Republic of Zambia

MINISTRY OF EDUCATION
DIRECTORATE OF CURRICULUM DEVELOPMENT

BIOLOGY TEACHING MODULE

FORM 1
TERM 2
-

Developed by the Curriculum Development Centre

LUSAKA
2025
© Curriculum Development Centre, 2025
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans-
mitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise with-
out prior written permission of the copyright owner.

ISBN: 978-9982-00-xxx-x

First Published 2025 by

Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zambia

Printed by:
Zambia Educational Publishing House (ZEPH)
 AUTHORS
Charles Mugala
Deputy Headteacher, Kimale Day Secondary School, Solwezi

Danny Kaoma
Deputy Headteacher, Kanjala Day Secondary School, Chipata

Flint Pisani Moomba

Head of Section Sciences, Charles Lwanga College of Education, Monze

Florence Hanyuma
Lecturer – Biology, Kwame Nkrumah University, Kabwe

Himiti Munang’andu
Head of Department, Luwingu Day Secondary School, Luwingu. (ZASE)

Humphrey Gondwe
Biology Teacher, Mwembeshi Boarding School, Chilanga

Lydia Bwanga Mwila:

Biology Teacher, David Kaunda National STEM Secondary School, Lusaka

COORDINATORS
Martha Lisulo
Biological Sciences Specialist, Curriculum Development Centre, Lusaka
Kenneth Mudenda
Senior Curriculum Specialist –Natural Sciences, Curriculum Development Centre, Lusaka
Samson Njapau
Principal Curriculum Specialist - Natural Sciences - Curriculum Development Centre, Lusaka

BOOK LAYOUT DESIGN AND TYPESET

Kahinga Lufunda
Graphics Designer and Typestter, Zambia Educational Publishing House, Lusaka.
 TABLE OF CONTENTS

PREFACE ������������������������������������������������������������������������������������������������������������������������������������������������ vii

ACKNOWLEDGEMENT ������������������������������������������������������������������������������������������������������������������������� viii
INTRODUCTION ������������������������������������������������������������������������������������������������������������������������������������� ix
PURPOSE OF THE MODULE ������������������������������������������������������������������������������������������������������������������� x
HOW TO USE THE MODULE ������������������������������������������������������������������������������������������������������������������ x
ICONS USED IN THIS MODULE ������������������������������������������������������������������������������������������������������������ xi
CONCEPT 3: MAINTENANCE OF THE ORGANISM ���������������������������������������������������������������������������1
Sub-topic 3.1 Nutrition in Man �������������������������������������������������������������������������������������������������������������� 1
Sub-topic 3.2 Dietary needs of different persons �������������������������������������������������������������������������������� 5
Sub-topic 3.3 Plant nutrients ����������������������������������������������������������������������������������������������������������������� 7

CONCEPT 4: CONTINUITY OF LIFE �������������������������������������������������������������������������������������������������17

Sub-topic 4.1 Reproduction in living organisms ��������������������������������������������������������������������������������� 18
Sub-topic 4.2: Reproduction and Development in Human Beings ����������������������������������������������������� 22
BIBLIOGRAPHY �������������������������������������������������������������������������������������������������������������������������������������30
APPENDIX I- SAMPLE LESSON PLAN ��������������������������������������������������������������������������������������������������31
BIOLOGY TEACHING MODULE FORM 1-TERM 2

VISION

Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and
global needs.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

PREFACE

The Biology Form 1 Teaching Module has been developed to provide guidance to the teacher on how
to deliver competence-based lessons that are grade-appropriate for learners at this level. The teaching
module is aimed at providing quality education that is aligned with the Competence-Based Curriculum
and 21st Century Skills. It also aims to facilitate the building of knowledge, skills, values, and positive
attitudes that are intended to enable learners to live and grow into productive and useful members of
their communities and society.
This teaching module will help the teacher lead their learners transition from the Upper Primary
Education level into the Ordinary Secondary Education level in a systematic manner. Thus, the guidance
provided in the module will transform the learner from one who merely reproduces learnt facts into
a creative, critical, and an analytical thinker through selected well-thought out activities which will be
done during the teaching and learning process. The suggested learning activities are designed to offer
learners hands-on and minds-on experiences through the manipulation of real objects, interaction with
nature, and learning by doing. Thus, the learners will develop knowledge, desirable lifelong skills, values,
and positive attitudes needed for their personal, national and global development.
The module incorporates guidance on how to deliver Competence-based learning approach. The teaching
model will be of great use at fostering learner engagement and practical understanding of biology, rather
than knowing and mere rote memorisation of biological facts. It is hoped that the guidance provided
in this teaching module will make learning at the ordinary secondary school level more meaningful and
enjoyable because it is highly activity-oriented, and allows for knowledge construction and application
as a way of learning.

Kelvin Mambwe (PhD.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

The Ministry of Education through Curriculum Development Centre acknowledges and appreciates the
participation and the invaluable input from a team of authors that dedicated their time and energy
to come up with this module. Many thanks also go to individuals, institutions and organisations that
participated in the successful development of this Teaching Module. These include teachers, Zambia
Association of Science Education, lecturers from colleges and public universities in Zambia, and experts
from Directorates in the Ministry of Education.
The contribution of the Curriculum Specialists in guiding the process and putting the pieces of work
together cannot go unnoticed. Therefore, my profound gratitude goes to all the Curriculum Specialists
for their hard work and commitment to duty during the development process.

Charles Ndakala (Dr.)

Director- Curriculum Development
MINISTRY OF EDUCATION

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

The Biology Form 1 Teaching Module has been developed to guide teachers on how to facilitate com-
petence-based lessons at this level. The module aims to deliver quality education that is aligned with
the Competence-Based Curriculum which puts emphasis on the acquisition of the 21st Century Com-
petences by developing requisite knowledge, skills, values and positive attitudes. These competences
will enable learners to live and grow into productive and useful members of their communities and
the Zambian society. The Teaching Module offers a guide to teachers as to how they will facilitate the
learning in their biology classes through well-structured learners’activities and pedagogies. Therefore,
teachers are encouraged to research widely and not only rely on the module.
At no time is the whole class approach encouraged but rather, the teacher is encouraged to facilitate
learning in small cooperative groups. It is envisaged that by emphasising cooperative learning, teach-
ers will create a more engaging and effective learning environment that will foster not only academic
achievement but also essential life skills that will benefit the learners throughout their lives.
This approach aligns with the principles of constructivist learning, where learners actively construct
their own knowledge through social interaction and collaborative problem-solving.
In a case where a learner fails to break through, individualised learning or scaffolding should be applied
so that no one is left behind.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

The purpose of the module is to illustrate teaching and learning activities that:
a. are consistent with teaching and learning in a competence-based curriculum,
b. show processes that allow achievement of 21st Century Skills such as creativity, collaboration,
communication and critical thinking,
c. demonstrate how biology can be actively taught with the teacher acting as a facilitator of the
learning process,
d. show what activity-based and learner-centred teaching and learning could look like where learners
actively learn in small cooperative groups.

