The Nigerian Police have unveiled the faces of four suspects said to be Funke Olakunrin’s killers.

Olakunrin, daughter of Pa Reuben Fasoranti, was killed on 12 July 2019, at Kajola on Ondo-Ore Road by gunmen suspected to be Fulani marauders.

After some painstaking investigation, IGP Mohammed Adamu announced the arrest of the suspects on Thursday.

They are: Lawal Mazaje,40, from Felele, Kogi and Adamu adamu, 50, from Jada in Adamawa.

The others are Mohammed Shehu Usman, 26, from Illela Sokoto and Auwal Abubakar, 25, from Shinkafi, Zamfara state.

However, the IGP also announced that four other suspects, including the ringleader named Tambaya, are at large.

The Police have declared wanted and have given out some description.

According to the police, Tambaya speaks Hausa, Fulfulde and Pidgin English.

“He is fair in complexion and in his late 20s – between the age of 27 and 30.

“His last known address is Isanlu, Kogi State.

“He has visible scar from stitches on his forehead down to his nose and mouth”.

No fewer than 14 people have been burnt to death at an Internally Displaced Persons, IDP, Camp in Borno State.

The blaze broke out mid-morning in a camp holding some 70,000 people in the town of Gamboru, close to the border with Cameroon, the head of a government-backed militia told AFP.

“We recovered 14 burnt bodies from the gutted shelters and another 15 who sustained varying degrees of burns from the fire,” militia leader Umar Kachalla said.

More than 200 shelters were destroyed, rendering 1,250 people homeless, said a rescue official, who asked not to be named.

“The fire killed 14 people, six from the same family, and left 15 with injuries, seven of them critically,” said the official.

It was not clear what caused the fire but residents blamed it on arson after a suspect was arrested with a lighter in his pocket, another militia member Shehu Mada said.

The decade-long Boko Haram conflict has killed 36,000 people and forced 1.8 million from their homes in northeast Nigeria.

Hundreds of thousands of people have been left living in often squalid and overcrowded camps where they rely on food aid from international charities, AFP reports.

Lagos State Governor, Babajide Sanwo-Olu on Thursday disclosed that five more Coronavirus patients have been discharged from isolation centre in the state.

The governor said those discharged included three female and two male.

“Dear Lagosians, Today, 5 more patients; 3 females and 2 males, have been discharged from the Mainland Infectious Diseases Hospital to reunite with the society.

“They were discharged having recovered fully and tested negative twice consecutively to #COVID19,” he said.

According to Sanwo-Olu, this brought to 90, the number of patients successfully managed and discharged from the State’s isolation facilities.

“I appeal to residents to stay at home, practice Social Distancing and observe the highest possible personal and hand hygiene,” he said.

A 34-year-old murder suspect, Abegunde Olaniyi has confessed to killing an evangelist with the Christ Apostolic Church, Oke Imole, Ibadan, Oyo State, Mrs Grace Ajibola after being paraded on Tuesday by the Oyo State Police Command..

Olaniyi, who was described as an errand boy to the evangelist, said he first hit her with a wooden object and then strangulated her, and thereafter carted away her Tecno mobile phone and three Automated Teller Machine (ATM) cards.

He said he had discovered Mrs Ajibola had a sum of about N2 million in her bank account after she sent him to withdraw money for her via the ATM at a new generation bank at Apata, Ibadan.

“I decided to murder her and take possession of the money,” Olaniyi said.

He said he had already withdrawn the sum of N120,000 from the victim’s bank account when he was arrested.

The Oyo State Commissioner of Police, Sina Olukolu, told journalists yesterday at the Command Headquarters, Ibadan, that Olaniyi killed Mrs Ajibola on March 17, 2020 at about 11am at her residence at the Oluyole area of Ibadan.

He said the police recovered one Tecno mobile phone and two ATM cards belonging to Mrs Ajibola and the wooden object that the suspect used in hitting her.

The police boss added that the suspect was arrested in his hideout in Akure, Ondo State.

Olaniyi told journalists he didn’t know what came over him on that fateful day that made him kill the evangelist.

Fuji Icon, Wasiu Ayinde popularly known as KWAM 1 has reacted to rumours that he has been having an extramarital affair with the youngest Queen of Alaafin of Oyo, Queen Badirat.

KWAM1, who was recently given a title by the Alaafin of Oyo, Oba Lamidi Adeyemi, gave his reaction via short music video posted on his Instagram page.

According to him, the rumour was cooked up by those working day and night to see his downfall.

He accused the rumour mongers of trying to tarnish his image since he became the Mayegun.

View this post on Instagram

Good morning.

A post shared by Kingwasiuayindemarshal (@k1deultimate) on Apr 15, 2020 at 10:40pm PDT

Kwam1 further charged his fans not to react or contend with the false claims, as such won’t influence his status or his music profession that had spread over decades.

Menegian, son of late activist, Ken Saro-Wiwa has died of Coronavirus in the United Kingdom.

This was disclosed by his sister, Noo Saro-Wiwa on her Facebook Page on Thursday.

According to Noo, his bother had Coronavirus, combined with underlying health conditions, on Monday, which led to his death.

“We said goodbye to my brother, Gian; on Monday, he had COVID-19 combined with underlying health conditions. Gian was the smartest and most talented out of all of us.

“A champion sprinter at school, a poet, an artist, budding engineer, a self-taught guitarist and pianist. But mental health issues limited his life from age 16 onward.

“I took this photo of him a few months ago before he was hospitalised. We were singing Hysteria by Def Leppard, a song we both love. Although the side-effects of medication altered his athletic physique, this photo still captures Gian’s essence: a kind and beautiful soul, always wanting the best for his family, always praying for our future success while being eternally optimistic about his own.

“And, of course, always loving his music. He leaves a wonderful son, Louis,” she said.

Menegian Saro-Wiwa was born in 1970.

Four men suspected to have murdered Mrs Funke Olakunrin, daughter of Pa Reuben Fasoranti have been arrested.

IGP Mohammed Adamu announced the arrests of the four suspects on Thursday.

But he said four other suspects, including the ringleader named Tambaya are on the run.

Adamu has declared Tambaya a wanted man.

Those arrested are: Lawal Mazaje,40, from Felele, Kogi and Adamu adamu, 50, from Jada in Adamawa.

The other two are Mohammed Shehu Usman, 26, from Illela Sokoto and Auwal Abubakar, 25, from Shinkafi, Zamfara state.

Funke Olakunrin was killed at Kajola on Ondo-Ore Road on 12 July 2019.

The murder, suspected to be by Fulani marauders triggered national uproar.

The police in a statement explained how the suspects were nabbed by a police crack team led by CP Fimihan Adeoye.

JUST IN: Police arrest Funke Olakunrin’s killers, 4 other suspects still on the run

Thursday, April 16, 2020 4:03 pm | Daily News Headlines | 0 Comment(s)

Late Mrs. Funke Olakunrin: four suspects arrested
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Four men suspected to have murdered Mrs Funke Olakunrin, daughter of Pa Reuben Fasoranti have been arrested.

IGP Mohammed Adamu announced the arrests of the four suspects on Thursday.

But he said four other suspects, including the ringleader named Tambaya are on the run.

Adamu has declared Tambaya a wanted man.

Those arrested are: Lawal Mazaje,40, from Felele, Kogi and Adamu adamu, 50, from Jada in Adamawa.

The other two are Mohammed Shehu Usman, 26, from Illela Sokoto and Auwal Abubakar, 25, from Shinkafi, Zamfara state.

Funke Olakunrin was killed at Kajola on Ondo-Ore Road on 12 July 2019.

The murder, suspected to be by Fulani marauders triggered national uproar.

The police in a statement explained how the suspects were nabbed by a police crack team led by CP Fimihan Adeoye.

“After months of relentless efforts to apprehend the killers, the Police Team, on 4th March, 2020 during a follow-up action on a case of a high-profile armed robbery and kidnap for ransom that occurred in Ogun State, arrested one Auwal Abubakar ‘m’ 25yrs, an accessory after the fact of the crime, along Sagamu-Ore expressway in Ondo State.

“The arrest of Auwal Abubakar led to the arrest of two other members of the gang, Mohammed Shehu Usman and Lawal Mazaje in Benin, Edo State from whom cache of ammunition was recovered and one other Adamu Adamu in Akure, Ondo State.

“Having established sufficient physical and forensic evidence linking the suspects to the killing of Mrs Funke Olakunrin, the investigators, determined to clear all doubts relating to their findings.

“On 8th April, 2020, they conducted an Identification Parade at the Federal SARS Headquarters, Lagos which led to the positive and physical identification of three (3) suspects, Adamu Adamu, Lawal Mazaje and Mohammed Shehu Usman by a survivor of the earlier crime.

“The survivor gave a clear description of the roles each of the identified suspects played in the killing.

“At this point, the suspects capitulated and voluntarily offered a no-holds-barred confession on how Mrs Funke Olakunrin was killed.

“Investigations so far reveal that the operation that led to the killing was carried out by eight fully armed kidnap/robbery suspects led by one Tambaya (other name unknown) who is currently at large.

“While four of the suspects are in custody, effort is being intensified to arrest the four others still on the run.

“The 8-man gang has its operational base and membership spread in the south-western part of the country and Edo State.

“Investigations have also revealed that they are responsible for series of high-profile armed robbery and kidnap operations in the region.

“They also attack, vandalize and steal components of critical national infrastructures such as electrical and telecommunications installations.

“Consequently, the Inspector General of Police hereby declares the principal suspect, Tambaya (other names unknown) wanted for his involvement in the death of Mrs Funke Olakunrin.

“Tambaya, a Nigerian, speaks Hausa, Fulfulde and Pidgin English.

“He is fair in complexion and in his late 20s – between the age of 27 and 30.

“His last known address is Isanlu, Kogi State. He has visible scar from stitches on his forehead down to his nose and mouth”.

CLASS: SS3

SUBJECT: BIOLOGY                                                    PERIOD(S) 3

TOPIC: MECHANISM OF TRANSPORT IN HIGHER PLANTS

SUBTOPIC 1: TRANSLOCATION AND TRANSPIRATION

SUBTOPIC 2: WATER ABSORPTION AND TRANSPORT

SUBTOPIC 3: DIFFERENCES IN PLANT AND ANIMAL TRANSPORT

PREVIOUS KNOWLEDGE: Students are familiar with the topic

 

OBJECTIVES: At the end of the period

1. Students should be able to:

PERIOD 1:

1. Discuss the mechanism of transportation in plants
2. Describe the tissues involved in the transportation of material

PERIOD 2:

1. Explain how manufactured food, water, mineral salts, and other materials are transported in plants.

PERIOD 3:

1. List the differences between transport in plants and animals.
2. Demonstrate experimentally the flow of materials in plants

REFERENCES:

Essential Biology for Senior Secondary Schools by M.C Micheals pg 292 – 300

Modern Biology for senior secondary schools pg 312 – 317

 

CONTENT

In a simple plant (algae), materials enter or leave the body cells by diffusion (gases) manufactured food and waste products) and water enters by osmosis. In higher land plants, vascular tissues (special conducting tissues) carry out transport with latex tubes to assist. The major materials transported in plants are gases (CO₂ and O₂), water, mineral salts, manufactured food, nitrogenous waste products, hormones and pigments. Plant saps, cell sap and cytoplasm are the main transport media. Gases are mainly absorbed through the stomata (in the leaves) and lenticels (in the stem).

         

Water and mineral salts are absorbed through the root system, water, mineral salts and soluble food are transported in the vascular tissues of the plant. The vascular tissue are made up of a network of long tubes called vascular bundles. A vascular bundle consists of the xylem and phloem tissues. The cambium exists between the xylem and phloem tissues in the roots and stems of dicotyledonous plants.

1. Cambium – are made up of narrow living cells with thin walls and dense cytoplasm. Cambium produce secondary xylem and phloem by dividing and multiplying. This growth in width (girth) of the stem is called secondary thickening.
2. Xylem tissues – consists of dead cells with lignified cell walls. Xylem transport water and dissolved mineral salts from the roots to other plant parts. It also give support and rigidity to plants.

iii.      Phloem: Consists of thin walled living cells with dense cytoplasm which have perforated cross walls. Phloem transports a manufactured food from the leaves to other plant parts.

 

TRANSLOCATION

This is the process by which manufactured food is transported from green leaves of a plant to all the living plant cells especially those in the actively growing regions (root tips, stem tips and buds) and excess food is also stored. Phloem is responsible for this. Glucose, oil, resin, protein, alkaloids and hormones are among the translocated materials.

