Ss One Term One Biology Lesson Plan PDF

# SS ONE BIOLOGY SCHEME OF WORK TERM ONE ## WEEKS | TOPICS ------- | -------- WEEK1 | RECOGNIZING LIVINGTHINGS WEEK2 | CLASSIFICATION OF LIVING THINGS WEEK3 | CLASSIFICATION OF LIVINGTHINGS CONTINUES WEEK4 | THE CELL WEEK5 | CELL AND ITS ENVIRONMENT WEEK6 | PROPERTIES AND FUNCTIONS OF CELL WEEK7 |...

# SS ONE BIOLOGY SCHEME OF WORK TERM ONE ## WEEKS | TOPICS ------- | -------- WEEK1 | RECOGNIZING LIVINGTHINGS WEEK2 | CLASSIFICATION OF LIVING THINGS WEEK3 | CLASSIFICATION OF LIVINGTHINGS CONTINUES WEEK4 | THE CELL WEEK5 | CELL AND ITS ENVIRONMENT WEEK6 | PROPERTIES AND FUNCTIONS OF CELL WEEK7 | PROPERTIES AND FUNCTION OF CELLS CONT WEEK8 | EXCRETION WEEK9 | GROWTH WEEK10 | IRRITABILITY WEEK11 | REPRODUCTION WEEK12 | REVISION WEEK13 | EXAMINATION # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK ONE ### DATE: 09TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: RECOGNISING LIVING THINGS ### PERIOD: 1ST ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE 1. Define Biology 2. List and explain the branches of biology 3. Define science and usefulness of science ### INSTRUCTIONAL MATERIAL: plants, animals etc ### PREVIOUS KNOWLEDGE: The students have seen plants and animal previously either in junior secondary or at home. | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to mention some living things | The students respond to the question thus: plants and animals | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: the teacher defines biology as the study of plants and animals | The students pay attention to the teacher and write down. | Chart showing plants and animals, plants and animals. | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | The list and explain the branches of biology which are as follows Zoology: the study of animals Botany: the study of plants other branches includes | The students listen to the teacher attentively, make their own contributions and write into their | | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | Ecology, anatomy, morphology, microbiology. Genetics, heredity, physiology etc. The teacher defines science as the systematic process of making enquiry about the living and non-living things in our environment, the teacher further states the usefulness of science thus: medicine, agriculture, engineering etc. | The students also state some usefulness of sciences and the write into their notebooks. | The teacher uses instructional material for further explanation | The lesson was understood and the teacher evaluates the students | | Evaluation | The teacher evaluates the students by asking the following questions 1. Define biology 2. List and explain the branches of biology 3. Define science and state the usefulness of science | The students respond to the question correctly and the teacher motivates the students | | The teacher motivates the students and concludes the lesson | | Conclusion | The teacher concludes the lesson by going through the lesson over again | The students listen to the teacher as she concludes the lesson and write them into their notebook. | | The teacher gives the students assignment | | Assignment | The teacher gives the student the assignment below. Explain the various usefulness of sciences that you have been taught. | The students copy the assignment into their notebooks. | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK ONE ### DATE: 10TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: RECOGNISING LIVING THINGS ### PERIOD: 2ND ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. State the procedures of scientific method 2. Define hypotheses, theory and law 3. Describe the steps in reporting an experiment ### INSTRUCTIONAL MATERIAL: microscope, slides bread etc. ### PREVIOUS KNOWLEDGE: The students have been taught the meaning and usefulness of science in the previous less | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to define science | The students respond to the question thus: the systematic process of making enquiry about living and non-living things | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher defines scientific method it the sequence of making enquiries about and objects or things understudy and the procedures for scientific methods are as follows a. Observation b. Classification c. Inference d. Measurement e. Identification f. Hypotheses g. Experiment h. Conclusion i. Theory j. Law. | The students pay attention to the teacher and write down. | | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | The teacher defines hypotheses, theory and law thus *Hypotheses is an assumption made over a thing to be tested if its true/ or it is an assumption that has not been experimented *theory is a positive experimentation that has been proven and still have the possibility of been improved * law is a fact that has been generally accepted by everyone. | The students listen to the teacher attentively, make their own