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GENERAL MATHEMATICS
SS ONE THIRD TERM


WEEK

TOPIC / CONTENT


ACTIVITIES

1

DEDUCTIVE PROOFS (I)

i. Types and properties of triangles

ii. Proofs of sum of angles in a triangle is 180o, the exterior angles is equal to the sum of its two interior opposite angles.


Teacher:

- Leads students to explain the format for carrying out proofs in geometry, by explaining the concepts of: given, required to prove, construction, proof, conclusion.

- Guides the students to prove the two theorems on the board with necessary diagrams.

- Assists students to carryout practical demonstrations, and to solve examples and give students some task to solve and inspect them.



Students:

Participate in discussing the format for proving geometrical theorem, take special note of the format, then write them down and ask questions.

-Solve the task given.

Instructional Resources:

Cardboard paper, cutout of triangles, protractor to verify and establish the truth about the theorem.




2

DEDUCTIVE PROOFS (II)

i. Similar and congruent triangles

ii. Isosceles and equilateral triangles.


Teacher:

Demonstrates on the chalkboard how to prove the followings:

Angles of parallel lines, angles in a polygon, congruent triangles, properties of parallelogram, deductive reasoning and axioms using relevant models of plane shapes.

Students:

Participate in the teacher’s demonstrations by contributing in making some deductions and write down essential points agreed upon, on angles of a polygon, congruent triangles. etc.



Instructional Resources:

Parallel lines, congruent triangles, polygons, cut out paper, protractors.




3

DEDUCTIVE PROOFS (III)

i. Properties of parallelogram and related quadrilaterals.

ii. Intercept theorem

iii. Parallelogram of the same base and between the same parallel lines are equal in area.



Teacher:

- Leads students to demonstrate the properties of the riders using paper cutouts, protractors, models of parallelogram, polygon, congruent triangle etc.

- Guides students to solve problems and help them to reproduce arguments based on the reasons (theorem or axioms).

Students:
Carry out practical demonstration of the properties of the rides along with the teacher using paper cutouts, construct models of plane shapes. Apply deductive reasoning to solve the given practical problems.

Instructional Resources:

As in week 2




4

POLYGON – TYPES

i. Sum of interior angles of any n-sided polygon.

ii. Sum of exterior angles of any polygon

iii. Problem solving on polygon.



Teacher:
As in week 2 and 3 above.

Students:

As in week 2 and 3 above



Instructional Resources:

As in week 2 and 3 above.




5

TRIGONOMETRY (I)

i. Basic trigonometric ratios, sine, cosine and tangent with respect to right-angled triangles.

ii. Trigonometric ratio of special angles 30o, 45o, 60o.

iii. Deriving trigonometric ratios of 30o, 45o, 60o.



Teacher:

- Shows students a chart of right angled-triangle with a clearly marked angle.

- Guides students to identify ratios forming sine, cosine and tangent of the marked angles. (verify the position of the marked angles)

- Lead students to construct right angled-triangles of 30o, 45o, 60o.

- Guides students to use the above shapes to derive trigonometric ratios of 30o, 45o, 60o.

Students:

Study the chart; identify ratios forming cosine and tangent of marked angle on the chart.

Draw right-angled triangles and use it to solve problem involving calculation of lengths, construct right-angled triangles of 30o, 45o and 60o.

Derive trigonometric ratios of 30o, 45o and 60o under teacher’s supervision.



Instructional Resources:

Charts showing trigonometric ratios of a right angled triangle, pencil and ruler, protractor, cutout shapes of right angled triangles showing angles 45o, 30o and 60o respectively.




6

TRIGONOMETRY (II)

i. Solving problems involving use of sine, cosine and tangent at right-angled triangles.

ii. Application of trigonometric ratios of 45o, 30o and 60o to solving problem without the use of calculating aids.