 

TRANSPIRATION

Transpiration is the loss of water from the leaf surface of plants by evaporation. The continuous flow of water from the roots to the leaves is called the transpiration stream. Plants loose excess water through the stomata (stomata transpiration), lenticels (lenticular transpiration) and the leaf cuticle (cuticular transpiration). Transpiration is affected by the following factors:

1. Temperature – increase in temperature causes increase in transpiration rate
2. Wind – increase in wind causes increase in transpiration

iii.      Soil water-high level of soil water results in higher absorption and transpiration rate.

1. Light – High light intensity results in high photosynthetic rate leads to increase in temperature and therefore, increase in transpiration.
2. Humidity: Higher humidity leads to reduce rate of transpiration and vice versa.
3. size of stomata pores – when the guard cells become turgid and the stomata open leading to transpiration however when the guard cells are flaccid, the stomata close and transpiration stops.

 

WATER ABSORPTION BY PLANT ROOTS

The cell sap in the root hairs is more concentrated than the soil water. The cell membrane of the root hairs is selectively permeable therefore, soil water enters the vacuole of the root hairs via osmosis. The extra water causes increase in tugor pressure of the vacuole (reduce osmotic pressure) and forces water out into the cell walls towards the cortex. The cell next to the root hair on the inside has a lower turgor (higher osmotic pressure) hence water will pass into it by osmosis. This process enables water absorbed to get to the xylem vessels.

 

TRANSPORT OF WATER IN THE XYLEM TISSUE

Water transport by the xylem is due to the following process

1. Capillary action: This allows the upward movement of water through the xylem from the roots to the leaves. The xylem vessels form very fine capillary tubes.
2. Root pressure and suction pressure – Osmotic pressure difference between the cell sap and soil nutrients concentration create root pressure. The cell sap becomes more concentrated and it tends to draw up the nutrients. Suction pressure occurs during stomata transpiration. This pressure facilitates the movement of water from the soil to the xylem tissues.

 

iii.      Transpiration stream or pull

 

SIMILARITIES IN TRANSPORT IN ANIMALS AND PLANTS

1. A liquid medium is required
2. Materials are transported in dissolved form.
3. Tabular or cylindrical vessels are necessary
4. Diffusion and Osmosis play key roles in transportation

 

 

 

DIFFERENCES BETWEEN PLANTS AND ANIMALS

	PLANTS	ANIMALS
1	Media from transportation is cell sap	Blood is the medium of transportation `
2	Root pressure or transpiration generates forces for pull	Heart generates forces for transport of nutrients.
3.	The transport medium is not tissue	Transport medium is made up of cells of different types of tissues.
4.	Materials are transported through different vessels (xylem and phloem)	Materials are transported in the same vessels(blood vessels)

 

INSTRUCTIONAL MATERIALS – PICTURES AND VIDEOS ON TRANSPORTATION INPLANTS

TEACHING METHODS PROCEDURES

Step 1: Teacher revises the previous topic and introduce the new topic

Step II: Teacher explains how materials get transported in plants.

Step III: Teacher explains absorption of water and mineral salts by the root hairs.

Step IV: Teacher lists the differences between transportation in plants and animals.

Step V: Teacher allows students to ask questions and writes notes under content on the board.

 

CLASSWORK (ACTIVITIES)

PERIOD 1: Students discuss transportation of materials in higher plants

Period 2: Students discuss the vessels of transportation and how they carry out their functions

Period 3: Students list the differences in plants and animal transport.

 

EVALUATION

PERIOD I: Explain transport in higher plants

PERIOD 2: State the function of

1. Xylem
2. Phloem

PERIOD 3: List 3 factors affecting transpiration

 

SUMMARY/CONCLUSION: Teacher summarizes the topic, marks the notes of the students and make corrections where necessary.

 

ASSIGNMENT(S)

1. Describe an experiment to show the translocation occurs through the phloem tissue.
2. Describe an experiment to demonstrate transpiration in plants.
3. Describe an experiment to show that water is conducted in the xylem tissue of flowering plants.
4. Describe an experiment to demonstrate root pressure and transpiration pull.

CLASS: SS2

SUBJECT: BIOLOGY                                PERIOD(S): 3

TOPIC: CIRCULATORY SYSTEM IN MAMMALS

SUBTOPIC 1: Structure of the circulatory system

Subtopic 2: Types of circulation

Subtopic 3: Mechanism of circulation

Previous Knowledge: Students are familiar with  the topic

Objectives: at the end of the period(s) students should be able to

PERIOD 1: Describe the structure of the components of the circulatory system

1. Describe the types of circulation

 

PERIOD 2: Compare and contrast the various mechanisms of transportation.

REFERENCES: Essential Biology for Senior Secondary Schools  1-3 MC Michaels pg 285 – 292

Modern Biology for Senior Secondary Schools 1-3 pg 301 – 311

 

CONTENT

Circulatory system refers to the continous movement or flow of blood round the body involving the heart and the blood vessels. A circulatory system has the following features.

1. A circulatory fluid, which is usually blood
2. A pumping device or heart to drive the fluid around the body and
3. A system of branched tubes or vessels connected to the heart through which the fluid can circulate.

There are 3 major categories of circulatory system in animals namely:

1. Open and closed circulatory system
2. Single and double circulatory system
3. Pulmonary and systemic circulatory system.

 

Open circulatory system – can be found in some animals like mollusks and insects. The heart pumps blood out into a blood vessel which branches and opens into spaces in the body cavity called haemocoels. The organs and tissues are bathed in blood and exchange of materials occurs between the body cells and the blood. Blood in the spaces eventually flow into the vessels leading to the heart. Valves in the heart and vessels flow in one direction .

 

Closed circulatory system –

This system can be found in all vertebrates and some invertebrates like annelids. The blood is contained within vessels and is always confined within the cavities of the vessels and heart and never coems in contact with the body cells. Arteries carry blood from the heart and branch and enter various organs and tissues where they divided into smaller vessels (arterioles) which branch again and again to form fine vessels (capillaries). Capillaries are found in between all body cfells and they exchange materials with body cells by diffusion. Capillaries unit to form venuoles which joine together to form vein which carry blood back to the heart. Oxygenated blood is confined to the left part ofhte heart and leaves the heart at high pressure while deoxygenated blood is confined to the right part of the blood and returns to the ehart at low pressure.

 

Single circulatory system: The Blood passes through the heart only once everytime it makes one complete movement round the body. This system is common in fish which has only two chambered heart (One auricle and one ventricle each) The single circulation is not efficient. The arteries form capillary network at the gills and also at the organs and tissues. Each time this happens, the blood pressure decreases and blood that collects in the veins is at low pressure and move sluggishly. To help blood flow in the veins leading to the heart, valves are present in veins and some veins are replaced by blood spaces.

 

Double circulatory system

The blood passes  through the heart twice every time it makes one complete movement round the body and each time the blood passes through the heart, it goes through a separate pathway. Double circulation gives rise to two pathways namely:

1. Pulmonary Circulation – Blood circulates from the heart to the lungs and back to the heart
2. Systemic circulation : Blood circulates from the heart to all other parts of the body and back to the heart.

 

In one complete circulation, blood from any part of the body enters the heart for the first tiem and sent to the lungs for oxygenation. From the lungs, it is brought back to the heart and second time befor it is pumped to all the parts of the body. Frogs exhibit partial double circulation since the oxygenated and deoxygenated blood are not completely separated as in mammals

 

BLOOD VESSELS

Blood vessels are tubes which transport blood to or from the ehart and there are 3 major types of blood vessels namely:

1. Arteries – have thick, muscular, elastic walls which are capable of withstanding high pressure of the blood (Blood is at high pressure of the blood (Blood is at high pressure, flows fast and in spurts) Arteries transports oxygen blood from the heart except that in the pulmonary arteries. Arteries are capable of constricting or circulating and thereby regulate the amount of blood. Valves are absent except for the semi-lunar valves near the heart.
2. Veins have fairly thick slightly elastic wall with large lumen. Veins carry deoxygenated blood back to the heart except the pulmonary vein. The blood is at low pressure, flows slowly and smoothly valves are present to prevent backflow of blood. The flow of blood is assisted by the movement of the skeletal muscles.
3. Capillaries are tiny blood vessels (One cell thick) which links arteries to the veins. They are found in the junction between arteries and veins around tissues and organs in the body. Capillaries have thin walls which allows easy diffusion of dissolved food substances, waste products and oxygen. Blood pressure is hgihter at arterioles and then at the venules end of the capiilariy network. Therefore blood flows smoothly. The blood is oxygenated at arteriole end and deoxygenated at venule and except that in the lung capillaries.

 

DIFFERENCES BETWEEN ARTERY AND VEIN

	ARTERY	VEIN
1.	Has thick, muscular, elastic walls	Has thin, less muscular, non elastic wall
2.	Carries blood away from the heart	Carries blood to the heart
3.	Carries oxygenated blood except the pulmonary artery	Carries deoxygenated blood except the pulmonary vein
4.	Blood  in it is pink or bright red	Blood in it is dark red in colour
5.	It is situated deep in the muscles	It is superficially located
6.	It has a small lumen	Has large lumen
7.	Pressure is high and pulse is readily detectable	Pressure is low and pulise is not readily detectable
8.	Possess no valves except  semiluna valves	It has valves
9.	Starts at large vessels and subsequently subdivide	Starts as tiny vessels and subsequently mere into large vessels

 

THE HEART

The heart is a conical hollow, muscular organ which works continuously pumping blood round the body throughout an organisms lifetime. It is about the size of a clenched fist and weighs about 300grams. The heart is located in the chest (thoracic cavity) just behind the breast bone (sternum ) and between the lungs and it is made up of special muscles (cardiac muscles) and enveloped  in a two layered tough protective membranous bag, the pericardium. Pericardial fluid fills the space between the 2 layers.

 

The pericardial fluid reduce friction caused by the heart’s pumping action. Each pumping action of the heart is called the heartbeat which is caused by the alternate contraction and relaxation of the four heart chambers. Heartbeat occurs in 2 stages namely:

 

1. Diastole: This is the first stage during which the 2 auricles contact creating a high blood pressure. This pressure causes the bicuspid and tricuspid valves to fold downwards into the ventricles, allowing deoxygenated blood to enter the right ventricle from the right auricle and oxygenated blood to enter the left ventricles from the left auricle. Once the ventricles are full, the cuspid valves close up the apertures between the upper and lower chambers of the heart.
2. Systole – this is the second stage which involves the contraction of the two ventricles which results in the blood being forced into the two trunks of the main arteries and out of the heart. Deoxygenated blood from the right ventricle passes into the pulmonary artery while oxygenated blood from the left ventricle passes into the aorta.

 

When at rest, the average human heart contracts and relaxes about 70-72 tones per minute (up to 100 or more during activity, 200 heartbeats per minute in small animals, 12 in big animals like elephant0 and pumps about 14,000 litres of blood a day.

 

STRUCTURE OF THE HEART

The hearts has 4 chambers: 2 upper this walled atriacle or auricles and 2 lower thick walled ventricles. The right side of the heart is separted form the left by a wall called septurn. Two large veins, the superior (anterior) and inferior(posterior) venae cavae supply deoxygenated blood from parts of the body (except the lungs) into the right auricles. The pulmonary veins supply oxygenated blood into the the left auricle. The right auricle opens into the right ventricle and this is controlled by the tricuspid valve which has  3 flaps which are attached by chordate  tendinae (cord like tendons) to the right ventricle walls which allow unidirectional blood flow from the right auricle to the right ventricle. Bicuspid or mitral valve controls the opening of the left auricle into the left ventricle (has 2 flaps) The right ventricle opens into the pulmonary artery, which branches into 2, one  to the right lung and this other to the left lung and they carry deoxygenated blood to the lungs. The left ventricle opens into the large aorta (largest artery) which branches to distribute oxygenated blood to the parts of the body except of the longs. Semilunar valves in tehse arteries prevents blood backflow into the ventricles. Blood enters the aotar at a very high pressure (about 105mmHg) and blood entering the pulmonary artery is at a much lower pressure (about 16mmHg) It is because the contraction of the left ventricle must send blood round the much longer systemic circulation therefore the wall of the left ventricle is at least three times thicker than that of the right ventricle.