contributions and write into their note books. | Microscope | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher describes the steps in reporting experiment thus: a. Aim: this is to state the purpose of the experiment b. Apparatus: this stands for the materials that will be used for the experiment c. Method: this is to describe in detail, the procedure that are required for the experiment d. Observation: these records what has been seen during | The students listen to the teacher attentively and ask necessary questions if any. | Microscope, bread, iodine, slides etc. | The lesson was understood and the teacher evaluates the students | | Evaluation | and after the experiment has been set-up e. Conclusion: this is to draw conclusions on the outcome of the whole experiment based on the final results and observation | The students respond to the question correctly and the teacher motivates the students | | The teacher motivates the students and concludes the lesson | | Conclusion | The teacher concludes the lesson by going through the lesson over again | The students listen to the teacher as she concludes the lesson and write them into their notebook. | | The teacher gives the students assignment | | Assignment | The teacher gives the student the assignment below. Explain the various usefulness of sciences that you have been taught. | The students copy the assignment into their notebooks. | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK TWO ### DATE: 16TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS ### PERIOD: 1ST ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. Define classification of living things and taxonomy 2. State the reasons for classification 3. Classify living things according to hierarchy 4. Classify human. ### INSTRUCTIONAL MATERIAL: chart showing animals and potted plant ### PREVIOUS KNOWLEDGE: The students saw plants and animals in their previous class | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to define hypothesis, theory and law | The students respond to the question thus: hypothesis is an assumption that has not been experimented, theory is a positive experiment that has been proven but there is possibility of been improved while law is a fact that is correct and has been generally accepted. | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher defines classification as the grouping of living things according to their common characteristics shared while taxonomy is the branch of biology that classifies living things introduced by a swiss scientist called Carolus linneaus in (1707-1778). | The students pay attention to the teacher and ask necessary questions | Charts showing plants and animals | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | The teacher states the reasons for classification of living things thus: 1. To put every living organism into a systematic order or specific group 2. For easy identification of similar living things 3. To show relationship between different categories of living things 4. To show evolutionary trends in different groups of living organism 5. For easy reference, research and study. | The students listen to the teacher attentively, make their own contributions and write into their note books. | Charts | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher classifies living things according to hierarchy KINGDOM PHYLUM/DIVISION CLASS ORDER FAMILY GENUS SPECIES Note: the basic unit of classification of living things is the species. Species are the smallest unit containing members which have the largest number of features in common and usually interbreed among themselves | The students listen to the teacher attentively and ask necessary questions if any. | Specimen of a rat, fish etc. | The lesson was understood and the teacher proceeds to step 4 | | Step 4 | The teacher classified Human thus HUMAN Kingdom Animalia Phylum Chordata Class Mammalia Order Primates Family Hominidea Genus Homo Species Sapien | The students listen to the teacher attentively | A student | The students understood the lesson then the teacher evaluates the students. | | Evaluation | The teacher evaluates the students with the following questions 1. Define classification of living things and taxonomy 2. State the reasons for classification 3. Classify living things according to hierarchy 4. Classify human. | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson and write them into their notebook. | | The teacher gives the students assignment | | Assignment | The teacher gives the student the assignment below. 