Biology Year 10 1st Term Mms

WEEK 1
SECONDARY
School: CHSA
Term: First term
Session: 2024/2025
Subject: BIOLOGY
Class: Year 10
Period: 4
SCHEME OF WORK WEEK 1
Week SCIENCE OF LIVING THINGS: Definition Week 6 PLANT NUTRITION: Definition of
1 of Biology, branches of biology, nutrition, photosynthesis, equation
definition of science and scientific and stages, conditions.
method
Week SCIENCE OF LIVING THINGS II: Week 7 MID-TERM BREAK

2 Characteristics of living things; plants
and animal classification.
Week CLASSIFICATION OF LIVING Week 8 PLANT NUTRITION: Structure of the

3 ORGANISMS leaf, experiments on photosynthesis,
: Hierarchies, Kingdom, Phyla, Class, limitation factors; mineral
Genus etc. binominal nomenclature. requirements of plants.
Week CLASSIFICATION AND Week 9 ANIMAL NUTRITION: Modes of
4 IDENTIFICATION OF ORGANISMS Nutrition, food classes, Function and
deficiency, Balanced diet, enzymes,
Food Test.
Week ORGANIZATION OF LIFE: Cell, Tissue, Week BASIC ECOLOGY: Basic ecological
5 System, Complexity, Advantages and 10 concepts; Biotic and Abiotic
Disadvantages components, Ecological instruments.
WEEK1&2- SCIENCE OF LIVING THINGS
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
TOPIC: SCIENCE OF LIVING THINGS
SUB-TOPIC:
Period 1: Definition of biology and branches
Period 2: definition of science and scientific method.
Period 3: Characteristics of living things
Period 4: plant and animal classification.
5
INSTRUCTIONAL MATERIALS:
Slideshow or a Chart showing evidence of

scientific discoveries as well as
classification of living organism
LEARNING OUTCOMES/SUCCESS CRITERIA:
1. Define Science
2. Give a comprehensive definition of Biology
3. State the branches of Biology
4. Highlight the relevance of Biology to man
5. Enumerate the scientific methods of enquiry.
6. Characteristics of living things
7. Plant and animal classification
PERFORMANCE OBJECTIVES ( WE DO ): Students should
be able to;
•Define Science
•Give a comprehensive definition of Biology
•State the branches of Biology
•Highlight the relevance of Biology to man
•Enumerate the scientific methods of enquiry.
•State the Characteristics of living things
•classify plant and animal
THE BIG QUESTION:
What are the importance of
biology to living things?
What are the things that plants

and animals do?
PRIOR LEARNING:
Introduction to Basic science
SETTLER ACTIVITY:
-List the things that plants and animals do?
-Students list characteristics of plant and
Animal
-Class discussion conducted
ENQUIRY QUESTIONS:
•State the characteristics of living things
•Define 5 activities of living things
SUGGESTED DIFFERENTIATION STRATEGIES:
Students are to work in groups of ability streaming.
Peer Teaching
Have students work in pairs or small groups to teach each other
about different aspects in science, fostering collaboration and
reinforcing their understanding
CONTENT (WE DO)- SCIENCE
• Science is an organised body of knowledge
which uses a systematic approach of study.
• This systematic approach is called scientific
method.
Biology
• Biology is the SCIENTIFIC study of living
things.
• The study of life.
• The word Biology came from two greek
words-’’Bios’’ meaning Life and ‘’Logos’’
meaning study.
Branches/ fields of Biology
The three major branches of Biology are
1. Botany: Study of plants.
2. Zoology: Study of animals.
3.Microbiology: Study of micro-organisms
Leeuwenhoek is considered as the father of
microbiology.
Other branches of Biology
No. Branches Description
This involve the identification and classification of the living
1 Taxonomy
species.
2 Histology Histology is the study of the behavior of tissues
3 Anatomy The study of the internal body parts.
The study of the external body parts of different living
4 Morphology
species.
5 Cytology The study of the functions and structure of cells.
The study of different activities of protoplasm, including their
6 Molecular Biology
functions, structures etc.
The study of the functions and processes of different body
7 Physiology
parts.
8 Embryology It is the study of embryonic development
The study of the relation of living organism with their living
9 Ecology
environment.
Other branches of Biology
No. Branches Description
The study of the inheritance/heredity from generation to
10 Genetics
generation.
11 Evolution The study of life & its existence.
It studies fossil fuels and develops techniques to identify these
3 Palaeontology
resources underneath.
14 Haematology It is the study and treatment of blood.
15 Virology This branch is all about the study of viruses
Qs
• Find out the meaning of :
• --Parasitology
• --Biochemistry
• --Agronomy
• --Araneology
• --Dermatology
• --Entomology
• -- Eugenics
The scientific method / Enquiry
I. Observations,
II. Identifying a problem/asking questions.
II. Put forward a possible hypothesis (scientific
guess)
III. Designing and conducting experiments to test
the hypothesis.
IV. Analyse results and draw conclusions.
V. Accept, reject or modify hypothesis.
VI. Share the results with other scientists who also
test the hypothesis, and verify it.
• Vii) The hypothesis becomes a THEORY after it
has been tested and found to be repeatedly
correct within the limits of available evidence.
• Viii) Theory becomes A LAW OR PRINCIPLE if it
has been extensively tested and proven to be
true.
NOTE:
HYPOTHESIS------A hypothesis is a reasonable
explanation for an observed natural phenomenon.
Controlled Experiments.
• An experiment must be designed to eliminate
all bias so as to avoid making false conclusions.
• To do this, all factors(variables) affecting the
result of the experiment must be kept
constant(Control) except the one that is being
tested.(Test experiment)
• Such experiments are known as Controlled
experiments.
Reporting Experiment
• In reporting any experiment, always ensure that
you include the following features:
1. Aim: State the purposes of the experiment.
2. Apparatus: List the apparatus/material used.
3. Method: Describe in detail every step you took
in performing the experiment [ possibly with
diagrams]
4. Observation: Record all reactions or all that
happened from the beginning to the end of the
experiment.
4. Observation: Record all reactions or all that
happened from the beginning to the end of the
experiment.
5. Precautions: List all the steps you took to
ensure you got accurate/fair result.
6. Conclusions: Draw conclusions from the
results you obtained and your observation.
Relevance of Biology to Man.
• The usefulness of Biology to Man includes:
1. Development of medicine and vaccines.
2. Production and improvement of the quality
of food.
3. Control of pollution, pests and diseases.
4. In-vitro fertilization, .
5. Biotechnology : genetic engineering,
6. Organ transplant; blood transfusion
7. Production of hormones e.g Insulin,
etc
Classwork.
1. Define science
2. Mention the five basic Scientific methods.
3. What is scientific enquiry/investigation?
4. Explain briefly how you can carry out
scientific enquiry
Assignment
1. Describe an experiment [with diagrams],using
the format of reporting an experiment: Aim,
Apparatus,Method,Observation,Precaution and
Conclusion.
2. Mention ANY 5 [ five] scientific laws
/principles, stating the originators.
Biology in SSCE
Biology in SSCE consists of two papers
1. Paper 1 Practical
2. Paper 2 Objective and Theory.
Papers and their weighting
Marks Percentage
Practical 80 40%
Obj. 60 30%
Theory 60 30%
200 100%
WEEK 2: CHARACTERISTICS OF LIVING
THINGS
• Living things are capable of carrying out the basic life functions .
1. M--Movement
2. R--Respiration
3. N—Nutrition/ Feeding
4. I—Irritability/ Sensitivity
5. G--Growth
6. E--Excretion
7. R—Reproduction
Non-living things on the other hand are not able to carry out all
these basic functions
Movement
Movement is the change in position of parts or the whole body.
Organisms move in order to search for food, mate, shelter, escape from
danger, respond to stimuli etc.
Respiration
Respiration is the chemical break down of food(glucose) to release energy.
There are two stages of respiration

1. External respiration or breathing
2. Internal or Tissue or Cellular respiration.
Tissue respiration are of two types.
3. Aerobic tissue respiration-which requires oxygen.
4. Anaerobic tissue respiration- which does not require oxygen.
Nutrition
• Nutrition is the obtaining, intake and use of food for
energy, growth, and repairs of body tissues..
Irritability/Sensitivity.
Irritability is the ability to respond to stimuli.
Stimuli are changes which occur in the environment.
Example of stimuli, Heat, Light, Gravity, Chemical
substances, Hunger, Thirst, Touch etc
Types of responses include
1. Tropism/ tropic movement.
2. Nastism/Nastic movement.
3. Taxism/Taxis movement.
Excretion
Excretion is the removal of waste products of metabolism
from the body of an organism.
Growth
Growth is an irreversible increase in size ( height, weight etc).
Reproduction
Reproduction is the ability of an organism to produce young
ones of the same kind.
There are two types of reproduction
1. Sexual reproduction
2. Asexual reproduction.
Differences Between Plants and
Animals.
Characte Plants Animals
ristics
i. Movement No locomotion. Animals exhibit locomotion.
They move in response
to stimuli.
2 Nutrition Autotrophic nutrition Heterotrophic nutrition
. ( Can manufacture their [Use already-made food}
food)
3 Irritability a). Respond to stimuli a)Respond to stimuli quickly.

slowly.
b.) No sense organ b) They have sense organs
4 Growth Growth is apical and Growth is intercalary and limited.

