Biology S1 TG

Biology and
Health Sciences
FOR RWANDAN SCHOOLS
Senior 1
Teacher’s Guide
Senior
©2020 Rwanda Education Board
All rights reserved.
This book is property of the Government of Rwanda.
Credit must be given to REB when the content is quoted.
Contents
Introduction
1. How to use this Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
2. How New Secondary Biology and Health Sciences for Rwanda S1
meets the needs of the new competence-based curriculum. . . . . . . . . . . . . . . . v
3. How to use the sample lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
4. How to use the content map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
5. Biology and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
Topic 1 Biodiversity and classification

Unit 1 Introduction to Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 2 Introduction to classification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 3 The external structure and importance of flowering plants. . . . . . . . . . . . . . . 11
Formal assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Topic 2 Organisation and maintenance of life

Unit 4 Magnifying instruments and biological drawings. . . . . . . . . . . . . . . . . . . . . . . 19
Unit 5 Plant and animal cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 6 Levels of organisation in multicellular organisms. . . . . . . . . . . . . . . . . . . . . . . 29
Unit 7 Food nutrients and diet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Unit 8 Structure and functions of human gas exchange system . . . . . . . . . . . . . . . . . 40
Unit 9 Tropic responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit 10 Skeletal systems of organisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Topic 3 Health and disease

Unit 11 Classification of diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Unit 12 Human reproductive system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 13 Puberty and sexual maturation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Unit 14 Reproduction, pregnancy and childbirth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Worksheets 1-14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76-89

Memorandums 1-14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90-105
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106-109
INTRODUCTION
1. How to use this Teacher’s Guide assessment, teaching multi-ability learners

This Teacher’s Guide accompanies the (including those with special educational
textbook for New Secondary Biology and needs), classroom organisation, and
Health Sciences for Rwanda S1. It is designed different infrastructure and facilities. It
to support teachers in implementing includes a detailed Content map that
Rwanda’s new curriculum, set to be outlines the key components of each
launched in January 2016. The main learning unit in this course, as well as
purpose of the curriculum is to equip sample lesson plans. Finally, the
Rwandans with the necessary competences Introduction contains a clear explanation
(knowledge, skills, values and attitudes) to of New Secondary Biology and Health Sciences
realise the aims of Vision 2020 and recent for Rwanda S1 and its importance to
government policies. These involve learners in Rwanda and in society in
turning Rwanda into a competence-based general. The broad New Secondary Biology
society, which necessitates a curriculum and Health Sciences for Rwanda S1 syllabus
that incorporates the best of education competences are also outlined, as well as
practices in the developing world. the typical resources and skills required for
Teachers are encouraged to read the teaching this subject in the classroom.
Introduction to this Guide in order to Following the Introduction, the bulk of
understand how New Secondary Biology and this Teacher’s Guide consists of clear,
Health Sciences for Rwanda S1 meets the concise and user-friendly notes for the
needs of the new competence-based teacher that are designed to support the
curriculum. The Introduction provides a implementation of New Secondary Biology
clear explanation of what a competence- and Health Sciences for Rwanda S1. Notes are
based curriculum is, as well as how to presented unit by unit and correlate
develop competences in learners. It lists closely with the syllabus for New Secondary
the cross-curricular basic competences and Biology and Health Sciences for Rwanda S1.
describes the generic competences in These notes have been written as
user-friendly terms. In addition, it lists comprehensively as possible in order to
and explains the cross-cutting issues that provide all teachers with the support they
are integral to the curriculum, need. Thus, less confident teachers or
highlighting the importance of addressing those working in more challenging
these issues with young learners. Since the conditions are guided step-by-step
new competence-based curriculum through the teaching and learning process
requires a shift in terms of teaching, for this subject, and more confident
learning and assessment approaches, the teachers or those working in more
Introduction to this Guide also provides a favourable conditions are also encouraged
clear explanation of student-centred to extend and enrich their learners beyond
learning, formative and summative the syllabus requirements.
iv Introduction
2. H
ow Biology and Health Sciences Basic competences relate to:
for Rwanda S1 meets the needs • Literacy
of the new competence-based • Numeracy
curriculum • ICT and digital competences
New Secondary Biology and Health Sciences • Citizenship and national identity
for Rwanda S1 aims to meet the needs of • Entrepreneurship and business
the new competence-based curriculum development
through the provision of a textbook and • Science and technology
Teacher’s Guide that are based on the key Generic competences, on the other hand,
components of such a curriculum. are not subject-specific and may be
Following a brief description of a applied to any subject or situation. These
competence-based curriculum, these key core competences, which must be
components are explained in further emphasised in the learning process
detail below. alongside the basic competences, are the
ability to:
a) What is a competence-based • Critical thinking and problem-solving
curriculum? skills: Think creatively and widely in
The new curriculum is competence-based order to find solutions to problems in a
and designed to be relevant to the labour variety of situations.
market needs of the Country. This means • Creativity and innovation: Take the
in practice that the specified subject initiative and to use one’s imagination
content and knowledge should be to generate new ideas and construct new
delivered to students by the use of a wide concepts.
range of exercises and activities that • Research: Gather and use information
simultaneously develop the specified to formulate and answer questions, and
competences in the students as well as to explain ideas, concepts and
imparting content knowledge. The phenomena.
competence-based approach takes time • Communication in official languages:
but is not an ‘add-on’ to the knowledge Use the language of instruction to
curriculum. An integrated approach to communicate effectively and correctly
teaching and learning is required. through speaking and writing.
• Cooperation, interpersonal
b) How to develop competences in management and life skills: Cooperate
learners effectively with others in a team and to
A competency is the ability to do a certain demonstrate positive moral values and
task successfully, as the result of having respect towards the rights, feelings and
obtained a particular combination of beliefs of others; practically and actively
knowledge, skills, attitudes and values. conserve and protect the environment;
The national policy documents, which are promote personal, family and
based on the aspirations of Rwanda as a community health, hygiene and
nation, focus on cross-cutting ‘basic nutrition, and to respond creatively to
competences’ and cross-cutting ‘generic life’s challenges.
competences’. Basic competences are • Lifelong learning: Advance one’s
addressed in the broad subject knowledge and skills independently and
competences and in the objectives listed to be equipped to deal with new
for each year and for each unit of learning. knowledge and learning challenges as
one progresses through life.
Introduction v
c) Cross-cutting issues people are under-informed or
There are eight cross-cutting issues, which misinformed about sexuality and
reflect key national concerns and are gender, and this can make them
integrated into the curriculum for all vulnerable to abuse, ill health and
subject areas. These are: unplanned pregnancies. Comprehensive
• Genocide studies: This is aimed at sexuality education deals with these
helping learners to understand the issues in a respectful, empathetic and
circumstances leading to genocide and open way, which emphasises basic
the inspiring story of healing and human rights.
rebuilding national unity. It is also • Peace and values education: Peace
aimed at encouraging learners to education is obviously vital in the
develop an awareness of the role and curriculum, since peace is a prerequisite
responsibility of each individual to for a society to flourish and for
ensure that nothing of this nature ever individuals to focus on personal
happens again. achievement and their contribution to the
• Environment and sustainability: This is nation. Values education helps to ensure
aimed at fostering learners’ that young people contribute positively to
understanding of the impact of humans society through promoting peace and
on the environment and their part in being committed to avoiding conflict.
sustaining the environment around • Financial education: This equips learners
them. Learners need to develop with sound financial practices and
knowledge of sustainability, as well as behaviours that ensure their economic
the skills, attitudes and values to well-being and that of the nation as a
practise and promote sustainability in whole. It provides them with the tools
their world. for participating in a healthy economy,
• Gender: This is designed to get learners to which has the potential for transforming
recognise basic human rights and the other areas of their lives as well.
importance of promoting female equality. • Standardisation culture: This helps
They learn to understand that preventing learners to understand the importance
the female population from participating of standards as a key component of
fully in society has a negative impact on economic development and
the development of the nation as a sustainability. The adoption of a
whole. A good understanding of gender standardisation culture has a positive
equality enables future generations impact on infrastructure,
ensure that the potential of the whole industrialisation, economic growth,
population is realised. trade and the welfare of the nation as a
• Comprehensive sexuality education: whole.
This issue deals with topics such as HIV/ • Inclusive education: This involves
AIDS, STI, family planning, gender ensuring that all learners are engaged in
equality and reproductive health. education, regardless of their gender or
Addressed in an age-appropriate, gender- ability, including those with learning
sensitive and life skills-based way, it difficulties or other disabilities. It
provides learners with the appropriate ensures that all learners participate
knowledge, skills, values and attitudes to actively and positively in education, and
make positive choices about their it embraces different learning styles and
sexuality and life style. Many young other difficulties.
vi Introduction
d) What is student-centred learning unsettling. However, this Teacher’s Guide
(SCL)? is designed to support and encourage
The new curriculum requires a move teachers in implementing SCL in the
towards student-centred learning (SCL) following ways:
and New Secondary Biology and Health • Suggestions are given for classroom
Sciences for Rwanda S1 is designed to organisation, which include whole class,
support this move. SCL (also sometimes group, pair and individual work,
called Active Learning) entails learners ensuring learners engage in participatory
being actively involved in their learning, and interactive activities;
rather than passive recipients of • Lists of suitable resources and materials
information passed on by the teacher or are provided that enable learners to
from a textbook. Thus, they learn by explore, discover and construct
engaging in activities that require them to knowledge in a variety of different ways;
question, discuss, do practical tasks, solve • Advice on how to elicit and assess prior
problems, work in a group, think critically, knowledge on new topics is given, so
use their imaginations and so on. that learners are able to build new
Typically, they construct knowledge for understandings based on what they
themselves by moving from the concrete already know;
through the pictorial to the abstract. In • A range of learning activities are
this way, they develop skills, attitudes and included that enable learners to develop
values in addition to content knowledge. and consolidate new knowledge, skills,
The creation of a learner-friendly values and attitudes in different ways
environment is therefore based on the that take into account the fact that
capabilities, needs, interests and individuals progress in different ways
experiences of the learners themselves. and at different rates;
SCL also helps learners to become more • Assessment procedures are clearly
responsible for their own learning and to outlined in order to determine the
develop an awareness of their preferred effectiveness of teaching and learning
learning styles. In addition, it teaches processes;
them to ‘think about their thinking’ and • Helpful questions and answers are
to have greater insights into the learning provided that enable teachers to
process and how they reach a particular evaluate learning and to offer
solution, product or decision. appropriate remediation, consolidation
The shift to student-centred or active and enrichment to learners.
learning necessitates a change in teaching Thus, not only does this Teacher’s Guide
styles too. Teachers (and textbooks) are no support teachers in creating a suitable
longer considered to be the ‘font of all learner-friendly environment to foster
knowledge’, as their roles shift to being learning both in and out of the classroom,
facilitators, organisers, advisors, but it also supports the development of
counsellors and role-models. For many teachers themselves in their new
teachers, who are accustomed to more professional roles.
traditional ways of teaching, this may be
Introduction vii
e) Assessment requirements addition, suggestions are provided for
Assessment plays a crucial role in a assessing learners’ prior knowledge or
learner-centred, competence-based experience at the start of a learning unit,
curriculum and it presents new challenges as well as for assessing the learning process
that are not applicable to a more during the unit. A variety of formative
traditional, knowledge-based curriculum. assessment methods are advocated,
Since the focus is now on how the learner including observation, oral questioning,
is able to apply knowledge, skills, values peer and self-assessments, pen and paper,
and attitudes in different contexts, the and so on. This Teacher’s Guide also
nature of assessment has changed both in focusses on involving the learners in the
terms of what to assess and how to assess. formative assessment process, so that they
The curriculum emphasises two types of become more aware of and responsible for
assessment, namely Formative or their own learning.
continuous assessment (assessment for
learning) and Summative assessment Summative assessment (assessment of
(assessment of learning). These two types learning)
of assessment are explained in more detail Summative assessment is used to assess
below: the learner’s competence at the end of a
process of learning. Typically, it is used to
Formative assessment (assessment for assess whether learning objectives have
learning) been achieved and the results may be used
Formative or continuous assessment may to rank or grade learners, to decide on
be formal or informal and it is used to progression, to select for the next level of
check if learning is actually occurring. education, or for certification. Summative
Before each learning unit, the teacher has assessment needs to be integrative in order
to identify assessment criteria and to show that the learner has mastered all
procedures for evaluating learners against the competences. Thus, assessment tasks
these criteria. Then, at the end of each require learners to apply their knowledge,
learning unit, the teacher has to ensure skills, values and attitudes in different
that every learner has mastered the key contexts. Summative assessment usually
unit competence before progressing on to occurs at the end of a learning unit, at the
the next unit. The teacher has to assess end of a school term and at the end of a
how well each learner masters both the school year.
subject and generic competences described As with formative assessment, this
in the syllabus and, from this, will develop Teacher’s Guide provides clear guidelines
a picture of the learner’s all-round to teachers for implementing summative
progress. assessments at the end of every learning
This Teacher’s Guide provides clear unit. Practical advice is given on what to
advice and guidelines to teachers for assess, how to assess and how to award
implementing formative assessment in marks or score via simple rubrics, answer
every learning unit. Key unit competence, memos, checklists and so on. These are
assessment criteria and learning objectives designed to assist teachers with assessing
are signposted at the start of every unit, learners’ competences in an integrative
and advice is given on what and how to way, and with making decisions about
assess learners at the end of every unit. In progression onto the next unit or level.
viii Introduction

f) Teaching multi-ability learners h) Gender representation
All learners have the right to engage with Learners with SEN difficulties are portrayed
their learning, regardless of their different in a positive way, and every attempt is
needs or abilities, whether these are made to involve them as active participants
physical, emotional, social or intellectual. in this course. Any kind of gender
This Teacher’s Guide therefore has a stereotyping is avoided in this course
section in every learning unit, which is material and every effort has been made to
aimed at assisting the teacher with demonstrate gender equality in the home,
catering for learners with different needs at school, in the work place, and in all
and abilities. These include those who other aspects of society. Where necessary,
require remediation, those who require notes have been included in this Teacher’s
consolidation, and those who require Guide to remind and encourage teachers to
extension work. Each subsection is clearly emphasise the important message of
signposted and typically includes gender equality, and to treat this issue with
questions (with possible answers) that can the importance and respect it deserves.
be posed to each group in order to
facilitate their learning. In addition, i) Different infrastructure and
careful thought has been given to the facilities
resources and materials listed for every As with many other education systems in
learning unit, so that the needs of Africa, there is a great deal of variation in
different learners may be met. Rwanda amongst schools in terms of
infrastructure, facilities, resources and
g) Catering for SEN learners conditions. This may be particularly so in
An integral part of teaching multi-ability urban versus rural schools. In more
learners includes catering for those with challenging circumstances, teachers may be
special educational needs (SEN). Inclusive tempted to ignore the requirements of a
education involves the provision of competence-based curriculum and focus
learning materials and activities that solely on teaching syllabus content. Thus,
enable those with physical, emotional, New Secondary Biology and Health Sciences for
social or intellectual difficulties to actively Rwanda S1 is designed to enable all schools
engage in and fully benefit from the and learners in Rwanda to develop the
learning process. SEN learners must feel required competences. It takes into account
acknowledged and as much a part of the basic levels of resource provision and
teaching and learning environment as clearly states the minimum level of work
those without these particular needs. needed for all schools and learners to meet
Thus, New Secondary Biology and Health the curriculum requirements. However, it
Sciences for Rwanda S1 reflects positive also takes into account higher levels of
images of the active inclusion of disabled resource provision and therefore
people in its texts, illustrations and incorporates a ‘layered approach’ to
activities. Suggestions are also given to learning activities that provides for schools
teachers in the unit notes of this Teacher’s with or without a computer lab, science
Guide to emphasise this message lab, library, Internet connectivity and so
whenever possible, both in and out of the on. Teaching notes may therefore consist of
classroom. alternative suggestions, depending on the
resources available at a particular school.
Introduction ix
For example, they may state: and speaking in a pair or group (such as
If your learners have access to the Internet, then… taking turns, making sure everyone has
If your learners do not have access to the a chance to say something, using
Internet, then… appropriate body language, learning a
few terms to express agreement or
k) Classroom organisation disagreement politely).
In keeping with the shift towards active, • Allocating different roles to different
student-centred learning that a members of each group (such as someone
competence-based curriculum demands, who writes down everyone’s ideas,
New Secondary Biology and Health Sciences someone else who reports back everyone’s
for Rwanda S1 emphasises the organisation ideas to the rest of the class, someone
of the classroom as an activity-based, who makes sure everyone contributes to
learner-centred environment. Different the discussion, and someone who collects
ways of organising the classroom are all the materials for the group).
suggested and encouraged including • Pairing or grouping learners according
whole class, large and small group, paired to their abilities so that they are able to
and individual activities. As group work progress at their own pace and benefit
and pair work may be unfamiliar and from remediation activities (weaker
therefore threatening to many teachers learners) or extension activities (stronger
(and learners), it is worth spending time at learners).
the start of the course to establish some • Mixing learners into multi-ability pairs
class agreements or rules about this type or groups so that weaker learners can
of interactive learning. It is also advisable benefit from the input of stronger
for teachers to introduce paired and group learners, and vice versa.
work activities slowly, and gradually to
increase them as they (and learners) 3. H
ow to use the sample lesson
become more familiar with them. plans
Suggestions for implementing paired and This Teacher’s Guide contains
group work activities include: comprehensive notes for the teacher on
• Establishing a signal that your class each learning unit in New Secondary Biology
understands means the start or end of and Health Sciences for Rwanda S1. Within
pair or group work (for example, raising the notes for each learning unit, there are
your hand, ringing a little bell, writing a clear and concise lesson plans. Lesson
particular symbol on the board). planning is crucial in order to ensure that
• Having each learner turn to the person all learning objectives in each unit are
next to/behind/in front of them for pair covered. Thus, comprehensive support is
work, in order to avoid too much provided so that the full range of
movement around the classroom. knowledge, skills, attitudes and values are
• Having each pair join up with the pair met over time through a variety of learning
next to/behind/in front of them for activities and experiences. In this Teacher’s
small group work. Guide, every effort has been made to
• Numbering learners from one to eight ensure the lesson plans are simple, direct
and then asking all the ones to form a and user-friendly. Below are two sample
large group, all the twos to form another lesson plans, which indicate the kind of
large group, and so on. useful information that these plans provide
• Having a few basic rules for listening for teachers of this course.
x Introduction
Sample lesson plan 1
School Name: ________________________________ Teacher’s name: ____________________________
Term Date Subject Class Unit Lesson Duration Class size

no.
1 16/03/2016 Biology S1 1 1 of 4 40 min 45
and
Health
Sciences
Type of Special Educational Needs to be catered Visual difficulties: 2
for in this lesson and number of learners in Speech, language and communication: 1
each category
Unit title Introduction to Biology
Key unit competence Explain the meaning of Biology and its application; recall the
characteristics common to all organisms and be able to apply
safety and first aid in daily life.
Title of the lesson What is Biology?
Learning Objectives
Knowledge and understanding: Define Biology and state its main branches; list the importance of
studying Biology
Skills: Compare characteristics of Life throughout different groups of organisms focusing on their
nutrition, respiration, excretion, reproduction, growth, sensitivity and movement. Compare living
things and deduce their differences. Practice rules and Regulations governing the laboratory and
know how to avoid accidents in the laboratory. Use first aid kit
Attitudes and values: Acknowledge the diversity and uniqueness of different organisms.
Plan for this class Groups in classroom/laboratory or outdoors
Learning materials Student book
References References influencing the lesson planning: photos in the Student

book; some specimens of living and non-living things
Introduction xi
Timing for Description of teaching and learning activity
each step By discussing the meaning of Biology and its applications, the
learners will learn that Biology is the study of life.
Generic
Competences
and cross-cutting
issues to be
Teacher activities Learner activities addressed
Introduction: Explain learning objectives and any Discuss groups Generic
5 min associated assessment. of animals and competence:
diseases. Critical thinking;
research and
problem solving
Basic competence:
Literacy
Arrange groups for oral activity. Talk about photos Cross-cutting
on page 2. issue:
Discuss photos in Student Book. Environment and
sustainability:
Biology will help
us understand
how living
organisms
interact with their
environments and
how they keep a
healthy balance to
survive.
Development Discuss Figure 1.3 on page 3 – the Complete Exercise
of lesson: branches of Biology. 1.1.
25 min Explain new terminology. Discuss whether
Discuss why studying Biology is learning outcomes
important. have been
Monitor progress against planned timing. achieved.
Conclusion: Discuss answers to Exercise 1.1. Contribute to
Summary Reinforce learning outcomes. feedback.
and assess-
ment 10 min
Teacher Evaluate what went well and how learning could have been improved.
self- Identify what needs to be carried forward to the next lesson.
evaluation
xii Introduction

Sample lesson plan 2
School Name: ________________________________ Teacher’s name: ____________________________
Term Date Subject Class Unit Lesson Duration Class size

no.
1 25/06/2016 Biology S1 5 1 of 4 40 min 45
and
Health
Sciences
Type of Special Educational Needs to be Visual difficulties: 2
catered for in this lesson and number of Speech, language and communication: 1
learners in each category
Unit title Plant and animal cells
Key unit competence Differentiate between animal and plant cells using a light
microscope.
Title of the lesson The cell
Learning Objectives
Knowledge and understanding: State the role of a cell in a living organism; describe the structure of
plant and animal cells.
Skills: Organise a science practical, set-up according to instructions.
Attitudes and values: Appreciate the importance of cells; show perseverance when observing slides;
pay attention while handling slides and sharp instruments.
Plan for this class Groups in classroom/laboratory
Learning materials Microscope; prepared slides of onion epidermis and human cheek
cells; drawing paper
References References influencing the lesson planning: micrographs in the
Student’s book
Introduction xiii
Timing for Description of teaching and learning activity
each step By discussing and observing the different structures of plant and
animal cells under a microscope, the learners will learn how to
distinguish between a unicellular and a multicellular organism.
Generic
Competences
and cross-
cutting issues
to be
Teacher activities Learner activities addressed
Introduction: Introduce the unit by referring to Discuss the slides. Generic
10 min specimens of onion cells viewed in the Complete oral activity competence:
previous unit. in groups. Research
Arrange groups for oral activity. and problem
Development Describe the cell and distinguish Look at Figure 5.2, solving
of lesson: between unicellular and multicellular and find organelles Basic
organisms. that are common competence:
20 min
Refer to the diagrams of a plant and an to both plant and Literacy;
animal cell in Figure 5.2 on page 51, animal cells. Science and
and describe structures common to Complete Experiment technology
both. 5.1, and examine
Arrange groups for Experiment 5.1. whether learning
Distribute prepared slides. Facilitate outcomes have been Standardisation
learners’ progress and check that they achieved. culture:
can calculate magnification. When chemical
products are
Conclusion: Make sure learners pack up carefully. Pay attention to purchased,
Summary and Set Exercise 5.1 for homework. storing microscopes they should
assessment Reinforce learning outcomes. correctly. be of a high
10 min standard or
quality.
It’s important
that they will
be disposed
of or recycled
to avoid
harming our
environment
and human life
in general.
Teacher Evaluate what went well and how learning could have been improved.
self- Identify what needs to be carried forward to the next lesson.
evaluation
xiv Introduction

4. How to use the Content map • Learning activities (list of learning
In addition to comprehensive notes for activities as per the syllabus)
each learning unit, New Secondary Biology • Competences practised (broad subject
and Health Sciences for Rwanda S1 also competences and generic competences)
contains a Content map in both the • Subject practice (content of particular
Teacher’s Guide and the textbook. The subject)
Content map is intended to provide a • Vocabulary acquisition (list of key new
clear and easy reference to both the words)
teacher and the learner on the following • Numeracy (if applicable to the subject)
for each learning unit: • Study skills
• Number of lessons (and homework) • Revision
• Introductory activity (for example, a • Assessments (informal and formal
class discussion on a particular topic) formative and summative assessments)
• Classroom organisation (whole class, • Learning outcomes (list of learning
groups, pairs and individual work) objectives as per the syllabus)
• Equipment required (list of resources
and materials required) Below is the Content map for New
Secondary Biology and Health Sciences for
Rwanda S1:
Content map
Unit 1: Unit 2: Unit 3: Unit 4:
Introduction to Introduction to The external Magnifying
Biology classification structure and instruments and
importance of biological
flowering plants drawings
Number of 4 lessons 6 lessons 10 lessons 6 lessons
lessons
Introduction Discuss classes of Group discussion Group discussion: Group discussion
animals learnt in on biodiversity in brainstorm on magnification
earlier grades Rwanda functions and magnifying
of flowers, instruments
development
of plants and
reproduction
of plants, as
discussed in earlier
grades
Classroom Individual; groups; Individual; pairs; Individual; pairs; Individual; pairs;
organisation class groups groups groups
Introduction xv
Equipment Reading materials; Reading and Charts and diagrams; Hand lens;
required worksheets and visual visual materials; collected specimens prepared slides;
materials; specimens, worksheets; of flowering plants; light microscope;
such as leaves and specimens, such as roots, stems, and collected specimens
insects; hand lens; leaves and insects; typical and modified (leaves, seeds,
preserved specimens hand lens; preserved leaves flower, etc.)
specimens
Activities Brainstorm; interpret Tabulate; recall; Observe and Identify parts of a
concept map; case match columns; identify parts; relate microscope; learn
study; practise use identification structure to function; how to use and care
observation skills keys biological drawings; for a microscope;
tabulate; research; observe specimens
write a report using a microscope;
biological
drawings; calculate
magnification
Competences Literacy; Literacy; Literacy; Literacy;
practised critical thinking; critical thinking; research science and
research and problem data analysis data analysis, technology;
solving communication data analysis
Science Simple experiment: Identify an animal Observe parts of the Handle equipment;
practice Light a Bunsen burner using a key plant and modified follow instructions;
structures; biological calculate; biological
drawings; research drawing of
skills specimens viewed
with microscope
Vocabulary New words about New words about New words about New words about
acquisition branches of Biology classification the parts of the leaf, microscopes and
groups stem, root and flower magnification
Study skills Translation of Tabulation; use of Structure and function Calculation of
information from mnemonic relationship; biological magnification
concept map and drawing; functions of
diagrams; reading plant parts; definitions
a case study and of terminology; write
answering questions a report
Revision Classification of Differences Structure of a plant Biological drawing
organisms between living and from Unit 2
non-living things
Assessments Activities; exercises; Activities; Activities; exercises; Activities; exercises;
homework exercises; homework; formal homework
homework assessment
Learning Explain the meaning Explain the need Describe the external Identify the
outcomes of Biology and its for and apply structure of a typical components of a
application; recall classification; use flowering plant hand lens and light
the characteristics identification keys microscope; identify
common to all to name unknown proper use and care
organisms; apply safety specimens of a hand lens and
and first aid in daily life light microscope
xvi Introduction

