porte
d in t
he bo
dy
of ve
rtebr
ates?
60
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
desc
ribe t
he
adap
tation
to ox
ygen
up
take
show
n by
moun
tain c
limbe
rs/dw
ellers
, dive
rs an
d ma
mmali
an fo
etus
in the
ir res
pecti
ve
envir
onme
nt.
Stud
ents
in gr
oups
to co
nduc
t a l
ibrary
searc
h and
disc
uss
the ad
aptat
ion to
oxyg
en
uptak
e (as
show
n by m
ounta
in cli
mbers
/dwell
ers, d
ivers
and
the m
amma
lian f
oetus
in th
eir
respe
ctive
envir
onme
nt.
• Ph
otogra
phs
• C
harts
Is the
stud
ent a
ble to
de
scrib
e the
adap
tation
to
oxyg
en up
take
sh
own b
y mou
ntain
climb
ers/dw
ellers
, div
ers an
d mam
malia
n fo
etus i
n the
ir res
pecti
ve
envir
onme
nt?
6.2
G
aseo
us e
xcha
nge
in
Plan
ts.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e in
tern
al st
ruct
ure
of a
leaf
.
The t
each
er to
guide
stud
ents
in gr
oups
to di
scus
s the
inter
nal
struc
ture o
f a le
af.
Is the
stud
ent a
ble to
de
scrib
e the
inter
nal
struc
ture o
f a le
af?
2
b)
expl
ain
the
mec
hain
sm o
f ga
seou
s ex
chan
ge
in p
lant
s.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
n ex
perim
ent t
o inv
estig
ate
the pr
esen
ce of
stom
ata on
lea
ves.
(ii) S
tuden
ts in
grou
ps
to ob
serv
e cha
rts/
diagr
ams a
nd di
scus
s the
me
chan
ism of
gase
ous
exch
ange
in pl
ants.
• Co
mmeli
na sp
.•
Micr
osco
pe
• M
icros
copic
slide
s•
Slide
s cov
er.
Is the
stud
ent a
ble to
ex
plain
the m
echa
nism
of ga
seou
s exc
hang
e in
plants
?
60 61
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
outli
ne fa
ctor
s w
hich
con
tribu
te
to e
ffici
ent g
aseo
us
exch
ange
in p
lant
s.
The t
each
er to
guide
stud
ents
in gr
oups
to di
scus
s fac
tors w
hich
contr
ibutes
to ef
fecien
t gas
eous
ex
chan
ge in
plan
ts.
• Kn
ife /r
azor
blade
• Fo
rceps
Is the
stud
ent a
ble to
ou
tline
facto
rs wh
ich
contr
ibute
to effi
cient
gase
ous e
xcha
ge in
pla
nts?
6.3
R
espi
ratio
n.
6.3.
1 C
once
pt o
f res
pira
tion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:
a)
expl
ain
the
conc
ept
of re
spira
tion.
(i) S
tuden
ts to
brain
storm
on
the co
ncep
t of r
espir
ation
.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on t
he
conc
ept o
f res
pirati
on.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
expla
in the
conc
ept o
f res
pirati
on?
6
6.3.
2 G
lyco
lysi
s.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
desc
ribe
type
s of
resp
irato
ry
subs
trate
s and
thei
r en
ergy
val
ues.
(i) S
tuden
ts to
brain
storm
on
the re
spira
tory s
ubstr
ate.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n typ
es of
resp
irator
y su
bstra
tes an
d the
ir en
ergy
value
s.
• Ch
arts
• Di
agram
s•
Vide
o on g
lycoly
sis
proce
ss.
Is the
stud
ent a
ble to
sta
te typ
es of
resp
irator
y su
bstra
tes an
d the
ir en
ergy v
alues
?
b)
expl
ain
the
proc
ess
of
glyc
olys
is.
(i) S
tuden
ts in
grou
ps us
ing
guidi
ng qu
estio
ns to
dis
cuss
the m
eanin
g and
ma
in ste
ps of
glyc
olysis
.(ii
) Stud
ents
to ill
ustra
te ma
in ste
ps of
glyc
olysis
.
Chart
s sho
wing
glyc
olysis
pr
oces
s.Is
the st
uden
t able
to
expla
in the
proc
ess o
f gly
colys
is?
62
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
6.3.
3 K
reb’
s Cyc
le.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of
kre
b’s c
ycle
.
The t
each
er to
guide
stud
ents
in gr
oups
to di
scus
s the
conc
ept o
f kr
eb’s
cycle
.
• Ch
arts
• Di
agram
s•
Vide
o on k
reb’s
cycle
pro
cess.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
kreb
’s cy
cle?
6
b)
desc
ribe
the
fate
of
pyr
uvic
aci
d un
der a
erob
ic
and
anae
robi
c re
spira
tion.
(i) S
tuden
ts in
grou
ps to
dis
cuss
the fa
te of
pyru
vic
acid
unde
r aero
bic an
d an
aero
bic re
spira
tion.
(ii) T
he te
ache
r to g
uide
plena
ry di
scus
ion on
fate
of py
ruvic
acid
unde
r ae
robic
and a
naero
bic
respir
ation
.
Is the
stud
ent a
ble to
de
scrib
e the
fate
of
pyru
vic ac
id un
der
aero
bic an
d ana
erobic
res
pirati
on?
c)
expl
ain
the
even
ts
of th
e el
ectro
n tra
nspo
rt ch
ain
in
the
form
atio
n of
AT
P.
The t
each
er to
guide
stud
ents
to ob
serv
e a ch
art sh
owing
ele
ctron
tran
spor
t cha
in an
d dis
cuss
the fo
rmati
on of
ATP
.
• Ch
arts
• Vi
deo c
lips
Is the
stud
ent a
ble to
ex
plain
the ev
ents
of
the el
ectro
n tran
spor
t ch
ain in
the f
orma
tion
of A
TP?
62 63
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
com
pute
the
tota
l yi
eld
of A
TP w
hen
gluc
ose
resp
ired
aero
bica
lly a
nd
anae
robi
cally
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rt sh
owing
ele
ctron
tran
spor
t cha
in an
d com
pute
the to
tal
yield
of A
TP w
hen g
lucos
e is
respir
ed ae
robic
ally a
nd
anae
robic
ally.
(ii) T
he te
ache
r to l
ead
plena
rydis
cusio
n on t
otal
yield
of A
TP du
ring
aero
bic an
d an a
erobic
res
pirati
on.
• Ch
arts
• Vi
deo c
lips o
n the
ele
ction
tran
sport
chain
.
Is the
stud
ent a
ble to
co
mpute
the t
otal y
ield
of A
TP w
hen g
lucos
e is
respir
ed ae
robic
ally a
nd
anae
robic
ally?
e)
outli
ne th
e re
spira
tory
pa
thw
ay u
sing
lip
ids a
nd p
rote
in.
(i) S
tuden
ts to
searc
h inf
orma
tion o
n res
pirato
ry
pathw
ay us
ing li
pids a
nd
prote
in su
bstra
tes.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n res
pirato
ry pa
thway
using
lip
id an
d pro
tein.
Is the
stud
ent a
ble to
ou
tline
the r
espir
atory
pa
thway
using
lipid
s an
d pro
tein s
ubstr
ate?
64
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
6.3.
4 B
asal
Met
abol
ic ra
te
(BM
R).
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e m
eani
ng o
f BM
R.
(i) T
he te
ache
r to g
uide
stude
nts to
brain
storm
on
the m
eanin
g of b
asal
metab
olic r
ate.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
mea
ning o
f bas
al me
taboli
c rate
.
• Ch
arts
• Di
agram
s on b
asal
metab
olic r
ate.
Is the
stud
ent a
ble to
ex
plain
the m
eanin
g of
BMR?
2
b)
desc
ribe
the
fact
ors
whi
ch
caus
e va
riatio
n of
the
BM
R o
f an
indi
vidu
al.
Using
guidi
ng qu
estio
ns
stude
nts to
disc
uss f
actor
s wh
ich ca
use v
ariati
on in
Ba
sal M
etabo
lic R
ate am
ong
orga
nisms
(ind
ividu
al).
Is the
stud
ent a
ble to
de
scrib
e the
facto
rs wh
ich ca
use v
ariati
on
of th
e BM
R of
an
indivi
dual?
7.0
R
EG
UL
ATIO
N
(HO
ME
OST
ASI
S)
7.1
C
once
pt o
f Reg
ulat
ion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:
a)
expl
ain
the
conc
ept
of (r
egul
atio
n)
hom
eost
asis
.
The t
each
er to
lead p
lenary
dis
cussi
on on
the c
once
pt of
ho
meos
tasis
citing
exam
ples o
f the
ir ex
perie
nces
(hot
day a
nd
cold
day)
.
• Ch
arts
• Gr
aphs
on ho
meos
tatic
mech
anism
.
Is the
stud
ent a
ble
to ex
plain
the
conc
ept o
f reg
ulatio
n (h
omeo
stasis
)?
2
b)
iden
tify
com
pone
nts
of h
omeo
stat
ic
mec
hani
sm.
Stud
ents
in gr
oups
to di
scus
s wi
th ex
ample
s the
majo
r co
mpon
ents
of ho
meos
tatic
mech
anism
.
Is the
stud
ent a
ble to
ide
ntify
comp
onen
ts of
home
ostat
ic me
chan
ism?
64 65
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
expl
ain
the
feed
back
m
echa
nism
of
hom
eost
atic
co
ntro
l.
(i) T
he te
ache
r to g
uide
stude
nts in
grou
ps to
dis
cuss
with
exam
ples t
he
feedb
ack m
echa
nism
of
home
ostat
ic co
ntrol.
Is the
stud
ent a
ble to
expla
in the
feed
back
mech
anism
of
home
ostat
ic co
ntrol?
7.2
Te
mpe
ratu
re
Reg
ulat
ion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of b
ody
tem
pera
ture
.
Stud
ents
in gr
oups
to di
scus
s the
mea
ning a
nd im
porta
nce o
f bo
dy te
mpera
ture.
• Ch
arts
• M
odels
.Is
the st
uden
t able
to
expla
in the
conc
ept o
f bo
dy te
mpera
ture?
3
b)
desc
ribe
the
mec
hani
sm o
f te
mpe
ratu
re
regu
latio
n in
en
doth
erm
s.
(i) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
me
chan
ism of
temp
eratur
e reg
ulatio
n in e
ndoth
erms.
(ii) W
ith re
feren
ce to
spec
ific
exam
ples o
f end
otherm
s stu
dents
in gr
oups
to
desc
ribe t
he m
echa
nism
of
tempe
ratur
e reg
ulatio
n.
• Di
agram
s•
Photo
graph
s
sh
owing
resp
onse
to ch
ange
s in t
empe
rature
.
