All rights reserved with Provincial Institute for Teacher Education (PITE), Khyber Pakhtunkhwa, Peshawar.

Session Plans – Biology (Secondary)

Induction Programme (IP) – Phase II

Approved by: Directorate of Curriculum and Teacher Education (DCTE) Khyber Pakhtunkhwa, Abbottabad,
vide letter No. 1186-88/F.A1/Vol-1/PITE/SS-MD dated: 25-02-2021

Developed by:
S.No. Name Designation Institute
1. Mst. Memoona Safdar Instructor PITE, Peshawar
2. Kamran Akbar Subject Specialist PITE, Peshawar
3. Khisro SST GSRSHSS Utmanzai, Charsadda
Under the supervision of:
Dr. Tariq Mehmood, Director, Provincial Institute of Teacher Education (PITE),
Peshawar.

Reviewed by:
Teaching and learning materials are reviewed and approved by Material Review Committee from Directorate
of Curriculum and Teacher Education (DCTE), under the supervision of Director DCTE.
S.No. Name Designation Institute
1. Dr. Imtiaz Ali SS DCTE, Abbottabad
2. Mr. Abdur Rashid Instructor RITE (M), Dir Lower
3. Mst. Memoona Safdar Instructor PITE, Peshawar

Under the supervision of:

Mr. Gohar Ali Khan, Director, Curriculum & Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.
Induction Programme for Teachers 2020 – 21

Contents
Preface ...................................................................................................................................................... 6
Session 1: ........................................................................................................................................ 7
Handout 1.1 ............................................................................................................................................ 24
Biological Method of Study for Solving Malarial Problem ...................................................................... 24
Handout 1.2 ............................................................................................................................................ 27
a) Five Kingdom System of Classification ............................................................................................ 27
b) Two Kingdom System of Classification ........................................................................................... 28
Handout 1.3 ............................................................................................................................................ 29
Historical Background of Binomial Nomenclature.................................................................................. 29
Handout 1.4 ............................................................................................................................................ 31
Protein pump and bulk transport ........................................................................................................... 31
Handout 1.5 ............................................................................................................................................ 33
Interphase ............................................................................................................................................... 33
Session 2: ...................................................................................................................................... 38
Handout 2.1 ............................................................................................................................................ 54
Journey from trapping of light by chlorophyll to carbohydrate formation ............................................ 54
Handout 2.2 ............................................................................................................................................ 56
Quiz ......................................................................................................................................................... 56
Handout 2.3 ............................................................................................................................................ 58
Steps of respiration and Energy Chart .................................................................................................... 58
Handout 2.4 ............................................................................................................................................ 59
Fertilizers................................................................................................................................................. 59
Handout 2.5 ............................................................................................................................................ 61
Info-graphic ............................................................................................................................................. 61
Handout 2.6 ............................................................................................................................................ 62
Factors affecting Transpiration ............................................................................................................... 62
Session 3: ...................................................................................................................................... 68
Handout 3.1 ............................................................................................................................................ 80
Blood group systems ............................................................................................................................... 80
Handout 3.2 ............................................................................................................................................ 82
Human heart ........................................................................................................................................... 82
Handout 3.3 ............................................................................................................................................ 85

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Working of the heart............................................................................................................................... 85

Handout 3.4 ............................................................................................................................................ 88
Types of blood vessels ............................................................................................................................ 88
Handout 3.5 ............................................................................................................................................ 89
Consequences of smoking ...................................................................................................................... 89
Handout 3.6 ............................................................................................................................................ 91
Kidneys and their functions .................................................................................................................... 91
Handout 3.7 ............................................................................................................................................ 94
Relationship between structure and function of kidney ........................................................................ 94
Handout 3.8 ............................................................................................................................................ 97
Kidney stones .......................................................................................................................................... 97
Handout 3.9 ............................................................................................................................................ 98
Types of dialysis ...................................................................................................................................... 98
Session 4: .................................................................................................................................... 100
Handout 4.1 .......................................................................................................................................... 113
Rods and cones in retina ....................................................................................................................... 113
Handout 4.2 .......................................................................................................................................... 114
a) Human Eye .................................................................................................................................... 114
b) Widening and narrowing of pupil ................................................................................................. 116
Handout 4.3 .......................................................................................................................................... 117
Summary of normal hearing function ................................................................................................... 117
Handout 4.4 .......................................................................................................................................... 119
Endocrine system .................................................................................................................................. 119
Handout 4.5 .......................................................................................................................................... 120
Negative feedback ................................................................................................................................ 120
Handout 4.6 .......................................................................................................................................... 121
Effect of Adrenaline on heart rate and arterial/blood pressure........................................................... 121
Handout 4.7 .......................................................................................................................................... 122
Difference between cartilage and bone ............................................................................................... 122
Session 5: .................................................................................................................................... 127
Handout 5.1 .......................................................................................................................................... 137
Life cycle of Flowering Plant ................................................................................................................. 137
Handout 5.2 .......................................................................................................................................... 139

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Reproductive systems of rabbit ............................................................................................................ 139

Handout 5.3 .......................................................................................................................................... 141
Gametogenesis ..................................................................................................................................... 141
Handout 5.4 .......................................................................................................................................... 142
Population Planning .............................................................................................................................. 142
Handout 5.5 .......................................................................................................................................... 143
HIV / AIDS .............................................................................................................................................. 143
Session 6: .................................................................................................................................... 149
Handout 6.1 .......................................................................................................................................... 158
Food Chain and Food Web .................................................................................................................... 158
Handout 6.2 .......................................................................................................................................... 159
Relationship of Energy in trophic levels................................................................................................ 159
Handout 6.3 .......................................................................................................................................... 160
Biogeochemical Cycles .......................................................................................................................... 160

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Induction Programme for Teachers 2020 – 21

Preface
The Elementary and Secondary Education Department (E&SED) Khyber Pakhtunkhwa has
introduced the first of its kind ‘Induction Programme’ (IP) for newly recruited teachers to meet the
following objectives:

• To provide them with necessary information and motivation to ensure their effective
integration into teaching profession.
• To enhance their content knowledge.
• To equip them with the pedagogical skills.

The newly recruited teachers may have deficiencies in both professional competencies and
content knowledge. These deficiencies need to be addressed early in their careers. E&SED has
envisaged the Induction Programme (IP) as a mean of effectively addressing these deficiencies. This
is going to be the first initiative of its kind in Pakistan.

Induction Programme is offered in blended learning mode. This is an exciting as well as

challenging endeavor for Provincial Institute for Teacher Education (PITE) who has been assigned the
responsibility by E&SED to deliver IP. For the effective execution of IP on Secondary level, this
Session Plan has been designed according to the scheme of study being notified by DCTE Abbottabad
for the Induction Programme, to provide essential tools and skills to train trainers to deliver the content
based knowledge of Biology, for cadre SST (Bio/Chemistry).

It is important for teachers to understand the fundamental concepts of Biology. The session
plans has been designed for the trainers to facilitate trainee teachers to understand the study of Life &
Biodiversity, Cell Biology, Life processes, Continuity in Life, Ecology and Application of Biology.
Through reflective practice and variety of teaching strategies, it is hoped that the trainee teachers will
be in better position to apply themes of Biology with fidelity. This manual offers comprehensively
designed monthly session plans for subject experts. It consists of 6 session plans of 6 hours each. So,
in total there will be 36 hours of instruction time.

Furthermore, I would like to thank Director DCTE and his review teams for their valuable
input in helping us improve and finalize this important resource for your professional development.

This document has been made possible with the support of Department of International
Development (DFID) through Technical Assistance from Khyber Pakhtunkhwa Education Sector
Program (KESP) managed by Adam Smith International (ASI).

I also acknowledge the untiring efforts made by developers and reviewers involved in the
development and review processes of this manual.

I sincerely hope that this manual will provide skills and knowledge necessary to teach Biology
effectively.

Dr. Tariq Mehmood,

Director
Provincial Institute for Teachers Education
Peshawar
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Induction Programme for Teachers 2020 – 21

Session 1: Biology (Secondary) Time: 360 Minutes

Name of Units
• Introduction to Biology
• Solving a Biological Problem
• Biodiversity
• Cells and Tissues
• Cell Cycle
• Enzymes
Topics/contents covered in SoS
• Introduction to Biology
• Scope of Biology
• Holy Quran and Biological Sciences
• Levels of Biological Organization
• Biological Method of Study of Malaria
• Two and Five Kingdom systems of classification
• Binomial Nomenclature
• Cellular Structures and Functions
• Cell and their Specificity
• Types of Cells
• Passage of molecules into and out of the cells
• Plant Tissues
• Interphase/ resting stage
• Significance of Meiosis
• Enzymes and mechanism of action
SLOs
Note: The following SLOs will be covered in a month through LMS and face-to face session.
After this session and self-study, the trainee teachers will be able to:
1. Define biology and its branches.
2. Explain how the study of biology can lead to medicine/surgery, fisheries, agriculture,
animal husbandry, biotechnology, horticulture, farming and forestry.
3. Relate at least three verses from Holy Quran, instructing for the study of the origin and
the characteristics of life with the modern scientific achievements.
4. Describe the levels of organization of life (organelles, cells, tissues, organs and organ
systems and individuals).
5. Describe the steps involved in biological method i.e. recognition of a biological
problem, observation and identification, building up hypotheses, drawing deductions,
devising experiments and inferring results (malaria as an example).
6. Compare Two-kingdom and Five-kingdom classification systems.

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7. Describe the aims and principles of binomial nomenclature keeping in view the
historical background.
8. Identify the structure and describe the functions of the components of plant and animal
cell in general terms.
9. State the relationship between cell function and cell structure (for absorption - root
hair cells; conduction and support - xylem vessels; transport of oxygen - red blood cells)
10. Describe the differences in the structure and function of prokaryotic and eukaryotic
cells.
11. Describe the phenomena of diffusion, facilitated diffusion, osmosis, filtration, active
transport, endocytosis and exocytosis.
12. Describe the major plant tissues i.e. simple tissues (meristematic tissues, permanent
tissues) and compound tissues (xylem tissues and phloem tissues) in terms of their cell
specificities, locations and functions.
13. Describe the sub-phases of the Interphase of Cell Cycle.
14. Describe the significance of meiosis as leading to the formation of haploid cells, that
may function directly as gametes as in animals or may divide by mitosis as in plants,
fungi and many protists.
15. Describe enzymes as the proteins that speed up biochemical reactions.
16. Describe the action of enzyme through ‘Lock-and-Key Model.’
Material Required
• Writing board, markers, charts, tablets. Already prepared flashcards of Quranic verses
about origin and characteristics of life. Flow chart of the levels of organization of life.
Materials for practical work (mentioned along with practical activities).
• Note: prepare the flash cards, flow charts and arrange the practical materials before
the session.
Introduction of the Session 05 minutes
Welcome the trainee teachers to the Biology session. Tell them that today we will define
Biology and life, its branches and the careers in Biology. We will also discuss the verses from
Holy Quran, instructing for the study of the origin and the characteristics of life. We will
understand the biological method and be able to apply it on a biological problem. We will
examine how life is organized into hierarchical level; take an overview of the basic concepts of
plants and animals, including human Biology, with attention given to cellular processes and the
relationship between form and function. We will also relate cellular as well as tissues structures
and functions; distinguish between prokaryotic and eukaryotic cells, identify and describe the
functions of sub cellular components. In this session, we will also try to analyze the different
mechanisms of transport across the plasma membrane; explain cell cycle, phases of interphase
and significance of meiosis in cell. Moreover, we will describe the structure, function, role and
control of enzymes in cellular metabolism along with their mode of actions.
Instructions/Activities
SLO 1: Define biology and its branches.
SLO 2: Explain how the study of biology can lead to Medicine / Surgery, Fisheries, Agriculture,
Animal husbandry, Biotechnology, Horticulture, Farming and Forestry.

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Induction Programme for Teachers 2020 – 21

Activity 1: Biology, its branches and careers 10 minutes

• Write the word ‘Biology’ on a chart and encircle it.
• Ask the trainee teachers to think and write (on a paper chit) the name of a branch of
biology by describing its 3
characteristics/functions in words.
• First, do one by yourself e.g., Taxonomy
(Identification, naming and classification) to
make it clear.
• Ask them to paste the name of branch on
the chart as soon as they write it.
• Conclude the activity by sharing a few of the
responses from the trainee teachers.
• Tell them that on your LMS videos of
Biology, its branches and careers are
available for your further self-study.
SLO 3: Relate at least three verses from Holy Quran, instructing for the study of the origin
and the characteristics of life, with the modern scientific achievements.
Activity 2: Holy Quran and Biological Sciences 35 minutes
Note: Use a textbook of Biology, grade IX, Unit 1, pg no 8-11 for making flash cards of Quranic
verses about origin and characteristics of life.

• Make pairs/triads of trainee teachers and give them already prepared flash cards of
Quranic verses about origin and characteristics of life as:
S. No Quranic Verse Ayah Main idea
1 Surah Al-Sajida 7 Creation of life from clay
2 Surah Al-Mominoon 12 Creation of man
3 Surah Al-Rahman 14 Creation of man
4 Surah Yaseen 36 Creation in pairs
5 Surah Al-Ana’m 99 Biodiversity in life
6 Surah Al-Ana’m 101 Origin of Universe
7 Surah Al-Anbiyah 30 Origin of Universe
8 Surah Al-Mominoon 14 Development of human
9 Surah Al-Nahal 68-69 Life of Honeybee
10 Surah Al-Noor 45 Origin of life from water
11 Surah Al-Hijr 19 Life on Earth
12 Surah Al-Nahal 66 Importance of animals
13 Surah Al-Ana’m 95 Lifecycle
• Ask the pairs/triads to read and discuss the given flash cards and write the topic, main
idea and modern scientific concept/achievement for their given verse.
• Invite a few presenters from the class randomly.
• First, give opportunity to the presenters presenting the origin of life.
• Then, ask presenters to discuss verses about characteristics of life.

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Induction Programme for Teachers 2020 – 21

• Conclude the activity by sharing that:

▪ Allah is The Creator and Sustainer of the whole universe. He guided us in search of
those basic questions which have puzzled human minds for centuries. The Quranic
verses discussed here are a few, which explain origin of universe and life within it,
forms of life, diversity in life, and other characteristics of life.
• Science proves the Quranic views through its research, so we can relate verses
from Holy Qur’an, instructing the study of the origin and the characteristics of life,
with the modern scientific achievements e.g.,
1. Surah: Al-Anbiyah Ayah: 30 reveals origin of Universe through Big Bang and
origin of life from water. According to modern science, the separation process
of heavens and earth, resulted in the formation of multiple worlds, a concept
which appears dozens of times in the Quran.
2. Surah: Al-Nahal Ayah: 66 describes the very precise concept of milk formation
and nourishment of internal organs by the process of digestion which is now
proved as the result of the discoveries made in the chemistry and physiology
of the digestive system over one and half thousand years after the time of
Prophet Muhammad (‫)ﷺ‬.
3. Surah: Al-Mominoon Ayah: 14 briefly describes the developmental stages of
embryo, but the description is accurate, because the simple words referring to
it correspond exactly to fundamental stages in its growth as proved by science.

SLO 4: Describe the levels of organization of life (organelles, cells, tissues, organs and organ
systems and individuals).
Activity 3: Levels of organization of life 20 minutes
• Display the given flow chart on the board.

• Discuss the levels of organization of life by the help of given example of human
nervous system.

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• Ask the trainee teachers to work in same pairs/triads and apply it to other examples
from plants and animals.
• Provide them charts and markers to draw the flow charts.
• Assign one task to each pair/triad to complete it.
Task 1 Task 2 Task 3 Task 4 Task 5
Respiratory Circulatory Endocrine Root Shoot
System System System System System
• Ask them to display their flowcharts for gallery walk.
• Ask the trainee teachers to observe and initiate the discussion about the difference
between various flowcharts.
• Invite a volunteer to conclude the activity by giving comparative account of the hard
areas of tasks.
Trainers’ input (if required)

SLO 5: Describe the steps involved in biological method i.e. recognition of a biological
problem, observation and identification, building up hypotheses, drawing
deductions, devising experiments and inferring results (malaria as an example).
Activity 4: Biological Method 45 minutes
• Ask the trainee teachers:
o What do you mean by ‘scientific method’?
Expected answer: The problem-solving approach consisting of observations,
hypotheses, deductions and experiments.
o Can we also adopt scientific method for solving our daily life problems?
Expected answer: Yes, no, to some extent.
• Discuss each step to solve the following daily life problem.
Missing items
Whenever something is missing, the very first thing most of us do is shout or get
depress instead to look for the missing object. There is a more effective way to deal
with this problem–the scientific method.
Let’s say I have a problem: My wallet is missing. How could I use the scientific method
to solve this problem?
• Discuss how to solve the problem by using scientific method of study.

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Problem: Missing wallet

Data/Observation: I went to the market to buy some goods with my friend Ali. When
reached back home I noticed that my wallet was gone.
Hypotheses:
i) My first hypothesis was: I lost it in the market while we were buying goods.
ii) The second hypothesis was: Ali got my wallet.
iii) The third was: I had misplaced it in the house when I was back.
Experiments:
I searched all over the house for my wallet, but I could not find it. Then I went to Ali
to ask If he got my wallet. He answered in the affirmative. He said that he found it
while he was on his way to home near the market.
Conclusion/Result:
I lost my wallet in the market and Ali found it and gave it back to me.
• Ask the trainee teachers,
o The scientific method to solve life-related problems is called _____,
Expected answer: Biological method
• Discuss with them the steps of
Scientific/Biological method
emphasizing the following points:
o Recognition of problem: defining
the problem you wish to study
and solve.
o Observation: Using five senses to
observe the facts that can help in
solving the problem (also include
background researches)
o Hypothesis: One or more
tentative and falsifiable answers
to the problem, based upon
observations.
o Deductions: logical consequences
of hypothesis help to do
experiments.
o Experimentation: Controlled
attempts to test deductions, help to prove hypothesis true or false.
o Conclusion and reporting: Analysis of the data from experiments to reach some
conclusion, after this step the hypothesis is either accepted or rejected.
• Divide the trainee teachers in 11 pairs or triads.
Group Pair/Triad Statement for flowchart Topics
A1 Problem statement
Biological
B1 Observations
Group 1 Problem: Cause
C1 Hypothesis and deduction
of Malaria
D1 Experiment and results

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A2 Problem statement Biological

B2 Observation Problem:
Group 2
C2 Hypothesis and deduction Transmission of
D2 Experiment and results Malaria
E Experiments on human beings
Group 3 F Data organization and analysis General
G Theory, law and principle

• Ask them to read the assigned topic from Handout 1.1.

• Provide them charts and markers.
• Ask them to develop their task as a step of a flow chart to explain how scientists solve
the problem of malaria through Biological method.
• Organize the steps and summarize the flow chart.

SLO 6: Compare Two-kingdom and Five-kingdom classification systems.

Activity 5: Classification systems 25 minutes
• Ask the following questions from the trainee teachers:
o Who proposed two-kingdom system of classification?
Expected answer: Carolus Linnaeus
o When did he propose the system?
Expected answer:1751/1753
o Who proposed the five-kingdom
system of classification?
Expected answer: Robert Whittaker
o When he proposed the system?
Expected answer: 1959/1969
o Why Whittaker proposed the five-
kingdom system of classification?
Expected answer: He attempted a
broader system of classification. He
crafted a system of classification that
captured a wide range of fundamental
properties of living organisms
considering the ecological communities.
o What were the criteria / basis of the five-kingdom system of classification?
Expected answer: The main criteria of the five-kingdom classification were cell
structure, body organization, mode of nutrition and reproduction, and phylogenetic
relationships (evolutionary development and diversification of a species).
• Draw the following table on the writing board.
Methods of Level of Environmental
Kingdom Examples
Nutrition Organization Significance

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• Divide the trainee teachers into five groups.

• Assign them following tasks:
o Group 1: Monera
o Group 2: Protista
o Group 3: Fungi
o Group 4: Plantae
o Group 5: Animalia
• Provide them chart and markers.
• Ask the trainee teachers to draw and fill in the above given table within groups.
• After completion, ask them to open Handout 1.2 (a) and compare their task with it.
• Ask each group: How was the comparison? Did you find any room for improvement?
• Take a few responses and ask them to compare their task to its Two Kingdom
Classification placement and provide justifications to clarify the concept with the help
of Handout 1.2 (b).
• Take a presentation from any volunteer group on comparison of two and five kingdom
system of classification and conclude the activity by giving your feedback if needed.

SLO 7: Describe the aims and principles of binomial nomenclature keeping in view the
historical background.
Activity 6: Aims and principles of binomial nomenclature 20 minutes
• Take two sticky notes /chits.
• Write ‘Aim’ on one sticky note and ‘Principle’ on another.
• Paste both on a wall of the room at some distance.
• Provide two sticky notes of different colours to each trainee teacher.
• Ask them to think and write one aim of their life (preferably professional) and one
principle of their life (preferably professional).
• Tell them to paste their aims and principles under the relevant heading/ sticky note.
• Read aloud and share some of the aims and principles of trainee teachers.
• Conclude that:
o Aim is intention, purpose or desired outcome of something.
o Principle is a basic truth, law or assumption to be followed.
• Ask the trainee teachers to open the Worksheet 1.1 and
identify the aims or principles of binomial nomenclature.
• After task completion, take random responses.
Answer key for trainer: (Worksheet 1.1)
Aims: iii, v, viii, ix, xii, xiii
Principles: i, ii, vi, vi, vii, x, xi.
• Ask the trainee teachers to read Handout 1.3 and
underline/highlight maximum 7 key points to summarize
the historical background of binomial nomenclature.
• Ask any one or two volunteer(s) to share their key points to conclude the activity.

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SLO 11: Describe the phenomena of diffusion, facilitated diffusion, osmosis, filtration,
active transport, endocytosis and exocytosis.
Activity 7: Transport across membranes 90 minutes
• Take the trainee teachers to Biology laboratory.
• Divide them into pairs.
• Instruct them and give them time to collect the required materials from the front
table/shelf (already placed by trainer)
❶ Diffusion: Passive transport
Materials: 1 Beaker of hot water, 1 beaker of cold water, red and green food
colours
• Take a beaker filled with hot water and another filled with cold water.
• Simultaneously, put a drop of green (liquid) food colour in hot water and a drop of red
(liquid) food colour in cold water.
• Note down your observation along with reason.
Observation Reason

• Ask the trainee teachers:

o How quickly the food colour spreads out in the two different beakers?
Expected answer: Diffusion is based on molecular movement. Molecules tend to speed
up at a higher temperature, and therefore, diffusion will speed up more rapidly in hot
water beaker.
o How diffusion takes place in a cell?
Expected answer: In a cell, diffusion can take place across the cell membrane, which is
a semi-permeable membrane (allows some materials to pass and stops other from
crossing). Diffusion also occurs inside the cell when molecules move from one region
of the cytoplasm to the other.
o What criteria we use to determine whether a molecule will be able to cross the
cell membrane?
Expected answer: The most important criteria to determine it is the size i.e., smaller
molecules can pass and larger cannot.
• Tell the trainee teachers, “How is this important in the context of the cell? Let’s see it
practically.”
❷ Diffusion inside a cell
Materials: Dialysis tubing, a beaker, starch solution, iodine solution.
• Take a beaker, pour some starch solution in it.
• Take dialysis tube, pour iodine solution in it.
• Place the dialysis tube into the beaker.
• Observe after 5 minutes.

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• Ask the trainee teachers to note down their observations along with reason.
• Ask:
o Why the colour of starch solution changed?
Expected answer: Iodine solution in the tube has very small molecules, which easily
pass through the pore. It changes the colour of starch solution. Whereas starch has
large molecule which cannot pass through the dialysis tube.
o How can we relate it to the cell?
Expected answer: It is similar to what happens in the cell. Small molecules can pass
through its semipermeable membrane and large molecules tends to stay where they
are i.e., inside or outside the cell. It demonstrates that diffusion takes place in the cells.
o Give some examples of diffusion in cells.
Expected answer: Diffusion of oxygen from alveoli into blood cells (High conc. of O2 in
Alveoli and low in blood stream)
❸ Facilitated diffusion: Passive transport
• Ask the trainee teachers to open Worksheet 1.2 and complete it.
• Take responses from some trainee teachers and give your feedback by using given
answer key.
Answer key: (Worksheet 1.2)
Identify structures:
A = Solute, B = Transport protein C = Cell membrane
Identify steps:
1. Protein binds with molecule
2. Shape of protein changes
3. Molecules move across cell membrane
Identify terms and concepts:
Concentration gradient: More molecules outside and less inside the cell.
Types of transport proteins: i) Channel Protein ii) Carrier Protein
The Process: Facilitated diffusion

❹ Filtration: Passive transport

• Ask the trainee teachers to open Worksheet 1.3.
• Ask them to choose the correct option to characterize the process of filtration
through cell membrane in organisms.
• Invite 1 or 2 trainee teachers to share their individual work.
• Conclude the activity by giving necessary input and following definition of filtration.