This module provides a collection of suggested learning activities and teaching strategies designed to
enhance learners’ scientific competences. These activities emphasise hands-on experiences, such as
manipulating real objects, interacting with nature, and learning through practice. It is crucial to un-
derstand that the desired competences and 21st-century skills will not be achieved solely by covering
Sub-topics but are developed through the way teaching and learning activities are carried out. Learners
are expected to acquire general competences as they interact with the material under the guidance of
the teacher. These essential competences include analytical thinking, effective communication, collab-
oration, critical thinking, environmental sustainability, real-world application, problem-solving, and the
development of essential scientific skills.
The activities within this module are intended to be integrated into the teacher’s existing lesson plans,
not to replace them entirely. Teachers are encouraged to adapt these suggested activities to suit their
specific class situation, learner abilities, and available resources. The Sub-topics and activities presented
in this module align with the 2024 Biology Syllabus.
Each Sub-topic in the module begins with a “Hook” – an opening statement designed to stimulate learn-
ers’ curiosity and motivate them to learn. This could be a provocative question, a relevant scenario,
or something that encourages learners to think critically. Teachers are encouraged to create their own
hooks that best provoke their learners’ curiosity and motivation. Consider incorporating problem-solv-
ing scenarios into your hooks. In this Module, you will also find the “Content Tip”, which is intended to
be for the attention of the teacher and NOT the learner, to provide guidance on the learning activities.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

This module uses icons as visual symbols to represent instructions, which helps enhance the overall
learning experience. By organising and categorising information, the icons make it easier for learners to
follow the content and navigate the module more efficiently.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

CONCEPT 3: MAINTENANCE OF THE ORGANISM

Introduction
Overview: This concept refers to a collection of biological processes and mechanisms that ensures an
organism’s survival and functionality. Among these processes are: nutrition, respiration, circulation,
excretion and reproduction to mention but a handful. They are also called maintenance processes.
Under this concept, the following Sub-topics will be covered: Nutrition in man, Dietary needs of different
persons, Plant nutrients and Nutritional deficiency and disorders. As learners pursue these Sub-topics,
they are expected to develop both general and specific competences by undertaking various learning
activities.
General competences: - Analytical thinking, Collaboration, Communication, Critical thinking, Evaluation
and Problem solving

Key concepts/words/vocabulary

Nutrition-process by which organisms use food to obtain nutrients that support life.
Food Nutrients-chemical compounds or substances in food that help the body function and stay healthy.
Examples: proteins, carbohydrates, lipids, minerals, vitamins and water.
Source of food nutrients- plant and animal products that are consumed as food
Nutrient content- the amount and type of nutrients present in a particular food
Dietary needs- these are essential nutrients which each person must consume from different foods and
are important in supporting a person’s reproduction, good health and growth. Dietary needs vary for
different people depending on age, condition of the body and level of activity
Good health- state of physical and emotional wellbeing, dependent on eating a healthy diet
Micro-elements-mineral elements needed by plants in small quantities
Macro-elements - mineral elements needed by plants in large quantities
Nutritional deficiency diseases - diseases caused by the lack of certain essential nutrients especially
vitamins and minerals over a prolonged period of time. Nutritional deficiency diseases are observable
both in humans and plants.

Sub-topic 3.1 Nutrition in Man

Introduction:
Overview: Nutrition is the process of consuming food to obtain nutrients that support an organism’s
life. This Sub-topic on nutrition in man will allow learners to explore sources of food nutrients, classify
types of food nutrients and identify main sources of these nutrients. Additionally, learners will discuss
the importance of food nutrients in human beings in relation to healthy growth and development.
Specific competence: Classify types of food nutrients

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

3.1.1 Exploring sources of food nutrients

Learning Materials: A variety of food stuffs consumed in homes and those readily available in the local
environment (cassava, Irish/sweet potatoes, fish, eggs, milk, meat, beans, butter, cooking oil, fruits, fruit
drinks, vegetables, groundnuts…) food packaging labels (e.g., cereal boxes, milk cartons, canned foods,
snack wrappers, empty bottles of drinks ...), flip charts or tables for recording nutrient information,
markers or pens, manila paper, reference material (book, handouts, internet ...)

Activity 1: Sources of Food Nutrients using variety of foods

Procedure:
i. Put learners in groups of 4-5.
ii. Ask the groups to identify the different types of essential nutrients (carbohydrates, proteins, fats,
vitamins and roughage).
iii. Display the different foods and ask groups to identify the major essential nutrients present in
each.
iv. Learners should record the following information on their charts:
 Name of the food
 Major nutrient content
 Other nutrients present in the food
v. Ask each group to make presentations of their findings and make consolidations.

Discussion

Consolidate after all the groups have made presentations of their findings.

Activity 2: Sources of Food Nutrients using food packaging labels

Using the groups formed in activity 1, perform the next activity.

i. Provide each group with a selection of food packaging labels. (e.g. cereal boxes, milk cartons,
canned foods, snack wrappers ...).
ii. Ask learners to analyse the labels and identify nutrients present on each food label.
iii. Each group should record the following information on their charts:
 Name of the food label
 Major nutrient content
 Other nutrients present.
 Each group presents their findings to the class

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Discussion

Consolidate after all the groups have made presentations of their findings.

3.1.2 Classifying foods into groups according to their nutrient content

Learning Materials: A variety real food items / food images /flashcards (e.g. fruits, vegetables, grains,
eggs, fish, oranges, bananas bread, ...), flip chart /Manilla paper, markers or pens, sticky notes or small
labels, reference materials (Text books, internet ...), worksheet for recording classifications

Activity 1: Classifying Foods into Nutrient Groups

Procedure
i. Put learners into groups of 4-5.
ii. Provide each group with a set of real food items or food images or flashcards.
iii. Ask each group to classify the foods into nutrient groups based on their major nutrient content.
iv. Learners should discuss and justify their choices (e.g., bread contains carbohydrate etc.).
v. Provide worksheets for learners to record their classifications:
Worksheet on classifying foods in nutrient groups

Food Major nutrient present Justification

Bread/fritters
Meat
Eggs
Oranges
Fish
Beans

NOTE: Any locally available foods can be included

Discussion

Consolidate after all the groups have made presentations of their findings.

Assessment

Ask learners to reflect on the food they eat and identify any nutrient groups they may need to include
more or reduce.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

3.1.3 Discussing the importance of food nutrients in humans

Learning materials: Manila paper /flip charts, reference materials, markers or pens, work sheets

Activity 1: Importance of food nutrients in humans

Procedure:
i. Put learners in groups of 4-5
ii. Assign each group a specific nutrient to focus on.
iii. Ask the groups to discuss the importance of the food nutrient assigned to them.
iv. Provide worksheets for learners to record the importance of the assigned food nutrient.
Worksheet on importance of food nutrients

S/N Food Nutrient Importance in Humans

1.
2.
3.
4
5.
7

Discussion

Consolidate after all the groups have made presentations of their findings.

