CLASS: SS 1

SUBJECT: BIOLOGY                  PERIOD(S) 2

DURATION:                               45 MINUTES

TOPIC:                      TOLERANCE

SUBTOPIC 1:     MINIMUM AND MAXIMUM RANGE OF TOLERANCE

SUBTOPIC 2:     GEOGRAPHIC RANGE

PREVIOUS KNOWLEDGE: STUDENTS AND FAMILIAR WITH THE

TOPIC

OBJECTIVES:    At The End Of The Period(s), students should be able to:

Period 1:    Discuss why living organisms possess a range of tolerance to environmental factors

Period 2:    List the abiotic factors that impose tolerance on organisms

REFERENCES

Modern biology for senior secondary school page

Essential biology for senior secondary schools by M.C. Michael pg

CONTENT

Tolerance can be defined as the ability of a living organism to withstand or tolerate little unfavourable changes in the environment which affect their survival. Abiotic factors such as temperature, humidity, light, intensity, rainfall etc play very crucial part in the distribution of organisms in the various terrestrial and aquatic habitats of the world because they occur over a range in the various habitats. Therefore, living organisms  can only inhabit a particular habitat it they can tolerate the ranges of abiotic factors that operate in it (minimum and maximum limit). For example, temperature can range from 15 – 50⁰C in hot desert  and – 25⁰-0⁰C in polar areas.

TOLERANCE RANGE

Living organisms can only survive within certain minimum and maximum limits for each factor. The tolerance range refers to the range between upper and lower limits. Anything beyond this range will result to the organisms’ death. Tolerance range for a given abiotic factor varies from species to species and within species from population to population depending on their ecological niche e.g. most animals have a tolerance range from temperature between 0⁰C (lower lethal temperature) and 42⁰C (upper lethal temperature).

          The optimum range can be found within the tolerance range and at this range, species activities (growth and reproduction ) are at an optimum or at their peaks. Beyond the optimum range, this species face physiological stress because it cannot function well.

The tolerance range may also differ as an organisms passes through its various stages in life. The minimum and maximum tolerance limits for all abiotic factors may vary geographically and seasonally. One factor may affect the tolerance ranges of other factors e.g. lobsters can withstand temperatures up to 29⁰C when the oxygen level of water is low but at higher oxygen levels, they can withstand temperatures up to 42⁰C

GEOGRAPHIC RANGE      

This refers to the areas where a species of organisms can only be found within the minimum and maximum limits of its tolerance. Different abiotic factors (e.g. food availability, light intensity, daylength time, wind etc) play arole in the geographic boundaries fo a species e.g. a given platn species may be prevented  from growing by low temperature at its northern boundary and low rainfall at its southern boundaries. Tolerance ranges of various plant types determine the main biome of the world.

INSTRUCTIONAL MATERIALS: A map of the world, charts, showing distribution of living organisms according to their tolerance.

TEACHING METHODS PROCEDURES

Step 1:        Teacher revises the last topic with the students

Step II:       Teacher introduced the new topic by defining tolerance and explaining how tolerance influence living organisms distribution.

Step III:      Teacher explained geographic range

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

ACTIVITIES

Period 1:    Students discuss tolerance and tolerance range

Period 2:    Students discuss geographica range

EVALUATION

Period 1:    What is a biome? Define Tolerance

Period 2:    What do you understand by the term “tolerance range”?

SUMMARY: Teacher summarizes the topic, marks the students  note s and makes corrections where necessary.

Assignment(s):

1. Describe the tolerance range of most animals in an ecosystem.
2. Write a 200 word essay on the distribution of living organisms in relation to their tolerance.

CLASS: SS 1

SUBJECT: BIOLOGY                          PERIODS 3:

DURATION:                                       45 MINUTES

TOPIC:                      TISSUES AND SUPPORTING SYSTEMS

SUBTOPIC 1:             FORMS OF SKELETAL MATERIALS

SUBTOPIC 2:             TYPES OF SKELETON

PREVIOUS KNOWLEDGE: STUDENTS AND FAMILIAR WITH THE

TOPIC

OBJECTIVES:    At The End Of The Period(s), students should be able to:

Period 1: Recognize different skeletal and supporting tissues.

