FORMAT OF UNIT PLAN/SCHEME OF WORK

District: RWAMAGANA Academic year: 2022-2023 Term: First Term School: GS RWAMAGANA PROTESTANT
Subject: BIOLOGY Teacher: MUTAGANDA AMI FIDELE Class: S4 MCB No of period per week: 7

Dates Unit title Lesson title+ Evaluation Learning objectives + Key Unit Teaching methods& Resources Observations
competence techniques &
+Evaluation References
procedures
26- Unit 1: Lesson title1: Definition of A learner can explain 1. Biology
30/09/202 Introduction Species, Ecosystem, Niche.  Define the terms: species,  Group activities by 8th ed by
2 to Lesson title2: Biodiversity: ecosystem and niche. using suitable Campbell
biodiversity.  Variation in ecosystems or  Explain that biodiversity is methods, such and Reece
habitats. considered at three different as frame quadrats, 2.
 Number of species and their levels line transects, belt Certificate
relative abundance.  Support that human population transects, to assess biology for
 Genetic variation within each explosion impacts negatively on the distribution and Rwanda
Species the environment. abundance of schools,
.Lesson title3: Importance of  Recognize that some resources organisms in a local book6
Random sampling in are renewable and others are area. 3.
determining the biodiversity of nonrenewable and that effective  In groups, students Principles
an area. use of these resources is of great evaluate the of Biology
Lesson title4 :Spearman’s rank value. consequences of loss volume 3
correlation and Pearson’s linear  Justify the practice of family of biodiversity in and 4
correlation to analyse the planning as a tool for reducing either terrestrial or 4. Online
relationships between the population explosion. aquatic habitats. references
distribution and abundance of  Individually 5. Other
species and abiotic or biotic characterize the biotic documents
factors. and abiotic
- Lesson title5: Simpson’s Index components that
of Diversity (D) to calculate the define Rwanda’s
biodiversity of a ecosystems (e.g.
habitat, using the formula: freshwater, marine,
and terrestrial).

Evaluation procedures such as

oral, written quizzes,
practical’s…

Key Unit Competence: To be able to explain how diversity is threatened by climate change and human activities.
 Unit 2: A learner can Lecturing 1. Biology
03 - Introduction to Lesson title1: The taxonomic  Describe the classification  Group discussion by 8th ed by
07/10/20 classification. hierarchy: domain, kingdom,  of species into the taxonomic using computer Campbell
Unit2: concept phylum, class, order, family, hierarchy of domain, simulations and and Reece
22
of ecosystem genus and species. kingdom, phylum, class, prepared slides to 2.
discuss characteristics, Certificate
Lesson title2: Three domains: order, family, genus and
structure and biology for
archaea, bacteria and eukarya. species. economic importance
Focus on structure,  Outline the characteristic Rwanda
of living organisms. schools,
characteristics, types and features of the three domains Presentation by using
book6
economic importance. Archaea, Bacteria and of illustration to 3.
Lesson title3: Common Eukarya. discuss types of Principles
bacterial diseases in plants  Draw and label the structure bacteria. of Biology
and animals and methods of of bacteria. volume 3
prevention.  Identify common bacterial and 4
Evaluation procedures such as diseases in plants and animals. 4. Online
oral, written quizzes, references
practical’s… 5. Other
10 - Lesson title 4: Characteristic A learner can  Carry out a field documents
14/10/20 features of the kingdoms:  Outline the characteristic study trip to a site
22 Protoctista, Fungi, Plantae features of the kingdoms of production to
and Animalia Protoctista, Fungi, Plantae study the
and Animalia characteristic
features of the
Evaluation procedures such as kingdoms
oral, written quizzes, Protoctista, Fungi,
practical’s… Plantae and
Animalia

17 - Lesson title5: Classification of A learner can Presentation by using

21/10/20 viruses.  Explain why viruses are not of illustration to
Lesson title6 Dichotomous included in the three domain discuss types of
22
keys. classification. bacteria.
Evaluation procedures such as  Outline how they are Learners observe
oral, written quizzes, collected organisms
classified: limited to type
practical’s… and construct
of nucleic acid and whether dichotomous keys.
these are single stranded or
double stranded.

