YEARLY TEACHING PLAN

BIOLOGY
FORM 4
THEME: INTRODUCING BIOLOGY
LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
1.1 A student is able to: Carry out small group •Relating •Being honest 2
Understanding • state what the discussionon the following and and accurate in
the study of study of Biology is, present the • Making recording and
Biology • explain the findings: hypotheses validating data
importance of a) what is the study of Biology*
Biology, b) the importance of Biology with • Analysing • Being flexible
• list the different respect to the study of living and open-
fields of study in things, environment, interaction minded
Biology, between living things and the
• list the careers environment.
related to
Biology, Construct a concept map based
• state various ways on information gathered on the
of studying Biology, different fields of study and
careers related to Biology.

Small group discussion on the

importance of the following:
a) acquiring scientific skills,
b) scientific method,
c) practising scientific attitudes
and noble values.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
A student is able to: Observe a situation and identify Making
• identify variables all the variables. hypotheses •Being honest 2
1.2 in a given Suggest a question that is • Analysing and accurate in
Applying situation, suitable for a scientific recording and
scientific • identify the investigation. Discuss to: validating data
investigation relationship between a) form a hypothesis,
two variables to form a b) plan the method of • Being flexible
hypothesis, investigation including selection and open-
• design and carry of apparatus minded
out a simple and work procedures.
experiment to test the
hypothesis, Carry out an experiment:
• record and present a) to collect and tabulate data,
data in a b) present data in a suitable form,
suitable form, c) interpret the data and draw
• interpret data to conclusion,
draw d) write a complete report.
conclusions,
Carry out an experiment on the
• write a report on an
making of bread using yeast in
experiment,
the absence and presence of
• practise scientific
sugar.
attitudes and
Record the time taken for the
noble values.
dough to double its size. For
further investigations, salt is
used. During investigation,
highlight the need to practise
scientific attitudes and noble
values such as honesty
and accuracy in recording and
verifying data.
THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
A student is able to: Prepare and study slides to • Comparing and • Being diligent
1. draw and label an compare the epidermal cells of contrasting and persevering 2
1.1 animal cell, onion or cells of Hydrilla leaf with • Making
Understanding 2. draw and label a plant human cheek cells. Observe, inferences
cell structure cell, draw and label diagrams of an • Predicting
and function 3. identify the cellular animal
components cell and a plant cell as seen
of an animal cell, through a light microscope.
4. identify the cellular Study electron micrographs of
componentsof a plant animal cells and plant cells to
cell, identify cellular components of
cell:
a) plasma membrane and cell
wall,
b) cytoplasm,
c) organelles:
(i) nucleus: nucleolus,
chromosomes,
nucleoplasm and nuclear
membrane,
(ii) rough and smooth
endoplasmic reticulum,
(iii) mitochondria,
(iv) Golgi apparatus,
(v) lysosomes,
(vi) ribosomes,
(vii) chloroplasts,
(viii) centrioles,
(ix) vacuoles.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
5. state the functions of Work in small groups to match
the cellular cellular components to their
components in an functions.
animal cell,
6. state the functions of Students present a comparison
the cellular between the structure of an
components in a plant animal
cell, cell and a plant cell.
7. compare and contrast Discuss the relationship between
an animal cell and a the density of certain organelles
plant cell, with the function of specific cells:
8. relate the density of a) mitochondria with the function
certain organelles with of sperm cells, flight muscle
the functions of cells in insects and birds, cells
specific cells. in the meristems,
b) chloroplasts with the function
of palisade cells.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
1.2 A student is able to: Observe the living processes of • Comparing and • Realising that
Understanding 1. state the necessity for unicellular organisms such as contrasting science is a
Cell organisation cell specialisation in feeding, locomotion and • Making means to
multicellular organism reproduction through omputerise generalisations understand
as compared to animation / video / mircoscope. nature
unicellular organism, Carry out small group discussion
2. describe cell on the following and present the
specialisation in findings:
multicellular a) cell specialisation in
organisms, multicellular organisms,
3. describe cell b) the necessity for cell
organisation in the specialization in multicellular
formation of tissues, organisms
organs and c) cell organisation in the
systems in formation of tissues, organs
multicellular and systems in humans,
organisms, animals and plants.
4. state the meaning of Construct models of tissues,
internal environment, organs and systems in human,
5. identify factors animals and plants.
affecting the internal Conduct a discussion on the
environment, following:
6. explain the necessity a) the meaning of internal
to maintain optimal environment,
internal environment, b) factors affecting the internal
7. describe the environment including
involvement of various temperature, pH, osmotic
systems in maintaining pressure and glucose level.
optimal internal c) it is important that the
environment. organism’s cells always
experience conditions which
permit efficient functioning, the
involvement of various systems
 in maintaining optimal internal e..
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
1.3 A student is able to: Discuss and predict the cell • Synthesising • Being co-
Appreciating 1. predict the state of condition without a particular • Making operative
the uniqueness certain cells cellular component. analogies
of the cell 2. without a particular Conduct a role-play activity to
cellular component, show
3. illustrate that most that cells become adapted for
cells are specialised different functions.
for the job that they
perform.
LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
Week Topic / Learning Learning Outcomes
/Date Objectives
2.1 A student is able to:
Analysing the • state the substances
of movement of required by living cells,
substances • State the substances
across the that have to be
plasma eliminated from cells,
membrane • explain the necessity
for
movement of
substances across the
plasma membrane,
• describe the structure
of the plasma
membrane,
• describe the
permeability of the
plasma membrane,
• explain the movement
of soluble substances
across the plasma
membrane through the
process of passive
transport,
• explain the movement
of water molecules
across the plasma
membrane by osmosis
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Discuss the following: • Making • Being honest
a) substances that are required inferences and accurate in
by cells, • Comparing and recording and
b) substances to be eliminated contrasting validating data
from cells, • Generating ideas • Being
c) the necessity for movement of • Relating systematic
substances across the plasma • Synthesising • Having critical
membrane. and analytical
Discuss the structure of the thinking
plasma membrane as comprising
the phospholipid bilayer, carrier
protein and pores.
Conduct an experiment, using
starch suspension and glucose
solution, to study the movement
of substances across egg
membrane or Visking tubing.
Discuss the properties of the
plasma membrane as a
semipermeable membrane.
Discuss the movement of soluble
substances across the plasma
membrane through simple
diffusion and facilitated diffusion.
Carry out an activity to show
osmosis using a simple
osmometer.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
• explain the movement Discuss the movement of
of substances across the plasma
substances across the membrane through active
plasma membrane transport.
through the process Conduct a simulation activity to
of active transport, show the movement of
• explain the process of substances
passive transport in across the plasma membrane
living organisms through passive transport and
using examples, active transport.
• explain the process of Use computer simulation to show
active transport in the movement of substances
living organisms using across the plasma membrane.
examples,
Discuss the processes of passive
transport and active transport in
living organisms:
a) gaseous exchange in the
alveoli
and blood capillaries (simple
diffusion),
b) absorption of digested food in
the villus (facilitated diffusion),
c) absorption of water by root
hairs
of a plant (osmosis),
d) ion intake by root hairs of a
• compare and contrast plant
passive transport and (active transport).
active transport
Construct a concept map on the
movement of substances across
the plasma membrane.

