Biology G10 12 PDF

REPUBLIC OF ZAMBIA
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL, TRAINING AND EARLY EDUCATION
BIOLOGY SYLLABUS
GRADE: 10 - 12
Prepared and published by the Curriculum Development Centre

P.O. BOX 50092
Lusaka
2013
© Curriculum Development Centre, 2013.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by electronic,
mechanical, photocopying, recording, or other means, without the prior written permission of the Curriculum Development Centre.
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VISION
Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.
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Table of Contents
PREFACE ................................................................................................................................................................................................................................... VI
ACKNOWLEDGEMENTS ............................................................................................................................................................................................................ VII
INTRODUCTION ...................................................................................................................................................................................................................... VIII
METHODOLOGY ......................................................................................................................................................................................................................... X
TIME AND PERIOD ALLOCATION ............................................................................................................................................................................................... XI
GRADE 10 ................................................................................................................................................................................................................................ XII
10.1 LIVING ORGANISMS AND LIFE PROCESSES ............................................................................................................................................................................... 1
10.2 CELL STRUCTURE AND ORGANISATION.............................................................................................................................................................................. 1
10.3 ENZYMES .................................................................................................................................................................................................................................. 5
10.4 NUTRIENTS ............................................................................................................................................................................................................................... 6
10.5 NUTRITION IN PLANTS .............................................................................................................................................................................................................. 8
10.6 SAPROPHYTIC NUTRITION ........................................................................................................................................................................................................ 9
10.7 NUTRITION IN ANIMALS ......................................................................................................................................................................................................... 10
10.8 RESPIRATORY SYSTEM ............................................................................................................................................................................................................ 12
10.9 HEALTH ................................................................................................................................................................................................................................... 14
GRADE 11 ................................................................................................................................................................................................................................ 17
11.1 TRANSPORT AND STORAGE IN PLANTS................................................................................................................................................................................... 18
11.2 TRANSPORT IN MAN ............................................................................................................................................................................................................... 20
11.3 EXCRETION ............................................................................................................................................................................................................................. 23
11.4 HOMEOSTASIS AND OSMOREGULATION ............................................................................................................................................................................... 25
11.5 THE ENDOCRINE SYSTEM ....................................................................................................................................................................................................... 25
11.6 THE NERVOUS SYSTEM AND SENSE ORGANS ......................................................................................................................................................................... 26
11.7 THE SKELETON AND LOCOMOTION ....................................................................................................................................................................................... 29
11.8 TROPIC AND TAXIC RESPONSES .............................................................................................................................................................................................. 30
11.9 GROWTH AND DEVELOPMENT ............................................................................................................................................................................................... 31
GRADE 12 ................................................................................................................................................................................................................................ 33
12.1. ASEXUAL REPRODUCTION ..................................................................................................................................................................................................... 34
12.2 SEXUAL REPRODUCTION IN FLOWERING PLANTS .................................................................................................................................................................. 36
12.3 REPRODUCTION IN ANIMALS ................................................................................................................................................................................................. 37
12.4 GENETICS ................................................................................................................................................................................................................................ 40
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12.5 CLASSIFICATION OF PLANTS AND ANIMALS ........................................................................................................................................................................... 43
12.6 THE SOIL ................................................................................................................................................................................................................................. 44
12.7 ECOLOGY ............................................................................................................................................................................................................................... 45
APPENDIX 1: SCOPE & SEQUENCE CHART ................................................................................................................................................................................ 49
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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process
started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the
University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education
curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents, teachers, school
managers, educational administrators, tertiary institutions traditional leader’s civic leaders and various stakeholders in education was
collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyse and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as
defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum
Framework `2013.
Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION.
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Acknowledgements
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of
Zambia, the University of Zambia, National Food and Nutrition Commission (NFNC), schools and other institutions too numerous to
mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering
financial and technical support in the production of the syllabus.
C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
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Introduction
This syllabus is designed to have greater emphasis on the understanding and application of scientific concepts and principles. This
approach has been adopted in recognition of the need for learners to develop skills that will be of long term value in a changing
technological world rather than focusing on large quantities of factual materials which may have only short term relevance.
This syllabus is intended to:
1. Provide, through well designed studies of experimental and practical biological science, a worthwhile education experience for all
learners, whether or not they go on to study Biology beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to:
 become confident citizens in a changing technology world, able to take or develop an informed interest in matters of scientific
importance,
 recognise the usefulness and limitations of the scientific method and to appreciate its applicability in order disciplines and in
everyday life,
 be suitably prepared for studies beyond Ordinary Level in pure sciences, in applied sciences or in science – dependent
vocational courses.
2. stimulate learners to sustain their interest and the appreciation of the Biological Sciences.
3. develop abilities and skills that:
 are relevant to the study and practice of Biological Sciences,
 are useful in everyday life,
 encourage efficient and safe practice,
 encourage effective communication.
4. develop attitudes relevant to Biological Sciences such as:
 concern for accuracy and precision,
 objectivity,
 integrity,
 safety.
5. assist the development of:
 the skills of enquiry,
 the attitude of:
- initiative,
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- inventiveness.
6. stimulate interest in and care for the local and global environment.
7. promote an awareness that:
 the study and practice of Biological Science is subject to social, economic, technological, ethical and cultural influences and
limitations,
 the applications of Biological Sciences may be both beneficial and detrimental to the individual, the community and the
environment, and
 Biological Sciences transcent national boundaries and that the language of Science, correctly and rigorously applied is
universal.
Therefore learners are expected to acquire competences in:
1. Knowledge with understanding

Learners will demonstrate knowledge and understanding in relation to:
 biological phenomena, facts, laws, definitions, concepts and theories,
 biological vocabulary, terminology, conventions (symbols, quantities and units),
 scientific instruments and apparatus used in biology (techniques of operation and safety),
 scientific quantities and their determination, and
 biological and technological applications with their social, economical and environmental implications.
2. Handling information and solving problems

Using oral, written, symbolic, graphical and numerical materials learners will:
 locate , select, organise and present information from a variety of sources,
 translate information from one form to another,
 manipulate numerical and other data,
 use information to identify patterns, report trends and draw inferences,
 present reasoned explanations for phenomena, pattern and relationships,
 make predictions and propose hypothesis, and
 solve problems.
3. Experimental skills and investigations

Learners will:
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 follow a sequence of instructions,
 use techniques, apparatus and materials,
 make and record observations, measurements and estimates,
 interpret and evaluate observations and experimental data,
 plan an investigation, select techniques, apparatus and materials, and
 evaluate methods and suggest possible improvements.
Methodology
The successful of Biology can be achieved by maximum participation by learners. This learning area that enhances creativity,
analysis, problem solving and investigative approach, can be taught effectively using a variety of methods both in the classroom and
outside. Learners are expected to conduct experiments, study tours, field work, group work, individual work and project work.
Assessment
Assessment outcomes describe the knowledge, skills, values and abilities that learners are expected to demonstrate at the end of the
course. They reflect those aspects such as:
A. Knowledge with understanding
Learners demonstrate knowledge and understanding in relation to:

 facts, laws, definitions, concepts and theories relating to biological phenomena,
 biological vocabulary, terminology, convention (including symbols, quantities and units),
 scientific instruments and apparatus used in Biology, including techniques of operations and aspects of safety,
 scientific quantities and their determination, and
 biological and technological applications with their social, economic and environmental implications.
B. Handling information and solving problems
Using oral, written, symbolic, graphical and numerical materials learners:

 locate, select, organise and present information from a variety of sources,
 translate information from one form to another,
 manipulate numerical and other data,
 use information to identify patterns, report trends and draw inferences,
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 present reasoned explanations for phenomena, patterns and relationships,
 make preditions and propose hypotheses, and
 solve problems.
C. Experimental skills and investigations
Learners:
 follow a sequence of instructions,
 use techniques, apparatus and material appropriately,
 make and record accurately and observations, measurements made,
 interpret and evaluate observations and experimental data,
 select appropriate techniques, apparatus and materials,
 evaluate methods and suggested possible improvements, and
 use experimental control.
Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The
examinations council of Zambia will prepare detailed procedures on how continuous assessment will be conducted by the teachers.
The examination council will also develop examination syllabus to provide teachers with guidelines on the objectives to be tested. The
scheme of assessment will consists of school based assessment and final examination that will be conducted by the examinations of
council of Zambia.
School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice
attitude and performance, learners.
Time and Period allocation

