GRADE 10 TO 12 GENERAL SCIENCE TEACHING SYLLABUS for SSS.pdf

GENERAL SCIENCE GRADE: 10 (Biology) THEME: Introducing Science LEARNING OUTCOME(S): - To appreciate the importance of science - To appreciate the role of science in changing lives, nature and the worlds natural resources. - UNIT/TOPIC CON...

GENERAL SCIENCE GRADE: 10 (Biology) THEME: Introducing Science LEARNING OUTCOME(S): - To appreciate the importance of science - To appreciate the role of science in changing lives, nature and the worlds natural resources. - UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.0 1. Definition of At the end of the topic 1. classroom discussion - textbooks - class work Introducing science and its main students should be able to: - charts - Home work Science branches (i) explain the meaning of 2. Brainstorming - Tests 2. Importance of science science and its (ii) List and explain the relevance to society main branches of science 1.1 The 3. Use of basic (iii) explain the Scientific processes of science importance of science and method 4. The discovery of its relevance to society (Science as a penicillin, (iv) recognize the use of method of radioactivity etc to basic processes of science enquiry) illustrate the e.g, observation to scientific method identify, problems, 5. Safety precautions hypothesis, in the laboratory experimentation ( collecting, recording and analyzing data) and conclusion to: illustrate the scientific method. (v) appreciate safety precautions in the laboratory (vi) demonstrate a good understanding of first-aid- treatment in the laboratory  THEME: Safety and precaution in laboratory LEARNING OUTCOME(S): To expose students to precautions and safety rules in the laboratory. UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.2 Precaution 1. Do’s and don’t’s in By the end of the unit, i. Classroom discussions 1. Oral discussion to see and safety the laboratory students should clearly ii. Divide students into if students really rules groups to practice the Textbo understand the topic i. Understand the motives measures ok 1.2 First Aid measures behind safety and - 2. Questions and in the laboratory precautions in the charts answers session laboratory - ii. Practice the first aid posters measures. iii. Enumerate the do’s and don’t practice by the students in the lab. THEME: Laboratory devices LEARNING OUTCOME(S): To expose students to the types and uses of laboratory apparatus. UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.3 Apparatus i. Pooter At the end of the unit, students 1. Show the students all the 1. Poster 1. Oral test ii. Rain Guage should be able to: available devices 2. charts iii. Pitfall trap 3. Rain Guage 2. questions and iv. Wicker work trap i. Draw some named apparatus 2. Practical uses of devices if answers v. Plankton net in the laboratory available vi. thermometer etc ii. State the uses of the devices learnt. iii. State the importance of each device stated  THEME: Diversity of living non living things LEARNING OUTCOME(S): To expose students to the classification of living and non living things. UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 2.1 1. Define At the end of the unit, 1. Illustration by using - TV set 1. Simple test Classification classification students must be able to: pictures - Charts in Biology 2. Binomial system of - Text books 2. Question and nomenclature 1. Identify living and non 2. charts answer 3. Characteristics of living things living and non living 2. General characteristics 3. TV programme 3. Home-work things of biological 4. Identification of the classification Classroom discussion 5 kingdoms should be 3. Characteristics of each School environment treated as particles of the kingdoms should be classified which share in class characteristics of 1. prokaryotae living and living 2. prototista things 3. fungi 4. plantae 5. animal Structure Characteristics of viruses 2.2 Virus Should be treated as Structure - classroom discussion particles which share Characteristics - school environment should characteristics of be classified in class living and non-living things  THEME: The Cell LEARNING OUTCOME(S): Students must understand that all living things are made up cells. UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 3.1 Plants and 1. Structure and At the end of the unit, - Discuss chart with - Charts Written test animal cells functions of both the students must be able to: students - pictures plant and animal cells 1. Draw the cells and label - Explain functions and 2. Differences with functions of their diagrams of the cells between plant/animal parts cells and their similarities. 2. That all living things are made up of cells. 3. Other cells must be taught eg Red Blood 3. That there are 5 levels cells White Blood of organization that makes cells up an organism 4. Relation of cells to tissues –organ-organ system  THEME: Movement of substances in cells LEARNING OUTCOME(S): To ensure that students understand that only watering fluid moves in and cells. UNIT/TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.1 Diffusion 1. Definition At the end of the unit 1. Draw - Living tissues - oral test 2. Importance of students must be able to 2.Charts showing - Tea bag - question and answer Diffusion in plant and demonstration on diffusion - water animals 1. understand importance and osmosis should be 3. Diffusion in solid of diffusion and osmosis explained liquids and gases in living things 3. Discuss outcome with students. 