Key Unit Competence: To be able to apply the basic knowledge of classification to group living organisms into the three domains.
24 - Unit 3: Lesson title1: Compound light A learner can Group activities where 1. Biology
28/10/2 Microscopy. microscope.  State the advantage of the learners: 8th ed by
022 Lesson title2: Functioning of a using a light Measure and calculate Campbell
compound light microscope. microscope the magnification of and Reece
different specimens
Lesson title3: Magnification and  Observe and draw 2.
provided. Certificate
resolution of a compound light biological specimens Determine the actual biology for
microscope. under a light size of specimens and
Lesson title4: Calculation of microscope. Rwanda
micrographs given schools,
magnification.  Manipulate a magnification or vice book6
Lesson title5: Electron microscopes. compound light versa. 3.
Lesson title6: Transmission microscope to observe Observe microscopic Principles
Electron microscopes prepared slides. Organisms on prepared of Biology
(TEM) and scanning electron  Prepare temporary slides, draw and label volume 3
Microscopes (SEM). slides for observation the parts visible with a and 4
Lesson title7: Structure of plant and under light microscopes light microscope 4. Online
Individually a learner
animal cell as seen under a light using different references
microscope. draw diagrams and 5. Other
objective lenses. label them documents
Lesson title8: Ultra structure of plant  Compare light and Make a group
and animal cells. electron microscopes. presentation about the
Evaluation procedures such as oral,
differences between a
written quizzes, practical’s…
compound light
microscopes and
electron microscopes
outlining the
advantages of each.
31/10 - Lesson title9: Functions of A learner can In groups, present the
04/11/2 Organelles and their interrelationships.  Explain how cell comparisons between
Lesson title10: Differences between organelles can be isolated prokaryotic and
022
ultrastructure of plant and animal cells. by cell fractionation. eukaryotic cells with
Lesson title11: Revealing the ultrastructure  List the functions of cell reference to charts and
of cells. membranes. diagrams
Lesson title12Functions of cell membranes.  Describe the fluid mosaic Students using charts
Lesson title14: Fluid mosaic model of a structure of cell and micrographs,
cell membrane. membranes. relate the structure of
Lesson title15: Roles of different  Explain the role of the specialized cells to
components of cell membranes. different components of a their functions.
Lesson title16: Prokaryotic and eukaryotic cell membrane.
cells.
Evaluation procedures such as oral,
written quizzes, practical’s…
Key Unit Competence: To be able to distinguish between the types of microscopy and their principal uses.
07 - Unit 5: Lesson title1: Plant tissues: A learner can In groups, discuss and 1. Biology
11/11/20 Diversity of parenchyma tissues, xylem  Define a tissue as a group present how epithelial 8th ed by
22 specialized tissue, phloem tissue, and of cells with similar tissues have adapted Campbell
tissues. sclerenchyma and collenchyma structure working to their functions. and Reece
tissue. together for a particular Group presentation 2.
Lesson title2: Animal tissues: function. Using prepared slides Certificate
connective and skeletal tissue.  Name the main types of and microscopes, biology for
Lesson title3: Functions and animal and plant tissues. observe, identify and Rwanda
adaptations of epithelial tissues.  Explain how epithelial tissues draw plant and animal schools,
Lesson title 4: Levels of have adapted to perform a tissues. book6
organization: cell, tissue organ, diversity of functions in the In group activity 3.
and system. body. learners carry out Principles
Lesson title 5: Advantages and  State the advantages and research from the of Biology
disadvantages of being disadvantages of being library or internet volume 3
unicellular. unicellular. on categories of and 4
Lesson title 6: Advantages of  State the advantages of being animal tissues. 4. Online
the multicellular state of an multicellular references
organism. 5. Other
Evaluation procedures such as documents
oral, written quizzes,
practical’s…

Key Unit Competence: To be able to describe different specialized plant and animal cells and adaptation of tissues.