Period 2: Mention the location and arrangement of skeletal and supporting tissues in animals.

Period 3: Draw the mammalian skeleton

REFERENCES:

Essential biology for senior secondary schools by M.C. Michael 130-135.

Modern Biology for senior secondary schools Pg. 88-89.

CONTENT

The skeleton is the bony framework of the body which provide support, shape and protection to the soft tissues and organs in animals and enable them to move and carry out their life functions.

          Three major types (forms) of skeletal materials can be found in animals and they are;

1. Chitin: This is a non living, tough, light and flexible materials that is a major component of the arthropod skeleton. Chitin is a carbohydrate that bears close resemblance to cellulose, the cell wall material. Chitin together with a thin water proof layer of wax form the cuticle. Chitin is often strengthened by deposits of hardened proteins and minerals. Chitin can be found in insects, prawns, crabs, scorpion etc.
2. Cartilage: it is a tough and flexible tissue with great tensile strength found in complex vertebrates like sharks, rays and mammals. It consists of living cells (chondroblasts), carbohydrates and protein fibres. It acts as a shock absorber cushioning the movement of bones against one another. In cartilaginous fishes like shark, cartilage makes up the entire skeletal system but it works mostly on conjuction with bones in mammals and there are 3 types namely:
3. Elastic cartilage: found in the pinnae (external ear) and the epiglottis. It serve as a support to the Eustachian tube and the external ear canal.
4. Hyaline cartilage: it supports the protruding part of the nose, makes up the rings which support the trachea and bronchi and keep them open. Hyaline cartilage also covers the surface of morable joints thus preventing friction.

iii.      Fibrocartilage: it is found in the disc between the small bone (vertebra) of the vertebral column. It is tougher than the hyaline cartilage.

3. Bone: This tissue is the major component of the vertebral skeleton. It is a tissue because it consists of living cells (osteocytes), protein fibres (collagen) and minerals (mainly calcium phosphate and calcium carbonate). The bone is stronger and more rigid than cartilage due to the higher percentage of minerals which form two thirds of the bone mass. Bones have their own blood supply unlike cartilage which depends on the nearby tissues.

An embryo skeleton is made up of cartilage cells which is gradually replaced by bone cells as the embryo grows causing the cartilage tissue to harden into bone through the addition of minerals in a process called OSSIFICATION. Calcium is the minerals needed and the embryo gets it from the mother’s blood (calcium compounds). Vitamin D (calciferol), vitamin C, phosphorus and and magnesium are neede in addition to calcium for proper bone development.

TYPES OF SKELETON

1. Hydrostatic (fluid) skeleton: This type of skeleton is found in soft bodied animals like earthworm, slug, millipede and anemones. They use fluid pressure to provide support. These animals posses a muscular body well and fluid is secreted to fill the space in the body. The fluid presses against the muscular body wall causing the muscles to contract exerting a force against the fluid. This helps to maintain the shape and form of the animal.

2. Endoskeleton: This type of skeleton is found inside the body of animals. It can be found in toad, birds, lizards, mammals and in bony or cartilaginous fish skeletons. Endoskeleton in vertebrates is a combination of cartilage and bones and in mammals, the endoskeleton include the skull, vertebral column (backbone), ribs and bones of the fore and hind limbs.
3. Exoskeleton: This type of skeleton is found outside of the body and is secreted by the cells covering the body of the animal. It is found in arthropods e.g prawns, crabs, insects etc. the main components of exoskeleton is chitin which is often strengthened by deposits of protein and minerals especially calcium carbonate. The exoskeleton consists of a series of plates or tubes attached at joints by sheets of unmodified chitin. This makes the exoskeleton flexible (important for movement). Muscles link the living animal to its exoskeleton.

However, because the skeleton is made up of non living materials, animals with exoskeleton moult (shed off their old exoskeleton) periodically and grow rapidly in size while the new exoskeleton is still soft and extensible. Moulting can also be referred to Ecolysis e.g. tapeworm, snail, millipede, hydraw euglena, paramecium, spider.