2. state importance of osmosis in living to human. 4.2 Osmosis 1. Definition 2. Reasons why osmosis is important to humans. 3. Osmosis in living tissues (plant/animals) 4. Plasmolysis  THEME: Photosynthesis LEARNING OUTCOME(S): To show that green plants manufacture their own food by photosynthesis. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.3 1. definition At the end of the unit, 1. Performing experiment 1. Pictures 1. Oral /Test Photosynthesis 2. Importance of student must be able to: with students 2. TV 2. Class discussion photosynthesis state 3. Test for starch in 1. conditions for 2. Discussion with students leaves using iodine photosynthesis solution 2. to understand that plants needs Co2, water to carry out photosynthesis THEME: Life activities in man LEARNING OUTCOME(S): Students to understand the types of dentition in man TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.1 Dentition 1. Types of teeth At the end of the unit, i. Textbooks 1. Textbooks Questions and answers. 2. Structure of each students should be able to ii. Posters 2. Posters tooth identify: iii. If possible TV guide 3. chalkboard 3. Uses of each tooth iv. Group discussions sketches 4. Difference between 1. Types of teeth v. Students should check each tooth 2. should be able to their teeth and able to 5. Types of feeding identify the food related to identify each tooth a. Ominivore each types of feeding b. Carnivore c. Herbivore d. Scvengers  GRADE: 11 (Biology) THEME: Energy in Foods LEARNING OUTCOME(S): To establish the composition and appreciate importance of food. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.1 Types of 1. Carbonhydrates At the end of the unit, 1. Classroom discussion. - Chart - Written test food i. Types of student should be able to - Textbooks Class work carbohydrates explain 2. Experiments on “testing - Posters Assignment ii. Examples of for food” must be carried out different types of i. That food contains on each type of food. carbonhydrate energy iii. Test for different ii. Food builds body types of carbohydrates iii. That good food avoids including reducing and deficiency diseases non reducing sugars. iv. Must be able to identify classes of food. 2. Proteins i. Amino Acid ii. Importance of proteins to the body iii. Test for proteins 1. Laboratory experiment 1.2 Vitamins 3. Fats and oils B y the end of the unit 2. Class discussion textbook test and mineral i. Importance of fats and students should be able to: s assignment salts oils 3. Observation ii. Test for fats and oils charts - classowork i. Explain that the body posters 1. Sudan III 2. Ethanol needs fats and oils for 3. Translucent spot insulation, energy. i. Importance of vitamins and mineral salts. ii. carryout a test for fats ii. Sources and functions of and oils using vitamin A,B,C,D,K. iii. Sources and function a. Sudan III  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.3 Dietary Mineral salts such as At the end of the unit, 1. Classroom discussion. 1. Test/Book * Oral test fibres Iron, Calcium, students should be able to: 2. Laboratory * Assignment Phosphorus, Chlorine. 2. Activities to distinguish 3. charts * Debates 1. Importance of 1. To state the importance between different types of * Quiz dietary fibres of dilatory fibres to the food. body 2. Structure and 3. Brainstorming functions of the ii. Explain the functions of digestive system. the digestive system i. Organs ii. Glands iii. enumerate the steps iii. Conditions such as taking in digestion indigestion 1.4 Constipation By the end of the unit, - Class discussion - Textboo - Quiz Absorption iv. Functions and students must be able to - Divide students into k - Class work diseases of the liver. sets and label each set - Charts - Describe the according to the v. Absorption, structure of the regions of the assimilation and uses alimentary canal alimentary canal and of digested foods in - State the region in let them dialogue. various regions of the which digestion of - Debate alimentary canal. each food occurs. - Describe the types of enzymes that act on each types of food. 1.5 Liver - Functions of the liver - Diseases of the liver  THEME: Transport system LEARNING OUTCOME(S): Establish the composition of blood and its functions in human. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 2.1 Blood - Composition At the end of the unit, - Classroom - chart Written test. - Functions students should be able to: discussion - textbook - Oral test - Mention the - Allow students to - posters - Questions and blood cells - Identify the organs use the microscope answers i. Red Blood Cells of the transport to identify the cells - Exam ii. White Blood Cells system from the lab - Quiz iii. Platelets - State and explain - explanation - Debates the functions of - Structure and the Blood Cells. functions of - Describe the the heart. structure and - Structure of the function of the blood vessels heart (Artery, vein and platelets) - Blood clothing - Definition - Difference structures  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 2.4 Disorders Tissue fluid and At the end of the unit, - Classroom - Chart Written test. lymph students should be able to: disucussion - Draw - High and low - Carry out experiment - Posters - Question and blood pressure - Show that excess on both to show answer - The causes of fatty foods may Inhaled and exhaled air the high and low cause high blood position blood pressure pressure. of each - Causes of heart - Describe causes of organ failure high and low blood pressure. - Explanation 2.5 - Discussion Pulmonary - Definition - Define each type and system - Functions of of circulation - Exercise circulation the aorta, - State the functions - Quiz pulmonary of each of the vein and circulation system artery, Hepatic portal vein, hepatic artery and vein  THEME: Respiration LEARNING OUTCOME(S): To appreciate the importance of respiration in the production of energy. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 3.1 - Definition of At the end of the unit, 1. Brainstorm - textbook Oral/written test. Respiratory respiration students must be able to: 2. show drawing to indicate - chart tract - Structure and - describe the the position of each organ - posters functions of the structure of the - students to breath in and following lungs and ribs out and feel the heart. i. Lungs - draw and label the - Discussion ii. Ribs respiratory tract iii. Intercostals - know the functions muscles of each part iv. Diaphragm - define the following - inspiration inspiration, - expiration expiration, - cell or tissue - differentiate respiration between aerobic i. Aerobic and anaerobic ii. anaerobic respiration  THEME: Excretion LEARNING OUTCOME(S): To establish the production of metabolic waste materials and their removal from the human body. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.1 Organs - definition, structure At the end of the unit - Classroom discussion - chart - Oral/test and functions of students must state and - Group students into - textboo - assignmen - kidney explain which organs are four sets to show the ks t - skin involved in the removal of organs - liver metabolic substances. 4.2 Urine - process involved in - State the five sense - Explanation formation urine formation organ and describe - Question and answer - explationation of each the followings. - Explain deamination, - posters i. deamination ultrafiltration and - charts ii. ultrafilteration selective re- - textboo iii. selective absorption. ks - reabsorption - Students should be - osmoregulation able to: 4.3 Skin (i) structure---- Describe the structure - Discussion (ii) functions of the skin - Debates - Quiz regulation - State and describe the - Question and answer - c harts - oral test (iii) mechanism function of the skin - explanation - posters - assignmen of body - Discuss in - textboo ts temperature. mechanism of the ks (i) vasoconstruction body temperature. (ii) vasodilation (iii) sweat pore/gland  THEME: The Central Nervous System LEARNING OUTCOME(S): For students identify that the human body is controlled by the brain and the spinal cord. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.1 Brain - Functions At the end of the unit, - Students must work - Charts Oral test i. Cerebrum students should be able to: in pairs. - Posters Assignment ii. Cerebellum - Explain the functions - Practical examples - Textbo iii. Medulla of the brain must be ok Oblongata - Be able to distinguish demonstrated by the between voluntary teacher - function and involuntary - Observation - Forms and parts actions of the central - Define both voluntary nervous system. and involuntary - Definitions actions - Differences between voluntary and involuntary actions  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.4 Reflex - definition At the end of the unit, - Demonstration - Chart - Assignments action - Examples such as students should be able to: - Explanation - Audio/ - Q and A squeezing, knee-jerk, - State and explain that - Brainstorming visual - Written test touching a hot object. impulses are aids transmitted through the spinal cord to the brain and back to the body. 5.5 Endocrine - Definition of - Describe the position system hormones, and functions of the glands and glands and hormones. - Position and functions of the glands and hormones they produce. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.6 Sensory - definition At the end of the unit, - Using electrical - Chart Oral nervous - Structure students should be able to wires to show how - Posters Assignment - Types of receptors come out impulses travel - Textbo round the body oks - That certain materials - Explanation - Definition carry impulses round - Structure their body. - Types of - Define and explain receptors what sensory nervous are - State the types of receptors and explain how they work  THEME: Skeleton and Movement LEARNING OUTCOME(S): Identify that skeleton is the framework of the body. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 6.1 Skeleton - functions At the end of the unit, - Explanation - Textboo Oral test - parts of the human students should be able to: - Class discussion ks - Quiz skeleton - Explain that what - Demonstration - Charts - Q and A - Main regions of the makes movement - Posters skeleton possible is the joints, a. Axial skeleton muscles and bones. b. Appendicular - State the main skeleton regions of the skeleton. 6.2 Joints - Types of joints - List and explains the - Classroom i. Ball and types of joints discussion - Oral test socket joint - Using students as - Chart ii. Hinge joint At the end of the unit, the examples iii. Synovial joint students should understand - The importance of - Types of muscles muscles - Position of muscles i. Voluntary in the body. muscles ii. Involuntary muscles iii. Cardiac muscles  THEME: Energy in Foods LEARNING OUTCOME(S): To show students that food contains energy and use as body building. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.1 Types of 1. Carbohydrates At the end of the unit, (i) Classroom discussion 1. Chart Written test food (i) Types of student must be able: (ii) Experiments testing for 2. Test books carbohydrates (i) that food contains energy food must be carried out on (ii) Examples of (ii) food build the body each type of food. different types of (iii) Good food can avoid carbohydrates deficiency (iii) Test for different (iv) Must be able to identify types of carbohydrates where each food belongs to. including reducing and non reducing sugars. 2. PROTEINS (i) Amino Acid (ii) Importance of proteins to the body (iii) Tests for proteins  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.2 Vitamins 3. Fats and oils By the end of the unit, Teacher may use students as Experiment in Oral discussion. and mineral (i) Importance of fats and students should clearly examples. the laboratory. salts oils understand that: (ii) Test for fats and oils (i) The body needs fats 1. Sudan III and oils for insulation, 2. Ethanol energy. (i) Importance of vitamins and mineral salts (ii) Sources and functions of vitamin A, B, C, D, K (iii) Sources and functions of LEARNING OUTCOME(S): To show that foods contain energy. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES Mineral salts such as iron, At the end of the unit, 1. classroom discussion 1. Test/Book Oral discussion calcium, phosphorus, students must be able: 2. Activities to distinguish 2. Laboratory chlorine. (i) To know the between different types of importance of all food. different types of food 4.3 Dietary (i) Importance of dietary fibres fibres 4.4 Digestive (i) structure and functions of system the digestive system (i) organs (ii) glands (iii) conditions such as indigestion,  LEARNING OUTCOME(S): To show students that food contains energy and use as body building. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES Constipation By the end of the unit, - Class discussion. Test books Discussion. (iv) Functions of the students must be able to - Divide students into reference to liver and diseases of the - Describe the structure sets and label each other books the liver. of the alimentary set according to the library canal regions of the 4.5 Absorption, assimilation l alimentary canal. Absorption and uses of digested - To know the region foods in various regions in which digestion of of the alimentary canal. each food occurs. - To know the type of enzymes that act on each type of food. 4.6 Liver - Functions of the liver - Diseases of the liver  GRADE: 12 THEME: Reproduction LEARNING OUTCOME(S): - To establish the idea of sex-determination. - To appreciate the importance of family planning - To appreciate the importance of contraceptives in reproduction. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.1 Female - Structure At the end of the unit, - Explanation - Charts - Test and Male - Functions of each students should be able to: - Drawings - Posters - Class work reproductive organ - Textbo - Assignment organ - Describe the ok - Exam function of each - Hando - Debate reproduction uts organ. - State that sex determination is only from the male due to the type of chromosomes “XX” – Female “XY” – Male 1.2 Production of hormones - Male and Female hormones 1.3 - Definition Fertilization - Sex determination - Functions of the organ of he foetus. - Multiple Birth - Twin a. Identical b. Non identical  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.4 Diseases of - Gonorrhea At the end of the unit, - Explanation on the - Chart - Question the - Syphilis students should be able to: topic through - Excursion and reproductive - AIDS invitation of a ( to the answers system - Note the - Identify the resource person) family - Test (i) causes diseases involved - Illustration planning - Assignme (ii) control preventions in reproduction - Brainstorming unit nt - State the - Class discussion - Exam importance of - Quiz family planning. - Debate 1.5 sex - Definition determination 1.6 Family - Understanding planning what is family planning. - Why they should get involved in family planning. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 1.7 - for Female such as At the end of the unit, the - Explanation - Posters - Test Contraceptive i. Birth control pills students should know that: - Give room for positive - Wall - Assignme measures ii. Intra loop questions and answers charts nt iii. Diaphragm - Pregnancy can be - Chalkboard - Class controlled by using - Illustration work - For male certain - Exam i. Condom contraceptives like - Quiz ii. Vasectomy condom, - Debate iii. Spermaticides for diaphragm etc. both male and female  THEME: Diseases and Control LEARNING OUTCOME(S): - To establish the causes and effects of diseases on humans - To appreciate and understand the effects of drugs on man TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 2.1 Diseases 1. Tuberculosis At the end of the unit, the - Explanation - chart - quiz caused by 2. cholera students must be able to: - Field trip to the - posters - Question and Bacteria 3. Whooping cough - State the causes of hospital - books Answers 4. Leprosy these diseases - Illustrations - audio/v - Observation - The causers and measures - Class discussion isual - Reporting control must be - Explain the control - debate - gest- discussed. measures spaders - ETC - State the effects of these diseases on - humans. 