 

Examples of major arteries in the body and the organs they supply

 

	Blood vessel (Artery)	Organ supplied
1	Carotid Artery	Head
2.	Pulmonary Artery	Lungs
3	Subclanan artery	Forelimbs
4.	Hepatic artery	Liver
5	Mesentric artery	Stomach and intestine
6	Renal artery	Kidney
7	Gonadial Artery	Gonads
8.	Intercoastal arteries	Wall of thorax
9.	Iliac artery	Hind limbs

         

INSTRUCTIONAL MATERIALS: Pictures and videos

TEACHING METHODS PROCEDURES

Step 1: Teacher revises the previous topic and introduce the new topic

Step II: Teacher defines circulatory system and mentions the categories of the circulatory system

Step III: Teacher explains the function of each blood vessel in detail and mention the differences between an artery and a vein

Step IV: Teacher describes the structure and function and the mammalian heart.

Step V: Teacher allows students to ask questions  and write note under content on the board.

CLASSROOM (ACTIVITIES)

PERIOD 1: Students discuss circulatory system in man.

PERIOD 2: Students discuss the types of circulatory system and blood vessels

PERIOD 3: Students discuss the structure and function of the heart.

EVALUATION ;

Period 1: Mention the components of the mammalianblood

Period 2:    List 4 differences between artery and vein

Period 3: How many times does a man’s heart beat in a minute

SUMMARY/CONCLUSION: Teacher summarizes the topic, marks the students notes and makes corrections where necessary.

 

ASSIGNMENT(S)

Period 1: Describe three ways by which the blood protects the body against diseases causing organisms

Period 2: Make a large labeled diagram of the outline of the blood circulatory system in mammals.

Period 3: Draw and label the mammalian heart.

CLASS: SS2

SUBJECT: BIOLOGY                                                   PERIOD(S): 3

TOPIC:       TRANSPORT SYSTEM

SUBTOPIC 1: MATERIALS FOR TRANSPORTATION

SUBTOPIC 2: MEDIA OF TRANSPORTATION

SUBTOPIC 3: COMPOSITION AND FUNCTIONS OF BLOOD AND LYMPH

PREVIOUS KNOWELDGE: Students are familiar with the topic 

OBJECTIVES: At the end of the period(s) students should be able to

Period 1:

1. Explain the necessity of a transport system in complex organisms
2. Explain the in adequacy of diffusion alone as a transport system for complex organisms

 Period 2:

1. Identify the source of materials for transportation
2. Identify where there materials are transported to:

Period 3: Discuss the different types of transportation media such as cytoplasm, cell sap, lymph and blood.

References : 

Modern Biology for Senior Secondary Schools 1-3 page 301 – 312.

Essential Biology for Senior Secondary Schools 1-3 by MC Michaels pg 275 – 280

CONTENT

Transport system in a living organism is the movement of metabolic materials from various parts of the organisms to the plants where they are produced or obtained to the parts where they are neither needed, stored or removed from the body.

 

Transport system is necessary because

1. it helps to move necessary materials e.g. oxygen, nutrients, water, mineral saltsetc to where they are needed.
2. It removes and disposes metabolic wastes e.g. carbon dioxide, water, urea etc.

In unicellular organisms such as Amoeba, Euglena, and paramecium, the surface area to volume ratio of the body is large, therefore, essential nutrients and excretoary products move in and out of the body by diffusion. However, as the organisms become larger, the body surface area ot volume ratio decrease and diffusion is not effective for the  exchange of metabolic materials within their bodies in between theme and their external environment.

 

MATERIALS FOR TRANSPORTATION

	MATERIALS TRANSPORTED	SOURCE	DESTINATION	FATE OF MATERIAL
1	Glucose	Alimentary canal	All body cells	Energy release
2.	Oxygen	Lungs	All body cells	Cellular respirations
3	Amino acids	Alimentary canal	All body cells	For building up cells and worn out tissue repair
4.	Urea	Liver	Kidney	Excreted as urine
5.	Fatty acids and glycerol	Alimentary canal	All body cells	Energy release and storage in the adipose tissue
6.	CO2	From the cells	Lungs	Exhaled
7.	Hormones and antibodies	Endocrine glands	Target organs	Coordination
8.	Water	Body cells	Kidney, skins, lungs	Kidney, urine, skin – sweat lungs water vapour.
9.	Mineral salts	Alimentary canal	Bones and teeth	For building up of bones and teeth
10.	Vitamins	Alimentary canal	Body cells	Health
11.	Manufactured food (Plants)	Leaves	Plant cells	Cellular respiration or for storage in storage organs
12	Water	Soil	Leaves and other plants	Photosynthesis and other functions

Other materials transported in plants are oxygen, auxins, or hormones, amino acids, lipids, nitrogenous waste products, latex, excretory products etc.

 

MEDIA OF TRANSPORTATION

There are 4 major media of transportation  and they are cytoplasm, cell sap (latex), blood and lymph.

1. Cytoplasm – This is found in unicellular organisms. Materials are transported from one part of the cell to another through the cytoplasm.
2. Cell sap. This is found in plants. Cell sap is a concentrated solution found in cell vacuoles which serve as a stronger solution. Cell sap transport water and dissolved mineral salts from the soil through the root hairs to other plant parts.
3. Blood – This is found in most animals especially vertebrates. Blood is a liquid tissue and its is capable of moving large materials over the entire body through blood vessels from the site of production to where they are required.
4. Lymph – This can also be found in higher animals and it is similar in composition to tissue fluid, although it contains extra lymphocytes, there is no red cell present. It returns fluid to the main veins through opening in the subclavian (left jugular vein below the neck e.g. of lymph vessel is the lateal which transports fatty acids and glycerol.

COMPOSITION AND FUNCTIONS OF THE BLOOD AND LYMPH

An average adult has about 5.5litres of blood (5-6litres)

The blood consists of liquid plasma in which a mixture of blood cells float.

1. PLASMA: This is a pale yellow liquid made up of 90% of water substances dissolved in it include hormones and antibodies, plasma, proteins, gasses, salts, enzymes, digested food materials, and waste materials. The major functions of plasma is to transport the substances dissolved in it as well as the blood cells and participate in the clotting of blood.

There are 3 types of blood cells or corpuscles

 

2. Red blood cells /Erythrocytes: There are about 5 million red blood cells in one cubic millimeters of blood. Erythrocytes are small, round and biconcave or disc like in shape. A mature cell has no nucleus and it has an elastic cell membrane with allows it to pass through narrow capillaries. Haemoglobin, the oxygen carrying pigtment is responsible for erythrocyte characteristic red colour. Red blood cells have a short life span of 3 months (120 days) before they become worn out and become destroyed in the spleen (worn out cells are ingested by phagocytes in the speleen and the heamoglobin is broken down to bilinruin and ferritin and released into the blood, the liver stores ferritin and excretes the birubin via the bile) Red blood cells are produced in the bone marrow and it transport oxygen (oxyhaemoglobin) small quantities of carbon dioxide and take part in blood clothing.
3. White blood cells (leucocytes) There are above 7,000 leucocytes in one cubic millimeter of blood. They are large, colourless, irregular and amoeboid in shape. They are produced in the bone marrow, lymph nodes and spleen. The lifespan of leucocytes is about 13 – 20 days after which they are destroyed by the lymphatic system. There are 2 types of white blood cells
4. Phagocytes – found in the lymphatic system where they ingest bacteria, viruses and dead cells and help in preventing diseases. they inject materials through a process called phagocytosis, hence these groups of white blood cells are called phagocytes.
5. Lymphocytes – are produced in the lymph glands. They produce antibodies which stick to the surface of germs and kill them.

 

White blood cells defend the body against diseases and also produce antibodies, immunities

4. Platelets (Thrombocytes) are tiny, irregular cell fragments which are non-nucleated. There are about 250,000 platelets percular millimeter of blood. They are produced in large bone marrow cells. Platelets aid in blood clothing by producing the factor which initiates the clothing of blood.

 

Lymph is a colourless liquid associated with the lymphatic system. Lymph flows in fine lymphatic vessels which join to form large vessels. These eventually join to form two large lymphatic vessels which empty their contents into the subclavran (left jugular) vein below the neck. Lymph is made to flow along the lymphatic vessels by movement of the body muscles and backflow of lymph is prevented by values present in the vessels. At certain points along the lymphatic vessels are bean shaped structures called lymph nodes which produce white blood cells. Diseases causing microorganism foreign particles and cell fragments found in the lymph are filtered out at the lymph nodes and engulfed by phagocytes. Lymph nodes can be found in the neck, groin and armpits. The lymph functions in body defense and in the absorption of fatty acids and clycerol eg lateal.

 

FUNCTIONS OF THE BLOOD

1. Transport of oxygen – oxygenated blood is bright red while deoxygenated blood is dark red.

Hb                        +                 4O₂                               HbO₈

Haemoglobin                                    low O₂

(dark red)                                         Concentration               Oxyhaemoglobin

                                                          (alveoli)                          (bright red)

 

 Oxygen combines with the pigment haemoglobin

2. Transport of carbon dioxide
3. Transport of excretory products – CO₂ Water and urea are transported to their excretory organs for excretion
4. Transport of digested food – digested food substances are transported from the villi of the small intestine to cells and tissues within the body for use or storage
5. Transport of hormones
6. Transport of antibodies
7. Heat distribution/temperature control – blood helps to distribute heat uniformly to all parts of the body and also help to regulate the body temperature by getting rid of excess heat or reducing heat loss.
8. Blood clothing – platelets initiate blood clothing when an injury is sustained to prevent further blood loss and entry of pathogenic organisms at the point of the injury. This process is as follows
9. Platelets plugs from to exposure of damaged blood vessels to air and release a chemical which causes involuntary muscles in the damaged blood vessels walls to constrict thus reducing blood flow.

 

iii.      In a case whereby the injury is very serious to be sealed by a plug, platelets release an enzyme called thrombokinase or thrombopolastin which converts inactive prothrombin into active thrombin

1. Thrombin in the presence of calcium salts (Ca²⁺ ions) converts fibrinogen to fibrin which forms a mesh of fine threads which tarps blood cells by forming a clot that covers the wound and prevents further bleeding and entry of pathogenic germs.

 

The cloth forms a scab which drops off after a new skin tissue is formed in the injured area.

 

FUNCTIONS OF LYMPH

1. Body defense – The lymph node produces white blood cells. Disease causing microorganisms, foreign particles etc found in the lymph are filtered out in the lymph nodes and engulfed by phagocytes.
2. Absorption of fatty acids and glycerol: The lymphatic system e.g. lateal is associated with the absorption of fatty acid and glycerol.

 

INSTRUCTIONAL MATERIALS

PICTURES AND VIDEOS

TEACHING METHODS PROCEDURES

Step 1: Teacher revises the last topic and introduced the new topic:

Step II: Teachers defines transport system and state the materials for transportation

Step III: Teacher explains the functions of the blood and the lymph.

Step IV: Teacher explains the functions of the blood and the lymph.

Step V: Teacher allows students to ask questions and written note under content on the board.

CLASSROOM (ACTIVITIES)

PERIOD 1: The students discuss what they understand about transport system and mention the materials and media of transportation

PERIOD 2: The students list the functions of the blood and lymph

EVALUATION:

PERIOD 1:

1. What is transport System?

State the need for transport system in living organisms

Period 2: Explain transport in lower organisms

Summary/Conclusion; Teacher summaries the topic,  marks the students notes and makes corrections  where necessary.

ASSIGNMENT (S)

PERIOD 1: Explain the mechanism of transportation or

1. Amoeba
2. Hydra

iii.      Insects

PERIOD 2:

1. Explain the composition of the human blood
2. Describe the functioning of the mammalian blood.

CLASS: SS1

SUBJECT: BIOLOGY                                PERIOD(3)

TOPIC: REPRODUCTION

SUBTOPIC 1: REPRODUCTION IN UNICELLULAR ORGANISMS

SUBTOPIC 2: REPRODUCTION IN INVERTEBRATES

PREVIOUS KNOWLEDGE: Students are familiar with the topic

OBJECTIVES: At the end of the period

1. The students should be able to
2. Define reproduction
3. State the types of reproduction

iii.      Explain in details the types of asexual and sexual reproduction

Period 2:

1. Describe reproduction in Amoeba
2. Describe reproduction in Paramecium

iii.      Describe reproduction in spirogyra

 

Period 3:

1. Describe reproduction in earthworm
2. Describe reproduction in cockroach

iii.      Describe reproduction in Housefly

1. Describe Reproduction in snail.
2. Describe reproduction in toad
3. Differentiate between complete and incomplete metamorphosis

References

Essential Biology for Senior Secondary Schools 1-3, by M.C Michaels pg 244 – 251.