. unlimited
Characteris Plants Animals
tics
4. Growth Growth is apical and Growth is intercalary and
unlimited limited.
5 Excretion a)Excretory organs are a)Excretory organs are present
absent b)They pass out their excretory
b)Most excretory wastes wastes.
are stored
6 Cells Chloroplast and Cell wall Chloroplast and Cell wall are
are present absent
Virus
• Viruses are much smaller than bacteria. Can only be seen with the
electron microscope.
• They are the link between non-living and living matter because :
1. Outside a living cell they assume a crystalline non-living form.
2. They do not have cells or cell membrane , cell organelles and do not
carry out the basic life functions.
3. They, however reproduce but inside another living cell
(called the host).
4. They have DNA or RNA which contain hereditary information.
NOTE:
A Virus that attacks bacteria is called a Bacteriophage
• A virus may be spherical, rod-shaped , tadpole-shaped, etc
Structure of a Virus
A virus consists of:
1. An outer coat made up of protein called CAPSID.
2. An inner core made up of genetic material
DNA or RNA.
Other structures a virus could have are:

Envelope: consists of lipids .
Tail--used for attachment.
DNA: Deoxyribonucleic Acid

RNA: Ribonucleic Acid
Viruses
Virus structure
Diseases Caused by Virus
• .
• Animal diseases caused by Viruses
1. Measles
2. Poliomyelitis
3. Small pox
4. Chicken pox
5. Influenza
6. Yellow fever
7. Common cold
8. AIDS
9. Ebola, etc
Plant Diseases Caused by Viruses
1. Mosaic disease of tobacco, cassava, potato,
tomato etc
2. Groundnut rossete
3. Swollen shoot of cocoa etc
TEACHER’S ACTIVITIES ( I DO ):
Activity: Present a slideshow/model or use a poster to
introduce the topic
Demonstration: Show the way plant and Animal are
classified using a chart
Discussion: discuss the topic using slideshow/model
GROUP ACTIVITIES ( WE DO):
students work in pairs or small groups to teach each
other about different aspects of the topic
LESSON RECAP/SUMMARY
The science of living things, also known as biology, is the study of living
organisms and their processes, structures, functions, and interactions. It
encompasses a wide range of topics, including genetics, evolution, ecology,
physiology, anatomy, and behavior. By exploring the diversity of life forms on
Earth, from single-celled bacteria to complex multicellular organisms, biology
seeks to understand how living things function, adapt, and evolve in response to
their environments. Through experimental studies, observations, and theoretical
models, biologists uncover the underlying principles that govern life at various
levels of organization, from molecules and cells to ecosystems and populations.
Ultimately, the science of living things deepens our knowledge and appreciation
of the intricate biological systems that sustain life on our planet.
ASSESSMENT AND EVALUATION
1. What is classification
2. Mention one scientist associated with
classification
3. What is hierarchy in classification
Wednesday, October 23, 2024 SUBJECT: BIOLOGY

ASSIGNMENT/HOMEWORK (YOU DO ):
Mention 4 characteristics of living things of your
choice and explain the characteristics
mentioned.
RELEVANT REFERENCES:
1. Essential biology for sss, chp 1, pgs 2-5
2. IGCSE biology, chp 32-37, pgs 292-324
MULTIMEDIA LINKS
1. https://www.bioedonline.org/online-courses/educator-certification/general
ist-4-8/structure-and-function-of-living-things/
2. https://www.pbslearningmedia.org/subjects/science/life-science/character
istics-of-living-things/
3. https://www.toppr.com/guides/science/the-living-organisms-and-their-surr
oundings/living-organism/
WEEK3&4- CLASSIFICATION OF LIVING
ORGANISMS
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
SUB-TOPIC:
Period 1: hierarchies of classification
Period 2: hierarchies of classification
Period 3: binomial nomenclature
Period 4: Use of keys in identification and species.
50
Slideshow or a Chart showing

evolutionary trend as well as classification
of living organism
1. Define Science of classification
2. hierarchies of classification
3. binomial nomenclature
4. Use of keys in identification and species.

be able to;
•Define Science of classification
•Classify organism into different hierarchies
3. binomial nomenclature
4. Use keys in identification and species.

THE BIG QUESTION:
How do you group plants and
animals?
PRIOR LEARNING:
Science Of Living Things
SETTLER ACTIVITY:
-List the things that plants and animals do?
-Students sort living organism by their
characteristics/similar features
ENQUIRY QUESTIONS:
•Mention groups of plants and animals with
examples
•Mention 5 scientific names of organisms.
Peer Teaching
about different aspects classification of living organism, fostering
collaboration and reinforcing their understanding
CONTENT (WE DO)- CLASSIFICATION OF LIVING THINGS
Classification means grouping or sorting.

The science of classification is termed taxonomy/
systematics. Organisms are classified based on
common characteristics
Reasons for classification
CLASSIFICATION OF LIVING THINGS
Carl Linnaeus was called the father of taxonomy.
Hierarchies / Levels of classification.
1. Kingdom
2. Phylum(plu: phyla)/ Division in plants
3. Class
4. Order
5. Family
6. Genus(plu= genera)
7. Species.
The highest level is the KINGDOM while the least level is the SPECIES
A species is made up of organisms that are similar and interbreed
freely, i. e, only one type of organism..
Binomial Nomenclature
Binomial nomenclature is a system of giving two names to an organism.
This system was developed by Carl Linnaeus .
The first name is the generic (genus) name and begins with a capital letter. The second name
is the Specific (species) name and begins with a small letter. The names are underlined
separately or printed in italics.
E.g.1. Man-----------------------Homo sapiens
2. Domestic dog-----------Canis familiaris
3. Maize plant--------------Zea mays
4. Grasshopper-------------Zonocerus variegatus
5. Lion-------------------------Panthera leo
6. Cat--------------------------Felis sylvestris
7. Rice-------------------------Oryza sativa
8. Rat---------------------------Rattus rattus
9. Common Lizard---------------- Agama agama
10. Pawpaw---------------------Carica papaya
Five kingdom Classification
All living things are classified into five kingdoms,
namely:
1. kingdom Monera
2. Kingdom Protista (Protoctista)
3. Kingdom Fungi
4. Kingdom Plantae (all plants)
5. Kingdom Animalia (all animals)
• Procaryotes
• Cells that do not have well-defined nucleus, i.e nuclear
membrane is absent e.g Bacteria. The nucleus is a strand
of DNA.
• Eucaryotes
• Cells that have well-defined nucleus, i.e nuclear membrane
is present e.g protists, fungi, plants and animals.
• Kingdom Monera e.g Bacteria, Blue-Green algae
Unicellular, Procaryotic (prokaryotic)
-Possess cell wall but not made of cellulose
They reproduce asexually by Binary fission
-
DIAGRAM OF A BACTERIUM
Kingdom Protista/Protoctista
---They are unicellular and eukaryotic
--Have simple cell structure
Examples are Amoeba, Paramecium, Chlamydomonas,
Euglena, etc
Plant-like protists have cell walls and chloroplasts and
are classified as Protophyta e.g Chlorella
Animal-like protists do not have have cell walls and
chloroplasts and are classified as Protozoa e.g are
Amoeba, Paramecium, Plasmodium, Trypanosoma,
etc
Paramecium
Amoeba
Euglena
Chlamydomonas
Euglena
Plant Features of Euglena and
Chlamydomonas
They both have:
- definite shape;
- chloroplasts containing chlorophyll used
to absorb light;
- Paramylum granules;
- Pyrenoid to store food in the form of
starch.
Animal Features of Euglena and Chlamydomonas
For Euglena
• Gullet for feeding
• Has flagellum for locomotion in water
• Has Myonemes for movement.
• Has pellicle that gives it a definite shape;
• Has eye spot to detect light intensity;
• Has contractile vacuole for osmo-regulation and excretion
• It does not have a cell wall
For Chlamydomonas
Presence of:
• Flagella;
• eye spot;
• contractile vacuole
Fungi
-They are multicellular except Yeast which is unicellular.
--Do not have chlorophyll
---Possess cell wall made of chitin.
-Body, called MYCELIUM is made up of fine delicate threads called
HYPHAE(Sing: Hypha).
-Mostly Saprophytic , but some are parasitic in nutrition.
Examples include, Yeast , Mushroom, Mould, Mucor, etc.
-Reproduction is sexual or asexual(Sporulation in most fungi, budding in
Yeast).
Economic importance of fungi
• 1. They are important decomposers. They help to
return nutrients to the soil, i.e they recycle nutrients.
• 2. Yeast is used in the fermentation industries to
produce alcohol
• 3. Yeast breaks sugar to produce carbon dioxide which
make bread rise
• 4. Some fungi are edible e.g Mushroom
• 5. Some fungi cause diseases.
• 6. Some fungi are used to produce antibiotics e.g
Penicillium
DIAGRAM OF A FUNGUS
Kingdom Plantae
• Main characteristics
• --Multicellular
• --Presence of cell wall
• --Presence of chloroplast
Kingdom Plantae
The kingdom Plantae consists of these phyla:
1. Phylum Thallophyta /Algae e.g Spirogyra ,
Seaweed, Red algae, etc
2. Phylum Bryophyta e. g. Liverworts, Mosses
3. Phylum Tracheophyta e.g ferns, spermatophytes