14 - Unit 6: Lesson title1: Test for A learner can  Individually 1. Biology

18/11/20 Testing for reducing sugars, non-reducing  Write out procedures in the learners carry out 8th ed by
biological sugars, starch, proteins and identification of biological tests for reducing Campbell
22
molecules. lipids. molecules sugars and non- and Reece
 Explain the importance of the 2.
Lesson title2: Test for reducing sugars
reagents used in the Certificate
vitamin C identification of biological
and present
(Ascorbic acid). results in table biology for
molecules Rwanda
Lesson title3: Semi- form.
schools,
quantitative  Show resilience making  In groups,
book6
Benedict’s test on a reducing observations on colour changes carry out a test 3.
sugar during food tests for starch. Principles
Evaluation procedures such as  Carry out an of Biology
oral, written quizzes, experiment for volume 3
practical’s… the and 4
identification 4. Online
 of lipids using references
the emulsion 5. Other
test. documents
 Carry out a
chemical test for the
identification of
proteins using
Biuret and Millon’s
reagent.
 In a group, solve a
problem by
carrying out a
semi-quantitative
Benedict’s test on
a reducing sugar
using
standardized
dilutions. Use the
results (colour
standards or time
to first colour
change) to
estimate the
concentration of
reducing sugars.
Key Unit Competence: To be able to test for biological molecules in a variety of contexts, such as identifying the contents of mixtures of
molecules and to follow the activity of digestive enzymes.
21 - Unit 7: Lesson title1: Ring forms of α- A learner can  In pairs, learners 1. Biology
25/11/20 Carbohydrates glucose and β-glucose.  State the roles of carbohydrates discuss the reasons 8th ed by
22 and lipids. Lesson title2: Classes of and lipids. why carbohydrates Campbell
monomers of the main biological  Recall the elements that make are used to provide and Reece
molecules. up carbohydrates and lipids. energy when fats 2.
Lesson title3: Formation and  Explain the proportion of produce twice as Certificate
breakdown of glycosidic bonds hydrogen in carbohydrates and much for the same biology for
Lesson title4: Molecular lipids and relate this to the mass. Rwanda
structure and functions of amount of energy released when  Observe charts of schools,
polysaccharides (starch: amylose oxidized. molecules of book6
and amylopectin), glycogen and  Describe the structure of carbohydrates and 3.
cellulose in living organisms. phospholipids and relate to their lipids and identify Principles
Lesson title5: Molecular functions in living organisms monomers and of Biology
structure and functions of  Describe the molecular bonds. Relate these volume 3
triglycerides in living organisms. structure and formation of to the roles they and 4
Lesson title6: Structure and triglycerides and phospholipids, play in the life of an 4. Online
functions of a phospholipid in and give their functions in organism and references
living organisms living organisms. present results. 5. Other
documents
Evaluation procedures such as
oral, written quizzes,

Key Unit Competence : To be able explain the important roles of carbohydrates and lipids in the provision and storage of energy and for a
variety of other functions
28/11 - Unit 8: Lesson title1: The structure of A learner can  Learners carry 1. Biology
02/12/20 Proteins and an amino acid.  Describe the structure of an out research from the 8th ed by
22 water. Lesson title2: Formation and amino acid and the formation library or internet on Campbell
breakage of a peptide bond. and breakage of a peptide bond. formulae of amino and Reece
Lesson title3: Structures of  Describe the primary, acids. 2.
proteins (primary, secondary, secondary, tertiary and  Carry out an Certificate
tertiary and quaternary structures quaternary structure of proteins experiment to biology for
of proteins).  Describe the molecular investigate the effect Rwanda
Lesson title4: Fibrous and structure of haemoglobin as an of temperature, pH and schools,
globular proteins example of a globular protein. chemicals on the book6
Lesson title5: Molecular  Describe the functions with an structure of protein. 3.
structure of hemoglobin. emphasis on iron in the  Investigate the Principles
Lesson title6: Denaturation of haemoglobin molecule. effect that a lowering of Biology
proteins.  Explain the effect of heat, pH temperature has on volume 3
Lesson title7: Functions of and chemicals on protein water. and 4
proteins. structure. Carry out an 4. Online
Lesson title8: Water and its  Explain how hydrogen bonding experiment using references
properties for life. occurs between cooking oil, water 5. Other
 water molecules and relate the and detergents to
 properties of water to its roles in study hydrophilic documents
Evaluation procedures such as living organisms and hydrophobic
oral, written quizzes, effects on water.
practical’s…
Key Unit Competence: To be able to describe how protein structure is related to function. To be able to describe the role of water as a special
molecule with extraordinary properties that make life possible.

05 - 09/12/2022 General revision

12 - 16/12/2022 Examinations period and supervision of examinations

19 - 23/12/2022 Marking, making school reports period and closing the first term.