Teacher:

i. Guides students to use sine, cosine and tangents to solve problems involving calculation of length, angles, angles of elevation and depression etc.

ii. Leads students to draw right-angled triangle of side 1 unit on the equal sides.

iii. Guides students on how to derive trigonometric of ratio.

iv. Leads students to measure the two other angles in the right angled triangle.

v. Lead students to obtain sine and cosines of various angles using measured lengths.



Students:

Solve problems on practical application of trigonometric ratios under guidance of teacher.

Obtain sine and cosine of various angles.

Identify the relationship between the trigonometric ratios and the measured values.



Instructional Resources:

Chart showing unit circle etc.




7

TRIGONOMETRY (III)

Trigonometric ratios related to the unit circle

i. Draw graphs of sine from

0o ≤ ө ≤ 360o

ii. Draw graphs of cosine from 0o≤ ө ≤ 360o


Teacher:

Guides them to see the relationship between calculated sine and cosine of trigonometric ratios and the angles measured with protractor in the unit circles.

Constructs table of values for 0o ≤ ө ≤ 360o fie both sine and cosine, plots the points on the graph board and draw the graphs.

Guides them on the activities to obtain accurate values.

Leads them to obtain solution from graph drawn.

Students:

Participates in the construction of table of value for y and plotting of the points and drawing of the graph.



Instructional Resources:

Graph board, graph book, pencils, and mathematical sets. Mandatory.




8

STATISTICS

i. Revision on collection, tabulation and presentation of data.

ii. Construction of frequency tables

iii. Bar charts and histogram differentiate between bar chat and histogram.



Teacher:

Guides students to:

-information on their age, number of children in the families and other areas of life.

-tabulates data collected

-lists various forms of presentation of data e.g. bar chart, pie chart.

-leads students to construct table from given data; draw bar chart and histogram.



Students:

Submit objects like corks brought to class.

Tabulate into specific categories, list various of presentation of dates, table from given data.

Draw bar chart and histogram.



Instructional Resources:

Ages of students recorded on cardboard, prices of goods, objects of different kinds. Corks of soft drinks, posters containing real life data.

Graph board, graph book.


9

STATISTICS (II)

i. Calculating the sectoral component of pie chart.

ii. Drawing pie chart correctly.

iii. Interpreting the pie chart and bar chart.



Teacher:

Leads students to calculate the angular equivalent of the different frequency in a given distribution using the idea of ratio and proportion.

Guides students to draw pie chart using their compass, and protractor.

Interpret the pie chart in terms of sectoral angles.



Students:

Calculate sectoral angles, draw pie charts, correctly to interpret data using the pie chart.



Instructional Resources:

Graph board, graph papers, a pair of compass and protractor etc.




10

STATISTICS (III) GROUPED DATA

i. Drawing histogram

ii. Estimation of mode from histogram.


Teacher:

Guides students to use frequency table to draw histogram.

Leads students to construct table from given data, construct group frequency table.

Guides students to use class boundaries to draw histogram and how to read or estimate mode from the histogram.



Students:

Participate in the activities with the teacher, perform the instructions given by the teacher.

Draw histogram and estimate mode from the histogram.

Construct frequency table of a grouped data.



Instructional Resources:

Graph board, graph papers etc.





11

STATISTICS (III)

Construction of frequency polygon of a given distribution.



Teacher:

Guide the students to construct frequency polygon of a given distribution.



Students:

Construct frequency polygon from a grouped data.



Instructional Resources:

Graph board, graph papers etc.




12

Revision

Revision

13

Examinations

Examinations

CIVIC EDUCATION

SSS 1 FIRST TERM


WEEK

TOPIC


CONTENT

1

VALUE



  1. Meaning/definition of value

  2. Identify types of values.

2

VALUES CONTNUED

Explain the following forms and the importance of justice and selflessness.