 

Content

Reproduction is the process by which living organisms produce offspring (new individuals) of their type. Reproduction is of 2 types namely.

1. Asexual reproduction – an individual produces an offspring by itself, that is, a single parent without production of gamates or fusion of nuclei. Closes (offspring which are identical to the parent) are produced. Asexual reproduction is common among single organisms, flowering plants and in organisms which can produce both sexually and asexually depending on certain conditions (food availability, favorable environmental conditions for growth) the types of asexual reproduction include:
2. Binary fission: The parents organisms simply divides into 2 or more parts by mitosis, each of which can exist by itself. If the cells divides into more than 2 cells, it is referred to as fission e.g. in bacteria and  protists e.g. of Binary fission Amoeba, Paramecium.
3. Budding: In this types, the offsprings develops as an outgrowth of the parent. The bud may form an external or internal surface of the parents. Internal buds are formed in some sponges and are released when the parents dies. External buds occur in Hydra, coral polyps and yeast. These buds break off from the parent without causing any injury and lead an independent life.

iii.      Spore formation: Spores are small unicellular bodies which are produced in large numbers. They are small light and dispersed by the wind. Spores are usually produced by fungi, mosses, ferns, algae, protists and bacteria.

1. Fragmentation – a part of an organisms breaks up or fragments and give rise to a new organism. It occurs in algae, coelenterates and sponges e.g. planaria, spirogyra
2. Vegetative propagation – occurs mainly in higher plants. A new plant grows from any portion of an old one other than the seeds e.g. stems and roots.
3. Patogenesis – is a natural form of asexual reproduction in which growth and development trof embryos occur without fertilization, that is developed from an unfertilized egg cell e.g. aphids, honey bee, ants, wasps. Some scorpions, some plants, nematodes, water flies, some mites, some fish, amphibians and reptiles.

vii.     Schizogony – this is the asexual reproduction of a sporozoite by multiple fission within the body of the host giving rise to merozoites. This type is found in some protozoa especially parasitic sporozoans e.g. malaria parasite  plasmodium

2. Sexual reproduction: Offsprings are produced by the fusion of 2 different sex cells which usually come from 2 different parents.

 

Reproduction in Amoeba

Amoeba reproduces asexually by splitting or dividing into two equal parts by mitosis to produce 2 new daughter cells (binary fission)

 

REPRODUCTION IN PARAMECIUM

Paramecium reproduces asexually (binary fission) and sexually (conjugation). Conjugation in Paramecium involves the pairing of a whole cell with another whole cell both of which as a gamete and exchange nuclei.

 

REPRODUCTION IN SPIROGYRA

Spirogyra reproduce sexually (conjugation) and asexually fragmentation) in conjugation, 2 filaments (conjugants) lie side by side and produce outgrowths which meet and form the conjugation tube. The cell cytoplasm shrinks away from the cell walls and round up to form a gamete. One acts as the male and migrates through the conjugation tube into the other cell and fuse forming a zygote or zygosphere which germinates and forms a new filament. It also occurs  in mucor rhizopus and paramecium.

 

Fragmentation in spirogyra occurs when a filament reaches a certain length, parts of its break away and grow into new filaments.

 

REPRODUCTION IN EARTHWORM

Earthworm reproduces sexually and the fertilization is internal. Matured male and female earthworms came together and mate. The male injects sperm into the female reproductive organs. After fertilization, the female lays numerous eggs which hatch into small and tiny baby earthworms which develop into adulthood.

 

REPRODUCTION IN COCKROACH

Metamorphosis is the series of gradual changes of form and shape of certain organisms from the fertilized egg (immature stage) to adult (mature stage) and there are 2 types Complete (Egg – larva-pupa – adult) e.g. mosquito, housefly, wasp, beetles, bees, butterfly and incomplete (egg – nymph – adult) e.g. grasshopper, termites, dragonfly, aphis, cockroach, prayingmatis, locust etc.

 

Reproduction in cockroach, is sexual and internal fertilization occurs. The male introduce sperms into the female where it is stored in sperm pouch from which the sperm fertilizes the eggs. The eggs of cockroach are laid in a horny egg case called ootheca which is chitinous in nature. The case contains 10-15 egg and are arranged in 2 rows of 5-8 eggs per row. These egg cases are deposited in a dark, warm and humid place where they hatch after about 30 – 100days into nymphs (very small, wingless and colourless organisms) Nymptial  life lasts for 10 – 16 days during which series of moulting occur to develop wings and grow bigger.

 

The appearance of wings shows adulthood. An adult cockroach has well developed parts. The lifecycle is about 11 – 20 months.

 

 

REPRODUCTION IN HOUSEFLY

Housefly breeds on any decomposing organic material and it exhibits complete metamorphosis. The life cycle is short about 3-4weeks. After fertilization, the female lays 2-7 batches of eggs (100 – 150 eggs per batch) in moist decomposing matter and these hath out in 8 hours to 3 days into which larvae maggot). The Larval body is made up of 12 segments and it possess the head which has a pair of hooks for tearing food dn to draw it along and 2 pairs of spiracles (on the 2^nd and 12^th segments. It moults, shedstis skin) several times and last for about 5 -14 days to begin pupal stage. The maggot shortes and theskin forms the puparium (pupal case). It doesn’t feed or move at this stage because internal reorganization of the body is taking place. The pupal stage takes 3-10 days after which the adult emerges from the puparium using a sac-like organ (ptilinum) on its head.

 

 

REPRODUCTION IN SNAIL

Snail reproduces sexually and its fertilization  is internal. The female lays the eggs in a cool dry place. Baby snails hatch and emerge from the eggs after some days.

 

Reproduction in toad

Snail reproduces sexually and the fertilization is internal. The female lays the eggs in a cool dry place. Baby snail hatch and emerge from the eggs after some days.

 

RERPODUCTION IN TOAD

Toad reproduces sexually and fertilization is external. As the female lays her eggs, the male releases its sperms on them. The eggs are surrounded in strings of jelly (the jelly separates the eggs to receive enough oxygen, protect mechanical injury, prevent bacterial  and fungal attack and from drying-up. Toad undergo metamorphosis from egg to adult stage the tadpole emerge from the egg after 1-2 days and grow. It feeds on the egg yolk at first due to the absence of  mouth and breathes through the skin. It attaches itself to a water weed using a sticky substance secreted by a V-shaped cement gland.

 

The tadpole develops 3 external gills on either side of the head and horny jaws for feeding on water weeds(herbivore) After 6-10 days after hatching, the external gills disintegrate and the internal gills develop. A gill cover (operculumO avers the gills leaving an opening called spout on the left side through which water flows out. The limbs develop, mouth replaces horny jaws and the tadpole starts eating small animals. A young toad develops after reabsorption of the tail. The process takes a total of about 40-45days. Thyroid gland at the region of the head and turn a hormone called thyroxine which controls metamorphosis in amphibians. Absence of this hormone / iodine deficiency prevents or inhibits metamorphosis.

 

INSTRUCTIONAL MATERIALS: Textbooks, pictures; videos showing reproduction.

Teaching methods procedures

Step I: teacher revises the topic and introduce the new logic

Step II: Teacher explains metamorphosis in insects and toad

Step III: Teacher explains reproduction in unicellular organisms and invertebrates

Step IV: Teacher allows students to ask questions and writes notes under content on the board.

CLASSROOM (ACTIVITIES)

PERIOD 1: Students discuss reproduction types

PERIOD 2: Students discuss reproduction in unicellular animals.

PERIOD 3: Students discuss reproduction and metamorphosis in invertebrates

EVALUATION:

PERIOD 1: What is reproduction?

PERIOD 2: Explain conjugation in paramecium

PERIOD 3: Explain courtship in toad

 

SUMMARY/CONCLUSION: Teacher summarizes the topic, makes the students notes and makes corrections where necessary.

 

ASSIGNMENT(S)   

PERIOD 1: In a tabular form, differentiate between sexual and asexual reproduction

PERIOD 2: Differentiate between complete and incomplete metamorphosis.

class: SS 2:

Subject: Biology                                                  Period(s) 3

Duration: 45 minutes

Topic: Feeding in Amoeba, Hydra and man

Subtopic 1: Feeding in Amoeba and Hydra

Subtopic 2: Structure of a tooth

Subtopic 3: Dental formula

Previous knowledge: Students are familiar with the topic:

Objectives: At the end of the period(s) students would be able to:

Period 1:

1. Describe the feeding process in a unicellular organism.
2. Describe the feeding process in hydra

period 2:

1. State the two major types of dentition
2. Mention the types of teeth, incisors, canines, premolars and molars

iii.      Describe the structure of a tooth.

 

Period 3:

1. State the dental formular of man, dog and rabbit
2. State the adaptations of dentition to mode of nutrition in different organisms.

References Essential Biology for Senior Secondary Schools M.C. Michaels Pg 121-125. Modern Biology for senior secondary schools 1 -3pg 290 – 296

CONTENT

 

FEEDING IN AMOEBA

Amoeba is a holozoic organism which feeds on microorganism such as demids, diatoms and other organic particles. Amoeba surrounds the food particles by forming a cup like shape with its pseudopodia and engulfs its food. The pseudopodia bouching, fuse and enclose the food into the body with little drop of water forming a food vacuole. The engulfed food particles in the food vacuole is digested in the vacuole and absorbed in the body.

 

FEEDING IN HYDRA

It feeds mainly on small crustaceans or other smaller acquatic organisms. Hydra captures its prey by the action of nematocysts borne on the tentacle. The food is then conveyed into the mouth by the tentacles. Digestive enzymes are secreted into the enteron by the gland cells. The digested food is absorbed into the body while the undigested parts are sent back to the enteron and forced out through the mouth.

TEETH

Dentition can be defined as the number and kinds of teeth present in an organism and their arrangement in the lower and upper jaws bones. Dentition of an organism is related to the type of food a mammal eats. There are two major types of dentition namely:

1. Homodont dentition: This involves the same type of teeth. No set of teeth is spcialized for any function. All the teeth are of the same shape, size and functions e.g. reptiles, amphibians and fishes.
2. Heterodont dentition: This involves teeth of different shape, size and functions. This type of dentition can be found in mammals and rabbits, cattle, dog, cat, man etc. There are 4 different types of teeth namely incisors, canines, premolars and molars.

 

Human beings are omnivores and they possess 2 sets of teeth in their life time. The first set, the milk teeth grows  when the child is few months old. It si made up of the incisor, canine and premolar teeth. It may be up to 20 in number and lasts for only a short time after which it falls off and becomes replaced by the second set, the permanent teeth, which is 32 in number and consists of the incisors, canines, premolars and molars.

1. Incisors: are flat and chisel shaped teeth located in front of the jaw. They are used for biting off pieces of food, cutting and holding on to the prey. It has just a root each.
2. Canines – They are conical or sharp and pointed at the tips. They are located next to the incisors. They are used for tearing flesh and for catching the prey. It has just a root each.

iii.      Premolars have large, ridges flat surfaces or cusps located at the back of the jaw after the canines. They are used for grinding and chewing food. It may have 2 or 3 roots each.

1. Molars – are located after the premolars at the extreme back of the jaws. They are closely packed with ridged surfaces. Molars are also used for chewing and grinding. It may have 2 or 3 roots each.

 

STRUCTURE OF A TOOTH

All teeth have the same basic structure and its made up of three regions namely:

1. The crown – It projects above the gums
2. The root – it is embedded in the gum socket or jawbone

iii.      The neck – it is the junction between the crown and the root.

 

The external part of the tooth consists of enamel a white layer which is manufactured by the gum cells and is the hardest material made by animals. It is a non-living and it contains calcium salts. The enamel protects the pulp and dentine a hard bonylike material which contains the living pulp cells. The dentine encloses  the pulp The pulp cavity which is at the centure of the tooth is made up of blood capillaries, sensory nerves and connective tissues. A hole at the tip of the root connects the pulp capillaries and nerves to those of the bones and gums. The sensory nerves enables the tooth respond to cold, heat and pair. At the root region, the totoh is not covered by enamel but by a thing layer of a bonelike material called cement which is surrounded by the periodontal numbers which fixes the tooth to the jawbone. The tooth is embedded in the jaw bone of maxilla upper jaw) and mandible (lower jaw)

 

DENTAL FORMULA

The dental formula shows the number and types of teeth an animal has in one half od each jaw. Dental formula is a reflection of special adaptation of mammalian teeth for feeding. Different animals have different dental formula depending on their diet.