Filtration is the process in which small molecules are pushed or forced across a
selectively permeable membrane with the help of hydrostatic pressure or blood pressure

Answer key: (Worksheet 1.3)

1. passive 2. takes place 3. Force 4.hydrostatic 5. small, large
Examples: 1. kidneys 2. Blood

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❺ Osmosis: Passive transport

Materials: Iron stand, thistle funnel, beaker, concentrated sucrose solution,
distilled water, cellophane membrane/dialysis tubing
• Ask:
o Osmosis is a type of diffusion. How it differs from simple diffusion?
Expected answer: Osmosis is movement of water molecules from an area of lower
solute concentration to an area of higher solute concentration, whereas diffusion is
movement of solute molecules from area of higher to lower concentration.
o Which high solute concentration solution we use for demonstration of osmosis?
Expected answer: Highly concentrated sucrose or salt solution.
• Divide the class into five groups and give following instructions to groups:
o Take an iron stand, adjust a thistle funnel with it vertically having its mouth upside
down.
o Wrap a cellophane membrane or dialysis tubing around its mouth.
o Fill the cup/thistle of funnel with conc. sucrose solution.
o Mark its level in the tube.
o Suspend the thistle funnel in a water filled beaker.
o Note down your observation after several hours (on next day – if possible), also
give reason.
Expected observation: Water will osmoses across the semipermeable membrane
entering into the thistle funnel tube, the level of fluid in the tube will rise over time.
❻ Active transport
• Divide the trainee teachers into two large groups.
o Group 1: Protein Pump
o Group 2: Bulk Transport
• Ask them to read Handout 1.3 and role-play to explain the active transport through
plasma membrane.
• Instruct them as below:

o Prepare your Cast as: pump, ATP, ions/molecules/food particles

o Nominate two members as: Presenter and Board-manager
o Prepare role cards labelled with the names of the cast that trainee
teacher will be impersonating.
o Explain the given topic through role-play.
o Assign role of a presenter to a trainee teacher for presentation during
role play.
o Board-manager will write/display the terms/steps/process/theory on the
board.
• Meanwhile make the class setup according to the following figure.

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Figure: Active Transport-Diagram of the classroom set-up for the activity

o Make the setup in front of a writing board (needed for stage directions and board-
management).
o As shown in above figure, arrange the rectangular tables/chairs lined up with
spaces between them (for movement of trainee teachers playing the roles of
membrane components) as a model of Plasma membrane.
o Write intracellular space and extracellular space on ground (using chalk)
o Discuss the cellular arrangement with the trainee teachers.
• After 15 min, ask the groups to enact the role-plays.
• Take reflective responses from the trainee teachers after each role-play.
• Invite a volunteer to summarize the concept taught through role-play, by using board
presentation/ key points.
• Conclude the whole activity by differentiating between passive and active transport.

SLO 12: Describe the major plant tissues i.e. simple tissues (meristematic tissues,
permanent tissues) and compound tissues (xylem tissues and phloem tissues) in
terms of their cell specificities, locations and functions.
Activity 8: Plant tissues 15 minutes
• Ask the trainee teachers to classify the major plant tissues, by telling name and its
most distinguishing feature (i.e. basis of classification).
• Write their responses on the board in the form of organization table.

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• Divide the trainee teachers into eight groups and assign them following tasks:

Group 1 Group 2 Group 3 Group 4

Apical meristem Lateral meristem Epidermal Tissue Parenchyma Tissue

Group 5 Group 6 Group 7 Group 8

Collenchyma Tissue Sclerenchyma Tissue Xylem Tissue Phloem Tissue

• Ask them to write the answer of the following questions and paste them in the
organization table of the plant tissues.
o What type of cells make up the tissue? (Specificities)
o Where is the tissue located? (Location)
o Why the tissue is important for plant? (Functions)
• After display, provide your feedback.

SLO 13: Describe the sub-phases of the Interphase of cell cycle.

Activity 9: Cell cycle 20 minutes
• Tell the trainees teachers about the videos on LMS, related to the topic and deliver a
mini lecture on the topic ‘interphase’.
• Ask following questions:
o How cells increase in number?
o What is cell cycle?
o Name the different phases of cell cycle.
• Discuss interphase and different phases of interphase using Handout 1.5.

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SLO 14: Describe the significance of meiosis as leading to the formation of haploid cells,
that may function directly as gametes as in animals or may divide by mitosis as in
plants, fungi and many protists.
Activity 10: Significance of meiosis 20 minutes
• Tell the trainees teachers about the videos on the LMS that are related to the topic.
• Deliver a mini lecture on the significance of meiosis. Include the following points.
a. It maintains the same chromosome number, generation after generation, in
sexually reproducing organisms. From a diploid cell, haploid gametes are
produced which in turn fuse to form a diploid cell.
b. It restricts the multiplication of chromosome number and maintains the
stability of the species.
c. Maternal and paternal genes get exchanged during crossing over. It results in
variations among the offspring.
d. All the four chromatids of a homologous pair of chromosomes segregate and
go over separately to four different daughter cells. This leads to variation in
the daughter cells.
• Explain to the trainee teachers that meiosis leads to formation of haploid cells that may
function directly as gametes (as in animals) or act as spores (as in plants, fungi and
many protists) that further divide by mitosis to make gametes.
SLO 15: Describe enzymes as the proteins that speed up biochemical reactions.
Activity 11: Enzymes and their function 40 minutes
• Display the following chart in front of the class.
• Ask the questions and select the correct answers based on trainee teachers’
responses.
1 What is chemical nature of an enzyme?
Lipid Protein Carbohydrate
2 What type of protein are enzymes?
Fibrous proteins Globular proteins
3 What makes enzymes different from other proteins?
catalyze/accelerate chemical reactions carry out/complete chemical reactions
4 How enzymes work?
By lowering the energy of activation By raising the energy of activation
5 Where enzymes are produced?
Naturally in the body Taken as food
6 Tick () the functions of enzymes.
• Control the speed of chemical • Help cells to communicate with each
reactions in our body other
• Keep cell growth, life and death • Reduce the activation energy needed to
under control start a chemical reaction
• Ask any volunteer to introduce enzymes by using selected characteristics.

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• Take a few responses: What are advantages of using this technique to

introduce/define topics in your classroom?
Experiment: Role of enzymes in biochemical reactions
Materials: 0.5 cm 5 small cubes of meat/liver, 1% pepsin solution (1g pepsin in 100
ml distilled water), 0.1M HCl (3.65g conc. HCl in 1000ml distilled water), 100ml
graduated cylinder, test-tube stand, 5 test tubes, 5 beakers/water baths,
thermometers, blotting paper, tripod stand, funnel, petri dish, distilled water, stirrer.
• Divide class into groups of five.
• Provide each group with the materials for experiment:
• Give them following instructions by displaying/writing on the writing board:
1. Take five test tubes, mark them 1, 2, 3, 4 and 5.
2. Pour 1 cube of meat/liver, 5 ml of HCl and 1 ml of pepsin in each test tube (except
tube 4 i.e. ‘no pepsin’)
3. Place all the test tubes in separate water bath at 0°C, 25°C, 37°C (2 test tube) and
60°C
4. Observe changes after 20 minutes.
• Ask the groups to write down their observations as:
Test Tube No. Temperature Observation
1. 0°C
2. 25°C
3. 37°C
4. 37°C (no pepsin)
5. 60°C
• Share the result based on
observations: Content of the test
tube no.3 is clear (not cloudy),
which shows the optimum
temperature for the digestion of
protein is 37°C.
• Conclude the activity by relating
that enzymes speed up the
biochemical reactions e.g. here
digestion of meat takes place in
test tube 3 but not in test tube 4,
although the temperature and
other conditions were same for both. It proves that presence of enzyme/pepsin is must
to speed up/start/accelerate the biochemical processes to complete.
If practical facility is not available, then ask the trainee teachers to watch the video
from the given link to complete the activity:
https://youtu.be/_BPEuLcR4_I
• Ask all the trainee teachers to write answers of the following questions to relate this
in vitro activity to in vivo enzymatic activity (in their notepads.)

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o What effect do you observe that temperature has on an enzyme activity?

Expected answer: Each enzyme works best at its optimum temperature.
o How can you relate presence of enzyme and lowering of activation energy?
Expected answer: When an enzyme is present it takes less energy to start a chemical
reaction.
o Why patients feel like vomiting during fever?
Expected answer: In fever, body temperature changes from optimum 37°C, therefore
digestion enzymes do not work properly, it feels like vomiting.
Take a few responses and conclude the activity by sharing the need of practical work
to teach the concept of enzyme action effectively in classroom.
• Conclude the session by recapping all the topics/sub topics.
• Refer the trainee teachers to watch videos given on LMS for SLOs no: 8, 9, 10 and 16
for self-study.
Assessment 15 minutes
Q.1: Write down the distinguishing characteristic of each of the following. Also write P for
passive transport and A for active transport processes.
Transport Passive / Active Transport How you can distinguish it?
Osmosis
Endocytosis
Facilitated diffusion
Exocytosis
Filtration
Diffusion
Q.2: Make a story using: Enzyme - - - protein - - - active sites - - - substrate.
____________________________________________________________________________
____________________________________________________________________________
Expected answer: An enzyme is a large protein with one or more deep folds on its surface.
These folds form pockets (active sites). Enzyme acts on the substrate, by fitting it into the active
site like a puzzle.
Q.3: Relate known to unknown to teach cell organelles with the help of given analogy.
Assessment Key
Known_____________________Unknown
Pakistan. . . . . . . . . . . . . . . . . . _________
Islamabad . . . . . . . . . . . . . . . . _________
Parliament House . . . . . . . . . _________
Prime Minister . . . . . . . .. . . . _________
Industrial Minister . . . .. . . . . . _________
Textile Industry . . . . . . . . . . . _________
WAPDA . . . . . . . . . .. . . . . . . . . _________
Fabric . . . . . . . . . .. . . . . . . . . . _________
Marketing and Transport .. . . _________
Export . . . . . . . . . . . . . . . . . . . _________

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Teaching Learning Strategies/ tips for trainee teachers to teach effectively

• Following teaching learning strategies have been used in today’s session:
o Individual work
o Pair / triad work
o Group work
o Gallery Walk
o Hands on activities
o Practical work
o Role play
o Discussion
Home Assignment
• Watch the given videos and develop a flip chart (by using an old calendar) to teach
significance of meiosis in your classroom by describing role of meiosis in:
o formation of haploid cells
o recombination of genes
1. https://www.britannica.com/video/169429/Gametes-meiosis
2. https://www.pinterest.com/pin/326581410448197129/
• After teaching the lesson how will you assess the teaching learning process?
• Prepare and test your assessment tool. And bring your test interpretation to share.
References
• https://norazlicucst.weebly.com/uploads/7/6/3/2/7632139/binomial_nomencluture.pdf
• https://www.scribd.com/doc/266709658/Active-Transport-Worksheet
• https://biologyfunfacts.weebly.com/active-transport.html

Note:
Ask trainee teachers to bring KP textbook of Biology, grade 9 for the next session.
Also suggest to bring colours or colourful papers, pair of scissors, gum stick etc.

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HANDOUTS

Handout 1.1
Biological Method of Study for Solving Malarial Problem
1) Example of biological method
Here we will see the different steps of biological method by looking at the history of biological
problems related to malaria.

Biological Problem 1: What is the cause of malaria?

Step 1: Observation
The people and physicians in ancient times (more than 2000 years ago) had some observations
on malaria. For example;
i. The patients of this disease experienced recurring attacks of chills and fevers.
ii. The disease was more common among people who lived in low marshy areas.
iii. When some volunteers drank the water from marshes, they did not develop malaria. Thus
a new observation was made i.e. the disease did not result from drinking the water of
marshes.

Then they began thinking that stagnant water of marshes poisoned the air. When people
breathed in this “bad air”, they got malaria. That is why they gave the name malaria to this
disease. The Italian words mala means “bad” and aria means “air”.
These observations did not help much for solving the problems i.e. “what is the cause of
malaria?”
Two hundred years later, it was proved that many disease are caused by micro-organisms like
bacteria. In 1878 a French Physician Laveran studies the ancient observations and work. He
observed the blood of a malarial patient under microscope. He notices some microorganisms in
the blood. He won the Nobel Prize for his discoveries.
Five years after Laveran, the some microorganisms were observed in the blood of malarial
patients and these microorganism was given a name of Plasmodium.

Step 2: Hypothesis and Deduction

Biologists further build upon the ancient observations and the discovery of Laveran. They
developed a hypothesis i.e. “Plasmodium is the cause of malaria.” For testing the hypothesis
through experiment, biologists made a deduction; “if Plasmodium is the cause of malaria, then
all malarial patients should have Plasmodium in their blood.”

Step 3: Experiment and Results

In order to test the hypothesis “Plasmodium is the cause of malaria”, biologists carried out the
following experiment.
i. They examined the blood of 100 malarial patients under microscope. It was labelled as
the experimental group.

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ii. The also examined the blood of 100 healthy persons under microscope. It was labelled as
the control group.

Results: It was observed that all the malarial patients has Plasmodium in their blood; whereas
the blood of healthy persons was free from Plasmodium. These results supported the hypothesis
that Plasmodium is the cause of malaria. So it was taken as the solution of a biological problem.

Biological Problem 2: How is Plasmodium transmitted to human beings?

Step 1: Observation
Biologistic were having the following observations.
• Malaria is associated with marshes.
• Drinking water of marshes did not cause malaria.
In 1883 am American Physician, Albert Freeman Africanus King (A.F.A King), listed 20 more
observations about malaria. Some important observations of King were:
i. People who step in open places suffered from malaria more than the people who slept
indoors.
ii. Individuals who slept near a smoky fire usually did not get malaria.
iii. People who used mosquito nets suffered from malaria less than the one who did not use
mosquito nets.

Step 2: Hypothesis and Deduction

On the basis of these observations A.F.A King suggested a hypothesis: “Mosquitoes transmit
Plasmodium.” In order to test the hypothesis, following deduction was made:
If mosquitoes transmit Plasmodium, then Plasmodium should be present in mosquitoes.”

Step 3: Experiment and Results

Ronald Ross was British army physician who worked in India in 1880’s. He performed important
experiments to test the above deduction. He also received Nobel Prize for his work on the
transmission of Plasmodium. He allowed a female Anopheles Mosquito to bite a malarial patient.
He killed the Mosquito and found Plasmodium multiplying in Mosquito’s stomach. In the next
experiment, he thought to allow an infected mosquito (having Plasmodium) to bite a healthy
person. If the hypothesis was true, the healthy person would have gotten malaria. But he did not
use human beings for such risky experiment. Ross performed his experiment again but used
sparrows instead of human beings. He allowed a female Culex mosquito t bite a sparrow suffering
from malaria. He killed some of the mosquitoes and studied them. He found that Plasmodium
multiplied in the walls of the mosquito’s stomach and them moved into the mosquito’s and then
moved into the mosquito’s salivary glands. He allowed infected Mosquitoes to bite healthy
sparrow. Ross found that these healthy sparrows got malaria. When he examined the blood of
these previously healthy sparrows, he found many Plasmodium in it. In this way, biologists had
got the solution of the 2nd biological problem (How Plasmodium is transmitted to human
beings?). The hypothesis (Mosquitoes transmit Plasmodium.) was proved true and taken as the
solution of biological problem.

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2) Experiments on Human Beings

In the end the hypothesis was tested by experiments on human beings. In 1898 Italian biologists
allowed an Anopheles Mosquito to bit a malarial patient. The infected mosquito was then allowed
to bite a healthy man. This person later became ill with malaria. In this way, it was confirmed that
Mosquitoes transmit Plasmodium and so are involved in the spread of malaria.

3) Theory, Law and Principle

When a hypothesis has been proved by experiments, scientists develop more hypothesis from it
and test them experimentally. If the new hypothesis are again proved, the original hypothesis
becomes a theory. A scientific theory explains a phenomenon. Scientists try their best to disprove
the theory by disproving the hypothesis. If a theory is proved again and again by experiments, it
becomes a law or principle. A scientific law is a uniform or constant fact of nature. The examples
of biological laws are Hardy Weinberg’s laws and Mendel’s laws of inheritance.

4) Data Organization and Data Analysis

We have studies that researchers collect and analyse the date (information such as names, dates,
numbers, values etc.) at various steps in scientific method. This data helps them to make
hypothesis from observations and to conclude results from experiments. In order to use data in
scientific method, scientists have to organize and analyse it. Scientists organized the collected
data in the form of graphs, tables, flow charts, maps and diagrams. The collected data is analysed
by using statistical methods like ratios and proportions. A ratio is a relationship with respect to
relative size between two quantities of the same kind. A pure number of people to a number of
people. Proportion means to join two equal ratios.
a: b=c:d
”a” and “d” are called the extremes, “b” and “c” are called the means. The product of the
extremes is equal to the products of means. When three values in a proportion are known, the
fourth one (a) can be calculated by using this rule. For example, if a biologist wants to know how
many sparrows would be infected with malaria if he allows Culex mosquito to bite 50 sparrows.
Previously in one of his findings, he already noticed that 6 out of 10 sparrow get malaria if bitten
by Culex mosquito.

Here he applies proportion rule.

a:b = c:d
a : 50 = 6 : 10
a/50 = 6/10
ax10 = 50x6
a = 30
It means that if he allows Culex mosquito to bite 50 sparrows, 30 out of them will get malaria.
Proportion method can be used to draw conclusions. As in the above case we can find the forth
proportion of the data if three proportions are already available.

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Handout 1.2
a) Five Kingdom System of Classification
King Methods of Organization Environmental Significance Examples
dom Nutrition
Photosynthesis, Single-celled, ▪Monerans play various roles in Bacteria (E. coli),
chemosynthesis, filament, or almost all food chains, including cyanobacteria
decomposer, colony of cells; producer, consumer and (Oscillatoria),
parasitic. all prokaryotic. decomposer. methanogens, and
Monera

▪Cyanobacteria are important thermacidophiles

oxygen producers.
▪Many Monerans also produce
nitrogen, vitamins, antibiotics,
and are important components
in human and animal intestines.
Photosynthesis, Single-celled, ▪Important producers in Plankton (both
absorb food from filamentous, ocean/pond food chain. phytoplankton and
Protista

environment, or colonial, and ▪Source of food in some human zooplankton), algae

trap/engulf multicelled; all cultures. (kelp, diatoms,
smaller eukaryotic. ▪Phytoplankton component that dinoflagellates),and
organisms. is one of the major producers of Protozoa
oxygen (Amoeba, Paramecium).
Absorb food Single-celled, ▪Decomposer, parasite, and Mushrooms
from a host or filamentous, to consumer. (Agaricuscampestris, the
from their multicelled; all ▪Produce antibiotics, help make commercial mushroom),
environment. eukaryotic. bread and alcohol. molds, mildews, rusts
Fungi

All heterotrophic. ▪Crop parasites (Dutch Elm and smuts (plant

Disease, Karnal Bunt, Corn Smut, parasites), yeasts
etc.) (Saccharomyces
cerevisae, the brewer's
yeast).
Almost all All multicelled, ▪Food source, medicines and Angiosperms (oaks,
photosynthetic, photosynthetic, drugs, dyes, building material, tulips,
Plantae

although a few autotrophs. fuel. cacti),gymnosperms

parasitic plants ▪Producer in most food chains. (pines, spruce, fir),
are known. mosses, ferns, liverworts,
horsetails
All heterotrophic. Multicelled ▪Consumer level in most food Sponges, worms,
heterotrophs chains (herbivores, carnivores, molluscs, insects,
capable of omnivores). starfish, mammals,
Animalia

movement at ▪Food source, beasts of burden amphibians, fish, birds,

some stage and transportation, recreation, reptiles, and dinosaurs,
during their life and companionship. and people.
history (even
couch potatoes).

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b) Two Kingdom System of Classification

In his Systema Naturae, first published in 1735, Carolus Linnaeus distinguished two
kingdoms of living things: Animalia for animals and Plantae (Vegetabilia) for plants. He classified
all living organisms into two kingdoms – on the basis of nutrition and locomotion (mobility).

Linnaeus placed unicellular protozoans and multicellular animals (metazoans) under

animal kingdom because of their compact body, holozoic nutrition (ingestion of food) and
locomotion. All other organisms were grouped under plant kingdom because of their immobility,
spread out appearance and autotrophic mode of nutrition. Thus, the traditional plant kingdom
comprised bacteria, algae, plants and fungi.

Demerits or Limitations:
a) The two kingdom system of classification did not indicate any evolutionary relationship
between plants and animals.
b) It grouped together the prokaryotes (bacteria, Blue Green Algea) with other eukaryotes.
c) It also grouped unicellular and multi-cellular organisms together.
d) This system did not distinguish the heterotrophic fungi and the autotrophic green plants.
e) Dual organisms like Euglena and lichens did not fall into either kingdom.
f) Slime mould, a type of fungi, can neither be grouped in fungi nor plants. This is because
they are wall less and holozoic in vegetative stage, but develop cell wall in the
reproductive stage.
g) It did not mention some acellular organisms like viruses and viroids.

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Handout 1.3
Historical Background of Binomial Nomenclature

Prior to the adoption of the modern binomial system of naming species, those who wrote about
animals and plants either used their common names in various languages or adopted more-or-
less standardized descriptions. In medieval Europe these descriptions were typically in Latin,
which was then the language of science. Such "polynomial names" may sometimes look like
binomials, but are significantly different. For example, Gerard's herbal describes various kinds of
spiderwort: "The first is called phalangium ramosum, Branched Spiderwort; the second,
phalangium non ramosum, Unbranched Spiderwort. The other ... is aptly termed phalangium
ephemerum virginianum, Soone Fading Spiderwort of Virginia". The Latin phrases are short
descriptions, rather than identifying labels. The problem was that as new species were
discovered, their descriptions needed to become ever longer in order to distinguish them from
existing species. For example, the tomato had the polynomial Solanum caule inermi herbaceo,
foliis pinnatis incisis, meaning "the smooth-stemmed herbaceous solanum with incised pinnate
leaves".
The Bauhins, in particular Caspar Bauhin (1560–1624), took
some important steps towards the binomial system, by pruning
the Latin descriptions, in
many cases to two words.
The adoption by biologists
of a system of strictly
binomial nomenclature is
due to Swedish botanist
and physician Carl von
Linné, more commonly
known by his Latinized name Carolus Linnaeus (1707–
1778). It has been said that the spread of two-part names
was in some sense (Binomial nomenclature) an accident.

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Linnaeus attempted to describe and classify the entire known natural world. He continued to use
polynomial names, but in his Species Plantarum (1753) and later in the 10th edition of Systema
Naturae (1758), he supplemented these by what he called a "trivial name" (nomen triviale). The
Bauhins' genus names were used in many of these, but the descriptive part was always reduced
to a single word.
Linnaeus's trivial names introduced an important new idea, namely that the function of a name
could simply be to give a species a unique label. This meant that the name did not need be
descriptive; for example both parts could be derived from the names of people. Thus Gerard's
phalangium ephemerum virginianum became Tradescantia virginiana, where the genus name
honoured John Tradescant the younger, an English botanist and gardener. A bird in the parrot
family was named Psittacus alexandri, meaning "Alexander's parrot", after Alexander the Great
whose armies introduced eastern parakeets to Greece. Linnaeus' trivial names were much easier
to remember and use than the parallel polynomial names and eventually replaced them.

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Handout 1.4
Protein pump and bulk transport

ACTIVE TRANSPORT
Scientists have found that the concentration of some ions, such as potassium (K+) and chloride
(Cl−) may be20 times greater inside the cell than outside it. As cells cannot make these ions, they
must cross the cell membrane into the cell against a concentration gradient. We know that this
can’t happen by diffusion or osmosis, so there must be a third method of cellular transport. This
is called active transport. Active transport uses energy from respiration. The energy is needed to
move ions against their concentration gradient. The energy is supplied by a molecule called ATP,
which is produced during respiration. ATP can supply energy to the protein molecules in the cell
membranes, causing them to change shape and ‘pump’ ions into the cell. Active transport plays
a role in the following processes:
• root cells absorb mineral ions from the soil
• the bloodstream absorbs nutrients from the gut
• sugar is ‘pumped’ into phloem cells from the photosynthesizing cells of plants, so that it
can be transported around the plant.

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TYPES OF ACTIVE TRANSPORT

There are three main types of Active Transport: The Sodium-Potassium pump, Exocytosis, and
Endocytosis.
Sodium-Potassium Pump

The Sodium-Potassium Pump is a structure known as a cell-membrane pump that uses energy to
transport Sodium and Potassium ions in and out of the cell. There are other varieties of cell
membrane pump, however the sodium-potassium pump plays a vital role in maintaining a cell's
homeostasis.
The pump is powered by a molecule of ATP. The ATP allows the shape of the pump to change,
emptying its contents either into or out of the cell. Below are the steps that the sodium-
potassium pump uses to function:
1. Three sodium ions form inside the cell bind to the pump.
2. The Phosphate group form a molecule of ATP binds to the pump.
3. The pump changes shape and the sodium ions are released outside the cell.
4. Two potassium ions bind to the pump.
The phosphate group is released from the pump and the pump again changes shape and releases
the ions into the inside of the cell.
Endocytosis

Endocytosis is a process by which cells can take in large particles and deposit them into the
cell. This is accomplished by forming membrane-bound sacs that pinch off from the cell
membrane.

