i
THE UNITED REPUBLIC OF TANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
BIOLOGY SYLLABUS FOR SECONDARY EDUCATION
FORM I - IV
2005
ii
© Ministry of Education and Vocational Training, 2005 First reprint 2010Second reprint 2012
ISBN 9978 - 9976 - 61 - 303 - 2
Design and prepared by: Tanzania Institute of Education,P.O. Box 35094, Dar es Salaam, TANZANIA.Tel. 022-27730035/2774420/2780891 Fax No. +255-51-2774420E-mail: [email protected]
All rights reserved. No part of this publication may be reproduced, reported stored in any retrieval system or transmitted in any formor by any means,electronic,mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.
iii
TABLE OF CONTENTS
1.0 Introduction.......................................................................................................................... iv
2.0 Aims and Objectives of Education inTanzania…................................................................. iv
3.0 Aims and Objectives of Secondary Education….................................................................. v
4.0 General Subject Competences ............................................................................................. v
5.0 General Subject Objectives................................................................................................... vi
6.0 The Structure of the Syllabus….............................................................................................. vi
Form One.............................................................................................................................. 1
Form Two ............................................................................................................................ 28
Form Three…..................................................................................................................... 70
Form Four……………………………………………………………………................... 113
iv
1.0 IntroductionThis Biology syllabus is a revised version which has been prepared to replace that of 1996. The revision process has been focused on change in paradigm from that of content based curriculum to a competence based curriculum. Moreover, the revision was inevitable due to the fact that the 1996 syllabus did not sufficiently consider the current social, cultural, global, technological, subject biases and cross cutting issues taking place world wide but particularly in Tanzanian society.
In addition, the revision has also taken into consideration the requirements for the Secondary Education Development Plan (SEDP). This syllabus has been introduced for implementation January 2007.
2.0 Aims and Objectives of Education inTanzaniaThe general aims and objectives of education in Tanzania are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of those resources to bringing about individual and nationaldevelopment;
b) promote the acquisition and appreciation of the culture, customs and traditions of the people of Tanzania; c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional
and other forms of knowledge, skills and attitudes for the development and improvement of the conditionof man and society;
d) develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and readiness towork hard for self advancement and national development;
e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the National Constitution as well as the enshrined human and civic rights, obligations and responsibilities;
g) promote love for work, self and wage employment and improved performance in the production and servicesectors;
h) inculcate principles of national ethic and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to provision of the national constitution and other international basic charters;
i) enable arational use, management and conservation of the environment.
3.0 Aims and Objectives of SecondaryEducationThe aims and objectives of secondary education are to:
a) consolidate and broaden the scope of baseline ideas, knowledge, skills and attitudes, acquired and developed at the primary education level;
b) enhance the development and appreciation of national unity, identity andethic; personal integrity, respect for human rights,cultural and moral values,customs, traditions and civic responsibilities and obligations;
c) promote the development of competency in linguistic ability and effective use of communication skills in Kiswahili and at least one foreign language;
d) provide opportunities for the acquisition of knowledge, skills, attitudes and understanding in prescribed or selected fields of study;
e) prepare students for tertiary and higher education, vocational, technical and professional training;
f) inculcate a sense and ability for self-study, self-confidence and self-advancement in new frontiers of science and technology, academic and occupational knowledge and skills.
g) Prepare the students to join the world of work.
v
4.0 General Subject CompetencesBy the end of four year course, the student should have ability to:
a) make appropriate use of biological knowledge, concepts, skills and principles in solving various problems in daily life;
b) record, analyze and interpret data from scientific investigation susing appropriate methods and technology to generate relevant information in biological science;
c) demonstrate knowledge and skills in combating health related problems such as HIV/AIDS, drug and drug abuse, sexual and reproductive health;
d) access relevant information on biological science and related fields for self study and life-long learning.
5.0 General Subject ObjectivesBy the end of this four years course, the student should be able to:
a) evaluate the role, influence and importance of biological science in every day life;
b) develop the capacity to improve and maintain their own health, of families and the community;
c) develop mastery of fundamental concepts, principles and skills of biological science and related fields such as agriculture,medicine,pharmacy and veterinary;
d) develop necessary biological practicalskills;
e) apply scientific skills and procedures in interpreting various biological data;
f) acquire basic knowledge and apply appropriate skills in combating problems related to HIV, AIDS, STIs, gender, population, environment, drugs/substance abuse, sexual and reproductive health;
g) develop the ability and desire for self study, self confidence and self advancement in biological sciences and relate fields.
6.0 The Structure and Organization of theSyllabusThis Biology syllabus has a slightly differen tstructure and organization compared to that of 1996. The current syllabus content has been organized into seven (7) columns instead of four(4). The columns consist of the Topic, Sub-topic,Specific Objectives, Teaching and Learning resources, Assessment and the Number of Periods. This content is preceded by classcompetences and class level objectives for each Form.
6.1 Class Level Competences Competences have been stated fore each class level of Biology course. Competences are skills, knowledge and attitudes attained by the learner after learning process.
6.2 Class LevelObjectivesClass level objectives have been derived from class level competences. They are stated in general terms to indicate scope of content to be covered within each level.
6.3 TopicsThe topics have been derived from the class level competences and objectives. Topics have been arranged to attain logical order starting from the simple to complex. Both block and spiral arrangements of topics have been adopted.
6.4 Sub-topicsEvery main topic in the syllabus is divided into several sub-topics. The sub- topics are organized sequentially and presented based on conceptual development of the learners.
vi
6.5 SpecificObjectivesThere are specific objectives suggested for every subtopic in the syllabus. These are benchmarks upon which the teacher targets to tailor his/her instructional to enable learners to meet the prescribed knowledge, skills and spelt out in each objective. The specific objectives are instructional objectives that the teacher should use to operationalize the teaching and learning process for the respective topics in the syllabus. The specific objectives also provide basis for assessment of learners’ achievement.
6.6 Teaching and LearningStrategiesThese are activities of the teacher and learners during the teaching and learning process of a particular subtopic. The teaching and learning strategies are focused to ensure achievement of the respective specific objectives under each subtopic.
6.7 Teaching and LearningMaterialsTeaching and learning resources include non-consumable teaching aids and materials as well as consumable materials. The teaching and learning resources are those which are to be used during the teaching and learning process for each respective subtopic. Teachers can improvise teaching and learning resources other than those suggested in the syllabus where need arises.
6.8 AssessmentAn assessment shows what and how to assess students with regard to the required knowledge, skills and attitudes to be developed for each specific objectives and respective set of teaching/learning strategies.
6.9 Number ofPeriodsNumber of periods is an estimated time to be used to teach a given topic/sub- topic. Each period is 40 minutes. The numbers of periods have been taken into account the time needed to adequately cover the sub-topic. Sometopics need more time than others depending on the nature and weight of the topic. The teacher is advised to make maximum use of time allocated in classroom in struction. Lost instructional time should always be compensated for.
vii
DECLARATION
Ordinary level secondary education is a four years course which has been designed to prepare students for the advanced level or other tertiary education. A student will be recognized as a form four graduate when he/she successfully completes and pass secondary education examinations conducted by National Examination Council of Tanzania.
This document is hereby declared as the Syllabus of Biology for ordinary level secondary education course.
Commissioner for EducationMinistry of Education and Vocational Training
1
FORM ONE
CLASS LEVEL COMPETENCES
Student should have the ability to:
1. Make the use of scientific procedures and practical skills in studying biology.
2. Demonstrate appropriate use of biological knowledge, concepts, principles and skills in every day life.
3. Group organisms according to their similarities and differences.
4. Demonstrate appropriate preventive measures and precautions against common accidents, infections and other related health problems.
CLASS LEVEL OBJECTIVES
By the end of Form One course, the student should be able to:
a) Develop basic knowledge and skills on scientific processes of studying biology.
b) Develop mastery for carrying out experiments on various biological processes.
c) Develop appropriate use of biology knowledge, concepts, principles and skills in every day life.
d) Promote ability to communicate using biological terms and vocabularies.
e) Classify living organisms in their respective kingdoms and phyla/divisions.
f) Apply appropriate health precautions and measures against common accidents, infections and other health problems as well as protecting others.
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S1.
0 IN
TR
OD
UC
TIO
N
TO B
IOL
OG
Y1.
1 B
asic
Con
cept
s and
Te
rmin
olog
ies o
f B
iolo
gy.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e m
eani
ng o
f Ba
sic b
iolo
gica
l con
cept
s an
d te
rmin
olog
ies.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e ba
sic
biol
ogic
al c
once
pts a
nd
term
inol
ogie
s suc
h as
lif
e, c
ell,
livin
g th
ings
/or
gani
sms.
ii) Th
e te
ache
r to
use
stud
ents’
resp
onse
s to
mak
e cl
arifi
catio
n on
ba
sic b
iolo
gica
l con
cept
s an
d te
rmin
olog
ies.
• Te
xts e
xtra
cted
from
va
riou
s sou
rces
on
basic
bi
olog
ical
con
cept
s and
te
rmin
olog
ies.
A v
arie
ty
of li
ving
and
non
-livi
ng
thin
gs.
• Pr
eser
ved
orga
nism
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng
of th
e ba
sic
biol
ogic
al
conc
epts
and
te
rmin
olog
ies?
6
b) o
utlin
e th
e ch
arac
teri
stic
s of l
ivin
g th
ings
.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e ch
arac
teri
stic
s of l
ivin
g th
ings
.ii)
The
teac
her t
o gu
ide
stud
ents
to su
mm
ariz
e th
eir r
espo
nses
and
mak
e co
nclu
sion.
• C
hart
/Dia
gram
s sh
owin
g th
e ch
arac
teri
stic
s of l
ivin
g th
ings
.•
Vari
ety
of li
ving
thin
gs.
Is th
e st
uden
t abl
e to
ou
tline
the
char
acte
ristic
s of l
ivin
g th
ings
?
c) e
xpla
in th
e im
port
ance
of
stud
ying
bio
logy
.i)
The
teac
her t
o le
ad
stud
ents
to b
rain
stor
m
usin
g V
isual
izat
ion
in
Part
icip
ator
y Pr
ogra
mm
e ca
rds (
VIP
P) o
n th
e im
port
ance
of
life,
livi
ng
thin
gs a
nd st
udyi
ng
biol
ogy.
ii) S
tude
nts i
n gr
oups
to
disc
uss t
he im
port
ance
of
stud
ying
bio
logy
.
• V
IPP
card
s.•
Pict
ures
.•
Vari
ety
of li
ving
or
gani
sms.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of st
udyi
ng B
iolo
gy?
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Sd)
rel
ate
biol
ogic
al sc
ienc
e w
ith o
ther
rela
ted
field
s.Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
grou
ps th
e re
latio
nshi
p be
twee
n bi
olog
y an
d ot
her s
cien
ce fi
elds
such
as
agr
icul
ture
, med
icin
e,
vete
rinar
y sc
ienc
e,
nutri
tion,
fore
stry
and
pha
rmac
y.
• M
agaz
ines
• Jo
urna
ls•
Biol
ogic
al sc
ienc
e an
d re
late
d fie
lds
Is th
e st
uden
t abl
e to
rela
te b
iolo
gica
l sc
ienc
e w
ith o
ther
re
late
d fie
lds?
1.2
Scie
ntifi
c Pr
oces
ses i
n B
iolo
gy.
The
stud
ent s
houl
d be
abl
e to
: a) u
se o
wn
sens
e or
gans
to
mak
e co
rrec
t ob
serv
atio
ns.
i) Th
e te
ache
r to
assig
n sim
ple
activ
ities
that
will
le
ad th
e st
uden
ts to
use
se
nse
orga
ns to
obs
erve
di
ffere
nt c
ondi
tions
/ sit
uatio
ns in
the
surr
ound
ings
.ii)
Stu
dent
s to
carr
y ou
t sim
ple
activ
ities
an
d us
e th
eir s
ense
or
gans
to m
ake
corr
ect
obse
rvat
ions
of d
iffer
ent
cond
ition
s/sit
uatio
n in
th
e su
rrou
ndin
gs.
Varie
ty o
f liv
ing
and
non-
livin
g m
ater
ials
e.g
. ho
t wat
er, i
ce, c
olou
rful
pi
ctur
es, p
erfu
me,
bel
l/ w
hist
le, p
lant
s, an
imal
, st
one
woo
d, p
rese
rved
sp
ecim
en.
Is th
e st
uden
t abl
e to
use
sens
e or
gans
to
mak
e co
rrec
t ob
serv
atio
ns?
10
b) t
ake
mea
sure
men
ts
of m
ass,
leng
th,
tem
pera
ture
and
pul
se
rate
.
i) Th
e te
ache
r to
prov
ide
guid
elin
es, m
ater
ials,
ap
para
tus a
nd e
quip
men
t fo
r mea
suri
ng m
ass,
leng
th, t
empe
ratu
re a
nd
pulse
rate
.
• Ta
pes.
• Th
erm
omet
ers.
• W
eigh
ing
Scal
es.
• St
op w
atch
.•
Rule
rs.
• Va
riou
s obj
ects
such
as
box
es, s
tone
, flou
r, su
gar,
wat
er•
Real
obj
ects
.
Is th
e st
uden
t abl
e to
ca
rry
out p
ract
ical
ex
erci
ses t
o m
easu
re
mas
s, le
ngth
te
mpe
ratu
re a
nd p
ulse
ra
te?
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IOD
Sii)
Stu
dent
s in
pairs
to
take
mea
sure
men
ts o
f di
ffere
nt su
bsta
nces
, re
cord
thei
r find
ings
an
d pr
esen
t in
clas
s for
di
scus
sion.
c) c
arry
out
sim
ple
Biol
ogic
al e
xper
imen
ts.
i) Th
e te
ache
r to
guid
e st
uden
ts to
car
ryin
g ou
t sim
ple
biol
ogic
al
expe
rim
ents
such
as
obse
rvin
g sp
ecim
en
usin
g ha
nd le
ns,
inve
stig
atin
g ha
bita
ts
of d
iffer
ent o
rgan
isms,
obse
rvat
ion
of v
ario
us
type
s of l
eave
s.ii)
Stu
dent
s in
grou
ps
usin
g gu
idel
ines
to c
arry
ou
t sim
ple
biol
ogic
al
expe
rim
ents
, rec
ord,
an
alys
e an
d ac
cura
tely
pr
esen
t the
ir fi
ndin
gs.
• Sp
ecim
ens.
• A
ppar
atus
.•
Equi
pmen
t.•
Prac
tical
Man
uals.
• O
rgan
isms.
• So
il.
Is th
e st
uden
t ab
le to
car
ry o
ut
sim
ple
biol
ogic
al
expe
rimen
ts?
3 .1
The
Bio
logy
Lab
orat
ory.
The
stud
ent s
houl
d be
abl
e to
:- a) d
escr
ibe
the
Biol
ogy
Labo
rato
ry.
i) Th
e te
ache
r to
lead
st
uden
ts to
des
crib
e th
e bi
olog
y la
bora
tory
and
la
bora
tory
rule
s.ii)
Stu
dent
s to
mak
e fa
mili
ariz
atio
n to
ur in
a
biol
ogy
labo
rato
ry to
ob
serv
e its
com
mon
fe
atur
es a
nd d
iscu
ss
labo
rato
ry ru
les.
• A
var
iety
of b
iolo
gy
labo
rato
ry to
ols.
• Li
st o
f lab
orat
ory
rule
s.
Is th
e st
uden
t abl
e to
de
scrib
e th
e co
mm
on
feat
ures
of t
he B
iolo
gy
Labo
rato
ry.
8
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Sb)
iden
tify
com
mon
ap
para
tus a
nd e
quip
men
t of
Bio
logy
labo
rato
ry.
i) Th
e te
ache
r to
assis
t st
uden
ts to
iden
tify
and
nam
e co
mm
on a
ppar
atus
an
d eq
uipm
ents
of
biol
ogy
labo
rato
ry
such
as m
icro
scop
e,
glas
s war
e, d
issec
ting
kit,
Buns
en b
urne
r, th
erm
omet
er.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e st
ruct
ure
and
use
of th
e m
icro
scop
e.iii
) Stu
dent
s to
dem
onst
rate
th
e us
e of
mic
rosc
ope.
• A
var
iety
of b
iolo
gy
labo
rato
ry a
ppar
atus
an
d eq
uipm
ent.
• M
icro
scop
e.•
Mic
rosc
ope
slide
s.•
Tool
s or e
quip
men
ts
colle
cted
by
the
stud
ents
.
Is th
e st
uden
t abl
e to
iden
tify
com
mon
ap
para
tus a
nd
equi
pmen
tof
bio
logy
labo
rato
ry?
c) i
nter
pret
war
ning
sig
ns o
n co
ntai
ners
of
labo
rato
ry c
hem
ical
s and
ap
para
tus.
i) St
uden
ts in
gro
ups t
o ob
serv
e an
d di
scus
s the
la
bora
tory
che
mic
als a
nd
appa
ratu
s war
min
g sig
ns.
ii) Th
e te
ache
r to
use
stud
ents’
resp
onse
s to
mak
e cl
arifi
catio
n an
d co
nclu
sion.
• W
all c
hart
s and
pic
ture
s sh
owin
g w
arni
ng si
gns.
• C
onta
iner
s col
lect
ed
by th
e te
ache
r and
st
uden
ts.
Is th
e st
uden
t abl
e to
inte
rpre
t cor
rect
ly
war
ning
sign
s on
cont
aine
rs o
f lab
orat
ory
chem
ical
s and
appa
ratu
s?
d) d
istin
guish
the
biol
ogy
labo
rato
ry fr
om o
ther
sc
hool
faci
litie
s.
i) Th
e te
ache
r to
orga
nize
a
stud
y vi
sits t
o ot
her
scho
ol fa
cilit
ies e
.g.
libra
ry, c
hem
istry
and
ph
ysic
s lab
orat
orie
s, cl
assr
oom
, and
stor
es.
• La
bora
tori
es.
• Li
brar
y.•
Cla
ssro
oms.
• A
ny o
ther
scho
ol
faci
litie
s.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te b
iolo
gy
labo
rato
ry fr
om o
ther
sc
hool
faci
litie
s?
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GIE
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SA
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EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
di
scus
s the
diff
eren
ces
betw
een
biol
ogy
labo
rato
ry a
nd o
ther
fa
cilit
ies i
n th
e sc
hool
(e
.g. l
ibra
ry, C
hem
istry
an
d Ph
ysic
s lab
orat
orie
s, cl
assr
oom
s sto
res.
2.0
SAFE
TY
IN O
UR
E
NV
IRO
NM
EN
T2.
1 Fi
rst A
id.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e m
eani
ng a
nd
impo
rtan
ce o
f Firs
t Aid
at
hom
e an
d at
scho
ol.
i) St
uden
ts in
gro
ups
to b
rain
stor
m o
n th
e m
eani
ng a
nd im
port
ance
of
Firs
t Aid
at h
ome
and
scho
ol.
ii) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n an
d m
ake
clar
ifica
tion
on th
e m
eani
ng a
nd im
port
ance
of
Firs
t Aid
at h
ome
and
scho
ol.
Publ
icat
ions
on
Firs
t Aid
.Is
the
stud
ent a
ble
to
expl
ain
the
mea
ning
an
d im
porta
nce
of F
irst
Aid
Kit
at h
ome
and
at
scho
ol?
8
b) id
entif
y co
mpo
nent
s of
the
Firs
t Aid
Kit
and
thei
r use
s.
i) St
uden
ts to
obs
erve
and
id
entif
y co
mpo
nent
s of
first
Aid
Kit.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e co
mpo
nent
s of F
irst A
id
kit a
nd th
eir u
ses.
• Fi
rst A
id K
it.•
Cha
rts s
how
ing
com
pone
nts o
f Firs
t Aid
K
it an
d th
eir u
ses.
Is th
e st
uden
t abl
e to
id
entif
y co
mpo
nent
s of
the
Firs
t Aid
Kit
and
thei
r use
s?
c) o
utlin
e pr
oced
ures
of
rend
erin
g Fi
rst A
id to
va
riou
s vic
tims.
i) St
uden
ts to
bra
inst
orm
on
way
s of r
ende
ring
firs
t ai
d to
var
ious
vic
tims.
• Fi
rst A
id K
it.•
Cha
rts o
n Fi
rst A
id.
• C
ompo
nent
s of F
irst
Aid
Kit.
• St
retc
her.
Is th
e st
uden
t abl
e to
out
line
prop
er
proc
edur
e of
giv
ing
Firs
t Aid
to v
ario
us
vict
ims?
7
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o pr
ovid
e gu
idel
ines
on
“Pro
cedu
res
of re
nder
ing
Firs
t Aid
to
vari
ous v
ictim
s”, R
isks
and
Safe
ty P
reca
utio
ns.
iii) S
tude
nts t
o ca
rry
out
a gu
ided
pra
ctic
e of
re
nder
ing
first
aid
to
vict
ims o
f ins
ect b
ite,
brui
ses,
snak
ebite
, m
uscl
e cr
amps
, vom
iting
, bl
eedi
ng, a
nd e
lect
ric
shoc
k.
• Bl
anke
t.•
Whe
el c
hair.
• O
ther
rele
vant
m
ater
ials.
d) r
ende
r firs
t aid
serv
ices
to
var
ious
vic
tims.
i) St
uden
ts in
gro
ups t
o pr
actic
e pr
oced
ures
of
rend
erin
g Fi
rst A
id to
va
riou
s vic
tims s
uch
as v
ictim
s of b
ruis
es,
snak
ebite
, ins
ect b
ites,
elec
tric
shoc
k, b
leed
ing,
vo
miti
ng, m
uscl
e cr
amps
, hic
cups
and
po
ison
ing.
ii) Th
e te
ache
r to
and
mak
e ap
prop
riat
e cl
arifi
catio
ns
and
corr
ectio
ns.
• Fi
rst A
id K
it.•
Cle
ar W
ater
.•
Soap
.•
Blan
ket.
• Sa
nd.
• O
ther
rele
vant
m
ater
ials.
Is th
e st
uden
t abl
e to
de
mon
stra
te d
iffer
ent
way
s of g
ivin
g Fi
rst
Aid
to v
ario
us v
ictim
s?
2.2
Safe
ty a
t Hom
e an
d Sc
hool
.Th
e st
uden
t sho
uld
be a
ble
to: a)
men
tion
com
mon
ac
cide
nts a
t hom
e an
d sc
hool
.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on
com
mon
acc
iden
ts a
t ho
me
and
scho
ol.
• Va
riet
y of
thin
gs th
at
can
caus
e ac
cide
nt a
t ho
me
and
scho
ol.
• K
nife
.•
Ker
osen
e.
Is th
e st
uden
t abl
e to
men
tion
com
mon
ac
cide
nts a
t hom
e an
d sc
hool
6
8
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
stud
ents
to g
ive
exam
ples
of c
omm
on
acci
dent
s at h
ome
and
scho
ol.
• Fi
re.
• M
edic
ine.
b) o
utlin
e w
ays o
f pr
even
ting
acci
dent
s at
hom
e an
d sc
hool
.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
w
ays o
f pre
vent
ing
acci
dent
s at h
ome
and
scho
ol.
ii) Th
e te
ache
r to
colle
ct
prop
er re
spon
ses f
rom
th
e st
uden
ts a
nd m
ake
clar
ifica
tion.
• Va
riet
y of
thin
gs th
at
caus
es a
ccid
ent a
t hom
e an
d sc
hool
.•
Ker
osen
e.•
Fire
.•
Med
icin
e.
Is th
e st
uden
t abl
e to
ou
tline
pro
per w
ays o
f pr
even
ting
acci
dent
s at
hom
e an
dsc
hool
?
c) e
xpla
in w
ays o
f m
aint
aini
ng sa
fety
at
hom
e an
d sc
hool
.
i) St
uden
ts to
bra
inst
orm
on
way
s of m
aint
aini
ng
peac
e an
d sa
fety
at h
ome.
ii) Th
e te
ache
r to
use
stud
ents’
resp
onse
s to
give
cla
rific
atio
n on
way
s of
mai
ntai
ning
pea
ce
and
safe
ty a
t hom
e an
d sc
hool
.
• K
eros
ene.
• Fi
re.
• M
edic
ine.
Is th
e st
uden
t abl
e to
exp
lain
way
s of
mai
ntai
ning
pea
ce a
nd
safe
ty a
t hom
e an
d sc
hool
?
2.3.
Was
te D
ispo
sal.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e te
rms ‘
was
te’
and
‘was
te d
ispos
al.
i) St
uden
ts to
bra
inst
orm
on
the
mea
ning
of w
aste
an
d w
aste
disp
osal
.ii)
The
teac
her t
o us
e st
uden
ts’ re
spon
ses t
o m
ake
clar
ifica
tion
and
conc
lusio
n.
• Sa
mpl
es o
f was
te
(pap
er, p
last
ics,
glas
s, ve
geta
tion)
.•
Pict
ures
/pho
togr
aphs
of
dum
ped
was
te.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng
of w
aste
and
was
te
disp
osal
?
8
9
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
iden
tify
type
s of w
aste
.i)
The
teac
her t
o ar
rang
e a
stud
y to
ur to
a n
earb
y du
mpi
ng si
te fo
r stu
dent
s to
obs
erve
diff
eren
t typ
es
of w
aste
.ii)
Stu
dent
s to
clas
sify
was
te a
ccor
ding
to th
eir
phys
ical
stat
e.iii
) The
Teac
her t
o as
sign
grou
p w
ork
to st
uden
ts
of c
lass
ifyin
g w
aste
pr
oduc
ed a
t hom
e,
scho
ol a
nd in
dust
ry
acco
rdin
g to
the
livin
g an
d no
n- li
ving
co
mpo
nent
s.
• Li
quid
was
te.
• So
lid w
aste
.•
Plas
tics a
nd n
on- p
last
ic
was
te.
• Pi
ctur
es/d
iagr
am
show
ing
vari
ety
of
was
tes.
• D
umpi
ng si
tes.
• D
ust b
in.
• Se
wag
e sy
stem
.
Is th
e st
uden
t abl
e to
id
entif
y di
ffere
nt ty
pes
of w
aste
?
c) o
utlin
e ba
sic p
rinc
iple
s of
was
te d
ispos
al.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e ba
sic
prin
cipl
es o
f was
te
disp
osal
.ii)
The
teac
her t
o le
ad c
lass
di
scus
sion
on b
asic
pr
inci
ples
of w
aste
di
spos
al a
ccor
ding
to
loca
l aut
horit
y re
gula
tions
.
• Te
xtbo
oks.
• Lo
cal A
utho
rity.
• H
ealth
regu
latio
ns.
• Pu
blic
atio
ns o
n W
aste
M
anag
emen
t.•
Ass
orte
d W
aste
.
Is th
e st
uden
t abl
e to
ou
tline
bas
ic p
rinci
ple
of w
aste
dis
posa
l?
d) d
emon
stra
te p
rope
r way
s of
disp
osin
g w
aste
.i)
The
teac
her t
o gu
ide
prac
tical
sess
ion
of
clas
sifyi
ng w
aste
into
re
cycl
ed a
nd n
on-
recy
cled
.
• A
ssor
ted
was
te
into
recy
cled
and
no
n-re
cycl
ed.
• W
aste
bin
s.•
Shov
els a
nd h
oles
.
Is th
e st
uden
t abl
e to
de
mon
stra
te p
rope
r w
ays o
f dis
posi
ng
was
te?
10
10
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
dem
onst
rate
pr
oper
way
s of d
ispos
ing
was
te.
• G
love
s and
oth
er
prot
ectiv
e ge
ars.
• W
ater
and
soap
.
e) e
xpla
in e
ffect
s of p
oor
was
te d
ispos
al.
i) Th
e te
ache
r to
pres
ent a
cas
e st
udy
of u
ncon
trol
led
was
te
disp
osal
in a
loca
lity.
ii) S
tude
nts i
n sm
all g
roup
s to
bra
inst
orm
on
effec
ts
of p
oor w
aste
disp
osal
.iii
) The
teac
her t
o le
ad
stud
ents
to d
iscu
ss in
a
plen
ary
sess
ion
the
effec
ts
of p
oor w
aste
disp
osal
an
d th
e im
port
ance
of
disp
osin
g w
aste
pro
perly
.
• Te
xt o
n ca
se st
udy.
• Pu
blic
atio
ns o
n w
aste
di
spos
al.
• A
ny re
leva
nt m
ater
ials.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ef
fect
s of
poor
was
te d
ispo
sal a
t ho
me
and
scho
ol?
f) s
ugge
st p
rope
r way
s of
disp
osin
g w
aste
in th
e su
rrou
ndin
g co
mm
unity
.
The
teac
her t
o gu
ide
stud
ents
to m
ake
a si
mpl
e su
rvey
on
how
w
aste
is d
ispo
sed
in th
eir
com
mun
ity.
• D
ust b
in.
• D
umpi
ng si
tes.
Is th
e st
uden
t abl
e to
su
gges
t pro
per w
ays o
f di
spos
ing
was
te?
3.0
HE
ALT
H A
ND
IM
MU
NIT
Y3.
1 Th
e C
once
pt o
f Hea
lth
and
Imm
unity
.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
ts o
f H
ealth
and
Imm
unity
.
i) St
uden
ts to
bra
inst
orm
on
the
conc
epts
of h
ealth
an
d im
mun
ity.
ii) Th
e te
ache
r to
orga
nize
st
uden
ts’ re
spon
ses
and
use
them
to le
ad
a di
scus
sion
on th
e m
eani
ng o
f hea
lth a
nd
imm
unity
.
Cha
rts/p
ictu
res/
Phot
ogra
phs s
how
ing
peop
le w
ith g
ood
heal
th.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of “
heal
th”
and
“im
mun
ity”?
4
11
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
men
tion
type
s of b
ody
imm
unity
and
thei
r im
port
ance
.
i) U
sing
ques
tions
and
an
swer
s, th
e te
ache
r to
expl
ore
wha
t stu
dent
s kn
ow a
bout
bod
y im
mun
ity.
ii) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n on
type
s of
body
imm
unity
(nat
ural
an
d in
duce
d) a
nd th
eir
impo
rtanc
e.
• Te
xt e
xtra
ct o
n bo
dy
imm
unity
.•
Sam
ples
vac
cine
s.
Is th
e st
uden
t abl
e to
m
entio
n ty
pes o
f bod
y im
mun
ityan
d th
eir i
mpo
rtanc
e?
c) s
tate
fact
ors w
hich
affe
cts
body
imm
unity
.i)
Stud
ents
to b
rain
stor
m
on fa
ctor
s whi
ch a
ffect
bo
dy im
mun
ity.
ii) Th
e te
ache
r to
use
stud
ent r
espo
nses
to
mak
e ne
cess
ary
clar
ifica
tions
and
co
nclu
sion.
• C
hart
s on
heal
th a
nd
body
imm
unity
.•
Sam
ples
of v
acci
nes.
Is th
e st
uden
t abl
e to
st
ate
fact
ors a
ffect
ing
body
imm
unity
?
3.2
Pers
onal
Hyg
iene
and
G
ood
Man
ners
.Th
e st
uden
t sho
uld
be a
ble
to:- a)
exp
lain
con
cept
s of
‘Per
sona
l Hyg
iene
’ and
‘G
ood
Man
ners
’.
i) St
uden
ts in
gro
ups t
o di
scus
s the
mea
ning
of
pers
onal
hyg
iene
and
go
od m
anne
rs.
ii) Th
e te
ache
r to
mak
e cl
arifi
catio
ns a
nd
conc
lusio
n ba
sing
on
stud
ents
resp
onse
s.
Pict
ures
show
ing
peop
le
with
cha
ract
eris
tics o
f go
od m
anne
rs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts o
f pe
rson
al h
ygie
ne a
nd
good
man
ners
?
6
b) e
xpla
in th
e im
port
ance
of
per
sona
l hyg
iene
and
go
od m
anne
rs.
i) Th
e te
ache
r to
lead
a
disc
ussio
n on
the
char
acte
rist
ic fe
atur
es o
f go
od m
anne
rs.
• W
all p
ictu
res a
nd c
hart
s de
pict
ing
peop
le w
ith
char
acte
rist
ics o
f goo
d m
anne
rs.
• Fi
lms.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of p
erso
nal h
ygie
ne
and
good
man
ners
?
12
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
di
scus
s the
impo
rtan
ce o
f go
od m
anne
rs.
• Ed
ucat
iona
l slid
es.
c) o
utlin
e pr
inci
ples
of
pers
onal
hyg
iene
and
go
od m
anne
rs.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e pr
inci
ples
of p
erso
nal
hygi
ene.
ii) S
tude
nts t
o ou
tline
pr
inci
ples
of p
erso
nal
hygi
ene
and
good
m
anne
rs.
Cha
rt o
n pr
inci
ples
of
pers
onal
hyg
iene
and
goo
d m
anne
rs.
Is th
e st
uden
t abl
e to
ou
tline
prin
cipl
esof
per
sona
l hyg
iene
?
d) m
entio
n re
quire
men
ts
of p
erso
nal h
ygie
ne a
nd
good
man
ners
.
i) St
uden
ts to
bra
inst
orm
on
the
way
of t
akin
g ca
re
of th
e bo
dy a
nd c
loth
es.
ii) S
tude
nts t
o de
mon
stra
te
on w
ays o
f tak
ing
care
of
the
body
and
clo
thes
.
• Pi
ctur
es/c
hart
s sho
win
g to
wel
, soa
p, c
omb,
br
ush,
toot
h br
ush,
ba
sin.
• Pi
ctur
es/c
hart
s sho
win
g th
e ch
arac
teri
stic
s of
good
man
ners
.
Is th
e st
uden
t abl
e to
m
entio
n re
quire
men
ts
of p
erso
nal h
ygie
ne
and
good
man
ners
?
e) o
utlin
e w
ays o
f m
aint
aini
ng p
rope
r pe
rson
al h
ygie
ne d
urin
g pu
bert
y.
i) St
uden
ts in
gro
ups t
o di
scus
s pro
per w
ays o
f m
aint
aini
ng p
erso
nal
hygi
ene
duri
ng p
uber
ty.
ii) Th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion
on h
ealth
y an
d lif
e st
yles
by
focu
sing
on d
rugs
, die
t, se
xual
be
havi
our,
soap
s and
co
smet
ics.
• Po
ster
s Film
and
pi
ctur
es sh
owin
g eff
ects
of
dru
gs o
n us
ers.
• Sa
mpl
es o
f cos
met
ics
and
soap
.
Is th
e st
uden
t abl
e to
out
line
way
s of
mai
ntai
ning
pro
per
pers
onal
hyg
iene
du
ring
pube
rty?
6
13
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S3.
3 In
fect
ions
and
Dis
ease
s.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
mea
ning
of
‘infe
ctio
n’ a
nd ‘d
isea
se’.
i) St
uden
ts in
gro
ups t
o di
scus
s the
mea
ning
of
infe
ctio
n an
d di
seas
e.ii)
The
teac
her t
o le
ad
plen
ary
disc
ussio
n on
th
e m
eani
ng o
f inf
ectio
n an
d di
seas
e an
d th
eir
diffe
renc
es.
• Te
xts o
n ca
se st
udie
s on
infe
ctio
ns a
nd d
isea
ses.
• C
hart
s/Pi
ctur
es o
f pe
ople
suffe
ring
from
co
mm
on in
fect
ions
and
di
seas
es.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng
of “
Infe
ctio
n” a
nd
“Dis
ease
”?
6
b) m
entio
n co
mm
on
infe
ctio
ns a
nd d
isea
ses.
i) St
uden
ts to
bra
inst
orm
on
the
com
mon
in
fect
ions
and
dis
ease
s (C
omm
unic
able
, no
n-co
mm
unic
able
, ep
idem
ic, e
ndem
ic a
nd
pand
emic
dis
ease
s).
ii) T
each
er to
sum
mar
ize
and
mak
e co
nclu
sions
by
givi
ng e
xam
ples
such
as:
• Ep
idem
ic d
isea
ses e
.g
chol
era,
men
ingi
tis,
tube
rcul
osis
and
plag
ue.
• En
dem
ic d
isea
ses e
.g
bilh
arzi
as, m
alar
ia,
gono
rrho
ea a
nd
syph
ilis.
• Pa
ndem
ic d
isea
ses e
.g.
HIV
and
AID
S.
Cha
rts a
nd p
ictu
res o
n co
mm
on in
fect
ions
and
di
seas
es.
Is th
e st
uden
t abl
e to
men
tion
com
mon
in
fect
ions
and
dis
ease
?
c) e
xpla
in th
e ca
uses
, sy
mpt
oms,
mod
e of
tr
ansm
issio
n an
d eff
ects
of
com
mon
infe
ctio
ns
and
dise
ases
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
inve
stig
ate
the
com
mon
infe
ctio
ns
and
dise
ases
in th
eir
com
mun
ity.
• C
hart
s on
com
mon
in
fect
ions
and
dis
ease
s.Is
the
stud
ent a
ble
to
inve
stig
ate
caus
es,
14
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
visit
loca
l he
alth
faci
lity
to
inve
stig
ate
the
caus
es,
sym
ptom
s and
effe
cts o
f co
mm
on in
fect
ions
and
di
seas
es.
iii) S
tude
nts u
sing
guid
ing
ques
tions
to a
naly
se
thei
r find
ings
and
shar
e th
eir w
ork
in a
ple
nary
se
ssio
n an
d th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion.
• Pi
ctur
es sh
owin
g pe
ople
with
com
mon
in
fect
ions
/dis
ease
s.•
Vid
eo/r
adio
tape
s on
caus
es, s
ympt
oms,
mod
es o
f tra
nsm
issio
n,
and
effec
t of c
omm
on
infe
ctio
ns a
nd d
isea
ses.
sym
ptom
s, m
ode
of
trans
mis
sion
and
effe
cts
of c
omm
on in
fect
ions
an
d di
seas
es?
d) s
ugge
st a
ppro
pria
te
prev
entiv
e an
d co
ntro
l m
easu
res f
or c
omm
on
infe
ctio
ns a
nd d
isea
ses.
i) St
uden
ts u
sing
guid
elin
es
to c
arry
out
a su
rvey
on
the
com
mon
dis
ease
s in
the
com
mun
ity a
nd w
rite
repo
rts.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
pre
sent
th
eir r
epor
ts in
the
plen
ary
and
guid
e th
em
to su
mm
ariz
e an
d m
ake
conc
lusio
ns o
n ap
prop
riat
e m
easu
res
to b
e ta
ken
to c
ontr
ol
the
spre
ad o
f com
mon
ep
idem
ic, p
ande
mic
and
en
dem
ic d
isea
ses.
• C
hart
s.•
Jour
nal a
rtic
les o
n co
mm
on e
pide
mic
, pa
ndem
ic a
nd e
ndem
ic
dise
ases
.
Is th
e st
uden
t abl
e to
su
gges
t app
ropr
iate
pr
even
tive
and
cont
rol m
easu
res f
or
com
mon
infe
ctio
ns a
nd
dise
ases
?
3.4
Hum
an Im
mun
e D
efici
ency
viru
s (H
IV),
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e m
eani
ng o
f H
IV, A
IDS,
STI
s and
ST
Ds.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s the
mea
ning
of
HIV
, AID
S, S
TIs,
and
STD
s.
• Pa
mph
lets
.•
Broc
hure
s.•
Cha
rts/
text
s on
HIV
, A
IDS/
STIs
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f “H
IV, A
IDS”
,“S
TIs”
and
“ST
Ds”
?
6
15
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S
A
cqui
red
Imm
une
Defi
cien
cy S
yndr
ome
(AID
S), S
exua
lly
Tran
smitt
ed In
fect
ions
(S
TIs)
and
sexu
ally
Tr
ansm
itted
Dis
ease
s (S
TDs)
.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
pre
sent
gr
oup
task
s for
ple
nary
di
scus
sion
and
guid
e th
em in
mak
ing
nece
ssar
y co
rrec
tions
.
b) e
xpla
in c
ause
s, sy
mpt
oms,
mod
e an
d tr
ansm
issio
n an
d eff
ects
of H
IV, A
IDS,
ST
Is a
nd S
TDs.
i) St
uden
ts to
bra
inst
orm
on
cau
ses,
sym
ptom
s, w
ays o
f tra
nsm
issio
n an
d eff
ects
of H
IV, A
IDS,
ST
Ds a
nd S
TIs.
ii) Th
e te
ache
r to
invi
te a
gu
est s
peak
er to
talk
on
caus
es, s
ympt
oms,
mod
e of
tran
smiss
ion,
effe
cts,
prev
entiv
e an
d co
ntro
l m
easu
res o
f STI
s and
H
IV, A
IDS.
iii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
the
maj
or p
oint
s fro
m
the
gues
t spe
aker
’s sp
eech
/pre
sent
atio
n.
• Pi
ctur
es.
• C
hart
s.•
Broc
hure
s and
Flie
rs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ca
uses
, sy
mpt
oms,
mod
e of
tran
smis
sion
and
ef
fect
s of S
TIs,
HIV
an
d A
IDS?
c) o
utlin
e th
e pr
even
tive
and
cont
rol m
easu
res
of H
IV, A
IDS,
STI
s and
ST
Ds.
i) By
usin
g qu
estio
ns a
nd
answ
ers,
the
teac
her t
o gu
ide
stud
ents
to o
utlin
e th
e pr
even
tive
and
cont
rol m
easu
res o
f HIV
/A
IDS,
STI
s and
STD
s.ii)
Stu
dent
s to
sum
mar
ise
maj
or p
oint
s and
the
teac
her t
o gu
ide
them
to
mak
e cl
arifi
catio
n an
d co
nclu
sion.
• C
hart
s.•
Mag
azin
es.
• Jo
urna
l/art
icle
s on
STIs
, H
IV a
nd A
IDSs
.•
Rad
io/V
ideo
tape
s•
Film
s.
Is th
e st
uden
t abl
e to
ou
tline
pre
vent
ive
and
cont
rol m
easu
res o
f ST
Is, H
IV a
nd A
IDS?
16
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S3.
5 M
anag
emen
t of S
TIs,
HIV
and
AID
S.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
way
s of a
void
ing
risk
y sit
uatio
ns, r
isky
beha
viou
rs a
nd p
ract
ices
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
gro
ups w
ays o
f av
oidi
ng ri
sky
situa
tions
, be
havi
ours
and
pra
ctic
es.
ii) S
tude
nts t
o pr
esen
t gr
oup
delib
erat
ions
in
plen
ary.
• M
agaz
ines
.•
Broc
hure
s/fli
ers o
n w
ays o
f avo
idin
g ri
sk b
ehav
iour
s and
pr
actic
es.
Is th
e st
uden
t abl
e to
exp
lain
way
s of
avo
idin
g ris
ky
situ
atio
ns, r
isky
be
havi
ours
and
prac
tices
?
6
c) d
emon
stra
te n
eces
sary
sk
ills f
or a
void
ing
risk
y be
havi
ours
, pra
ctic
es a
nd
situa
tions
.
i) St
uden
ts u
sing
guid
elin
es
to ro
le-p
lay
on h
ow to
us
e va
riou
s life
skill
s to
avoi
d ri
sky
situa
tion,
be
havi
ours
and
pra
ctic
es.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
th
e m
ajor
effe
cts a
nd
cons
eque
nces
show
n in
th
e ro
le-p
lay
and
mak
e co
nclu
sions
.
• Pa
mph
lets
.•
Cha
rts/
pict
ures
sh
owin
g ri
sky
beha
viou
rs, p
ract
ices
an
d sit
uatio
ns.
Is th
e st
uden
t abl
e to
de
mon
stra
te n
eces
sary
sk
ills f
or a
void
ing
risky
be
havi
ours
, pra
ctic
es
and
situ
atio
ns?
c) e
xpla
in th
e im
port
ance
of
cur
ativ
e he
alth
car
e fo
r ST
Is a
nd o
ppor
tuni
stic
di
seas
es.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
th
e im
port
ance
of
cura
tive
heal
th c
are
for
STIs
and
opp
ortu
nist
ic
dise
ases
e.g
. ear
ly h
ealth
ca
re se
ekin
g ha
bit,
the
impo
rtan
ce o
f ear
ly
med
ical
test
ing
and
trea
tmen
t.