Week Topic / Learning Learning Outcomes
/Date Objectives
2.2 A student is able to:
Understanding • explain what
the movement hypotonic,
of substances hypertonic and
across the isotonic solutions are,
plasma • explain the effects of
membrane in hypotonic, hypertonic
everyday life and isotonic solutions
on plant cell and
animal cell,
• explain plasmolysis,
deplasmolysis,
haemolysis and
crenation,
• design an experiment
to determine the
concentration of
external solution which
is isotonic to cell sap,
• make an inference on
the concentration of
cell sap in plant
tissues,
• relate the movement
of substances across
plasma membrane
Use a graphic organiser to
compare and contrast passive
transport and active transport.
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Carry out activities to study the • Comparing and • Having critical
effects of hypotonic and contrasting and analytical
hypertonic solutions on plant and • Relating thinking
animal cells: • Visualising • Being diligent
a) plasmolysis and deplasmolysis • Generating ideas and persevering
in plant cells,
b) haemolysis and crenation in
red blood cells.
Discuss the following:
a) hypotonic, hypertonic and
isotonic solutions,
b) plasmolysis, deplasmolysis,
haemolysis and crenation,
c) flaccidity and turgidity of plant
cells.
Carry out an investigation using
various concentrations of salt or
sugar solutions to determine the
concentration of external solution
which is isotonic to the cell sap of
plant tissues.
• Discuss and make an
inference on the concentration
of cell sap in plant tissues
which is equivalent to the
concentration of isotonic
 with concentration solution.
gradient, • Discuss and correlate the
• explain the movement of substances across
phenomenon of wilting the plasma membrane with the
in plants using difference in concentration of the
examples, external solution and that of the
• explain the cell sap.
preservation of food Discuss the following:
using examples. a) wilting of plants caused by the
excessive use of chemical
fertilisers,
b) preservation of food using salt
or sugar.

2.3
Appreciating A student is able to:
the movement • explain the necessity
of substances of movement of
across the substances across the
plasma plasma membrane
membrane which occurs in a
Compose poems continuous and
to appreciate the controlled manner for
movement of survival of a cell.
substances
across
the plasma
membrane.
THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
A student is able to: Carry out small group discussion
3.1 • state the elements in on the following and present the
Understanding the cell, findings: • Making • Being honest
the chemical • list the chemical a) elements in the cell, including inferences and accurate in
composition of compounds in carbon, hydrogen, oxygen, • Comparing and recording and
the cell the cell, nitrogen sulphur, phosphorus, contrasting validating data
• explain the importance calcium, potassium, • Generating ideas • Being
of organic compounds magnesium, chlorine, sodium systematic
in the cell, and ferum,
• explain the importance b) the presence and importance
of water in the cell. of chemical compounds in the
cell.

3.2 A student is able to: Carry out small group discussion

Understanding • state the elements in on the following and present the
carbohydrates carbohydrates, findings:
• state the types of a) elements in carbohydrates,
carbohydrates, b) types of carbohydrates, i.e.
• explain the formation monosaccharides, disaccharides
and and polysaccharides, using
breakdown of examples,
disaccharides and c) the formation and breakdown
of disaccharides, such as
 polysaccharides. maltose, sucrose and lactose,
d) the formation and breakdown
of polysaccharides, such as
starch, glycogen and cellulose.
Conduct an activity to
differentiate between reducing
and nonreducing
sugars.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
3.3 A student is able to: Carry out small group discussion • Comparing and Having an
Understanding * state the elements in on the following and present the contrasting interest and
Proteins proteins, findings: • Relating curiosity towards
* state the various a) elements in protein, such as • Visualising the
structures of carbon, hydrogen, oxygen, • Generating ideas environment
proteins, sulphur, nitrogen and • Predicting
* explain the formation phosphorus,
and breakdown of b) dipeptides and polypeptides,
dipeptides and c) the formation and breakdown
polypeptides, of dipeptides and polypeptides,
* explain the meaning of d) essential amino acids and
essential amino acids and nonessential amino acids.
non-essential amino Use charts to illustrate the
acids. various protein structures, i.e.
primary, secondary, tertiary and
quartenary.