3

OPPORTUNITY TO DEFEND ONESELF

  1. Explain the meaning of opportunity to defend oneself

  2. Identify the various ways students can defend oneself.




4

INVOLVEMENT IN COMMUNITY SERVICES

  1. Meaning/Definition of community services

  2. Identify the types of community services.




5

HIV AND AIDS

  1. Meaning

  2. Causes of HIV and AIDS

6

HIV AND AIDS CONTINUED

Identify the symptoms and effects of HIV and AIDS


7

HIV AND AIDS CONTINUED

  1. Prevention and control measures of HIV and AIDS

  2. Stigmatization associated with HIV and AIDS




8

YOUTH EMPOWERMENT

  1. Explain the concept of youth empowerment

  2. Concept of youth empowerment.




9

YOUTH EMPOWERMENT

  1. Identifying the various skills e.g. life-coping, manipulative, intellectual, communicative and artificial etc.




10

YOUTH EMPOWERMENT

  1. Importance of youth empowerment and benefits of the skills.

  2. Practical work and specific skills




11

GOALS OF CITIZEN EDUCATION

  1. Meaning of citizenship

  2. Types of laws and rights of individuals

  3. Structures and functions of government




12

NATIONALISM

  1. Explain nationalism

  2. Major, local/world civic problems

  3. Nationalistic roles of individuals and groups.




13

Revision

Revision

14

Examinations

Examinations


CIVIC EDUCATION

SS 1 SECOND TERM


WEEK

TOPIC


CONTENT

1

DEMOCRACY

  1. Meaning/Definition of democracy.

  2. Explain representative democracy

  3. Characteristics of democracy.




2

RULE OF LAW

  1. Meaning/definition of rule of law

  2. Explain maximum benefits to the citizens




3

RULE OF MAJORITY



  1. Meaning/Definition of rule of majority

  2. Steps to safe guide the minority.

4

MAJOR PILLARS OF DEMOCRACY

  1. The constitution

  2. Strong institution e.g. arms of government – (executives, legislature, and judiciary), Armed Forces and Civil societies.

5

FEDERALISM

  1. Meaning/definition of federalism

  2. Federal, state and local government.

  3. Characteristics, functions, structures.

6

CITIZENS RESPONSIBILITIES



  1. Meaning/definition

  2. Explain the followings: Rights, Duties and Obligations of citizens.

7

POLITICAL PARTIES AND FREEDOM OF PRESS

  1. Meaning/definition of political party and freedom of press.

  2. Types of political parties

  3. Explain the press freedom and benefits

8

UNIVERSAL DECLARATION OF HUMAN RIGHTS



  1. Meaning/definition of Human Rights

  2. The historical background of universal declaration of human right.

9

CORE-FREEDOM OF UNIVERSAL DECLARATION OF HUMAN RIGHTS


  1. Meaning of seven core-freedom of universal declaration of human rights.

10

CORE-FREEDOM OF UNIVERSAL DECLARATION OF HUMAN RIGHTS



  1. Explain the seven core freedom of universal declaration of human rights e.g. freedom from discrimination, fear etc.

11

RESPONSIBILITIES OF INDIVIDUALS AND GROUPS IN UNIVERSAL DECLARATION AND HUMAN RIGHTS



  1. Meaning/definition of responsibilities of individuals and groups.

  2. Roles of individuals and groups (Advocacy through prints and electronic media, awareness campaign)

12

RESPONSIBILITY OF GOVERNMENT IN UNIVERSAL DECLARATION OF HUMAN RIGHTS


Explain the roles of government in universal declaration of Human rights e.g. Enactment of agencies like the NAPTIP, Legal Aids Council)

13

Revision

Revision

14

Examinations

Examinations

CIVIC EDUCATION

SS 1 THIRD TERM


WEEK

TOPIC


CONTENT

1

CULTISM

  1. Meaning of cultism

  2. Types of cultism groups and their symbols in the school. E.g. Black Axe, Eye Buccaneers etc

2

CULTISM CONTINUED



  1. Origin of cultism

  2. Formation of cultism

3

CULTISM CONTINUED


Reasons for establishing and joining cult.