Skeleton diagram

INSTRUCTIONAL MATERIALS: The human skeleton

Teaching Methods procedures:

Step 1:        Teacher revises the previous topic with the students

Step II:       Teacher introduces the new topic by stating and explaining the three major types of skeletal materials

Step III:      Teacher describe the types of skeleton found in animals

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

CLASSWORK

Period 1:    Students discusses the forms of skeletal materials

Period 2:    Students with the help of the teacher discusses the different types of skeleton found in animals

Period 3:    Students classify different types of animals according to the type of skeleton they possess.

EVALUATION:

Period 1:    What is skeleton? Give the types of skeletal materials.

Period 2:    State the types of skeleton with at least two examples of animals that possess that type of skeleton.

Period 3:    Explain what moulting mean?

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

ASSIGNMENT(S)

Period 1:    Differentiate between bone and cartilage

Period 2:    Discuss the mammalian skeletal system

Period 3:    Draw the human skeleton and label

CLASS: SS 1

SUBJECT: BIOLOGY                          PERIODS: 2

DURATION:                                       45 MINUTES

TOPIC:                              ECOLOGICAL CONCEPT

SUBTOPIC 1:                     TYPES OF ASSOCIATION

SUBTOPIC 2:                     INTRASPECIES AND INTERSPECIES COMPETITION

PREVIOUS KNOWLEDGE:   STUDENTS AND FAMILIAR WITH THE

TOPIC

OBJECTIVES:    At The End Of The Period(s), students should be able to:

Period 1:    Recognise the types of association existing between different species

Period 2:    Identify beneficial harmful and neutral forms of association among organisms. Recognize the features of organisms of an association

REFERENCES:

Essential biology for senior secondary schools by M.C. Michael 130-135.Modern Biology for senior secondary schools Pg. 88-89.

CONTENT

Living organisms interact or associate with one another mainly through food relationships. These types of biological associations may be beneficial, harmful or neutral. The types of association include:

1. Symbiosis: This refers to any close and prolonged living together or association of two or more organisms of different species. The partners may be consumer-producer, consumer-saprophytes, producer-saprophytes or all consumers. It may be harmful (parasitism), neutral (commensalism) or beneficial (mutualism).

Examples of commensalism include remora fish and sherk, oyster and crab, man and intestinal bacteria. Examples of symbiosis include Algae and fungi in lichen, protozoa in termite intestine, nitrogen fixing bacteria in root nodules of leguminous plants, flowers and insects, bacteria in rumen of ruminant animals, cattle and tick eating birds. Examples of parasitism include mistotle and flowering plants, man and tapeworm, fungi parasites and plants.

2. Predation: An association between two different species in which one (the predator) kills the other (the prey) and directly feed on it. The predator is usually larger in size and stronger than the prey. Examples hawk and domestic fowl chicks, lion and zebra, eagle and rabbit, snake and moue etc
3. Competition: Involves association or interaction between two organisms of the same species (intra species) or different species (interspecies) in which one outgrows the other and survies while the other can neither grow nor survive.

Competition usually arise as a result of limited environmental resources like food, nutrients, gases, light, space, water and mates. Examples include flowering plants and grasses, crop plants and weeds, domestic fowl and the young chickens.

INSTRUCTIONAL MATERIALS: Pictures showing different animals.

TEACHING METHODS PROCEDURES.

Step I:         Teacher revise last topic with the students

Step II:       Teacher introduce the new topic by mentioning the type of association

Step III:      Teacher cites examples of each association

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

CLASSWORK:

Period 1:    Students mention the types of association found among living organisms.

Period 2:    Students give examples of the different types of association

EVALUATION

Period 1:    Give two examples each of the following biological association (a) predation (b) competition

Period 2:    What is intraspecies competition?

SUMMARY: Teacher summarizes the topic, marks the students notes and make correction where necessary.

ASSIGNMENT(S):

Period 1:    Write short notes on (a) symbiosis (b) parasitism

Period 2:    State and explain two examples of association involving the symbiosis and parasitism. 