2.2 Drugs - Uses and - - - misuses of drugs as chemicals 2.3 Health - Danger of drug abuse At the end of the unit, - Discussion - Picture Give pupils work on services smoking and students must be able to: - Allow personnel s of the effects and causes of alcoholism. from the drug control effects drug abuse. - State the dangers board to visit and of drug - Role of WHO, involved in drug talk to students. abuse FAO, UNICEF abuse ( Resource Person) on and IRCS - Mention the human - International, functions of the life. national and international local organizations organisation - State the effect of drug abuse.  GRADE: 12 THEME: Variation, Inheritance and Evolution. LEARNING OUTCOME(S): To appreciate the importance of heredity and variation and their effects in the lives of organisms. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 3.1 Variation - Causes of variation At the end of the unit, - Discussion with the - Using - Written test - Seedling to illustrate students should be able: students charts - Oral test variation - State and explain - Textbo - Class work - Measurement of the types of oks - assignment heights. variation. - Posters - List causes of - Charts variation 3.2 - Heredity Define: Inheritance - Chromosomes as - Heredity bearers of gens. - Variation - Dominant and - Chromosomes recessive - Genes characters - Dominant and - Phenotype and recessive Genotype characters - Phenotype and genotype  TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 3.3 Sex linked - first filial generation to At the end of the unit, - Explanation - Chart - question characters second filial generation. students should able to: - Using students in - Posters and answer - importance of blood - state that all living groups to show - textbooks - text groups are based on genetics - class work - Genetics bases of genetics - Chalkboard - assignment inheritance - state that - Illustration - Sickle cell Anaemia chromosomes are - Class discussion - Sex chromosomes as bearers of genes the 23rd pair of - identify the types chromosomes. of blood groups. - Mention the importance of the blood groups - List the advantages and disadvantages of blood transfusion TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 3.4 Evolution - Inheritance of certain At the end of the unit, - Explanation giving - Chart - Oral test diseases in humans such student should ne able to: examples - Posters - Question as - Class discussion - Textbooks and answer i. Haemophilia - Explain causes of - Handout - Assignment ii. Baldness diseases - Class work iii. Albinism inheritance - Quiz - State the causes of - Evidence of evolution fossil records including the and geographical theory of distribution of lamarck’s and organisms. Darwins - Theory of lamarck’s and Darwin’s  THEME: Science and Society LEARNING OUTCOME(S): To establish the effects uncontrolled population. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 4.1 Population - Causes At the end of the unit - Examples from other - Textboo - Test growth and - Control students should be able countries ks - Class work control - References to to: - Group class into - Posters - Assignment other member large and small set to - Charts - Quiz countries - Define, causes find out reasons for - Exam distribution and large and small density of the population population - Carry a population - State and explain census of your causes and school using distribution of students. population in the Gambia 4.2 Population - Density in urban distribution and rural areas and density 4.3 Uncontrolled - Chemical population - Physical methods - Causes and problems of rural and urban area in population control  THEME: Interactions in nature LEARNING OUTCOME(S): To establish and appreciate the co-existence between man and his immediate surrounding. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.0 1. Explain the term At the end of the topic - Classroom - Text - Class work Interaction in interaction students should be able to: discussion books - Home work nature - Explanation - Charts - Tests 1. define basic ecological - Brainstorming - Exam concepts 2. list abiotic factors 3. list biotic factors. 5.1 2. Definition of each of Fundamental the following terms with Ecological appropriate examples: concepts - Biosphere - Habitat - environment - Community - Ecosystem - Population - Food chains - Food web - Pyramid of numbers 5.2 Ecological 3. Explain the term At the end of the topic factors Ecological factor students should be able to: 4. Mention and explain the  GRADE: 12 THEME: LEARNING OUTCOME(S): TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES Following: List the instrument used to - - - a. Abiotic factors-light, measure each abiotic temperature, rainfall, factor humidity, wind, pressure, hydrogen ion concentration, slope of land, altitude, depth of water. b. Biotic factors- organisms and man 5.3 Study of 5. The relationship 3. describe the specific between plant and relationship between habitats. animal life in each of the plants and animals in a following habitats: habitat. a. a pond or stream or seashore b. a garden or filed. TOPIC CONTENT OBJECTIVE TEACHING/LEARNING RESOURCE ASSESSMENT ACTIVITIES 5.4 biological 1. Define and explain At the end of the topic 1. Classroom discussions - Textbo - class work Association the term biological students should be able to: 2. Explanation oks - Homework Association 1. Define Biological 3. Brainstorming - charts - Tests 2. Definition of some Association basic Biological 2. Define: Associations with - Parasitism suitable examples: - Symbiosis a. Parasitism - Commensalism b. symbiosis c. Commensalism  GRADE: 10 (Physics) THEME: MEASURING INSTRUMENTS LEARNING OUTCOME(S): - Be