Endocytosis can be used to bring large particles, such as glucose, into a cell. Also, this
process can be used by white blood cells to ingest viruses or bacteria and then digest them in
their lysosomes. There are two sub-categories of endocytosis: Pinocytosis and
Phagocytosis. Pinocytosis brings liquids into the cell while Phagocytosis is responsible for
transporting large particles or other solids into the cell.
Exocytosis

Exocytosis is very similar to endocytosis except that it deposits materials from

inside the cell on the outside instead of the other way around. Vesicles are formed in
the Golgi Bodies, filled with materials to be sent outside the cell, and then fuse with the cell
membrane and release their contents outside of the cell.

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Handout 1.5
Interphase

After M phase (shown below), the daughter cells each begin a new cycle by proceeding to
interphase. Each stage of interphase has a distinct set of specialized biochemical processes that
prepares the cell for initiation of cell division (see figure below).
G1 phase
Interphase begins with G1 (G stands for
gap) phase. During this phase, the cell
makes a variety of proteins that are
needed for DNA replication.
S phase
During S phase, which follows G1 phase,
all of the chromosomes are replicated.
Following replication, each chromosome
now consists of two sister chromatids
(see figure below). Thus, the amount of DNA in the cell has effectively doubled, even though the
ploidy, or chromosome count, of the cell remains at 2n. Note: Chromosomes double their number
of chromatids post replication but the nuclei
remains diploid as the number of
centromeres and chromosomes remains
unchanged. Hence, the number of
chromosomes in the nucleus, which
determines the ploidy, remains unchanged from the beginning to the end of the S phase.
G2 phase
Following S phase, the cell enters G2 phase. During G2, the cell synthesizes a variety of proteins.
Of particular significance to the cell cycle, most microtubules – proteins that are required during
mitosis – are produced during G2.

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G0 phase
Not all cells are continually replicated. Non-replicating cells are found in a stage of the cell cycle
called G0. These cells may be quiescent (dormant) or senescent (aging or deteriorating). Such
cells generally enter the G0 phase from G1. Cells may remain quiescent in G0 for an indeterminate
period of time (when no more new cells are needed), only to re-enter G1 phase and begin dividing
again under specific conditions. While quiescent cells may re-enter the cell cycle, senescent cells
do not. One reason that cells trigger senescence is to ensure that damaged or defective DNA
sequences is not passed on to daughter cells.

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Worksheet 1.1
Aim or Principle of Classification?
Q. Identify the given statements as an aim or a principle of binomial nomenclature.
# Statements Aim or Principle
i. Each organism is known by two names – the Genus name and the
species name.
ii. All the scientific names of organisms are usually Latin. Hence, they
are written in italics.
iii. To determine similarities and differences among organisms so that
they can be studied easily.
iv. When the names are handwritten, they are underlined.
v. To find evolutionary relationship among organisms
vi. The genus name is always written first.
vii. The name of the genus starts with a capital letter and the name of
the species starts with a small letter.
viii. Classification: To study such large collection, biologists classify the
organisms into groups and subgroups.
ix. Naming: To shift from unspecific common names to specific
international name.
x. International Code of Botanical Nomenclature (ICBN) – Deals with
the biological nomenclature for plants.
xi. International Code of Zoological Nomenclature (ICZN) – Deals with
the biological nomenclature of animals.
xii. To express relationships based on common features
xiii. To name and place organisms in a proper group

Re-Story: (for classroom practice)

Principle
Hare Aim? ?
Tortoise

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Worksheet 1.2
Passive Transport

Identify structure A, B and C

Identify step1, 2 and 3

Identify terms and concepts

Concentration gradient Types of transport proteins The process

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Worksheet 1.3
Cellular Filtration

• Choose the correct option and relate the process to the given examples.
❶ Filtration is a type of passive/active transport.

❷ It does not /takes place across a selectively permeable membrane (filter)

❸ The transport through filtration requires force/energy.

❹ The movement of molecules across membrane is the result of

hydrostatic/osmotic pressure.

❺It causes small/large molecules to flow out of the membrane and keeps

small/large molecules.

Example 1: Filtration starts urine formation in ____________________

Example 2: In cardiovascular system _______ is filtered through the body’s blood

capillaries as tissue fluid.

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Session 2: Biology (Secondary) Time: 360 Minutes

Name of Units
• Bio-energetics
• Nutrition
• Transport
Topics/contents covered in SoS
• ATP
• Role of Chlorophyll and Sunlight in Photosynthesis
• Mechanism of Photosynthesis
• Aerobic and Anaerobic Respiration
• Mechanism of Respiration
• Energy produced in respiration
• Importance of Fertilizers
• Components of Human Food
• Sources and Functions of Vitamins
• Balanced Diet
• Components of Balanced Diet
• Human Digestive System
• Transport in Organisms
• Transpiration
• Role of Stomata in Transpiration
• Rate of Transpiration
• Significance of Transpiration
SLOs
Note:
The following SLOs will be covered in a month through LMS and face-to face session.
After this session and self-study the trainee teachers will be able to:
1. Explain ATP as a molecule that is the chief energy currency of all cells.
2. Describe that chlorophyll traps light energy and converts it into chemical energy for
the formation of carbohydrates and their subsequent storage.
3. Outline the processes (Light and Dark reactions) involved in photosynthesis
4. Describe aerobic respiration by means of word and symbol equation.
5. Outline the mechanism of respiration while defining Glycolysis, Krebs cycle and
Electron Transport Chain.
6. Compare aerobic and anaerobic respiration with reference to the amount of energy
released.
7. Describe the importance of fertilizers (manure and chemical) in agriculture.
8. Distinguish among carbohydrates, proteins and fats in terms of their sources, energy
values and metabolic functions.
9. Specify the food sources and metabolic functions of Vitamins A, C and D.

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10. Describe the concept and need for a balanced diet.

11. Explain the components of a balanced diet with relation to age, sex and activity
12. Describe the main functions of regions/associated organs of alimentary canal in
relation to ingestion, digestion, absorption, assimilation and egestion of food.
13. Conceptualize transport and its needs.
14. Define transpiration and relate this process with cell surface.
15. Relate transpiration with stomatal opening and closing.
16. Describe temperature, wind and humidity as the factors affecting the rate of
transpiration.
17. Describe the significance of transpiration.
Material Required
• Writing board, markers, charts, tablets.
• Already prepared chart of ATP working Cycle, Respiration acrostic, Diagram for
balanced diet.
Introduction of the Session 05 minutes
• Tell the trainee teachers that today we will discuss ATP, photosynthesis, respiration,
aerobic and anaerobic respiration, fertilizers, transport and digestive system.
Instructions/Activities
Brainstorming 10 minutes
• Write the ‘Teaching of Biology’ on the board share with them the following quote.
“It is the supreme art of the teacher to awaken joy in creative
expression and knowledge.” (Albert Einstein)
• Ask them to relate it with teaching of Biology.
• Take responses from a few trainee teachers and ask them to share a few experiences
on how they teach the following topics making it easy and joyful.

o How chlorophyll traps light energy and converts it into chemical energy?
o Comparison of aerobic and anaerobic respiration with reference to the amount of
energy released.
o Components of a balanced diet with relation to age, sex and activity.
• Take their responses and appreciate their efforts.

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SLO 1: Explain ATP as a molecule that is the chief energy currency of all cells.
Activity 1: 20 minutes
• Display the given diagram of ATP working cycle.

• Ask the trainee teachers to give title to the diagram.

• Take a few responses and write them on the board.
• Ask the trainee teachers to open Worksheet 2.1 and complete the cloze activity.
• Ask trainee teachers to read and share single sentence one by one, until the cloze
activity completes.
• Give your feedback if necessary, with the help of given answer key.
• Now ask any volunteer to come in front of the class and relate the activity with the
displayed chart.
• Conclude the activity by sharing:
o During catabolism, molecules like carbohydrates and fats release energy stored in
their bonds. ATP delivers this energy where anabolism, active transport etc. are
taking place. It gives energy by converting into ADP during hydrolysis.
Answer key: (Worksheet 2.1)
A-1 Adenosine triphosphate energy carrying chemical energy
A-2 anabolic reactions sodium potassium pump moving muscles
A-3 storage molecule Converted delivering
A-4 two million
A-5 Bonds Broken hydrolysis

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SLO 2: Describe that chlorophyll traps light energy and converts it into chemical energy
for the formation of carbohydrates and their subsequent storage.
Activity 2: 30 minutes
• Draw the following comparison table on the board.
Tomato Leaf Photovoltaic array

• Ask the trainee teachers to compare a photovoltaic array (solar energy system) and a
leaf (tomato plant’s leaf).
• Take their responses and write them in comparison table.
• Then explain to them:
Tomato Leaf Photovoltaic array
Both are similar as they convert sunlight (radiant energy) into forms useful to humans i.e.,
chemical potential energy.

The leaves of tomato plant absorb solar The photovoltaic array (solar energy system)
energy that is (mainly) stored as chemical absorbs solar energy and stores it as
potential energy in compounds called chemical potential energy in batteries.
carbohydrates.

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• Now, divide the trainee teachers into two groups and ask them to read Handout 2.1.
• Ask each group to nominate two members from their group to participate in a quiz on
the handout.
• Invite a volunteer for quiz management.
• Use questions given in Handout 2.2 to carry out the quiz.
• Appreciate the winning group and conclude the activity by sharing:
o It is convenient to divide process of photosynthesis into four stages:
1. Absorption of light
2. Electron transport chain
3. Generation of ATP
4. Carbon fixation (carbohydrate formation)
SLO 3: Outline the processes (Light and Dark reactions) involved in photosynthesis.
Activity 3: 25 minutes
• Divide the trainee teachers into pairs.
• Ask them to open textbook of Biology, grade IX and read the ‘Mechanism of
Photosynthesis’ from unit 7, page no 135.
• Meanwhile, draw the following table on the board.
Mechanism of Photosynthesis
Light Reactions Parameters Dark Reactions
Concept
Location
Reaction
Reactants
Products
Source of Energy
Light involvement
Chlorophyll involvement
Diagram
Other…

• After they have read, ask them to compare both phases of photosynthesis under
given parameters.
• Provide them charts and markers.
• Invite any two pairs to share their work.
• Conclude the activity by asking:
o What will happen to dark reactions if the plants are deprived of light for too long?
Expected answer: Dark reactions will fail to continue since they use the output of
initial light- dependent reactions.
o Can this method of comparison help you in understanding/teaching scientific
concepts?
Expected answer: Yes (Reasons)

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SLO 5: Outline the mechanism of respiration while defining Glycolysis, Krebs cycle and
Electron Transport Chain.
Activity 4: 40 minutes
• Divide the trainee teachers into four groups.
Group 1 Group 2 Group 3 Group 4
Aerobic respiration Glycolysis Krebs Cycle Electron transport Chain

• Provide them charts and markers.

• Ask them to read about ‘Aerobic respiration’ from textbook of Biology, Grade IX, unit
7, page. 140 – 141.
• Ask them to discuss the given task within group and make an easy-to-understand and
properly and neatly labelled diagrammatic representation.
• Tell them to represent each sentence diagrammatically (optional graphically).
• Invite one member from each group and ask all the four members simultaneously to
show their work to all.
• Ask the class to observe it as an overview of the mechanism of respiration.
• Now, ask the selected members to develop an eye-catching collage or poster from
their work.
• Guide the rest of the group members to make up their own acrostic/limerick using
the task assigned to them. (Each line needs to be about the subject of the acrostic.)
• Share/display the following example for their guidance/motivation.
Acrostic
Releasing of energy being trapped in the form of ATP.
Energy is released in cellular respiration - a set of metabolic reaction and
processes that takes place in the cells of organisms to convert biochemical energy
from nutrients into ATP.
Series of steps occurs during cellular respiration, most of which are redox
reactions themselves.
Process of oxidizing food molecules, like glucose, to carbon-dioxide and water.
In cellular respiration glycolysis is the breakdown of glucose to pyruvic acid.
Reactants of cell respiration are oxygen and glucose.
ATP is the product of cellular respiration.
The Krebs Cycle is the central metabolic pathway in all aerobic organisms.
It is one of the key ways a cell gains useful energy to fuel cellular activities.
Overall chemical equation of respiration is C6H12O6 + O2 → CO2 + H2O
Nutrients provide biochemical energy which is converted into ATP.
• Display the poster and ask the four members to present it.
• Ask the groups to share their acrostic/limerick. Ask the groups to complete it at home
if they have not yet completed.

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SLO 6: Compare aerobic and anaerobic respiration with reference to the amount of
energy released.
Activity 5: 20 minutes
• Ask the trainee teachers to read Handout 2.3.
• Draw/display the following chart.
• Invite the trainee teachers to come in front of the class and fill it.
Net gain
Inputs Outputs
(per each process)
Glycolysis
The Krebs Cycle
Electron
Transport Chain
Total Molecules
of ATP
• After filling inputs and outputs, ask for mentioning the numbers of each molecule
(input/output) and calculating net gain.
• Now ask the trainee teachers to individually calculate the numbers of ATP produced
during anaerobic respiration using same table.
• Ask from them:
o How many ATP are produced during anaerobic respiration?
Expected answer: Only 2 ATP
o What are the advantages of producing ATP in anaerobic respiration?
Expected answer: Anaerobic respiration produces ATP very quickly. It produces
energy when oxygen is not available.
o What other outputs are gained from anaerobic respiration?
Expected answer: 2 NADH, (which are used in formation of) Lactic acid and ethanol.
• Invite any two volunteers to summarize the cellular respiration and energy
production.
• Conclude by sharing:
The complete oxidation of 01 molecule of glucose into carbon dioxide (CO 2) and water
(H2O) generates 38 ATP. During glycolysis, 2 ATP molecules are also used. So, there is net
gain of 36 ATP from one glucose molecule.(2 ATP molecules are used in NADH transport.)
Inputs Outputs Net gain
(per each process)
Glycolysis 1 Glucose 2 Pyruvates 2 Pyruvates
2 ATP 4 ATP 2 ATP
2NADH 2NADH
The Kreb Cycle 2 Acetyl-CoA 2 ATP 2 ATP
8 NADH 8 NADH
2 FADH2 2 FADH2
Electron Transport Chain 10 NADH 34 ATP 34 ATP
2 FADH2
Total Molecules of ATP 38

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SLO 7: Describe the importance of fertilizers (manure and chemical) in agriculture.

Activity 6: 30 minutes
• Ask the trainee teachers the following questions and write their answers on the
writing board.
o What are the primary elements of plant nutrition/ fertilizers?
Expected answer: Nitrogen, Phosphorus and Potassium.
o How these nutrients are regulated in soil?
Expected answer: By using organic or inorganic fertilizers.
o Are there any important secondary elements?
Expected answer: Sulphur, Magnesium and Calcium.
o Enlist some of the organic fertilizers.
Expected answers: manure, compost seaweeds, plant materials/mulch (hay,
leaves, bark, wood chips, seed hulls and corn husks)
o Write a few examples of chemical fertilizers.
Expected answers: Nitrogen fertilizers (ammonium nitrate, ammonium phosphate
and ammonium sulphate), Phosphorus fertilizers (calcium phosphate, super
phosphate, triple superphosphate), Potassium fertilizers (potassium chloride,
potassium sulphate), mixed fertilizers and limestone.
• Divide the trainee teachers into triads.
• Ask them to read the Handout 2.4 and make a concept map of it by following these
instructions:
o Read through the content of Handout.
o Highlight the most important concepts and words.
o Use the highlighted words to make a concept map about importance of fertilizers.
o Each concept must be linked to another concept using linking words.
o Compare organic and chemical fertilizers.
NOTE: Draw the given concept map while giving instructions.

• Invite any two triads to present their concept map.

• Generate a question answer session after each presentation. Give your productive
feedback.
• Ask all the triads to display their concept maps.

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• Appreciate the efforts and suggest use of concept map technique in classroom
teaching.
SLO 8: Distinguish among carbohydrates, proteins and fats in terms of their sources,
energy values and metabolic functions.
SLO 9: Specify the food sources and metabolic functions of Vitamins A, C and D.
Activity 7: 30 minutes
• Divide the trainee teachers into groups of six as their home group.
• Number them as 1, 2, 3, 4, 5 and 6 in each home group.
• Assign topics as following:
1 2 3 4 5 6
Kind of Composition / Source Energy Metabolic Deficiency
food Classification Value Function symptoms

• Ask the trainee teachers to find others with the same number as them and create a
new expert group.
• Ask expert groups to read from textbook of Biology, Grade IX, unit 8, and pg. 153 –
156 about components of human food.
• Each expert group will compare carbohydrates, proteins, fats, Vitamins A, C and D for
their assigned task and write an expert concept after discussion. Make its photocopies
by taking pictures from their mobiles.
• Monitor the group discussions and give your opinion if necessary.
• Ask the trainee teachers to report back to their home group after 10 minutes.
• Ask them to explain their piece of activity/puzzle with home group to create the
bigger concept.
SLO 10: Describe the concept and need for a balanced diet.
SLO 11: Explain the components of a balanced diet with relation to age, sex and activity
Activity 8: 30 minutes
• Display a balanced diet wheel/plate/pyramid.
• Ask the trainee teachers:
o Identify the five food groups which make up a balanced diet.
Expected answer: Carbohydrate, fats, proteins, vitamins and minerals.
o Name different food items into the correct categories of the food pyramid/wheel.

Carbohydrates Proteins Fats Minerals Vitamins

Grains, starchy Meat, eggs, Dry fruits, Vegetables, Vegetables,
vegetables, dry fruits, cheese, fruits, milk, meat, milk,
pasta, sweets beans and butter, water fruits
pulses vegetable oils

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o Identify from the above list, foods that keep our bodies healthy.
Expected answer: Vegetables, fruits, meat (foods with more nutritional value and
low sugar and salt) etc.
o Summarize balanced diet.
Expected answer: It can include: fruits and vegetables; milk, cheese and yoghurt;
limited fried and fatty food; bread, pasta, rice and potatoes; meat, fish and pulses
along with low salt intake, plenty of water and limited sugary foods.
• Divide the trainee teachers into pairs and ask them to complete the Worksheet 2.2
• Invite any volunteer to summarize the concept and importance of balanced diet.
• Ask the trainee teachers:
o You have same food items at your lunch; do all your family members take same
amount and ratio of food items in their plate?
• Take a few responses and guide them to complete the Worksheet 2.3 by rotating
pairs (by just displacing one participant).
• Invite two different pairs to share their analysis and interpretation.
• Ask the other pairs to raise questions.
• Give your feedback where necessary.

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SLO 12: Describe the main functions of regions/associated organs of alimentary canal in
relation to ingestion, digestion, absorption, assimilation and egestion of food.
Activity 9: 35 minutes
• Share with trainee teachers that when we teach human body systems, we actually
teach morphology, anatomy, physiology, histology, biochemistry, biophysics,
medicine and surgery. So, it is big deal. We deal with information, data and
knowledge. To present all these quickly and clearly, one method is to use info-
graphics i.e., graphical plus visual representations.
• Divide the trainee teachers into four groups.
• Ask them to read Handout 2.5 and convert the given info-graphics into info-graphics
of their own to relate the anatomy of the digestive tract to the five steps of process of
nutrition (ingestion, digestion, absorption, assimilation and egestion of food).
• Tell them they may take help from internet, textbook or any other resource.
• Ask the groups to display their info-graphics.
• Run a gallery walk by encouraging trainee teachers to promote higher-order thinking,
interaction and cooperative learning.
• Ask them to sit down and gauge the depth of their understanding by asking following
discussion questions:
o What is the difference between absorption and assimilation?
o What new data or information did you find during the gallery walk?
o How would you explain the steps of process of digestion to the students with low
background knowledge about these steps?
o What similarities and differences do you see among all the info-graphics?
SLO 13: Conceptualize transport and its needs.
Activity 10: 25 minutes
• Write the given link on the board:
o https://www.saps.org.uk/animations/plant_biology/index.html?video=1
• Ask the trainee teachers to watch the animation from their tabs (resource folder).
• Now ask any two or three trainee teachers to give mini-lecture to describe the
concept of transport in plants by using the animation.
• After mini-lecture, ask them:
o How many of you have interactive whiteboard / touch screen projector /
computer systems in your school?
o How many times you used technology in your classroom?
o What are the effects of using technology in teaching biology?
• Suggest them to find animation/video on following and teach by using technology.
o Need of transport for organisms
o Transport in animals
• Ask them to share their experience and students’ responses and feedback in their
WhatsApp group for appreciation and discussion.

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SLO 14: Define transpiration and relate this process with cell surface.
SLO 15: Relate transpiration with stomatal opening and closing.
Activity 11: 40 minutes
• Tell the trainee teachers that they are going to have a game starter.
• Divide the trainee teachers into pairs.
• Ask them to open Worksheet 2.4 and roll a dice over the game starter.
• Guide them to answer the question based on the position of dice.
o For correct answer add the number from dice and for a wrong answer subtract
the number.
o Add your total points at end.

• Summarize the concept by sharing:

o Transpiration is the process of water movement through a plant and its evaporation
from aerial parts. The Cohesion-Tension theory of water was proposed by Dixon and
Jolly in 1894. It is most widely accepted theory to explain transpiration and ascent of
sap, and it is based on the following principles of TACT theory:
1. Transpiration pull
2. Adhesion of water
3. Cohesion of water
4. Tension
Trainer’s Input
1 2 3
An inter-molecular force, The force which held The force of attraction
the hydrogen bonding is similar (water to water) between dissimilar
1
present between water molecules together is molecules (water and cell
molecules. called Cohesion. walls) is called adhesion.
When the water
Miss a go!
Water evaporates from the evaporates from the leaves
2 leaves of plants through more water moves
stomata. upwards to take the place
vacated.
Water pulled through the The theory of water
Water moves from the soil
plant (ascent of sap) takes moving through a plant is
3 into roots → root xylem →
place by a force called called cohesion-tension
stem xylem → leaf xylem
transpiration pull/tension. theory.

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• Take the responses about the

activity/game starter.
o Can we use this strategy in our
classrooms?
o How can students learn by
game starters?
• Tell the trainee teachers that now
we will create a talking point in
the session.
• Join two pairs to form a group of
fours.
• Ask them to make an origami
fortune teller/chatter box about
the factors which effect the
transpiration. They may take help
from Handout 2.6.
o Mention the factors in place of numbers.
o Write the description in place of text.
o Play with fortune teller by flaping and spelling the choosen title.
o Pick one of the factors inside the foutune teller.
o Lift the flap to reveal the effect of the factor e.g. size of the leaf (factor): A leaf
with a bigger surface area will transpire faster than a leaf with a smaller surface
area (effect).
Note: Use 8 others factors (except size of the leaf) for the activity.
• After discussing the fortune teller activity for describing all the factors affecting the
transpiration, share with the trainee teachers that these factors are inter-related.
• Display/draw the following radial diagram on the writing board.

Temperature
Water Atmospheric
content of humidity
leaf

Glucose
Light conc. in
Guard cells

Stomatal
CO2
opening Biological
and clock
closing

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• Ask them to draw it on their notebooks/writing pads and extend it by writing the
effects of all these factors on the opening and closing of stomata. (They may take help
from textbook).
• Invite two or more trainee teachers to share their effort with the class.
• Invite a volunteer to summarize the relationship between transpiration and opening
and closing of stomata.

• Conclude the activity by sharing following facts:

o 98% of a plant's energy is used in transpiration.
o Plants stiff with turgor usually have the highest rates of transpiration.
o Cacti only have a few stomata on their stems because they have no leaves
so they transpire very little.
o Large maple trees can transpire 50-60 gallons of water in the summer.
o Smaller stomata have higher rate of transpiration.
• Refer the trainee teachers to watch videos given on LMS for SLOs no: 4 and 17 for
self-study.
Assessment 20 minutes
1. Construct a table which compares aerobic to anaerobic respiration in the following
qualities; definition, cells that use it, amount of energy released, reactants, products,
stages and site of reactions.
2. Young generation is more addicted to junk food, cold drinks and high sugar and salt
intake. Make a message (for your students) to make them aware of importance of
balanced diet for healthy livings.
Message – Asking for Change
1. I feel _______________________________,

2. when you ___________________________,

3. Can you please _______________________,

4. and then I/we can ____________________.

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3. Make a comparison table to compare the role of fertilizers and manure in agriculture
by picture description and evaluate which one is better?

4. Choose the correct option:

1) By which process do the plant roots absorb water from the soil?
a) Diffusion
b) Osmosis
c) Active transport
d) Translocation
2) Which of the following best explains the relationship between wind and the rate of
transpiration?
a) A decrease in wind speed increases the rate of transpiration as water
molecules are absorbed by the leaf faster.
b) An increase in wind speed decreases the rate of transpiration as water
molecules are moved away from the leaf slower.
c) An increase in wind speed increases the rate of transpiration as water
molecules are moved away from the leaf faster.
d) A decrease in wind speed increases the rate of transpiration as water
molecules are moved away from the leaf faster.
3) Which of the following best explains the relationship between temperature and the
rate of transpiration?
a) As temperature increases, the rate of transpiration increases because water
molecules are actively transported out of the leaf faster.
b) As temperature increases, the rate of transpiration decreases because water
molecules diffuse from the leaf slower.
c) As temperature decreases, the rate of transpiration increases because water
molecules are actively transported out of the leaf faster.
d) As temperature increases, the rate of transpiration increases because water
molecules diffuse from the leaf faster.