FORMAT OF UNIT PLAN/SCHEME OF WORK

District: RWAMAGANA Academic year: 2022-2023 Term: SECOND TERM School: GS RWAMAGANA
PROTESTANT
Subject: BIOLOGY Teacher: MUTAGANDA AMI FIDELE Class: S4 MCB No of period per week: 7

Dates Unit title Lesson title+ Evaluation Learning objectives + Teaching methods& techniques Resources & Observations
Key Unit competence +Evaluation procedures References
09 - Unit 9: Lesson title1: Mineral nutrients A learner can In pairs, use tables of vitamin and 1. Biology
13/01/2 Vitamins in humans.  State the mineral mineral requirements, along with 8th ed by
023 and mineral Lesson title2: Classification of requirements for photographs of individuals with Campbell
salts. mineral nutrients bodily functions. different deficiency diseases, to and Reece
Lesson title3: Sources, functions  Identify the make a list of minerals and 2.
and deficiency symptoms of symptoms of vitamins the individual may be Certificate
mineral nutrients in humans. mineral and lacking or having in excess. biology for
Lesson title4: Vitamins and the vitamin In journal form, individually Rwanda
classification of vitamins. deficiency. research the most evident dietary schools,
Lesson title5: Sources, functions  Outline the need diseases in the community and book6
and symptoms of vitamin for consumption of suggest recommendations to 3. Principles
deficiency. minerals and improve the nutritional status. of Biology
vitamins in small Presentation of the results. volume 3
Evaluation procedures such as amounts. and 4
oral, written quizzes, 4. Online
practical’s… references
5. Other
documents
Key Unit Competence : To be able to discuss the roles of minerals and vitamins in diet

16 - Unit 10: Lesson tilte1: Criteria for
20/01/2 Enzymes. naming enzymes.
023 Lesson tilte2:
Characteristics of enzymes.
Lesson tilte3: Mode of
action of enzymes.
Lesson tilte4: Factors
affecting enzyme action.
Lesson tilte5: Importance
of enzymes in living
organisms.
Lesson tilte6: Enzyme
Technology.
Lesson tilte7: Importance
of enzymes in living
organisms.
Evaluation procedures such
as oral, written quizzes,
practical’s…
A learner can In pairs, learners carry out an 1. Biology
 Define the term enzyme experiment to show the effect of 8th ed by
 Explain the criteria of mylase on starch at different Campbell
naming enzymes. temperatures. and Reece
 State that enzymes In groups, learners find out the 2.
function inside cells effect of digestive enzymes on Certificate
and outside cells. food substrate in different parts biology for
 Explain that enzymes of the alimentary canal. Rwanda
are globular proteins Devise an experiment on the effect schools,
that catalyse metabolic of temperature, pH and book6
reactions. concentration of substrate on 3. Principles
 Describe the mode of enzyme activities. of Biology
action of enzymes in  Solve a problem with graphs volume 3
terms of the lock and showing the determination rate and 4
key and the induced fit of an enzyme catalysed reaction. 4. Online
hypotheses. In groups, students use a computer references
 Explain factors or free hand to graphically plot 5. Other
affecting enzyme the rate of an enzyme controlled documents
activity. reaction.
 Define enzyme Learners investigate and present
technology and explain research on enzyme technology.
 its role in industry.
Key Unit Competence: To be able to describe the mode of action and factors affecting enzymes and their importance for the existence of
life.

23 - Unit 11: Lesson title1: Relationship A learner can
27/01/2 Principles of between size and surface  Explain the
gas area to volume ratio. relationship between size
023
exchange Lesson title2: Modifications and surface area to volume
of gaseous exchange ratio.
systems.
surfaces to speed up  Describe how
diffusion. different respiratory
Lesson title3: surfaces are modified to
Characteristics of gaseous speed up the diffusion
exchange surfaces. process.
Lesson title3: Smoking and  State the
related risks. characteristics of gaseous
exchange surfaces.
Evaluation procedures such  Describe the
as oral, written quizzes, effects of tar and
practical’s… carcinogens in tobacco
smoke on the gas
exchange system with
reference to lung cancer
and chronic obstructive
pulmonary disease
(COPD).
 Describe the short
term effects of nicotine
and carbon monoxide on
the cardiovascular system.
Key Unit Competence: To be able to explain the principles of gaseous exchange systems.
Learners measure surface area to 1. Biology
volume ratios of objects of 8th ed by
various sizes and design. Campbell
Learners then carry out an and Reece
experiment to measure the 2.
diffusion rate into different sizes Certificate
of gelatine tubes. biology for
Research using the internet or Rwanda
textbook material on schools,
modifications of gaseous book6
exchange surfaces and report 3. Principles
their findings. of Biology
 Learners observe prepared slides of volume 3
gaseous exchange surfaces of and 4
different organisms and identify 4. Online
common characteristics. references
Learners dissect fish gills and 5. Other
observe the surface area for gas documents
exchange.
Observe the lungs of a dissected
mammal and identify their
adaptations for gaseous
exchange.
Learners observe photographs of
healthy lungs to those affected
by smoking and draw
conclusions on risks related to
smoking.