Content tip: Importance of food nutrients

‰ Proteins- growth and tissue repair

‰ Carbohydrate-energy supply
‰ Lipids- energy supply, insulation, component of cell membranes
‰ Vitamins-protection and proper functioning of the body
‰ Minerals- protection and proper functioning of the body
‰ Roughage- peristaltic function; prevent constipation
‰ Water- component of cytoplasm in cells, solvent and medium for chemical reaction in cells
Skills attained:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating the findings through presentations of the given tasks.
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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

‰ Analytical thinking through analysis of nutrient content using food packaging labels
‰ Critical thinking through drawing importance and making justification for given food choices.
Expected standard: Types of food nutrients classified correctly

Assessment:

Complete the table below of the foods you consume every day and identify food nutrients they contain
and their importance.

Meal Name of food(s) Nutrient(s) present Importance of the nutrient

Break-fast

Lunch
Supper

Sub-topic Summary

‰ Nutrition is the process by which the body takes in and utilises food substances to maintain good
health, growth and function.
‰ Human beings acquire food nutrients from a variety of foods consumed.
‰ Human beings require the following essential nutrients:
 Carbohydrates: provide energy
 Proteins: Build and repair tissues
 Fats: Provide energy, aid in nutrient absorption
 Vitamins: Regulate various bodily functions
 Minerals: Support growth, maintenance, and regulation of bodily functions.
 Water: Essential for hydration, digestion and waste removal.

Sub-topic 3.2 Dietary needs of different persons

Introduction
Overview: Dietary needs of different persons vary depending on age, gender, mental and physical state
of a person and activity level. In this Sub-topic, the learners will be expected to design appropriate diets
for persons with different nutritional needs as well as justify the importance of such diets.
Specific Competence: Apply good eating practices for good health

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

3.2.1 Designing appropriate diets for persons with different nutritional needs (infants,
adolescents, manual workers, pregnant women, lactating woman, sick/invalids, the aged

Learning materials: A list of food items locally consumed (the list should be representative of all food
nutrients), flip charts, markers and bostik.

Activity 1: Diets for persons with different nutritional needs

Procedure
i. Put the learners in groups of 4-5
ii. Ask the learners to analyse the available food sources and group them according to main nutrient
content
iii. Ask the learners to come up with appropriate meals or menus that will make a healthy diet for:
a. An infant
b. An adolescent
c. Manual worker
d. A pregnant woman
e. A lactating mother
f. A sick person
g. An old person
h. Ask each group to make presentations of designed diets to the class

Discussion

Consolidate after all the groups have made presentations of their findings.

3.2.2 Justifying the designed diets for persons with different nutritional needs

Learning materials: Flip Charts, markers and bostik.

Activity 1: Justification for designed diets

Procedure:
Use the same groups as in the activity on diets for persons with different nutritional needs.
Ask learners to brainstorm reasons as to why they feel the diets they designed for each person were
appropriate

Discussion

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Ask the groups to share their answers to the whole class

Consolidate after all the groups have made presentations of their findings.
Skills attained:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating the findings through presentations of the given tasks.
‰ Problem solving by designing diets according to needs of people
‰ Analytical thinking through conducting investigations.
‰ Critically thinking on the causes of deficiency diseases and disorders.
Expected standard - Good eating practices applied accordingly.

Assessment

Design a healthy diet for a child of 10years old who has a fractured bone, giving reasons for designing
such a diet.

Sub-topic 3.3 Plant nutrients

Introduction
Overview: All living organisms require essential nutrients to grow, develop and complete their life cycle.
In plants, nutrients play a crucial role in energy production, structural integrity and metabolic functions.
It is therefore important to understand plant nutrition in order to optimise crop yields, improving plant
health and ensure sustainable agricultural practices.
Plants obtain nutrients mainly from the soil. Among these nutrients are macro-nutrients such as
nitrogen, phosphorus and potassium and micro-nutrients such as sulphur, zinc, copper, magnesium,
boron, iron, calcium and molybdenum.
In this Sub-topic learners will learn how to categorise types of plant nutrients through identifying plant
nutrients, classifying macro and micro nutrients and analysing the effects of macro-nutrients on plant
growth.
This knowledge is fundamental for both agricultural productivity and ecological sustainability.
Specific competence: Categorise types of plant nutrients

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

3.3.1 Identifying plant nutrients

Learning materials: handouts on plant nutrients / Textbooks, note books and pens

Activity 1: Identifying mineral nutrients needed by plants in the local environment

Procedure
i. Ask learners to review literature on plant nutrients.
ii. Take learners for a field tour in the school garden with healthy plants.
iii. Ask learners to make observations of the plants.
iv. Ask learners to make suggestions of mineral nutrients required for proper plant growth based on
literature on plant nutrients

Content Tip

For each nutrient needed by plants, (nitrogen, phosphorous, potassium, boron, sulphur, iron magnesium,
calcium, zinc, molybdenum and copper), their functions should be discussed, too.

Dicussion

Consolidate after the observations and suggestions have been made by the learners.

3.3.2 Classifying macro-nutrients and micro-nutrients (macro: nitrogen, phosphorus,

potassium; micro: magnesium, boron, copper, iron, calcium, molybdenum, zinc)

Learning materials: worksheets.

Activity 1: classifying macro and micro nutrients

Procedure: Prepare a worksheet as shown below and ask learners to copy and complete the worksheet
in their books.

Question Response(s) or answers

Where do plants get mineral elements
from?
Give examples of some of these mineral
elements taken up by plants.
In what form is each of the mineral element
in examples given taken up by plants?
Among the examples given which ones are Large quantities Small quantities.
needed in large quantities and which ones
are needed in small quantities

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Give the terms used to describe the mineral

nutrients needed in large quantities and
small quantities respectively

Disussion

Consolidate the worksheet after learners have completed it.

3.3.3 Analysing the effects of macro-nutrients (NPK) on plant growth

Learning materials: NPK fertilizer, garden or any crop field near the school

Activity 1: Effect of macro-nutrients on plant growth of garden crops

Procedure:
i. Put learners in groups of 4-5
ii. Ask learners to explore the school garden and then isolate some crop plants
iii. Let them identify and divide the crop plants into A and B
iv. Ask the learners to experiment as guided in the table
v. Ask the learners to make presentations to the class based on their observations of the effect of
NPK on plant growth.

PLANT CROP METHOD OBSERVATION OVER A CONCLUSION

PERIOD OF DAYS
Apply NPK fertilizer Day 1
Day 3
A
Day 6

Day 10
Do not apply any NPK Day 1
fertilizer
Day 3
B Day 6
Day 10

Discussion

Consolidate after all the groups have made presentations of their findings.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

Sub-topic Summary

Plant nutrients are essential for proper growth, development and complete life cycle. These nutrients
are classified as macro and micro nutrients based on the amounts required by plants. Macro nutrients
include Nitrogen, Phosphorus and Potassium while micro nutrients include iron, manganese, zinc,
copper, boron, molybdenum and chlorine.
NPK refers to three macro- nutrients; Nitrogen, Phosphorus and Potassium. A balance NPK supply
ensures healthy vigorous growth, deep strong roots and high yields. They also ensure strong stems,
better fruit quality and resistance to stress.
Skills attained:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating the findings through presentations of the given tasks.
‰ Analytical thinking through categorising and analysing plant nutrients.
Expected standard: Types of plant nutrients categorised correctly

Assessment

Create a concept map on plant nutrients

Content Tip:

The following should be reflected in the concept map

1. Main Node- Nutrients in Plants”
2. Branches -Macronutrients and Micronutrients:
3. Sub-Branches for each type of Nutrient: under macro- nutrients: Nitrogen, Phosphorus and
potassium. Under micro-nutrients: iron, manganese, zinc, copper, boron, molybdenum, chlorine.