able to know the true size of a kilogram, a metre, a second - Know how to use instruments such as vernier callipers, thermometer, bances (various types), stop watch and measuring cylinder - Be able to distinguish the three states of matter and their applications in life TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 1. Units o Fundamental units: o To be able to appreciate - Conversion of smaller - Metric tables - Simple o Length units of physical units to bigger units and must be made problems o Mass quantities within vice versa available involving units o Time reasonable limits - A metre rule, half metre o Metre rule, a kilogram, mass o Kilogram and smaller masses o Second (100g, 50g, etc) are provided for a student to o Derived units: any know exactly the size of combinations of the a metre, a kg, etc above three such as , 2. Measure- 1. Fundamental units: At the end of the topic - Classroom discussion - Charts - Class work ments Kg, m, sec., Kelvin (k) students should be able to: - Test on conversion of - Textbooks - Instruments 2. Multiples and sub- units listed under 3 in multiples of the units in (i) List the fundamental - Be able to use ruler to the contents (i) above, units measure lengths; stop column (∝) Pico-Tetra (ii) List the multiple and watch to determine time provided for 3. Measuring instruments sub-multiple of the of oscillations; students to take (i) Ruler units measuring cylinder to measurements (ii) Calipers (iii) Describe and state the measure volume of of items such as (iii) Balance function of each liquids oranges, (iv) Thermometer measuring beakers, test (v) Stop watch instruments tubes, etc (vi) Measuring cylinder 3. Motion - Types of motion: - To be able to determine Classroom discussions - Trolleys - Written and oral o Linear, circular types of motion in nature Explanation - Pendulum test random, Brainstorming bobs - Quiz oscillatory - - Stop watch - Assignments - Spring - Written and oral balances exercises - Metre rules 4. Pressure (i) Pressure in liquids At the end of the unit Classroom discussions 1. Device from - Class and air students should be able to: Examples of effects of laboratory if assignments (ii) Transmission of atmospheric available pressure in liquids. Define pressure (i) Crushing can 2. Posters Application of Work calculation on (ii) Drinking …. 3. Textbooks pressure in hydraulic pressure in liquids (iii) Syringe car brakes, lift (iv) ……. pumps, siphon = Hemisphere (iii) Measurements of atmospheric pressure with barometer Characteristics of pressure in a liquid with Atmospheric (i) Definition diagrams Pressure (ii) Aneroid barometer 5. Linear o Displacement - To be able to use the Classroom discussions - Textbooks - Written and oral motion o Distance equations: Explanation - Data test o Speed/velocity 1 Brainstorming - Handouts - Quiz o Acceleration/retardation = ± - Assignments 2 o Velocity-time graph 1 - Written and oral = ± 2 exercises = ±2 - Simple calculations - Relate to g, the exercises acceleration of free fall due to gravity UNIT/TOPIC CONTENTS OBJECTIVES TEACHING/LEARNING RESOURCES ASSESSMENT ACTIVITIES 6. Force of o Relation between mass, - To appreciate Using weighing - Textbooks - Written and oral gravity and weight, density and mass/weight of machines to determine - Weighing test its discovery relative density substances e.g. to be able the mass of equal machines - Quiz o Explanation why weight to determine that volumes of liquids (various - Assignments varies and mass of a mercury is heavier than types) - Written and oral body is a constant iron, etc. - Handouts exercises - - Simple calculations exercises 7. Matter Concept of matter: - To appreciate that - Use of sensitive - Weighing - Simple common o Solid molecules of solids are weighing machines to machines, sense questions o Liquid closely packed. Those of enable students to know containers to such as a piece o Gas and their liquids are more freely that solids generally hold liquids of wood floats molecular packed while gas weigh more than liquids balloons to in water which composition molecules have more with a few exceptions hold one weighs explaining space between them and and gases are the quantities of more, the wood amorphous and are always moving lightest among matter gas (light & or water? crystalline nature between their container heavy) such of matter as hydrogen The molecular concepts and carbon of diffusion and dioxide Brownian motion 8. Light Rectilinear propagation. To recognize an incident - Experiments to show - Plane mirrors -simple Reflection and laws of ray and distinguish it reflection using mirrors - Curved questions reflection from a reflected ray plane or curved mirrors involving angle formation of images - Use of protractor to - Optical pins of incidence = measure angles of - Drawing angle of reflection boards reflection and 1 1 1 =+ =  GRADE: 11 THEME: REFRACTION OF LIGHT AND HEAT MEASURING INSTRUMENTS LEARNING OUTCOME(S): - Be able to know why the concept of refraction takes place; the true depth of a river - Know the hotness of a body using temperature in degrees Celsius. - Distinguish a converging lens from a diverging lens. TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 9. Refraction - Meaning of refraction - To appreciate the true - Location of images in - Glass prisms - Simple why this concept depth of a river due to thin lenses converging. rectangular calculations happens: refraction Using and triangular involving Refractive index: its three 1 1 1 