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Teaching Learning Strategies/ tips for trainee teachers to teach effectively

• Following teaching-learning strategies have been used in today’s session:
o Brainstorming
o Quiz
o Poster making
o Acrostic
o Gallery Walk
o Group work
o Pair work
o Picture description
o Info-graphic development
o Games
Home Assignment
• Teach translocation of sucrose in phloem/transportation of water in xylem by using
origami/paper model of the process in your classroom.
• Design and make a paper model which should be:
o Anatomically correct
o Interactive
o Able to solidify understanding of concept
• Teach by:
o Assembling the model during lecture
o Using moveable arrows to show the direction of flow.
o identifying and labelling components
o Describing the concept and theory.
• Collect feedback/reflection (written) from students.
• Also make a worksheet for assessment.
• Bring the model, worksheet and reflection to the next session.

OPTIONAL – Dissemination of Implementation: Make a PowerPoint presentation/photo

collage from start to the end to share with the other trainee teachers/in your WhatsApp
group.
References
• https://www.britannica.com/science/cell-biology/The-mitochondrion
• https://www.carolina.com/teacher-resources/Interactive/human-body-digestive-
system/tr40602.tr
• https://en.wikipedia.org/wiki/Transpiration

Note:
Ask trainee teachers to bring textbook of Biology grade 10, in the next session.

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HANDOUTS
Handout 2.1
Journey from trapping of light by chlorophyll to carbohydrate formation

• Light travels as packets of energy known as photons and is

absorbed in this form by light-absorbing chlorophyll
molecules embedded in the thylakoid membrane of the
chloroplast. The chlorophyll molecules are grouped into
antenna complexes, clusters of several hundred molecules
that are anchored onto the thylakoid membrane by special
proteins.
• Within each antenna complex is a specialized set of
proteins and chlorophyll molecules that form a reaction
centre. Photons absorbed by the other chlorophylls of
the antenna are funnelled into the reaction centre.
• The energy of the photon is absorbed by an electron of
the reaction centre molecule in sufficient quantity to
enable its acceptance by a nearby coenzyme, which
cannot accept electrons at low energy levels. This
coenzyme has a high electron-donor capability; it
initiates the transfer of the electron down an electron-
transport chain similar to that of the mitochondrion.
• Meanwhile, the loss of the negatively charged electron
leaves a positively charged “hole” in the reaction centre
of chlorophyll molecule. This hole is filled by the enzymatic splitting of water into
molecular oxygen, protons, and electrons and the transfer of an electron to the
chlorophyll takes place.

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• The oxygen is released by the chloroplast, making its way out of the plant and into the
atmosphere.
• The protons, in a process similar to that in the mitochondrion, are pumped through the
thylakoid membrane and into the thylakoid space. Their facilitated diffusion back into the
stroma through proteins embedded in the membrane powers the synthesis of ATP. This
part of the photosynthetic process is called photosystem II.
• At the end of the electron-transport chain in the thylakoid membrane is another reaction
centre molecule. The electron is again energized by photons and then transported down
another chain, which makes up photosystem I. This system uses the energy released in
electron transfer to join a proton to nicotinamide adenine dinucleotide phosphate
(NADP+), a phosphorylated derivative of NAD+, forming NADPH.
• NADPH is a high-energy electron donor that, with ATP, fuels the conversion of carbon
dioxide into the carbohydrate/foods of the plant cell.

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Handout 2.2
Quiz
S.# Questions Answers
1. In which form light travels? Photons
2. Name the light absorbing molecule of Chlorophyll
plant.
3. Where chlorophyll occurs? In thylakoid membrane
4. What is thylakoid membrane? Membrane of grana.
5. In which form chlorophyll molecules are Group form
present?
6. What name is designated to these Antenna Complex
groups?
7. How chlorophyll molecules are arranged As clusters of several hundred molecules
in groups?
8. What is a reaction centre? A specialized set of proteins and
chlorophyll molecule in each antenna
complex
9. Why reaction centre is important in Photons absorbed by the other chlorophylls
trapping light? of the antenna are funnelled into the
reaction centre.
10. Who absorbs energy of photon at An electron
reaction centre?
11. Where electron goes from reaction It is accepted by a nearby coenzyme.
centre?
12. When coenzyme accept the electron? When the electron accepts the sufficient
energy.
13. How the energy of excited electrons is To Make ATP
used?
14. What is the specificity of coenzyme? It does not accepts electron at low energy
level.
15. What is the capability of coenzyme? High electron donor capability
16. Where electron goes from coenzyme? It goes down an electron transport chain.
17. Who replaces electron, when it leaves A proton
the reaction centre?
18. What is a photosystem? Clusters of photosynthetic pigments
(chlorophyll-protein complex)
19. Name the photosystems. Photosystem I and II

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20. Where the photosystems are located? In thylakoid membrane

21. Electrons enter which photosystem Photosystem II
system first?
22. What is the other name of photosystem Water splitting photosystem/P680
II?
23. What is the other name of photosystem NADPH producing photosystem/P700
I?
24. What are the reactants of Water and Carbon dioxide
Photosynthesis?
25. Which molecule takes part in Carbon dioxide
carbohydrate formation?
26. What are the products of splitting of Molecular oxygen, electron and protons
water?
27. Why oxygen is called the by-product of Photosynthesis is meant for preparation of
photosynthesis? food. Oxygen is produced as extra product
28. H2 donor during photosynthesis is: NADPH

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Handout 2.3
Steps of respiration and Energy Chart

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Handout 2.4
Fertilizers
Organic Fertilizer (manure or compost): the soil conditioners
Advantages
• In addition to releasing nutrients, as organic fertilizers break down, they improve the
structure of soil and increase its ability to hold water and nutrients. Over time, organic
fertilizers will make your soil- and plants- healthy and strong.
• Since they are the ultimate slow-release fertilizers, it’s very difficult to over fertilize (and
harm) your plants.
• There’s little to no risk of toxic build-ups of chemicals and salts that can be deadly to
plants.
• Organic fertilizers are renewable, biodegradable, sustainable and environmentally
friendly.
• Although rather expensive in packages, you can make your own organic fertilizer by
composting or find inexpensive sources – such as local dairy farms – that may sell compost
manure.
Disadvantages
• Microorganism are required to breakdown and release nutrients into the soil. Since they
need warmth and moisture to do their job, the effectiveness of organic fertilizer is limited
seasonally. These microorganisms obtain energy from decaying plant and animal matter,
so an application of organic fertilizer provides a complete package of nutrients for your
soil.
• Organic fertilizers break down according to nature’s rules, so they may not release
nutrients as soon as you need them. They actually show a deficiency in plants during the
first couple of months until the first application breaks down.
• Nutrients ratios are often unknown, and the overall percentage is lower than chemical
fertilizers. However, some organic products are actually higher in certain nutrients.

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Inorganic Fertilizers
Advantages
• Since nutrients are available to the plants immediately, improvement occurs in days.
• They are highly analysed to produce the exact ratio of nutrients desired.
• Standardized labelling makes ratios and chemical sources easy to understand.
• They are inexpensive.
Disadvantages
• Chemical fertilizers are primarily made from non-renewable sources, including fossil fuels.
• They grow plants but do nothing to sustain the soil. The fillers do not promote life or soil
health, and even packages labeled “complete” do not include the decaying matter
necessary to improve soil structure. In fact, chemical fertilizers don’t replace many trace
elements that are gradually depleted by repeated crop plantings, resulting in long-term
damage to the soil.
• Because the nutrients are readily available, there is a danger of over fertilization. This not
only can kill plants but upset to the entire ecosystem.
• Chemical fertilizers tend to leach, or filter away from the plants, requiring additional
applications.
• Repeated applications may result in a toxic build-up of chemicals such as arsenic,
cadmium, and uranium in the soil. These toxic chemicals can eventually make their way
into fruits and vegetables.
• Long-term use of chemical fertilizer can change the soil pH, upset beneficial microbial
ecosystems, increase pests, and even contribute to the release of greenhouse gases.

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Handout 2.5
Info-graphic

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Handout 2.6
Factors affecting Transpiration
Feature Effect on transpiration
Number of More leaves (or spines, or other photosynthesizing organs) means a bigger surface
leaves area and more stomata for gaseous exchange. This will result in greater water loss.

Number of
More stomata will provide more pores for transpiration.
stomata

A leaf with a bigger surface area will transpire faster than a leaf with a smaller surface
Size of the leaf
area.

A waxy cuticle is relatively impermeable to water and water vapour and reduces
evaporation from the plant surface except via the stomata. A reflective cuticle will
reduce solar heating and temperature rise of the leaf, helping to reduce the rate of
Presence of
evaporation. Tiny hair-like structures called trichomes on the surface of leaves also
plant cuticle
can inhibit water loss by creating a high humidity environment at the surface of
leaves. These are some examples of the adaptations of plants for conservation of
water that may be found on many xerophytes.
The rate of transpiration is controlled by stomatal aperture, and these small pores
Light supply open especially for photosynthesis. While there are exceptions to this (such as night
or CAM photosynthesis), in general a light supply will encourage open stomata.
Temperature affects the rate in two ways:
1. An increased rate of evaporation due to a temperature rise will hasten the loss of
Temperature water.
2. Decreased relative humidity outside the leaf will increase the water potential
gradient.
Relative Drier surroundings give a steeper water potential gradient, and so increases the rate
humidity of transpiration.
In still air, water lost due to transpiration can accumulate in the form of vapor close
to the leaf surface. This will reduce the rate of water loss, as the water potential
gradient from inside to outside of the leaf is then slightly less. Wind blows away much
of this water vapor near the leaf surface, making the potential gradient steeper and
Wind
speeding up the diffusion of water molecules into the surrounding air. Even in wind,
though, there may be some accumulation of water vapor in a thin boundary layer of
slower moving air next to the leaf surface. The stronger the wind, the thinner this
layer will tend to be, and the steeper the water potential gradient.
Water stress caused by restricted water supply from the soil may result in stomatal
Water supply
closure and reduce the rates of transpiration.

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Worksheet 2.1
ATP
Complete the cloze exercise by using given words:
Adenosine triphosphate converted catabolic reactions two million
sodium potassium pump delivering hydrolysis chemical energy
energy carrying broken Condensation bonds
anabolic reactions 1200 moving muscles storage molecule

1 HOW ATP gets and gives energy?

ATP (_____________________________) is found in all living cells. It is
____________________ molecule. ATP captures ________________________ obtained
from the breakdown of food molecules and releases it to fuel other cellular processes.
2 WHY cells need Energy?
Cells require chemical energy for three general types of tasks:
1. to drive metabolic reactions that would not occur automatically e.g. ____________.
2. to transport needed substances across membranes, (i.e. during active transport) by
________________ and calcium pumps.
3. to do mechanical work, such as ______________________, and nerve transmission.
3 ATP makes or stores energy?
ATP is not a ____________________ for chemical energy (that is the job of carbohydrates,
such as glycogen, and fats.) When energy is needed by the cell, it is ________________ from
storage molecules into ATP. ATP then serves as a shuttle, _________________ energy to
places within the cell where energy-consuming activities are taking place.
4 HOW much energy is produced?
An active cell requires more than ___________________ molecules of ATP per second to
drive its biochemical machinery.
5 HOW energy is delivered by ATP?
The phosphate tail of ATP is the actual power source which the cell taps. Available energy is
contained in the _______ between the phosphates and is released when they are _______,
which occurs through the addition of a water molecule (a process called __________).

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Worksheet 2.2
Balanced Diet
Background knowledge
A healthy diet is a balanced combination of food for growth and repair, energy giving food, and
vitamins and minerals. We also need food that contains fiber. We cannot digest fiber but it helps
move food through digestive track. The amount of food we need depends upon how active we
are and how much we are growing. If we eat too little than our need, we can suffer from
malnutrition because the body is not getting the nutrients it needs. If we eat too much, we can
become overweight which can lead to health problems.
Why do we need a balance diet?
A balanced diet can include: Benefits:
Bread, pasta, rice, potatoes
(carbohydrates)
Limited sugary foods (carbohydrates)
Meat, fish, beans, pulses (proteins)
Limited fried and fatty foods (fats)
Dairy products (fats)
Dairy products (vitamins)
Dairy products (minerals)
Fruits and vegetables (vitamins)
Fruits and vegetables (minerals)
Meat and fish (minerals)
Low salt intake
Plenty of water
NOTE: Use textbook of Biology, grade IX to fill the worksheet
How much of each food component: (10 – 15%, 45 – 65%, 20 – 35%)
Average percentage of daily diet contains:
Food component Percentage of daily diet Male (adult) Female (adult)
2,800 cal 2,000 cal
Carbohydrates 380 g 300 g
Proteins 85 g 75 g
Fats 75 g 70 g

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Worksheet 2.3
Balanced diet according to energy requirements
Background knowledge:
Diet and energy requirement are always related to age, gender and activity of individual:
Group Nutritional requirements
Age Children and teenagers require 50% more proteins than adults, and food high in
minerals.
Gender Men have higher metabolic rate than women and higher muscle ratio, also. They
need food with more energy.
Activity Sedentary: Not much energy out (cooking, walking to the gate)
Moderately Some energy out (walking quickly for 2 to 3 miles daily, light life
Active: activities)
Active: A lot of energy out (walking quickly for more than 3 miles plus life
activities or labour)

Analyse and Interpret:

• Investigate and present in a tabulated form your daily food intake (in terms of nutrients
and calories) – get an Idea of how much energy in your family members need.
Age Activity Level
Gender
(years) Sedentary Active
2–3 Male / Female 1,000 kilocalories 1,000 – 1,400 kilocalories
Interpretation: To grow and develop properly. They have small stomachs.
Male
4–8
Female
Interpretation:
Male
9 – 13
Female
Interpretation:

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Male
14 – 18
Female
Interpretation:
Male
19 – 30
Female
Interpretation:
Male
31 – 50
Female
Interpretation:
Male
51+
Female
Interpretation:

NOTE: Use KP Textbook of Biology, grade IX, pg. 161 to fill the worksheet 2.3.

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Worksheet 2.4
Game starter
1 2 3
What do you call the force What it is called when water
What sort of bonding do you
1 between water/similar molecules bind to the cell
get between water molecules?
molecules? wall?
Miss a go!
What happens when the
Where and how, the water
2 water evaporates from the
evaporates from the plant?
leaves?

How is water pulled through

What is the theory of water How does water enter and
3 the plant?
moving through a plant called? travel the plant?

Turn 1 2 3 4 5 TOTAL
Player 1

Player 2

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Session 3: Biology (Secondary) Time: 360 Minutes

Name of Units
• Transport
• Gaseous Exchange
• Homeostasis
Topics/contents covered in SoS
• Blood group systems
• Blood transfusion
• Human heart
• Circulation of blood in heart chambers
• Cardiac cycle
• Blood vessels
• Gaseous exchange in plants
• Mechanism of breathing
• Respiratory disorders
• Biological consequences of smoking
• Excretion in plants
• Thermoregulation
• Osmoregulation
• Urinary system
• Human Kidney
• Nephron
• Urine formation
• Osmoregulation and kidneys
• Kidney stones
• Dialysis
SLOs
Note: The following SLOs will be covered in a month through LMS and face-to face session.
After this session and self-study, the trainee teachers will be able to:
1. Describe the blood groups in ABO and Rh blood group systems, with reference to the
presence / absence of antigens and antibodies.
2. State the risk of incompatibility in blood transfusion due to antigen-antibody
reactions.
3. List the appropriate donors and recipients for each of the four blood groups.
4. Describe the external and internal structure of human heart.
5. Explain how the heart is structurally adapted to its functions
6. Define the terms heartbeat, heart rate and pulse rate.
7. Compare the structure and function of an artery, a vein and a capillary.
8. Describe the process of gaseous exchange in plants by comparing photosynthesis and
respiration.

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9. Differentiate between the composition of inspired and expired air.

10. Describe briefly diseases related to respiratory system like bronchitis, emphysema,
pneumonia, asthma, and lung cancer.
11. Describe the biological consequences of smoking in relation to the lungs and
circulatory system.
12. Describe the mechanisms / adaptations in plants for the excretion / storage of CO 2,
H2O, and O2, latex, resins and gums.
13. Explain the role of skin in regulating body temperature.
14. Identify the different organs of urinary system.
15. Relate the structure of kidney with its function.
16. State that nephron is the excretory unit of kidney.
17. Locate the different parts of nephrons and relate them with their function.
18. Explain that kidneys control the blood composition.
19. Explain that kidney plays an important role in osmoregulation.
20. Identify the causes of kidney stone.
21. Describe the types of dialysis.
Material Required
• Writing board, markers, charts, Tablets
• Chart of human heart (external structure and internal structure).
Introduction of the Session 10 minutes
• Begin the session with brainstorming questions, like;
o In our circulatory system, which organ works as a pump?
o Why a person with blood group B cannot receive blood from a donor of blood
group A?
o Which organ controls the composition of our blood?
• Discus these questions and tell the trainee teachers that today they will discuss blood
group system, human heart, blood vessels, urinary system, kidney stones and dialysis.
Instructions/Activities
SLO 1. Describe the blood groups in ABO and Rh blood group systems, with reference to
the presence / absence of antigens and antibodies.
SLO 2. State the risk of incompatibility in blood transfusion due to antigen-antibody
reactions.
SLO 3. List the appropriate donors and recipients for each of the four blood groups.
Activity 1: Introduction of circulatory system 15 minutes
• Open the session by asking the following questions about what the trainee teachers
know about the circulatory system and its function. Ask questions like:
o Why we need a circulatory system in our body?
Expected answer: To transport different materials from one part of the body to
the other.
o What are the major components of circulatory system?
Expected answer: Blood, heart, and blood vessels.
o What types of blood vessels are present in our body?
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Expected answer: Arteries, veins, and capillaries.

o The ground substance of blood is called blood plasma. It contains cells and cell-like
bodies. What are these?
Expected answer: The cells found in blood plasma are RBCs (erythrocytes) and
WBCs (leukocytes). Cell-like bodies present in blood plasma are blood platelets
(thrombocytes).
o Do all people have the same type of blood?
Expected answer: All people do not have same blood group/type.
o What are the main blood group systems in humans?
Expected answer: There are two major blood group systems i.e. ABO system
(blood groups A, B, AB, and O) and Rh- system (blood group Rh-positive and blood
group Rh-negative).
Activity 2: ABO and Rh blood group systems 40 minutes
• Deliver a mini-lecture to explain the concept of antigens and antibodies in blood. Tell
the trainee teachers to go through Handout 3.1.
• Ask three volunteers to come to writing board and demonstrate the blood group
system and blood transfusion.
• Draw the given tables on the writing board.
• The first volunteer will explain the ABO system by filling the following table on the
writing board.
Blood group A Blood group B Blood group AB Blood group O
Antigens on RBCs
Antibodies in
plasma
• The second volunteer will explain the Rh system by filling the following table on the
writing board.
Blood group Rh-positive Blood group Rh-negative
Antigens on RBCs
Antibodies in plasma
• The third volunteer will explain the transfusion of blood by drawing and filling the
following table on the writing board.
Blood group Can give blood to Can take blood from
A-positive
A-negative
B-positive
B-negative
AB-positive
AB-negative
O-positive
O-negative

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• Conclude the activity by asking the following question.

• See the blood transfusion chart on the writing board. Who will tell why there is risk of
incompatibility in blood transfusion?
Expected answer: If a person with blood group A receives blood group B, the anti-B
antibodies present in plasma of recipient’s blood will recognize and attack the antigen
B present on RBCs of donated blood. It will result in agglutination of blood. The
agglutinated blood blocks the flow of blood through blood vessels.
• Similar agglutination will happen when recipient of Rh-negative blood group is given
Rh-positive blood.
SLO 4. Describe the external and internal structure of human heart.
SLO 5. Explain how the heart is structurally adapted to its functions
SLO 6. Define the terms heartbeat, heart rate and pulse rate.
SLO 7. Compare the structure and function of an artery, a vein and a capillary.
Activity 3: Map of the Human Heart 40 minutes
• Display charts on the writing board, showing the external and internal structure of
human heart. Invite a volunteer trainee teacher to the writing board to explain the
external structure of the heart.
• Invite another volunteer to explain the internal structure of human heart. The
diagram should mention the four chambers along with the opening and valves
between different chambers.
• Ask the trainee teachers to follow-up by drawing labelled diagrams of the external
and internal structure of the heart. They can get help from Handout 3.2.
• Ask the same volunteer trainee teacher to explain the double-pump action of the
heart.
• Ask the trainee teachers to draw the path of blood through heart chamber on their
notebooks/notepads.
• During the explanation of the action of heart by the trainee teacher, tell the audience
that heart is structurally adapted to its function. Ask the trainee teachers, ‘which is
the biggest chamber of the heart, and why?’
Expected answer: Left ventricle is the biggest and strongest chamber. It has to
contract strongly to pump the blood in aorta to be distributed to the whole body
(except lungs).
• During discussion on the action of heart, explain the terms heartbeat, heart rate and
pulse rate (Handout 3.2).
• Provide specific feedback to the trainee teachers and clear any misconceptions that
the trainee teachers might have about the path of blood.
Activity 4: Structure of artery, vein and capillary 30 minutes
• Ask the trainee teachers:
o What are the three main types of blood vessels?
Expected answer: Arteries, veins and capillaries
o What is the function of arteries, veins and capillaries?

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Expected answer: Arteries carry blood away from the heart towards organs. Veins
carry blood from organs to the heart. Capillaries are the smallest blood vessels
formed by the division of arteries. They supply materials to the cells.
• Ask the trainee teachers to read the Handout 3.4 (types of blood vessels) and
complete the following Venn diagram.

• After completing the Venn diagram, ask a volunteer trainee teacher to explain the
comparison through the Venn diagram made by him. It would be like the following.

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SLO 8 Describe the process of gaseous exchange in plants by comparing photosynthesis

and respiration.
Activity 5: Gaseous exchange in plants 25 minutes
• Conduct a question-answer session with the trainee teachers:
o What do you mean by the terms; respiration, gaseous exchange, and breathing?
Expected answers: Respiration is a chemical process in which food molecules (e.g.
glucose) are broken down into simpler compounds like carbon dioxide and water
with the release of energy. Gaseous exchange means the exchange of oxygen and
carbon dioxide between an organism and its environment. Breathing is the
physical process in which animals move air into and out of their body. It is done to
get oxygen from air and to release carbon dioxide in it.

Relationship between respiration, gaseous exchange and breathing

o When do respiration and photosynthesis occur in plant cells? Daytimes or night
times or all times!
Expected answer: Photosynthesis occurs only during daytimes. Respiration occurs
at all times.
o How do the plants exchange gases during day and night?
Expected answer: During daytime, respiration occurs in all plant cells while
photosynthesis occurs only in leaf cells. In photosynthesis, leaves use carbon
dioxide which is produced during respiration. They also take carbon dioxide from
the environment. In respiration, leaves use oxygen which is produced during
photosynthesis. So, during daytime leaves are taking carbon dioxide from the
environment and releasing oxygen in it.

• During night, all cells are carrying out respiration while there is no photosynthesis. So,
the cells get oxygen from the environment and release carbon dioxide.

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SLO 9 Differentiate between the composition of inspired and expired air.

SLO 10 Describe briefly diseases related to respiratory system like bronchitis,
emphysema, pneumonia, asthma, and lung cancer.
Activity 6: Inspired and expired air 20 minutes
• Draw the following table (with blank cells in second column of inspired air) on the
writing board and ask a volunteer trainee teacher to fill it. Provide support to the
volunteer to complete the table.
Air components Inspired Air
Nitrogen (percentage) 78%
Oxygen (percentage) 21%
Carbon dioxide (percentage) 0.04%
Water vapours (amount) Variable
Temperature Variable
• After the first volunteer has filled the ‘inspired air’ column, draw another column
‘expired air’ and invite another volunteer to fill it. Provide support to the volunteer to
complete the table.
Air components Inspired Air Expired Air
Nitrogen (percentage) 78% 78%
Oxygen (percentage) 21% 16%
Carbon dioxide (percentage) 0.04% 4%
Water vapours (amount) Variable Saturated
Temperature Variable 38 °C
• Conclude the activity by explaining the difference in the composition of inspired and
expired air.
Activity 7: Diseases related to respiratory system 40 minutes
• Divide the trainee teachers into 5 groups. Assign the following respiratory disorders
to the groups to study from the Biology Grade X textbook (Unit 10). Give 10 minutes
to the groups, after which the leader of each group will conduct a micro-teaching
session on the assigned disorder.
Group 1: Bronchitis Group 2: Emphysema
Group 3: Pneumonia Group 4: Asthma
Group 5: Lung cancer
• Ask them to make and display their presentation for a gallery walk.
• Have a discussion about:
o Causes
o Symptoms
o Treatments
• Close the discussion by suggesting some tips for making respiratory system healthy.