Plant and animal cells Levels of Food nutrients and Structure and
organisation in diet functions of human
multicellular gas exchange
organisms system
lessons
Introduction Class discussion Discussion in pairs Group discussion Revise prior
knowledge of
respiration
Classroom Individual; pairs; Individual; pairs; Individual; pairs; Individual; pairs;
organisation groups; class groups groups groups
Equipment Microscope; prepared Microscope; Bread, maize A dissecting set;
required slides prepared slides or porridge or plastic sheeting;
micrographs other complex a hand lens; lung
carbohydrate; test of a goat, sheep
tubes; a white tile; or cow (with the
droppers; iodine trachea and bronchi
solution; cooked intact); water; a
chicken, meat or container; a towel;
egg; butter; water; soap; disinfectant;
nuts (crushed); rubber tubing;
sodium hydroxide transparent plastic
solution; copper bottles; forked glass
sulphate solution; tubing or straws;
ethanol; test tube rubber bands or
racks; permanent string; microscope;
markers; test strips prepared slides
for testing proteins,
fats and glucose
Activities View specimens View prepared Food tests; data Dissection; draw;
using a microscope; slides using a analysis; case study build a model; view
biological drawing; microscope; prepared slides
calculate magnification biological drawing; using a microscope
terminology
practised science and critical thinking; science and science and
technology; science and technology; technology;
research technology; communication skills; research
research and cooperation
problem solving
Science Use a microscope Use a microscope Follow instructions; Follow instructions;
practice to view specimens; to view specimens; present results; data relate structure to
calculate magnification observe; biological analysis function; make a
drawings model; calculate
magnification
Introduction xvii
acquisition plant and animal cells tissues, organs and food nutrients and gaseous exchange
organ systems diet
Study skills Tabulate; compare; Relate structure Tabulate; interpret Tabulate; relate
research information to function; learn data structure to function
definitions of new
words
Revision Magnification Cell structure Food nutrients from Respiration from
earlier grades earlier grades;
definition, function
and gases
Assessments Activities; homework; Activities; Activities; exercises; Activities; exercises;
formal assessment exercises; homework homework
homework
Learning Apply knowledge Explain Identify the different Describe the
outcomes of cell structure to specialisation of food nutrients and structure and
differentiate between cells, and the link list their significance functions of
animal and plant between levels to the human body the human gas
cells using a light of organisation exchange system
microscope in multicellular
organisms

Tropic responses Skeletal systems Classification of Human
of organisms diseases reproductive
system
lessons
Introduction Revise root structure Discuss prior Discuss health and Discuss gender in
knowledge of disease – prevalence groups
skeletons and their and prevention in
functions local community
Classroom Individual; pairs; Individual; pairs; Individual; pairs; Individual; pairs;
organisation groups groups groups groups
Equipment Two bean plants; cotton Different bones; Sugar (table sugar); Two sets of cards of
required thread; ink; a ruler; a a sharp pencil; a table salt; two different colours
cardboard box; a pair ruler; an eraser; teaspoons; a clean
of scissors; a clinostat; drawing paper one-litre bottle with
bean seeds that have a lid; boiled water;
been soaked in water a clean measuring
overnight; paper towels; cylinder or any
elastic bands; marker suitable container;
pens; four glass jars; a soap
pot plant
xviii Introduction

Activities Conduct experiments Discuss; structure Classify diseases; Relate structure to
on tropisms; research and function of research the spread function; understand
different bones; of different diseases; sex determination
draw; case study interpret information using role-play;
on a poster; prepare discuss gender and
oral hydration fluid; gender equality
research ageing issues
practiced science and research; cooperation cooperation
technology; team work
data analysis,
research
Science Follow instructions; Interpret Follow instructions; Identify structures;

practice present and interpret information; research information relate structure
results; tabulate; biological drawing; to function; learn
research skills observe new terminology;
compare sperm and
ovum
acquisition tropisms types of skeletons diseases, their spread sexual reproductive
and human bones and prevention organs, hormones
and gender issues
Study skills Research information; Learn terminology; Interpret data in a Learn terminology;
learn terminology comprehension pie chart label diagrams
skills
Revision Root structure and Biological drawing Deficiency diseases How structure is
functions and the importance related to function
of a balanced diet
Assessments Activities; exercises; Activities; Activities; exercises; Activities; exercises;
homework exercises; homework homework
homework; formal
assessment
Learning Describe the response State the different Classify diseases Explain the
outcomes of plants to light and types of skeleton, and explain ways structure, function
gravity, and explain and identify the of preventing the and processes of
the importance of main parts of the spread of infectious the human sexual
tropic responses in skeleton diseases and reproductive
plants system, and relate to
understanding sex
and gender
Introduction xix
Unit 13: Unit 14:
Puberty and sexual maturation Reproduction, pregnancy and
childbirth
Number of 8 lessons 8 lessons
lessons
Introduction Group discussion on teenage issues Discuss prior knowledge about pregnancy
Classroom Individual; pairs; groups Individual; pairs; groups
organisation
Equipment None None
required
Activities Learn new terminology; understand the Discuss; learn new terminology
events of the menstrual cycle; interpret
information in a chart; perform role-play
about unintended pregnancy
Competences Literacy; Literacy; critical thinking; cooperation
practised cooperation
Vocabulary New words about puberty and the New words about pregnancy and
acquisition menstrual cycle childbirth
Vocabulary New words about puberty and the New words about pregnancy and
acquisition menstrual cycle childbirth
Study skills Interpret information in a graph Learn structures and functions
Revision Reproductive structures and hormones Reproductive structures and hormones
Assessments Activities; exercises; homework Activities; exercises; homework; formal
assessment
Learning Explain the physical, emotional and social Explain the processes of reproduction,
outcomes changes related to puberty pregnancy and childbirth
5. Biology and Society and other related fields. It helps learners

to understand the natural world and their
The role of Biology in society role in it. It also encourages them to
Biology is the study of life, and it plays a develop the necessary knowledge, skills,
central role in our daily lives. Biology attitudes and values to tackle problems
helps us to understand living systems and relating to people and the environment.
how to maintain the health of people,
animals and plants. It also helps us to Broad Biology syllabus competences
understand what is beneficial and what is The syllabus lists the following broad
harmful to humans and the environment. Biology competences for learners at the
The study of Biology has contributed to end of the Ordinary Level:
developments in medicine, conservation, 1. Experience an enjoyable and
agriculture, fisheries and food processing worthwhile educational experience,
industries, in particular. whether or not they go on to study
science beyond this level.
Biology and the learner 2. Acquire sufficient knowledge and
Studying Biology as a subject prepares understanding to:
learners for future careers in medicine, • Use ICT skills effectively to enhance
agriculture, conservation, food science learning and education to become
xx Introduction
confident citizens in a technological the individual, the community and
world and develop an informed the environment
interest in scientific matters • We need to respect life and the
• Be suitably prepared for studies natural equilibrium
beyond the Ordinary Level of • We need to demonstrate awareness
secondary education. and concern for the environment,
3. Recognise that science is evidence- conservation and sustainability, and
based, and understand the usefulness act accordingly
and limitations of the scientific • We need to advocate personal, family
method. and community health, hygiene and
4. Analyse and explain scientific nutrition.
phenomena relating to real-life As explained earlier in the Introduction to
experience. this Teacher’s Guide, these broad Biology
5 . Use and experiment using a range of and Health Science syllabus competences
scientific and technological tools and are to be developed with the generic
equipment, and draw appropriate competences, so that learners are able to
conclusions. communicate, use their imaginations, and
6. Develop skills that: apply critical thinking and problem-
• Are relevant to the study and practice
solving skills in a wide range of situations
of Biology both inside and outside the classroom.
• Are useful in everyday life
• Encourage a systematic approach to
Ordinary Level Biology syllabus
problem solving The syllabus lists the following key
• Encourage safe and efficient practice
competences for Biology at the end of
• Encourage effective communication
Secondary one:
through the language of science • Explain the meaning of Biology and its
• Protect learners against common
application, recall the characteristics
illnesses and fatal diseases, including common to all organisms and be able to
HIV/AIDS and malaria
apply safety and first aid in daily life
• Develop motor skills to perform a
• Explain classification and its significance
variety of physical skills for leisure. • Describe the external structure of a
7. Develop attitudes and basic values typical flowering plant
relevant to Biology, such as: • Identify components, proper use and
• Concern for accuracy and precision,
care of a hand lens and light microscope
objectivity, integrity, enquiry, • Differentiate between animal and plant
initiative, inventiveness, curiosity, cells using a light microscope
research skills and creativity • Explain specialisation of cells, and the
• Peace and tolerance, justice, respect for
link between levels of organisation in
others and for human rights, solidarity multicellular organisms
and democracy, patriotism, hard work, • Identify the different food nutrients and
commitment, resilience and dignity. their significance to the human body
8. Enable learners to appreciate that: • Describe the structure and functions of
• Science is subject to social, economic,
the human gas exchange system
technological, ethical and cultural • Describe response to light and gravity by
influences and limitations plants, and explain the importance of
• The applications of Science may be
trophic responses in plants
both beneficial and detrimental to
Introduction xxi
• Analyse the different types of skeletons Rwanda S1 is designed to support and
and identify the main parts of human encourage teachers to embrace the
skeleton challenge of implementing the new
• Classify diseases and explain ways of Biology competence-based syllabus in
preventing the spread of infectious Secondary One.
diseases
• Explain the structure, functions and Health and safety practices for
processes of the human sexual and Biology
reproductive system, and relate to Below are 10 basic rules for ensuring
understanding sex and gender Biology is taught and learnt in a healthy
• Explain the physical, social and and safe environment:
emotional changes related to puberty 1. Use the appropriate laboratory
• Explain the process of reproduction, equipment and materials to carry out
pregnancy and childbirth. experiments.
2. Demonstrate and explain clearly to
Since all learning occurs best in context,
learners how to use the equipment
New Secondary Biology and Health Sciences for
correctly and safely.
Rwanda S1 is designed to provide learners
3. Identify potentially dangerous
in Secondary One with a range of
situations in the laboratory, classroom
meaningful and stimulating contexts that
or during fieldwork, and ways to
appeal to learners at the Lower Secondary
prevent these from happening.
Level. Knowledge, skills, attitudes and
4. Keep a first aid box in the laboratory,
values are developed through different
classroom or out in the field, and have
activities, in which learners are required to
clear procedures in place in the event
question, observe, make hypotheses,
of an emergency.
experiment, take notes, handle equipment,
5. Store all materials safely and label
work as a team and so on. A variety of
them. Lock away hazardous materials.
resources are also used for activities in the
6. Wear protective clothing (for example,
classroom and for fieldwork, including
gloves, eye gear) when handling
science equipment, microscopes, hand
hazardous materials.
lenses, natural materials, posters, charts,
7. Dispose of hazardous materials safely
sorting trays, nets and measuring devices.
and legally.
Each key unit competence is addressed
8. Keep all materials, storage facilities,
effectively, and practical and helpful advice
work surfaces and your own hands
is given on what and how to assess
clean at all times. Wear disposable
whether learners have met this
gloves when necessary.
competence. In addition, particular
9. Use ICT tools (for example,
attention is given to assisting teachers with
computers, the Internet) to
organising learners in the science
demonstrate concepts and
laboratory or during fieldwork, and with
experiments that are too dangerous to
demonstrating how to use equipment
demonstrate in a school environment.
effectively. Subject-specific vocabulary is
10. Establish clear and firm rules for
highlighted too, so that learners develop
working in the laboratory, classroom
the necessary skills to understand and use
or out in the field, and ensure all
language in scientific contexts. Thus,
learners adhere to them at all times.
New Secondary Biology and Health Sciences for
xxii Introduction

TOPIC Biodiversity and
1 classification
Sub-topic: Biodiversity
UNIT 1 Introduction to Biology
Key unit competence: To be able to explain the meaning of biology and its application , recall the
characteristics common to all organisms and be able to apply safety and first aid in daily life.
At the end of this unit, learners should be able to:

• Define Biology and state its main branches
• Explain the importance of studying Biology
• Identify different forms of life from a wide range of organisms
• List the characteristics of living things
• Explain the principles of the first aid and how and when first aid kit is used
• Compare characteristics of life throughout different groups of organisms focusing on their nutrition, respiration,
excretion, reproduction, growth, sensitivity and movement
• Compare living things and explain their differences
• Practice rules and regulations governing the laboratory and know how to avoid accidents
• Use first aid kit
• Know what to do if someone is injured in the laboratory
• Acknowledge the diversity and uniqueness of different organisms
• Appreciate the importance of Biology in society.
1. Content summary 2. Key vocabulary

• Introduction to biology and different Characteristics, photosynthesis, toxic
branches of Biology.
• Importance of studying biology. 3. Competences practised
Characteristics of living things: Basic competence
• Nutrition • Literacy: Listening carefully for
• Respiration understanding and seeking clarification
• Excretion when necessary
• Reproduction Generic competence
• Growth • Research and problem solving: Research
• Sensitivity the internet or library for more
• Movement information on the branches of Biology.
• Safety rules and regulations in the • Critical thinking: Learn to be safe in a
laboratory laboratory or near scientific instruments.
• First aid and first aid Kit • Communication: Communication is
crucial when dealing with an accident
in a laboratory.
UNIT 1 Introduction to Biology 1

4. Cross-cutting issues The expected answers
Environment and sustainability: Biology The answer will depend on the
will help us understand how living observation of students.
organisms interact with their Characteristics that help to group living
environments and how they keep a things are:
healthy balance to survive. • Modes of feeding
• Ability of locomotion
5. Classroom organisation • Modes of reproduction
Individuals and groups in classroom/
What show that things are livings are all
laboratory
characteristics of living things such as
Nutrition or feeding, Respiration,
6. Teaching materials
reproduction, movement and
Student’s Book; some specimens of living
locomotion, growth and development,
and non-living things; Bunsen burner;
excretion, irritability or sensitivity,
matches; beaker; water; poster of
Other characteristics: Adaptation, being
laboratory safety rules; first aid kit
composed by cells
7. Before you start
Teacher: Explain the learning objectives Lesson 1 Introduction to biology and
and any associated assessment. Arrange different branches of biology
groups for oral activity. Discuss the photos • Teacher: Discuss activity 1.1 – the
in the Student’s Book. branches of Biology. Explain new
Learners: Ensure they understand terminology. Discuss why studying
clearly the objectives, activities and biology is important. Supervise Exercise
assessment. Discuss groups of animals and 1.1. Monitor progress against planned
diseases. Talk about the photos on page 2. timing.
• Learners: Complete self assessment 1.1.
8. Teaching steps [4 periods] Discuss whether learning outcomes have
been achieved.
Guidance on the introductory • Teacher: Discuss answers to self
activity assessment 1.1. Discuss case study and
This introductory activity helps you to reinforce learning outcomes.
engage learners in the introduction of • Learners: Contribute to feedback and
Introduction to Biology and invites the ensure all learning outcomes have been
learners to follow the next lessons. met.
Lesson 2Importance of studying

Teacher’s activity: biology
• Ask students to read carefully the • Learners do the activity 1.2 in student
activity and discuss the given questions. book.
• Engage students in working collectively • Teacher helps them in their discussion
the activity. and explain the concepts.
• Help students with different problems. • Learners do the question in self
• Ask any four students to present their assessment 1.2.
findings while others are following.
2 1: Introduction to Biology
Lesson 3 Characteristics of living things • Teacher: Arrange groups to complete
• Teacher: Explain learning objectives and
Activity 1.4. Demonstrate safe lighting of
any associated assessment. Review prior a Bunsen burner to boil water. Supervise
learning of characteristics of living activity, with concern for safety. Monitor
things. Show learners some specimens progress against planned timing.
• Learners: Do Activity 1.4 with care.
and decide whether they are living or
dead. Collect learners’ ideas for Focus on learning objectives, and
achieving the objective(s). concentrate on learning gains from each
• Learners: Hold a group discussion on the activity. Complete tasks, and examine
characteristics of living things. Observe whether learning outcomes have been
specimens and decide whether they are achieved.
• Teacher: Capture feedback about safety
living or non-living, and give reasons.
• Teacher: Discuss the seven characteristics precautions from Activity 1.4. Reinforce
of living things, and explain all new learning outcomes by reading through
terminology. Discuss the diversity of safety rules.
• Learners: Discuss whether safety rules
organisms. Outline the learning
activities with clear guidelines relating were followed. They also do the
to effectiveness and timing. Check questions of self assessment 1.4.
tabulation skills, and revise if necessary.
Supervise learning activity. Monitor Lesson 5 First aid and the first aid kit
progress against planned timing. • Teacher: Explain learning objectives and
• Learners: Review Table 1.1 in the any associated assessment. Discuss the
Student’s Book, and learn the seven need for a first aid kit. Arrange groups.
characteristics of living things. Learners Collect learners’ ideas for achieving the
to complete self assessment 1.3 objective(s).
individually and examine whether the • Learners: Complete Activity 1.5 in
learning outcomes have been achieved. groups. Ensure that there is a clear
Understand the diversity of living understanding of objectives, activities
things. and assessment.
• Teacher: Check answers and reinforce • Teacher: Discuss Activity 1.5. Review
learning outcomes. some of the first aid outlined in the
• Learners: Contribute to feedback, and Student’s Book. Set up first aid kits for
ensure all learning outcomes have been learners to use. Supervise learning
met. activities. Monitor progress against
planned timing.
• Learners: Provide feedback for Activity
Lesson 4 Safety rules and regulations
1.5. Complete self assessment 1.5 and
• Teacher: Review prior learning about discuss. Complete tasks, and examine
safety rules. Discuss the need for safety whether learning outcomes have been
rules. Collect learners’ ideas for achieved.
achieving the objective(s). Ensure that • Teacher: Discuss and check the self-
there is a clear understanding of assessment 1.5.
objectives, activities and assessment
• Learners: Explore and give feedback
relevant to prior learning

9. Support for learners with Answers
learning difficulties 1. Any career such as dietician,
Remedial pathologist, etc.
1. List the seven characteristics of living 2. Answers will vary. Examples: quinine
things. comes from the quinine tree; aspirin
2. Write down three branches of Biology. comes from the willow tree.
3. Give definitions for each of the 3. Learners can find out more about the
following terms: requirements and products of
a) respiration b) sensitivity. respiration.
Answers 10. Suggested answers for activities

1. Movement, sensitivity, respiration,
nutrition, excretion, growth, Introductory activity
reproduction 1. Any animal group. Examples: insects
2. Any three branches described in – locusts, beetles; fish – trout, perch;
Figure 1.3. mammals – donkey, lion
3. a) A series of chemical reactions that
take place in all living cells to make 2. Mammals, fish, birds, arthropods,
energy reptiles, amphibians
b) Responsiveness to changes in the 3. Biology
environment
Consolidation Activity 1.1

1. Write down any four branches of 1. The study of life
Biology and explain what each one is. 2. Any three branches of Biology – use
Figure 1.3 in the Student’s Book.
2. Give three resources that we get from Examples: taxonomy – the study of
living things. the classification of living things,
3. List three essential items in a first aid kit. how they are identified, and what
makes them similar and/or different;
Answers biotechnology – the study of the use
1. Any four branches described in of biological processes in industry and
Figure 1.3. in the production of medicines, such
2. Any resources such as food crops, as antibiotics
fabrics, building materials, etc.
3. Burn shield, plasters, eyewash
Activity 1.2
Extension Refer to student’s book for answers to
1. Write down any other career in Biology questions of tyhis activity.
that is NOT mentioned in this unit.
2. Find out the names of two plants that
are used to make medicines.
3. Find out more about respiration.
4 1: Introduction to Biology
11. Answers for end unit
Activity 1.3 assessment 1
1. Nutrition, sensitivity, movement,
reproduction, growth
2. Learners consider the characteristics 1. A – respiration B – growth
of life . C – nutrition D – sensitivity
2. 2.1 – B 2.2 – E
2.3 – A 2.4 – G
Activity 1.4 2.5 – D 2.6 – C
1. Liquid on floor, sucking liquid out of 2.7 – F
beaker, inserting finger into electrical 3. Tell the teacher.
plug socket, beaker on edge of bench, 4. Treatment for a cut:
• Stop the bleeding by applying
dripping tap, leakage from apparatus,
candle burning near liquid, broken direct pressure on the area.
• Clean the area using warm water.
glass on floor, spilt chemical powder,
• Apply an antiseptic ointment.
pouring liquid close to Bunsen
• Cover the cut with a sterile bandage
burner, learner not wearing shoes,
pouring liquid too fast and spilling, or non-stick plaster.
• If the cut is deep, go to a clinic or
heating test tube without safety
glasses and pointing it at other doctor.
learners 5,6,7 refer to student book.
2. Learners make lists and compare them.
3. Make sure benches are clear of chemicals,
carefully light Bunsen burner, wear safety
goggles and laboratory coats, be careful
of hot water.
Activity 1.5
1. Answers will vary. Examples: burns
from spilt chemicals, cuts from
broken glass, slipping on spilt liquids
2. Learners should list items such as
burn shields, plasters, tweezers, gauze
pads and bandages.

1 classification
Sub-topic: Classification of living things

UNIT 2 Introduction to classification
Key unit competence: To be able to explain the need for, and apply classification and use identification
keys to name unknown specimens.

• Explain why we need to classify living organisms
• Name the five kingdom system of classification
• Name the characteristics of the organisms making up the five kingdoms
• Apply the binomial system of naming species
• Compare living and non-living things and explain their differences
• Explain hierarchical classification
• Explain how organisms are grouped together into different taxonomic categories
• Use simple identification keys to identify given organisms
• Appreciate the need for classification of organisms.
1. Content summary Generic competence

• Importance of classification • Data analysis: The use of identification
• The concept of hierarchical classification keys to gather data
• The binomial system for genus and • Critical thinking: Weigh up evidence
species and make appropriate decisions based
• The five kingdom system of on experience and relevant learning
classification and the main features of
each kingdom. 4. Cross-cutting issues
• Use of simple identification keys. Peace and values education: When you are
working in pairs or as a group during an
2. Key vocabulary activity, work in unity and respect each
Taxonomy, hierarchical classification, other’s point of view.
binomial system, prokaryotic,
dichotomous key 5. Classroom organisation
Pairs and groups in classroom
3. Competences practised
Basic competence 6. Teaching materials
• Literacy: Listening carefully for Collected specimens and photos; collected
understanding and seeking clarification specimens of a variety of organisms
when necessary
6 TOPIC 1 Biodiversity and classification

7. Before you start • Teacher: Capture feedback from Activity
• Teacher: Explain the learning objectives 2.1. Reinforce learning outcomes.
and any associated assessment. Review • Learners: Contribute to feedback and
prior learning. Collect learners’ ideas for ensure all learning outcomes have been
achieving the objective(s). Facilitate oral met.
activity.
• Learners: In groups, complete oral Lesson 2 T
he concept of hierarchical
activity about living and non-living classification
things. Guess the number of different • Teacher: Consolidate the need for
animals and plants in Rwanda. Discuss classification of the diverse plants and
how to put into groups. animals in Rwanda. Explain the term
‘hierarchical classification’.
8. Teaching steps [5 periods]
• Learners: Refer to the photos and
Guidance on the introductory activity diagrams in the Student’s Book.
This introductory activity helps you to • Teacher: Discuss the five kingdoms used
engage learners in the introduction of for classification, and explain the
Introduction to classification and invites characteristics of each one. Use figures
the learners to follow the next lessons. and specimens for each kingdom.
Teacher’s activity: • Learners: Classify examples of organisms
• Ask students to read carefully the into each of the five kingdoms.
activity and discuss the given questions. • Teacher: Practise the mnemonic for the
• Engage students in working collectively classification groups. Reinforce learning
the activity. outcomes.
• Help students with different problems.
• Learners: Contribute to feedback and ensure
all learning outcomes have been met.
• Ask any four students to present their
findings while others are following. Lesson 3 The binomial system
The expected answers
• Teacher: Remind learners about the need
The answer will vary and depend on the
to name organisms. Explain language
observation of students.
difficulties.
Lesson 1 T
he importance of • Learners: Discuss how the naming of
classification organisms needs to be universal.
• Teacher: Develop the concept of the
• Teacher: Discuss the need for binomial system using examples. Set up
classification of the diverse plants and specimens and photos for learners to
animals in Rwanda. Outline Activity 2.1 place in groups. Monitor progress against
and give clear guidelines relating to planned timing.
effectiveness and timing. Supervise the • Learners: Practise naming different
activity and revise tabulation if necessary. organisms. Place specimens into groups
Monitor progress against planned timing. based on characteristics.
• Learners: Complete Activity 2.1 in pairs.
Ensure tabulation is correct. Complete
tasks and examine whether learning
outcomes have been achieved.
UNIT 2 Introduction to classification 7

Lesson 4 The five system kingdom 9. Support for learners with
learning difficulties
• Ask learners to recall characteristics of
Remedial
living things
1. Name the five kingdoms of organisms.
• Explain the five kingdoms of organisms 2. Identify the kingdoms to which each of
as they are new to learners. these organisms belongs:
a) It has a cell wall and chloroplasts.
Lesson 5 Use simple identification keys b) It is a single cell.
c) It reproduces by means of spores.
• Teacher: Ask learners how they would
3. In the name Panthera leo, which is the
classify the things in their desks or
species and which is the genus name?
pencil boxes. Explain what an
identification key is. Answers
• Learners: Look in desks or pencil cases, 1. Animals, plants, fungi, protoctista,
and arrange items in groups. monera
• Teacher: Go slowly and carefully 2. a) Plants
through the steps for using a key in b) Protoctista
Activity 2.5. c) Fungi
• Learners: Work out how to use 3. Panthera is the genus; leo is the species.
identification keys.
• Teacher: Consolidate how to use a key. Consolidation
Reinforce learning outcomes. 1. Give an example of one organism in
• Learners: Contribute to feedback, and each kingdom.
ensure all learning outcomes have been 2. Explain how the binomial system works.
met. 3. List the features of plants.
• Teacher: Consolidate identification keys.
Answers
Set up specimens and pictures of
1. Animal – human; plants – maize; fungi
different organisms.
– mushroom; protoctista – amoeba;
• Learners: Check understanding of steps
monera – bacteria
in using an identification key.
2. Each organism is given two names: a
• Teacher: Refer to question 5 in Activity
genus and a species name. These are
2.5. Outline the learning activities with
Latin names, so they are recognised
clear guidelines relating to effectiveness
worldwide.
and timing. Learners to complete
3. They contain chlorophyll and have cell
question 5 using specimens. Monitor
walls.
progress against planned timing.
• Learners: Draw up an identification key Extension
using specimens and/or photos. 1. What does the word ‘prokaryotic’ mean?
Complete tasks and examine whether 2. Find out the scientific names of any
learning outcomes have been achieved. three organisms not mentioned in this
• Teacher: Consolidate how to use a key. unit.
Reinforce learning outcomes. 3. Design an identification key. Collect
• Learners: Contribute to feedback, and four different leaves from outside. Call
ensure all learning outcomes have been them A, B, C and D. Draw up a key to
met. identify them. Let other learners test
your key.