Is the
stud
ent a
ble to
de
scrib
e the
mec
hanis
m of
temp
eratur
e reg
ulatio
n in
endo
therm
s?
66
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
expl
ain
the
role
of
the
hypo
thal
amus
in
tem
pera
ture
re
gula
tion.
(i) S
tuden
ts in
grou
ps
to dis
cuss
the ro
le of
hypo
thalam
us in
tem
perat
ure r
egula
tion a
nd
give e
xamp
les ta
ken f
rom
daily
life
expe
rienc
es.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
effec
ts of
overh
eatin
g and
ov
ercoo
ling o
f mam
malia
n bo
dy.
Is the
stud
ent a
ble to
ex
plain
the ro
le of
the
hypo
thalam
us in
tem
perat
ure r
egula
tion?
d)
Expl
ain
adap
tion
of m
amm
als
to c
old
and
hot c
limat
ic
cond
ition
s.
(i) U
sing g
uiding
ques
tions
stu
dents
to di
scus
s on
gene
ral fe
atures
of
mam
mals
living
in
cold
and h
ot cli
matic
co
nditi
ons.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n ad
aptat
ion of
mam
mals
to co
ld an
d hot
clima
tic
cond
ition
s.
Is the
stud
ent a
ble to
ex
plain
adap
tation
of
mamm
als co
ld an
d hot
clima
tic co
nditi
on?
66 67
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
7.3
Ex
cret
ion
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
id
entif
y m
ajor
ex
cret
ory
prod
ucts
in
ver
tebr
ates
.
Using
ques
tions
and a
nswe
rs the
teac
her t
o guid
e stud
ents
to ide
ntify
excre
tory p
rodu
cts an
d dis
cuss
their
natur
e and
sour
ce.
• Di
agram
s•
Chart
s•
Mod
els•
Photo
graph
s.
Is the
stud
ent a
ble
to ide
ntify
the m
ajor
excre
tory p
rodu
cts in
ve
rtebr
ates?
4
b)
desc
ribe
the
stru
ctur
e of
the
mam
mal
ian
neph
ron.
(i) S
tuden
ts to
searc
h inf
orma
tion f
rom
book
s/lib
rary/i
ntern
et on
str
uctur
e and
role
of
differ
ent p
arts o
f nep
hron
.(ii
) Stud
ent t
o disc
uss
struc
ture a
nd ro
les of
dif
feren
t part
s of t
he
mamm
alian
neph
ron.
(iii)
Stud
ents
to dr
aw aw
ell
labell
ed di
agram
of
mamm
alian
neph
ron.
• Ch
arts
• M
odel
of a k
idney
• Di
agram
s •
The i
nterne
t.
Is the
stud
ent a
ble to
desc
ribe t
he st
ructu
re of
the
mam
malia
nne
phro
n?
c)
outli
ne th
e m
echa
nism
of
form
atio
n an
d re
mov
al o
f ure
a in
m
amm
als.
Stud
ents
in gr
oups
to ob
serv
e dia
gram
s/cha
rts/ m
odels
and
discu
ss the
form
ation
and
remov
al of
urea
in m
amma
ls.
• M
odels
• Ph
otogra
phs
• Di
agram
s.
Is the
stud
ent a
ble to
ou
tline
the m
echa
nism
of fo
rmati
on an
d rem
oval
of ur
ea in
ma
mmals
?
68
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
expl
ain
the
com
mon
di
sord
ers o
f the
ur
inar
y sy
stem
in
hum
ans.
(i) T
he te
ache
r to i
nvite
a gu
est s
peak
er (m
edica
l pe
rsonn
el) to
talk
on
comm
on di
sord
ers of
the
urina
ry sy
stem
in hu
man
being
s.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s on
the ef
fect a
nd pr
even
tion
of co
mmon
diso
rders
of
urina
ry sy
stems
in hu
man
being
s
• Ch
arts
• Ph
otogra
phs
• Re
sourc
e pers
on.
Is the
stud
ent a
ble to
ex
plain
the co
mmon
dis
orde
rs of
the u
rinary
sy
stem
in hu
man
being
s?
7.4
O
smor
egul
atio
n.By
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
mec
hani
sm o
f os
mor
egul
atio
n in
mar
ine
elas
mob
ranc
hes.
Using
guidi
ng qu
estio
ns,
stude
nts in
grou
ps to
disc
uss
the m
echa
nism
and i
mpor
tance
of
osmo
regula
tion i
n mari
ne
elasm
obran
ches
.
• Di
agram
s•
Photo
graph
s•
Chart
s sho
wing
the
mec
hanis
m of
osmo
regula
tion i
n fish
an
d mam
mals.
Is the
stud
ent a
ble to
expla
in the
mec
hanis
m of
osmo
regula
tion i
n ma
rine e
lasmo
bran
ches
4
68 69
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe
mec
hani
sm o
f os
mor
egul
atio
n in
M
amm
als.
(i) S
tuden
ts to
searc
h inf
orma
tion o
n the
me
chan
isms o
f os
moreg
ulatio
n in
mamm
als.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion
on m
echa
nism
of
osmo
regula
tion i
n M
amma
ls.
Is the
stud
ent a
ble to
de
scrib
e mec
hanis
m of
osmo
regula
tion i
n M
amma
ls?
c)
desc
ribe
the
coun
ter c
urre
nt
mul
tiplie
r sys
tem
in
the
loop
of
Hen
le.
(i) T
he te
ache
r to l
ead
discu
ssion
on th
e mea
ning
and r
ole of
coun
ter cu
rrent
multi
plier
syste
m in
the
loop o
f Hen
le.(ii
) Stud
ents
to de
scrib
e the
co
unter
curre
nt mu
ltipli
er sy
stem
in the
loop
of
Henle
.
Chart
s sho
wing
the l
oop
of H
enle.
Is the
stud
ent a
ble
to de
scrib
e the
role
of co
unter
curre
nt mu
ltipli
er sy
stem
in the
loo
p of H
enle?
d)
desc
ribe
horm
onal
co
ntro
l of
osm
oreg
ulat
ion.
The t
each
er to
guide
stud
ents
throu
gh qu
estio
ns an
d ans
wers
to dis
cuss
horm
onal
contr
ol of
os
moreg
ulatio
n.
Is the
stud
ent
able
to de
scrib
e ho
rmon
al co
ntrol
of
osmo
regula
tion?
70
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
e)
outli
ne v
ario
us
way
s by
whi
ch
mam
mal
s are
ad
apte
d to
arid
an
d se
mi-
arid
co
nditi
ons.
(i) S
tuden
ts to
brain
storm
on
envir
onme
ntal c
halle
nges
fac
ing m
amma
ls (fo
cusin
g on
arid
and s
emi-
arid
cond
ition
s) an
d how
ma
mmals
have
been
able
to co
pe w
ith.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n ad
aptat
ions o
f mam
mals
to ari
d con
dition
s.
Pictu
res to
show
semi
– ari
d and
arid
areas
.Is
the st
uden
t able
to
outli
ne va
rious
way
s by
whic
h mam
mals
are ad
apted
to ar
id an
d se
mi-ar
id co
nditi
ons?
71
70
FORM SIX
Class Level CompetencesBy the end of Form Six the student should have the ability to:
a) demonstrate skills on preparation and use of biological specimens for microscopic observations;
b) use scientific procedures and practical skills in studying biology;c) demonstrate appropriate use of biological knowledge, concepts, principles
and skills in relation to physiological, anatomical, ecological and evolutionary processes;
d) perform simple breeding experiment with garden pea and fruit fly to show how characters are inherited;
e) use Information and Computer Technology to access and generate biological information;
f) use proper spoken and written English language in communicating biological information for example in writing projects;
g) demonstrate an understanding of contemporary biological and health related issues;
h) demonstrate appropriate use of genetic principles to improve animal and crop production.
Class Level ObjectivesBy the end of Form Six course the student should be able to:
a) explore the relationship between mitosis and growth patterns in organisms;b) develop practical skills in studying growth processes, genetics, evolution and
ecology;c) analyse the relationship between meiosis, the process of gamete formation and
reproduction; d) explore the origin of life, evolution of new species and evidences which support
organic evolution;e) appreciate the use of principles of genetics in improving animals and plant breeds.f) dissect plants (flowers, stems and roots), animals (cockroach, frog/toad and mice)
and conduct biochemical tests;g) utilize various ICT facilities to search and generate biological information;h) apply appropriate biological skills in managing health related problems such as HIV/
AIDS, reproduction and genetical disorders.
72
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.0
T
RA
NSP
OR
TAT
ION
1.1
Tr
ansp
orta
tion
in p
lant
s.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld
be ab
le to:
a)
iden
tify
vasc
ular
tis
sues
in p
lant
s.
The t
each
er to
guide
stud
ents
to ob
serv
e the
stru
ctures
of
Vasc
ular/
cond
uctin
g tiss
ues
using
chart
s/diag
ram/pi
cture/
mi
crosc
ope s
lides
.
• M
icros
cope
s slid
es•
Micr
osco
pe•
Chart
s•
Diag
rams s
howi
ng
vascu
lar tis
sues.
Is the
stud
ent a
ble to
ide
ntify
vasc
ular t
issue
s in
plants
?
3
b)
desc
ribe
vasc
ular
tis
sues
in p
lant
s an
d ho
w th
ey a
re
adap
ted
to th
eir
func
tion.
Using
guidi
ng qu
estio
ns,
stude
nts to
disc
uss i
n gro
ups
and p
resen
t in a
plen
ary
sessi
on th
e ada
ptatio
n of
vasc
ular t
issue
s.
Is the
stud
ent a
ble to
de
scrib
e vas
cular
tissu
e in
plants
and h
ow th
ey
are ad
apted
to th
eir
func
tion?
c)
dist
ingu
ish
betw
een
pass
ive
and
activ
e tra
nspo
rt in
pla
nts.
(i) S
tuden
ts to
brain
storm
on
the di
fferen
ces b
etwee
n pa
ssive
and a
ctive
tra
nspo
rt.(ii
) The
teac
her t
o lea
plena
ry
discu
ssion
on pa
ssive
and
activ
e tran
spor
t in p
lants.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n pa
ssive
and a
ctive
tra
nspo
rt in
plants
?
72 73
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.1.
1 M
ovem
ent o
f mat
eria
ls
acro
ss th
e ro
ot.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e pa
ths
of m
ovem
ent o
f w
ater
and
min
eral
sa
lts a
cros
s the
ro
ot (s
ympl
asm
ic,
vacu
olar
and
ap
opla
smic
).
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve c
harts
/di
agram
s/ sh
owing
mo
veme
nt of
wate
r an
d mine
ral sa
lts ac
ross
the ro
ot an
d disc
uss
move
ment
of w
ater a
nd
mine
ral sa
lts a
cross
the
root.