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SLO 11. Describe the biological consequences of smoking in relation to the lungs and
circulatory system.
Activity 8: Effects of smoking 20 minutes
• Tell the trainee teachers to write the effect of smoking on at least 2 organs in their
notebooks/notepads.
• Now randomly select at least 5 trainee teachers to share their ideas with the class.
• On the writing board, write the names of organs and the effect of smoking told by the
selected trainee teachers. Ask the trainee teachers to go through Handout 3.5 or KP
Biology Grade X textbook (Unit 10) so that they mention more harmful effects of
smoking.
SLO 12. Describe the mechanisms / adaptations in plants for the excretion / storage of
CO2, H2O, and O2, latex, resins and gums.
Activity 9: Excretion in plants 20 minutes
• Conduct a discussion session to share the basic learning of homeostasis and the
mechanism of excretion in plants. For this purpose, get trainee teachers’ responses on
the following questions. Provide information where no trainee teacher gives answer.
o What do you mean by the term ‘homeostasis?’
Expected answer: It is the ability of living organisms to maintain their internal
environment constant.
o What are the most important components of internal environment for which
homeostasis is necessary?
Expected answer: Amount of water, amount and solutes and temperature
o Can you give three examples of homeostasis?
Expected answer: Osmoregulation (maintaining amounts of water and solutes
constant), excretion (removal of metabolic wastes), thermoregulation
(maintaining internal temperature within a tolerable range)
o What are common materials which plants excrete from their bodies?
Expected answer: Carbon dioxide (during night), oxygen (during day) and extra
water, and metabolic wastes (latex, resins and gums).
o How do plants excrete extra CO2 and O2?
Expected answer: At night, CO2 is excreted through open stomata of the leaves.
During the day, O2 is released out through stomata.
o How do plants excrete extra water?
Expected answer: Plants remove extra water by transpiration and guttation.
o What is transpiration? How does it occur?
Expected answer: Transpiration is the loss of water from plant surface in the form
of vapours. It occurs through stomata (stomatal transpiration), cuticle (cuticular
transpiration) and lenticels (lenticular transpiration).
o What is guttation?
Expected answer: It is the removal of water in the form of little drops from small
pores present at the tips or edges of leaves. It occurs at night in some plants such
as grasses.

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o How do plants excrete metabolic wastes? Excretion of other wastes:

Expected answer: Some plants excrete their wastes through special pores by
applying force. For example, rubber plant excretes latexes, acacia (keekar) plant
excretes gums, coniferous trees excrete resins, and ladyfinger excretes mucilage.
SLO 13. Explain the role of skin in regulating body temperature.
Activity 10: Role of skin 20 minutes
• Draw the following table / chart on writing board. Ask the trainee teachers to copy it
in their notebooks. Give them 10 minutes to complete it by writing ‘Yes’ or ‘No’ for
the mentioned roles of skin during hot and cold conditions.
Actions of the skin In cold In warm
conditions (Yes conditions (Yes or
or No) No)
Skin acts as an insulator.

The skin hairs stand up due to the contraction

in the muscles present at the base of skin
hairs.
Sweat glands secrete produce and secrete
sweat.

• Invite 2 selected trainee teachers to brief others on how s/he filled the chart.
Actions of the skin In cold In warm
conditions (Yes conditions (Yes or
or No) No)
Skin acts as an insulator. Yes Yes

The skin hairs stand up due to the contraction Yes No

in the muscles attached at the base of skin
hairs.
Sweat glands secrete produce and secrete No Yes
sweat.
SLO 14. Identify the different organs of urinary system.
SLO 15. Relate the structure of kidney with its function.
SLO 16. State that nephron is the excretory unit of kidney.
SLO 17. Locate the different parts of nephrons and relate them with their function.
SLO 18. Explain that kidneys control the blood composition
SLO 19. Explain that kidney plays an important role in osmoregulation
Activity 11: Urinary System 30 minutes
• Ask the trainee teachers:
o What are the organs of the urinary system?

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o Expected answer: Pair of kidneys with attached ureters, urinary bladder and
urethra.
o Show them a chart of the urinary system and explain its different organs. Ask
them to draw and label the organs of urinary system on their notebooks.

• Explain that the kidneys are the main organs associated with the removal of the liquid
wastes from the body. Explain different parts of the kidney with the help of a chart or
model. Also draw the diagram on the writing board.

• Ask a volunteer trainee teacher to conduct a micro-teaching session on the structure

and functioning of nephron. The volunteer will explain different parts of the nephron
by using writing board and chart.
• Ask him/her to explain the functions of different parts of the nephron through
discussion using the chart.

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Structure of nephron Function of nephron (formation of urine)

• Call two volunteer trainee teachers. One volunteer will recap the function of nephron
and will relate it to osmoregulation. The other volunteer will relate the nephron
function with controlling the blood composition.
SLO 20. Identify the causes of kidney stones.
SLO 21. Describe the types of dialysis.
Activity 12: Kidney Stones 15 minutes
• Conduct a brief question-answer session to refresh the learning about the causes of
kidney stones. Ask questions like;
o What do you mean by kidney stones?
Expected answer: Kidneys filter harmful substances from blood. Sometimes, such
substances accumulate in kidneys and make larger objects, which cannot pass in
the urine and are called kidney stones.
o What are the harmful substances which can turn into kidney stones?
Expected answer: Calcium oxalate, calcium and ammonium phosphate, uric acid
etc.
o What are the common causes of kidney stones?
Expected answer: (i) Diet containing more calcium oxalate, calcium and
ammonium phosphates, (ii) more vitamins C and D in diet, (iii) reduced water
intake, (iv) excess uric acid in the blood, (v) urinary tract infections, and (v) alcohol
consumption
Activity 13: Dialysis and its types 25 minutes
• Refresh the previous knowledge of the trainee teachers. Ask questions like;
o For which disorder, do the doctors recommend dialysis?
Expected answer: Renal failure or kidney failure
o What is meant by renal failure?
Expected answer: The condition when nephrons are progressively destroyed and
stop functioning.

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o What are the effects of kidney failure?

Expected answer: Increase in the level of urea and other nitrogenous wastes in
blood, increase in blood pressure, anaemia, damage to other organs etc.
o What is meant by dialysis?
Expected answer: Dialysis means the cleaning of the blood by using artificial
methods.
o What is the main principle of dialysis?
Expected answer: Blood and dialysis fluid are kept on opposite sides of a
membrane. The nitrogenous wastes pass from blood to the dialysis fluid, through
the membrane. In this way, the blood is purified.
• Divide the trainee teachers into 4 or 6 groups. Assign 2 or 3 group ‘haemodialysis’ and
the other 2 or 3 groups ‘peritoneal dialysis’. Each group will draw pictures and flow
diagrams on charts. They will take help from Handout 3.9 or from Biology Grade X
textbook (Unit 11).
• Invite the members from 1 selected group with each topic to conduct micro-teaching
session.
• Ensure trainee teachers’ full participation in micro-teaching sessions and provide
support where trainee teachers need clarification.
Assessment 10 minutes
• Ask questions from trainee teachers to grasp their excellence in teaching.
o Make a table for blood transfusion showing donors and recipients for each blood
group.
o Differentiate among breathing, respiration and gaseous exchange.
o What is mean by active and passive smoking?
o How homeostasis is necessary for living organisms?
o State the principle of dialysis.
Teaching Learning Strategies/ tips for trainee teachers to teach effectively
• Following teaching learning strategies have been used into days session:
o Brainstorming
o Pair work
o Group work
o Discussion
o Gallery walk
Home Assignment
• Develop a poster to raise awareness about harms and biological consequences of
smoking.
References
• https://leelammavarghese.wordpress.com/category/human-circulatory-system/
Note:
• Ask trainee teachers to bring textbook of Biology, grade X for the next session.

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HANDOUTS

Handout 3.1
Blood group systems
a. ABO blood group system
ABO blood group system was discovered in 1901 by Karl Land Steiner. A human being may have
any one of the four blood groups i.e. i) A, ii) B, iii) AB, and iv) O.
These blood groups are due to certain specific antigens present on RBCs. A person having
antigen A has blood group A; a person having antigen B has blood group B; a person having both
the antigens has blood group AB and a person having neither antigen A nor antigen B has blood
group O.
On the other hand, a person having blood group A contains anti-B antibodies (antibodies
against antigen B) in his blood. Similarly, a person with blood group B contains anti-A antibodies
(antibodies against antigen-A). A person with blood group AB does not have any antibodies and
a person with blood group O has both anti-A and anti-B antibodies.

Blood transfusion in ABO system: Blood transfusion means transferring blood from one person
to other. During blood transfusion, infectious diseases (AIDS, hepatitis B and hepatitis C etc.)
can pass from donor to recipient. That is why; strict screening of donors’ blood is done before
transfusion.
Before blood transfusion, it is checked that both the donor and the recipient belong have the
same blood groups. If a person with blood group A receives blood group B, the anti-B

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antibodies present in recipient’s blood will at once recognize the antigen B present on RBCs of
donated blood. The anti-B antibodies of recipient will react with the B antigens on the donated
RBCs and the blood will agglutinate. The agglutinated blood blocks the flow of blood through
blood vessels.
The same is true for a person with blood group B and transfused with blood group A. Anti-A
antibody present in recipient’s blood will agglutinate all RBCs having antigen-A of donated blood.
A person with blood group AB accepts all types of blood. A person with blood group O cannot be
given only blood group O, because blood group O has anti-A as well as anti-B antibodies.
b. Rh Blood group system
This system was discovered by Karl Landsteiner in 1930s. This system is based on the presence
or absence of an antigen called Rh factor or Rh antigen (first discovered in Rhesus monkey) on
RBCs. If Rh antigen is present on RBCs, the blood group is Rh+ve. If RBCs do not have Rh
antigen, the blood group is Rh-ve.
Blood transfusion in Rh System: Rh+ve blood group can be transfused to Rh+ve recipient
because both have Rh antigen. Similarly, Rh-ve blood group can be given to Rh-ve donors. If a
person with Rh-ve blood receives Rh+ve blood, he will get Rh antigens. His blood will produce
anti-Rh antibodies against Rh antigens and it will result in agglutination. But an Rh+ve person
can receive Rh-ve blood.
People who have AB+ve blood group are universal recipients. They can receive A, B, AB, or O
blood because they do not have antibodies A or B. People who have O-ve blood group are
universal donors. They can donate blood to people who have A, B, AB, or O blood because they
do not have A or B antigens.

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Handout 3.2
Human heart
Location of heart:
Heart is right in the centre between the two lungs and above the diaphragm in the ribcage. The
narrow end of the roughly triangular heart is pointed to the left side and during working the
contraction of the heart is most powerful at this end giving a feeling of the heart being on the
left side.
External structure:
The heart is surrounded by two layered tissue membrane called pericardium. The space
between the two layers is filled with fluid called pericardial fluid. This fluid protects the heart
from external pressure, push, shock and reduces friction during the heart beat and facilitates
free heart contraction.

External structure of Human Heart

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Internal structure:
The heart is composed of outer pericardial, middle myocardial and inner endocardial layers,
which correspond to tunica externa/adventitia, tunica media and tunica interna respectively of
the blood vessels layers. The heart consists of four chambers. The two thin walled atria or auricles
which are upper chambers (right and left). Right and left atria/auricles are separated from each
other by an inter-atrial septum / inter-auricular septum.
Right auricle/atrium receives deoxygenated blood from the body parts by anterior and posterior
vena cava. The two thick walled lower chambers (right and left) are called ventricles. Right and
left ventricles are separated by an inter-ventricular septum. The walls of left ventricle are much
thicker as it supplies blood to large distance and up to the brain against gravity. The left ventricle
has chordae tendinae and papillary muscles which prevent tricuspid and bicuspid valves from
being pushed into auricles / atria at the time of ventricular contraction.
Blood vessels entering and leaving the heart:
1. (a) Superior vena cava: It brings deoxygenated blood from anterior body parts (head, neck,
chest and arms) to the right auricle/atrium.
2. (b) Posterior vena cava: It brings deoxygenated blood from posterior or lower body parts i.e.
abdomen and legs to the right auricle/atrium. It is the largest vein.
3. Pulmonary artery: It arises from right ventricles and carries deoxygenated blood to the
lungs for oxygenation.
4. Pulmonary vein: It arises from each lung and brings oxygenated blood from lungs to left
auricle/atrium.
5. Aorta: It arises from left ventricles and carries oxygenated blood to supply it to all body
parts. Abdominal aorta is the largest artery.
6. Coronary arteries: There are two coronary arteries right and left, arising from the base of
aorta and supply blood to heart muscles, (blockage at these arteries result a myocardial
infraction or heart attack).

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Valves in the Heart:

1. Right atrio-ventricular valve (Tricuspid valve): Located at the opening between right
auricle/atrium and right ventricle.
2. Left atrio-ventricular valve (‘Mitral’ or bicuspid valve): Located at the similar way between
left auricle/atrium and left ventricle.
3. Pulmonary semi-lunar valve: Present at the opening of right ventricle into pulmonary
artery.
4. Aortic Semi-Lunar Valve: Located at the point of origin of aorta from left ventricle.

Pacemaker tissues of the heart:

Certain tissues in the heart, concerned with the initiation (generation of impulse) and
propagation (conduction) of the heartbeat, are called ‘Pacemaker’, such as:
1. Sino Atrial Node (S.A. Node): It is located at the junction of superior vena cava with right
auricle/atrium it initiates and maintains the myocardial activity and its rhythmicity, (called
pace maker of heart).
2. Atrio-Ventricular Node (A.V. Node): Located posteriorly on right side of the interatrial
septum near coronary sinus. The function of pace maker can be taken up by the A.V. Node.
3. Bundle of HIS: Starts from A.V. Node along interventricular septum at the top. Impulses
travel along bundle of HIS on to ventricles.
4. Purkinje Fibers: Located at the terminal divisions of right and left branch of the bundle of
HIS. Purkinje fibers transmit the impulse at a fast velocity of 4 mts/sec.

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Handout 3.3
Working of the heart
The pumping action of heart starts by the contraction of its muscular walls. The alternate
contraction and relaxation (dilation) continues regularly. The wave of contraction is initiated by
Sino-auricular node (S.A. Node) situated on inner wall of right auricle/atrium. Right
auricle/atrium is filled with deoxygenated blood, brought through the right and left superior vena
cava from right and left side of the head, neck, chest and arm. Right and left posterior vena cava
brings deoxygenated blood to right auricle/atrium from left and right lower body parts such as
abdomen and legs.

Internal Structure of heart & blood flow in heart chamber

(Simultaneously left auricle/atrium is filled with oxygenated blood) when both auricles / atria
are filled with the blood, wave of contraction starts from S.A. Node and spreads over both the
atriums resulting the contraction of both auricle/atria, simultaneously, and blood is pushed into
ventricles of their sides through atrio-ventricular valves. Atrio-ventricular valve (tricuspid) which
is a three-flap valve present between the right auricle/atrium and right ventricle, stops back flow
of blood from ventricles to auricle/atrium.
Atrio-ventricular valve which is a two flap (bicuspid) valve present between left auricle/atrium
and left ventricle and stops back flow of blood from ventricle to auricle/atrium. Just after the

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filled of ventricles, relaxation starts in the walls of auricle/atriums due to this deoxygenated blood
rushes from veins to right auricle/atrium and oxygenated blood through pulmonary vein in to left
auricle/atrium.

Diagrammatic representation of blood circulation through heart

Now atrio-ventricular node is excited, (Present near inter auricular septum on the wall of right
auricle/atrium) by the wave of contraction of auricles/atria, wave of contraction spreads over to
wall of ventricles through bundle of HIS and Purkinje Fibers. Now both the ventricles contract
simultaneously causing pressure of blood contained in them, blood of right ventricle is forced in
pulmonary artery through semilunar valves, (this valve prevent the backflow of the blood) to the
lungs for gaseous exchange, (oxygenation and carbon dioxide removal and also provide nutrition
to the lungs) after this oxygenated blood comes to left auricle/atrium through pulmonary vein.
From left auricle/atrium oxygenated blood passes into left ventricle through left auri-ventricular
valve. Now from left ventricle oxygenated blood is pumped into aorta through aortic semilunar
valve to supply it to all body parts. Sometimes the pacemaker becomes faulty (slow heart beat)
causing heart trouble. A battery operated artificial ‘pacemaker’ is fixed in the heart of such
patient.

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Cardiac Cycle / Heartbeat

One contraction and one relaxation of the heart is called a cardiac cycle. It makes one heartbeat.
Contraction of heart is termed as systole and relaxation as diastole. One complete cycle takes
0.8 seconds. Normal rate of heartbeat in a healthy human being is 72 times per minute. This is
also called the heart rate.
• The first phase is called systole. It occurs when both ventricles contract to pump the blood
into pulmonary arteries and aorta. Due to this contraction, tricuspid and bicuspid valves
close and semilunar valves open. During systole “lubb” sound is produced due to the
closing of tricuspid and bicuspid valves.
• The second phase is called diastole. It occurs immediately after systole when both atria
relax so that blood enters the atria. Due to this, tricuspid and bicuspid valves open and
semilunar valves close. Contraction of the atria fills the ventricles. During diastole ‘dubb’
sound is produced due to the closing semilunar valves.

One Cardiac Cycle / Heartbeat

Pulse: The heart rate can be measured by feeling the pulse. A pulse is a series of expansion waves
in an artery caused by the contractions of the left ventricle. When the ventricle contracts blood
rushes through the arteries. The elastic walls of arteries expand. The artery in wrist is very close
to the surface. Therefore, pulse can be felt easily here. Some common places where you can
calculate the pulse of an individual include knees, arms, wrist, neck, ankle etc. Pulse rate is an
easy way to understand the condition of heart.

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Handout 3.4
Types of blood vessels
(a) Arteries:
An artery is a vessel which carries oxygenated blood to various body tissues (except pulmonary
artery which carries deoxygenated blood). Artery has thick, muscular and elastic walls. The outer
layer of walls is called tunica externa middle one is called tunica media and inner is called tunica
interna.
Tunica externa is made up of connective tissue, tunica media is made up of collagen fibers and
un-striped muscles. Tunica interna is made up of endothelium and connective tissue. Lumen of
arteries is small and valves are absent in arteries. Arteries do not collapse when empty. Blood
flows with jerks and under great pressure in arteries. Smallest artery breaks into arterioles.
(b) Veins:
Veins carry deoxygenated blood to heart (except pulmonary vein which carry oxygenated blood).
Veins are also composed of outer tunica externa, middle tunica media and inner tunica interna.
The walls of veins are thin, less muscular and non- elastic. Veins have valves in their inner lining.
Blood flows under little
pressure in veins. Small veins
are called venules. Veins
collapse when empty.
(c) Capillary:
Capillaries are microscopic
vessels. Their walls are made
up of squamous epithelial
cells. Capillaries have power
of vasodilation (dilating) and
vasoconstriction (decrease
blood supply).

Blood vessels

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Handout 3.5
Consequences of smoking
• Smoking damages walls inside alveoli; reduces gas exchange, leading to diseases like
emphysema
• Tar in cigarettes irritates the bronchi, encouraging mucus to produce, and damages the
cilia (little hairs) in the lungs and trachea
• Damaged cilia become unable to clear mucus, which could cause chest infections or
chronic bronchitis
• Tobacco smoke contains carcinogens; chemicals that can lead to cancer
• Carbon monoxide in cigarette smoke reduced the amount of oxygen blood may carry, so
it becomes harder for oxygen to reach the heart; less oxygen and glucose
• This means less aerobic respiration, less energy and more lactic acid
• This increases the heart rate and pressure, which could lead to coronary heart disease

Effect of smoking on different organs of the body:

• Brain: Nicotine affects a smoker’s brain chemistry. Nicotine affects a smoker’s mood.
Tobacco smoke is a major cause of stroke.
• Eyes: Smokers have a two to three time’s greater chance of developing cataracts, a
leading cause of blindness. A cataract causes the cells around the lens to turn white.
• Mouth and throat: Smokers are more likely to get periodontitis (gum disease). Smoking
causes mouth cancer. Smoking causes cancer of the larynx. Smoking causes cancer of the
oesophagus. Smokers are more likely to have upper respiratory tract infections—sore
throat and colds.
• Lungs: Smokers are at greater risk of lung cancer. Smokers have more respiratory
illnesses, including pneumonia, bronchitis, and colds. Smoking causes emphysema and
other chronic obstructive pulmonary diseases (COPD). Smoking is related to asthma
among children and teens.
• Heart: Smoking is a leading cause of coronary heart disease. Smoking causes
atherosclerosis, or hardening of the arteries. Most cases of stroke, coronary heart

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disease, and artery disease are caused by atherosclerosis. Smoking causes abdominal
aortic aneurism, a bulge in the wall of the aorta near the stomach.
• Stomach: Smokers are more likely to get peptic ulcers than non-smokers. Smoking causes
stomach cancer
• Pancreas: Smoking causes pancreatic cancer.
• Kidneys: Smoking causes kidney cancer.
• Bladder: Smoking causes bladder cancer.
• Pregnancy: Smoking can cause babies to be born prematurely, and have lower birth
weight, respiratory diseases, and other illnesses. Low birth weight is the leading cause of
infant death. Nicotine in the bloodstream can restrict the amount of oxygen the baby
receives. Smoking can cause cervical cancer. Second-hand smoke can cause sudden infant
death syndrome (SIDS) in babies.

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Handout 3.6
Kidneys and their functions
The kidneys are among the most vital organs of the human body. They have two important
functions namely: to flush out harmful and toxic waste products and to maintain balance of
water, fluids, minerals and chemicals i.e., electrolytes such as sodium, potassium, etc.
The kidney produce urine by removing toxic waste products and excess water from the body.
Urine formed in each kidney passes through the ureter, flows into bladder before finally being
excreted through the urethra.
• Every person has two kidneys. The kidneys are located at upper and back side of the
abdomen, on either side of the spine. They are protected from damage by the lower ribs.
• The kidneys lie deep inside the abdomen so normally one cannot feel them.
• The kidneys are a pair of bean shaped organs. In adults, a kidney is about 10 cm long, 6
cm wide and 4 cm thick. Each kidney weighs approximately 150-170 grams.
• Urine formed in the kidneys flow down to urinary bladder and then through the ureters.
Each ureter is about 25 cm long and is a hollow tube- like structure made up of special
muscles.

Components of Urinary system

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• The urinary bladder is a hollow organ made up of muscles, which lie in the lower and
anterior part of the abdomen. It acts as a reservoir of urine.
• The adult urinary bladder holds about 400-500 ml of urine; when filled to near capacity,
a person feels the urge to pass urine.
• The urine in the bladder is excreted through the urethra during the process of urination.
In females, the urethra is relatively short, while it is much longer in males.

What are the functions of the kidney?

The primary function of the kidney is to make urine and purify the blood. Each kidney removes
waste materials, and other chemicals which are not required by the body. Most important
functions of the kidney are described below.

Removal of waste products

• Purification of blood by removal of waste products is the most important function of the
kidney.
• The food that we consume contains protein. Protein is necessary for the growth and
repair of the body. But as protein is utilized by the body it produces waste products.
Accumulation and retention of these waste products is similar to retaining poison inside
the body. Each kidney filters blood, and toxic waste products which are eventually
excreted in the urine.
• Creatinine and urea are two important waste products that can easily be measured in the
blood. Their “values” in blood tests reflects the function of the kidney. When both the
kidneys fail, value of creatinine and urea will be high in blood test.

Removal of excess fluid

• The second most important function of the kidney is the regulation of fluid balance by
excreting excess amount of water as urine while retaining the necessary amount of water
in the body that is essential for living. When the kidneys, fail they lose the ability of
removing this excess amount of water. Excess water in the body leads to swelling.

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Balance minerals and chemicals

• The kidneys play another important role of regulating minerals and chemicals like sodium,
potassium, hydrogen, calcium, phosphorus, magnesium and bicarbonate and maintains
normal composition of body fluid.
• Changes in the sodium level can affect person’s mental state, while changes in the
potassium level can have serious adverse effects on the rhythm of the heart as well as
functioning of the muscles. Maintenance of normal level of the calcium and phosphorus
is essential for healthy bones and teeth.

Control of blood pressure

• The kidneys produce different hormones (renin, angiotensin, aldosterone, prostaglandin
etc.) which help regulate water and salt in the body, which plays vital roles in the
maintenance of good blood pressure control. Disturbances in hormone production and
regulation of salt and water in a patient with kidney failure can lead to high blood
pressure.

Red blood cells production

• Erythropoietin is another hormone produced in the kidneys. It plays an important role in
the production of red blood cells. During kidney failure, production of erythropoietin is
decreased, which in turn leads to decreased production of RBCs resulting in low
haemoglobin (anaemia). This is the reason why in patients with kidney failure, the
haemoglobin count does not improve despite supplementation with iron and vitamin
preparations.

To maintain healthy bones

• The kidneys convert vitamin D into its active form which is essential for the absorption of
calcium from food, growth of the bones and teeth, and keep the bones strong and
healthy. During kidney failure, decreased active vitamin D leads to decreased, growth of
bones and they also become weak. Growth retardation may be sign of kidney failure in
children.