• Pa
mph
lets
.•
Broc
hure
s.•
Rad
io/V
ideo
tape
s.•
Pict
ures
show
ing
heal
th c
are
for S
TIs a
nd
oppo
rtun
istic
dis
ease
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of c
urat
ive
heal
th c
are
for S
TIs a
nd
oppo
rtuni
stic
dis
ease
s?
17
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o in
vite
a
heal
th o
ffice
r to
talk
on
nece
ssar
y cu
rativ
e he
alth
ca
res a
nd se
rvic
es fo
r ST
Is a
nd o
ppor
tuni
stic
di
seas
es.
iii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
the
maj
or id
eas f
rom
the
abov
e pr
esen
tatio
n.
3.6
Car
e an
d Su
ppor
t for
Pe
ople
Liv
ing
with
HIV
an
d A
IDS
(PLW
HA
).
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e im
port
ance
of
pro
vidi
ng c
are
and
supp
ort t
o PL
WH
A in
th
e fa
mily
com
mun
ity
and
at sc
hool
.
i) Th
e te
ache
r to
lead
st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers t
o ex
plai
n th
e im
port
ance
of
pro
vidi
ng c
are
and
supp
ort t
o PL
WH
A in
th
e fa
mily
, com
mun
ity
and
scho
ol.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
the
maj
or id
eas a
nd
poin
ts o
n th
e im
port
ance
of
pro
vidi
ng c
are
and
supp
ort t
o PL
WH
A.
• Pu
blic
atio
ns o
n ho
me
base
d ca
re fo
r PLW
HA
.•
Any
oth
er re
leva
nt
mat
eria
ls.•
Pict
ures
show
ing
how
to
take
car
e PL
WH
A.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of p
rovi
ding
car
e an
d su
ppor
t to
PLW
HA
in
the
fam
ily c
omm
unity
an
d at
scho
ol?
6
b) o
utlin
e ne
cess
ary
care
an
d su
ppor
t ser
vice
s to
be p
rovi
ded
to P
LWH
A
in th
e fa
mily
, com
mun
ity
and
at sc
hool
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
grou
ps th
e ne
cess
ary
care
an
d su
ppor
t ser
vice
s to
be p
rovi
ded
to P
LWH
A
in th
e fa
mily
and
at
scho
ol.
• M
anua
ls on
car
e an
d su
ppor
t for
PLW
HA
.•
Film
/Vid
eo ta
pes
on c
are
and
supp
ort
serv
ices
to P
LWH
A.
Is th
e st
uden
t abl
e to
ou
tline
nec
essa
ry c
are
and
supp
ort
serv
ices
to
be g
iven
to P
LWH
A?
18
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
pres
ent t
heir
re
spon
ses f
or p
lena
ry.
iii) Th
e te
ache
r to
guid
e st
uden
t to
mak
e co
rrec
tions
and
cl
arifi
catio
n.
c) e
xpla
in th
e eff
ects
of
disc
rim
inat
ion
and
stig
ma
to P
LWH
A to
the
indi
vidu
al, f
amily
and
so
ciet
y.
i) Th
e te
ache
r to
prov
ide
case
stud
ies o
n th
e va
riou
s inc
iden
ces
of st
igm
a an
d di
scri
min
atio
n an
d th
eir
effec
ts to
an
indi
vidu
al,
fam
ily a
nd so
ciet
y.ii)
Stu
dent
s in
grou
ps
to d
iscu
ss th
e ca
se
stud
ies,
mak
e co
rrec
t in
terp
reta
tions
and
pr
esen
t the
ir re
spon
ses
for p
lena
ry d
iscu
ssio
n.
• Pa
mph
lets
/Bro
chur
es
on st
igm
atiz
atio
n an
d di
scri
min
atio
n of
PL
WH
A.
• Pi
ctur
es/p
hoto
grap
hs
on in
cide
nces
of
disc
rim
inat
ion
and
stig
ma
to P
LWH
A.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ef
fect
s of
disc
rimin
atio
n an
d st
igm
a to
PLW
HA
?
4.0
CE
LL
STR
UC
TU
RE
A
ND
O
RG
AN
ISAT
ION
4.1
The
Con
cept
of C
ell.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e m
eani
ng o
f th
e ce
ll.
i) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
in
grou
ps th
e m
eani
ng o
f ce
ll.ii)
Stu
dent
s to
pres
ent t
heir
re
spon
ses f
or p
lena
ry
disc
ussio
n.
Cha
rts/m
odel
s sho
win
g di
ffere
nt ty
pes o
f cel
ls.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f th
e ce
ll?4
b) m
entio
n th
e ch
arac
teri
stic
s of t
he c
ell.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e ch
arac
teri
stic
s of t
he c
ell.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e ch
arac
teri
stic
s of t
he c
ell.
• C
hart
s/m
odel
s of
diffe
rent
type
s of c
ells.
• Pr
epar
ed sl
ides
on
diffe
rent
type
s of c
ells.
Is th
e st
uden
t abl
e to
m
entio
n ch
arac
teris
tics
of th
e ce
ll?
19
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
diff
eren
tiate
var
ious
ty
pes o
f cel
ls.i)
The
teac
her t
o de
sign
prac
tical
wor
k fo
r st
uden
ts to
obs
erve
di
ffere
nt ty
pes o
f cel
ls.ii)
Stu
dent
s in
grou
ps to
ob
serv
e an
d di
ffere
ntia
te
vari
ous t
ypes
of c
ells,
pr
epar
ed m
icro
scop
e sli
des,
char
ts a
nd m
odes
of
diff
eren
t cel
l typ
es.
iii) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n on
var
ious
cel
l ty
pes.
• C
hart
s/m
odel
s/ p
ictu
res
of d
iffer
ent t
ypes
of
cells
.•
Prep
ared
mic
rosc
ope
slide
s sho
win
g di
ffere
nt
type
s of c
ells.
• M
icro
scop
e.•
Stai
ns.
• Sc
alpe
ls.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te v
ario
us
type
s of c
ells
?
4.2
Plan
t and
ani
mal
cel
ls.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e fu
nctio
ns o
f di
ffere
nt p
arts
of p
lant
an
d an
imal
cel
ls.
i) U
sing
guid
ing
ques
tions
st
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/ mod
els/
slide
s of p
lant
and
ani
mal
ce
lls.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on
func
tions
of d
iffer
ent
part
s of a
pla
nt a
nd
anim
al c
ell.
• M
icro
scop
e.•
Mic
rosc
ope
slide
s.•
Stai
ns.
• Sc
alpe
rs.
• C
hart
s/ D
iagr
ams
Mod
els/
Pict
ures
/ M
icro
grap
hs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns o
f di
ffere
nt p
arts
of p
lant
an
d an
imal
cel
ls?
4
b) d
raw
and
labe
l pla
nt a
nd
anim
al c
ell.
i) Th
e te
ache
r to
guid
e st
uden
ts o
n ho
w to
pr
epar
e sli
des,
char
ts
and
mod
els o
f pla
nt a
nd
anim
al c
ells.
ii) S
tude
nts t
o dr
aw a
nd
labe
l pla
nt a
nd a
n an
imal
ce
ll.
Cha
rts/m
icro
grap
hs/
mic
rosc
ope
slid
es o
f pla
nt
and
anim
al c
ells
.
Is th
e st
uden
t abl
e to
dr
aw w
ell l
abel
led
diag
ram
s of p
lant
and
anim
al c
ells
?
20
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
out
line
simila
ritie
s and
di
ffere
nces
of p
lant
and
an
imal
cel
ls.
Stud
ents
in g
roup
s to
obse
rve
and
disc
uss
disp
laye
d ch
arts
, mod
els,
slid
es a
nd p
ictu
res o
f pla
nt
and
anim
al c
ell.
Mic
rosc
ope
slid
es/c
harts
sh
owin
g pl
ant a
nd a
nim
al
cells
.
Is th
e st
uden
t abl
e to
ou
tline
sim
ilarit
ies a
nd
diffe
renc
es o
f pla
nt a
nd
anim
alce
lls?
4.3
Cel
l Diff
eren
tiatio
n.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
conc
ept o
f ce
ll di
ffere
ntia
tion.
i) Th
e te
ache
r to
disp
lay
fres
h/ p
rese
rved
sp
ecim
en/c
hart
s/ m
odel
s of
pla
nt a
nd a
nim
al
tissu
es a
nd o
rgan
s.ii)
Stu
dent
s in
grou
ps to
ob
serv
e th
e di
spla
yed
tissu
es a
nd o
rgan
s of
plan
ts a
nd a
nim
als.
iii) Th
e te
ache
r to
lead
cl
ass d
iscu
ssio
n on
the
mea
ning
of
tissu
es,
orga
ns a
nd b
ody
syst
ems.
• Fr
esh
pres
erve
d sp
ecim
en o
f diff
eren
t tis
sues
.•
Cha
rts/
mod
els o
f pla
nt
and
anim
al ti
ssue
s and
or
gan.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
cell
diffe
rent
iatio
n?
b) o
utlin
e th
e im
port
ance
of
cel
l diff
eren
tiatio
n an
d fo
rmat
ion
of ti
ssue
s, or
gans
and
bod
y sy
stem
s.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on
the
impo
rtan
ce o
f cel
l di
ffere
ntia
tion
and
form
atio
n of
tiss
ues,
orga
ns a
nd b
ody
syst
ems.
ii) S
tude
nts t
o ou
tline
th
e im
port
ance
of c
ell
diffe
rent
iatio
n an
d fo
rmat
ion
of ti
ssue
s, or
gans
and
bod
y sy
stem
s.
Fres
h/pr
eser
ved
spec
imen
/ ch
arts
/mod
els o
f pla
nt a
nd
anim
al ti
ssue
s and
org
ans.
Is th
e st
uden
t abl
e to
ou
tline
the
impo
rtanc
e of
cel
l diff
eren
tiatio
n an
d fo
rmat
ion
of
tissu
es, o
rgan
s and
bo
dy sy
stem
?
21
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
diff
eren
tiate
cel
ls, ti
ssue
s, or
gans
and
bod
y sy
stem
s.i)
The
teac
her t
o le
ad
a di
scus
sion
on th
e fo
rmat
ion
of ti
ssue
s, or
gans
and
bod
y sy
stem
s an
d di
ffere
nces
exi
stin
g be
twee
n th
em.
ii) S
tude
nts t
o di
ffere
ntia
te
cells
, tiss
ues,
orga
ns a
nd
body
syst
ems.
Cha
rts/m
odel
s of p
lant
and
an
imal
tiss
ues a
nd o
rgan
s.Is
the
stud
ent a
ble
to d
iffer
entia
te c
ells
, tis
sues
, org
ans a
nd
body
syst
ems?
5.0
CL
ASS
IFIC
ATIO
N
OF
LIV
ING
TH
ING
S5.
1 C
once
pt o
f Cla
ssifi
catio
n.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
t of
clas
sifica
tion.
i) Th
e te
ache
r to
orga
nize
st
udy
visit
to p
lace
s whe
re
item
s are
syst
emat
ical
ly
grou
ped
(labo
rato
ry,
scho
ol li
brar
y, ne
arby
sh
op, n
earb
y m
arke
t, ph
arm
acy)
.ii)
Stu
dent
s in
grou
ps to
di
scus
s on
how
var
ious
ite
ms a
re g
roup
ed
syst
emat
ical
ly.
• Li
brar
y.•
Labo
rato
ry.
• N
earb
y sh
op.
• Ph
arm
acy.
• M
arke
t.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
clas
sific
atio
n?6
b) e
xpla
in th
e im
port
ance
of
cla
ssify
ing
livin
g th
ings
.
i) St
uden
ts to
bra
inst
orm
on
the
impo
rtan
ce o
f cl
assif
ying
livi
ng th
ings
.ii)
The
teac
her t
o su
mm
ariz
e st
uden
ts’
resp
onse
s and
mak
e ne
cess
ary
clar
ifica
tion
and
conc
lusio
n.
• C
hart
s on
clas
sifica
tion
of o
rgan
isms.
• Pi
ctur
es/ p
hoto
grap
hs
of v
ario
us o
rgan
isms.
• Pr
eser
ved
or li
ve
spec
imen
of l
ivin
g th
ings
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of c
lass
ifyin
g liv
ing
thin
gs?
22
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
gro
up li
ving
thin
gs
acco
rdin
g to
thei
r sim
ilarit
ies a
nd
diffe
renc
es.
i) St
uden
ts to
col
lect
va
riet
y of
livi
ng th
ings
.ii)
The
teac
her t
o de
sign
prac
tical
wor
k fo
r st
uden
ts to
obs
erve
an
d gr
oup
a va
riet
y of
or
gani
sms a
ccor
ding
to
thei
r sim
ilarit
ies a
nd
diffe
renc
es.
iii) S
tude
nts t
o gr
oup
livin
g th
ings
acc
ordi
ng to
th
eir s
imila
ritie
s and
di
ffere
nces
.
• Pi
ctur
es.
• Ph
otog
raph
s of v
ario
us
orga
nism
s.•
A v
arie
ty o
f liv
ing
and
non-
livin
g th
ings
.
Is th
e st
uden
t abl
e to
gr
oup
livin
g th
ings
ac
cord
ing
to th
eir
sim
ilarit
ies a
nd
diffe
renc
es?
5.2
Cla
ssifi
catio
n Sy
stem
s.Th
e st
uden
t sho
uld
be a
ble
to: a)
out
line
type
s of
clas
sifica
tion
syst
ems a
nd
thei
r diff
eren
ces.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
on
cla
ssifi
catio
n sy
stem
s.ii)
Stu
dent
s in
grou
ps
to d
iscu
ss ty
pes o
f cl
assifi
catio
n an
d th
eir
diffe
renc
es.
• A
var
iety
of l
ivin
g th
ings
.•
Cha
rt/p
ictu
res o
f a
vari
ety
of li
ving
thin
gs.
Is th
e st
uden
t abl
e to
out
line
type
s of
clas
sific
atio
n sy
stem
s?4
b) e
xpla
in m
erits
and
de
mer
its o
f eac
h ty
pe o
f cl
assifi
catio
n sy
stem
.
i) St
uden
ts to
bra
inst
orm
on
the
mer
its a
nd
dem
erits
of e
ach
type
of
clas
sifica
tion
syst
em.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ise
thei
r res
pons
es a
nd g
ive
conc
lusio
ns.
• C
hart
s/pi
ctur
es o
f a
vari
ety
of li
ving
thin
gs.
• Pr
eser
ved/
live
spec
imen
of
livi
ng th
ings
.
Is th
e st
uden
t abl
e to
exp
lain
the
mer
its
and
dem
erits
of e
ach
clas
sific
atio
nsy
stem
?
23
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
car
ry o
ut p
ract
ical
ac
tiviti
es to
cla
ssify
liv
ing
thin
gs a
ccor
ding
to
art
ifici
al a
nd n
atur
al
clas
sifica
tion.
syst
ems.
i) Th
e te
ache
r to
desig
n sim
ple
prac
tical
wor
k on
gr
oupi
ng li
ving
thin
gs
usin
g ea
ch c
lass
ifica
tion
syst
em.
ii) S
tude
nts t
o ca
rry
out
prac
tical
exe
rcis
e on
cla
ssifi
catio
n of
or
gani
sms b
asin
g on
ar
tifici
al a
nd n
atur
al
clas
sifica
tion
syst
ems.
• A
var
iety
of l
ivin
g or
gani
sms.
• C
hart
/pic
ture
s of
vari
ety
of li
ving
thin
gs
and
non-
livin
g th
ings
.
Is th
e st
uden
t abl
e to
ca
rry
out p
ract
ical
ac
tiviti
es to
cla
ssify
liv
ing
thin
gs a
ccor
ding
to
arti
ficia
l and
nat
ural
cl
assi
ficat
ion
syst
ems?
5.3
Maj
or G
roup
s of L
ivin
g Th
ings
.Th
e st
uden
t sho
uld
be a
ble
to: a)
men
tion
maj
or g
roup
s of
livin
g th
ings
.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e m
ajor
gro
ups o
f liv
ing
thin
gs (V
irus
, Mon
era,
Pr
otoc
tista
, Fun
gi,
Plan
tae,
Ani
mal
ia).
ii) S
tude
nts t
o ob
serv
e va
riou
s liv
ing
thin
gs a
nd
put t
hem
into
thei
r maj
or
grou
ps.
• A
var
iety
of l
ivin
g or
gani
sms.
• C
hart
s/pi
ctur
es o
f va
riet
y of
livi
ng th
ings
.
Is th
e st
uden
t abl
e to
m
entio
n m
ajor
gro
ups
of li
ving
thin
gs?
2
b) o
utlin
e ra
nks o
f cl
assifi
catio
n.i)
Stud
ents
to o
bser
ve
repr
esen
tativ
e of
livi
ng
thin
gs a
nd d
iscu
ss th
eir
rank
s.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
rank
s of c
lass
ifica
tion.
Rep
rese
ntat
ive
sam
ples
of
each
gro
up o
f liv
ing
thin
gs.
Is th
e st
uden
t abl
e to
out
line
rank
s of
clas
sific
atio
n?
24
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
car
ryou
t pra
ctic
al
activ
ities
to g
roup
or
gani
sms i
nto
thei
r re
spec
tive
maj
or g
roup
s.
i) Th
e te
ache
r to
desig
n pr
actic
al w
ork
on
grou
ping
org
anism
s int
o th
eir r
espe
ctiv
e m
ajor
gr
oups
.ii)
Stu
dent
s to
carr
y ou
t pr
actic
al a
ctiv
ities
of
grou
ping
org
anism
s int
o th
eir r
espe
ctiv
e m
ajor
gr
oups
.
• C
hart
/pic
ture
s of
vari
ety
of li
ving
thin
gs.
• Re
pres
enta
tive
orga
nism
s of e
ach
grou
p of
livi
ng th
ings
.
Is th
e st
uden
t abl
e to
ca
rry
out p
ract
ical
ac
tiviti
es to
grou
p or
gani
sms i
nto
thei
r maj
or g
roup
s?
5.4
Viru
ses.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in g
ener
al a
nd
dist
inct
ive
feat
ures
of
viru
ses.
i) St
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/mod
els/
pict
ures
of v
irus
es a
nd
reco
rd th
eir p
hysic
al
char
acte
rist
ics.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e ge
nera
l and
dist
inct
ive
feat
ures
of v
irus
es.
Cha
rts a
nd m
icro
grap
hs o
f vi
ruse
s.Is
the
stud
ent a
ble
to
expl
ain
gene
ral a
nd
dist
inct
ive
feat
ures
of
viru
ses?
4
b) d
escr
ibe
the
stru
ctur
e of
vi
ruse
s.i)
Stud
ents
in g
roup
s to
obse
rve
char
ts/m
odel
s/pi
ctur
es o
f vir
uses
.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
stru
ctur
es o
f vir
uses
.iii
) Stu
dent
s to
draw
and
la
bel t
he d
iagr
am o
f vi
ruse
s.
Cha
rts a
nd m
icro
grap
hs o
f vi
ruse
s.Is
the
stud
ent a
ble
to
desc
ribe
the
stru
ctur
e of
viru
ses?
c) o
utlin
e ad
vant
ages
and
di
sadv
anta
ges o
f vir
uses
.i)
The
teac
her t
o le
ad
stud
ents
to b
rain
stor
m
on th
e ad
vant
ages
and
di
sadv
anta
ges o
f vir
uses
.
• C
hart
s and
mic
rogr
aphs
of
vir
uses
.•
Extr
acts
/text
s of
char
acte
rist
ics o
f vi
ruse
s.
Is th
e st
uden
t abl
e to
ou
tline
adv
anta
ges
and
disa
dvan
tage
of
viru
ses?
25
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
outli
ne
the
adva
ntag
es a
nd
disa
dvan
tage
s of v
irus
es.
5.5
Kin
gdom
Mon
era.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in g
ener
al a
nd
dist
inct
ive
feat
ures
of t
he
Kin
gdom
Mon
era.
i) St
uden
ts in
gro
ups
to o
bser
ve c
hart
s/m
odel
s/pi
ctur
es o
f re
pres
enta
tive
orga
nism
s of
the
king
dom
Mon
era
(Bac
teri
a) a
nd re
cord
the
obse
rvab
le fe
atur
es.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e ge
nera
l and
dist
inct
ive
feat
ures
of
Bact
eria
.
Cha
rts/m
odel
s/pi
ctur
es
Bac
teria
.Is
the
stud
ent a
ble
to
expl
ain
gene
ral a
nd
dist
inct
ive
feat
ures
of
the
Kin
gdom
Mon
era?
10
b) d
escr
ibe
stru
ctur
es o
f the
re
pres
enta
tive
orga
nism
s of
the
king
dom
Mon
era.
i) St
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/mod
els/
pict
ures
of B
acte
ria
and
iden
tify
thei
r str
uctu
res.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
dra
w a
wel
l la
belle
d di
agra
m o
f Ba
cter
ia.
Cha
rts/m
odel
s/pi
ctur
es o
f B
acte
ria.
Is th
e st
uden
t abl
e to
de
scrib
e st
ruct
ures
of
the
repr
esen
tativ
e or
gani
sms o
f the
ki
ngdo
m M
oner
a?
c) o
utlin
e th
e ad
vant
ages
an
d di
sadv
anta
ges o
f ba
cter
ia.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
on
the
adva
ntag
es a
nd
disa
dvan
tage
s of b
acte
ria.
ii) Th
e te
ache
r to
reco
rd
the
stud
ents’
resp
onse
s an
d m
ake
rele
vant
cl
arifi
catio
ns.
• Sa
mpl
es o
f ant
ibio
tics.
• C
hart
s/m
odel
s/ p
ictu
res
of B
acte
ria.
• Yo
ghur
t.•
Che
ese.
• Ro
ot n
odul
es o
f le
gum
inou
s pla
nts
• Sa
mpl
es o
f ant
ibio
tics.
Is th
e st
uden
t abl
e to
ou
tline
adv
anta
ges
and
disa
dvan
tage
s of
bact
eria
?
26
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Stu
dent
s to
outli
ne
adva
ntag
es a
nd
disa
dvan
tage
s of b
acte
ria.
d) o
utlin
e th
e ch
arac
teri
stic
s of
pat
hoge
nic
and
no
n- p
atho
geni
c ba
cter
ia.
Stud
ents
in g
roup
s to
disc
uss t
he c
hara
cter
istic
s of
pat
hoge
nic
and
non-
path
ogen
ic b
acte
ria.
• C
hart
s/M
odel
s pic
ture
s of
Bac
teri
a.•
Yogh
urt C
hees
e.•
Root
incl
udes
le
gum
inou
s pla
nts.
Is th
e st
uden
t ab
le to
out
line
the
char
acte
ristic
s of
path
ogen
ic a
nd
non-
path
ogen
ic
bact
eria
?
5.6
Kin
gdom
Pro
toct
ista
.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es o
f the
ki
ngdo
m P
roto
ctist
a.
i) St
uden
ts in
gro
ups
to o
bser
ve c
hart
s/m
odel
s/pi
ctur
es o
f A
moe
ba, E
ugle
na a
nd
Para
mec
ium
.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
gene
ral a
nd d
istin
ctiv
e fe
atur
es o
f the
Kin
gdom
Pr
otoc
tista
.
• C
hart
s/m
odel
s/
pict
ures
/live
or
pres
erve
d sp
ecim
en o
f A
moe
ba, E
ugle
na a
nd
Para
mec
ium
.•
Mic
rosc
ope.
Is th
e st
uden
t abl
e to
ex
plai
n ge
nera
l and
di
stin
ctiv
e fe
atur
es o
fth
e ki
ngdo
m
Prot
octis
ta?
b) m
entio
n ph
yla
of th
e ki
ngdo
m P
roto
ctist
a.i)
Stud
ent t
o ob
serv
e ch
arts
/mod
els/
pi
ctur
es/li
ve o
r pr
eser
ved
spec
imen
of
Am
oeba
, Eug
lena
and
Pa
ram
eciu
m.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
gro
up
orga
nism
acc
ordi
ng to
th
eir s
imila
ritie
s and
di
ffere
nces
and
stat
e th
eir
phyl
a.
Cha
rts/m
odel
s/pi
ctur
es/
live
or p
rese
rved
sp
ecim
en o
f Am
oeba
, Eu
glen
a Pa
ram
eciu
m a
nd
Plas
mod
ium
.
Is th
e st
uden
t abl
e to
m
entio
n ph
yla
of th
e ki
ngdo
m P
roto
ctis
ta?
27
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
des
crib
e st
ruct
ures
of
Am
oeba
, Eug
lena
and
Pa
ram
eciu
m.
i) St
uden
ts to
obs
erve
ch
arts
/ mod
els/
pict
ures
/sp
ecim
en o
f Am
oeba
, Eu
glen
a Pa
ram
eciu
m.
ii) Th
e te
ache
r to
lead
stud
ents
to
iden
tify
stru
ctur
es o
f A
moe
ba, E
ugle
na a
nd
Para
mec
ium
.iii
) Stu
dent
s to
draw
and
la
bel t
he d
iagr
am o
f A
moe
ba, E
ugle
na a
nd
Para
mec
ium
.
Cha
rts/m
odel
s/pi
ctur
es/
live
or p
rese
rved
spec
imen
of
Am
oeba
, Eug
lena
and
Pa
ram
eciu
m.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
Am
oeba
, Eug
lena
an
d Pa
ram
eciu
m?
d) e
xpla
in th
e ad
vant
ages
an
d di
sadv
anta
ges
of A
moe
ba, E
ugle
na
Para
mec
ium
and
Pl
asm
odiu
m.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
on
the
adva
ntag
es
and
disa
dvan
tage
s of
repr
esen
tativ
e or
gani
sms
unde
r the
kin
gdom
Pr
otoc
tista
.ii)
Stu
dent
s to
outli
ne
adva
ntag
es a
nd
disa
dvan
tage
s of
Am
oeba
, Eug
lena
and
Pa
ram
eciu
m.
Cha
rts/m
odel
s/pi
ctur
es/
spec
imen
s of A
moe
ba,
Eugl
ena
and
Para
mec
ium
an
d Pl
asm
odiu
m.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ad
vant
ages
an
d di
sadv
anta
ges
of A
moe
ba, E
ugle
na
Para
mec
ium
and
Pl
asm
odiu
m?
28
FORM TWO
CLASS LEVEL COMPENTENCES
Student should have the ability to:
1. Make appropriate use of basic biological concepts, principles and skills to evaluate the roles of various physiological processes in plants and animals.
2. Demonstrate use of biological practical skills in studying various physiological processes in plants and animals.
3. Group organisms according to their similarities and differences.
4. Appreciate nature and ensure sustained interaction of organisms in the natural environment.
5. Demonstrate appropriate use of biological principles and skills in solving health related problems.
CLASS LEVEL OBJECTIVES
By the end of form two course, the student should be able to:
a) Acquire basic knowledge, concepts, principles and skills in evaluating the roles of various physiological processes in animals and plants.
b) Apply appropriate skills in processing, preserving and storing food.
c) Apply biological practical skills in studying physiological processes in plants and animals.
d) Classify organisms in their respective Kingdoms and Phyla/ Divisions.
e) Develop positive attitudes towards proper use of natural heritage and management of the environment for sustainable development.
f) Apply appropriate biological principles and skills in solving various health related problems.
28
29
TOPI
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B-T
OPI
CS
SPE
CIF
IC O
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CT
IVE
ST
EA
CH
ING
A
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LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S1.
0 C
LA
SSIF
ICAT
ION
O
F L
IVIN
G
TH
ING
S1.
1 K
ingd
om F
ungi
.
The
stud
ent s
houl
d be
abl
e to
a) e
xpla
in th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es o
f the
K
ingd
om F
ungi
.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
obse
rve
the
colle
cted
sam
ples
/dia
gram
s/
pict
ures
and
dis
cuss
the
gene
ral a
nd d
istin
ctiv
e fe
atur
es o
f the
Kin
gdom
Fu
ngi.
ii) S
tude
nts t
o sh
are
thei
r gr
oup
findi
ngs w
ith o
ther
s in
ple
nary
dis
cuss
ion
and
the
teac
her t
o cl
arify
m
isco
ncep
tions
and
mak
e ge
nera
l com
men
ts.
• Ye
ast.
• M
ucor
.•
Mus
hroo
ms.
• M
olds
.•
Pict
ures
/cha
rts o
f co
mm
on F
ungi
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es o
f th
e K
ingd
om F
ungi
?
4
b) s
tate
the
phyl
a of
the
Kin
gdom
Fun
gi.
i) Th
e te
ache
r to
guid
e st
uden
ts
thro
ugh
ques
tions
and
an
swer
s to
list d
own
the
phyl
a of
the
Kin
gdom
Fun
gi
such
as A
scom
ycot
a (y
east
), Zy
gom
ycot
a (m
ucor
), Ba
sidio
myc
ota
(Mus
hroo
m).
ii) S
tude
nts t
o re
cord
and
su
mm
ariz
e m
ajor
poi
nts o
n th
e ph
yla
of th
e K
ingd
om
Fung
i.
• C
hart
s/di
agra
ms o
f or
gani
sms u
nder
the
Kin
gdom
Fun
gi.
• Ye
ast.
• M
ucor
.•
Mus
hroo
ms.
Is th
e st
uden
t abl
e to
st
ate
the
phyl
a of
the
king
dom
Fun
gi?
c) d
escr
ibe
the
stru
ctur
es
of th
e re
pres
enta
tive
orga
nism
s of e
ach
phyl
um
(Yea
st, M
ushr
oom
and
M
ucor
).
i) Th
e te
ache
r to
disp
lay
sam
ples
/pic
ture
s/di
agra
ms
of o
rgan
isms i
n ea
ch
repr
esen
tativ
e ph
ylum
of t
he
Kin
gdom
Fun
gi fo
r stu
dent
s to
obs
erve
and
dis
cuss
thei
r ge
nera
l and
dist
inct
ive
feat
ures
.
• C
hart
/dia
gram
s pic
ture
s of
yea
st, M
ucor
and
M
ushr
oom
.•
Yeas
t.•
Muc
or.
• M
ushr
oom
s.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
the
repr
esen
tativ
e or
gani
sms o
f the
K
ingd
om F
ungi
?
30
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
reco
rd
thei
r res
pons
es a
nd re
port
in
plen
ary
disc
ussio
n.
d) o
utlin
e ad
vant
ages
and
di
sadv
anta
ges o
f the
ki
ngdo
m F
ungi
.
i) Th
e te
ache
r to
lead
st
uden
ts to
bra
inst
orm
on
the
adva
ntag
es a
nd
disa
dvan
tage
s of t
he
Kin
gdom
Fun
gi.
ii) S
tude
nts t
o sy
nchr
oniz
e th
eir r
espo
nses
and
ou
tline
adv
anta
ges a
nd
disa
dvan
tage
s of t
he
Kin
gdom
Fun
gi.
iii) Th
e te
ache
r tog
uide
a c
lass
di
scus
sion
on th
e ad
vant
ages
an
d di
sadv
anta
ges o
f the
K
ingd
om F
ungi
.
Sam
ples
of y
east
s, M
ucor
an
d M
ushr
oom
.Is
the
stud
ent a
ble
to
outli
ne a
dvan
tage
s and
di
sadv
anta
ges o
f the
K
ingd
om F
ungi
?
1.2
Kin
gdom
Pla
ntae
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in g
ener
al a
nd
dist
inct
ive
feat
ures
of t
he
Kin
gdom
Pla
ntae
.
i) St
uden
ts in
gro
ups t
o ob
serv
e va
riet
y of
pla
nts o
r pa
rts o
f the
pla
nt a
nd d
iscu
ss
the
gene
ral a
nd d
istin
ctiv
e fe
atur
eii)
The
teac
her t
o gu
ide
a cl
ass
disc
ussio
n on
the
gene
ral
and
dist
inct
ive
feat
ures
of t
he
Kin
gdom
Pla
ntae
.
Var
iety
of p
lant
s.Is
the
stud
ent a
ble
to
expl
ain
the
gene
ral a
nd
dist
inct
ive
feat
ures
of
the
Kin
gdom
Pla
ntae
?
2
b) s
tate
the
divi
sions
of t
he
Kin
gdom
Pla
ntae
.i)
The
teac
her t
o gu
ide
a cl
ass
disc
ussio
n on
the
divi
sions
of
the
Kin
gdom
Pla
ntae
.
Cha
rt on
the
divi
sion
s of
the
Kin
gdom
Pla
ntae
.Is
the
stud
ent a
ble
to
stat
e th
e di
visi
ons o
f the
K
ingd
om P
lant
ae.
31
TOPI
CS/
SU
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OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
reco
rd th
e m
ajor
po
ints
and
list
dow
n th
e di
visio
ns o
f the
Kin
gdom
Pl
anta
e.
1.2.
1 D
ivis
ion
Bry
ophy
ta.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es o
f the
di
visio
n Br
yoph
yta.
i) St
uden
ts in
gro
ups t
o ob
serv
e pl
ants
, pic
ture
s di
agra
ms o
r pho
togr
aphs
of
org
anism
s bel
ongi
ng
to th
e di
visio
n Br
yoph
yta
and
disc
uss t
he g
ener
al a
nd
dist
inct
ive
feat
ures
.ii)
Stu
dent
s to
pres
ent t
heir
gr
oup
wor
k in
ple
nary
di
scus
sion
and
the
teac
her t
o m
ake
nece
ssar
y cl
arifi
catio
n.
• Te
xts/
extr
acts
on
dist
inct
ive
feat
ures
of
the
divi
sion
Bryo
phyt
a.•
Mos
s pla
nts.
• Pi
ctur
es o
r pho
togr
aphs
sh
owin
g va
riet
y of
pl
ants
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ge
nera
l an
d di
stin
ctiv
e fe
atur
es
of th
e di
visi
on o
f B
ryop
hyte
s?
2
b) d
escr
ibe
the
stru
ctur
e of
M
osse
s.i)
The
teac
her t
o pr
epar
e gu
idel
ines
on
the
char
acte
rist
ic fe
atur
es o
f M
osse
s.ii)
Stu
dent
s to
disc
uss i
n gr
oups
usin
g gu
idel
ines
pr
ovid
ed a
nd d
escr
ibe
the
char
acte
rist
ic fe
atur
es o
f M
osse
s.iii
) Stu
dent
s to
draw
wel
l lab
eled
di
agra
ms o
f Mos
ses.
• Sa
mpl
es M
osse
s.•
Pict
ures
/Dia
gram
s sh
owin
g th
e st
ruct
ures
of
Mos
ses.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
Mos
ses?
c) o
utlin
e ad
vant
ages
and
di
sadv
anta
ges o
f Mos
ses.
i) Th
e te
ache
r to
guid
e a
clas
s di
scus
sion
on th
e ad
vant
ages
an
d di
sadv
anta
ges o
f Li
verw
orts
and
Mos
ses.
Sam
ples
of L
iver
wor
ts
Mos
ses.
Is th
e st
uden
t abl
e to
ou
tline
adv
anta
ges
and
disa
dvan
tage
s of
Mos
ses?
32
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
reco
rd a
nd
sum
mar
ize
the
maj
or p
oint
s on
the
adva
ntag
es a
nd
disa
dvan
tage
s of M
osse
s.
1.2.
2 D
ivis
ion
Filic
inop
hyta
(P
terid
ophy
ta).
Stud
ents
shou
ld b
e ab
le to
:a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es o
f the
di
visio
n Fi
licin
ophy
ta.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
obse
rve
vari
ety
of p
lant
s bel
ongi
ng to
the
divi
sion
Filic
inop
hyta
and
di
scus
s the
ir g
ener
al a
nd
dist
inct
ive
feat
ures
.ii)
Stu
dent
s to
shar
e th
eir g
roup
fin
ding
s with
oth
ers i
n a
plen
ary
disc
ussio
n an
d th
e te
ache
r to
mak
e ne
cess
ary
clar
ifica
tions
.
• Fe
rns.
• C
hart
s/di
agra
ms/
pi
ctur
es o
f fer
ns.
Is th
e st
uden
t abl
e to
ex
plai
n ge
nera
l and
di
stin
ctiv
e fe
atur
es o
fth
e di
visi
on
Filic
inop
yta?
2
b) d
escr
ibe
the
stru
ctur
e of
Fe
rns.
i) St
uden
ts in
gro
ups t
o di
scus
s th
e st
ruct
ures
of f
ern
and
draw
wel
l lab
eled
dia
gram
s.ii)
The
teac
her t
o gu
ide
a cl
ass
disc
ussio
n on
the
stru
ctur
es
of F
erns
and
mak
e ge
nera
l co
mm
ents
on
stud
ents
dr
awin
gs.
• C
hart
/pic
ture
s sho
win
g th
e st
ruct
ure
of fe
rns.
• Sa
mpl
es o
f fer
n.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of
Fern
s?
c) o
utlin
e ad
vant
ages
and
di
sadv
anta
ges o
f Fer
ns.
i) Th
e te
ache
r to
guid
e a
clas
s di
scus
sion
on th
e ad
vant
ages
an
d di
sadv
anta
ges o
f Fer
ns.
ii) S
tude
nts t
o re
cord
and
su
mm
ariz
e m
ajor
poi
nts.
Sam
ples
of F
ern.
Is th
e st
uden
t abl
e to
ou
tline
adv
anta
ges a
nd
disa
dvan
tage
s of F
erns
?
33
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
0 N
UT
RIT
ION
2.1
Con
cept
s of
Nut
ritio
n an
d Fo
od N
utrie
nts.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
epts
of
nut
ritio
n an
d fo
od
nutr
ient
s.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m o
n th
e m
eani
ng o
f nut
ritio
n an
d fo
od n
utri
ents
.ii)
Stu
dent
s to
synt
hesiz
e th
eir
resp
onse
s and
reco
rd th
e m
ajor
poi
nts.
iii) Th
e te
ache
r to
guid
e st
uden
ts
to su
mm
ariz
e th
eir r
espo
nses
an
d m
ake
clar
ifica
tion.
• C
hart
s disp
layi
ng
diffe
rent
food
subs
tanc
e.•
A v
arie
ty o
f foo
d su
bsta
nce.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of n
utrit
ion
and
food
nu
trien
ts?
2
b) o
utlin
e th
e im
port
ance
of
nutr
ition
in li
ving
thin
gs.
i) St
uden
ts in
gro
ups t
o di
scus
s th
e im
port
ance
of n
utrit
ion
in li
ving
thin
gs.
ii) Th
e te
ache
r to
lead
a p
lena
ry
disc
ussio
n an
d m
ake
nece
ssar
y co
rrec
tions
and
cl
arifi
catio
ns.
• C
hart
s disp
layi
ng
diffe
rent
food
su
bsta
nces
.•
A v
arie
ty o
f foo
d su
bsta
nces
.
Is th
e st
uden
t abl
e to
ou
tline
the
impo
rtanc
e of
nut
ritio
n in
livi
ng
thin
gs?
2.2
Nut
ritio
n in
Mam
mal
s.2.
2.1
Hum
an N
utrit
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
ide
ntify
diff
eren
t typ
es o
f fo
od su
bsta
nces
and
thei
r fu
nctio
ns in
hum
an b
ody.
i) St
uden
ts in
gro
ups t
o ob
serv
e va
riet
y of
food
su
bsta
nces
/ cha
rts/
pict
ures
sh
owin
g di
ffere
nt fo
od
subs
tanc
es a
nd li
st d
own
diffe
rent
type
s of f
ood
subs
tanc
es.
ii) Th
e te
ache
r to
guid
e a
clas
s di
scus
sion
on d
iffer
ent t
ypes
of
food
subs
tanc
es d
ispla
yed
and
thei
r fun
ctio
ns.
• A
var
iety
of f
ood
subs
tanc
es.
• C
hart
s/pi
ctur
es
disp
layi
ng d
iffer
ent f
ood
subs
tanc
es?
Is th
e st
uden
t abl
e to
id
entif
y di
ffere
ntty
pes o
f foo
d su
bsta
nces
an
d th
eir f
unct
ions
in
hum
an b
ody?
8
34
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
exp
lain
the
conc
ept o
f ba
lanc
ed d
iet i
n te
rms o
f fo
od q
uant
ity a
nd q
ualit
y.
i) Th
e te
ache
r to
guid
e cl
ass
disc
ussio
n on
the
mea
ning
of
bal
ance
d di
et in
term
s of
food
qua
lity
and
quan
tity.
ii) S
tude
nts t
o br
ains
torm
on
the
impo
rtan
ce o
f bal
ance
d di
et.
• C
hart
s/pi
ctur
es sh
owin
g va
riet
y of
bal
ance
d di
ets.
• A
var
iety
of f
ood
subs
tanc
es.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
bala
nced
die
t in
term
s of
food
qua
lity
and
quan
tity?
c) e
xpla
in n
utrit
iona
l re
quire
men
t for
diff
eren
t gr
oups
of p
eopl
e.
i) St
uden
ts in
gro
ups t
o di
scus
s nu
triti
onal
requ
irem
ents
of
diffe
rent
gro
ups o
f peo
ple
(exp
ecta
nt a
nd la
ctat
ing
mot
hers
, chi
ldre
n, th
e el
derly
, the
sick
, sed
enta
ry
wor
kers
and
peo
ple
livin
g w
ith H
IV a
nd A
IDS.
ii) S
tude
nts t
o pr
esen
t gr
oup
task
s for
ple
nary
di
scus
sion
the
teac
her
to a
ssist
them
in m
akin
g ne
cess
ary
corr
ectio
ns a
nd
clar
ifica
tions
.
• A
var
iety
of f
ood
subs
tanc
es.
• C
hart
s/pi
ctur
es/
phot
ogra
phs o
f diff
eren
t gr
oups
of p
eopl
e an
d th
eir n
utrit
iona
l re
quire
men
ts.
Is th
e st
uden
t abl
e to
ex
plai
n th
e nu
tritio
nal
requ
irem
ents
for
diffe
rent
gro
ups o
f pe
ople
?
d) o
utlin
e di
ffere
nt ty
pes o
f N
utrit
iona
l defi
cien
cies
an
d di
sord
ers i
n hu
man
be
ing.
i) Th
e te
ache
r to
disp
lay
pict
ures
/ pho
togr
aphs
/cha
rts
show
ing
diffe
rent
gro
ups
of p
eopl
e w
ith n
utrit
iona
l de
ficie
ncie
s and
dis
orde
rs.
• Ph
otog
raph
s/ c
hart
s/pi
ctur
es sh
owin
g di
ffere
nt g
roup
s of
peop
le w
ith n
utrit
iona
l de
ficie
ncie
s and
di
sord
ers.
• M
agaz
ines
/Jou
rnal
s on
nutr
ition
al d
efici
ence
ies
and
diso
rder
s in
hum
an
bein
gs.
Is th
e st
uden
t abl
e to
out
line
diffe
rent
ty
pes o
f nut
ritio
nal
defic
ienc
ies a
nd
diso
rder
s in
hum
an
bein
g?
35
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
obse
rve
the
disp
laye
d ph
otog
raph
s/
char
ts a
nd o
utlin
e ty
pes o
f nu
triti
onal
defi
cien
cies
and
di
sord
ers i
n hu
man
such
as
mar
asm
us, k
was
hior
kor,
obes
ity a
nd a
nore
xia
nerv
osa
(slim
mer
’s di
seas
e).
e) e
xpla
in th
e ca
uses
, sy
mpt
oms,
effec
t and
co
ntro
l mea
sure
s of
nutr
ition
al d
efici
enci
es
and
diso
rder
s in
hum
an
bein
gs.
i) St
uden
ts u
sing
give
n gu
idel
ines
to d
iscu
ss in
gr
oups
the c
ause
s, sy
mpt
oms,
effec
ts, a
nd c
ontr
ol m
easu
res
of n
utrit
iona
l defi
cien
cies
an
d di
sord
ers i
n hu
man
.ii)
Stu
dent
s to
pres
ent t
he g
roup
ta
sks i
n pl
enar
y di
scus
sion
and
the
teac
her t
o as
sist
them
in m
akin
g ne
cess
ary
corr
ectio
ns a
nd c
oncl
usio
n.
• Ph
otog
raph
s, ch
arts
sh
owin
g di
ffere
nt
grou
ps o
f peo
ple
with
nu
triti
onal
defi
cien
cies
an
d di
sord
ers.
• A
rtic
les n
utrit
iona
l de
ficie
ncie
s and
di
sord
ers.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s, ef
fect
and
co
ntro
l mea
sure
s of
nutri
tiona
l defi
cien
cies
and
diso
rder
s in
hum
an
bein
g?
