Scenarios in the New LSC

◈ A scenario is a set of information a learner needs to mobilize his or her learning to solve
a real-life problem/ task/ challenge.
◈ It is a realistic or hypothetical situation or problem presented to a learner in order to
evaluate their ability, their knowledge, skills to solve a real-life problem.
◈ A scenario generally includes the following
◈ Introduction: sets the context and provides background information.
◈ Description of problem/ challenge; for a learner to respond to: - question, task or
situation a learner must respond to.
◈ Relevant information/support material. Data, images, videos etc.
◈ Requirement/ criteria. Outlines requirements that the learner must meet in order to
respond to a task.
◈ Clear task specifying clearly the steps a test taker has to go through in order to respond.
Structure of an end of cycle biology paper
◈ Section A (structured and all compulsory)
◈ Comprised of 3 compulsory items from elements of construct 2, 4, 5
◈ SECTION B (4 items)
◈ Learner picks two (1 from each EC)
◈ Items from elements of construct 1 and 3
EC 1: Understand diversity of living things and sustainability of natural resources.
Basis of evaluation Criteria

Challenges/problem identification ✓ States challenges or problem/s

Explanation of the challenge/problem to ✓ Explains the challenge/problem

show understanding. ✓ Mentions natural resources affected

Conservation/sustainability/solution. ✓ Suggest solution/conservation measures.

Benefits of the conservation /interactions. ✓ Mentions the benefits of the natural

resource/life form conserved-living and non-
living.

EC 2: Understands how plants obtain and use nutrients to meet their requirements during which
raw materials and products are carried to and from various organs involved.
Basis of evaluation Criteria

Organs/structures/processes involved ✓ Mentions organs/structures/processes

Identifying challenges in the context ✓ Identifies challenges
The role/function of different ✓ Explains roles/function of
organs/structures/processes involved organelles/structures/processes

The value/role of the processes in ✓ Explains the role of the processes in

overcoming the challenges overcoming the challenges
EC 3: Understands how mammals obtain and use nutrients to meet their energy requirements
during which raw materials and products are carried to and from various organs involved.
Basis of evaluation Criteria

Organs/structures/processes ✓ Mentions organs/structures/processes

involved.

The role/function of different ✓ Explains roles/function of

organs/structures/processes involved organelles/structures/processes
✓ Identifies products/activities from
products/structures

Identifies diseases /disorder ✓ Identifies diseases /disorders /challenges

/deficiencies/ challenges in context

How the organism/organ overcomes ✓ Explains how products /processes /raw

the challenge materials are utilized to overcome the
challenge

EC 4: appreciate how the human body is coordinating various activities to ensure normal
functions of body systems.
EC 5: appreciate how characteristics are inherited in living organism, passed to generations
through reproduction and are manifested as organisms grow.
 BIOLOGY PRACTICAL FOR END OF CYCLE EXAM
NEW LOWER SECONDARY CURRICULUM

It is composed of two elements of constructs

➢ Scientific inquiry skills
➢ Structure and function in living organisms

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 SCIENTIFIC INQUIRY SKILLS (ITEM ONE)
It targets mainly physiology and physical experiments in
biology. These include;
1. Food tests
2. Enzyme activity
3. Soil experiments
4. Osmosis
 BASISOF EVALUATION(SKILLS) FOR ITEM ONE

1. Title
2. Hypothesis
3. Variables
4. List of apparatus/requirements/materials
5. Procedure
6. Observation/ results
7. Explanation of results/observation
8. Conclusion/recommendation/advise
**** The above bases constitute the report
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 SAMPLE SCENARIO
Mary’s 5 year old baby frequently falls sick and has to
visit the hospital regularly. The doctor told her that the
frequent sickness is as a result of feeding. Mary feeds
her baby on food nutrients; A and B plus food
supplements containing mineral salts, fats and
roughages. Mary is wondering what could be missing in
her baby’s food.
Task:
Carryout investigations on the food samples A and B and
use your findings to advise Mary accordingly.
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 SCORE GRID
Skill (Basis) Criteria Score
(A) Correct aim of experiment 01
No/wrong aim 00
Aim of the experiment
(B) - States controlled variable(s) 01
Variables in the - States dependent variable(s) 01
experiment
(C) - States correct hypothesis 01
Hypothesis - No/wrong statement of hypothesis 00

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(D) - Only relevant apparatus, reagent, 03
List of apparatus, reagent, materials materials and solutions.
and solutions used. - One irrelevant included among 02
relevant
01
- More than one irrelevant
00
- Only irrelevant
(E) - Procedure completely relevant 02
Procedure used in conducting the - Procedure partially relevant 01
experiment. - Procedure completely irrelevant 00
- Completely coherent procedure 02
(E1, E2, E3) - Partially coherent procedure 01
- Incoherent procedure/no response 00
- Manages controlled variables 02
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(F) - Data appropriately presented 03
- Data partially presented 02
Presentation of
appropriately
data/observation/results
- Data inappropriately presented 01
- No data presented 00
(F1, F2)
- Accurate/ correct pattern of 02
data presented.
- Incorrect/without pattern 01
- No data presented 00

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(G) - Processes data and makes compete 03
Analysis and meaning 02
interpretation/explanat - Processes data and makes partial 01
ion meaning
00
- Processes data and does not make
meaning
- Neither process data nor make
meaning
(H) - Makes recommendation/conclusions 02
Conclusion/recommend based on interpreted data.
ation - Makes partial 01
conclusions/recommendations.
00
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 RECORDING SCORES
A A 01
B B 02
C C 01
D D 03
E1 E1 02
E2 E2 02
E3 E3 02
F1 F1 03
F2 F2 02
G G 03
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H H 02
 Structure and function in living organisms
Biteke secondary school had some classroom blocks
constructed using wood. After one year the head teacher
realized that the poles in S.1 classroom block were partly
destroyed with holes in them. The school had spent a lot of
money in the classroom blocks and did not have any more
money to construct another one.
Specimen X and Y were some of the most common organisms
that S.1 students collected from their classrooms.

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Tasks:
(a) (i) How do the features on the organisms enable
them to enter and survive in the classroom?
(ii) Explain to the head teacher which organism was able
to cause such serious damage on the classroom block.
(b) Draw and label the head of specimen X.

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 SCORE GRID
Skill Basis of assessment Score
(A) - Uses more than 4 and more features for 03
Identification using identification of the specimens, at least 2
observable features features for each. 02
- Uses 2-3 relevant feature for identification 01
- Uses 1 relevant feature
00
- Uses irrelevant/no feature
(B) - Identifies relevant structure/feature and 02
Suitability for describes its suitability for function.
survival/function - Identifies only but does not describes 01
suitability for function
- Identifies wrong structure/none
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(C) - Drawing reflects more than half of 03
Drawing skills in biological skill.
biology (Title, - Drawing reflects half of the biological 02
magnification, outline, skills 01
accuracy, neatness) and - Drawing reflects less than half of
labelling. biological skills.
00
C1, C2 - Drawing does not reflect any
biological skills/no drawing provided.
-
C2 - Labels more than half of parts 02
- Labels less than half of parts 01
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