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Handout 3.7
Relationship between structure and function of kidney
The kidney consists of a huge number of functional units called nephrons. Each nephron has
multiple sub-structures within it that relate to the kidney's overall function.
There are more than one million nephrons in each kidney. A nephron consists of two parts i.e.
renal corpuscle and renal tubule.
• Renal corpuscle: It is the first part of nephron and is composed of glomerulus and the
Bowman’s capsule. The glomerulus is a network of capillaries while the Bowman's capsule
is the cup-shaped structure around the glomerulus.
• Renal tubule: It is a long tube attached with the Bowman’s capsule. It has three parts. The
first part is convoluted and is called the proximal convoluted tubule. The middle part is U-
shaped and is called the Loop of Henle. The last part is again convoluted and is called the
distal convoluted tubule.
• The distal convoluted tubules of many nephrons open in a single collecting duct. Many
collecting ducts join together and open into the renal pelvis.

The Structure of Nephron

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Process of urine formation

Process of urine formation can be divided in to three sub processes.
i) Pressure filtration
A renal artery carries blood to the kidney. The artery divides into many arterioles. Each
arteriole divides further into the capillaries of glomerulus. When blood reaches glomerulus, its
pressure is very high. Due to high pressure of blood in glomerulus, a lot of materials of blood i.e.
water, salts, sugars and nitrogenous wastes are filtered out of the glomerulus into the Bowman’s
capsule. As this filtration takes place due to the pressure of blood in glomerulus, it is called
pressure filtration. The filtered material collected in glomerulus is called glomerular filtrate.
Blood cells and plasma proteins are not filtered out because they are larger in size.

Process of urine formation in nephron

ii) Reabsorption
The glomerular filtrate moves to the next part of nephron i.e. renal tubule. The renal
tubule is surrounded by blood capillaries. The useful constituents of the glomerular filtrate are
reabsorbed into the blood capillaries. Some water and most of the glucose is reabsorbed from
the proximal convoluted tubule. Salts are reabsorbed from the loop of Henle while most of the
water is reabsorbed from the distal convoluted tubule and collecting duct.

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iii) Tubular secretion

When useful materials are reabsorbed from glomerular filtrate into blood, some waste
materials (e.g. salts, hydrogen ions, urea etc.) are again added from blood capillaries to renal
tubule. This step is called tubular secretion.
After pressure filtration, reabsorption and tubular secretion, the filtrate present in the renal
tubule is called urine. Urine from the collecting ducts moves to renal pelvis. From renal pelvis,
urine moves to the urinary bladder via ureters. Here it is stored. When the urinary bladder is
filled, urine is passed out through urethra.
Can there be variation in the volume of urine in a person with healthy kidney?
• Yes. The amount of water intake and atmospheric temperature are major factors which
determine the volume of urine that a normal person makes.
• When water intake is low, urine tend to be concentrated and its volume is decreased (about
500 ml) but when a large volume of water is consumed, more urine is formed.
• During the summer months, because of perspiration caused by high ambient temperature,
the volume of urine decreases. During winter months it is the other way round – low
temperature, no perspiration, and more urine.
• In a person with a normal intake of water, if the volume of urine is less than 500 ml or more
than 3000 ml, it could indicate that the kidneys need closer attention and further
investigation.

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Handout 3.8
Kidney stones
A kidney stone can be as tiny as a grain of sand, and you can pass it in your pee without ever
knowing. But a bigger one can block your urine flow and hurt a lot.
These hard nuggets form when minerals in your pee clump together. That can happen from many
things, like what you eat and certain medications. If you or someone in your family has had a
kidney stone, you’re more likely to have one in the future.
Lack of Water
You need to make enough urine to dilute the things that can turn into stones. If you don’t drink
enough or sweat too much, your pee may look dark. It should be pale yellow or clear.
If you’ve had a stone before, you should make about 8 cups of urine a day. So, aim to down about
10 cups daily, since you lose some fluids through sweat and breathing. Swap a glass of water for
a citrus drink. The citrate in lemonade or orange juice can block stones from forming.
Diet
The most common type of kidney stone happens when calcium and oxalate stick together when
your kidneys make urine. Oxalate is a chemical that is in many healthy foods and vegetables. Your
doctor may tell you to limit high-oxalate foods if you’ve had this type of stone before. Examples
include spinach, rhubarb, grits, bran cereal etc.
You may have heard that drinking milk can bring on kidney stones. That’s not true. If you eat or
drink calcium-rich foods (like milk and cheese) and foods with oxalate at the same time, it helps
your body better handle the oxalate. That’s because the two tend to bind in the gut instead of in
the kidneys, where a stone can form.
You mainly get this through table salt. It can raise your chances of getting several types of kidney
stones. So watch out for salty snacks, canned foods, packaged meats, and other processed foods.
Another kind of kidney stone forms when your pee is too acidic. Red meat and shellfish can make
uric acid in your body rise. This can collect in the joints and cause gout or go to your kidneys and
make a stone. More importantly, animal protein raises your urine’s calcium level and lowers the
amount of citrate, both of which encourage stones.

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Handout 3.9
Types of dialysis
(i). Peritoneal Dialysis
To perform peritoneal dialysis, we will:
1. Surgically place a soft, hollow tube into the lower abdomen near the navel.
2. Fill a special solution called dialysate into the peritoneal cavity. The peritoneal cavity is
the space in the abdomen that houses the organs and is lined by two special membrane
layers called the peritoneum.
3. Leave the dialysate in the abdomen for a certain period of time, which we will determine
on an individual basis. The dialysate fluid absorbs the waste products and toxins through
the peritoneum.
4. Drain the fluid from the abdomen, measure it and then discard it.

a) Peritoneal Dialysis

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(ii). Haemodialysis
Haemodialysis is can be performed at home or in a dialysis centre or hospital by trained
healthcare professionals. During the procedure, we will:
1. Surgically place a special type of access, called an arteriovenous (AV) fistula, usually in
your arm. We will need to join an artery and a vein together. (We may also insert an
external, central intravenous (IV) catheter, but is less common for long-term dialysis.)
2. Connect you to a large haemodialysis machine.
3. The machine drains the blood, bathes it in a special dialysate solution to remove waste
substances and fluid and then returns it to your bloodstream.

b) Haemodialysis

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Session 4: Biology (Secondary) Time: 360 Minutes

Name of Units
• Coordination and control
• Support and movement
Topics/contents covered in SoS
• Mechanism of coordination
• Reflex arc and reflex action
• Types of neurons
• Sono-receptor: Ear
• Photoreceptor: Eye
• Effect of light intensity on pupil
• Homeostasis in ear and eye
• Chemical coordination
• Role of adrenaline
• Skeleton and its composition
• Types of joints
SLOs
Note: The following SLOs will be covered in a month through LMS and face-to face session.
After this session and self-study, the trainee teachers will be able to:
1. State that receptors receive stimuli and transmit information to effectors through the
central nervous system (CNS).
2. Define reflex action and reflex arc.
3. Name the three types of neuron involved in reflex action.
4. Describe the structure of human auditory and visual receptors.
5. Describe the pupil reflex in dim and bright light.
6. Explain the role of ear and eye in maintenance of homeostasis.
7. Define the terms; hormone and endocrine system.
8. Describe the term ‘negative feedback’ with reference to Insulin and glucagon.
9. Explain how adrenaline may be involved in exercise and emergency conditions and
use gained knowledge to apply to different hormones
10. Define skeleton and differentiate between cartilage and bone.
11. Differentiate between moveable joints and immovable joints.
Material Required
• Writing board, marker, charts, prepared chart of reflex arc, skeleton model, and kettle
with hot water, sheep or bull eye, dissection box, water, gloves, paper towel, dissecting
board. Eye diagram with rods and cones.
Introduction of the Session 10 minutes
• Ask questions to check the previous knowledge about coordination and control. Test
questions may be:
o What is coordination?

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Expected answer: Communication of different organs together to respond to

internal and external stimuli.
o What is the basic unit of nervous system?
Expected answer: Neuron is the basic unit of Nervous system.
o What are the three types of neuron?
Expected answer: Sensory neurons carry messages from receptors to the central
nervous system (CNS), motor neurons carry messages from the CNS to the effectors
while the associative or interneurons make links between sensory and motor
neurons.
o Define Hormone.
Expected answer: A chemical substance produced by the endocrine glands in the
body to control and regulate the activity of certain cells or organs.
• Share with them that two systems work for coordination in our bodies – nervous
coordination take place by nervous system and chemical coordination by endocrine
system. Hormones are pivotal for our body as they regulate most of our body
functions.
• Tell them that in this session they will refresh their knowledge of the foundational
concepts of coordination (reflex action, reflex arc, receptors) as well as basic concepts
of support and locomotion (skeleton, bones and cartilage, joints).
Instructions/Activities
SLO 1. State that receptors receive stimuli and transmit information to effectors through
CNS.
SLO 2. Define reflex action and reflex arc.
SLO 3. Name the three types of neuron involved in reflex action.
Activity 1: Introduction of reflex action 20 minutes
• Invite a trainee teacher (discuss actions with him before the activity).
• Take a needle.
• Prick the needle in trainee’s arm. (S/he will feel pain and will pull the arm).
• Ask trainee teachers:
o When a needle touched his/her arm, he/she immediately pulled his arm. What do
you think is the response in this activity?
Expected answer: Immediate pulling of hand.
o What is the stimulus in this activity?
Expected answer: Pricking
o Did your colleague think before pulling his/her hand, or was it an involuntary
response?
Expected answer: It was an involuntary response.
• Tell them that such automatic, immediate and involuntary responses to stimuli are
called reflex actions.
• Draw the following chart on the writing board and ask trainee teachers to share
more examples of each action.

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• Tell them that now they will see how reflex actions happen in our bodies.
Activity 2: Mechanism of reflex action 20 minutes
• Place a hot kettle on the table.
• Invite a volunteer to the front of the class and tell others to observe.
• Ask the volunteer to touch the kettle (without knowing).
• Ask other trainee teachers:
o What happened?
• Take responses from trainee teachers.
• Explain them that when our hand touches a hot kettle without knowing, we at sudden
remove our hand and become alert. It is another example of reflex action.
• Ask trainee teachers:
o What do you think what is the stimulus in this activity?
Expected answer: Hotness of kettle.
• Deliver an interactive mini lecture on the mechanism of reflex action by using the
following already prepared chart.

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Activity 3: Demonstration of mechanism of reflex action 25 minutes

• Invite five trainee teachers. Distribute the following placards to them.

• Announce a situation (e.g. pricking of a needle in hand, touching hand with hot kettle,
dust in nose etc.).
• Ask the volunteers to stand in sequence and demonstrate how does reflex action
happen. Each volunteer with a specific placard will describe his/her role on his/her turn.
• Conclude the activity by explaining that stimulus (e.g. hotness of kettle) is sensed by
receptors (e.g. skin). This message is forwarded to a sensory neuron. The activated
sensory neuron carries this message to the CNS (spinal cord). The associative / inter
neuron of CNS sends message to effector (muscles of arm). On receiving the message
from CNS, the effector acts (muscles of arm contract). It results in an immediate
response (removal of the hand from hot kettle).

Activity 4: Reflex arc 15 minutes

• Draw the following chart of the writing board and ask a trainee teacher to fill the
boxes.

• Tell the trainee teachers that the pathway through which a reflex action is performed
is called the reflex arc. It consists of the steps explained on the chart.

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SLO 4. Describe the structure of human auditory and visual receptors.

SLO 5. Describe the pupil reflex in dim and bright light.
SLO 6. Explain the role of ear and eye in maintenance of homeostasis
Activity 5: Brainstorming 05 minutes
• Ask the trainee teachers:
o What you mean by auditory and visual?
Expected answer: Auditory means ‘relating to the sense of hearing’ and visual means
‘relating to seeing’.
o Which organs in our body act as auditory and visual receptors?
Expected answer: Ears and eyes.
o Why our eyes blink randomly in dimness or brightness?
Expected answer: To maintain itself in a balance (homeostatic) state.
Activity 6: Rods and Cones 10 minutes
• Share basic information about the receptor cells present in eyes (rods and cones).
• Briefly describe the composition of the three layers of eye and tag eye diagram with
rods and cones in front of trainee teachers (as given in Handout 4.1).
• With the help of diagram, tell them that rods and cones are the receptor cells, which
sense light and dark. Rods are specialized cells that sense information of dim light while
cones are the cells that sense colours. Rods and cones are present in the retina of eye
and are connected to sensory neurons. Upon receiving the light stimulus, rods and
cones generate message in the sensory neurons. Neurons carry the message to the CNS
through visual/optic nerve.
Activity 7: Practical – Study of the structure of sheep or bull eye 30 minutes
• Divide the trainee teachers into groups of 3 to 5. Distribute the eyes to the groups
and ask them to:
1. Wash the eye in running water to remove the preservative fluid. Dry the eye with
paper towel. Identify sclera, fat muscles, cornea, iris and pupil.
2. Cut the fat muscles with scissors.
3. Make an incision in the cornea with the help of scalpel. Cut until aqueous humor
under the cornea is released.

4. Make an incision through the sclera in the middle of the eye by using scalpel.

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5. Put a cut around the middle of the eye in two halves. The front half is cornea.
After removing the cornea from the front half, place it on the board and cut it
with scalpel or razor through the layer of clear tissue.
6. Pull out the iris which is between cornea and lens. Identify the pupil.

7. Observe the back of the eye and identify vitreous humor.

8. Remove the lens by your hands. Place this lens on a newspaper and observe
magnified words.
9. Observe the eye and drain all the vitreous humor. Identify retina on the inside of
the back half of eyeball.
10. After completing the dissection, clean the dissection material and table and
dispose of the eyes.

Activity 8: Drawing the structure of eye 15 minutes

• Ask the trainee teachers to draw and label the structure of eye. The expected
response is as follow:

• Ask them to read Handout 4.2 (a) for further clarity at home.

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Activity 9: Pupil reflex and bright and dim light 20 minutes

• Close all the doors and lit off light of the room.
• Wait for 5 minutes and tell the trainee teachers to think about the function of eyes.
• Open the door and lit on all lights.
• Ask the trainee teachers:
o What happened when there was dark in the room? Did you widen your eyes or
did you squeeze them?
Expected answer: Widened (pupil dilation).

• Then display the diagram made on chart (from Handout 4.2 (b)) on the writing board.
• Announce, look at the given diagram.
• Invite one of the trainee teacher to come and explain the dilation and compression of
pupil.
• Take questions from other trainee teachers. Conclude using Handout 4.2 (b) that at
dim light pupil dilation occurs so that maximum available light can enter in eyes and
we can see something. While in very bright light, the pupil contracts so that bright
light may not damage the eye.
Activity 10: Structure of ear – Gallery Walk 25 minutes
• Divide the trainee teachers into five groups. Ask them to draw the structure
of human ear.
• Display their diagrams for gallery walk, during which they will observe the
displayed diagrams of the ear. They will take notes regarding the correct
shape, structure and location of the parts of the ear. They will also decide the
most suitable diagram as per the required details of the structure of ear
according to grade X biology KP textbook.
• Ask any volunteer to conduct microteaching sessions on the functioning of
human ear by using most suitable diagram.
• Ask the trainee teachers to watch the video regarding the structure and
functioning of ear at https://www.youtube.com/watch?v=98-6WfdumZY.

• Use Handout 4.3 (for trainer) to explain how internal ear maintains the balance of the
body. Explain how the hair cells and tiny particles of semi-circular canals play role in
maintaining balance.
SLO 7. Define the terms, hormone and endocrine system.
Activity 11: Introduction of hormones 20 minutes

• Create puzzle pieces (according to the number of trainee teachers) by cutting shapes
out of cardboard and cut them in half.
• Label each pair of puzzle pieces: with an H on one half for hormone, and with an R for
receptor on the other half.

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• Write an action across both pieces, so that it can only be fully read when they are
joined together. Possible actions include: jump up and down, jump on one foot, put
your hand on your head, clap your hands, etc.
• Announce; ‘we are going to do an activity that will help you learn more about how the
hormones and receptor sites fit together like puzzle pieces. You are going to be either
a hormone or a receptor. If you are a receptor, you will stand still and wait for your
hormone to come and find you. If you are a hormone, you will search around the room
until you find the receptor that is a perfect match for you.
• Pass out puzzle pieces, one per trainee teacher, but tell the trainees not to look at the
label on their piece.
• Ask them to scatter throughout the entire room and then freeze.
• Tell them to look at their pieces: trainees who are "receptors" must remain frozen in
place; the "hormone" trainees may now move throughout the room. "Hormone"
trainees must try to match their piece with each receptor piece until they successfully
find a match.
• Once all trainees have found their match, ask each pair to act together the action
written on their puzzle pieces.
• Conclude the activity by explaining that hormones are incredibly specific. Hormones act
like real puzzle pieces, or like a lock and key. They have to match up perfectly with their
receptor sites, otherwise they will not send message.
Activity 12: Hormones and their functions 15 minutes
• Ask the trainee teachers to fill the Worksheet 4.1 (use KP Textbook of Biology, grade
X if needed)
• After filling the sheet, one trainee teacher displays the sheet on the board.
• All trainee teachers will match their own worksheets with the displayed one.
• Make corrections in the worksheets if needed.
• Conclude activity by explaining major endocrine glands and their hormones (Handout
4.4) along with their functions.
SLO 8. Describe the term “negative feedback” with reference to insulin and glucagon.
Activity 13: Negative feedback mechanism 20 minutes
• Ask the trainee teachers:
o Do you know anyone diabetic? What are usual treatments of diabetes?
Expected answers: Yes/no. Less/ no sugar intake, exercise/ walk, medicine such as
pills and insulin injection.

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o What is the relationship of diabetes and insulin?

Expected answer: Insulin lowers the sugar level in blood
o Which organ in our body secretes insulin?
Expected answer: Pancreas.
o What is the role of insulin and glucagon?
Expected answer: Homeostasis of sugar level.
• To help them understand the concept of negative feedback (regulation of a process by
the output of the process), explain how the thermostat of an air conditioner works. We
adjust the thermostat at the required temperature, for example at 20 oC. When the
temperature of air conditioner is above 20oC, the thermostat senses it and turns the
cooling process ON. Its output is in the form of fall in air conditioner’s temperature.
When the temperature of air conditioner falls to 20oC, the thermostat shuts down the
cooling process. It means that the output (fall in temperature) of the process (cooling)
stopped the process.
• Tell them that same is the case to our sugar level. Our pancreas acts like the thermostat
of air conditioner. When blood glucose level rise above a set-point, the pancreas secretes
insulin hormone which takes message to liver (to store glucose) and to other body cells
(to utilize glucose). As a result, the blood glucose level falls. When the level reaches the
set-point, the pancreas stops secreting insulin.
• Explain how pancreas controls low blood glucose level by secreting glucagon.

Activity 14: Insulin, glucagon and sugar level 20 minutes

• Display the diagram of the insulin, glucagon and sugar level cycle.

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• Make groups of six members/trainee teachers.

• Ask each group to make 6 pieces of cards by using (Handout 4.5).
• Ask any group to display their cards on the board in the proper sequence.
• Ask the group presenters to explain each step from the cards.
• Provide your feedback where needed.
SLO 9. Explain how adrenaline may be involved in exercise and emergency conditions and
use gained knowledge to apply to different hormones.
Activity 15: Role of adrenaline 15 minutes
• Ask the trainee teachers:
o Name the hormone which accelerates heartbeat.
Expected answer: Adrenaline.
o Is adrenaline secreted in the fear, danger and exercise situation?
Expected answer: Yes.
• Draw the graph on writing board to explain the relation of adrenaline with heartbeat.
• Ask the trainee teachers to read the Handout 4.6.
• Take their views on the relationship between adrenaline secretion and the heartbeat
shown in the graphical diagram (Handout 4.6).
• Explain that red/dark color shows the adrenaline (epinephrine) hormone level and the
red/curved line shows the heartbeat rate. We can observe that when the adrenaline
level increases (due to fear, stress or exercise conditions) the heartbeat also increases.
Increased heartbeat rate provides fast energy supply to our organs thus release us from
stress status.
Activity 16: Adrenaline prepares the body for “fight or flight” 20 minutes
• Ask trainee teachers to count their pulse rate per minute in rest condition. (Pulse rate
is the number of beats, our heart makes per minute.)
• Tell them to repeat it several times and obtain the average.
• Write on writing board the average of three trainee teachers pulse rates.
• Announce the final average pulse rate after calculating on the board.
• Now invite one of the three trainee teachers and ask him/her to read loudly from a
book for 4 to 5 minutes.
• Tell him to record his pulse rate immediately after 5 minutes of reading.
• Record observations on the board in a table.
At rest ______ beats per minute
After speech ______ beats per minute
• Compare the heartbeat/pulse rate in both situations.
• Conclude by telling them that our bodies produce a “fight or flight” response when
under stress. The adrenal glands, located just above the kidneys, release adrenaline
hormone in the blood stream. This hormone increases our heart rate (heartbeat) and
blood pressure. In this way, our body gets prepared to deal with the stress.

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SLO 10. Define skeleton and differentiate between cartilage and bone.
Activity 17: Skeleton, cartilage and bone 20 minutes
• Ask the following questions:
o What is the function of skeleton?
Expected answer: Support and locomotion
o What is the difference between a bone and cartilage?
Expected answer: Bone is hard connective tissue while cartilage is soft connective
tissue.
o What are the total number of bones in human?
Expected answer: 206.
• Display the human skeleton model/chart on the table in front of all trainee teachers.
• Ask one trainee teacher to come and present different parts of the skeleton.
• Conclude the discussion that mainly skeleton consists of bones and cartilages.
Without bones our body will be just flesh of hump. We move due to skeletal support.
At the time of birth there are about 300 bones, and after the birth several bones fuse
thus give rise to final count of 206.
• Draw the basic structure of bone and cartilage on the writing board (as given below).

Bone
Cartilage
• Invite any two volunteers to label the drawings on the writing board.
• Make two groups (with group leader) of trainee teachers.
• Assign one group to write bone characteristics and to other of cartilage.
• Give them 15 minutes for thinking and writing.
• Ask group leaders from each group to come and write characters of bone and
cartilage respectively.
• Conculde the activity about the characters of bone and cartillage with the help of
Handout 4.7.

SLO 11. Differentiate between movable joints and immovable joints.

Activity 18: Types of joints 25 minutes
• Ask the trainee teachers:
o Define joint.
Expected answer: It is point of junction between two bones.

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o Would movement be feasible in the absence of joints?

Expected answer: No.
• Put the skeleton model / chart on a table.
• Invite two trainee teachers to come and:
o Ask one to locate the immovable, slightly movable and freely movable joints in
the skeleton / chart.
o Ask other to write on writing board the names of immovable, slightly movable
and freely movable joints.
• Take responses from trainee teachers about the names examples of immovable,
slightly movable and freely movable joints and write under the two headings.
• Ask the trainee teacher following questions:
o To which category, the shoulder joint and the knee joint belong?
Expected answer: Both are freely movable joints
• Ask the trainee teachers to move their arm in a circle around the shoulder. Then, ask
them to move the arm forward and backward.
• Tell the trainee teachers that at the shoulder joint, our arm can revolve, as well as
move up and down and can move forward and backward. The joint that allows
movements in all directions (up, down, forward, and backward) is called ball and
socket joint for example shoulder joint.
• Ask the trainee teacher to move their leg at the knee joint.
• Ask the trainee teachers:
o Can we rotate our lower leg around the knee joint?
Expected answer: No
• Tell them that knee joint is an example of hinge joints. The hinge joints – like the
hinge of a door – allows bending and straightening in one direction only.
• Ask the trainee teachers to give examples of ball and socket and hinge joints.
Expected answer: Hinge joint: knee, elbow, ankle, fingers and toes; Ball and socket
joint: hip and shoulder
• Ask the trainee teachers to fill the Worksheet 4.2 and take responses to conclude the
activity.
• Conclude the session by recapping the topics/ subtopics of the session.

Assessment 10 minutes
• Ask questions from trainee teachers to assess their subject knowledge and skills of
teaching.
o What do you mean by voluntary and involuntary actions?
o What is the best way to teach reflex arc to grade X students?
o What is the function of adrenaline?
o Name parts of human ear.
o What are rods and cones sensitive for?
o Name different movable, slightly movable and immovable joints.
o What are the major types of freely movable joints?

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Teaching Learning Strategies/ tips for trainee teachers to teach effectively

• Tell the trainee teachers that the following teaching learning strategies were used in
today’s session, however they can also use more need-based strategies for effective
teaching learning process:
o Presentation
o Discussion
o Hands-on activities
o Group work
o Gallery Walk
o Demonstration

Home Assignment
Assign trainee teachers to develop the model of human ear or reflex arc with their students
and teach them these concepts through these models.
• Ask them to teach the concepts covered in this session using different teaching
learning strategies in their classrooms with the help of models and write their
reflections on following questions:
o Which strategy they have used?
o How it went?
o What was their experience?
o What was the feedback of their students?
o What problems did they face? And how they tackled it?
o Ask them to bring their written reflections in next session.
References
• https://socratic.org/questions/what-is-negative-feedback-in-the-body
• https://slideplayer.com/slide/4556554/
• American Academy of Ophthalmology 2020
• http://pmgbiology.com/tag/pupil-reflex
• http://www.google.com/search?q=parts+of+ ear&tbm
• http://ib.bioninja.com.au
• https://byjus.com/biology/difference-between-bone-and-cartilage/

Note:
Ask trainee teachers to bring KP textbook of Biology, Grade X for next session.