The dental formula of man is

(upper jaw) I= 2, C =1, Pm = 2, M = 3, = 16

(lower jaw)      2        1           2        3

 

Each of the four types of teeth is indicated by its initial letter. The total number of teeth is 32 and is obtained by multiplying the total number of teeth in the dental formula by 2. Man as an omnivore, possesses sharp and broad incisors for cutting food, bluntly pointed canines for gripping and tearing food, premolars and molars for chewing and grinding food.

Dog as a carnivore posses teeth adapted for eating meat. Dog possess small and pointed incisors for cutting a meat piece from bones, long, curved, large and pointed canine used for defence, attack, seize and tear flesh from bones,  premolars and moalrs that are broad and thick to cut up, tear away from the bone and grind. The last premolar in the upper jaw and the first molar in the lower jaw and large modified to form carnassials teeth for cracking bones and any other functions) The dental formular of Dog is

          I= 3   C=1   Pm =4   M = 2   = 21

              3       1          4          3

 The total number of Dog’s teeth is 42

 

Rabbit, a herbivore, possess long chisel shaped incisors with sharp cutting edges for cutting grasses, diastems  instead of can. For manipulationof grasses in the mouth, large closely paved premolars and molars which have large ridged surface area for cutting and grinding. The dental formula of rabbit is   I  = 2  pm 3    m = 3  = 14

                                                      1        2           3

The total number of a rabbit’s teeth is 28

Note: The teeth of rabbit wear away fast due to the grind effect against one another, however, they grow continuously to the good supply of blood into the pulp cavity and are known as open teeth (teeth that grow continuously). Teeth whose supply of blood is minimal are called closed teeth because  the blood is just enough to keep both alive but not enough to keep growing e.g. in man.

 

INSTRUCTION MATERIALS: A model of the mammalian teeth pictures and videos

Teaching methods procedures

Step 1: Teacher introduces the topic and revises the previous topic with the students.

Step II: Teacher explains how Amoeba and Hdyra feeds

Step III: Teacher describes the structure of the tooth.

Step IV: Teacher describes in details the dentition of an omnivore, carnivore and herbivore.

Step V: Teachers allows the students to ask questions and write notes under content on the board.

CLASSROOM: (Activites)

Period 1: Students discuss the feeding habits of unicellular organisms and Hydra.

Period 2: Students discuss the structure of the tooth.

Period 3: Students discuss with the help of the teacher, the adaptation of teeth in a named herbivore, carnivore and omnivore.

EVALATION:

PERIOD 1: DEFINE DENTITION? Mention the types of dentition

PERIOD 2: Differentiate between closed teeth and open teeth

Period 3: State the total number of a Dog’s teeth

Summary/conclusion: Teacher summarizes the topic, marks the students notes and makes correction where necessary.

ASSIGNMENT(S):

Period 1: Describe the role of the teeth in mammalian nutrition

Period 2: Describe the general arrangement of the viscera of a named mammal

Period 3: With the aid of appropriate diagrams, describe the dentition of

1. Carnivore
2. a herbivore

Class: SS 1

Subject: Biology                              Period(s): 3

Duration: 45 minutes

Topic: conservation of natural resources

Subtopic: Reasons for conservation

Subtopic 2: Benefits and methods of conservations

Subtopic 3: Problems associated with conservation

Previous knowledge: Students are familiar with the topic

Objectives: At the end of the period(s) students should be able to:

Period 1:

1. Define conservation
2. Give reasons for protection of land and wildlife from destruction

 

PERIOD 2:

1. State the problems associated with conservation
2. State why conservation laws must be obeyed.

 

PERIOD 3:

1. State the methods of conservation of a given resource
2. Discuss the need to conserve non –renewable resources

References: Essential Biology for Senior Secondary Schools 1-3 by M.C. Michaels pg 341-345.

Modern Biology for senior secondary schools 1-3 page 157 – 162

 

CONTENT

Conservation is the preservation of natural resources from loss, waste or exploitation through rational use and to ensure their continued use or availability and also to preserve the quality of the environment or natural resources.

Natural resources cab be divided into:

1. Renewable natural resources: These are recoverable e..g water, animal (wildlife) plants, soil, air, and forest
2. Non renewable natural resources- tehse are resources which cannotbe recovered or replaced once they are exhausted e.g. mineral resources like petroleum, copper, tin, coal etc

 

REASONS FOR CONSERVATION

1. To prevent our ecosystem destruction
2. To conserve our forests in order to have continual access to the benefits it holds.
3. Natural resources (wild life, forest and minerals) provide materials for research purposes.
4. To preserve scenic sites in our environment
5. TO prevent extinction of rare and valuable plants and animals
6. To allow for continued use of natural resources for the benefit of man.

 

BENEFITS AND METHODS OF CONSERVATION

1. FORESTS
2. Forests help in checking erosion and controls desert encroachment (desertification)
3. Forests conservation ensure conservation of forest products such as timber, medicinal herbs, raw materials etc.
4. Forests help in preservation of natural spaces, habitats and serve as tourism centres
5. Forests are sources of food supply
6. Forests provide employment

 

The methods of conservation are as follows;

1. Afforestation and cutting tree without destroying undergrowth
2. Creating public awareness about the dangers of fire (Bush burning and forest fire) and on the importance of forest.
3. Cutting of mature trees only and protecting the youing ones
4. Establishment of forest reserves
5. Preventing or combating plant pest and diseases.
6. Soil

 

Benefits of soil conservation

1. Ensures sources of water for soil organism and raw materials for industries as well as mineral resources.
2. Ensure preservation of soil fertility and prevent soil erosion and desertification.
3. Supports forests and its resources, agricultural activities and wildlife

The methods of soil conservation are:

1. Planting of grasses and legumes to prevent washing away of the fertile top layers
2. Practicing better farming practices to prevent erosion, acidity etc
3. Avoid bush burning and land pollution
4. Prevention of overgrazing and indiscriminate tree felling which may cause erosion.
5. Adding manure, by mulching and planting cover crops (e.g. groundnut to promote fertility of the top soil)

 

1. WILDLIFE

The benefits of wildlife conservation are:

1. Serve as a source of employment and tourism
2. Generates government revenue and resrach work for scientists
3. Ensure continuous source of protein and raw materials for industries
4. Ensures preservation of natural species
5. Provides educational knowledge and recitation centre

 

THE METHOD OF CONSERVATION ARE:

1. Establishment of forest/game reserves and zoological gardens
2. Prohibition of killing (poaching) and pilfering (stealing) animals
3. Prohibition of bush burning and deforestation
4. Creating public awareness on the value of wildlife
5. Control of hunting to prevent extinction of certain animals

 

1. WATER

The benefits of water conservation are:

1. Serve as habitat and therefore as a source of food
2. Source of water for irrigation and domestic use and industrial
3. Source of hydroelectric power e.g. kainji dam
4. For recreational and tourist purposes
5. Source of employment

 

The methods of conservation are:

1. Treatment and recycling of used water
2. Use of storage tank and resrovoirs as well
3. River damming to allow for more effective water management
4. Use of water wisely by avoiding unnecessary waste of water
5. Prevention of water pollution.
6. Planting of trees and vegetation to promote rainfall and retention of waste.
7. AIR

The benefits of Air conservation are:

1. Ensure the sources of oxygen for respiration and carbon dioxide for photosynthesis.
2. Medium of Agriculture
3. Serve as habitat for some organisms e.g. birds and insects.
4. Source of raw materials for industries

 

The methods of conservation are:

1. Prohibition of poisonous gases into the air
2. Proper treatment and disposal of sewage and refuse
3. The air should be protected from pollution

 

1. Mineral Resources

The benefits of mineral resources conservation are:

1. Ensures continous sources of energy
2. Source of raw materials for industries (fuel, timber etc)
3. Source of common salt for seasoning
4. Source of foreign exchange and employment.
5. Some are source of ornamentals or jewellery e.g. gold, silver, bronze

The methods of conservation are :

1. Prevention of wastages during mining e.g. crude oil
2. Use of other available resources instead of overdepending on a particular one.
3. Legislation against indiscriminate mining of mineral resources should be made.
4. Proper pricing of mineral resources and their products to ensure maximum value is obtained for the products.

 

WAYS OF ENSURING THE CONSERVATION OF NATURAL RESOURCES

1. Establishment of games and forest reserves – serves as an abode for rare and endangered plant and animal species, recreational as well as scientific purposes. Game reserves in Nigeria are Yankari game reserve (Bauchi), Borgu reserve (Niger) Shasha River (Ogun), Olokomeji(Oyo), Sakoba hill (Edo), Omo Forest (Ogun and Manu River(Adamawa)

 

2. Establishment of conservation agencies: Agencies are established to conserve natural resources. Examples of conservation agencies include:
3. FEPA – Federal Environmental Protection Agencies
4. SEPA – State Environmental Protection Agencies

iii.      NCF – Nigerian Conservation Foundation

1. Forest departments
2. Department of Wildlife Conservation
3. RBDA- River Basin Development Authorities

vii.     IWC – International Whaling Commission etc

 

3. Passing conservation laws prohibiting or regulating use of chemicals in fishing, felling of trees, poaching, hunting of endangered species, indiscriminate exploitation of mineral resources etc.
4. Educating the masses about the benefits of conservation.
5. Establishment of botanical and zoological gardens

 

6. Problems encountered or associated with conservation
7. Limited sources of energy, hence destruction of natural forest for firewood.
8. Lack of ignorance of populace on the need for conservation
9. Overgrazing, overfishing, overhunting.
10. Problem of poaching and pilfering
11. Pollution of air, land and water and soil erosion
12. Occurrence of natural disaster e.g. flooding, earthquakes etc
13. Lack of fund or economic problem
14. Oil spillage
15. Adoption of poor farming practices

 

INSTRUCTIONAL MATERIALS: Pictures and videos on conservation

TEACHING METHODS PROCEDURES

Step I: Teacher revises the previous topic with the students and introduce the new topic

Step II: Teacher defines conservation and explains the reasons for conservation

Step III: Teacher explains with the aid of instructional aids the benefits and methods of conservation

Step IV: Teacher states the ways of ensuring conservation and the problems associated with conservation.

Step V: Teacher allows students to ask questions and writes notes under content

CLASSROOM (ACTIVITIES)

Period 1: Students discuss the benefits and methods of conservation

Period 2: Students discuss the ways of ensuring conservation and the problems associated with it.

EVALUATION

PERIOD 1:

1. Define conservation
2. Mention two reasons for conservation

period 2: List five natural resources that need to be conserved.

SUMMARY/CONCLUSION: Teacher summarizes the topic, marks the students notes and makes corrections where necessary.

ASSIGNMENT(S):

Period 1: Describe how three natural resources can be preserved in details

Period 2: List and explain just two problems associated with conservation.

CLASS: SS2

SUBJECT: BIOLOGY                                PERIODS (3)

DURATION: 45MINUTES

TOPIC: FEEDING HABITS

SUBTOPIC 1: CATEGORES OF FEEDING HABITS

SUBTOPIC 2: MECHANISM OF FEEDING HABITS

SUBTOPIC 3: MODIFICATION IN ORGANISMS TO REFLECT FEEDING

PREVIOUS KNOWLEDGE: Studetns are familiar with the topic

OBJECTIVES: At the end of the period(s) students should be able to:

Period 1:

1. List the different categories of feeding habits
2. Discuss the different categories of feeding habits.

Period 2: Discuss the modifications and mechanisms of feeding of living organisms

Period 3: Draw the mouthparts of different organisms modified for their mode of feeding.

 

References: Essential Biology for Senior secondary school pages 1-3, pages 115 – 119, 272 – 274

CONTENT: Living organisms exhibit different feeding habits.

 

They are as follows:

1. Fluid feeding: Fluid feeders feed on any fluid materials and there are two major groups namely
2. Wallowers – These organisms rest within (wallow) in their food e.g. tapeworm in man’s intestine whichlives in the digested food of its host (hooks and suckers) and absorbs the food directly into its body, using its entire body surface. It has no alimentary canal.
3. Suckers These organisms feed by sucking fluid from plants and animals. They possess piercing mouthparts (proboscis) Examples of suckers include mosquito, butterfly, bug, tsetse fly, housefly and aphid.
4. FIlterfeeding: can also be referred to as microphagous feediers. These organisms feed on very tiny organisms which cannot be easily picked. Filter feeders are mainly aquatic animals and they have to wallow in water through sieve like structure into their body in order to collect enough food. Examples include mosquito larva, duck, prawn, mussel.