3.4 A student is able to: List the main types of lipids:

Understanding * state the elements in a) fat,
lipids lipids, b) oil,
* state the main types of c) wax,
lipids, d) phospholipids,
e) steroids, such as cholesterol,
testosterone, oestrogen, and
progesterone.
 * explain the formation
and breakdown of fats
and oils,
* compare and contrast
saturated fats and
unsaturated fats.
A student is able to:
3.5 * state what enzymes are,
Understanding * explain why enzymes
enzymes are needed in life
processes,
* list the general
characteristics of
enzymes,
* relate the name of
enzyme to substrate,
* state sites where
enzymes are synthesised,
* state the meaning of
intracellular enzymes and
extracellular enzymes,
* explain the involvement
of specific organelles in
the production of
extracellular
enzymes,
* explain the effects of pH,
temperature, enzyme
concentration, and
substrate concentration
Carry out small group discussion
on the following and present the
findings:
a) elements in lipids,
b) components of fats and oils,
c) formation and breakdown of
fats and oils.
Use a graphic organiser to
compare saturated fats and
unsaturated fats.
* state the components of fats
and oils.
Discuss on the following:
a) what enzymes are,
b) enzyme requirement in the
living process,
c) general characteristics of
enzyme,
d) naming of enzyme based on
the substrate,
e) sites of enzyme synthesis,
f) intracellular and extracellular
enzymes and examples.
Conduct a role-play activity to
show the involvement of
ribosomes, endoplasmic
reticulum, and Golgi
body in the production of
extracellular enzyme.
Conduct experiments to study the
effects of pH and temperature on
the activities of amylase and
pepsin.
 on enzyme Discuss the effects of enzyme
activity, concentration and substrate
* explain the mechanism concentration on enzyme activity.
of enzyme action, Discuss the mechanism of
* relate the mechanism of enzyme
enzyme action with pH, action using the ‘lock and key’
temperature, hypothesis.
enzyme concentration Discuss and correlate pH,
and substrate temperature, enzyme
concentration, concentration
* explain the uses of and substrate concentration on
enzymes in enzyme activity using the ‘lock
daily life and industry and key ‘ hypothesis.
using examples. Gather information from the
Internet and other sources on the
uses of enzymes in:
a) daily life, e.g. tenderising meat
b) industry e.g. food processing
and detergent manufacturing.

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
3.6 * predict the Conduct a role play or story • Generating ideas • Being thankful
Realising the consequences of telling session to predict the • Visualising to God
importance of deficiency in consequences of deficiency in • Synthesisi
the chemical carbohydrates, one of the chemical components
composition in protein, lipids or enzymes in the
cells in the cell. cell.
THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 4.0 CELL DIVISION
Week Topic / Learning Learning Outcomes
/Date Objectives
A student is able to:
4.1 state the necessity for
Understanding the production of new
mitosis cells in organisms,
e  xplain the necessity for
the production of new
cells identical
to parent cells,
state the significance of
mitosis,
i dentify the phases in
the cell cycle,
e  xplain the process of
mitosis and cytokinesis,
a  rrange the various
stages of mitosis in the
correct sequence,
compare and contrast
mitosis and cytokinesis in
animal celland plant cell,
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Conduct a brainstorming session • Making
on the following: conclusions
• Relating
a) the need for production of new • Evaluating
cells in organisms, • Making
b) the need for production of new inferences
cells identical to parent cells. • Sequencing
Derive the meaning and • Making
inferences
significance of mitosis from the
brainstorming session.
Study charts to identify the
various phases of the cell cycle.
Make models to demonstrate
mitosis and cytokinesis.
Prepare and observe a slide of
onion root tip to identify different
stages of mitosis.
Study the process of controlled
and uncontrolled mitosis and
cytokinesis through simulation,
computerised animation or video.
 e xplain the importance
of controlled mitosis,
e  xplain the effects of
uncontrolled mitosis in
living
things,
d  escribe the application
of knowledge on mitosis
in cloning,
e  xplain the advantages
and disadvantages of
cloning.
Week Topic / Learning Learning Outcomes
/Date Objectives
4.2 A student is able to:
Understanding * state the necessity of
meiosis trait inheritance in
offspring for
continuation of life,
* state the necessity to
maintain diploid
chromosomal number
from generation to
generation,
* state the necessity for
production of haploid
gametes in sexual
reproduction,
* state the significance of
meiosis,
* identify the type of cell
that undergoes meiosis,
Conduct a brainstorming session
to come up with examples on
mitosis as a controlled process
for the perpetuity of living things
such as regeneration of lizard tail,
certain plant parts and the
healing of skin.
Gather information on diseases,
including cancer or tumour,
caused by uncontrolled mitosis in
livingthings.
Make a trip to a research institute
to study tissue culture technique.
Conduct a debate or forum on
cloning issues.
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Discuss the following:
a) trait inheritance in offsprings,
b) the need to maintain diploid
chromosomal number from one
generation to another,
c) the need to produce gametes
with haploid number of
chromosomes,
d) the uniqueness of diploid
number of chromosomes in
organisms,
e) the significance of meiosis,
f) the type of cell that undergoes
meiosis in human, animals and
plants.
Observe the process of meiosis
through computerised animation,
photomicrograph, prepared
 * explain the process of slides, or video.
meiosis, Use simulation activities to show
* arrange the various changes in chromosome
stages of meiosis in the behaviour during meiosis I and
correct order, meiosis II
* compare and contrast Use graphic organisers to
meiosis I compare
and meiosis II, and contrast:
* compare and contrast a) Meiosis I and meiosis II,
meiosis and mitosis. b) Meiosis and mitosis.