30/01 – Unit 12: Gas Lesson title1: Structure of A learner can Learners observe, draw and label 1. Biology
03/02/2 exchange in stoma.  Describe the structure of stoma as observed 8th ed by
023 plants. Lesson title2: Theories structure of stoma. under a light microscope. Campbell
used to explain the  Explain the Learners research the theories used and Reece
mechanism of opening and theories of opening and to explain the opening and 2.
closure of stomata. closure of stomata stating closure of stomata and discuss Certificate
Lesson title3: Structural limitations of each. their findings in class
 adaptation and function of  Explain how Learners observe prepared slides of biology for
stomata, lenticels and stomata, lenticels and T.S. of leaves of aquatic and Rwanda
breathing roots. breathing roots are adapted terrestrial plants and discuss the schools,
Lesson title4: Comparison to their function. differences. book6
of gaseous exchange 3. Principles
structures in terrestrial and of Biology
aquatic plants. volume 3
Lesson title5: Structural and 4
adaptation of leaves of 4. Online
aquatic and terrestrial references
plants to their habitats. 5. Other
documents
Evaluation procedures
such as oral, written
quizzes, practical’s…

Key Unit Competence: To be able to describe structures of gaseous exchange organs in plants.

06 – 10 Unit 13: Lesson title1: Fruit, A learner can Cut and compare longitudinal 1. Biology
02/202 Growth seed and bud  Describe dormancy as a state of sections of endospermic and 8th ed by
and dormancy. inactivity to absolute minimum due non-endospermic seeds. Campbell
3
developm Lesson title2: Types to the morphological and  Cut monocot and dicot stems, and Reece
and stages of physiological state of a plant shoots and meristems of 2. Certificate
ent in
germination. structure. woody trees to compare biology for
plants Lesson title3: Primary  Explain how dormancy is primary and secondary
and Rwanda
and maintained and broken. growth. schools,
animals. Secondary growth.  State the conditions required for Carry out a research project on book6
Lesson title4: germination. the phototropism and 3. Principles
Determination of  Outline the role of enzymes in the geotropism. of Biology
growth. process of germination. Investigate primary growth in volume 3 and
Evaluation  State types of plant growth a seedling. 4
procedures such as hormones and their functions. 4. Online
oral, written quizzes,  Identify the hypocotyl and references
practical’s… coleoptile in a germinating seed. 5. Other
 Describe the stages and types of documents
germination.
13 - Lesson title5:  State that a meristem is a growing Investigate the effect of
17/03/2 Phytohormones. point of the plant and the main temperature on
027 Lesson title6: Plant meristematic regions of a tree. development of frog eggs.
movements.  Describe current views about In pairs make a hypothesis
Lesson title7: photoperiodic control of flowering. about what other
Photoperiodism in  Describe the process of environmental factors
plants. metamorphosis in arthropods and would affect the
Lesson title8: amphibians. development of frog eggs
Metamorphosis and and present it for
growth patterns in evaluation.
insects and Discus reasons why complete
amphibians. metamorphosis may have
Evaluation greater adaptive value for
procedures such as an insect than incomplete
oral, written quizzes, metamorphosis.
practical’s… Interpret data and graphs for
growth patterns in
arthropods, vertebrates and
plants.

Key Unit Competence: To be able to account for the processes of growth and development in plants and animals.