Time allocation for this syllabus is will require at least five-40 minutes periods per week
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GRADE 10
General outcomes: Key competences:
• Develop positive attitudes and values about living organisms and  Demonstrate the ability to prepare and examine
life processes. specimen using a microscope.
• Demonstrate knowledge and investigative skills.  Show ability to carry out food tests from given food
samples
• Develop positive attitudes and values about animals and plant  Demonstrate the ability to investigate the conditions
cells. necessary for photosynthesis
• Demonstrate understanding of the facts about the interaction of  Demonstrate the ability to control the spread of
water with cells.
diarrhoea and malarial diseases by houseflies and
• Demonstrate an understanding of the facts about enzymes. mosquitoes respectively.
• Recognise the importance of nutrients to the health of living
organisms.
• Demonstrate understanding of facts about photosynthesis.
• Demonstrate understanding of saprophytic nutrition.
• Develop an understanding about the basic facts of nutrition in
animals
• Recognise the importance of gaseous exchange and health
• Demonstrate an understanding of respiration.
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CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES
10.1 LIVING 10.1.1 Characteris 10.1.1.1 Identify the  The characteristics of  Communicating  Appreciating
ORGANISMS Tics of characteristics of living living organisms: information on the characteristics of
AND LIFE Living organisms. Feeding, breathing, characteristics of living organisms
PROCESSES Organisms reproducing, growing, living organisms  Asking questions
locomotion, sensitivity  Comparing Living for more
and excretion. and non-Living understanding
10.1.1.2 Distinguish between  Living organisms and organisms  Appreciating life
living organisms and non-living things.  Communicating processes and role of
non-living things. Metabolism and the enzymes
 Life processes of living role of enzymes
10.1.1.3 Describe life processes organisms: Metabolism
of living organisms. (Catabolism and
anabolism). Include the
role of enzymes.
CONTENT
10.2 CELL 10.2.1 Microscopes 10.2.1.1 Demonstrate the correct  How to use a  Demonstrating the  Cooperating in class
STRUCTURE AND use of a microscope microscope: Focussing, correct use of a activities
ORGANISATION mounting a slide, microscope  Knowing the safety
10.2.1.2 Prepare specimen using a observing.  Observing specimen rules of microscope
microscope  Preparation and
mounting a microscope
slide
10.2.1.3 Calculate magnification  Magnification of  Measuring the size  Cooperating in class
of specimen. specimen: as the ratio of the specimen and activities
of linear dimensions of drawing  Participating in
the drawing to that of  Comparing the sizes observation actively
specimen. of the specimen and
the Drawing
1
CONTENT
10.2.2 Cell 10.2.2.1 Investigate the structure  Structure and functions  Investigating the  Appreciating the
Structure and of cells and functions of of cells: Nucleus, detailed structure of structure of the cell
Function the organelles cytoplasm, membrane, the cell  Cooperating in
mitochondrion  Comparing the group activities
ribosome, Golgi functions of cells in
bodies, endoplasmic a chart
reticulum chloroplasts,
cell wall
10.2.2.2 Distinguish between  Differences between  Comparing the  Appreciating the
plant and animal cell plant and animal cells: structures of plant structural differences
structure. Refer to the presence and animal cells of the two types of
of chloroplast and cell cell
wall in plant cells.
10.2.2.3 Relate cell structure to  Relationship between  Inferring the  Appreciating the
functions structure and functions relationship between relation between cell
of cell: Animals (Nerve the structure of the structure and
cells, blood cells, cell to the function function
muscle cells) and  Participating in
Plants (root hair cells, class discussion
spongy cells, phloem
cells and xylem cells)
and their functions.
10.2.3 Cell 10.2.3.1 Describe cell  Cell organization: Cell,  Classifying cells as  Being aware of
Organisation organisation in tissue, organ, system tissues, organs, different levels of
multicellular organisms. and organism. system and cell organisation
organism
organisation
2
CONTENT
10.2.4 Tissues 10.2.4.1 Identify tissues in plants  Plants (palisade,  Observing different  Cooperating in
and animals. phloem, epidermis, animal and plant class activities
xylem , spongy) and tissues and the
Animals ( muscle, functions  Asking questions
bone, nerves, blood)  Communicating for more
10.2.4.2 Explain the general  General functions of the function of understanding
functions of each tissue tissues: e.g. Muscle, tissues
epithelium, phloem
10.2.5 Organs 10.2.5.1 Identify organs in plants  Organs in plants and  Classifying  Being aware of
and animals animals: Plants different kinds of organs in plants
(leaves, roots, stems, animal and plant and animals.
fruits, flowers), organs
Animals (heart, liver,  Appreciating the
10.2.5.2 Explain the general brain, lungs, kidneys)  Comparing functions of plant
function of each organ  General functions of functions of each and animal organs
plants (leaves, roots, organ.  Participating in
stems, fruits flowers), class activity
animals (heart, liver,
brain, lungs, kidneys)
3
CONTENT
10.2.6 Diffusion, 10.2.6.1 Describe the processes of  Process of diffusion  Communicating  Appreciating the
Osmosis and diffusion and osmosis and osmosis: the processes of processes of
Active transport. Diffusion: Refer to osmosis and diffusion and
movement of solutes diffusion osmosis
into and out of the cell  Cooperating the
across the membrane;  Investigating the class activity
Osmosis as the effects of
movement of water diffusion and
molecules into and out osmosis (Isotonic,
of the cell hypertonic and
hypotonic  Being aware of the
10.2.6.2 Explain the effects and
 Effects and importance solutions) uptake of mineral
of diffusion and salts by roots
importance of diffusion
and osmosis in living osmosis: Plasmolysis,  Analysing against a
turgidity, lysis and information on concentration
organisms
crenation active transport in gradient.
plants
 Active transport: Refer
to uptake of mineral
10.2.6.3 Describe what active
salts by root hair cells
transport is.
from the soil against
concentration gradient.
4
CONTENT
10.3 ENZYMES 10.3.1 10.3.1.1 Investigate  Characteristics of  Investigating  Appreciating the
Characteristics characteristics of enzymes: optimum characteristics of characteristics of
of enzymes Enzymes. temperature, pH, enzymes. enzymes.
specificity of enzymes  Participating
 Effects of temperature  Investigating the actively in class
10.3.1.2 Demonstrate the effects and pH on enzyme effects of pH and activities.
of temperature and pH action (Refer to temperature on  Appreciating the
on enzyme action optimum temperature, enzyme action. role of enzymes in
and pH) industrial
 Industrial application  Communicating processes.
10.3.1.3 Explain industrial of enzymes baking, industrial usage of
application of enzymes. brewing and biological enzymes
washing powder.
5
CONTENT
10.4 NUTRIENTS 10.4.1 Classes of 10.4.1.1 Investigate the presence  Nutrients in food:  Investigating the  Being aware of the
Nutrients of nutrients in food carrying out food tests presence of nutrients presence of
samples. on reducing sugars, in different food nutrients in food
starch, proteins, fats and samples samples
oils  Comparing the  Participating the
 Sources of nutrients: sources of good class discussion
10.4.1.2 Identify good sources of Refer to sources of nutrients actively
nutrients carbohydrates, proteins,
lipids, Vitamins
10.4.2 Disorders 10.4.2.1 Describe the importance  Importance of  Communicating the  Appreciating the
of nutrients, salts, carbohydrates, proteins, importance of importance of
vitamins and roughage to lipids, roughage, water, nutrients nutrients
the body. vitamins and salts  Cooperating class
 Predicting the activity
 Disease due to effects of deficiency
10.4.2.2 Identify nutritional related nutritional deficiency: of nutrients
disorders/ conditions e.g. kwashiorkor,
marasmus, goitre,
scurvy, rickets, anaemia,
obesity
10.4.3 Dietary 10.4.3.1 Design a balanced diet for  Well-balanced diet:  Planning balanced  Actively
Needs people with different Refer to diets of the diet for people with participating in
conditions. aged, pregnant woman, different conditions class activities.
lactating woman, sick  Being aware of
person, pre-school aged, requirements for
sportsman and the youth. people with
different
conditions.
 Applying the idea
of balanced diet in
their daily life
6
CONTENT
10.4.4 Plant 10.4.4.1 Describe the micro and  Micro and macro plant  Comparing effects  Asking questions
Nutrients macro plant nutrients nutrients: Refer to of plant micro and for more
Macro: nitrogen, macro nutrients. understanding
potassium, phosphorus  Participating in
(NPK) class activity
Micro: calcium,
magnesium, sulphur
boron, copper, iron)
10.4.4.2 Describe deficiency  Deficiency diseases:  Investigating
diseases of macro and Chlorosis, stunted deficiency diseases
micro plant nutrients. growth, leaf flecking. in plants.
7
CONTENT
10.5 10.5.1 External 10.5.1.1 Describe the external  External and internal  Examining the  Appreciating the
NUTRITION IN and and internal structure structure of a leaf: External external and external and
PLANTS Internal of a leaf. structure: Veins and Lamina. internal structures internal structure
Structure Internal structure: of a leaf of a leaf.
of a Leaf. Epidermis, stomata, palisade  Asking questions
and spongy mesophyll cells,  Experimenting on for more
phloem and xylem, the necessity for understanding.
chloroplasts photosynthesis  Appreciating the
stages of
10.5.1.2 Investigate factors  Factors necessary for  Inferring the photosynthesis
necessary for photosynthesis: Carrying out factors of  Caring for plant
photosynthesis. investigations on the photosynthesis life.
necessity of carbon dioxide,  Being aware of
water, chlorophyll and light
 Interpreting the storage organs in
energy to photosynthesis plants.
equation for
10.5.1.3 Describe the light and photosynthesis
dark reactions of  Light and dark reactions
including chemical
photosynthesis.  Communicating
equations for photosynthesis
information on the
fate of glucose in
10.5.1.4 Describe the fate of  Utilization of glucose in leaves
glucose in plants. plants (converted to sucrose  Communicating the
and starch, used in importance of
10.5.1.5 Describe the respiration, convention into photosynthesis.
importance of nutrients proteins, cellulose and lipids
in plant.  Source of food for all life
forms, maintains levels of
CO2 and O2 in atmosphere:
10.5.1.6 Identify storage organs  Refer to storage of nutrients
of plants. in Seeds, roots, stems,
leaves, fruits, rhizomes,
corns and tubers.
8
CONTENT
10.6 10.6.1 Rhizopus 10.6.1.1. Investigate the  Structure of Rhizopus or  Investigating the  Developing
SAPROPHYTIC structure of Rhizopus Mucor: Mycelium (hyphae, structure of rhizopus curiosity in
NUTRITION or Mucor. sporangium, and mucor investigaion
sporangiophore, stolons,  Communicating  Appreciating
rhizoids) information on the functions of the
10.6.1.2 State the functions of  Functions of the parts of structure of parts of Rhizopus
the parts of Rhizopus: Refer to Rhizopus and  Cooperating with
Rhizopus. Mycelium (hyphae, mucor. others
sporangium, sporangiophore,  Interpreting stages  Listening to
stolons and rhizoids) in extracellular others with
 Saprophytic nutrition: digestion respect
10.6.1.3 Describe what Feeding on dead or decaying  Analysing the  Appreciating the
saprophytic nutrition matter. It involves secretion importance of importance of
is. of enzymes onto the food by saprophytic nutrition saprophytic
the saprotrophs  Communicating nutrition.
(extracellular digestion) types of saprophytic  Asking more
10.6.1.4 Explain the importance  Importance of saprophytic nutrition questions.
of saprophytic nutrition: Recycle of
nutrition. nutrients. Decomposition of
dead organic matter.
 Symbiosis/Mutualism, and
10.6.1.5 State other types of Parasitism
saprophytic nutrition.
9
CONTENT
10.7 10.7.1 Dentition 10.7.1.1 Identify the external  External structure of teeth:  Observing the  Appreciating the
NUTRITION IN in Mammals structure and function Crown, neck and root. external parts and structure and
ANIMALS of the human teeth.  External Functions of teeth: functions of teeth. function of teeth.
such as incisors, canines,  Identifying the  Being aware of
premolars and molars. internal parts and internal parts and
10.7.1.2 Describe the internal  Internal structure of the functions of a tooth. function of teeth.
structure and function human tooth: Dentine,  Comparing dental  Applying
of the human tooth. Cement, Pulp Cavity, Nerve formulae of different knowledge on
Endings, Blood animals prevention of
Vessels,(longitudinal section) dental diseases
 Internal function of teeth  Comparing  Caring for teeth
dentitions of  Being aware of
10.7.1.3 Describe the dental  Dental formulae: Dog i:3/3 carnivores, causes, signs,
formulae of a dog and c:1/1 pm:4/4 m:2/3, Man herbivores and symptoms and
human being. i:2/2 c:1/1 pm:2/2 m3/3 omnivores prevention of
 Differences in dentition of  Communicating tooth decay.
10.7.1.4 Identify the differences carnivores, omnivores and Causes, signs and
in dentition of herbivores: Refer to type of symptoms of gum
carnivores, herbivores teeth present, function and the disease and tooth
and omnivores. number of each type of teeth decay
present in man, dog and goat
10.7.1.5 Describe causes, signs  Causes, signs and symptoms