Mosquito larv make use of mouth brushes (2 small ciliated appendages) and horny aws to create water current and filter planktons (Small colloidal particles) into their mouth.

 

3. Saprophytic feeding – are mainly non green plants which do not have chloroplasts. They feed on dead and decaying organic matter usng hyphae through which they pour out digestive enzyemes. They digest their food extracellularly and then absorb. Examples are mucour, mushroom and rhizopus.
4. parasitic feeding: These are organisms that are structurally modified to depend partially or completely on either living organism for their food and survival. Examples include cassytha, mistletoe, dodder (plant parasites) liver fluke, roundworm, tapeworm, tick, louse, guinea worm etc.

 

Living organisms possess different modifications and mechanisms of feeding. These feeding mechanisms are:

1. Biting and chewing mechanism – The mouthpart are modified for biting and chewing. The mouthparts are:
2. The Upper lip (labrum) prevents the food from falling off
3. The lower lip (labium) prevents food wastage from the mouth.

iii.      Mandibles – a pair of heavy, toothed and jaw like structures used for cutting and chewing food

1. Maxillae-=a pair of maxillae which acts as a biting blade.

Maxillae breaks down the food broken (chewed) into small pieces by the mandibles.

 

Examples of organisms are cockroach and grasshopper

1. Sucking mechanism – housefly feeds on liquid food so possess enlarged labella (for sucking) with which it sucks up liquid food. The labella have fine channels which allow rapid absorption of liquid food. Housefly sucking mechanism is called sponging in which the mouth is placed on the liquid food and it will goush into the mouth

 

butterfly possess a long, coiled proboscis used for sucking nectars which can be recoiled after use or not in use. Mosquito possess proboscis for sucking blood. The mouth parts form a strong stylet capable of penetrating the skin to suck blood. The mouth produce saliva which prevent blood clotting while it is being sucked in and the labium can be folded back easily to allow the stylet to penetrate skin and suck blood.

iii.      Absorbing mechanism – this type is usually used by endoparasites e.g. tapeworm. It possesses no mouth or alimentary canal but absorb digested food from its host’s intestine with its entire body surface. Tapeworm use hooks and suckers to attach to the intestinal wall to avoid dislodgement. The flat body surface provides a large surface area for absorption and thick cuticle which resists the digestive enzymes of the host.

1. Trapping and absorbing mechanism: This type of mechanism can be found among carnivorous or insectivorous plants e.g. bladderwort and sundew.
2. Grinding mechanism: This type of mechanism is common among mammals e.g. man, sheep, goat, cattle etc which grinds their food before swallowing. The grinding is aided by hard and strong teeth made of enamel and dentine. They possess different sets of teeth (Incisors, canine, premolar and molar)

 

INSTRUCTION MATERIALS – Different animal specimens

Teaching methods procedures

Step 1: Teacher introduces the new topic after revising the previous topic with the students

Step II: Teacher mentions and explains the types of feeding habits

Step III: Teacher lists and explains the  mechanism adopted by different organisms for their feeding

Step IV: Teacher allows students to ask questions and writes notes under content on the board

 

CLASSROOM (ACTIVITIES)

PERIOD 1: Students discuss feeding habits of organisms.

Period 2: Students with the guidance of the teacher discuss the feeding mechanism of living organisms

EVALUATION;

Period 1: What is filter feeding?

Period 2: Explain how a butterfly feeds?

SUMMARY/CONCLUSION – TEACHER summariezes the topic, marks the students notes and makes corrections where necessary.

CLASS: SS1

SUBJECT: BIOLOGY                                                             PERIOD (S): 3

DURATION: 45 MINUTES

TOPIC: POLLUTION

SUBTOPIC 1: TYPES OF POLLUTION

SUBTOPIC 2: SOURCES, CAUSES AND EFFECTS OF POLLUTION

SUBTOPIC 3: CONTROL OF POLLUTION

PREVIOUS KNOWLEDGE: Students are familiar with the topic.

OBJECTIVES: At the end of the period(s) students should be able to:

PERIOD 1:

1. State the types of pollution

PERIOD 2:

1. Mention the sources of air, noise, land, water and other types of pollution on plants and animals, the ecosystem in general.

PERIOD 3: Describe measures that need to be put in place to conrol the different types of pollution

REFERENCES: Essential Biology for senior secondary schools 1-3, by M.C> Micahels pg 336 -340

Modern biology for senior secondary schools 1-3 by 148 – 156

 

CONTENT:

Pollution is defined as the release into the environment of chemicals or substances or energy (toxic or harmful) through man’s activities in such quantities and for such duration that may cause harm (Biological damage) to man or his environment or resources.

 

Pollutants are the harmful substances and energy that causes pollution.

TYPES OF POLLUTION

1. Air pollution: This can also be referred to as the atmospheric pollution. It is caused mainly by substances produced when fossil fuels (coal, oil, natural gas) are chlorofluorocarbons(gases used in refrigerators and air conditioners as coolants propellants in aerosol cans and plastic (foams) and radiation. Below in the table are major air pollutants, their sources, effects and control.

 

	Air pollutants	Sources	Effects
1	Carbon monoxide	Burning of fuel in cars (exhaust fumes) other combustion engines and some industrial process	Co combines readily with haemoglobin thereby causing suffocating and reduced ability to carry oxygen there by resulting in deaths if inhaled for long period.
2	Carbon dioxide	Burning of fuel and other carbon compounds in plenty of air	High concentrations of carbon dioxide leads to green house effect
3.	Nitrogen oxide	Burning of fuel (coal) exhaust fumes, electrical discharge is air and industrial processes	Forms nutric acid with water (rain water) in airto form acid rain which corrode buildings and metals structures. Damage forms petrochemical smog.
4.	Hydrogen sulphide	Industrial processes involved with coal mining and crude oil refining	Irritates the skin and the respiratory system
5.	Sulphur oxide	Burning from vehicle exhaust, coal mining and cement factory, electrical power station	Reduction in licken growth, irritation and damage of the eyes and respiratory systems. Formation of  acid rain. Lung diseases, cancer and health attacks.
6.	Smoke and soot (solid particles)	Burning of substances, motors industrial plants, electric power stations and incinerators	Damage lungs and cause discomfort. Soot covers plants leaves reducing photosynthesis. Smoke reduces visibility and blackens paints on buildings
7	Lead dust and mercury	Burning of leaded petrol and burning of coal and garbage (mercury)	Lead dust can cause anaemia on brain damage in children. Nervous injury in adults as well as lead poisoning and mercury poisoning.
8.	Dust particles	Mining, quarries, machines and industrial processes	Irritates respiratory system, cause cough and catarrh. Reduce visibility; pollen grains conaining dust can cause asthma
9.	Chlorofluorocarbons	Burning of coolants, aerosol cans and plastic foams	Depletion of the ozone layer, skin cancer, cataract, severe burns, tendency of skin to age and wrinkle, lowered resistance to infectious diseases. kill useful microorganisms affecting phytoplankton microorganisms affect phytoplankton growth and interfere with photosynthesis.
10.	Radioactive rays	Electric plants that sue radioactive substances. Nuclear plants and readioactive fallout from testing radioactive weapons, lasers, x – rays, colour TV microwave	Impair health, alter or destroy gemrs, cancer. Fallout (Tiny radioactive particles/dust that fall to earth after nuclear explosion) can get into vegetation and become concentrated in final consumer.

 

Rain pH 5.0- 5.6

Acid rain: around 4

Smog – combination of smoke, chemical pollutants and water droplets.  Petrochemical smog- sunlight causes oxides of nitrogen and unburn hydrocarbons.

 

CONTROL OF AIR POLLUTION

1. Conditions must be created to complete combustion of fuel in internal combustion engines.
2. Fume chambers should be used to discharge chemical waste.
3. Fitting chimeys with filters to remove or reduce pollutants.
4. Using unleaded or low lead petrol
5. Removing sulphur compounds from coal and low grade fruits oils before use.
6. Building industries far away from residential areas.
7. Fitting motor exhaust systems with catalytic converters to remove oxides of nitrogen, carbon monoxide and unburnt carbon.
8. Using substitutes for ozone destroying chemicals that do not affect the ozone layer.
9. Legislation should be made against indiscriminate burning that may bring about smoke.
10. More nuclear test bans should be set up to further reduce radiation.

 

2. Soil pollution – It can also be referred to as land pollution. It damages the thin layer of fertile topsoil which is essential for plants growth. The major land pollutants, their sources, harmful effects and their control are listed below.

 

	Land pollutants	Sources	Effects
1	Sewage	Homes and offices	Results in offensive odour and provides breeding ground for disease causing organisms
2.	Metal scraps	Abandoned vehicles and machines	Occupies land space and prevents proper land use
3.	Pesticides and fertilizers	Pesticides sprayed on crops and fertilizers used in soils	Destruction of useful soil organisms death of aquatic organisms. Excess fertilizers can cause soil acidity
4	Crude oil (Oil Spillage)	Oiil drilling, loading or unloading of soil tankers	Destroys the ecosystem (soils, plants and animals)
5.	Chemicals (toxic wastes)	Chemical waste from industries	These are poisonous to plants and animals
6.	Refuse	Homes, office, market, industries.	Causes offensive odour and cause respiratory disorder
7.	Glass particles	Manufacturing industries producing or using bottles	Causes injury to the body and it occupies land space since it is non biodegradable

 

CONTROL OF LAND POLLUTION

1. Urban wastes should be properly burnt or buried
2. Illegal dumping of harmful or toxic wastes should be punishable by law.
3. Required dosages of pesticides and fertilizers should be used
4. Refuse should be burnt in incinerators
5. Proper treatment of sewage should be done before disposal
6. Metal scraps, bottles, (glass and plastic) tincans, motor vehicle parts should be recylced
7. Oil pipelines should be maintained and checked regularly to prevent oil spillage

 

3. Noise pollution : Sound that is unpleasant and irritating is called Noise. It is common in urban areas (busy towns and cities) mining and industrial centres and airfields. The loudness of sound is measured in decibels (dB). The sources of noise pollution include:
4. Aeroplane or aviation noise
5. Factory/industrial and mining noise

iii.      Car horns and sirens

1. generator noise
2. Noise from heavy guns and canon shots
3. Thunder noise

vii.     Railway engines

viii.    High pitched musical found from  loud speakers or drumming.

 

The effect of noise pollution are as follows:

1. Constant exposure loud noises e.g. above 85dB can cause permanent loss of hearing. Sudden explosive noises over 150dB may cause deafness.
2. Noise can be linked to high blood pressure and coronary heart disease

iii.      Noise cause headache and inability to sleep properly. It can also lead to illness, especially mental illness over long periods.

1. It can cause lack of concentration and general irritation.

 

CONTROL OF NOISE POLLUTION

1. Use of ear muffs in quarries, airports and factories where noise levels cannot be reduced
2. Use of loud speakers in public places should be prohibited by law.
3. Installation of soundproof in industries and generators.
4. Ban on the use of heavy guns and cannons must be placed.
5. Railways, airports and industries should be sited far away from residential areas.

 

 

4. Water Pollution: Freshwater that is clean is used for drinking and cleaning. Water pollution affects aquatic life in water bodies. The main cause of pollution include indiscriminate dumping of waste into water bodies as well as pollutants in air, vegetation and soil are also drained into water bodies via rainfall. Refuse (household waste) and sewage (human excreta) through biodegradable by decomposers (mainly bacteria) cause an increase in the bacterial population if present in large amounts and brings about oxygen reduction in water causing aquatic organisms with a narrow tolerance range for oxygen (mainly fish) to die.