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HANDOUTS

Handout 4.1
Rods and cones in retina
Special cells in the eye’s retina that are responsible for converting light into signals that are sent
to the brain. Photoreceptors give us our color vision and night vision. There are two types of
photoreceptor cells: rods and cones.

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Handout 4.2
a) Human Eye
The human eye is an incredible organ. Made up of many intricate parts working together, the end result
is something that almost everyone relies on heavily every single day – our vision. Even though we value
our vision the most of all our senses (accounting for 80% of all impressions), a lot of people know
surprisingly little about how our eyes work. We can
break the eye down into parts that we see externally
when looking in the mirror, and parts which aren’t
visible because they’re inside the eye, or further
towards the back.
External Structure
Eyelid: Your eyelid covers your eye to protect it from
dust, grit, and perspiration that could cause damage.
It opens and closes both voluntarily and involuntarily,
and facilitates blinking to help keep the eye hydrated
and well-lubricated.
Pupil: The pupil is the part of the eye which we see
through, and changes size depending on light levels. If
you are in a particularly bright environment, the pupil
contracts to let less light in, while if you’re in a darker
setting, it will expand to let more light in. This helps us
to see well in different light levels, making sure that
the correct amount of light reaches the retina at the
back of the eye.
Sclera: The sclera is the white part of your eye,
providing a protective outer layer. It covers the optic nerve and its can also be a good indication of your
eye health. For example, a red sclera might suggest that your eyes are tired or dry, while a yellow-tinted
sclera could indicate liver problems.
Iris: The iris is the coloured part of your eye and is what actually controls the size of the pupil. This means
that it regulates how much light gets into the eye. This iris is made from connective tissue and muscle
surrounding the pupil, and its structure, pattern and colour are just as unique as your fingerprint!
Internal Structure
Cornea: The cornea is the clear surface at the front of your eye, allowing light to enter the eye. It directly
covers your iris and pupil, providing a layer of protection. The cornea is what we operate on for laser eye
surgery procedures, as it is imperfections in the curve of your cornea that create an eye prescription,
requiring you to need glasses. The smoother the surface of your cornea is, the better your vision will be.
Lens: The lens is located behind your iris and is the part of the eye which provides focus. The lens can
change shape to alter the focal distance of the eye, focusing light rays that pass through it to hit the retina
at the right angle. As you get older, a build-up of protein in the eye can mean that the lens becomes
cloudy. This is called a cataract. Thankfully, your lens is easily removable and can be replaced with an
artificial clear lens to provide good vision again.

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Aqueous humour: The aqueous humour is a watery fluid that your eyes constantly produce in order to
maintain good eye pressure and nourish your cornea. This keeps your eyes healthy and, in turn,
contributes to good vision. It is drained from the eye at the same rate that it is produced (when this rate
isn’t constant, it leads to glaucoma) and its presence is vital for good vision.
Ciliary muscle: The ciliary muscle is the part of the eye that actually changes the shape of the lens,
allowing it to focus on different distances. It also holds the lens in the correct position in the eye’s middle
layer and regulates the flow of the aqueous humour within the eye.
Medial rectus muscle: There are six extraocular movement muscles in your eye (medial rectus, lateral
rectus, superior oblique, superior rectus, inferior rectus, and the inferior oblique) and the medical rectus
is the largest of them. It moves the pupil closer to the midline of your body (towards your nose) and makes
sure that the eye is aligned correctly. If there are problems with the medial rectus, it can lead to
strabismus.
Lateral rectus muscle: This is the muscle which is responsible for lateral – or sideways – movement of the
eye, particularly movements away from the midline. Again, if there are issues with the lateral rectus
muscle, you may experience esotropia. This is a form of strabismus where the eye turns inwards because
the muscle is either too weak, or isn’t working properly to move it away from the midline.
Retina: The retina is a layer of tissue at the back of the eye. The primary purpose of the retina is to receive
light from the lens and send signals to the brain to process it into a visual image. The retina contains two
types of photoreceptor cells: rods and cones. Rods are responsible for picking up on motion, dark and
light, while cones detect colour vision. Problems with the retina can lead to loss of vision, so preserving
your retinal health is crucial.
Choroid: This is a layer with blood vessels which sits between the retina and the sclera at the back of the
eye. It nourishes the outer layers of the retina and keeps the eye at the right temperature. It also provides
the right amount of oxygen and blood flow to the retina, helping the eye to function well.
Macula: The macula is the central part of your retina and is around 5mm in diameter. A healthy macula
means we will have clear vision and be able to see fine details. When the macula becomes diseased, such
as with macular degeneration, your central vision is affected. This obviously has a huge impact on your
day to day life, and can keep worsening until all vision is lost.
Optic nerve: The optic nerve is the part of your eye which transmits visual signals from the retina to the
brain, to be processed into images. It contains over a million nerve fibres and is actually considered to be
part of the central nervous system. One of the most common ways the optic nerve can be damaged is by
glaucoma. Eye pressure builds up, compressing the optic nerve, meaning visual signals can’t be
transmitted effectively anymore.
Vitreous humour: The vitreous humour is a liquid in your eye with the consistency of gel, and sits behind
your lens but in front of your retina. If any substances enter the vitreous humour, they are referred to as
floaters. They can be small flecks of blood or clusters of cells and, while they can be annoying to see in
your line of vision, they are typically harmless. With age, your vitreous thins and can separate from the
retina, causing “posterior vitreous detachment”. This causes even more floaters but isn’t sight-
threatening.

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b) Widening and narrowing of pupil

Remember muscles can only contract or relax. When the radial muscles contract (shorten) they will pull
the iris into a narrower shape so the pupil gets much wider. When the circular muscles contract, they
will squeeze the iris smaller so the pupil will narrow.

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Handout 4.3
Summary of normal hearing function
• Sound is transmitted through the air as sound waves from the environment. The sound
waves are gathered by the outer ear and sent down the ear canal to the eardrum.
• The sound waves cause the eardrum to vibrate, which sets the three tiny bones in the middle
ear into motion.
• The motion of the three bones causes the fluid in the inner ear, or cochlea, to move.
• The movement of the fluid in the inner ear causes the hair cells in the cochlea to bend. The
hair cells change the movement into electrical impulses.
• These electrical impulses are transmitted to the auditory nerve and up to the brain, where
they are interpreted as sound.
The Outer Ear
• The part of the outer ear that we see is called the pinna, or auricle. The pinna, with its
grooves and ridges, provides a natural volume boost for sounds in the 2000 to 3000 Hz
frequency range, where we perceive many consonant sounds of speech.
• The ear canal, also called the external auditory meatus, is the other important outer ear
landmark. This part of the ear is lined with only a few layers of skin and fine hair, with many
veins traveling all around it. This means that there is an abundant flow of blood to the ear
canal. Earwax (cerumen) accumulates in the ear canal and serves as a protective barrier to
the skin from bacteria and moisture. Earwax is normal, unless it completely blocks the ear
canal.
The Middle Ear
• The eardrum, or tympanic membrane (TM), is the dividing structure between the outer and
middle ear. Although it is an extremely thin membrane, the eardrum is made up of three
layers to increase its strength.
• The ossicles are the three tiny bones of the middle ear located directly behind the tympanic
membrane. These are the three tiny bones (smallest in the human body) in the middle ear:
malleus (hammer), incus (anvil), and stapes (stirrup) and their job is to further amplify the
sound. These three bones form a connected chain in the middle ear. The malleus is
embedded in the innermost layer of the tympanic membrane, and the stapes is connected
to a membranous window of the inner ear, called the oval window. The ossicles translate
mechanical vibrations received at the eardrum into the inner ear.

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• The Eustachian tube is the middle ear’s air pressure equalizing system. The middle ear is
encased in bone and does not associate with outside air except through the Eustachian tube.
This tubular structure is normally closed, but it can be involuntarily opened by swallowing,
yawning, or chewing. It can also be intentionally opened to equalize pressure in the ears,
such as when flying in an airplane. When this happens, you might hear a soft popping sound.
The Inner Ear
• The inner ear is an organ located deep within the temporal bone, which is the bone of the
skull on both sides of the head above the outer ear. The inner ear has two main structures:
the semicircular canals and the cochlea.
• The semicircular canals do not contribute to hearing, but assist in maintaining balance as we
move. The cochlea is the hearing organ of the inner ear, which is a fluid-filled structure that
looks like a snail’s shell. The cochlea changes the mechanical vibrations from the eardrum
and the ossicles into a sequence of electrical impulses. Sensory cells, called hair cells, bend
in the cochlea as the fluid is disrupted by the mechanical vibrations. This bending of the hair
cells causes electrical signals to be sent to the brain by way of the auditory nerve. The
cochlea is arranged by frequency, much like a piano, and encodes sounds from 20Hz (low
pitch) to 20,000Hz (high pitch) in humans.

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Handout 4.4
Endocrine system
• The endocrine system is comprised of ductless glands that release chemicals into the
blood to regulate body functions.
• A hormone is a chemical messenger that is transported indiscriminately via the
bloodstream to act on distant target cells.
• Hormones are specific and will only activate cells or tissues that possess the appropriate
target receptor.
• The endocrine system is slower to initiate, but has a more prolonged response when
compared to the nervous system.

Endocrine glands
• Endocrine glands secrete their product (hormones) directly into the bloodstream, rather
than through a duct (e.g. exocrine gland)
• Major endocrine glands include the pancreas, adrenal gland, thyroid gland, pineal gland
and the gonads (ovaries and testes)
• The hypothalamus and pituitary gland are neuroendocrine glands and function to link
the nervous and endocrine systems
• Some organs may also secrete hormones despite not being endocrine glands.

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Handout 4.5
Negative feedback

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Handout 4.6
Effect of Adrenaline on heart rate and arterial/blood pressure

Adrenaline increases the rate of heartbeat. It also raises arterial blood pressure. The increased
cardiac output supplies more oxygen to the muscles, putting the body in energetic status.
Adrenaline is carried in the bloodstream and affects nervous system, which controls functions
such as the heart rate, dilation of the pupils, and secretion of sweat and saliva.

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Handout 4.7
Difference between cartilage and bone
Bones:
• Bones are the hardest and the most rigid form of connective tissue.
• The outer layer of a bone is called compact bone. The ground substance (matrix) of bone
contains fibres of collagen proteins. It also contains calcium phosphate. In the matrix of
bone, the bone cells called osteocytes are present within spaces called lacunae. Bone
matrix contains nerve fibres and blood vessels. Beneath the compact bone, spongy bone is
present. The spaces within spongy bone contain bone marrow, where blood cells are
formed.
Cartilage:
• Cartilage is a firm and flexible connective tissue.
• The matrix of cartilage contains fibres of collagen protein in which the cells of cartilage
called chondrocytes are present. Chondrocytes are present within spaces called lacunae.
There are no blood vessels present in the ground substance of cartilage.
o In elastic cartilage the cells are closer together and there is less ground substance.
Elastic cartilage is found in the external ear flaps and in epiglottis.
o Hyaline cartilage has lesser number of cells and more ground substance. Hyaline
cartilage is found at the ends of the long bones, in the nose, ears, trachea, larynx, and
bronchi.
o Fibrous cartilage has the least number of cells so it has maximum ground substance.
Fibrous cartilage is found in the inter-vertebral disc.
Bone Cartilage
2. Hard and non-flexible 1. Flexible not very hard
3. Porous 2. Non-porous
4. Blood vessels present 3. Blood vessels absent
5. Matrix made up of protein and mineral salts 4. Matrix made up of proteins.

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Worksheet 4.1
Fill in the given worksheet by enlisting the hormones secreted by each gland along with their functions.

Gland Hormones Functions

Anterior lobe of
Pituitary gland

Posterior lobe of
Pituitary gland

Thyroid gland

Adrenal cortex

Adrenal medulla

Pancreas

Ovaries

Testes

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Worksheet 4.2
Identify the following joints, write their names and also tick () their type by using given key.

Key:
1: Immovable joint
2: Slightly movable joint
3: Hinge joint
4: Ball-and-socket joint

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Worksheet 4.1
Answer key
Gland Hormone Functions
Anterior lobe Growth hormone regulates development of muscles and bones
of Pituitary Adrenocorticotropic stimulates secretion of cortisol and aldosterone by
gland hormone the adrenal cortex
Thyroid stimulating stimulates the thyroid gland to produce its
hormone hormone
Luteinizing hormone stimulates the ovary to release egg
stimulates the testes to produce sex hormones
Posterior lobe Antidiuretic increases the reabsorption of water from
of Pituitary hormone nephrons
gland Oxytocin initiates uterine contractions during childbirth
stimulates the flow of milk from breasts during
lactation
Thyroid gland Thyroxine stimulates enzymes of cellular metabolism
Calcitonin decreases blood calcium concentration
Adrenal Epinephrine, initiate body’s response to stress and the “fight-or-
medulla Norepinephrine flight” response to danger
Adrenal cortex Cortisol promotes production of glucose from proteins
Aldosterone promotes salt and water retention by the kidneys
Pancreas Insulin lowers the blood glucose level by stimulating body
cells to store glucose or use it
Glucagon stimulates release of glucose from liver into the
blood
Ovaries Oestrogen and cause the release of egg from the ovary and
Progesterone regulate female secondary sex characteristics
Testes Androgens regulate male secondary sex characteristics
(Testosterone)

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Worksheet 4.2
Answer key

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Session 5: Biology (Secondary) Time: 360 Minutes

Name of Units
• Reproduction
• Inheritance
Topics/contents covered in SoS
• Introduction to Reproduction
• Asexual Reproduction in plants
• Sexual Reproduction in plants
• Wind-pollinated Flowers
• Insect-pollinated Flowers
• Seed Germination
• Types of Germination
• Reproductive System of Rabbit
• Gametogenesis
• Population Planning
• Sexually Transmitted Diseases
• Genes and Alleles
• Law of Segregation (Monohybrid Cross)
• Law of Independent Assortment (Dihybrid Cross)
SLOs
Note: The following SLOs will be covered in a month through LMS and face-to-face session.
After this session and self-study, the trainee teachers will be able to:
1. Define reproduction and describe its importance.
2. Describe different types of asexual reproduction i.e. binary fission, budding, spore
formation and vegetative propagation.
3. Distinguish between vegetative propagation and artificial propagation.
4. Describe the two methods of artificial vegetative propagation (stem cuttings and
grafting).
5. Define cloning.
6. Describe sexual reproduction in plants by explaining the life cycle of a flowering plant.
7. Describe the adaptations in the structure of wind-pollinated and insect-pollinated
flowers.
8. Distinguish between epigeal and hypogeal germination.
9. Describe the conditions necessary for germination of seeds.
10. Describe different organs of the male and female reproductive systems of rabbit.
11. Describe the processes of gametogenesis in rabbit.
12. Rationalize the need for population planning.
13. Explain AIDS as an example of sexually transmitted diseases.
14. Describe the composition of chromatin material.
15. Define gene (a localized region of DNA that codes for a protein).

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16. State clearly the difference between a gene and an allele.

17. State Mendel’s law of Segregation.
18. Demonstrate that 9:3:3:1 dihybrid F-2 phenotypic ratio is an evidence of independent
assortment.
19. State Mendel’s law of Independent Assortment.
Material Required
• White board, marker, flash cards, mirror, charts, sugarcane, colocasia, populus
branches, rose flower.
• Water, petri dishes, beakers, cotton wool, gram / bean / pea / wheat seeds.
• Prepared slides or charts of binary fission, budding, spore formation, vegetative
propagation and artificial propagation and cloning.
Introduction of the Session 20 minutes
• Begin the session with following questions to test previous knowledge.
o What is difference between asexual and sexual reproduction?
Expected answer: Sexual reproduction involves fusion of male and female gametes
while there is no fusion of gametes in asexual reproduction.
o Define gametogenesis.
Expected answer: The formation/genesis of gametes is called gametogenesis.
• Invite the trainee teachers to conduct mini-lectures, through questioning, on the
following topics:
o Reproductive systems of rabbit
o Vegetative and artificial propagation
Instructions/Activities
SLO 1: Define reproduction and describe its importance.
SLO 2: Describe different types of asexual reproduction i.e. binary fission, budding, spore
formation and vegetative propagation.
SLO 3: Distinguish between vegetative propagation and artificial propagation.
SLO 4: Describe the two methods of vegetative propagation (stem cuttings and grafting).
SLO 5: Define cloning.
Activity 1: Types of reproduction 15 minutes
• Ask trainee teachers to write differences between asexual and sexual reproduction.
• Take random answers from trainee teachers.
• Put following materials/specimens/diagrams on the table in front of trainees.
o Sugarcane sticks
o Colocasia or populus branch
o Chart of mushroom (showing spore formation)
• Hold each material in hands to show to trainee teachers. Tell them that they know all
these materials.
• Tell that each of these represents a type of asexual reproduction.
• Give them time to think then write all four materials/specimens names on board.

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• Invite 3 trainee teachers. Each trainee teacher will write the type of reproduction that
takes place in a material.
• Conclude the activity by sharing that sugarcane sticks represent vegetative
propagation, colocasia or populus branch shows budding, and mushroom chart shows
spore formation. All these are types of asexual reproduction.
Activity 2: Asexual Reproduction 40 minutes
• Ask the trainee teachers:
o What is binary fission and in which organisms it
occurs?
Expected answer: It is a type of asexual reproduction in
which the body of the parent organism divides into two
daughter organisms. It is common in Euglena, Amoeba,
Chlamydomonas and bacteria.
• Ask basic questions on other types of asexual
reproduction i.e. budding, spore formation, vegetative
propagation and artificial vegetative propagation.
Expected answers:
In budding, an outgrowth (bud) arises from the body of parent and develops into the
offspring. In occurs in yeast (a
fungus).
In spore formation, thick-walled
asexual reproductive cells (spores)
are produced in sporangia. It
occurs in many fungi like Rhizopus
(bread mold). When spores are
dispersed, they germinate to
produce new fungi.
In vegetative propagation, plants
produce new generations by using
their vegetative parts i.e. stems,
leaves and roots.
When humans use vegetative parts
of plants to produce more plants, it
is called artificial vegetative
propagation.
• Make 5 groups of the trainee teachers. The groups will perform the following tasks
and will develop charts for presentation.
Group 1 Draw different stages of binary fission in Amoeba after observing
them in prepared slides or charts.
Group 2 Draw and identify different stages of budding in the prepared slides /
charts of yeast.

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Group 3 Draw and identify different stages of spore formation in Rhizopus by

observing in the textbook.
Group 4 Examine the charts / specimens of onion, corn, ginger and potato and
write the modes of their reproduction by drawing and labeling.
Group 5 Study artificial vegetative propagation (cutting and grafting) and
cloning by drawing and labeling.
• Ask the groups to display their charts. Each group will present their task.
SLO 6. Describe sexual reproduction in plants by explaining the life cycle of a flowering
plant.
SLO 7: Describe the adaptations in the structure of wind-pollinated and insect-pollinated
flowers.
Activity 3: Sexual reproduction in plants 40 minutes
• Expose a rose/any flower in front of trainee teachers to demonstrate its vegetative
parts (sepals and petals) and reproductive parts (stamen and carpel).
• Write the names of flower parts on writing board and invite 4 trainee teachers to write
the collective names of these parts (calyx, corolla, androecium and gynoecium).
• Make 5 groups of trainee teachers. Ask them to develop diagrams on charts that can
best describe the life cycle of flowering plants. Assign the topics as follows:
Group 1 Complete structure of a flower
Group 2 Structure of stamen and development of male gametophyte
Group 3 Structure of carpel and development of female gametophyte
Group 4 Pollination in flowers – adaptations in wind-pollinated and insect-
pollinated flowers
Group 5 Complete life cycle of flowering plant

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• Invite each group to explain its chart to all trainee teachers. Encourage the trainee
teachers to ask questions to clarify their queries. Help the demonstrating groups
where they need support.
• Refer trainee teachers to Handout 5.1 and KP Textbook of Biology, grade X and
conclude the activity by explaining the concept.
SLO 8: Distinguish between epigeal and hypogeal germination.
SLO 9: Describe the conditions necessary for germination of seeds.
Activity 4: Germination 40 minutes
• Ask the trainee teachers:
o What is germination?
Expected answer: The development of a plant from a seed or spore.
o What do you mean by epigeal and hypogeal germination?
Expected answer: When hypocotyle elongates and it forces cotyledons and seed coat
to come above the ground, it is called epigeal germination. When epicotyl elongates
and cotyledons remain below the ground, it is called hypogeal germination.
o What are the necessary conditions for the germination of seeds?
Expected answer: Air/oxygen, water, temperature.
• Make 6 groups of trainee teachers. Provide water, petri dishes, beakers, cotton wool,
gram / bean / pea / wheat seeds to each group.
• Ask the groups to perform experiment / practical set ups for investigating the
necessary conditions for seed germination.
• Ask them to investigate:

Group 1 & 2 The water requirement for germination

Group 3 & 4 The temperature requirement for germination
Group 5 & 6 The oxygen/air requirement for germination

• Ask the groups to make set ups by the following procedures.

Group 1 & 2 To investigate the water requirement for germination
1. Label the three petri dishes as A, B and C.
2. Put a layer of cotton wool at the bottom
of each dish.
3. Place 5-6 seeds (soaked for twelve hours)
in Petri dish ‘A’ on moist cotton wool.
4. Place 5-6 soaked seeds in Petri dish B but
keep the cotton wool dry.
5. Place 5-6 un-soaked seeds of gram in
Petri dish C on dry cotton wool.

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Group 3 & 4 To investigate the temperature requirement for germination

1. Label the three Petri dishes as A, B and C and place a layer of moist
cotton wool in each of them.
2. Put 5-6 soaked seeds in each Petri dish.
3. Place the Petri dish ‘A’ at 35oC (in incubator), Petri dish ‘B’ at 4oC (in
refrigerator) and Petri dish ‘C’ at room temperature (20oC).
Group 5 & 6 To investigate the oxygen requirement for germination
1. Take two 500 ml beakers and label
them as A and B.
2. Fill half of beaker ‘A’ with fertile soil
and put some soaked seeds not
more than 1-2 cm deep.
3. Put some soaked seeds in beaker ‘B’
and fill this beaker completely with
fertile soil.
4. Pack the beaker ‘B’ in the polythene
bag.

• Ask the groups to write the expected conclusions of their experiments.

• Take a few responses and conclude the activity by using given trainer’s input.
Trainer’s Input:
Group 1 & 2 To investigate the water requirement for germination
The germination of seeds would occur only in the Petri dish ‘A’. It
concludes that water is essential for germination.
Group 3 & 4 To investigate the temperature requirement for germination
Germination occurs only in Petri dish ‘A’. It means that optimum
temperature (25-40 °C) is required for seed germination.
Group 5 & 6 To investigate the oxygen requirement for germination
Germination of seeds will occur only in beaker ‘A’. In beaker ‘B’ seed will
not germinate because the seeds are completely hidden under soil and
beaker is packed in a polythene bag. So, Oxygen cannot reach to the
seeds. Hence oxygen is essential for germination.
SLO 10. Describe different organs of the male and female reproductive systems of rabbit.
Activity 5: Reproductive system of rabbit 30 minutes
• Ask the trainee teachers:
o What is the function of ovary?
Expected answer: It produces female gametes (egg cell/ova) during the process of
oogenesis.
o What is the function of fallopian tube?
Expected answer: It helps in transfer of eggs.

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• Refer trainee teachers to Worksheet 5.1.

• Ask them to think and fill the worksheet in pairs.
• Take their responses randomly.
• Ask the trainee teachers to go through Handout 5.2 for 10 minutes.
• Make two groups.
o Group 1 will develop a chart on the male reproductive system of rabbit.
o Group 2 will develop a chart on the female reproductive system of rabbit.
• Ask both the groups to use their charts to conduct microteaching sessions to explain
the male and female reproductive systems.
• Conclude the activity with the help of Handout 5.2.
SLO 11: Describe the processes of gametogenesis in rabbit.
Activity 6: Gametogenisis 40 minutes
• Write gametogenesis on writing board.
• Ask trainee teachers to think about it and take their responses.
• Ask them:
o Which reproductive part of rabbit is involved in oogenesis?
Expected answer: Ovary
o From which parent cell the spermatogenesis starts?
Expected answer: Primary spermatocytes
• Ask the trainee teachers to go through Handout 5.3.
• Make two groups. Assign ‘spermatogenesis’ to group 1 and ‘oogenesis’ to group 2.
• Both groups will make charts on the assigned topics with the help of Handout 5.3.
• Conclude the activity by group charts tagged on the board.
SLO 12: Rationalize the need for population planning.
Activity 7: Population planning 20 minutes
• Make two groups of trainee teachers.
• Write “Need for population planning” on writing board.
• Give one group the task to work on ‘Population planning awareness measures’, and to
other ‘Importance of population planning.’
• Tell them to think and write logical points on chart.
• Ask both groups to present their tasks.
• Conclude the activity by Handout 5.4.
SLO 13: Explain AIDS as an example of sexually transmitted diseases.
Activity 8: AIDS 35 minutes
• Make three groups of trainee teachers and assign tasks as follows.
Group 1 Definitions and difference between HIV and AIDS
Group 1 Causes of AIDS
Group 2 Transmission and effects

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• Give them 20 minutes to work on their assigned topics in notebooks/notepads with

the help of KP textbook of Biology for grade X.
• Each group will present its topic on writing board.
• Conclude the activity by Handout 5.5.