4

CULTISM CONTINUED

Consequences of cultism

  • Expulsion

  • Violence murder

  • Spiritual problems etc

5

CULTISM CONTINUED


Prevention and control against cultism – abiding rules and regulations, studying hard in school, faith in God as protector and provider

6

ORDERLINESS


Meaning/definition of orderliness

7

ORDERLINESS CONTINUED



I. Examples of orderliness – listening – skills; driving skills, decorum, quelling culture etc.

8

ORDERLINESS CONTINUED


  • Roles of orderliness in the society - By showing good examples to people, training people around you

  • Correcting young ones patiently

  • To be careful in whatever you do.

9

RESPECT FOR CONSTITUTED AUTHORITY



Meaning and definition of constituted authority.

10

CONSTITUTED AUTHORITY CONTINUED



Types of Constituted Authority

  1. Democratic constituted authority

  2. Bureaucratic constituted authority

11

CONSTITUTED AUTHORITY CONTINUED



Types of Constituted Authority

  1. Traditional constituted authority

  2. Charismatic constituted authority

12

CONSTITUTED AUTHORITY CONTINUED


Explain the importance of constituted authority to the public.

13

Revision

Revision

14

Examinations

Examinations

SENIOR SECONDARY (SCIENCE)



BIOLOGY
SS 1 FIRST TERM



WEEK

TOPIC

CONTENT

ACTIVITIES

1

2.
3.



RECOGNISING LIVING

THINGS

CLASSIFICATION OF LIVING THINGS


CLASSIFICATION OF LIVING THINGS CONT.

(I) Characteristics of living thing.

ii) Difference between plant and animals

ii) Levels of organization of Life with examples.
I) kingdom Monra:- Characteristics & examples

ii) Kingdom protista Characteristics & example

i) Kingdom fungi:- Characteristics & examples

ii) Kingdom plantae :- Characteristics & examples

iii) Kingdom Animalia :- Characteristics examples

Note: the kingdoms should be classified into prokaryotes and eukaryotes: also in kingdom plantae the difference between higher and lower plant should be emphasized.



I. The teacher groups the student into two, one group to collect living things and the other group to collect non-living things for comparison.

ii) Teacher provides a living cockroach and a potted plant, asks student to write down their observation.


i) Teacher to grow culture of bacteria and blue – green algae, asks student to observe the cultures, record and make inferences.


i) Teacher guide students to uproot the farm plant, collect lemon, pistia (water lettuce), break some branches of shrubs & bring them into the laboratory, asks student to observe all the specimens, record and make inferences.

4

THE CELL

i) Cell as a living unit of living organism

ii) The cell theory

iii) Forms in which living things exist

-- independent organism

-- As a colony

-- As filament,

iv) Cell structures and functions of cell component.

v) Differences between plants and animal cell.



I). Teacher Provide Prepared slides of Paramecium or Euglena, volvox and spirogyra, asks students to observe the slides under the microscope and record their observation.

Ii). Teacher mounts slides of plant and animal cells for student to observe, draw, label and note their difference and similarities.



5.

CELL & ITS ENVIROMENT

i)Diffusion – Definition, processes & significance

ii) Osmosis - Definition, processes & significance

iii) Definition of Plasmolysis, Haemolysis, Turgidity and flaccidity.

iv) Biological importance.



i) Teacher provides perfume and request a student to spray at one end of the classroom and ask the student to describe what happened

ii) Teacher to demonstrate diffusion and osmosis using living and non-living components.



6

PROPERTIES & FUNTIONS OF THE CELL

i) feeding:- Definition and types

a) Autotrophic nutrition photosynthetic nutrition chemosynthetic nutrition

b) Heterotrophic nutrition and mode of nutrition.


i) The teacher sets up experiment to show the effects of different nutrients or spirogyra. Asks students to observe record and discuss experiments.