 

	Water Pollutants	Sources	Effects
1	Sewage	City sewage system	i. Support pathogen growth that cause infectious diseases e.g. cholera ii. Produces unpleasant odours iii. Can kill aquatic organisms iv. makes water unfit for consumption
2	Chemical wastes	Industries and ships at harbours	i. Kill aquatic organisms ii. Makes water unfit for consumption iii. can accumulate in human body and become toxic water e.g. mercury and lead
3.	Crude oil (Oil Spillage)	Oil Drilling, loading and unloading of oil tankers	i. Destroys aquatic plants and animals ii. Affects the food chain iii. Makes water unfit for consumption iv. Leads to migration of animals
4.	Pesticides and fertilizers	Washed by rain and erosion from farms to rivers, streams or ponds	i. Makes water unfit for consumption ii. Leads to rapid vegetative growth of water plants e.g. algae bloom) which makes fishing and movement impossible iii. Can destroy aquatic organisms
5.	Excreta or faeces	Humans and animals	i. Produces unpleasant odours ii. serves as a medium for the breeding of pathogens

 

Eutrophication occurs when nitrates (from agricultural wastes and phosphates (from sewage and industrial wastes) get into water bodies and aquatic plant growth especially algal growth is greatly increased. Eutrophication upsets the balance of the aquatic ecosystem.

 

CONTROL OF WATER POLLUTION

1. Treatment of sewage platns before emptying the effluent into rivers and seas
2. Treating industrial wastes before emptying them into water bodies
3. Building nuclear wastes silos so that the ground water does not become contaminated with radioactive material

4       Ensuring organic manure is used instead of inorganic fertilizers.

5. Ensure that maximum precautions are taken to prevent oil spillage
6. There should be public enlightenment on waste disposal.
7. Industries should be sited far away from residential areas
8. Dumping of refuse or petrochemical byproducts into water bodies should be avoided.
9. Government should strictly monitor all industrial wastes

 

 

INSTRUCTIONAL MATERIALS: Pictures of polluted areas

TEACHING METHODS PROCEDURES

Step 1: Teacher introduces the new topic after revising the last topic with the students.

Step II: Teacher lists the types of pollution

Step III: Teacher explains the different types of pollutants, their sources and their effects

Step IV: Teacher explains in details how to control pollution

Step V: Teacher allows students to ask questions and write students’ notes on the board

 

CLASSROOM (ACTIVITIES)

PERIOD 1: Students discuss the types and sources of pollution

PERIOD 2: Students discuss the causes, effects and control of the different types of pollutants

 

EVALUATION

Period 1:

1. What is Pollution?
2. Name the major causes of atmospheric pollution

 

Periods 2: What are sources of water pollution?

Summary / conclusion: Teacher summarizes the topic, marks the students notes and make corrections where necessary.

 

ASSIGNMENT(S)

Period 1: What are the effects of the following  pollutants on humans?

1. Dust ii) Smoke    iii) Refuse   iv) Sewage

 

Period 2: Describe the effects of four pollutants of water on aquatic organisms.

SUBJECT: BIOLOGY                                                    PERIOD(S): 3

DURATION : 45 MINUTES

TOPIC: DIGESTIVE SYSTEMS

SUB TOPIC:         ALIMENTARY TRACTS/CANALS IN LIVING ORGANISMS.

SUBTOPIC 2: SIMILARITIES AND DIFFERENCES BETWEEN THE ALIMENTARY CANALS OF A GRASSHOPPER AND A BIRD

SUBTOPIC 3: DIGESTIVE SYSTEM IN MAN.

 

PREVIOUS KNOWELDGE: STUDENTS ARE FAMILIAR WITH THE TOPIC

OBJECTIVES: at the end of the period(s) students, should be able to:

PERIOD 1: Describe with appropriate illustration of different types of alimentary tracts that can be found in living organisms.

PERIOD 2: Explain the similarities and differences between the alimentary canals of bird and grasshopper.

PERIOD 3: Describe the process of digestion in man.

 

REFERNECES: Essential Biology and Senior Secondary Schools by MC Michaels pg 262 -273.

Modern Biology for Senior Secondary School 1 – 3 pg 285 – 299

CONTENT

Digestions  is the process whereby the food is broken down into the simple soluble and diffusible substances by mechanical and chemical means. The digestive system is made up of the alimentary canal, the organs and glands associated with the digestion and assimilation (absorption of the soluble food substances) digested into the fluids and transported to body cells) of food in animals. The digestive system varies from one animal to another and it depends on whether the food is in solid form or fluid form. Solid food is taken up using teeth, tentacles, beaks, claws (large food pieces) or filter feeding (Small food pieces / tiny microscopic prey) and in fluid form (fluid feeders) which has  structures for sucking fluid food.

Digestion  and absorption of food in most holozoic animals take place in the alimentary canal. Simple unicellular animals don’t possess alimentary canal. A typical  mammalian alimentary tract/canal has the following parts namely mouth, pharynx, oesphagus/gullet, stomach, small intestine (lieum), caecum, appendix, large intestine  (colon), rectum and anus. However, some parts may be absent in certain animals.

Animal	P	P	A	A	A	P	P	A	A	A
Earthworm	P	P	P	P	A	P	A	P	P	P
Cockroach	P	P	P	P	A	P	A	P	P	P
Fish	P	P	P	A	P	P	A	A	P	P
Toad	P	P	P	P	A	P	A	A	P	P
Lizard	P	P	P	A	P	P	A	P	P	P
Bird	P	P	P	P	P	P	A	P	P	P
Rabbit	P	P	P	A	P	P	P	P	P	P
Cow	P	P	P	A	P	P	P	P	P	P
Man	P	P	P	A	P	P	P	P	P	P

P = President       A – Absent

 

ALIMENTARY TRACTS IN ANIMALS

1. Amoeba – Amoeba proteus feeds on microscopic organisms or decayed foods substances in muddy water at the bottom of pond and ditches. It has no mouth or alimentary canal but engulfs food particles and form a food vacuole (ingestion) Enzymes from the cell cytoplasm are secreted into the food vacuoles, digested and the soluble products diffuse into the cytoplasm.
2. Paramecium: Feeds on microorganisms (e.g. bacteria ) and decayed food particles which are taken into the gullet and digested in food vacuoles. Undigested waste products are passed out through the anal pores.
3. Hydra(Coelenterate) It is a carnivore which feeds on tiny animals by stinging using the stinging cells of the tentacles then the prey is passed into the gut cavity where digestive juices secreted by gland cells of the gut (endoderm) bring about extracellular digestion of the prey. Afterwards amoeba cells in the endoderm engulf the partially digested solid food particles into food vacuoles where digestion is completed intracellullary. Undigested wastes are got rid of through the mouth.
4. Planaria – a free living flatworm that feeds on zooplanktons (microscopic aquatic animals) it has a simple alimentary canal with just 1 opening, the mouth which opens to a short buccal cavity which leads to the pharynx. Food sucked in through the pumping action of the pharynx into the small intestine is digested. The small intestine has 3 branches (one leading to the hand while the other two towards the tail. The branched small intestine allows digested food e.g. diffuse to all the parts of the body. The wastes are Undigested food) are removed from the mouth.
5. Tapeworm is an endoparasite which has no alimentary canal since it feeds on digested food from the host by absorbing digested food via simple diffusion. It can be found in the intestine of some mammals.
6. Earthworm: The alimentary canal of earthworm how 2 openings. The mouth through which food enters and anus through which undigested food leaves. Alimentary canal of earthwromconsists of mouth and ta thin walled cavity, a muscular thick walled pharynx which secrete muscus to lubricate food particles, a narrow tubular oesphagos which connects the pharynx to the crop, thin walled crop for storing food, thick walled muscular gizzard where food is ground against small stones to break it up, and a long straight intestine where digestion and absorption occurs.

Earthworms feed on vegetable matter in the soil in which it swallows as it burrows. The digested food diffuses through the intestinal wall into the blood capillaries and the blood transports it to all parts of the body.

 

Insects – insects such as grasshopper and cockroach have alimentary canal which consists of 3 parts namely the foregut, midgut and hindgut. Grasshoppers feeds on leaves and it uses its mouthparts to cut and crush the leaves. Salivary glands secretes digestive enzymes which works on the leaves softened by the saliva. The food is passed through the oesophagus into the crop where it is stored and broken up further by the gizzard. Tat the junction of the foregut and mid gut are foreger like projections (caeca) which  secretes enzymes rich in digestive juices into the midgut. Digestion and absorption food occurs here. The hindgut (consistiting of ileum, colon and rectum absorbs water and mineral salts and solid faecal pellets and egested from the anus. Body waste is also emptied into the hindgut through the opening of a collection of narrow tubules (malphibian tubules) at the junction of the midgut and hindgut.

 

3. Bird: The Alimentary canal of a bird consists of the mouth, pharynx, oesphagus, crop, poor entriculus, gizzard, intestine, caecum, rectum, and anus (cloaca). Birds pickup food with theirbeak and it moves through the oesphagus to the crop where it is softened and secretions from the walls of the crop are fermented by some bacteria. The food moves to the proventicrulus (Glandular stomach because it has glands which secret digestive enzymes e.g. pepsin and amylase) where digestive enzymes are secreted on it. The food moves to the gizzard (grindular stomach) where small  stones help to grind the food. From the gizzard, the food moves tot eh duodernum and intestine where gastric and pancreatic juice and intestinal secretions bring about further digestion and absorption. Most of the water is reabsorbed in the rectum. Solid waste, body waste from the kidneys, eggs, and sperms leave the body through the cloaca (anus).

The long alimentary canal of birds provides a large surface area for the digestion and absorption of food.

 

SIMILARITIES AND DIFFERENCES BETWEEN THE ALIMENTARY CANALS OF A BIRD AND THAT OF GRASSHOPPER.

The similarities include the following:

1. Both have narrow oesphagus
2. Crop is present in both organisms
3. Caecum and gizzard is present in both
4. Midgut is present.

 

	BIRD	GRASSHOPPER
1	Presence of tongue in mouth	Tongue is absent
2	Mouth is modified into beak	Mouth is modified into mandible and maxillae for chewing and grinding
3	Presence of pancreas and duodernum	Absence  of duodernum and pancreas
4	Has long alimentary canal	Relatively short alimentary canal
5.	Hind gut ends in cloaca	Hindgut ends in anus distinct from the reproductive tract.
6.	Malphighian tubules absent	Malphighian tubules present

 

Rabbits: rabbits is a herbivore and it uses its lips (prehensile) to grab plants and pass to the teeth for cutting and grinding. Saliva moisten and lubricate the food for passage through the oesphagus into the stomach. The stomach secretion acids (hydrochloric acid) pepsin and mucus (to protect the stomach from acids and enzymes as well as moisturize the food) mix with the chewed food to form a mixture, chime (digesta) which passes into the small intestine, a flow regulated by pyloric sphincter. Most digestions and nutrient absorption occur in the small intestine which is divided into three sections, duodernum, jejunum and ilieum. Duodernum secrets enzymes like proteolytic, amylolytic (starch digesting) and lipolytic to break down the food. Jejunum, the mid section absorbs glucose, amino and fatty acids. The ileium, the last section of the small intestine, the remaining nutrients and vitamins are absorbed.

          The large intestine (colon)receives the food and fibre from the small intestine where part is further broken and used and the other indigested part passes directly into the large intestine. Water is reabsorbed here and the material is  passed as round droppings. Digestible material (soluble fibre and proteins) are further broken down and moved into the caecum. Bacterial and other microorganisms reside in the caecum where they help in fermenting  or digesting the material passed into the caecum by turning indigestible fibre into digestible nutrients which are absorbed directly across the caecum wall while others are excreted. After 8 hours, materials from caecum is formed into small moist pellets called cecotrope which are nutritious. Once passed out, the rabbit will immediately eat them. Cecotrope pass through the entire digestive system to allow the rabbit get additional nutrients from plant material through a process called cecotrophy.

HCl – reduce stomach pH levels and kill any bacterial in food

Pepsin – breaks protein down

 

Man: Alimentary Canal of man includes the mouth, oesphagus, stomach, duodernum, small intestine, cacecum, appendix, large intestine (colon) rectum and anus.

1. Mouth: Alimentary canal of man starts from the mouth. The teeth cut and grind food into smaller pieces and the tongue rolls it into bolous enabling the mixing of food with saliva. Chemical digestion starts. The saliva contain ptyalin which acts on cooked starch converting it to complex sugar. Saliva is a watering, slightly alkaline substance. The bolus is then swallowed.