Sub-topic 3.4. Nutritional deficiency diseases and disorders

Introduction
Overview: Nutritional deficiency diseases and disorders occur when an organism does not receive
adequate amounts of essential nutrients over a prolonged period of time. Both animals and plants
need a balanced supply of nutrients for healthy growth. Deficiencies in these nutrients cause specific
disorders. These disorders are referred to as nutritional deficiency diseases.
In this Sub-topic, learners will investigate nutritional deficiency diseases and disorders in human beings.
They will also investigate the deficiency diseases and disorders in plants associated with lack of one or
more nutrients. Furthermore, they will carry out activities that will give them insight on how to treat the
deficiency diseases and disorders in plants and human beings.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Specific competence: Recommend appropriate food nutrients to address deficiency diseases and
disorders in plants and human beings.

3.4.1 Investigating nutritional deficiency diseases and disorders in human beings

(kwashiorkor, marasmus, rickets, beriberi, scurvy, pellagra, goitre, anaemia, and obesity)

Learning materials: Reference materials (handouts/textbooks, health magazines, articles, or internet

access), flipcharts/manila paper and markers, food pyramid or dietary guideline charts.

Activity 1: Investigating Nutritional Deficiency Diseases and Disorders in human beings

Procedure:
i. Pose an engaging question like, “What happens when the human body doesn’t get the nutrients
it needs?” then allow learners to brain-storm for 5 minutes.
ii. Ask learners to suggest deficiency diseases and nutritional disorders in human beings.
iii. Consolidate the learners’ responses in (ii) above.
iv. Put learners in groups of 4 to 5
v. Assign each group one or two diseases to research on. They should focus on the causes, symptoms,
long-term effects and preventive measures.
vi. Ask learners to record the data in the table below
vii. Ask groups to make presentations of their researched work

Deficient disease Causes Symptoms Long-term effect Preventive measures

Kwashiorkor
Marasmus
Rickets
Beriberi
Scurvy
Pellagra
Goitre
Obesity

Discussion:

Consolidate after all the groups have made presentations of their researched work

Assessment:

1. How do eating habits increase risks of having obesity?

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

2. Which foods are the richest sources of key micronutrients (e.g. iron, vitamin A, iodine), and what are
the health consequences of their deficiencies in human beings.
3. “Mabvuto, a 5-year-old boy, shows swelling in his feet and abdomen. His diet mainly consists of
starchy foods with little protein.”
i. Diagnose the condition
ii. Analyse the case and suggest how it could have been pr evented.

3.4.2 Investigating the deficiency diseases and disorders in plants associated with lack
of one or more nutrients (chlorosis, poor root development, stunted growth, abnormal
colouration, shortened internodes)

Learning materials: Literature on plant nutrients, note books, pens, seeds/seedlings (Bean/rape/
maize…), nutrient solutions, pots/containers.

Activity 1: Effect of nutrient deficiency on plant growth

Procedure:
i. Ask learners to do some background research on the role of different essential nutrients within
the plant
ii. Ask learners to use their background research to develop a question about plant nutrient
deficiency.
iii. Possible Questions:
iv. What is the effect of nutrient deficiency on length of internodes?
v. What effect does nutrient deficiency have on the colour of leaves?
vi. How does nutrient deficiency affect root and shoot growth?
vii. Ask learners to form a hypothesis about how plants grown in the absence of a particular nutrient
will respond.
viii. Ask learners to design experiment on the effect of nutrient deficiency on a plant (Nitrogen-
deficient, Phosphorus-deficient……) to test their hypothesis.
ix. Ask learners to make presentations.

Discussion

Consolidate after all the groups have made presentations of their findings.

Content tip:

As the consolidation is being done come up with a common hypothesis that can be tested with by the
experiment in activity 2. Activity 1 should be the basis for conducting activity 2.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Activity 2: investigating the effect of nutrient deficiency on plant growth.

PROCEDURE:
Ask learners to plant the same type of seeds/seedlings in 6 different pots/containers and supply nutrients
as follows:
i. Full nutrient solution (control)
ii. Nitrogen-deficient solution
iii. Phosphorus-deficient solution
iv. Potassium-deficient solution
v. Magnesium-deficient solution
vi. Iron-deficient solution
vii. Ask learners to supply the plants with their respective nutrient solutions consistently (e.g., twice
a week). All the seedlings should be watered using distilled water.
viii. Ask learners to observe the plants every 5 days over a period of 21 days.
ix. Ask learners to carry out data collection by recording visual changes in leaves, stems, and roots,
such as discolouration, stunted growth, or unusual patterns measuring plant height, internode
length, and root development every after 5 days, using a measuring tape or a ruler.
x. Ask learners to organise their observations into a table as shown below.

Nutrient lacking Observations Possible deficiency

disease
Plant in Pot 1 Day 5 Day10 Day15 Day 20

Plant in pot 2

Plant in pot 3

Plant in pot 4

Plant in pot 5

Plant in pot 6

xi. Ask learners to carry out data analysis by comparing observations made for each plant with that
of potted plant 1.
xii. Ask learners to identify specific disorders (e.g., chlorosis in nitrogen-deficient plants).

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xiii. Ask learners to relate the observations to the specific nutrient deficiencies.
Ask the learner to present their findings to the class

Discussion

Consolidate after all the learners have made presentations of their findings.

Content tip.

Some variables they might choose to measure:

‰ Leaf size – use terms like smaller, larger, same size, thicker, thinner
‰ Leaf colouration – terms might include any change in colour.
‰ Leaf number – more, fewer, similar
‰ Height –taller, shorter
‰ Root formation- network of roots and length.
‰ Plant disorders- chlorosis (yellowing), pale, spotted, blotched, wilted, curling, rotting and crinkled
Preparation of nutrient solutions.
Work in collaboration with the chemistry section within your school or nearby school to prepare the
culture solutions.
Nutrient solutions
Complete-nutrient solution. Dissolve the following compounds in 1 dm3 of deionised water.

