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.

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.

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.

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.

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.

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)

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)