 

2. Oesphagus: the mouth and nasal cavity opens into the muscular pharynx which opens into the tubules, the trachea (windpipe) which leads to the lungs and the oesphagus (gullet) which is at the back through which food passes to the stomach. The epiglottis flaps down to cover the trachea during swallowing to prevent chocking. The oesphageal wall is muscular and it contracts and relax alternatively to push each bolus of food down slowly in a process called peristalsis.
3. Stomach: food enters the stomach when the ring of muscular (cardiac sphincter) at the entrance of the stomach of the relaxes. The food is churned by the forceful contraction and relaxation of the muscular stomach wall. The churning mixes the gastric juice (secreted by gastric gland) with the churned food. Gastric juice comprises of 2 enzymes, pepsin, a protease which digest proteins to polypeptides, rennin which curdles mild (Coagulate milk into thick curds) by acting on caseinogens (soluble milk protein) and convert it into the insoluble casein and hydrochloric acid which creates acidic medium for the two enymes and kill bacterial present in food. The casein is broken down by pepsin.

          Food is retained in the stomach for 3-4 horus and it is a thick, creamy fluid called chime which moves out through the ptyalotic sphincter at the bottom of the stomach into the duodernum.

 

4. Small Intestine: The small intestine is made up of 3 parts, the duodernum, jejunum and ileum respectively. The duodernum contains the pancreas which secrets the pancreatic juice, a watery alkaline liquid which contains 3 important enzymes namely Amylase, which breaks starch to maltose, trypsin, a protease, which breaks down peptones to polypeptides and lipase which breaks down fats and oils to carboxylic acids and glycerol. These 3 enzymes require alkaline medium to work. Fats and oils digestion is aided by bile, a green alkaline liquid secreted by liver and stored in the gall bladder. The bile contains high percentage of water, and adds water to chime and it also contains sodium salts which neutralize the hydrochloric acid in the chime thus enabling the pancreatic enzymes to begin work and bile causes fat emulsification, that is, reduces surface tension of fats and break it up into tiny droplets. At the end of the duodernum the chime becomes more watery and referred to as chyle.

 

In the ileum, the intestinal wall secretes intestinal juice which contains enzymes which complete the digestion of food. These enzymes are lipase which converts fats and oils to fatty acid (carboxylic acid) and glycerol, maltase which converts maltose to glucose, erepsin converts polypeptides to amino acids, lactase which converts lactose to glucose and galactose and sucrose which converts sucrose to glucose and fructose. Food digestion of food ends in the small intestine. The end products of digestion are amino acids (proteins) fatty acids and glycerol (fats and oils) and glucose (starch)

 

 

Site of digestion	Secretion	Site of production	Enzymes present	Digestion
Mouth	Saliva(Alkaline)	Salivary glands	Ptyalin	Cooked starch – mltose
Stomach	Gastric juice	Gastric glands	renin	Caseinogen-casein
	Acidic	In stomach walls	Pepsin	Protein-polypeptides
Small intestine	Pancreatic juice (alkaline)	Pancreas	Amylopsin amylase,	Starch – maltose
			Trypsin	Protein-polypeptides
			Lipase	Fat-carboxylic acid+glycerol
Small intestine	Bile (alkaline)	Liver		Emulsification of fat and oils
Small intestine	Intestinal juice (alkaline)	Glands in walls of small intestine (ileum)	Maltase Lactase Sucrose Erepsin Lipase	Maltose-glucose+glucose Lactose–glucose+ galactose Sucrose-glucose+fructose Polypeptides-amino acids Fats-carboxylic acids +glycerols

 

The small intestine contains folds and furrows (which increase the surface area) as well as small finger like projectiosn villi(singular villus) which take part in the absorption of the and products of digestions, that is, glucose, amino acids, fatty acids and glycerol, vitamins and minerals. The inner surface layer (epithelium) of each vilus is this which allows diffusion of the end products by either diffusion or active transport. The glucose and amino acids are easily absorbed by blood capillaries through the epithelium while fatty acids and glycerol enter the lacteal (a  blind lymphatic tube) are carried through the lymph vessels which eventually empty their contents into the blood vessels near the heart. The blood then carries the fats and other food materials to various parts of the body where they are needed. Excess fats are stored in fat cells which form adipose tissue under the skin and around organs the absorbed food substances and transported from the small intestine by the hepatic portal vein to the liver where it becomes processed.

5. Large intestine: undigested food passes into the colon (large intestine) and water is absorbed. This concentrates the waste products and makes them semi-solid (faeces) which is passed into the rectum and out through the anus. Movement of faeces is facilitated by dietary fibre (roughage) which gives the gut muscles something to squeeze against. Insufficient roughage causes constipation.

 

The food we eat during a meal takes about one and a half day to pass through the gut before the undigested remains are egested as faeces.

 

INSTRUCTIONAL MATERIALS: Practicals on digestive systems.

Teaching methods procedures

Step 1: Teacher revises the last topic and introduces the new topic

Step II: Teacher defines digestion and explains what the alimentary canal comprises of:

Step III: Teacher explains the alimentary canals of Amoeba, paramecium, hydra, earthworm, tapeworm, planeria, insects, birds and rabbits

Step IV: Teacher explains the great detail the process of digestion in man.

Step V: Teacher allows students to ask questions, make the student notes and make corrections where necessary.

 

CLASSROOM (ACTIVITIES)

Period 1: Students define and discuss the process of digestive in man.

Step V: Teacher allows students to ask questions, marks the students notes and makes corrections where necessary.

 

CLASSROOM ACTIVITIES

PERIOD 1: Students define and discuss the process of food digestion in living organizations apart from man.

PERIOD 2: Students discuss digestion in man.

EVALUATION

PERIOD 1:

1. Define Digestion
2. Mention the parts that make up the digestive system

PERIOD 2:

1. What is cecotrophy?
2. What are the end products of digestion?

SUMMARY / CONCLUSION: Teacher summarises the topic, makes the students notes and make corrections where necessary.

ASSIGNMENT(S)

PERIOD 1: Explain how the gizzard helps in the grinding of maize in a bird.

PERIOD 2: where is pancreatic juice made? Where is it secreted into?

PERIOD 3: Discuss why an athlete is given glucose after a race instead of a piece of bread. 

The deadly Coronavirus pandemic has claimed its first victim in Kano State, Northwest Nigeria.

The State Government disclosed this early Thursday morning.

According to Kano State Ministry of Health on its twitter handle, the death was recorded at about 11:55pm on Wednesday.

“Wednesday, 15th April 2020. As at 11:55 pm, 1 death of #COVID19 has been recorded in Kano State,” it said.

Also, the Nigerian Centre for Disease Control, NCDC, had on Wednesday announced 12 new cases in Kano, taking its toll to 16.

But Kano State Ministry of Health said on its twitter that it has 21 confirmed cases, with one death.

Wednesday, 15th April 2020. As at 11:55 pm, 1 death of #COVID19 has been recorded in @KanostateNg @NCDCgov @FMICNigeria @dawisu @NOA_Nigeria @Chikwe_I @NphcdaNG #StaySafeNigeria #StayHome pic.twitter.com/SC68LnBZHT

— Kano State Ministry of Health (@KNSMOH) April 15, 2020

Femi Adejuwon, a student of the Federal Polytechnic, Ado-Ekiti, Ekiti State has confessed after raping a 16-year-old student in the state.

The suspect however, blamed Satan for his action. He has been arrested by operatives of the Ondo State Command of the Nigeria Security and Civil Defence Corps.

The state Commandant of the NSCDC, Mr Philip Ayuba, disclosed that the suspect raped the student after he asked her to meet him at his friend’s place.

He said: “Information reaching us from concerned citizens in the Ijoka area of Akure on Sunday, April 12, 2020, was that a 16-year-old girl, who is currently seeking admission into a higher institution, was allegedly raped by one Femi Adejuwon, an undergraduate of the Accountancy Department of the Federal Polytechnic, Ado-Ekiti.

“During investigation, the victim narrated her ordeal in the hands of the suspect after being discharged from the Police Clinic, Akure.

“She said the suspect called her on the telephone to meet him in his friend’s place. On getting there, Femi Adejuwon took her in, shut the door and violated her. She was later rescued in a pool of her own blood.”

The NSCDC boss noted that the suspect had confessed to the crime. He pleaded for mercy, regretting his crime and promised to turn over a new leaf. He said that he was pushed to commit the crime by the devil and had regretted his action.

Ayuba said the suspect would be charged as soon as investigation was completed.

The sudden death of billionaire businessman, Keniebi Okoko from Ijaw land has left the people of the ethnic group in a state of mourning.

According to TheNation, Okoko passed away at an undisclosed hospital in Lagos State.

Okoko, 43, reportedly died during a major surgery (liposuction) at the hospital following power outage and failure of the medical facility to power its generator.

Okoko, a pastor in one of the Salvation Ministry’s branch in Port Harcourt, hails from Obunagha in Gbarain, Yenagoa Local Government Area, Bayelsa State.

The late billionaire was the Chief Executive Officer (CEO), KDI Oil and Gas Limited.

He was also one of the leading governorship aspirants of the Peoples Democratic Party (PDP) in the last governorship poll in Bayelsa State.

He came third in the internal poll and later threw his weight behind former Governor Seriake Dickson and his candidate for the poll, Senator Douye Diri, who later won the election through the Supreme Court judgement.

The news of Okoko’s death, which filtered in on Tuesday evening, threw the Ijaw nation into mourning following the deceased’s antecedent as a philantropitst.

But confusion befell the nationality on Wednesday mourning when some persons reported that Okoko came back to life again following the intervention of some pastors, who prayed for him at the morgue.

The development forced the people of Obunagha, his home community, to troop to the streets in celebration.

But further findings showed that the claims were fake as prominent Ijaw persons, who belonged to a platform, confirmed his death.

A post on the platform by Dakuku Peterside, a former Rivers State Governorship Candidate on the platform of the All Progressives Congress (APC), showed that Okoko died at the undisclosed hospital.

Dakuku said on the platform: “I start by a confession, Kenebi is my friend, brother and someone who impacts every soul he comes in contact with. Yesterday (Tuesday) I got a call and rushed to the hospital where I met him lifeless . What is important is that he lived a good and impactful life and sure he has gone to be with the Lord . Two things smacked me.

“The extent of human solidarity. I got to the hospital about 8-8:30pm and friends of his from across the country, high , mighty, ordinary folks, have taken over the hospital and were ready to go to ‘war’ for most loved Kenebi. It simply restored my faith in brotherhood and humanity . Too many persons ,in the midst of wailing,were willing to help to ensure that a loving soul like Kenebi is not put to shame .

“The second observation is that all and sundry were not happy with the professional handling of the medical attention he got leading to his death and are demanding that we must get to the root of the matter so persons whose professional negligence led to this avoidable death must be held to account for it .

“In Kenebi’s death, I have seen the outpouring of love and appreciation of impactful living . May the soul of my beloved brother KENEBI Rest In Peace and May we continue rallying each other whenever the need arises”.

A medical expert, Dr Chinonso Egemba, says users of skin-lightening creams, which contain steroids, are more likely to have severe illness or die from coronavirus disease.

Egemba, who is popularly known as ‘Aproko Doctor’, told the News Agency of Nigeria (NAN) on Wednesday, that some bleaching creams and soaps contained steroids, which reduced body immunity.

He described the immune system, as the body’s defence force against disease-causing bacteria and viruses such as coronavirus and other organisms that humans touch, ingest and inhale everyday.

“If you are bleaching, stop it because it is reducing your immunity and people or patients with low immunity suffer more and may likely die from the virus.

“Steroids are basically anti-inflammatory drugs and inflammation is one way our bodies dispose off foreign substances. It could be via body swelling in form of boils or redness of the skin.

“So steroids reduce the body’s response to anything that could cause inflammation.

“Now, there are different types of bleaching creams and soaps but some particular types contain steroids and it can bleach the skin or cause skin lightening.

“When you use such cream or soap for a long time, it’s not just on the surface, your skin absorbs the steroids in the cream and it reduces your body immunity,” he said.

Egemba said some unlicensed aestheticians or skin specialists also give their clients steroids, as tablet under the guise that it would help lighten their skin.

“When you take such tablets you are reducing or weakening your immune system.

“So in relation to COVID-19, having strong immunity is one of the major ways patients are surviving the disease and if you have low or weak immunity as a result of bleaching, you suffer more and may likely die from coronavirus disease,” he said.

He urged Nigerians to imbibe healthy lifestyles so as to help boost their immune system.

“Stop smoking, drink little or no alcohol, sleeping well, eating a balanced diet, take fruits and vegetables, take regular moderate exercise and reduce stress.

“These acts help our immune systems to be in the best shape possible to tackle pathogens and even coronavirus,” Egemba said. (NAN)