20 – Unit 14: Lesson title1: Need for
24/02/2 Support locomotion.
and Lesson title2: Non-
023
locomotion muscular movements or
movement without
muscles: amoeboid,
flagella, and euglenoid.
Evaluation procedures such
as oral, written quizzes,
practical’s…
27/02 - Lesson title3: Arrangement
03/03/2 of muscles in fish.
023 Lesson title4: Movement
and support of fish in
water: propulsion and
stability.
Evaluation procedures such
as oral, written quizzes,
practical’s…
A learner can  Learners discuss reasons 1. Biology
 Explain nonmuscular why animals move from one 8th ed by
movement in amoeba or place to another. Campbell
paramecium.  Using a microscope, and Reece
learners observe locomotion in 2.
Amoeba and Paramecium from a Certificate
culture medium. biology for
Rwanda
schools,
book6
 Describe support and  Observe the arrangement 3. Principles
movement on land. of muscles in fish (myotomes) to of Biology
 Describe skeletal relate their structure to volume 3
modification in birds. locomotion. and 4
 Explain how movements  Observe external 4. Online
and support of fish are features (fins) and internal references
brought about in water. features (swim bladder) of a fish 5. Other
(tilapia) that enable locomotion documents
of a fish in water.
06 – Lesson title5: Support and  Explain how support  Use models or computer
10/03/2 movement on land/muscular structures are related to the aided simulations to observe the
023 skeletal basis of locomotion. environment of the animal. relationship between muscles,
Lesson title6: Propulsion of joints and musculo skeletal
walking tetrapods attachments of the antagonistic
(mammals), birds and muscles of fish, birds, frogs and
annelids. rabbits.
Evaluation procedures such  Watch movies or
as oral, written quizzes, simulations of the locomotion of
practical’s… different animals, such as a fish
in water, a rabbit and lion on
land, and insects and birds in the
air.
 Learners carry out
research from the library or the
internet to find out the similarity
and difference between the flight
of birds and insects.
Key Unit Competence: To be able to explain and demonstrate modes of locomotion in protists, insects, fish, amphibians, birds and mammals.
13 - Unit 15: Lesson title1: - Theory of
17/03/2 Classification disease, germ theory.
023 and patterns Focus on the following
of disease. diseases: small pox, cholera,
TB, malaria, typhus, tinea,
scabies (or other skin
parasites) and hook worm.
Lesson title2: Classification
of disease.
Lesson title3: Patterns of
disease.
Lesson title4: Health and
community: criteria for good
housing
Lesson title5: Public health
services: organisation and
functions of local, state and
international health services,
food inspection, and the need
for control of housing
conditions, clean water, and
hygiene.
Evaluation procedures such
as oral, written quizzes,
practical’s…
Key Unit Competence: To be able to describe the social factors that affect good health and apply knowledge gained in familiar and
unfamiliar contexts.
A learner can Learners discuss in groups, 1. Biology
 Explain what is meant what they think are the 8th ed by
by health and disease. causes of death using the Campbell
 Identify different story of Semelweiss’ work. and Reece
categories of disease and give From the discussions they 2.
an example of each. arrive at the germ theory Certificate
Explain the theory of the of disease. biology for
disease and the causes, After the first activity, using Rwanda
sources, transmission, the work of Pasteur schools,
symptoms and controls of the learners debate or use book6
disease. drama to show whether a 3. Principles
disease is caused by germs of Biology
or not. This allows them to volume 3
discover other causes of and 4
disease and to classify 4. Online
them. references
5. Other
documents

20 -24/03/2023 Examinations period and supervision of examinations

27 - 31/03/2023 Marking, making school reports period and closing the first term.

FORMAT OF UNIT PLAN/SCHEME OF WORK

District: RWAMAGANA Academic year: 2022-2023 Term: THIRD TERM School: GS RWAMAGANA PROTESTANT
Subject: BIOLOGY Teacher: MUTAGANDA AMI FIDELE
Dates Unity title Lesson title+ Evaluation
17 - Unit 16: Lesson title1: Asexual and
21/04/20 Asexual sexual reproduction.
23 Reproduction Lesson title2: Methods of
in Plants. asexual reproduction.
Lesson title3: Advantages and
Disadvantages of asexual
reproduction.
Evaluation procedures such as
oral, written quizzes,
practical’s…
24 - Lesson title4: Vegetative and
28/04/20 artificial propagation in
23 flowering plants.
Lesson title5: Application of
artificial propagation in
growing improved varieties of
plants
Evaluation procedures such as
oral, written quizzes,
practical’s…
Key Unit Competence: To be able to account for various methods of asexual reproduction as means of increasing crop yield.
Class: S4 MCB No of period per week: 7
Learning objectives + Key Teaching methods& Resources Observations
Unit competence techniques +Evaluation &
procedures References
A learner can  Discuss asexual 1. Biology
 Describe the various reproduction in lower 8th ed by
methods of asexual organisms and higher plants, Campbell
reproduction: outlining advantages and and Reece
fragmentation, budding, disadvantages. 2.
and spore formation.  Learners observe Certificate
 Discuss the advantages asexual reproduction in lower biology for
and disadvantages of organisms and write reports as Rwanda
asexual reproduction. an out-of-class activity. schools,
 Learners examine book6
prepared slides on asexual 3.
reproduction in lower Principles
organisms. of Biology
volume 3
and 4
 Learners carry out 4. Online
vegetative propagation of at references
 Describe the least two plant species by stem 5. Other
characteristics of cutting suckers or layering documents
vegetative reproductive (cassava, Banana, hibiscus).
parts in a flowering plant.  Field study on natural
and artificial propagation
methods.
01 - Unit Lesson title1: Alternation of A learner can  Learners carry out a project 1. Biology
05/05/202 17: generations in bryophytes and  Explain the meaning of to study alternation of 8th ed by
3 Sexual pteridophytes. the term alternation of generations in mosses and Campbell
Reprod Lesson title2: Types and structure of generations. ferns. Learners use a mixture and Reece
flowers.  Discuss the significance of first hand observations of
uction 2.
Lesson title3: Pollination and double of alternation of living specimens and Certificate
in fertilization in flowering plants. generations. information from textbooks biology for
Plants. Evaluation procedures such as oral,  Describe the types and and the internet. Rwanda
written quizzes, practical’s… structure of flowers.  Learners examine the schools,
 Describe pollination and structures of flowers, book6
fertilisation in flowering inflorescences, fruits and 3.
plants. seeds using hand lenses and Principles
a light microscope. of Biology
 volume 3
08 -  Explain the events that  Carry out research from the and 4
12/05/202 Lesson title4: Events in a flower take place in a flower library and internet on the 4. Online
after fertilisation. after fertilisation. process of double references
3
Lesson title5: Structure and types of  Describe the types and fertilisation in angiosperms. 5. Other
seeds and fruits. structure of seeds and  Carry out project research documents
Lesson title6: Fruit and seed fruits. on the dispersal of seeds and
dispersal with their adaptation.  Discuss modes of fruits, through first hand
dispersal of fruits and observation and collection
Evaluation procedures such as oral, seeds linked to information from
written quizzes, practical’s… secondary sources.