SEE THE WHITE BOARD FOR THE DIAGRAM
Phylum Thallophyta or Algae
1. They are aquatic and do not have vascular tissues (i.e,

they are non-vascular)
2. Body may be flat (Thallus) or filamentous like
Spirogyra
3. Do not have roots, stem and leaves.
4. May reproduce sexually and asexually.
-Other examples: Seaweeds( red and brown algae) e.g
Kelp
Assignment
Draw Spirogyra
Example of Thallophyta(Algae)
• SPIROGYRA
SPIROGYRA
Phylum Bryophyta
--They do not have vascular tissues
Have no true roots, they have rhizoids instead
of roots, but have stem and leaf like
structures..
May reproduce sexually or asexually
-Example –Moss, Liverwort.
MOSSES
Mosses
Tracheophyta
-Tracheophytes are the vascular plants, they
possess conducting /vascular tissues (xylem
for transporting water and phloem for
transporting food).
-They have true roots, stems and leaves.
-
Pteridophyta
-Have true roots, stem and leaves.
-They are vascular plants.
-Conducting tissues are not well developed
-Reproduce with special gametes and spores .
The spores are located in sporangia on the
undersides of the leaves.
A group of sporangia is called a SORUS (plu= sori).
-Example- Ferns, Selaginella.
Fern
DIAGRAM OF A FERN PLANT
Spermatophyta
-These are seed producing plants
-They are vascular plants.
-They are of two types:
1. Gymnospermae
2. Angiospermae
Gymnospermae
- They bear ‘naked seeds’ in cones.
- They do not bear flowers and fruits.
-They have true roots, stems and leaves.
-Possess needle -like leaves.
-Examples: Cycads, Ginkgo, Fir, Pine, cedars, etc.
Gymnosperms
Gymnosperm cones
Angiospermae
-The flowering plants.
-Have true roots, stem and leaves.
-Seeds are enclosed in fruits.
-Angiosperms are of two types:
1. Dicotyledons
2. Monocotyledons (considered the most advanced
plants)
Differences between
monocotyledons and dicotyledons
Organ/ Monocotyledon Dicotyledon
feature
Seed One seed leaf(cotyledon) Two seed leaves/ two cotyledons
Root Fibrous/Adventitious roots Tap roots
Leaf a) Parallel veins a) Net veins
b) Narrow b) Broad
flower Floral parts are three or multiples Floral parts are in fours or fives
of three
Stem Vascular bundles are scattered Vascular bundles are arranged in
a ring
Secondary Absent Present
growth or
secondary
thickening
Examples Grasses,Rice, Maize, Bamboo, Oil Bean , Mango, Hibiscus, Melon
palm
Dicotyledon and Monocotyledon
ALTERNATION OF GENERATION
Lichens
• Lichens can not be classified into any kingdom
because a lichen is made up of an alga and a
fungus. The alga makes food which it shares with
the fungus .
• The fungus absorbs water and provide shelter or
the alga, thereby, protecting it from drying up.
• This association is called Mutualism/ Symbiosis.
• Lichens are found on tree barks, rocks, etc
Kingdom Animalia
• Animals are multicellular. They do not have cell wall and chloroplasts
Common Terms
1. Acoelomate – organism has no body cavity
2. Pseudo-coelomate—has false body cavity
3. Coelomate- has true body cavity
4. Coelom –body cavity
5. Bilateral symmetry—can be divided into identical halves by only one plane that
passes through the center of the animal’s body.
6. Radial symmetry--- can be divided into identical halves by any plane that
passes through the center of the animal’s body.
7. Diploblastic– body wall has two layers
8. Triploblastic—body wall has three layers.
9. Invertebrates–---- animals without backbone
10. Vertebrates----– animals that have backbone
Phylum
Eight
Symmetry
invertebrate
Coelom Cellular
phyla
Prominent members
organization
Porifera/ Asymmetrical Acoelomate No tissues Euspongia, Spongilla
Sponges (No symmetry)
Coelentrata Radial Acoelomate Tissues Hydra , Jelly fish, Sea
anemone, Corals
Platyhelminthes/ Bilateral Acoelomate Organ Tapeworm, Flukes,

Flatworms Planaria
Nematoda / Bilateral Pseudo- Organ Ascaris, Hookworm
Roundworms coelomate
Annelida Bilateral Coelomate Organ-System Earthworm, Leech
Mollusca Bilateral Coelomate Organ-System Snail, Octopus, Squid,
Oysters, Clam
Arthropoda Bilateral Coelomate Organ-System Insects, Spider,
Millipede, Prawn
Echinodermata Radial Coelomate Organ-System Starfish, Sea urchin,
Sea cucumber
• ADDITIONAL FEATURES OF INVERTEBRATE
GROUPS
Phylum Coelenterata
• 1. These are simple multicellular aquatic
animals.
• 2. They are diploblastic (and cylindrical).
• 3. They are hermaphrodites (have male and
female sex organs).
• 4 They also reproduce asexually by budding .
• 5. Possess stinging cells called nematoblasts
for defence and capturing prey
•
HYDRA
Phylum Platyhelminthes (Flatworms)
• --Possess, flat bodies, Tapeworm is segmented

• --Have only one body opening serving as the mouth and the anus.
• --Mainly hermaphrodites. Parasitic but few, like Planaria, are free
living
•
Phylum Nematoda (Round worms)
Possess soft, smooth cylindrical, unsegmented bodies.
----Body pointed at both ends
---Has two body openings, mouth and anus
----Mainly parasitic
---Sexes are separate
Phylum Annelida (segmented Worms)
- These are the true worms with body segments.
• - They are segmented.
• - Have moist skin rich in blood capillaries. Possess
chetae on body segments for movement. They
are mainly hermaphrodites
-Examples: Earthworm, Leech, etc.
Phylum Mollusca (e.g. Snails)
• They have soft, unsegmented bodies divided
into distinct head, body mass and visceral
organs. muscular foot for movement. There
are two pairs of tentacles.
• Body protected by hard calcareous shell,
They are mainly hermaphrodites.
-Examples: Land snail, squids, Slugs, Octopus,
Oysters etc.
Snail
Phylum Arthropoda
1.Presence of jointed appendages such as jointed legs, jointed

antennae
2. Have segmented bodies
3. Bodies covered with exoskeleton made of chitin
Functions—a) It prevents the animal from drying out(dessication)
b) it protects it from mechanical injury
4. Body is divided into head, thorax and abdomen( head and
thorax are fused in Arachnida and Crustacea)
ECDYSIS/MOULTING: the process during which arthropods shed
their exoskeleton (at intervals) to enable them grow.
Arthropoda cont’d
It consists of four (4) classes namely:
1. Class Insecta e. g Cockroach,
Grasshopper, Housefly,
Mosquito,
2. Class Crustacea e. g Crab, Prawn, Lobsters,
Water fleas
3. Class Arachnida e. g Spider, Scorpion, Tick, Mite
4. Class Myriapoda e. g Millipede and Centipede
Phylum Arthropoda
• 1.Presence of jointed appendages such as jointed legs, jointed
antennae
• 2. Have segmented bodies
• 3. Bodies covered with exoskeleton made of chitin
• Functions—a) It prevents the animal from drying out(dessication)
• b) it protects it from mechanical injury
• 4. Body is divided into head, thorax and abdomen( head and
thorax are fused in Arachnida and Crustacea)
•
• ECDYSIS/MOULTING: the process during which arthropods shed
their exoskeleton (at intervals) to enable them grow.
•
Class Insecta
- Insects are arthropods with 3 pairs of walking legs.
- Have three body segments, head, thorax and abdomen
- Three pairs of jointed legs.
- Pair of compound eyes
- A pair of wings
- A pair of antennae or feelers
- Examples:
• Cockroach
• Mosquito
• Grasshopper
• House fly, etc.
Arthropoda
CHARACTERISTIC INSECTA CRUSTACEA ARACHNIDA MYRIAPODA
Body division Three Two Two Three

(Head, Thorax and (Cephalothorax and (Prosoma and Opisthosoma) (Head, Thorax and
Abdomen) abdomen) Abdomen
Wings Present Absent Absent Absent

Jointed walking legs 3 pairs 5 pairs 4 pairs Numerous
Centipede- a pair per
segment
Milipede– two pairs per
segment
Swimming legs Absent Present Absent Absent
(Swimmerets )
Jointed antennae 1 pair 2 Pairs None 1 pair
Eyes A pair of compound A pair of stalked Eight simple eyes Most millipedes-have a
eyes compound eyes pair of compund eyes
made of several simple
eyes[ocelli]
Some centipedes- have
simple eyes, some have
compound eyes
Eyes may even be absent
Respiratory organ Tracheae Gills Book-lungs Tracheae
Spinneret Absent Absent Present Absent
–to produce silk threads
Phylum Echinodermata
-Mainly marine
-Have spiny skin
-Presence of tube feet for movement
ECHINODERMS
Phylum Chordata
These are animals with notochord at the embryo stage.
SUBPHYLUM VERTEBATA
Animals that have back bone or vertebral column
It consists of the following:
1. Superclass Pisces/ Fish which is subdivided into:
a. Class Osteichthyes(Bony fishes)–e,g Tilapia, Catfish,
b) Class Chondrichthyes(Cartilaginous fishes )
e.g Shark, Rays, and Skates.
2. Class Amphibia, e.g. Toad, Frog, Newt, Salamander.
3. Class Reptilia, e.g. Lizard, Snakes, Crocodile
4. Class Aves/Birds, e.g. Parrots, Pigeon, etc.
5. Class Mammalia, e.g. Man, Bat, Whale, Lion, Rat,
Dog, Hippopotamus, etc
Class Mammalia
Characteristics
---Feed their young with milk from mammary glands
----They give birth to their young ones
alive(Viviparous) i.e, they do not lay eggs except
duck-billed Platypus and Echidna
----Have hairs or furs on the body
---Have external ears or pinnae(Sing: Pinna)
----Have heterodont dentition
----Have sweat and sebaceous glands
• COMMON TERMS
• Homoiothermic or homeothermic--- warm-blooded
(can regulate body temperature)
• Poikilothermic--- Cold-blooded (cannot regulate
body temperature)
• Viviparity----- Animal does not lay eggs i.e, gives
birth to their young ones alive.
• Oviparity—---- Animal lays eggs
• Ovoviviparity—eggs hatch inside the mother before it
is born e,g certain snakes
Vertebrate groups
introduce the topic
Demonstration: Show the way living organism are
classified using the chart
other about different aspects of classification of
living organism
Classification of living organisms involves organizing them into groups based on
their shared characteristics. This system, called taxonomy, helps us understand
the diversity of life and how different species are related to each other. The main
levels of classification, in order from broadest to most specific, are kingdom,
phylum, class, order, family, genus, and species. For example, humans are
classified as follows: Kingdom - Animalia, Phylum - Chordata, Class - Mammalia,
Order - Primates, Family - Hominidae, Genus - Homo, Species - Homo sapiens. By
studying the classification of living organisms, we can better understand their
evolutionary relationships and the unique traits that make each species special.
1. Classify a named animal of your choice.