Answers Self assessment 2.4
1. It means that there is no membrane 1. Animals, plants, fungi, protoctista,
around the genetic material of an monera
organism. 2. a) Plants
b) Protoctista
10. Suggested answers for activities c) Fungi
3.
Activity 2.1
Kingdom Animalia Buffalo, hyena, hare,
1. Living: frog, sprouting seed; cheetah, jellyfish, lynx
non-living: aeroplane, tree log Phylum Chordata Buffalo, hyena, hare,
2. The frog and the seed show the seven cheetah, lynx
characteristics of living things; the Class Mammalia Buffalo, hyena, hare,
aeroplane and the log do not. cheetah, lynx
3. a) Aeroplane Order Carnivora Hyena, cheetah, lynx
b) Tree log Family Felidae Cheetah, lynx
4. Animal: frog; plant: sprouting seed (cats)
5. The frog feeds on other organisms
and moves around. The sprout is 11. End unit assessment 2
green, so it contains chlorophyll and
makes its own food in the presence of 1) (a) Species
sunlight. 2) (c) Annelida
3) The following are the answers:
Self assessment 2.1 Name of organism Kingdom
1. i. For easy identifying organisms. Housefly Animalia
ii. Allows scientists to identify, group
Maize Plantae
and properly name a newly
Frog Animalia
discovered organism
iii. To avoid chaos and confusion among Bat Animalia
scientists. Eagle Animalia
2. Common names are only used in a a) Classification of organisms into
certain region by people who respective Kingdoms
understand the local language. For the b) Maize and frog because maize has
scientists worldwide to understand chlorophyll and cell wall while in a
each other scientific names had to be frog they are absent.
introduced. c) Mays represent a species.
Self assessment 2.2 d) A species is the smallest group of
classification where organisms
1. species, genus, family, order, class,
resemble one another and they are
phylum, kingdom
capable of interbreeding together to
Self assessment 2.3 produce viable offspring
1. a) Linnaeus
b) Taxonomy
2.
2.1 – F 2.2 – D 2.3 – E 2.4 – B
2.5 – G 2.6 – C 2.7 – A
UNIT 2 Introduction to classification 9

Plants have cells with chloroplasts that
contain chlorophyll thus are autotrophs
while members of fungi do not have
chloroplasts and they feed
heterotrophically (are saprophytes).
4. Refer to student book
5.
Kingdom Animalia Cow, perch, locust,
lion, donkey,
leopard
Phylum Chordata Cow, perch, lion,
donkey, leopard
Class Mammalia Cow, lion, donkey,
leopard
Order Carnivora Lion, leopard
Family Felidae Lion, leopard
(cats)
6. Learners to draw a dichotomous

key using visible features to identify
the following:
A – fish; B – pigeon; C– butterfly; D
– ant.
Key:
1. Has a backbone
_____________________________ See 2
Does not have a backbone
____________________________ See 3
2. Moves by means of wings
_______________________________ Pigeon
Moves by means of fins
_______________________________ Fish
3. Can fly ____________________ Butterfly
Cannot fly ________________________ Ant

1 classification
Sub-topic: Classification of living things

UNIT 3 The external structure and importance of flowering
plants
Key unit competence: To be able to analyse the external structure of a typical flowering plant

• Explain why we need to use magnifying instruments
• Identify a given unknown specimen
• Recall that a hand lens is a simple magnifying glass for observing relatively small objects
• Identify the different components of a light microscope and explain their functions
• Recall that microscopes are delicate instruments that need great care
• Explain that the light microscope has various levels of magnification
• List the features of a good biological drawing
• Explain that magnification is the number of times larger an image is than the object (specimen) under the microscope
• Manipulate a hand lens to observe relatively small specimens
• Manipulate a light microscope to observe various specimens from prepared slides
• Illustrate the biological specimens observed under a light microscope
• Illustrate well labelled biological diagrams of specimens
• Compare the relationship between the actual size of the specimen and its image
• Measure and calculate the magnification of a given specimen
• Appreciate the need for using a light microscope and a hand lens in observation of specimens
• Show perseverance when making scientific observations
• Show care and proper use of the magnifying instruments.
1. Content summary 3. Key competences practised

• External structure of a flowering plant Basic competence
limited to the shoot system: stems, • Literacy: Listening carefully for
leaves and flowers. understanding and seeking clarification
• External structure of root systems and when necessary
functions. Generic competence
• Functions of modified stems, leaves and • Data analysis and presentation of
roots. findings: Learn how to collect data,
• Importance of flowering plants. analyse and present findings.
• Communication: Develop good
2. Key vocabulary communicating skills when working in
Monocotyledons, dicotyledons, node, groups.
internode, pollination, dispersal, modified, • Research: Research hydroponics
asexual reproduction, lamina, petiole,
surface area, midrib, influorescence,
ovules, tap root, fibrous root
UNIT 3 The external structure and importance of flowering plants 11

4. Cross-cutting issues Guidance on the introductory
Environment and sustainability: We activity
need to ensure that we use sustainable This introductory activity helps you to
farming practices in Rwanda. engage learners in the introduction of The
external structure and importance of
5. Classroom organisation flowering plants and invites the learners
Individuals, pairs and groups in to follow the next lessons.
classroom/laboratory
Teacher’s activity:
6. Teaching materials • Ask students to read carefully the
Specimens of flowering plants (with roots, activity and discuss the given questions.
stem, leaves and flowers) – one • Engage students in working collectively
monocotyledon and one dicotyledon, e.g. the activity.
a bean plant or black jack; a hand lens; • Help students with different problems.
specimens or photos of a rhizome of • Ask any four students to present their
ginger, a canna lily, couch grass or potato; findings while others are following.
a creeping stem of oxalis; a corm of coco
yam; a stolon of a strawberry; specimens The expected answers
of different types of leaves and of Answer will vary and depend on the
modified leaves, e.g. onion, cactus; students’ observations.
specimens of different flowers; plants with
fibrous and tap root systems; examples of Lesson 1 T
he external structure of a
modified roots such as carrots, cassava and flowering plant
sweet potato; specimens or photos of prop • Teacher: Describe the structure of a
roots of maize or sugarcane; clasping roots flowering plant using the specimen.
of vanilla; aerial roots of Ficus; buttress Draw a table to show the differences
roots of flamboyant tree; breathing roots between monocotyledonous and
of white mangrove; stilt roots of red dicotyledonous plants. Monitor progress
mangrove; storage root of carrot or sweet against planned timing.
potato; reference books • Learners: Observe the specimens of
monocotyledonous and dicotyledonous
7. Before you start plants. Analyse the differences listed in
• Teacher: Arrange learners in groups.
Table 3.1 in the Student’s Book. Complete
Facilitate discussion on prior knowledge tasks, and examine whether learning
from Upper Primary about the functions outcomes have been achieved.
of flowers and asexual reproduction. • Teacher: Prepare learners for doing
Discuss the importance of food crops in Experiments 3.1 and 3.2 by revising
reference to Figure 3.1. biological drawings. Reinforce learning
• Learners: Do the Oral activity in groups.
outcomes.
Ensure a clear understanding of • Arrange learners in pairs. Provide
objectives, activities and assessment. guidance for Experiment 3.1.
• Learners: Contribute to feedback, and
8. Teaching steps [10 periods] ensure all learning outcomes have been
met.

• Learners: Read instructions for • Teacher: Consolidate structure related to
Experiment 3.1and 3.2. function. Reinforce learning outcomes.
• Teacher: Facilitate learners’ completion • Learners: Contribute to feedback, and
of Experiment 3.1 and 3.2. Monitor ensure all learning outcomes have been
progress against planned timing. met.
• Learners: Complete Experiment 3.1 and
3.2, and examine whether learning c) Flowers
outcomes have been achieved. • Teacher: Use specimens of flowers to
show learners the different parts of a
a) The stem flower. Decide whether specimen is a
• Teacher: Set up specimens of different monocotyledon or a dicotyledon.
stems. Discuss stem modifications. • Learners: Observe flower parts.
Revise biological drawings. • Learners: Identify the parts of a flower
• Learners: Consolidate position and and explain the function of each part.
features of stem. Complete Exercise 3.1. Complete tasks
• Teacher: Describe how the stem’s and examine whether learning
structure is related to its functions. outcomes have been achieved.
Outline the learning activities with clear • Teacher: Discuss answers to Exercise 3.1.
guidelines relating to effectiveness and Reinforce learning outcomes.
timing. Learners complete Experiment. • Learners: Contribute to feedback and
Monitor progress against planned timing. ensure all learning outcomes have been
• Learners: Complete Experiment. met.
Complete tasks and examine whether
learning outcomes have been achieved. Lesson 2 T
he external structure of a
• Teacher: Check drawings. Consolidate root system
structure and function relationship.
• Teacher: Consolidate prior knowledge of
Reinforce learning outcomes.
parts of plants. Revise differences
between roots of monocotyledonous
ensure all learning outcomes have been
and dicotyledonous plants. Arrange
met.
learners in groups.
b) Leaves • Learners: Explore and give feedback
relevant to prior learning.
• Teacher: Use specimens to show how
leaves can differ. Recall differences in • Teacher: Use specimens to show
leaves in monocotyledons and different root systems: tap and fibrous.
dicotyledons. Discuss the main functions of roots.
• Learners: Observe leaves. Describe root modifications using
• Teacher: Review leaves with reference to examples. Monitor progress against
Figure 3.5. Outline the learning planned timing.
activities with clear guidelines relating • Learners: Observe types of roots,
to effectiveness and timing. Discuss the understand their functions and identify
functions of leaves. modifications of roots. Complete
• Learners: Ensure they know new Experiment 3.5. Complete tasks, and
terminology and functions of the parts examine whether learning outcomes
of leaves as shown in Table 3.2 in the have been achieved.
Student’s Book.

• Teacher: Collate feedback from learners. 9. Support for learners with
Check accuracy of drawings. Reinforce learning difficulties
learning outcomes. Remedial
• Learners: Contribute to feedback, and If learners have difficulty grasping the
ensure all learning outcomes have been structure of flowering plants, give them
met. the following three questions:
1. Define each of these words:
Lesson 3 T
he importance of a) node
flowering plants b) stamens
• Teacher: Outline the importance of
c) lamina
plants to human beings. d) modified
• Learners: Understand the importance of e) petiole
plants. f) midrib.
• Teachers: Outline Activity 3.3, giving 2. Draw a diagram to show the difference
clear guidelines relating to report between a tap root system and a fibrous
writing, effectiveness and time frame. root system.
Monitor progress against planned 3. Give two examples of plants that have
timing. modified:
• Learners: Complete Activity 3.3. a) roots
Examine whether learning outcomes b) stems
have been achieved. c) leaves.
• Teacher: Collate feedback from learners
experiment 3.5. Check accuracy of Answers
drawings. Reinforce learning outcomes. 1. a) The place where a shoot/leaf
• Learners: Contribute to feedback, and attaches to the stem
ensure all learning outcomes have been b) The male parts of the flower; they
met. consist of the anthers and the
filaments
Assessment c) The thin, flat surface of the leaf
d) Changed for a particular function
• Teacher: Give guidance on peer e) The short stalk that attaches a leaf
assessment. Arrange learners in pairs. to the stem
• Learners: Read through the assessment f) The main vein in a leaf
activity. 2. See Figure 3.8
• Teacher: Monitor progress of assessment 3. a) Carrot, sweet potato
activity against planned timing. b) Ginger, potato, yam
Introduce formal assessment task. c) Onion, garlic, cactus
• Learners: Complete assessment activity
in pairs. Complete Formal assessment Consolidation
task, and examine whether learning 1. a) What is meant by the term ‘surface
outcomes have been achieved. area’?
• Teacher: Reinforce learning outcomes. b) Why does a leaf have a large surface
• Learners: Contribute to feedback, and area?
ensure all learning outcomes have been c) How does this help the leaf in its
met. function of photosynthesis?

2. List three plants that have modified: 2. It is a dicotyledonous plant.
a) stems
b) roots Checklist 1
c) leaves.
3. Give two functions of: Report … Yes No
a) roots 1. is accurate 1 0
b) veins 2. contains sufficient information 1 0
c) stems.
3. uses some subheadings 1 0
4. shows evidence of research 1 0
Answers
1. a) ‘Surface area’ refers to the area of 5. is neat and well presented 1 0
the outside part of an object. Total 5 5
b) To trap the maximum amount of
light energy Checklist 2
c) Light is needed for photosynthesis,
so a large surface area enables more Drawing … Yes No
photosynthesis to occur. 1. is accurate 1 0
2. a) Ginger, potato, yam, strawberry, 2. has correct labels for features or 1 0
banana, sisal parts
b) Carrot, sugarcane, sweet potato 3. is large and clear 1 0
c) Onion, garlic, succulent, cactus 4. has straight label lines 1 0
3. a) Absorb water and mineral salts and 5. has a heading/title 1 0
provide anchorage in soil.
Total 5 5
b) Transport water and food and
provide support for the leaf.
10. Suggested answers for activities
c) Provide attachment for leaves and
flowers; support fruits; can
photosynthesise; transport water
Activity 3.1
and food.
Check that learners have correctly
Extension labelled shoot system, root system,
1. Some plants are modified for asexual bud, node, internode, leaves, stem,
reproduction by having suckers and flowers, fruits and roots.
stolons. Find out about other ways in
which plants can reproduce asexually.
Self assessment 3.1
2. A plant has flowers parts in multiples
1. Shoot system – enables the plants to
of four and a net-like pattern of veins.
make leaves
What type of plant is this?
Root system – absorbs soil water;
anchors the plant into the soil
Answers
Bud – produces new leaves and flowers
1. Use the following websites for research:
Node – the place where shoots form on
http://www.biology4kids.com/files/plants_
the main stem
reproduction.html
Internode – the distance between two
http://study.com/academy/lesson/asexual-
shoots
reproduction-in-plants-advantages-
Leaves – photosynthesis
disadvantages-types.html

Stem – supports flowers and leaves; • Buttress roots – thick roots above
pathway for transport of water and ground that support the plant.
food • Breathing roots – roots with large spaces
Flowers – reproductive structures between their cells to enable gases to
Fruits – contain seeds move through them.
Roots – absorb soil water; anchor the • Stilt roots – large roots above ground
plant into the soil. that provide support.
2, 3,4. Refer to student book • Storage roots – roots that contain tissues
5. a) Carries food made by that can be used to store carbohydrates.
photosynthesis from the leaf to the Learners to make labelled drawings of
stem; transports mineral salts and some roots that they have collected.
water from the stem to the leaf;
supports the leaf.
b) The transfer of pollen grains from Activity 3.3
the stamens to the stigma. Learners should research plants that are
c) A plant that has one seed leaf, or used in Rwanda. For example, they
cotyledon. could discuss food crops grown in their
6. a) Leaves are the main organs of local area, plants that are used as
photosynthesis. medicines in their community, and
b) Leaves are suited to their function in plants used to make different items, e.g.
the following ways: cotton, sisal, wood for construction and
• They have a large surface area, to furniture.
trap sunlight.
• They contain chlorophyll, which
is needed for photosynthesis. 11. Answers for End Unit
• They contain stomata, which assessment 3
enable the exchange of gases.
• Their veins transport water to the 1. a) Lamina
cells for photosynthesis and move b) Tap root
the products of photosynthesis to c) Monocotyledons
other parts of the plant. 2. Learners to draw a diagram of a
7. A monocotyledonous plant flower using Figure 3.7 in the
Student’s Book to help them. Then,
they must ask their partners to label
Activity 3.2 the different parts: petals, sepals,
• Prop roots – large roots above ground stigma, style, anther, ovary, nectary,
that support the plant. carpel and stamen.
• Clasping roots – roots with outgrowths 3. The leaf is adapted in the following
that can twist around other plants for ways to enable it to photosynthesise:
support. • It has a large surface area, to trap
• Aerial roots – thick roots above ground sunlight.
that support the plant. • It contains chlorophyll, which is
needed for photosynthesis.

• It contains stomata, which enable • can be used to make medicines
the exchange of gases. • can be used to make fabrics
• Its veins transport water to the cells • help to make our surroundings
for photosynthesis and move the beautiful. (Any 3) (3)
products of photosynthesis to 5. Use rubric 1 to mark the poster: (14)
other parts of the plant.
4, 5, 6. Refer to Q4 b, c in formal
assessment below.
12.
Formal assessment answers

1. A – mongoose
B – black-backed jackal
C – bat-eared fox
D – duiker
E – buffalo
F – large-scaled girdled lizard
G – scorpion
H –blue crane (8)
2. a) Modified leaves
b) Modified stem
c) Modified root (3)
3. 3.1 Animals
3.2 Plants
3.3 Accept any plant, e.g. hibiscus
3.4 Reproduce by means of spores/
do not photosynthesise
3.5 Mushroom/yeast
3.6 Protoctista
3.7 Do not have a nucleus (7)
4. a) Learners draw a labelled
diagram similar to Figure 3.7 in
the Student’s Book. (8)
b) Tap root and fibrous root
system (2)
c) Flowering plants are important
because they:
• are a food source for animals
and people
• maintain a balance of gases in
the atmosphere
• are important food crops
• provide shelter
• are a source of timber

Rubric 1
CRITERIA
5 4 3 2 1
Excellent Very good Good Fair Needs help
Headings, main Excellent. Clear heading. Clear heading. Heading Not clear/
points, facts/ Bold heading. Facts clear Facts mostly clear but not muddled.
concepts Relevant facts. and well clear and well appropriate. Important
Interesting, ordered. Well ordered Facts clear facts left out/
with evidence researched. but not well lost in detail
of research ordered
and insight
Interesting Excellent Good Adequate Poorly
information information. information. information. researched.
Evidence of Evidence of Little evidence Insufficient
extensive some research of research information
research
Organisation, Excellent Eye-catching. Adequate
layout, layout and Good use use of colour
aesthetic organised use of colour/ and order in
appeal, use of of relevant additional layout.
colour visuals/colour. relevant A good effort
Strikingly pictures.
appealing Appealing
layout
Total marks: 45

TOPIC Organisation and
2 maintenance of life
Sub-topic: Cell structure

UNIT 4 Magnifying instruments and
biological drawings
Key unit competence: To be able to explain the components and demonstrate proper use and care of a
hand lens and light microscope.

• Explain why we need to use magnifying instruments
• Identify a given unknown specimen
• Recall that a hand lens is a simple magnifying glass for observing relatively small objects
• Identify the different components of a light microscope and explain their functions
• Recall that microscopes are delicate instruments that need great care
• Explain that the light microscope has various levels of magnification
• List the features of a good biological drawing
• Explain that magnification is the number of times larger an image is than the object (specimen) under the
microscope
• Manipulate a hand lens to observe relatively small specimens
• Manipulate a light microscope to observe various specimens from prepared slides
• Illustrate the biological specimens observed under a light microscope
• Illustrate well labelled biological diagrams of specimens
• Compare the relationship between the actual size of the specimen and its image
• Measure and calculate the magnification of a given specimen
• Appreciate the need for using a light microscope and a hand lens in observation of specimens
• Show perseverance when making scientific observations
• Show care and proper use of the magnifying instruments.
1. Content summary 3. Competences practised

• Need for magnifying instruments in Basic competence
Biology • Literacy: Listening carefully for
• Features of a hand lens understanding and seeking clarification
• Parts of a light microscope. when necessary
• Functioning of the light microscope • Science and technology: Learn how to
• Biological drawings use magnifying instruments and how to
• Calculation of magnification. take care of them.
Generic competence
2. Key vocabulary • Data analysis and presentation of
Magnified, epidermis, proportion, findings: Collect biological specimens
magnification for Homework activity
UNIT 4 Magnifying instruments and biological drawings 19

4. Cross-cutting issue 2) Magnification is the increase of an
Environment and sustainability: Think object observed under a magnifying
about how you dispose of microscopes and instrument to be well studied.
other old pieces of technology. How can
you do this in a way that doesn’t damage 3) Students may say that in previous levels
the environment? they observed small structures under
the magnifying instruments in order to
5. Classroom organisation have detail information on them.
Pairs and groups in classroom/laboratory
Lesson 1 W hy do we need magnifying
6. Teaching materials instruments?
Hand lenses; microscopes; microscope • Teacher: Outline the learning activities
slides; glycerine; razor blade; pollen grains; with clear guidelines relating to
cover slips; needle; forceps or small effectiveness and timing. Facilitate the
tweezers; dropper; onion bulb; iodine oral activity. Monitor progress against
solution; dead fly or mosquito; biological planned timing.
specimens • Learners: Complete the introductory
activity in groups. Complete tasks, and
7. Before you start examine whether learning outcomes
• There are practical activities in this unit have been achieved. Then after,
for which you will need to prepare in complete the activity 4.1
advance of the lessons. If your school • Teacher: Consolidate what
does not have sufficient microscopes for magnification is and which instruments
the learners to use, you can do the are used for magnifying specimens.
practical activities as a demonstration. Reinforce learning outcomes.
• Teacher: Discuss the new topic and • Learners: Contribute to feedback, and
sub-topics. Look at Figure 4.1, and start ensure all learning outcomes have been
learners thinking about why we need met.
microscopes. Establish prior knowledge.
Arrange learners in groups. Lesson 2 P
arts and functioning of a
• Learners: Understand the content of the microscope
new topic and learning outcomes. • Teacher: Show learners a hand lens. Pass
it around the class, and let the learners
8. Teaching steps [6 periods] look through it.
• Learners: Understand how hand lenses
Guidance on Introductory activity and microscopes enlarge images.
Guide students to work on the • Teacher: Demonstrate the compound
introductory activity that is in the student microscope and the functions of its parts
textbook. using an actual microscope, or use
Suggested answers on: Figure 4.5 in the Student’s Book. Outline
the learning activities with clear
1) • To come up with a clear description of guidelines relating to effectiveness and
an observed thing. timing. Learners complete activity 4.2 in
• To facilitate the study of that thing. groups. Monitor progress against
planned timing.
20 TOPIC 2 Organisation and maintenance of life

• Learners: Observe the parts and • Learners: Look at drawings, and comment
functions of a light microscope. on how they could be improved.
Complete activity 4.3, and examine • Teacher: Make a list of features of a good
whether the learning outcomes have biological drawing. Discuss
been achieved. magnification, and work though the
• Teacher: Ensure learners are confident worked example in the Student’s Book.
with the parts and functions of the Then relate magnification to biological
microscope in preparation for the next drawings. Do the worked example.
lesson. Reinforce learning outcomes. • Learners: Think of ways to improve
• Learners: Contribute to feedback, and drawings, and examine whether
ensure all learning outcomes have been learning outcomes have been achieved.
met. • Learners: Contribute to feedback and
Lesson 3 H
ow to use and store a met.
microscope
• Teacher: Read through the instructions Lesson 5 Assessment
for Activities 4.2 and 4.3, and
• Teacher: Allow learners time to go
demonstrate how to use and store the
microscope. Emphasise the need to look outside to collect specimens for viewing.
• Learners: Collect specimens.
after microscopes and handle them
• Teacher: Outline the learning activities
properly.
with clear guidelines relating to
• Learners: Listen carefully to how to use a
effectiveness and timing. Learners
microscope.
complete Experiment 4.1. Monitor
• Teacher: Outline the learning activities
with clear guidelines relating to
• Learners: Complete Experiment 4.1. Use
effectiveness and timing. Learners
a hand lens to view the specimen and
complete Activities 4.2 and 4.3.
do a neat biological drawing. Calculate
Facilitate learners as they work through
the magnification of the drawing.
the two activities. Monitor progress
Examine whether learning outcomes
against planned timing.
have been achieved.
• Learners: Complete Activities 4.2 and
• Teacher: Discuss difficulties that learners
4.3, and examine whether learning
may have had during the activity.
outcomes have been achieved.
Reinforce learning outcomes. Set the
• Teacher: Check that microscopes have
assessment task for homework.
been safely packed away. Reinforce
learning outcomes.
met.
met.
9. Support for learners with
Lesson 4 Biological drawings Remedial
1. Copy Figure 4.7 to practise biological
• Teacher: Discuss learners’ drawings from
drawing.
the previous lesson. How could they be
2. A learner looks through a microscope
improved?
using a 10× eyepiece lens and a 40×

nosepiece lens. What is the total Answers
magnification that he or she is using? 1. Advantages – easy to carry in the field;
3. A learner draws a leaf 20 cm long. The easy to operate; not as fragile as a
leaf is actually 4 cm long. What is the microscope
magnification of the drawing? Disadvantages – can only view at lower
magnifications
Answers 3. 10 × 50 = 500 m
1. Assess the drawing use this checklist:
• is accurate Checklist 3
• has correct labels for features or parts
• is drawn with single, unbroken lines Drawing … Yes No
• is large and clear 1. is accurate 1 0
• has straight label lines 2. has correct labels for features or 1 0
• has a heading/title parts
• is not shaded or coloured in. 3. is large and clear 1 0
2. 10 × 40 = 400×
4. has straight label lines 1 0
3. 20 ÷ 4 = 5×
5. has a heading/title 1 0
Consolidation Total 5 5
1. A learner looks through a microscope
using a 10× eyepiece lens and a 100× 10. Suggested answers fo activities
nosepiece lens. What is the total Activity 4.2
magnification that he or she is using? 2. Use Figure 4.5 in the Student’s Book.
2. A learner draws a leaf 10 cm long. The
leaf is actually 2 cm long. What is the Self assessment 4.1
magnification of the drawing? 1. 12 ÷ 4 = 3×
3. A learner draws a leaf 15 cm long. The 2. 10 × 25 = 250×
leaf is actually 3 cm long. What is the 3. 10 × 40 = 400×
magnification of the drawing?
11. End Unit assessment 4
Answers
1. 10 × 100 = 1,000× 1. Hand lens and light microscope
2. 10 ÷ 2 = 5× 2. You can use a hand lens outside the
3. 15 ÷ 3 = 5× laboratory. You can change the
magnification of a microscope,
Extension which you cannot do with a hand
1. List two advantages and one lens.
disadvantage of hand lenses. 3. Advantage of hand lens – easy to use
2. Find a leaf that has an epidermis that is outside.
easy to peel off. View the epidermis Advantage of microscope – can view
using a microscope. specimens at a higher magnification.
3. A learner draws a specimen using a 4. The high power objective is very
scale bar. His scale bar shows that 1 cm close to the glass slide. If you use the
represents 50 m. His drawing is 10 cm coarse focus adjustment knob, the
in length. What is the actual length of objective lens will go through the
the specimen? slide.