1. Classify LION. | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK TWO ### DATE: 17TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS ### PERIOD: 2nd ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. Explain binomial system of nomenclature 2. Classify living things into kingdoms 3. State characteristics of virus 4. State the characteristics of kingdom Monera ### INSTRUCTIONAL MATERIAL: chart showing animals and potted plant ### PREVIOUS KNOWLEDGE: The students saw plants and animals in their previous class | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to define hypothesis, theory and law | The students respond to the question thus: hypothesis is an assumption that has not been experimented, theory is a positive experiment that has been proven but there is possibility of been improved while law is a fact that is correct and has been generally accepted. | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher Explains the binomial nomenclature as the system of giving each type of organisms two names a genus and specie name. The first name is the generic name and begins with capital letter and the second name begins with small letter and is the specific name. These scientific names are written in italics or underlined. | The students pay attention to the teacher and ask necessary questions | Specimen of some animals and plants | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | The teacher states the reasons for classification of living things into kingdoms Carolus classified living things into two kingdoms but other scientist classified living things into five kingdoms. Kingdom Monera Kingdom Protista Kingdom fungi Kingdom plantae Kingdom animalia In classification of living things, Virus could not fit into any of the five. | The students listen to the teacher attentively, make their own contributions and write into their note books. | Charts | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher states the characteristics of virus as living things and non -living things Virus as living things 1. They reproduce when present in living cells 2. It possesses characteristics which can be transmitted from one generation to another 3. It has protein coat or protoplasm | The students listen to the teacher attentively and ask necessary questions if any. | | The lesson was understood and the teacher proceeds to step 4 | | Step 4 | Virus as non-living things 1. When virus is extracted from living cell and placed in a non-living cell and placed in a non-living medium, it assumes a crystalline form and thus becomes non-living 2. Virus cannot respire, excrete or respond to stimuli 3. It lacks organelles | The students listen to the teacher attentively | | The students understood the lesson then the teacher evaluates the students. | | | The teacher states the characteristic of kingdom Monera thus: 1. They are unicellular, though some form | The students listen to the teacher attentively | | | | Evaluation | filaments of cells 2. They are prokaryotic 3. The cells have no organized nucleus, with a nuclear membrane 4. They do not have complex chromosomes 5. The cells have no mitochondrion, no endoplamic recticulum, no chloroplast 6. The cell wall does not contain cellulose, but polysaccharides and amino acids 7. There is no sexual reproduction 8. They possess an autotrophic or heterotrophic mode of nutrition. The kingdom is divided into two phyla namely Schizophyta and Cynophyta. The teacher evaluates the students with the following questions 1. Explain binomial system of nomenclature 2. Classify living things into kingdoms 3. State characteristics of virus 4. State the characteristics of kindom Monera | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson. | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson. | | The teacher gives the students assignment. | | Assignment | The teacher gives the following assignment to the students 1. State the characteristics of Schizophyta and Cynophyta | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK TWO ### DATE: 18TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS ### PERIOD: 3rd ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. State the characteristics of kingdom Protista and the phyla 2. Sate the characteristics of phyla Protozoa and examples 3. State the characteristics of phyla Euglena and examples 4. State the characteristics of kingdom Fungi and examples ### INSTRUCTIONAL MATERIAL: slide showing bacteria, mushroom etc. ### PREVIOUS KNOWLEDGE: The students are aware of examples of some of the phyla like Mosquito | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to define Binomial nomenclature system. | The students respond to the question thus: Binomial system of nomenclature is the system of giving each type of organism two names a genus and specific name. | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher states the characteristics of kingdom Protista thus: 1. They are unicellular organisms | The students pay attention to the teacher and ask necessary questions | Instructional will be used for further explanation | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | 2. The organisms are Eucaryotic 3. They move either by cilia, flagella or may be amoeboid in nature 4. Some areheterotrophic (including parasitic forms) while some are both heterotrophic and