optical pins ,= , definitions =+ = - Drawing ! "#$ boards , "" ! "#$ and and magnification 0& ) '& ℎ. - Thin lenses % &&' ( )* ℎ *, *- = / finding f 1 -&, '& ℎ and ray boxes % &&' ( )* ℎ *, ( ℎ&- &'* experimentally. Drawing simple ray diagrams to locate images real or virtual 10. Total - Conditions for this to - One or two applications - Use of protractor to - Use of semi- internal happen must be discussed e.g. in determine angles as a circular prism reflection broadcasting result of total internal to reflection demonstrate total internal reflection 11. Heat energy - Thermometers - To be able to tell the - Students must be taught - Bunsen - using - Types of thermometers degree of hotness of a of how to determine burners 85 − 85 - Scales of temperature body. The effects heat temperature of a body - Thermometers 05 6 = 8 55 − 85 namely Celsius, brings about having been given -liquid-in- Fahrenheit and - To know its advantages various types of glass Where X is a Thermodynamic and disadvantages in thermometers - Electrical thermometric - The absolute 2&-( = everyday life thermometers substance 2735 6  GRADE: 12 THEME: SOUND LEARNING OUTCOME(S): - Be able to distinguish a Fransverse wave from a longitudinal wave. - Be able to distinguish the sound from a wind instrument from a string instrument. To know keyboard instruments from percussion - To appreciate cleaner notes from mixed up ones which are accompanied by overtones TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 12. Waves and A wave is a disturbance - To recognize types of Classroom discussions - Student - Use of = λ sound that transfers energy waves namely transverse Explanation sonometer without causing and longitudinal Brainstorming box permanent displacement - Trimming of the matter producing forks the wave - Ripple tanks Amplitude of wave spiral Frequency f of a wave springs Speed v of a wave - Resonance Wavelength λ of a wave tube Definition of the above four quantities - Resonance classification of musical instruments into wind, string, keyboard, percurssion - Quality of a musical note - Difference between a musical not and noise  TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 13. Electricity/ - The concepts: - To be able to distinguish - Connecting simple - Standard Magnetism Electrical resistance R electrical instruments circuits involving resistors Electric current I and from each other resistors, animeter key, - Ammeters emf of a cell or battery - Know the dangers voltmeter, etc. in the - Voltmeters associated with high same circuit - Connecting :; tension voltages - Fixing of a single wire wires Current I = < ? ) concept Textbooks Tests Alkenes (6 > ) 1. Define the term Question and answer Exam Alkynes (6 > ) hydrocarbon session 3. Sources of nomenclature 2. Classify hydrocarbons as 4. Preparation of: alkanes, alkenes & Alkanes, alkenes and alkynes alkynes 3. State the sources of 5. Properties hydrocarbons 6. Tests for saturated and 4. Give the IUPAC names unsaturated of alkaness, alkenes & hydrocarbons alkynes 7. Uses 5. Draw and name 8. Bonding in saturated structures of alkanes, and unsaturated alkenes & alkynes hydrocarbons 6. Explain the preparation of alkanes, alkenes & alkynes 7. State the properties of alkanes, alkenes & alkynes 8. State the uses of alkanes, alkenes and alkynes  TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 2. Alkanols 1. General formula By the end of the unit, students Classroom discussion Posters Practical 2. Functional group should be able to: Explanation of basic Charts exercises 3. Classification concepts Textbooks Paying visits 4. Sources 1. State the general formula and Collecting local material Cassava to production 5. Nomenclature functional group for alkanols like cassava, potatoes, Potatoes sites of 6. Methylated spirit as 2. Classify alkanols as: etc. to make ethanol by Yeast ethanol industrial solvent Primary, secondary & tertiary fermentation Class work 7. Qualitative Monohydric, dihydric and Class work preparation of trihydric Tests absolute ethanol from 3. Describe the qualitative Exam 95% ethanol preparation of absolute ethanol 8. Physical and from 95% ethanol chemical properties 4. State the physical and chemical of ethanol properties of ethanol 9. Uses of ethanol tests 5. State the uses of ethanol for alkanols TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 3. Organic 1. General formula By the end of the unit, students Classroom discussion Posters Class work acids 2. Functional group should be able to: Explanation of basic Charts Home work (alkanoic 3. Classification concepts Textbooks Tests acids) 4. Sources 1. State the general formula and Simple tests for organic Ethanol Exam 5. Nomenclature functional group of acids Ethanoic acid 6. Uses of methanoic organic/alkanoic acids Burner and ethanoic acids 2. Classify organic acids as: Test tubes 7. Test (s) for organic carboxylic, dicarboxylic and Matches acids tricarboxylic acids 3. State the sources of organic Conc. H2SO4 acids: citric, lactic, staric, oleic, palmitic, formic, acetic 4. Give IUPAC names of organic acids 5. Mention the uses of methanoic and enthanoic acids 6. state the test(s) for organic acids  TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 4. Esters 1. Sources By the end of the unit, students Classroom discussion Ethanol Class work (alkanoates) 2. Nomenclature should be able to: Activities on the Glacial ecetic Home work 3. Physical properties preparation of ethyl acid Tests 4. Esterfication 1. State the