• 0.70 g KNO3 • 0.25 g CaH4(PO4)2.2H2O • 0.25 g CaSO4.2H2O

• 0.25 g MgSO4.7H2O • 0.005 g FeCl3.6H2O • 0.08 g NaCl

Nutrient-deficient solutions. Make the following changes to the complete nutrient solution
formulation:
Deficient in
Nitrogen: replace KNO3 with 0.52 g KCl
Phosphorus: replace CaH4(PO4)2.2H2O with 0.16 g Ca (NO3)2.4H2O
Potassium: replace KNO3 with 0.59 g NaNO3
Calcium: replace CaSO4.2H2O with 0.2 g K2SO4 and CaH4(PO4)2.2H2O with 0.71 g NaH2PO4.2H2O
Sulphur: replace CaSO4.2H2O with 0.16 g CaCl2 and MgSO4.7H2O with 0.21 g MgCl2.6H2O
Magnesium: replace MgSO4.7H2O with 0.17 g K2SO4

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Iron: omit FeCl3.6H2O. N.B. Iron (III) chloride is corrosive, and goggles should be worn when preparing
the solution.

3.4.3 Treating the deficiency diseases and disorders in plants and human beings

Learning materials: Flip chart/manila paper, markers, bostick

Activity 1: How to treat deficiency diseases in plants and human beings

Procedure
i. Put learners in groups of 4 to 5
ii. Provide each group with two flip chart/manila paper
iii. Ask the learners to brainstorm on how each of the deficiency diseases/ nutritional disorders can
be treated in
iv. Human beings (kwashiorkor, marasmus, rickets, beriberi, scurvy, pellagra, goitre, anaemia, and
obesity)
v. Plants (chlorosis, poor root development, stunted growth, abnormal colouration, and shortened
internodes)
vi. Ask learners to document their findings in (a) and (b) on each of the flip chart/manila papers given
respectively
vii. Ask the groups to present to the class

Discussion

Consolidate after all the groups have made presentations of their researched work.
Skills attained:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating the findings through presentations of the given tasks.
‰ Problem solving by treating various deficiency diseases and disorders in both plants and animals.
‰ Analytical thinking through conducting investigations.
‰ Critically thinking on the causes of deficiency diseases and disorders.
Expected standard: Appropriate nutrients to address deficiency diseases in human beings and plants
recommended.

Assessment

i. Wherever sewage effluent overflows vegetation grows very health, explain why this happens.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

Sub-topic summary

Nutrients are needed for proper growth and development of both plants and animals. Improper supply of
these nutrients can lead to deficiency diseases and disorders. In human beings, these disorders include;
kwashiorkor, marasmus, rickets, beriberi, scurvy, pellagra, goitre, anaemia, and obesity. In plants the
deficiency diseases and disorders include; chlorosis, poor root development, stunted growth, abnormal
colouration, and shortened internodes.
Deficiency diseases and disorders in both plants and animals can be treated in various ways as a means
of reversing these diseases.

Concept summary:

‰ Maintenance of organisms also called maintenance process refer to a collection of processes

that keep an organism alive excluding production processes.
‰ Sub-topics covered under this concept are: nutrition in man, dietary needs of different persons,
plant nutrients as well as deficiency diseases and disorders both in human beings and plant
‰ As the Sub-topics were being explored, general and specific competences were developed in the
learners

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

CONCEPT 4: CONTINUITY OF LIFE

Introduction
Overview: The continuity of life refers to the principle that all living organisms are connected through
a shared evolutionary ancestry. This concept is supported by the universal processes of reproduction,
the transmission of genetic information from one generation to the next, and the ongoing evolution of
species over time.
Introducing the concept of continuity of life to learners will provide a foundational understanding of
reproduction, not only in humans but also in a diverse range of organisms, including plants, fungi, and
microorganisms such as viruses, bacteria and protozoa.
General Competence(s): Critical thinking, analytical thinking, collaboration, problem solving and
communication.

Hook: “Do you know that no species lives forever, hence the need for each species to
have a unique mode of reproduction?”

Key Terms /Words/Vocabulary

Reproduction- Reproduction is a biological process by which living organisms produce new individuals
of the same species to ensure survival of their kind.
Sexual reproduction- it is a biological process in which two parent organisms contribute genetic material
to produce offspring with a mix of traits from both parents.
Fertilization: the process by which a male gamete fuses with the female gamete to form a zygote
Puberty- a stage of physical and emotional development in humans and animals, marking a transition
from childhood to adulthood
Menstruation- this a natural biological process in which the uterus sheds its lining, resulting in bleeding
Ovulation- a process by which a mature ovum (egg cell) is released from the ovary into the fallopian
tube making it available for fertilization by sperm.
Gametes- these are reproductive cells that contain half the genetic material necessary for the
development of a new individual
Hygiene- these are practices and habits that promote cleanliness, health and well-being
Asexual reproduction- a mode of reproduction where a single parent produces an offspring without
involvement of gametes.
Binary fission- a type of asexual reproduction where an organism divides into two identical new
individuals. It is commonly found in prokaryotic organisms like bacteria and archaea.
Budding- a type of asexual reproduction where a new organism develops from a bud or outgrowth of
the parent organism e.g. yeast

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

Spore formation – a type of asexual reproduction where an organism produces spores, which are special
reproductive cells capable of growing into a new individual under the right conditions.
Replication- this is the process of creating an exact copy of genetic material.

Sub-topic 4.1 Reproduction in living organisms

Introduction
Overview: Reproduction is a fundamental biological process through which living organisms produce
new individuals, ensuring the survival and continuity of their species. There are two primary modes of
reproduction: asexual and sexual.
Asexual reproduction involves a single parent and results in offsprings that are genetically identical to
the parent-commonly referred to as clones. Sexual reproduction, on the other hand, involves the fusion
of genetic material from two parents.
In this Sub-topic, learners will investigate reproduction in different living organisms. They will also
demonstrate asexual and sexual reproduction using seeds, spores and vegetative parts. In addition,
learners will compare and contrast asexual and sexual reproduction in living organisms.
Specific Competence-Demonstrate understanding of how living organisms reproduce.

4.1.1 Investigating reproduction in different living organisms

Learning materials: Video showing reproduction of different living organisms (both sexual and asexual
reproduction) - by spore formation, vegetative parts of plants and flowering plants (tubers - stem or
root, cuttings, buds, leaves, suckers, bulbs, corms, rhizomes, runners, seeds…) magazines, textbooks/
handouts, access to internet (optional), flip charts/manila paper, markers, bostik…

Activity 1: Investigating reproduction in different living organisms.

i. Put learners in groups of 4-5.

ii. Ask learner to go outside to observe different type of living organisms or watch the video on
reproduction of different living organisms.
iii. Provide learners with literature materials and other necessary materials for presentations.
iv. Ask learners to research on the different types of reproduction in living organisms (sexual and
asexual reproduction in various organisms).
v. Ask learners to present their findings to the class

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Discussion

Consolidate after all the groups have made their presentation of their findings

4.1.2 Demonstrating asexual and sexual reproduction using seeds, spores and vegetative
parts

Learning materials: Video showing reproduction by spore formation, vegetative parts of plants (tubers
- stem or root, cuttings, buds, leaves, suckers, bulbs, corms, rhizomes, runners…) seeds, A container or
tray filled with moist soil, Water, and a sharp knife or scalpel

Activity 1: Investigating asexual reproduction using spores.