and symptoms of gum of gum disease and tooth
disease and tooth decay
decay.
 Ways of preventing tooth
decay
10.7.2 Holozoic 10.7.2.1 State the main  Processes in holozoic:  Communicating  Being aware of
Nutrition processes in holozoic nutrition Ingestion, digestion, main processes of the main
nutrition. absorption, assimilation and holozoic nutrition. processes of
egestion. holozoic
 The alimentary canal and  Investigating the nutrition.
10.7.2.2 Identify the main associated organs (liver and  Participating in
10
CONTENT
regions of the pancreas) main regions of the class activity.
alimentary canal and  Functions of the parts of the alimentary and the  Developing
associated organs. alimentary canal and functions. curiosity
associated organs  Actively
 Processes of digestion, participating in
10.7.2.3 Describe the processes absorption and assimilation of  Comparing the group discussions.
of digestion, nutrients: Digestion, processes of
absorption and absorption and assimilation of digestion, absorption
assimilation of proteins, carbohydrates, and and assimilation.
nutrients. lipids. -Role of hepatic
portal vein -Absorption of  Investigating the
vitamins and mineral salts common ailments of
 Dehydration (loss of mineral the alimentary canal.
10.7.2.4 Investigate the salts and loss of fluids) and
common ailments of inflammation of the
the alimentary canal. alimentary canal
 Communicating the
 Metabolic functions of the metabolic functions
10.7.2.5 Describe the metabolic liver: Deamination, of the liver.
functions of the liver. detoxification, production of
bile, regulation of blood
sugar, storage of glycogen,
 Investigating the
common ailments of
vitamins and iron
the liver
 Effects of common ailments
10.7.2.6 Describe the effects of of the liver: Poor bile
common ailments of formation, high blood sugar,
the liver. low blood sugar and high
toxin levels in the blood.
11
CONTENT
10.8.1 Gaseous 10.8.1.1 Describe the  Respiratory organs of various  Observing  Cooperating in
exchange respiratory organs of animals: Insects (spiracles, respiratory organs of group activity
10.8 animals. trachea and tracheoles), Fish different animals  Giving
RESPIRATORY (operculum, mouth, gills), using models. presentation
SYSTEM  Comparing the
Humans (nostrils, trachea,  Listening to
bronchi, bronchioles, alveoli) different types of others with respect
10.8.1.2 Describe the  Mechanism of inspiration and respiratory organs  Developing
mechanism of gaseous expiration in an insect, fish  Analysing the curiosity
exchange in animals. and human being: Refer to mechanism of  Appreciating the
diffusion of gases in gaseous exchange in release of oxygen
respiratory organs of humans, animals during respiration
fish and insect.  Comparing the by green plants.
10.8.1.3 Describe the  Composition of inspired and composition of
composition of expired air: Refer to inspired and expired
inspired and expired composition of oxygen, carbon air
air. dioxide, nitrogen, moisture,
dust  Communicating the
10.8.1.5 Describe the adverse  Effects of pollutants: Refer to effects of air
effects of air Cigarette smoke (nicotine and pollutants
pollutants on health of tar), sulphur dioxide and
human beings. carbon monoxide
10.8.1.6 Explain gaseous  Gaseous exchange in green  Communicating

exchange in green plants: During day time all the gaseous exchange in
plants. carbon dioxide produced from green plants.
respiration is used up by
photosynthesis. Oxygen from
photosynthesis is used up
during respiration
12
CONTENT
10.8.2 Types of 10.8.2.1 Describe types of  Types of respiration: Aerobic  Comparing aerobic  Being aware of
Respiration tissue respiration. and anaerobic respiration and anaerobic types of tissue
respiration respiration.
10.8.2.2 Describe the  Production of adenosine  Communicating  Appreciating the
production of triphosphate Equations (word formation and formation of
adenosine triphosphate. and chemical) importance of ATP ATP from ADP
and P, and its
10.8.2.3 Investigate the  Production of carbon dioxide  Investigating importance.
production of carbon during respiration Formation production of  Asking questions
dioxide during of ATP from ADP and P Carbon dioxide for more
respiration. (Experiment to show during respiration understanding
production of CO2 during  Valuing the
aerobic and anaerobic  Communicating importance of
respiration) ways in which respiration.
respiration is  Appreciating the
10.8.2.4 State ways in which  Importance of ATP in cells: important industrial
respiration is Production of biological application of
important. energy, Maintenance of respiration.
levels of CO2 and O2 in  Investigating the
atmosphere process of
respiration in
10.8.2.5 Explain the industrial  Industrial applications of industry.
applications of respiration: Baking, brewing,
respiration diary, sewage treatment.
13
CONTENT
10.9.1 Diseases 10.9.1.1 Describe what good  Good health: Refer to  Communicating  Appreciating
health is. physical, mental and social information on good good health.
10.9 HEALTH well being, dependent on health  Asking questions
receiving a balanced diet and  Interpreting the for a better
an appropriate physical and meaning of the term understanding of
mental activity. disease. the meaning of the
10.9.1.2 Define disease.  Definition of disease: Refer to  Classifying diseases term disease.
loss of health resulting from into different groups.  Appreciating
disturbances of the normal  Communicating various types of
processes of the body. causative agents, diseases
10.9.1.3 Describe various types  Types of diseases: Deficiency signs and symptoms  Applying the
of diseases diseases, Genetic diseases, of pathogenic knowledge on
Pathogenic diseases, Social diseases. preventing disease
diseases, Mental illness, and in daily life
Ageing and degenerative
diseases.
10.9.1.4 Describe causative  Agents, symptoms, methods
agents, signs and of transmission and control of
symptoms, methods of disease: Refer to the
transmission and following diseases: Cholera,
control. Malaria and Bilharzia
(Schistosomiasis).
10.9.2 HIV and 10.9.2.1 Describe ways of HIV  Ways of HIV transmission:  Communicating  Being aware of
AIDS transmission Sexual intercourse with an ways of transmission HIV
infected person, sharing of HIV transmission.
contaminated body fluids,  Communicating  Being aware of
sharing un sterilised dangers of having dangers of having
instruments. multiple sexual multiple sexual
10.9.2.2 Explain the dangers of  Dangers of multiple sexual partners partners.
having multiple sexual partners: Risk of contracting  Communicating  Being aware of
partners. STIs’ including HIV, ways of safe sexual safe sexual
unintended pregnancy, practices. practices.
disintegration of families
14
CONTENT
10.9.2.3 Describe ways of safe  Safe sexual practices:  Investigating  Being assertive to
sexual practices. Abstinence, Consistence and causes of stigma to sexual advances.
correct use of condoms, VCT people living with  Showing empathy
Services HIV and AIDS. to people living
 Communicating with HIV/AIDS.
10.9.2.4 Identify the causes of  Causes of stigma: Fear, myth, ways of reducing  Sympathising with
stigma to people living lack of support groups, lack discrimination to people living
with HIV and AIDS of information on the people living with HIV/AIDS.
available services HIV and AIDS
10.9.2.5 Describe ways of  Ways of reducing stigma:
reducing Support, care, treatment
discrimination to (ART) and advocacy.
people living with HIV
and AIDS.
10.9.3 Immunity 10.9.3.1 Explain the term of  Define immunity to disease:  Communicating  Asking questions
immunity to disease. Refer to active, passive information on for better
artificial and natural immunity to disease understanding of
immunity.  Investigating the immunity.
10.9.3.2 Investigate the  Importance of the immune importance of  Relating the
importance of the system (Refer to control of immune system importance of
immune system. diseases).  Identifying factors immunity.
10.9.3.3 Describe the factors  Factors reducing immunity: that reduce  Being aware of
that reduce immunity Diet, repeated invasions by immunity to factors that
to pathogenic diseases pathogens and development pathogenic diseases reduce immunity
of resistant strains of the  Communicating the to pathogenic
pathogens importance of diseases.
10.9.3.4 Explain the importance  Importance of immunisation: immunisation  Appreciating the
of immunisation. refer to induced active importance of
immunity immunisation.
10.9.4 10.9.4.1 Describe the life cycle  Life cycle of housefly: Egg,  Investigating life  Appreciating
The Life Cycle of a housefly. larva, pupa and adult cycles of a housefly the life cycle of
15
CONTENT
of the Housefly 10.9.4.2 Describe the life cycle  Life cycle of a mosquito: Egg, and mosquito housefly and
and the of a mosquito. larva, pupa and adult  Identifying the mosquito.
Mosquito. relationship between  Being aware of
10.9.4.3 Explain the role of  Role of Houseflies: Vectors in cause of disease and the role of
houseflies and the spread of dysentery, effect of houseflies houseflies and
mosquitoes in the cholera, typhoid. and mosquitoes mosquitoes in
spreading of diseases.  Inferring the control spreading
of malaria to the life diseases.
 Role of Mosquito: Vector for
cycle of the
malaria.
mosquito
10.9.4.4 Relate the control of  Control of malaria: (Refer to
malaria to the life cycle use of biological and
of the mosquito. control of water
chemical control)
borne diseases to the
10.9.4.5 Relate the control of  Control of water borne life cycle of the
water borne diseases to disease: such as dysentery, housefly
the life cycle of the cholera, typhoid and the life
housefly. cycle of the housefly.
16
GRADE 11
General Outcomes: Key Competences:

• Demonstrate understanding of transport and storage in plant. • Show the ability to investigate the conditions necessary for
• Develop investigative skills. transpiration
• Demonstrate understanding of the circulatory system in • Show ability to demonstrate the conditions necessary for
humans germination of seeds.
• Acquire knowledge and values about homeostasis. • Show ability to identify different joints in mammals and
insects
• Recognise the importance of excretion and the endocrine
system.
• Demonstrate an understanding of the nervous system and sense
organs.
• Demonstrate understanding of the Skeleton and locomotion.
• Demonstrate understanding of tropic and taxic responses
• Demonstrate an understanding of plant growth and
development
17
CONTENT
11.1.1 Transport 11.1.1.1 Describe the external and  External and internal  Investigating the  Asking questions
11.1 in Plants. internal structure of roots structure of roots and external and for better
TRANSPORT and stems. stems: Refer to Cross internal structure understanding of
AND STORAGE section and longitudinal of a dicot and the structures of
IN PLANTS section of roots and stems monocot root and roots and stems.
(xylem and phloem of stem.  Developing
herbaceous dicot and  Predicting the curiosity
monocot anatomy) movement of  Cooperating in
11.1.1.2 Describe absorption of  The role of roots: water and mineral group discussions
water and uptake of absorption of water salts in roots  Giving
mineral salts by roots. (osmosis), uptake of  Analysing the presentation
mineral salts (Active movement of  Sharing ideas with
transport) water and others
11.1.1.3 Describe the movement  Movement of water and transport of  Listening to
of water and transport of transport of mineral salts: mineral salts up others with respect
mineral salts from the Root pressure, the plant.
roots to the leaves. capillarity(refer to  Analysing the
adhesion and cohesion movement of
forces), transpiration organic solutes in
stream phloem
11.1.1.4 Describe the movement  Movement of organic  Communicating
of organic solutes in solutes: Refer to the process of
phloem. translocation of transpiration
carbohydrates and amino
acids in phloem  Investigating
factors that affect
11.1.1.5 Demonstrate the process  Process of transpiration: the rate of
of transpiration. Refer to loss of water transpiration
vapour through the
 Observing
stomata, opening and
adaptive features
closing of stomata. Use a
in plants that
simple photometer
reduce excess
18
CONTENT
11.1.1.6 Investigate factors that  Factors affecting loss of water
affect the rate of transpiration: Humidity;
Transpiration Temperature;  Analysing the
deforestation; Light significance of
intensity; and Speed of transpiration.
wind
11.1.1.7 Describe adaptive  Adaptive features of a
features of a leaf to leaf: Reduction of leaf
reduce excess loss of surface, shading of leaves,
water. reducing the number of
stomata
11.1.1.8 Explain the significance  Significance of
of transpiration in plants. transpiration: Refer to
water cycle, cooling effect
in plants, absorption of
mineral ions, provides
water for photosynthesis
19
CONTENT
11.2.1 Blood 11.2.1.1 Identify the composition  Composition of blood:  Classifying the  Being aware of
11.2 of blood. Solid (leucocytes, components of the composition
TRANSPORT IN erythrocytes, blood of blood.
MAN thrombocytes), Liquid  Comparing the  Appreciating the
(plasma). functions of blood functions of
11.2.1.2 Explain the functions of  Functions of blood:  Comparing blood.
blood. Transporting oxygen and structural and  Developing
carbon dioxide, nutrients, functional curiosity
mineral salts, vitamins, differences  Asking questions
water, hormones, heat, between RBC and for better
metabolic wastes, fighting WBC understanding
disease, and blood clotting  Investigating the
11.2.1.3 Distinguish between the  Structural and functional sites where the
red and the white blood differences of red blood blood cells are
cells. cells(erythrocytes) and produced
white blood cells  Communicating
(leucocytes) the process of
 Sites of production of blood clotting
11.2.1.4 Identify the sites where blood: RBCs-Bone
the blood cells are marrow. WBCs-Bone
produced marrow, lymph nodes,
thymus and spleen.
Platelets- Bone marrow
11.2.1.5 Explain the process of