5.
Eyepiece Objective Total
magnification lens magnification
magnification
5× 25× 125×
10× 10× 100×
6. 3 ÷ 1,5 = 2×
7. A – coarse focus adjustment knob
B – nosepiece objective lens
C – stage
D – diaphragm
E – mirror


UNIT 5 Plant and animal cells
Key unit competence: To be able to differentiate between animal and plant cells using a light microscope.

• Explain the role of a cell in a living organism
• Describe the structure of a plant and animal cells
• Identify the different parts of the cell
• Explain the uses of the various structures seen under the light microscope in the plant and animal cell
• Explain that cells with high rates of metabolism contain large numbers of mitochondria for sufficient energy
• Organize a science practical setup according to given instructions
• Prepare slides of human cheek cells and epidermal cells of an onion
• Explain the differences in the structure of plant and animal cells seen under a light microscope
• Demonstrate that plant and animal cells differ in shape
• Appreciate the importance of cells in organisms
• Show perseverance when observing slides of plant and animal cells
• Pay attention while handling delicate slides and sharp instruments to avoid injury.

• The cell as a basic unit of life. Basic competence
• The structure of a plant to (cellulose) • Literacy: Listening carefully for
cell wall, nucleus, cytoplasm, understanding and seeking clarification
chloroplasts, vacuoles and location of when necessary
the cell membrane. • Science and technology: Use microscopes
• The structure of animal cell limited to and micrographs to identify structures
cell membrane, nucleus, cytoplasm and not seen with the naked eye.
vacuoles. Generic competence
• Uses of the structures seen under the • Research: Use the library or internet to
light microscope in the plant and research other cell organelles not learnt
animal cell. in the unit.
• Role of mitochondrion.
4. Cross-cutting issue
2. Key vocabulary Standardisation culture: You need to buy
Unicellular, multicellular, organelles, good quality materials, that are not
selectively permeable, enzymes, harmful to humans.
permeable, chlorophyll

5. Classroom organisation Distribute prepared slides. Remind
Individuals and groups in classroom/ learners about setting up and using
laboratory microscopes. Facilitate learners’
progress, and check that they can
6. Teaching materials calculate magnification.
Microscope; prepared slides of onion • Learners: Complete the oral activity in
epidermis and human cheek cells; drawing groups. Look at Figure 5.2, and find
paper; slides of micrographs of organelles; organelles that are common to both
paper plant and animal cells. Complete self
assessment 5.1, and examine whether
7. Before you start learning outcomes have been achieved.
• This unit is an introduction to plant and • Teacher: Make sure learners pack up
animal cells. Try to find some carefully self assessment 5.1
micrographs of different organelles in • Learners: Pay attention to storing
books or on the Internet. Emphasise the microscopes correctly.
differences between plant and animal
cells. tructures found in plant and animal
S
• Teacher: Introduce the unit by referring cells
to specimens of onion cells viewed in
• Teacher: List structures in both plant
the last unit. Establish prior knowledge
and animal cells.
of cells. Arrange learners in groups for
• Learners: Understand that there are
oral activity.
some organelles that are common to
• Learners: Discuss cells as seen in onion
plant and animal cells.
epidermis slides. Complete oral activity
• Teacher: Use slides to explain the
in groups
structure and function of the cell
membrane, nucleus, mitochondria and
vacuoles.
• Learners: Do the experiment 5.1, and
Guidance on Introductory activity
examine whether learning outcomes
Guide students to work on the
have been achieved.
introductory activity that is in the student
• Teacher: Discuss the results of
textbook.
experiment 5.1. Reinforce learning
Answers will vary depending on learners’
outcomes.
observations and findings.
Lesson 1 The cell met.
Lesson 2 D
ifferences in the structure of
• Learners: Do the activity 5.1
plant and animal cells
• Teacher: Describe the cell, and
distinguish between unicellular and • Teacher: List structures in plant cells.
multicellular organisms. Refer to the • Learners: Understand that there are
diagrams of a plant and an animal cell some organelles that are found only in
in Figure 5.2 in the Student’s Book. plant cells.
Describe structures common to both. • Teacher: Use slides to explain the
Arrange groups for Experiment 5.1. structure and functions of the cell wall
UNIT 5 Plant and animal cells 25

and chloroplasts. Use Table 5.1 in the 2. a) Controls the functioning of the cell;
Student’s Book to show the differences contains hereditary information.
between plant and animal cells. Give b) Produces energy.
guidance on completing self assessment c) Is the place where photosynthesis
5.2. Monitor progress against planned occurs.
timing. 3. a) Plant cells have a regular shape;
• Learners: Complete self assessment 5.2, animal cells have an irregular shape.
and examine whether learning b) Vacuoles in plant cells are large;
outcomes have been achieved. vacuoles in animal cells are small, or
• Teacher: Discuss the answers to self there are none.
assessment 5.2. Reinforce learning c) Plant cells have a cell wall and a cell
outcomes. membrane; animal cells have only a
• Learners: Contribute to feedback, and cell membrane.
met. Consolidation
1. Fill in the missing words in the
following sentences:
Assessment a) The nucleus is found near the ______
• Teacher: Explain to learners that they of an animal cell and on the ________
will do the assessment in the lesson, of a plant cell.
working on their own. Monitor progress b) The _______________ is a darker region
against planned timing. in the nucleus.
• Learners: Complete the assessment task. c) Mitochondria have a _______________
• Teacher: Collect the assessment for membrane.
marking. d) Vacuoles are filled with a
____________ that contains __________,
9. Support for learners with _________________ and _______________.
learning difficulties 2. Copy and label Figure 5.2 on page 51
Remedial in the Student’s Book.
1. What is the difference between a 3. Explain the difference between a
unicellular organism and a permeable membrane and a selectively
multicellular organism? permeable membrane.
2. Give the functions of the following
organelles: Answers
a) nucleus b) mitochondrion 1. a) The nucleus is found near the
c) chloroplast. centre of an animal cell and on the
3. What is the difference between a plant side of a plant cell.
cell and animal cell in their: b) The nucleolus is a darker region in
a) shape b) size of vacuoles the nucleus.
c) outer covering? c) Mitochondria have a double
membrane.
Answers d) Vacuoles are filled with a fluid that
1. Unicellular organisms consist of only contains water, mineral salts and
one cell; multicellular organisms food molecules.
consist of many cells. 3. A permeable membrane allows all
molecules to pass through it; a

selectively permeable membrane allows c) Golgi bodies:
only some molecules to pass through • Golgi bodies from a network of
it, and not others. membranes inside the cell.
• Golgi bodies are important for
Extension changing proteins made by the
1. Find out about the structure and endoplasmic reticulum.
functions of the following cell organelles: • The modified proteins are secreted
a) endoplasmic reticulum from the cell in a similar way to
b) ribosomes the proteins made by the ER.
c) Golgi bodies. 2. An electron microscope uses electrons
2. A scientist viewed a nucleus using an instead of light to form an image of a
electron microscope. What is an specimen. It can view specimens at
electron microscope? very high magnifications.
3. The nucleus was seen to be 5 cm wide 3. 5 cm = 5 × 10,000 m = 50,000 m
when using an electron microscope. Width of nucleus = 50,000 ÷ 10,000
The magnification used was 10,000×. =5 m
What is the actual width of the
nucleus? 10. Suggested answers for activities
Answers Activity 5.1

1. a) Endoplasmic reticulum: 1. cell
• The endoplasmic reticulum is a tissue
network of membranes inside the organ
cell. organism
• Some parts of the membranes 2. Light microscopes and electron
have ribosomes attached to them. microscopes
This forms rough endoplasmic 3. The biologist would have to decide on
reticulum (rough ER). Some parts the amount of detail that he or she
do not have ribosomes, and this is needed to see. Light microscopes
called smooth endoplasmic magnify only up to 2,000×, whereas
reticulum (smooth ER). electron microscopes magnify several
• Proteins are made by the hundred thousand times.
ribosomes on rough ER.
• The smooth ER forms a transport
system through which proteins Experiment 5.1
can move. 1. Answers will vary. Examples: worked
• Proteins made by ER are carefully with glass slides; worked
sometimes secreted by the cell. carefully with microscopes.
b) Ribosomes: 2. Plant cells a have regular shape; animal
• These are small structures inside cells have an irregular shape.
the cytoplasm that play an 3. The onion cells have a cell wall and a
important role in making protein vacuole; the cheek cells have neither of
molecules. Proteins are used inside these structures.
the cell.
4. Answers will vary.
• Protein production is controlled
by the nucleus.
UNIT 5 Plant and animal cells 27

Self assessment 5.1 3.
1. a) An organism that consists of one Plant cell Animal cell
cell. Shape Regular Irregular
b) An organism that consists of many Outer Cell wall Cell
cells. covering membrane
c) A structure within a cell that has a Organelles Nucleus, Nucleus,
particular function. mitochondria, mitochondria,
2. Unicellular – amoeba; multicellular chloroplasts, cytoplasm,
organism – jellyfish, dog, etc. cytoplasm, vacuoles
3. a) Controls entry and exit of vacuoles
substances into and out of the cell. Vacuoles Large Small or none
b) Controls the functioning of the cell.
4. Mitochondria
5. a) Mineral salts and food molecules
b) Vacuoles in animal cells are small,
and are found on the side of the
cell; those found in plant cells are
large and are found in the centre of
the cell.
Self assessment 5.2

1. a) It gives the cell its shape; it enables
substances to move freely into and
out of the cell.
b) Cellulose
2. a) They are where photosynthesis takes
place.
b) Chlorophyll
11. Answers for end unit

assessment 5
1. 1.1 – B; 1.2 – C;

1.3 – F; 1.4 – D;
1.5 – E; 1.6 – A
2. a) A structure that allows free
movement of substances through
it
b) Passed on to offspring
c) Chemicals that speed up reactions
d) Chemical reactions in plants that
use light energy and chlorophyll
to convert carbon dioxide and
water to oxygen and glucose.


UNIT 6 Levels of organisation in multicellular
organisms
Key unit competence: To be able to explain specialisation of cells, and the link between levels of
organisation in multicellular organisms

• Recall that a cell is a basic structure of an organism
• Describe the different types of cells in this unit and state their functions
• Describe the different cell structures found in animals and plants and how they relate to their functions
• Identify different levels of organisation in multicellular organisms
• Observe and illustrate different types of cells and tissues under light microscope or micrographs
• Categorize plant and animal tissues using observation of micrographs or slides
• Illustrate well labelled structures of xylem and phloem tissue from slides or micrographs of sections of vascular
plants
• Sequence the levels of organization of multicellular organisms from the simplest to the most complex
• Differentiate the relationship between the structure and function of specialised cells
• Appreciate the complexity of life from the tiny cell through to the tissue, organ, system and organism levels of
organisation
• Be aware that an organism is a complex organisation of cells, an important unit of life.
1. Content summary
• Structure and function of ciliated cells,
root hair cells, xylem vessels, palisade
and mesophyll cells, nerve cells, red
blood cells, sperm and egg cells
• Advantages of specialization of cells
• Levels of organization in multicelluar
organisms.
2. Key vocabulary
Specialised, adapted, cilia, mucus, nerve
impulses, surface area, haemoglobin,
flagellum, motile, enzymes, acrosome,
ova, nutrients, zygote, palisade mesophyll
cells, spongy mesophyll cells
UNIT 6 Levels of organisation in multicellular organisms 29

3. Competences practised Guidance on Introductory activity
Basic competence Guide students to work on the
• Literacy: Listening carefully for introductory activity that is in the student
understanding and seeking clarification textbook.
when necessary Answers will vary depending on learners’
• Science and technology: Use observations and findings.
microscopes and micrographs to
identify structures not seen with the Lesson 1 Cell specialisation
naked eye. These microscopic structures
help explain cell specialisation in • Learners: Do activity 6.1 Q1 (a & b) and
multicellular organisms. present their answers.
Generic competence
• Teacher: Define specialisation, and
• Critical thinking: Explore and evaluate
describe some examples of specialised
alternative explanations to those
cells. Use slides and micrographs to help
presented by others
your explanation of ciliated cells, nerve
• Research: Create mind maps to establish
cells and red blood cells. Emphasise how
what they have learnt in the previous
the cells are specialised for their
units.
functions. If time allows, ask learners to
complete self assessment 6.1.
Comprehensive sexuality education: • Learners: Observe how cells are
Understanding what healthy cells are and structurally different, depending on
how they function in the body, enables us their function.
to live a happy, healthy life. • Teacher: Consolidate new words and
and orient learners to answers to self
5. Classroom organisation assessment 6.1.
Pairs in classroom • Learners: Give feedback on answers.
6. Teaching materials Specialised animal and plant cells

Micrographs or slides of specialised cells • Teacher: Give guidelines for activity 6.1
question 2. Arrange learners in groups,
7. Before you start and distribute materials.
• This unit builds on the work covered in • Learners: Set up microscopes according
the previous unit. Once again, you will to rules.
need to have microscopes or • Teacher: Learners to complete activity
micrographs of plant and animal tissues 6.1 question 2. Facilitate learners’
set up before the lessons. Focus on progress, and offer assistance with
structure related to function in each drawings where necessary. Monitor
type of tissue. progress against planned timing.
• Teacher: Consolidate the basic structure • Learners: Observe micrographs and slides
of the cell, and emphasise that it is the and describe how cells are suited to their
basic unit of life. Arrange learners in functions. Make drawings of observed
pairs for the oral activity. slides.
• Learners: Complete oral activity. • Teacher: Discuss answers to questions
for activity 6.1.
8. Teaching steps [4 periods] • Learners: Provide feedback and ensure

learning outcomes have been achieved. Answers
• Learners do self assessment 6.1 1. cell, tissue, organ, organ system, organ
2. a) When structures have become
Lesson 2 O
rganisation in multicellular adapted to perform particular
organisms functions
• Learners do activity 6.2
b) Allowing molecules to pass though
c) The single cell formed after
• Teacher: Ask learners if they know what
fertilisation
is meant by ‘levels of organisation’.
d) Able to move
Discuss unicellular and mulitcellular
3. Specialisation enables cells to grow
organisms, with examples.
bigger and to carry out complex
• Learners: Understand the difference
processes. Different cells carry out
between unicellular and multicellular
different functions. Specialised cells
organisms.
can work together to form tissues,
• Teacher: Describe the increase in
organs and organ systems.
complexity of cells, tissues, organs,
organ systems and organisms.
Use an animal and a plant as examples. Consolidation
Emphasise the advantages of cell 1. Use the information in Unit 6 in the
specialisation. Learners complete self Student’s Book to draw a mind map to
assessment 6.2 if time allows. Otherwise, show information about the following
set it as a homework task. Monitor animal cells: ciliated cells, red blood
progress against planned timing. cells, nerve cells, sperm cells and egg
Learners to complete peer assessment. cells.
• Learners: Complete assessment 6.2 and 2. Use the information in Unit 6 in the
the assessment task. Student’s Book to draw a mind map to
• Teacher: Discuss the answers in class. show information about the following
• Learners: Provide feedback on the answers plant cells: root hair cells, xylem cells
to the exercise and assessment task. and mesophyll cells.
3. Give one example of a specilaised cell,
9. Support for learners with and state its function.
Remedial Answers
1. Arrange the following structures in the 1. Learners should draw a mind map to
correct order, starting with the smallest: show the information in Unit 6 in the
organ cell tissue Student’s Book.
organ system organ 2. Learners should draw a mind map to
2. Give a definition for each of the show the information in Unit 6 in the
following terms: Student’s Book.
a) specialisation 3. Learners should give an example of a
b) permeable specialised cell, and state its function.
c) zygote Examples: ciliated cells, nerve cells, red
d) motile. blood cells, sperm cells, egg cells, root
3. Give three advantages of specialisation hair cells, xylem cells and mesophyll
of cells. cells.

Extension function
1. a) Make a list of the specialised tissues b) Tiny hair-like structures found on
in the stomach. Use Figure 6.10 on epithelial cells
page 64 in the Student’s Book to c) Nerve cells that can conduct nerve
help you. impulses
d) A red pigment found in red blood
b) What other tissue do you think cells that binds to oxygen molecules
would be found in the stomach? 2. a) Ciliated cells line surfaces, such as
2. a) Make a list of the specialised tissues the lungs, where they trap dust.
in a leaf. Use Figure 6.11 on page 65 They are also found in the oviducts,
in the Student’s Book to help you. where they help to move the ovum
b) Which organelle is found in towards the uterus.
abundance in the leaf? b) They have cilia along one side, and
there are mucus secreting goblet
Answers cells in-between them that help the
1. a) Epithelial tissue, muscle tissue ciliated cells in their functions.
b) Nerve cells 3. a) Red blood cells transport oxygen.
2. a) Epidermal tissue, mesophyll tissue, b) Red blood cells have a large surface
xylem and phloem tissue area to which oxygen molecules can
b) Chloroplast attach. They also are made of
haemoglobin molecules, which
10. Suggested answers for activities attract oxygen. They do not have a
nucleus, so there is more space to
Introductory activity carry oxygen.
1. The cell is the simplest living unit. c) Learners should draw something
Some organisms consist of just one similar to Figure 6.4 on page 60 in
cell. the Student’s Book.
2. No, not all cells are the same. There
are animal and plant cells. Some cells Activity 6.1
are specialised to do certain functions.
3. Chloroplasts Check learners’ drawings. You can use
them as an assessment task.
4. No, some are single-celled and some
are multicellular. Single-celled Self assessment 6.2
organisms are called unicellular. 1. a) The simplest unit of life
Organisms that consist of many cells b) A group of similar cells that work
are called multicellular. Examples of together to perform a particular
organisms that have many cells in function
their bodies include: cat, goat, locust, c) A group of similar tissues that work
maize plant, etc. together to perform a particular
function
d) A group of organs that work
Self assessment 6.1 together to perform a particular
1. a) Adapted to perform a particular function

2. Cell – neuron; tissue – muscle tissue; c) There are nutrients in the cytoplasm
organ – heart; organ system – digestive that provide the zygote with energy
system for cell division. The ovum’s cell
3. Learners should draw something membrane allows only one sperm to
similar to Figure 6.10 and 6.11 in the pass through it. The large nucleus
Student’s Book. contains the hereditary information.
4. Animal tissues – nerve tissue, muscle
tissue; plant tissues – epidermal tissue, 4. cell, tissue, organ, organ system,
xylem tissue, mesophyll tissue organ
11. End unit assessment 6 5. a) W

hen structures have become
adapted to perform particular
functions
1. a) A tail-like structure that enables a
cell to move b) Allowing molecules to pass though
6. Refer to student book
b) Able to move
c) A region in the head of a sperm 7. Mitochondria. Large amounts of
cell that contains enzymes. The energy are needed for muscle
enzymes are involved in contraction.
penetrating the egg during
8. a) Red blood cells transport oxygen.
fertilisation.
d) The single cell formed when the b) Xylem cells transport water and
egg and a sperm fuse during mineral salts.
fertilisation. 9. a) A – neurons
2. a) Sperm cells carry the hereditary B – xylem vessels
information from the father. C – root hair cells
D – red blood cells
b) They are motile so they can swim
b) Animal cells – neurons, red blood
to meet the egg. They have many
cells
mitochondria, which produce
energy to help them swim. The Plant cells – xylem vessels, root
hair cells
nucleus contains genetic
information. c) Neurons transmit nerve impulses.
Xylem vessels transport water and
c) Learners should draw a diagram mineral salts. Root hair cells
similar to Figure 6.5 in the increase the surface area of roots
Student’s Book. for water absorption. Red blood
3. a) Egg cells carry the hereditary cells transport oxygen.
information from the mother. d) Red blood cells have a biconcave
b) When a sperm cell meets an egg shape, which gives them a large
cell, enzymes from the sperm surface area. They are packed with
break down the membrane haemoglobin, which attracts
around the egg cell. The nucleus oxygen molecules. They do not
of the sperm cell fuses with the have a nucleus, so there is more
nucleus of the egg cell. space for haemoglobin and
oxygen molecules. They are
elastic, so they can squeeze
through narrow blood vessels.

Sub-topic: Nutrition
UNIT 7 Food nutrients and diet
Key unit competence: To be able to analyse the different food nutrients and their significance to the
human body.

• Explain the importance of the classes of foods
• List the main sources of food nutrients
• List the chemical elements that make up carbohydrates, fats and proteins
• Explain that large molecules consist of smaller molecules joined together
• State that a balanced diet is eating a variety of foods containing all the nutrients and in the correct proportions
• Explain that people have different dietary needs, dependant on age, gender and activity levels including pregnant
and breastfeeding mothers
• Explain the effects of malnutrition
• Explain that obesity is the build-up of excess fat in the body due to excess intake of calories
• Apply knowledge of deficiency symptoms to identify the different deficiency diseases among individuals
• Test for carbohydrates, proteins and lipids in different food samples
• Demonstrate the different functions of water, mineral salts and vitamins in the body
• Acknowledge the importance of having a balanced diet and its relation to age and gender
• Appreciate the need for a specific diet for individuals who carry out strenuous activities like sports and manual
labour.
• Take care when using reagents to test for food types
• Appreciate the myths and values communities attach to certain foods
• Adopt and develop healthy eating habits by eating a balanced diet.
1. Content summary • Deficiency symptoms limited to vitamin

• Food nutrients and principal sources in C and D and calcium, and iron only)
food stuffs of food nutrients • Functions of vitamins, water and
• Importance of nutrients in human body mineral salts
and of having a balanced diet • Malnutrition limited to starvation,
• Composition of biological molecules obesity, constipation and scurvy.
limited to carbohydrates, lipids and
proteins 2. Key vocabulary
• Formation of large biological molecules Nutrients, elements, carbohydrates,
(starch, glycogen, cellulose, proteins and monosaccharides, polysaccharides, lipids,
lipids) from small molecules such as proteins, amino acids, reagents, balanced
glucose, amino acids and fatty acids/ diet, malnutrition, deficiency diseases
glycerol.