Procedure
i. Reasearch on any asexual reproduction by spore formation or display a video on the same.
ii. Ask learners to observe the different stages involved in the mode of reproduction in the displayed
video.
iii. After watching the video, learners to answer the following questions:
a. what type of reproduction was observed?
b. what are the structures that make up the Fungi?
c. Which of the identified structures produces spores?
d. What type of condtions are needed for spores to be formed?
e. Under what type of conditions do spores grow?

Discussion

Consolidate the activity on investigating asexual reproduction using spores

Activity 2: Investigating asexual reproduction using vegetative parts

Procedure
i. Put learners in groups of 4-5
ii. Provide each group with the necessary materials.
iii. Ask learners to fill the container or tray with moist soil.
iv. Guide learners on how to prepare the readily available vegetative parts for planting.
v. Ask learners to plant the prepared vegetative parts.
vi. Ask learners to water the soil gently but thoroughly. Place the container or tray in a warm, bright
location, but not in direct sunlight. Maintain the soil’s moisture level by watering it regularly.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

vii. Ask learners to make daily observations of the planted sections over the next few weeks. You may
use the table provided below, to take note and record any changes, such as growth of new plants
from the buds that you may have noticed.

Day 1 5 10 15 20
Observation
viii. Ask groups to discuss their observations.
ix. Ask groups to discuss the advantages and disadvantages to the farmer for using vegetative parts
to produce offspring.

Discussion

Consolidate the class discussion after the groups have presented their observations, including the
advantages and disadvantages of farmers using vegetative parts to produce offspring

Content tip

After a few weeks, new plants should grow from the vegetative parts. This demonstrates asexual
reproduction using vegetative parts.

Activity 3: Investigating plant propagation using seeds

Procedure
i. Put learners in groups of 4-5.
ii. Provide each group with the necessary materials.
iii. Ask learners to fill the containers with soil.
iv. Ask learners to plant the seeds about 1-2 cm deep and 1-2 cm apart. Cover the seeds with a thin
layer of soil.
v. Ask learners to water the soil gently but thoroughly making sure the soil is moist but not
waterlogged.
vi. Ask the learners to place the containers in a warm location without direct light. (N.B. The ideal
temperature for seed germination is between 20-25◦ c)
vii. Ask the learners to observe the seeds over the next 7-15 days. Take note of the time it takes for
seeds to germinate. You may record your daily observations in the table below.

Day 1 5 10 15
Observation
viii. Ask learners to discuss their observations.
ix. Ask learners to discuss advantages and disadvantages to the farmer for using seeds to produce
offspring.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Discussion

Consolidate the class discussion after the groups have presented their observations, including the
advantages and disadvantages of farmers using seeds to produce offspring

Content tip

After 7-15 days, you should observe the seeds germinating and growing into seedlings. The seedlings
should have developed roots and leaves. As time passes the plant eventually develops flowers which are
sites for pollination and fertilisation, leading to the formation of fruits and seeds.

4.1.3 Comparing and contrasting asexual and sexual reproduction in living organisms

Learning materials: Textbooks/handouts, access to internet (optional), flip charts/manila paper,

markers, bostik

Activity 1: Compare and contrast asexual and sexual reproduction in living organisms

i. Put learners in groups of 4-5.

ii. Provide learners with literature materials and other necessary materials for presentations.
iii. Ask learners to research on the similarities and differences between sexual and asexual reproduction
in various organisms.
iv. Ask learners to present their findings to the class

Discussion

Consolidate after all the groups have made their presentation of their findings

Content tip:

This comparative analysis will cover aspects such as genetic variation, speed of reproduction, and the
role of environmental factors. By understanding both forms, learners will be able to recognize how each
method benefits different organisms and environments, as well as the evolutionary significance of both
strategies.
Skills Developed:
‰ Analytical thinking by investigating different modes of reproduction.
‰ Problem solving by using different modes of plant propagation.
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of

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other members.
‰ Communicating the findings through presentations of the given tasks.
‰ Critically thinking through comparing and contrasting asexual and sexual reproduction in living
organisms.

Expected Standard- Understanding of reproduction in living organisms demonstrated appropriately.

Assessment

1. What type of reproduction involves the fusion of male and female gametes?
2. Give one example of asexual reproduction?
3. What is the primary advantage of sexual reproduction?
4. Give an example of an organism which typically reproduces asexually?
5. A farmer notices that his tomato plants are not producing as many fruits as expected. Upon further
investigation, he discovers that the tomato plants are not being pollinated properly. The farmer
decides to introduce bees to the field to facilitate pollination.
a. What type of reproduction is occurring in the tomato plants?
b. How do the bees facilitate this process?

Sub-topic summary

‰ Reproduction in living organisms is the biological process through which new individuals are
produced. There are two primary modes of reproduction: sexual and asexual.
‰ Asexual reproduction allows for rapid population growth and requires less energy and time since
it does not involve the complex mating processes.
‰ Sexual Reproduction promotes genetic combination of materials from two parents.

Sub-topic 4.2: Reproduction and Development in Human Beings

Introduction
Overview: Reproduction is a biological process by which living organisms produce new individuals of
the same species to ensure survival of their kind. In human beings, reproduction ensures the continuity
of the species.
As learners pursue this Sub-topic they are expected to demonstrate understanding of the reproductive
system in human beings. To demonstrate this understanding learners will be required to do a number
of activities among them: to describe reproduction in human beings, draw the male and female
reproductive system, outline the secondary sexual characteristics both in male and females and also
practice personal hygiene.

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General competencies: Communication, collaboration, critical thinking and analytical thinking

Hook: Have you ever wondered how human life begins? Why are there some changes in the body as one
grows from childhood to adulthood?
Specific Competence: Demonstrate understanding of reproductive system in human beings

4.2.1 Describing the reproduction system in human beings

Learning materials: Video showing reproduction system in human being, literature materials on
reproduction system of human beings (magazines, textbooks/handouts, access to internet (optional),
flip charts/manila paper, markers, bostik…

Activity 1: Description of the reproduction system in human beings.

Procedure
i. Put learners in groups of 4-5.
ii. Distribute different literature books on reproduction in human beings
iii. Ask learners to read and research on reproduction system in human beings or ask them to watch
the video on reproduction system of human beings.
iv. Ask learners to research on reproduction in human beings
v. Provide learners with necessary materials for presentations.
vi. Ask learners to present their findings to the class
vii. Ask each group to come up with the description of reproduction system of human beings
viii. Which description was the best? And why?

Discussion

Consolidate after all the groups have made their presentation of their findings on the description of
reproduction system in human beings.

4.2.2. Drawing the human reproductive system of males and females

Learning materials: Textbooks/handouts, access to internet (optional), flip charts/manila, markers and
bostik

Activity 1: The male human reproductive system

Procedure
i. Put learners into groups of 4-5.
ii. Ask learners to research on the structure of the male reproductive system in human beings.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

iii. Ask learners to draw and label the structure of the male reproductive system in human beings.
Display their charts.
iv. Organise a gallery walk. During the gallery walk, ask learners to view and critique each other’s
work.