photosynthetic 5. Reproduction is asexual by mitosis and sexual by binary fission. They are four phyla in kigdom Protista namely a. Euglenophyta b. Protozoa c. Chrysophyta d. Pyrrophyta. The teacher states the characteristics of phyla Protozoa thus: 1. They are microscopic organisms 2. They have eukaryotic cells i.e cells with membrane 3. They reproduce sexually by Binary fission 4. They are unicellular 5. They are mainly aquatic organisms while few are parasitic examples include amoeba, plasmodium etc | The students listen to the teacher attentively, make their own contributions and write into their note books. | Slide showing amoeba, mosquito | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher states the characteristics of phyla Euglenophyta A Euglena shares characteristics for both plants and animals Animals characteristics 1. Possession of flagellum for movement 2. Possession of gullet | The students listen to the teacher attentively and ask necessary questions if any. | | The lesson was understood and the teacher proceeds to step 4 | | | for passage of food or feeding 3. Possession of contractile vacuole for osmoregulation and excretion 4. Presence of eyespot which enables detect light intensity 5. Possession of pellicle which makes it body flexible or give Plant characteristics definite shape 1. Possession of chloroplast which enables it to carry out photosynthesis 2. Possession of pyreniods where starch is stored 3. Presence of paramylum granules forms in which starch is stored 4. It has autotrophic mode of nutrition. Example Euglena viridis. | | | | | Step 4 | The teacher states the characteristics of kingdom Fungi thus: 1. They are Eucaryotic i.e they have cell membrane 2. Some are unicellular, e.g mushroom 3. They have no true roots, stems and leaves 4. They are non-green plants i.e they lack chlorophyll 5. They are mainly saprophytes while others are parasites. 6. The vegetative body parts are made up of fine and delicate threads called Hypae Examples of Fungi are Bread mould, Rhizopus, mushroom, mucor yeast etc. | The students listen to the teacher attentively, make their contributions and write into their notebooks. | | The students understood the lesson then the teacher evaluates the students. | | Evaluation | The teacher evaluates the students with the following questions 1. State the characteristics of kingdom Protista and the phyla 2. Sate the characteristics of phyla Protozoa and examples 3. State the characteristics of phyla Euglena and examples 4. State the characteristics of kingdom Fungi and examples | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson. | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson. | | The teacher gives the students assignment. | | Assignment | The teacher gives the following assignment to the students 1. Draw and label Amoeba 2. Paramecium 3. Euglena 4. Rhizophus | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK THREE ### DATE: 23RD SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS CONT. ### PERIOD: 1ST ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. Classify kingdom plantae into divisions 2. State the characteristics of kingdom plantae 3. State the characteristics of pteridophyta 4. State the characteristics of spermatophyta ### INSTRUCTIONAL MATERIAL: some plants etc. ### PREVIOUS KNOWLEDGE: The students have seen some plants in their previous lesson | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to state three animal characteristics of Euglena. | The students respond to the question thus: 1. Possession of flagellum 2. Possession of gullet 3. Possession of contractile vacuole for excretion and osmoregula tion | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher classifies kingdom plantae into three divisions namely Thallophyta Bryophyta Tracheophyte | The students pay attention to the teacher and ask necessary questions | Instructional will be used for further explanation | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | Step 2 | The teacher states the characteristics of kingdom plantae thus: 1. They are non-motile 2. They are multicellular 3. They have autotrophic mode 4. They contain chlorophyll that enables them to manufacture their food by photosynthesis 5. Their cell wall is bound by rigid cellulose wall | The students listen to the teacher attentively, make their own contributions and write into their note books. | Plants | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher states the characteristics of pteridophyte thus" They are multicellular They are non-flowering | The students listen to the teacher attentively and ask necessary questions if any. | | The lesson was understood and the teacher proceeds to step 4 | | | They are non -seed producing plants they have true roots, stem and leaves They reproduce sexually by spores. Example Ferns | | | | | Step 4 | The teacher states the characteristics of spermatophyta thus: 1. They are multicellular, seed