2.2.
2. D
iges
tive
syst
em in
Hum
an.
The
stud
ent s
houl
d be
abl
e to
:a)
ide
ntify
par
ts o
f the
hu
man
dig
estiv
e sy
stem
an
d th
eir a
dapt
ive
feat
ures
.
i) St
uden
ts in
gro
ups t
o ob
serv
e pi
ctur
es d
iagr
ams/
mod
els/
spec
imen
show
ing
part
s of t
he d
iges
tive
syst
em
and
iden
tify
part
s of t
he
dige
stiv
e sy
stem
of h
uman
.ii)
Stu
dent
s to
draw
wel
l lab
eled
di
agra
m o
f the
hum
an
dige
stiv
e sy
stem
.
• M
odel
s/ch
arts
/ dia
gram
s of
the
Hum
an d
iges
tive
syst
em.
• M
ouse
.•
Diss
ectin
g ki
t.•
Diss
ectin
g tr
ay/
diss
ectin
g bo
ard.
• C
hlor
ofor
m.
• C
otto
n w
ool.
• W
ater
.•
Trou
gh.
Is th
e st
uden
t abl
e to
id
entif
y pa
rts o
f the
hu
man
dig
estiv
e sy
stem
an
d th
eir a
dapt
ive
feat
ure?
8
36
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Usin
g gu
idin
g qu
estio
ns to
st
uden
ts in
gro
ups t
o di
scus
s th
e m
eani
ng o
f dig
estiv
e sy
stem
and
thei
r ada
ptiv
e fe
atur
es.
b) e
xpla
in th
e pr
oces
s of
dige
stio
n in
hum
an b
eing
.i)
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o di
scus
s the
pr
oces
s of d
iges
tion
in
hum
an a
nd th
e ro
les o
f di
ffere
nt e
nzym
es.
ii) S
tude
nts t
o pr
esen
t gro
up
task
s for
ple
nary
dis
cuss
ion
and
the
teac
her t
o gu
ide
them
to m
ake
nece
ssar
y co
rrec
tions
.
• M
odel
s/ch
arts
/ dia
gram
s of
the
hum
an d
iges
tive
syst
em.
• A
rtic
les f
rom
jour
nals
on d
iges
tion
proc
ess i
n hu
man
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oces
s of
dige
stio
n in
hum
an
bein
g?
c) c
ompa
re th
e hu
man
di
gest
ive
syst
em w
ith th
at
of o
ther
mam
mal
s.
i) Th
e te
ache
r to
guid
e st
uden
ts
to id
entif
y di
ffere
nt p
arts
of
the
dige
stiv
e sy
stem
of t
he
rum
inan
ts.
ii) S
tude
nts i
n gr
oups
to d
iscu
ss
the
diffe
renc
es b
etw
een
the
dige
stiv
e sy
stem
of
rum
inan
ts a
nd th
at o
f hu
man
.
• M
odel
s/ch
arts
/ dia
gram
s of
the
hum
an a
nd
rum
inan
t, di
gest
ive
syst
ems.
• Ex
trac
t fro
m jo
urna
l/ m
agaz
ines
on
dige
stio
n pr
oces
s.
Is th
e st
uden
t abl
e to
co
mpa
re th
e hu
man
di
gest
ive
syst
em w
ith
that
of o
ther
mam
mal
s?
d) o
utlin
e co
mm
on
diso
rder
s and
dis
ease
s of
the
hum
an d
iges
tive
syst
em.
i) St
uden
ts in
gro
ups t
o di
scus
s co
mm
on d
isor
ders
and
di
seas
es o
f the
dig
estiv
e sy
stem
in h
uman
(e.g
. den
tal
cari
es, h
eart
bur
n, in
test
ine
ulce
rs, c
onst
ipat
ion
and
flatu
lenc
e).
• C
hart
s/ph
otog
raph
s sh
owin
g co
mm
on
diso
rder
s/di
seas
es o
f the
hu
man
dig
estiv
e sy
stem
.•
Vid
eo/fi
lm o
n di
seas
es
and
diso
rder
s of t
he
hum
an d
iges
tive
syst
ems.
Is th
e st
uden
t abl
e to
out
line
com
mon
di
sord
ers a
nd d
isea
ses
of th
e hu
man
dig
estiv
e sy
stem
?
37
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o gu
ide
a cl
ass
disc
ussio
n on
the
com
mon
di
sord
ers a
nd d
isea
ses o
f the
hu
man
dig
estiv
e sy
stem
.
e) e
xpla
in c
ause
s, sy
mpt
oms,
effec
ts a
nd c
ontr
ol
mea
sure
s of c
omm
on
diso
rder
s and
dis
ease
s of
the
hum
an d
iges
tive
syst
em.
i) St
uden
ts in
gro
ups t
o di
scus
s ca
uses
, sym
ptom
s, eff
ects
an
d co
ntro
l mea
sure
s of
com
mon
dis
orde
rs a
nd
dise
ases
of t
he h
uman
di
gest
ive
syst
em.
ii) Th
e te
ache
r to
invi
te a
gue
st
spea
ker (
heal
th sp
ecia
list)
to
talk
on
caus
es, s
ympt
oms,
effec
ts a
nd c
ontr
ol m
easu
res
of th
e co
mm
on d
isor
ders
/ di
seas
es o
f the
dig
estiv
e sy
stem
.iii
) Stu
dent
s to
sum
mar
ise
maj
or p
oint
s fro
m th
e gu
est
spea
ker’s
pre
sent
atio
n an
d th
e te
ache
r to
guid
e th
em to
ge
nera
te m
ajor
poi
nts a
nd
mak
e co
nclu
sions
.
• C
hart
s.•
Vid
eo/fi
lm o
n co
mm
on
diso
rder
s of t
he h
uman
di
gest
ive
syst
em.
• C
hart
/pic
ture
s sho
win
g di
sord
ers o
f the
dig
estiv
e sy
stem
.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s, ef
fect
s and
co
ntro
l mea
sure
s of
com
mon
dis
orde
rs/
dise
ases
of t
he d
iges
tive
syst
em in
hum
an b
eing
?
2.3
Nut
ritio
n in
Pla
nts.
2.3.
1 M
iner
al R
equi
rem
ent
in P
lant
s.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
esse
ntia
l m
iner
al e
lem
ents
in p
lant
nu
triti
on.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
esse
ntia
l min
eral
ele
men
ts
in p
lant
nut
ritio
n (N
itrog
en,
Phos
phor
ous,
Pota
ssiu
m,
mag
nesiu
m, c
alci
um a
nd
Iron
).
• Sa
mpl
es o
f ino
rgan
ic a
nd
orga
nic
fert
ilize
rs.
• C
hart
show
ing
type
s of
orga
nic
and
in o
rgan
ic
fert
ilize
rs.
Is th
e st
uden
t abl
e to
men
tion
esse
ntia
l el
emen
ts in
pla
nt
nutri
tion?
6
38
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
ob
serv
e ch
arts
/sam
ples
of
fert
ilize
rs a
nd li
st th
e es
sent
ial m
iner
al e
lem
ents
in
plan
t nut
ritio
n.iii
) The
teac
her t
o gu
ide
stud
ents
to
mak
e gr
oup
pres
enta
tion
and
mak
e ne
cess
ary
clar
ifica
tion.
b) in
vest
igat
e th
e ro
les o
f es
sent
ial e
lem
ents
in p
lant
nu
triti
on.
i) Th
e te
ache
r to
disp
lay
plan
ts p
ictu
res/
phot
ogra
phs
show
ing
prob
lem
s ass
ocia
ted
with
nut
rien
ts a
vaila
bilit
y fo
r stu
dent
s to
obse
rve
and
disc
uss t
he ro
les,
exce
ss a
nd
defic
ienc
y sy
mpt
oms o
f es
sent
ial m
iner
al e
lem
ents
.ii)
The
teac
her t
o le
ad c
lass
di
scus
sion
on th
e ro
les,
exce
ss a
nd d
efici
ency
sy
mpt
oms o
f the
ess
entia
l m
iner
al e
lem
ents
in p
lant
nu
triti
on.
iii) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
set u
p sm
all
plot
fiel
d ex
peri
men
t to
inve
stig
ate
effec
ts o
f exc
ess
and
defic
ienc
y su
pply
of
esse
ntia
l min
eral
ele
men
ts in
pl
ants
.
• In
orga
nic
fert
ilize
rs.
• H
and
hoes
.•
Wat
erin
g ca
n.•
Wat
er.
• M
easu
ring
tape
.•
Cha
rts/
phot
ogra
phs
show
ing
heal
thy
plan
ts,
plan
ts w
ith e
xces
s and
de
ficie
ncy
sym
ptom
s of
ess
entia
l min
eral
el
emen
ts.
Is th
e st
uden
t abl
e to
in
vest
igat
e th
e ro
les o
fes
sent
ial m
iner
al
elem
ents
in p
lant
nu
tritio
n?
39
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siv
) Stu
dent
s to
mak
e pr
ogre
ssiv
e ob
serv
atio
ns a
nd re
cord
re
sults
.v)
The
teac
her t
o gu
ide
a cl
ass
disc
ussio
n on
inte
rpre
ting
resu
lts o
f the
exp
erim
ents
an
d m
ake
conc
lusio
ns.
2.3.
2 Ph
otos
ynth
esis
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
phot
osyn
thes
is.
i) Th
e te
ache
r to
guid
e st
uden
ts
to d
iscu
ss in
gro
ups t
he
mea
ning
and
impo
rtan
ce o
f ph
otos
ynth
esis.
ii) S
tude
nts t
o pr
esen
t gro
up
task
, sum
mar
ize
corr
ect
resp
onse
s and
mak
e co
nclu
sion.
Cha
rts/d
iagr
ams/
dr
awin
gs o
n th
e pr
oces
s of
phot
osyn
thes
is.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
phot
osyn
thes
is?
6
b) d
escr
ibe
the
stru
ctur
e of
the
leaf
in re
latio
n to
ph
otos
ynth
esis.
i) St
uden
ts to
obs
erve
the
disp
laye
d m
odel
s/ch
arts
/ di
agra
ms/
pre
pare
d sli
des
show
ing
the
inte
rnal
and
ex
tern
al st
ruct
ure
of th
e le
af.
ii) Th
e te
ache
r to
guid
e st
uden
ts
to p
repa
re sl
ides
show
ing
a tr
aver
se se
ctio
n of
a le
af
unde
r a m
icro
scop
e an
d dr
aw w
ell l
abel
ed d
iagr
am
of th
e in
tern
al a
nd e
xter
nal
stru
ctur
es o
f a le
af.
• M
odel
s/ch
arts
/ di
agra
ms/
slide
s sho
win
g th
e in
tern
al st
ruct
ures
of
a le
af.
• M
icro
scop
e•
Mic
rosc
ope
slide
s•
Stai
ns•
Raz
ors/
knife
• Le
aves
e.g
Hib
iscu
s lea
f/be
ans l
eaf/
cass
ava
leaf
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of th
e le
af in
rela
tion
to
phot
osyn
thes
is
40
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
proc
ess o
f ph
otos
ynth
esis.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss t
he
proc
ess o
f pho
tosy
nthe
sis.
ii) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o de
sign
and
cond
uct e
xper
imen
ts
to v
erify
raw
mat
eria
ls,
cond
ition
s and
pro
duct
s of
pho
tosy
nthe
sis (c
arbo
n di
oxid
e, w
ater
, chl
orop
hyll,
su
nlig
ht e
nerg
y, ox
ygen
and
st
arch
).iii
) Stu
dent
s in
grou
ps to
ana
lyze
ex
peri
men
tal r
esul
ts a
nd
shar
e th
eir r
espo
nses
in
plen
ary
disc
ussio
n.
• O
paqu
e pa
per.
• C
lips.
• W
ater
.•
Etha
nol.
• W
hite
tile
.•
Iodi
ne so
lutio
n.•
Vari
egat
ed le
aves
.•
Flas
ks.
• So
dium
Hyd
roxi
de.
• C
otto
n w
ool.
• Be
aker
s.•
Leav
es.
• W
oode
n sp
lint.
• Fu
nnel
s.•
Pond
wee
d e.
g.•
Elod
ea.
• H
eat s
ourc
e e.
g. B
unse
n bu
rner
, sto
ve, c
harc
oal
woo
d.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oces
s of
phot
osyn
thes
is?
d) o
utlin
e th
e im
port
ance
of
phot
osyn
thes
is in
the
real
lif
e sit
uatio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns
and
answ
ers t
o ex
plai
n th
e im
port
ance
of
phot
osyn
thes
is in
the
real
lif
e sit
uatio
n.ii)
Stu
dent
s to
synt
hesiz
e th
eir
resp
onse
s and
reco
rd m
ajor
po
ints
on
impo
rtan
ce o
f ph
otos
ynth
esis
in th
e re
al
life
situa
tion.
• C
hart
/dra
win
gs o
n ph
otos
ynth
esis
proc
ess.
• Va
riet
y of
pla
nts.
• Va
riet
y of
stor
age
orga
ns
of p
lant
s.
Is th
e st
uden
t abl
e to
ou
tline
the
impo
rtanc
e of
pho
tosy
nthe
sis i
n th
e re
al li
fe si
tuat
ion?
41
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
4 Pr
oper
ties o
f foo
d
subs
tanc
es.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
the
basic
food
su
bsta
nces
and
thei
r pr
oper
ties.
i) Th
e te
ache
r to
disp
lay
a va
riet
y of
sour
ces o
f foo
d su
bsta
nces
.ii)
Stu
dent
s in
grou
ps to
cla
ssify
va
riet
ies o
f foo
d su
bsta
nces
.
A v
arie
ty o
f sou
rces
of f
ood
subs
tanc
es su
ch a
s egg
s, ca
ssav
a, p
otat
oes,
a pi
ece
of
suga
r can
e, c
ocon
ut, g
roun
d nu
ts, c
ooki
ng o
il, a
n on
ion
bulb
.
Is th
e st
uden
t abl
e to
m
entio
n th
e ba
sic
food
su
bsta
nces
and
thei
r pr
oper
ties?
6
b) id
entif
y co
mm
on
reag
ents
and
che
mic
als
used
to d
eter
min
e fo
od
prop
ertie
s.
i) Th
e te
ache
r to
disp
lay
reag
ents
and
che
mic
als u
sed
to d
eter
min
e fo
od p
rope
rtie
s.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
type
s and
use
s of r
eage
nts
and
chem
ical
s in
the
dete
rmin
atio
n of
food
pr
oper
ties.
• Io
dine
solu
tion.
•
Suda
n II
I. •
Bene
dict
s sol
utio
n.
• D
ilute
HC
I.•
NaO
H.
• C
oppe
r Sul
phat
e so
lutio
n.
Is th
e st
uden
t abl
e to
iden
tify
com
mon
re
agen
ts a
nd c
hem
ical
s us
ed to
det
erm
ine
food
pr
oper
ties?
c) c
arry
out f
ood
test
s for
re
duci
ng su
gars
, non
re
duci
ng su
gars
, sta
rch,
pr
otei
ns a
nd li
pids
(fat
s an
d oi
l).
i) Th
e te
ache
r to
dem
onst
rate
on
how
to c
arry
out
food
test
fo
r diff
eren
t sou
rces
of f
ood.
ii) S
tude
nts i
n gr
oups
to c
arry
ou
t foo
d te
st o
n st
arch
, re
duci
ng su
gar,
non
redu
cing
su
gar,
lipid
s and
pro
tein
s.iii
) Stu
dent
s to
pres
ent t
heir
ex
peri
men
tal r
epor
t in
plen
ary
disc
ussio
n.
• Te
st tu
bes.
• H
olde
rs.
• D
ropp
er.
• So
urce
of h
eat.
• Te
st tu
be ra
cker
s.•
Suda
n II
I.•
Na
OH
.•
Dilu
te H
CI.
• K
nife
/sca
lpel
.•
Eggs
, cas
sava
/ pot
atoe
s/m
aize
flou
r, su
gar c
ane,
gr
ound
nut
s, co
conu
t, on
ions
and
coo
king
oil.
Is th
e st
uden
t abl
e to
ca
rryo
ut fo
od te
sts f
or
redu
cing
suga
rs, n
on
redu
cing
suga
rs, s
tarc
h pr
otei
ns a
nd li
pids
?
42
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
5 Fo
od P
roce
ssin
g,
pres
erva
tion
and
Stor
age.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
epts
of
food
pro
cess
ing,
food
pr
eser
vatio
n an
d fo
od
stor
age.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m o
n th
e co
ncep
ts o
f foo
d pr
oces
sing,
pr
eser
vatio
n an
d fo
od
stor
age.
ii) S
tude
nts t
o or
gani
ze th
eir
resp
onse
s and
reco
rd th
e m
ajor
poi
nts.
iii) S
tude
nts i
n gr
oups
to
disc
uss a
nd id
entif
y w
hich
of
the
food
sam
ples
are
raw
m
ater
ials
proc
esse
d an
d pr
eser
ved.
• Sa
mpl
es o
f raw
food
su
bsta
nces
.•
Sam
ples
of p
roce
ssed
fo
od su
bsta
nce.
• Sa
mpl
es p
rese
rved
food
su
bsta
nces
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of fo
od p
roce
ssin
g,
pres
erva
tion
and
stor
age?
4
b) e
xpla
in th
e im
port
ance
of
food
pro
cess
ing,
pr
eser
vatio
n an
d st
orag
e.
i) St
uden
ts in
gro
ups t
o di
scus
s th
e im
port
ance
of f
ood
proc
essin
g, st
orag
e an
d pr
eser
vatio
n.ii)
The
teac
her t
o gu
ide
pres
enta
tion
and
disc
ussio
n.
• Ph
otog
raph
s of
proc
esse
d, p
rese
rve
and
stor
ed fo
ods.
• Sa
mpl
es o
f pro
cess
ed
pres
erve
d an
d st
ored
fo
od.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of fo
od p
roce
ssin
g,
pres
erva
tion
and
stor
age?
c) i
nves
tigat
e va
riou
s m
etho
ds o
f foo
d pr
oces
sing,
pre
serv
atio
n an
d st
orag
e.
i) Th
e te
ache
r to
orga
nise
a
stud
y vi
sit to
pro
cess
ed
pres
erve
d an
d st
ored
food
.ii)
Stu
dent
s in
grou
ps to
dis
cuss
an
d m
ake
pres
enta
tions
on
vari
ous m
etho
ds o
f foo
d pr
oces
sing,
pre
serv
atio
n an
d st
orag
e.iii
) The
teac
her t
o m
ake
clar
ifica
tion
and
conc
lusio
n.
A v
arie
ty o
f foo
d su
bsta
nces
(v
eget
able
s, gr
ains
, fru
its,
mea
t).
Is th
e st
uden
t abl
e to
in
vest
igat
e va
rious
m
etho
ds o
f pro
cess
ing,
pr
eser
ving
and
stor
ing
food
?
43
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
diff
eren
tiate
bet
wee
n tr
aditi
onal
and
mod
ern
met
hods
of p
roce
ssin
g,
pres
ervi
ng a
nd st
orin
g fo
od.
i) Th
e te
ache
r to
use
ques
tions
an
d an
swer
s to
guid
e st
uden
ts to
list
dow
n m
oder
n an
d tr
aditi
onal
m
etho
ds o
f pro
cess
ing,
pr
eser
ving
and
stor
ing
food
.ii)
Stu
dent
s in
grou
ps to
dis
cuss
th
e di
ffere
nces
bet
wee
n tr
aditi
onal
and
mod
ern
met
hods
of p
roce
ssin
g,
pres
ervi
ng a
nd st
orin
g fo
od.
• Va
riet
y pr
eser
ved
and
proc
esse
d fo
ods s
uch
as
frui
ts v
eget
able
s/ m
eat
grai
ns b
eans
and
fish
.•
Pict
ures
pho
togr
aphs
sh
owin
g va
riou
s pr
eser
ved
and
proc
esse
d fo
ods.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te b
etw
een
tradi
tiona
l and
mod
ern
met
hods
of p
roce
ssin
g,
pres
ervi
ng a
nd st
orin
g fo
od?
3.0
BA
LA
NC
E O
F N
ATU
RE
3.1
The
Nat
ural
En
viro
nmen
t.
The
stud
ents
shou
ld b
e ab
le
to: a)
exp
lain
the
conc
ept o
f na
tura
l env
ironm
ent.
i) St
uden
ts g
uide
d by
the
teac
her t
o vi
sit sc
hool
co
mpo
unds
and
nea
rby
surr
ound
ing
to o
bser
ve
the
maj
or fe
atur
es o
f the
en
viro
nmen
t.ii)
Stu
dent
s in
grou
ps o
f dis
cuss
th
e na
tura
l env
ironm
ent i
n ne
arby
surr
ound
ings
.iii
) The
teac
her t
o le
ad p
lena
ry
disc
ussio
n an
d co
nclu
sion.
Phot
ogra
phs o
f nat
ural
en
viro
nmen
t e.g
nat
iona
l pa
rks,
gam
e re
serv
es, f
ores
t, pl
ain,
and
mou
ntai
ns.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
tof
nat
ural
env
ironm
ent?
8
b) d
escr
ibe
biot
ic a
nd
abio
tic c
ompo
nent
s of t
he
envi
ronm
ent.
i) St
uden
ts in
gro
ups t
o di
scus
s com
pone
nts o
f th
e en
viro
nmen
t and
thei
r ch
arac
teri
stic
s.ii)
The
teac
her t
o le
ad p
lena
ry
disc
ussio
n an
d m
ake
clar
ifica
tions
.
• So
il.•
Wat
er.
• M
icro
org
anism
s.•
Inse
cts o
f diff
eren
t typ
es.
• Pl
ants
.•
Ani
mal
s.
Is th
e st
uden
t abl
e to
de
scrib
e bi
otic
and
ab
iotic
com
pone
nts
of th
e en
viro
nmen
ts?
44
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
ide
ntify
var
ious
or
gani
sm in
thei
r nat
ural
en
viro
nmen
t in
the
com
mun
ity.
i) Th
e te
ache
r to
guid
e st
uden
ts
to o
bser
ve v
ario
us li
ving
and
no
n-liv
ing
com
pone
nts i
n th
eir n
atur
al h
abita
ts.
ii) S
tude
nts t
o re
cord
the
obse
rved
livi
ng a
nd n
on
livin
g co
mpo
nent
s and
pr
esen
t the
ir o
bser
vatio
ns.
iii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e ch
arac
teri
stic
s of t
he n
atur
al
envi
ronm
ent i
n th
eir
com
mun
ity.
Pict
ures
/cha
rts sh
owin
g th
e na
ture
of t
he e
nviro
nmen
t.Is
the
stud
ent a
ble
to id
entif
y va
rious
or
gani
sms i
n th
eir
natu
ral e
nviro
nmen
t?
d) e
xpla
in th
e im
port
ance
of
the
natu
ral e
nviro
nmen
t.i)
The
teac
her t
o gu
ide
stud
ents
thro
ugh
ques
tions
an
d an
swer
s to
expl
ain
the
impo
rtan
ce o
f the
nat
ural
en
viro
nmen
t.ii)
Stu
dent
s to
sum
mar
ize
thei
r re
spon
se a
nd w
rite
dow
n th
e m
ajor
poi
nts.
• N
atur
al h
abita
ts o
f di
ffere
nt ty
pes (
pond
s, sh
rubs
, roc
ky h
ill a
nd
woo
d la
nd).
• Ph
otog
raph
s dep
ictin
g va
riou
s env
ironm
ents
.•
Scho
ol su
rrou
ndin
gs•
Vid
eo ta
pes/
film
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of th
e na
tura
l en
viro
nmen
t?
3.2
Inte
ract
ion
of
Org
anis
ms i
n th
e En
viro
nmen
t.
The
stud
ent s
houl
d be
abl
e to
:a)
ide
ntify
way
s in
whi
ch
livin
g or
gani
sms
inte
ract
with
the
non
livin
g co
mpo
nent
of t
he
envi
ronm
ent.
i) Th
e te
ache
r to
orga
nize
a
field
stud
y of
diff
eren
t ha
bita
nts n
ear t
he sc
hool
.ii)
Stu
dent
s to
carr
y ou
t fiel
d vi
sit to
obs
erve
how
livi
ng
orga
nism
s int
erac
t with
the
non-
livi
ng c
ompo
nent
s of
the
envi
ronm
ent.
• N
atur
al h
abita
ts o
f di
ffere
nt ty
pes (
pond
, st
ream
, shr
ub, r
ock
hill
and
woo
d la
nd).
• O
rgan
ism in
thei
r na
tura
l hab
itats
.
Is th
e st
uden
t abl
e to
iden
tify
way
s in
whi
ch li
ving
org
anis
ms
inte
ract
with
non
livi
ng
com
pone
nts o
fth
e en
viro
nmen
t?
45
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
exp
lain
inte
ract
ion
of
orga
nism
s.i)
The
teac
her t
ogui
de st
uden
ts
to o
bser
ve in
tera
ctio
ns
amon
g liv
ing
orga
nism
s in
thei
r nat
ural
hab
itats
.ii)
Stu
dent
s in
grou
ps to
dis
cuss
ho
w li
ving
org
anism
s in
tera
ct a
mon
g th
emse
lves
an
d th
e te
ache
r to
guid
e th
em in
mak
ing
clar
ifica
tion
and
conc
lusio
n.
Cha
rts/p
hoto
grap
hs
show
ing
vario
us li
ving
th
ings
in th
eir n
atur
al
envi
ronm
ent.
Is th
e st
uden
t abl
e to
ex
plai
n in
tera
ctio
n of
or
gani
sms?
3.3
Food
Cha
in a
nd F
ood
Web
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
eani
ng o
f fo
od c
hain
and
food
web
.
b) m
entio
n th
e co
mpo
nent
s of
a fo
od c
hain
and
food
w
eb.
i) Th
e te
ache
r to
orga
nize
a
stud
y vi
sit to
scho
ol
surr
ound
ings
, nea
rby
pond
riv
er to
obs
erve
diff
eren
t or
gani
sms i
n th
eir n
atur
al
envi
ronm
ent.
ii) S
tude
nts t
o ob
serv
e th
e or
gani
sms i
n th
eir n
atur
al
envi
ronm
ent a
nd h
ow th
ey
obta
in th
eir f
ood.
iii) S
tude
nts t
o su
mm
ariz
e th
eir
resp
onse
s and
writ
e do
wn
the
maj
or p
oint
s.
• O
rgan
isms i
n th
eir
natu
ral h
abita
ts.
• C
hart
s/pi
ctur
es sh
owin
g fe
edin
g re
latio
nshi
ps
amon
g or
gani
sms.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng
of fo
od c
hain
and
food
w
eb?
c) d
iffer
entia
te b
etw
een
food
ch
ain
and
food
web
.i)
The
teac
her t
o as
sign
grou
p ta
sks f
or st
uden
ts to
illu
stra
te
food
cha
in a
nd fo
od w
eb
by c
onsid
erin
g or
gani
sms
in th
e sc
hool
or h
ome
envi
ronm
ent.
Dia
gram
s/ch
arts
show
ing
food
cha
in a
nd fo
od w
eb.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te b
etw
een
food
cha
in a
nd fo
od
web
?
46
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
dis
cuss
th
e di
ffere
nces
bet
wee
n fo
od
chai
n an
d fo
od w
eb.
iii) S
tude
nts t
o pr
esen
t gro
up
task
s in
plen
ary
disc
ussio
n an
d th
e te
ache
r to
guid
e th
em to
mak
e ne
cess
ary
clar
ifica
tions
and
con
clus
ion.
d) c
onst
ruct
a d
iagr
amm
atic
re
pres
enta
tion
of a
food
ch
ain
and
food
web
.
i) St
uden
ts g
uide
d by
the
teac
her t
o co
nstr
uct a
di
agra
mm
atic
repr
esen
tatio
n of
a fo
od c
hain
and
food
web
us
ing
exam
ples
from
thei
r su
rrou
ndin
gs.
ii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on d
iagr
amm
atic
re
pres
enta
tion
of fo
od c
hain
an
d fo
od w
eb.
• Va
riet
y of
org
anism
s.•
Dia
gram
s pho
togr
aphs
, pi
ctur
es a
nd c
hart
s sh
owin
g va
riet
y of
or
gani
sms.
Is th
e st
uden
t abl
e to
co
nstru
ct d
iagr
amm
atic
re
pres
enta
tion
of a
food
ch
ain
and
food
web
?
e) e
xpla
in th
e sig
nific
ance
of
food
cha
in a
nd fo
od w
eb
in re
al li
fe si
tuat
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts
to e
stab
lish
an a
quar
ium
an
d to
obs
erve
how
diff
eren
t or
gani
sms d
epen
d on
eac
h ot
her.
ii) Th
e te
ache
r tog
uide
a
clas
s dis
cuss
ion
on th
e sig
nific
ance
of f
ood
chai
n an
d fo
od w
eb in
Bal
ance
of
Nat
ure.
• A
cha
rt sh
owin
g va
riou
s ty
pes o
f foo
d ch
ain
and
food
web
.•
Aqu
ariu
m.
Is th
e st
uden
t abl
e to
ex
plai
n th
e si
gnifi
canc
e of
food
cha
in a
nd
food
web
in re
al li
fe
situ
atio
n?
2
47
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S4.
0 T
RA
NSP
OR
T O
F M
ATE
RIA
LS
IN
LIV
ING
TH
ING
S4.
1 Th
e co
ncep
t of
Tran
spor
t of M
ater
ials
in
Liv
ing
Thin
gs.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f tr
ansp
ort o
f mat
eria
ls in
liv
ing
thin
gs.
i) Th
e te
ache
r to
lead
stud
ents
to
dis
cuss
in g
roup
s the
co
ncep
t of t
rans
port
of
mat
eria
ls.ii)
iStu
dent
s to
pres
ent t
heir
gr
oup
assig
nmen
ts in
pl
enar
y se
ssio
n an
d th
e te
ache
r to
guid
e st
uden
ts
to c
onst
ruct
the
mea
ning
of
the
conc
ept u
sing
thei
r re
spon
ses.
Cha
rts/p
hoto
grap
hs/ m
odel
s sh
owin
g tra
nspo
rt of
m
ater
ials
in li
ving
thin
gs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
trans
port
of m
ater
ials
in
livin
g th
ings
?
2
b) o
utlin
e th
e im
port
ance
of
tran
spor
t of m
ater
ials
in
livin
g th
ings
.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m o
n im
port
ance
of
tran
spor
t of m
ater
ials
in
livin
g th
ings
.ii)
Stud
ents
to sy
nthe
size
thei
r re
spon
ses a
nd e
xpla
in th
e im
port
ance
of t
rans
port
atio
n of
mat
eria
ls in
livi
ng th
ings
.
Cha
rts/p
hoto
grap
hs/ m
odel
s sh
owin
g tra
nspo
rt of
m
ater
ials
in li
ving
thin
gs.
Is th
e st
uden
t abl
e to
ou
tline
the
impo
rtanc
e of
tran
spor
t of m
ater
ials
in
livi
ng th
ings
?
4.2
Diff
usio
n, O
smos
is a
nd
Mas
s flow
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
eani
ng o
f os
mos
is, d
iffus
ion
and
mas
s flow
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s th
e m
eani
ng o
f osm
osis,
di
ffusio
n an
d m
ass fl
ow.
ii) S
tude
nts t
o pr
esen
t gro
up
task
s for
ple
nary
dis
cuss
ion
and
the
teac
her t
o gu
ide
them
in m
akin
g ne
cess
ary
corr
ectio
ns.
• Po
tass
ium
pe
rman
gana
te.
• W
ater
.•
Beak
ers.
• Th
istle
funn
el.
• C
ello
phan
e pa
per.
• C
oppe
r sul
phat
e cr
ysta
ls.•
Reto
rt c
lam
p.•
Reto
rt st
and.
• Pe
rfum
e.•
Air
fres
hner
.•
Vari
ety
of fl
ower
s and
he
rbs.
• N
apth
alen
e ba
lls.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f di
ffusi
on, o
smos
is a
nd
mas
s-flo
w?
4
48
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
car
ry o
ut e
xper
imen
ts to
de
mon
stra
te th
e pr
oces
s of
diff
usio
n, o
smos
is an
d m
ass fl
ow.
i) Th
e te
ache
r to
dem
onst
rate
sim
ple
expe
rim
ents
on
osm
osis,
diff
usio
n an
d m
ass
flow.
ii) S
tude
nts i
n gr
oups
to c
arry
ou
t exp
erim
ents
on
osm
osis,
di
ffusio
n an
d re
cord
thei
r ob
serv
atio
ns.
iii) S
tude
nts i
n gr
oups
usin
g gu
idin
g qu
estio
ns to
in
terp
ret t
heir
find
ings
and
m
ake
conc
lusio
ns.
• Ir
ish p
otat
oes,
suga
r or
tabl
e sa
lt, w
ater
, hea
t so
urce
, Pet
ri d
ish o
r sm
all t
roug
h, b
eake
r.•
Dist
illed
wat
er.
• Pa
wpa
w.•
Perf
ume.
• A
ir fr
eshe
r.
Is th
e st
uden
t abl
e to
ca
rry
out e
xper
imen
ts
to d
emon
stra
te th
e pr
oces
ses o
fdi
ffusi
on o
smos
is a
nd
mas
s flow
?
c) o
utlin
e th
e di
ffere
nces
be
twee
n di
ffusio
n,
osm
osis
and
mas
s flow
.
i) Th
e te
ache
r to
guid
e st
uden
ts
thro
ugh
ques
tions
and
an
swer
s to
outli
ne d
iffer
ence
s be
twee
n di
ffusio
n, o
smos
is an
d m
ass fl
ow.
ii) S
tude
nts t
o re
cord
the
diffe
renc
es b
etw
een
diffu
sion,
osm
osis
and
mas
s flo
w.
Cha
rt/ta
bles
on
diffe
renc
es
betw
een
diffu
sion
and
os
mos
is.
Is th
e st
uden
t abl
e to
ou
tline
diff
eren
ces
betw
een
diffu
sion
and
os
mos
is?
d) e
xpla
in th
e ro
les o
f di
ffusio
n, o
smos
is an
d m
ass fl
ow in
mov
emen
t of
mat
eria
ls in
livi
ng
orga
nism
s.
i) Th
e te
ache
r to
lead
stud
ents
in
gro
ups t
o di
scus
s the
role
s of
osm
osis,
diff
usio
n an
d m
ass fl
ow in
mov
emen
t of
mat
eria
ls in
livi
ng o
rgan
isms.
ii) S
tude
nts t
o sh
are
thei
r gro
up
wor
k in
a p
lena
ry d
iscu
ssio
n an
d th
e te
ache
r to
mak
e cl
arifi
catio
ns a
nd n
eces
sary
co
rrec
tions
.
Mod
els,
char
ts, d
iagr
ams o
f ci
rcul
ator
y sy
stem
.Is
the
stud
ent a
ble
to
expl
ain
the
role
s of
diffu
sion
, osm
osis
and
m
ass fl
ow in
mov
emen
tof
mat
eria
ls in
livi
ng
orga
nism
s?
49
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S4.
3 T
rans
port
of M
ater
ials
in
Mam
mal
s.4.
3.1
The
Stru
ctur
e of
the
Mam
mal
ian
Hea
rt.
The
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e ex
tern
al a
nd
inte
rnal
stru
ctur
es o
f the
m
amm
alia
n he
art.
i) St
uden
ts to
obs
erve
sp
ecim
en/ m
odel
/or c
hart
s sh
owin
g th
e ex
tern
al a
nd
inte
rnal
stru
ctur
es o
f the
m
amm
alia
n he
art a
nd
iden
tify
the
mai
n st
ruct
ures
.ii)
Stu
dent
s to
draw
and
labe
l th
e ex
tern
al a
nd in
tern
al
part
s of t
he m
amm
alia
n he
art f
rom
a d
ispla
yed
spec
imen
/mod
el/c
hart
or a
dr
awin
g ev
alua
te st
uden
ts.
iii) Th
e te
ache
r to
wor
k an
d gi
ve su
gges
tions
for
impr
ovem
ent.
• M
amm
alia
n he
art (
fres
h or
pre
serv
ed sp
ecim
en).
• D
iagr
am/m
odel
/cha
rt o
f a
mam
mal
ian
hear
t.
Is th
e st
uden
t abl
e to
de
scrib
e th
e ex
tern
al
and
inte
rnal
stru
ctur
esof
the
mam
mal
ian
hear
t?.
10
b) e
xpla
in th
e fu
nctio
ns o
f th
e ex
tern
al a
nd in
tern
al
part
s of t
he m
amm
alia
n he
art.
i) Th
e te
ache
r to
guid
e st
uden
ts
thro
ugh
ques
tions
and
an
swer
s to
list t
he e
xter
nal
and
inte
rnal
par
ts o
f the
m
amm
alia
n he
art.
ii) S
tude
nts t
o di
scus
s in
smal
l gr
oups
the
func
tions
of t
he
exte
rnal
and
inte
rnal
par
ts o
f th
e m
amm
alia
n he
art g
roup
.iii
) Stu
dent
s to
shar
e th
eir w
ork
in p
lena
ry p
rese
ntat
ion
sess
ion
and
the
teac
her t
o m
ake
clar
ifica
tions
.
• M
odel
s/ch
arts
of
mam
mal
ian
heat
.•
Pres
erve
d or
fres
h sp
ecim
en o
f mam
mal
ian
hear
t.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns o
f th
e ex
tern
al a
nd in
tern
al
parts
of t
he m
amm
alia
n he
art?
.
50
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
adap
tatio
ns
of th
e pa
rts o
f the
m
amm
alia
n he
art t
o th
eir
func
tions
.
i) U
sing
the
prov
ided
cha
rts/
mod
els a
nd h
eart
spec
imen
, st
uden
ts to
dis
cuss
in g
roup
s th
e ad
apta
tions
of p
arts
of
the
mam
mal
ian
hear
t in
rela
tion
to th
eir f
unct
ions
.ii)
The
teac
her t
o su
mm
ariz
e an
d m
ake
clar
ifica
tions
.
• C
hart
s sho
win
g pa
rts o
f th
e m
amm
alia
n he
art.
• M
odel
s of
the
mam
mal
ian
hear
t.•
Fres
h or
pre
serv
ed
spec
imen
of t
he
mam
mal
ian
hear
t.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ad
apta
tions
of
the
parts
of t
he
mam
mal
ian
hear
tto
thei
r fun
ctio
ns?
d) d
escr
ibe
the
stru
ctur
e of
art
erie
s, ve
ins a
nd
capi
llari
es.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
type
s of b
lood
ves
sels.
ii) S
tude
nts i
n gr
oups
to
obse
rve
the
char
ts, d
iagr
am
or sp
ecim
en a
nd id
entif
y th
e st
ruct
ures
of a
rter
ies,
vein
s an
d ca
pilla
ries
. lab
eled
.iii
) Stu
dent
s to
draw
wel
l di
agra
ms o
f eac
h bl
ood
vess
els.
• C
hart
/dia
gram
/m
odel
/ spe
cim
en o
f the
m
amm
alia
n he
art a
nd
bloo
d ve
ssel
s.•
Diss
ecte
d m
amm
al.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of a
rterie
s, ve
ins a
nd
capi
llarie
s?
e) d
istin
guish
bet
wee
n ar
teri
es, v
eins
and
ca
pilla
ries
.
i) U
sing
the
prov
ided
cha
rts/
di
agra
ms/
phot
ogra
phs/
mod
els/
diss
ecte
d m
amm
al
spec
imen
, stu
dent
s to
disc
uss
in g
roup
s the
diff
eren
ces
betw
een
bloo
d ve
ssel
s. ii)
Stu
dent
s to
tabu
late
thei
r re
spon
ses a
nd sh
are
them
in
a p
lena
ry p
rese
ntat
ion
sess
ion.
iii) Th
e te
ache
r to
sum
mar
ize
and
mak
e cl
arifi
catio
ns.
• Sp
ecim
ens o
f diss
ecte
d m
amm
a w
ith h
eart
and
bl
ood
vess
elss
.•
Cha
rts/
diag
ram
ph
otog
raph
s/m
odel
s of
the
mam
mal
ian
hear
t an
d bl
ood
vess
els.
Is th
e st
uden
t abl
e to
exp
lain
th
e di
ffere
nce
betw
een
arte
ries
, vei
ns a
nd
capi
llari
es?
Is th
e st
uden
t abl
e to
di
stin
guis
h be
twee
n ar
terie
s, ve
ins a
nd
capi
llary
blo
od v
esse
ls?
51
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sf)
car
ry o
ut si
mpl
e ex
peri
men
ts to
det
erm
ine
pulse
rate
s in
hum
an
bein
g.
i) Th
e te
ache
r to
guid
e st
uden
ts
in p
airs
to ta
ke p
ulse
rate
s at
the
wri
st, b
ehin
d th
e co
llar
bone
, abo
ve th
e le
ft ha
nd
side
of th
e br
east
whi
le a
t re
st a
nd a
fter a
n ex
erci
se.
ii) S
tude
nts t
o re
cord
thei
r fin
ding
s and
shar
e w
ith o
ther
s in
plen
ary
pres
enta
tion
and
disc
ussio
n.
• St
op w
atch
es.
• Re
cord
ed p
ulse
rate
s.•
Wri
st w
atch
es.
• St
etho
scop
e.
Is th
e st
uden
t abl
e to
ca
rry
out e
xper
imen
ts to
de
term
ine
puls
era
tes i
n hu
man
bein
g?
4.3.
2 Th
e B
lood
.Th
e st
uden
t sho
uld
be a
ble
to:
a) l
ist m
ajor
com
pone
nts o
f th
e bl
ood.
i) St
uden
ts to
bra
inst
orm
on
maj
or c
ompo
nent
s of t
he
bloo
d.ii)
The
teac
her t
o di
spla
y pi
ctur
es/ p
hoto
grap
hs/c
hart
s sh
owin
g th
e co
mpo
nent
s of
bloo
d an
d ex
plai
n co
nstit
utes
of
the
bloo
d.iii
) The
teac
her t
o al
low
stud
ents
qu
estio
ns a
nd p
rovi
des
answ
ers a
nd c
lari
ficat
ion.
• Pi
ctur
es/p
hoto
grap
hs/
char
ts o
n co
mpo
nent
s of
the
bloo
d.•
Cha
rts/
mod
els/
pic
ture
s of
the
maj
or c
ompo
nent
s of
the
bloo
d.•
Slid
es sh
owin
g co
mpo
nent
s of t
he
bloo
d.
Is th
e st
uden
t abl
e to
list
m
ajor
com
pone
nts o
f th
e bl
ood?
4
b) e
xpla
in fu
nctio
ns o
f maj
or
bloo
d co
mpo
nent
s.i)
Stud
ents
in g
roup
s to
disc
uss
the
stru
ctur
e an
d fu
nctio
ns
of th
e m
ajor
com
pone
nts o
f bl
ood.
ii) Th
e te
ache
r to
lead
stud
ents
gr
oup
pres
enta
tions
and
di
scus
sion
in p
lena
ry.
• C
hart
s/m
odel
s/
phot
ogra
phs o
f co
mpo
nent
s of t
he
bloo
d.•
Slid
es sh
owin
g co
mpo
nent
s of t
he
bloo
d.
Is th
e st
uden
tab
le to
exp
lain
func
tions
of m
ajor
com
pone
nts o
fth
e bl
ood?
52
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
effec
ts o
f HIV
on
whi
te b
lood
cel
ls.i)
The
teac
her t
o in
vite
a
heal
th sp
ecia
list t
o de
liver
a
pres
enta
tion
on e
ffect
s of
HIV
on
whi
te b
lood
cel
ls.ii)
The
teac
her t
o gu
ide
stud
ents
to su
mm
ariz
e th
e m
ajor
poi
nts f
rom
the
gues
t sp
eake
r’s sp
eech
and
mak
e co
nclu
sion.
• C
hart
s/ph
otog
raph
s/
vide
o de
pict
ing
effec
ts
of H
IV o
n w
hite
blo
od
cells
.•
Phot
ogra
phs/
char
ts
show
ing
emac
iate
d pe
ople
with
full
blow
n H
IV a
nd A
IDS.