7

PROPERTIES & FUNCTIONS OF THE CELL CONTINUE

i) Micro and Macro nutrients

ii) Deficiency and effects of macro elements Respiration

i) Gaseous exchange (external respiration)

ii) Glycolysis

iii) Aerobic respiration (kreb cycle)

iv) Anaerobic respiration (lactic acid formation)

v) Difference between aerobic and anaerobic respiration.

vi) Role of enzyme in cellular respiration



i) Teacher sets experiments to show respiration in yeast (anaerobic) and respiration in rat (aerobic)

ii) Teacher draws the krebs cycle on the chalkboard and asks the students to draw also.

iii) Teacher demonstrates to students action of ptyalin on cooked starch and the student also produce saliva from their mouths to carry out the experiment.



8

EXCRETION

i) Definition of excretion

ii) importance of excretion

iii) Difference between excretion, secretion and egestion.

iv) Diagram of excretory organelle

v) products of different excretory organelle

vi) forms in which excretory product are excreted.



i) Teacher ask students to run round the class to produce sweat and observe what happens to them then and after a minutes.


9

GROWTH.

I) Basis of Growth – Cell Division (Mitosis) , Cell enlargement and cell differentiation.

ii) regulation of growth by hormones

iii) Example of animal hormones

v) growth measurement (height, weight , dry mass, size



i) Teacher demonstrates growth by students measuring their height (length) and weight.

10.

IRRITABILITY

i. Cell reaction to its environment, irritability as a basic characteristics of protoplasm.

ii. Types of responses with example: Nastic, tropic and taxis.

iii. Positive and negative responses


i. Demonstration of Nastic response using Nimoss pudica plant

ii. Demonstration of the response to light and earth using plant shoot and plant root.

iii. Teacher perform experiments to show


11

MOVEMENT

Ai. Definition and importance

ii. cyclosis in protozoa

iii. organelles for movement

iv. growth movement as regulated by axins

B. Reproduction

i. Types of reproduction – sexual and asexual

ii. difference between sexual and asexual

iii. meiosis



a. Phototrophic response of shoots.

b. geotropic response of roots

c. geotropic response of shoots

d. phototadic response in earth worms



12.

REPRODUCTION CONTINUES

i. Reproduction in

Amoeba


- Paramecium

- Spirogyra

- Earthworm

- Housefly

- Cockroach

- Snails


- Yeast

ii. Vegetative or artificial reproduction



i. Teacher provide yeast, warm water and plastics bowls and also provides prepared slides of conjugation in paramecium, asks students to examine mounted paramecium, identify and draw conjugating paramecium using microscopes or power lens.

13

Revision

Revision

Revision

14

Examination

Examination

Examination


BIOLOGY

SS1 SECOND TERM


WEEKS

TOPIC

CONTENTS

ACTIVITIES

1

TISSUE AND SUPPORTING SYSTEM

i) Definition of supporting and systems.

ii) Types of skeleton

Hydrostatic skeleton

Exo (ecto) skeleton

Endo – skeleton

iii) Skeletal materials:- Chitin, cartilage and bone

iv) Functions of supporting tissues in plants and animals – protection, support, locomotion, strength, rigidity, resistance to forces of wind and water.


i) Teacher and students together provide cockroaches, grasshoppers, centipede, earthworm and cartilaginous fish, individual bone of the mammalian skeleton and infant mammalian skeleton, asks students to observe all the specimen taking note of the different skeleton and stating the types of skeleton.

ii) Teacher provide small mammal and guide students to produce a mammalian skeleton, ask students to identify and list the main parts of the mammalian skeleton.



2

VERTEBRATE SKELETON

i) Axial skeleton – The skull and vertebral column

ii) Appendicular skeleton – The limbs, sternum and ribs, limb girdle.



i) Teacher provides relevant materials for students to make working model of a human arm, ask students to observe the protection functions of the shell of snails, skull of toad.