(ii
) Usin
g guid
ing qu
estio
ns,
stude
nts to
de sc
ribe t
he
symp
lasmi
c, va
cuola
r and
ap
oplas
mic p
athwa
y.
Diag
ram/ch
arts s
howi
ng
move
ment
of w
ater a
nd
mine
ral sa
lts ac
ross
the
root.
Is the
stud
ent a
ble
to de
scrib
e path
s of
move
ment
of w
ater a
nd
mine
ral sa
lts ac
ross
the ro
ot (sy
mplas
mic,
vacu
olar a
nd
apop
lasmi
c?)
3
b)
expl
ain
the
role
of
Cas
paria
n st
rip.
(i) S
tuden
ts to
obse
rve
chart
/diag
ram/pi
cture
and d
iscus
s the
role
of
casp
arian
strip
(ii) S
tuden
ts to
draw
the
casp
arian
strip
.
• Ch
arts
• Pic
ture
• Di
agram
• M
icros
cope
•
Micr
osco
pe sl
ides.
Is the
stud
ent a
ble to
ex
plain
the ro
le of
Ca
spari
an st
rip?
74
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
1.1.
2 U
pwar
d m
ovem
ent o
f w
ater
and
min
eral
salts
.By
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e pa
th o
f up
war
d tra
nspo
rt of
wat
er a
nd
min
eral
salts
.
Stud
ents
in gr
oups
using
gu
iding
ques
tions
to di
scus
s the
path
of up
ward
mov
emen
t of
wate
r and
mine
ral sa
lts.
• Be
aker
• Tr
ansp
arent
plasti
c tub
e•
Seed
lings
.
Is the
stud
ent a
ble to
ex
plain
the pa
th of
up
ward
tran
spor
t of
water
and m
ineral
salts
?
6
b)
desc
ribe
the
forc
es g
over
ning
th
e up
war
d m
ovem
ent o
f w
ater
and
min
eral
sa
lts.
(i) T
he te
ache
r to g
uide
stude
nts to
perfo
rm an
ex
perim
ent o
n cap
illari
ty.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on
force
s gov
erning
upwa
rd
move
ment
of w
ater a
nd
mine
ral sa
lts (c
apill
arity,
ro
ot pr
essu
re an
d tra
nspir
ation
pull)
.
Is the
stud
ent a
ble to
de
scrib
e the
force
s go
vern
ing th
e upw
ard
move
ment
of w
ater a
nd
mine
ral sa
lts?
c)
outli
ne th
e m
echa
nism
of
stom
ata
open
ing
and
clos
ing
(bas
ing
on
Osm
otic
pre
ssur
e di
ffere
nces
th
eory
).
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
n ex
perim
ent o
f ope
ning
and c
losing
of st
omata
.
• Le
af e.g
Com
melin
a•
Micr
osco
pe sl
ide•
Slide
cove
r•
Chart
s sho
wing
op
enin
g an
d clo
sing
of st
omata
.
Is the
stud
ent a
ble to
ou
tline
the m
echa
nism
of st
omata
open
ing
and c
losing
(bas
ing
on O
smoti
c pres
sure
differ
ence
s the
ory)
?
74 75
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) S
tuden
ts to
discu
ss in
grou
ps th
e mec
hanis
m of
clo
sing a
nd op
ening
of
stoma
ta.
d)
expl
ain
the
effe
cts
of tr
ansp
iratio
n in
pl
ants
.
(i) S
tuden
ts to
brain
storm
on
the e
ffects
of
trans
pirati
on in
plan
ts.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on t
he
effec
ts of
tran
spira
tion i
n pla
nts.
• Ch
arts
• Ph
otogra
phs
• Di
agram
s sho
wing
the
effec
t of t
ransp
iratio
n in
plants
.
Is the
stud
ent a
ble to
ex
plain
the ef
fects
of
trans
pirati
on in
plan
ts?
e)
dist
ingu
ish
betw
een
trans
pira
tion
and
guta
tion.
The t
each
er to
guide
stu
dents
to di
scus
s in g
roup
s the
diffe
rence
s betw
een
trans
pirati
on an
d guta
tion.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n tra
nspir
ation
and
gutat
ion?
1.1.
3 T
rans
loca
tion
of
Man
ufac
ture
d Fo
od.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld
be ab
le to:
a)
iden
tify
the
path
of
man
ufac
ture
d fo
od.
The t
each
er to
guide
stud
ents
to ob
serv
e cha
rt/dia
gram
an
d ide
ntify
the p
ath of
ma
nufac
tured
food
alon
g ph
loem.
• Ch
arts
• Di
agram
s•
Pictur
es.
Is the
stud
ent a
ble to
ide
ntify
the p
ath of
ma
nufac
tured
food
?
3
76
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
expl
ain
m
echa
nism
of
trans
port
of
man
ufac
ture
d fo
od m
ater
ials
.
(i) S
tuden
ts in
grou
ps
to vis
ualiz
e cha
rts/
illus
tratio
ns an
d dis
cuss
the tr
ansp
ort o
f ma
nufac
tured
food
in
plants
.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n me
chan
ism of
tran
spor
t of
man
ufac
tured
food
in
plants
.
• M
icros
cope
• Sli
des
• Pla
nt tis
sues
• Di
agram
s•
Chart
s.
Is the
stud
ent a
ble to
ex
plain
the m
echa
nism
of tr
ansp
ort o
f ma
nufac
tured
food
in
plants
?
1.2
Tr
ansp
ort i
n Ve
rtebr
ates
.By
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e st
ruct
ure
of
card
iac
mus
cles
.
(i) S
tuden
ts to
obse
rve
chart
s /dia
gram
/pict
ures
mi
crosc
ope s
lides
of
card
iac m
uscle
and
discu
ss the
ir str
uctur
es.
(ii) T
he te
ache
r to g
uide
stude
nts to
desc
ribe
the ad
aptat
ions o
f ca
rdiac
mus
cles t
o the
ir fu
nctio
ns.
• Ch
arts
• Pic
ture
• Di
agram
of ca
rdiac
mu
scles
• M
icros
cope
slide
s•
micro
scope
.
Is the
stud
ent a
ble to
de
scrib
e the
stru
cture
of ca
rdiac
mus
cles a
s rel
ated t
o the
ir fu
nctio
n?
6
76 77
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
dist
ingu
ish
betw
een
open
and
cl
osed
circ
ulat
ory
syst
ems.
Stud
ents
in gr
oups
to ob
serv
e ch
arts/d
iagram
/micr
osco
pe
slide
s and
disc
uss w
ith
exam
ples,
open
and c
losed
cir
culat
ory s
ystem
s.
• Di
agram
•
Chart
s/Mod
els sh
owing
op
en an
d clos
ed
circu
latory
syste
ms.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n op
en an
d clos
ed
circu
lator
y sys
tems?
c)
diffe
rent
iate
be
twee
n si
ngle
an
d do
uble
ci
rcul
ator
y sy
stem
s.
(i) S
tuden
ts vis
ualiz
e ch
arts/d
iagram
of si
ngle
and d
ouble
circu
lator
y sy
stems
eg. fi
sh, h
uman
an
d disc
uss t
heir
differ
ence
s.
• Di
agram
s •
Mod
els/C
harts
show
ing
circu
latory
syste
ms of
fis
h and
huma
n.
Is the
stud
ent a
ble to
dif
feren
tiate
betw
een
single
and d
ouble
cir
culat
ory s
ystem
s?
d)
expl
ain
the
diffe
renc
es
betw
een
foet
al
and
adul
t blo
od
circ
ulat
ion.
(i) S
tuden
ts to
searc
h inf
orma
tion o
n foe
tal an
d ad
ult bl
ood c
ircula
tion o
f ma
mmals
.(ii
) The
teac
her t
o guid
e stu
dents
to di
fferen
tiate
betw
een f
oetal
and a
dult
blood
circu
lation
.
• Ch
arts
• Di
agram
s•
Mod
els/ch
arts s
howi
ng
foetal
and a
dult b
lood
circu
lation
.
Is the
stud
ent a
ble to
ex
plain
the di
fferen
ces
betw
een f
oetal
and a
dult
blood
circu
lation
?
78
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
2.0
G
RO
WT
H A
ND
D
EV
EL
OPM
EN
T
2.1
M
itosi
s
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e ev
ents
th
at ta
ke p
lace
du
ring
mito
tic
stag
es.
(i) T
he te
ache
r to g
uide
stude
nts to
obse
rve s
tages
of
mito
sis in
cells
.(ii
) Usin
g guid
ing qu
estio
ns
stude
nts in
grou
ps to
ob
serv
e cha
rt/vid
eo/
diagr
ams a
nd di
scus
s the
ev
ents
that t
ake p
lace
durin
g mito
tic st
ages
.
• Ch
arts
• Di
agram
• Vi
deo
• M
odels
•
Fixed
slide
s sho
wing
ev
ents
taking
plac
e du
ring m
itotic
stag
es.
Is the
stud
ent a
ble
to ex
plain
the ev
ents
that t
ake p
lace d
uring
mi
totic
stage
s?
3
b)
illus
trate
sta
ges
of m
itosi
s in
pla
nt
and
anim
al c
ells
.
Stud
ents
to ill
ustra
te sta
ges o
f mi
tosis
in pla
nt an
d anim
als
cells
.
Is the
stud
ent a
ble to
ill
ustra
te sta
ges o
f mi
tosis
in pla
nt an
d an
imal
cells
?
2.2
G
row
th P
atte
rns
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld
be ab
le to:
a)
desc
ribe
vario
us
patte
rns o
f gro
wth
in
pla
nts a
nd
anim
als.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/di
agram
s an
d disc
uss v
ariou
s pa
ttern
s of g
rowt
h in
plants
and a
nimals
.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
ion on
pa
ttern
s of g
rowt
h in
plants
and a
nimals
.
Chart
s/Diag
rams
show
ing va
rious
patte
rns
of gr
owth
in pla
nts an
d an
imals
.
Is the
stud
ent a
ble
to de
scrib
e vari
ous
patte
rns o
f gro
wth i
n pla
nts an
d anim
als?
2
78 79
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
inte
rpre
t var
ious
ty
pes
of g
row
th
curv
es.
(i) S
tuden
ts in
grou
ps to
plo
t and
inter
pret
vario
us
types
of gr
owth
curv
es.
(ii) T
he te
ache
r to g
uide
stude
nts to
inter
pret
grow
th cu
rves
.
Is the
stud
ent a
ble to
int
erpret
vario
us ty
pes
of gr
owth
curv
es?
2.3
G
row
th a
nd
Dev
elop
men
t in
Plan
ts
2.3.