Is th
e st
uden
tab
le to
exp
lain
the
effe
cts o
fH
IV o
n w
hite
bloo
d ce
lls?
4.3.
3. B
lood
Gro
ups a
nd
B
lood
Tra
nsfu
sion
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
ts o
f bl
ood
grou
ps a
nd b
lood
tr
ansf
usio
n.
i) St
uden
ts to
obs
erve
tabl
es/
char
ts a
nd id
entif
y th
e bl
ood
grou
ps a
nd th
eir r
espe
ctiv
e an
tigen
s and
ant
ibod
ies.
ii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e co
ncep
ts
of b
lood
gro
up a
nd b
lood
tr
ansf
usio
n.
Cha
rts a
nd ta
bles
show
ing
bloo
d gr
oups
and
thei
r re
spec
tive
antig
ens a
nd
antib
odie
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts o
f bl
ood
grou
ps a
nd b
lood
tra
nsfu
sion
?
6
b) o
utlin
e th
e re
latio
nshi
p be
twee
n bl
ood
grou
ps a
nd
bloo
d tr
ansf
usio
n.
i) Th
e te
ache
r to
lead
stud
ents
to
dis
cuss
the
rela
tions
hip
betw
een
bloo
d gr
oups
and
bl
ood
tran
sfus
ion.
ii) S
tude
nts t
o sy
nthe
size
thei
r res
pons
es a
nd o
utlin
e th
e re
latio
nshi
p be
twee
n bl
ood
grou
ps a
nd b
lood
tr
ansf
usio
n.
Cha
rt sh
owin
g bl
ood
grou
ps a
nd th
eir r
espe
ctiv
e an
tibod
ies a
nd a
ntig
ens.
Is th
e st
uden
t abl
e to
ou
tline
the
rela
tions
hip
betw
een
bloo
d gr
oups
an
d bl
ood
trans
fusi
on?
c) e
xpla
in th
e ad
vant
ages
an
d di
sadv
anta
ges o
f bl
ood
tran
sfus
ion.
i) Te
ache
r to
lead
stud
ents
th
roug
h qu
estio
ns a
nd
answ
ers t
o ex
plai
n th
e ad
vant
ages
and
disa
dvan
tage
of
blo
od tr
ansf
usio
n.
Pict
ures
/pho
togr
aphs
/ cha
rts
show
ing
the
proc
ess o
f bl
ood
trans
fusi
on.
Is th
e st
uden
t abl
e to
ex
plai
n th
ead
vant
ages
and
di
sadv
anta
ges o
f blo
od
trans
fusi
on?
53
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
synt
hesiz
e th
eir
resp
onse
s and
cat
egor
ize
them
acc
ordi
ng to
sim
ilarit
ies.
iii) Th
e te
ache
r to
sum
mar
ize,
an
swer
s, st
uden
ts q
uest
ions
an
d gi
ve c
lari
ficat
ions
.
d) o
utlin
e pr
ecau
tions
to
be ta
ken
duri
ng b
lood
tr
ansf
usio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss t
he
prec
autio
ns to
be
take
n du
ring
blo
od tr
ansf
usio
n.ii)
Stu
dent
s to
shar
e th
eir
grou
p w
ork
in a
ple
nary
pr
esen
tatio
n se
ssio
n an
d di
scus
sion.
Cha
rts/p
ictu
res/
ph
otog
raph
s sho
win
g th
e pr
oces
s of b
lood
tra
nsfu
sion
.
Is th
e st
uden
t abl
e to
ou
tline
pre
caut
ions
to b
e ta
ken
durin
g bl
ood
trans
fusi
on?
4.3.
4 B
lood
Circ
ulat
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e bl
ood
circ
ulat
ion
in h
uman
.
i) Th
e te
ache
r to
lead
the
stud
ents
thro
ugh
ques
tions
an
d an
swer
s to
desc
ribe
the
proc
ess o
f blo
od c
ircul
atio
n.ii)
Stu
dent
s to
sum
mar
ize
the
maj
or p
oint
s and
exp
lain
bl
ood
circ
ulat
ion
in h
uman
bo
dy.
iii) S
tude
nts t
o dr
aw a
wel
l la
bele
d di
agra
m o
f the
hu
man
blo
od c
ircul
ator
y sy
stem
.
Map
of t
he c
ircul
ator
y sy
stem
dra
wn
on th
e flo
or
or g
roun
d.
Is th
e st
uden
t abl
e to
des
crib
e bl
ood
circ
ulat
ion
in h
uman
?
54
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
exp
lain
the
impo
rtan
ce
of b
lood
circ
ulat
ion
in
hum
ans.
i) U
sing
gam
es a
nd si
mul
atio
ns,
the
teac
her t
o gu
ide
stud
ents
to d
emon
stra
te
the
impo
rtan
ce o
f blo
od
circ
ulat
ion
in tr
ansp
ortin
g m
ater
ials.
ii) S
tude
nts i
n gr
oups
to d
iscu
ss
the
impo
rtan
ce o
f blo
od
circ
ulat
ion
in h
uman
s.
• M
ap o
f the
hum
an
circ
ulat
ory
syst
em
draw
n on
the
floor
.•
Cha
rt o
f the
hum
an
circ
ulat
ory
syst
em.
• M
odel
of t
he b
lood
ci
rcul
ator
y sy
stem
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of b
lood
circ
ulat
ion
in
hum
an?
c) m
entio
n di
sord
ers a
nd
dise
ases
of t
he h
uman
bl
ood
circ
ulat
ory
syst
em.
i) U
sing
ques
tion
and
answ
er
the
teac
her t
o le
ad th
e st
uden
ts to
men
tion
the
diso
rder
s and
dis
ease
s of t
he
hum
an b
lood
circ
ulat
ory
syst
em d
iabe
tes a
nd si
ckle
ce
ll an
aem
ia, l
euke
mia
and
bl
ood
pres
sure
(BP)
.ii)
Stu
dent
s to
synt
hesiz
e th
eir
resp
onse
s and
sum
mar
ize
the
maj
or p
oint
s on
dise
ases
an
d di
sord
ers o
f the
hum
an
circ
ulat
ory
syst
em.
Cha
rt/di
agra
m o
n hu
man
ci
rcul
ator
y sy
stem
.Is
the
stud
ent a
ble
to
men
tion
diso
rder
s and
di
seas
es o
f the
hum
an
bloo
d ci
rcul
ator
y sy
stem
s?
d) o
utlin
e ca
uses
, sym
ptom
s, eff
ects
and
con
trol
/m
easu
res o
f the
dis
orde
rs
and
dise
ases
of t
he h
uman
bl
ood
circ
ulat
ory
syst
em.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss t
he
caus
es, s
ympt
oms a
nd e
ffect
s of
hum
an b
lood
circ
ulat
ory
syst
em.
• A
cha
rt o
n hu
man
sh
owin
g di
sord
ers
asso
ciat
ed w
ith b
lood
ci
rcul
ator
y sy
stem
.
Is th
e st
uden
t abl
e to
out
line
caus
es
sym
ptom
s and
effe
cts o
fth
e di
sord
ers a
nd
dise
ases
of t
he h
uman
bloo
d ci
rcul
ator
y sy
stem
?
55
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
iStu
dent
s to
shar
e th
eir w
ork
in p
lena
ry p
rese
ntat
ions
and
di
scus
sion
and
the
teac
her
to g
uide
them
to c
orre
ct
mis
conc
eptio
ns a
nd m
ake
clar
ifica
tions
.
• C
hart
and
doc
umen
ts o
n pr
even
tive
and
cont
rol
mea
sure
s of t
he b
lood
ci
rcul
ator
y di
sord
ers a
nd
dise
ases
.
e) c
arry
out
pra
ctic
al
exer
cise
s to
mea
sure
hu
man
pul
se ra
te a
nd
bloo
d pr
essu
re.
i) Th
e te
ache
r to
prov
ide
guid
elin
es, m
ater
ials,
and
eq
uipm
ents
for m
eani
ng
pulse
rate
and
blo
od
pres
sure
.ii)
Stu
dent
s in
pairs
to ta
ke
mea
sure
men
ts o
f pul
se ra
te
and
bloo
d pr
essu
re re
cord
th
eir fi
ndin
gs a
nd p
rese
nt in
cl
ass f
or d
iscu
ssio
n.
Mat
eria
ls a
nd e
quip
men
ts
for m
easu
ring
puls
e ra
te a
nd
bloo
d pr
essu
re.
Is th
e st
uden
t abl
e to
ca
rry
out p
ract
ical
ex
erci
se to
mea
sure
pu
lse
rate
and
blo
od
pres
sure
?
4.3.
5 Th
e Ly
mph
atic
Sy
stem
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
lym
phat
ic sy
stem
.
i) Th
e te
ache
r to
lead
stud
ents
th
roug
h qu
estio
ns a
nd
answ
ers t
o de
scri
be th
e m
eani
ng a
nd im
port
ance
of
lym
phat
ic sy
stem
.ii)
Stu
dent
s to
reco
rd th
e m
ajor
po
ints
on
the
mea
ning
of
lym
phat
ic sy
stem
and
the
teac
her t
o cl
arify
.
• C
hart
on
lym
phat
ic
syst
em.
• D
iagr
ams/
draw
ings
on
the
lym
phat
ic sy
stem
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
tof
lym
phat
ic sy
stem
?4
b) d
escr
ibe
the
com
pone
nts
of th
e hu
man
lym
phat
ic
syst
em.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o de
scri
be th
e st
ruct
ure
and
func
tions
of t
he ly
mph
atic
sy
stem
.
Cha
rt/di
agra
ms o
f hum
an
lym
phat
ic sy
stem
.
56
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
draw
wel
l la
bele
d di
agra
m o
f the
ly
mph
atic
syst
em in
hum
an.
Is th
e st
uden
t abl
e to
des
crib
e th
e co
mpo
nent
s of t
he
hum
an ly
mph
atic
sy
stem
?
c) m
entio
n co
mm
on
diso
rder
s and
dis
ease
s of
the
lym
phat
ic sy
stem
.
i) Th
e te
ache
rs to
gui
de
stud
ents
thro
ugh
ques
tion
and
answ
ers t
o di
scus
s the
di
sord
ers a
nd d
isea
ses o
f the
ly
mph
atic
syst
em.
ii) S
tude
nts t
o su
mm
ariz
e th
eir r
espo
nses
and
list
do
wn
com
mon
dis
orde
rs
and
dise
ases
of t
he h
uman
ly
mph
atic
syst
em.
Pict
ures
or c
harts
show
ing
the
com
mon
dis
orde
rs a
nd
dise
ases
of t
he ly
mph
atic
sy
stem
.
Is th
e st
uden
t abl
e to
men
tion
com
mon
di
sord
ers a
nd d
isea
ses
of th
e ly
mph
atic
sy
stem
?
d) e
xpla
in c
ause
s, sy
mpt
oms,
effec
ts a
nd p
reve
ntio
n of
di
sord
ers a
nd d
isea
ses
of th
e hu
man
lym
phat
ic
syst
em.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss t
he
caus
es, s
ympt
oms a
nd e
ffect
of
dis
orde
rs a
nd d
isea
ses o
f th
e ly
mph
atic
syst
em (s
uch
as E
dem
a.ii)
Stu
dent
s to
pres
ent t
heir
gr
oup
resp
onse
s in
plen
ary
disc
ussio
n.
A ta
ble
draw
n on
the
man
ila sh
eet o
n th
e ca
uses
, sy
mpt
oms a
nd e
ffect
s of
diso
rder
s and
dis
ease
s of t
he
hum
an ly
mph
atic
syst
em.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s, ef
fect
s and
pr
even
tion
of d
isor
ders
an
d di
seas
es o
fth
e ly
mph
atic
syst
em?
4.4
Tran
spor
t of M
ater
ials
in
Pla
nts.
4.4.
1 Th
e Va
scul
ar S
yste
m.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f va
scul
ar sy
stem
.
i) Th
e te
ache
r to
disp
lay
diag
ram
s or m
ount
ed sl
ides
on
tran
sver
se se
ctio
ns o
f the
ro
ot, s
tem
and
leaf
.
• M
icro
scop
e.•
Mou
nted
slid
es.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
the
vasc
ular
syst
em?
2
57
TOPI
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B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
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EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
draw
and
labe
l th
e tr
ansv
erse
sect
ion
of
root
, ste
m a
nd le
af o
f a
mon
ocot
and
dic
ot.
iii) Th
e te
ache
r to
lead
a
disc
ussio
n on
vas
cula
r sy
stem
in fl
ower
ing
plan
ts
basin
g on
the
obse
rved
di
agra
ms o
r slid
es.
b) d
escr
ibe
com
pone
nts o
f va
scul
ar sy
stem
.i)
The
teac
her t
o se
t up
and
dem
onst
rate
an
expe
rim
ent
to st
uden
ts o
n di
stri
butio
n of
vas
cula
r sys
tem
in p
lant
s.ii)
Stu
dent
s in
grou
ps to
ca
rry
out a
n ex
peri
men
t to
inve
stig
ate
the
dist
ribu
tion
of v
ascu
lar s
yste
m in
pla
nts.
iii) S
tude
nts t
o dr
aw a
nd la
bel
the
dist
ribu
tion
of v
ascu
lar
syst
em in
mon
ocot
and
di
cot r
oots
, ste
ms a
nd
leav
es.
iv) Th
e te
ache
r to
lead
cl
ass d
iscu
ssio
n on
the
dist
ribu
tion
of v
ascu
lar
syst
em in
pla
nts.
• M
aize
.•
Sunfl
ower
.•
Mic
rosc
ope.
• Sl
ides
.•
Stai
ns.
Is th
e st
uden
t abl
e to
de
scrib
e co
mpo
nent
s of
vasc
ular
syst
em?
58
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
func
tions
of
vasc
ular
syst
em in
pla
nts.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
on
the
func
tions
of p
hloe
m a
nd
xyle
m ti
ssue
s.ii)
The
teac
her t
o gu
ide
stud
ents
to c
arry
out
ex
peri
men
ts to
dem
onst
rate
up
war
d an
d do
wnw
ard
mov
emen
t of m
ater
ials
in
xyle
m a
nd p
hloe
m.
iii) S
tude
nts g
uide
d by
the
teac
her t
o di
scus
s the
ir
expe
rim
enta
l find
ings
dra
w,
conc
lusio
ns a
nd sh
are
thei
r w
ork
in a
ple
nary
sess
ion.
• Po
tted
plan
ts.
• C
olor
ed w
ater
.•
Ring
ed p
lant
.•
Cha
rts/
diag
ram
s. sh
owin
g m
ovem
ent o
f m
ater
ials
in x
ylem
and
ph
loem
tiss
ues.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns
of v
ascu
lar s
yste
m in
pl
ants
?
4.4.
2 A
bsor
ptio
n an
d
Mov
emen
t of W
ater
an
d M
iner
al S
alts
in
Plan
ts.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
func
tions
of
root
hai
rs in
abs
orpt
ion
and
mov
emen
t of w
ater
an
d m
iner
al sa
lts in
pl
ants
.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
obse
rve
and
disc
uss r
oot h
airs
on
germ
inat
ed se
eds.
ii) S
tude
nts t
o dr
aw th
e di
agra
m o
f a ro
ot h
air f
rom
th
eir o
bser
vatio
n.iii
) Stu
dent
s in
grou
ps to
dis
cuss
th
e fu
nctio
ns o
f roo
t hai
rs.
• G
erm
inat
ed se
eds.
• D
amp
clot
h.•
Han
d le
ns.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns o
f ro
ot h
airs
in a
bsor
ptio
nan
d m
ovem
ent o
f wat
er
and
min
eral
salts
in
plan
ts?
6
b) o
utlin
e th
e m
ovem
ent
of w
ater
and
diss
olve
d m
iner
al sa
lts in
pla
nts.
i) Te
ache
r to
disp
lay
diag
ram
s/
char
ts/m
odel
s on
the
mov
emen
t of w
ater
and
di
ssol
ved
min
eral
s fro
m th
e so
il in
to th
e ro
ot h
air.
ii) S
tude
nts t
o dr
aw a
nd la
bel
the
diag
ram
show
ing
the
mov
emen
t of w
ater
from
the
root
hai
rs to
the
xyle
m c
ells.
Dia
gram
of p
lant
root
Sh
owin
g ro
ot h
airs
.Is
the
stud
ent a
ble
to
outli
ne th
e m
ovem
ent
of w
ater
and
dis
solv
ed
min
eral
salts
in p
lant
s?
59
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
con
duct
exp
erim
ents
to
dem
onst
rate
tran
spir
atio
n pu
ll, ro
ot p
ress
ure
and
capi
llarit
y.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o ca
rry
out e
xper
imen
ts to
de
mon
stra
te ro
ot p
ress
ure
tran
spir
atio
nal p
ull a
nd
capi
llarit
y.ii)
Stu
dent
s to
reco
rd th
eir
obse
rvat
ions
dis
cuss
in
gro
ups a
nd d
raw
co
nclu
sions
.iii
) The
teac
her t
o le
ad p
lena
ry
disc
ussio
n an
d m
ake
any
nece
ssar
y cl
arifi
catio
n.
• Po
tted
plan
ts.
• K
nife
.•
Two
bell
jars
.•
Dry
soil.
• C
obal
t chl
orid
e or
an
hydr
ous c
oppe
r su
lpha
te.
• Tw
o gl
ass,
plat
es\
Petr
oleu
m je
lly
Cel
loph
ane
pape
r.
Is th
e st
uden
t abl
e to
co
nduc
t exp
erim
ents
to d
emon
stra
te
trans
pira
tion
pull,
root
pr
essu
re a
nd c
apill
arity
?
d) e
xpla
in th
e co
ncep
t of
tran
spir
atio
n.i)
Stud
ents
in g
roup
s to
disc
uss t
he m
eani
ng o
f tr
ansp
irat
ion.
ii) Th
e te
ache
r to
mak
e cl
arifi
catio
ns a
nd
conc
lusio
n.
• Po
tted
plan
t.•
Pict
ure/
char
ts
show
ing
the
proc
ess o
f tr
ansp
irat
ion.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
trans
pira
tion?
e) o
utlin
e th
e sig
nific
ance
of
tran
spir
atio
n in
pla
nts.
i) Th
e te
ache
r to
lead
stud
ents
th
roug
h qu
estio
n an
d an
swer
s to
outli
ne th
e sig
nific
ance
of t
rans
pira
tion
in p
lant
s.ii)
Stu
dent
s in
grou
ps to
di
scus
s the
sign
ifica
nce
of
tran
spir
atio
n in
pla
nts.
• Po
tted
plan
ts.
• Pi
ctur
es/c
hart
s sho
win
g th
e tr
ansp
irat
ion
proc
ess.
Is th
e st
uden
t abl
e to
ou
tline
the
sign
ifica
nce
of tr
ansp
iratio
n in
pl
ants
?
60
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sf)
out
line
fact
ors a
ffect
ing
the
rate
of t
rans
pira
tion
in
plan
ts.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o ca
rry
out a
n ex
peri
men
t to
inve
stig
ate
the
effec
ts o
f tr
ansp
irat
ion
in p
lant
.ii)
Stu
dent
s in
grou
ps to
reco
rd
thei
r obs
erva
tions
and
shar
e th
eir g
roup
task
with
oth
ers
in p
lena
ry p
rese
ntat
ions
and
di
scus
sion.
iii) Th
e te
ache
r to
lead
a p
lena
ry
disc
ussio
n an
d m
ake
nece
ssar
y cl
arifi
catio
ns.
• Le
af sh
oot.
• Ru
bber
tubi
ng.
• G
lass
tubi
ng.
• M
ercu
ry.
• Be
aker
.•
Wat
er.
Is th
e st
uden
t abl
e to
ou
tline
fact
ors a
ffect
ing
the
rate
of t
rans
pira
tion
in p
lant
s?
5.0
GA
SEO
US
EX
CH
AN
GE
AN
D
RE
SPIR
ATIO
N5.
1 Th
e co
ncep
t of
Gas
eous
Exc
hang
e.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f ga
seou
s exc
hang
e.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m o
n th
e m
eani
ng a
nd im
port
ance
of
gase
ous e
xcha
nge.
ii) S
tude
nts t
o su
mm
ariz
e an
d re
cord
cor
rect
re
spon
ses g
iven
by
diffe
rent
in
divi
dual
s.
• Va
riet
y of
livi
ng
orga
nism
s.•
Cha
rts/
diag
ram
s/
pict
ures
of o
rgan
isms
show
ing
sites
of g
aseo
us
exch
ange
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
tof
gas
eous
exc
hang
e?4
b) id
entif
y or
gans
re
spon
sible
for g
aseo
us
exch
ange
in li
ving
or
gani
sms.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
exam
ine
sites
of
gase
ous e
xcha
nge
in d
iffer
ent
orga
nism
s.ii)
Stu
dent
s in
grou
ps to
pe
rfor
m p
ract
ical
exe
rcis
e on
exa
min
atio
n of
gas
eous
ex
chan
ge si
tes i
n di
ffere
nt
orga
nism
s.
• Sa
mpl
es o
f org
anism
s su
ch a
s ins
ects
, fish
es,
amph
ibia
ns a
nd sm
all
mam
mal
s.•
Vari
ety
of le
aves
e.g
. el
odea
leaf
.•
Han
d le
ns.
• M
icro
scop
e.
Is th
e st
uden
t abl
e to
iden
tify
orga
ns
resp
onsi
ble
for g
aseo
us
exch
ange
in li
ving
or
gani
sms?
61
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o le
ad a
pl
enar
y di
scus
sion
on si
tes
of g
aseo
us e
xcha
nge
in
diffe
rent
org
anism
s.
5.2
Gas
eous
Exc
hang
e in
M
amm
als.
The
stud
ents
shou
ld b
e ab
le
to: a)
ide
ntify
par
ts o
f the
re
spir
ator
y sy
stem
.
i) Th
e te
ache
r to
diss
ect a
m
amm
al a
nd d
ispla
y th
e st
ruct
ure
of th
e re
para
tory
sy
stem
.ii)
Stu
dent
s to
obse
rve
the
stru
ctur
e of
the
resp
irat
ory
syst
em a
nd id
entif
y its
maj
or
part
s.iii
) The
teac
her t
o le
ad a
cla
ss
disc
ussio
n on
the
part
s of
the
resp
irat
ory
syst
em.
• A
diss
ecte
d m
amm
al e
.g.
mou
se.
• D
issec
ting
kit.
• C
hlor
ofor
m.
• D
issec
ting
tray
/bow
l.•
Thre
ad.
• W
ater
.•
Cha
rt/d
iagr
am o
f re
spir
ator
y sy
stem
.
Is th
e st
uden
t abl
e to
id
entif
y pa
rts o
f the
re
spira
tory
syst
em?
6
b) d
escr
ibe
feat
ures
of
diffe
rent
par
ts o
f the
re
spir
ator
y sy
stem
and
th
eir a
dapt
ive
feat
ures
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in g
roup
s th
e fe
atur
es o
f diff
eren
t par
ts
of th
e re
spir
ator
y sy
stem
of a
m
amm
al.
ii) S
tude
nts t
o pr
esen
t th
eir g
roup
task
s for
pl
enar
y di
scus
sion
and
then
to g
uide
them
in
mak
ing
clar
ifica
tions
and
co
nclu
sion.
Mod
els/
Dia
gram
or c
hart
of th
e re
spira
tory
syst
em.
Is th
e st
uden
t abl
e to
de
scrib
e fe
atur
es o
f di
ffere
nt p
arts
of t
he
resp
irato
ry sy
stem
and
thei
r ada
ptiv
e fe
atur
es?
c) d
escr
ibe
the
mec
hani
sm
of g
aseo
us e
xcha
nge
in
mam
mal
s.
i) St
uden
ts to
dis
cuss
in g
roup
th
e br
eath
ing
mec
hani
sm in
hu
man
.
Cha
rts/d
iagr
ams m
odel
s on
resp
irato
ry sy
stem
.Is
the
stud
ent a
ble
to
desc
ribe
the
mec
hani
sm
of g
aseo
us e
xcha
nge
in
mam
mal
s?
62
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o de
mon
stra
te
inha
latio
n an
d ex
hala
tion
proc
esse
s and
illu
stra
te th
e m
ajor
par
ts in
volv
ed.
d) d
escr
ibe
gase
ous
exch
ange
acr
oss t
he
alve
olus
.
i) St
uden
ts to
obs
erve
di
agra
ms/
pict
ures
/dra
win
gs
show
ing
gase
ous e
xcha
nge
acro
ss th
e al
veol
us a
nd d
raw
th
e di
agra
ms o
f alv
eoli.
ii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on st
ruct
ures
of
the
alve
olus
and
exp
lain
how
ga
seou
s exc
hang
e ta
kes p
lace
ac
ross
the
alve
olus
.
• Pi
ctur
es o
r•
Dia
gram
s sho
win
g an
al
veol
us o
f the
lung
.
Is th
e st
uden
t abl
e to
des
crib
e ga
seou
s ex
chan
ge a
cros
s the
al
veol
us?
e) o
utlin
e fa
ctor
s affe
ctin
g ga
seou
s exc
hang
e in
m
amm
als.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o ou
tline
fa
ctor
s affe
ctin
g ga
seou
s ex
chan
ge in
mam
mal
s.ii)
Stu
dent
s to
disc
uss i
n gr
oups
the
fact
ors a
ffect
ing
gase
ous e
xcha
nge
in
mam
mal
s and
pre
sent
thei
r fin
ding
s in
the
plen
ary
and
sum
mar
ize
maj
or p
oint
s.
Pict
ures
/cha
rts sh
owin
g ga
seou
s exc
hang
e in
m
amm
als.
Is th
e st
uden
t abl
e to
ou
tline
fact
ors a
ffect
ing
gase
ous e
xcha
nge
in
mam
mal
s?
63
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S5.
3 G
aseo
us E
xcha
nge
in
Plan
ts.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
impo
rtan
ce
of g
aseo
us e
xcha
nge
in
plan
ts.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s th
e im
port
ance
of g
aseo
us
exch
ange
in p
lant
s.ii)
Stu
dent
s to
pres
ent g
roup
ta
sks i
n pl
enar
y di
scus
s on
and
the
teac
her t
o m
ake
nece
ssar
y cl
arifi
catio
n.
Cha
rts/d
iagr
ams/
pict
ures
sh
owin
g th
e pr
oces
s of
gase
ous e
xcha
nge
in p
lant
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of g
aseo
us e
xcha
nge
in
plan
ts?
b) id
entif
y pa
rts o
f pla
nt
resp
onsib
le fo
r gas
eous
ex
chan
ge.
i) Th
e te
ache
r to
orga
nize
a
simpl
e fie
ld st
udy
arou
nd
the
scho
ol c
ompo
und
for
stud
ents
to o
bser
ve d
iffer
ent
part
s of t
he p
lant
resp
onsib
le
for g
aseo
us e
xcha
nge.
ii) S
tude
nts t
o di
scus
s on
the
part
s res
pons
ible
for g
aseo
us
exch
ange
.
• H
and
lens
.•
Cha
rts/
pict
ures
/ di
agra
ms o
n ga
seou
s ex
chan
ge in
pla
nts.
• Pl
ant l
eave
s and
shoo
ts.
Is th
e st
uden
t abl
e to
id
entif
y pa
rt of
pla
nts
resp
onsi
ble
for g
aseo
us
exch
ange
?
c) d
escr
ibe
the
proc
ess o
f ga
seou
s exc
hang
e in
pl
ants
.
i) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n on
the
proc
ess o
f ga
seou
s exc
hang
e in
a le
af.
ii) S
tude
nts t
o su
mm
ariz
e an
d re
cord
impo
rtan
t poi
nts
on th
e pr
oces
s of g
aseo
us
exch
ange
and
dra
w th
e tr
ansv
erse
sect
ion
of a
lead
.
• C
hart
s/di
agra
ms/
pi
ctur
es sh
owin
g th
e pr
oces
s of g
aseo
us
exch
ange
in a
leaf
.•
Pict
ures
/cha
rts s
how
ing
gase
ous e
xcha
nge
in
mam
mal
s.
Is th
e st
uden
t abl
e to
de
scrib
e th
e pr
oces
sof
gas
eous
exc
hang
e in
pl
ants
?
5.4
Res
pira
tion.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f re
spir
atio
n.
i) St
uden
ts to
bra
inst
orm
on
the
mea
ning
of r
espi
ratio
n.ii)
The
teac
her t
o su
mm
ariz
e th
e co
rrec
t res
pons
es a
nd
mak
e co
nclu
sion.
Dia
gram
s/ch
arts
mod
els o
n th
e pr
oces
s of r
espi
ratio
n.Is
the
stud
ent a
ble
to
expl
ain
the
conc
ept o
f re
spira
tion?
2
64
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CS
SPE
CIF
IC O
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CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
men
tion
type
s of
resp
irat
ion.
i) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e ty
pes o
f re
spir
atio
n in
livi
ng th
ings
.ii)
Stu
dent
s in
grou
ps to
dis
cuss
an
d su
mm
ariz
e th
e ty
pes o
f re
spir
atio
n.
Extra
cts o
f arti
cles
from
jo
urna
ls/m
agaz
ines
on
the
type
s of r
espi
ratio
n.
Is th
e st
uden
t abl
e to
men
tion
type
s of
resp
iratio
n?
5.4.
1 A
erob
ic R
espi
ratio
n.Th
e st
uden
t sho
uld
be a
ble
toa)
exp
lain
the
conc
ept o
f ae
robi
c re
spir
atio
n.
i) St
uden
ts in
gro
ups t
o di
scus
s th
e m
eani
ng o
f aer
obic
re
spir
atio
n.ii)
The
teac
her t
o le
ad a
cla
ss
disc
ussio
n on
the
mea
ning
an
d im
port
ance
of a
erob
ic
resp
irat
ion.
Cha
rts/d
iagr
ams m
odel
s on
the
proc
ess o
f aer
obic
re
spira
tion.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
aero
bic
resp
iratio
n?6
b) o
utlin
e th
e m
echa
nism
of
aero
bic
resp
irat
ion.
i) Th
e te
ache
r to
lead
stud
ents
th
roug
h qu
estio
n an
d an
swer
s to
expl
ain
the
mec
hani
sm o
f aer
obic
re
spir
atio
n.ii)
Stu
dent
s to
disc
uss,
sum
mar
ize
and
reco
rd m
ajor
id
eas.
Cha
rts/d
iagr
ams o
n ae
robi
c re
spira
tion.
Is th
e st
uden
t abl
e to
ou
tline
the
mec
hani
sm
of a
erob
ic re
spira
tion?
c) c
arry
out
exp
erim
ents
on
aero
bic
resp
irat
ion.
i) Th
e te
ache
r to
lead
stud
ents
in
gro
ups t
o ca
rry
out
expe
rim
ents
to id
entif
y th
e pr
oduc
ts o
f aer
obic
re
spir
atio
n.ii)
Stu
dent
s in
grou
ps to
reco
rd
the
expe
rim
enta
l find
ings
an
d sh
are
with
oth
ers i
n pl
enar
y pr
esen
tatio
n an
d di
scus
sion.
• Fl
asks
.•
Seed
s e.g
. pea
seed
s.•
Ther
mom
eter
s.•
Cot
ton
woo
l.•
Wat
er.
• Be
aker
s.•
Buns
en b
urne
r.•
10%
form
alin
.
Is th
e st
uden
t abl
e to
ca
rry
out e
xper
imen
ts
on a
erob
ic re
spira
tion?
65
TOPI
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B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
des
crib
e fa
ctor
s whi
ch
affec
t the
rate
of
resp
irat
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s fac
tors
whi
ch a
ffect
th
e ra
te o
f res
pira
tion.
ii) S
tude
nts t
o pr
esen
t in
plen
ary
and
teac
her t
o cu
lmin
ate
on h
ow fa
ctor
s su
ch (t
empe
ratu
re, a
ctiv
ity,
body
size
and
age
affe
ct th
e ra
te o
f res
pira
tion.
Wal
l cha
rts/p
ictu
res/
sh
owin
g th
e fa
ctor
s tha
t af
fect
the
rate
of r
espi
ratio
n.
Is th
e st
uden
t abl
e to
des
crib
e fa
ctor
s th
at a
ffect
the
rate
of
resp
iratio
n?
5.4.
2 A
naer
obic
R
espi
ratio
n.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
anae
robi
c re
spir
atio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns
and
answ
ers t
o di
scus
s the
m
eani
ng a
nd im
port
ance
of
anae
robi
c re
spir
atio
n.ii)
Stu
dent
s to
synt
hesiz
e th
eir
resp
onse
s and
exp
lain
the
mea
ning
and
impo
rtan
ce o
f an
aero
bic
resp
irat
ion.
Cha
rts/d
iagr
ams o
n an
aero
bic
resp
iratio
n.Is
the
stud
ent a
ble
to
expl
ain
the
conc
ept
of a
naer
obic
resp
iratio
n?6
b) o
utlin
e th
e m
echa
nism
of
anae
robi
c re
spir
atio
n.i)
The
teac
her t
o gu
ide
stud
ent t
hrou
gh q
uest
ions
an
d an
swer
s to
outli
ne th
e m
echa
nism
of a
naer
obic
re
spir
atio
n.ii)
Stu
dent
s to
sum
mar
ize
maj
or p
oint
s on
mec
hani
sms o
f ana
erob
ic
resp
irat
ion.
Con
ical
flas
ks, r
ubbe
r ba
nds,
deliv
ery
tube
s, be
aker
s, gl
ucos
e, y
east
, w
ater
, liq
uid
para
ffin,
fr
actio
natin
g co
lum
n,
ther
mom
eter
, tes
t tub
es,
strin
g.
Is th
e st
uden
t abl
e to
ou
tline
the
mec
hani
sm
of a
naer
obic
resp
iratio
n?
66
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
men
tion
the
end
prod
ucts
of
ana
erob
ic re
spir
atio
n.i)
The
teac
her t
o gu
ide
stud
ents
to c
arry
out
ex
peri
men
ts to
inve
stig
ate
the
end
prod
ucts
of
anae
robi
c re
spir
atio
n.ii)
Stu
dent
s to
disc
uss o
n th
e im
port
ance
of e
nd p
rodu
cts
of a
naer
obic
resp
irat
ion
in
orga
nism
s.
Cha
rt on
end
pro
duct
an
aero
bic
resp
iratio
n.Is
the
stud
ent a
ble
to m
entio
n th
e en
d pr
oduc
t of a
naer
obic
re
spira
tion?
d) c
arry
out
exp
erim
ents
to
dem
onst
rate
the
appl
icat
ion
of a
naer
obic
re
spir
atio
n.
i) Th
e te
ache
r to
dem
onst
rate
ho
w to
car
ry o
ut
expe
rim
ents
on
anae
robi
c re
spir
atio
n.ii)
Stu
dent
s in
grou
ps to
ca
rry
out e
xper
imen
ts o
n an
aero
bic
resp
irat
ion.
Vario
us p
rodu
cts o
f an
aero
bic
resp
iratio
n.Is
the
stud
ent a
ble
to
carr
y ou
t exp
erim
ents
to
dem
onst
rate
the
appl
icat
ion
of a
naer
obic
re
spira
tion?
e) d
iffer
entia
te b
etw
een
aero
bic
and
anae
robi
c re
spir
atio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s th
e di
ffere
nces
bet
wee
n ae
robi
c an
d an
aero
bic
resp
irat
ion.
ii) S
tude
nts t
o pr
esen
t th
eir fi
ndin
g in
ple
nary
di
scus
sion.
Cha
rt/di
agra
m o
n an
aero
bic
and
aero
bic
resp
iratio
n.Is
the
stud
ent a
ble
to
diffe
rent
iate
bet
wee
n ae
robi
c an
d an
aero
bic
resp
iratio
n?
5.4.
3 In
fect
ion
and
dise
ases
of
the
resp
irato
ry
syst
em.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
com
mon
ai
rbor
ne in
fect
ions
an
d di
seas
es a
ffect
ing
resp
irat
ory
syst
em.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s co
mm
on a
irbo
rne
infe
ctio
n,
dise
ases
, and
dis
orde
rs su
ch
as fl
u, b
ronc
hitis
, ast
hma
and
lung
can
cer.
Extra
cts/
text
s fro
m jo
urna
ls
on c
omm
on a
irbor
ne
infe
ctio
ns.
Is th
e st
uden
t abl
e to
men
tion
com
mon
ai
rbor
ne in
fect
ions
an
d di
seas
es a
ffect
ing
resp
irato
ry sy
stem
s?
4
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TOPI
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CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
shar
e th
eir g
roup
w
ork
in p
lena
ry d
iscu
ssio
n an
d th
e te
ache
r to
mak
e an
y ne
cess
ary
clar
ifica
tions
.
b) e
xpla
in c
ause
s, sy
mpt
oms,
effec
ts a
nd c
ontr
ol
mea
sure
s of c
omm
on
infe
ctio
ns a
nd d
isea
ses o
f th
e re
spir
ator
y sy
stem
.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns
and
answ
ers t
o ex
plai
n ca
uses
, sym
ptom
s effe
cts
and
cont
rol m
easu
res o
f co
mm
on in
fect
ions
and
di
seas
es o
f the
resp
irat
ory
syst
em.
ii) S
tude
nts t
o su
mm
ariz
e th
e m
ajor
poi
nts o
n th
e ca
uses
, sym
ptom
s effe
cts
and
cont
rol m
easu
res o
f the
co
mm
on in
fect
ions
, and
di
seas
es o
f the
resp
irat
ory
syst
em.
iii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e ca
uses
sy
mpt
oms a
nd e
ffect
s and
co
ntro
l mea
sure
s of t
he
com
mon
infe
ctio
ns d
isea
ses
of th
e re
spir
ator
y sy
stem
.
A ta
bula
tion
of c
ause
s, sy
mpt
oms e
ffect
s and
co
ntro
l of a
irbor
ne
infe
ctio
ns o
n th
e m
anila
sh
eet.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s, ef
fect
s and
co
ntro
l mea
sure
s of
com
mon
infe
ctio
ns a
nd
dise
ases
of
the
resp
irato
ry sy
stem
?
5.4.
4 D
isor
ders
of t
he
R
espi
rato
ry S
yste
m.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
diso
rder
s of t
he
resp
irat
ory
syst
em.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
com
mon
dis
orde
rs o
f the
re
spir
ator
y sy
stem
.
Cha
rts/d
iagr
ams s
how
ing
diso
rder
s of t
he re
spira
tory
sy
stem
.
Is th
e st
uden
t abl
e to
m
entio
n di
sord
ers o
fth
e re
spira
tory
syst
ems?
4
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TOPI
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CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
sum
mar
ize
thei
r re
spon
ses a
nd li
st d
own
com
mon
dis
orde
rs o
f the
re
spir
ator
y sy
stem
.
b) e
xpla
in c
ause
s, sy
mpt
oms a
nd e
ffect
s of
the
diso
rder
s of t
he
resp
irat
ory
syst
em.
i) Th
e te
ache
r to
arra
nge
a st
udy
visit
to a
nea
rby
heal
th fa
cilit
y fo
r stu
dent
s to
inve
stig
ate
com
mon
di
sord
ers o
f the
resp
irat
ory
syst
em.
ii) S
tude
nts t
o di
scus
s in
grou
p th
e ca
uses
, sym
ptom
s and
eff
ects
of t
he d
isor
ders
of t
he
resp
irat
ory
syst
em.
iii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
and
mak
e cl
arifi
catio
ns o
n st
uden
ts
pres
enta
tions
.
Cha
rts/d
iagr
ams o
n di
sord
ers o
f the
resp
irato
ry
syst
em.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s and
effe
cts
of d
isor
ders
of t
he
resp
irato
ry sy
stem
s?
c) r
elat
e di
sord
ers o
f the
re
spir
ator
y sy
stem
and
H
IV a
nd A
IDS.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns
and
answ
ers t
o po
int o
ut
the
rela
tions
hip
betw
een
the
resp
irat
ory
syst
em d
isor
ders
an
d H
IV a
nd A
IDS.
ii) S
tude
nts t
o re
cord
and
su
mm
ariz
e th
eir r
espo
nses
an
d th
e te
ache
r to
mak
e cl
arifi
catio
ns o
n th
e re
latio
nshi
p be
twee
n th
e re
spir
ator
y sy
stem
dis
orde
rs
and
HIV
and
AID
S.
Text
s/ex
tract
s on
the
rela
tions
hip
betw
een
diso
rder
s of t
he re
spira
tory
sy
stem
and
HIV
and
AID
S.
Is th
e st
uden
t abl
e to
re
late
dis
orde
rs o
f the
re
spira
tory
syst
em a
nd
HIV
and
AID
S?
69
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
sug
gest
way
s of
prev
entin
g an
d co
ntro
lling
dis
orde
rs o
f th
e re
spir
ator
y sy
stem
.
i) St
uden
ts in
gro
ups t
o di
scus
s w
ays o
f pre
vent
ing
and
cont
rolli
ng d
isor
ders
of t
he
resp
irat
ory
syst
em.
ii) Th
e te
ache
r to
plen
ary
disc
ussio
n an
d m
ake
gene
ral
com
men
ts a
nd c
lari
ficat
ions
w
here
nec
essa
ry.
Extra
cts/
text
s fro
m jo
urna
ls
or m
agaz
ines
on
met
hods
of
prev
entin
g an
d co
ntro
lling
di
sord
ers o
f the
resp
irato
ry
syst
em.
Is th
e st
uden
t abl
e to
sugg
est w
ays
of p
reve
ntin
g an
d co
ntro
lling
dis
orde
rs o
f th
e re
spira
tory
syst
em?
70
FORM THREE
CLASS LEVEL COMPETENCES
Student should have the ability to:
1. demonstrate appropriate use of biological knowledge, concepts, principles and skills in evaluating the roles of various physiological processes in plants and animals.
2. group organisms according to their similarities and differences.
3. demonstrate positive attitudes and responsiveness towards community social values and take measures to protect oneself, family and community.
4. use appropriate skills to solve various health relatedproblems.
CLASS LEVEL OBJECTIVES
By the end of Form three course, the student should be able to:
a) acquire basic knowledge principles, concepts and skills in evaluating the roles of physiological processes in plants and animals.
b) apply knowledge and skills of biological science and related fields in improving livestock and crop production.
c) classify organisms in their respective kingdoms, phylum/division and class.
d) develop positive attitude, values and practices for enhancing positive gender relations, environmental protection, and sexual and reproductive health.
e) take appropriate precautions and measures against problems related to reproductive processes in animals and flowering plants.
f) apply appropriate skills in managing problems related to HIV, AIDS, drug abuse and sexual and reproductive health.
70
71
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CS/
SU
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OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S1.
0 C
LA
SSIF
ICAT
ION
O
F L
IVIN
G T
HIN
GS
1.1
Kin
gdom
Pla
ntae
.1.
1.1
Div
isio
n C
onife
ro p
hyta
(c
onife
rs).
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es o
f the
di
visio
n C
onife
roph
yta.
i) U
sing
guid
elin
es p
rovi
ded,
st
uden
ts to
col
lect
a
vari
ety
of p
lant
s (or
pla
nt
part
s) u
nder
div
ision
C
onife
roph
yta
(i.e.
pi
ne, c
edar
, spr
uce
etc)
fr
om th
e su
rrou
ndin
g en
viro
nmen
ts.
ii) S
tude
nts i
n gr
oups
to
obs
erve
the
plan
ts
colle
cted
and
thos
e di
spla
yed
by th
e te
ache
r an
d re
cord
the
obse
rvab
le
feat
ures
of t
hose
pla
nts.
iii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e ge
nera
l and
dist
inct
ive
feat
ures
of t
he d
ivisi
on
Con
ifero
phyt
a, m
ake
clar
ifica
tion
and
conc
lusio
n.
• A
var
iety
of c
onife
rs
(pin
e, c
edar
, cyp
ress
, sp
ruce
).•
Pict
ures
of c
onife
rs e
.g.
pine
, cyp
ress
, spr
uce,
ce
dar.
• Pi
ctur
es o
f con
es (m
ale
and
fem
ale
cone
s).
• C
hart
s of c
onife
rs.
• C
ones
(fre
sh o
r pr
eser
ved
cone
s).
Is th
e st
uden
t abl
e to
ex
plai
n ge
nera
l and
di
stin
ctiv
e fe
atur
es
of th
e di
visi
on
Con
ifero
phyt
a?