3

SUPPORTING TISSUE IN PLANTS

i) Types of supporting tissue in plants

ii) Location of supporting tissue in plants

iii) Structures and components of supporting tissues in plants e.g. collenchymas, paranchyma, xylem, phloem etc.


i) Teacher provides transverse section of stems and roots of monocotyledons and dicotyledons plants, asks students to view transverse section of roots and stem under the microscope and make drawing of the tissue taking note of the shape of the cells of the various tissues

4

A) NUTRITION IN ANIMALS

B) MODE OF NUTRITION

i) Food substances – classes with examples

ii) Concept of balance diet and its importance

iii) Food test

i) Types of heterotrophic nutrition – holozoic, saprophytic and parasite nutrition

ii) Feeding mechanism in holozoic organisms – filter feeding, fluid feeding and deposit feeding


i) Teacher provides garri, yam, rice, meat, butter, common salt, fish, prewn, pepper, cowpea, sabs etc to the class, ask students to categorize the food items under four classes of food.
i) Teacher exposes some pieces of meat in the laboratory, ask students to observe flies feed on them and record their observation.

5

A) MAMMALIAN TEETH


B) ENZYMES

i) Forms – milk and permanent teeth

ii) Types – Incisors, canines, premolar & molar

iii) Structures of a tooth (canine / molar)

iv) Dental formular and adaption – Herbivores, carnivores and omnivores


i) Definition of enzymes

ii) Characteristic of enzymes

iii) Types of digestive enzymes – sources, location, substance acted upon and effect/products

iv) importance / functions of enzymes



i) Teacher collects different types of teeth from the abattoir and from killed cats or dogs, ask students to observe the different teeth, draw and label them.
i) Teacher performs experiment to test for the acidity of the enzyme ptyalin, ask students to observe the experiment, record and discuss their observations.

6

BASIC ECOLOGICAL CONCEPTS

A) COMPONENTS OF ECOSYSTEM

i) Components of an ecosystem

- Biotic (living) and Abiotic (non-living) component

- Aquatic and terrestrial component.

ii) Definitions of common terms in ecological studies – environment, population, biosphere, lithosphere, hydrosphere, atmosphere, nicher habitat, biotic, community, ecosystem.


i) Local communities (biomes) – Nigeria ecological region (sahel, sudan, guinea savanna, tropical forest, swamp forest)

ii) Major biomes of the world: Tropical forest, savanna, desert, shrub, apro - alphine and swamps.



i) Teacher takes students on a fieldtrip to at least one of the biotic communities e.g. forest reserve or a botanic garden, ask students to study the community, record and discuss.

ii) Teacher makes available study charts, photographs and films of different biotic communities in Nigeria and biomes of the world.



7

POPULATION STUDIES BY SAMPLING METHOD

i) Population size, population dominance, population density

ii) Factors affecting population

iii) Ecological factors affecting aquatic and terrestrial habitat

iv) Importance of ecological factors to population of plant & animals



i) Teacher guides the students to measure sizes of the ecosystem.

ii) Teacher displays ecological instruments ask student to study them and discuss, show students how to improvise some measuring instruments e.g. wind vane



8

ECOLOGICAL FACTORS CONTINUES

i) Relationship between soil types and water holding effects of soil on vegetation

ii) Simple measurement of ecological factors and measuring instrument e.g. physical factors and edaphic factors.



i) Students with the help of the teacher perform the experiment to compare water holding capacity in the three samples of soil e.g. loamy, clay and sandy soil

9

FUNCTIONING ECOSYSTEM

i) Definitions of autotrophy & heterotrophy

ii) Definition of terms – Producer, consumers, aquatic and terrestrial

iii) Examples of producers and consumers.


i) Teacher show samples of autotrophs and heterophs to students

ii) Student collect organisms and classify them as producers, consumers and decomposers.



