| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Describe the structure of pine plant | The student should be able to: a) explain general and distinctive features of the division Coniferophyta. b) describe the structure of Pinus | January | Week 3 | KINDOM PLANTAE | Division Conifero phyta (conifers) | 3 | i) To lead a class discussion on the general and
distinctive features of the
division Coniferophyta, make
clarification and conclusion. ii) lead a class discussion on the structure of a pine tree (Pinus sp). | i) Using guidelines provided,
students to collect a variety
of plants (or plant parts)
under division Coniferophyta
(i.e. pine, cedar, spruce
etc) from the surrounding
environments.. ii) Students in groups to observe the plants collected and those displayed by the teacher and record the observable features of those plants. iii) Using guiding questions, students in groups to observe charts/pictures/ pine tree or its parts and identify the structures. iv) Student to draw and label a pine tree (or plant parts), male and female cones. | i) A variety of conifers (pine, cedar, cypress, spruce) ii) Pictures of conifers e.g. pine, cypress, spruce, cedar. iii) Pictures of cones (male and female cones) iv) Charts of conifers v) Cones (fresh or preserved cones) i) A variety of cone bearing plants ii) Pictures of conifers (pine tree, cypress, spruce, cedar) iii)Charts showing different types of cone bearing plants. iv)Cones (fresh) or preserved. | a)Is the student able to
explain general and
distinctive features
of the division
Coniferophyta? b)Is the student able to describe the structure of a Pinus? | Biology For Secondary Schools. Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: identify angiospermaphyta in their general setting, | The student should be able to: a) give advantages and and disadvantages of the division Coniferophyta. b) explain general and distinctive features of the division d) outline the classes of the division Angiospermophyta. e) describe structures of representative plants under each class (Monocotyledonae and Dicotyledonae). | January | Week 3 | KINGDOM PLANTAE | Division Angiospermophyta (Flowering Plants) | 2 | i) lead Students to discuss on the advantages and disadvantages of plants under the division Coniferophyta. i) To lead a class discussion on general and distinctive features of division angiospermophyta. iv) The teacher to lead a class discussion on the classes and general and distinctive features of each class (Monocotyledonae and Dicotyledonae). | i) Students to outline dvantages
and disadvantages of Plants under the division coniferophyta. | i) A variety of cone
bearing plants
ii) Charts/pictures
showing different types
cone bearing plants . ii) Fruits and seeds of flowering plants. iii) A variety of flowering plants. i) A variety of Monocotyledonous and dicotyledonous plants. ii) Grains (Maize, wheat, rice, millet) iii) Seeds (beans, peas, castor and groundnut) iv) Mature and young bean and maize plants v) Charts showing characteristic of classes of division Angiospermo | i)explain advantages
and disadvantages
of the division
Coniferophyta? ii)explain general and distinctive features of the division Angiospermophyta? iii)Is the student able to outline classes of the division Angiospermophyta? iv)Is the student able to describe structures of representative plants under each class (Monocotyledonae and Dicotyledonae)? | Biology For Secondary Schools. Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: Explain why organisms move | The student should be able to: a) explain the concepts of movement and locomotion b) explain the importance of movement in animals and plants. c) demonstrate movement and locomotion actions | February | Week 1 | MOVEMENT | Concept of Movement and Locomotion | 4 | i) guide students
to brainstorm on the meaning
of movement and locomotion. ii) To lead a class discussion on the meaning and the differences between movement and locomotion iii) To guide students to summarize their responses, make general comments iv) To design an activity for students in demonstrates movement and locomotion. v) To guide students through questions and answers to give the differences between movement and locomotion. | i) Students to synthesize their
responses and explain the
meaning and the differences
between movement and
locomotion. ii) Using guiding questions, students in groups to discuss the importance of movement in animals and plants. iii) Students in groups to perform various actions depicting movement and locomotion. | i) Variety of organisms such as insects, fish and mouse. ii) Charts on locomotio movement of dierent organisms. drawing depicting movement in different organisms. Pictures/drawings of various organisms depicting movement and locomotion. ii) Variety of organisms such as insects, fish and mouse | a)Is the student able to
explain the concepts
of movement and
locomotion? b)Is the student able to explain the importance of movement in animals and plants? c)Is the student able to demonstrate movement and locomotion actions? | Biology For Secondary Schools. Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: describe the structure of human skeleton | The student should be able to: a) describe the structures of human skeleton. b) explain the functions of the major components of the human skeleton and their adaptations. | February | Week 2 | MOVEMENT | Movement of the Human Body | 4 | i) To lead a class
discussion on the structure of
the human skeleton and its
major components. ii) To lead plenary discussion and guide students to summarize and record | i) Students in groups to examine
the picture/model of skeleton
and identify its major parts. ii) Students to draw a well labelled diagram of the structure of human skeleton. iii) Students in groups to discuss the adaptation of the major components of the human skeleton. | i) Model of human skeleton ii) Diagrams/pictures of the human skeleton. Model of human skeleton | a)Is the student able
to describe the
structures of human
skeleton? b)Is the student able to explain the functions of the major components of the human skeleton and their adaptations? | Biology For Secondary Schools. Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: Demostrate an understanding of how muscles work. | The student should be able to: a) explain the concept of muscles. b) describe how muscles facilitate movement c) describe the structure of muscle d)explain the cause and prevention of muscle crambs | February | Week 3 | MOVEMENT | muscles and movement | 4 | i) To synthesize students responses and use them to get the correct meaning of muscle. ii) To lead a class discussion on the type of muscles. I)students in groups to observe Pictures/diagrams/model of muscles (biceps and triceps muscles) d discuss the types of muscles. iii) To lead a class discussion on the types of muscles. iv) The teacher to lead a class discussion to summarize the major Points on the adaptation of muscles to their roles | i) Students to brainstorm the
meaning of muscles. ii)Students in pairs to perform various actions depicting the role of muscles in movement such as stretching arms and legs and jot down the observed changes. iii)Students to present their findings and the teacher to lead discussion, and guide students to summarize the major points iv) Students to draw and label the structure of biceps and triceps muscles during bending and stretching of arm. v) Students in groups to observe ictures/diagrams/model of different types of muscle and discuss the adaptation of diffe | Charts diagrams pictures of different muscles Models/charts/pres/ diagrams of different types of muscles i) Models of different muscles ii) Charts/diagrams/ I photograph of muscles | a)Is the student able to
explain the concept
of muscles? b)Is the student able - to mention types of muscles? c)is the student able to demonstrate how muscles facilitate movement? | Biology For Secondary Schools. Students Book Form Three. By T.I.E | Remarks Written here |