3. Competences practised • Teacher: Arrange learners in groups for
Basic competence the oral activity.
• Literacy: Listening carefully for • Learners: Complete the oral activity.
understanding and seeking clarification
when necessary 8. Teaching steps [8 periods]
• Science and technology: Use
experiments to test for various food Guidance on Introductory activity
nutrients. Guide students to work on the
Generic competence introductory activity that is in the student
• Communication: Develop good textbook.
communicating skills when working in 1. Answers will vary depending on
groups. learners’ preferences.
• Cooperation: Understand what healthy 2. Carbohydrates, proteins, fats, vitamins,
eating is so that knowledge can benefit mineral salts?
their families. Understand that 3. • Carbohydrates are sources of energy
unhealthy eating can lead to nutritional • Pproteins help in body tissue repair,
disorders. growth, transport,….
• Lipids are source of energy, insulating
4. Cross-cutting issue nutrient…
Peace and values education: When you are • Salts and vitamins are responsible for
working in pairs or as a group during an fighting against diseases.
activity, work in unity and respect each
other’s point of view.
Lesson 1 Food nutrients
• Learners: Do activity 7.1 and present
5. Classroom organisation answers.
Pairs and groups in classroom • Teacher: Discuss what learners eat, and
review the oral activity. Discuss the
6. Teaching materials impotance of nutrients, and list the six
Bread, maize porridge or other complex types. Refer to Table 7.1 in the Student’s
carbohydrate; test tubes; a white tile; Book for sources of food nutrients. Read
droppers; iodine solution; cooked chicken; through the instructions for Activity 7.1.
meat or egg; butter; water; nuts (crushed); Monitor progress against planned
sodium hydroxide solution; copper timing.
sulphate solution; ethanol; test tube racks; • Learners: Think about their favourite
permanent markers; test strips for testing foods. Learners complete the oral
proteins, fats and glucose activity in groups. They complete
Activity 7.1 in pairs.
7. Before you start • Teacher: Discuss the answers to
• This unit involves food tests. Make sure Activity 7.1 in class.
that you have all the reagents needed • Learners: Provide feedback on answers
well before the lesson. Facilitate the to Activity 7.1.
food tests as learners complete them. If
you do not have sufficient equipment or
reagents for the learners, you can
demonstrate the food tests to the class.
UNIT 7 Food nutrients and diet 35

Lesson 2 Importance of food nutrients Read through Exercise 1, and let learners
complete in pairs. Monitor progress
• Teacher: Consolidate food nutrients and
give examples of each food group.
• Learners: Complete Exercise 1
Describe the structure and functions of
• Teacher: Discuss the answers to Exercise
carbohydrates, proteins, fats, vitamins,
1. You may need to consolidate bar
mineral salts and water. Refer to Table
charts.
7.2 in the Student’s Book. Monitor
• Learners: Provide feedback on answers
to Exercise 1.
• Learners: Understand Table 7.2.
• Teacher: Prepare learners for food tests
by asking them to bring in some local
Lesson 5 B
alanced diets for different
foods to test.
people
• Learners: Write down a reminder to
bring food samples. • Teacher: Ask learners whether they all
need to eat the same foods and in the
same amounts.
Lessons 3 Food tests • Learners: Think about what different
• Teacher: The food tests will take two people eat.
lessons. Arrange groups and set up • Teacher: Discuss how young people,
materials. sportspeople, and pregnant and
• Learners: Assist with set up of practical breastfeeding women need different
activity. foods and in different amounts.
• Teacher: Read through instructions with • Learners: Understand why different
learners, and ensure that they have all people need different diets.
the equipment and food samples • Teacher: Prepare for the next lesson by
needed. Facilitate the learners whilst asking learners about what happens if
they are doing the activity, and assist we do not have a balanced diet.
when necessary. Monitor progress • Learners: Think about the consequences
against planned timing. of not having a balanced diet.
• Learners: Complete Experiment 7.1.
Answer the questions for homework.
Lesson 6 Nutritional disorders
• Teacher: Make sure that learners have
written down their results in the table. • Learners observe figure 7.11 and 7.12.
• Learners: Check that all results are They present their observations
written in the table. • Teacher: Distinguish between nutritional
disorders and deficiency diseases.
• Learners: Provide feedback.
Lesson 4 A balanced diet
• Teacher: Describe some deficiency
• Teacher: Discuss with learners whether
diseases, for example, scurvy, rickets and
they think they have a balanced diet.
anaemia. Talk about starvation, obesity
Define a balanced diet.
and the impact of deficiency diseases.
• Learners: Think about diets.
• Teacher: Look at the percentages of
different food groups in a balanced diet
given in Table 7.3 in the Student’s Book.

learning difficulties 1. Iodine would change from orange-
Remedial brown to blue-black.
1. Name six groups of food nutrients. 2. a) A balanced diet is a diet that
2. Name the building blocks of: contains all the required food
a) proteins nutrients in the correct amounts for
b) carbohydrates. an individual.
3. List any three functions of: b) Very active people, sportspeople,
a) vitamins pregnant and breastfeeding women,
b) lipids. and young people need different
diets.
Answers c) Active people need more energy foods.
1. Carbohydrates, lipids, proteins, Sportspeople need more energy foods
vitamins, mineral salts, water and proteins for muscle building.
2. a) Amino acids Pregnant and breastfeeding women
b) Monosaccaharides need extra energy and nutrients to
sustain the growing baby and to make
3. a) Vitamin C is needed to fight
breast milk. Young people need extra
infections and heal wounds, and for
energy and nutrients for growth. 3.
healthy bones, teeth, skin and
Marasmus occurs when there are not
gums. Vitamin D helps the body to
enough nutrients in a child’s diet.
absorb calcium from food, which is
Kwashiorkor occurs when there are not
needed for healthy bones and teeth.
enough proteins, mineral salts and
b) Lipids: vitamins in a child’s diet.
• Provide energy.
• Help with absorption of fat-soluble Extension
vitamins A, D, E and K. 1. A child has the symptoms listed below.
• Form a layer beneath the skin that For each symptom, state which
insulates the body and reduces deficiency disease the child is suffering
heat loss. from.
• Form a layer around organs to a) bleeding gums
provide protection from injury. b) bent legs
c) little energy.
Consolidation 2. List the food groups found in:
1. What would be the colour change if a a) fruits
food sample, tested for starch with b) eggs.
iodine, was positive for starch? 3. Distinguish between an element
2. a) Explain the term ‘balanced diet’. and a molecule.
b) Which people should have a
different diet from an average adult? Answers
1. a) Scurvy
c) In each case, explain why the b) Rickets
person needs a different diet. c) Anaemia
3. What is the difference between 2. a) Carbohydrates, vitamins, mineral
marasmus and kwashiorkor? salts
b) Proteins, vitamins

3. An element is a single unit that cannot
be broken down into anything simpler; Exercise 7.1
for example, carbon and potassium. A 1. a) Male athlete
molecule is made up of many elements b) Woman aged 70
joined together; for example, water and 2. The male athlete needs the most energy
sodium hydroxide. for his sporting activity. The old
woman does not need as much energy,
10. Suggested answers for activities as she is inactive.
Activity 7.1
1. Carbohydrates, proteins, vitamins 11. End unit assessment 7
1. Carbohydrates, lipids, proteins,

Experiment 7.1 vitamins, mineral salts, water
1. 2. a) bread b) meat c) vegetables
Colour change 3. a) carbon, hydrogen and oxygen
Food Iodine Biuret Ethanol b) carbon, hydrogen, oxygen and
sample test nitrogen
1. Bread Orange to Stays blue No c) carbon, hydrogen and oxygen
blue-black change 4. a) glucose
2. Maize Orange to Stays blue No b) amino acids
porridge blue-black change c) one glycerol molecule and three
3. Stays Becomes Becomes fatty acids
Chicken orange purple cloudy 5. It is a diet that contains all the
4. Meat Stays Becomes Becomes required food nutrients in the correct
orange purple cloudy amounts for an individual.
5. Egg Stays Becomes No 6. Scurvy, rickets and anaemia.
orange purple change 7. a) Learners’ answers will vary,
6. Butter Stays Stays blue Becomes depending on their community.
orange cloudy b) i) S tunted growth, increased
likelihood of getting infections,
blindness (in the case of
Questions untreated vitamin A deficiency),
1. Learners’ lists will vary, depending on being unable to take part in
which food they tested. Note that food everyday activities, deformity
samples may contain more than one and death
nutrient. ii) The sick person takes up the
2. Care with reagents; care with Bunsen time of family members who
burner care for him or her, so there is
3. Learners’ answers will vary. less time for food production.
iii) There is less time for
agriculture practice.
iv) The health services and
economy are negatively
impacted.

Any two nutritional disorders; for
example:
Nutritional Cause Treatment Prevention

disorder
Scurvy Lack of Vitamin A diet that
vitamin C supple- includes
C ments foods
containing
vitamin
C, e.g.
oranges
Rickets Lack of Vitamin A diet that
vitamin D and includes
D and calcium foods
calcium supple- containing
ments vitamin
D and
calcium,
e.g. milk
8. a) Five
b) January
c) Foods rich in iron, such as
spinach and red meat
d) Vitamin D and calciumx
9. 1.1 – D 1.2 – C
1.3 – B 1.4 – A
10. a) Sodium hydroxide and
copper sulphate
b) Iodine
11. a) The boy
b) The boy is growing, so he needs
extra nutrients in his diet.
12. Miss Umutoni was suffering from
a deficiency of vitamin C and iron.
The foods that the doctor told her to
eat are rich in vitamin C and iron, so
after they had been included in her
diet for some time, her symptoms
disappeared.

Sub-topic: Gas exchange and smoking

UNIT 8 Structure and functions of human
gas exchange system
Key unit competence: To be able to describe the structure and functions of the human gas exchange
system.

• Identify the structures of the human gas exchange system namely the larynx, trachea, bronchi, bronchioles,
alveoli and associated capillaries
• List the functions of the parts of the human gas exchange system
• Observe the structure of gas exchange system and relate it to its functions
• Demonstrate the structure of human gas exchange system using models
• Appreciate the similarity between the human gas exchange system and that of other mammals.
Generic competence
1. Content summary
• Research: Broaden their knowledge by
• Structure of the human gas exchange
researching gaseous exchange in other
system
animals
• Functions of the parts of the human gas
exchange system.
Environment and sustainability: Breathing
2. Key vocabulary
safe air ensures good health. Rwandans
Respiration, gas exchange, diffusion,
strive to maintain a clean environment
breathing, nostrils, trachea, bronchi,
and by planting trees and conserving
bronchioles, alveoli, mucus
them. The areas of Umutara and Bugesera
have been transformed by planting trees.
3. Competences practised
Basic competence
• Literacy: Listening carefully for
5. Classroom organisation
Groups and pairs in classroom
when necessary
• Science and technology: use
6. Teaching materials
A dissecting set; plastic sheeting; a hand lens;
experiments to explain natural
a lung of a goat, sheep or cow (with the
phenomena i.e. breathing.
trachea and bronchi intact); water; a container;
a towel; soap; disinfectant; rubber tubing;
transparent plastic bottles; forked glass tubing
or straws; rubber bands or string

7. Before you start • Teacher: Describe gas exchange in the
• In this unit the human respiratory alveoli, between the air and the blood.
system is described in terms of its Then move on to talk about gas
structure and functions. Ensure that you exchange at the cell surface.
explain the difference between • Learners: Refer to Figure 8.4 in the
breathing, respiration and gas exchange, Student’s Book.
as these important concepts need to be • Teacher: Review the instructions for
understood later on in Biology. Experiment 8.2. Allow learners to build
• Teacher: Arrange learners in groups for the model, or you can do a
the oral activity. demonstration. Set up a microscope to
• Learners: Complete the oral activity. view slides in Activity 8.3.
• Learners: Complete Experiment 8.2 and
8. Teaching steps [2 periods] self assessment 8.2.
Lesson 1 S
tructure of the human gas 9. Support for learners with
exchange system learning difficulties
• Teacher: Discuss the oral activity, and let Remedial
learners complete it in groups. 1. Define each of the following terms:
• Learners: Complete oral activity and a) gas exchange
provide feedback. b) respiration
• Teacher: Distinguish between c) breathing.
respiration, breathing and gas exchange. 2. Name two places where gas exchange
Use the diagram in Figure 8.2 in the takes place in humans.
Student’s Book to help your explanation 3. Write down the structures that air
of diffusion. travels through until it reaches the
• Learners: Review Figure 8.2, and alveoli in the lungs.
understand diffusion.
• Teacher: Describe the structure of the Answers
human lungs. Write key words on the 1. a) The exchange of oxygen and carbon
board, and use charts and diagrams to dioxide across a membrane
assist you. Set up the dissection as a b) A series of chemical reactions that
demonstration, or learners can work in use oxygen and glucose to produce
groups. Facilitate their progress. energy, carbon dioxide and water
• Learners: Complete Experiment 8.1 in c) The process of taking air into the
groups. lungs (breathing in) and releasing it
• Teacher: Set self assessment 8.1 for (breathing out)
homework. 2. In the alveoli and in the tissues
3. Nostrils, nasal cavity, mouth cavity,
larynx, trachea, bronchus, bronchioles
Lesson 2 Functions of the parts of the
human gas exchange system
Consolidation
• Teacher: Consolidate structure of the 1. Distinguish between gas exchange,
lungs and difference between breathing, breathing and respiration.
gas exchange and respiration. 2. Look at Figure 8.5 in the Student’s
• Learners: Understand new concepts and
Book, and then write down what each
provide feedback.
UNIT 8 Structure and functions of human gas exchange system 41

of the following structures in the 10. Suggested answers for activities
model represents:
a) rubber sheet Introductory activity
b) bell jar 1. Respiration is a series of chemical
c) balloon reactions that use oxygen and glucose
3. a) Name one type of tissue that is to produce energy, carbon dioxide
found in the human respiratory and water.
system. 2. To provide energy
b) How is this tissue adapted to its 3. Oxygen
function? 4. Carbon dioxide
Answers
1. Gas exchange is the exchange of Activity 8.1
oxygen and carbon dioxide across a 1. Lungs
membrane. Breathing is the process of 2. No; e.g., fish have gills
taking air into the lungs (breathing in) 3. Nostrils, nasal cavity, mouth cavity,
and releasing it (breathing out). larynx, trachea, bronchus,
Respiration is a series of chemical bronchioles
reactions that use oxygen and glucose
to produce energy, carbon dioxide and Self assessment 8.1
water. 1. Learners should draw a diagram similar
2. a) Diaphragm to Figure 8.3 in the Student’s Book.
b) Thorax 2. a) Keep the trachea open.
c) Lungs b) Warms and moistens the air before
3. a) Ciliated epithelium it reaches the lungs.
b) It has cilia which trap dust particles 3. Air sacs in the lungs
and prevent them from entering the 4. Elastic
lungs. 5.
Part Functions
Extension Trachea Passage for air to the
1. The ciliated epithelial cells in the lung lungs
are 10 m tall. A learner draws them Rings of cartilage in Keep bronchi open
2 cm high; what magnification has the the bronchi
learner used? Cilia in the nasal Trap dust particles in
2. Research a disease that affects the lungs. passage the air
Answers Experiment 8.2

1. 20,000 ÷ 10 = 2,000× 3. The balloons inflate.
2. Learners should find out about 4. The balloons deflate.
emphysema, lung cancer or TB.

11. Answers to end unit
assessment 8
1. – B
2. – A
3. – B
4. – C
5. – C
6. a) G as exchange is the exchange of
oxygen and carbon dioxide across
a membrane. Breathing is the
process of taking air into the lungs
(breathing in) and releasing it
(breathing out).
b) Diffusion is the movement of
molecules across a membrane
from a place of higher
concentration to a place of lower
concentration. Breathing is the
movement of air in and out of the
lungs.
7. nostrils, nasal cavity, trachea,
bronchi, bronchioles, alveoli
8. It takes place in the alveoli and in the
cells of the body.
9. a) ciliated epithelial cells
b) The tiny, hair-like structures help
the mucus move down the
trachea to the pharynx.
UNIT 8 Structure and functions of human gas exchange system 43

Sub-topic: Co-ordination in plants and animals

UNIT 9 Tropic responses
Key unit competence: To be able to explain a plant’s response to light and gravity and explain the
importance of tropic responses in plants.

• Recall that plants have a root system
• Identify the parts of the shoot that respond to light
• Define phototropism as a response in which parts of a plant grow towards or away from the light source
• Explain that gravitropism is a response in which parts of a plant grow towards or away from gravity
• Describe the change in shape of the shoot and root tips when exposed to light and ground level
• Explain the importance of phototropism and gravitropism in plants
• Carry out investigations showing the response of a plant shoot towards light and gravity
• Observe and illustrate plant shoots growing toward stimuli of light and gravity
• Show that plants respond quite differently compared to animals
• Appreciate the importance of tropisms in plants
• Show patience and perseverance when carrying out experiments that take a long time to get results.
1. Content summary 4. Cross-cutting issue

The need for tropisms in plants Environment and sustainability: Tropism
(phototropism and gravitropism) helps us understand how plants react to
their surroundings. This helps farmers to
2. Key vocabulary choose the correct land for their crops.
Sensitivity, stimulus, tropism,
phototropism, gravitropism,
3. Competences practised Pairs and groups in classroom
Basic competence
• Literacy: Listening carefully for 6. Teaching materials
understanding and seeking clarification Two bean plants; cotton thread; ink; a
when necessary ruler; a cardboard box; a pair of scissors;
• Science and technology: use bean seeds that have been soaked in water
experiments to explain natural overnight; paper towels; elastic bands;
phenomena i.e. tropism. marker pens; four glass jars; a pot plant
Generic competence
• Data analysis and presentation of
findings: Learn how to gather data and
present their findings

7. Before you start elongation, hence the growth of radical
• This unit describes tropisms in plants downwards.
– the response of plants to different
stimuli. The focus is on phototropism The kind of response for plant A is
(response to light) and gravitropism PHOTOTROPISM
(response to gravity). There are some On the other side, the response is
practical activities for which you will GEOTROPISM or GRAVITROPISM
need to collect the materials before the
This unit is about TROPIC RESPONSES
lesson. If your school does not have
sufficient materials and equipment, you
can set up the activities as Lesson 1 M
eaning and types of tropism
demonstrations.
• Teacher: Arrange learners in groups for • Learners do introductory activity
the oral activity. • Teacher: Introduce the unit and review
• Learners: Complete oral activity the introductory activity.
• Learners: Learners complete the activity
8. Teaching steps [5 periods] 9.1.
Guidance on Introductory activity • Teacher: Discuss tropisms as well as the
Guide students to work on the words ‘sensitivity’, ‘response’ and
introductory activity that is in the student ‘stimulus’. Describe phototropism.
textbook. • Learners: Read through Experiment 9.1
Answers will vary depending on learners’ in preparation for the next lesson.
observations and findings.
Expected answer Experiment demonstrating phototropism
The plant in picture A bent due to the
• Teacher: Arrange learners in groups and
light stimulus because on the side facing
set up Experiment 9.1. If you use a
light auxin hormone is in low
clinostat, describe its functioning.
concentration elongation of cell does not
• Learners: Read instructions for Experiment
occur while on the dark side of the plant
9.1. Help set up the practical.
A, the auxin hormone concentration is
• Teacher: Observe set up, and offer
high. This causes the cells on that side to
assistance when necessary. This activity
elongate, hence the bending of the plant
takes place over some time, so learners
towards the source of light.
will need to have an opportunity to look
The growth movement of the shoot and at their plants after 4 to 6 days. The
radical depends on the Auxin hormone plants will need to be watered daily.
concentration on their lower side. Supervise learning activities. Monitor
The high concentration of auxin on lower progress against planned timing.
side of the shoot provoke the cells • Learners: Water plants daily. Check
elongation and the shoot bends upwards. plants after 4 to 6 days. Answer
questions about results after 4 to 6 days.
The high concentration of auxin hormone
• Teacher: Discuss gravitropism (also
on lower side of the radical prevents the
called geotropism).
cell elongation, but the upper side with
• Learners: Refer to Figure 9.4 in the
low concentration undergoes the cells
Student’s Book.
UNIT 9 Tropic responses 45

Experiment demonstrating gravitropism 9. Support for learners with
• Teacher: Soak bean seeds the night
Remedial
before the lesson. On the day of the
1. Give the meaning of each of the
lesson, set up Experiment 9.2 and
following terms:
demonstrate how to fold the seeds in
a) tropism
the paper towel.
b) stimulus
• Learners: Read instructions for
2. a) Name two types of tropisms.
Experiment 9.2.
b) For each type, write down the
• Teacher: Observe learners as they set up
stimulus and response in the stems
the experiment. Supervise learning
and roots.
activities. Monitor progress against
3. Explain why roots grow downwards.
planned timing. Make sure that learners
mark their jars clearly. This experiment
Answers
runs over ten days, so the learners will
1. a) The response of a plant to a stimulus
need an opportunity to check their bean
b) A factor that brings about a change
seeds every second day and record their
in an organism or a response
results.
2. a) Phototropism and gravitropism
• Learners: Complete the questions on
b) Phototropism – the stimulus is light;
completion of the experiment.
stems grow towards light; roots
grow away from light.
Lesson 2 W
hy do plants respond to Gravitropism – the stimulus is
light and gravity? gravity; stems grow against gravity;
roots grow with gravity.
3. Roots grow downwards into the soil to
• Teacher: Discuss why plants respond to
find water and minerals.
light and gravity. Mention
thigmotropism, and demonstrate
Consolidation
examples of plants that show this.
1. Give the meaning of each the following
Arrange pairs for Activity 9.2.
words:
a) tropism
• Teacher: Read through the instructions
b) stimulus
for Activity 9.2.
c) response
• Learners: Find information about
d) phototropism.
thigmotropisms and write up a report of
2. Give one reason why plant shoots
findings.
respond to:
a) light
Assessment b) gravity.
3. Make a labelled drawing to show how
• Teacher: Set the assessment task as a
the shoot and root grow in a seedling.
class activity.
• Learners: Complete the assessment task.
• Teacher: Monitor progress against
Answers
planned timing. Take in assessment task
1. a) The response of a plant to a stimulus
for marking.
b) A factor that brings about a change
in an organism or a response

c) A change that occurs as a result of a Experiment 9.1
stimulus 1. a) The roots grew downwards, and the
d) The response of plants to light stems grew upwards.
2. a) Plant shoots respond to light b) The roots grew downwards, but the
because they need it for stems grew towards the light.
photosynthesis. 2. A stem grows towards light, so it is
b) Roots grow downwards into the positively phototropic.
soil in response to the downward
force of gravity, to find water and Experiment 9.2
minerals. 1. The roots grew downwards, and the
3. Learners should draw a diagram similar stems grew upwards.
to Figure 9.2 and Figure 9.4 in the 2. Root – positively gravitropic; stem
Student’s Book. – negatively gravitropic
3. a) The stem started to grow upwards.
Extension b) The plant grew like this as it is
1. Write a paragraph to compare how negatively gravitropic.
animals and plants respond to stimuli. c) The pot plant was put into a dark
2. Find out about taxic responses in cupboard so that it would not
animals. receive light, which meant that only
the effect of gravity was tested.
Answers
1. Animals respond quickly; plants Activity 9.2
respond slowly. Animals respond to a 1. a) The plant leaves curl up in
greater number of stimuli than plants response to touch.
do. A response in an animal often b) Learners should show the curling
involves its whole body; in plants it response in their drawings.
involves only part of the plant. 2. Learners should write up a short
2. A taxic response is an animal’s response paragraph that includes the following
to a unidirectional stimulus, for information:
example, light, temperature, gravity or
chemicals. Stimulus Name of Positive Negative
tropism response response
10. Suggested answers for activities of plant of plant
part part
Activity 9.1 Touch Thigmotropism Curls No
(‘thigmo’ response
1. Tap and fibrous root systems
means touch)
2. Roots absorb water and mineral salts
from the soil; they anchor the plant Water Hydrotropism Moves Moves
(‘hydro’ means towards away
into the soil; some are modified for
water) water from
food storage.
water
3. Roots have a large surface area for the
absorption of water; they contain Chemicals Chemotropism Moves Moves
(‘chemo’ towards a away
transport tissue and have root hairs.
means chemical from a
chemical) chemical
UNIT 9 Tropic responses 47

11. Answers for end unit assessment 9
1. No. An animal responds quickly; a

plant responds slowly. Animals
respond to a greater number of
stimuli than plants do. A response in
an animal often involves its whole
body; a response in a plant involves
only part of the plant.
2. a) The growth of a stem towards or
away from a light stimulus is called
phototropism.
b) Plant stems are negatively
gravitropic.
c) Plant roots are positively
gravitropic.
3. To absorb maximum light for
photosynthesis.
4. Learners should show the plant shoot
bending upwards.
5. Learners should write an
experimental report as follows:
Materials: germinating bean seeds;
clinostat; pins
Method:
1. Place four seedlings onto the
clinostat (on its side) and start it
rotating.
2. Place another four seedlings on to
a stationary clinostat (on its side).
3. Leave the seedlings for two days.
Results:
On the rotating clinostat, the seedlings’
roots grew straight. On the stationary
clinostat, they grew downwards.
Conclusion:
Seedlings’ roots respond positively to
the downward force of gravity; they are
positively gravitropic.

Sub-topic: Support and locomotion

UNIT 10 Skeletal systems of organisms
Key unit competence: To be able to analyse the different types of skeletons and identify the main parts of
a human skeleton.

• Recall the different types of skeleton in organisms
• List the characteristics of hydrostatic skeletons, exoskeletons and endoskeletons
• Explain the role of the different types of skeletons
• State the functions of the human/ mammalian skeletal system
• Describe the general structure of the human skeleton and identify the bones of the central and peripheral parts
• Recognise the different parts of the human skeleton from models in class
• Practice illustrating and labelling the major bones
• Research on the skeleton and presentation of the findings
• Take care of your bones so your skeleton stays strong and healthy.

• Types of skeletons (hydrostatic, Basic competence
exoskeleton, endoskeleton). • Literacy: Listening carefully for
• Parts of human skeleton: Central understanding and seeking clarification
skeleton consisting of the skull, when necessary
vertebral column and thoracic cage Generic competence
• The peripheral skeleton consisting of • Research and team work: Work together
the upper and lower limbs, the shoulder in activities to collect data and present
and pelvic girdles their findings.
• Functions of human skeleton
• Practices that favour good health of the 4. Cross-cutting issue
skeletal system. Inclusive Education: When you are
working in groups during an activity,
2. Key vocabulary make sure everyone is involved and
Support system, skeleton, hydrostatic allowed to give their input or opinion.
skeleton, exoskeleton, moulting, joints,
flexible, endoskeleton, cartilage, 5. Classroom organisation
chordates, backbone, central skeleton, Pairs and groups in classroom
peripheral skeleton, vertebrae, spinal cord,
thorax, ribs, hip bones
UNIT 10 Skeletal systems of organisms 49

6. Teaching materials haracteristics of hydrostatic skeletons,
C
Illustrations and computer-aided study exoskeletons and endoskeletons
materials; prepared slides, microscopes; • Teacher: Consolidate work from
pictures of small animals (rat/rabbit/ previous lesson. Give guidelines to
guinea pig, toad/frog, and cockroach/ learners for completing activity 10.1.
locust); specimens of different bones; • Learners: Complete activity 10.1.
specimen jars • Teacher: Describe endoskeletons in more
detail. Refer to Table 10.1 in the
7. Before you start Student’s Book to compare the three
• This unit describes skeleton types and
types of skeletons. Arrange learners in
structures. Try to obtain some bones to pairs for Activity 10.1.
show learners. Discuss how different • Learners: Complete Activity 10.1.
animals’ skeletons are suited to their • Teacher: Monitor learners’ progress and
locomotion. assist where necessary. Discuss the
• Teacher: Arrange learners in groups for
learners’ answers in class.
the oral activity. • Learners: Provide feedback and ensure
• Learners: Complete the oral activity.
learning outcomes have been met.

Lesson 2 Human skeleton
Guidance on Introductory activity
Guide students to work on the • Teacher: Arrange learners in groups for
introductory activity that is in the student Activity 10.2. Allow learners to go
textbook. outside to collect some specimens.
Answers will vary depending on learners’ Emphasise that they need to treat their
observations and findings. specimens with care and that they must
return them unharmed to the place
where they found them. Provide
Lesson 1 Types of skeletons collecting bottles.
• Learners: Do the introductory activity • Learners: Complete Activity 10.2.
• Teacher: Review the introductory activity. • Teacher: Describe the human skeleton.
Arrange learners in groups to complete it. Use charts to help you, and Figure 10.6
• Learners: Complete introductory in the Student’s Book.
activity. • Learners: Understand the structure of
• Teacher: Describe the need for skeletons, the human skeleton.
and mention the three types: • Teacher: Talk about the central skeleton,
hydrostatic, exoskeleton and which is made up of the skull, vertebral
endoskeleton. Give examples of animals column and thoracic cage.
that have each type. Discuss hydrostatic
and exoskeletons in more detail.
• Learners: Understand types of skeletons Peripheral skeleton
and refer to Figures 10.2–10.5 on in the
• Teacher: Consolidate the previous
Student’s Book.
lesson, and revise the structure of the
skeleton.
• Learners: Ask questions about the
skeleton.