2. List the stages of classification of organisms

1. Explain number key and spider key
2. Classify man and maize plant using the seven
hierarchies
3. State four observable features of a cockroach
1. Internet
3. IGCSE biology, chp 30, pgs 268-282.
4. Checkpoint biology, chapter 4, page 52-
56.
5. College Biology chapter 1 pg 4-23
MULTIMEDIA LINKS
1. https://www.toppr.com/guides/science/the-living-organi
sms-and-their-surroundings/living-organism/
2. https://www.pbslearningmedia.org/subjects/science/life
-science/characteristics-of-living-things/
3. https://www.youtube.com/watch?v=tA5cDVPhQlU
4. https://www.youtube.com/watch?v=JOwWr-P-UHE
WEEK 5- ORGANIZATION OF LIFE
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
SUB-TOPIC:
Period 1: Cell, Tissue, Organ and System
Period 2: Cell, Tissue, Organ and System
Period 3: Complexity,
Period 4: Advantages and Disadvantages of complexity
131
Slideshow or a Chart showing different

organism at cell, tissue, organ and organ-
system level of organization
1. Identify organism at Cellular, Tissue, Organ
and System level.
2. Complexity of living organism
3. Advantages and Disadvantages of complexity
be able to;
•List, explain with suitable examples, the stages of the
organization of life.
•State the advantages and disadvantages of complexity

THE BIG QUESTION:
Why and how does the body
function efficiently?
PRIOR LEARNING:
Classification Of Living Things
SETTLER ACTIVITY:
-Students sort living organism into their

level of organization
ENQUIRY QUESTIONS:
List the stages of organization of life with
examples
Peer Teaching
about different level of organization of living organism, fostering
collaboration and reinforcing their understanding
CONTENT (WE DO)- ORGANIZATION OF
LIFE
• Some organisms, like bacteria and protists, are
unicellular (made entirely of one cell).
• Some organisms, like fungi, plants, and
animals, are multicellular (made of many
cells).
• In multicellular organisms, cells exhibit cell
specialisation. They take on specific jobs and
look different from each other.
ORGANIZATION OF LIFE
LEVEL OF DEFINITION and explanation EXAMPLES IN ANIMALS EXAMPLES IN PLANTS ORGANISM
ORGANIZATION
Macromolecule Made up of atoms and molecules DNA, Proteins, Lipids, etc DNA, Proteins, Lipids,
etc
Organelle Made up of molecules and Mitochodria , Nucleus Mitochodria ,

macromolecules which carry out Nucleus,Chloroplast
complex functions like respiration.
Cell The basic unit of life. Blood cells, Muscle cell, Epidermal cell, Amoeba,
Made up of macromolecules and Egg cell, Sperm cell, Nerve Mesophyll cell Paramecium, Euglena,
organelles cell, Bacteria, etc
Epithelial cell
Tissue Made up of similar cells that Blood, Bone, Epithelium, Epidermis, Vascular Hydra,
perform the same function Muscle,Ligament, tissues, Mesophyll, some algae and fungi
Cartilage, etc. Parenchyma,
Organ Made up of tissues that work Brain, Heart and Lungs, Leaves, Stems, Roots, Flatworms,
together to perform a specific Eyes, Skin, etc Flowers, rhizome, bulbs Roundworms,
function Mosses, etc
Organ-system Made up of organs that work Digestive system, Nervous Root system and Shoot Annelids, Molluscs,
together to perform a specialized system, system ferns, etc
function. Excretory system, etc
ORGANIZATION OF LIFE
NOTE--- THE ORGAN-SYSTEMS MAKE UP A COMPLEX MULTICELLULAR
ORGANISM like Vertebrates, Flowering plants. etc
ADVANTAGES OF COMPLEXITY IN HIGHER ORGANISMS
• Death of a cell or cells cannot stop the function of the cells because of
the large number of cells that perform a particular function..
• They have the ability to perform complicated physiological functions.
• There is division of labour between component parts.
• It leads to efficiency of the organs and systems
• It leads to increase in size because there are spaces between cells for
growth
• It increases adaptation to environment as they become resistant to
adverse conditions.
• Disadvantages of Complexity in Higher Organisms
• Parts are interdependent, therefore, if one organ or organ-system is not
functioning, the other organs or organ-systems cannot function properly.
• Greater requirement for space, energy and environmental resources than
single cell organisms..
• There is a need for co-ordination of body parts and an efficient transport
system . This is not required in unicellular organisms. .
• Complex organisms take more time to reproduce the younger ones.
• It takes time for their younger ones to grow and mature.

introduce the topic
Demonstration: Show the level of organization of living
organism using a chart
other about different level of organization of living
organism
Living things are highly organized and structured, following a hierarchy that can be
examined on a scale from small to large. The atom is the smallest and most fundamental
unit of matter.
All living things are made of cells; the cell itself is the smallest fundamental unit of structure
and function in living organisms.
In larger organisms, cells combine to make tissues, which are groups of similar cells carrying
out similar or related functions. Organs are collections of tissues grouped together
performing a common function. Organs are present not only in animals but also in plants.
An organ system is a higher level of organization that consists of functionally related
organs. Mammals have many organ systems. For instance, the circulatory system transports
blood through the body and to and from the lungs; it includes organs such as the heart and
blood vessels. Organisms are individual living entities. For example, each tree in a forest is
an organism. Single-celled prokaryotes and single-celled eukaryotes are also considered
organisms and are typically referred to as microorganisms.
1.List the stages of the organization

of life.
2. Explain the stages mentioned
above

1. State one function each of the following:

Red blood cell, White blood cell, Nerve
cells, Epithelial cells, Sperm cell, Muscle cell
2a) Mention two types of tissues in : i) Plants

ii) Man
Give two examples for each of the tissues
you have listed in 2a.
2. College biology chapter 4, pg 67-68

MULTIMEDIA LINKS ON NUTRITION AND TYPES
1. https://courses.lumenlearning.com/wm-biology2/chapter/levels-of-
organization-of-living-things/
2. https://bio.libretexts.org/Bookshelves/Introductory_and_General_
Biology/Introductory_Biology_(CK-12)/01%3A_Introduction_to_Biol
ogy/1.07%3A_Organization_of_Living_Things
3. https://www.youtube.com/watch?v=3G4aNOcTjbg
WEEK 6 &8- PLANT NUTRITION
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
SUB-TOPIC:
Period 1: Definition of nutrition
Period 2: photosynthesis, equations and stages,
Period 3: conditions and experiments to verify
photosynthesis
Period 4: mineral requirements of plants
153
•Slideshow or a Chart showing the process

of photosynthesis
•Green leaf
1. Definition of nutrition,
2. photosynthesis, equations and stages,
conditions and experiments to verify
photosynthesis
3. mineral requirements of plants
be able to;
•Define of nutrition and photosynthesis,
•Write both the word/chemical equations
•State the stages, conditions and experiments to verify
photosynthesis
•mineral requirements of plants

THE BIG QUESTION:
How do plants make their food?
What are the materials needed

by plants to make their food?
PRIOR LEARNING:
Classification Of Living Things
SETTLER ACTIVITY:
-Students list the condition necessary for

photosynthesis
ENQUIRY QUESTIONS:
1. What is photosynthesis?
2. List the conditions necessary for photosynthesis
to occur
3. Write the word or chemical equation for
photosynthesis.
Peer Teaching
about plant nutrition, fostering collaboration and reinforcing their
understanding
CONTENT (WE DO)- PLANT NUTRITION
PLANT NUTRITION
Plants can make their food from simple inorganic substances. This is autotrophic
nutrition
PHOTOSYNTHESIS
Definitions
The process by which green plants make their food (glucose) from water and
carbon dioxide in the presence of sunlight and chlorophyll
OR
The process by which green plants make their complex organic substances such
as glucose from simple inorganic substances (such as water and carbon
dioxide) in the presence of sunlight.
GENERAL EQUATION FOR PHOTOSYNTESIS
6 H2O + 6 CO2 sunlight C 6H12O6 + 6 O2

