| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: measure growth in living organisms. | The student should be able to: a) explain the concept of growth. b) investigate internal and external factors affecting growth in plants and animals. | January | Week 3 | GROWTH | Concept of Growth | 2 | i) The teacher to lead a
class discussion on the
meaning and importance ii) The teacher to guide students through questions and answers to mention internal and external factors affecting growth in plants and animals. | i) Student to discuss in
groups the meaning and
importance of growth. ii) Students guided by the teacher to carry out experiments to investigate internal and external factors affecting growth | i) Charts/diagrams/pictures showing developmental stages of plants and animals. ii) Real objects. i) Organic and Inorganic fertilizers ii) Pesticides and Herbicide iii) Water iv) Sunlight v) ~Rope/thread vi) Young potted plants vii) Ruler/tape measures viii) Small animals ix) A variety of food substances. | a)Is the student
able to explain
the concept of
growth? b)Is the student able to investigate internal and external factors affecting growth in plants and animals? | Biology For Secondary Schools. Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: demostrate an understanding of how meiosis occurs. | The student should be able to: a) explain the concept of mitosis. b) illustrate stages of mitosis c) explain the significance of mitosis in growth. d) explain the significance of mitosis in growth. | January | Week 3 | GROWTH | Mitosis and Growth | 2 | i)To guide
students in groups to
discuss the concept of
mitosis. ii) To guide students in groups to discuss stages of mitosis. iii) To guide students in groups to discuss the significance of mitosis in growth. iii) To reflect on the presentations and make clarification. | i) Students to present their
tasks and the teacher to
make clarification and
conclusion ii) Students to illustrate stages of mitosis diagrammatically and the teacher to reflect on the drawings and make conclussions iii) Students to present their group tasks in a plenary discussion. | i) The teacher to guide students in groups to discuss the concept of mitosis. ii) Students to present their tasks and the teacher to make clarification and conclusion. i) Charts/models/ .photographs/diagrams/ slides showing stages of mitosis. ii) Microscope slides iii) Microscope of mitosis. i) Charts/models/ photographs/diagrams/ slides showing stages of mitosis ii) Microscope slides iii) Microscope. i) Charts/models/ photographs/diagrams/ slides showing stages of | a)Is the student
able to explain
the concept of
mitosis? b)Is the student able to illustrate stages of mitosis? c)Is the student able to explain the Significance of mitosis in growth? | Biology For Secondary Schools. Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: draw human growth curve | The student should be able to: a) explain the concept of growth and development b) explain the stages of human post- natal growth and development c) explain physiological,psychological and behaviour changes associated with growth and development. d) outline factors which affect the rate of physical deterioration of human body and services required to meet the needs of an individual at each stage. | January | Week 4 | GROWTH | concept of human growth an development | 4 | i) To culminate the discussion by highlighting the meaning of diffuse growth. ii) To Clarify on the psychological, physiological, physical and behavioral changes associated with each stage of human growth and development | i) Students to discuss the
meaning of diffuse growth
in groups. ii) Students to use the highlights to deduce the meaning of diffuse growth and distinctive characteristics. iii) Students in groups to observe displayed charts and discuss the stages and changes during human growth and development. | i) Charts/diagram of human growth process ii) Charts/diagrams/pictures showing developmental stages in man Photographs/charts showing stages of human growth from infancy to old age. Charts on Nutrition, shelter and other basic needs. ) Photographs/charts/ diagrams showing human developmental stages. ii) Charts/pictures varieties of food. iii) A variety of food substances. | a)Is the student
able to explain
the concepts
of growth and
development in
human being? b)Is the student able to explain stages of human post- natal growth and development? c)Is the student able to explain psychological, psychological and behaviour changes associated with growth and development? d)Is the student able to outline factors which affect the rate of physical deterioration of human body and services required to meet the needs of an individual at each s stage? | Biology For Secondary Schools. Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: demostrate epigeal and hypogeal germination experimentary | The student should be able to: a) explain the concept of seed germination b) outline changes which occur during seed germination. c) investigate conditions necessary for seed germination. d) carry out practical activities to demonstrate epigeal and hypogeal germination. | February | Week 2 | GROWTH | Growth in Flowering Plants | 4 | i) To guide students to explain the concepts of localized growth in plants. ii) To culminate the discussion by highlighting the concept of localized growth and germination in flowering plants | i) Students in groups to
observe the germinating
seeds and growing
regions of a plant for
5-7 days and discuss the
changes observed ii) Students to discuss the changes which occur during seed germination. | i) Germinating seeds ii) Ruler/tape measure iii) Rope/Thread iv) Indian irlk v) Cotton wool vi) Retina dishes vii) Hand lens viii) Young plants Extracts/texts on the changes which occur during seed germination i) Seeds ii) Water iii) Cotton wool iv) Petri dishes v) Indian ink vi) Textual materials Diagrams/drawings on seed germination | a)Is the student able
to explain the
concept of seed
germination? b)Is the student able to outline changes which occur during seed germination? c)Is the student able to investigate conditions necessary for seed germination experimentally? d)Is the student able to carry out practical activities to demonstrate epigeal and hypogeal germination | Biology For Secondary Schools. Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: state meaning of terms used in genetics | The student should be able to:< a) explain the concept of genetics. b) state common terms used in genetics. | March | Week 1 | GENETICS | Concept of Genetics | 2 | i) To guide
student to discuss in
groups the meaning of
genetics, variations and
resemblance which exists
among members of the
same familv. ii) To display all common terms used in genetics. iii) To make clarification and conclusion on the common terms used in genetics | Students to discuss on the meaning of each term and synthesize their responses thereby to formulate definition/meaning of each term. | Photographs/pictures showing members of the same family. Charts showing common terms used in genetic | a)Is the student
able to explain
the concept of
genetics? b)Is the student able to state common terms used in genetics? | Biology For Secondary Schools. Students Book Form Four. By T.I.E | Remarks Written here |