10

TROPHIC LEVELS

i) Definition of food chain and food web

ii) Non-cycle nature of energy transfer

iii) Nutrient movement (energy flow) in aquatic and terrestrial habitat.

iv) Pyramid of number and energy

v) Nature of energy flow in food chain and food web.


i) Guide students to make chart showing relationship among organisms e.g. food chain, food web.

ii) Students to develop a chart showing relationships among organisms (food chain, food web)



11

Revision

Revision

Revision

12

Examination

Examination

Examination



BIOLOGY

SS1 THIRD TERM


WEEK

TOPIC

CONTENT

ACTIVITIES

1

ENERGY TRANSFORMATION IN NATURE

i). Energy loss in ecosystem

II). Laws of thermodynamics

iii) Application of law of thermodynamics to ecological phenomenon.

Iv). Food chain.



i). Teacher uses the law of thermodynamics to explain energy flow across the tropic levels.


2

RELEVANCE OF BIOLOGY TO AGRICULTURE.

i) classification of plants

ii) Botanical classification e.g. algae, spermatophyte

ii) Agricultural classification e.g. fibre plant non- fibre plant.

iv) Classification based on life cycle e.g. annual biennial and perennials.



i) Teacher shows student various type of plant and classifies them.


3

EFFECTS OF AGRICULTURAL ACTIVITTIES ON ECOLOGICAL SYSTEM

i) Effect of bush burning , tillage , fertilizers, herbicide and pesticide application.

ii) Effect of different types of farming method on ecosystem



i) takes students, on field trip to a farm land cleared by burning.

ii) Teacher leads student to visit farm projects and herbicide.



4

PEST & DISEASES OF AGRICULTURAL IMPORTANCE.

i) Definition and types of pests

ii) life cycle of pests

iii) control of pests

iv) Disease – types of diseases



i) takes students to a livestock farm to identify pests of animals

ii) student make a table showing local farm livestock pests and disease they cause



5

FOOD PRODUCTION AND STORAGE.

i) Role of food in agricultural production

ii) factors affecting production and storage

iii) ways of improving crop yield

iv) cause of wastage

v) Methods of preserving and storing food.


i) Demonstrate different food storage methods to student e.g. drying, salting etc.


6

POPULATION GROWTH & FOOD SUPPLY.

i) relationship between availability of food and human population

ii) effects of food shortage

iii) Government effort to increase food production e.g. Agricultural resolution


i) collect a large number of insects and use them to demonstrate the effect of food shortage.

7.

MICRO ORGANISMS AROUND US

i)classification e.g. viruses bacteria, fungi protozoa

ii) carriers e.g. victors and transmitting organisms.

iii) beneficial effects and harmful effects.

iv) growth of micro-organism

v) control and prevention of micro-organism disease (public health)


i) Divide the student into working groups, provide each group with sterilized Petri- dishes which contain culture medium

ii) Student in each group grow cultures of micro organism from air, water and under the finger nails



8

AQUATIC HABITAT

i) Definition

ii) Types of aquatic habitat

iii) aquatic organism and its adaptive features

iv) Characteristics of aquatic habitat

v) Food chain and food web in aquatic habitats


i) Observe the pattern of distribution of the biotic components in the habitats and their adaptive features.


9.

TERRESTRIAL HABITAT

i) Definition

ii) types of terrestrial habitat

iii) Terrestrial organisms and their adaptive features

iv) Characteristics of terrestrial habitat

v) Food chain and food web in terrestrial habitat


i) Construct food chain of the biotic component

10.

CLASSIFICATION OF PLANTS

i) Classification of plants into seed bearing and non seed bearing

ii) Classification of plants into cereals and legumes

iii) Classification into root crops, vegetables fruits, beverage and drug, oils latex (fibre)


i) Leads students to classify the specimens using agricultural classification

11

DIGESTIVE SYSTEM

i) Types of digestive system (alimentary canal)

ii) Description and functions of the parts of alimentary tract

iii) Diagram of digestive tract of different groups of organisms.


i) With the aid of dissected specimens, models, charts, teach the alimentary canals of planariam, earthworm, grasshopper, birds and rabbits

12

Revision

Revision

Revision

13

Examination

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