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scheme-of-work — Biology (Maintenance of the Organism)

BiologySchemes
NAME OF SCHOOL: LUSAKA BOYS SECONDARY SCHOOL DEPARTMENT: NATURAL SCIENCE NAME OF TEACHER: MR MWANSA SUBJECT: Biology GRADE/CLASS: Form 2 TERM: 1 YEAR: 2026 MINISTRY OF EDUCATION — Term 1 Year: 2026 |WEEK|TOPIC|SUBTOPIC|SPECIFIC COMPETENCE|SCOPE OF THE LESSONS|LEARNING ACTIVITY|EXPECTED STANDARD|T/L RESOURCES|METHODS/STRATEGIES|REF| |:---|:---|:---|:---|:---|:---|:---|:---|:---|:---| |Week 1|Maintenance of the Organism|Nutrition- Types of Nutrition; Autotrophic Nutrition|Categorise types of nutrition in living organisms; Analyse phototrophic nutrition in plants|Introduction to types of nutrition (autotrophic and heterotrophic), their differentiation, and how they relate to various organisms. Initial exploration of autotrophic nutrition through examination of external and internal leaf structures and the basic concept of photosynthesis.|Describing nutrition (autotrophic and heterotrophic); Distinguishing autotrophic nutrition from heterotrophic nutrition; Relating nutrition to different organisms found in the environment; Examining external and internal structures of a leaf; Explaining the process of photosynthesis in plants (light and dark reactions)|Types of nutrition in living organisms categorised correctly; Phototrophic nutrition in plants analysed correctly|Charts of food chains/webs, plant specimens (leaves), microscope, prepared slides of leaf sections, textbook|Discussion, Observation, Inquiry-Based Learning, Direct Instruction|Syllabus p.1| |Week 2|Maintenance of the Organism|Autotrophic Nutrition|Analyse phototrophic nutrition in plants; Evaluate the importance of photosynthesis to the environment|Deepening understanding of autotrophic nutrition by tracing the metabolic fate of glucose, identifying storage organs for photosynthetic products, and investigating/designing experiments on factors essential for photosynthesis (carbon dioxide, light energy, chlorophyll).|Tracing the fate of glucose produced by photosynthesis (glucose, sucrose, starch, proteins, lipids); Identifying storage organs of the products of photosynthesis (leaves, root and stem tubers, fruits, seeds); Investigating factors necessary for the process of photosynthesis in plants; Designing experiments on factors necessary for photosynthesis in plants (carbon dioxide, light energy, chlorophyll)|Phototrophic nutrition in plants analysed correctly; Importance of photosynthesis evaluated appropriately|Plant specimens (potatoes, sweet potatoes, maize, beans), test tubes, beakers, iodine solution, light source, bell jars, soda lime, water bath, textbook|Practical Work, Experimental Design, Inquiry-Based Learning, Discussion|Syllabus p.1| |Week 3|Maintenance of the Organism|Autotrophic Nutrition; Heterotrophic Nutrition|Analyse phototrophic nutrition in plants; Evaluate the importance of photosynthesis to the environment; Analyse types of heterotrophic nutrition in living organisms|Concluding autotrophic nutrition by relating factors affecting photosynthesis to crop yield and constructing chemical equations. Evaluating the environmental importance of photosynthesis. Transitioning to heterotrophic nutrition by identifying and illustrating different types with local examples.|Relating how the factors that affect photosynthesis improve crop yield; Constructing word and chemical equations for photosynthesis process; Explaining the importance of photosynthesis to the environment (economic importance, balance of carbon dioxide and oxygen in the atmosphere, carbon sink…); Identifying types of heterotrophic nutrition in organisms in the local environment (parasitism, saprophytic and holozoic); Identifying the different types of heterotrophic nutrition in living organisms (parasitic, saprophytic, holozoic); Illustrating types of heterotrophic nutrition in living organisms (parasitic-ticks; saprophytic-bread mould); holozoic-human beings)|Phototrophic nutrition in plants analysed correctly; Importance of photosynthesis evaluated appropriately; Types of heterotrophic nutrition in living things analysed correctly|Crop yield data (charts/graphs), chemical equation charts, textbook, pictures/specimens of parasitic organisms (ticks), bread mould, human anatomy charts|Problem-Solving, Lecture-Discussion, Illustration, Case Study, Group Work|Syllabus p.1| |Week 4|Maintenance of the Organism|Heterotrophic Nutrition; Transport in Plants|Analyse types of heterotrophic nutrition in living organisms; Evaluate the importance of heterotrophic nutrition to organisms and the environment; Demonstrate understanding of transport system of flowering plants|Evaluating the ecological and biological importance of heterotrophic nutrition (nutrient cycling, waste decomposition, economic uses of saprophytes). Introduction to the transport system in flowering plants, identifying organs involved, and analysing root systems in monocots and dicots.