Water Carbon Glucose Oxygen
Dioxide
HOME
CONDITIONS NECESSARY FOR
PHOTOSYNTHESIS
CONDITION ROLE
1
WATER Source of hydrogen ions
2
CARBONDIOXIDE Reduced by hydrogen ions to
glucose
3
SUNLIGHT Splits water molecules
4
CHLOROPHYLL Traps light energy
5
ENZYMES Catalyses the reactions
6
SUITABLE For optimum enzymatic actions
TEMPERATURE
An experiment to show that photosynthesis
occurs in green plants
• An experiment to show that photosynthesis occurs in green plants
• Aim: to show that photosynthesis occurs in green plants
• Apparatus--- Potted plant, Iodine solution, 70% Alcohol (Ethanol), white tile, water bath,
Bunsen-burner, distilled water.
• Method/ Procedure
• Destarch the plant by putting it in a dark cupboard for 2 days
• Place the plant in bright sunlight to enable it photosynthesize
• After some hours, pluck a leaf and test it for starch as follows:
• a) Put it in boiling water for half a minute to kill the protoplasm and burst the starch
grains.
• b) dip it in hot alcohol to decolourise it.
• PRECAUTION
• Hot alcohol must be in a water bath as it is flammable
• Wash the leaf with warm water to soften it.
• Place it on a white tile and add few drops of iodine solution to it
•
An experiment to show that photosynthesis
occurs in green plants
• OBSERVATION---a blue-black colour is observed, indicating that starch is present
• CONCLUSION-- photosynthesis occurs in green plants
•
• MECHANISM OF PHOTOSYNTHESIS
• Photosynthesis occurs in two main stages:
• 1, LIGHT REACTION OR LIGHT-DEPENDENT PHASE
• It is also called ‘Photolysis of water’. It occurs during the day and It
requires light.
• Chlorophyll traps light energy and becomes energized
• Light energy absorbed by chlorophyll is released to spilt water molecules into
hydrogen ions and hydroxide/ hydroxyl ions.
• 2OH- + 2 OH- 2H 2O + O2
• Oxygen
•
• Hydrogen ion is picked up by a coenzyme called NADP ( Nicotinamide Adenine
Dinucleotide) to form NADPH
• Hydroxide ions react with each other to form water and oxygen
•
• 2OH- + 2 OH- 2H 2O + O2
• Oxygen
• The remaining energy trapped by chlorophyll is stored in ATP ( Adenosine
Triphosphate). This is used in the dark phase.
•
• DARK REACTION OR LIGHT-INDEPENDENT PHASE
• It also occurs during the day but does not require light.
• Hydrogen ion produced in the light phase reduces carbon dioxide into carbohydrate
(glucose)
• H+ + CO2 ( CH 2O)n + H 2O
• Carbohydrate
PHOTOSYNTHESIS -- RECAP
IMPORTANCE OF PHOTOSYNTHESIS
Photosynthesis is very important to both plants and animals in the following

ways:
(I) Production of food for both plants and animals.
(II) It purifies the atmosphere by removing excess carbon dioxide from it.
(III) It releases oxygen into the atmosphere for espiration by living things.
(IV) Living thing need energy for metabolic activities. Photosynthesis is a means
by which light energy is converted to usable energy
(V) Photosynthesis provides building blocks for other food substances such as
proteins, fats, oil, etc.
HOME
EXPERIMENT II: TO SHOW THAT CARBONDIOXIDE IS NECESSARY
FOR PHOTOSYNTHESIS
Aim_
Apparatus:
Procedure: -
Set up the experiment as shown below.
Expose it to sunlight for 2-6 hours.
Obtain a leaf from each plant and test it for starch as stated in
experiment 1.
Observation:-
Leaf from jar Y stains brown.
Leaf from jar X turns blue black.
Conclusion:-
Carbon dioxide is necessary for photosynthesis.
HOME
EXPERIMENT II: TO SHOW THAT CARBONDIOXIDE IS NECESSARY FOR
PHOTOSYNTHESIS
• EXPERIMENT III: TO SHOW THAT SUNLIGHT IS NECESSARY
FOR PHOTOSYNTHESIS
• Aim: To show that sunlight is necessary for photosynthesis.
• Apparatus and Materials: well watered potted plant, black
paper, / scalpel, pins/clip
• Method / procedure:
The set-up is as shown in the diagram below. Fix the black
paper on the lower and upper surfaces 0f one of the leaves
as shown in the diagram below.
• The experimental set up is exposed to sunlight for 2-6 hours.
The paper is removed and the leaf is tested for starch.
HOME
Observation:-
Parts of leaf covered with black paper stains brown.
Parts of leaf exposed to sunlight turn blue black.
These results indicate that starch is produced only in areas that received sunlight.
Conclusion:
sunlight is necessary for photosynthesis.
EXPERIMENT IV: TO SHOW THAT CHLOROPHYLL IS NECESSARY FOR PHOTOSYNTHESIS

Aim:
To show that chlorophyll is necessary for photosynthesis.
Apparatus and Materials
variegated plant, ethanol, beaker, boiling tube, water, heat source, Iodine solution.
Method / procedure:
Leave the variegated plant in sunlight for 2-6 hours.
Remove one leaf and make a labelled diagram of it to show the green and non-green
parts.
Test the leaf for starch as stated in experiment 1
HOME
Diagrams:
HOME
Conclusion:
Starch is made only in areas of the leaf with chlorophyll, showing that chlorophyll is
necessary for photosynthesis.
EXPERIMENT V: TO SHOW THAT OXYGEN IS GIVEN OFF DURING PHOTOSYNTHESIS

Aims: To show that oxygen is given off during photosynthesis.
Apparatus and materials:
Beaker, short stemmed funnel, 2 thick wooden cubes, plastic, sodium hydrogen carbonate
powder, test tube, water plant e.g. Elodea. (Spirogyra can be used too), glowing splint.
Diagram:
HOME
Method / procedure:
Set up the experiment as shown above. Expose it to sunlight for about 2 hours.
(The supports ensure circulation of air. Sodium hydrogen carbonate adds carbon dioxide.)
Test any gas collected in the test tube using a glowing splint.
Observation:
A gas is collected in the test tube.
The gas re-lights a glowing splint or makes it glow brighter.

Conclusion:
Oxygen is given off during photosynthesis.
HOME
What happens to the product (GLUCOSE) of
photosynthesis
• 1.Glucose is used for energy, materials for growth,
reproduction, etc
2. The rest is converted to :
a). Starch--- store in tubers, seeds, etc
b). Proteins- for balding membranes,
cell structures, hormones, enzymes etc
c) Cellulose--- for cellwalls,
d) Lipids--- for membranes; stored in seeds.
and so on.
LIMITING FACTORS
The factors affecting the rate of photosynthesis are called limiting
factors.
• Light intensity- As light intensity increases, the rate of
photosynthesis increases until it remains constant.
• Carbon dioxide concentration---- An increase in carbon dioxide
concentration generally increases the rate of photosynthesis until
it is limited by another factor.
• Temperature- Increase in temperature leads to the increase in the
rate of photosynthesis. Above the optimum temperature, enzymes
are denatured and the rate of photosynthesis decreases.
• Number of available chloroplasts
HOME
........ :
T1 WK 8 Topic :MINERAL REQUIREMENTS OF PLANTS
Plants require mineral nutrients or elements for proper growth and development.
The soil is the main source of mineral salts while gaseous elements such as
oxygen, hydrogen and carbon are mainly derived from the atmosphere. These
elements are grouped into two classes, depending on the quantity required by the
plants. They are as follows:
(1) Macro- nutrients or Major elements or Essential elements
(2) Micro- nutrients or Trace elements or non-essential elements.
Macro- nutrients- These are elements required in large quantities for healthy
growth of plants. Examples are calcium, oxygen, nitrogen, hydrogen, sulphur, iron,
etc.
Micro- nutrients- These are elements required in small quantities for healthy
growth of plants. Examples are copper, boron, molybdenum, cobalt, manganese.
zinc
HOME
Topic: FUNCTIONS AND DEFICIENCY SYMPTOMS OF MINERAL ELEMENTS
ELEMENTS FUNCTIONS DEFICIENCY SYMPTOMS
Sulphur Formation of certain pe cellroteins in t Slender stem

Yellowing of leaves (Chlorosis)
Nitrogen Component of nitrogenous bases, Extremely stunted growth, Leaves

proteins, chlorophylls become yellow (chlorosis)
Phosphorus Component of nucleic acids, , adenosine Purplish leaves,

triphosphate (ATP), several coenzymes Mottled leavs
Poor weedy growth
HOME
........
T1Wk8
Topic :
FUNCTIONS AND DEFICIENCY SYMPTOMS OF MINERAL ELEMENTS
ELEMENTS MAJOR FUNCTIONS DEDFICIENCY SYMPTOMS
Potassium Regulation of csertain cell activities Poor growth,

Leaves turn orange and brown
Calcium Important in formation of cell walls, Poor growth

activates enzymes Reduced root
development
Magnesium Component of chlorophylls, Chlorosis (Yellowing of leaves),

Poor growth
Iron Plays a role in chlorophyll synthesis Chlorosis (Yellowing of leaves),
Poor growth
HOME
SOURCES OF MINERAL SALTS NEEDE BY
PLANTS
• Mineral salts are dissolved in soil water and
absorbed by plant roots. They are obtained
from:
1. Sulphates, Phosphates, Nitrates/Ammonium
salts in the soil
2. Salts of calcium, potassium, magnesium and
iron.
introduce the topic
Demonstration: Show the process of photosynthesis
using a chart
other about different aspect of plant nutrition
Plants obtain food in two different ways. Autotrophic plants can make their own food from
inorganic raw materials, such as carbon dioxide and water, through photosynthesis in the
presence of sunlight. Green plants are included in this group. Some plants, however, are
heterotrophic: they are totally parasitic and lacking in chlorophyll. These plants, referred to
as holo-parasitic plants, are unable to synthesize organic carbon and draw all of their
nutrients from the host plant.
Plants may also enlist the help of microbial partners in nutrient acquisition. Particular
species of bacteria and fungi have evolved along with certain plants to create a mutualistic
symbiotic relationship with roots. This improves the nutrition of both the plant and the
microbe. The formation of nodules in legume plants and mycorrhization can be considered
among the nutritional adaptations of plants. However, these are not the only type of
adaptations that we may find; many plants have other adaptations that allow them to
thrive under specific conditions.
1. Briefly describe the stages of

photosynthesis.
2. Write the conditions necessary and
chemical equations for photosynthesis.