CLASS: SS2

SUBJECT: BIOLOGY                          PERIODS 3:

DURATION:                                       45 MINUTES

TOPIC:                      EXCRETION

SUBTOPIC 1:             TYPES OF EXCRETORY ORGANS AND WASTE PRODUCTS  

SUBTOPIC 2:             EXCRETION IN HUMAN BEINGS

SUBTOPIC 3:             STOMATA AND LENTICELS IN FLOWERING PLANTS

PREVIOUS KNOWLEDGE: STUDENTS AND FAMILIAR WITH THE

TOPIC

OBJECTIVES:    At The End Of The Period(s), students should be able to:

PERIOD 1: Identify and describe the different types of excretory systems in animals and plants

PERIOD 2: Explain the mechanism of some of the excretory organs.

PERIOD 3: Describe the mechanism of excretion in plants

REFERENCES: Modern Biology for senior secondary schools pg. 335 – 341.

Essential Biology for senior secondary schools Pg 313 – 319

CONTENTS

Excretion can be defined as the processes by which waste products of metabolism are removed from the body of a living organism. These waste products include by products formed as a result of metabolism, unwanted materials in food and excess food substances that cant be stored. Glucose is oxidized to produce energy in a reaction which produces water, carbon dioxide, and heat which are by products and must be excreted.

Below is a table showing organisms, their excretory organs and the waste products produced.

CONTRACTILE VACUOLE IN AMOEBA

The contractile vacuole serves as a water pump for the removal of excess water in Amoeba. Amoeba is a fresh water organism and its environment is hypotonic to its cell content, therefore, water enters the selective permeable membrane. The contractile vacuole (a small sac lined with membrane) acts as a osmo-regulator since it regulates the water content of the cell, other excretory products produced by Amoeba, carbon dioxide and ammonia are excreted by diffusion since the surface area to volume ratio of Amoeba is large.  

FLAME CELL IN FLATWORM

Flame cells are specially hollow structures found at the ends of numerous branched tubules which make up two longitudinal excretory canals. These canals open to the exterior on the body surface. It excretes carbon dioxide, water and ammonia.

Malphibian tubules in insects.

Insects are capable of conserving water due to their waterproofing exoskeleton (because of a layer of wax) spiracles which prevent water loss and an extremely efficient excretory system.  The malphibian tubules can be found between the mid gut and rectum. One end of the tubule opens into the gut while the other floats freely in the haemoeocel which absorbs nitrogenous waste and water. The nitrogenous wastes is converted to uric acid as it moves along the malphibian tubules to the gut. The uric acid is changed to solid crystals due to water re-absorption in the gut and even in the hind gut by the rectal glad. Thus, the urine which is eventually excreted is very concentrated almost like a dry solid.

KIDNEYS IN HUMAN BEINGS

The kidneys are a pair of bean shaped reddish brown organs located in the posterior end of the abdomen which remove unwanted nitrogenous substances (urea and other ammonium compounds) in  the blood and maintain  the osmotic pressure of the blood (osmoregulation – water and salts) The kidney consists of anouter corter and an inner medulla. Numerous urinary tubules open at the tips of triangular shaped masses of tissues called pyramids. Each urinary tubule serves as a functional unit of the kidney and it begins in the cortex as a cup like structure called the Brownian’s capsule which opens into a short coiled tube, the proximal convoluted tubule. These tubule passes into the medulla where it makes a U shaped loop, the Henle’s loop  before reentering the cortex in which it becomes coiled organ to form the distal convoluted tubule. The tubule pour their contents into wider man collecting ducts  which join up and open into the pelvis at the apices of the pyramids. The tubule associate with the several networks of blood capillaries. The renal artery branches in the kidney and each branch break into a mass of blood capillaries (glomerulus) in the Bowman’s capsule. Both the capsule and glomerulus form the malphighian corpuscle. The renal artery provides the kidneys with oxygenated blood rich in dissolved food substances and the renal vein carries deoxygenated blood away from the kidneys.