producing, flowering plants 2. They are vascular plants and have well developed vascular tissues 3. They have true roots, stems and leaves 4. They produce sexually and do not need water for reproduction 5. They mainly terrestrial green plants. | The students listen to the teacher attentively, make their contributions and write into their notebooks. | | The students understood the lesson then the teacher evaluates the students. | | Evaluation | The teacher evaluates the students with the following questions 1. Classify kingdom plantae into divisions 2. State the characteristics of kingdom plantae 3. State the characteristics of pteridophyta 4. State the characteristics of spermatophyta | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson. | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson. | | The teacher gives the students assignment. | | Assignment | The teacher gives the following assignment to the students 1. State the characteristics of angiosperm and gymnosperm 2. Differences between angiosperm and gymnosperm | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK THREE ### DATE: 24TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS CONT. ### PERIOD: 2ND ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. State the characteristics of Dicotyledonous plants and monocotyledonous plants 2. Classify kingdom animalia 3. highlight the characteristics of phylum porifera 4. point out the characteristics of phylum coelenterata ### INSTRUCTIONAL MATERIAL: charts of animals. ### PREVIOUS KNOWLEDGE: The students have seen some animals in their previous lesson | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to mention some animals they know | the students respond thus: fish, Goat, Cow, Elephant, etc. | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher states the characteristic of dicotyledonous and monocotyledonous plant thus: | The students pay attention to the teacher and ask necessary questions | Beans and maize seeds | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | | Characteristics of dicotyledonous plant 1. They bear seeds which has to seed leaves or cotyledons 2. The vascular bundles of each stem are arranged in regular pattern 3. Their floral parts exist in groups of four or five 4. They have tap roots 5. They usually undergo secondary growth | | | | | | Characteristics of monocotyledonous plants 1. They bear seeds which has only one | | | | | | | | | | | Step 2 | seed leaf (cotyledon) 2. The vascular bundles of the stem are scattered 3. The floral parts exist in groups of three or multiples of three 4. They have a fibrous root 5. They do not undergo secondary growth The teacher classifies kingdom Animalia into phylum thus KINGDOM ANIMALIA PHYLUM Porifera Coelenterate Platyhelminthes Nematoda Annelida Mollusca Arthropoda Echinodermata Chordata. The first eight belongs to sub-phylum invertebrates that is animals without backbones and internal skeletons while chordata belongs to the sub-phylum vetebrata, that is animals with backbones and internal skeletons | The students listen to the teacher attentively, make their own contributions and write into their note books. | Chartshowing earthworm, snail | The students understood the lesson and the teacher proceeds to step 3 | | Step 3 | The teacher high lights the characteristics of the phylum PORIFERA 1. They are simple aquatic invertebrates 2. They do not move about but attached to rocks or shells 3. They live in colonies 4. Their larva is usually motile 5. They are primitive multicellular animals | The students listen to the teacher attentively and ask necessary questions if any. | Picture of a sponge | The lesson was understood and the teacher proceeds to step 4 | | Step 4 | Examples is sponges. The teacher points out the characteristics of coelenterate thus: COLENTERATA 1. They are multicellular organisms 2. The body is made up of two layers 3. They are mainly aquatic organisms 4. Their bodies possess radial symmetry 5. They have tentacles and stinging cells Examples jelly-fish, Sea anemones, hydra etc. | The students listen to the teacher attentively, make their contributions and write into their notebooks. | Picture of sea anemones and hydra. | The students understood the lesson then the teacher evaluates the students. | | Evaluation | The teacher evaluates the students with the following questions 1. State the characteristics of Dicotyledonous plants and monocotyledonous plants 2. Classify kingdom animalia 3. High light the characteristics of phylum porifera 4. Point out the characteristics of phylum coelenterata | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson. | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson. | | The teacher gives the students assignment. | | Assignment | The teacher gives the following assignment to the students 1. Draw and label Hydra, tapeworm and planaria. | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh # SS ONE TERM ONE BIOLOGY LESSON