1 P
rimar
y an
d se
cond
ary
grow
th in
Ang
iosp
erm
s.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e ro
le o
f ap
ical
mer
iste
m in
pr
imar
y gr
owth
.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
pr
actic
al ob
serv
ation
of
apica
l meri
stema
tic
tissu
e.(ii
) Stud
ents
in gr
oups
to
obse
rve d
iagram
/pictu
res/
video
and d
iscus
s apic
al me
ristem
atic t
issue
s an
d disc
uss i
ts ro
les in
pr
imary
grow
th.
• M
icros
cope
• Pr
epare
d slid
es•
Spec
imen
s of
meris
temati
c tiss
ues
• Di
agram
s•
Real
plants
• Ch
arts s
howi
ng
meris
temati
c tiss
ues.
Is the
stud
ent a
ble to
ex
plain
the ro
le of
ap
ical m
eriste
m in
prim
ary gr
owth?
4
b)
desc
ribe
the
role
of l
ater
al
mer
iste
m in
se
cond
ary
grow
th.
(i) S
tuden
ts in
grou
ps to
co
nduc
t a pr
actic
al ob
serv
ation
of la
teral
meris
temati
c tiss
ues.
Is the
stud
ent a
ble to
de
scrib
e the
role
of
latera
l meri
stem
in se
cond
ary gr
owth?
80
TO
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S/SU
B-T
OPI
CS
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CIF
IC
OB
JEC
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ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) S
tuden
ts in
grou
ps
to dis
cuss
the la
teral
meris
temati
c tiss
ue an
d its
roles
in se
cond
ary
grow
th.
c)
expl
ain
the
orig
in o
f lat
eral
br
anch
es a
nd
late
ral r
oots
.
(i) T
he te
ache
r to g
uide
stude
nts to
visit
outsi
de
envir
onme
nt to
obse
rve
real p
lants
and d
iscus
s the
origi
n of l
ateral
br
anch
es an
d late
ral
roots
.
Is the
stud
ent a
ble to
ex
plain
the or
igin o
f lat
eral b
ranch
es an
d lat
eral r
oots?
2.3.
2 S
eed
dorm
ancy
and
vi
abili
ty.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of s
eed
dorm
ancy
and
vi
abili
ty.
(i) S
tuden
ts to
obse
rve
seed
s and
brain
storm
the
mea
ning o
f see
d do
rman
cy, v
iabili
ty an
d its
sign
ifica
nce.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
conc
ept o
f se
ed
dorm
ancy
and v
iabili
ty.
Varie
ty of
seed
s.Is
the st
uden
t able
to
expla
in the
conc
ept
of se
ed do
rman
cy an
d via
bility
?
3
b)
desc
ribe
type
s an
d ca
uses
of
seed
dor
man
cy.
Using
guidi
ng qu
estio
ns
stude
nts in
grou
ps to
disc
uss
types
and c
ause
s of s
eed
dorm
ancy
.
Is the
stud
ent a
ble to
de
scrib
e the
type
s of
seed
dorm
ancy
and t
heir
caus
es?
80 81
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
sugg
est w
ays o
f ov
erco
min
g se
ed
dorm
ancy
.
Thro
ugh q
uesti
ons a
nd an
swers
the
teac
her t
o guid
e stud
ents
to dis
cuss
in a p
lenary
sessi
on
ways
of ov
ercom
ing se
ed
dorm
ancy
.
Is the
stud
ent a
ble
to su
gges
t way
s of
overc
oming
seed
do
rman
cy?
d)
prop
ose
fact
ors
that
gov
ern
seed
vi
abili
ty.
Stud
ents
in gr
oups
to di
scus
s an
d pres
ents
the fa
ctors
which
go
vern
seed
viab
ility.
Is the
stud
ent a
ble to
pr
opos
e fac
tors t
hat
gove
rn se
ed vi
abili
ty?
3.0
R
EPR
OD
UC
TIO
N
3.1
M
eios
is.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ac
coun
t for
the
even
ts w
hich
ta
ke p
lace
dur
ing
mei
osis
.
(i) S
tuden
ts to
obse
rve c
harts
/ dia
gram
s/ mi
crosc
opic
slide
s sho
wing
stag
es of
me
iosis
in pla
nt an
d anim
al ce
lls.
(ii) S
tuden
ts in
grou
ps to
dis
cuss
and p
resen
t in
plena
ry se
ssion
the e
vents
tha
t tak
e plac
e dur
ing
meios
is in
plant
and a
nimal
cells
.
• Ch
arts
• Di
agram
s•
Micr
osco
pic sl
ides
sh
owing
stag
es of
meios
is.
Is the
stud
ent a
ble to
ac
coun
t for
the e
vents
wh
ich ta
ke pl
ace d
uring
me
iosis
stage
s?
4
b)
illus
trate
sta
ges
of
mei
osis
in p
lant
s an
d an
imal
cel
ls.
Stud
ents
to ill
ustra
te sta
ges o
f me
iosis
in pla
nts an
d anim
al ce
lls.
Is the
stud
ent a
ble to
ill
ustra
te sta
ges o
f me
iosis
in pla
nts an
d an
imal
cells
?
82
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
c)
expl
ain
the
sign
ifica
nce
of
mei
osis
in se
xual
ly
repr
oduc
ing
orga
nism
s.
Stud
ents
in gr
oups
to di
scus
s sig
nifica
nce o
f meio
sis in
se
xuall
y rep
rodu
cing o
rgan
isms.
Is the
stud
ent a
ble to
giv
e the
sign
ifica
nce
of M
eiosis
in se
xuall
y rep
rodu
cing o
rgan
isms?
d)
expl
ain
the
sim
ilarit
ies
and
diffe
renc
es
betw
een
mei
osis
an
d m
itosi
s.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
s/ mi
crosc
ope s
lides
show
ing
stage
s of m
itosis
and
meios
is.(ii
) Usin
g guid
ing qu
estio
ns
stude
nts to
comp
are an
d co
ntras
t meio
sis an
d mi
tosis.
• Ch
arts/
diagra
ms
show
ing m
eiosis
and
mitos
is •
Micr
osco
pic sl
ides o
n me
iosis
and m
itosis
• M
icros
cope
.
Is the
stud
ent a
ble to
ex
plain
the si
milar
ities
an
d diff
erenc
es be
twee
n me
iosis
and m
itosis
?
e)
rela
te m
eios
is to
ga
met
ogen
esis
in
both
pla
nts a
nd
anim
als.
Using
guidi
ng qu
estio
nsstu
dents
in gr
oups
todis
cuss
how
meios
is rel
ates w
ith
game
togen
esis
inpla
nts an
d anim
als.
Is the
stud
ent a
ble
to rel
ate m
eiosis
to
game
togen
esis
in pla
nts
and a
nimals
?
82 83
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.2
R
epro
duct
ion
in
Plan
ts
3.2.
1 F
ertil
izat
ion
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e ev
ents
lead
ing
to
ferti
lizat
ion.
Using
guidi
ng qu
estio
ns
stude
nts in
grou
ps to
disc
uss a
nd
pres
ent i
n plen
ary se
ssion
the
even
ts lea
ding t
o fert
iliza
tion.
• Ch
arts/
diagra
ms/
show
ing th
e proc
ess of
fer
tiliza
tion
• M
icros
cope
slide
s •
Micr
osco
pe.
Is the
stud
ent a
ble to
de
scrib
e the
even
ts lea
ding t
o fert
iliza
tion?
3
b)
expl
ain
the
conc
ept o
f dou
ble
ferti
lizat
ion.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
and p
resen
ts in
a plen
ary se
ssion
the c
once
pt of
doub
le fer
tiliza
tion a
nd it
s co
nseq
uenc
es.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
ts of
do
uble
fertil
izatio
n?
c)
acco
unt f
or th
e ch
ange
s whi
ch
occu
r in
the
flow
er
afte
r fer
tiliz
atio
n.
Stud
ents
to ob
serv
ech
arts/d
iagram
/micr
osco
pes
slide
s and
disc
us in
grou
ps
the ch
ange
s whic
h lea
d to t
he
form
ation
of fr
uit.
Chart
s sho
wing
chan
ges
which
occu
r afte
r fer
tiliza
tion
Micr
osco
pic sl
ides
micro
scop
e.
Is the
stud
ent a
ble
to ac
coun
t for
the
chan
ges w
hich o
ccur
in
the fl
ower
after
fertil
izatio
n?
84
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
3.2.
2
Frui
t and
See
d D
evel
opm
ent
By th
e end
of th
is su
b top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e ev
ents
w
hich
lead
to
the
form
atio
n of
en
dosp
erm
ic a
nd
non-
endo
sper
mic
se
ed.
The t
each
er to
guide
stud
ents
to dis
cuss
and p
resen
ts the
fo
rmati
on of
endo
sperm
ic an
d no
n- en
dosp
ermic
seed
.
Chart
s sho
wing
diag
rams
of en
dosp
ermic
and n
on-
endo
sperm
ic se
eds.
Is the
stud
ent a
ble
to ex
plain
the
even
ts wh
ich le
ad
to the
form
ation
of
endo
sperm
ic an
d non
- en
dosp
ermic
seed
?
3
3.2.
3
Life
Cyc
les o
f Se
lect
ed P
lant
sBy
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
of a
ltern
atio
n of
ge
nera
tion.
(i) S
tuden
ts in
grou
ps to
br
ainsto
rm on
the c
once
pt of
alter
natio
n of g
enera
tion.
(ii) T
he te
ache
r to l
ead p
lenary
dis
cussi
on on
the c
once
pt of
alter
natio
n of g
enera
tion.
• Ch
arts
• Di
agram
s•
Illus
tratio
ns
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
alter
natio
n of
gene
ration
?
2
b)
desc
ribe
the
gene
raliz
ed
life
cycl
es o
f B
ryop
hyte
s,
Pter
idop
hyte
s an
d an
gios
perm
s.
(i) S
tuden
ts in
grou
ps to
vis
ualiz
e cha
rts/di
agram
of
gene
ralize
d life
cycle
s of
Bryo
phyte
s, Pt
erido
phyte
s an
d ang
iospe
rms.
Is the
stud
ent a
ble
to de
scrib
e the
ge
neral
ized l
ife
cycle
s of b
ryop
hytes
, pte
ridop
hytes
and
angio
sperm
s?
84 85
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
ge
neral
ized l
ife cy
cle of
br
yoph
ytes,
pterid
ophy
tes
and a
ngios
perm
s.
3.3
R
epro
duct
ion
in
Ani
mal
s
3.3.
1
Men
stru
atio
n an
d O
estru
s cyc
le
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
co
ncep
t of
men
stru
atio
n an
d O
estru
s cyc
le.
(i) S
tuden
ts to
brain
stor
m the
me
aning
of m
enstr
uatio
n an
d oes
trus c
ycle.
(ii) T
he te
ache
r to l
ead
plena
ry di
scus
sion o
n the
me
aning
and i
mpor
tance
of
mens
truati
on an
d oes
trus
cycle
.