Key Unit Competence: To be able to describe sexual reproduction in plants.

15 - Unit Lesson title1: Microbiology. A learner can Learners in groups, 1. Biology
19/05/2 18: Lesson title2: Structure and life cycle of  Describe the basic structure of discuss how viruses 8th ed by
023 Microb viruses. viruses. are different from Campbell
iology. Lesson title3: Viruses as living or non-  Explain how a retrovirus living cells. and Reece
living. reproduces. Discuss the nutrition 2. Certificate
Lesson title4: Archaebacteria.  Identify the effects of eubacteria. biology for
Lesson title5: Eubacteria. of viruses (e.g. AIDS, influenza, Use photomicrographs Rwanda
Lesson title6: E.coli and food poisoning. measles, feline leukaemia, some and charts to schools,
Lesson title7: Structure and lifecycle of human describe the book6
E.coli. cancers) and prokaryotes structure of different 3. Principles
(e.g., tuberculosis, bubonic plague, microorganisms. of Biology
Evaluation procedures such as oral, cholera) on organisms. Discuss the methods volume 3 and
written quizzes, practical’s…  Describe how plant viruses can of reducing the risk 4
be transmitted. of food poisoning by 4. Online
 Explain how and why pathogenic bacteria. references
archaebacteria are thought to 5. Other
have been the first forms of life. documents
22 - Lesson title8: Evolution of harmful  Describe the main structural Learners interpret
26/05/2 strains. forms of eubacteria. charts showing the
Lesson title9: Sources of infection.  Describe the structure and life cycles of
023
Lesson title10: Fungal Moulds: lifecycle of Escherichia Coli. microorganisms.
Rhizopus and Mucor.  Explain how harmless bacteria  Observe prepared
Lesson title11: Non-fungal moulds: can be changed into potentially slides of Entamoeba
water moulds, bacterial moulds, and lethal ones. hystolitica
cellular slim moulds.  Describe the main features of Plasmodium and
Lesson title12: Life cycle of Rhizopus. moulds. Trypanosoma to
Lesson title13: Significance of moulds.  Describe the structure of Mucor compare their
Lesson title14: Penicillium and hyphae. structures.
saccharomyces. (Trypanosoma)  Explain how Mucor and
Evaluation procedures such as oral, Rhizopus feed and reproduce.
written quizzes, practical’s…  Describe the structure of a yeast
cell.
Key Unit Competence: To be able to describe the structure and characteristics of viruses, bacteria, fungal and non-fungal moulds.
29/05 – Unit 19: Lesson title1: Requirements for A learner can  Draw and interpret the 1. Biology
02/06/20 Culturing growth of microorganisms:  List and describe the roles of graph of the population 8th ed by
23 microorganis Essential nutrients limited to: microorganisms and their growth of bacteria. Campbell
ms. source of carbon, nitrogen, requirements for growth.  Carry out an experiment and Reece
growth factors, mineral salts,  Explain the role of to stain bacteria for 2.
source of energy and water. environmental variables in examination with a light Certificate
Environmental variables limited culturing microorganisms. microscope. biology for
to: temperature, pH, oxygen  Describe the different types  Interpret charts and Rwanda
concentration and ionic and of culture media illustrations for preparing schools,
osmotic balance.  Describe the main features of culture media and the book6
Lesson title2: Culture media: aseptic techniques. process of inoculating 3. Principles
solid and liquid, enrichment and media. of Biology
selective, and indicator media.  In groups, investigate the volume 3
Lesson title3: Preparing the bacterial content of fresh and 4
media. and stale milk. 4. Online
Lesson title4: Aseptic references
techniques. 5. Other
Evaluation procedures such as   documents
oral, written quizzes,
practical’s…