2
b) d
escr
ibe
the
stru
ctur
e of
Pi
nus.
i) U
sing
guid
ing
ques
tions
, st
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/pic
ture
s/
pine
tree
or i
ts p
arts
and
id
entif
y th
e st
ruct
ures
.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
stru
ctur
e of
a p
ine
tree
(P
inus
sp).
iii) S
tude
nt to
dra
w a
nd la
bel
a pi
ne tr
ee (o
r pla
nt p
arts
), m
ale
and
fem
ale
cone
s.
• A
var
iety
of c
one
bear
ing
plan
ts.
• Pi
ctur
es o
f con
ifers
(pin
e tr
ee, c
ypre
ss, s
pruc
e,
ceda
r).
• C
hart
s sho
win
g di
ffere
nt
type
s of c
one
bear
ing
plan
ts.
• C
ones
(fre
sh) o
r pr
eser
ved.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of a
Pin
us?
72
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
adv
anta
ges a
nd
disa
dvan
tage
s of t
he
divi
sion
Con
ifero
phyt
a.
i) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
on
the
adva
ntag
es a
nd
disa
dvan
tage
s of p
lant
s un
der t
he d
ivisi
on
Con
ifero
phyt
a.ii)
Stu
dent
s to
outli
ne
adva
ntag
es a
nd
disa
dvan
tage
s of p
lant
s un
der t
he d
ivisi
on
Con
ifero
phyt
a.
• Av
arie
ty o
f con
e be
arin
g pl
ants
.•
Cha
rts/
pict
ures
show
ing
diffe
rent
type
s con
e be
arin
g pl
ants
.
Is th
e st
uden
t abl
e to
ex
plai
n ad
vant
ages
an
d di
sadv
anta
ges
of th
e di
visi
on
Con
ifero
phyt
a?
1.1.
2 D
ivis
ion
Ang
iosp
erm
ophy
ta
(Flo
wer
ing
Plan
ts).
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es
of th
e di
visio
n A
ngio
sper
mop
hyta
.
i) St
uden
ts in
gro
ups t
o ob
serv
e a
vari
ety
of
flow
erin
g pl
ants
and
re
cord
thei
r obs
erva
ble
feat
ures
. (O
bser
vatio
ns
shou
ld b
ase
on th
e st
ruct
ure
of ro
ots,
leav
es,
shoo
ts, fl
ower
s etc
).ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
ge
nera
l and
dist
inct
ive
feat
ures
of d
ivisi
on o
n A
ngio
sper
mop
hyta
mak
es
gene
ral c
omm
ent a
nd
conc
lusio
n.
• Fl
ower
s fro
m d
icot
and
m
onoc
ots.
• Fr
uits
and
seed
s of
flow
erin
g pl
ants
.•
A v
arie
ty o
f flow
erin
g pl
ants
.
Is th
e st
uden
t abl
e to
ex
plai
n ge
nera
l and
di
stin
ctiv
e fe
atur
es
of th
e di
visi
on
Ang
iosp
erm
ophy
ta?
4
b) o
utlin
e th
e cl
asse
s of
the
divi
sion
Ang
iosp
erm
ophy
ta.
i) St
uden
ts in
gro
ups
usin
g gu
idin
g qu
estio
ns
to o
bser
ve v
arie
ty o
f flo
wer
ing
plan
ts a
nd
grou
p th
em in
to tw
o gr
oups
.
• A
var
iety
of
Mon
ocot
yled
onou
s and
di
coty
ledo
nous
pla
nts.
• G
rain
s (M
aize
, whe
at,
rice
, mill
et).
• Se
eds (
bean
s, pe
as,
cast
or a
nd g
roun
dnut
).
Is th
e st
uden
t abl
e to
ou
tline
cla
sses
of t
he
divi
sion
Ang
iosp
erm
ophy
ta?
73
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
clas
ses a
nd g
ener
al a
nd
dist
inct
ive
feat
ures
of e
ach
clas
s (M
onoc
otyl
edon
ae
and
Dic
otyl
edon
ae).
• M
atur
e an
d yo
ung
bean
an
d m
aize
pla
nts.
• C
hart
s sho
win
g ch
arac
teri
stic
of
clas
ses o
f div
ision
A
ngio
sper
mop
hyta
.•
Raz
or b
lade
/kni
fe/
scal
pel/
surg
ical
bla
de.
c) d
escr
ibe
stru
ctur
es o
f re
pres
enta
tive
plan
ts
unde
r eac
h cl
ass
(Mon
ocot
yled
onae
and
D
icot
yled
onae
).
i) U
sing
guid
ing
ques
tions
, st
uden
ts in
gro
ups
to o
bser
ve v
arie
ty
of p
lant
s und
er e
ach
clas
s and
iden
tify
thei
r ch
arac
teri
stic
feat
ures
.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
stru
ctur
e of
repr
esen
tativ
e pl
ants
und
er e
ach
clas
s (m
aize
, mill
et, r
ice,
gr
ound
nuts
, bea
n an
d pe
a).
iii) S
tude
nts t
o dr
aw a
nd
labe
l rep
rese
ntat
ive
plan
ts
unde
r eac
h cl
ass.
A v
arie
ty
of fl
ower
ing
plan
ts.
• R
azor
bla
de/s
urgi
cal
blad
e/sc
alpe
l.•
Mai
ze g
rain
s.•
Bean
s/pe
as se
eds.
• A
var
iety
of s
eed.
Is th
e st
uden
t abl
e to
de
scrib
e st
ruct
ures
of
repr
esen
tativ
e pl
ants
un
der e
ach
clas
s (M
onoc
otyl
edon
ae a
nd
Dic
otyl
edon
ae)?
d) e
xpla
in a
dvan
tage
s and
di
sadv
anta
ges o
f div
ision
A
ngio
sper
mop
hyta
.
i) St
uden
ts to
bra
inst
orm
on
the
adva
ntag
es a
nd
disa
dvan
tage
s of k
ingd
om
Plan
tae.
A c
hart
on th
e re
pres
enta
tive
plan
ts
unde
r the
div
isio
n A
ngio
sper
mop
hyta
.
Is th
e st
uden
t abl
e to
ex
plai
n ad
vant
ages
an
d di
sadv
anta
ges
of d
ivis
ion
Ang
iosp
erm
ophy
ta?
74
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o us
e st
uden
ts’ re
spon
ses
and
give
cla
rific
atio
ns
and
sum
mar
y on
th
e ad
vant
ages
an
d di
sadv
anta
ge
of th
e di
visio
n A
ngio
sper
mop
hyta
.
2.0
MO
VE
ME
NT
2.1
Con
cept
of M
ovem
ent
and
Loco
mot
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
epts
of
mov
emen
t and
lo
com
otio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of m
ovem
ent
and
loco
mot
ion.
ii) S
tude
nts t
o sy
nthe
size
thei
r res
pons
es a
nd
expl
ain
the
mea
ning
an
d th
e di
ffere
nces
be
twee
n m
ovem
ent a
nd
loco
mot
ion.
iii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e m
eani
ng
and
the
diffe
renc
es
betw
een
the
two
conc
epts
.
• Va
riet
y of
org
anism
s su
ch a
s ins
ects
, fish
and
m
ouse
.•
Cha
rts o
n lo
com
otio
n/
mov
emen
t of d
iffer
ent
orga
nism
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of m
ovem
ent a
nd
loco
mot
ion?
4
b) e
xpla
in th
e im
port
ance
of
mov
emen
t in
anim
als a
nd
plan
ts.
i) U
sing
guid
ing
ques
tions
, st
uden
ts in
gro
ups t
o di
scus
s the
impo
rtan
ce o
f m
ovem
ent i
n an
imal
s and
pl
ants
.ii)
The
teac
her t
o gu
ide
stud
ents
to su
mm
ariz
e th
eir r
espo
nses
, mak
e ge
nera
l com
men
ts a
nd
conc
ludi
ng re
mar
ks.
Cha
rt/dr
awin
g de
pict
ing
mov
emen
t in
diffe
rent
or
gani
sms.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of m
ovem
ent i
n an
imal
s and
pla
nts?
75
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
dem
onst
rate
mov
emen
t an
d lo
com
otio
n ac
tions
.i)
The
teac
her t
o de
sign
an
activ
ity fo
r stu
dent
s in
dem
onst
rate
s mov
emen
t an
d lo
com
otio
n.ii)
Stu
dent
s in
grou
ps to
pe
rfor
m v
ario
us a
ctio
ns
depi
ctin
g m
ovem
ent a
nd
loco
mot
ion.
iii) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers
to g
ive
the
diffe
renc
es
betw
een
mov
emen
t and
lo
com
otio
n.
• Pi
ctur
es/d
raw
ings
of
vari
ous o
rgan
isms
depi
ctin
g m
ovem
ent a
nd
loco
mot
ion.
• Va
riet
y of
org
anism
s su
ch a
s ins
ects
, fish
and
m
ouse
.
Is th
e st
uden
t abl
e to
de
mon
stra
te m
ovem
ent
and
loco
mot
ion
actio
ns?
2.2
Mov
emen
t of t
he H
uman
B
ody.
2.2.
1 Th
e H
uman
Ske
leta
l Sy
stem
.
The
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e st
ruct
ures
of
hum
an sk
elet
on.
i) St
uden
ts in
gro
ups t
o ex
amin
e th
e pi
ctur
e/m
odel
of s
kele
ton
and
iden
tify
its m
ajor
par
ts.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e st
ruct
ure
of th
e hu
man
sk
elet
on a
nd it
s maj
or
com
pone
nts.
iii) S
tude
nts t
o dr
aw a
wel
l la
belle
d di
agra
m o
f the
st
ruct
ure
of h
uman
sk
elet
on.
• M
odel
of h
uman
sk
elet
on.
• D
iagr
ams/
pict
ures
of
the
hum
an sk
elet
on.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
hum
an sk
elet
on?
2
b) e
xpla
in th
e fu
nctio
ns o
f th
e m
ajor
com
pone
nts o
f th
e hu
man
skel
eton
and
th
eir a
dapt
atio
ns.
i) St
uden
ts in
gro
ups t
o di
scus
s the
ada
ptat
ion
of
the
maj
or c
ompo
nent
s of
the
hum
an sk
elet
on.
Mod
el o
f hum
an sk
elet
on.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns o
f th
e m
ajor
com
pone
nts
of th
e hu
man
skel
eton
an
d th
eir a
dapt
atio
ns?
76
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d gu
ide
stud
ents
to
sum
mar
ize
and
reco
rd
maj
or p
oint
s or i
deas
.
2.2.
2 M
uscl
es a
nd M
ovem
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f m
uscl
es.
i) St
uden
ts to
bra
inst
orm
th
e m
eani
ng o
f mus
cles
.ii)
The
teac
her t
o sy
nthe
size
stud
ent’s
resp
onse
s an
d us
e th
em to
get
th
e co
rrec
t mea
ning
of
mus
cle.
Cha
rts/d
iagr
ams/
pict
ures
of
diffe
rent
mus
cles
.Is
the
stud
ent a
ble
to
expl
ain
the
conc
ept o
f m
uscl
es?
6
b) m
entio
n ty
pes o
f mus
cles
.i)
Stud
ents
in g
roup
s to
obse
rve
char
ts/m
odel
s/pi
ctur
es o
f diff
eren
t m
uscl
es a
nd id
entif
y th
eir
diffe
renc
es.
ii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e ty
pe o
f m
uscl
es.
Mod
els/
char
ts/p
ictu
res/
di
agra
ms o
f diff
eren
t typ
es
of m
uscl
es.
Is th
e st
uden
t abl
e to
men
tion
type
s of
mus
cles
?
c) d
emon
stra
te h
ow m
uscl
es
faci
litat
e m
ovem
ent.
i) Th
e te
ache
r to
desig
n an
ac
tivity
for s
tude
nts t
o de
mon
stra
te th
e ro
le o
f m
uscl
es in
mov
emen
ts.
ii) S
tude
nts i
n pa
irs to
pe
rfor
m v
ario
us a
ctio
ns
depi
ctin
g th
e ro
le o
f m
uscl
es in
mov
emen
t su
ch a
s str
etch
ing
arm
sn
and
legs
and
jot d
own
the
obse
rved
cha
nges
.
• M
odel
s of d
iffer
ent
mus
cles
.•
Cha
rts/
diag
ram
s/
phot
ogra
ph o
f mus
cles
.
Is th
e st
uden
t abl
e to
dem
onst
rate
how
m
uscl
es fa
cilit
ate
mov
emen
t?
77
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Stu
dent
s to
pres
ent
thei
r find
ings
and
the
teac
her t
o le
ad p
lena
ry
disc
ussio
n, g
uide
stud
ents
to
sum
mar
ize
the
maj
or p
oint
s and
mak
e co
nclu
sion.
d) d
escr
ibe
the
stru
ctur
e of
th
e m
uscl
e.i)
Stud
ents
in g
roup
s to
obs
erve
pic
ture
s/di
agra
ms/
mod
el o
f m
uscl
es (b
icep
s and
tr
icep
s mus
cles
) and
di
scus
s the
stru
ctur
e of
m
uscl
es.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e st
ruct
ures
of m
uscl
es.
iii) S
tude
nts t
o dr
aw a
nd la
bel
the
stru
ctur
e of
bic
eps a
nd
tric
eps m
uscl
es d
urin
g be
ndin
g an
d st
retc
hing
of
the
arm
.
• C
hart
s/di
agra
ms/
m
odel
s of d
iffer
ent
mus
cles
.•
Real
obj
ects
.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
the
mus
cle?
e) e
xpla
in a
dapt
atio
ns o
f di
ffere
nt ty
pes o
f mus
cles
.i)
Stud
ents
in g
roup
s to
obs
erve
pic
ture
s/di
agra
ms/
mod
el o
f di
ffere
nt ty
pes o
f mus
cle
and
disc
uss t
he a
dapt
atio
n of
diff
eren
t typ
es o
f m
uscl
es to
thei
r rol
es.
Mod
els/
pict
ures
/dia
gram
s of
mus
cles
.Is
the
stud
ent a
ble
to
expl
ain
adap
tatio
ns
of d
iffer
ent t
ypes
of
mus
cles
?
78
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o le
ad a
cla
ss
disc
ussio
n an
d su
mm
ariz
e th
e m
ajor
poi
nts o
n th
e ad
apta
tion
of d
iffer
ent
type
s of m
uscl
es to
thei
r ro
les.
f) e
xpla
in c
ause
s, eff
ects
and
pr
even
tive
mea
sure
s of
mus
cles
cra
mps
.
i) St
uden
ts in
gro
ups t
o di
scus
s cau
ses,
effec
ts a
nd
prev
entiv
e m
easu
res o
f m
uscl
e cr
amps
.ii)
The
teac
her t
o le
ad c
lass
di
scus
sion
and
mak
e an
y ne
cess
ary
clar
ifica
tions
.
Mod
els/
pict
ures
/dia
gram
s of
diff
eren
t typ
es o
f m
uscl
es.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
effe
cts a
nd p
reve
ntiv
e m
easu
res o
f mus
cle
cram
ps?
1.3
Mov
emen
t in
Plan
ts.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f m
ovem
ent i
n pl
ants
(m
ovem
ent o
f cur
vatu
re).
i) St
uden
ts to
obs
erve
pl
ants
/pot
ted
plan
ts
show
ing
mov
emen
t in
plan
ts a
nd re
cord
the
findi
ng.
ii) S
tude
nts i
n gr
oups
to
dis
cuss
mov
emen
t ex
hibi
ted
by p
lant
and
th
eir i
mpo
rtan
ce a
nd
pres
ent t
heir
task
for
plen
ary
disc
ussio
n.iii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d m
ake
clar
ifica
tion
and
conc
lusio
n on
the
mea
ning
and
impo
rtan
ce
of m
ovem
ent e
xhib
ited
by
plan
ts.
• Ph
otog
raph
, dia
gram
s an
d ch
arts
show
ing
mov
emen
t in
plan
ts.
• Pl
ants
show
ing
mov
emen
t of c
urva
ture
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
mov
emen
t in
plan
ts?
4
79
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
men
tion
type
s of
mov
emen
t exh
ibite
d by
pl
ants
.
i) St
uden
ts to
obs
erve
pla
nts
show
ing
diffe
rent
type
s of
mov
emen
t and
reco
rd th
e fin
ding
s.ii)
The
teac
her t
o le
ad a
cla
ss
disc
ussio
n on
the
type
s of
mov
emen
t exh
ibite
d by
pla
nts (
i.e. N
astic
and
Tr
opism
).
• A
var
iety
of p
lant
s sh
owin
g m
ovem
ent
exhi
bite
d by
pla
nts.
• C
hart
s/di
agra
ms/
pi
ctur
es sh
owin
g na
stic
an
d tr
opic
resp
onse
s in
plan
t.
Is th
e st
uden
t abl
e to
men
tion
type
s of
mov
emen
t exh
ibite
d by
pl
ants
?
c) c
arry
out
exp
erim
ents
to
inve
stig
ate
mov
emen
t in
plan
ts.
i) St
uden
ts in
gro
ups u
sing
guid
elin
es to
per
form
ex
peri
men
ts to
inve
stig
ate
mov
emen
t exh
ibite
d by
pl
ants
and
reco
rd th
eir
findi
ngs.
ii) S
tude
nts t
o pr
esen
t the
ir
findi
ngs a
nd th
e te
ache
r to
lead
cla
ss d
iscu
ssio
n,
mak
e cl
arifi
catio
n an
d co
nclu
sion.
• Po
tted
plan
ts.
• C
hart
s, ph
otog
raph
, di
agra
ms a
nd p
ictu
res
depi
ctin
g m
ovem
ent i
n pl
ants
.•
Youn
g po
tted
plan
ts.
Is th
e st
uden
t abl
e to
in
vest
igat
e m
ovem
ent
in p
lant
s?
3.0
CO
OR
DIN
ATIO
N3.
1 C
once
pt o
f Coo
rdin
atio
n.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
coo
rdin
atio
n in
or
gani
sms.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss m
eani
ng
and
impo
rtan
ce
of c
oord
inat
ion
in
orga
nism
s.ii)
Stu
dent
to p
rese
nt g
roup
ta
sks a
nd th
e te
ache
r to
lead
ple
nary
dis
cuss
ion,
m
ake
nece
ssar
y cl
arifi
catio
ns a
nd
conc
lusio
n.
• H
ot o
bjec
ts.
• Sh
arp
obje
cts.
• Li
ve sp
ecim
ens o
r toy
s of
inse
cts a
nd sm
all
mam
mal
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
coo
rdin
atio
n in
or
gani
sms?
4
80
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
out
line
way
s in
whi
ch
coor
dina
tion
is br
ough
t ab
out.
i) St
uden
ts to
obs
erve
ch
arts
/ dia
gram
s/pi
ctur
es sh
owin
g m
ain
com
pone
nts o
f ner
vous
co
ordi
natio
n an
d di
scus
s the
role
of e
ach
com
pone
nts,
stim
ulus
, re
cept
ors,
coor
dina
tor,
effec
tors
and
resp
onse
.ii)
Stu
dent
s to
disc
uss i
n gr
oups
on
the
way
s in
whi
ch c
oord
inat
ion
is br
ough
t abo
ut.
iii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e w
ays
in w
hich
coo
rdin
atio
n is
brou
ght a
bout
.
• C
hart
to sh
ow h
ow
coor
dina
tion
is br
ough
t ab
out.
• H
ot o
bjec
t.•
Shar
p ob
ject
.•
Real
obj
ects
.•
Gam
e or
puz
zle
char
t on
nerv
ous c
oord
inat
ion
proc
ess.
Is th
e st
uden
t abl
e to
ou
tline
way
s in
whi
ch
coor
dina
tion
is b
roug
ht
abou
t?
3.2
Ner
vous
Coo
rdin
atio
n in
H
uman
.3.
2.1
Neu
rone
s.
The
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e st
ruct
ure
of
mot
or, s
enso
ry a
nd re
lay
neur
ones
.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e st
ruct
ures
of m
otor
, se
nsor
y an
d re
lay
neur
ons.
ii) S
tude
nts t
o dr
aw a
nd
labe
l dia
gram
to sh
ow
the
stru
ctur
e of
mot
or,
sens
ory
and
rela
y ne
uron
es.
• M
odel
s/pi
ctur
es/
phot
ogra
phs o
f ne
uron
es.
• Pr
epar
ed sl
ides
of
neur
ones
.•
Mic
rosc
ope.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of m
otor
, sen
sory
and
re
lay
neur
ons?
1
b) e
xpla
in th
e ro
les o
f m
otor
, sen
sory
and
rela
y ne
uron
es.
i) St
uden
ts to
dis
cuss
in
grou
p th
e ro
les o
f mot
or,
sens
ory
and
rela
y ne
uron
e an
d to
pre
sent
thei
r re
spon
ses f
or p
lena
ry
disc
ussio
n.
A c
hart
show
ing
sum
mar
y of
the
role
s of m
otor
, se
nsor
y an
d re
lay
neur
ons.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ro
les o
f m
otor
, sen
sory
and
re
lay
neur
ons?
81
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o su
mm
ariz
e st
uden
ts re
spon
ses,
mak
e ge
nera
l com
men
t and
ne
cess
ary
corr
ectio
ns.
3.2.
2 C
entra
l Ner
vous
Sys
tem
(C
NS)
.Th
e st
uden
t sho
uld
be a
ble
to:
a) g
ive
the
mea
ning
of
Cen
tral
Ner
vous
Sys
tem
(C
NS)
.
i) St
uden
ts to
bra
inst
orm
on
the
mea
ning
of C
NS.
ii) Th
e te
ache
r to
sum
mar
ize
stud
ents’
resp
onse
s and
gi
ve g
ener
al c
omm
ents
an
d co
nclu
sion.
• C
hart
s of t
he C
entr
al
Ner
vous
Sys
tem
.•
Han
d le
nses
.•
Pict
ures
/pho
togr
aphs
of
brai
n an
d sp
inal
cor
d.
Is th
e st
uden
t abl
e to
giv
e th
e m
eani
ng
of C
entra
l Ner
vous
Sy
stem
?
2
b) id
entif
y th
e co
mpo
nent
s of
the
cent
ral n
ervo
us
syst
em a
nd th
eir
func
tions
.
i) St
uden
ts to
obs
erve
m
odel
s cha
rts/
diag
ram
s/ph
otog
raph
s of b
rain
and
sp
inal
cor
d an
d id
entif
y th
eir c
ompo
nent
s.ii)
The
teac
her t
o gu
ide
stud
ents
in g
roup
s to
iden
tify
the
com
pone
nts
of th
e ce
ntra
l ner
vous
sy
stem
and
dis
cuss
thei
r ro
les.
• C
hart
s/di
agra
ms o
f C
NS.
• D
iagr
ams/
mod
els o
f br
ain
and
spin
al c
ord.
Is th
e st
uden
t abl
e to
iden
tify
the
com
pone
nts o
f the
cent
ral n
ervo
us sy
stem
an
d th
eir f
unct
ions
?
c) d
escr
ibe
the
stru
ctur
es o
f th
e sp
inal
cor
d an
d br
ain.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o ob
serv
e m
odel
s/ d
iagr
am/
pict
ures
of t
he sp
inal
cor
d an
d br
ain
and
disc
uss
thei
r str
uctu
res.
ii) S
tude
nts t
o dr
aw a
nd la
bel
the
stru
ctur
es o
f the
spin
al
cord
and
bra
in.
• D
iagr
ams a
nd
phot
ogra
phs o
f the
sp
inal
cor
d.•
Mod
els o
f the
bra
in a
nd
spin
al c
ord.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ures
of
the
brai
n an
d sp
inal
co
rd?
82
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S3.
2.3
Perip
hera
l Ner
vous
Sy
stem
(PN
S).
The
stud
ent s
houl
d be
abl
e to
:a)
giv
e th
e m
eani
ng o
f Pe
riphe
ral N
ervo
us
Syst
em.
i) St
uden
ts to
bra
inst
orm
on
the
mea
ning
of P
erip
hera
l N
ervo
us S
yste
m.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
and
reco
rd c
orre
ct
resp
onse
s and
mak
e cl
arifi
catio
n an
d co
nclu
sion.
Phot
ogra
phs/
char
ts sh
owin
g th
e st
ruct
ures
of P
NS.
Is th
e st
uden
t abl
e to
gi
ve th
e m
eani
ng o
f Pe
riphe
ral N
ervo
us
syst
em a
nd th
eir
func
tions
?
2
b) id
entif
y th
e co
mpo
nent
s of
the
Perip
hera
l Ner
vous
Sy
stem
and
thei
r fu
nctio
ns.
i) St
uden
ts to
obs
erve
char
ts,
phot
ogra
phs/
spec
imen
s of
mic
e/ra
bbit/
frog
to
iden
tify
the
com
pone
nts
of th
e PN
S.ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
th
e co
mpo
nent
s of t
he
perip
hera
l ner
vous
sy
stem
s.
• C
hart
s/ph
otog
raph
s/
pict
ures
on
perip
hera
l N
ervo
us sy
stem
s.•
Pres
erve
d sp
ecim
en
of fr
og m
ouse
/rab
bit
show
ing
the
PNS.
Is th
e st
uden
t abl
e to
id
entif
y co
mpo
nent
s of
Per
iphe
ral N
ervo
us
Syst
em?
3.2.
4 R
eflex
Act
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
giv
e th
e m
eani
ng o
f refl
ex
actio
n.
i) Th
e te
ache
r to
desig
n ac
tiviti
es fo
r stu
dent
to
dem
onst
rate
the
refle
x ac
tion.
ii) S
tude
nts i
n gr
oups
to
dem
onst
rate
the
refle
x ac
tion
and
reco
rd th
eir
findi
ngs.
iii) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
the
mea
ning
of r
eflex
act
ion.
• H
ot o
bjec
ts.
• Li
ve sp
ecim
ens o
f in
sect
s or s
mal
l m
amm
als.
• To
ys (s
nake
, sco
rpio
n).
Is th
e st
uden
t abl
e to
gi
ve th
e m
eani
ng o
f re
flex
actio
n?6
b) d
escr
ibe
the
neur
onic
pa
thw
ay o
f a re
flex
actio
n.C
harts
/pho
togr
aphs
/ di
agra
ms s
how
ing
neur
onic
pa
thw
ays o
f a re
flex
actio
n.
Is th
e st
uden
t abl
e to
de
scrib
e th
e ne
uron
ic
path
way
of a
refle
x ac
tion?
83
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Si)
The
teac
her t
o di
spla
y th
e ch
art/d
iagr
ams/
phot
ogra
phs s
how
ing
the
neur
onic
pat
hway
of a
re
flex
actio
n fo
r stu
dent
s to
obs
erve
and
iden
tify
the
com
pone
nts o
f the
ne
uron
ic p
athw
ay o
f re
flex
actio
n.ii)
Stu
dent
s to
draw
and
labe
l th
e ne
uron
ic p
athw
ay o
f re
flex
actio
n.iii
) The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
neur
onic
pat
hway
of a
re
flex
actio
n.
b) d
istin
guish
sim
ple
refle
x fr
om c
ondi
tione
d re
flex
actio
n.
i) Th
e te
ache
r to
desig
n ac
tiviti
es fo
r stu
dent
to
dem
onst
rate
sim
ple
refle
x an
d co
nditi
oned
refle
x ac
tions
.ii)
Stu
dent
s in
grou
ps to
de
mon
stra
te si
mpl
e re
flex
actio
ns a
nd c
ondi
tione
d re
flex
actio
ns a
nd re
cord
th
eir fi
ndin
gs.
iii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e di
ffere
nces
bet
wee
n sim
ple
refle
x ac
tion
and
cond
ition
ed re
flex
actio
n.
• C
hart
s/di
agra
ms o
f sim
ple
cond
ition
ed
refle
x ac
tions
.•
Bell.
• V
ideo
/rad
io ta
pes
show
ing
simpl
e an
d co
nditi
oned
refle
x ac
tion.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te si
mpl
e re
flex
from
con
ditio
ned
refle
x ac
tion?
84
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S3.
2.5
Sens
e O
rgan
s.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
eani
ng o
f a
sens
e or
gan.
i) St
uden
ts in
gro
ups
to o
bser
ve m
odel
s/pi
ctur
es/d
iagr
am/ c
hart
s an
d br
ains
torm
on
the
mea
ning
of s
ense
org
an.
ii) S
tude
nts t
o pr
esen
t th
eir g
roup
resp
onse
s in
plen
ary
sess
ion
and
the
teac
her t
o gu
ide
them
to
reco
rd th
e co
rrec
t re
spon
ses a
nd m
ake
gene
ral c
omm
ents
and
co
nclu
sion.
• C
hart
s of d
iffer
ent s
ense
or
gans
..•
Pict
ures
/dia
gram
s/
Mod
els o
f sen
se o
rgan
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f se
nse
orga
n?6
b) id
entif
y ty
pes o
f sen
se
orga
ns a
nd th
eir r
elat
ive
posit
ion.
i) St
uden
ts to
obs
erve
m
odel
s/ p
ictu
res/
diag
ram
s/ch
arts
of m
ouse
(o
r any
oth
er sm
all
mam
mal
) and
iden
tify
sens
e or
gans
and
thei
r re
lativ
e po
sitio
n.ii)
Usin
g gu
idin
g qu
estio
ns,
stud
ents
in g
roup
s to
obse
rve
char
ts/m
odel
s/sp
ecim
ens o
f diff
eren
t se
nse
orga
ns a
nd id
entif
y its
par
ts.
iii) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e ty
pes
of se
nse
orga
ns a
nd th
eir
rela
tive
posit
ions
.
• M
odel
s/ch
arts
show
ing
the
stru
ctur
e of
sens
e or
gans
.•
Mir
ror.
• Sm
all m
amm
als s
uch
mou
se.
Is th
e st
uden
t abl
e to
iden
tify
type
s of
sens
e or
gans
and
thei
r re
lativ
e po
sitio
n?
c) d
escr
ibe
the
stru
ctur
e of
ea
ch se
nse
orga
n.i)
The
teac
her t
o le
ad
stud
ents
to d
iscu
ss in
gr
oups
the
stru
ctur
e of
ea
ch se
nse
orga
n.
• Sm
all m
amm
al.
• M
odel
s/ch
arts
of
diffe
rent
sens
e or
gans
.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of e
ach
sens
e or
gan?
6
85
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
draw
and
labe
l th
e hu
man
ear
, eye
, nos
e th
e to
ngue
(to
show
the
loca
tion
of ta
ste
buds
) an
d th
e tr
ansv
erse
sect
ion
(T.S
) of t
he sk
in.
d) e
xpla
in th
e fu
nctio
ns o
f se
nse
orga
ns a
nd th
eir
adap
tive
feat
ures
.
i) St
uden
ts in
gro
ups t
o ob
serv
e m
odel
s/pi
ctur
es/
spec
imen
s sho
win
g di
ffere
nt se
nse
orga
ns
and
disc
uss t
he ro
le o
f ea
ch se
nse
orga
n an
d its
ad
aptiv
e fe
atur
es.
ii) S
tude
nts t
o pr
esen
t th
eir g
roup
task
and
the
teac
her t
o gu
ide
them
to
sum
mar
ize
maj
or p
oint
s an
d m
ake
clar
ifica
tion.
• C
hart
s/m
odel
s/
phot
ogra
phs o
f diff
eren
t se
nse
orga
ns.
• Li
ve o
r pre
serv
ed
spec
imen
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e fu
nctio
ns o
f se
nse
orga
n an
d th
eir
adap
tive
feat
ures
?
3.3
Dru
gs a
nd D
rug
Abu
se
in R
elat
ion
to N
ervo
us
Coo
rdin
atio
n.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
mea
ning
of
drug
s and
dru
g ab
use
in re
latio
n to
ner
vous
co
ordi
natio
n.
i) Th
e te
ache
r to
lead
the
stud
ents
to d
iscu
ss in
gr
oups
the
mea
ning
of
drug
s and
dru
g ab
use
in re
latio
n to
ner
vous
co
ordi
natio
n.ii)
The
teac
her t
o su
mm
ariz
e gr
oup
resp
onse
s, gi
ve
nece
ssar
y co
rrec
tions
and
m
ake
conc
lusio
n.
• V
ideo
/film
on
effec
ts
of d
rug
and
subs
tanc
e ab
use.
• Sa
mpl
es o
f dru
gs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f dr
ugs a
nd d
rug
abus
e in
rela
tion
to n
ervo
us
coor
dina
tion?
6
b) o
utlin
e pr
oper
way
s of
hand
ling
and
usin
g dr
ugs.
i) St
uden
ts in
gro
ups t
o di
scus
s pro
per w
ays o
f ha
ndlin
g an
d us
ing
drug
s.
• V
ideo
/film
.•
Pict
ures
and
pos
ters
of
illeg
al d
rug
user
s and
ad
dict
s.
Is th
e st
uden
t abl
e to
ou
tline
pro
per
way
s of h
andl
ing
and
usin
g dr
ugs?
86
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o gu
ide
stud
ents
to m
ake
clar
ifica
tion
and
conc
lusio
n on
pro
per
way
s of h
andl
ing
and
usin
g dr
ugs.
• Sa
mpl
es o
f dru
gs.
• V
ideo
/film
show
ing
prop
er w
ays o
f han
dlin
g an
d us
ing
drug
s.
c) e
xpla
in c
ause
s and
effe
cts
of d
rug
addi
ctio
n.i)
The
teac
her t
o in
vite
a
drug
abu
se c
ontr
ol
expe
rt o
r hea
lth o
ffice
r/pr
actit
ione
r to
talk
on
drug
add
ictio
n, it
s cau
ses
and
effec
ts.
ii) S
tude
nts t
o su
mm
ariz
e m
ajor
poi
nts f
rom
the
gues
t spe
aker
pre
sent
atio
n an
d th
e te
ache
r to
guid
e th
em to
cla
rify
m
ajor
issu
es a
nd m
ake
conc
lusio
n.iii
) Stu
dent
s to
do a
pro
ject
on
cas
es o
f dru
g ad
dict
ion
in th
eir s
urro
undi
ng
com
mun
ity.
• Br
ochu
re a
nd fl
iers
on
caus
es a
nd e
ffect
s of
drug
add
ition
.•
Vid
eo/fi
lm sh
owin
g pe
ople
affe
cted
by
drug
s.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses
and
effe
cts o
f dru
g ad
dict
ion?
d) s
ugge
st p
reve
ntiv
e an
d co
ntro
l mea
sure
s of d
rug
abus
e.
i) St
uden
ts in
gro
ups t
o di
scus
s the
pre
vent
ive
and
cont
rol m
easu
res o
f dru
g ab
use.
ii) Th
e te
ache
r to
use
stud
ents
cor
rect
resp
onse
s an
d gi
ve c
lari
ficat
ions
and
co
nclu
sion.
• V
ideo
/film
abo
ut d
rug
and
subs
tanc
e ab
use.
• Po
ster
s of d
rug
addi
cts/
us
ers.
Is th
e st
uden
t abl
e to
su
gges
t pre
vent
ive
and
cont
rol m
easu
res o
f dr
ug a
buse
?
87
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Stu
dent
s to
mak
e a
stud
y vi
sit in
a n
earb
y he
alth
ce
ntre
/hos
pita
l and
co
llect
dat
a of
cau
ses a
nd
effec
ts o
f dru
g ab
use
and
mea
sure
s tak
en b
y he
alth
de
part
men
t to
prev
ent
and
cont
rol d
rug
abus
e in
th
e co
mm
unity
.
3.4
Endo
crin
e gl
ands
.Th
e st
uden
t sho
uld
be a
ble
to:
a) i
dent
ify lo
catio
n of
di
ffere
nt e
ndoc
rine
gla
nds
in th
e m
amm
alia
n bo
dy.
i) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e lo
catio
n of
the
endo
crin
e gl
ands
in
the
mam
mal
ian
body
and
th
e ty
pes o
f hor
mon
es
prod
uced
by
each
gla
nd.
ii) S
tude
nts t
o dr
aw th
e di
agra
m to
show
loca
tion
of e
ndoc
rine
gla
nds i
n hu
man
bod
y.iii
) The
teac
her t
o le
ad
clas
s dis
cuss
ion
on th
e di
ffere
nces
bet
wee
n en
docr
ine
and
exoc
rine
gl
and.
• C
hart
s/or
dia
gram
s of
endo
crin
e gl
ands
and
ho
rmon
es p
rodu
ced
by
each
gla
nd.
• D
iagr
ams/
mod
els/
pi
ctur
es sh
owin
g th
e po
sitio
n of
the
endo
crin
e gl
ands
in a
m
amm
alia
n bo
dy.
Is th
e st
uden
t abl
e to
id
entif
y lo
catio
n of
di
ffere
nt e
ndoc
rine
glan
ds in
the
mam
mal
ian
body
?
6
b) e
xpla
in th
e ro
le o
f ho
rmon
es p
rodu
ced
by
each
end
ocri
ne g
land
.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e ro
le o
f ea
ch h
orm
one
in th
e m
amm
alia
n bo
dy.
ii) Th
e te
ache
r to
use
stud
ents
resp
onse
s to
mak
e cl
arifi
catio
ns a
nd
conc
lusio
n.
Cha
rts o
f the
end
ocrin
e gl
ands
.Is
the
stud
ent a
ble
to
expl
ain
the
role
of
horm
ones
pro
duce
d by
ea
ch e
ndoc
rine
glan
d?
88
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
out
line
diso
rder
s of
horm
onal
coo
rdin
atio
n in
m
amm
als.
i) St
uden
ts in
gro
ups t
o di
scus
s the
dis
orde
rs o
f ho
rmon
al c
oord
inat
ion
in
mam
mal
s.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
diso
rder
s of h
orm
onal
co
ordi
natio
n du
e to
hy
per-
and
hypo
-sec
retio
n of
insu
lin, g
row
th
horm
one,
ant
ideu
retic
ho
rmon
e an
d th
yrox
in.
Pict
ures
/pho
togr
aphs
of
diso
rder
s of h
orm
onal
co
ordi
natio
n e.
g. g
oitre
, gi
gant
ism
and
dw
arfis
m.
Is th
e st
uden
t abl
e to
ou
tline
dis
orde
rs o
f ho
rmon
al c
oord
inat
ion
in m
amm
als?
3.5
C
oord
inat
ion
in P
lant
s.3.
5.1
Con
cept
of T
ropi
c an
d
Nas
tic R
espo
nses
.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
epts
of
trop
ic a
nd n
astic
re
spon
ses.
i) St
uden
ts to
obs
erve
po
tted
plan
ts g
row
n in
all
roun
d lig
ht a
nd u
nila
tera
l lig
ht a
nd re
cord
thei
r ob
serv
atio
ns.
ii) U
sing
ques
tion
and
answ
ers,
the
teac
her t
o gu
ide
stud
ents
to g
ive
the
mea
ning
of t
ropi
c an
d na
stic
resp
onse
s.
• Po
tted
plan
ts.
• C
hart
s/ph
otog
raph
s/
or p
ictu
res o
f tro
pic
resp
onse
s of s
hoot
s and
ro
ots.
• Yo
ung
plan
t.•
Mim
osa
plan
t.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of tr
opic
and
nas
tic
resp
onse
s?
4
b) c
arry
out
exp
erim
ents
to
inve
stig
ate
the
effec
ts
of tr
opic
and
nas
tic
resp
onse
s in
plan
ts.
i) St
uden
ts u
sing
guid
elin
es
to c
arry
out
exp
erim
ents
to
inve
stig
ate
the
effec
ts o
f tr
opic
and
nas
tic in
pla
nts
and
reco
rd th
eir fi
ndin
gs.
ii) Th
e te
ache
r to
lead
cl
ass d
iscu
ssio
n,
mak
e cl
arifi
catio
n on
m
isco
ncep
tions
and
mak
e co
nclu
sion.
• Po
tted
plan
ts.
• Be
aker
s.•
Cot
ton
woo
l.•
Bean
or m
aize
seed
s.•
Youn
g pl
ant.
• M
imos
a pl
ants
.
Is th
e st
uden
t abl
e to
in
vest
igat
e th
e ef
fect
s of
trop
ic a
nd n
astic
re
spon
ses i
n pl
ants
?
89
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
impo
rtan
ce
of tr
opic
and
nas
tic
resp
onse
s.
i) St
uden
ts in
gro
ups t
o di
scus
s the
impo
rtan
ce
of h
ydro
-geo
- pho
to a
nd
chem
otro
pism
s in
plan
ts.
ii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion,
m
ake
gene
ral c
omm
ents
an
d co
nclu
sion
on th
e sig
nific
ance
of t
ropi
sms
and
nast
ic re
spon
ses i
n pl
ants
.iii
) Stu
dent
s to
outli
ne
signi
fican
ce o
f tro
pism
s in
plan
t gro
wth
.
• Po
tted
plan
ts su
bjec
ts
to a
ll ro
und
light
and
un
idire
ctio
nal l
ight
.•
Cha
rts t
o sh
ow e
xam
ples
of
trop
ic re
spon
ses.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of tr
opic
and
nas
tic
resp
onse
s?
4.0
EX
CR
ET
ION
4.1
Con
cept
of E
xcre
tion.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f ex
cret
ion.
i) St
uden
ts in
gro
ups t
o di
scus
s the
mea
ning
and
im
port
ance
of e
xcre
tion.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
cat
egor
ize
thei
r res
pons
es a
nd re
cord
th
e m
ajor
poi
nts.
• M
odel
s of k
idne
y.•
Pres
erve
d sp
ecim
en o
f ki
dney
.•
Dia
gram
s/ch
arts
of
excr
etor
y sy
stem
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
excr
etio
n?2
b) g
ive
exam
ples
of e
xcre
tory
pr
oduc
ts e
limin
ated
by
orga
nism
s.
i) U
sing
ques
tions
and
an
swer
s the
teac
her t
o le
ad st
uden
t to
nam
e ex
cret
ory
prod
ucts
el
imin
ated
by
orga
nism
s.ii)
The
teac
her t
o le
ad
a pl
enar
y di
scus
sion
and
guid
e st
uden
ts to
su
mm
ariz
e m
ajor
idea
s on
the
excr
etor
y pr
oduc
ts
elim
inat
ed b
y or
gani
sms.
Pict
ures
/cha
rt sh
owin
g va
rious
type
s of e
xcre
tory
pr
oduc
ts a
nd th
eir
impo
rtanc
e.
Is th
e st
uden
t abl
e to
giv
e ex
ampl
es o
f ex
cret
ory
prod
ucts
el
imin
ated
by
anim
als?
90
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S4.
2 Ex
cret
ion
in H
uman
.Th
e st
uden
t sho
uld
be a
ble
to:
a) m
entio
n ex
cret
ory
orga
ns
in h
uman
bei
ng.
i) St
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/pic
ture
s/m
odel
s sho
win
g di
ffere
nt
excr
etor
y or
gans
and
id
entif
y th
eir d
iffer
ence
s.ii)
The
teac
her t
o le
ad
stud
ents
to d
iscu
ss o
n th
e ty
pes o
f ex
cret
ory
orga
nism
in h
uman
.
Mod
el/c
hart/
diag
ram
of
excr
etor
y or
gans
.Is
the
stud
ent a
ble
to
men
tion
excr
etor
y or
gans
in h
uman
bei
ng?
4
b) d
escr
ibe
the
urin
ary
syst
em.
i) Th
e te
ache
r to
diss
ect a
m
ouse
or a
ny o
ther
smal
l m
amm
al to
disp
lay
the
urin
ary
syst
em.
ii) U
sing
guid
ing
ques
tions
st
uden
ts to
obs
erve
m
odel
s/ d
iagr
am/p
ictu
res
show
ing
the
hum
an
urin
ary
syst
em a
nd
iden
tify
the
stru
ctur
es
(kid
ney,
uret
er, u
rina
ry
bald
er).
iii) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
the
stru
ctur
e of
uri
nary
sy
stem
and
its a
dapt
ive
feat
ures
.iv
) Stu
dent
s to
draw
and
la
bel t
he st
ruct
ure
of th
e hu
man
exc
reto
ry sy
stem
(K
idne
y, ur
eter
, uri
nary
bl
adde
r, ur
ethr
a).
• M
odel
s/ch
arts
/dia
gram
/ pi
ctur
es/s
peci
men
s sh
owin
g th
e hu
man
ur
inar
y sy
stem
.•
Diss
ectin
g ki
ts a
nd tr
ays.