Chart
s sho
wing
me
nstru
ation
and o
estru
s cy
cle.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
men
strua
tion a
nd
Oestr
us cy
cle?
3
b)
illus
trate
s th
e st
ages
of
men
stru
al a
nd
oest
rus
cycl
e.
Stud
ents
visua
lize c
harts
/dia
gram
/pictu
re/mo
dels
show
ing st
ages
of m
enstr
ual
and o
estru
s cyc
le an
d illu
strate
sta
ges o
f men
strua
l and
oestr
us
cycle
.
Is the
stud
ent a
ble to
ill
ustra
tes th
e stag
es of
me
nstru
al an
d Oes
trus
cycle
?
c)
expl
ain
horm
ones
co
ntro
lling
m
enst
rual
and
oe
stru
s cyc
les.
Stud
ents
to us
e guid
ing
ques
tions
in gr
oups
to
discu
ss an
d pres
ent h
ormo
nes
contr
olling
men
strua
l and
oe
strus
cycle
and i
ts ro
le.
Is the
stud
ent a
ble
to ex
plain
horm
ones
co
ntroll
ing m
enstr
ual
and o
estru
s cyc
les?
86
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
dist
ingu
ish
men
stru
atio
n fr
om
Oes
trus c
ycle
.
Stud
ents
in gr
oups
to di
scus
s the
diffe
rence
s betw
een
mens
truati
on an
d oes
trus c
ycle.
Chart
s / di
agram
s on
oestr
us an
d men
strua
l cy
cle.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n me
nstru
ation
and
Oestr
us cy
cle?
3.3.
2
Ferti
lizat
ion
and
Zygo
te
Dev
elop
men
t in
Mam
mal
s.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
even
ts
whi
ch c
ompr
omis
e th
e m
echa
nism
of
ferti
lizat
ion.
(i) S
tuden
ts to
brain
storm
on
the e
vents
whic
h co
mpro
mise
mec
hanis
m of
fer
tiliza
tion.
(ii) T
he te
ache
r to g
uide
stude
nts to
disc
uss i
n gr
oups
and p
resen
t in
plena
ry se
ssion
on e
vents
wh
ich co
mpro
mise
me
chan
ism of
ferti
lizati
on.
• Ch
arts
• Vi
deo
• M
icros
cope
•
Fixed
micr
osco
pe sl
ides
show
ing m
echa
nism
of fer
tiliza
tion.
Is the
stud
ent a
ble
to ex
plain
the ev
ents
which
comp
romi
se
the m
echa
nism
of
fertil
izatio
n?
6
b)
expl
ain
the
impo
rtanc
e of
fe
rtiliz
atio
n.
Using
guidi
ng qu
estio
ns st
uden
ts to
discu
ss the
impo
rtanc
e of
fertil
izatio
n.
Is the
stud
ent a
ble to
ex
plain
the im
porta
nce
of fe
rtiliz
ation
?
c)
desc
ribe
the
deve
lopm
enta
l ch
ange
s whi
ch ta
ke
plac
e in
a z
ygot
e up
to g
astru
la
stag
e.
(i) S
tuden
ts to
obse
rve c
harts
/sli
des/v
ideo fi
lm/m
odels
sh
owing
deve
lopme
ntal
chan
ges w
hich t
ake p
lace i
n zy
gote
up to
gastr
ula.
Is the
stud
ent a
ble
to de
scrib
e the
de
velop
menta
l cha
nges
wh
ich ta
ke pl
ace i
n a
zygo
te up
to ga
strula
sta
ge?
86 87
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead
stude
nts in
grou
ps to
dis
cuss
and p
resen
t in
plena
ry se
ssion
the
deve
lopme
ntal c
hang
es
which
take
plac
e fro
m zy
gote
to ga
strula
stag
e.
d)
expl
ain
the
embr
yoni
c m
embr
anes
and
th
eir r
oles
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
rams/c
harts
/vid
eo fi
lm/m
icros
copic
sli
des a
nd di
scus
s the
em
bryo
nic m
embr
ane a
nd
its ro
le.(ii
) The
teac
her t
o lea
d stud
ents
to dis
cuss
in gr
oups
the
embr
yonic
mem
bran
e and
its
roles
.
• Ch
arts
• Di
agram
s •
Vide
o•
Micr
osco
pe
• Sli
des.
Is the
stud
ent a
ble to
ex
plain
the em
bryo
nic
memb
ranes
and t
heir
roles
?
3.3.
3
Birt
h.By
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
ac
coun
t for
the
even
ts th
at le
ad
into
birt
h.
(i) S
tuden
ts to
brain
storm
on
even
ts tha
t lea
d into
birth
.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s and
pr
esen
t in p
lenary
sessi
on
the ev
ents
that l
ead i
nto
birth.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
acco
unts
for t
he ev
ents
that l
ead i
nto bi
rth?
2
88
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
expl
ain
the
caus
es
of m
ultip
le b
irths
.St
uden
ts in
grou
ps to
disc
uss
and p
resen
t in p
lenary
the c
ause
s of
mult
iple b
irths
.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
expla
in the
caus
es of
mu
ltiple
birth
s?
3.3.
4
Life
Cyc
les o
f Se
lect
ed A
nim
als.
By th
e end
of th
issu
b-to
pic,
the s
tude
nt
shou
ld be
able
to:
a)
expl
ain
the
conc
ept
of m
etam
orph
osis
.
(i) S
tuden
ts to
obse
rve c
harts
/dia
gram
s/pres
erved
sp
ecim
en sh
owing
me
tamor
phos
is.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s in
grou
ps th
e mea
ning
and i
mpor
tance
of
metam
orph
osis.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
toex
plain
the co
ncep
t of
metam
orph
osis?
2
b)
dist
ingu
ish
be
twee
n co
mpl
ete
and
inco
mpl
ete
met
amor
phos
is.
Stud
ents
to ob
serv
e cha
rts/
diagr
ams/p
reserv
ed sp
ecim
ens
of se
lected
anim
als an
d disc
uss
the di
fferen
ces b
etwee
n co
mplet
e and
inco
mplet
e me
tamor
phos
is.
Pres
erved
spec
imen
s of
selec
ted an
imals
.Is
the st
uden
t able
todis
tingu
ish
betw
een c
omple
te an
d inc
omple
te me
tamor
phos
is?
c)
illus
trate
the
life
cycl
es o
f hou
sefly
, co
ckro
ach,
toad
/fr
og a
nd m
ouse
.
The t
each
er to
guide
stud
ents
to ill
ustra
te the
life
cycle
of
hous
efly,
toad/f
rog a
nd m
ouse
.
• Pr
eserve
d spe
cimen
s•
Chart
s/diag
rams s
howi
ng
life c
ycles
of ho
usefl
y, co
ckroa
ches,
toad
/ frog
an
d mou
se.
Is the
stud
ent a
ble to
illus
trate
the li
fe cy
cle
of ho
usefl
y, co
ckro
ach,
toad/f
rog
and m
ouse
?
88 89
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.0
G
EN
ET
ICS
4.1
H
ered
itary
Mat
eria
ls
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
show
that
he
redi
tary
m
ater
ials
are
lo
cate
d in
the
nucl
eus.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/m
icros
cope
sli
des/p
hotog
raphs
of
hered
itary
mate
rials.
(ii
) The
teac
her t
o lea
d stud
ents
to dis
cuss
and p
resen
t in
plena
ry th
e evid
ence
that
hered
itary
mate
rials
are
locate
d in t
he nu
cleus
.
• Ch
arts
• M
odels
• M
icros
cope
slide
s •
Photo
graph
s
show
ing
hered
itary
mater
ials.
Is the
stud
ent a
ble to
sh
ow th
at he
redita
ry
mater
ials a
re loc
ated i
n the
nucle
us?
3
b)
desc
ribe
prop
ertie
s of
ge
netic
mat
eria
ls.
Stud
ents
using
guidi
ng qu
estio
ns
to dis
cuss
in gr
oups
and p
resen
t in
plena
ry se
ssion
the g
enera
l pr
opert
ies of
gene
tic m
ateria
ls.
• Ch
arts/m
odels
/•
Vide
o sho
wing
gene
tic
mater
ials.
• M
odels
of D
NA an
d RN
A.
Is the
stud
ent a
ble to
de
scrib
e pro
perti
es of
ge
netic
mate
rials?
c)
enum
erat
e ty
pes o
f ge
netic
mat
eria
ls.
(i) S
tuden
ts to
brain
storm
on
the t
ypes
of ge
netic
ma
terial
s.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n typ
es
of g
eneti
c mate
rials.
Is the
stud
ent a
ble to
en
umera
te typ
es of
ge
netic
mate
rials?
90
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
desc
ribe
the
chem
ical
co
mpo
sitio
n of
ge
netic
mat
eria
ls.
(i) S
tuden
ts to
obse
rve c
harts
/dia
gram
s/ mo
dels
of ge
netic
ma
terial
s.(ii
) The
teac
her t
o lea
d stud
ents
to dis
cuss
in gr
oup a
nd
pres
ent i
n plen
ary th
e ch
emica
l com
posit
ion of
ge
netic
mate
rials.
Is the
stud
ent a
ble to
de
scrib
e the
chem
ical
comp
ositi
on of
gene
tic
mater
ials?
4.1.
1 R
NA
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
id
entif
y ty
pes o
f R
NA
.
Stud
ents
in gr
oups
to ob
serv
e mo
dels/
pictu
res/ p
hotog
raph o
f ge
netic
mate
rials
and i
denti
fy
the ty
pes o
f Ribo
nucle
ic Ac
id (tR
NA, r
RNA
and m
RNA)
.
• M
odels
• Pic
ture/
video
,•
Photo
graph
s sho
wing
typ
es of
RNA.
Is the
stud
ent a
ble to
ide
ntify
type
s of R
NA?
2
b)
desc
ribe
stru
ctur
e of
eac
h ty
pe o
f R
NA
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e diag
ram/ m
odel/
ph
otogr
aphs
of st
ructu
res of
tR
NA, r
RNA
and m
RNA.
(ii) T
he te
ache
r guid
e stud
ents
to dr
aw th
e stru
ctures
of
tRNA
, rRN
A an
d mRN
A.
• M
odels
• Di
agram
• Ph
otogra
phs s
howi
ng
types
of RN
A.
Is the
stud
ent a
ble to
desc
ribe s
tructu
res of
ea
ch ty
pe of
RNA
?
90 91
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
4.1.
2 D
NA
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e st
ruct
ure
of D
NA
m
olec
ule.
(i) S
tuden
ts in
grou
ps to
ob
serv
e mod
els/ p
ictur
es/
photo
grap
h of g
eneti
c ma
terial
s and
disc
uss t
he
struc
ture o
f DNA
mole
cule.
(ii) S
tuden
ts to
draw
stru
cture
of D
NA m
olecu
le.