1. Briefly explain how; the Structure of a leaf

adapts it for photosynthesis.
2. Experiments on photosynthesis, limiting
factors. Mineral requirements of plants.
3. Experiments to show that CO2is
necessary for photosynthesis
3. College Biology chapter 6,
MULTIMEDIA LINKS
1. https://courses.lumenlearning.com/suny-wmopen-biology2/chapte
r/plant-nutrition/
2. https://study.com/learn/lesson/special-modes-of-nutrition-in-plants-overvi
ew-types-differences.html
3. https://www.youtube.com/watch?v=OH4BAZH9NSM
4. https://www.youtube.com/watch?v=w_x-WDdQdxI
WEEK 9- ANIMAL NUTRITION
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
TOPIC: ANIMAL NUTRITION
SUB-TOPIC:
Period 1: Modes of Nutrition,
Period 2: food classes, Function and deficiency,
Period 3: Balanced diet
Period 4: enzymes, Food Test
193
•Slideshow or a Chart showing different

mode of Animal nutrition
•Different food type
1. List the classes of food
2. stating the functions, deficiency diseases and
symptoms of the classes of food
3. Perform simple food tests.
be able to;
•List the classes of food,
•state the functions, deficiency diseases and symptoms
of the classes of food
•Perform simple food tests.

THE BIG QUESTION:
What are the substances taken
in by animals as food?
PRIOR LEARNING:
Plant nutrition
SETTLER ACTIVITY:
1. Class discussion conducted by teacher
2. Recitation/ oral questions by teacher
answered orally by students. Practical class.

ENQUIRY QUESTIONS:
List the classes of food needed by animals for
healthy growth and development.
Peer Teaching
Have students work in pairs or small groups to teach each other on
Animal nutrition, fostering collaboration and reinforcing their
understanding
CONTENT (WE DO)- ANIMAL NUTRITION
Plant and animals need food for energy supply

to carry out the life processes [e.g.
movement, growth].
There are two major types of nutrition:
1. Autotrophic nutrition
2. Heterotrophic nutrition
Autotrophic nutrition
Autotrophic nutrition– a type of nutrition in which the organism
is able to manufacture its own food.
There are two types of autotrophic nutrition:
1. Holophytic nutrition(Photosynthetic): Green plants
manufacture their food from water and carbon [iv] oxide by
making use of light energy in the presence of chlorophyll.
2. Chemosynthetic nutrition: the organisms use energy
obtained by breaking down chemical compounds to
manufacture their food from simple inorganic substances
like water, carbondioxide, ammonia, hydrogen sulphide e.g
sulphur bacteria, nitrifying bacteria,etc.
Heterotrophic nutrition
In heterotrophic nutrition, the organism feeds
on already-made food, i.e, it cannot make its
own food.
TYPES OF HETEROTROPHIC NUTRITION
a) Holozoic nutrition
b) Parasitic nutrition
c) Saprophytic nutrition
d) Carnivorous plants
e) Mutualism or Symbiosis
a. Holozoic nutrition
It involves feeding on solid organic substances . Food

is ingested, digested and assimilated into the body It
includes:
i) Carnivorous feeding : Organism feeds on flesh
only e.g. lion, cats, dogs, etc.
ii) Herbivorous feeding : Organism feeds on plants
only e.g. goat, sheep, Rabbit, etc.
iii) Omnivorous feeding: Organism feeds on both
plants and flesh e.g. man.
Scavenging is a type of carnivorous feeding
b) Parasitic nutrition: It is the type in which one organism called the
parasite obtains food from another organism ( called the host) which
suffers or dies in the process.
Examples of parasites are:
i)Plant parasites
1. Complete or total parasites e.g Dodder (Cassytha filiformis) It cannot make its
food so it depends on the host for water, mineral salts and food
2. Incomplete or partial parasites e.g mistletoe,
It can make its food so it only depends on the host for water and
mineral salts .
Plant parasites have special sucking roots with Haustoria which
penetrates the host’s stem
ii)Animal parasites:
1. Endoparasites– which live within the host’s body e.g Tapeworm,
flukes, plasmodium, roundworms, ticks, liver flukes, fleas, bugs, etc.
. 2. Ectoparasites– which live outside the host’s body e.g ticks, lice, fleas,
bugs, aphid, cotton stainer etc.
HOME
c) Saprophytic nutrition :
The organism obtains its food from dead and
decaying organic matter, e.g. Putrefying bacteria,
Saprophytic fungi, etc.
The organism is called a decomposer.
CARNIVOROUS OR INSECTIVOROUS
PLANTS
These are plants that obtain nitrogen by
digesting the proteins in the bodies of insects.
This is because they live in soils that are poor in
nitrogen/ nitrates. They have bright colours to
attract insects, structures for trapping insects
and digestive juices , etc.
Examples include Venus flytrap,
Sundew(Drosera), Pitcher plant, Bladderwort
(Utricularia), Butterwort, etc.
Venus flytrap
Venus flytrap
Pitcher plant
Symbiosis or Mutualism
• This is an association between two organisms called symbionts in which they
derive benefits such as food, shelter and protection from each other.
• Examples are
1) Legumes and nitrogen-fixing bacteria(Rhizobium),
Plant provides shelter, bacterium makes nitrates/ ammonium compounds by
fixing atmospheric nitrogen
• 2. Lichen (made up. of a fungus and an alga)

• Refer to the previous notes
• 3 Bacteria in the intestines of herbivores and termites

• Herbivore or the termite provides shelter and food source, Bacteria produce
cellulose-digesting enzymes, etc
4. Sea anemone and hermit crab,
• Having sea anemones living on its shell gives the crab an active
defense against predators. All it has to do is retreat into the shell
and let the stinging tentacles of the anemone ward off an
attacker.
• Riding around on the crab’s shell is advantageous for the
anemones too.
• The two animals share food, and being mobile allows an
anemone to disperse its offspring more efficiently.
•
......: T2 ENZYMES
An enzyme is an organic or a biological catalyst which speeds up chemical reactions in the
living cells but is not used up in the process.
Types of Enzymes
Enzymes may be classified as:(i) Intracellular enzymes (ii) Extracellular enzymes.
Characteristics of enzymes
(i) Enzymes are catalysts
(ii) Enzymes are proteins
(iii) They are soluble
(iv) They are specific for a particular substrate i.e, Pepsin can only act on proteins while
Ptyalin will only act on starch..
(v) They are affected by the pH (acidity or alkalinity) of their surrounding. E.g Pepsin only
works in an acidic medium
(vi) They are sensitive to the temperature of their environment. At high temperatures ,
they are denatured or destroyed and at low temperatures, they do not function. In
humans, the optimum temperature for an enzyme is 37 0C.
(vii) They are usually involved in reversible reactions.
(viii) They remain unchanged at the end of a chemical reaction.
(ix) They can be activated by co-enzymes or inhibited by inhibitors.
HOME
Examples of enzymes
1. Digestive enzymes ---help in breaking down foods to
tiny absorbable units e.g proteins to amino acids,
fats and oil into fatty acids and glycerol,
carbohydrates into simple sugars such as glucose,
fructose and galactose.
2.Respiratory enzymes ---involved in cellular respiration
BALANCED DIET
• BALANCED DIET
Balanced diet is a diet that contains all classes of food substances in
the right proportion and quantity.
Classes of food
Carbohydrates, Proteins, Fats and oils(Lipids), Vitamins, Mineral salts,
Water.
A balanced diet must contain roughages/ fibres as well.
Importance of Balanced Diet
• (1) It makes us to be healthy and resistant to diseases
• (2) It provides energy for normal activities
• (3) It prevents malnutrition diseases such as kwashiorkor in children
• (4) It leads to growth and normal development of the body.
CLASSES OF FOOD
1. CARBOHYDRATES
• Composition and Sources: carbohydrate is made up of carbon, hydrogen and oxygen.
The ratio of hydrogen to oxygen is 2:1 as in the case of water. They have a general
formula CX(H2O)Y.
• Sources include yam, rice, bread, maize, millet, etc.
• Types of Carbohydrates
(i) Monosaccharide: They are referred to as reducing sugars or simple sugars. e.g.
fructose, galactose and glucose (C6H12O6).
(ii) Disaccharide: They are equally called complex sugars or non-reducing sugars. e.g.
maltose, lactose and sucrose (C12H22O11).
(iii) Polysaccharide: they are made up of many units of glucose linked together. They have
the formula (C6H10O5)n.
• Importance of Carbohydrates
(1) Provides energy.
(2) Used to build certain body parts e.g. exoskeleton in arthropods.
(3) Components of mucus which is a lubricant in our body.
2. PROTEINS
They contain carbon, hydrogen, and oxygen nitrogen, phosphorous
and sometimes sulphur.
Sources include egg-white(albumen), beans, soya beans, lean meat,
fish, etc.
Importance of proteins
(1)To build new cells (growth)
(2)Used for the repair of worn out tissues or cells
(3)Used for the production of hormones and enzymes
(4)For formation of membranes and other structures in the cell
(5)Protect delicate organs
DEFICIENCY OF PROTEINS
1. Kwashiorkor
2. Marasmus
HOME
3. FATS AND OILS (LIPIDS)
• They contain carbon, hydrogen and oxygen just like