• C
hlor
ofor
m.
• C
otto
n.
Is th
e st
uden
t abl
e to
de
scrib
e th
e ur
inar
y sy
stem
?
91
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
proc
ess o
f ur
ine
form
atio
n.i)
The
teac
her t
o gu
ide
stud
ents
to b
rain
stor
m
on th
e pr
oces
s of u
rine
fo
rmat
ion.
ii) S
tude
nts t
o di
scus
s in
grou
ps th
e pr
oces
s of
urin
e fo
rmat
ion
and
the
teac
her t
o m
ake
clar
ifica
tions
.
Mod
els/
char
ts/p
ictu
res
show
ing
the
urin
ary
syst
em.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oces
s of
urin
e fo
rmat
ion?
4.3
Com
plic
atio
ns a
nd
Dis
orde
rs o
f the
Ex
cret
ory
Syst
em.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
com
mon
co
mpl
icat
ions
and
di
sord
ers o
f the
exc
reto
ry
syst
em.
i) Th
e te
ache
r to
prep
are
case
stud
ies o
n co
mm
on
com
plic
atio
n an
d di
sord
ers o
f the
exc
reto
ry
syst
em e
.g. k
idne
y st
ones
an
d ki
dney
failu
re.
ii) S
tude
nts i
n gr
oups
to
disc
uss t
he c
ases
usin
g gu
idin
g qu
estio
ns g
iven
by
the
teac
her.
iii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
guid
e st
uden
ts to
su
mm
ariz
e ke
y id
eas.
Cha
rts/d
iagr
am o
f the
ur
inar
y sy
stem
and
the
asso
ciat
ed d
isor
ders
and
co
mpl
icat
ions
.
Is th
e st
uden
t abl
e to
men
tion
com
mon
co
mpl
icat
ions
and
di
sord
ers o
f the
ex
cret
ory
syst
em?
4
b) e
xpla
in th
e ca
uses
, sy
mpt
oms,
effec
ts a
nd
cont
rol m
easu
res o
f co
mm
on c
ompl
icat
ions
an
d di
sord
ers o
f the
ex
cret
ory
syst
em.
i) St
uden
ts to
dis
cuss
in
grou
ps c
ause
s, sy
mpt
oms
effec
ts a
nd c
ontr
ol
mea
sure
s of d
isor
ders
an
d co
mpl
icat
ions
of t
he
excr
etor
y sy
stem
.
• A
cha
rt sh
owin
g th
e ta
bula
tion
of
caus
es, s
ympt
oms,
and
effec
ts c
ontr
ol
of th
e co
mpl
icat
ions
an
d di
sord
ers o
f the
ex
cret
ory
syst
em.
• C
hart
s/m
odel
s/pi
ctur
es
show
ing
urin
ary
syst
em.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses,
sym
ptom
s and
effe
cts
and
cont
rol m
easu
res o
f co
mm
on c
ompl
icat
ions
an
d di
sord
ers o
f the
ex
cret
ory
syst
em?
92
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o in
vite
a
heal
th o
ffice
r to
talk
on
com
plic
atio
ns a
nd
diso
rder
s of t
he e
xcre
tory
sy
stem
(kid
ney
failu
re
and
kidn
ey st
ones
).iii
) Stu
dent
s to
sum
mar
ize
maj
or p
oint
s fro
m
the
gues
t spe
aker
pr
esen
tatio
n an
d th
e te
ache
r to
guid
e th
em to
cl
arify
maj
or is
sues
and
m
ake
conc
lusio
n.
4.4
Excr
etio
n in
Pla
nts.
The
stud
ent s
houl
d be
abl
e to
:a)
men
tion
type
s of
excr
etor
y pr
oduc
ts
elim
inat
ed b
y pl
ants
.
i) Th
e te
ache
r to
lead
st
uden
ts u
sing
ques
tions
an
d an
swer
s to
men
tion
way
s by
whi
ch p
lant
s get
ri
d of
exc
reto
ry p
rodu
cts
and
give
exa
mpl
es.
ii) S
tude
nts t
o su
mm
ariz
e th
e m
ajor
poi
nts a
nd li
st
dow
n ty
pes o
f exc
reto
ry
prod
ucts
elim
inat
ed b
y pl
ants
.iii
) The
teac
her t
o m
ake
gene
ral c
omm
ents
an
d co
nclu
sion
on
the
diffe
rent
type
s of
excr
etor
y pr
oduc
ts
elim
inat
ed b
y pl
ants
.
A c
hart
show
ing
vario
us
plan
ts a
nd th
eir e
xcre
tory
pr
oduc
ts.
Is th
e st
uden
t abl
e to
men
tion
type
s of
excr
etor
y pr
oduc
tsel
imin
ated
by
plan
ts?
4
93
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
exp
lain
the
impo
rtan
ce
of c
omm
on e
xcre
tory
pr
oduc
ts o
f pla
nts.
i) Th
e te
ache
r to
lead
st
uden
ts in
gro
ups t
o di
scus
s the
impo
rtan
ce
of e
xcre
tory
pro
duct
s of
pla
nts s
uch
as g
um,
alka
loid
s and
late
x.ii)
Tea
cher
to le
ad p
lena
ry
disc
ussio
n on
the
impo
rtan
ce o
f exc
reto
ry
prod
ucts
from
pla
nts,
sum
mar
ize
the
maj
or
poin
ts a
nd m
ake
conc
lusio
n.
• A
cha
rt sh
owin
g va
riou
s pl
ants
and
thei
r was
te
prod
ucts
.•
Sam
ples
of p
lan
excr
etor
y pr
oduc
ts su
ch
as g
ums,
alka
loid
s and
la
tex.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of e
xcre
tory
pro
duct
s of
pla
nts?
5.0
RE
GU
LAT
ION
5.1
Con
cept
of R
egul
atio
n.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
regu
latio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s the
mea
ning
of
regu
latio
n an
d its
im
port
ance
.ii)
The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d m
ake
clar
ifica
tion
and
conc
lusio
n on
the
conc
ept
of re
gula
tion
and
its
impo
rtan
ce.
A c
hart
show
ing
the
proc
ess
of re
gula
tion
in a
nim
als.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
regu
latio
n?2
b) m
entio
n va
riou
s typ
es o
f re
gula
tion.
i) St
uden
ts in
gro
ups t
o ob
serv
e ch
arts
/pic
ture
s sh
owin
g th
e pr
oces
s of
regu
latio
n in
ani
mal
s and
id
entif
y th
eir d
iffer
ence
s.ii)
The
teac
her t
o le
ad a
cla
ss
disc
ussio
n on
the
type
s of
regu
latio
n te
mpe
ratu
re
regu
latio
n, re
gula
tion
of
wat
er a
nd m
iner
al sa
lts in
an
imal
s.
• Ex
trac
ts/te
xts o
n va
riou
s ty
pes o
f reg
ulat
ion.
• C
hart
s/pi
ctur
es/
diag
ram
s sho
win
g va
riou
s typ
es o
f re
gula
tion.
Is th
e st
uden
t abl
e to
men
tion
type
s of
regu
latio
n?
94
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S5.
2 Te
mpe
ratu
re R
egul
atio
n in
A
nim
als.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f te
mpe
ratu
re re
gula
tion
in
anim
als.
i) St
uden
ts in
gro
ups u
sing
guid
elin
es to
per
form
ex
peri
men
ts to
det
erm
ine
the
tem
pera
ture
of a
frog
/to
ad a
nd a
smal
l mam
mal
un
der d
iffer
ent c
ondi
tions
(c
old
and
hot)
and
reco
rd
thei
r find
ings
.ii)
Stu
dent
s to
divi
de th
e ex
peri
men
tal a
nim
als
into
ect
othe
rms a
nd
endo
ther
ms.
iii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
guid
e st
uden
ts to
cle
ar o
ut
mis
conc
eptio
n an
d m
ake
conc
lusio
n.
• To
ad/fr
og.
• Sm
all m
amm
al (r
at,
mou
se, r
abbi
t).
• A
clin
ical
ther
mom
ete.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
tem
pera
ture
regu
latio
n in
ani
mal
s?
6
b) c
arry
out
pra
ctic
al
activ
ities
to d
eter
min
e te
mpe
ratu
re re
gula
tion
in
mam
mal
s.
i) St
uden
ts in
pai
rs, t
o ca
rry
out p
ract
ical
ex
erci
ses o
n m
easu
ring
bo
dy te
mpe
ratu
res a
nd
reco
rd c
hang
es in
bod
y te
mpe
ratu
re b
efor
e an
d aft
er p
erfo
rmin
g a
phys
ical
exe
rcis
e.ii)
Stu
dent
s to
repo
rt th
eir
findi
ngs a
nd th
e te
ache
r to
lead
cla
ss d
iscu
ssio
n on
th
e tem
pera
ture
regu
latio
n in
mam
mal
s and
mak
e cl
arifi
catio
n.
• A
clin
ical
ther
mom
eter
.•
A c
hart
show
ing
a ta
ble
for r
ecor
ding
bod
y te
mpe
ratu
re.
• Sm
all m
amm
als e
.g.
mou
se o
r rab
bit.
Is th
e st
uden
t abl
e to
ca
rry
out p
ract
ical
ac
tiviti
es to
det
erm
ine
tem
pera
ture
regu
latio
n in
mam
mal
s?
95
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
des
crib
e th
e m
echa
nism
of
tem
pera
ture
regu
latio
n in
mam
mal
s.
i) St
uden
ts to
dis
cuss
in
grou
ps th
e bo
dy re
actio
ns
whe
n th
e te
mpe
ratu
re o
f th
e su
rrou
ndin
g is
low
er
and
whe
n is
high
er th
an
the
body
tem
pera
ture
.ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
th
e st
ruct
ure
of th
e sk
in in
rela
tion
to
tem
pera
ture
regu
latio
n (v
asoc
onst
rict
ion
and
vaso
dila
tion)
.iii
) Stu
dent
s to
draw
and
la
bel s
ectio
n of
the
skin
sh
owin
g va
soco
nstr
ictio
n an
d va
sodi
latio
n.
• M
odel
s/ch
arts
/ ph
otog
raph
s sho
win
g th
e se
ctio
n of
the
skin
.•
Pict
ures
/dia
gram
s sh
owin
g th
e re
actio
n of
th
e sk
in u
nder
diff
eren
t co
nditi
ons (
hot a
nd
cold
).
Is th
e st
uden
t abl
e to
des
crib
e th
e m
echa
nism
of
tem
pera
ture
regu
latio
n in
mam
mal
s?
5.3
Osm
oreg
ulat
ion
in
Mam
mal
s.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
osm
oreg
ulat
ion.
i) St
uden
ts to
dis
cuss
in
grou
ps o
n th
e m
eani
ng
of o
smor
egul
atio
n an
d its
im
port
ance
.ii)
The
teac
her t
o m
ake
clar
ifica
tions
an
d co
nclu
sion
on th
e m
eani
ng o
f os
mor
egul
atio
n an
d its
n im
port
ance
.
Cha
rts, p
ictu
res,
phot
ogra
phs o
r dia
gram
s sh
owin
g os
mor
egul
atio
n in
m
amm
als.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t os
mor
egul
atio
ns?
4
b) m
entio
n fa
ctor
s whi
ch
affec
t the
con
tent
s of s
alt
and
wat
er in
the
body
.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers t
o m
entio
n fa
ctor
s whi
ch
may
affe
ct th
e co
nten
ts o
f sa
le a
nd w
ater
in th
e bo
dy.
• C
hart
s, pi
ctur
es o
r di
agra
ms s
how
ing
osm
oreg
ulat
ion
in
mam
mal
s.•
Mod
els/
char
ts/ p
ictu
res
show
ing
the
stru
ctur
e of
a
neph
rone
.
Is th
e st
uden
t abl
e to
m
entio
n fa
ctor
s whi
ch
affe
ct th
e co
nten
ts o
f sa
lt an
d w
ater
con
tent
in
the
body
?
96
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o gu
ide
stud
ents
in g
roup
s to
cate
gori
es fa
ctor
s whi
ch
affec
t the
salt
and
wat
er
cont
ent i
n th
e bo
dy.
iii) S
tude
nts t
o pr
esen
t th
eir g
roup
task
s and
th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
give
cor
rect
ion
whe
re
nece
ssar
y.
5.4
Blo
od S
ugar
Reg
ulat
ion
in
Mam
mal
s.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
echa
nism
s of
regu
latin
g su
gar l
evel
in
the
bloo
d.
i) St
uden
ts in
gro
up to
di
scus
s how
hor
mon
es
regu
late
suga
r lev
els i
n th
e bl
ood
(insu
lin a
nd
gluc
agon
s).
ii) S
tude
nts t
o pr
esen
t th
eir t
asks
in a
ple
nary
di
scus
sion.
Pict
ures
, cha
rts o
r ph
otog
raph
s sho
win
g th
e m
echa
nism
s of r
egul
atin
g su
gar l
evel
in th
e bl
ood.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
echa
nism
s of
regu
latin
g su
gar
leve
l in
the
bloo
d?
4
b) o
utlin
e th
e ca
uses
, sy
mpt
oms a
nd e
ffect
s of
high
and
low
suga
r lev
els
in th
e bl
ood.
The
teac
her t
o as
sign
task
s to
stud
ents
in g
roup
s to
read
lit
erat
ures
and
out
line
the
caus
es, s
ympt
oms a
nd e
ffect
s of
hig
h an
d lo
w su
gar l
evel
s in
the
bloo
d.
Vid
eo ta
pes,
char
ts, a
nd
pict
ures
show
ing
the
caus
es, s
ympt
oms a
nd
effe
cts o
f hig
h an
d lo
w
suga
r lev
els i
n th
e bl
ood.
Is th
e st
uden
t abl
e to
ou
tline
the
effe
cts o
f hi
gh a
nd lo
w su
gar
leve
l in
the
bloo
d?
6.0
RE
PRO
DU
CT
ION
6.1
Con
cept
of R
epro
duct
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f re
prod
uctio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
the
mea
ning
and
impo
rtan
ce
of re
prod
uctio
n.ii)
The
teac
her t
o su
mm
ariz
e st
uden
ts’ re
spon
ses
and
mak
e ne
cess
ary
clar
ifica
tion
and
give
co
nclu
sion.
• Fl
ip c
hart
s.•
V.I.P
.P. c
ards
car
ryin
g ke
y m
essa
ges o
n re
prod
uctio
n.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
repr
oduc
tion?
2
97
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
dist
ingu
ish b
etw
een
sexu
al a
nd a
sexu
al
repr
oduc
tion.
i) Th
e te
ache
r to
disp
lay
vari
ety
of o
rgan
isms
whi
ch re
prod
uce
by se
eds
or v
eget
ativ
e.ii)
Stu
dent
s to
obse
rve
a va
riet
y of
org
anism
s di
spla
yed
and
disc
uss i
n gr
oups
the
way
s in
whi
ch
the
plan
ts re
prod
uce
whe
ther
by
mea
ns
of a
sexu
al o
r sex
ual
repr
oduc
tion.
iii) S
tude
nts i
n th
eir g
roup
to
dis
cuss
the
diffe
renc
es
betw
een
asex
ual a
nd
sexu
al re
prod
uctio
n an
d pr
esen
t the
ir g
roup
task
s fo
r ple
nary
dis
cuss
ion.
iv) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion,
mak
e ge
nera
l com
men
ts a
nd
conc
lusio
n.
• Va
riet
y of
org
anism
s.•
Pict
ure/
phot
ogra
phs o
f pl
ants
that
repr
oduc
e by
se
eds o
r veg
etat
ive.
Is th
e st
uden
t abl
e to
di
stin
guis
h be
twee
n se
xual
and
ase
xual
re
prod
uctio
n?
c) e
xpla
in th
e m
erits
and
de
mer
its o
f sex
ual a
nd
asex
ual r
epro
duct
ion.
i) St
uden
ts in
gro
ups t
o ob
serv
e va
riet
y of
pla
nts
whi
ch re
prod
uce
asex
ually
an
d se
xual
ly.ii)
Stu
dent
s in
grou
ps to
di
scus
s the
mer
its a
nd
dem
erits
of a
sexu
al a
nd
sexu
al re
prod
uctio
n.iii
) Stu
dent
s to
pres
ent
thei
r tas
ks fo
r ple
nary
di
scus
sion.
• Va
riet
y of
org
anism
s.•
Pict
ure/
phot
ogra
phs o
f pl
ants
that
repr
oduc
e as
exua
lly a
nd se
xual
ly.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
erits
and
de
mer
its o
f sex
ual a
nd
asex
ual r
epro
duct
ion?
98
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S6.
2 M
eios
is a
nd R
epro
duct
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
giv
e th
e m
eani
ng o
f m
eios
is.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts to
bra
inst
orm
the
mea
ning
of m
eios
is us
ing
char
ts/p
hoto
grap
hs a
nd
mod
els s
how
ing
stag
es o
f m
eios
is.ii)
Stu
dent
s to
synt
hesiz
e an
d co
rrec
t res
pons
es.
iii) Th
e te
ache
r to
sum
mar
ize
the
stud
ent r
espo
nses
and
m
ake
conc
lusio
n.
Cha
rts/p
hoto
grap
hs
show
ing
stag
es o
f mei
osis
.Is
the
stud
ent a
ble
to
give
the
mea
ning
of
mei
osis
?2
b) e
xpla
in th
e sig
nific
ance
of
mei
osis
in re
latio
n to
re
prod
uctio
n.
i) U
sing
char
ts/p
hoto
grap
h an
d m
odel
s, st
uden
ts to
ob
serv
e th
e ev
ents
whi
ch
take
pla
ce in
diff
eren
t st
ages
of m
eios
is.ii)
The
teac
her t
o le
ad
clas
s dis
cuss
ion
on th
e sig
nific
ance
of m
eios
is in
re
latio
n to
repr
oduc
tion
and
sum
mar
ize
the
mai
n id
eas.
• C
hart
s/ph
otog
raph
s sh
owin
g st
ages
of
mei
osis.
• M
odel
s sho
win
g st
ages
of
mei
osis.
Is th
e st
uden
t abl
eto
exp
lain
the
sign
ifica
nce
of
mei
osis
in re
latio
n to
re
prod
uctio
n?
c) c
arry
out
an
expe
rim
ent
to sh
ow st
ages
of m
eios
is pr
oces
s.
i) U
sing
char
ts/p
hoto
grap
h an
d m
odel
s, st
uden
ts to
ob
serv
e th
e ev
ents
whi
ch
take
pla
ce in
diff
eren
t st
ages
of m
eios
is.ii)
The
teac
her t
o di
spla
y ch
arts
/ pho
togr
aphs
/di
agra
ms s
how
ing
the
even
ts ta
king
pla
ce in
eac
h st
age
of m
eios
is pr
oces
s.
• Pr
epar
e m
icro
scop
e sli
de o
n st
ages
of
mei
osis.
• M
icro
scop
e.•
Cha
rts/
phot
ogra
phs/
m
odel
s sho
win
g st
ages
of
mei
osis.
Is th
e st
uden
t abl
e to
ca
rry
out
expe
rimen
ts to
show
st
ages
of m
eios
is?
99
TOPI
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CIF
IC O
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CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Stu
dent
s in
grou
ps to
ob
serv
e th
e di
spla
yed
mod
el c
hart
, pho
togr
aphs
or
dia
gram
s and
out
line
the
even
ts ta
king
pla
ce a
t ea
ch st
age
of m
eios
is an
d re
cord
thei
r find
ings
.
6.3
Rep
rodu
ctio
n in
Fl
ower
ing
Plan
ts.
6.3.
1 Th
e St
ruct
ure
of th
e Fl
ower
.
The
stud
ent s
houl
d be
abl
e to
:a)
des
crib
e th
e st
ruct
ure
of
the
flow
er.
i) St
uden
ts u
sing
guid
elin
es
to c
olle
ct v
arie
ty o
f flo
wer
s.ii)
Stu
dent
s in
grou
ps to
ob
serv
e th
e co
llect
ed
flow
ers a
nd id
entif
y di
ffere
nt p
arts
of t
he
flow
er a
nd d
escr
ibe
thei
r st
ruct
ures
.iii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d m
ake
clar
ifica
tions
an
d co
nclu
sion
on th
e st
ruct
ure
of th
e flo
wer
.iv
) Stu
dent
s to
draw
a w
ell
labe
lled
diag
ram
of t
he
nam
ed fl
ower
.
• Va
riet
y of
flow
ers.
• C
hart
s/m
odel
s/
phot
ogra
phs o
f flow
ers.
Is th
e st
uden
t abl
e to
de
scrib
e th
e st
ruct
ure
of th
e flo
wer
s?2
b) id
entif
y re
prod
uctiv
e pa
rts o
f the
flow
er.
i) St
uden
ts in
gro
ups
to o
bser
ve v
arie
ty o
f flo
wer
s and
iden
tify
the
repr
oduc
tive
part
s.ii)
The
teac
her t
o le
ad
stud
ents
to id
entif
y an
d di
scus
s the
repr
oduc
tive
part
s of t
he fl
ower
.
• Va
riet
y of
flow
ers.
• M
odel
s/ch
arts
/ pic
ture
s sh
owin
g di
ffere
nt ty
pes
of fl
ower
s.
Is th
e st
uden
t abl
e to
id
entif
y re
prod
uctiv
e pa
rts o
f the
flow
er?
100
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S6.
3.2
Polli
natio
n.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
eani
ng o
f po
llina
tion.
i) St
uden
ts to
bra
inst
orm
on
the
mea
ning
of
polli
natio
n.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
mea
ning
of p
ollin
atio
n an
d its
impo
rtan
ce.
• Va
riet
y of
flow
ers.
• M
odel
s/ch
arts
/ ph
otog
raph
s of
polli
natio
n of
the
flow
ers.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f po
llina
tion?
4
b) id
entif
y ty
pes o
f po
llina
tion.
i) Th
e te
ache
r to
desig
n a
stud
y vi
sit a
roun
d th
e sc
hool
env
ironm
ent/
scho
ol g
arde
n fo
r stu
dent
s to
obs
erve
diff
eren
t flo
wer
s and
iden
tify
type
s of
pol
linat
ion
(sel
f and
cr
oss p
ollin
atio
n).
ii) U
sing
guid
ing
ques
tion
stud
ents
in g
roup
s to
disc
uss w
ays i
n w
hich
the
two
type
s of fl
ower
s are
po
llina
ted
and
pres
ent
thei
r find
ing
in p
lena
ry
disc
ussio
n.iii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d gu
ide
stud
ents
to
sum
mar
ize
thei
r find
ings
an
d m
ake
conc
lusio
n.
• Va
riet
y of
flow
ers.
• D
iagr
ams,
pict
ures
and
m
odel
s of d
iffer
ent
flow
ers.
Is th
e st
uden
t abl
e to
iden
tify
type
s of
polli
natio
n?
c) o
utlin
e ag
ents
of
polli
natio
n.i)
The
teac
her t
o gu
ide
the
stud
ent t
o ob
serv
e th
e ch
arac
teri
stic
s of fl
ower
s (in
term
s of c
olou
r of
peta
ls, st
ruct
ure
of st
igm
a,
styl
es, p
rese
nce
of a
bsen
ce
of n
ecta
r.
• D
iffer
ent t
ypes
of
flow
ers.
• M
odel
s/di
agra
ms/
ph
otog
raph
s of d
iffer
ent
type
s of fl
ower
s.
Is th
e st
uden
t abl
e to
ou
tline
the
agen
ts o
f po
llina
tion?
101
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Bas
ing
on th
ese
char
acte
rist
ics s
tude
nt
to su
gges
t age
ncie
s of
polli
natio
n fo
r diff
eren
t ty
pes o
f flow
ers.
iii) Th
e te
ache
r to
reco
rd th
e su
gges
tions
/poi
nts g
iven
by
stud
ents
and
mak
e ne
cess
ary
clar
ifica
tion
and
conc
lusio
n on
diff
eren
t ty
pes o
f flow
ers a
nd th
eir
agen
ts o
f pol
linat
ion
(win
d an
d in
sect
po
llina
ted
flow
ers)
.
• Va
riet
y of
flow
ers e
.g.
flow
ers o
f hib
iscu
s, co
mm
on b
ean,
rose
, m
aize
, mill
et a
nd g
rass
.•
Pict
ures
/dia
gram
s sh
owin
g in
sect
s/sm
all
bird
s pol
linat
ing
a flo
wer
.
6.3.
3 Fe
rtiliz
atio
n.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e co
ncep
t of
fert
iliza
tion.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
on
the
mea
ning
of f
ertil
izat
ion
in
flow
erin
g pl
ants
.ii)
The
teac
her t
o gu
ide
stud
ents
to su
mm
ariz
e th
eir r
espo
nses
, mak
e ge
nera
l com
men
ts
and
conc
lusio
n on
the
mea
ning
of f
ertil
izat
ion.
• M
odel
s/di
agra
ms/
char
ts
show
ing
the
proc
ess o
f fe
rtili
zatio
n in
flow
erin
g pl
ants
.•
Vari
ety
of fl
ower
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
ferti
lizat
ion?
4
b) e
xpla
in th
e pr
oces
s of
fert
iliza
tion
in fl
ower
ing
plan
ts.
Stud
ents
to d
iscu
ss in
gro
ups
the
proc
ess o
f fer
tiliz
atio
n in
flo
wer
ing
plan
ts a
nd p
rese
nt
thei
r gro
up ta
sks f
or p
lena
ry
disc
ussi
on.
• C
hart
s/m
odel
s/
phot
ogra
phs s
how
ing
the
proc
ess o
f fe
rtili
zatio
n in
flow
erin
g pl
ants
.•
Vari
ety
of fl
ower
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oces
s of
ferti
lizat
ion
in
flow
erin
g pl
ants
?
102
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S6.
4 R
epro
duct
ion
in
Mam
mal
s.Th
e st
uden
t sho
uld
be a
ble
to:
a) i
dent
ify p
arts
of t
he m
ale
and
fem
ale
repr
oduc
tive
orga
ns.
Stud
ents
in g
roup
s to
iden
tify
mal
e an
d fe
mal
e re
prod
uctiv
e or
gans
from
th
e di
ssec
ted
mic
e/an
y ot
her
smal
l mam
mal
.
• M
ouse
/any
oth
er sm
all
mam
mal
.•
Diss
ectin
g ki
t.•
Tray
/diss
ectin
g bo
ard.
• C
hlor
ofor
m.
• C
otto
n w
ool.
• W
ater
.
Is th
e st
uden
t abl
e to
id
entif
y pa
rts o
f the
m
ale
and
fem
ale
repr
oduc
tive
orga
ns?
4
b) d
escr
ibe
mal
e an
d fe
mal
e re
prod
uctiv
e sy
stem
s.i)
Stud
ents
in g
roup
s to
obse
rve
the
diss
ecte
d m
amm
al/m
odel
s/ c
hart
s/pi
ctur
es sh
owin
g m
ale
and
fem
ale
repr
oduc
tive
syst
ems a
nd id
entif
y th
e st
ruct
ures
.ii)
The
teac
her t
o le
ad
clas
s dis
cuss
ion
and
mak
e co
rrec
tion
and
clar
ifica
tion
on th
e st
ruct
ures
of t
he m
ale
and
fem
ale
repr
oduc
tive
syst
ems.
iii) S
tude
nts t
o dr
aw a
nd
labe
l dia
gram
s of m
ale
and
fem
ale
repr
oduc
tive
syst
ems o
f a m
amm
al.
• M
odel
s of d
issec
ted
mic
e.•
Pict
ures
, pho
togr
aph
and
char
ts sh
owin
g st
ruct
ures
of m
ale
and
fem
ale
repr
oduc
tive
syst
em.
• D
issec
ted
mic
e or
any
ot
her s
mal
l mam
mal
.
Is th
e st
uden
t abl
e to
des
crib
e m
ale
and
fem
ale
repr
oduc
tive
syst
ems?
6.4.
1 G
amet
e Fo
rmat
ion
and
Ferti
lizat
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
out
line
the
proc
ess o
f ga
met
e fo
rmat
ion
in
mam
mal
s.
i) Th
roug
h qu
estio
n an
d an
swer
s the
teac
her t
o gu
ide
stud
ents
to d
iscu
ss
the
proc
ess o
f gam
ete
form
atio
n in
mam
mal
s.ii)
Stu
dent
s in
grou
ps to
di
scus
s the
pro
cess
of
gam
ete
form
atio
n in
m
amm
als.
Pict
ures
/cha
rts sh
owin
g fo
rmat
ion
and
liber
atio
n of
ga
met
es.
Is th
e st
uden
t abl
e to
ou
tline
the
proc
ess o
f ga
met
e fo
rmat
ion
in
mam
mal
s?
4
103
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n on
gam
ete
form
atio
n,
liber
atio
n.
b) e
xpla
in th
e pr
oces
ses
of o
vula
tion
and
men
stru
atio
n.
i) U
sing
illus
trat
ions
/gra
phs,
the
teac
her t
o gu
ide
the
stud
ent t
o id
entif
y th
e ph
ases
of m
enst
rual
cyc
le
and
even
ts th
at ta
ke p
lace
in
eac
h ph
ase.
ii) S
tude
nts i
n gr
oups
to
disc
uss t
he p
roce
ss o
f ov
ulat
ion
and
horm
ones
in
volv
ed in
the
proc
ess.
iii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
give
com
men
ts a
nd
clar
ifica
tion
on th
e pr
oces
s of o
vula
tion
and
men
stru
atio
n in
gro
ups.
Cha
rts/g
raph
s sho
win
g ph
ase
of m
enst
rual
and
ov
aria
n cy
cle.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oces
s of
ovu
latio
n an
d m
enst
ruat
ion?
c) e
xpla
in th
e pr
oces
s of
fert
iliza
tion,
pre
gnan
cy
and
child
bir
th.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
the
proc
ess o
f fer
tiliz
atio
n pr
egna
ncy
and
child
bir
th.
ii) S
tude
nts i
n gr
oups
to
obse
rve
char
ts/m
odel
s/
pict
ures
show
ing
proc
ess o
f fer
tiliz
atio
n in
mam
mal
s and
pre
sent
th
eir fi
ndin
g in
ple
nary
di
scus
sion.
Cha
rts o
n fe
rtiliz
atio
n pr
oces
s.Is
the
stud
ent a
ble
to
expl
ain
the
proc
ess o
f fe
rtiliz
atio
n, p
regn
ancy
an
d ch
ild b
irth?
104
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
out
line
fact
ors w
hich
may
hi
nder
fert
iliza
tion.
i) St
uden
ts to
dis
cuss
in
gro
ups t
he fa
ctor
s aff
ectin
g fe
rtili
zatio
n an
d pr
esen
t the
ir g
roup
task
s fo
r ple
nary
dis
cuss
ion.
ii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
clar
ify st
uden
ts re
spon
ses.
Pict
ures
show
ing
vario
us
cont
race
ptiv
es.
Is th
e st
uden
t abl
e to
out
line
fact
ors
whi
ch m
ay h
inde
r fe
rtiliz
atio
n?
e) e
xpla
in th
e co
ncep
t of
artifi
cial
inse
min
atio
n.i)
The
teac
her t
o le
ad
stud
ents
to d
iscu
ss o
n th
e m
eani
ng a
nd im
port
ance
of
art
ifici
al in
sem
inat
ion.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
the
maj
or re
spon
ses a
nd m
ake
gene
ral c
omm
ents
.
Cha
rts/d
raw
ing
depi
ctin
g ar
tifici
al in
sem
inat
ion.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
artifi
cial
inse
min
atio
n?
6.4.
2 M
ultip
le P
regn
anci
es.
The
stud
ent s
houl
d be
abl
e to
:a)
giv
e th
e m
eani
ng o
f m
ultip
le p
regn
anci
es.
i) St
uden
ts to
dis
cuss
in
grou
ps u
sing
guid
ing
ques
tions
the
caus
es o
f m
ultip
le p
regn
anci
es
and
pres
ent t
heir
task
for
plen
ary
disc
ussio
n.ii)
The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d m
ake
appr
opri
ate
com
men
ts o
n th
e st
uden
ts
resp
onse
s.
Cha
rts/p
ictu
res/
phot
ogra
phs
show
ing
mul
tiple
pr
egna
ncie
s cas
es.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
eani
ng o
f m
ultip
le p
regn
anci
es?
2
b) d
iffer
entia
te b
etw
een
iden
tical
twin
s and
fr
ater
nal t
win
s.
i) St
uden
ts to
obs
erve
the
diag
ram
s/ p
hoto
grap
hs/
pict
ures
show
ing
iden
tical
an
d fr
ater
nal t
win
s and
su
gges
t the
diff
eren
ces
betw
een
iden
tical
and
fr
ater
nal t
win
s.
• C
hart
s/di
agra
ms o
r pi
ctur
es sh
owin
g id
entic
al a
nd fr
ater
nal
twin
s.
Is th
e st
uden
t abl
e to
di
ffere
ntia
te b
etw
een
iden
tical
twin
s and
fr
ater
nal t
win
s?
105
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o le
ad a
cla
ss
disc
ussio
n an
d su
mm
ariz
e th
e m
ajor
poi
nts o
n di
ffere
nces
bet
wee
n id
entic
al a
nd fr
ater
nal
twin
s.
• D
iagr
am/p
ictu
res
show
ing
fert
iliza
tion
whi
ch le
ad to
eith
er
iden
tical
and
frat
erna
l tw
ins.
6.5
Dis
orde
rs o
f Rep
rodu
ctiv
e Sy
stem
.Th
e st
uden
t sho
uld
be a
ble
to:
a) m
entio
n ty
pes o
f di
sord
ers o
f hum
an
repr
oduc
tive
syst
ems.
i) St
uden
ts in
gro
ups
to d
iscu
ss ty
pes o
f di
sord
ers o
f the
hum
an
repr
oduc
tive
syst
ems.
ii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
mak
e cl
arifi
catio
n an
d co
nclu
sion.
Doc
umen
ts o
n th
e di
sord
ers
of th
e hu
man
repr
oduc
tive
syst
em.
Is th
e st
uden
t abl
e to
m
entio
n ty
pes o
f the
di
sord
ers o
f the
hum
an
repr
oduc
tive
syst
ems?
6
b) e
xpla
in th
e ca
uses
and
eff
ects
of t
he re
prod
uctiv
e sy
stem
dis
orde
rs.
i) U
sing
guid
ing
ques
tions
, st
uden
ts in
gro
ups t
o di
scus
s the
cau
ses a
nd
effec
ts o
f the
repr
oduc
tive
syst
em d
isor
ders
.ii)
The
teac
her t
o in
vite
a
heal
th o
ffice
r fro
m th
e ne
arby
hos
pita
l/hea
lth
cent
re to
talk
on
the
caus
es a
nd e
ffect
s of t
he
repr
oduc
tive
syst
em
diso
rder
s.iii
) Stu
dent
s to
sum
mar
ize
maj
or p
oint
s fro
m th
e gu
est s
peak
er a
nd th
e te
ache
r to
guid
e th
em b
y cl
arify
ing
maj
or p
oint
s.
• D
ocum
ents
on
the
diso
rder
s of
repr
oduc
tive
syst
em.
• M
anila
shee
t sho
win
g th
e ta
bula
tion
of c
ause
s an
d eff
ects
of t
he
repr
oduc
tive
syst
em
diso
rder
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ca
uses
an
d ef
fect
s of t
he
repr
oduc
tive
syst
em
diso
rder
s?
106
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
sug
gest
s pos
sible
re
med
ies o
f rep
rodu
ctiv
e sy
stem
dis
orde
r.
i) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n on
the
poss
ible
re
med
ies o
f rep
rodu
ctiv
e sy
stem
s dis
orde
r.ii)
Stu
dent
s to
sum
mar
ize
maj
or p
oint
s on
the
poss
ible
rem
edie
s of
repr
oduc
tive
syst
em
diso
rder
s.
• D
ocum
ents
on
the
diso
rder
s of
repr
oduc
tive
syst
em.
• A
cha
rt sh
owin
g ca
uses
and
effe
cts o
f di
sord
ers o
f the
hum
an
repr
oduc
tive
syst
em.
Is th
e st
uden
t ab
le to
sugg
est
poss
ible
rem
edie
s of
repr
oduc
tive
syst
em
diso
rder
s?
6.6
Com
plic
atio
n of
the
Rep
rodu
ctiv
e Sy
stem
.Th
e st
uden
t sho
uld
be a
ble
to:
a) m
entio
n ty
pes o
f co
mpl
icat
ions
of t
he
repr
oduc
tive
syst
ems.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
type
s of c
ompl
icat
ions
of
the
repr
oduc
tive
syst
ems.
ii) S
tude
nts t
o sy
nthe
sise
thei
r res
pons
es a
nd th
e te
ache
r to
guid
e th
em
to su
mm
ariz
e th
e m
ajor
po
ints
on
the
mea
ning
of
abo
rtio
n, st
ill b
irth
s, m
isca
rria
ge a
nd e
ctop
ic
preg
nanc
y.
• C
hart
s/pi
ctur
es/
phot
ogra
phs s
how
ing
com
plic
atio
ns o
f re
prod
uctiv
e sy
stem
.•
Vid
eo ta
pes.
• Te
xts o
n ca
se st
udie
s on
com
plic
atio
ns o
f the
re
prod
uctiv
e sy
stem
.
Is th
e st
uden
t abl
e to
men
tion
type
s of
com
plic
atio
ns o
f the
re
prod
uctiv
e sy
stem
s?
6
b) o
utlin
e ca
uses
of
com
plic
atio
ns o
f the
re
prod
uctiv
e sy
stem
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
inve
stig
ate
the
caus
es a
nd e
ffect
s of
com
plic
atio
ns o
f the
re
prod
uctiv
e sy
stem
.ii)
Stu
dent
s to
visit
loca
l he
alth
faci
lity
to
inve
stig
ate
caus
es a
nd
effec
ts o
f com
plic
atio
ns o
f re
prod
uctiv
e sy
stem
.
• V
ideo
tape
s/ch
arts
/ pi
ctur
es/p
hoto
grap
hs
show
ing
com
plic
atio
ns
of th
e fe
mal
e re
prod
uctiv
e sy
stem
.•
Text
s on
case
stud
ies
on c
ompl
icat
ions
of t
he
fem
ale
repr
oduc
tive
syst
em.
Is th
e st
uden
t abl
e to
out
line
caus
es o
f co
mpl
icat
ions
of t
here
prod
uctiv
e sy
stem
?
107
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o le
ad
stud
ents
to su
mm
ariz
e th
eir fi
ndin
g an
d m
ake
conc
lusio
n on
the
com
plic
atio
ns o
f the
re
prod
uctiv
e sy
stem
.
c) s
ugge
st w
ays t
o m
inim
ize
the
occu
rren
ce
of c
ompl
icat
ions
an
d di
sord
ers o
f the
re
prod
uctiv
e sy
stem
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s in
grou
ps
way
s of m
inim
izin
g co
mpl
icat
ions
and
di
sord
ers o
f the
re
prod
uctiv
e sy
stem
.ii)
Stu
dent
s to
pres
ent
thei
r wor
k in
ple
nary
di
scus
sion
and
the
teac
her t
o gu
ide
them
in
mak
ing
any
nece
ssar
y co
rrec
tions
.
• V
ideo
tape
s.•
Cha
rts,
pict
ures
and
ph
otog
raph
s sho
win
g co
mpl
icat
ions
of
repr
oduc
tive
syst
em.
• Br
ochu
res a
nd fl
iers
.•
Mod
els s
how
ing
the
repr
oduc
tive
syst
em.
Is th
e st
uden
t abl
e to
sugg
est w
ays o
f m
inim
izin
gth
e oc
curr
ence
of
com
plic
atio
ns a
nd
diso
rder
s of t
he
repr
oduc
tive
syst
em?
6.7
Sex
ualit
y an
d Se
xual
H
ealth
and
Res
pons
ible
Se
xual
Beh
avio
ur.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f se
xual
ity.
i) St
uden
ts to
dis
cuss
th
e m
eani
ng se
xual
ity,
sexu
al h
ealth
and
sexu
al
beha
viou
r.ii)
The
teac
her t
o or
gani
ze
the
stud
ents
resp
onse
s an
d us
e th
em to
lead
a
disc
ussio
n on
the
mea
ning
of s
exua
lity,
sexu
al h
ealth
and
re
spon
sible
sexu
al
beha
viou
r.
Pict
ures
, cha
rts a
nd
phot
ogra
phs,
vide
o ta
pes
depi
ctin
g ca
ses o
f sex
ualit
y an
d se
xual
beh
avio
urs.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
sexu
ality
?4
108
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
men
tion
soci
al c
ultu
ral
fact
ors i
nflue
ncin
g se
xual
be
havi
our i
n di
ffere
nt a
ge
grou
ps o
f peo
ple.
i) Th
e te
ache
r to
assig
n gr
oup
task
s to
stud
ents
to
dis
cuss
fact
ors
influ
enci
ng se
xual
be
havi
our i
n di
ffere
nt a
ge
grou
ps o
f peo
ple.
ii) S
tude
nts t
o pr
esen
t gr
oup
task
s for
ple
nary
di
scus
sion
and
the t
each
er
to g
uide
them
to m
ake
any
nece
ssar
y co
rrec
tions
an
d cl
arifi
catio
ns.
Pict
ures
, cha
rts,
phot
ogra
phs,
broc
hure
s, fli
ers,
Rad
io/V
ideo
tape
s an
d te
xts d
epic
ting
case
s of
sexu
ality
and
sexu
al
beha
viou
r.
Is th
e st
uden
t abl
e to
men
tion
fact
ors
influ
enci
ng se
xual
be
havi
our i
n di
ffere
nt
age
grou
ps o
f peo
ple?
c) d
iffer
entia
te re
spon
sible
fr
om ir
resp
onsib
le se
xual
be
havi
our a
nd th
eir
impa
ct o
n on
esel
f fam
ily
and
com
mun
ity.
i) St
uden
ts u
sing
guid
elin
es
to ro
le p
lay
on re
spon
sible
an
d ir
resp
onsib
le se
xual
be
havi
our.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
re
spon
sible
and
ir
resp
onsib
le se
xual
be
havi
our a
nd th
eir
impa
ct o
n on
esel
f, fa
mily
an
d co
mm
unity
as s
how
n in
the
role
pla
y an
d m
ake
conc
lusio
ns.
iii) S
tude
nts t
o ta
bula
te
the
diffe
renc
es b
etw
een
resp
onsib
le a
nd
irre
spon
sible
sexu
al
beha
viou
r.
• R
adio
/Vid
eo ta
pes.
• Te
xts d
epic
ting
case
s of
sexu
ality
and
sexu
al
beha
viou
r tap
es, p
ictu
res
and
phot
ogra
phs
show
ing
peop
le
with
diff
eren
t sex
ual
beha
viou
r (re
spon
sible
an
d ir
resp
onsib
le
beha
viou
r).
Is th
e st
uden
t abl
e to
di
ffere
ntia
te re
spon
sibl
e fr
om ir
resp
onsi
ble
sexu
al b
ehav
iour
and
thei
r im
pact
on
ones
elf
fam
ily a
nd c
omm
unity
?
109
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
sug
gest
way
s of
erad
icat
ing
irre
spon
sible
se
xual
beh
avio
urs/
pr
actic
es in
the
fam
ily a
nd
com
mun
ity.
i) Th
e te
ache
r to
guid
e st
uden
ts u
sing
ques
tions
an
d an
swer
s to
outli
ne
way
s of e
radi
catin
g ir
resp
onsib
le se
xual
be
havi
our i
n th
e fa
mily
, sc
hool
and
com
mun
ity.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
sum
mar
ise
the
maj
or id
eas a
nd p
oint
s on
the
way
s of e
radi
catin
g ir
resp
onsib
le se
xual
be
havi
our a
nd p
ract
ices
.
• R
adio
/Vid
eo ta
pes,
cass
ette
s pic
ture
s and
ch
arts
show
ing
peop
le
with
diff
eren
t sex
ual
beha
viou
r.•
Text
s dep
ictin
g ca
ses
of d
iffer
ent s
exua
l be
havi
our.
• Te
xts d
epic
ting
case
s of
sexu
ality
and
sexu
al
beha
viou
r.•
Pict
oria
l cha
rts.