• M
odels
• Di
agram
• Ph
otogra
ph sh
owing
DN
A mo
lecule
.
Is the
stud
ent a
ble to
desc
ribe t
he st
ructu
re of
DN
A mo
lecule
?
6
b)
expl
ain
the
mec
hani
sm o
f D
NA
repl
icat
ion
and
its
sign
ifica
nce.
(i) S
tuden
ts in
grou
ps to
ob
serv
e cha
rts/ d
iagram
/ ph
otogr
aph o
f DNA
and
discu
ss the
mec
hanis
m of
DN
A rep
licati
on.
(ii) T
he te
ache
r to l
ead s
tuden
ts to
discu
ss in
grou
ps th
e sig
nifica
nce o
f DNA
rep
licati
on.
• Ph
otogra
ph/ v
ideo
• M
odels
of D
NA.
Is th
e stu
dent
able
toex
plain
the m
echa
nism
of
DNA
repl
icat
ion
and i
ts si
gnifi
canc
e?
c)
expl
ain
the
conc
ept
of g
enet
ic c
ode.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
and p
resen
t in
plena
ry se
ssion
the m
eanin
g and
ch
aracte
ristic
s of g
eneti
c cod
e.
• Ph
otogra
ph•
Mod
els•
Chart
s•
Diag
rams
show
ing th
e str
uctur
e of g
eneti
c cod
e.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f ge
netic
code
?
92
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
desc
ribe
the
proc
ess o
f pro
tein
sy
nthe
sis.
(i) S
tuden
ts to
obse
rve c
harts
/pic
tures
/photo
grap
hs
show
ing th
e pro
cess
of
prote
in sy
nthes
is.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s in g
roup
s an
d pres
ent i
n plen
ary th
e sta
ges o
f pro
tein s
ynthe
sis.
• Ch
arts
• Pic
tures
Photo
graph
sh
owing
the p
rocess
of
protei
n syn
thesis
.
Is the
stud
ent a
ble to
desc
ribe t
he pr
oces
s of
prote
in sy
nthes
is?
4.2
M
ende
lian
Prin
cipl
e
of In
herit
ance
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
fact
ors
whi
ch c
ontri
bute
d to
Men
del’s
su
cces
s in
his b
reed
ing
expe
rimen
ts.
(i) S
tuden
t in g
roup
s to s
earch
inf
orma
tion o
n fac
tors
which
contr
ibuted
to
Men
del’s
succ
ess i
n his
bree
ding e
xperi
ments
.(ii
) The
teac
her t
o lea
d stud
ents
to pr
esen
t the
ir fi
nding
s in
a plen
ary se
ssion
.
Matu
re pe
a or b
ean p
lant.
Is the
stud
ent a
ble to
ex
plain
factor
s whic
h co
ntribu
ted to
Men
del’s
su
cces
s in h
is br
eedin
g ex
perim
ents?
10
92 93
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
carr
y ou
t m
onoh
ybrid
an
d di
hybr
id
expe
rimen
ts to
de
mon
stra
te
Men
del’s
1st
and
2nd la
w o
f In
herit
ance
.
(i) T
he te
ache
r to g
uide
stude
nts to
carry
out
expe
rimen
ts to
demo
nstra
te M
ende
l’s’ fi
rst an
d sec
ond
laws o
f Inh
eritan
ce.
(ii) S
tuden
ts in
grou
ps to
dis
cuss
Men
del’s
1st a
nd
2nd L
aw of
Inhe
ritan
ce
basin
g on o
bserv
ation
s ma
de du
ring t
he
expe
rimen
ts.
• Pe
a plan
ts/ m
aize
plant
• M
aize
cob
• Vi
deo
show
ing
expe
rimen
ts de
mons
tratin
g Men
del’s
1st an
d 2nd
laws o
f inh
eritan
ce.
Is the
stud
ent a
ble to
ca
rry ou
t mon
ohyb
rid
and d
ihybr
id ex
perim
ents
to de
mons
trate
Men
del’s
1st a
nd 2n
d law
ofIn
herit
ance
?
c)
expl
ain
the
conc
ept
of d
omin
ance
and
re
cess
iven
ess.
(i) T
he te
ache
r to o
rgan
ise a
study
visit
to a
Rese
arch
centr
e/ins
titute
to ob
serv
e ex
pres
sed a
nd su
ppres
sed
chara
cters
amon
g or
ganis
ms.
(ii) S
tuden
ts in
grou
ps to
dis
cuss
the co
ncep
ts of
domi
nanc
e and
rec
essiv
enes
s.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
domi
nanc
e and
rec
essiv
enes
s?
94
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
Illus
trate
and
in
terp
rete
m
onoh
ybrid
and
di
hybr
id c
ross
es.
(i) S
tuden
ts in
grou
ps to
dis
cuss
the m
eanin
g of
mono
hybr
id an
d dihy
brid
crosse
s.(ii
) The
teac
her t
o guid
e stu
dents
to il
lustra
te an
d int
erpret
mon
ohyb
rid an
d dih
ybrid
cros
ses.
• Ch
arts
• Di
agram
s whic
h sho
ws
mono
hybri
d and
dih
ybrid
cros
ses.
Is the
stud
ent a
ble to
ill
ustra
te an
d inte
rpret
mo
nohy
brid
and
dihyb
rid cr
osse
s?
4.3
N
on-M
ende
lian
Inhe
ritan
ce.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
inco
mpl
ete
dom
inan
ce a
nd c
o-
dom
inan
ce.
(i) T
he te
ache
r to o
rgan
ise
a stud
y visi
t for
stud
ents
to ob
serv
e exp
resse
d and
su
ppres
sed c
harac
ters
amon
g org
anism
s.(ii
) The
teac
her t
o guid
e stu
dents
to ca
rry ou
t plen
ery
incom
plete
and
co-
domi
nanc
e cro
sses.
(iii) S
tuden
ts in
grou
ps to
dis
cuss
the co
ncep
t of
incom
plete
domi
nanc
e and
co
-dom
inanc
e.
Vide
o/ ch
arts s
howi
ng
orga
nisms
expr
essin
g inc
omple
te do
mina
nce
and c
o-do
mina
nce
chara
cters.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
incom
plete
domi
nanc
e an
d co-
domi
nanc
e?
3
94 95
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe
gene
in
tera
ctio
ns.
(i) S
tuden
ts to
brain
storm
on
the m
eanin
g of i
nterac
tions
.(ii
) The
teac
her t
o lea
d plen
ary
discu
ssion
on th
e mea
ning
of in
terac
tions
.(ii
i) Stud
ents
to ill
ustra
te ge
ne
intera
ction
cros
ses.
• Ch
arts
• Ill
ustra
tions
• Di
agram
s.
Is the
stud
ent a
ble
to de
scrib
e gen
e int
eracti
ons?
c)
expl
ain
with
ex
ampl
es m
ultip
le
alle
le in
herit
ance
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e illu
strati
ons a
nd
discu
sson
multi
ple al
lele
inheri
tance
.(ii
) The
teac
her t
o lea
d plen
ary
discu
ssion
mult
iple a
llele
inheri
tance
.
Is the
stud
ent a
ble to
ex
plain
with
exam
ples
multi
ple al
lele
inheri
tance
?
4.4
M
utat
ion
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
of m
utat
ion.
(i) S
tuden
ts to
brain
storm
the
mean
ing of
muta
tion.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
mean
ing of
muta
tion.
• Ch
arts/V
ideo s
howi
ng
the ef
fects
of mu
tation
in
organ
isms
• Di
agram
s/ vid
eo/ c
harts
sh
owing
diffe
rent ty
pes
of mu
tation
• Ch
arts /
vide
os sh
owing
the
adv
antag
es an
d dis
adva
ntage
s of g
eneti
c en
ginee
ring.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
mutat
ion?
2
96
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
expl
ain
caus
es
an
d ef
fect
s of
m
utat
ion.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
the c
ause
s an
d effe
cts of
muta
tion i
n or
ganis
ms.
Is the
stud
ent a
ble to
expla
in ca
uses
and
effec
ts of
muta
tion?
c)
acco
unt f
or
diffe
rent
type
s of
mut
atio
n.
(i) S
tuden
ts to
brain
storm
on
the ty
pes o
f muta
tion.
(ii) T
he te
ache
r to l
ead p
lenary
dis
cussi
on on
type
s of
mutat
ion.
Is the
stud
ent a
ble to
acco
unt f
or di
fferen
t typ
es of
muta
tion?
d)
expl
ain
the
conc
ept o
f gen
etic
en
gine
erin
g.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
the c
once
pt of
ge
netic
engin
eerin
g.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f ge
netic
engin
eerin
g?
e)
Expl
ain
mer
its
and
dem
erits
of
gen
etic
en
gine
erin
g.
(i) S
tuden
ts to
searc
h inf
orma
tion o
n the
meri
ts an
d dem
erits
of ge
netic
en
ginee
ring.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
merit
s and
deme
rits o
f ge
netic
engin
eerin
g.
Is the
stud
ent a
ble to
expla
in the
meri
ts an
d de
merit
s of g
eneti
c en
ginee
ring?
96 97
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
5.0
E
VO
LU
TIO
N
5.1
Th
eorie
s of t
he O
rigin
of
Life
.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
orig
in
of li
fe.
(i) S
tuden
ts in
grou
ps to
ob
serv
e pho
tograp
hs/
diagr
ams/v
ideo a
nd
discu
ss the
origi
n of l
ife
as po
stulat
ed, b
y the
ories
of
spec
ial cr
eatio
n, sp
ontan
eous
gene
ration
, co
smoz
oic or
igin a
nd
natur
alist
theor
y and
give
ex
ample
s.(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n or
igin o
f life
• Ph
otogra
phs
• Di
agram
• Fil
ms/vi
deo w
hich s
how
evolu
tion o
f orga
nisms
.
Is the
stud
ent a
ble to
expla
in the
origi
n of
life?
2
b)
outli
ne s
treng
ths
and
wea
knes
ses
of
each
theo
ry o
f the
or
igin
of l
ife.
Using
guidi
ng qu
estio
nsstu
dents
in gr
oups
to di
scus
s the
str
ength
s and
weak
nesse
s of e
ach t
heor
y of t
he
origi
n of l
ife.
Is the
stud
ent a
ble to
outli
ne th
e stre
ngths
an
d wea
knes
ses o
f eac
h the
ory o
f orig
in of
life?
5.2
Th
eorie
s of O
rgan
ic
Evol
utio
n.By
the e
nd of
this
sub-
topic,
the
stude
nt sh
ould
be ab
le to:
a)
expl
ain
the
mec
hani
sm o
f or
gani
c ev
olut
ion.