sources of esters ethanoate Dropping Exam 5. Difference between 2. Give the IUPAC names of esters funnel esterificattion and 3. State the physical properties of Round neutralization esters bottomed 6. Preparation of ethyl 4. Define esterification flask ethanoate 5. State the differences between Burner 7. Physical properties of esterification and neutralization Thermometer ethyl ethanoate 6. State the physical properties of Posters 8. Uses of ethyl ethyl ethyl ethanoate Text books ethanoate and esters 7. State the uses of ethyl ethanoate Charts in general and esters in general TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 5. Fats and Composition By the end of the unit, students Class room discussion Textbooks Class work oils (lipids) Sources should be able to: Testing for fats and oils Charts Home work Tests using paper and sudan Posters Tests Uses 1. State the amposition of fats and III solution Fats & oils Exam Differences between oils Sudan III fats and oils 2. Give the sources of fats and oils solution Hydrolysis: 3. State the tests and uses of fats o Acid hydrolysis and oils o Alkaline 4. Differentiate between fats and hydrolysis oils 5. Define hydrolysis Saporification o Definition 6. State the products of the: o Raw materials Acid and Alkaline hydrolysis of fats and oils 7. Define saporification 8. State the raw materials used in saporification  THEME: SCIENCE AND TECHNOLOGY LEARNING OUTCOME(S): - To appreciate the development of techniques used in improving the world’s natural resources. TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 1. Petroleum 1. Origin By the end of the unit, Classroom discussion Textbooks Class work (crude oil) 2. Explanation of oil students should be able to: Explanation of basic Posters Home work 3. Effects of oil national concepts Charts Tests economy 1. Explain the origin of Question and answer Exam 4. Petroleum fractions and petroleum or crude oil session their uses (scientific 2. Explain how oil is basis for fraction explored distillation not required) 3. State the effect of oil on natural economy 4. State that petroleum fractions are separated into its various components by fractional distillation because of their very close boiling points 5. State the fractions of petroleum and their uses  TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 2. Plastics and 1. Definition of plastic By the end of the unit, Classroom discussion Textbooks Class work their uses 2. Types of plastics: students should be able to: Explanation of basic Posters Home work Thermoplastics concepts Charts Tests Thermosetting 1. Define plastics Question and answer Exam plastics 2. Define and differentiate session 3. Differences between thermoplastics and thermoplastics and thermosetting plastics thermosetting plastics 3. Explain the emergence 4. Emergence of plastics to of plastics to replace replace metals and wood metals and wood in in physical structures physical structures 5. Uses of the following: 4. State the uses of Polythene, polymers listed under polypropylene, contents polyvinyl chloride (PUC), polyester, polyamide, polytetrafluoroethene, bakelite and perspex TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 4. Soap making 1. Small-scale preparation By the end of the unit, Classroom discussion Palm oil of soap students should be able to: Explanation of basic Practical Sodium hydroxide 2. Comparison of locally concepts Ash from: exercises and industrially 1. Outline the small-scale Demonstration of the Banana peels Trips to prepared soap production of soap production of local soap Orange peels production 3. Differences between using local materials and industrial soap Beakers sites hard and soft soaps 2. Differentiate between Class work Hirers 4. Industrial uses of local and industrial Bunsen burner Home work glycerol soaps 3. Differentiate between Tripod stands Tests hard and soft soaps Wire gauze Exam 4. Give the uses of Textbooks glycerol Charts  TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 5. Production 1. Name of process: by By the end of the unit, Classroom discussion Textbooks Class work of catalytic hydrogenation students should be able to: Explanation of basic Posters Home work margarine of oils concepts Charts Tests 2. Description of process 1. Name the process used in Question Exam 3. Margarine as a producing margarine substitute for butter 2. Describe the process of margarine production 3. Explain why margarine is gradually replacing butter is homes TEACHING/LEARNING UNIT/TOPIC CONTENTS OBJECTIVES ACTIVITIES RESOURCES ASSESSMENT 6. Vulcanization 1. Definition of By the end of the unit, Class room discussion Posters Class work of rubber vulcanization students should be able to: Explanation of basic Charts Home work 2. Process of concepts Textbooks Tests vulcanization 1. Define vulcanization Question and answer Car tyres Exam 3. Product of 2. Describe the process of session Bicycle tyres vulcanization (i.e. vulcanization ebonite) 3. Outline the advantages of 4. Advantages of vulcanized rubber (i.e. vulcanized rubber (i.e. ebonite) over natural ebonite) rubber 7. Biotechnology 1. Definition By the end of the unit, Classroom discussion Posters Class work 2. Genetic engineering students should be able to: Explanation of basic Textbooks Home work 3. Useful microbes concepts Charts Tests 4. Application of 1. Define biotechnology Question and answer exam biotechnology: 2. List useful microbes session Brewing, baking, 3. State the application of cheese biotechnology