          The mechanism of excretion by the kidneys (urine formation) occurs in 3 phases namely:

1. Ultrafiltration: The blood brought by the renal artery circulates the capillaries (glomerulus) of the Bowman’s capsule and water, urea, mineral salts, nitrogenous compounds, sugars, glucose and plasma solutes are filtrated into the Bowman’s capsule (glomerulus filtrate)
2. Selective re-absorption: The fluid in the capsule(glomerular filtrate) flows down the tubule. At the proximal convoluted tubule and Henle’s loop, some water, sugars, amino acids and salts which are use reabsorbed into the blood capillaries by active transport (against concentration gradient). The process of reabsorbing useful materials back into the blood is called selective re-absorption.
3. Hormonal secretion: The glomerular filtrate becomes more concentrated as it flows the distal tubule where more water is reabsorbed by the action of antidiuretic hormone (AOH) and urine is formed  which trickles into the renal pelvis and propelled by peristalsis through the ureter into the urinary bladder. The urine is discharged through the urethra when the bladder is full.

STOMATA AND LENTICELS IN FLOWERING PLANTS

The main excretory organs of plants is the stomata and lenticels, although other parts play excretory roles too e.g. in the roots, gases pass out through the general root surface. In plants like tomato and potato, excess water in droplet form dew drops which form at the tips and margins of leaves, they enlarge and drop off eventually (gutation)

          The waste products of plants include water, carbon dioxide, oxygen, tannins, alkaloids, acids, resins, mucilage, latex, salts, crystals, oils, gum and anthocynanins. Some of the waste products can be converted to harmless insoluble forms and stored in the plants e.g. calcium carbonate and calcium oxalate. Plants oils (cinnamon, eucalyptus, turpenture and camphor), glycosides, alkcaloids (cocaine, morphene and quinine) and tannis may be stored in the cell vacuoles and cell walls of leaves.

INSTRUCTION MATERIALS: Video showing the mechanism of excretion in animals.

TEACHING METHODS PROCEDURES.

Step I:         Teacher rev9ices last term topic with the students.

Step II:       Teacher introduces the new topic by defining excretion

Step III:      Teacher lists excretory organs and their waste products

Step IV:      Teacher explains the process of mechanism of excretory organs.

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

ACTIVITIES.

PERIOD 1:           Students discuss the excretory organs found in animals and mention the waste products produced.

PERIOD 2:           Students describe how excretion is carried out in some animals.

PERIOD 3:           Students describe excretion in flowering plants.

EVALUATION.

PERIOD 1:           1.      What is excretion?

2. Mention the excretory organs in insects, prawns and toads

PERIOD 2:           What is the organelle responsible for water elimination from a protozoan body?

PERIOD 3:           What are the organs responsible for excretion in plants?

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

ASSIGNMENT(S)

PERIOD     1:      Mention the phases of excretion in humans

2. Describe excretion in an earthworm

PERIOD 2:

How does the composition of blood in the renal vein of a mammal differ from that of a renal artery? Explain in details the part played by the kidney in achieving these changes.

PERIOD 3: State five products of excretion in plants.

CLASS: SS 1

SUBJECT: BIOLOGY                          PERIODS 2:

DURATION:                                       45 MINUTES

TOPIC:                      BASIC ECOLOGICAL CONCEPT

SUBTOPIC 1:             TYPES OF ECOLOGY

SUBTOPIC 2:             ECOLOGICAL CONCEPTS

SUBTOPIC 3:             COMPONENTS OF ECOSYSTEM AND BIOMES

PREVIOUS KNOWLEDGE: STUDENTS AND FAMILIAR WITH THE

TOPIC

OBJECTIVES:    At The End Of The Period(s), students should be able to:

Period 1: State the types of ecology and the components of any ecosystem

Period 2: Mention major local biotic communities and give names of organisms typical of each community. Briefly describe different types of communities.

REFERENCES:

Essential biology for senior secondary schools by M.C. Michael 130-135.Modern Biology for senior secondary schools Pg. 88-89.

CONTENT

Ecology is the study of living organisms in relation to their environment. Ecology can be divided into autecology and synecology. Ecological concepts include: environment, biosphere, lithosphere, hydrosphere, atmosphere, habitat, niche, population, biome and ecosystem.

Ecosystem is the community of living organisms functioning in interacting with their non-living environment. The ecosystem consists of the biotic (producers, consumers and decomposers) and abiotic (non living part-resources and conditions such as carbon dioxide, water, nitrogen, Phosphorus, etc, air, soil, temperature, light intensity, humidity, water, currents etc.

BIOMES: These are large natural terrestrial ecosystems.