• Teacher: Describe the peripheral skeleton, 9. Support for learners with
which is made up of the upper and lower learning difficulties
limbs, pectoral girdle and pelvic girdle. Remedial
Give guidelines on activity 10.2. 1. Name three bones in the human
• Learners: Complete activity 10.2. skeleton found in the:
• Teacher: Discuss the answers to activity a) upper limbs
10.2, and mark in class. b) lower limbs.
• Learners: Provide feedback, and ensure
learning outcomes have been met. 2. Name three different types of skeletons,
and give an example of an animal that
has each type.
Lesson 3 Functions of the skeleton 3. Give three functions of the skeleton.
• Teacher: Review the functions of the
Answers
skeleton as outlined in Table 10.2 in the 1. a) Humerus, radius and ulna, carpals,
Student’s Book. Set up some bones for metacarpals and phalanges
learners to observe, and draw as required b) Femur, patella, tibia and fibula,
in activity 10.3. Arrange learners in tarsals, metatarsals and phalanges
pairs. 2. Exoskeleton – crab, locust, beetle;
• Learners: Complete activity 10.3.
hydrostatic skeleton – earthworm;
• Teacher: Facilitate learners as they work
endoskeleton – human, cow, gorilla
on activity 10.3. Offer assistance if 3. Support, protection and movement
needed.
• Learners: Provide feedback, and ensure
Consolidation
learning outcomes have been met. 1. Group these animals into three groups
according to the type of skeleton that
they have.
Lesson 4 L
ooking after our skeletal frog snake fly goat centipede butterfly
system flatworm caterpillar mosquito donkey
• Learners do the case study
octopus
2. Name two animals that have:
• Teacher: Ask learners if they can think of
a) a hydrostatic skeleton
ways we can look after our skeletons.
b) an exoskeleton
Read through the section ‘Looking after
c) an endoskeleton.
our skeletal system’ in the Student’s
3. Make a neat, labelled drawing to show
Book. Help with vocabulary if necessary.
the bones of the pectoral girdle.
• Learners: Read the section ‘Looking after
our skeletal system’ in the Student’s Answers
Book. 1.
• Teacher: Ask learners to complete the Hydrostatic Exoskeleton Endoskeleton
self assessment task. skeleton
• Learners: Complete the self assessment. flatworm, fly, centipede, frog, snake,
caterpillar, butterfly, goat, donkey
octopus mosquito

2. a) Snail, slug, worm, jelly fish 10. Suggested answers for activities
b) Locust, spider, crab, scorpion
c) Human, dog, elephant, bird Introductory activity
3. Learners should draw a diagram similar 1. The bones of the skeleton
to Figure 10.10 in the Student’s Book. 2. Muscles
3. Vital organs such as the brain, heart
Extension and lungs
1. Find out about how bones heal after 4. No, some organisms have a fluid
they have been fractured. skeleton, e.g. worms, and some have
2. Find out about the incidence of an external skeleton, e.g. insects.
osteoporosis in women worldwide. In 5. Yes, animals are able to move
which country are the women worst differently. Animals can fly, crawl,
affected? What tests are available to swim, run, etc. Their bodies are
find out if a woman has osteoporosis? adapted in different ways, for
3. Find out about the exoskeleton of example, by having wings, fins, long
insects. What are the skeletons made legs, etc.
from? How are the muscles attached to
them?
Self assessment 10.1
Answers 1. Worms, leeches, slugs, snails,
1. Use the following websites for flatworms, jellyfish
information: 2. Fluid
http://www.foothealthfacts.org/ 3. Crabs, spiders, scorpions
footankleinfo/Bone_Healing.htm 4. a) When an outer skeleton is shed as
http://kidshealth.org/kid/ill_injure/aches/ the animal grows
broken_bones.html b) Their bodies get too big for their
2. Use the following websites for exoskeleton.
information: 5. They have muscles attached to their
http://www.iofbonehealth.org/ skeletons.
facts-statistics 6. It gives protection against injury and
http://www.osteoporosis.ca/osteoporosis- predators; it can help camouflage the
and-you/osteoporosis-facts-and-statistics/ animal; it prevents water loss.
3. Use the following websites for
information: Activity 10.1
http://animals.mom.me/insects-skeleton- 1. Learners should group the animals
outside-body-9265.html according to their skeletons.
http://www.cals.ncsu.edu/course/ent425/ 2. Answers will vary, depending on the
tutorial/integ.html specimens.

Self assessment 10.2 4. Joint
1. It protects the brain. 5. Skull
2. There are 12 pairs of ribs. 6. Vertebrae
3. a) Backbone 7. To protect the spinal cord
b) Vertebrae 8. They have joints where the
4. The ribs, sternum and vertebral column exoskeleton is flexible, and muscles.
5. Femur, vertebrae 9. a) As the amount of calcium a
6. It protects the spinal cord; it provides person eats increases, so does
points of attachment for muscles. their bone density.
7. a) Ribs, sternum, vertebrae b) Exercise, sunshine, age
b) Scapula, clavicle
c) Femur, patella, tibia and fibula,
tarsals, metatarsals and phalanges 12.
8. A – clavicle; B – sternum;
C – scapula; D – humerus Formal assessment answers for topic 2
(SB pp. 109-110)
Self assessment 10.3 1. a) 10 × 40 = 400× (3)
1. a) An outer skeleton found in b) 6× (1)
invertebrates and made of a 2. Complete the table below by filling
substance called chitin in the correct information.
b) A structure found at the place where Plant cell Animal cell
two bones meet Shape Regular Irregular
c) A skeleton found inside the body of Outer Cell wall and Cell membrane
an animal covering cell membrane
d) A skeleton made up of fluid Organelles Nucleus, Nucleus,
2. a) Locust, crab, scorpion mitochondria, mitochondria,
b) Worm, slug, snail, jelly fish chloroplasts, cytoplasm,
3. a) Humerus, radius and ulna, carpals, cytoplasm, vacuoles
metacarpals and phalanges vacuoles
b) Clavicle, scapula Vacuoles Large Small or none
c) Vertebrae, hip bones
4. Support, protection and movement (10)
3. a) i) A group of similar cells that
Activity 10.3 perform a particular function
Learners should draw diagrams similar to ii) A
group of similar tissues that
those in Figures 10.10 and 10.11 on pages work together to form a
104 and 105 in the Student’s Book. particular function (2 × 2 = 4)
b) A – xylem;
B – red blood cells (2 × 2 = 4)
11. End unit assessment 10 c) Xylem transports water and
mineral salts. Red blood cells
1. Bones transport oxygen. (4)
2. They moult and produce a new 4. a) 1 – nose;
exoskeleton. 2 – right bronchus;
3. Heart, lungs 3 – cartilage rings;

4 – bronchioles;
5 – trachea;
6 – left bronchus;
7 – diaphragm (7)
5. a) i) Carbohydrate
ii) Vitamin C (2)
b) Vitamin B and vitamin C (2)
c) Iron (2)
d) i) Anaemia
ii) Scurvy (2)
6. a) i) Starch and proteins
ii) Lipids (3)
b) Place food sample on a white tile.
Use a dropper to place a few drops
of iodine on the sample. Observe
colour change. If the sample turns
blue-black, starch is present. If the
colour remains orange-brown, no
starch is present. (6)
7. Use rubric 3 to assess learners’
research:
Rubric 3
5 4 3 2 1
Examples All given Three Two examples One example No examples
examples given given given
given
Drawings Very clear, neat Clear and Quite clear and Not very clear Unclear and no
and labelled some labels a few labels and very few labels
labels
Specialisation Well explained; Very good Good Fair Not
related to excellent grasp explanation; explanation; explanation; understood
function of concept very good good grasp of fair grasp of
grasp of concept concept
concept
Presentation Neat Fairly neat Untidy
(18)
Total mark: 68

TOPIC Health and disease
3
Sub-topic: Infectious and non-infectious diseases
UNIT 11 Classification of diseases
Key unit competence: To be able classify diseases and explain ways of preventing the spread of infectious
diseases.

• Define good health as a state of mental, social and physical wellbeing
• Define disease as any physical or mental disorder or malfunction with a characteristic set of signs and symptoms
• Explain how infectious diseases (cholera, tuberculosis, malaria, Ebola, HIV/AIDS) are spread
• Explain ways in which infectious and non-infectious diseases can be prevented
• Classify diseases into infectious, non-infectious, inherited, degenerative, social, mental, eating disorder and
deficiency diseases
• Adopt and encourage the practices that enhance good health
• Be aware that the clearing of bushes and grasses in the habitats of the anopheles mosquitoes and the treatment
of the stagnant water for the anopheles larvae are necessary for eradicating malaria.
Generic competence
1. Content summary
• Cooperation: Understand diseases and
• Health and disease
how to prevent them.
• Classification of diseases
• The spread and prevention of infections
• Non-infectious diseases: sickle cell,
Comprehensive sexuality education:
allergies, ageing, osteoporosis, cancer,
Rwandans need to ensure that they lead
cardiovascular diseases, eating disorders,
healthy lifestyles so that they can
deficiency diseases.
contribute to the Rwandan economy. HIV/
AIDS is a serious disease that impacts on
2. Key vocabulary
the lives of many Rwandans as well as the
Health, disease, pathogens,
country’s economy.
communicable, infections, quarantine,
gene, haemoglobin, carrier, immune
system, menopause, obesity, calories,
Individuals, pairs and groups in classroom
prevalent
3. Competences practised 6. Teaching materials

Charts and computer-aided materials
Basic competence
• Literacy: Listening carefully for
when necessary
UNIT 11 Classification of diseases 55

7. Before you start Lesson 2 Infectious diseases
• Learners always enjoy learning about
diseases. Try to elicit responses about • Learners do activity 11.2 and present.
learners’ own communities to add • Teacher: Distinguish between infectious
context to this unit. However, be and non-infectious diseases, and give
sensitive to learners’ situations as they examples of each. Review Activity 11.2,
may have lost family members to and arrange learners in groups.
different diseases. • Learners: Complete Activity 11.2.
• Teacher: Arrange learners in groups for • Teacher: Give feedback and monitor
the oral activity. progress. Define a communicable
• Learners: Complete oral activity. disease, and describe ways that
communicable diseases can be spread
8. Teaching steps [5 periods] from one person to another. This will
consolidate information that learners
Guidance on Introductory activity included on their posters.
Guide students to work on the
introductory activity that is in the student Experiment to make an ORS
textbook. • Teacher: Revise types of diseases, and
Answers will vary depending on learners’ give guidelines for Activity 11.1.
observations and findings. • Learners: Complete Activity 11.1.
• Teacher: Set up materials for
Experiment 11.1.
Lesson 1 Health and disease
• Learners: Complete Experiment 11.1.
• Teacher: Explain the learning objectives • Teacher: Capture feedback from
and any associated assessment. Review Experiment 11.1. Reinforce learning
prior learning. Collect learners’ ideas for outcomes.
achieving the objective(s). Facilitate oral • Learners: Contribute to feedback and
activity. ensure all learning outcomes have been
• Learners: Complete introductory activity met.
in groups.
• Teacher: Discuss the terms ‘good health’
Lesson 3 Non-infectious diseases
and ‘disease’. Arrange learners in groups
for Activity 11.1. • Learners do activity 11.3
• Learners: Complete Activity 11.1. • Teacher: Introduce learners to some
• Teacher: Provide feedback and facilitate non-infectious diseases. Give guidance
discussion about practices that promote on Activity 11.3.
good health. Arrange groups to make a • Learners: Collect information for
poster in Activity 11.2. Give guidelines Activity 11.3.
as to what makes a good poster. This • Teacher: Capture feedback from activity.
task can be completed for homework. Reinforce learning outcomes.
• Learners complete the self assessment • Teacher: Reinforce the meaning of
11.1 ‘non-infectious disease’.
• Learners: Make sure that ‘non-infectious
disease’ is understood.
• Teacher: Describe sickle cell anaemia,
56 TOPIC 3 Health and disease

allergies, ageing, osteoporosis, cancer, d) haemoglobin.
cardiovascular diseases, eating disorders, 3. Draw a table like the one below, and
deficiency diseases and mental illnesses. complete it.
Mention signs and symptoms, and
Name of disease Causes
treatments for each disease. Review self
Sickle cell anaemia
assessment 11.2. This could be set as a
homework task. Allergies
• Learners: Complete self assessment 11.2 Stroke
and Activity 11.4.
• Teacher: Capture feedback from Answers
exercises and activities. Reinforce 1. Infectious disease, non-infectious
learning outcomes. disease, inherited disease, eating
disorder, deficiency disease
9. Support for learners with 2. a) A disease that can spread from one
learning difficulties person to another
Remedial b) High blood pressure
1. Name two infectious and two c) An injection that helps our bodies
non-infectious diseases. to fight disease
2. Mention three ways to prevent the d) A pigment in red blood cells that
spread of disease. carries oxygen molecules
3. List any three practices that promote 3.
good health. Name of disease Causes
Sickle cell anaemia A gene passed from
Answers parents
1. Infectious – TB, cholera; Allergies Reaction by immune
non-infectious – scurvy, osteoporosis system to a substance
2. Warn people about a disease outbreak; Stroke Too little oxygen
improve public hygiene; quarantine reaching the brain
people with a disease; immunise
against diseases. Extension
3. Eat a balanced diet; eat at regular 1. Do research in the library or on the
intervals; get enough sleep; maintain Internet to find out about ageing and
good hygiene of the body, clothes, the osteoporosis.
home and foods; drink safe water; a) What are the signs of ageing?
exercise regularly; avoid eating too b) Which diseases occur more often in
much salt; wash your hands before older people?
each meal and after going to the toilet. c) How can you take care of a person
suffering from ageing?
Consolidation d) Explain how a person gets osteoporosis.
1. List five types of diseases. e) What can a person do to avoid
2. Give the meaning of each of these getting osteoporosis?
terms: 2. Find out about malaria in Rwanda – the
a) infectious disease incidence, steps to eradicate it, and
b) hypertension ways people can avoid getting it.
c) immunisation

Answers Activity 11.2
1. a) Slowing down physically, mentally 1. An infection is a disease caused by an
and socially organism inside a person’s body.
b) Cancer, osteoporosis, mental 2. a) HIV/AIDS, tuberculosis (TB),
illnesses malaria, measles, mumps, flu
c) Learners should mention patience, b) Learners to research these diseases:
caring and tolerance in their
answers. Transmission Prevention
Tuberculosis Spread by Treat infected
d) Lack of vitamin D, calcium, lack of people living people with
exercise and lack of sunshine in crowded antibiotics.
e) Eat foods that contain vitamin D conditions.
and calcium, and do exercise. Spread in
droplets in the
2. Use the following websites for
air when people
information:
cough.
http://www.rw.undp.org/content/rwanda/
Malaria Transmitted Destroy
en/home/mdgoverview/overview/mdg6.
by mosquitoes mosquitoes.
html
that carry the
http://www.who.int/malaria/publications/ pathogen.
country-profiles/profile_rwa_en.pdf
Ebola fever Spread in Quarantine
http://www.cdc.gov/malaria/
droplets when and isolate
people touch infected
10. Suggested answers for activities each other. people.
HIV/AIDS Transmitted Use condoms.
Introductory activity through sexual
1. Being able to lead an active life intercourse with
2. Answer will vary, depending on the an infected
learners’ community. person.
5. Learners should come up with their 3. a) Wash hands after going to the
own definitions. toilet. Wash hands before eating.
Drink safe water.
Activity 11.1 b) Keep food covered. Ensure rubbish
• Eat a balanced diet. and sewage are properly removed.
• Eat at regular intervals. c) Take them for treatment at a
• Get enough sleep. hospital. Give the person
• Maintain good hygiene of the body, rehydration fluid.
clothes, the home and foods.
• Exercise regularly.
• Avoid eating too much salt.
• Wash your hands before each meal
and after going to the toilet.
• Drink safe water.

Activity 11.3 11. Answers for end unit assessment 11
1. ‘Ageing’ is the natural process that
takes place when people get older. 1. a) Cholera, malaria, tuberculosis
Osteoporosis occurs mostly in older b) Sickle cell anaemia, haemophilia,
women, as a result of their bones cystic fibrosis
becoming brittle. c) Arthritis
2. Slowing down mentally and 2. a) A disease characterised by a
physically gradual decline in function; often
3. We can take care of ageing people by associated with ageing.
helping them to prepare meals,
assisting them with shopping and b) Negative social behaviour, such as
visiting them. drug dependence; often caused by
social pressure.
c) A disease caused by a poor diet
Activity 11.4 that lacks one or more essential
1. a) Infectious disease – HIV/AIDS, nutrients)
tuberculosis (TB), malaria 3. a) Vitamin C
b) Non-infectious disease – anaemia, b) Vitamin D
kwashiorkor, obesity, high blood
pressure (hypertension) 4. refer to student book
c) Inherited disease – cystic fibrosis 5. a) Cardiovascular disease
d) Eating disorder – obesity, b) Diabetes
kwashiorkor 6. Education and awareness
e) Deficiency disease – anaemia campaigns; improved public
2. Cholera – infectious disease; scurvy hygiene; quarantine and
– deficiency disease; sickle cell immunisation
anaemia – inherited disease; stroke
7. Crowded conditions
– non-infectious disease
8. a) Spraying with insecticides;
removal of sources of stagnant
water; spraying with oil
b) Resistance of the malarial parasite
to medicines
9. Sport is beneficial for people as it
results in healthy, fit individuals; it
promotes social interactions; it
teaches sportsmanship and
perseverance.

3
Sub-topic: Reproductive health
UNIT 12 Human reproductive system
Key unit competence: To be able to analyse the structure, functions and processes of the human sexual
and reproductive system and relate to the understanding of sex and gender.

• Describe the structure and function of the human sexual and reproductive system
• List the external and internal organs of the male reproductive system
• List the external and internal organs of the female reproductive system
• Explain the production of sex cells: gametogenesis
• Compare the size and shape of ovum and sperm
• Explain the role of hormones in growth, development and the regulation of the reproduction organs and sexual
functions
• Define sex determination
• Analyse how culture, tradition and religious practices influence one’s thinking about sex, gender and reproduction
• Appreciate that gender stereotypes are not biologically determined and can be challenged.
1. Content summary hypophysis, menstrual cycle,

• External and internal reproductive chromosomes, gender equality, germinal
organs cells
• The process of sperm and ovum
production 3. Competences practised
• Determination of sex Basic competence
• Role of hormones in growth, • Literacy: Listening carefully for
development, and the regulation of understanding and seeking clarification
reproductive organs and sexual when necessary
functions Generic competence
• Influence of culture, tradition and • Cooperation: Practising positive ethical
religious practices on one’s thinking and moral attitudes with respect to
about sex, gender and reproduction. socially acceptable behaviour - gender
equality
2. Key vocabulary
Neutralise, prostate gland, ejaculation, 4. Cross-cutting issue
ova, oestrogen, progesterone, erectile, Comprehensive sexuality education:
vagina, hymen, cervix, uterus, • HIV/AIDS, STIs, family planning, gender
endometrium, ovaries, ovulation, oviduct, equality and reproductive health are
gametogenesis, germinal cells, puberty, important issues in Rwanda.

• Healthy people can work to sustain • Teacher: Monitor learners’ progress and
themselves. People with HIV/AIDS have facilitate the discussion. Explain the
a greater chance of slipping into poverty functions of the reproductive organs in
or to remain in poverty. terms of gamete production, transport of
the male gametes to the ovum,
5. Classroom organisation production of hormones, and as a site for
Individuals, pairs and groups in classroom development of the embryo. Describe
the external structure of the male
6. Teaching materials reproductive organs using any charts,
Charts and computer-aided materials models or diagrams you have available
to help your explanation.
7. Before you start • Learners: Use any available visual
• Learners enjoy this topic, as it is relevant materials to help with understanding the
to their lives as teenagers. Be sensitive to structure and function of the external
learners’ development – some are more male structures.
mature than others, and they may
respond differently to the information
in this topic. You should also be open Male reproductive organs
and honest when answering learners’ • Teacher: Consolidate what was learnt in
questions; treat the questions in a the previous lesson. Move on to discuss
scientific and objective manner. When the internal organs as shown in Figure
discussing gender issues and equality, 12.3 in the Student’s Book. Review Table
encourage learners to respect other 12.1 in the Student’s Book.
learners’ opinions. • Learners: Complete self assessment 12.1.
• Teacher: Arrange learners in groups for
• Teacher: Facilitate learners’ progress and
the oral activity. ensure learning outcomes have been
• Learners: Complete oral activity.
met. Discuss answers to assessment 12.1.
Guidance on Introductory activity Female reproductive organs

Guide students to work on the • Teacher: Describe the female
introductory activity that is in the student reproductive organs using any charts
textbook. and diagrams that you may have. Use
Answers will vary depending on learners’ Table 12.2 in the Student’s Book to assist
observations and findings. your explanation of the structure and
function of the external organs.
• Learners: Review structure and function
Lesson 1 Reproductive organs
of external organs.
• Learners do activity 12.1. • Teacher: Describe the structure and
• Teacher: Introduce the topic of function of the internal organs.
reproduction and gender using the • Learners: Complete self assessment 12.1.
introductory activity. • Teacher: Observe learners, and monitor
• Learners: Learners complete the their progress and timing. Mark self
introductory activity. assessment 12.1 in class and discuss.
UNIT 12 Human reproductive system 61

• Learners: Contribute to feedback, and Lesson 4 Sex determination
• Leaners do activity 12.4
met.
• Teacher: Arrange learners in pairs for
Lesson 2 The process of sperm and Activity 12.4. Distribute coloured cards,
ovum production and explain what the learners have to
do.
• Learners do activity 12.2 • Learners: Complete Activity 12.4 in
• Teacher: Remind learners that the pairs.
reproductive organs are responsible for • Teacher: Monitor progress against
the production of gametes. Explain the planned timing.
word ‘gametogenesis’. Refer to
• Teacher: Ask learners how males and
Figure 12.5 in the Student’s Book and
females/boys and girls come about.
describe the structure of a sperm cell.
Discuss learners’ ideas, and then
• Learners: Review structure of a sperm
describe the sex hormones. Use
cell, and understand the functions of the
diagrams to help your explanation of
different parts.
sex determination.
• Teacher: Refer to Figure 12.6 in the
Student’s Book. Ask learners for the • Learners: Complete self assessment 12.3.
differences between the male and female • Teacher: Observe and assist learners
gametes. when necessary. Reinforce learning
• Learners: Try to work out the differences outcomes.
between the male and female gametes. • Learners: Contribute to feedback, and
met.
Lesson 3 T
he role of hormones in
reproduction
Lesson 5 Influence of culture, tradition
and religion on sex, gender
• Teacher: Mention that the reproductive
and reproduction
organs are also responsible for the
production of hormones. Explain the • Learners do activity 12.5
word ‘hormone’. Refer to Table 12.5 in • Teacher: Gender equality and gender
the Student’s Book and describe the male issues are topical subjects for teenagers.
and female hormones: where they are The influence of religion, traditions and
made and their functions. culture is important. Exercise sensitivity
• Learners: Understand the reproductive when discussing this topic, and respect
hormones. other peoples’ views. Arrange learners in
• Teacher: Give guidance on the groups, and read through Activity 12.5.
homework activity. Reinforce learning • Learners: Complete Activity 12.5.
outcomes. • Teacher: Observe learners and facilitate
learners’ discussion. Monitor progress
• Teacher: Discuss gender equality. Refer
to the table in the Student’s Book.
• Learners: Complete self assessment 12.4.

• Teacher: Observe learners and facilitate b) Testosterone – produces secondary
learners’ discussions. Monitor progress male sexual characteristics.
against planned timing. Take in learners’ Oestrogen – produces secondary
paragraphs for marking. female sexual characteristics; is
involved in the development of the
9. Support for learners with ovum; plays a role in the menstrual
learning difficulties cycle. Progesterone – is important in
Remedial the menstrual cycle and pregnancy.
1. Give the function of each of these parts FSH –is involved in the production
of the male reproductive system: of ova. LH – causes ovulation to take
a) testes place.
b) penis
c) prostate gland. Consolidation
2. Give the function of each of these parts 1. Give a reason for each of the following:
of the female reproductive system: a) The uterus has powerful muscles.
a) uterus b) The oviducts are lined with ciliated
b) oviducts epithelium.
c) ovaries. 2. Draw a table to show the structure and
3. a) Name: functions of each internal part of the
i) one male hormone female reproductive system.
ii) two female hormones. 3. Draw a table to show the differences
b) Give the function of each hormone between the production of sperm cells
mentioned in question (a). and the production of ova.
Answers Answers
1. a) Produce testosterone; the place 1. a) To contract during childbirth and
where sperm cells are made expel the foetus
b) The organ that is placed in the b) To move the ovum along the
vagina during sexual intercourse for oviduct towards the uterus
delivery of semen 2. Learners should draw a table similar to
c) Produces fluid that neutralises the Table 12.3 in the Student’s Book.
acidity of the urine in the urethra, 3. Learners should draw a table similar to
improves the mobility of sperm Table 12.4 in the Student’s Book.
2. a) Involved in the menstrual cycle; is
the place where the baby develops Extension
during pregnancy 1. Find out about some diseases that
b) Where fertilisation takes place affect the human reproductive system,
c) Where an ovum is produced each for example, sexually transmitted
month infections (STIs) and types of cancer.
3. a) i) testosterone 2. Conduct research about gender
ii) oestrogen, progesterone, follicle equality in two countries.
stimulating hormone (FSH), 3. Make models of the male and female
luteinising hormone (LH) reproductive systems using coloured
plasticine.

Answers 3. Learners should build models of the
1. Learners can use the following websites reproductive organs using the diagrams
to find information: in the Student’s Book.
https://www.dmu.edu/medterms/
male-reproductive-system/
male-reproductive-system-diseases/
https://www.dmu.edu/medterms/
female-reproductive-system/
female-reproductive-system-diseases/
2. Use the following websites to find
information:
http://www.adb.org/
features/12-things-know-2012-gender-
equality
http://www.peacecorps.gov/wws/articles/
global-issues-gender-equality-and-womens-
empowerme/
Rubric 4
3 2 1 0
Includes own Yes No
opinions
Written in a Yes No
logical way
Neat Yes No
Includes Extensive and Fairly extensive Some appropriate No appropriate
information appropriate and mostly information information
on cultural, information appropriate included included
traditional and included information
religious practices included
TOTAL = 6
10. Suggested answers for activities 3. a) To expel the foetus from the uterus
during childbirth
Self assessment 12.1 b) To move the ovum along the
1. Learners’ table must be similar to Table oviduct towards the uterus
12.3 in the Student’s Book.
2. a) Oestrogen, progesterone, follicle
stimulating hormone (FSH),
luteinising hormone (LH)
b) Oestrogen and progesterone are
produced in the ovaries. (FSH and
LH are produced in the pituitary
gland.)