 Process of blood clotting:
Change of enzyme
blood clotting
prothrombin to thrombin,
fibrinogen to fibrin and
role of calcium ions and
thromboplastin.
20
CONTENT
11.2.2 Blood 11.2.2.1 Describe the ABO blood  Blood groups: Refer to  Classifying blood  Appreciating
Groups groups blood types A,B,AB and into groups different blood
O, antigens and antibodies according to the types.
11.2.2.2 Explain the importance  Importance of blood antigens they  Being aware of
of determining the blood groups: Refer to blood carry. the donor –
groups and Rhesus transfusions and  Analysing the recipient
factors. transplants; the danger of importance of compatibility of
Rhesus positive blood to determining of blood groups.
the foetus (haemolytic blood groups and
disease) rhesus factors
11.2.2.3 Explain the donor-  Donor-Recipient  Communicating
recipient compatibility compatibility of Blood: the donor -
of blood groups. Refer to antibody and recipient
Antigen reaction when compatibility of
bloods of different groups blood groups.
are mixed.  Communicating
11.2.2.4 Explain the importance  Importance of screening importance of
of screening the blood for blood: Refer to risk of screening the
purpose of transfusion. transmission of HIV and blood for purpose
Hepatitis B by blood of transfusion
donors
11.2.3 Blood 11.2.3.1 Investigate common  Blood disorders:  Communicating  Showing
Disorders blood disorders Leukaemia, sickle cell, information on empathy to
anaemia and haemophilia common blood people with blood
disorders disorders.
11.2.4 The Heart 11.2.4.1 Describe the structure of  Structure of the heart: Refer  Observing the  Asking questions
the human heart. to chambers, valves, vessels, structure of the for more
including coronary arteries human heart with understanding
a model  Developing
11.2.4.2 Describe how the heart  Functioning of the heart:  Communicating curiosity
functions. diastole and systole (Include information on  Applying ways of
pulse rate and heart beat). how the heart preventing
functions coronary heart
21
CONTENT
11.2.4.3 Explain the causes of  Causes of coronary diseases:  Communicating diseases.
coronary heart disease. Include diet, stress, smoking the causes of
and pollution. coronary heart
diseases
11.2.4.4 Describe ways of  Ways of preventing coronary  Communicating
preventing coronary diseases: Good diet and ways of preventing
heart diseases importance of exercises. coronary heart
diseases
11.2.5 Lymphatic 11.2.5.1 Describe the structure of  Structure of the lymphatic  Relating the  Actively
System the lymphatic system in system and relationship with structure of participating in
relation to blood blood circulatory system lymphatic system group discussion
circulatory system. to blood  Cooperating in
 Tissue fluid, lymph and circulatory system group activity
11.2.5.2 Compare tissue fluid and blood (include composition  Comparing the  Giving
lymph to blood. and functions of tissue fluid relationship of presentation
and lymph) tissue fluid and  Listening to
11.2.5.3 Describe the flow of  Flow of lymph: Refer to the lymph to blood others with
lymph. lymphatic system  Communicating respect
information on the
11.2.5.4 Describe the function of
 The function of lymph flow of lymph in
lymph nodes in disease the lymphatic
nodes: Disease prevention,
prevention. system.
(STIs, TB, injury).
function of lymph
nodes in disease
prevention
11.2.6 Circulatory 11.2.6.1 Describe types of blood  Types of blood circulatory  Communicating  Actively
Systems circulatory systems. systems Closed and open circulatory participating in
circulatory systems systems class discussion.
11.2.6.2 Describe double  Double circulation:  Investigating  Cooperating in
circulation. Pulmonary and systemic double circulation group activity
circulation  Comparing single  Listening to
and double blood others with
22
CONTENT
11.2.6.3 Distinguish between the  Single and double circulation respect
single and double circulation  Identifying the  Accepting
circulation. main blood vessels responsibility for
 Blood vessels: Arteries and in the double one’s behaviour
11.2.6.4 Identify the main blood Veins to and from the circulatory system
vessels in the double heart, lungs, head, limbs,  Comparing the
circulatory system intestines, liver and the structures and
kidneys functions of
 Structure and functions of arteries, veins and
11.2.6.5 Compare the structure Arteries, veins and capillaries
and functions of arteries, capillaries (transverse  Observing the
veins and capillaries. sections). structure of lymph
 Structure of lymph vessels: vessels using
11.2.6.6 Describe the structure of Refer to transverse section. models.
lymph vessels.
11.3 EXCRETION 11.3.1 Excretion 11.3.1.1 Describe the process of  Process of excretion: Refer to  Investigating the  Appreciating the
excretion. removal of toxic metabolic process of process and
waste: Animals ( Carbon excretion importance of
dioxide, Nitrogenous wastes,)  Communicating excretion
Plants ( latex) the importance of  Participating in
11.3.1.2 Explain the importance  Importance of excretion: removing of group activity
of excretion to animals. Refer to Removal of metabolic wastes
unwanted by-products and
toxic wastes; Regulation of
water content of body fluids
and pH.
23
CONTENT
SPECIFIC
TOPIC SUB-TOPIC KNOWLEDGE SKILLS VALUES
OUTCOMES
11.3.2 The Kidney 11.3.2.1 Identify the internal  Internal structure of the kidneys:  Observing the  Being aware of the
structure of the Cortex, medulla, pelvis, internal structure structure of the
kidneys. structure of nephron, inlet and of kidneys using kidneys.
outlet of blood vessels. models and  Appreciating the
11.3.2.2 Explain the  Mechanism of excretion in the specimen mechanism of
mechanism of kidney Refer to ultra -filtration  Communicating excretion by the
excretion in the and selective re-absorption, the mechanism of kidneys.
kidney. osmoregulation ultra-filtration  Being aware of
and re-absorption common disease
of substances in and disorders.
11.3.2.3 Identify common  Kidney failure (refer to the kidneys
disorders and infections, high blood pressure  Identifying
diseases associated and low blood pressure) and common
with the kidney. remedies (dialysis machine and disorders and
kidney transplant) disease associated
with the kidney.
11.3.3 The Lungs 11.3.3.1 Investigate the role  Roles of lungs: Refer to  Investigating the  Appreciating the
of lungs in elimination of carbon dioxide role of the lungs role of lungs in
excretion. in eliminating excretion
carbon dioxide
11.3.4 The Human 11.3.4.1 Identify the  Structure of the human skin:  Identifying the  Asking questions
Skin structure of the Refer to the Epidermis, dermis structures of the for more
human skin. and adipose tissue and human skin understanding
associated structures.  Analysing the  Cooperating in
11.3.4.2 Describe the role of  Role of the human skin roles of the group activity
the human skin in Removal of salts, urea and human skin
excretion. excess water as waste products.
24
CONTENT
SPECIFIC
OUTCOMES
11.4.1 11.4.1.1 Describe what  Homeostasis: Refer to  Analysing  Participating in
11.4 Homeostasis homeostasis is. maintaining of constant internal maintenance of group discussion
HOMEOSTASIS environment (blood temperature, constant internal  Cooperating in
AND contents of tissue fluid, salts, environment class activity
OSMOREGULATI water concentration).  Investigating  Listening to
ON 11.4.1.2 Identify important  Organs of homeostasis: Kidney, important organs others with
organs in skin and the liver in homeostasis respect
homeostasis.  Communicating  Giving
11.4.1.3 Describe the role of  Role of the kidney: water/salt ion the role of the presentation
the kidney in balance (Refer to the role of Anti kidney in  Accepting
maintaining the Diuretic Hormone (ADH) osmoregulation responsibility for
balance of water
one’s behavior
and salt ions.  Analysing the
 Mechanism of
Thermoregulation: Overheating mechanism of
11.4.1.4 Describe the (Vasodilation and sweating), thermoregulation
mechanism of Overcooling (vasoconstriction by the skin
thermoregulation and shivering)  Communicating
by the skin. the role of the
 Role of the liver in the regulation liver in regulating
11.4.1.5 Describe the role of blood sugar and
of the blood sugar (conversion of
the liver in the body temperature
glucose to glycogen and vice
regulation of blood
versa. Amino acids and glycerol
sugar and body
to glucose) and body
temperature.
temperature.
11.5.1 Hormones 11.5.1.1 Describe what  Hormones: Refer to regulatory  Communicating  Cooperating in
11.5 THE hormones is. chemicals transported by blood information on class activity
ENDOCRINE to target organs. hormones as  Being aware of
SYSTEM regulatory the endocrine
11.5.1.2 Identify the  Endocrine glands: Pituitary, chemicals glands
endocrine glands in pancreas, adrenal and thyroid, transported by  Developing
a human being. testes and ovaries blood to target curiosity
organs
25
CONTENT
SPECIFIC
OUTCOMES
 Identifying
11.5.1.3 Identify the  Hormones produced by the endocrine glands
hormones produced pancreas: Insulin and glucagon: on the charts
by the pancreas, Adrenal: Adrenaline,  Investigating
adrenal, thyroid and Thyroid: Thyroxine hormones
pituitary glands. Pituitary: ADH,TSH,FSH,GH produced by
some endocrine
11.5.1.4 Describe the  Functions of Hormones: glands
functions of Thyroxine, insulin and  Communicating
thyroxine, insulin, adrenaline (Refer to the effects functions of
glucagon and of over and under secretion of thyroxine,
adrenaline. hormones) insulin, glucagon
and adrenaline
11.6.1 The nervous 11.6.1.1 Identify main parts  Main parts of nervous system:  Communicating  Appreciating the
11.6 THE System of the nervous Brain, spinal cord and nerves. the main parts of functions of
NERVOUS system in a human the nervous neurones
SYSTEM AND being. system  Actively
SENSE ORGANS  Functions of Neurones: Refer participating in
11.6.1.2 Describe what to functions of sensory, motor  Investigating group activities
neurones are. and relaying neurones functions of  Appreciating the
neurones main parts of the
 Spinal reflex arc: Movement of human brain
11.6.1.3 Explain the path an impulse through sensory  Investigating a  Developing
taken by an impulse neurone to the CNS and to spinal reflex arc curiosity on the
through a spinal effectors functions of the
reflex arc.
 Comparing fore and hind
 Spinal reflex (knee jerk); different reflex brain
11.6.1.4 Describe what the
Cranial reflex (blinking, actions  Being aware of
spinal, cranial and the effects of
the conditioned coughing, response to light
intensity) Conditioned reflex  Communicating abuse of drugs on
reflex actions are the nervous
(Pavlov’s experiment) the main parts of
 Main parts of the brain: the brain system
11.6.1.5 Identify the main
26
CONTENT
SPECIFIC
OUTCOMES
parts of the brain of Cerebral hemispheres,  Communicating  Asking questions
a human being. cerebellum, Hypothalamus and functions of the for more
medulla oblongata. forebrain and understanding
11.6.1.6 Explain the hindbrain  Listening to
functions of the  Functions of fore brain others with
forebrain and the (cerebrum and hypothalamus)  Inferring effects respect
hindbrain. and hind brain(cerebellum and of abuse of drugs  Giving
medulla oblongata) presentation
11.6.1.7 Describe the effects  Effects of drug abuse: Affect  Communicating
of abuse of drugs the breathing centre of the effects of tetanus
on the nervous brain (depressants), destroy the the brain and
system neurones, Increase reaction nerve tissues
time
11.6.1.8 Explain the effects  Effects of tetanus infections:
of tetanus infection. Refer to damage to brain cells
and impairment of nerve tissue
11.6.2 Sense 11.6.2.1 Identify the external  External and internal structures  Investigating  Appreciating the
organs and internal of the human eyes: External external and functions of the
structures of the structures (Sclera, cornea, iris, internal structures eye
human eye. pupil) include eyebrows and of the human eye  Developing
eyelashes: Internal (include curiosity in
lens, humours ,layers and optic  Communicating understanding
nerve) functions of parts accommodation
11.6.2.2 Explain the  Functions of parts of eye: of the eye of the eye
functions of the Pupil, Iris, Cornea, Tear gland,  Being aware of
parts of eye. Conjunctiva, Sclera, retina  Analysing causes and
 Accommodation of the eye: focusing of an correction of
11.6.2.3 Describe the Refer to the process of image on the short and long
accommodation of producing a focused image of retina sightedness
the eye. near and distant objects on the  Communicating  Arousing
retina causes of short curiosity on
and long causes and
11.6.2.4 Describe the causes  The causes of short and long methods of
27
CONTENT
SPECIFIC
OUTCOMES
of short and long sightedness: Refer to loss of sightedness preventing
sightedness. elasticity of the lens and  Analysing  Participating in
abnormal eye ball and age correction of class discussion
11.6.2.5 Explain the  Correction of short (use short and long actively.
correction of short concave lens) and long sight sightedness  Giving
and long sight. (use convex lens) presentation
11.6.2.7 Investigate the  Causes and methods of common causes  Listening to
common causes and preventing blindness: (Vit A and methods of others with
methods of deficiency, filarial worm, preventing respect
preventing physical injury and diabetes blindness  Accepting
blindness. mellitus) Prevention (foods responsibility of
rich in Vitamin A, surgery and  Communicating one’s behaivior
other measures) major parts of the
11.6.2.8 Describe the  Major parts of the ear: outer, ear
structure of the middle and inner ears
human ears.
 Analysing
functions of the
11.6.2.9 Explain the  Functions of each part of the parts of the ear
functions of the ear: include eardrum, ossicles,
parts of the ear. Eustachian tube, cochlea and  Communicating
semi circular canals causes and
11.6.2.10 Describe causes  Causes and methods of methods of
and methods of preventing deafness Causes: preventing
preventing Methods of cleaning the ears; deafness
deafness. noise and disease.
11.6.2.11 Describe the role  Communicating
of the skin as a  Role of skin: Refer to Sensory role of the skin as
sense organ receptors for heat, pain, touch a sense organ
and pressure
28
CONTENT
SPECIFIC
OUTCOMES
11.7 THE 11.7.1 Skeleton 11.7.1.1 Identify various  Types of skeleton: endoskeleton,  Comparing  Developing
SKELETON AND types of skeleton. exoskeleton, hydrostatic various types of curiosity
LOCOMOTION skeleton  Cooperating in
11.7.1.2 Describe the  Functions of skeleton: Support,  Classifying class activity
functions of the protection, structure and functions of the
skeleton. locomotion skeleton
11.7.2 The 11.7.2.1 Investigate the  Structure and composition of an  Investigating the  Developing
Skeleton of an structure and exoskeleton: Refer to the position structure and curiosity
Insect composition of an and composition of a skeleton of composition of  Cooperating in
exoskeleton. an insect an exoskeleton group activity
 Observing joints  Listening to
 Joints and attachment of muscle and muscles in others with
11.7.2.2 Identify joints and (flexors and extensors) in the the limbs of a respect
muscles in the limbs of a grasshopper grasshopper
limbs of a
grasshopper.
11.7.3 11.7.3.1 Identify the bones of  Types of Skeleton: Axial  Observing bones  Actively
The Mammalian the axial and the skeleton (skull, vertebral of the axial and participating in
Skeleton appendicular column), Appendicular skeleton appendicular class activities
skeletons. (girdles, limbs) skeletons  Giving
 A tissue of bone: Refer to living  Communicating presentation
11.7.3.2 Explain a bone as a cells in bones, production of red information on
living tissue. blood cells. (Include bone the living cells in
marrow cancer and TB) bones
11.7.4 Muscles 11.7.4.1 Describe the  Structure of skeletal muscle:  Observing the  Actively
and Joints structure of a Refer to shape and amount of structure of the participating in
skeletal muscle. mitochondria skeletal muscle. learning
activities
29
CONTENT
SPECIFIC
OUTCOMES
 Action of antagonistic muscles:  Demonstrating  Asking
11.7.4.2 Demonstrate the Refer to contraction and the action of questions for
action of relaxation of biceps and triceps; antagonistic more
antagonistic circular and longitudinal muscles. understanding
muscles. muscles in iris  Comparing the  Giving
Ball and socket presentation
 Joints: Refer to structure and joint to the Hinge  Accepting
11.7.4.3 Compare the ball movement of Ball and socket, joint responsibility
and socket joint and and hinge joints. (Also refer to  Classifying the for one’s
the hinge joint. joint disorders e.g. gout) parts and bahavior
functions of the
 Parts and functions of the synovial joint in a
11.7.4.4 Identify the parts synovial joint: Refer to chart
and functions of the Functions of the cartilage,  Comparing
synovial joint. ligament, capsule synovial fluid similarities and
and membrane. differences
11.7.4.5 Compare the joints,  Muscle attachment and between
muscle attachment movement in an endoskeleton exoskeleton and
and movement in and exoskeleton. endoskeleton.
endoskeletons with
those of
exoskeletons
11.8.1 Tropic 11.8.1.1 Describe what  Tropic response: Growth  Communicating  Being aware of
11.8 TROPIC Responses tropic response is. responses in plants to water, growth responses tropic responses
AND TAXIC light, chemicals and gravity in plants in plants
RESPONSES 11.8.1.2 Demonstrate growth  Growth responses: Phototropism,  Observing  Developing
responses exhibited geotropism Hydrotropism and growth responses curiosity in
by plants. chemotropism in plants exhibited by plant growth response
 Analysing effects exhibited by
11.8.1.3 Explain the effects  Effects of light energy and of light energy plants
of light energy and gravity on growth of shoots and and gravity on the  Listening to
gravity on the roots (Refer to the Auxin growth of roots others with
growth of plants. theory). and shoots respect
30
CONTENT
SPECIFIC
OUTCOMES
11.8.2 Taxic 11.8.2.1 Describe what taxic  Taxic response: Movement of  Communicating  Participating in
Responses response is. animals in response to stimulus movement of class discussion
(refer to light) animals in  Cooperating in
 Responses exhibited by response to group activity
11.8.2.2 Explain responses invertebrates: Refer to stimulus
exhibited by movement of woodlice and  Observing
invertebrates. cockroaches to light movement of
invertebrates in
response to light
11.9.1 Growth in 11.9.1.1 Explain the  Growth: Increase in number of  Communicating  Appreciating
11.9 GROWTH Plants meaning of growth. cells, dry mass, complexity and meaning of meaning of
AND size growth in growth
DEVELOPMENT organisms  Being aware of
11.9.1.2 Identify the regions  Regions of growth in stems and  Observing growth the regions of
of growth in stems roots: cell division ,elongation regions in stem growth in stem
and roots. and differentiation and roots and roots
 Observing  Asking questions
11.9.1.3 Identify  Differentiated cells: Refer to differentiated to learn more
differentiated cells meristematic region cells in plants about
in plants. differentiating into  Communicating differentiated
collenchymas, parenchyma, differentiation of cells in plants
cambium, sclerenchyma, primary and
11.9.1.4 Explain the phloem, and xylem secondary tissues
differentiation of in plants
primary and  Differentiation of primary and
secondary tissues in secondary tissues in plants
plants.
11.9.2 11.9.2.1 Distinguish the  Structure of a dicot and a  Comparing  Appreciating the
Germination and structure of a monocot seed. structure of a structure of a
Development dicotyledonous and a dicot and dicot and
monocotyledonous monocot seed monocot seed
seed.
31
CONTENT
SPECIFIC
OUTCOMES
11.9.2.2 Investigate  Conditions for germination:  Investigating  Appreciating the
conditions Suitable temperature, water and conditions conditions
necessary for oxygen necessary for necessary for
germination. germination germination
 Recording the  Cooperating in
11.9.2.3 Demonstrate  Hypogeal and Epigeal data of class activities
hypogeal and germination: Epigeal (refer observation  Knowing the
epigeal elongation of epicotyls in  Observing safety rule of
germination. dicots) and hypogeal (refer to hypogeal and observation
elongation of hypocotyls in epigeal
monocots) germination germination
32
GRADE 12
General outcomes: Key Competences
• Demonstrate understanding of asexual reproduction.
• Demonstrate understanding of vegetative reproduction
• Develop investigative skills • Demonstrate the ability to identify the reproductive parts in
• Demonstrate understanding of sexual reproduction in flowering plants
flowering plants. • Show the ability to demonstrate variation of characteristics in
• Demonstrate understanding of sexual reproduction in plants and animals
animals. • Demonstrate the ability to identify and classify different
• Demonstrate understanding of genetics species of animals and plants
• Demonstrate knowledge, attitudes and values about plants • Demonstrate the ability to investigate the composition of soil.
and animals. • Demonstrate the ability to design a food chain in a given
• Acquire knowledge and value of soil. ecosystem
• Develop knowledge, positive attitudes and values about
ecology.
• Demonstrate knowledge, attitudes and values about
population.
33
CONTENT
12.1.1 12.1.1.1 Describe the different  Types of reproduction: Refer  Comparing  Appreciating
Reproduction in types of reproduction. to asexual and sexual different types of asexual
12.1. ASEXUAL Fungi, Amoeba reproduction reproduction reproduction in
REPRODUCTION and Bacteria  Communicating unicellular
12.1.1.2 Describe asexual  Asexual reproduction in information on organisms
reproduction in unicellular organisms (Refer reproduction in  Actively
unicellular organisms. to budding in yeast cells and unicellular participating in
bacteria, binary fission in organisms class activities.
amoeba)  Analysing the  Appreciating
two types of importance of
12.1.1.3 Describe the sexual  Asexual and sexual reproduction in fungi and bacteria
and asexual reproduction in fungus (Refer fungus  Giving presentation
reproduction in fungus. to spores and zygospore)  Communicating  Listening to others
 Decomposition of organic importance of with respect
12.1.1.4 Explain the matter and nutrient recycling. fungi and bacteria
importance of fungi -Disease causing effects e.g.
and bacteria. Ringworm and Bacillary
dysentery. Production of a
food and alcohol, source of
food (mushroom)
34
CONTENT
12.1.2 Vegetative 12.1.2.1 Describe different  Different methods of natural  Comparing  Being aware of
Reproduction methods of natural propagation: Runners, different methods different methods
propagation. rhizomes, corms, buds, of natural of natural
suckers, stem tubers, root propagation propagation
tubers, bulbs  Investigating  Questioning new
12.1.2.2 Investigate different  Methods of artificial different methods ideas in order to
methods of artificial propagation: Refer budding, of artificial fully understand
propagation. cuttings, grafting, layering propagation them.
 Advantages and  Communicating  Being aware of
12.1.2.3 Explain the disadvantages of vegetative advantages and advantages and
advantages and propagation Advantages: disadvantages of disadvantages of
disadvantages of cheap, genetic stability vegetative vegetative
vegetative Disadvantages: propagation propagation.
propagation. overcrowding, no genetic
variation.
35
CONTENT
12.2.1 12.2.1.1 Identify the parts of a  Parts of a Flower: Calyx,  Observing parts of a  Developing curiosity
Reproduction typical flower. corolla, pistil, stamens, typical flower to learn more about
12.2 SEXUAL in Plants receptacle  Comparing various reproduction in
REPRODUCTION plants.
functions of parts a
IN FLOWERING  Being aware of
12.2.1.2 Describe the functions of  Functions of parts of a flower
PLANTS various parts of a flower. functions of parts of a
flower: Refer to Calyx,
corolla, pistil, stamens, flower.
receptacle
12.2.2 12.2.2.1 Distinguish between two  Types of pollination:  Comparing self and  Appreciating the two
Pollination different types of self pollination and cross pollination different types of
pollination. cross pollination pollination
 Wind and insect  Comparing wind and
12.2.2.2 Distinguish between pollination (Include insect pollination  Participating in class
wind and insect adaptive structures of discussions in order
pollination. wind and insect  Communicating to understand wind
pollinated flowers) information on the and insect pollination
12.2.2.3 Describe the process of  Process of fertilization process of
fertilization in flowers. in flowers: leading to fertilization in plants  Appreciating the
fusion of male and process of
female gametes include  Investigating seed fertilization in
seed and fruit formation and fruit dispersal flowering plants
12.2.2.4 Investigate ways in  Seed dispersal: Refer to
which seeds and water, wind, animals
dispersed.  Observing adaptive
and self mechanism.  Developing curiosity
features for dispersal
12.2.2.5 Explain the adaptation of  Adaptation of fruits and
fruits and seeds to mode  Communicating the
seeds: Scent, shape,
of dispersal. importance of seed
colour of various parts
12.2.2.7 Explain the importance dispersal
 Importance of dispersal:
of fruit and seed For plant propagation,
dispersal. plant preservation and
survival
36
CONTENT
12.3.1 Sexual 12.3.1.1 Describe the process of  Process of reproduction  Communicating the  Asking questions in
12.3 Reproduction in reproduction in a frog. in frogs: Refer to number process of order to learn more
REPRODUCTION Animals of eggs laid, nature of reproduction in a about the
IN ANIMALS fertilisation, care of frog reproduction in
young (metamorphosis is frogs
not needed)  Appreciating
12.3.1.2 Identify male and  Reproductive organs:  Identifying the animal life
female reproductive Male (Testes, differences between
organs in human beings. Epididymis, sperm duct, male and female  Cooperating in
urethra, penis, prostate reproductive organs class activity
gland, seminal vesicle)  Listening to others
and female(ovaries,
 Communicating with respect
oviduct, uterus, cervix, functions of different
vagina) reproductive organs
12.3.1.3 Explain the functions of  Functions of different  Investigating