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
4.3 A student is able to: a) conduct a role-play,
Appreciating d escribe what will b) avoid radioactive and
the movement happen when carcinogenic substances.
of the movement of
chromosomes chromosomes
during mitosis during mitosis and
and meiosis. meiosis do
not occur in an orderly
manner,
know and avoid things
that maybe harmful.
THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 1.0 NUTRITION
Week Topic / Learning Learning Outcomes
/Date Objectives
A student is able to:
state the types of
nutrition,
1.1 e xplain autotrophic
Understanding nutrition,
types of e  xplain heterotrophic
nutrition nutrition,
classify organisms
according to
the
1.2 A student is able to:
Applying the e
 xplain the necessity for
concept of a balanced diet,
balanced diet e xplain the factors
affecting the
daily energy requirement
of the human body,
d  etermine the energy
value in food samples,
d  etermine the nutrient
content in different food
samples,types of nutrition
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Observe and identify types of
nutrition in various organisms.
Discuss autotrophic and
heterotrophic nutrition with
reference to chemosynthesis,
photosynthesis, holozoic
nutrition,
saprophytism, and parasitism.
Use a graphic organiser to show
the types of nutrition.
Conduct an activity to classify
various organisms according to
types of nutrition.
Carry out small group discussion
on the following and present the
findings:
a) requirements of a balanced
diet,
b) factors affecting the daily
energy requirement such as age,
sex,body weight and occupation.
Conduct an activity to determine
the energy value in food samples.
Design activities to test for the
presence of starch, reducing
sugar, non-reducing sugar,
protein and lipid in food samples.
* explain the functions
and
sources of vitamins in a
diet to
maintain health,
* explain the functions
and
sources of minerals in a
diet to
maintain health,
* explain the functions
and
sources of roughage /
dietary
fibre in a diet,
* explain the functions of
water in
the body,
* justify the selection of an
appropriate balanced diet
for a
target group.
Conduct an experiment to
determine the Vitamin C content
in
various fruit juices.
Match the vitamins with their
sources, functions and effects of
deficiency.
Match the minerals with their
sources, functions and effects of
deficiency.
Discuss the sources, functions
and
deficiency of roughage.
Discuss the sources and
functions
of water in the body.
Carry out a group discussion to
formulate and justify an
appropriate
diet menu based on a nutrient
chart
for the following target groups:
a) pregnant mothers,
b) infants,
c) children,
d) teenagers,
e) athletes,
f) people with specific diseases,
g) the aged,
h) vegetarians.
Week Topic / Learning Learning Outcomes
/Date Objectives
1.3 A student is able to:
Understanding * explain what malnutrition
malnutrition is,
* explain the effects of
malnutrition using
examples,
* describe ways to reduce
the chance of contracting
certain health problems
due to one’s diet,
* describe ways to reduce
the effects of certain
health problems.
Week Topic / Learning Learning Outcomes
/Date Objectives
1.4 A student is able to:
Analysing food * state the substances
Digestion required by the cell to
carry out metabolic
processes,
* list the complex
substances that
need to be digested,
* explain the necessity for
digestion of complex
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Carry out small group discussion
on the following and present the
findings:
a) meaning of malnutrition,
b) effects of deficiency in
proteins,
vitamins, minerals, on health,
c) effects of excessive intake of
carbohydrates, lipids, vitamins
and minerals on health,
d) a diet low in saturated fats help
reduce the chance of
contracting cardiovascular
disease,
e) ways to reduce the risk of high
blood pressure, diabetes
mellitus and osteoporosis.
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Discuss the following:
a) glucose, amino acids and
lipids are always required by the
cell to carry out metabolic
processes,
b) complex substances like
carbohydrates, proteins and
lipids need to be digested.
Draw and label parts of the
human digestive system.
substances, a)Discuss the functions of
* draw and label the digestive juices, including saliva,
human digestive system, gastric juice, pancreatic juice,
intestinal juice and other
substances, i.e. hydrochloric acid
and bile that aid the process of
digestion.
Discuss the digestion of
carbohydrates, proteins and fats
on the following aspects:
a) specific location of each
digestive process,
b) chewing of food,
c) movement of food,
d) glands involved,
e) digestive enzymes,
f) suitable pH for each enzyme
action,
g) substrates and products.
Identify the parts of digestive
system in ruminants and rodents.
Discuss the digestion of cellulose
in ruminants (eg. cow) and
rodents
(rabbit).
Use graphic organiser to
compare
and contrast the process of
cellulose digestion in humans,
ruminants and rodents.

* design experiments to Plan and conduct experiments to

study the digestion of study the enzyme actions on
starch and proteins in starch
food samples, and protein food samples.
* describe problems Collect information and discuss
related to food digestion. problems related to food
 digestion:
b) incomplete digestion of food,
c) bile stones preventing the flow
of bile,
reduced production of specific
digestive enzyme.

1.5 A student is able to: Examine models or diagrams of

Understanding • identify the parts of
the processes the digestive
of absorption system involved in
and absorption of
assimilation of digested food,
digested food • explain the adaptive
characteristic of the
digestive system
related to absorption,
• draw and label the
structure of a villus,
• explain the process of
absorption in the villus,
the
digestive system and cross-
section
of the small intestine. With
reference to the models or
diagrams discuss the following:
a) adaptation of the small
intestine,
b) absorption process of amino
acids, glucose, fatty acids,
glycerol, vitamins and minerals
in the villus.
Carry out an activity to study the
movement of substances through
the Visking tubing.

• explain the main Discuss the following functions of

functions of the liver, the liver:
a) storage of nutrients,
• describe the
b) processing the products of
process of
digestion i.e. excess glucose
assimilation.
and amino acids,
c) detoxification.
Discuss the process of
assimilation
by the body cells.
1.6 With reference to diagrams,
Understanding A student is able to: charts
the formation of • identify the part of the or model of the digestive system,
faeces and digestive system identify the colon and rectum.
defecation where the formation of Carry out small group discussion
faeces takes place, on the following and present the
• describe the formation findings:
of faeces, a) the formation of faeces,
• explain the role of b) the role of microorganisms in
microorganisms in the the colon,
colon and the effect of c) effects of antibiotics on the
antibiotics on them, microorganisms in the colon,
• explain what d) what defecation is,
defecation is, e) the importance of defecation,
• explain the f) importance of high fibre diets,
importance of g) defecation related problems,
defecation, i.e. constipation, colon cancer
and haemorrhoids.
• explain the importance
of high fibre diets,
• describe the problems
related to defecation.
Carry out small group discussion
1.7 on the following and present the
A student is able to:
Evaluating findings:
eating habits • relate eating habits a) relationship between eating
with health problems, habits and health problems
• evaluate critically such as:
whether a (i) gastritis,
particular eating habit (ii) obesity,
is good or bad. (iii) anorexia nervosa,
(iv) bulimia,
b) evaluate the nutrient contents
of food based on food labels or
 advertisments,
c) evaluate the eating habits of
classmates.

