OK - Biology S1 TG Cover

1
South Sudan South Sudan
1
Secondary Secondary
Biology Teacher’s Guide Biology
Secondary Biology has been written and developed by Ministry of General
Teacher’s Guide
Education and Instruction, Government of South Sudan in conjunction with Subjects
experts. This course book provides a fun and practical approach to the subject
of Biology, and at the same time imparting life long skills to the students.
The book comprehensively covers the Secondary 1 syllabus as developed by

Ministry of General Education and Instruction.
Each year comprises of a Student’s Book and Teacher’s Guide

The Teacher’s Guide provide:
Full coverage of the national syllabus.
A strong grounding in the basics of Biology.
Clear presentation and explanation of learning points.
A wide variety of practice exercises, often showing how Biology can be applied to
real-life situations.
It provides opportunities for collaboration through group work activities.
Stimulating illustrations.
All the courses in this secondary series were developed by the Ministry of
General Education and Instruction, Republic of South Sudan.
The books have been designed to meet the secondary school syllabus,
and at the same time equiping the students with skills to fit in the modern
day global society.
This Book is the Property of the Ministry of General Funded by: Funded by:
Education and Instruction.
This Book is the Property of the
This Book is not for sale. Ministry of General Education
Any book found on sale, either in print or electronic and Instruction.
form, will be confiscated and the seller prosecuted. This Book is not for sale.
How to take care of your books.
Do’s
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2. Please make sure you have clean hands before you use your book.
3. Always use a book marker do not fold the pages.
4. If the book is damaged please repair it as quickly as possible.
5. Be careful who you lend your schoolbook to.
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Don’ts
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5. Do not use pens, pencils or something thick as a book mark.
6. Do not force your book into your schoolbag when it is full.
7. Do not use your book as an umbrella for the sun or rain.
8. Do not use your book as a seat.
SECONDARY
South Sudan
1
Biology
Teacher’s Guide Book 1
©2018,THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.

All rights reserved. No part of this book may be reproduced by any means graphic, electronic, mechanical,
photocopying, taping, storage and retrieval system without prior written permission of the Copyright
Holder.Pictures, illustrations and links to third party websites are provided in good faith, for information
and education purposes only.
This book is the property of the Ministry of Funded by:

General Education and Instruction.
THIS BOOK IS NOT FOR SALE

FOREWORD
I am delighted to present to you this Teacher’s Guide, which is developed by the Ministry of General Education
and Instruction based on the new South Sudan National Curriculum. The National Curriculum is a learner-
centered curriculum that aims to meet the needs and aspirations of the new nation. In particular, it aims to
develop (a) Good citizens; (b) successful lifelong learners; (c) creative, active and productive individuals; and
(d) Environmentally responsible members of our society. This textbook, like many others, has been designed
to contribute to achievement of these noble aims. It has been revised thoroughly by our Subject Panels, is
deemed to be fit for the purpose and has been recommended to me for approval. Therefore, I hereby grant
my approval.This Teacher’s Guide shall be used to facilitate learning for learners in all schools of the Republic
of South Sudan, except international schools, with effect from 4th February, 2019.
I am deeply grateful to the staff of the Ministry of General Education and Instruction, especially Mr Michael
Lopuke Lotyam Longolio, the Undersecretary of the Ministry, the staff of the Curriculum Development Centre,
under the supervision of Mr Omot Okony Olok, the Director General for Quality Assurance and Standards, the
Subject Panelists, the Curriculum Foundation (UK), under the able leadership of Dr Brian Male, for providing
professional guidance throughout the process of the development of National Curriculum, school textbooks
and Teachers’ Guides for the Republic of South Sudan since 2013. I wish to thank UNICEF South Sudan for
managing the project funded by the Global Partnership in Education so well and funding the development of the
National Curriculum, the new textbooks and Teachers’ Guides. I am equally grateful for the support provided
by Mr Tony Calderbank, the former Country Director of the British Council, South Sudan; Sir Richard Arden,
Senior Education Advisor of DfID, South Sudan. I thank Longhorn and Mountain Top publishers in Kenya for
working closely with the Ministry, the Subject Panels, UNICEF and the Curriculum Foundation UK to write
the new textbooks. Finally, I thank the former Ministers of Education, Hon. Joseph Ukel Abango and Hon. Dr
John Gai Nyuot Yoh, for supporting me, in my role as the Undersecretary, to lead the Technical Committee to
develop and complete the consultations on the new National Curriculum Framework by 29 November 2013.
The Ministry of General Education and Instruction, Republic of South Sudan, is most grateful to all these key
stakeholders for their overwhelming support to the design and development of this historic South Sudan
National Curriculum. This historic reform in South Sudan’s education system is intended to benefit the people
of South Sudan, especially the children and youth and the future generations. It shall enhance the quality of
education in the country to promote peace, justice, liberty and prosperity for all. I urge all Teachers to put
this textbook to good use.
May God bless South Sudan. May He help our Teachers to inspire, educate and transform the lives of all the
children and youth of South Sudan.
Deng Deng Hoc Yai, (Hon.)