the different organs of organs: Testes, biological changes
the human reproductive Epididymis, sperm duct, associated with
system. urethra, penis, prostate sexual development
gland, seminal vesicle)
and female(ovaries,
oviduct, uterus, cervix,  Communicating
vagina) menstrual cycle in
humans
12.3.1.4 Describe the biological
 Biological changes:
changes associated with
Primary and secondary  Investigating
sexual development in processes of
characteristics. (Include
human beings. fertilization and
formation of gametes and
onset of menstruation, implantation
role of hormones),  Investigating causes
Stimulating the of infertility in
production of sperms and humans
ova  Communicating the
37
CONTENT
12.3.1.5 Describe the menstrual  Menstrual cycle: Stages, development of the
cycle. follicular growth and embryo in the uterus
ovulation; roles of
hormones (FSH, LH,
Oestrogen, progesterone)  Communicating
health risks
12.3.1.6 Explain the processes of  Processes of fertilisation associated with
fertilisation and and implantation: Fusing foetal development
implantation in human of sperm and ovum in
beings. oviducts; Implantation of  Communicating
embryo to the uterus wall knowledge on
healthy pregnancy
12.3.1.7 Identify causes of  Causes of infertility: and safe childbirth
infertility in human Alcoholism, weak
beings sperms, fibroids, blocked
oviducts, ovulation
disorders, STIs
12.3.1.8 Describe development  Development of embryo:
of the embryo in the Refer to the functions of
uterus. amnion, amniotic fluid,
umbilical cord and
placenta
12.3.1.9 Describe health risks  Health Risks: Poor