Self assessment 12.2 After their discussion, they should write
1. Learners should draw diagrams similar a paragraph about this and hand it in
to Figures 12.5 and 12.6 in the for marking.
Student’s Book. 11. Answer for end unit
2. Testosterone assessment 12
3. a) Oestrogen, progesterone, follicle
stimulating hormone (FSH), 1 a) A – D
iagram to show the structure
luteinising hormone (LH) of the male reproductive
b) Oestrogen – produces secondary system (front view)
female sexual characteristics; is B – Diagram to show the structure
involved in the development of the of the female reproductive
ovum; plays a role in the menstrual system (front view)
cycle. Progesterone – important in b) 1 – epididymis
the menstrual cycle and pregnancy. 2 – sperm duct
FSH – involved in the production of 3 – bladder
ova. LH – causes ovulation to take 4 – ureter
place. 5 – seminal vesicles
6 – prostate gland
Self assessment 12.3 7 – penis
1. By the presence of external 8 – urethra
reproductive organs and by the type of c) 9 – ovary
sex chromosomes they have in their 10 – oviduct
cells. 11 – cervix
2. A chromosome is a structure found in 12 – vagina
the nucleus of a cell that carries d) Epididymis – stores sperm; sperm
information about an organism’s duct – transports sperm from
characteristics. epididymis; bladder – stores urine;
3. The X chromosomes and the Y ureter – transports urine from
chromosomes kidneys to bladder; seminal
4. The baby will be a boy – XY. vesicles – produce neutralising
5. The father has some sperm cells that fluid; prostate gland – produces
have an X chromosome and some that neutralising fluid that helps sperm
have a Y chromosome. The ovum has motility; penis – transfers semen
an X chromosome. If a sperm cell with to female body; urethra –
an X chromosome fuses with the transports urine and semen out of
ovum, then the resulting baby will be a male body.
girl (XX). If a sperm cell with a Y e) Ovary – produces ova and female
chromosome fuses with the ovum, hormones; oviduct – passage for
then the resulting baby will be a boy ova to uterus, site of fertilisation;
(XY). cervix – ring of muscle, important
in childbirth; vagina – place
Self assessment 12.4 where penis is placed during
Learners should discuss gender equality/ intercourse, the passage for the
inequality in their community and how baby out of female body during
cultural, traditional and religious childbirth.
practices influence peoples’ views.

3
UNIT 13 Puberty and sexual maturation
Key unit competence: To be able to analyse the physical, emotional and social changes related to puberty.

• Define puberty and how it affects the body emotionally and physically
• State the key emotional and physical changes during puberty
• Describe the hormones that bring about these changes
• Describe the various phases of the menstrual cycle
• Analyse the physical, emotional, and social changes associated with puberty between girls and boys
• Show respect for diversity in when and how peers develop and change during puberty

• Puberty is a time of sexual maturation Basic competence
which leads to major physical and • Literacy: Listening carefully for
emotional changes and can be stressful. understanding and seeking clarification
• Puberty occurs at different times for when necessary
different people, and has different effect Generic competence
on boys and girls. • Cooperation: Understanding puberty
• Male and female hormones differ and and its social challenges
have a major influence on the
emotional and physical changes that 4. Cross-cutting issue
occur over one’s lifetime. Comprehensive sexuality education:
• Hormones can affect body shape and Pressure to have sex at an early age could
size, body hair growth, development lead to social and economic problems.
and other changes. Understand the consequences of
• The menstrual cycle. unplanned pregnancies. Honour yourself
and your body.
2. Key vocabulary
Puberty, primary sexual characteristics, 5. Classroom organisation
secondary sexual characteristics, Individuals, pairs and groups in classroom
testosterone, oestrogen, menarche,
menopause 6. Teaching materials
Illustrations and computer-aided materials

7. Before you start • Learners: Contribute to feedback, and
• As in the previous unit, you will need to ensure all learning outcomes have been
be sensitive to learners’ contribution or met.
lack of contribution to discussions. Be
sensitive to learners’ development – Hormones and puberty
some are more mature than others, and
• Teacher: Consolidate the material
they may respond differently to the
covered in the previous lesson by
information in this unit. You should
referring to Table 13.1.
also be open and honest when
• Learners: Ensure that secondary sexual
answering learners’ questions; treat the
changes that occur during puberty are
questions in a scientific and objective
understood.
manner.
• Teacher: Introduce learners to the
• Teacher: Explain the learning objectives
hormones that bring about these
and any associated assessment. Review
changes. They will need to use this
prior learning. Collate learners’ ideas for
information when discussing the
achieving the objectives.
menstrual cycle.
• Learners: Ensure they understand clearly
• Learners: Ensure the role of hormones is
the objectives, activities and assessment.
understood.
Lesson 2 The menstrual cycle
Lesson 1 Puberty • Learners do activity 13.2
• Learners do activity 13.1 • Teacher: Remind learners about the term
• Teacher: Arrange learners in groups of ‘menstrual cycle’, and mention that
girls and boys for the introductory hormones are involved, as discussed in
activity. the previous lesson.
• Learners: Complete introductory activity • Learners: Use Figure 13.3 to visualise the
about teenage issues. changes that take place in the uterus
• Teacher: Facilitate introductory activity. during the menstrual cycle. Relate
Be sensitive to the issues raised as these events to the days of the cycle.
may be difficult for some shy learners to • Teacher: Discuss the phases of the
discuss. menstrual cycle using Figure 13.3 to
• Learners: Contribute to feedback, and help you.
ensure all learning outcomes have been • Teacher: Consolidate the events of the
met. menstrual cycle. Arrange learners in
• Explain the word ‘puberty’. Ensure that pairs for Activity 13.2.
learners understand the difference • Learners: Complete Activity 13.2 in
between primary and secondary sexual class.
characteristics. • Teacher: Spend time going over the
• Learners: Contribute to an answers to Activity 13.2.
understanding of what puberty is. • Learners: Contribute to feedback, and
• Teacher: Refer learners to Figure 13.2 to ensure all learning outcomes have been
consolidate changes that occur during met.
puberty in males and females. • Learners complete the self assessment
13.1
UNIT 13 Puberty and sexual maturation 67

Lesson 3 Social issues and puberty b) Pubic and underarm hair starts to
grow; breasts enlarge; fatty tissue is
• Learners do activity 13.3.
deposited on the hips and thighs;
• Teacher: Discuss the consequences of hips broaden; menstruation starts;
teenage pregnancy and unintended ova are released from the ovaries;
pregnancy. Be aware that this is a acne may occur.
sensitive issue and take care that you do 3. Oestrogen, progesterone, testosterone
not offend any learners during the
discussion. Arrange learners in groups so Consolidation
that they can plan their role-play, as 1. Define each of the following words:
outlined in Activity 13.3. a) puberty
• Learners: Plan and prepare the role-play. b) menarche
• Teacher: Facilitate the discussion of the c) menstruation.
role-play. 2. During which phase of the menstrual
• Learners: In the next lesson, perform the cycle do the following occur?
role-play. a) ovulation
• Teacher: Facilitate discussion with the b) preparation of the endometrium for
class after each role-play, highlighting possible pregnancy
important points that may have been 3. List three consequences of an
demonstrated. unintended pregnancy.

learning difficulties 1. a) The time when boys and girls
Remedial become sexually mature
1. On which days in the menstrual cycle b) The first menstrual cycle
do the following occur? c) When the lining of the uterus is
a) ovulation shed
b) menstruation 2. a) Ovulatory phase b) Luteal phase
c) the time when falling pregnant after 3. Negative impact on education and
unprotected sex is most likely career prospects; family disruption
2. Make a list of changes that occur
during puberty in: Extension
a) boys b) girls. 1. Find out about the impact of family
3. Name three hormones that are planning on a woman’s health and her
involved in reproduction in males and pregnancies.
females. 2. Do research on the different types of
Answers family planning available, and list the
1. a) Between days 10 and 15 b) On advantages and disadvantages of each
days 1 to 5 type.
c) Between days 10 and 15
2. a) Facial, pubic and underarm hair
starts to grow; voice deepens; body
size increases and becomes more
muscular; sex organs increase in
size; sperm are produced in the
testes; acne may occur.

Answers 11. Answer for end unit assessment 13
1.and 2. Use the following websites for
information:
http://www.who.int/topics/family_planning/en/ 1. 1.1 – E
http://www.fpa.org.uk/factsheets/ 1.2 – A
teenagers-sexual-health-behaviour 1.3 – F
http://www.slideshare.net/luciennzayirata/ 1.4 – B
family-planning-in-rwanda 1.5 – C
1.6 – D
10. Suggested answers for activities 2. 30 July
Activity 13.2
1. Approximately 28 days
2. Menstruation begins.
3. Six days
4. An ovum is released from the ovary.
5. Between days 11 and 18. The ovum
has been released and is moving
along the oviduct at this time. If it
meets sperm, fertilisation could occur.
6. If the egg is not fertilised, it dies, and
the uterus lining is shed during
menstruation, after a few days.

1. Primary sexual characteristics are present
from birth; secondary sexual
characteristics develop during puberty.
2. a) Testosterone b) Oestrogen and
progesterone
3. b) Between days 11 and 18
c) No, the day can vary in different
women.
d) Day 28 or day 1
e) No, the day can vary in different
women.
4. a) The time in a woman’s life when the
menstrual cycle stops
b) The phase during the menstrual cycle
when the egg is produced in an ovary
in preparation for ovulation; the
endometrium starts to get thicker.
UNIT 13 Puberty and sexual maturation 69

3
UNIT 14 Reproduction, pregnancy and childbirth
Key unit competence: To be able to analyse the process of reproduction, pregnancy and childbirth.

• Describe male and female reproductive systems
• Explain the process of fertilisation
• Explain how a pregnancy occurs
• Describe the signs of pregnancy, and the stages of foetal development and childbirth
• Define maternal mortality and list major causes of maternal mortality
• Describe ways that poverty and gender inequality lead to death among pregnant women and how these
outcomes can be prevented
• List health risks associated with early pregnancy and birth
• Analyse using simulations of stages of pregnancy and discuss the signs and behavioural symptoms of pregnancy
• Appreciate the importance of the steps that should be taken to promote safe pregnancy and childbirth
• Show concern about maternal mortality as an issue in the region.

• Reproduction: Male and female Basic competence
reproductive systems • Literacy: Listening carefully for
• Intercourse and fertilization understanding and seeking clarification
• Pregnancy and its signs when necessary
• Foetal development Generic competence
• Ante-natal care • Cooperation: Understand the risks and
• Childbirth and consequences of teenage pregnancies
• Health risks associated with teenage • Critical thinking: Think reflectively,
pregnancy and early child birth broadly and logically about challenges
• Steps to promote safe pregnancies and encountered in all situations
childbirth.
2. Key vocabulary Comprehensive sexuality education:
Ejaculation, fertilisation, conception, Unintended pregnancies and teenage
zygote, implantation, embryo, foetus, pregnancies may lead to health problems
placenta, umbilical cord, labour, Caesarian as well as social and economic difficulties.
section, maternal mortality, abortion, Healthy pregnancies, childbirth, antenatal
unintended pregnancy and postnatal care are essential for all
Rwandan women.

5. Classroom organisation • Teacher: Facilitate the introductory
Individuals, pairs and groups in classroom activity. Be sensitive to the issues raised,
as these may be difficult for some shy
6. Teaching materials learners to discuss.
Illustrations and computer-aided materials • Learners: Contribute to feedback and
7. Before you start met.
• As in the previous two units, you will • Learners: Learners complete activity 14.1
need to be sensitive to learners’ on their own.
contribution or lack of contribution to • Teacher: Discuss the answers to activity
discussions. Be sensitive to learners’ 14.1 in class. Revise any areas about
development – some are more mature which learners seem unsure. Use charts
than others, and they may respond and models of the reproductive system
differently to the information in this to help you.
unit. You should also be open and • Learners: Contribute to feedback, and
honest when answering learners’ ensure all learning outcomes have been
questions; treat the questions in a met.
scientific and objective manner. • Teacher: Discuss sexual intercourse,
• Teacher: Explain the learning objectives fertilisation and foetal development. Be
and any associated assessment. Review sensitive to learners’ levels of maturity.
prior learning. Collate learners’ ideas for Discuss these topics in a scientific and
achieving the objectives. objective manner whilst allowing time
• Try to access computer simulations of for learners to ask sensible questions.
the stages of pregnancy to show to • Learners: Ensure that all new words are
learners. understood. Draw up a list of new words
• Arrange for a medical official to visit the and their meanings.
school to discuss health risks associated • Learners complete the self assessment
with early pregnancy and birth. 14.1

Lesson 2 Foetal development
Guidance on Introductory activity • Learners do activity 14.2
Guide students to work on the • Teacher: Consolidate foetal
introductory activity that is in the student development, and explain the
textbook. importance of the placenta.
Answers will vary depending on learners’ • Learners: Complete activity 14.2 in class.
observations and findings. • Teacher: Discuss the answers to activity
14.2 with learners in class, and let them
Lesson 1 S
exual intercourse and mark their own work. You could set this
fertilisation as a homework task if you do not have
• Teacher: Arrange learners in groups of time for its completion in class.
girls and boys for the introductory • Learners: Contribute to feedback, and
activity. ensure all learning outcomes have been
• Learners: Complete the introductory met. They also complete the self
activity about reproduction. assessment 14.2.
UNIT 14 Reproduction, pregnancy and childbirth 71

Lesson 3 Process of childbirth 9. Support for learners with
• Teacher: Describe the signs of pregnancy
Remedial
and the stages of childbirth.
• Learners: Learners should refer to 1. Make a neat, labelled drawing to show
Figure 14.6. the fusion of a sperm and an ovum.
• Teacher: Discuss problems that may 2. Give any three functions of the
occur during childbirth. Be sensitive to placenta.
learners’ experiences.
• Learners: Contribute to feedback, and Answers
ensure all learning outcomes have been 1. Learners should draw a diagram similar
met. to Figure 14.2.
2. Provide the foetus with nutrients;
remove waste products from the foetus’
Lesson 4 Teenage pregnancy
blood; exchange oxygen and carbon
• Learners do activity 14.4 dioxide between the foetus’ blood and
• Teacher: Reinforce the risks associated the mother’s blood; act as a filter for
with pregnancy and childbirth, and state harmful substances, although some
the ways that these can be mitigated by substances, such as nicotine, drugs and
attendance at health clinics, and alcohol, as well as viruses such as HIV,
antenatal and postnatal care. can pass through it and reach the
• Learners: Discuss dangers in their foetus; secrete hormones
community associated with pregnancy
and childbirth, and the facilities Consolidation
available to help. 1. What is another name for each of the
following?
a) pregnancy
Unintended pregnancy
b) birth
• Teacher: Use this lesson to build on the
role-play of an unintended pregnancy in 2. Explain why the baby must position
Unit 13. itself with its head down during
• Learners: Complete self assessment 14.3 childbirth.
in class.
• Teacher: Discuss the answers to self Answers
assessment 14.3 with learners, and revise 1. a) Gestation b) Parturition
any misconceptions or inaccurate facts. 2. The baby positions itself so that its
• Learners: Contribute to feedback, and head will move through the birth canal
ensure all learning outcomes have been first. This prevents the arms and legs
met. from getting stuck, which would make
• Teacher: Discuss teenage pregnancy, and the birth difficult.
arrange learners in groups for Activity
14.1. Extension
• Learners: Complete self assessment 14.3 1. Design a poster for a clinic in Rwanda
in groups and discuss unintended to display, which shows the steps a
pregnancy, the consequences of teenage pregnant woman should take for a
pregnancy and maternal mortality. healthy pregnancy and childbirth.

2. Two people are needed to make a baby.
Are two people needed to look after it?
Write a paragraph to express your
views.
3. Find out the gestation time for any
three mammals.
Answers
1. Use the rubric below to mark the
poster:
CRITERIA
5 4 3 2 1
Excellent Very good Good Fair Needs help
Content: Main Excellent. Clear heading. Clear heading. Heading Not clear/
points, facts/ Bold heading. Facts clear and Facts mostly clear but not muddled.
concepts Relevant facts. ordered. Well clear and well appropriate. Important
Interesting, researched ordered Facts clear facts left out/
with evidence but not well lost in detail
of research ordered
and insight
Interesting Excellent Very good Good Adequate Poorly
information information. information. information. information. researched.
Evidence of Evidence of Evidence of Little evidence Insufficient
extensive good research some research of research information
research
Organisation, Excellent Very good use Good use of Adequate Partially
layout, layout and of colour/ colour/ use of colour ordered
aesthetic organised use additional additional and order in layout.
appeal, use of of relevant relevant relevant layout. A good Incomplete/
colour visuals/ pictures. pictures. effort not easy to
colour. Appealing Layout could follow. Some
Strikingly layout be more eye- use of colour
appealing catching

2. Learners should write a paragraph to Self assessment 14.2
give their opinion on whether one or 1. a) The single cell that forms after an
both parents are needed to raise a egg and sperm cell fuse
child. Each will have, and is entitled to, b) The fusion of an egg and sperm cell
his or her own opinion. c) The moment when fertilisation
3. Answers will vary. Examples of takes place
gestation times: elephant – 21 months; d) The structure that forms to provide
dog – 63 days; donkey – 12 months. the developing foetus with oxygen
and nutrients and to remove carbon
10. Suggested answers for activities dioxide and waste products
2. a) Provide the foetus with nutrients;
Introductory activity remove waste products from the
foetus’ blood; exchange oxygen and
1. Production of hormones; carbon dioxide between the foetus’
development of the foetus blood and the mother’s blood; act as
2. Around the time of ovulation (days a filter for harmful substances,
11 to 18) although some substances, such as
3. Circumstances differ, but usually an nicotine, drugs and alcohol, as well
unintended pregnancy occurs when an as viruses such as HIV, can pass
unmarried woman or teenager falls through it and reach the foetus;
pregnant, or after rape. Other causes of secrete hormones
unintended pregnancy include not using b) Drugs and alcohol can cross the
contraception or not using it properly, placenta and enter the foetus’ blood
lack of education about unprotected sex if the mother consumes them
and lack of family planning. during her pregnancy. This can
4. Unintended pregnancies can have harm the baby and lead to mental
negative emotional, social and health and physical disabilities.
consequences.
Self assessment 14.1 1. a) The structure that develops eight
weeks after fertilisation
1. a) Testes b) Penis
b) The single cell that forms after
2. Ovary, oviduct, uterus, cervix, vagina
fusion of the male and female sex
3. a) Oviducts b) Uterus
cells
c) The process during which a child is
born
2. An embryo consists of mainly
undifferentiated tissue; a foetus has
developed different tissues and organs.
3. Complications from delivery, such as
severe bleeding; infection; unsafe abortion
4. An unintended pregnancy is an
unplanned pregnancy.

Extension 12.
Use the rubric on page 17 of this Teacher’s
Guide to mark the posters. Formal assessment answers for topic 3
1. 1.1 – C
11. Answers for 1.2 – B
end unit assessment 14 1.3 – B
1.4 – C
1. Production of hormones; 1.5 – C
development of the foetus 1.6 – B
2. a) When the penis is placed in the 1.7 – C (7 × 2 = 14)
vagina 2. a) 1 – bladder
b) When the ball of cells (blastocyst) 2 – urethra
burrows into the lining of the 3 – testis
uterus 4 – scrotum
c) The process during which a child 5 – epididymis
is born through the vagina 6 – sperm duct
3. Not using contraception, or not 7 – seminal vesicles
using it properly; lack of education 8 – prostate gland (8)
about unprotected sex; lack of b) 1 – oviducts
planning; rape 2 – ovary
4. Taking vitamins; resting; eating 3 – cervix
healthily; avoiding alcohol, caffeine 4 – vagina;
and cigarettes; seeing a health worker 5 – muscular wall of uterus
to assist at the birth; eating well- 6 – egg (6)
cooked foods; not changing cat litter 3. a) i) 27 % ii) 14 % (2 × 2 = 4)
boxes b) i) Rural areas (2)
5. Menstruation stops; slight bleeding ii) L ess access to health care; lack
or cramping as the embryo implants of information; cultural
in the uterus; tender breasts; extreme practices; poverty (2 × 2 = 4)
tiredness; backache; nausea or 4. Health issues – premature labour;
sickness; needing to urinate more maternal death
often; headaches, due to the sudden Social/emotional issues –
rise of hormones in the body; stigmatisation and/or exclusion from
darkening of the skin around the family or community
nipples; food cravings or aversions; Socio-economic issues – dropping out
emotional sensitivity and outbursts, of school; reduced employment
due to high hormone levels opportunities (3 × 2 = 6)
6. It has cultural significance for some 5. Awareness/health education;
Rwandans. Some Rwandans bury it improved public hygiene;
to keep away evil spirits. quarantine/isolation; immunisation;
improved health care (3 × 2 = 6)
Total marks: 50

Worksheet 1
1. a) List any two aspects of biology. (2)

b) Which aspect of biology deals with:
i) the study of insects
ii) the study of microscopic living things? (2)
2. Matching columns. Match the term or description in Column A with the

term in Column B.
Column A Column B
2.1 Characteristic A. toxic

2.2 A dangerous situation B. feature
2.3 Poisonous C. genetics
2.4 The study of the structure of living things D. hazard
E. anatomy (4)
3. Complete the following sentences using the words below:
movement growth organisms reproduce
Biologists call living things _______________________. All living things produce

offspring when they _______________________. _______________________ is more easily
seen in animals than in plants. When living things get bigger and increase in
mass, it is called _______________________. (4)
4. List any three safety rules that should be followed in a laboratory. (3)
5. Explain how you would treat a student who has splashed a chemical into
his or her eye. (3)
6. Explain why it is important to wash your hands after handling chemicals. (2)
[20 marks]
76 Worksheets
Worksheet 2

1. Write down two sentences to explain why scientists need to classify living things. (2)
2. Give an example of a non-living thing that:

a) has always been dead
b) was once alive but is now dead. (2)
3. Write down the scientific names below correctly.

a) Rhizopus Nigrans
b) panthera leo (2)
4. List two characteristics of all organisms in the following kingdoms:

animals
plants
fungi. (3 x 2 = 6)
5. Draw a dichotomous key that could be used to identify the following insects.
A – dragonfly;
B – housefly;
C – beetle;
D – termite (8)
A B
C D
[20 marks]
Worksheets 77
Worksheet 3
UNIT 3 The external structure and importance of

flowering plants
1. Draw a table like the one below to show four differences between
monocotyledonous and dicotyledonous plants.
Monocotyledons Dicotyledons
Number of seed leaves
Type of root system
Number of flower parts
Pattern of veins on leaves (8)
2. List:
a) three functions of the stem
b) two functions of the veins in leaves
c) two functions of roots. (7)
3. Give two reasons why plants can have modified leaves. (2)
4. Redraw the diagram below and label the parts 1-3. (3)
[20 marks]
78 Worksheets
Worksheet 4
UNIT 4: Magnifying instruments and

biological drawings
1. Eric measures the length of a flower. It is 4 cm long. He makes a biological

drawing it. The flower is 12 cm. By how much has the flower been magnified? (3)
2. A student uses a microscope with the 20x eyepiece lens and a nosepiece
lens of 40x. What is the total magnification? Show your working. (3)
3. Provide labels for the microscope parts A to D. (4)
C
D
4. Make a labelled biological drawing of the bee shown below.

Remember to give your drawing a heading. (10)
antenna
fore wing
rear wing
abdomen
[20 marks]
Worksheets 79
Worksheet 5

1. Matching columns. Match the description in Column A with the term in
Column B.
Column A Column B
1.1 structures inside cells that perform special

A. cytoplasm
functions
1.2 single celled organisms B. muscle cells
1.3 a jelly like substance inside all cells C. organelles
1.4 animal cells that contain many mitochondria D. skin cells
E. unicellular (4)
2. Give the main function(s) of each of the following organelles:

a) two functions of the nucleus
b) cell membrane
c) chloroplast
d) vacuole
e) mitochondria. (6)
3. Draw a table to show the differences between a plant and an animal cell. (10)
[20 marks]
80 Worksheets
Worksheet 6
UNIT 6 Levels of organisation in

multicellular organisms
1. Define the following terms:

a) tissue
b) organ
c) system. (3)
2. Make a labelled drawing of the following cells:
a) root hair cell (5)
b) nerve cell (4)
3. Arrange the terms below in the correct order starting with the smallest.
tissue, organism, cell, organ, organelle, organ system (3)
4. Write down two advantages that cell specialisation gives to organisms. (2)
5. Matching columns. Match the description in Column A with the term
in Column B.
Column A Column B
5.1 a structure in the head of a sperm cell that

A. motile
contains enzymes
5.2 when water can pass easily through a membrane B. acrosome
5.3 a red substance found in red blood cells C. permeable
D. haemoglobin
E. selectively permeable (3)

[20 marks]
Worksheets 81
Worksheet 7

1. Write down any two reasons why we need food nutrients. (2)
2. List three elements that are found in all food nutrients. (3)
3. Complete the table below.
Food nutrient Two foods it is found in
proteins
fats
carbohydrates (6)
4. Give any two reasons why the following nutrients are important:
a) proteins
b) fats. (4)
5. Explain what is meant by the term balanced diet. (2)
6. A learner tested a food sample for food nutrients.

He recorded his results in a table.
Name of reagent used Colour before test Colour after test
Iodine orange blue-black
ethanol clear milky
Sodium hydroxide and copper sulphate blue blue
Which nutrients are:

a) present in the food sample
b) absent in the food sample? (3)
[20 marks]
82 Worksheets
Worksheet 8
UNIT 8 ‌Structure and functions of the human

gas exchange system
1. Multiple choice. Choose the correct answer.

1.1 Blood that flows to the alveoli in the lungs has:
A) a high concentration of oxygen and a low concentration of carbon dioxide
B) a low concentration of oxygen and a high concentration of carbon dioxide
C) equal concentrations of oxygen and carbon dioxide
D) no carbon dioxide and a high concentration of oxygen
1.2 The diagram shows a model that can be used to show breathing.