1.8 Conduct an activity to predict the

Realising the A student is able to: effects of a defective digestive
importance of a * predict the effects of a system.
healthy defective Conduct a discussion on ways to
digestive digestive system on take care of the digestive system,
system health, such as good eating habits, avoid
* take care of the junk food, try to cut down on
digestive sweet
system for one’s well- and fatty foods.
being.
1.9 Carry out small group discussion
Understandingt A student is able to: on the following and present the
he importance * list elements required by findings:
of plants, a) the elements required by
macronutrients * classify elements plants,
and required by b) classify the elements required
micronutrients plants based on the by plants based on the amount
in plants amount needed:
needed, (i) macronutrients consisting
* design an experiment to of carbon, hydrogen,
study oxygen, nitrogen,
the effects of phosphorus, potassium,
macronutrient calcium, magnesium and
deficiency in plants, sulphur,
* relate the effects of (ii) micronutrients consisting of
macronutrient deficiency boron, molybdenum, zinc,
with manganese, copper and
the function of ferum.
macronutrients, Plan and conduct an experiment
on plants to study the effects of
macronutrient deficiency i.e.
nitrogen, phosphorus, potassium,
calcium, magnesium and sulphur.
 Discuss and correlate the effects
of macronutrient deficiency with
the function of the macronutrients
based on the results of the
experiment.
Collect and interpret data from
* explain the function of various sources such as the
each Internet on the function of each
macronutrient in plants, macronutrient in plants.
* state the function of Discuss the function of
micronutrients in plants, mirconutrients and effects of
* state the effects of micronutrient deficiency in plants.
micronutrient
deficiency in plants.
Students read about the
1.10 A student is able to: discovery
Understanding * describe the of photosynthesis and extract
photosynthesis development that important facts from it.
leads to the discovery of Study a cross-sectional model of
photosynthesis, a
* state the substances leaf. Draw and label it.
required Discuss the following:
for photosynthesis, a) functions of the parts of a leaf,
* state the substances b) adaptation of the leaf for
produced optimal photosynthesis.
from photosynthesis, Carry out an activity to
* draw and label the investigate
crosssection the adaptation of plants such as
of a leaf, hibiscus, water lily, Hydrilla and
* state the function of cactus with respect to:
each part of a) distribution of stomata,
the leaf with respect to b) distribution of chloroplasts.
photosynthesis,
* explain leaf adaptation
to
optimise photosynthesis,
* explain how plants from
 different
habitats are adapted to
carry out
photosynthesis.

1.11 With reference to the structure of

Understanding A student is able to: chloroplast discuss the light and
the mechanism * identify the parts of dark reactions of photosynthesis
of chloroplast with respect to:
photosynthesis related to photosynthesis, a) substances required.
* explain the light reaction b) location of reaction.
of c) products of reaction.
photosynthesis, Draw a simple schematic
* explain the dark reaction diagram
of of the light and dark reactions in
photosynthesis, photosynthesis.
* compare and contrast Discuss the following:
light a) compare and contrast the light
reaction and dark reaction reaction and dark reaction in
in photosynthesis,
photosynthesis, b) correlate light reaction with
* relate light reaction with dark
dark reaction in photosynthesis.
reaction in Write an equation to represent
photosynthesis, the
* write an equation to overall process of
represent photosynthesis.
the process of
photosynthesis.
1.12 Conduct a brainstorming session
Synthesising A student is able to: to identify the factors affecting the
factors * identify the factors rate of photosynthesis i.e.
affecting affecting the concentration of carbon dioxide,
photosynthesis rate of photosynthesis, light intensity and temperature.
* design an experiment to Plan and carry out an experiment
investigate the effect of to study the effect of light
 light
intensity on the rate of
photosynthesis,
* identify the factor that
limits the rate of
photosynthesis at
different light intensity,
* explain the effects of
temperature and
concentration
of carbon dioxide on the
rate of photosynthesis,
* explain the difference in
the rate
of photosynthesis in
plants
throughout the day based
on the changes in light
intensity and temperature,
* identify some ways to
meet the need of
increasing the
productivity of crops
based on factors affecting
the rate of photosynthesis
1.13
Practising a A student is able to:
caring attitude * tell why we need to take
towards plants good
care of plants,
* identify cases of
mishandling
or destruction of plants.
intensity
on the rate of photosynthesis.
Carry out small group discussion
on the effects of light intensity,
temperature and concentration of
carbon dioxide on the rate of
photosynthesis.
Plan a strategy based on factors
affecting the rate of
photosynthesis
to ensure crop production
throughout the year in countries
with four seasons.
.
Compose a poem or lyric of a
song
to show appreciation of the role
of
photosynthesis in ensuring the
perpetuation of life.
Conduct a planting project in the
science resource garden or
school
compound.
1.14
Understanding
the technology A student is able to:
used in food * explain the need for
production improving the quality and
quantity of food,
* explain the effort to
diversify food production,
* explain ways to improve
the quality and quantity of
food production in the
country.
Carry out small group discussion
on the following and present the
findings:
a) the quantity of food needed for
the present and future population
of the country,
b) the need for improving the
quality and quantity of food for
the country in line with the
national food production policy,
c) effort by various agencies to
diversify food production,
d) methods used to improve the
quality and quantity of food
production through the following:
(i) direct seeding for rice,
(ii) hydroponics and aeroponics,
(iii) breeding,
(iv) tissue culture,
(v) genetic engineering
(vi) soil management,
(vii)biological control.