associated with foetal nutrition, smoking,
development alcohol and drugs/ herbal
medicines during
pregnancy
12.3.1.10 Describe healthy  Healthy pregnancy:

pregnancy and safe child Antenatal services, good
birth nutrition, exercise, giving
birth at a health facility,
38
CONTENT
avoiding taking harmful
substances to the body.
12.3.2 Birth 12.3.2.1 Explain some methods  Method of birth control:  Comparing different  Appreciating
Control of birth control. Refer to mechanical methods of birth different methods
(Condoms, IUDs) control of birth control
surgical, hormonal and  Asking questions
natural  Communicating in order to
benefits of using understand new
12.3.2.2 Describe the benefits  Benefits and Risks of contraceptives ideas about
and possible risks of Contraceptives: Benefits: contraceptives
using contraceptives Planned families, Risks:
side effects (Disturbed
menstrual cycle, weight
gain, and hormonal
imbalance)
39
CONTENT
12.4.1 Variation in 12.4.1.1 Describe terms used  Terms used in the study of  Communicating  Developing curiosity
12.4 GENETICS Plant and Animal in the study of genetics: Gene, allele, terms in genetics. in understanding
Species genetics. chromosome, genotype,  Classifying variations in human
phenotype, dominant variations in human beings
gene, recessive gene. beings  Asking questions to
12.4.1.2 Describe the  Variation in human being:  Observing learn more about
variations in human Eye colour, skin colour, variations of continuous and
beings. finger print, tongue flowers in the discontinuous
rolling, height, ear lobes). locality variation
12.4.1.3 Observe variations in  Variations in flowering  Comparing  Participating in
flowering plants. plant: Fruit structure and continuous and group discussion
scent, height (tall, dwarf. discontinuous  Cooperating in class
Include leaf size, shape, variation in species activity
and weight).  Communicating  Listening to others
12.4.1.4 Distinguish between  Continuous and factors that cause with respect
continuous and discontinuous variations variations among
discontinuous in human being: plant and animals
variations. Continuous( refer to of the same species
height ,skin colour, body
mass) and discontinuous
variations ( eye colour,
blood group, sex and
tongue rolling)
12.4.1.5 Describe the factors  Factors that cause

that cause variations variations: Refer to
among plant and climatic factors, nutrition,
animals of the same soils.
species.
40
CONTENT
12.4.2 Cell 12.4.2.1 Describe the stages  Stages of cell division in  Comparing stages  Appreciating the
Division and of cell division. mitosis and meiosis: of cell division stages of cell
Chromosomes (Refer to chromosome  Communicating division
and double strand of importance of  Appreciating the
DNA). mitosis and meiosis importance of
12.4.2.3 Explain the  Importance of mitosis and mitosis and meiosis
importance of meiosis: Refer to growth
mitosis and meiosis. and reproduction. Include
uncontrolled cell
division(cancer)
12.4.3 Inheritance 12.4.3.1 Explain what a  Monohybrid crosses:  Interpreting  Asking questions in
monohybrid Refer to homozygous, chromosomes and order to understand
inheritance is. heterozygous recessive, the genes they the outcomes of
dominant, F1, F2 carry. monohybrid
generation, offspring,  Inferring the crossings
ratio, gene, chromosomes, genotype and  Developing curiosity
alleles, phenotype and phenotype of the to learn more about
genotype, gamete. offspring. inheritance of
12.4.3.2 Demonstrate the  Inheritance of human  Demonstrating the human
inheritance of human characteristics: Refer to inheritance of characteristics
characteristics using height, eye colour, characteristics  Appreciating sex
the crossings albinism, sickle cell. using the crosses. determination in
human being
12.4.3.3 Explain the factors  Sex of a human being:  Communicating  Giving presentation
that determine the (Refer to X and Y information on the  Appreciating the
sex of a human chromosomes) X and Y mechanism of
being. chromosomes. inheritance blood
 Inheritance of sex linked groups
12.4.3.4 Explain the to characteristics (Refer to
inheritance of sex red, green colour  Accepting
linked blindness and responsibility of
characteristics. haemophilia). one’s behavior
41
CONTENT
12.4.3.5 Describe the  Mechanism of ABO blood  Analysing the
mechanism of ABO groups inheritance: Refer mechanism of ABO
blood groups to alleles IA, IB, IO; blood groups
inheritance. dominancy, co-dominancy inheritance
and recessive
12.4.4 Mutation 12.4.4.1 Describe what  Mutation (refer to  Communicating  Being aware of
mutation is. permanent changes in information on permanent changes
structure of chromosomes mutation in structure of
and genes).  Investigating chromosomes and
12.4.4.2 Identify the causes of  Causes of mutation: causes of mutations genes
mutation. Natural radiation (nuclear  Investigating  Asking questions in
emission, and x-rays, effects of mutations order to understand
ultra-violet light.  Communicating mutation
12.4.4.4 Explain effects of  Effects of mutation: uses of mutations  Awareness of effects
mutation. Down’s Syndrome, of mutation
haemophilia, sickle cell  Appreciating the
anaemia uses of mutations
12.4.4.5 Describe the uses of  Uses of mutations:
mutations Induced mutation in
Agriculture. (Polyploidy
plants).
42
CONTENT
12.5.1 12.5.1.1 Identify various  Types of plants:  Classifying plants  Appreciating
12.5 Classification types of plants. Chlorophytes (Algae), into different various
CLASSIFICATION Bryophytes (mosses, phyla. characteristic
OF PLANTS AND ferns), coniferous plants  Classifying animals features of
ANIMALS and flowering plants. into their classes. different types of
12.5.1.2 Identify various  Types of mammals:  Formulating plants
types of animals. reptiles, amphibians, classification keys.  Appreciating
birds, arthropods and  Applying use of a characteristic
protozoa. classification key. features of
different animals
12.5.1.3 Formulate a simple  Simple keys for  Asking questions
key for classification: Refer to in order to
classification of Dichotomous keys. formulate simple
plants and animals. dichotomous keys
 Identify classes of for plants and
12.5.1.4 Use a simple vertebrates and common animals
classification key to invertebrates using simple  Actively
identify plants and classification keys. participating in
animals. class activities.
43
CONTENT
12.6.1 Soil 12.6.1.1 Demonstrate soil  Soil composition: Air,  Observing the  Appreciating soil
Composition and composition. micro-organism, soil composition of soil composition
12.6 THE SOIL Fertility. particles, humus using a soil sample  Appreciating
 Classifying the different types of
12.6.1.2 Describe the types of  Types and Properties of types of soils and soil
soil and their soil: types; Clay, Loam and their properties.  Cooperating in
properties. sand soils  Communicating group activities
factors that make  Being aware of
 Factors that make soil soil fertile. factors that make
12.6.1.3 Describe factors that fertile: Air, micro  Investigating soil fertile
make soil fertile. organisms, moisture, causes of loss of  Asking questions in
mineral elements, organic fertility in soil. order to identify
matter, pH  Communicating causes of soil
methods of fertility
12.6.1.4 Investigate causes of  Causes of loss of fertility in improving and  Developing
loss of fertility in soil. soil: Deforestation, poor retaining soil curiosity in the
farming methods, late fertility distribution of earth
burning, overgrazing,  Investigating the worms in different
leaching, harvesting distribution of earth types of soils
12.6.1.5 Explain methods of  Methods of improving and worms in different
improving and retaining soil fertility: types of soils
retaining soil fertility. Suitable pH, weeding,
application of fertiliser,
crop rotation, conservation
farming
12.6.1.6 Determine the  Distribution of earth