Minister of General Education and Instruction, Republic of South Sudan
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Contents
Introduction ..................................................................................................................................1
Unit 1: Diversity of living things ..................................................................... 13
1.1 Definition of Biology and its branches ........................................................................ 16
1.2 Importance of studying Biology .................................................................................... 17
1.3 Characteristics of living things ...................................................................................... 17
1.4 Various life forms of organisms ..................................................................................... 18
1.5 Classification of organisms and its importance ........................................................ 20
1.6 Taxonomy hierarchy of classification .......................................................................... 22
1.7 Binomial system................................................................................................................. 23
1.8 Dichotomous key .............................................................................................................. 24
Answers to check your progress 1 ......................................................................................... 26
Unit 2: The Cell ................................................................................................ 28

2.1 Definition of the cell ............................................................................................................ 31
2.2 Magnifying instruments ....................................................................................................... 32
2.3 Parts and functions of a microscope ............................................................................... 33
2.4 Structure of plant and animal cells .................................................................................. 36
2.5 Functions of parts of plant and animal cells .................................................................. 37
2.6 Specialized plant cells .......................................................................................................... 40
2.7 Levels of organization in multicellular organisms ........................................................ 42
2.8 Organ and organ systems ................................................................................................. 42
Unit 3: Movement of substances in and out of the cell ................................ 45

3.1/3.2 Structure and properties of the cell membrane and diffusion ........................... 47
3.3 Osmosis................................................................................................................................... 50
3.4 Solute, solution and solvents .............................................................................................. 51
3.5 Water relations in plants and animal cells ..................................................................... 52
3.6 Active transport .................................................................................................................... 54
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INTRODUCTION
Book organization
This teacher’s guide is organised into two main sections Part 1 which is the general
introduction section detailing information on competence based curriculum and
pedagogical issues.
The main elements of Part 1 are:
a) Background in formation t o t h e new curriculum
It gives a brief overview of the general requirements of the new South Sudan
competence-based including the guiding principles, the competences the
students are expected to acquire, crosscutting issues to be addressed during
learning.
b) Basic requirements for an effective Biology lesson
It highlights the teacher and learner’s roles for effective teaching and learning
of Biology, teaching and learning resources, grouping learners for learning and
teaching methods.
Part 2 provides a topic -to - topic guide to the teacher on how to facilitate
learners to acquire the knowledge, skills and attitudes envisaged in each unit. This
part is therefore structured into units. The main elements of each unit guide are:
• Unit heading
• Learning objectives
• Contribution to learner’s competences:
The section explains how the unit/topic will facilitate the learner to acquire to
the specified competences. These competences will be discussed in detail later in
the next section.
Cross cutting issues to be addressed
The section outlines the specific cross cutting issues that will be addresses through
infusion as the learners do the activities and interacts with concepts planned for
the unit This is meant to make the teacher conscious on and be on the looko u t
for suitable opportunities throughut the teaching and learning p r o c e s s in the
entire unit to address the cited cross cutting issues.
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These issues will be discussed in detail later in this section.
Note: a unit or topic may not necessarily address all the cross cutting issues outlined
in the curriculum
% Background in form a t ion
This section outlines key knowledge, skills attitudes and values that students
need to have acquired earlier that will facilitate easier acquisition of the new
knowledge, skills attitudes and values envisaged in every unit. It also guides the
teacher on how to find out that the students possess them before they start learning
the concepts in this unit, and how to help students in case they do not possess them.
% Suggested teach in g and lea r n in g activities
This section provides guidance to the teacher on how to facilitate students to learn
by doing the activities outlined in the student’s book. It also guides the teacher on how
to assess the learning.
Background Information on the new curriculum
The aim of the South Sudan Competence-based Curriculum is to develop t h e