carbohydrates but of low oxygen ratio. They contain
more calories of energy than carbohydrates.
• Sources include butter, groundnut, palm oil etc.
• Importance of lipids
(1)Formation of membranes
(2) Help in the maintenance of body temperature/
provide warmth
(3)Provide energy to animals than carbohydrates.
4.MINERAL SALTS
• Calcium, Phosphorous
• Sodium Potassium, chlorine
• Iron ,cobalt
• Iodine
• Manganese
• Fluorine
Calcium Milk, Component of bones and Rickets in children
cheese, egg, teeth, Softening of bones in
cereals, helps in blood clotting, adults(Osteomalacia),
meat, muscle contraction, Loss of muscle
vegetables, coordination
fruits etc.
Phosphorous Milk, Formation of bones and Rickets, osteomalacia

cheese, teeth,
Cereals, Component of nucleic
eggs, fish, acids,
meat etc.
Sodium Maintain blood osmotic Improper muscle
Potassium pressure, contraction;
chlorine Table salt, Muscle contraction; Nervous disorder
vegetables, Conduction of nerve
fish, fruits, impulses;
etc.
Note– Excess sodium can lead to hypertension( High blood pressure)
HOME
Minerals Sources Functions Deficiency
symptoms
Iron Liver, eggs, cereals, Formation of Anaemia;

Cobalt pulses, leafy haemoglobin in
vegetables, fruits red blood cells.
etc.
Iodine Sea foods, leafy Production of Goiter,
vegetables, iodized thyroxine.
salt etc.
Manganese Liver, kidney, Normal Reproductive

peanuts, etc reproductive failure; menstrual
functions, cofactor irregularities
for enzymes
Fluorine Sea fish, cheese, Healthy teeth and Dental caries. Or
etc gums tooth decay
HOME
5. VITAMINS
• Vitamins are required in small quantities.
• These are:
• (I) Water soluble vitamins,
Vitamins B-complex and vitamin C
• (II) Fat soluble vitamins,
Vitamins A, D,E and K.
VITAMINS SOURCES FUNCTIONS EFFECTS OF DEFICIENCY
Vitamin A Palm oil, fats, Good vision, good skin Night blindness
(Retinol) liver, egg yolk, and Xerophthalmia
milk,
vegetables, etc. -Skin problems.
Vitamin B1 Whole grains, Coenzyme for cellular Beriberi
(Thiamine) lean pork, liver, respiration
eggs, dried
beans,. Nervous coordination.
Vitamin B2 Dairy products, Healthy skin, eye and Dermatitis,

(Riboflavin) fish, mucus membrane
vegetables, Cracking of lips and
eggs, beef, corners of mouth,.
cereals.
Vitamin B6 , fish, Formation of amino acids Anaemia
vegetables,
eggs, beef,
cereals.
HOME
Vitamin B3 Yeast, beans, Needed for cellular respiration Pellagra (a skin disease)
(Nicotinic acid) milk, palm wine, and digestive problems.
yam, vegetables,
etc.
Vitamin B12 Kidney, liver, Formation of red blood cells Pernicious anaemia
(Cynacobalamin) fish, milk, etc.
Vitamin C Fresh fruits and Healthy dentine , Scurvy(bleeding gum),

(Ascorbic acid) vegetables Aids wound healing. poor wound healing
Helps to resist infections and low resistance to
infections
Vitamin D Fish, milk, egg, Strong bones and teeth. Rickets and
(Calciferol ) liver, sunlight. osteomalacia.
Vitamin E Green Promotion of fertility in Sterility and premature

(Ergosterol) vegetables, egg, mammals. abortion.
butter, liver, etc.
Vitamin K Green Aids blood clotting Haemorrhages i.e.

(Phylloquinone) vegetables, inability of blood to clot
especially in time.
cabbage and
spinach.
HOME
6. WATER
Composition: Water is composed of hydrogen and oxygen.
Sources of water
Metabolic water from food, drinking water from rivers, taps, rain
pond, etc.
Importance of water
(I) Water is the medium for metabolic reactions in the cells.
(II) For the digestion of food.
(III) Maintaining body temperature.
(IV) About 80% of the body is water.
(V) It aids excretion.
(VI) It acts as a medium of transportation of nutrients.
HOME
ROUGHAGE/ FIBRE
• Roughage is indigestible fibrous material derived

form vegetables, fruits, carbohydrates and proteins.
• Function– aids bowel movement by providing bulk to
the food/ it prevents constipation.
• Lack of roughage in the diet
Causes constipation.
FOOD TESTS
FOOD TEST OBSERVATION INFERENCE
Carbohydrates: , add few drops of blue-black colour. Starch is present.

(1) Starch iodine solution .
(2) Reducing Add some Yellow/Orange/ Glucose or reducing

sugars/Simple benedict’s solution brick- red sugar is present
sugars (e.g. glucose) or Fehling solutions precipitate
A and B, and heat.
(3) Non-reducing/ Add few drops of Yellow/Orange/ Sucrose / Complex/
Complex sugars (e.g. dil. HCl and boil, brick- red non-reducing sugar
sucrose) Add dil.NaOH precipitate is present.
Add Benedict’s or
Fehling solutions,
NOTE– HCl hydrolyses complex sugars to simple sugars

NaOH neutralizes excess acid.
HOME
PROTEINS (a) Add Millon’s A white precipitate Protein is present

1.Millon’s test reagent to egg which quickly turns
albumen and heat brick red.
2. Biuret Test. Add Biuret solution Purple or violet Protein is present.
(made of sodium colour.
hydroxide (NaOH)
and Copper II
Sulphate (CuSO4)
solutions in drops,
shake
3. Xanthproteic test Add conc. A white precipitate Protein is present.
Trioxonitrate (v) forms, which turns
acid(HNO3), heat, yellow on heating.
cool and add
ammonia
HOME
FATS AND (a)Drop oil on a spot on a Paper becomes Fat /Oil is present
OIL filter paper, translucent.
Sudan III (b) Add few drops of Sudan Red colour is Fat /Oil is present.
test (III) solution to oil in a test observed. Black
tube, boil the solution. precipitate is formed
on boiling.
Emulsion Add some ethanol or White emulsion Fat / Oil is present

test for fats sodium hydroxide solution.
Add some water and shake,
WATER Dip a blue, dry cobalt Paper changes from Water is present.
chloride paper in a food blue to pink.
item.
HOME
introduce the topic
Demonstration: Show the different mode of Animal
Nutrition using a chart
other about different aspect of Animal nutrition
Animal nutrition focuses on the dietary nutrients needs of animals,
primarily those in agriculture and food production, but also in zoos,
aquariums, and wildlife management.
Macronutrients (excluding fiber and water) provide structural
material (amino acids from which proteins are built, and lipids from
which cell membranes and some signaling molecules are built) and
energy. Some of the structural material can be used to generate
energy internally, though the net energy depends on such factors as
absorption and digestive effort, which vary substantially from
instance to instance. Vitamins, minerals, fiber, and water do not
provide energy, but are required for other reasons.
1. State six modes of nutrition
2. Explain any four of the nutrition types
stated in question one.
3. Give two examples each of the following
organisms:
(i)Autotrophs
(ii)Parasites
(iii) Symbionts
(iv) Commensals
(v)Insectivorous plants.
1. Mention the six classes of food, state one

function of each
2. Write one function and one deficiency
symptom of:
a)Vitamins A,D,K,B1,B3,B12,C
b) Iron, Calcium,Iodine, Fluorine, Sodium.
MULTIMEDIA LINKS
1. https://en.wikipedia.org/wiki/Animal_nutrition
2. https://www.youtube.com/watch?v=_KhSK601r5k
3. https://www.youtube.com/watch?v=o2w2F8KJkk4
4. https://www.numerade.com/ask/question/video/write-in-detail-abou
t-the-dillerent-types-ofnutrition-in-animals-class-10th-biology-53458/
WEEK 9- BASIC ECOLOGY
DURATION
Period 1: 50 mins
Period 2: 50 mins
Period 3: 50 mins
Period 4: 50 mins
TOPIC: BASIC ECOLOGY
SUB-TOPIC:
Period 1: Basic ecological concepts
Period 2: Biotic and Abiotic components
Period 3: Biotic and Abiotic components
Period 4: Ecological instruments.
241
•Slideshow or a Chart showing BASIC

ECOLOGY
1. Define the following terms; ecosystem, biotic
factors, abiotic factors, population,
community, biosphere, environment
2. Highlight the uses of ecological instruments.
be able to;
(1) Define ecology.
(2) State the of branches of ecology.
(3) Define basic ecological terms.
(4) Highlight the uses of ecological instruments.
THE BIG QUESTION:
Does an environment affect the
life of an organism?
PRIOR LEARNING:
Animal nutrition
SETTLER ACTIVITY:
1. Class discussion conducted by teacher
2. Recitation/ oral questions by teacher
answered orally by students. Practical class.