|Evaluating the need for heterotrophic nutrition to organisms and the environment (obtaining of nutrients; preventing accumulation of dead organic matter in the environment: saprophytes bacteria: sewage treatment, biological control of population, nutrient recycling- Rhizobium, dairy products; fungi: source of food, brewing, manufacture of antibiotics, causing diseases…); Describing transport system of flowering plants; Identifying the organs involved in the transport system in flowering plants (root, stem, leaf); Analysing root systems in monocotyledonous and dicotyledonous plants|Types of heterotrophic nutrition in living things analysed correctly; Importance of heterotrophic nutrition to organisms and the environment evaluated correctly; Understanding of transport system of flowering plants demonstrated appropriately|Charts on nutrient cycling, specimens of roots (monocot and dicot), diagrams of transport systems, textbook|Discussion, Evaluation, Direct Instruction, Observation, Comparative Analysis|Syllabus p.1| |Week 5|Maintenance of the Organism|Transport in Plants|Demonstrate understanding of transport system of flowering plants|In-depth examination of the internal structures of transport organs in dicot and monocot plants (stems and roots, vascular bundles) through cross-sections. Detailed analysis of xylem and phloem longitudinal sections and tracing the movement of water, mineral salts, and nutrients within these tissues.|Examining the internal structures of dicot and monocot plants (cross sections of roots and stems of herbaceous and woody plants-vascular bundles); Examining the longitudinal section of xylem and phloem; Tracing the uptake and movement of mineral salts and water in the xylem; translocation of nutrients in the phloem|Understanding of transport system of flowering plants demonstrated appropriately|Microscopes, prepared slides of dicot/monocot stem and root cross-sections, prepared slides of xylem/phloem longitudinal sections, hand lenses, textbook|Practical Work, Microscopic Observation, Drawing, Diagram Analysis|Syllabus p.1| |Week 6|Maintenance of the Organism|Transport in Plants|Analyse the process of transpiration in plants|Describing the process of transpiration in plants, investigating the various factors that influence its rate, and examining specific adaptive features in plants designed to reduce excessive water loss.|Describing the process of transpiration; Investigating factors that affect the rate of transpiration; Examining adaptive features in plants that reduce excess loss of water|Process of transpiration analysed correctly|Potometer, leafy shoots, stopwatch, fan, polythene bags, cobalt chloride paper, diverse plant specimens (e.g., succulent, desert plant), textbook|Experimental Investigation, Observation, Discussion, Inquiry-Based Learning|Syllabus p.1| |Week 7|Maintenance of the Organism|Transport in Plants; Reproduction in plants|Analyse the process of transpiration in plants; Propagate different plants using asexual reproduction modes|Evaluating the overall significance of transpiration for plant life. Introduction to the different modes of asexual reproduction in plants and a critical analysis of the advantages and disadvantages associated with vegetative propagation.|Evaluating the significance of transpiration; Explaining the different modes of asexual reproduction in plants; Analysing the advantages and disadvantages of vegetative propagation (advantages: increase yields, genetic stability, increased rate in maturity; disadvantages: no genetic variation, plants prone to diseases, overcrowding, undesirable characteristics maintained)|Process of transpiration analysed correctly; Different plants propagated appropriately|Charts/diagrams of various asexual reproduction methods, case studies of crop propagation, textbook|Evaluation, Discussion, Brainstorming, Direct Instruction|Syllabus p.1| |Week 8|Continuity of Life|Reproduction in plants|Propagate different plants using asexual reproduction modes|Practical application of various asexual reproduction techniques, including grafting, budding, layering, and propagation using different vegetative structures such as runners, suckers, stems, corms, tubers, bulbs, and rhizomes.