05 - Lesson title5: Bacterial growth.  Explain how pure cultures of  In pairs, culture fungi on
09/06/20 Lesson title6: Measuring pure bacteria can be a nutrient agar using
population growth of bacteria and obtained. sterile techniques.
23
fungi.  Describe the methods of  In groups, carry out
Lesson title7: Staining bacteria. inoculation. research on why
Lesson title8: Growing viruses. microorganisms are
Evaluation procedures such as particularly suitable for
oral, written quizzes, industrial processes.
practical’s…
Key Unit Competence: To be able to explain the process of culturing microorganisms and the factors affecting their population growth.
12 - Unit 20: Lesson title1: Role of bacteria
16/06/2 Biotechnology in biotechnology and genetic
023 and its engineering.
application. Lesson title2: Why bacteria are
useful in biotechnology and
genetic engineering.
Lesson title3: Immobilisation of
enzymes. Focused on: use of
pectinase in fruit juice
production, lactase to produce
lactose free milk, and biological
washing powders that contain
enzymes and biosensors.
Lesson title4: Application of
enzyme technology.
Evaluation procedures such as
oral, written quizzes,
practical’s…
26 - Lesson title5: Examples of
30/06/2 industrial application of
enzymes: brewing (beer and
023
wines), baking, medicine, meat,
cheese, and yoghurt)
Lesson title6: Fermentation and
fermenters and the production of
penicillin.
Lesson title7: Antibiotics:
Antibiotic resistance and
implications of antibiotic use.
Lesson title8: Biogas production
Evaluation procedures such as
oral, written quizzes,
practical’s…
Key Unit Competence: To be able to explain the biotechnology involved in the production of ethanol, biogas and bread making.
A learner can Carry out research on the action of 1. Biology
 State that bacteria are enzymes with reference to 8th ed by
useful in biotechnology pectinase in fruit juice Campbell
and genetic engineering production and lactase to and Reece
due to their rapid produce lactose free milk. 2.
reproduction rate and  Carry out an experiment on Certificate
their ability to make alcoholic fermentation using biology for
complex molecules yeast. Alternatively, use charts Rwanda
 Discuss why bacteria and illustrations to describe an schools,
are useful in experiment on alcoholic book6
biotechnology and fermentation using yeasts. 3. Principles
genetic engineering.  Make a list of factors such as of Biology
 Describe the role of temperature and the amount of volume 3
anaerobic respiration in yeast and flour in dough that and 4
yeast during bread might affect the process of 4. Online
making. fermentation. Justify how each references
factor will affect the rate of 5. Other
fermentation. documents
 Explain how fermenters Visit a nearby bakery and verify
are used in the how bread is prepared. Write a
production of penicillin. short report on the raw
 Describe the role of the materials and procedures used
fungus Penicillium in in making bread up to the final
the production of the product.
antibiotic penicillin  In groups, interpret and explain
 Describe the three graphs showing how the pH and
stages of biogas the concentration of penicillin in
production and the role a culture changes over time when
of bioreactors in the pH is controlled.
economically poor rural Using diagrams or illustrations and
communities visiting a biogas plants in your
region, describe the stages of
biogas production and its
significance in your area (a
simple biogas generator can
also be made in schools).
03 - 07/07/2023 School Examinations Period

10 -14/07/2023 Marking And Making School Report , 1st Deliberation And 2nd Sitting Examination

From 17 – 19/07 Marking Of 2nd Sitting Examination , Reports, 2nd Deliberation And Closing Of Term