distribution of earth worms: Refer to sand,
worms in different loam, clay of different
types of soils acidity, alkalinity, moisture
or water and plant
population
44
CONTENT
12.7 ECOLOGY 12.7.1 12.7.1.1 Explain the term  Ecology: Interaction of  Communicating the  Appreciating
Biotic and Abiotic ecology. organisms with their term ecology interaction of
Interactions. environment organisms with
12.7.1.2 Explain the terms  Ecological terms: Habitat,  Communicating terms their environment
used in ecology niche, population, used in ecology  Asking questions
community (Refer to in order to
specialisation and understand terms
adaptation to a specific used in ecology
habitat)
12.7.2 Feeding 12.7.2.1 Design a food chain.  Food Chain: Producer,  Designing a food  Appreciating
Relationships and Consumer and chain linear and webbed
Energy Flow Decomposer.  Formulating a model feeding
12.7.2.2 Design a food web.  Food web (Relate the of food web relationships
food chain to  Designing the way  Appreciating flow
development of a food energy flows along and efficiency of
web). trophic levels energy
12.7.2.3 Describe the way  Energy flow: Refer to  Analysing the  Developing
energy flows along ultimate source of energy efficiency of energy curiosity about
food chains and food as being sunlight; non- transfer between pyramids of
webs. cyclical nature of energy trophic levels numbers, bio-mass
flow.  Constructing and energy
12.7.2.4 Describe the  Efficiency of energy pyramids of numbers,  Participating in
efficiency of energy transfer between trophic biomass and energy group activity
transfer between levels (Refer to 90% loss  Giving
trophic levels. of energy at each level). presentation
 Pyramids of numbers,  Listening to others
12.7.2.5 Construct pyramids bio-mass and energy with respect
of numbers, bio-mass (Refer to diagrammatic
and energy representation)
45
12.7.3 Population 12.7.3.1 Explain the term  Population: Refer to  Communicating the  Being aware of
population. different species in a term population population, factors
community.  Investigating factors that cause change
12.7.3.2 Investigate factors  Change in population that cause change in in population size
that cause change in size: Refer to natural population size  Appreciating
population size. disasters, disease,  Collecting population population data.
immigration, emigration, data
and wars.
12.7.3.3 Interpret population  Refer to graphs,  Interpreting
data. histograms, tables and pie population data
charts
12.7.4 Carbon and 12.7.4.1 Describe how carbon  Carbon and nitrogen  Communicating how  Appreciating the
Nitrogen, Water and nitrogen are cycles: Include the roles carbon and nitrogen water cycle
Cycles cycled within an of micro-organisms are cycled  Participating in
ecosystem.  Collecting the data on group discussion
water cycle  Giving
12.7.4.2 Describe what the  Water cycle (Relate to  Formulating the cycle presentation
water cycle is. human and environmental of water in  Listening to others
factors) environment with respect
12.7.5 Ecosystem 12.7.5.1 Investigate key  Features of an ecosystem:  Investigating key  Being aware of
features of an Community and Non- features of an effects of
ecosystem. living part of environment ecosystem agriculture on an
(Use a pond as an ecosystem
example).  Communicating the  Being aware of
12.7.5.2 Explain the effects of  Effects of agriculture on effects of Agriculture effects of
Agriculture on an ecosystem: Refer to on an ecosystem. deforestation on
ecosystem. water, soil and air soil stability and
pollution. climate
12.7.5.3 Describe the effects of  Effects of deforestation:  Analysing effects of  Participating in
deforestation on soil Soil erosion, global deforestation on soil group discussion
stability and climate. warming. stability and climate  Listening to others
with respect
46
12.7.6 Pollution 12.7.6.1 Describe the  Undesirable effects of  Analysing undesirable  Caring for the
undesirable effects of pollution on water, air and effects of pollution on environment by
pollution. land our life understanding the
 Measures to prevent  Communicating undesirable effects
12.7.6.2 Determine measures pollution: Refer to waste measures to prevent of pollution
to prevent pollution. management. Use of pollution  Applying
filters in chimneys. preventive
Include the conversion of measures of
sulphur dioxide to pollution to daily
sulphuric acid by passing life
it through a tank of water
12.7.7 12.7.7.1 Identify the  Importance of conserving  Communicating the  Being aware of the
Conservation importance of plant and animal species importance of importance of
conserving plant and (Refer to endangered conserving plant and conserving plant
animal species. species) animal species and animal species
 3Rs: Reduce, Reuse,  Investigating the ways  Applying the idea
12.7.7.2 Explain how to reuse, Recycle of 3Rs of 3Rs to daily life
reduce and recycle  Caring for the
materials.  Sustainable use of  Investigating the sustainable use of
resources: Avoid importance of resources
12.7.7.3 Investigate the deforestation, over sustainable use of
importance of fishing, over hunting; resources
sustainable use of encourage game keeping
resources
12.7. 8 12.7.8.1 Investigate diversity  Bio-diversity: Refer to  Investigating diversity  Appreciating
Bio-diversity of organisms in a school grounds, a pond or of organisms in a different species of
given locality. nearby wetland organic given locality organisms in a
reserves.  Communicating given locality
12.7.8.2 Investigate the  Importance of biological importance of  Developing
importance of diversity: Refer to organisms in a given curiosity in the
diversity of equilibrium of organisms locality adaptation of
organisms in given in the ecosystem organisms in the
locality  Observing adaptive environment
12.7.8.3 Explain how some  Adaptations of organisms: characteristics of  Conserving
organisms are Refer to adaptive organisms in an organisms for
adapted to the
47
environment characteristics of fish, environment future generations
insects, mammals and  Investigating the  Appreciating
12.7.8.4 Investigate the impact plants. impact of human economic
of human activity on  Impact of human activity on organisms importance of
organisms activities on organisms:  Communicating maintaining
Refer to hunting, fishing, economic reasons for biodiversity
and charcoal production. maintaining bio  Applying the idea
Also refer to the diversity of bio-diversity to
threatened extinction of daily life
12.7.8.5 Describe the the African elephant.
economic reasons for  Maintaining biodiversity:
maintaining bio- Refer to tourism,
diversity. medicinal plants and
animal, source of food.
48
APPENDIX 1: SCOPE & SEQUENCE CHART
The following table shows the “Scope and Sequence” of Biology syllabus from G10 to G12.
GRADE 10 GRADE 11 GRADE 12

TOPIC SUB-TOPIC TOPIC SUB-TOPIC TOPIC SUB-TOPIC
1.0: Living 10.1.2 Characteristic 1.0: Transport and 11.1.1 Transport in 1.0: Asexual 12.1.1Reproduction in
Organisms and life s of living storage in Plants plants reproduction fungi, amoeba and
processes organisms bacteria
2.0: Cells 10.2.1 Microscopes 2.0 Transport in 11.2.1 Blood 12.1.2 Vegetative
Human Reproduction
10.2.2 Cell Structure 11.2.2 Blood Groups 2.0: Sexual 12.2.1 Reproduction in
and Function Reproduction in plants
10.2.3 Cell 11.2.3 Blood Flowering Plants 12.2.2 Pollination
Organisation disorders
10.2.4 Tissues 11.2.4 The heart 3.0: Reproduction 12.3.1 Sexual
in Animals reproduction in animals
10.2.5 Organs 11.2.5 Lymphatic 12.3.2 Birth Control
system
10.2.6 Diffusion, 11.2.6 Circulatory 4.0: Genetics 12.4.1 Variation in plant
Osmosis and Active systems and animal species
transport
3.0: Enzymes 10.3.1 3.0: Excretion 11.3.1 Excretion 12.4.2 Cell division and
Characteristics Chromosomes
of enzymes
4.0: Nutrients 10.4.1 Classes of 11.3.2 The kidney 12.4.3 Inheritance
nutrients
10.4.2 Disorders 11.3.3 The lungs 12.4.4 Mutation
10.4.3 Dietary 11.3.4 The human 5.0: Classification 12.5.1 Classification

needs skin of Plants and
Animals
10.4.4 Plant 4.0: Homeostasis 11.4.1 Homeostasis 6.0: The Soil 12.6.1 Soil Composition
49
GRADE 10 GRADE 11 GRADE 12
TOPIC SUB-TOPIC TOPIC SUB-TOPIC TOPIC SUB-TOPIC
Nutrients and fertility
5.0: Nutrients in 10.5.1 External and 5.0: The Endocrine 11.5.1 Hormones 7.0: Ecology 12.7.1
Plants internal structure of a system Biotic and abiotic
leaf interactions
6.0: Saprophytic 10.6.1 Rhizopus 6.0: The Nervous 11.6.1 The nervous 12.7.2 Feeding
nutrition system and Sense system relationships and
organs energy flow
7.0: Nutrition in 10.7.1 Dentition in 11.6.2 Sense 12.7.3 Population
animals mammals organs
10.7.2 Holozoic 7.0: The Skeleton 11.7.1 Skeleton 12.7.4 Carbon and
nutrition and locomotion nitrogen, Water cycles
8.0: Respiration 10.8.1 Gaseous 11.7.2 The skeleton 12.7.5 Ecosystem
exchange of an insect
10.8.2 Types of 11.7.3 12.7.6 Pollution

Respiration The mammalian
skeleton
9.0: Health 10.9.1 Diseases 11.7.4 Muscles and 12.7.7
joints Conservation
10.9.2 HIV and AIDS 8.0: Tropic and 11.8.1 Tropic 12.7. 8
Taxic responses responses Bio-diversity
10.9.3 Immunity 11.8.2 Taxic
Responses
10.9.4 9.0: Growth and 11.9.1 Growth in
The life cycle of the development Plants
housefly and the 11.9.2 Germination
mosquito and development
50

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REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL, TRAINING AND EARLY EDUCATION

Prepared and published by the Curriculum Development Centre

C.N.M Sakala (Mrs.)

This syllabus is intended to:

Therefore learners are expected to acquire competences in:

1. Knowledge with understanding

2. Handling information and solving problems

3. Experimental skills and investigations

A. Knowledge with understanding

Learners demonstrate knowledge and understanding in relation to:

B. Handling information and solving problems

Using oral, written, symbolic, graphical and numerical materials learners:

Time and Period allocation

10.7.1.5 Describe causes, signs  Causes, signs and symptoms

10.8.1.6 Explain gaseous  Gaseous exchange in green  Communicating

General Outcomes: Key Competences:

11.2.1.5 Explain the process of

12.3.1.3 Explain the functions of  Functions of different  Investigating

12.3.1.9 Describe health risks  Health Risks: Poor

12.3.1.10 Describe healthy  Healthy pregnancy:

12.4.1.5 Describe the factors  Factors that cause

12.6.1.6 Determine the  Distribution of earth

GRADE 10 GRADE 11 GRADE 12

10.4.2 Disorders 11.3.3 The lungs 12.4.4 Mutation

10.4.3 Dietary 11.3.4 The human 5.0: Classification 12.5.1 Classification

10.8.2 Types of 11.7.3 12.7.6 Pollution

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