A biome can be identified by its vegetation which is determined by climatic factors most especially rainfall and temperature e.g. equatorial and tropical area with high temperature have torpical forests which give way to tropical grassland when the annual rainforest is low (about 300-1000mm) or deserts with extremely low rainfall (below 300mm)), coniferous and deciduous forests are found in temperate regions while trees, plains (tundra) are found in cold arctic regions.

LOCAL BIOMES: Nigeria lies in the tropics just above the equator within latitudes 10⁰N  and 14⁰N. Nigeria is characterized  by high temperature (25^oC – 32⁰C) and mean annual rainfall of about 500mm (in the north) to 2,500mm (in the coastal regions ) The local biotic communities that can be found in Nigeria include

1. Tropical rainforests: It covers Crossriver, Imo, Ogun, Ondo, Rivers, Abia, Lagos, Bayelsa, Akwa Ibom, Anambra, Edo, Detal and parts of Oyo. The mean annual temperature is 27⁰C, high rainfall of above 2,800mm (280cm) and high relative humidity. It is dense with tall broad leaved trees mostly evergreen. Trees that can be found in include African walnut, Obeche, Ebony, Mahogany, Opepe and iroko birds, snakes, chameleon, monkeys, squirrels are among the animal that can be found there.
2. Mangrove swampforest can be found in Delta, Rivers, Bayelsa, Ogun, Akwa Ibom, Lagos and Cross River. The climate is also hot and wet like the tropical rainforest throughout the year, about 2,500mm (250cm) rain and temperature of about 26⁰ it has small evergreen broadleaved trees with prop roots and breathing roots to enable them grow and survive in the shallow, brackish water or soil. White and red mangrove, coconut and raffia palm can be found in these swamp. Crabs, snakes, birds, oysters, kingfish are animals found in the swamp.
3. Northern Guinea Savanah: Can be found in Kaduna, Bauchi, Niger Plateau, Kano, Taraba, and Adamawa. It has a hot wet season and cool dry season. The annual rainfall is about 50 -100cm and has scattered, short deciduous trees as well as short but numerous grasses. Acacia, date palm,, baobab, silk, cotton plants can be found in the region. Lions, leopards, antelopes, lizards, deers, snake are found in the area.
4. Southern Sudan Savanna can be found in Enugu, Kwara, Ogyo, Osun, Ekiti, Kogi and Benue. It is the largest local biotic community in Nigeria with rainfall of 100 -150cm. It has tall broad leaved trees and tall grasses. The trees are scattered and deciduous (shed their leaves during dry season) Shea butter, Isobellina, locust bean, lions, zebra, leopards and antelopes can be found.
5. Sahel Savannah: can be found only in the extreme northern parts of Nigeria like Katsina, Sokoto, Yobe, Zamfara, Kano, Jigawa, Kebi and Borno. It has high temperature and very low rainfall (below 50cm annually) It has short scanty grasses and short shrbs or trees that are drought resistant e.g. gum Arabic, Acacia and date palm.
6. Desert can be found at the northern borders of Sokoto, Borno, Katsina, Jigawa and Yobe. It has little or no rainfall in most of the year and the temperature is always The few grasses, shrubs and trees found there e.g. Baobab and cacti trees have special adaptive features like swollen succulent stems, long roots, absence of leaves, presence of thorns.

The major biomes of the world include mangrove swamps, shrubs, desert, savannah, afro-alpine and tropical rainforest.

INSTRUCTIONAL MATERIALS: Pictures showing the major biomes found in Nigeria.

TEACHING METHODS PROCEDURES

Step I: Teacher revises last term’s topic with the students

Step II: Teacher introduces the new topic by explaining what ecology and ecosystem means

Step III: Teacher explains what a biome means and mentions the characteristics of the local biomes found Higenia.

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

ACTIVITIES: (CLASSWORK)

PERIOD 1: Students define Ecology, the types and discuss the ecological concepts

PERIOD 2: Students discuss the types of biome found in Nigeria Evaluation.

PERIOD 1: What Ecosystem? List 4 abiotic factors

PERIOD 2: What is a biome? Mention two biomes in Nigeira.