The t
each
er to
expla
in to
stude
nts th
e mec
hanis
m of
or
ganic
evolu
tion a
ccor
ding
to La
mark
ism, D
arwini
sm an
d Ne
o-Da
rwini
sm th
eorie
s and
giv
e exa
mples
of D
arwin
and
Lama
rck th
eorie
s.
• Ph
otogra
phs
• Di
agram
• Fil
ms/vi
deo w
hich s
how
the pr
ocess
of ev
olutio
n.
Is the
stud
ent a
ble to
expla
in the
mec
hanis
m of
orga
nic ev
olutio
n ac
cord
ing to
: La
marck
ism D
arwini
smNe
o-Da
rwini
sm?
4
98
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
give
stre
ngth
s an
d w
eakn
esse
s of
eac
h th
eory
of
orga
nic
evol
utio
n.
The t
each
er to
guide
stude
nts to
disc
uss i
n gro
ups a
nd
pres
ent i
n plen
ary th
e stre
ngths
an
d wea
knes
ses o
f eac
h the
ory
of or
ganic
evolu
tion.
Is the
stud
ent a
ble to
give s
treng
ths an
d we
akne
sses o
f eac
h the
ory o
f org
anic
evolu
tion?
5.3
Ev
iden
ce fo
r Ev
olut
ion.
5.3.
1 P
alae
onto
logy
.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
id
entif
y ty
pes o
f fo
ssils
.
(i) S
tuden
ts in
grou
ps to
ob
serv
e pict
ures
/chart
s of
fossi
ls an
d ide
ntify
their
typ
es.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
ypes
of
fossi
ls.
• Pic
tures
• Di
agram
s•
Photo
graph
s of f
ossil
s M
useu
ms of
natur
al his
tory.
Is the
stud
ent a
ble to
identi
fy ty
pes o
f fo
ssils?
2
b)
expl
ain
how
foss
il re
cord
s su
ppor
t or
gani
c ev
olut
ion.
(i) T
he te
ache
r to g
uide
stude
nts to
visit
a mu
seum
of
natur
al his
tory t
o ob
serv
e diff
erent
types
of
fossi
ls.(ii
) Stud
ents
using
guidi
ng
ques
tions
to di
scus
s how
fo
ssils
recor
ds su
ppor
t the
the
ory o
f org
anic
evolu
tion.
Is the
stud
ent a
ble to
ex
plain
how
fossi
l rec
ords
supp
ort t
he
theor
y of o
rgan
ic ev
olutio
n?
98 99
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
5.3.
2
Com
para
tive
Mor
phol
ogy
and
Ana
tom
y.
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
of a
nalo
gous
, ho
mol
ogou
s and
ve
stig
ial o
rgan
s as
app
lied
to
verte
brat
es a
nd
angi
ospe
rms.
(i) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
pr
actic
al ob
serv
ation
of
homo
logou
s, an
alogo
us
and v
estig
ial or
gans
in
verte
brate
s and
angio
sperm
(p
rotha
lia ce
ll of
pinu
s, po
llen g
rain,
figwo
rts,
scro
filan
flow
er sta
mens
).(ii
) Stud
ents
to dis
cuss
in gr
oups
the m
eanin
g and
sig
nifica
nce o
f ana
logou
s, ho
molog
ous a
nd ve
stigia
l or
gans
.
• M
odels
• Di
agram
s•
Chart
Sho
wing
an
alogo
us, h
omolo
gous
an
d vest
igial
organ
s in
verte
brates
and
angio
sperm
s.
Is the
stud
ent a
ble to
ex
plain
with
exam
ples
the co
ncep
t of
analo
gous
, hom
ologo
us
and v
estig
ial or
gans
as
appli
ed to
verte
brate
s an
d ang
iospe
rms?
3
b)
just
ify h
ow
hom
olog
ous,
an
alog
ous
and
vest
igia
l org
ans
supp
ort e
volu
tion.
(i) S
tuden
ts in
small
grou
ps to
ob
serv
e disp
layed
chart
s /dia
gram
s and
disc
uss h
ow
homo
logou
s, an
alogo
us an
d ve
stigia
l org
ans s
uppo
rt ev
olutio
n.
Is the
stud
ent a
ble
to jus
tify h
ow
homo
logou
s, an
alogo
us
and v
estig
ial or
gans
su
ppor
t evo
lution
?
100
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead a
clas
s dis
cussi
on an
d sum
mariz
e ma
in po
ints o
n how
ho
molog
ous,
analo
gous
and
vesti
gial o
rgan
s sup
port
evolu
tion.
c)
dist
ingu
ish
betw
een
dive
rgen
t an
d co
nver
gent
ev
olut
ion.
Stud
ents
in gr
oups
to vi
suali
ze
pictur
es an
d disc
uss t
he
differ
ence
s betw
een d
iverg
ent
and c
onve
rgen
t evo
lution
.
Is the
stud
ent a
ble to
dis
tingu
ish be
twee
n div
ergen
t and
co
nverg
ent e
volut
ion?
5.3.
3
Com
para
tive
Bio
chem
istry
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
enum
erat
e ch
emic
al
subs
tanc
es
whi
ch o
ccur
s in
chlo
roph
yll a
nd
haem
oglo
bin.
Using
ques
tions
and a
nswe
rs the
teac
her t
o guid
e stud
ents
to ob
serv
e cha
rts/ d
iagram
s and
dis
cuss
the ch
emica
l sub
stanc
es
which
occu
r in c
hloro
phyll
and
haem
oglob
in.
• Ch
arts
• Di
agram
s sho
wing
ch
lorop
hyll/
haem
oglob
in.
Is the
stud
ent a
ble to
en
umera
te ch
emica
l su
bstan
ces w
hich
occu
r in c
hloro
phyll
an
haem
oglob
in?
2
100
101
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe
ph
ysio
logi
cal
proc
esse
s of
com
mon
oc
curr
ence
am
ong
grou
ps o
f or
gani
sms.
Using
ques
tions
and a
nswe
rs the
teac
her t
o guid
e stud
ents
to dis
cuss
the ph
ysiol
ogica
l pr
oces
ses o
f com
mon
occu
rrenc
e amo
ng gr
oups
of
orga
nisms
.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
to
desc
ribe p
hysio
logica
l pr
oces
ses o
f com
mon
occu
rrenc
e amo
ng
grou
ps of
orga
nisms
?
c)
expl
ain
how
th
e si
mila
rity
of c
hem
ical
co
nstit
uent
s and
ph
ysio
logi
cal
proc
esse
s am
ong
grou
ps o
f or
gani
sms s
uppo
rt or
gani
c ev
olut
ion.
Using
guidi
ng qu
estio
ns
stu
dents
in gr
oups
to ob
serv
e ch
arts/d
iagram
s and
disc
uss h
ow
the ch
emica
l con
stitue
nts an
d ph
ysiol
ogica
l pro
cesse
s sup
port
orga
nic ev
olutio
n.
Is the
stud
ent a
ble
to ex
plain
how
the
chem
ical c
onsti
tuents
and p
hysio
logica
l pr
oces
ses a
mong
grou
ps of
orga
nisms
su
ppor
t org
anic
evolu
tion?
5.3.
4
Bio
geog
raph
y.By
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
de
scrib
e th
e co
ncep
t of
biog
eogr
aphy
.
(i) S
tuden
t to b
rain s
torm
the
mean
ing an
d imp
ortan
ce of
bio
geog
raphy
(ii) T
he te
ache
r to l
ead p
lenary
dis
cussi
on on
the c
once
pt of
biog
eogr
aphy
.
• Di
agram
s•
Chart
• M
aps.
Is the
stud
ent a
ble to
de
scrib
e the
conc
ept o
f bio
geog
raphy
?
1
102
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
expl
ain
how
the
occu
rren
ce a
nd
dist
ribut
ion
of
orga
nism
s in
oc
eani
c is
land
s an
d co
ntin
ents
su
ppor
t org
anic
ev
olut
ion.
Stud
ents
in gr
oups
to ob
serv
e dia
gram
s and
map
s and
disc
uss
how
occu
rrenc
e and
distr
ibutio
n of
orga
nisms
in oc
eanic
islan
ds
and c
ontin
ents
supp
ort o
rgan
ic ev
olutio
n.
• Di
agram
s•
Chart
s•
Map
s.
Is the
stud
ent a
ble to
expla
in ho
w the
oc
curre
nce a
nd
distri
butio
n of
orga
nisms
in oc
eanic
isl
and a
nd co
ntine
nts
supp
ort o
rgan
ic ev
olutio
n?
5.3.
5
Sele
ctiv
e B
reed
ing
By th
e end
of th
is su
b-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
of se
lect
ive
bree
ding
.
(i) T
he te
ache
r to g
uide
stude
nts to
brain
storm
on
the m
eanin
g and
im
porta
nce o
f sele
ctive
br
eedin
g in o
rgan
isms a
nd
give e
xamp
les.
(ii) T
he te
ache
r to l
ead a
ple
nary
sessi
on on
the
mean
ing an
d imp
ortan
ce of
se
lectiv
e bree
ding.
• Di
agram
s•
chart
s sho
wing
selec
tive
breed
ing.
Is the
stud
ent a
ble to
desc
ribe t
he co
ncep
t of
selec
tive b
reedin
g?
1
b)
desc
ribe
sele
ctiv
e br
eedi
ng a
s ev
iden
ce fo
r or
gani
c ev
olut
ion.
The t
each
er to
guide
stud
ents
to ob
serv
e diag
rams a
nd di
scus
s in
grou
ps th
e sele
ctive
bree
ding a
s evid
ence
for o
rgan
ic ev
olutio
n.
Is the
stud
ent a
ble to
desc
ribe s
electi
ve
bree
ding a
s evid
ence
fo
r org
anic
evolu
tion?
102
103
TO
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S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
5.4
Sp
ecia
tion.
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of
spec
iatio
n.
(i) S
tuden
ts in
grou
ps to
ob
serv
e pict
ures
/vide
o and
dis
cuss
the m
eanin
g and
im
porta
nce o
f spe
ciatio
n.(ii
) The
teac
her t
o lea
d a cl
ass
discu
ssion
on co
ncep
t of
spec
iation
.
• Ill
ustra
tions
• Di
agram
s•
Vide
o•
Chart
s sho
wing
me
chan
isms o
f sp
eciat
ion.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f sp
eciat
ion?
2
b)
desc
ribe
type
s of
sp
ecia
tion.
The t
each
er to
guide
stud
ents
to dis
cuss
in gr
oups
type
s of
spec
iation
.
Is the
stud
ent a
ble to
desc
ribe t
ypes
of
spec
iation
?
c)
expl
ain
the
mec
hani
sms t
hat
brin
gs a
bout
sp
ecia
tion.
(i) S
tuden
ts us
ing gu
ided
ques
tions
to di
scus
s the
me
chan
isms o
f spe
ciatio
n.(ii
) The
teac
her t
o lea
d plen
ary
discu
ssion
on m
echa
nisms
of
spec
iation
.