SLO 14: Describe the composition of chromatin material.

SLO 15: Define gene (a localized region of DNA that codes for a protein).
SLO 16: State clearly the difference between a gene and an allele.
Activity 9: Genetic material 20 minutes
• Ask the following questions to make the trainee teachers recall their previous
knowledge.
o Which organelle controls the activities of cell?
Expected answer: Nucleus
o What are the thread-like structures present in nucleus? What are they made of?
Expected answer: Chromosomes made of chromatin material.
o What is chromatic material made of?
Expected answer: DNA and histone proteins
o What is a gene?
Expected answer: It is the segment of DNA which directs the making of a protein. The
proteins made by a cell make its characters.
o What is heredity or inheritance?
Expected answer: The process by which characters are transferred from parents to
offspring.

• Hang a mirror on the wall.

• Invite one trainee teacher to stand in front of mirror so that he could see his image.
• Ask him/her:
o What you saw in the mirror.
Expected answer: Myself
o Did the person in the mirror was same copy of you?
Expected answer: Yes, off course.
• Discuss the example of pair of shoes and take their responses about more such paired
things from everyday life.
• Ask them:
o Do you know that chromosomes are also present in the form of pairs?
Expected answer: Yes, chromosomes are in pairs.
• Tell the trainee teachers that we know that genes are located on chromosomes. On a
pair of chromosomes, alternative forms of the same genes are present. These
alternate (different) forms of a gene are called its alleles. For example, the gene of
hair colour can have two alleles. One allele makes hair pigments while the other does
not make pigments.

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• Ask the trainee teachers:

o What is allele?
Expected answer: Alternate form/copy of gene
o What are dominant and recessive alleles?
Expected answer: The allele that mask the working of the other allele is called
dominant allele (expressed by capital letter). The allele which is masked (not expressed)
is called recessive allele (expressed as lowercase letter).
• Show the following diagram and explain it to conclude the activity.

SLO 17: State Mendel’s law of Segregation.

SLO 18: Demonstrate that 9:3:3:1 dihybrid F-2 phenotypic ratio is an evidence of
independent assortment.
SLO 19: State Mendel’s law of Independent Assortment.
Activity 10: Mendel’s Laws 40 minutes
• Ask the trainee teachers:
o What do you mean by monohybrid and dihybrid crosses?
Expected answer: In monohybrid crosses, inheritance of only one character is studied
at a time e.g. a cross to study the height of plant. In dihybrid crosses, inheritance of two
characters is studied at a time e.g. a cross to study seed colour and seed shape.
o What is meant by P generation, F1 generation and F2 generation?
Expected answer: P generation means the parental generation involved in a cross. F1
is the first generation of offspring which result from the cross of P generation. F2 is the
second generation of offspring which results from the cross of F1 generation.

• Divide the trainee teachers into three groups and ask the members to work in pairs:
o Group 1 will complete the cross given in worksheet 5.2 (a) and will explain it to
prove law of segregation.
o Group 2 will complete the cross given in worksheet 5.2 (b) and will explain how
9:3:3:1 ratio in F2 proves law of independent assortment.
o Group 3 will develop a cross according to instructions in worksheet 5.2 (c).
• Ask them to solve the worksheets and discuss in groups.
• Invite each group to explain the filled worksheets to prove the laws.
• Conclude the activity with the help of KP textbook of Biology for grade X, pg. 122 –
126.

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Assessment 20 minutes
• Ask the following questions to gauge the understanding of trainee teachers:
o How double fertilization takes place in angiosperms?
o Is allele a form of gene? How?
o Differentiate between phenotype and genotype.

Teaching Learning Strategies/ tips for trainee teachers to teach effectively

• Tell the trainee teachers that they can use the following teaching learning strategies
along with the activities we have used in today’s session:
o Pair work
o Group work
o Hands on activities.
o Drawing and labelling
o Discussion
o Question / answer
o Practical demonstration
Home Assignment
• Make diagrams to explain the chemical composition of chromosomes.
• Make worksheets for students on the topics of fragmentation, budding, and
parthenogenesis in animals.
References
• www.exploring.nature .com life cycle of flowering plants

Note:
Ask trainee teachers to bring KP textbook of Biology grade 10, in the next session.

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HANDOUTS
Handout 5.1
Life cycle of Flowering Plant
Angiosperms (flowering plants) have two alternative life cycles because they undergo sexual and
asexual reproduction. Asexual reproduction creates a clone of the original plant. The advantage
to asexual reproduction is that an individual plant can propagate the species. Sexual reproduction
creates genetic
diversity. The
seeds produced
by sexual
reproduction
can also help
distribute
plants to far
away areas.
Thus, there are
two advantages
to sexual
reproduction.
The above
figure shows the angiosperm life cycle.
The Female Gametophyte
The carpel is the female sex organ. Female gametophytes develop within the carpel. The carpel
(megametophyte) is comprised of a stigma, style, ovary, and ovule. The megaspores (egg cells or
female gametophytes) reside within the ovule (macrospore).
An individual macrospore will undergo meiosis twice to produce four haploid macrospores. Three
of these haploid macrospores will die. The remaining macrospores undergo mitosis (cell division
with DNA replication) three times. This process is called mega gametogenesis, and it results in an
embryo sac with one egg. Only the egg is fertilized - the rest of the cells aid with fertilization.

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The Male Gametophyte

Male gametophytes are called microspores. They develop within the male sex organ (anther).
They also undergo two rounds of meiosis to produce four haploid gametes.

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Handout 5.2
Reproductive systems of rabbit

a) Female Reproductive system Rabbit

1. Kidney
2. Ureter
3. Uterus masculinus
4. Urinary bladder
5. Urethra
6. Penis
7. Tip of penis
8. Vas deferens
9. Spermatic cord
10. Cowpers gland
11. Perineal gland
12. Testes
13. Epididymis
14. Scrotal sac

b) Male Reproductive system Rabbit

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Male reproductive system:

In rabbit the sexes are separate i.e. unisexual and sexual dimorphism is well marked. The male
reproductive organs include a pair of testes, a pair of epididymis, a pair of vasa differentia,
urethra, penis and Cowper gland.
Epididymis: The epididymis is an irregular, narrow and highly convoluted tubule of great length.
The epididymis has two distinct parts.
Caput Epididymis: It is the head or anterior part of epididymis.
Cauda Apididymi: It is the tail or posterior part of epididymis.
Urethra: The neck of the urinary bladder and the vasa differentia open into a thick-walled
muscular duct, the urethra. It is the common passage for both urine and semen and called the
urogenital duct.
Penis: The copulatory organ or penis is a small, cylindrical and erectile organ.
Female reproductive system:
The female reproductive organs include a pair of ovaries, a pair of oviducts, a pair of uteri, vagina
and some accessory glands.

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Handout 5.3
Gametogenesis

The origin and development of gametes is called gametogenesis. This may be divided into
spermatogenesis and oogenesis. Spermatogenesis deals with the development of male sex-cells
called sperms in the male gonad or testis. Oogenesis is the development of female sex-cells called
ova or eggs in the female gonad or ovary.
First of all, spermatogenesis starts in the seminiferous tubules. Parent cells in this respect are
called spermatogonium. Spermatogonium then converts into primary spermatocyte. Primary
spermatocyte then forms secondary spermatocyte. Finally, secondary spermatocytes then form
spermatids. Spermatid then develop into sperm by the process of spermigenesis.
Oogenesis starts at the foetal stage in the form of primary oocytes. Then at the time of puberty
primary oocytes form secondary oocytes which finally form oocytes, which then develop into
ovum/egg.

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Handout 5.4
Population Planning

Population planning awareness measures Importance of population planning

1. Population planning education. 1. The benefits include saving the lives of
2. Family planning programs. women and children.
3. Providing Incentives. 2. Offering women more choices; and
4. Eradicate Poverty. encouraging adoption of safer sexual
5. Women Empowerment. behaviour.
6. Spread awareness nationwide. 3. Slower population growth helps
7. Create small family role models. protect the environment and it aids
development.
4. Necessary for public health, economy,
employment.
5. To save natural resources, agricultural
fertile land and clean potable water.

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Handout 5.5
HIV / AIDS
• HIV stands for Human Immunodeficiency Viruses.
• AIDS stands for Acquired Immune Deficiency Syndrome.

HIV (human immunodeficiency virus) is a virus that attacks cells that help the body
fight infection, making a person more vulnerable to other infections and diseases.
It is spread by contact with certain bodily fluids of a person with HIV, most
commonly during unprotected sex, or through sharing injection drug equipment.
If left untreated, HIV can lead to the disease AIDS (acquired immunodeficiency
syndrome).
The human body can’t get rid of HIV and no effective HIV cure exists. So, once you
have HIV, you have it for life.
AIDS is the late stage of HIV infection that occurs when the body’s immune system
is badly damaged because of the virus.

AIDS cause
AIDS is caused by the HIV virus.
HIV/AIDS Transmission
• Contaminated blood transfusion, infected razor, hair dresser shop, unsafe sexual
practices e.g:
o Using nail cutters and other body accessories of contaminated partner.
o Sharing needles with infected persons
o Infection from blood products
o Unprotected sex with an infected partner.
o Transmission from infected mother to fetus:
▪ In utero
▪ During delivery
▪ Breast milk
For transmission to occur, the HIV in the fluids must get into the bloodstream of an
HIV-negative person through a mucous membrane; open cuts or sores; or by direct
injection.

STDs (Sexually Transmitted Diseases)

Sexually transmitted diseases (STDs) are infections that spread from person to person
through sexual activity. HIV is an STD.

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Worksheet 5.1
Fill in the given worksheet by identifying the reproductive part of rabbit (male / female) and describing
its function.

Reproductive parts Male / female Function

Cowper’s gland

Fallopian tube

Ovary

Prostate gland

Scrotal sac

Testes

Uterus

Vas deferens

Seminal Vesicles

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Answer key:

Reproductive parts Male / female Function

Cowper’s gland Male Its secretion lubricates the ducts

Fallopian tube Female Tube for the transfer of eggs from ovary to uterus

Ovary Female Eggs formation site

Prostate gland Male Its secretion neutralizes the acidity

Scrotal sac Male Testis protection sac

Testes Male Sperm formation site

Uterus Female Fertilized egg attachment site

Vas deferens Male Duct for the transfer of sperm from testis to outside

Seminal Vesicles Male Its secretion has role in the nourishment of semen/sperms

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Worksheet 5.2

(a) Complete the given cross and describe the law.

Law description: ____________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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b) Complete the given cross and describe the law.

Law description: ____________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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c) Suppose you cross a pure-breeding, black-coated dog with curly fur to a pure-breeding,
yellow-coated dog with straight fur. In the F1 generation, all the puppies have straight, black
coats. Next you interbreed the F1 dogs with one another to get the F2 generation.
o Find F1 results by crossing BBcc and bbCC parents.
o Make gametes of two F1 puppies.
o Fill checker board for F2 cross and obtain 9:3:3:1 ratio.
o Find what fraction of the F2 puppies will have yellow, straight fur.

Cross description: _________________________________________________________________

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Session 6: Biology (Secondary) Time: 360 Minutes

Name of Units
• Man and His Environment
• Biotechnology
• Pharmacology
Topics/contents covered in SoS
• Levels of Ecological Organization
• Ecosystem
• Components of the Ecosystem
• Food Chains and Food Webs
• Energy relations between different Trophic Levels
• Carbon Cycle
• Nitrogen Cycle
• Relationship between Biogeochemical cycles & Flow of energy and Ecological balance
• Competition, Predation and Symbiosis (Parasitism, Mutualism, Commensalisms)
• Human Impact on Environment
• Environmental Problems (Population growth, Urbanization, Global warming,
Deforestation, Acid rain)
• Biotechnology and its importance
• Fermentation
• Genetic Engineering and its objectives
• Effects of Addictive Drugs (Sedatives, Narcotics and Hallucinogens)
• Problems of Drugs Addictions
• Antibiotics
SLOs
Note: The following SLOs will be covered in a month through LMS and face-to face session.
After this session and self-study, the trainee teachers will be able to:
1. Describe levels of ecological organization.
2. Define ecosystem.
3. Describe components of the ecosystem.
4. Describe food chains and food webs.
5. Describe and compare energy relations between different trophic levels.
6. Describe carbon and nitrogen cycles
7. Relate biogeochemical cycles with flow of energy and ecological balance.
8. Explain competition, predation and symbiosis (parasitism, mutualism,
commensalisms).
9. Explain the human impact on environment.
10. Explain some global and regional environmental problems (population growth,
urbanization, global warming, deforestation, acid rain).

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11. Define biotechnology and explain its importance.

12. Relate biotechnology with genetic engineering and fermentation.
13. Define fermentation.
14. Explain the method of fermentation by yeast and bacteria.
15. Define genetic engineering and describe its objectives
16. Categorize and describe the effects of addictive drugs (sedatives, narcotics and
hallucinogens).
17. State the associated problems of drugs addictions i.e. severe social abandonment and
crimes.
18. Categorize major antibiotics as per their bactericidal and bacteriostatic effects.
Material Required
• Writing board, chalk, tablet, markers.
• Chart prepared from Handout 6.2
Introduction of the Session 20 minutes
• Begin the session with following questions.
o How will you define ecosystem?
o What do you know about food chain?
o Differentiate between parasitism and mutualism.
o What is genetic engineering? What may be the objectives of genetic engineering?
• Tell about the environment and its importance in our life.
• Elaborate the importance of carbon and hydrogen cycles.
• Shortly tell about the differences among parasitism, mutualism and commensalisms.
• Provide a brief introduction of genetic engineering.
Instructions/Activities
SLO 1: Describe levels of ecological organization.
SLO 2. Define ecosystem.
SLO 3. Describe components of the ecosystem.
Activity 1: Ecological Organization 20 minutes
• Write the following terms on the writing board.
Ecosystem Species Community Population Biosphere
• Arrange the terms from higher to lower level by using responses from the trainee
teachers. The organization would be as given below:
Biosphere
Ecosystem
Community
Population

Species
• Ask questions to encourage the trainee teachers to define each level of ecological
organization.

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Activity 2: Components of ecosystem 30 minutes

• Make following diagram on the writing board.
• Ask trainee teachers to fill it.
• Collect their responses in boxes by writing (keep on adding boxes, if needed).

Components of
Ecosystem

• Conclude the activity by using following definitions and explanation.

• Ecosystem: A biological community of interacting organisms and their
physical environment.
• Components of ecosystem: An ecosystem can be categorized into its
abiotic constituents, (including minerals, climate, soil, water, sunlight, and
all other non-living elements), and its biotic constituents, (consisting of all
its living members).

SLO 4. Describe food chains and food webs.

Activity 3: Food Chain and Food Web 30 minutes
• Ask the trainee teachers:
o Define food chain.
Expected answer: A series of organisms, each dependent on the next for food.
o What is food web?
Expected answer: It is a set of food chains in which several food paths are inter linked.
• Write titles of producers, consumers and decomposers on writing board.
• Then write grass, grasshopper, bird, snake and owl.
• Tell trainee teachers to make a relation among these organisms.
• Write the relation (food chain) on the writing board by using trainee teachers’
responses.
• Provide feedback: Grasshopper and bird take their food by eating grass stuffs. Snake
eats bird. Owl is the peak predator in this path (food chain).
• Make groups of trainee teachers with leaders (each group should consist of 4 to 5
trainee teachers).
• Provide charts and markers to each group and assign them the following tasks:
Task 1 Make a food chain, with names of organisms from your locality
Task 2 Make a food web, with names of organisms from your locality
Task 3 Write the status of each organism in food chain and food web, as
producer, consumer or decomposer
• Invite the group leaders to present their charts.
• Give your feedback by using Handout 6.1.

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SLO 5. Describe and compare energy relations between different trophic levels.
Activity 4: Energy relations between different trophic levels 30 minutes
• Conduct a participatory discussion session by using Handout 6.2.
• Ask the following questions.
o We have seen different food chains in which organisms are arranged at trophic
levels. Which one is the first trophic level in all food chains?
Expected answer: Producers
o Consumers make the next tropic level. Which consumers make the level next to
producers?
Expected answer: Herbivores (primary consumers)
o What may be the next level of consumers?
Expected answer: Carnivores (secondary consumers), Top Carnivores (tertiary
consumers)
o Do the producers store all of the captured energy (sunlight) into their biomass?
Expected answer: No. They store a small percentage of it into their biomass while
the rest is used in metabolic processes and mostly is lost.
o When primary consumers eat producers, do they receive all energy present in
producer’s biomass?
Expected answer: No. They receive only about 10%.
• Conclude the discussion by explaining that during energy transfer between trophic
levels, only 10% of the energy consumed by one level is transferred to the next.

SLO 6. Describe carbon and nitrogen cycles.

SLO 7. Relate biogeochemical cycles with flow of energy and ecological balance.
Activity 5: Biogeochemical cycles 40 minutes
• Ask the trainee teachers:
o What gas is absorbed by plants in photosynthesis?
Expected answer: CO2
o What percent of air consists of nitrogen gas?
Expected answer: 78%

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o Is nitrogen existing in gaseous state?

Expected answer: Yes
o What is meant by biogeochemical cycle?
Expected answer: The back and forth movements of chemical elements between
organisms and environment along circular paths are known as biogeochemical
cycles.
• Make groups of 4 to 5 trainee teachers.
• Assign one of the topics i.e. ‘carbon cycle’ and ‘nitrogen cycle’ to each group.
• Ask them to discuss and develop labelled diagrams of cycles.
• Then invite each group to present their topics.
• Explain the cycles with flow of energy and ecological balance.
• Conclude the activity with the help of Handout 6.3.
SLO 9. Explain the human impact on environment.
SLO 10. Explain some global and regional environmental problems (population growth,
urbanization, global warming, deforestation, acid rain).
Activity 6: Human Impact on Environment 30 minutes
• Ask the following questions:
o What is meant by ‘human impact on environment’?
Expected answer: Modification in environment and utilization of natural resources
by humans to meet their needs, resulting in depletion of resources and pollution.
o Why human began to overuse the natural resources?
Expected answer: Due to increase in human population and industrialization,
humans began using environmental resources at an increasing rate.
o Give some examples of the human impacts on environment.
Expected answer: Global warming, acid rain, pollution
• Make three groups of trainee teachers. Assign them environmental problems like
global warming, acid rain and deforestation to make presentation.
• Draw the following table of writing board.
Causes Effects
Group 1: Global Warming
Group 2: Acid Rain
Group 3: Deforestation
• Ask the trainee teachers to fill the table on charts and present it.
• Conclude the activity by sharing that humans have affected the environment in many
ways. Overpopulation, urbanization, burning fossil fuels, and deforestation have
triggered climate change, soil erosion, poor air quality and undrinkable water.

SLO 11. Define biotechnology and explain its importance.

SLO 12. Relate biotechnology with genetic engineering and fermentation.
SLO 13. Define fermentation.
SLO 14. Explain the method of fermentation by yeast and bacteria.

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Activity 7: Biotechnology Genetic Engineering & Fermentation 20 minutes

• Write terms of biotechnology, genetic engineering, and fermentation on the writing
board.
• Ask the trainee teachers:
o Define biotechnology.
Expected answer: Use of living organisms or their products for the welfare of
human beings.
o What is genetic engineering?
Expected answer: Manipulation/changing organisms’ genes in biotechnology.
o Fermentation is a type of respiration. What it means?
Expected answer: It means anaerobic (without oxygen) respiration in which glucose
is oxidized incompletely and a little amount of energy is released.
o Fermentation is also a procedure in biotechnology? What happens in this
procedure?
Expected answer: In biotechnology, fermentation is a procedure of large-scale
production of any product by massive culture (population) of microorganisms.
• In the light of responses from trainee teachers conclude the activity.

Activity 8: Fermentation by Yeast and Bacteria 30 minutes

• Ask the trainee teachers:
o You know that as a type of cellular respiration, fermentation is further divided into
2 types. What are these types?
Expected answer: Alcoholic fermentation and lactic acid fermentation
o Where does these types of fermentation occur in nature?
Expected answer: Alcoholic fermentation occurs in yeast while lactic acid
fermentation occurs in anaerobic bacteria and in our muscles cells, when oxygen
supply is less.
• Make two groups of trainee teachers.
• Ask one group to make chart on alcoholic fermentation and other group on lactic acid
fermentation.
• Draw following tables and ask them to fill it.
Alcoholic Fermentation
Occurs in Products for human use Mechanism

Lactic Acid Fermentation

Occurs in Products for human use Mechanism

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• Invite both groups to present their works.

• Conclude the activity by giving your productive feedback.
SLO 15. Define genetic engineering and describe its objectives.
Activity 9: Genetic Engineering 30 minutes
• Ask the following questions:
o What is genetic engineering?
Expected answer: The manipulation of required genes for the welfare of human
being, is called genetic engineering.
• Take views about cloning and genetic engineering from trainee teachers.
• Conclude the activity by giving following input.
Trainers input: Genetic engineers find specific genes, cut them from chromosomes, and
insert them into the chromosomes of other organisms to obtain the organism with their
desired characteristics - called Genetically Modified Organisms (GMOs).

• Explain the technique with the help of following diagram. The DNA (gene) of donor
organism is identified and isolated by using restriction endonuclease enzymes. The
isolated gene of interest is attached to a vector (e.g. plasmid) to carry it to a bacterial
cell. Now it is called recombinant DNA. The recombinant DNA is introduced into
bacterial cell which continues to multiply with gene of interest. In this way, a colony of
bacteria having recombinant DNA is obtained. This is called gene cloning. The bacterial
colony starts preparing the product by using the donor’s gene.
• Display the chart of given diagram on the writing board.
• Invite 2 trainee teachers to explain its steps in pair.

• Give your feedback to conclude the activity.

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SLO 16. Categorize and describe the effects of addictive drugs (sedatives, narcotics and
hallucinogens).
SLO 17. State the associated problems of drugs addictions i.e. severe social abandonment
and crimes.
Activity 10: Addictive Drugs 30 minutes
• Ask the following questions:
o Define drug addiction.
Expected answer: The uncontrollable desire for drugs is called drug addiction.
o Define sedative.
Expected answer: A drug taken for its calming or sleep-inducing effect.
• Tell trainee teachers to write about effects of addictive drugs on their
notebooks/notepads.
• Give them 5 minutes.
• Take their responses.
• Add with their responses the following points if missing.
o Social problems will be more
o Disturb personality.
o Time/energy and money lost.
o Social respect loss.
• Use chart to explain drugs addiction and related social problems.

Drugs Social crimes/problems

Heroine, alcohol, opium, mix Family disturbance and violence
smoking, hashish, morphine
Mental health loss
Robbery and criminal attitude of drug addict
Social stigma
Such persons are shame for family

SLO 18. Categorize major antibiotics as per their bactericidal and bacteriostatic effects.
Activity 11: Bactericidal and bacteriostatic antibiotics 30 minutes
• Make pairs of trainee teachers.
• Tell them to use think pair-share technique.
• Give them task of differentiation between bacteriostatic and bactericidal antibiotics.
• Allow them to discuss for 5 minutes.
• Invite one pair to share their information with all trainee teachers.
• Involve other trainee teachers as well in the discussion.

Trainers input: Antibiotic which kills bacteria is called bactericidal while antibiotic
which stops growth of bacteria is called bacteriostatic.

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• Invite trainee teachers to write on the board the names of some known antibiotics.
• After checking trainee teacher’s knowledge about antibiotics, write the following
antibiotics names on the writing board (if any missing).
Penicillin, Tetracycline, Ampicillin, Ciprofloxacin, Augmentin, Erythromycin, etc.
• Show a chart of two types of antibiotics and conclude the activity by discussing their
effects.

• Refer the trainee teachers to watch videos given on LMS for SLO: 8 for self-study.
• Conclude the session by recapping the topics/subtopics of the session.

Assessment 20 minutes
• Ask questions from trainee teachers to grasp their excellence in learning.
o What are the major processes occurring in nitrogen cycle?
o What are the major components of ecosystem?
o Define commensalism.
o What is genetic engineering and write its three objectives?
o Define fermentation
Teaching Learning Strategies/ tips for trainee teachers to teach effectively
• Following teaching learning strategies have been used in today’s session:
o Individual work
o Pair / triad work
o Group work
o Gallery Walk
o Hands on activities
o Discussion
o Drawing and labeling
Home Assignment
• Make a dictionary/ glossary of about 50 terms from the above discussed units’ i.e.
Man and His Environment, Biotechnology and Pharmacology

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HANDOUTS
Handout 6.1
Food Chain and Food Web

a) Food chain

b) Food web

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Handout 6.2
Relationship of Energy in trophic levels
There are three main energy levels. Primary, secondary and tertiary level. In the first energy level
producers are present, in the second level consumers, and at third level top consumers (top
carnivores) are present. Producers have high amount of energy and then energy reduction occurs
by 10 % at subsequent energy levels. Then trainer will display the chart and will clear all concepts.

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Handout 6.3
Biogeochemical Cycles

a) Carbon cycle

b) Nitrogen cycle

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