Discussion

Consolidate the group discussion after the gallery walk and the critiquing are done.

Content Tip:

Male Reproductive System include: testes, penis, seminal vesicles, and prostate gland.

Activity 2: The female human reproductive system

Procedure
Put learners into groups of 4-5.
Ask learners to research on the structure of the female reproductive system in human beings.
Ask learners to draw and label the structure of the female reproductive system in human beings. Display
their charts.
Organise a gallery walk. During the gallery walk, ask learners to view and critique each other’s work.
After the gallery walk, a consolidation should be done as a class.

Discussion

Consolidate the group discussion after the gallery walk and the critiquing are done.

Content Tip:

The female reproductive System include: ovaries, fallopian tubes, uterus, and vagina.

4.2.3: Explaining Functions of Different Parts of the reproductive system

Learning materials: Index cards, pens

Activity 1. Functions of different parts of the reproductive systems in human beings.

i. Ask learners to work in pairs or groups of 4-5

ii. Ask learners to discuss functions of the main organs of the reproductive system in human beings.
iii. Ask learners to use index cards to write the name of the organs and relate with their functions.
iv. Ask the pairs/groups to exchange their index cards.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Discussion

Consolidate after all the pairs or groups have made presentations of their findings
N.B. Make reference to drawings to match the organ names with their functions in a group discussion.

4.2.4: Outlining secondary sexual characteristics

Learning materials: flip charts/manila paper, markers, bostik.

Activity 1: Discussing secondary sexual characteristics in human beings.

Procedure:
i. Put learners in groups of 4-5
ii. Ask learners to discuss physical changes that take place in males and females during puberty.
iii. Ask learners to document their discussions on flip charts/manila paper.
iv. Ask each group to present to the whole class

Discussion

Consolidate after all the groups have made presentations of their findings.

Content Tips:

Puberty is influenced by hormones (testosterone in males and estrogen in females) which brings about
secondary sexual characteristics. However, details about these hormones at this level are not necessary.

4.2.5. Practicing personal hygiene related to reproductive health

Learning materials: Flip charts/manila paper, markers, bostik, personal hygiene items (sanitary towels,
razor blades, shaving sticks, scissors, soap, toothbrush, toothpaste, lotion…).

Activity 1: Good hygiene practices to prevent infections and promote reproductive

health.

Procedure:
i. Put learners into groups of 4-5.
ii. Ask learners to brainstorm on good hygiene routines.
iii. Ask learners to list personal hygiene items.
iv. Display assorted personal hygiene items.
v. Ask groups to discuss the personal hygiene items in relation to their use.

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

Discussion

Consolidate after all the groups have made presentations of their findings

Content Tip:

Encourage learners to bring out the alternatives for the known personal hygiene items.

Sub-topic Summary

‰ The human reproductive system comprises specialized organs that facilitate reproduction.
‰ The male reproductive system comprises the penis, testis, scrotum, epididymis, sperm duct (vas
deferens), prostate glands, Cowper’s gland, seminal vesicle, urethra…
‰ The female reproductive system consists of vagina, cervix, uterus, oviduct, ovary...
‰ During puberty, both males and females experience physical changes brought about by
hormones.
‰ Hygiene practices are essential for general good health.

Assessment

Working with peers from class, you are educating a group of adolescents about reproductive health.
Compose a short message which emphasizes the importance of understanding the reproductive system
and maintaining personal hygiene.
Skills attained:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating good health hygiene practices.
‰ Critically thinking through discussing functions of the main organs of the reproductive system in
human beings.
Expected Standard
Understanding of the reproductive system in human beings demonstrated correctly

Sub-topic 4.3. Reproduction in Viruses, Protozoa, bacteria and fungi

Introduction
Overview: Reproduction is a fundamental characteristic of living organisms, allowing for the continuation
of species. Microorganisms such as viruses, protozoa, bacteria, and fungi exhibit diverse reproductive
strategies that range from simple binary fission to complex sexual and asexual cycles. Understanding
these reproductive processes is crucial in fields like microbiology, medicine and biotechnology.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

In this Sub-topic, the learners outline the processes of reproduction in viruses, bacteria, protozoa and
fungi. The learners will also investigate the structure of fungi.
Specific Competence: Demonstrate understanding of reproduction in viruses, protozoa, bacteria and
fungi

4.3.1 Outlining the processes of reproduction in viruses, protozoa and bacteria and fungi

Learning materials: Literature on replication of viruses, paper cutouts representing viral components
and host cell structures, glue, flipcharts/manilla papers, permanent slides or micrographs of binary
fission, video of spore formation and microscopes.

Activity 1: Reproduction in viruses (replication in suitable host)

i. In groups of 4-5 provide learners with literature on the replication of the corona virus.
ii. Ask learners to identify the stages of reproduction in a virus from the literature.
iii. Ask learners to create a visual flow chart of the stages of reproduction in a virus
iv. Ask groups to make presentations

Discussion

Consolidate after all the groups have made presentations of their findings

Content Tip:

Expected stages include attachment, penetration, replication, assembly and release stages

Activity 2: Reproduction in protozoa and bacteria by Binary fission

i. Put learners in groups of 4-5

ii. Provide learners with microscopes and permanent slides or micrographs of binary fission in
protozoa and bacteria.
iii. Ask the learners to identify stages of binary fission observed.
iv. Ask learners to draw and label the stages of binary fission
v. Ask groups to make presentations.

Discussion

Consolidate after all the groups have made presentations of their findings

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

Activity 3: Reproduction in fungi by spore formation

i. Ask learners to research on reproduction in fungi by spore formation to the learners.

ii. Put learners in groups of 4-5
iii. Ask learners to identify the stages of reproduction in fungi by spore formation
iv. Ask learners to draw and label the identified stages
v. Ask groups to make presentations

Discussion

Consolidate after all the groups have made presentations of their findings

4.3.2 Investigating the structure of fungi (growing fungi on food- Rhizopus and Mucor)

Learning materials: microscope and slides or micrographs of Rhizopus, left over food (bread, fruits,
nshima …) infected with Rhizopus or Mucor, hand lenses.

Activity 1: Investigating the structure of fungi growing on food

i. Put learners in groups of 4-5

ii. Provide a sample of bread or fruit infected with Rhizopus or Mucor.
iii. Ask learners to observe the infected food sample with a hand lens.
iv. Ask learners to describe the appearance of the observed fungus.
v. Ask learners to prepare temporary slide by placing a small sample on the microscope slide
containing a drop of water then cover it using a cover slip.
vi. Ask learners to observe the fungus under low power and then high power.
vii. Ask learners to draw and label the different parts of the fungus, including the hyphae, sporangia,
and spores.
viii. Ask learners to describe the functions of the different parts of the fungi observed.
Follow up questions
 Why was a hand lens used instead of naked eyes?
 Why was the fungi observed at both low and high power?
 How were the structures observed using a hand lens different with those observed under a
microscope?