Is th
e st
uden
t abl
e to
sugg
est w
ays o
f er
adic
atin
girr
espo
nsib
le se
xual
be
havi
ours
/pra
ctic
es
in th
e fa
mily
and
co
mm
unity
?
e) m
entio
n ap
prop
riat
e lif
e sk
ills r
equi
red
to c
ope
with
ado
lesc
ent s
exua
lity
and
sexu
al b
ehav
iour
.
i) St
uden
ts in
gro
ups u
sing
guid
elin
es to
role
pla
y on
app
ropr
iate
use
of
life
skill
s to
cope
with
ad
oles
cent
sexu
ality
and
se
xual
beh
avio
ur.
ii) S
tude
nts i
n th
eir g
roup
s to
out
line
key
mes
sage
s in
the
role
-pla
y an
d m
entio
n th
e ap
prop
riat
e lif
e sk
ills
requ
ired
to c
ope
with
ad
oles
cent
sexu
ality
and
se
xual
beh
avio
ur.
iii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
mak
e cl
arifi
catio
ns o
n ap
prop
riat
e lif
e sk
ills
requ
ired
to c
ope
with
ad
oles
cent
sexu
ality
and
se
xual
beh
avio
ur su
ch
as se
lf es
teem
, pro
blem
so
lvin
g an
d de
cisio
n m
akin
g sk
ills.
Vid
eo ta
pes,
pict
ures
, ph
otog
raph
s and
cha
rts
show
ing
diffe
rent
life
sk
ills r
equi
red
to c
ope
with
ad
oles
cent
sexu
ality
and
se
xual
beh
avio
ur.
Is th
e st
uden
t abl
e to
m
entio
n ap
prop
riate
lif
e sk
ills r
equi
red
to
cope
with
ado
lesc
ent
sexu
ality
and
sexu
al
beha
viou
rs?
110
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S6.
8 Fa
mily
Pla
nnin
g an
d C
ontra
cept
ion.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
epts
of
fam
ily p
lann
ing
and
cont
race
ptio
n.
i) St
uden
ts to
dis
cuss
on
the
conc
epts
of
fam
ily p
lann
ing
and
cont
race
ptio
n.ii)
The
teac
her t
o in
vite
a
gues
t spe
aker
(hea
lth
spec
ialis
t) to
talk
on
fam
ily p
lann
ing
and
cont
race
ptio
n an
d th
eir a
dvan
tage
s and
di
sadv
anta
ges.
iii) S
tude
nts i
n gr
oups
to
obse
rve
and
exam
ine
vari
ous f
amily
pla
nnin
g de
vice
s disp
laye
d.iv
) The
teac
her t
o gu
ide
stud
ents
to su
mm
arie
s m
ajor
idea
s in
the
gues
t sp
eake
r pre
sent
atio
n an
d m
ake
conc
lusio
n on
the
mea
ning
and
impo
rtan
ce
of fa
mily
pla
nnin
g an
d co
ntra
cept
ion.
• Va
riou
s fam
ily
plan
ning
dev
ices
(c
ondo
ms,
Intr
a ut
erin
e co
ntra
cept
ive
devi
ce
IUD
cap
or d
iaph
ragm
, co
ntra
cept
ive
pills
, sp
erm
icid
e an
d th
e ca
lend
ar.
• C
hart
s, pi
ctur
es,
phot
ogra
phs o
f fam
ily
plan
ning
dev
ices
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
ts
of fa
mily
pla
nnin
g an
d co
ntra
cept
ion?
4
b) s
tate
soci
al c
ultu
ral
prac
tices
whi
ch e
nhan
ce
fam
ily p
lann
ing.
i) St
uden
ts in
gro
ups t
o di
scus
s on
soci
al c
ultu
ral
prac
tices
enh
anci
ng
fam
ily p
lann
ing.
ii) Th
e te
ache
r to
orga
nize
th
e st
uden
ts re
spon
ses
and
use
them
to le
ad a
cl
ass d
iscu
ssio
n.
• Sa
mpl
es o
f co
ntra
cept
ives
.•
Cha
rts/
pict
ures
of
vari
ous c
ontr
acep
tives
.•
Rad
io c
asse
tte/v
ideo
ta
pes.
• Te
xts o
n m
erits
and
de
mer
its o
f fam
ily
plan
ning
.
Is th
e st
uden
t abl
e to
st
ate
soci
al c
ultu
ral
prac
tices
whi
ch
enha
nce
fam
ily
plan
ning
?
111
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
out
line
the
impo
rtan
ce
of m
ale
invo
lvem
ent i
n fa
mily
pla
nnin
g.
i) St
uden
ts u
sing
guid
elin
es
to ro
le p
lay
on th
e im
port
ance
of m
ale
invo
lvem
ent i
n fa
mily
pl
anni
ng.
ii) Th
e te
ache
r to
lead
cla
ss
disc
ussio
n th
e im
port
ance
of
mal
e in
volv
emen
t in
fam
ily p
lann
ing.
• C
hart
s/te
xts o
n im
port
ance
of m
ale
invo
lvem
ent i
n fa
mily
pl
anni
ng.
• R
adio
cas
sette
s.•
Vid
eo ta
pes.
• Sa
mpl
es c
ontr
acep
tives
.
Is th
e st
uden
tab
le to
out
line
the
impo
rtanc
e of
mal
e in
volv
emen
t in
fam
ily
plan
ning
?
6.9
Mat
erna
l and
Chi
ld C
are.
The
stud
ent s
houl
d be
abl
e to
:a)
exp
lain
the
conc
ept o
f m
ater
nal a
nd c
hild
car
e.
i) St
uden
ts to
dis
cuss
the
impo
rtan
ce o
f mat
erna
l an
d ch
ild c
are.
ii) T
each
er to
org
aniz
e th
e st
uden
ts’ re
spon
ses
and
use
them
to le
ad a
di
scus
sion
on th
e co
ncep
t of
mat
erna
l and
chi
ld c
are.
• C
hart
s, ph
otog
raph
s, pi
ctur
es il
lust
ratin
g he
alth
y m
othe
r and
ch
ild.
• Sa
mpl
es o
f pro
per d
iet
for l
acta
ting
mot
her a
nd
child
.•
Sam
ple
of p
owde
red
milk
(e.g
. Lac
toge
n).
• V
ideo
tape
s.•
Pict
ure
or p
hoto
grap
hs
of a
wom
en b
reas
t fe
edin
g he
r chi
ld.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
mat
erna
l and
chi
ld
care
?
4
b) m
entio
n so
cio-
cul
tura
l fa
ctor
s whi
ch a
ffect
m
ater
nal a
nd c
hild
ca
re in
the
fam
ily a
nd
com
mun
ity.
i) Th
e te
ache
r to
assig
n gr
oup
task
s to
stud
ents
to in
vest
igat
e
soci
o-cu
ltura
l fac
tors
w
hich
affe
ct m
ater
nal a
nd
child
car
e in
the
fam
ily
and
com
mun
ity.
• Pi
ctur
es, p
hoto
grap
hs,
char
ts sh
owin
g he
alth
y, un
heal
thy
mot
her a
nd
child
.•
Sam
ples
of i
nfan
t fo
rmul
a e.
g. 5
26
Lact
ogen
).•
Vid
eo ta
pes.
Is th
e st
uden
t abl
e to
m
entio
n th
e so
cio-
cultu
ral
fact
ors w
hich
affe
ct
mat
erna
l and
chi
ld
care
in th
e fa
mily
and
co
mm
unity
?
112
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
pres
ent
grou
p ta
sks f
or p
lena
ry
disc
ussio
n an
d th
e te
ache
r to
guid
e st
uden
ts
to su
mm
ariz
e th
eir
resp
onse
s and
mak
e an
y ne
cess
ary
corr
ectio
ns a
nd
clar
ifica
tions
.
c) s
ugge
st a
ppro
pria
te w
ays
of p
rovi
ding
mat
erna
l an
d ch
ild c
are
for p
eopl
e liv
ing
with
HIV
and
AID
S (P
LWH
A).
i) St
uden
ts to
dis
cuss
on
the
way
of p
rovi
ding
ap
prop
riat
e m
ater
nal
and
child
car
e fo
r peo
ple
livin
g w
ith H
IV a
nd
AID
S.ii)
Tea
cher
to o
rgan
ize
the
stud
ents’
resp
onse
s an
d us
e th
em to
lead
a
disc
ussio
n on
the
way
s of
pro
vidi
ng a
ppro
pria
te
mat
erna
l and
chi
ld c
are
for p
eopl
e liv
ing
with
HIV
an
d A
IDS.
iii) Th
e te
ache
r to
invi
te a
gu
est s
peak
er to
talk
on
way
of p
rovi
ding
ap
prop
riat
e m
ater
nal
and
child
car
e fo
r peo
ple
livin
g w
ith H
IV a
nd
AID
S.
• C
hart
s, pi
ctur
es a
nd
phot
ogra
phs o
f wom
en
and
child
ren
livin
g w
ith
HIV
and
AID
S.•
Sam
ples
of p
rope
r die
t fo
r mot
her a
nd c
hild
liv
ing
with
HIV
and
A
IDS.
• V
ideo
tape
s sho
win
g w
ays o
f pro
vidi
ng
appr
opri
ate
mat
erna
l an
d ch
ild c
are
for p
eopl
e liv
ing
with
HIV
and
A
IDS.
Is th
e st
uden
t abl
e to
su
gges
t app
ropr
iate
w
ays o
f pro
vidi
ng
mat
erna
l and
chi
ld
care
for p
eopl
e liv
ing
with
HIV
and
AID
S (P
LWH
A)?
113
FORM FOUR
CLASS LEVEL COMPETENCES
Student should have the ability to:
1. Make appropriate use of biological knowledge, concepts and principles in solving various problems in daily life.
2. Perform practical activities in growth processes, genetics andevolution.
3. Demonstrate appropriate use of genetic principles to improve animal, crop production and resolve socio- cultural conflicts.
4. Demonstrate positive attitudes towards personal, community and social values as well as resolving health relatedproblems.
5. Group organism according to their similarities anddifferences.
CLASS LEVEL OBJECTIVES
By the end of Form Four Course, the student should be able to:
a) Acquire basic knowledge, skills, concepts, principle and mechanisms of physiological processes in plants and animals.
b) Develop practical skills in studying growth processes, genetics andevolution.
c) Apply knowledge, skills and principles of genetics in improving plant and animal breeds as well as resolving socio-culturalconflicts(e.g.Maritalconflicts and child rejection).
d) Develop positive attitude, towards voluntary counseling and testing (VCT) and taking care of people living with HIV andAIDS.
e) Classify organisms in their respective kingdoms, phylum andclass.
113
114
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S1.
0 G
RO
WT
H1.
1 C
once
pt o
f Gro
wth
.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
conc
ept o
f gr
owth
.
i) St
uden
t to
disc
uss i
n gr
oups
the
mea
ning
an
d im
port
ance
of
grow
th.
ii) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e m
eani
ng
and
impo
rtan
ce o
f gr
owth
.
• C
hart
s/di
agra
ms/
pict
ures
show
ing
deve
lopm
enta
l st
ages
of p
lant
s and
an
imal
s.•
Real
obj
ects
.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
t of
grow
th?
2
b) in
vest
igat
e in
tern
al
and
exte
rnal
fact
ors
affec
ting
grow
th in
pl
ants
and
ani
mal
s.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns a
nd
answ
ers t
o m
entio
n in
tern
al a
nd e
xter
nal
fact
ors a
ffect
ing
grow
th in
pla
nts a
nd
anim
als.
ii) S
tude
nts g
uide
d by
th
e te
ache
r to
carr
y ou
t exp
erim
ents
to
inve
stig
ate
inte
rnal
an
d ex
tern
al fa
ctor
s aff
ectin
g gr
owth
in
plan
ts a
nd a
nim
als.
• O
rgan
ic a
nd
Inor
gani
c fe
rtili
zers
.•
Pest
icid
es a
nd
Her
bici
de.
• W
ater
.•
Sunl
ight
.•
Rope
/thr
ead.
• Yo
ung
potte
d pl
ants
.•
Rule
r/ta
pe
mea
sure
s.•
Smal
l ani
mal
s.•
A v
arie
ty o
f foo
d su
bsta
nces
.
Is th
e st
uden
t abl
e to
inve
stig
ate
inte
rnal
and
ex
tern
al fa
ctor
s af
fect
ing
grow
th
in p
lant
s and
an
imal
s?
1.2
Mito
sis a
nd G
row
th.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
t of
mito
sis.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss th
e co
ncep
t of m
itosis
.ii)
Stu
dent
s to
pres
ent
thei
r tas
ks a
nd th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion.
• C
hart
s/m
odel
s/
phot
ogra
phs/
diag
ram
s/ sl
ides
sh
owin
g st
ages
of
mito
sis.
• M
icro
scop
e sli
des
• M
icro
scop
e of
m
itosis
.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
t of
mito
sis?
6
115
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
illu
stra
te st
ages
of
mito
sis.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss st
ages
of
mito
sis.
ii) S
tude
nts t
o ill
ustr
ate
stag
es o
f mito
sis
diag
ram
mat
ical
ly
and
the
teac
her
to re
flect
on
the
draw
ings
and
m
ake
nece
ssar
y cl
arifi
catio
ns.
• C
hart
s/m
odel
s/
phot
ogra
phs/
diag
ram
s/ sl
ides
sh
owin
g st
ages
of
mito
sis.
• M
icro
scop
e sli
des.
• M
icro
scop
e.
Is th
e st
uden
t abl
e to
illu
stra
te st
ages
of
mito
sis?
c) e
xpla
in th
e sig
nific
ance
of
mito
sis in
gro
wth
.i)
The
teac
her t
o gu
ide
stud
ents
in
grou
ps to
dis
cuss
th
e sig
nific
ance
of
mito
sis in
gro
wth
.ii)
Stu
dent
s to
pres
ent
thei
r gro
up ta
sks i
n a
plen
ary
disc
ussio
n.iii
) Tea
cher
to re
flect
on
the
pres
enta
tions
an
d m
ake
clar
ifica
tion.
• C
hart
s/m
odel
s/
phot
ogra
phs/
diag
ram
s/ sl
ides
sh
owin
g st
ages
of
mito
sis.
• M
icro
scop
e sli
des.
• M
icro
scop
e.
Is th
e st
uden
t abl
e to
exp
lain
the
sign
ifica
nce
of
mito
sis i
n gr
owth
?
1.3
Gro
wth
and
D
evel
opm
enta
l st
ages
in H
uman
.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
t of
gro
wth
and
de
velo
pmen
t in
hum
an
bein
g.
i) St
uden
ts to
dis
cuss
th
e m
eani
ng o
f di
ffuse
gro
wth
in
grou
ps.
ii) Th
e te
ache
r to
culm
inat
e th
e di
scus
sion
by
high
light
ing
the
mea
ning
of d
iffus
e gr
owth
.
• C
hart
s/di
agra
m
of h
uman
gro
wth
cu
rve.
• C
hart
s/di
agra
ms/
pict
ures
show
ing
deve
lopm
enta
l st
ages
in m
an.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
ts o
f gr
owth
and
deve
lopm
ent i
n hu
man
bei
ng?
6
116
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) Stu
dent
s to
use
the
high
light
s to
dedu
ce th
e m
eani
ng
of d
iffus
e gr
owth
an
d di
stin
ctiv
e ch
arac
teri
stic
s.b)
exp
lain
the
stag
es
of h
uman
pos
tnat
al
grow
th a
nd
deve
lopm
ent.
i) St
uden
ts in
gro
ups
to o
bser
ve d
ispla
yed
char
ts a
nd d
iscu
ss
the
stag
es a
nd
chan
ges d
urin
g hu
man
gro
wth
and
de
velo
pmen
t.ii)
The
teac
her t
o cl
arify
on
the
psyc
holo
gica
l, ph
ysio
logi
cal,
phys
ical
and
be
havi
oral
cha
nges
as
soci
ated
with
ea
ch st
age
of
hum
an g
row
th a
nd
deve
lopm
ent.
Phot
ogra
phs/
char
ts
show
ing
stag
es o
f hu
man
gro
wth
from
in
fanc
y to
old
age
.
Is th
e st
uden
t ab
le to
exp
lain
st
ages
of h
uman
po
stna
tal g
row
th
and
deve
lopm
ent?
c) e
xpla
in p
hysio
logi
cal,
psyc
holo
gica
l and
be
havi
our c
hang
es
asso
ciat
ed w
ith g
row
th
and
deve
lopm
ent.
i) St
uden
ts in
smal
l gr
oups
to d
iscu
ss
phys
iolo
gica
l, ps
ycho
logi
cal
and
beha
viou
r ch
ange
s ass
ocia
ted
with
gro
wth
and
de
velo
pmen
t in
chi
ldho
od,
adol
esce
nce,
re
prod
uctiv
e ag
e,
mid
dle
and
old
age.
Cha
rts o
n N
utrit
ion,
sh
elte
r and
oth
er b
asic
ne
eds.
Is th
e st
uden
t ab
le to
exp
lain
ps
ycho
logi
cal,
psyc
holo
gica
an
d be
havi
our
chan
ges a
ssoc
iate
d w
ith g
row
th a
nd
deve
lopm
ent?
117
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o cu
lmin
ate
the
disc
ussio
n an
d cl
arify
maj
or p
oint
s.
d) o
utlin
e fa
ctor
s whi
ch
affec
t the
rate
of
phys
ical
det
erio
ratio
n of
hum
an b
ody
and
serv
ices
requ
ired
to
mee
t the
nee
ds o
f an
indi
vidu
al a
t eac
h st
age.
i) Th
e te
ache
r to
lead
stud
ents
in
grou
ps to
dis
cuss
th
e fa
ctor
s affe
ctin
g th
e ra
te o
f phy
sical
de
teri
orat
ion
of
hum
an b
ody
and
serv
ices
requ
ired
to
mee
t the
nee
ds o
f an
indi
vidu
al a
t eac
h st
age.
ii) S
tude
nts t
o in
vest
igat
e th
e fa
ctor
s whi
ch a
ffect
th
e ra
te o
f phy
sical
de
teri
orat
ion
of
hum
an b
ody
and
serv
ices
requ
ired
to
mee
t the
nee
ds o
f an
indi
vidu
al a
t eac
h st
aff.
• Ph
otog
raph
s/ch
arts
/ dia
gram
s sh
owin
g hu
man
de
velo
pmen
tal
stag
es.
• C
hart
s/pi
ctur
es
vari
etie
s of f
ood.
• A
var
iety
of f
ood
subs
tanc
es.
Is th
e st
uden
t abl
e to
out
line
fact
ors
whi
ch a
ffect
the
rate
of p
hysi
cal
dete
riora
tion
of
hum
an b
ody
and
serv
ices
requ
ired
to m
eet t
he n
eeds
of
an
indi
vidu
al a
t ea
ch s
stag
e?
118
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o cl
arify
on
the
stud
y fin
ding
s an
d em
phas
ize
that
im
prov
e to
redu
ce
fact
ors w
hich
affe
ct
the
rate
of p
hysic
al
dete
rior
atio
n of
hu
man
bod
y an
d se
rvic
es re
quire
d to
m
eet t
he n
eeds
of a
n in
divi
dual
at e
ach
stag
e w
ill e
nhan
ce
the
qual
ity o
f hum
an
life.
1.4
Gro
wth
in F
low
erin
g Pl
ants
.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
conc
ept o
f se
ed g
erm
inat
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts to
exp
lain
th
e co
ncep
ts o
f lo
caliz
ed g
row
th in
pl
ants
.ii)
Stu
dent
s in
grou
ps
to o
bser
ve th
e ge
rmin
atin
g se
eds
and
grow
ing
regi
ons
of a
pla
nt fo
r 5-7
da
ys a
nd d
iscu
ss th
e ch
ange
s obs
erve
d.iii
) The
teac
her t
o cu
lmin
ate
the
disc
ussio
n by
hi
ghlig
htin
g th
e co
ncep
t of
loca
lized
gro
wth
an
d ge
rmin
atio
n in
flo
wer
ing
plan
ts.
• G
erm
inat
ing
seed
s.•
Rule
r/ta
pe
mea
sure
.•
Rope
/Thre
ad.
• In
dian
ink.
• C
otto
n w
ool.
• Re
tina
dish
es.
• H
and
lens
.•
Youn
g pl
ants
.
Is th
e st
uden
t abl
e to
exp
lain
the
conc
ept o
f see
d ge
rmin
atio
n?
8
119
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
out
line
chan
ges w
hich
oc
cur d
urin
g se
ed
germ
inat
ion.
i) St
uden
ts to
dis
cuss
th
e ch
ange
s whi
ch
occu
r dur
ing
seed
ge
rmin
atio
n.ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
th
e ch
ange
s whi
ch
occu
r dur
ing
seed
ge
rmin
atio
n.
Extra
cts/
text
s on
the
chan
ges w
hich
oc
cur d
urin
g se
ed
germ
inat
ion.
Is th
e st
uden
t ab
le to
out
line
chan
ges w
hich
oc
cur d
urin
g se
ed
germ
inat
ion?
c) i
nves
tigat
e co
nditi
ons
nece
ssar
y fo
r see
d ge
rmin
atio
n.
i) Th
e te
ache
r to
guid
e st
uden
ts to
per
form
an
exp
erim
ent
to in
vest
igat
e th
e co
nditi
ons n
eces
sary
fo
r ger
min
atio
n an
d di
scus
s the
ir
findi
ngs.
ii) S
tude
nts t
o de
duce
fr
om th
e fin
ding
s th
e co
nditi
ons
nece
ssar
y fo
r ge
rmin
atio
n an
d pr
esen
t the
ir ta
sk in
a
clas
s dis
cuss
ion.
iii) Th
e te
ache
r to
refle
ct o
n th
e pr
esen
tatio
ns
and
poin
t out
th
e co
nditi
ons
nece
ssar
y fo
r see
d ge
rmin
atio
n.
• Se
eds.
• W
ater
.•
Cot
ton
woo
l.•
Petr
i dish
es.
• In
dian
ink.
• Te
xtua
l mat
eria
ls.
Is th
e st
uden
t abl
e to
inve
stig
ate
cond
ition
s ne
cess
ary
for
seed
ger
min
atio
n ex
perim
enta
lly?
120
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
car
ry o
ut p
ract
ical
ac
tiviti
es to
dem
onst
rate
ep
igea
l and
hyp
ogea
l ge
rmin
atio
n.
i) St
uden
ts in
gr
oups
to c
arry
ou
t exp
erim
ents
on
hyp
ogea
l and
ep
igea
l ger
min
atio
n an
d re
port
thei
r ex
peri
men
t fin
ding
s in
plen
ary
disc
ussio
n.ii)
The
teac
her t
o gu
ide
stud
ents
to ta
ke
mea
sure
men
t of t
he
grow
ing
shoo
t and
ro
ot p
erio
dica
lly
and
disc
uss t
heir
fin
ding
s.
Dia
gram
s/dr
awin
gs o
n se
ed g
erm
inat
ion.
Is th
e st
uden
t abl
e to
car
ry o
utpr
actic
al a
ctiv
ities
to
dem
onst
rate
ep
igea
l and
hy
poge
al
germ
inat
ion?
2.0
GE
NE
TIC
S2.
1 C
once
pt o
f Gen
etic
s.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
conc
ept o
f ge
netic
s.
The
teac
her t
o gu
ide
stud
ent t
o di
scus
s in
grou
ps th
e m
eani
ng
of g
enet
ics,
varia
tions
an
d re
sem
blan
ce w
hich
ex
ists
am
ong
mem
bers
of
the
sam
e fa
mily
.
Phot
ogra
phs/
pict
ures
sh
owin
g m
embe
rs o
f th
e sa
me
fam
ily.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
t of
gene
tics?
2
b) s
tate
com
mon
term
s us
ed in
gen
etic
s.i)
The
teac
her t
o di
spla
y al
l com
mon
term
s us
ed in
gen
etic
s.
Cha
rts sh
owin
g co
mm
on te
rms u
sed
in
gene
tic.
Is th
e st
uden
t abl
e to
stat
e co
mm
on
term
s use
d in
ge
netic
s?
121
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
disc
uss
on th
e m
eani
ng
of e
ach
term
and
sy
nthe
size
thei
r re
spon
ses t
here
by
to fo
rmul
ate
defin
ition
/mea
ning
of
eac
h te
rm.
iii) Th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion
on th
e co
mm
on te
rms u
sed
in g
enet
ics.
2.2
Gen
etic
Mat
eria
ls.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
t of
gene
tic m
ater
ials.
i) St
uden
ts to
dis
cuss
on
the
mea
ning
of
gene
tic m
ater
ial.
ii) Th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion.
Mod
els/
char
ts/p
ictu
res
show
ing
gene
tic m
ater
ials
.Is
the
stud
ent a
ble
to e
xpla
in th
e co
ncep
t of g
enet
ic
mat
eria
ls?
6
b) d
escr
ibe
the
stru
ctur
e an
d co
mpo
sitio
n of
ge
netic
mat
eria
ls.
(Deo
xyri
bonu
clei
c ac
id
and
Ribo
nucl
eic
acid
).
i) St
uden
ts in
gr
oups
to o
bser
ve
mod
els/
pict
ures
/ ph
otog
raph
s of
DN
A a
nd R
NA
m
olec
ules
and
di
scus
s its
stru
ctur
e an
d co
mpo
sitio
n.ii)
Stu
dent
s to
draw
an
d la
bel t
he
stru
ctur
e of
DN
A
and
RNA
mol
ecul
e.
• M
odel
s/di
agra
m/
pict
ures
/ ph
otog
raph
y D
NA
m
olec
ule.
• Pl
astic
ine/
clay
soil/
be
ads f
or m
ould
ing
DN
A m
olec
ule
mod
el.
• Zi
p.
Is th
e st
uden
t ab
le to
des
crib
e th
e st
ruct
ure
and
com
posi
tion
ofge
netic
mat
eria
ls?
122
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
the
stru
ctur
e of
DN
A a
nd R
NA
m
olec
ules
and
cl
arify
the
stud
ents
re
spon
ses.
d) d
iffer
entia
te
Deo
xyri
bonu
clei
c ac
id (D
NA
) fro
m
Ribo
nucl
eic
acid
(R
NA
).
i) St
uden
ts in
gro
ups
to o
bser
ve m
odel
s/pi
ctur
es/ d
iagr
ams
of D
NA
and
RN
A
and
disc
uss t
heir
di
ffere
nces
.ii)
The
teac
her t
o cl
arify
on
the
diffe
renc
es b
etw
een
DN
A a
nd R
NA
and
m
ake
conc
lusio
n.
Mod
els/
pict
ures
/di
agra
ms o
f RN
A
& D
NA
and
DN
A
mol
ecul
es.
Is th
e st
uden
t abl
e to
diff
eren
tiate
D
NA
from
RN
A?
2.3
Prin
cipl
es o
f Inh
erita
nce.
2.3.
1 C
once
pt o
f Inh
erita
nce.
The
stud
ent s
houl
d be
abl
e to
:ex
plai
n th
e co
ncep
t of
inhe
ritan
ce.
i) St
uden
ts in
gro
ups
to d
iscu
ss o
bser
vabl
e fe
atur
es o
f mem
bers
of
the
sam
e fa
mily
.ii)
The
teac
her t
o le
ad p
lena
ry
disc
ussio
n an
d m
ake
clar
ifica
tion
and
conc
lusio
n on
the
conc
ept o
f in
herit
ance
.
• Pi
ctur
es/
phot
ogra
phs o
f m
embe
rs o
f the
sa
me
fam
ily.
• Fl
ower
s and
leav
es
of p
lant
s of t
he
sam
e fa
mily
eg.
O
kra,
Hib
iscu
ss,
cotto
n, b
ean
and
pea
plan
ts.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
t of
inhe
ritan
ce?
123
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
3.2
Men
delia
n in
herit
ance
.Th
e st
uden
t sho
uld
be a
ble
to: a)
sta
te M
ende
l’s F
irst L
aw
of in
herit
ance
.
i) Th
e te
ache
r to
orga
nize
a st
udy
visit
at s
choo
l far
m
or n
ear b
y pe
as/b
ean
farm
.ii)
Stu
dent
s in
grou
ps
to o
bser
ve a
nd
disc
uss d
iffer
ent
part
s of t
he p
lant
(i.
e. st
em le
ngth
, flo
wer
col
our,
pod
colo
ur a
nd sh
ape
and
seed
col
our a
nd
shap
e).
iii) S
tude
nts t
o su
mm
ariz
e m
ajor
po
ints
and
stat
e M
ende
l’s F
irst L
aw
of in
herit
ance
.
Mat
ure
Pea
or b
eam
pla
nt.
Is th
e st
uden
t ab
le to
stat
e th
e M
ende
l’s
Firs
t Law
of
Inhe
ritan
ce?
8
b) il
lust
rate
mon
ohyb
rid
cros
ses a
nd in
terp
ret
thei
r res
ults
of c
ross
es
and
ratio
s.
i) St
uden
ts to
dis
cuss
th
e m
eani
ng o
f m
onoh
ybri
d cr
osse
s an
d ra
tios.
ii) Th
e te
ache
r to
guid
e st
uden
ts to
ill
ustr
ate
usin
g ge
netic
dia
gram
s the
m
onoh
ybri
d cr
osse
s an
d ra
tios.
• Fr
esh
gree
n pe
as/
bean
s pod
s.•
Pict
ures
/ph
otog
raph
s.
Is th
e st
uden
t ab
le to
illu
stra
te
mon
ohyb
rid
cros
ses a
nd
inte
rpre
t the
ir re
sults
of c
ross
es
and
ratio
s?
124
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
int
erpr
et d
ata
from
m
onoh
ybri
d ex
peri
men
ts
to d
emon
stra
te M
ende
l’s
Firs
t Law
of I
nher
itanc
e.
i) St
uden
ts in
gro
ups
usin
g gu
idel
ines
to
inte
rpre
t dat
a fo
rm m
onoh
ybri
d ex
peri
men
t to
dem
onst
rate
M
ende
l’s F
irst L
aw
of in
herit
ance
an
d di
scus
s the
ir
inte
rpre
tatio
n fin
ding
s.ii)
The
teac
her u
se
stud
ents
find
ings
to
mak
e cl
arifi
catio
ns
and
conc
lusio
n.
• Pe
a/be
an se
eds.
• Be
ads o
f tw
o di
ffere
nt c
olor
s (e
.g. b
lack
and
w
hite
/ red
and
ye
llow.
• Be
aker
s.
Is th
e st
uden
t abl
e to
inte
rpre
t dat
a fr
om m
onoh
ybrid
ex
perim
ents
to d
emon
stra
te
Men
del’s
Firs
t Law
of
Inhe
ritan
ce?
d) il
lust
rate
pat
tern
s of
Inhe
ritan
ce th
at fo
llow
M
ende
l’s F
irst L
aw o
f In
herit
ance
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gr
oups
to d
iscu
ss
the
patte
rns o
f in
herit
ance
of
albi
nism
s, to
ngue
ro
lling
, ABO
and
Rh
esus
fact
ors
(Rh
fact
or) b
lood
gr
oupi
ng a
nd si
ckle
ce
ll an
aem
ia.
ii) S
tude
nt to
pre
sent
gr
oup
task
s in
a pl
enar
y di
scus
sion.
• 25
0gm
(1/4
kg)
of
bean
or p
ea se
eds.
• 50
-100
bea
ds
of tw
o di
ffere
nt
colo
ur (e
.g. b
lack
an
d w
hite
/red
and
ye
llow
).•
Beak
ers.
Is th
e st
uden
t ab
le to
illu
stra
te
patte
rns o
f In
herit
ance
that
fo
llow
Men
del’s
Fi
rst L
aw o
f In
herit
ance
?
125
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
3.3
Non
-Men
delia
n In
herit
ance
.Th
e st
uden
t sho
uld
able
to:
a) e
xpla
in c
once
pts o
f in
com
plet
e do
min
ance
an
d co
-dom
inan
ce.
i) St
uden
ts in
gr
oups
to d
iscu
ss
the
mea
ning
of
Inco
mpl
ete
dom
inan
ce a
nd
c
o-do
min
ance
.ii)
The
teac
her t
o us
e st
uden
ts’
resp
onse
s to
clar
ify
on th
e m
eani
ng
of in
com
plet
e do
min
ance
and
co- d
omin
ance
.
• C
hart
s, pi
ctur
es
and
phot
ogra
phs
show
ing
mem
bers
of
the
sam
e fa
mily
.•
Pict
ures
/ph
otog
raph
s sh
owin
g an
imal
s w
ith d
iffer
ent
colo
ur b
lack
, whi
te,
brow
n an
d do
tted
cow,
cat
, goa
t or
hen.
Is th
e st
uden
t ab
le to
exp
lain
th
e co
ncep
ts o
f in
com
plet
edo
min
ance
and
co-
dom
inan
ce?
6
b) il
lust
rate
pat
tern
s of
inhe
ritan
ce
that
dev
iate
s fro
m
Men
del’s
Firs
t Law
of
Inhe
ritan
ce.
i) St
uden
ts to
dis
cuss
on
the
patte
rns o
f in
herit
ance
that
de
viat
es fr
om th
e M
ende
l’s F
irst L
aw
of In
herit
ance
.ii)
The
teac
her t
o or
gani
ze st
uden
ts
resp
onse
s and
use
th
em to
des
crib
e us
ing
gene
tic
diag
ram
s the
pat
tern
of
inhe
ritan
ce th
at
devi
ates
from
the
Men
del’s
Firs
t Law
of
Inhe
ritan
ce.
iii) S
tude
nts t
o de
scri
be p
atte
rns o
f in
herit
ance
usin
g ge
netic
dia
gram
.
• C
hart
, pic
ture
s, ph
otog
raph
s.•
Bead
s diff
eren
t co
lors
.•
Beak
ers.
Is th
e st
uden
t ab
le to
illu
stra
te
patte
rns o
f in
herit
ance
that
dev
iate
s fr
om M
ende
l’s
Firs
t Law
of
Inhe
ritan
ce?
126
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S2.
4 Se
x D
eter
min
atio
n an
d In
herit
ance
.Th
e st
uden
t sho
uld
be a
ble
to: a)
des
crib
e th
e m
echa
nism
of s
ex
dete
rmin
atio
n an
d in
herit
ance
.
i) St
uden
ts in
gro
up
usin
g ge
netic
di
agra
ms t
o de
scri
be
the
mec
hani
sm o
f se
x de
term
inat
ion
and
inhe
ritan
ce.
ii) Th
e te
ache
r to
mak
e cl
arifi
catio
n an
d co
nclu
sion
on th
e m
echa
nism
of s
ex
dete
rmin
atio
n an
d in
herit
ance
.
Phot
ogra
phs/
pict
ures
sh
owin
g di
ffere
nt
anim
als.
Is th
e st
uden
t abl
e to
des
crib
e th
e m
echa
nism
of s
ex
dete
rmin
atio
n an
d in
herit
ance
?
8
b) e
xpla
in th
e co
ncep
ts o
f se
x lin
ked,
sex
limite
d an
d se
x in
fluen
ced
char
acte
rs.
i) St
uden
ts in
gro
ups
to d
iscu
ss th
e m
eani
ng o
f sex
lin
ked,
sex
limite
d an
d se
x in
fluen
ce
char
acte
rs.
ii) S
tude
nts i
n gr
oups
to d
iscu
ss
obse
rvab
le fe
atur
es
of a
nim
als o
f di
ffere
nt se
x (e
.g.
long
hai
r of l
ion,
big
co
mb
and
plum
age
of h
en, l
ong
horn
s of
goat
and
cow
).iii
) The
teac
her t
o m
ake
clar
ifica
tion
and
conc
lusio
n on
th
e co
ncep
ts o
f sex
lin
ked,
sex
limite
d an
d se
x in
fluen
ced
char
acte
rs.
Cha
rts, p
ictu
res,
phot
ogra
phs s
how
ing
anim
als o
f diff
eren
t se
x e.
g. lo
ng h
orne
d go
at/c
ow b
ig c
omb
and
plum
age
of h
en.
Is th
e st
uden
t abl
e to
exp
lain
the
conc
ept o
f sex
lin
ked,
sex
limite
d an
d se
x in
fluen
ced
char
acte
rs?
127
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
cons
eque
nces
of s
ex
pref
eren
ce a
nd se
x se
lect
ion.
i) St
uden
ts to
dis
cuss
on
the
cons
eque
nces
of
sex
pref
eren
ce a
nd
sex
sele
ctio
n.ii)
The
teac
her t
o or
gani
ze th
e st
uden
t’s re
spon
ses
and
use
them
to le
ad
a di
scus
sion
on th
e co
nseq
uenc
es o
f the
se
x pr
efer
ence
and
se
x se
lect
ion.
iii) Th
e te
ache
r to
invi
te
a gu
est s
peak
er
to ta
lk o
n se
x pr
efer
ence
and
sex
sele
ctio
n an
d its
co
nseq
uenc
es.
iv) S
tude
nts t
o su
mm
arie
s maj
or
poin
ts fr
om th
e gu
est s
peak
ers
pres
enta
tion
that
will
le
ad th
em to
exp
lain
co
nseq
uenc
es o
f sex
pr
efer
ence
and
sex
sele
ctio
n.
• Sa
mpl
es o
f st
udy
repo
rt o
n
so
cio-
cultu
ral
fact
ors.
• In
fluen
cing
sex
pref
eren
ce a
nd se
x se
lect
ion.
Is th
e st
uden
t abl
e to
exp
lain
the
cons
eque
nces
of
sex
pref
eren
ce a
nd
sele
ctio
n?
2.5
Varia
tion
amon
g O
rgan
ism
s.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
conc
ept o
f va
riat
ion.
i) St
uden
ts in
gr
oups
to o
bser
ve,
disc
uss a
nd re
cord
va
riat
ions
exi
st
amon
g m
embe
rs o
f th
e sa
me
fam
ily.
• Pi
ctur
es/p
hoto
grap
h of
m
embe
rs o
f the
sam
e fa
mily
.•
Real
obj
ects
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
varia
tions
?4
128
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o le
ad
clas
s dis
cuss
ion
and
mak
e cl
arifi
catio
ns.
b) id
entif
y va
riat
ions
am
ong
orga
nism
s.i)
The
teac
her t
o gu
ide
stud
ents
thro
ugh
ques
tions
and
an
swer
s to
iden
tify
vari
atio
ns a
mon
g or
gani
sms.
ii) S
tude
nts i
n gr
oups
to
car
ry o
ut si
mpl
e ex
peri
men
ts o
n va
riat
ions
am
ong
orga
nism
s, re
cord
th
eir fi
ndin
gs.
Extra
cts/
text
s on
varia
tions
am
ong
orga
nism
s.
Is th
e st
uden
t ab
le to
iden
tify
varia
tions
am
ong
orga
nism
s?
c) g
ive
the
mea
ning
of
con
tinuo
us a
nd
disc
ontin
uous
va
riat
ions
.
i) St
uden
ts in
gro
ups
to d
iscu
ss d
iffer
ent
type
s of v
aria
tions
.ii)
The
teac
her t
o le
ad
clas
s dis
cuss
ion
on th
e m
eani
ng
of c
ontin
uous
and
di
scon
tinuo
us
vari
atio
ns.
• Pi
ctur
es/
phot
ogra
phs o
f m
embe
rs o
f the
sa
me
spec
ies.
• Re
al o
bjec
ts.
Is th
e st
uden
t ab
le to
giv
e th
e m
eani
ng o
f co
ntin
uous
and
di
scon
tinuo
us
varia
tions
?
d) d
iffer
entia
te b
etw
een
cont
inuo
us a
nd
disc
ontin
uous
va
riat
ion.
i) Th
e te
ache
r to
assig
n gr
oup
task
s to
stud
ents
to
obse
rve
and
disc
uss
diffe
rent
type
s of
vari
atio
n ex
istin
g in
org
anism
s ar
ound
the
scho
ol
surr
ound
ings
.
Varie
ty o
f org
anis
ms
arou
nd th
e sc
hool
su
rrou
ndin
gs.
Is th
e st
uden
t abl
e to
diff
eren
tiate
be
twee
n co
ntin
uous
and
di
scon
tinuo
us
varia
tion?
129
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
disc
uss
the
diffe
renc
es
betw
een
cont
inuo
us
and
disc
ontin
uous
va
riat
ion.
iii) U
sing
the
info
rmat
ion
colle
cted
th
e te
ache
r to
clar
ify
on th
e di
ffere
nces
be
twee
n co
ntin
uous
an
d di
scon
tinuo
us
vari
atio
ns.
e) e
xpla
in c
ause
s of
vari
atio
n am
ong
orga
nism
s.
i) St
uden
ts to
dis
cuss
and
su
gges
t the
pos
sible
ca
uses
of v
aria
tion
amon
g or
gani
sms.
ii) Th
e te
ache
r to
jot d
own
the
stud
ents
resp
onse
in
the
chal
k bo
ard
and
give
com
men
ts
and
clar
ifica
tions
on
the
caus
es o
f var
iatio
n am
ong
orga
nism
.
Varie
ty o
f org
anis
ms
show
ing
diffe
rent
va
riatio
ns.
Is th
e st
uden
t abl
e to
exp
lain
cau
ses
of v
aria
tion
amon
g or
gani
sms?
2.6
Gen
etic
Dis
orde
rs.
The
stud
ent s
houl
d be
abl
e to
: a) g
ive
the
mea
ning
of
gene
tic d
isor
ders
.
i) St
uden
ts in
gro
ups
to o
bser
ve th
e D
NA
B m
olec
ules
m
odel
and
dis
cuss
th
e ar
rang
emen
t of
base
s.
• M
odel
of D
NA
m
olec
ule.
• Pi
ctur
es/p
hoto
grap
hs
show
ing
indi
vidu
als
with
diff
eren
t gen
etic
di
sord
ers.
Is th
e st
uden
t abl
e to
gi
ve th
e m
eani
ng o
fge
netic
dis
orde
rs?
130
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o gu
ide
stud
ents
to a
lter t
he
sequ
ence
of b
ases
of
the
DN
A m
olec
ule
mod
el a
nd d
iscu
ss
its c
onse
quen
ces
(gen
otyp
ical
ly a
nd
phen
otyp
ical
ly).
iii) Th
e te
ache
r to
sum
mar
ise
stud
ents’
re
spon
ses a
nd g
uide
th
em to
form
ulat
e pr
oper
mea
ning
of
gene
tic d
isor
ders
.
8
b) E
xpla
in ty
pes o
f gen
etic
di
sord
ers.
i) St
uden
ts in
gro
ups
to d
iscu
ss v
ario
us
type
s of g
enet
ic
diso
rder
s (e.
g.
Turn
er sy
ndro
me,
D
own’s
synd
rom
e an
d M
ongo
lia).
ii) Th
e te
ache
r to
lead
a
plen
ary
disc
ussio
n on
the
vari
ous t
ypes
of
gen
etic
dis
orde
rs.
• C
hart
s/ph
otog
raph
s/ac
tor o
f suc
kled
red
bloo
d ce
lls.
• Pi
ctur
es/ p
hoto
grap
hs
show
ing
peop
le w
ith
diffe
rent
type
s of
gene
tic d
isor
ders
(e.g
. Tu
rner
’s sy
ndre
ome,
D
own’s
Syn
drem
e,
or M
ongo
lia, s
uper
m
ales
, sup
er fe
mal
es,
haem
ophi
lia a
nd
colo
ur b
lindn
ess)
.
Is th
e st
uden
t abl
e to
Exp
lain
type
s of
gene
tic d
isor
ders
?
131
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
exp
lain
the
caus
es
and
effec
ts o
f gen
etic
di
sord
ers.
i) St
uden
ts in
gro
ups
to d
iscu
ss c
ause
s an
d eff
ects
of g
enet
ic
diso
rder
s and
pre
sent
th
eir g
roup
task
s for
pl
enar
y di
scus
sion.
ii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
and
give
com
men
ts
and
clar
ifica
tion
on
the
caus
es a
nd e
ffect
s of
gen
etic
dis
orde
rs.
• Sa
mpl
e of
che
mic
als
such
as c
affei
ne,
nico
tine.
• Sa
mpl
es o
f dru
gs.
• Fo
od p
rese
rvat
ive.