s t u d e n t s competences that will enable them interact with the environment in
more practical ways.
It clearly defines the knowledge, skills and at t it u des that the student should
acquire by doing the specified learning activities.
(a) Student’s competences to be attained
Competencies a re statements of the characteristics that students should demonstrate,
which indicate they have the a b i l i t y to d o s o m e t h i n g to the required level
of performance. The following are the four competencies envisaged in this curriculum:
1. Critical and creative thinking

Biology lessons and activities facilitate students to acquire these competences by
giving then opportunities to:
% Plan and carry out investigations, using a range of sources to find information.
% Sort and analyse information and come to conclusions.
% Suggest and develop solutions to problems, using their imaginations to create
new approaches.
% Evaluate different suggested solutions.
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2. Communication
Biology lessons and activities facilitate learners to acquire these competences by
giving then opportunities to:
% Read and comprehend critically a variety of types and forms of texts during
research activities.
% Write reports on scientific investigations and activities.
% Speak clearly and communicate ideas and science related information coherently.
% Listen and comprehend scientific facts presented by fellow classmates,
group members, teachers and resources persons.
% Use a range of media, technologies and languages to communicate messages,
ideas and opinions.
3. Cooperation
Biology lessons and activities facilitate learners to acquire these competences by giving
then opportunities to:
% Work collaboratively towards common objectives when doing activities.
% Be tolerant of others and respectful of differing views, when working together.
% Adapt behaviour to suit different situations.
% Negotiate, respect others’ rights and responsibilities, and use strategies to
resolve disputes and conflicts.
% Contribute to environmental sustainability.
4. Culture and identity
Biology lessons and activities facilitate learners to acquire these competences by
allowing them to:
% Take pride in South Sudanese identity and the diverse nature of South Sudanese
society.
% Build understanding of South Sudanese heritage in relation to the wider world.
% Appreciate and contribute to the development of South Sudanese culture.
% Value diversity and respect people of different races, faiths, communities,
cultures, and those with disabilities.
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(b) Cross-cutting issues to be addressed during learning
These are issues that are of high national priority and hence have been incorporated
in the learning process. The three cross-cutting issues for that should be addressed
through the teaching/learning process are:
i) Environment and sustainability
A well-conserved environment is obviously key to our health and survival. It is therefore
important for the Biology teacher to make use of the opportunities that arise in the
process of teaching and learning Biology through activities to sensitize learners on the
importance of conserving the environment. One way is by ensuring that the learners
always dispose of the waste materials at the end of an activity in ways that do not
pollute the env ironment.
(ii) Peace education
Peace is critical for a society to flourish and for every individual to focus on personal
and national development.
Biology teacher needs to be in the fore front in educating his/her students on the
need for peace, for example by encouraging group work in the learners activities
and showing the them ways of solving peacefully interpersonal problems that
occasionally arise during interactions and discussions.
(iii) Life skills
Learners need to progressively acquire some skills abilities and behaviors that will
help them effectively deal with the events and challenges of every day life. Such
skills include first aid, communication skills, conflict resolution, basic ICT skills
etc. The Biology teacher should as much as possible facilitate the learners to acquire
these skills whenever an opportunity arises in the lesson execution.
Basic requirements for an effective Biology lesson
Teacher’s role and basic skills for effective Biology lesson

