Focal competence: Applying laboratory safety rules to avoid accidents
1.describe a laboratory;
2.identify types of laboratories;
3.identify various apparatus and equipment in the biology lab;
4.apply safety rules in the laboratory;
5.use personal protective equipment (PPE).
Focal competence: Administering first aid and responding to emergencies in the laboratory
1.identify different Safety equipment;
2.identify potential causes of emergencies in the laboratory;
3.demonstrate responses to laboratory emergencies;
4.demonstrate appropriate use of the contents of a first aid box.
Focal competence: Handling and caring for laboratory equipment.
1.identify basic laboratory equipment;
2.describe and state the uses of basic laboratory equipment;
3.use a microscope to examine biological specimens;
4.demonstrate correct handling techniques and care for delicate and hazardous equipment.
Focal competence: Applying ethical considerations in utilizing ICT tools in biology
1.identify ICT tools used in biology;
2.explain the uses of ICT tools in Biology;
3.describe ethical and safety considerations in the utilization of ICT in biology.
Focal competency: Demonstrating knowledge of the importance of biology as a science of life.
1.explain the meaning of biology;
2.mention the branches of biology;
3.distinguish between biology and other science subjects.
Focal competence: Describing common characteristics of living organisms.
1.identify the characteristics of living things;
2.differentiate between plants and animals.
Focal competence: Grouping of organisms based on cell types, characteristics, and mode of feeding.
1.classify organisms based on cell types and characteristics;
2.classify organisms based on mode of feeding.
Focal competence: Using a microscope in observing and drawing biological Specimens
1.identify parts of the cell under the microscope;
2.describe the structure of parts of the cell using appropriate biological terms;
3.match each organelle with its specific function in the cell;
4.draw and label plant and animal cells;
5.differentiate between plant and animal cells;
6.describe the stages of mitosis and meiosis with diagrams;
7.demonstrate understanding of diffusion and osmosis through
Focal competence: Measuring the effects of ecological factors on the environment.
1.explain the basic ecological concepts;
2.identify the basic components of an ecosystem;
3.measure ecological factors in an ecosystem.
Focal competence: Illustrating feeding relationships in an ecosystem
1.identify the components of a simple food chain;
2.construct a simple food web using organisms in an environment;
3.identify organisms at different trophic levels;
4.explain how energy flows in an ecosystem.
Focal competence: Using agricultural practices and control of pests to manage their small-scale farms.
1.prepare land for agricultural purposes;
2.sow seeds;
3.identify various animal husbandry practices;
4.apply appropriate animal husbandry practices;
5.identify irrigation methods;
6.apply appropriate irrigation methods;
7.identify agricultural pests;
8.apply pest control strategies.
Focal competence: Using locally produced organic manure to improve soil quality.
1.explain organic manure;
2.identify types of organic manure;
3.state the steps of producing organic manure.
Focal competence: identifying sources, effects and control of pollution for managing environmental quality.
1.Discuss in groups the meaning and types of pollution.
2.Use charts to engage in discussion on the causes, effects and control of the different types of pollution.
3.Visit polluted areas to observe the different types of pollution and write a report on how to control it. • Video clips, simulations and charts showing causes, effects and control of the different types of pollution • Community resources (pollution sites) Students to:
1.explain pollution;
2.distinguish between different types of pollution;
3.describe the effect of water and soil pollution on agriculture;
4.Discuss ways of preventing different types of pollution. NEW REVISED BIOLOGY SSS 1 CURRICULUM
Focal competence: Using waste management and prevention of deforestation to develop a sense of environmental responsibility
1.In groups, classify items into waste and non-waste.
2.Participate in class Discussion on how families and schools manage waste.
3.Role-play by enacting a scene where people cut trees versus where people plant trees.
4.In pairs, conduct a simple experiment to demonstrate soil erosion using a container with soil and water, comparing soil with and soil without vegetation • Pictures/posters of clean and dirty environments • Container with soil and water • Soil with vegetation and soil without vegetation • Video clips of soil management practices and deforestation Students to:
1.identify waste in their environment;
2.discuss waste management practices;
3.draw a tree being cut vs. a tree being protected;
4.explain the consequence of deforestation in the environment. NEW REVISED BIOLOGY SSS 1 CURRICULUM
Focal competence: Correcting misconceptions in Biology to promote a deeper and more accurate understanding of the subject.
1.explain misconceptions in Biology;
2.identify misconceptions in Biology;
3.describe the sources of misconceptions;
4.correct misconceptions in biology.
Focal competence: Defending products of biological research in the face of ethical considerations
1.explain the term Bioethics;
2.describe different ethical considerations in biological research.
Focal competence: Ascertaining the relevance of Biology to society
1.discuss the role of biology in food production;
2.explore the significance of biology in healthcare delivery;
3.analyze the impacts of biology on conservation of nature.
Focal competence: Developing basic research collaboration and communication skills
1.present in detail the processes involved in developing scientific research with confidence;
2.carry out a project;
3.write a project report;
4.present a project report.
Focal competence: Identifying micro-organisms and their effects
1.describe micro- organisms;
2.identify micro- organisms around us;
3.describe the effects (beneficial and harmful) of microorganisms.
Focal competence: Identifying common diseases of man and how to control them
1.identify the causes of common diseases;
2.identify symptoms of common diseases;
3.discuss mode of transmission of common diseases;
4.discuss the control measures of some common diseases;
5.identify zoonotic diseases.