• C
hart
s/pi
ctur
es
show
ing
the
effec
t of
X-r
ays,
gam
ma
rays
an
d U
ltra
Vio
let l
ight
to
org
anism
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ca
uses
an
d ef
fect
s of g
enet
ic
diso
rder
s?
2.7
App
licat
ion
of G
enet
ics.
The
stud
ent s
houl
d be
abl
e to
: a) o
utlin
e ap
plic
atio
n of
ge
netic
s in
ever
yday
life
.
i) St
uden
ts in
gro
ups
to d
iscu
ss o
n th
e ap
plic
atio
n of
gen
etic
s in
live
stoc
k an
d cr
op
prod
uctio
n.ii)
The
teac
her t
o or
gani
ze
stud
ent’s
resp
onse
s and
us
e th
em to
lead
a c
lass
di
scus
sion.
• Pi
ctur
es/p
hoto
grap
hs/
char
ts sh
owin
g cr
ops
and
lives
tock
hyb
rids
.•
Sam
ple
of g
enet
ical
ly
mod
ified
food
.•
Pict
ures
/pho
togr
aphs
sh
owin
g ge
netic
ally
m
odifi
ed fo
od.
Is th
e st
uden
t abl
e to
ou
tline
app
licat
ions
of
gene
tics i
n ev
eryd
ay
life?
b) e
xpla
in th
e im
port
ance
of
gen
etic
s in
biol
ogic
al
scie
nce
and
rela
ted
field
s.
i) St
uden
ts in
gro
ups t
o di
scus
s the
impo
rtan
ce
of g
enet
ics i
n bi
olog
ical
sc
ienc
e an
d re
late
d fie
lds.
• Pi
ctur
es,
phot
ogra
phs a
nd
char
ts sh
owin
g cr
op a
nd li
vest
ock
hybr
id.
Is th
e st
uden
t abl
e to
ex
plai
n th
e im
porta
nce
of g
enet
ics i
n bi
olog
ical
sc
ienc
e an
d re
late
d fie
lds?
132
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
The
teac
her t
o us
e st
uden
t res
pons
es
to d
iscu
ss a
nd m
ake
clar
ifica
tion
on
the
impo
rtan
ce o
f ge
netic
s in
biol
ogic
al
scie
nce
and
rela
ted
field
s.
• Pi
ctur
es/p
hoto
grap
hs
show
ing
gene
tical
ly
mod
ified
org
anism
s.•
Sam
ples
of g
enet
ical
ly
mod
ified
food
.
3.0
CL
ASS
IFIC
ATIO
N
OF
LIV
ING
TH
ING
S3.
1 K
ingd
om A
nim
alia
.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e ge
nera
l an
d di
stin
ctiv
e fe
atur
es
of th
e K
ingd
om
Ani
mal
ia..
i) Th
e te
ache
r to
disp
lay
live
pres
erve
ani
mal
sp
ecim
ens a
nd st
uden
ts
to g
roup
acc
ordi
ng to
th
eir s
imila
ritie
s and
di
ffere
nces
.ii)
Stu
dent
s in
grou
ps
usin
g gu
idin
g qu
estio
ns
to o
bser
ve th
e co
llect
ed a
nd d
ispla
yed
orga
nism
s, id
entif
y an
d re
cord
thei
r com
mon
ch
arac
teri
stic
s.iii
) The
teac
her t
o le
ad
stud
ents
in a
cla
ss
disc
ussio
n on
the
gene
ral a
nd d
istin
ctiv
e fe
atur
es o
f the
kin
gdom
A
nim
alia
and
mak
e cl
arifi
catio
ns.
• A
var
iety
of a
nim
als.
• Pi
ctur
es a
nd c
hart
s of
org
anism
s in
king
dom
ani
mal
ia.
• C
hart
s of
char
acte
rist
ics o
f K
ingd
om A
nim
alia
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ge
nera
l and
dist
inct
ive
feat
ures
of
the
Kin
gdom
Ani
mal
ia?
2
133
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
men
tion
the
maj
or
phyl
a of
the
king
dom
A
nim
alia
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
obs
erve
an
d gr
oup
orga
nism
s ac
cord
ing
to th
eir
simila
ritie
s and
di
ffere
nces
.ii)
Stu
dent
s to
clas
sify
orga
nism
s to
thei
r re
spec
tive
phyl
a an
d th
e te
ache
r to
clar
ify o
n st
uden
ts
mis
conc
eptio
ns.
• A
var
iety
of a
nim
als.
• C
hart
s, di
agra
ms
and
pict
ures
of
diffe
rent
ani
mal
s.•
Cha
rts s
how
ing
char
acte
rist
ics o
f ph
yla
of K
ingd
om
Ani
mal
ia.
Is th
e st
uden
t abl
e to
men
tion
the
maj
or p
hyla
of t
he
Kin
gdom
Ani
mal
ia?
3.1.
1 Ph
ylum
Pla
tyhe
lmin
thes
.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
the
gene
ral a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um P
laty
helm
inth
es.
i) St
uden
ts u
sing
hand
le
ns to
obs
erve
pr
eser
ved
spec
imen
s of
flat
wor
ms a
nd
reco
rd th
eir p
hysic
al
feat
ures
.ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
the
gene
ral
and
dist
inct
ive
feat
ures
of p
hylu
m
Plat
yhel
min
thes
.iii
) Stu
dent
s to
outli
ne th
e ge
nera
l an
d di
stin
ctiv
e fe
atur
es o
f phy
lum
Pl
atyh
elim
inth
es
and
the
teac
her t
o m
ake
clar
ifica
tions
.
• Pr
eser
ved
spec
imen
s.•
Pres
erve
d ta
pew
orm
s, liv
erflu
ke.
• D
iagr
ams/
pict
ures
of
flat w
orm
s eg
plan
aria
liv
er fl
uke
tape
wor
ms.
• H
and
lens
es.
Is th
e st
uden
t ab
le to
exp
lain
w
ith e
xam
ples
th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es
of th
e ph
ylum
Pl
atyh
elm
inth
es?
2
134
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
des
crib
e th
e st
ruct
ure
of o
rgan
isms u
nder
the
phyl
um P
laty
helm
inth
es.
i) St
uden
ts in
gro
ups
usin
g ha
nd le
nses
to
obs
erve
the
tape
wor
m (T
aeni
a)
and
reco
rd it
s di
stin
ctiv
e fe
atur
es.
ii) Th
e te
ache
r to
lead
a
plen
ary
disc
ussio
n ab
out t
he st
ruct
ure
and
gene
ral a
nd
dist
inct
ive
feat
ures
of
a ta
pew
orm
(T
aeni
a).
iii) Th
e te
ache
rs to
gu
ide
stud
ents
to
des
crib
e th
e st
ruct
ure
of
tape
wor
m a
nd g
ive
clar
ifica
tions
.iv
) Stu
dent
to d
raw
a
wel
l lab
eled
dia
gram
of
a ta
pew
orm
.
• Pi
ctur
es o
f flat
wor
ms
(Tap
e w
orm
, liv
er fl
uke,
Pl
anar
ia.
• C
hart
s of t
he g
ener
al
and
dist
inct
ive
feat
ures
of p
hylu
m
Plat
yhel
min
thes
.•
Pres
erve
d sp
ecim
en o
f fla
twor
ms.
• C
hart
s of t
he g
ener
al
and
dist
inct
ive
feat
ures
of
Tap
ewor
m.
Is th
e st
uden
t ab
le to
des
crib
e th
e st
ruct
ure
of
orga
nism
s und
er
the
phyl
um
Plat
yhel
min
thes
.
c) e
xpla
in th
e ad
vant
ages
an
d di
sadv
anta
ges o
f Ta
pew
orm
.
i) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
th
e ad
vant
ages
and
di
sadv
anta
ges o
f fla
twor
ms.
ii) S
tude
nts t
o ou
tline
th
e ad
vant
ages
and
di
sadv
anta
ges o
f Ta
pew
orm
s.
Pict
ures
/pre
serv
ed
spec
imen
of T
ape
wor
ms.
Is th
e st
uden
t abl
e to
exp
lain
the
adva
ntag
es a
nd
disa
dvan
tage
s of
tape
wor
m?
135
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S3.
1.2
Phyl
um A
sche
lmin
thes
(N
emat
oda)
.Th
e st
uden
ts sh
ould
be
able
to
: a) e
xpla
in g
ener
al a
nd
dist
inct
ive
feat
ures
of
the
phyl
um
Asc
helm
inth
es.
i) St
uden
ts in
gro
ups
to o
bser
ve p
rese
rved
ro
und
wor
ms o
r pi
ctur
es a
nd d
iagr
ams
of ro
und
wor
ms a
nd
reco
rd th
eir d
istin
ctiv
e ch
arac
teri
stic
s.ii)
The
teac
her t
o gu
ide
stud
ents
to d
iscu
ss
in a
ple
nary
the
dist
inct
ive
feat
ures
of
roun
d w
orm
s and
giv
e cl
arifi
catio
ns.
• Pr
eser
ved
spec
imen
of
roun
d w
orm
s (A
scar
is) h
ookw
orm
s.•
Han
d le
nses
• Pi
ctur
es, c
hart
s or
pho
togr
aphs
of
roun
dwor
ms.
Is th
e st
uden
t abl
e to
ex
plai
n ge
nera
l and
di
stin
ctiv
e fe
atur
es
of th
e ph
ylum
A
sche
lmin
thes
?
4
b) d
escr
ibe
the
stru
ctur
e of
org
anism
s und
er th
e ph
ylum
Asc
helm
inth
es.
i) St
uden
ts u
sing
hand
le
nses
to o
bser
ve a
nd
iden
tify
post
erio
r and
an
teri
or e
nds o
f a
roun
dwor
m.
ii) Th
e te
ache
r to
guid
e th
e st
uden
ts to
iden
tify
ante
rior
and
pos
teri
or
ends
of A
scar
is an
d de
scri
be th
eir d
istin
ctiv
e fe
atur
es.
iii) S
tude
nts t
o dr
aw a
nd
labe
l a d
iagr
am o
f the
ro
undw
orm
s (A
scar
is).
• Pr
eser
ved
spec
imen
of
Asc
aris.
• C
hart
s, pi
ctur
es a
nd
diag
ram
s of A
scar
is.•
Han
d le
ns.
Is th
e st
uden
t ab
le to
des
crib
e th
e st
ruct
ure
of
orga
nism
s und
er
the
phyl
um
Asc
helm
inth
es?
136
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sc)
out
line
the
adva
ntag
es
and
disa
dvan
tage
s of
roun
dwor
ms.
i) St
uden
t in
grou
ps to
di
scus
s the
adv
anta
ges
and
disa
dvan
tage
s of
the
phyl
um
Asc
helm
inth
es a
nd
pres
ent t
heir
wor
k in
a
plen
ary
sess
ion.
ii) Th
e te
ache
r to
refle
ct
on th
e pr
esen
tatio
ns
givi
ng c
omm
ents
and
cl
arifi
catio
n.
Cha
rts o
f phy
lum
A
sche
lmin
thes
Ear
thw
orm
s.Is
the
stud
ent
able
to o
utlin
e th
e ad
vant
ages
and
di
sadv
anta
ges o
f ro
undw
orm
s?
3.1.
3 Ph
ylum
Ann
elid
a.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
gen
eral
and
di
stin
ctiv
e fe
atur
es o
f th
e ph
ylum
Ann
elid
a.
i) St
uden
ts to
obs
erve
or
gani
sms u
nder
the
phyl
um A
nnel
ida
(ear
thw
orm
and
leec
hes)
an
d di
scus
s the
ir
char
acte
rist
ic.
ii) Th
e te
ache
r to
lead
pl
enar
y di
scus
sion
on th
e ge
nera
l and
di
stin
ctiv
e fe
atur
e of
the
phyl
um A
nnel
ida.
• D
iagr
ams a
nd p
ictu
res/
ph
otog
raph
s of l
eech
es
and
eart
hwor
ms.
• C
hart
of s
how
the
stru
ctur
e of
leec
hes a
nd
eart
hwor
ms.
• Pr
eser
ved
spec
imen
s of
anne
lids.
Is th
e st
uden
t abl
e to
exp
lain
the
gene
ral a
nddi
stin
ctiv
e fe
atur
es
of th
e ph
ylum
A
nnel
ida?
b) d
escr
ibe
stru
ctur
es
of o
rgan
ism u
nder
th
e ph
ylum
Ann
elid
a (E
arth
wor
m).
i) St
uden
ts u
sing
hand
le
ns to
obs
erve
pr
eser
ved
and
live
spec
imen
s of e
arth
w
orm
s to
iden
tify
body
par
ts.
• Li
ve o
r pre
serv
ed
eart
hwor
ms.
• D
iagr
ams p
ictu
res o
f ea
rthw
orm
.•
Han
d le
ns.
Is th
e st
uden
t ab
le to
des
crib
e st
ruct
ures
of
orga
nism
und
er
the
phyl
um
Ann
elid
a?
137
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps
to re
cord
thei
r ob
serv
atio
ns, d
raw
an
d la
bel d
iagr
am
of a
n ea
rthw
orm
to
show
its e
xter
nal
feat
ures
.iii
) The
teac
her t
o le
ad
a pl
enar
y di
scus
sion
on th
e st
ruct
ure
of
the
eart
h w
orm
.
c) e
xpla
in th
e ad
vant
ages
an
d di
sadv
anta
ges
eart
hwor
m.
i) St
uden
ts in
gro
ups t
o di
scus
s adv
anta
ges
and
disa
dvan
tage
s of
Lum
bric
us
(ear
thw
orm
).ii)
The
teac
her t
o le
ad
a cl
ass d
iscu
ssio
n on
the
adva
ntag
es
and
disa
dvan
tage
s of
eart
hwor
ms.
• Pi
ctur
es, d
iagr
am
or p
hoto
grap
hs
show
ing
eart
hwor
m.
• Li
ve o
r pre
serv
ed
spec
imen
.•
Han
d le
ns.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ad
vant
ages
an
d di
sadv
anta
ges o
f ea
rthw
orm
?
3.1.
4 Ph
ylum
Arth
ropo
da.
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in g
ener
al a
nd
dist
inct
ive
feat
ures
of t
he
phyl
um A
rthr
opod
a.
i) Th
e te
ache
r to
lead
a
plen
ary
disc
ussio
n on
ge
nera
l and
dist
inct
ive
feat
ures
of p
hylu
m
Art
hrop
oda.
• Pi
ctur
es D
iagr
ams o
f ar
thro
pods
.•
Pres
erve
d or
live
sp
ecim
ens o
f var
ietie
s of
Art
hrop
ods.
• H
and
lens
.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ge
nera
l and
dist
inct
ive
feat
ures
of
the
phyl
um
Arth
ropo
da?
4
138
TOPI
CS/
SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps
usin
g gu
idin
g qu
estio
ns to
obs
erve
an
d re
cord
the
dist
inct
ive
and
gene
ral f
eatu
res
of th
e co
llect
ed/
disp
laye
d sp
ecim
ens
of A
rthr
opod
s.
b) m
entio
n cl
asse
s of t
he
phyl
um A
rthr
opod
a.i)
Stud
ents
in g
roup
s to
obs
erve
var
iety
of
art
hrop
ods
and
grou
ps th
em
acco
rdin
g to
thei
r sim
ilarit
ies a
nd
diffe
renc
es.
ii) Th
e te
ache
r to
lead
a
plen
ary
disc
ussio
n an
d m
ake
nece
ssar
y cl
arifi
catio
ns
of a
var
iety
of
arth
ropo
ds (l
ive
or
pres
erve
spec
imen
s).
• Pi
ctur
es a
nd
phot
ogra
phs
of v
arie
ty o
f ar
thro
pods
.•
Cha
rt o
f cla
sses
of
arth
ropo
ds.
• H
and
lens
.
Is th
e st
uden
t ab
le to
men
tion
the
clas
ses o
f th
e ph
ylum
A
rthro
poda
?
c) c
ite e
xam
ples
of
orga
nism
s und
er e
ach
clas
s of t
he p
hylu
m
Art
hrop
oda.
i) U
sing
guid
elin
es
stud
ents
to c
olle
ct
vari
ety
of o
rgan
isms
belo
ngin
g to
eac
h cl
ass o
f the
phy
lum
A
rthr
opod
a.
Varie
ty o
f org
anis
m
of e
ach
clas
s of t
he
phyl
um A
rthro
poda
.
Is th
e st
uden
t abl
e to
cite
exa
mpl
es
of o
rgan
ism
s un
der e
ach
clas
s of
the
phyl
um
Arth
ropo
da?
139
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IC O
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CT
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ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps
to d
iscu
ss th
e ch
arac
teri
stic
s fea
ture
s of
org
anism
s und
er
each
cla
ss a
nd c
ite
exam
ples
of o
rgan
isms
belo
ngin
g to
eac
h cl
ass.
d) e
xpla
in d
istin
ctiv
e fe
atur
es o
f eac
h cl
ass o
f th
e ph
ylum
Art
hrop
oda.
i) St
uden
ts in
gro
ups t
o di
scus
s the
gen
eral
an
d di
stin
ctiv
e ch
arac
teri
stic
s of o
ne
of th
e fiv
e cl
asse
s of
phyl
um A
rthr
opod
a.ii)
The
teac
her t
o gu
ide
the
stud
ents
in th
eir
grou
ps to
dis
cuss
an
d co
me
up w
ith
the
corr
ect g
ener
al
and
dist
inct
ive
char
acte
rist
ics o
f the
re
spec
tive
clas
s.
• A
var
iety
of A
rthr
opod
s (li
ve o
r pre
serv
ed
spec
imen
s).
• C
hart
s, pi
ctur
es,
phot
ogra
phs s
how
ing
vari
etie
s of A
rthr
opod
s.
Is th
e st
uden
t abl
e to
exp
lain
dist
inct
ive
feat
ures
of
eac
h cl
ass
of th
e ph
ylum
A
rthro
poda
?
e) d
escr
ibe
stru
ctur
es
of re
pres
enta
tive
orga
nism
s und
er e
ach
clas
s.
i) St
uden
ts in
gro
ups t
o ob
serv
e or
gani
sms o
f ea
ch o
f the
phy
lum
A
rthr
opod
a an
d di
scus
s th
eir c
hara
cter
istic
s fe
atur
e.
• Va
riet
ies o
f org
anism
s of
eac
h cl
ass o
f ph
ylum
art
hrop
od.
• C
hart
s/pi
ctur
es/
phot
ogra
phs s
how
ing
of a
rthr
opod
s.
Is th
e st
uden
t ab
le to
des
crib
e th
e st
ruct
ures
of
repr
esen
tativ
e or
gani
sms u
nder
ea
ch c
lass
?
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EA
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A
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AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
draw
wel
l la
bele
d di
agra
ms
of re
pres
enta
tive
orga
nism
s und
er e
ach
clas
s of t
he p
hylu
m
Art
hrop
oda.
iii) Th
e te
ache
r to
lead
a
plen
ary
disc
ussio
n an
d re
flect
on
stud
ents
re
spon
ses t
o m
ake
gene
ral c
omm
ents
and
cl
arifi
catio
ns.
f) e
xpla
in th
e ad
vant
ages
an
d di
sadv
anta
ges o
f th
e or
gani
sms u
nder
ea
ch c
lass
of p
hylu
m
Art
hrop
oda.
i) Te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss th
e ad
vant
ages
and
di
sadv
anta
ges o
f ea
ch c
lass
of t
he
phyl
um A
rthr
opod
a.ii)
Stu
dent
s to
pres
ent
thei
r gro
up ta
sks i
n pl
enar
y se
ssio
n an
d th
e te
ache
r to
refle
ct
on th
e st
uden
ts
resp
onse
s and
giv
e cl
arifi
catio
ns.
• C
hart
show
ing
adva
ntag
es o
f eac
h cl
ass o
f phy
lum
ar
thro
poda
.•
Vari
etie
s of
Art
hrop
ods (
live
or
pres
erve
d sp
ecie
s).
Is th
e st
uden
t abl
e to
ex
plai
n th
e ad
vant
ages
an
d di
sadv
anta
ges
of e
ach
clas
s of t
he
phyl
um A
rthro
poda
?
3.1.
5 Ph
ylum
Cho
rdat
a.Th
e st
uden
t sho
uld
be a
ble
to: a)
exp
lain
gen
eral
an
d di
stin
ctiv
e ch
arac
teri
stic
s fe
atur
es o
f the
phy
lum
C
hord
ata.
i) Th
e te
ache
r to
guid
e st
uden
ts to
ob
serv
e a
vari
ety
of
com
mon
cho
rdat
es
and
reco
rd th
eir
obse
rvat
ions
.
• Pi
ctur
es, c
hart
s or
show
ing
vari
etie
s of
com
mon
ch
orda
tes e
.g. m
ice,
fr
og, l
izar
d, b
irds,
fish,
snak
e, m
ouse
an
d ra
ts.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ge
nera
l an
d di
stin
ctiv
e ch
arac
teris
tics f
eatu
res
of th
eph
ylum
cho
rdat
e?
8
141
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AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s to
pres
ent
thei
r res
pons
es in
pl
enar
y fo
r dis
cuss
ion.
iii) Th
e te
ache
r to
guid
e st
uden
ts in
a c
lass
di
scus
sion
to o
utlin
e th
e ge
nera
l and
di
stin
ctiv
e fe
atur
es o
f ph
ylum
cho
rdat
e.
• Li
ve o
r pre
serv
ed
spec
imen
of c
hord
ates
e.
g. fr
og, fi
sh, l
izar
d ra
ts a
nd b
irds.
b) m
entio
n cl
asse
s of t
he
phyl
um C
hord
ata.
i) U
sing
ques
tion
and
answ
ers,
the
teac
her
to le
ad st
uden
ts to
id
entif
y di
ffere
nt
grou
ps w
ithin
the
phyl
um C
hord
ata.
ii) S
tude
nts i
n gr
oups
to
dis
cuss
on
diffe
rent
Cho
rdat
a.iii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d gi
ve n
eces
sary
cl
arifi
catio
ns.
• C
hart
s/pi
ctur
es/
phot
ogra
phs o
f di
ffere
nt c
hord
ates
in
thei
r res
pect
ive
clas
ses.
• Va
riet
ies o
f ch
orda
tes (
live
or P
rese
rved
sp
ecim
ens)
.
Is th
e st
uden
t abl
e to
m
entio
n th
e cl
asse
s of
the
phyl
um C
hord
ata?
c) e
xpla
in d
istin
ctiv
e fe
atur
es o
f eac
h cl
ass o
f th
e ph
ylum
Cho
rdat
a.
i) Th
e te
ache
r to
orga
nize
stud
ents
into
gr
oups
and
ass
ign
each
gro
up a
task
of
colle
ctin
g in
form
atio
n fr
om re
leva
nt te
xtua
l m
ater
ials
abou
t cla
sses
of
phy
lum
Cho
rdat
a.ii)
Stu
dent
s to
pres
ent
thei
r find
ings
in a
pl
enar
y se
ssio
n.
• C
hart
s/pi
ctur
es/
phot
ogra
phs
show
ing
diffe
rent
ch
orda
tes i
n th
eir
resp
ectiv
e cl
asse
s.•
Vari
etie
s of
chor
date
s (liv
e or
pre
serv
ed
spec
imen
ts).
Is th
e st
uden
t abl
e to
ex
plai
n th
e di
stin
ctiv
e ch
arac
teris
tics o
f eac
h cl
ass o
f the
phy
lum
C
hord
ata?
142
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CS
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IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sd)
des
crib
e st
ruct
ure
of re
pres
enta
tive
orga
nism
s in
each
cla
ss
of p
hylu
m C
hord
ata.
i) St
uden
ts in
divi
dual
ly
to d
escr
ibe
the
feat
ures
of
som
e co
mm
on
chor
date
s dra
w a
nd
labe
l the
m to
show
th
eir e
xter
nal f
eatu
res.
ii) Th
e te
ache
r to
guid
e st
uden
ts in
divi
dual
ly
to d
raw
and
labe
l the
na
med
org
anism
s to
show
thei
r ext
erna
l fe
atur
es.
Live
or p
rese
rved
sp
ecim
ents
of T
ilapi
a (fi
sh),
bird
s, fr
og/ r
oad
lizar
d an
d ra
t/ m
ouse
liz
ard
and
rat/m
ouse
.
Is th
e st
uden
t ab
le to
des
crib
e th
e st
ruct
ure
of
repr
esen
tativ
e or
gani
sms f
rom
ea
ch c
lass
of
phyl
um C
hord
ata?
e) o
utlin
e th
e ad
vant
ages
an
d di
sadv
anta
ges o
f th
e or
gani
sms u
nder
ea
ch c
lass
of p
hylu
m
Cho
rdat
e.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
grou
ps th
e ad
vant
ages
an
d di
sadv
anta
ges o
f ea
ch c
lass
of t
he p
hylu
m
Cho
rdat
a.ii)
Stu
dent
s to
tabu
late
th
e ad
vant
ages
and
di
sadv
anta
ges o
f ea
ch c
lass
of p
hylu
m
Cho
rdat
e.
• Li
ve o
r pre
serv
ed
spec
imen
s of
diffe
rent
cho
rdat
es.
• C
hart
s/pi
ctur
es
/pho
togr
aphs
sh
owin
g di
ffere
nt
chor
date
s.
Is th
e st
uden
t ab
le to
out
line
the
adva
ntag
es a
nd
disa
dvan
tage
s of
orga
nism
s und
erph
ylum
Cho
rdat
e?
4.0
EV
OL
UT
ION
4.1
Con
cept
of O
rgan
ic
Evol
utio
n.
The
stud
ents
shou
ld b
e ab
le
to:
expl
ain
the
conc
ept o
f or
gani
c ev
olut
ion.
i) Th
e te
ache
r to
lead
st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers
to g
ive
the
mea
ning
of
orga
nic
evol
utio
n.ii)
Stu
dent
s to
disc
uss t
he
mea
ning
of o
rgan
ic
evol
utio
n.
VIP
P ca
rds o
n th
e co
ncep
t of o
rgan
ic
evol
utio
n.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t of
org
anic
evo
lutio
n?2
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AR
NIN
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STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S4.
2 Th
eorie
s of t
he O
rigin
of
life.
The
stud
ent s
houl
d be
abl
e to
: a) o
utlin
e th
e ba
sic id
eas
abou
t the
ori
gin
of li
fe.
i) Th
e te
ache
r to
prep
are
card
s or t
exts
on
the
basic
idea
s abo
ut th
e or
igin
of l
ife.
ii) S
tude
nts u
sing
the
prep
ared
car
ds o
r tex
ts to
di
scus
s in
smal
l gro
ups
the
basic
idea
s abo
ut th
e or
igin
of l
ife a
nd p
rese
nt
thei
r tas
k.iii
) The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n, g
ive
gene
ral c
omm
ents
and
m
ake
conc
lusio
n.
• V
IP C
ards
.•
Text
s ext
ract
ed fr
om
vari
ous s
ourc
es o
n th
e ba
sic id
eas a
bout
the
orig
in o
f life
.
Is th
e st
uden
t abl
e to
ou
tline
the
basi
c id
eas
abou
t the
orig
in o
f life
?4
b) s
tate
the
theo
ries
of t
he
orig
in o
f life
.i)
Usin
g gu
idin
g qu
estio
ns,
stud
ents
to d
iscu
ss in
sm
all g
roup
s the
theo
ries
of
the
orig
ins o
f life
su
ch a
s spe
cial
cre
atio
n,
spon
tane
ous g
ener
atio
n an
d st
eady
stat
e th
eori
es.
ii) S
tude
nts t
o pr
esen
t gr
oup
task
s in
plen
ary
disc
ussio
n an
d th
e te
ache
r to
guid
e th
em in
su
mm
ariz
ing
the
maj
or
idea
s.
Text
s ext
ract
ed fr
om
vario
us so
urce
s exp
lain
ing
theo
ries o
f the
orig
in o
f lif
e.
Is th
e st
uden
t abl
e to
st
ate
the
theo
ries o
f the
or
igin
of l
ife?
4.3
The
orie
s of O
rgan
ic
Evol
utio
n.4.
3.1
Lam
arck
ism
.
The
stud
ent s
houl
d be
abl
e to
: a) s
tate
Lam
arck
’s th
eory
of
evo
lutio
n.
i) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
on th
e m
ajor
id
eas o
f the
Lam
arck
’s th
eory
of e
volu
tion.
ii) S
tude
nts t
o su
mm
ariz
e th
e m
ajor
idea
s of
Lam
arck
’s th
eory
of
evol
utio
n.
V.I.P
.P c
ards
on
the
maj
or
idea
of L
amar
ck’s
theo
ry.
Is th
e st
uden
t abl
e to
stat
e La
mar
ck’s
th
eory
of e
volu
tion?
2
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AR
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G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
exp
lain
Lam
arck
’s ob
serv
atio
ns a
nd
dedu
ctio
ns.
i) U
sing
ques
tions
and
an
swer
s, th
e te
ache
r to
lead
stud
ents
to
poin
t out
the
Lam
ark’s
ob
serv
atio
n an
d de
duct
ion.
ii) S
tude
nts t
o su
mm
ariz
e th
eir r
espo
nses
on
the
Lam
arck
’s ob
serv
atio
ns
and
dedu
ctio
ns.
Cha
rt on
the
Lam
arck
’s
obse
rvat
ion
and
dedu
ctio
ns.
Is th
e st
uden
t abl
e to
ex
plai
n La
mar
ck’s
ob
serv
atio
ns a
nd
dedu
ctio
ns?
c) o
utlin
e m
erits
and
de
mer
its o
f Lam
arck
’s th
eory
of e
volu
tion.
i) St
uden
ts to
bra
inst
orm
on
the
mer
its a
nd
dem
erits
of L
amar
ck’s
theo
ry o
f evo
lutio
n.ii)
The
teac
her t
o gu
ide
stud
ents
to o
rgan
ize
and
sum
mar
ize
thei
r re
spon
ses o
n th
e m
erits
and
dem
erits
of
Lam
arck
’s th
eory
of
evol
utio
n.
A c
hart
on th
e m
erits
and
de
mer
its o
f Lam
arck
’s
theo
ry o
f evo
lutio
n.
Is th
e st
uden
t abl
e to
ou
tline
the
mer
its a
nd
dem
erits
of L
amar
k’s
theo
ry o
f evo
lutio
n?
4.3.
2 D
arw
inis
m.
The
stud
ent s
houl
d be
abl
e to
: a) s
tate
Dar
win
’s th
eory
of
evol
utio
n.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on th
e m
ajor
idea
of D
arw
in’s
theo
ry o
f evo
lutio
n.ii)
Stu
dent
s to
sum
mar
ize
the
maj
or id
eas i
n or
der t
o st
ate
Dar
win
’s th
eory
of e
volu
tion.
V.I.P
.P c
ards
on
the
Dar
win
’s th
eory
of
evol
utio
n.
Is th
e st
uden
t abl
e to
st
ate
Dar
win
’s th
eory
of
evo
lutio
n?4
145
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sb)
out
line
Dar
win
’s ob
serv
atio
ns a
nd
dedu
ctio
ns.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss D
arw
in’s
obse
rvat
ions
and
de
duct
ions
usin
g gu
idin
g qu
estio
ns.
ii) S
tude
nts t
o pr
esen
t gr
oup
task
s in
plen
ary
disc
ussio
n.
A c
hart
show
ing
sum
mar
y of
Dar
win
’s o
bser
vatio
ns
and
dedu
ctio
ns.
Is th
e st
uden
t abl
e to
out
line
Dar
win
’s
obse
rvat
ions
and
de
duct
ions
?
c) e
xpla
in th
e th
eory
of
nat
ural
sele
ctio
n in
rela
tion
to th
e m
echa
nism
of e
volu
tion.
i) St
uden
ts to
dis
cuss
in
gro
ups a
nd m
ake
pres
enta
tions
on
the
maj
or id
eas i
n th
e th
eory
of n
atur
al
sele
ctio
n in
rela
tion
to th
e m
echa
nism
s of
evo
lutio
n.ii)
The
teac
her t
o le
ad
plen
ary
disc
ussio
n an
d gu
ide
stud
ents
to
sum
mar
ize
maj
or id
eas,
mak
e cl
arifi
catio
ns a
nd
conc
lusio
n.
A c
hart
show
ing
maj
or
idea
s of t
he th
eory
of
natu
ral s
elec
tion.
Is th
e st
uden
t abl
e to
exp
lain
the
theo
ry o
f nat
ural
se
lect
ion
in re
latio
n to
the
mec
hani
sms o
f ev
olut
ion?
d) e
xpla
in m
erits
and
de
mer
its o
f Dar
win
’s th
eory
.
i) St
uden
ts to
dis
cuss
in
grou
ps th
e m
erits
and
de
mer
its o
f Dar
win
’s th
eory
of e
volu
tion
usin
g gu
idin
g qu
estio
ns.
ii) S
tude
nts t
o pr
esen
t in
plen
ary
thei
r gro
up
task
s.
Man
ila sh
eet s
how
ing
tabu
latio
n of
mer
its a
nd
dem
erits
of D
arw
in’s
th
eory
of e
volu
tion.
Is th
e st
uden
t abl
e to
ex
plai
n th
e m
erits
and
de
mer
its o
f Dar
win
’s
theo
ry?
146
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S4.
4 Ev
iden
ce o
f Org
anic
Ev
olut
ion.
The
stud
ent s
houl
d be
abl
e to
: a) m
entio
n so
urce
s of
evid
ence
whi
ch su
ppor
t or
gani
c ev
olut
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers
to li
st d
own
sour
ces
of e
vide
nce
of o
rgan
ic
evol
utio
n.ii)
The
teac
her t
o le
ad a
cl
ass d
iscu
ssio
n on
the
sour
ces o
f evi
denc
e of
or
gani
c ev
olut
ion.
Phot
ogra
phs o
f rem
ains
of
pla
nts a
nd a
nim
als i
n ro
cks.
Is th
e st
uden
t abl
e to
men
tion
sour
ces
of e
vide
nce
whi
ch
supp
ort o
rgan
ic
evol
utio
n?
6
b) e
xpla
in e
vide
nce
of
orga
nic
evol
utio
n.i)
Stud
ents
in g
roup
s to
obs
erve
pic
ture
s or
pho
togr
aphs
and
di
scus
s the
evi
denc
es
of o
rgan
ic e
volu
tion.
ii) S
tude
nts t
o pr
esen
t th
eir g
roup
task
s in
plen
ary
disc
ussio
n an
d th
e te
ache
r to
guid
e th
em to
sum
mar
ize
maj
or p
oint
s and
mak
e cl
arifi
catio
ns.
Phot
ogra
phs/
pict
ures
of
foss
ils in
the
rock
stra
ta.
Is th
e st
uden
t abl
e to
ex
plai
n th
e ev
iden
ce o
for
gani
c ev
olut
ion?
c) i
nves
tigat
e ev
iden
ces
and
appl
icat
ion
of
orga
nic
evol
utio
n in
the
real
life
situ
atio
n.
i) Th
e te
ache
r to
orga
nize
a
stud
y to
ur to
the
arch
ives
hi
stor
ical
site
s whi
ch
show
the
evid
ence
s of
orga
nic
evol
utio
n.ii)
Stu
dent
s in
grou
ps
to d
iscu
ss th
e m
ajor
fin
ding
s fro
m th
e st
udy
tour
, pre
pare
a re
port
an
d pr
esen
t in
plen
ary
disc
ussio
n.
Phot
ogra
phs /
pic
ture
s of
foss
ils in
the
rock
s.Is
the
stud
ent a
ble
to
inve
stig
ate
evid
ence
s an
d ap
plic
atio
n of
or
gani
c ev
olut
ion
in
real
life
situ
atio
n?
147
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Siii
) The
teac
her t
o le
ad
plen
ary
disc
ussio
n, g
uide
st
uden
ts to
sum
mar
ize
thei
r find
ings
and
mak
e co
nclu
sion.
5.0
HU
MA
N IM
MU
NO
D
EFI
CIE
NC
Y
VIR
US
(HIV
)5.
1 R
elat
ions
hip
betw
een
HIV
, AID
S an
d ST
Is.
The
stud
ent s
houl
d be
abl
e to
: a) d
istin
guish
bet
wee
n H
IV, A
IDS
and
STIs
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
diffe
renc
es
betw
een
HIV
, AID
S an
d ST
Is.
ii) S
tude
nts t
o re
cord
he
diffe
renc
es b
etw
een
HIV
, A
IDS
and
STIs
.
• Re
port
s fro
m U
NA
IDS,
N
AC
P an
d TA
CA
IDS.
• C
hart
s on
AID
S in
A
fric
a.
Is th
e st
uden
t abl
e to
di
stin
guis
h be
twee
n H
IV, A
IDS
and
STIs
?
b) e
xpla
in th
e re
latio
nshi
p be
twee
n H
IV a
nd S
TIs.
i) Th
e te
ache
r to
lead
a
clas
s dis
cuss
ion
on
rela
tions
hip
betw
een
HIV
an
d ST
Is fo
cusin
g on
sim
ilarit
ies,
diffe
renc
es,
mod
e of
tran
smiss
ion
and
effec
ts.
ii) S
tude
nts t
o re
cord
and
su
mm
ariz
e m
ajor
idea
s on
the
rela
tions
hip
betw
een
HIV
and
STI
s.iii
) Stu
dent
s to
carr
y ou
t an
inve
stig
atio
n on
the
impa
ct o
f HIV
/AID
S an
d ST
Is in
the
com
mun
ity.
• Re
port
s on
HIV
/AID
S an
d ST
Is.
• C
hart
s on
AID
S in
A
fric
a/W
orld
/Tan
zani
a.
Is th
e st
uden
t abl
e to
ex
plai
n th
e re
latio
nshi
p be
twee
n H
IV a
nd S
TIs?
148
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S5.
2 M
anag
emen
t and
Con
trol
of H
IV, A
IDS
and
STIs
.Th
e st
uden
t sho
uld
be a
ble
to: a)
out
line
way
s of
man
agin
g an
d co
ntro
lling
HIV
, AID
S an
d ST
Is.
i) Th
e te
ache
r to
lead
st
uden
ts to
dis
cuss
way
s of
man
agem
ent a
nd
cont
rol o
f HIV
, AID
S an
d ST
Is.
ii) S
tude
nts t
o pr
esen
t th
eir t
ask
in a
ple
nary
di
scus
sion.
• M
amm
al o
n m
anag
emen
t HIV
, A
IDS
and
STIs
.•
Repo
rts o
n H
IV, A
IDS
and
STIs
.•
Extr
acts
/text
s on
HIV
, A
IDS
and
STIs
.
Is th
e st
uden
t abl
e to
out
line
way
s of
man
agin
g an
d co
ntro
lling
HIV
, AID
S an
d ST
Is?
6
b) m
entio
n th
e lif
e sk
ills
need
ed fo
r hom
e ba
sed
care
for P
LWH
A.
i) Th
e te
ache
r to
prep
are
extr
acts
from
or
mag
azin
es o
n th
e m
anag
emen
t of H
IV,
AID
S/ST
Is.
ii) S
tude
nts i
n gr
oups
to
disc
uss l
ife sk
ills n
eede
d fo
r man
agem
ent a
nd
cont
rol o
f HIV
, AID
S an
d ST
Is.
iii) S
tude
nts i
n gr
oups
to
role
pla
y ho
w to
use
di
ffere
nt li
fe sk
ills i
n th
e m
anag
emen
t and
con
trol
o
f HIV
, AID
S an
d ST
Is.
• Li
fe sk
ill m
anua
l.•
Extr
acts
/text
s on
Life
sk
ills f
or m
anag
emen
t of
HIV
, AID
S an
d ST
Is.
Is th
e st
uden
t abl
e to
m
entio
n th
e ap
prop
riate
lif
e sk
ills n
eede
d fo
r ho
me
base
d ca
re fo
r PL
WH
A?
c) M
entio
n pr
ecau
tions
to
be ta
ken
whe
n ha
ndlin
g pe
ople
livi
ng w
ith H
IV,
AID
S (P
LWH
A) a
nd
STIs
.
i) St
uden
ts in
gro
ups
to d
iscu
ss o
n th
e ne
cess
ary
prec
autio
ns
whe
n ha
ndlin
g H
IV
infe
cted
peo
ple
and
thos
e w
ith S
TIs/
STD
s.ii)
Stu
dent
s to
shar
e th
eir g
roup
wor
k in
a
plen
ary
sess
ion.
• Br
ochu
res a
nd
flier
s on
met
hods
of
hand
ling
peop
le li
ving
w
ith H
IV a
nd A
IDS.
• C
hart
s on
HIV
/AID
S/
STI s
in A
fric
a/W
orld
/ Ta
nzan
ia.
Is th
e st
uden
t abl
e to
m
entio
n pr
ecau
tions
to
be ta
ken
whe
n ha
ndlin
g pe
ople
livi
ng w
ith H
IV,
AID
S (P
LWH
A)
and
STIs
.
149
TOPI
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SU
B-T
OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
S5.
3 C
ouns
elin
g an
d vo
lunt
ary
Test
ing
(CV
T).
The
stud
ent s
houl
d be
abl
e to
: a) e
xpla
in th
e co
ncep
t of
cou
nsel
ing
and
volu
ntar
y te
stin
g.
i) St
uden
ts in
gro
up to
di
scus
s the
mea
ning
and
im
port
ance
of c
ouns
elin
g vo
lunt
ary
and
test
ing.
ii) S
tude
nts t
o pr
esen
t th
eir g
roup
task
s in
a pl
enar
y di
scus
sion
and
the
teac
her t
o gi
ve
clar
ifica
tions
whe
re
nece
ssar
y.
• C
VT
man
ual.
• Re
port
s on
HIV
/A
IDS/
STI
s.
Is th
e st
uden
t abl
e to
ex
plai
n th
e co
ncep
t co
unse
ling
and
volu
ntar
y te
stin
g (C
VT)
?
b) O
utlin
e th
e sig
nific
ance
of
CV
T in
the
cont
rol
and
prev
entio
n of
HIV
, A
IDS
and
STIs
.
i) Th
e te
ache
r to
lead
st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers t
o ou
tline
the
signi
fican
ce
of C
VT
in th
e co
ntro
l of
HIV
, AID
S an
d ST
Is.
ii) S
tude
nts i
n gr
oups
to
disc
uss t
he si
gnifi
canc
e of
CV
T in
the
cont
rol
and
prev
entio
n of
HIV
an
d ST
Is.
iii) S
tude
nts t
o pr
esen
t the
ir
task
s in
a pl
enar
y se
ssio
n an
d th
e te
ache
r to
give
cl
arifi
catio
ns.
• M
anua
ls on
CV
T.•
Repo
rts o
n C
VT.
Is th
e st
uden
t abl
e to
ou
tline
the
sign
ifica
nce
of C
VT
in c
ontro
l and
pr
even
tion
of H
IV a
nd
STIs
?
c) e
xpla
in th
e pr
oced
ures
an
d te
chni
ques
of C
VT
for H
IV a
nd A
IDS.
i) Th
e te
ache
r to
prov
ide
guid
elin
es o
n th
e pr
oced
ures
and
te
chni
ques
of c
ouns
elin
g vo
lunt
ary
and
test
ing.
• M
anua
ls on
cou
nsel
ing
volu
ntar
y an
d Te
stin
g fo
r HIV
, AID
S an
d /
STIs
.•
Extr
acts
/text
s on
proc
edur
es a
nd
tech
niqu
es o
f CV
T.
Is th
e st
uden
t abl
e to
ex
plai
n th
e pr
oced
ures
an
d te
chni
ques
for
coun
selin
g vo
lunt
ary
and
test
ing
for H
IV a
nd
AID
S?
150
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OPI
CS
SPE
CIF
IC O
BJE
CT
IVE
ST
EA
CH
ING
A
ND
LE
AR
NIN
G
STR
ATE
GIE
S
TE
AC
HIN
G
AN
D L
EA
RN
ING
R
ESO
UR
CE
SA
SSE
SSM
EN
TN
UM
BE
R
OF
PER
IOD
Sii)
Stu
dent
s in
grou
ps to
di
scus
s the
pro
cedu
res
and
tech
niqu
es fo
r CV
T an
d re
cord
the
mai
n id
eas.
iii) S
tude
nts t
o sh
are
thei
r find
ings
and
ob
serv
atio
ns in
ple
nary
di
scus
sion.