1.15 Discuss the need for food

Evaluating the A student is able to: processing based on the
technological * explain the necessity for following:
development in food a) overcoming the factors
food processing, causing spoilage of food such
processing * describe the as the action of microorganisms
development of and oxidation,
food processing b) extending the lifespan of food,
technology, c) avoiding food wastage,
d) diversifying the uses of food
 like milk and dairy products,
e) ensuring sufficient food supply.
Prepare a portfolio on the
technological development of
food
processing from the early days till
the present.

Correlate the following food

* relate food processing processing methods with factors
methods causing food spoilage:
with factors causing food i. cooking,
spoilage, ii. using salt, sugar and vinegar,
* assess the methods of iii. fermentation process,
food iv. drying,
processing to justify the v. pasteurization,
choice vi. canning,
of consuming certain vii. refrigeration.
processed Conduct a forum entitled “The
food. effects of processed food on
health.”
THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 2.0 RESPIRATION

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
A student is able to: Discuss the following:
2.1 * state that all living a) living processes require
Understanding processes require energy, energy,
the respiratory * identify the main b) the main substrate for
process in substrate for respiration, that is glucose, is
energy producing energy, obtained from the following:
production * state the two types of (i) the digestion of
respiration, carbohydrates in human
* explain what cell and animals,
respiration is, (ii) the process of
* explain the energy photosynthesis in plants.
production from glucose Carry out a discussion on the
during the process of types of respiration.
aerobic respiration, Carry out an activity to show
* state the conditions aerobic respiration.
leading to anaerobic Discuss the energy production in
respiration in cells, aerobic respiration.
* explain the process of Conduct an experiment to
anaerobic respiration in investigate anaerobic respiration
yeast, in yeast.
* explain the process of Discuss the following:
anaerobic respiration in a) condition leading to anaerobic
human muscles, respiration in cells,
* write the chemical b) the process of anaerobic
equations for aerobic and respiration in human muscles.
anaerobic respiration, Use a graphic organiser to
* compare and contrast compare and contrast aerobic
aerobic respiration with respiration with anaerobic
anaerobic respiration. respiration.
Observe graphics and live
2.2 A student is able to: specimens and discuss the
Analysing the * state the respiratory respiratory structures in human
respiratory structures and
structures and in human and some other organisms including
Breathing animals, protozoa, insects, fish and
mechanisms in * make an inference on amphibians.
human and the Conduct an activity to compare
animal various adaptations of the the
respiratory structures, total surface area of a flat card
with
a corrugated card, and correlate
the increase in total surface area
with the modified surface
structure.
Discuss the relationship between
the total surface area of the
respiratory structures and the
* describe the efficiency of gaseous exchange
characteristics of in
respiratory surfaces in various organisms.
human and other
organisms, Observe the respiratory
* describe the breathing structures
mechanism in human and to generalise the characteristics
other of
organisms, the respiratory surfaces in human
* compare and contrast and other organisms such as
the protozoa, insects, fish and
human respiratory system amphibians.
with Construct or use a model that
that of other organisms. can
be manipulated to explain the
breathing mechanism in human.
Discuss the breathing
mechanism
of other organisms such as
protozoa, insects, fish and
amphibians.
 Use graphic organiser to
compare
and contrast the human
respiratory
system with that of other
organisms.

2.3
Understanding A student is able to: Using a diagram, discuss the
the concept of * describe the process of process of gaseous exchange
gaseous gaseous across the surface of the alveolus
exchange exchange across the and blood capillaries in the lungs
across the surface of in
respiratory the alveolus and blood relation to:
surfaces and capillaries in the lungs, a) the difference in partial
transport of pressure of respiratory gases in
gases in the air of the alveolus and
human blood capillaries in the lungs,
i.e:
(i) partial pressure of oxygen
is higher in the air of the
alveolus compared to the
partial pressure of oxygen
in the blood capillaries,
(ii) partial pressure of carbon
 dioxide is lower in the air
of the alveolus compared
to the partial pressure of
carbon dioxide in the blood
capillaries.
b) the difference in partial
pressure of oxygen and carbon
dioxide in the blood entering
the alveolus with the blood
leaving the alveolus i.e.:
(i) partial pressure of oxygen
explain the transport of is lower in the blood
respiratory gases, entering the alveolus
* explain the process of compared to the partial
gaseous pressure of oxygen in the
exchange between the blood leaving the alveolus.
blood
and body cells, (ii) partial pressure of carbon
* distinguish the dioxide is higher in the
composition of blood entering the alveolus
inhaled and exhaled air. compared to the partial
pressure of carbon dioxide
in the blood leaving the
alveolus.
Discuss the following:
a) the transport of respiratory
gases in human,
b) the exchange of respiratory
gases between the blood and
body cells.
Use schematic diagram to
explain
the exchange and transport of
respiratory gases in human.
Conduct an experiment to
investigate the differences
between
 inhaled and exhaled air in terms
of
oxygen, carbon dioxide and heat
content.
Study the process of respiratory
gas exchange and transport
using
simulations and computerised
animations.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
2.4 A student is able to: the effects of a vigorous exercise
Understanding * describe the change in on the rate of respiration and rate
the regulatory rate of of heart beat.
mechanism in respiration after Conduct a discussion on the
respiration completing a following:
vigorous exercise, a) correlate the rate of respiration
* correlate the rate of with the oxygen and carbon
respiration dioxide contents in the body,
with the oxygen and b) regulatory mechanism of
carbon oxygen and carbon dioxide
dioxide content in the contents in the body.
body, Conduct a discussion on human
* explain the regulatory respiratory response, rate of
mechanism of oxygen and respiration and rate of heart beat
carbon dioxide content in in
the different situations:
body, a) vigorous activities such as
* explain the human swimming, running, aerobic
respiratory exercise, mountain climbing
response and rate of and playing badminton,
respiration b) relaxing,
in different situations, c) fear.
* correlate the rate of
respiration
with the rate of heart beat.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
2.5 A student is able to: Discuss the habits to be
Realising the * care and maintain cultivated
importance of efficient or avoided to ensure the efficient
maintaining a function of the respiratory function of the respiratory organs.
healthy organs. Conduct an experiment to show
respiratory the
system effects of cigarette smoke on
white
cotton wool and draw an analogy
between the lungs and the white
cotton wool.
Show photographs of damaged
lungs (cancer) due to smoking.