PLAN ## WEEK THREE ### DATE: 25TH SEPTEMBER, 2024 ### CLASS: SSS1A-D ### SUBJECT: BIOLOGY ### TOPIC: CLASSIFICATION OF LIVING THINGS CONT. ### PERIOD: 3RD ### DURATION: 40 MINUTES ### BEHAIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO 1. State the characteristics of phylum Platyhelminthes and Nematoda 2. Highlight the characteristics of Annelida and Mollusca 3. Classify Arthropoda into classes 4. Point out the characteristic of Arthropoda and Echinodermata ### INSTRUCTIONAL MATERIAL: charts of animals. ### PREVIOUS KNOWLEDGE: The students have seen some animals in their previous lesson | CONTENT DEVELOPME NT | TEACHER ACTIVITIES | STUDENT ACTIVITIES | INSTREUCTION AL MATERIAL | REMARK | |---|---|---|---|---| | Introduction | The teacher introduces the lesson by asking the students to mention some examples of Arthropods | the students respond thus: insects, crayfish, prawns etc. | | The teacher motivates the students and proceeds to present the lesson | | Presentation | The teacher presents the lesson step by step thus: The teacher states the characteristics of Platyhelminthes and Nematoda thus PLATYHELMINTHES 1. They are multicellular flatworms 2. They are bilaterally symmetrical 3. The body is made of three layers namely ectoderm, mesoderm | The students pay attention to the teacher and ask necessary questions | Picture some tape worm and round worm. | The lesson was well understood by the students and the teacher proceeds to step 2 | | Step 1 | | | | | | | and endoderm 4. They do not have body cavity or lumen Examples tapeworm, planaria, liverfluke etc. NEMATODA 1. They have round and cylindrical bodies 2. They lack body cavity 3. They are bilaterally symmetrical 4. Some are parasites in animals while some are free living. 5. Some are hermaphrodites while some reproduce sexually Examples are roundworms, guinea worms filaria worms etc. | | | | | Step 2 | The teacher high lights the characteristic of Annelida and Mollusca thus: ANNELIDA 1. They have internal and external segmented bodies 2. The body long and cylindrical 3. They have true body cavity 4. Some are aquatic while some are Terrestrial 5. Their bodies are made up of three thick layers Examples earthworms, leeches etc. MOLLUSCA 1. They have soft unsegmented bodies 2. They have tentacles on their head 3. They possess muscular foot adapted for crawling or burrowing 4. The body is covered by soft tissue known as mantle | The students listen to the teacher attentively, make their own contributions and write into their note books. | Chartshowing earthworm, snail | The students understood the lesson and the teacher proceeds to step 3 | | | 5. Some have shells Examplesperiwinkles, snails etc. The teacher classifies Arthropoda into classes thus: ARTHROPODA Crustecea Insecta Arachnida Myriapoda | | | | | Step 3 | | The students listen to the teacher attentively and ask necessary questions if any. | Spider, crayfish, millipede | The lesson was understood and the teacher proceeds to step 4 | | Step 4 | the teacher points out the characteristics of phylum Arthropoda and Echinodermata. ARTHROPODA 1. They have segmented bodies 2. They have hard, rigid exoskeleton made of chitin 3. They have jointed appendages or jointed legs used for feeding, movement, reproduction or sensory organs 4. They exhibit moulting or ecdysis 5. Their bodies are divided into two or three Examples grasshopper, spider, crayfish, centipede millipede etc. | The students listen to the teacher attentively, make their contributions and write into their notebooks. | Crayfish and millipede. | The students understood the lesson then the teacher evaluates the students. | | | ECHINODERMATA 1. Their bodies are radially symmetrical 2. They have spiny skin 3. They are mainly marine animals 4. They have three body layers 5. They have neither Brain nor head and the body is not segmented. Examples sea urchins bristle stars. | | | | | Evaluation | The teacher evaluates the students with the following questions 1. State the characteristics of phylum Platyhelminthes and Nematoda 2. Highlight the characteristics of Annelida and Mollusca 3. Classify Arthropoda into classes 4. Point out the characteristic of Arthropoda and Echinodermata. | The students respond to the questions correction with little or no corrections from the teacher. | | The teacher motivates the students and then concludes the lesson. | | Conclusion | The teacher concludes the lesson by going through the whole lesson over again | The students listen to the teacher as she concludes the lesson. | | The teacher gives the students assignment. | | Assignment | The teacher gives the following assignment to the students 1. Draw and label snail | The students copy the assignment into their notebooks | | | References: \- Modern Biology by Sarojini .T. Ramalinga. \- Essential Biology by M.C Micheal and comprehensive Biology by Ambuno Sunday, A.Egunyomi and V.C. Osakwe and College Biologe by Idodo Umeh