Discussion

Consolidate after all the groups have made presentations of their findings

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

Skills developed:
‰ Collaborating by playing specific assigned roles in group work and also respecting the views of
other members.
‰ Communicating reproduction in viruses, protozoa, bacteria and fungi.
‰ Critically analysing the structure of Rhizopus and Mucor
Expected standard
Understanding of reproduction in viruses, protozoa, bacteria and fungi demonstrated correctly.

Assessment

1. Describe the key steps involved in viral replication.

2. Explain the process of binary fission in protozoa.
3. What is the role of spores in fungal reproduction?

Sub-topic summary

‰ Viruses reproduce by taking over host cells they replicate genetic material, producing new viral
particles.
‰ Protozoa and bacteria reproduce asexually through binary fission.
‰ Fungi reproduce asexually and sexually, producing spores that can grow into new individuals.
‰ The parts of the Rhizopus include mycelium and hyphae. The hyphae is divided into three parts
namely, stolon, sporangiophore and rhizoids.

Concept summary

‰ Continuity of life is all about living organisms reproducing and ensuring that there is continuation
of their species.
‰ Organisms can reproduce either sexually or asexually.
‰ Asexual reproduction can be done through budding, binary fission, spore formation and
vegetative propagation.
‰ Sexual reproduction in plants can be achieved through seed production.
‰ Sexual reproduction in humans is made possible by specialised reproductive structures.
‰ At the onset of puberty, humans undergo development of secondary sexual characteristics which
indicates reproductive maturity.
‰ Good hygiene practices are essential for keeping reproductive structures healthy.
‰ Reproduction by viruses is dependent on presence of host cells. They reproduce by replication
using the host cell.

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BIBLIOGRAPHY

Curriculum Development Centre. (2024). Biology Syllabus Secondary Forms 1 – 4. ZEPH.

Flint, S. J., Rall, G. F., Racaniello, V. R., & Skalka, A. M. (2015). Principles of virology. ASM press.
Jones, M., & Jones, G. (2021). Cambridge IGCSE Biology (4th ed.). Cambridge University Press.
Kent, M. (2000). Advanced Biology. Oxford University Press.
Lee, J. J., Leedale, G. F., & Bradbur, P. (2015). An illustrated guide to the protozoa: Organized by groups.
Society of Protozoologists.
Mackean, D. G. (1973). Introduction to Biology (5th ed.). Hodder Murray.
Mader, M. S., & Windelspecht, M. (2022). Human Biology (14th ed.). McGraw-Hill Education.
Madigan, M. T., Martinko, J. M., Bender, K. S., Buckley, D. H., & Stahl, D. A. (2014). Brock biology of
microorganisms. Pearson.
Marieb, E. N., & Keller, S. M. (2017). Essentials of human anatomy & physiology (12th ed.). Pearson.
Ministry of education. (2023). 2023 Zambia Education Curriculum Framework. CDC.
Moore, D., Robson, D. G., & Trinci, A. P. J. (2011). 21st century guidebook to fungi. Cambridge university
press.
Urry, L. A., Campbell, N. A., Cain, M. L., Wasserman, S. A., Minorsky, P. V., & Reece, J. B. (2017). Campbell
Biology (11th ed.). Pearson Education, Inc.
Webster, J., & Weber, R. W. S. (2007). Introduction to fungi. Cambridge university press.

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APPENDIX I- SAMPLE LESSON PLAN

Sample Lesson Plan

SCHOOL: HIGHRIDGE SECONDARY SCHOOL
NAME OF TEACHER: LBM DATE: 10/ 02/ 2025
CLASS: Form 1 B DURATION: 80 Minutes
TIME: 08:20-09:40 TOTAL NO. OF PUPILS: Boys: 30 Girls: 25
SUBJECT: Biology
CONCEPT: 1.3.0 MAINTENANCE OF THE ORGANISM
SUB-TOPIC: 1.3.1 Nutrition in man
GENERAL COMPETENCES: Analytical thinking, Collaboration and Communication
SPECIFIC COMPETENCES: 1.3.1.1 Classify types of food nutrients (It must also come from the syllabus
with its serial number)
LESSON GOAL: Exploring sources of food nutrients

RATIONALE: This lesson is on sources of food nutrients with a focus on carbohydrates, proteins, lipids,
vitamins and roughage. Knowledge on sources of food nutrients will enable learners to make healthier
choices on food to eat. The methodology to be used is discussion through group work. It is the first
lesson in a series of four.

PRIOR KNOWLEDGE: Sources of foods eaten classes of foods. (Knowledge they have acquired)

REFERENCES: 2024 Biology syllabus, Form 1 Biology Teaching Module, GCSE Biology, Advance and excel
Biology 10

LEARNING ENVIRONMENT
Natural environment: Assorted foods in a classroom

Artificial environment: (Pictures)

Technological environment: (Videos, gadgets etc.)

TEACHING AND LEARNING MATERIALS/RESOURCES
‰ Assorted readily available foods (cassava, Irish/sweet potatoes, fish, eggs, milk, meat, beans,
butter, cooking oil, fruits, fruit drinks, vegetables, groundnuts…)
‰ Markers or pens, flip charts/manila paper,
EXPECTED STANDARD: Types of food nutrients classified correctly (As it appears in the syllabus)

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BIOLOGY TEACHING MODULE FORM 1-TERM 2

LESSON PROGRESSION:

STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT CRITERIA

INTRODUCTION • Ask learners to mention foods • Mention assorted foods Different types of foods
5 Minutes they ate before coming class. they ate. stated accordingly
LESSON DEVELOPMENT • Put learners in groups of 4-5. Record the following Sources of food nutrients
25 Minutes • Ask the groups to identify the information on their charts: identified correctly
different types of essential • Name of the food
nutrients (carbohydrates, • Major nutrient content
proteins, fats, vitamins and
roughage). • Other nutrients present in
the food
• Display the different foods
and ask groups to identify • Sources of food nutrients
the major essential nutrients identified correctly
present in each.
35 Minutes • Ask each group to make Make presentations Different sources of
presentations of their findings essential nutrients discussed
and make consolidations accordingly.
EXERCISE • Write a question for learners Copy and answer the At least 5 sources of
10 Minutes to copy in their books: “Other question carbohydrates stated
than nshima, which other correctly
foods would you eat to obtain
carbohydrates?” [5marks]
CONCLUSION • Give a summary of the Collaboratively participate Sources of food nutrients
5 Minutes lesson collaboratively with through answering summarised accordingly
the learners through oral questions.
questions
HOMEWORK • Ask learners to create a Create concept maps after Concept maps created
concept map on sources of learning time correctly
food nutrients

LESSON EVALUATION:
The learners were to find mention various sources of food nutrients. The concept map on sources of
food nutrients was well created, over 85% of the learners were able to do so. The learners successfully
managed to identify the concepts and created common links between the concepts. Remedial work was
given to the learners that seemingly struggled with the content of the day.
NOTE: Exercise or Homework or both may be given in a lesson depending on the time and nature of the
lesson.

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 BIOLOGY TEACHING MODULE FORM 1-TERM 2

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