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

ASSIGNMENT(S)

PERIOD 1: With the aid of a map, describe the local biotic communities in Nigeria

PERIOD 2: Describe the location and characteristics of 3 of the biomes in Nigeria.    

Scheme of work for second term ss 1 Biology

1. EXCRETION

• Definition
• Structures of excretion in living organisms
• Waste products of metabolism
• Forms in which waste products are excreted

2. TISSUES AND SUPPORTING SYSTEMS

• Definition of skeleton
• Biological significance of skeleton
• Forms of skeleton (chitin, cartilage, bones, hydrostatic)
• Types of skeleton: exoskeleton and endoskeleton

3. COMPONENTS OF THE MAMMALIAN SKELETON

• Axial skeleton: The skulls, vertebral column, Ribs
• Appendicular skeleton: Pectoral girdle, pelvic girdle, pentadactyl limbs

4. JOINTS

• Types of Joints
• Structure of joints
• Functions of joints
• Mechanism of joint movement
• Functions of the skeleton
• Supporting tissues in plants: Types, structure/features and functions of plants supporting tissues

5. ALIMENTARY CANAL/DIGESTIVE SYSTEM

• Alimentary tract of invertebrates: planeria, earthworm, grasshopper
• Alimentary tract of vertebrate: Birds, Rabbits,
• Similarities and differences in the alimentary canals of different animals.
• Digestive system and digestion in man.

6. PRACTICALS ON DIGESTION AND SKELETAL SYSTEM

• Dissection of Rabbit / Rat/Fowl

7. FEEDING HABITS

• Categories and mechanism (Filter and fluid feeding, piercing, sucking etc)
• Modification in organisms to reflect feeding habit

8. FEEDING IN AMOEBA, HYDRA AND MAN

• Teeth: Types, structures and functions
• Dentition in herbivores, carnivores and omnivores.

9. TRANSPORT SYSTEM

• Need for transportation
• Materials for transportation e.g. food, oxygen, wastes,
• Media of transportation (cytoplasm, lymph, blood etc)
• Composition and functions of blood and lymph

10. CIRCULATORY SYSTEM IN MAMMALS

• Structure of the mammalian heart, arteries, veins and capillaries
• Types and mechanisms of circulation
• Open and closed circulation
• Single and double circulation

11. MECHANISM OF TRANSPORT IN HIGHER PLANTS

• Absorption and transport in water and mineral salts
• Transportation
• Translocation

12. REVISION AND EXAMINATION

Scheme of work for Second Term SS1 basic ecological concept

• Definition And types of ecology
• Ecological concepts: Environment, biosphere, lithosphere, hydrosphere, habitat, niche, population, biome, etc
• Components of an ecosystem: Abiotic and Biotic
• Biomes local biotic communities (Tropical rainforest, southern guinea, northern guinea, savannah, Sahel savanah, Desert, shrub, afro-apine, swam, tundra etc

ECOLOGICAL MANAGEMENT

• Types of association (Symbiosis, parasitism, predation, commensalism, neutralism etc)
• Features possessed by organism of an association

TOLERANCE

• Definition
• Concepts of minimum and maximum range of tolerance
• Geographic range

ADAPTATION

• Definition
• Adaptation in form and function of living organisms due to environmental condition.
• Effects of availability of water on adaptive modification
• Structural adaptation (fish, tadpole, toad, lizard, snail, crab, prawn, birds)

POLLUTION

• Definition of pollution and pollutants
• Types of pollution (Air, water, soil, etc)
• Sources, causes and effects of different types of pollution
• Control of different types of pollution

CONSERVATION FO NATURAL RESOURCES

• Definition
• Natural resources that need to be conserved – renewals and non-renewable resources.
• Reasons for conservation
• Ways of ensuring conservation of natural resources
• Benefits of conservation of natural resources.
• Problems associated with conservation of natural resources

REPRODUCTION

• Meaning and types of reproduction
• Forms of asexual reproduction (fission, budding, spore formation, vegetative propagation, natural and artificial.
• Sexual reproduction (conjugation fusion of male and female gametes, meiosis)
• Reproduction in unicellular organisms and invertebrates
• Reproduction in Amoeba (Binary and multiple fission)
• Reproduction in Paramecium (sexual and asexual)
• Reproduction in Spirogyra (sexual and asexual)
• Reproduction in earthworm (sexual)
• Reproduction in cockroach (internal fertilization)
• Reproduction in housefly (internal fertilization)
• Reproduction in snail (internal fertilization
• Revision
• Examination

A Councillor in Katcha Local government Area of Niger state (names withheld) is on the run after allegedly disappearing with of 30 bags of grains meant to be distributed as palliative to members of his constituency.