2.6 A student is able to: Discuss the following:

Understanding * describe the energy a) the lower energy requirement
respiration in requirement of plants compared to animals
plants in plants, for living processes,
* explain the intake of b) the intake of oxygen by plants
oxygen for respiration, for respiration.
* explain aerobic Draw a diagram to show the
respiration inplants, intake
* explain anaerobic of oxygen in plants.
respiration in Discuss the anaerobic respiration
plants under certain carried out by rice plants in a
conditions, paddy field or other plants in
* compare and contrast certain situations like flooding.
the Use a graphic organiser to
process of photosynthesis compare the process of
and respiration
respiration, with the process of
* explain what photosynthesis
compensation in plants.
point is, Discuss the following:
 * relate light intensity with
the
attainment of
compensation
point,
* predict the situation
when the rate of
photosynthesis and rate
of respiration remains at
compensation point
THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA: 1.0 DYNAMIC ECOSYSTEM
Week Topic / Learning Learning Outcomes
/Date Objectives
A student is able to:
1.1 * identify the abiotic
Understanding components
the abiotic and of an ecosystem,
biotic * identify the biotic
components of components of
the an ecosystem,
environment * classify biotic
components into trophic
levels,
* explain the interactions
between biotic
components in relation to
feeding, using examples,
* explain the interaction
between biotic
components in relation to
competition, using
a) meaning of compensation
point,
b) correlate light intensity with
compensation point from graph.
Visualise and describe the effect
on living things when the rate of
photosynthesis and rate of
respiration remains at
compensation point.
Suggested Learning Activities Scientific Skills Scientific Number
And Thinking Attitudes And Of
Skills Noble Values Periods
Conduct a field study to:
a) identify the abiotic components
including pH, temperature, light
intensity, humidity, topography,
and the microclimate of an
ecosystem,
b) identify the biotic components
of an ecosystem,
c) investigate the feeding
relationships of the biotic
components to construct the
food chains and food webs, and
classify the biotic components
into trophic levels,
d) investigate the interaction
between biotic components as
follows:
(i) symbiosis among plants
 examples. and animals encompassing
the following:
- commensalism,
- parasitism,
- mutualism,
(ii) saprophytism,
(iii) predator - prey interaction.
(e) investigate the interaction
between biotic components in
relation to competition, which
are:
(i) intraspecific competition,
(ii) interspecific competition.
Conduct an experiment to study
the intraspecific competition and
interspecific competition of
plants,
e.g. maize and rice.
Collect and interpret data to study
intraspecific competition and
interspecific competition involving
Paramecium, for example
Paramecium aurelia and
Paramecium caudatum.
Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
1.2 A student is able to: Conduct a field study on an
Understanding * state what an ecosystem ecosystem i.e. a mangrove
the processes is, swamp
of colonisation * identify the niche, or a pond to:
and succession habitat, a) identify the niche, habitat,
in an community and population community and population,
ecosystem of an ecosystem, b) investigate the process of
* explain the process of colonisation,
colonisation, c) investigate the process of
* explain the process of succession,
 succession, d) identify pioneer species,
* identify the pioneer successor species, dominant
species in species and climax community,
an ecosystem,
* identify the successors e) identify the adaptive
in an ecosystem, characteristics of pioneer
* identify the dominant species and subsequent
species in species in the habitat for the
an ecosystem, processes of colonisation and
* identify the adaptive succession.
characteristics of pioneer Students present their findings or
species, make a folio.
* identify the adaptive Study the processes of
characteristics of colonisation
successors, and succession through video,
* explain the changes in computer software and printed
habitat material.
caused by pioneer Discuss and correlate the abiotic
species, component and biotic component
* explain the changes in during the processes of
habitat colonisation and succession in an
caused by successors at ecosystem.
every level of succession
until a climax
community is reached,
* relate the abiotic
components with the
biotic components in an
ecosystem during the
processes of colonisation
and succession.

Week Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
/Date Objectives And Thinking Attitudes And Of
Skills Noble Values Periods
1.4 A student is able to: Discuss the following:
Understanding * explain the meaning of a) meaning of biodiversity,
the concept of biodiversity,
biodiversity * explain the need for
classification of
organisms,
* state the five kingdoms
used in the classification
of organisms,
* identify the main
characteristics
of organisms in each
kingdom,
* list examples of
organisms in each
kingdom,
* state the hierarchy in the
classification of
organisms,
using examples,
* explain through
examples, the
method of naming
organisms using the
Linnaeus binomial
system,
* explain the importance
of
biodiversity.
1.5 A student is able to:
Understanding * classify various types of
the impact of microorganisms based on
microorganism their
s on life basic characteristics,
* state the abiotic
components
affecting the activity of
microorganisms,
* explain the effect of a
b) need for the classification
system of organisms.
Gather information on the
following:
a) the five kingdoms in the
classification of organisms,
which are Monera, Protista,
Fungi, Plantae and Animalia,
b) main characteristics of
organisms in each kingdom,
c) examples of organisms in each
kingdom,
Discuss the following:
a) the hierarchy in the
classification of organisms from
kingdom to species,
b) the method of naming a
number of vertebrates and local
flowering plants, using the
Linnaeus binomial system,
c) the importance of biodiversity.
Conduct a field trip to create
awareness of biodiversity of an
ecosystem.
Using charts, slides and
photomicrographs, identify and
list
various types of microorganisms
i.e. protozoa, algae, fungi,
bacteria
and virus.
Conduct an experiment to study
the effects of temperature, pH,
light
change in
each abiotic component
on the activity of
microorganisms,
* explain the role of useful
microorganisms,
* explain the effect of
harmful
micro-organisms, *
explain the meaning of
pathogen,
* identify the pathogen,
vector
and symptoms of one
particular
disease,
* explain how the disease
spreads,
* describe the methods for
controlling pathogen,
* explain the use of
microorganisms in
biotechnology, using
examples
and nutrients on the activity of
microorganisms e.g. Bacillus
subtilis or yeast.
Gather information and discuss
the
role of useful microorganisms in
the following:
a) decomposition,
b) nitrogen cycle,
c) alimentary canal of termite,
d) digestive system in human.
Gather information and discuss
the
effects of harmful micro
-organisms:
a) causing diseases,
b) spoilage of food and
substances.
Gather information and present
the
findings on the following:
a) pathogens, vectors,
symptoms,
and methods in transmission of
diseases such as malaria,
dengue fever, cholera,
ringworm, food poisoning,
AIDS, hepatitis, and SARS,
b) methods to control pathogens
including the use of antibiotics,
vaccines, antiseptics and
disinfectants.
Gather information and present
the
uses of microorganisms in
biotechnology, such as:
a) production of antibiotics and
 vaccines,
b) cleaning of oil spills,
c) waste treatment,
d) food processing,
e) production of bioplastic,
f) production of energy from
biomass.