Which of the following statements is correct?
Plastic
bottle
Balloons
Ruber
sheet
A) When the rubber sheet is pulled down the balloons inflate

B) When the rubber sheet is pushed up the balloons inflate
C) The balloons represent the thorax
D) The plastic bottle represents the lungs. (2 x 2 = 4)
2. Distinguish between:
a) respiration, gaseous exchange and breathing (6)
b) diffusion and gaseous exchange (4)
3. List the structures through which air passes from the time when it enters
the nostrils to when it is inside the alveoli. (4)
4. Name two places where gaseous exchange takes place. (2)

[20 marks]
Worksheets 83
Worksheet 9

1. Matching columns. Match the description in Column A with the term in Column B.
Column A Column B
1.1 A roots response to gravity A. tropism
1.2 Growth towards or away from a stimulus B. clinostat
1.3 An apparatus that turns C. positive gravitropism
1.4 Response to touch D. thigmotropism
E. negative gravitropism (4)
2. A student set up the apparatus below.
Glass window
a) What was the aim of this experiment? (2)

b) If the plant had been placed on a clinostat, what would you expect the
result to be? Explain your answer. (2)
c) If the glass window was blocked out, what would you expect the result to be?
Explain your answer. (2)
d) Why do plants respond to light in the way shown in the experiment? (2)
3. Describe how you would set up an experiment using seedlings to show

the response of roots and shoots to gravity. (10)
[20 marks]
84 Worksheets
Worksheet 10

1. Copy and complete the table below.
Type of skeleton Two characteristics of this Example of an animal that

type of skeleton has this type of skeleton
(12)
2. List three functions of the human skeleton. (3)
3. Explain why it is important for our bones if we receive plenty of sunshine. (2)
4. Identify the bones labelled 1 to 3 in the diagram below. (3)
[20 marks]
Worksheets 85
Worksheet 11

1. Matching columns. Match the description in Column A with the term in Column B.
Column A Column B
1.1 an eating disorder A schizophrenia
1.2 a deficiency disease B. cholera
1.3 an organism that causes disease C. rickets
1.4 an infectious disease D. obesity
1.5 a mental illness E. pathogen
F. alcoholism (5)
2. List four ways that the spread of infectious diseases can be prevented. (4)
3. a) An elderly lady was frequently breaking bones. Which disease could she have? (1)
b) A person was found to have unusually shaped red blood cells.
Which disease could he have? (1)
c) A student started to get itchy eyes and a rash. What is this called? (1)
4. The incidence of three diseases, rickets, scurvy and anaemia at a clinic in 2015 was
recorded. The results are shown in the table. Draw a graph to show these results.
Disease Number of people with the disease in 2015
rickets 100
scurvy 275
anaemia 400 (8)

[20 marks]
86 Worksheets
Worksheet 12

1. Multiple choice. Choose the correct answer.
1.1 The function of the urethra is:
A) to provide a passage for urine
B) to provide a passage for semen
C) to provide a passage for both semen and urine
D) to lubricate the passage of semen
1.2 The function of the oviduct is:

A) to produce the ovum
B) to provide a passage for the ovum from the ovaries to the uterus
C) to produce female hormones
D) to provide a place for the foetus to develop
1.3 Sperm are produced in:

A) the epididymis
B) the prostate gland
C) the sperm ducts
D) the seminiferous tubules (3 x 2 = 6)
2. Explain the difference between sex and gender. (4)
3. Write a paragraph to explain how the father determines the sex of a baby. (6)
4. Draw a table to show two differences between sperm and ova. (4)
[20 marks]
Worksheets 87
Worksheet 13

a) puberty
b) ovulation
c) conception
d) menopause
e) menstrual cycle
f) secondary sexual characteristics
(6 x 2 = 12)
2. Draw a labelled diagram to show how the endometrium changes during the
menstrual cycle. Use the axes below to help you. (6)
Day 1 Day 4 Day 14 Day 28
3. Write down two sentences to explain why unintended pregnancies should

be avoided by young people. (2)
[20 marks]
88 Worksheets
Worksheet 14
UNIT 14 Reproduction, pregnancy

and childbirth
1. a) List three health risks associated with teenage pregnancy. (3)

b) Give two ways that teenage pregnancies can be avoided. (2)
2. Explain the difference between postnatal and antenatal care. (2)
3. Write down two other terms that mean the same as childbirth. (2)
4. List five functions of the placenta. (5)

a) implantation
b) embryo
c) foetus. (6)
6. Complications during childbirth at a rural clinic were recorded over a one year
period. The results are shown in the table. Draw a bar chart to show these results.
Complication Number of women
Infections 4
High blood pressure 7
Pre-existing condition 5
Blood clots 1
(8)
[28 marks]
Worksheets 89
Answers: Worksheet 1

1. a) genetics , entomology , physiology , microbiology ,
biotechnology , cytology , taxonomy , ecology , taxonomy . (any 2 = 2)
b) i) entomology
ii) microbiology (2)
2. 2.1 – B ;
2.2 – D ;
2.3 – A ;
2.4 – E (4)
3. Biologists call living things organisms . All living things produce offspring
when they reproduce . Movement is more easily seen in animals than in plants.
When living things get bigger and increase in mass, it is called growth. (4)
4. Any three safety rules on page 10 in the SB. (3)
5.
• Remove contact lenses immediately
• Flush immediately with cool water and continue for about 15 minutes .
• Seek medical attention eye . (3)
6. The chemicals could be poisonous or they could burn your hands. (2)
[20 marks]
90 Worksheet suggested answers


1. Scientists need to classify living things as there are so many living organisms
on Earth . They need to sort them into groups so that they can study them
recognise them more easily. (2)
2. a) steel objects, plastic etc.

b) wood. (2)
3. a) Rhizopus nigrans
b) Panthera leo (2)
4. a) Animals - Their cells do not have a cell wall . They are multicellular
and feed on other organisms . They move around . (any 2)
b) Plants – Contain a green substance called chlorophyll and make their
own food by photosynthesis . Their cells have a cell wall . (any 2)
c) Fungi – Reproduce using spores instead of seeds .
Do not photosynthesise (any 2)
(3 x 2 = 6)
5.
1. Has wings go to 2
Does not have wings go to 3
2. Has a long thin body dragonfly

Has a round body housefly
3. Has long antennae and a diamond shaped abdomen beetle

Has a short antennae and a rounded abdomen termite (8)
[20 marks]
Worksheet suggested answers 91

UNIT 3 The external structure and importance

of flowering plants
1.
Monocotyledons Dicotyledons
Number of seed leaves Have one seed leaf or Have two seed leaves
cotyledon
Type of root system Fibrous roots Tap root
Number of flower parts multiples of three Multiples of four or five
Pattern of veins on leaves Narrow leaves with parallel Leaves with a net-like
veins pattern of veins (8)
2.
a)
• transports water and mineral salts from the roots to the leaves and to
other parts of the plant
• transports sugars from the leaves to all other parts of the plant
• supports buds and the leaves so they can receive enough sunlight for
photosynthesis
• holds flowers in the best position for pollination
• supports the fruits and seeds in the best position for dispersal
• manufactures food for the plant by photosynthesis (any 3)
b) support the lamina , transport water and mineral salts and collect food (any 2)
c) • h
old the plant firmly in the soil
• absorb water and minerals from the soil
• transport water and minerals to the stem. (any 2)
(7)
3.
• prevent animals eating the plant
• prevent water loss
• store water
• store food ( any 2 = 2)
4. 1– stigma ; 2 – anther 3 – sepal (3)

[20 marks]

UNIT 4 Magnifying instruments and

biological drawings
1. 12/4 = 3 . The flower has been magnified three times in the drawing (3)
2. total magnification
= eyepiece x nosepiece
= 20 x 40
= 800x (3)
3. A – fine focus;
B – nosepiece lens;
C – stage;
D – diaphragm (4)
4. Rubric for biological drawing:
Drawing …
1. is accurate 2 1 0
2. has correct labels for features or parts 2 1 0
3. is large and clear 2 1 0
4. has straight label lines 2 1 0
5. has a heading/title 2 1 0
Total 10
[20 marks]


1.
1.1 – C ;
1.2 – E ;
1.3 – A ;
1.4 – B (4)
2 a) n ucleus – controls functioning of cell ; contains hereditary information

b) cell membrane – controls what goes into and out of the cell
c) c hloroplast – place where photosynthesis occurs
d) v acuole – stores substances; help keep shape of cell (any one)
e) mitochondria– produce energy . (6)
3.
Plant cell Animal cell
Shape Regular Irregular
Outer covering Cell wall Cell membrane
Organelles Nucleus, Nucleus,

mitochondria, mitochondria,
chloroplasts, cytoplasm ,
cytoplasm, vacuoles vacuoles
(any 2) (any 2)
Vacuoles Large Small or none (10)

[20 marks]

UNIT 6 Levels of organisation in

multicellular organisms
1 a) t issue – a group of similar cells that perform a function, for example,

muscle tissue
b) organ – a group of tissues that form a structure that performs a function
c) system – a group of organs that work together to perform a function . (3)
2. a) S tudents should draw a diagram similar to Figure 6.7 on page 61 in

the Student’s Book (5)
b) Students should draw a diagram similar to Figure 6.3 on page 59 in
the Student’s Book. (4)
3. organelle, cell, tissue, organ, organ system, organism (3)
4.
• it allows cells to get bigger
• it allows cells to carry out complex processes; different cells
carry out different functions
• Specialised cells can work together to form tissues, organs and
organ systems. (any 2 =2)
5.
5.1 – B ; 5.2 – C ; 5.3 - D (3)
[20 marks]


1.
• energy for daily activities
• building blocks for growth and repair of cells
• substances that keep them functioning properly and staying healthy (any 2 = 2)
2. carbon , hydrogen and oxygen (3)
3.
Food nutrient Two foods it is found in
proteins Meat, milk, chicken, fish, eggs, groundnuts, soybeans, seeds

(any 2)
fats Nuts, fish oils, meat, milk, butter, cheese, cooking oil
(any 2)
carbohydrates Sweets, sugar, fruits, rice, bread, pasta, potatoes,

cassava, maize, sorghum
(any 2) (6)
4 a) p
roteins – Needed for growth , for repair of damaged tissues
and for producing the enzymes (any 2)
b) fats – Provide energy ; help with absorption of fat-soluble
vitamins A, D, E and K ; they form a layer beneath the skin that
insulates the body ; form a layer around organs to provide
protection from injury (any 2)
(4)
5. A balanced diet refers to a diet that contains all the required nutrients
in the correct amounts . (2)
6. a) starch and fats

b) proteins (3)
[20 marks]

UNIT 8 Structure and functions of the human

gas exchange system
1.1 – B ;
1.2 – A (2 x 2 = 4)
2. a) respiration is a process by which glucose is broken down using oxygen

to release energy in cells ; gaseous exchange is the movement of gases
across a surface or a membrane in opposite directions and breathing is
movement of air into and out of the lungs in mammals (6)
b) diffusion is the movement of molecules from a high concentration to
a lower concentration and gaseous exchange refers to the movement
of gas molecules across a surface (4)
asal passages , trachea , bronchus , bronchioles

3. N (4)
4. G
as exchange takes place in the cells and in the lungs . (2)
[20 marks]


1. 1.1 – C ;
1.2 – A ;
1.3 – B ;
1.4 – D (4)
2. A student set up the apparatus below.
Glass window
o show that plants respond positively to one sided light

a) T (2)
b) The plant would grow straight up . It would receive light from all sides
as it would be turning (2)
c) T
he plant would grow straight up as there would no longer be light
coming from one direction . (2)
d) P lants are positively phototropic . This means that they grow towards
a light source . (2)
3.
You will need:
bean seeds that have been soaked in water overnight, paper towel,
elastic bands, marker pens, three glass jars, a pot plant

What to do:
1. F
old each paper towel into 12 cm long, narrow strips.
2. Moisten the paper towel so that it is damp.
3. Place one seed on the end of each strip and roll it up.
Keep the seed inside the paper towel using an elastic band.
4. Place the pot plant on its side and put it in a dark cupboard for a few days.
5. Leave the seeds for a few days but keep them damp with water.
6. Choose the nine best seedlings. Mark each paper towel 1, 2 or 3.
7. a) Place three paper towels with seedling in jar 1 with the roots facing downwards.
b) Place three paper towels with seedling in jar 2 with the roots pointing sideways.
c) Place three paper towels with seedling in jar 3 with the roots facing upwards.
8. Make sure that the jars are labelled 1, 2 and 3.
9. Check the seedlings every second day for ten days.
Rubric for experiment:
1. all equipment is listed 2 1 0
2. method is in point form 2 1 0
3. correct terminology is used 2 1 0
4. method is correct 2 1 0
5. neatly presented 2 1 0
Total 10
(10)
[20 marks]


1.
Type of skeleton Two characteristics of this Example of an animal that
type of skeleton has this type of skeleton
Hydrostatic skeleton • inside the Worms, snails, leeches

body (any one)
• made of fluid
• muscles push against it to
bring about movement
(any 2)
Exoskeleton • outside the body Spiders, insects, scorpions

• made of (any one)
non-living material
• does not
grow
• has muscles attached to it
(any 2)
Endoskeleton • inside the Birds, fish, amphibians

body (any one)
• made of living material
• grows
• muscles attached to it
(any 2)
(12)
2. Support , protection , movement (3)
3. S unshine is important for our bones as it allows vitamin D to form in

our skin . Vitamin D increases the strength of bones by increasing the
amount of calcium absorption . (2)
4. 1 – sternum ; 2 – ribs ; 3 – vertebrae (3)

[20 marks]


1.
1.1 – D ; 1.2 – C ; 1.3 – E ; 1.4 – B ; 1.5 – A (5)
2.
• Increasing awareness by informing and warning people about a particular
infectious disease such as cholera or Ebola fever.
• Improving public hygiene .
• Isolation or quarantining people in places where they do not have contact
with many other people except for health workers.
• Immunization can protect people against many infectious diseases.
• Increase the number of health centres (any 4 = 4)
3. a) osteoporosis (1)
b) sickle cell anaemia (1)
c) allergy (1)
4.
Rubric for graph:
Assessment criteria Mark allocation

Correct type of graph 2
(bar graph)
Title/heading for graph 2
Correct label for x- axis 1
(disease)
Correct label for y-axis 1
(number of people)
Plotting the bars 2: Plots all 3 values 2: Plots 2 values 1: Plots 1 or no
correctly correctly values correctly (8)
[20 marks]


1. 1.1 – C ;
1.2 – B ;
1.3 – D (3 x 2 = 6)
2. S ex refers to biological characteristics while gender refers to a

person’s behaviour, roles and activities in society . (4)
3. T
he father’s sperm may contain either an X or Y chromosome . The mother’s
eggs all contain an X chromosome . So depending on which sperm fuses
with the female X egg cell , the baby will either be a boy (XY) or a girl (XX) . (6)
4.
Sperm Ova
Made in testes of males Made in the ovaries of the females
Produces many sperm l One egg cell
Small but motile Large but non-motile (any 2 x2 = 4)

[20 marks]


1
a) p uberty – a time of sexual maturation when physical and emotional changes
take place in a person’s body
b) ovulation – the release of an ovum from an ovary into the oviduct
c) conception – the fusion of the nuclei of the male and female sex cells
d) m enopause – the time in a woman’s life when she stops menstruating
e) menstrual cycle – a series of events that prepares the uterus for
possible pregnancy
f) s econdary sexual characteristics – features in males and females that
develop at puberty (6 x 2 = 12)
2. S tudents should draw a diagram similar to Figure 13.3 on page 138

in the Student’s Book.
Labels:
menstruation, ovulation, thickness of endometrium, uterus lining
breaks down, luteal phase, ovulation phase, menstrual phase (any 6 = 6)
3. Y
oung people may find it difficult to manage the responsibilities of
having a child . They will lose many education and career opportunities
and also cause family disruption . (2)
[20 marks]

Answers Worksheet 14
UNIT 14 Reproduction, pregnancy

and childbirth
1 a)
• There is a greater risk of the baby having a low birth weight
• The mother going into premature labour
• A higher risk of maternal death (3)
b) Sex education and access to birth control . (2)
2. P
ostnatal care is looking after the mother after the birth of her child
and antenatal care refers to looking after the health of a pregnant woman . (2)
3. Labour and parturition (2)
4
• to provide the foetus with nutrients
• to remove waste products from the foetus’ blood
• exchange oxygen and carbon dioxide between the foetus’ blood and the
mother’s blood
• act as a filter for harmful substances, although some substances like nicotine,
drugs and alcohol as well as viruses like HIV can pass through it and reach
the foetus
• to secrete hormones (any 5)
5
a) implantation – the burrowing of the foetus into the uterine wall
b) embryo – an unborn human during the first eight weeks after fertilisation
c) f oetus – an unborn human after eight weeks after fertilisation until birth (6)
6.

Rubric for graph:
Assessment criteria Mark allocation
Correct type of graph 2

(bar graph)
Title/heading for graph 2
Correct label for x- axis 1

(complication)
Correct label for y-axis 1

(number of women)
Plotting the bars 2: Plots all 3 values 2: Plots 2 values 1: Plots 1 or

correctly correctly no values correctly (8)
[20 marks]

Glossary
acrosome – a part of a sperm cell that makes communicable (disease) – a disease that can
enzymes be transmitted from one person to another
adapted – modified or changed to suit a conception – fusion of the nuclei of the male
particular function and female sex cells
alveoli – small sacs that enable exchange of Cowper’s gland – a gland that produces
gases seminal fluid
amino acids – the building blocks of proteins deficiency diseases – diseases caused by a
backbone – a column of bones that is found shortage of a food nutrient, such as a
in the back of an animal; also called a particular vitamin
vertebral column density – how hard or compact a substance is
balanced diet – a diet that contains a detection – identification
combination of the food nutrients needed diffusion – the movement of molecules from
for healthy living, in the right amounts a high concentration to a lower
breathing – the movement of air into and out concentration
of the lungs in mammals disease – a disorder in structure or function in
bronchi – tubes that branch from the trachea a person’s body
bronchioles – smaller tubes that branch from diversity – variety
the bronchi ejaculation – a reflex action in which semen
Caesarian section – a type of birth, when a is released from the body
surgical procedure is done elements – the simplest substances on Earth;
carbohydrates – nutrients made from carbon, they cannot be made smaller
hydrogen and oxygen; e.g. simple sugars and flagellum – a tail on a cell that enables it to
starch move
cartilage – a type of tissue that is found in embryo – an unborn human during the first
some places in an endoskeleton eight weeks after fertilisation
cervix – a narrow opening at the top of the endometrium – the lining of the uterus
vagina
endoskeleton – a type of skeleton that is
characteristics – features of something, such found inside an organism’s body
as an organism
enzymes – special molecules that take part in
chlorophyll – a green pigment molecule in chemical reactions in cells
leaves that is important for photosynthesis
epidermis – a single layer of cells on the
chordates – animals that have a spinal cord outside of some organisms
chromosomes – long coiled structures made epididymis – a coiled tube inside the testes
from special molecules called DNA and that that stores sperm until they are released
carry genetic information
erectile (tissues) – tissues that can fill with
cilia – hair-like extensions on the membrane blood and become hard
of some animal cells
exoskeleton – a support system that is found
circumcision – a surgical procedure that is on the outside of an organism’s body
performed to remove the foreskin
clinostat – a motorised machine that turns
fertilisation – the fusion of male and female
clitoris – a sensitive area in the female sex cells to form a zygote
external sex organs
106 Glossary
fibre – substances in the diet that help food to inside their body that makes them sick
move through the digestive system insulates – keeps at a constant temperature
foetus – an unborn human after eight weeks joint – a structure found where bones come
from fertilisation, until birth together
gametogenesis – the process by which sex labia majora – an external skin fold near the
cells are made opening of the vagina
gas exchange – the movement of oxygen and labia minora – a skin fold that protects the
carbon dioxide across a membrane in openings of the urethra and vagina
opposite directions
labour – the birth process
gender – being masculine or femine
lipids – food nutrients made up of carbon,
gender equality – when males and females hydrogen and oxygen; their molecules
are considered to be equal consist of one molecule of glycerol joined to
gene– a unit that can be passed from parents three fatty acids
to their children magnification – how many times bigger an
germinal cells – special cells that line the image is compared to the actual object
ovaries and the seminiferous tubules and are magnified – made larger using a scientific
able to make the female and male sex cells instrument or by drawing
gravitropism – the response of plants to the malnutrition – when a person does not get
effect of gravity enough, or gets too much of a food nutrient
haemoglobin – a molecule found in red blood menopause – the time in a woman’s life when
cells that helps to transport oxygen she stops menstruating
health – a person’s physical, mental and social menstrual cycle – a series of events that
state prepares the uterus for pregnancy
hereditary – something that is passed on from monosaccharides – simple sugars, such as
one generation to another; inherited glucose
hip bones – large flat bones to which the leg motile – able to move
bones are attached
motility – the ability to move
hydrostatic skeleton – a support system
moulting – shedding an outer covering
found inside an organism’s body; the
muscles work against fluid that is trapped mucus – a sticky substance that is made by
inside spaces in the body some animal cells
hymen – a membrane over the opening of the multicellular – multi–celled; refers to an

vagina that is broken during sexual organism that consists of many cells
intercourse nerve impulses – messages that move around
hypophysis – a part of the brain that secretes the nervous system
some hormones; also called the pituitary neutralise – to keep the level of acidity
gland constant
immune system – a system in the body that nostrils– two openings in the nose
fights off substances in our bodies that
should not be there nutrients – food substances that organisms
need to live and grow
implantation – the process during which the oestrogen – a female hormone that is secreted
ball of cells burrows into the wall of the by the ovaries and stimulates the production
uterus of secondary sexual characteristics; it is also
infection – when a person has an organism involved in the menstrual cycle
Glossary 107
organ – a group of tissues that form a proportion – the different sizes of objects
structure that performs a function; e.g. the relative to one another
heart prostate gland – a gland that produces
organ system – a group of organs that work seminal fluid
together to perform a function; e.g. the proteins – food molecules made up of carbon,
digestive system hydrogen, oxygen, nitrogen, and sometimes
organelles – structures found inside cells and sulphur
that perform different functions puberty – a time during which secondary
ova – female sex cells sexual characteristics develop in males and
ovaries – the female sex organs that produce females
female sex cells and hormones reagents – chemicals used for testing
oviducts – tubes that lead from each ovary to substances
the uterus; the pathway for the female sex respiration – a chemical process for the
cells making of energy using food molecules and
ovulation – the release of an ovum from an oxygen
ovary into an oviduct ribs – the thin bones that protect the lungs
palisade mesophyll cells – long thin cells and heart
found in leaves and that are specialised for scrotum – a sac that covers the testes
photosynthesis selectively permeable – a structure that
pathogens – disease-causing organisms, such allows only certain molecules to pass
as bacteria through it
penis – the part of the male reproductive seminal vesicles – structures that produce and
system that is used to place sperm in the release seminal fluid into the sperm duct
female vagina during intercourse seminiferous tubules – long coiled tubes in
permeable – a structure that lets molecules which sperm are produced
pass through skeleton – a structure on the inside or the
photosynthesis – a life process that happens outside of the body that gives support to the
in green plants and that uses sunlight, body and protects the softer parts
carbon dioxide and water to make food specialised – changed to do a special function
molecules, such as glucose
sperm duct – a tube that transports sperm out
phototropism – the reaction of a plant to of the testes
light
spinal cord – part of the nervous system; an
placenta – an organ that develops in the extension of the brain in the backbone
uterus
spongy mesophyll cells – cells in leaves that
pleural membranes – two membranes found contain lots of chloroplasts and have air
inside the chest; one covers the outside of spaces between them
the lungs, and the other lines the inside of
stimulus – something that causes a reaction
the chest
support system – a system that gives strength
polysaccharides – nutrients made from many
and holds the body upright
simple sugars joined together
porous – a substance that has holes in it
surface area – the area on the outside of a
sensitivity– being able to respond to a change
structure
in the environment
taxonomy – the classification of things,
progesterone – a female hormone that
especially organisms, into groups based on
prepares the uterus for pregnancy
their similarities and differences
108 Glossary
testicles – a male reproductive structure in
which male sex cells are made; also called
testes
testosterone – a male hormone that is
important in the development of sperm and
secondary sexual characteristics
thorax – the scientific name for the chest
cavity
tissue – a group of similar cells that perform a
function; e.g., muscle tissue
toxic – poisonous
toxins – poisons
trachea – a tube that leads from the throat
into the lungs
tropism – a movement of a plant in a certain
direction in response to a stimulus
umbilical cord – the organ that connects the
foetus to the placenta
unicellular – single-celled; refers to an
organism that consists of a single cell
urethra – a tube that is a passage for urine
from the bladder to the outside of the body;
it also transports sperm during intercourse
uterus – also called the womb; the place
where a baby develops
vagina – the birth canal
vertebrae – bones that make up the backbone
zygote – a single cell that forms when the
nucleus of a sperm cell fuses with the
nucleus of an ovum
Glossary 109

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Biology and

Topic 1 Biodiversity and classification

Topic 2 Organisation and maintenance of life

Topic 3 Health and disease

Worksheets 1-14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76-89

1. How to use this Teacher’s Guide assessment, teaching multi-ability learners

viii ﻿ ﻿ Introduction

School Name: ________________________________ Teacher’s name: ____________________________

Term Date Subject Class Unit Lesson Duration Class size

Learning materials Student book

References References influencing the lesson planning: photos in the Student

xii ﻿ ﻿ Introduction

School Name: ________________________________ Teacher’s name: ____________________________

Term Date Subject Class Unit Lesson Duration Class size

xiv ﻿ ﻿ Introduction

xvi ﻿ ﻿ Introduction

Unit 9: Unit 10: Unit 11: Unit 12:

xviii ﻿ ﻿ Introduction

Science Follow instructions; Interpret Follow instructions; Identify structures;

5. Biology and Society and other related fields. It helps learners

xxii ﻿ ﻿ Introduction

At the end of this unit, learners should be able to:

1. Content summary 2. Key vocabulary

UNIT 1 Introduction to Biology 1

Lesson 2Importance of studying

UNIT 1 Introduction to Biology 3

Answers 10. Suggested answers for activities

Consolidation Activity 1.1

UNIT 1 Introduction to Biology 5

Sub-topic: Classification of living things

At the end of this unit, learners should be able to:

1. Content summary Generic competence

6 TOPIC 1 Biodiversity and classification

UNIT 2 Introduction to classification 7

8 TOPIC 1 Biodiversity and classification

UNIT 2 Introduction to classification 9

6. Learners to draw a dichotomous

10 TOPIC 1 Biodiversity and classification

Sub-topic: Classification of living things

At the end of this unit, learners should be able to:

1. Content summary 3. Key competences practised

UNIT 3 The external structure and importance of flowering plants 11

12 TOPIC 1 Biodiversity and classification

UNIT 3 The external structure and importance of flowering plants 13

14 TOPIC 1 Biodiversity and classification

UNIT 3 The external structure and importance of flowering plants 15

16 TOPIC 1 Biodiversity and classification

Formal assessment answers

UNIT 3 The external structure and importance of flowering plants 17

18 TOPIC 1 Biodiversity and classification

Sub-topic: Cell structure

At the end of this unit, learners should be able to:

1. Content summary 3. Competences practised

UNIT 4 Magnifying instruments and biological drawings 19

20 TOPIC 2 Organisation and maintenance of life

UNIT 4 Magnifying instruments and biological drawings 21

22 TOPIC 2 Organisation and maintenance of life

UNIT 4 Magnifying instruments and biological drawings 23

Sub-topic: Cell structure

At the end of this unit, learners should be able to:

viii Introduction

School Name: ____ Teacher’s name:

xii Introduction

School Name: ____ Teacher’s name:

xiv Introduction

xvi Introduction

xviii Introduction

xxii Introduction

Answers Activity 5.1

Self assessment 5.2

6. Teaching materials Specialised animal and plant cells

Answers Experiment 8.2

Guidance on Introductory activity Female reproductive organs