He has now been declared wanted by the police. According to the Secretary to the Niger State Government (SSG), Alhaji Ahmed Ibrahim Matane, who is the Chairman Niger State Taskforce on COVID-19, who confirmed this, said the Councillor was part of a Committee set up for the distribution of the grains to his community.

The state COVID-19 Taskforce Chairman also explained that the 30 bags comprised of 10 bags of rice, 10 bags of maize, and 10 bags of millet was allocated each to all the 274 wards across the 25 Local Government councils by the state government.

According to the Matane, “Committees have been set up in each of the 274 wards which comprises of Councillor, Party Chairman, Ward head, and a religious leader to monitor the distribution of the grains”.

Matane, who expressed disappointment over the attitude of the local government councillor, told journalists that security agents have been detailed to get him arrested for proper scrutiny and for the next line of action.

The state COVID-19 task force Chairman further explained that more set of grains meant to serve as palliatives will be distributed across the local government based on the procedure outline for the distribution across the State.

The federal government has terminated the contract of two Payment Service Providers (PSPs) “for their total failure to meet the contractual agreement to commence Conditional Cash Transfer” to beneficiaries in four states of the federation assigned to them, a report by DailyTrust has revealed.

The two payment providers are Data Mining Company and Innovative NIPOST.

The Minister of Humanitarian Affairs, Disaster Management and Social Development, Sadiya Umar Farouq, disclosed this on Tuesday in a statement signed by her media aide, Salisu Na’inna Dambatta.

She said the affected states are Bayelsa and Akwa Ibom in the South South; Abia in the South East and Zamfara, in the North West. The minister said the termination was with immediate effect.

Daily Trust reports that President Muhammadu Buhari had during his first national broadcast announced the payment as a measure to cushion the effect of the coronavirus lockdowns in the country on poor and vulnerable households.

But the minister stated that “The immediate termination of the contract would be with the guidance of the World Bank, and a new procurement process launched using World Bank procurement guidelines to ensure that payments commence in the affected states on or before April 28, 2020.”

The Minister said that the Federal Government cannot accept delays in the current payment round of N20,000 stipends to beneficiaries in poor and vulnerable households under any excuses in the four states or any other states of the federation.

“The failure of any payment service providers to meet their contractual agreement is unacceptable. The Federal Government through the Ministry cannot allow contractors to derail the immediate Conditional cash transfers to the poor and the vulnerable,” the Minister added. Daily Trust reports that Hajiya Farouq, had on March 30, said the Federal Government had identified over 11 million poor Nigerians to benefit from the palliatives to cushion the harsh effects of the coronavirus pandemic.

Speaking in Abuja at the briefing by the Presidential Task Force on COVID-19, she said the ministry had “11,045,537 individuals, 35 states, 453 local governments, 4,946 wards, 47,698 communities and 2,644,495 households on the national social register of poor and vulnerable households.”

Some Masquerades have been arrested in Anambra State for defying a stay-at-home order issued as Nigeria continues to battle the outbreak of Coronavirus.

The Anambra State Government had ordered a restriction on movement and closure of markets in the state for 14 days.

The Masquerades who flouted the order were arrested on Monday at Nkwo Uga, in Uga community of Aguata Local Government Area.

Meanwhile, 29 persons consisting of health workers, relations and business partners of the COVID-19 index case in Anambra State have been quarantined and are waiting to be tested.

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The state Commissioner for Health, Dr Vincent Okpala disclosed that the COVID-19 response team in the state searched for the index case from 8pm to 3am, after the Nigeria Centre for Disease Control contacted the government to reveal that a case has been registered in Anambra.

He added that the hospital where the index case was registered has been fumigated.