|Applying different modes of asexual reproduction to propagate different plants (grafting, budding, layering: - vegetative structures, runners, suckers, stems, corms, stem tubers, root tubers, bulbs, rhizomes)|Different plants propagated appropriately|Plant materials for grafting/budding/layering, knives, rooting hormone, various vegetative structures (runners, suckers, bulbs, tubers, rhizomes), gardening tools|Practical Work, Demonstration, Hands-on Application|Syllabus p.1| |Week 9|Continuity of Life|Reproduction in plants|Analyse sexual reproduction in flowering plants|Introduction to sexual reproduction in flowering plants. Collection of diverse flower species from the local environment, identification of male and female reproductive parts, observation, drawing, labelling, and explaining the specific functions of these parts in both monocot and dicot flowers.|Describing sexual reproduction in flowering plants; Collecting flowers from different plant species found in the local environment; Identifying the male parts (stamen: filament, anther); and female parts (carpel: stigma, style, ovary, ovules) of a flower; Observing, drawing and labelling parts of a typical flower; Explaining the functions of the parts of a typical flower (monocot and dicot flowers)|Sexual reproduction in flowering plants analysed correctly|Fresh flowers (monocot and dicot), hand lenses, dissecting kits, drawing materials, charts of flower anatomy, textbook|Observation, Practical Work (dissection), Drawing, Labelling, Comparative Analysis|Syllabus p.1| |Week 10|Continuity of Life|Reproduction in plants|Analyse sexual reproduction in flowering plants|Detailed description of the pollination process. Deducing types of pollination (cross and self) and agents of pollination (wind and insect) based on floral features. Illustration of the pollen tube's path leading to double fertilisation of polar nuclei and the egg cell.|Describing the process of pollination; Deducing the type of pollination based on the physical features of the flower (cross pollination and self pollination); Deducing the agents of pollination based on the features of the flower (wind pollinated and insect pollinated); Illustrating the path taken by a pollen tube leading to double fertilisation of polar nuclei and egg cell|Sexual reproduction in flowering plants analysed correctly|Charts/models of pollination types, diagrams of pollen tube growth and fertilisation, insect specimens, textbook|Illustration, Deduction, Diagrammatic Representation, Lecture-Discussion|Syllabus p.1| |Week 11|Continuity of Life|Reproduction in plants|Deduce the methods of seed and fruit dispersal|Investigation of seed and fruit dispersal by collecting various samples from the local environment. Comparing and contrasting their structural features and relating these features to specific dispersal methods. Predicting dispersal methods based on observed seed and fruit structures.|Collecting different seeds and fruits in the local environment; Comparing and contrasting features of collected seeds and fruits in relation to the method of dispersal; Predicting the method of seed and fruit dispersal based on seed and fruit structure|Methods of seed and fruit dispersal deduced accordingly|Assortment of seeds and fruits (e.g., winged, hooked, fleshy), hand lenses, charts of dispersal mechanisms, textbook|Observation, Comparative Analysis, Prediction, Field Study (collection)|Syllabus p.1| |Week 12|Continuity of Life|Germination|Explore germination, growth and development in plants|Describing the process of germination in flowering plants. Investigating the essential conditions required for successful germination (moisture, suitable temperature, and oxygen). Distinguishing between hypogeal and epigeal germination types.|Describing germination in flowering plants; Investigating conditions necessary for germination (moisture, suitable temperature and oxygen); Distinguishing hypogeal and epigeal germination in plants|Germination, growth and development in plants explored accordingly|Seeds (beans, maize), petri dishes, cotton wool, water, incubator/warm place, refrigerator, test tubes, textbook|Experimental Investigation, Observation, Discussion, Practical Work|Syllabus p.1| |Week 13|Continuity of Life|Growth and Development in Plants|Explore germination, growth and development in plants|Describing the concepts of primary and secondary growth and development in plants. Microscopic examination of regions of growth to observe cell division, elongation, and differentiation into vascular tissues (phloem, xylem, and cambium).|Describing growth and development in plants (primary and secondary growth); Examining regions of growth using microscopes, micrographs (cell division, elongation, and differentiation into phloem and xylem and cambium)|Germination, growth and development in plants explored accordingly|Microscopes, prepared slides of root/shoot tips (longitudinal sections), micrographs showing meristematic regions, charts of plant growth, textbook|Microscopic Observation, Diagram Analysis, Direct Instruction|Syllabus p.1|

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