1.6 A student is able to: Conduct a forum to discuss the

Appreciating * justify the importance of importance of preservation and
biodiversity preservation and conservation of biodiversity.
conservation Conduct an activity to preserve
of biodiversity. and
* preserve and conserve conserve various living things
various around us.
living things around
him/her.

LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM

Topic / Learning Learning Outcomes Suggested Learning Activities Scientific Skills Scientific Number
Week Objectives And Thinking Attitudes And Of
/Date Skills Noble Values Periods
A student is able to: Carry out small group discussion
2.1 * identify human activities on the following and present the
Evaluating that findings:
human threaten the ecosystem, a) human activities that threaten
activities that * explain the impact of the ecosystem,
endanger an human b) the impact of human activities
ecosystem activities on the on the ecosystem,
ecosystem, c) the effects of unplanned
* evaluate critically the development and
effects of mismanagement of the
unplanned development ecosystem, such as:
and i. soil erosion,
mismanagement of the
ecosystem,
* describe types of
pollution and sources of
pollution,
* explain the effects of
pollution
on living things and the
environment,
* compare and contrast
pollutants in the air from
different environments,
* state the sources of air
pollution,
* interpret data on the
level of air
pollution in some cities,
* make an inference on
the
sources of air pollution in
some
cities,
* interpret data on the
level of
water pollution in some
rivers,
* make an inference on
the
sources of water pollution
in
some rivers,
* predict the level of air
and water
pollution in a particular
location
within the next ten years,
ii. flash flood,
iii. landslide,
iv. eutrofication,
v. water, air, thermal and
noise pollution,
vi. global warming,
vii. ozone depletion,
viii. climatic change,
ix. extinction of living things,
x. deforestation,
d) types of pollution and sources
of pollution,
e) effects of pollution on the
following:
i. human health ( diseases
affecting the respiratory
system, skin problems,
conjunctivitis, cancer and
cholera),
ii. animal and plant habitats,
iii. buildings,
iv. agriculture,
v. climate.
Conduct an experiment to
compare
solid pollutants in the air of
different
environments and make an
inference on the sources of
pollution.
Conduct an activity to analyse
data
on air pollution index of some
cities
within and outside the country,
and
make an inference on the
 * suggest strategies to sources
solve of pollution.
problems related to air Conduct an activity to analyse
and data
water pollution in a on water pollution, such as
particular Biochemical Oxygen Demand
location within the next (BOD) value and content of
ten heavy
years. metals in some rivers, and make
an inference on the sources of
pollution.

Conduct activities to formulate a

strategy to reduce the level of air
and water pollution in a particular
location by:
a) analysing information on the
population, such as the size of
population, socio-economic
activities, and level of air and
water pollution,
b) conducting an activity to
predict
the level of air and water
pollution at a particular location
within the next ten years,
c) preparing an action plan
consisting of a strategy to
reduce the level of air and water
pollution at that particular
location within the next ten
years.

2.2 A student is able to: Carry out small group discussion

Understanding * explain what on the following and present the
the greenhouse greenhouse effect is, findings:
effect and * correlate the a) greenhouse effect, including its
thinning of the concentration of carbon
ozone layer. dioxide in the
atmosphere with global
warming,
* explain the thinning of
the ozone layer,
* explain the impact of
thinning of the ozone
layer and global warming
on the ecosystem
2.3 A student is able to:
Realising the * justify the need for
importance of development,
proper * explain the effects of
management of increase in
development population on the
activities and ecosystem,
the ecosystem * explain measures taken
in the management of
development
activities and the
ecosystem to ensure a
balance of nature is
maintained.
* care for the ecosystem,
* participate in activities
related to
the management of the
ecosystem.
cause and effect,
b) concentration of carbon
dioxide
in the atmosphere and correlate
it with global warming,
c) ozone depletion, including its
cause and effect,
d) impact of ozone depletion and
global warming on the
ecosystem.
.
Conduct a debate on the need for
development to improve the
quality
of life and to meet the
requirements
of an increasing population.
Discuss the effects of an increase
in population on the ecosystem.
Carry out small group discussion
on the following and present the
findings:
a) implementation of laws,
b) use of technology,
c) education on the management
of resources, including the
reduce, reuse, and recycle of
resources,
d) preservation and conservation
of soil, water, flora and fauna of
forests and mangrove swamps,
e) practice of biological control,
f) use of renewable energy,
g) efficient use of energy.
Conduct activities to care for the
following ecosystems in school
and
at home:
a) fish ponds,
b) gardens.
Plan and conduct a programme
related to the management of the
ecosystem, for example,
“Environment Day”.