ENQUIRY QUESTIONS:
List the living and non-living components of the
ecosystem?
Peer Teaching
Have students work in pairs or small groups to teach each other on
Ecology, fostering collaboration and reinforcing their understanding
CONTENT (WE DO)- BASIC ECOLOGY
Ecology ( Or Environmental biology) is the study of living things in

relation to their environment.
‘Ecology’ was derived from two greek words:
a. Oikos or Oikes---- dwelling place / home
b. Logos---- study
Ecology is divided into two main branches:
(a) Autecology: This is the study of an individual organism and its
environment.
(b) Synecology: This is the study of groups of organisms and their
environment.
......:
T2 WK 1 Topic :BASIC ECOLOGICAL CONCEPTS 2 of ……
1. Environment/ Surroundings: This includes all the external and

internal factors, living and non-living factors which affect an
organism.
2. Biosphere: This is the part of the earth occupied by living
organisms. It is divided into:
a. Lithosphere: the earth crust. Made up rocks and minerals.
b. Hydrosphere : water bodies
c. Atmosphere : Air
3. Habitat: the natural dwelling place of an organism.
Types of habitats
Aquatic habitats[water] which are marine/saltwater, freshwater and
estuarine/brackish water
Terrestrial habitats[land]- which are marshes/swamps, forests,
grasslands and arid lands
Note– arboreal habitat is a type of terrestrial habitat located on trees
......:
T2 WK 1 Topic : 3 of ……
4. Biotic community or biome: Large expanse of land identified by

its vegetation. It is the largest community of organisms. E.g., Rain
forest, Guinea savanna, etc.
5. Ecosystem: a self-supporting unit made up of living(biotic) and
non-living things(abiotic) interacting with each other.
6. Ecological niche: It refers to the specific part of a habitat which is
occupied by a particular organism, its living and breeding habits in
that place.
7. Population--- a group of organisms of the same kind/species that
are living together in a specific place at a given time.
8. Community-- a group of organisms of the different kinds that are
living together in a specific place at a given time.
......:
T2. WK 1 Topic : COMPONENTS OF AN ECOSYSTEM 4 of ……
(a)Biotic components: living things and their activities which affect

the ecosystem such as competition, feeding, pollination, dispersal,
support, cover, bush-burning, etc.
The living things can be grouped into:
(i) Producers- These are autotrophs such as green plants and some
micro-organisms.
(ii) Consumers- These are heterotrophs which depends directly or
indirectly on plants for food.
(iii) Decomposers– these are fungi and bacteria which cause the
decay of plant and animal remains, thereby, returning nutrients to
the soil.
(iii) Decomposers: These are bacteria and some fungi which cause
decaying of plants and animals. They improve soil fertility.
......:
T2 WK 1 Topic : 5 of ……
(b) Abiotic components: These are non-living factors of an

ecosystem. They include:
(i) Climatic factors like temperature, wind, rainfall, relative
humidity, atmospheric pressure, light, etc.
(ii) Edaphic factors– these are soil factors e.g soil structure, texture,
soil water, soil air, porosity, capillarity, organic matter content etc
(iii)Inorganic materials such as oxygen, carbon dioxide, nitrogen,
etc.
(iv)Topographic factors--- valley, hills, mountains, slope,, etc.
S/N ECOLOGICAL FACTORS
INSTRUMENTS
1 Thermometer Temperature
2 Rain gauge Rainfall
3 Anemometer Speed of wind.
4 Wind vane: Direction of wind
5 Hygrometer Relative humidity.
6 Barometer: Atmospheric pressure.
7 Photometer Light intensity on land.
8 Hydrophotometer Light intensity in water.
9 Secchi disc: Turbidity or Transparency or Cloudiness of water.
10 Slope gauge Slope of an area of land.
11 Pooter To collect small insects from leaf litters, tree trunks,
rock crevices, etc
12 Tulgren’s funnel To collect small animals from the soil
......:
T2 WK 1 Topic : RAIN GAUGE AND PHOTOMETER 4 of ……
T2 WK 1 Topic : THERMOMETER AND SECCHI DISC 5 of ……
SECCHI DISK
MINIMUM AND MAXIMUM THERMOMETER
Abiotic factors that affect terrestrial
habitats only
1. Relative humidity
2. Soil/ Edaphic factors
3. Land surface/ Topography
Relative humidity
This is a measure of the amount of
moisture/water vapour in the air. The higher
the humidity the lower the rate of
transpiration from plants and evaporation
from animals.
Abiotic factors that affect aquatic habitats
only
1. Salinity [salt concentration]-- Aquatic organisms have to maintain the
osmotic balance between their body fluids and their aquatic
surroundings in order to survive.
2. Density
3. Tides and waves
4. Nature of the substratum/floor– sandy, rocky, muddy
5 Turbidity--Light penetration is low in cloudy or muddy water and this
hinders green plants from growing at some depths.
6. Current/Water flow
7. Dissolved gases-- Oxygen concentration of water decreases with depth.
8. Depth Of Water: As a body of water becomes deeper, the amount of
light and dissolved oxygen become les
Abiotic factors common to all habitats
• Temperature, Rainfall, Wind, Light, Pressure, Hydrogen ion
concentration
• Temperature– decreases with depth in water, but decreases
with height on land
• It affects enzyme action and metabolic activities in living
organisms
• A rise in temperature usually results in a higher rate of
transpiration in plants and metabolism in most animals (except
homoiotherms).
• Rainfall increases relative humidity and turbidity of streams,
etc. It supplies water for photosynthesis, seed germination,
transport of materials, dissolving soil nutrients, etc
• Light: is necessary for photosynthesis in plants.
It affects flowering and fruiting in some plants.
• Wind carries rain bearing clouds and determines seasons

e.g. In Nigeria, the S/W wind is responsible for the rainy
season while the N/E wind brings the harmattan.
Wind increases the rate of transpiration in plants.. Wind aids
pollination of flowers and dispersal of seeds and fruits, etc
• Pressure: decreases with height on land, but increases

with depth in the ocean
introduce the topic
Demonstration: Show the different ecological concept
using a chart

other about different aspect of Ecology
Ecology is a branch of science, including human science, population,
community, ecosystem and biosphere. Ecology is the study of
organisms, the environment and how the organisms interact with
each other and their environment. It is studied at various levels,
such as organism, population, community, biosphere and ecosystem.
The main aim of ecology is to understand the distribution of biotic
and abiotic factors of living things in the environment. The biotic and
abiotic factors include the living and non-living factors and their
interaction with the environment.
1. Define the term ‘’ecology’’

2. Explain any five basic ecological concepts
3. What is an ecosystem?
4. Give four examples of biotic components
and five examples of abiotic components of
an ecosystem.

1. Define; Biotic factors, abiotic factors,

2. List ten ecological instruments and the factors
they are used to measure
3. Make a well-labelled diagram of each of the
following ecological instruments:
Hygrometer
Rain gauge
Quadrat
Pooter
Wind vane
College Biology chapter 23, pg 496-536
MULTIMEDIA LINKS
1. https://byjus.com/biology/ecology/
2. https://study.com/academy/lesson/video/what-is-ecology-definition-lesson-q
uiz.html
3. https://www.youtube.com/watch?v=KFFu4fjL4YQ
4. https://study.com/academy/lesson/what-is-ecology-definition-lesson-quiz.ht
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WEEK 1

Week SCIENCE OF LIVING THINGS II: Week 7 MID-TERM BREAK

Week CLASSIFICATION OF LIVING Week 8 PLANT NUTRITION: Structure of the

Period 1: Definition of biology and branches

Period 2: definition of science and scientific method.

Period 3: Characteristics of living things

Period 4: plant and animal classification.

Slideshow or a Chart showing evidence of

What are the things that plants

There are two stages of respiration

3 Irritability a). Respond to stimuli a)Respond to stimuli quickly.

4 Growth Growth is apical and Growth is intercalary and limited.

Other structures a virus could have are:

DNA: Deoxyribonucleic Acid

Wednesday, October 23, 2024 SUBJECT: BIOLOGY

Period 1: hierarchies of classification

Period 2: hierarchies of classification

Period 3: binomial nomenclature

Period 4: Use of keys in identification and species.

Slideshow or a Chart showing

4. Use of keys in identification and species.

4. Use keys in identification and species.

Classification means grouping or sorting.

3. Phylum Tracheophyta e.g ferns, spermatophytes

1. They are aquatic and do not have vascular tissues (i.e,

Platyhelminthes/ Bilateral Acoelomate Organ Tapeworm, Flukes,

• --Possess, flat bodies, Tapeworm is segmented

1.Presence of jointed appendages such as jointed legs, jointed

Body division Three Two Two Three

Wings Present Absent Absent Absent

1. Classify a named animal of your choice.

Wednesday, October 23, 2024 SUBJECT: BIOLOGY

Period 1: Cell, Tissue, Organ and System

Period 2: Cell, Tissue, Organ and System

Period 4: Advantages and Disadvantages of complexity

Slideshow or a Chart showing different

•List, explain with suitable examples, the stages of the

•State the advantages and disadvantages of complexity

-Students sort living organism into their

Organelle Made up of molecules and Mitochodria , Nucleus Mitochodria ,

• Parts are interdependent, therefore, if one organ or organ-system is not

functioning, the other organs or organ-systems cannot function properly.

• Greater requirement for space, energy and environmental resources than

single cell organisms..

• There is a need for co-ordination of body parts and an efficient transport

system . This is not required in unicellular organisms. .

• Complex organisms take more time to reproduce the younger ones.

• It takes time for their younger ones to grow and mature.

1.List the stages of the organization

Wednesday, October 23, 2024 SUBJECT: BIOLOGY

1. State one function each of the following:

2a) Mention two types of tissues in : i) Plants

2. College biology chapter 4, pg 67-68

Period 1: Definition of nutrition

Period 2: photosynthesis, equations and stages,

Period 3: conditions and experiments to verify

Period 4: mineral requirements of plants

•Slideshow or a Chart showing the process

•Define of nutrition and photosynthesis,