Is the
stud
ent a
ble to
expla
in the
mec
hanis
ms
that b
rings
abou
t sp
eciat
ion?
6.0
E
CO
LO
GY
6.1
C
once
pt o
f Eco
logy
By th
e end
of th
is su
b-top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of
eco
logy
.
(i) T
he te
ache
r to g
uide
stude
nts th
roug
h que
stion
s/ an
swers
to di
scus
s the
co
ncep
t of
ecolo
gy us
ing
daily
life
expe
rienc
es an
d ex
ample
s.
• Ch
arts
• Di
agram
s.Is
the st
uden
t able
toex
plain
the co
ncep
t of
ecolo
gy?
1
104
TO
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S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
mean
ing an
d imp
ortan
ce of
ec
ology
.
6.2
Ec
osys
tem
.By
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of
eco
syst
em.
(i) S
tuden
ts to
brain
storm
on
the m
eanin
g of e
cosy
stem.
(ii
) The
teac
her t
o lea
d a
plena
ry di
scus
sion o
n the
me
aning
and i
mpor
tance
of
ecos
ystem
.
• Ch
arts/
video
show
ing
ecos
ystem
.•
Chart
s/ ph
otogra
phs/
video
show
ing en
ergy
flow,
nutri
ent c
ircula
tion
and e
colog
ical n
iche.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f ec
osys
tem?
4
b)
iden
tify
com
pone
nts
of
ecos
yste
m a
nd
how
they
inte
ract
.
The t
each
er to
guide
stud
ents
to
list c
ompo
nents
of ec
osys
tems
and s
how
how
they i
nterac
t with
ea
ch ot
her.
Is the
stud
ent a
ble to
identi
fy co
mpon
ents
of ec
osys
tem an
d how
the
y inte
ract?
c)
expl
ain
the
co
ncep
t of e
nerg
y flo
w, n
utrie
nt
circ
ulat
ion
and
ecol
ogic
al n
iche
.
(i) S
tuden
ts to
carry
out l
ibrary
se
arch o
n en
ergy fl
ow,
nutri
ent c
ircula
tion
and
ecolo
gical
niche
.(ii
) The
teac
her t
o guid
e stu
dents
to di
scus
s the
me
aning
and i
mpor
tance
of
energ
y flow
, nutr
ient
circu
lation
and e
colog
ical
niche
.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f en
ergy fl
ow, n
utrien
t cir
culat
ion an
d ec
ologic
al nic
he?
104
105
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
outli
ne th
e re
latio
nshi
p of
tro
phic
leve
ls in
te
rms o
f ene
rgy
flow
.
Stud
ents
in gr
oups
to il
lustra
te the
relat
ionsh
ip of
trop
hic le
vels
in rel
ation
to en
ergy fl
ow an
d giv
e exa
mples
.
• Ch
art•
Map
s•
Vide
o sho
wing
trop
hic
levels
.
Is the
stud
ent a
ble to
outli
ne th
e rela
tions
hip
of tr
ophic
leve
ls in
terms
of en
ergy fl
ow?
e)
inte
rpre
t eco
logi
cal
pyra
mid
s and
thei
r lim
itatio
n.
(i) S
tuden
ts to
discu
ss the
me
aning
of ec
ologic
al py
ramids
and t
heir
limita
tions
.(ii
) The
teac
her t
o guid
e stu
dents
to in
terpr
et ec
ologic
al py
ramids
.
Is the
stud
ent a
ble to
interp
ret ec
ologic
al py
ramids
and t
heir
limita
tion?
6.3
M
etho
ds o
f Stu
dyin
g Ec
olog
yBy
the e
nd of
this
sub-
topic,
the s
tuden
t sho
uld be
ab
le to:
a)
expl
ain
the
conc
ept
of sa
mpl
ing.
(i) U
sing g
uided
ques
tions
stu
dents
to ex
plore
the
mean
ing an
d nee
d for
sa
mplin
g.(ii
) The
teac
her t
o lea
d ple
nary
disc
ussio
n on t
he
mean
ing an
d imp
ortan
ce of
sa
mplin
g.
Chart
s/ vid
eo sh
owing
dif
feren
t meth
ods o
f sa
mplin
g.
Is the
stud
ent a
ble to
expla
in the
conc
ept o
f sa
mplin
g?
5
106
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
b)
desc
ribe
syst
emat
ic,
rand
om a
nd
stra
tified
sa
mpl
ing.
(i) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on
differ
ent m
ethod
s of
samp
ling a
s well
as
their
adva
ntage
s and
dis
adva
ntage
s.(ii
) Stud
ents
to dis
cuss
in gr
oups
the a
dvan
tages
an
d disa
dvan
tages
of th
e sa
mplin
g meth
ods.
Is the
stud
ent a
ble to
desc
ribe s
ystem
atic,
rando
m an
d stra
tified
sa
mplin
g?
c)
expl
ain
the
use
of tr
anse
cts a
nd
quad
rant
s in
sam
plin
g flo
ra a
nd
faun
a.
(i) S
tuden
ts to
carry
out
librar
y sea
rch on
the u
se of
qu
adran
ts an
d tran
sects
in
samp
ling.
(ii) T
he te
ache
r to g
uide
stude
nts to
cond
uct a
pr
actic
al ex
ercise
on
samp
ling o
f plan
ts/an
imals
(iii) S
tuden
ts in
grou
ps to
su
mmari
ze m
ain id
eas o
n the
use o
f tran
sects
and
quad
rants.
• Sa
mplin
g equ
ipmen
ts;
tape m
easu
res, q
uadra
nts,
noteb
ooks
, pen
cil.
• Ar
eas o
f natu
ral
vege
tation
/wild
anim
al po
pulat
ion.
Is the
stud
ent a
ble
to ex
plain
the us
e of
trans
ects
and q
uadr
ants
in sa
mplin
g flor
a and
fau
na?
106
107
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
d)
colle
ct a
nd a
naly
ze
ecol
ogic
al d
ata.
(i) T
he te
ache
r to d
emos
trate
the an
alysis
of ec
ologic
al da
ta (fr
eque
ncy,
dens
ity,
abun
danc
e).(ii
) Stud
ents
to co
llect
and
analy
se da
ta co
llecte
d du
ring s
ampli
ng ex
ercise
(d
ensit
y, fre
quen
cy,
abun
danc
e).
• Ca
lculat
ors•
Noteb
ooks
• Co
mpute
r
Is the
stud
ent a
ble to
co
llect
and a
nalyz
e ec
ologic
al da
ta?
6.4
Po
pula
tion
Dyn
amic
sBy
the e
nd of
this
sub-
top
ic, th
e stud
ent s
hould
be
able
to:a)
ex
plai
n th
e co
ncep
t of
pop
ulat
ion
as a
n ec
olog
ical
uni
t.
(i) T
he te
ache
r to g
uide
stude
nts in
grou
ps to
br
ainsto
rm th
e mea
ning o
f po
pulat
ion.
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on t
he
mean
ing of
popu
lation
as
an ec
ologic
al un
it.
Is the
stud
ent a
ble to
ex
plain
the co
ncep
t of
popu
lation
as an
ec
ologic
al un
it?
10
b)
desc
ribe
type
s of
com
mun
ities
(b
iom
es) a
nd
thei
r glo
bal
dist
ribut
ion.
(i) S
tuden
ts to
searc
h inf
orma
tion f
rom
vario
us
sour
ces o
n majo
r biom
es
of th
e wor
ld an
d the
ir dis
tribu
tion.
Is the
stud
ent a
ble
to de
scrib
e typ
es of
co
mmun
ities
(Biom
es)
and t
heir
globa
l dis
tribu
tion?
108
TO
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B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
(ii) T
he te
ache
r to l
ead a
ple
nary
disc
ussio
n on
biome
s and
their
glob
al
distri
butio
n.
c)
outli
ne fo
r fa
ctor
s affe
ctin
g po
pula
tion
grow
th
and
dist
ribut
ion.
(i) S
tuden
ts in
grou
ps to
dis
cuss
factor
s affe
cting
po
pulat
ion gr
owth
and
distri
butio
n.(ii
) Stud
ents
to pr
esen
t the
ir gr
oup t
asks
and p
artici
pate
in ple
nary
disc
ussio
n.
• Ch
arts/d
iagram
s on
popu
lation
grow
th an
d dis
tribu
tion.
Is the
stud
ent a
ble to
outli
ne fa
ctors
affec
ting
popu
lation
grow
th an
d dis
tribu
tion?
d)
inte
rpre
t diff
eren
t pa
ttern
s of
popu
latio
n gr
owth
.
The t
each
er to
guide
stud
ents
in gr
oups
to di
scus
s an
d inte
rpret
dif
feren
t gro
wth p
attern
s and
the
ir int
erpret
ation
.
• Ch
arts/
diagra
ms
show
ing di
fferen
t type
s of
growt
h curv
es.
Is the
stud
ent a
ble to
interp
ret di
fferen
t pa
ttern
s of p
opula
tion
grow
th?
e)
expl
ain
the
conc
ept o
f po
pula
tion
expl
osio
ns a
nd
thei
r con
sequ
ence
s.
(i) U
sing g
uiding
ques
tions
stu
dents
to se
arch l
ibrary
fo
r inf
orma
tion o
n mea
ning
and c
onse
quen
ces o
f po
pulat
ion ex
plosio
ns.
(ii) T
he te
ache
r to l
ead a
clas
s dis
cussi
on on
cons
eque
nces
of
popu
lation
explo
sions
.
Vide
o/ Ch
arts s
howi
ng
popu
lation
explo
itatio
n an
d the
ir co
nseq
uenc
es.
Is the
stud
ent a
ble to
expla
in the
conc
ept
of po
pulat
ion
explo
sions
and t
heir
cons
eque
nces
?
108
109
TO
PIC
S/SU
B-T
OPI
CS
SPE
CIF
IC
OB
JEC
TIV
ES
TE
AC
HIN
G
AN
D L
EA
RN
ING
ST
RA
TE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
f)
expl
ain
the
conc
ept a
nd
proc
ess o
f ec
olog
ical
succ
essi
on.
(i) U
sing g
uiding
ques
tions
, stu
dents
to vi
sit ar
eas w
here
natur
al su
cces
sion (
at dif
feren
t stag
es) i
s evid
ent.
(ii) T
he te
ache
r to l
ead c
lass
discu
ssion
on fe
atures
ob
serv
ed in
the fi
eld.
Field
visit
to ar
eas
unde
rgoin
g eco
logica
l su
cces
sion (
eg ab
ando
ned
fields
at di
fferen
t age
).
Is the
stud
ent a
ble to
expla
in the
conc
ept a
nd
proc
ess o
f eco
logica
l su
cces
sion?