The teacher is the most important resource for an effective Biology lesson. (a) Some
of the key roles of the Biology teacher include:
% Organising the classroom to create a suitable learning environment.
% Preparing appropriate materials for learning activities.
% Engaging students in variety of learning activities.
% Encouraging and accepting student autonomy and initiative.
% Allowing student responses to drive lessons, shift instructional strategies,
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% Familiarizing themselves with student’s understandings of concepts before
sharing their own understandings of those concepts.
% Encouraging students to engage in dialogue, both with the teacher and
one another.
% Engaging students in experiences that pose contradictions to their initial
hypotheses and then encouraging discussion.
% Providing time for students to construct relationships and create metaphors.
% Using a variety of teaching and assessment methods.
% Adjusting instructions to the level of the student.
% Nurturing students’ natural curiosity.
% Motivating students to make them ready for learning.
% Coordinate students’ activities so that the desired objectives can be achieved.
% Assessing students’ activities and suggest solutions to their problems.
% Assist students’ to consolidate their activities by summarising the key points
learnt.
(b) Some of the key skills that the teacher should have include:
% Creativity and innovation.
% Makes connections/relations with other subjects.
% A high level of knowledge of the content.
% Effective disciplining skills manage adequately the classroom.
% Good communicator.
% Guidance and counselling.
Student’s role in learning Biology
Learning takes place only when the student acquires the intended knowledge, skills and
attitudes. As such, learning is a highly personal and individual process. Thus, a student
must be actively engaged in the learning exercise.
For active participation in learning, the student should:
% Raise questions about what is observed.
% Suggest solutions to the problems observed.
% Take part in planning investigations with appropriate controls to answer specific
questions.
% Carry out investigations to search for answers with the help of materials
in search of patterns and relationships while looking for solutions to problems.
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% Working collaboratively with others, communicating their own ideas and
considering others’ ideas.
% Expressing themselves using a n appropriate Science terms and representations
in writing and talk.
% Engaging in lively public discussions in defence of their work and explanations.
% Applying their learning in real-life contexts.
% Reflecting critically about the processes and outcomes of their inquiries.
Teaching and learning resources
These refer to things that the teacher requires during the teaching process. They
include:
% The classroom
% Textbooks
% Wall charts and wall maps
% Materials and apparatus
% Various tools and equipment
% Science models
% Resource persons
% Firms such as hydroelectric power stations, engineering firms among others
(a) Classroom as a learning environment
A Classroom generally refers to the place where learning takes place. Students
learn from everything that happens around them, such as the things that they hear,
see, touch, taste, smell and play with.
Classroom organisation
It is important for the teacher to make the classroom an attractive and stimulating
environment. This can be done by:
% Carefully arranging the furniture in the classroom in an organised way. to
allow free movement of learners and the teacher.
% Putting up learning and teaching aids on the walls. Examples are wall charts,
pictures and photographs.
% Displaying teaching models.
% Providing objects for play for example toys.
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% Having a display corner in the classroom where learners display their work.
% Setting a corner for storing materials so as not to obstruct learners or
distract them.
% Spreading students evenly so that they do not interfere with one another’s
activities.
% Setting up the materials for the series of lessons or activities going on for a
number of days or weeks in a location where they do not interfere with
other daily activities.
% Organizing the sitting arrangement such that students face the lighted areas
of the room.
% Choosing the most appropriate location for the teacher and the chalkboard
such that they are visible to all students and the teacher has a good view
of all learners in the class.
(b) Apparatus and materials
For students to study Science through the activity method, a number of materials
and apparatus are required. The important role played by materials in learning has
been felt for centuries.This is noted for instance in the old Chinese proverb that says:
When I hear I forget
When I see I remember
When I do I under sta nd
Since Biology is highly a practical subject, materials help the teacher to convey his/
her points, information or develop skills simply and clearly, and to achieve desired
results much faster.
Some of the materials that a teacher requires for Biological activities and calculations
can be collected from the local environment.
Many others can be improvised while some have to be purchased.Whether collected,
improvised or purchased, there are certain materials that are valuable to have around
almost all the time.
These include:
(i) Science Kit
A science kit is a special box containing materials, apparatus and equipment
necessary to conduct an array of experiments. The content of the Science kit depends
on the curriculum requirements per level. Most science kits are commercially
available and target particular levels of students. However, the teacher is encouraged
to come up with a kit based on the syllabus requirement
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(ii) Models
A model refers to a three-dimensional representation of an object and is usually
much smaller than the object. Several models are available commercially in shops.
Examples of Science models include plant models, animal models among others.
These models can be purchased by schools for use during Science activities.
(iii) Resource persons
A resource person refers to anybody with better knowledge on a given
topic area. Examples include; health practitioners such as doctors, nurses and
laboratory technologists, agricultural extension officers, environmental specialists
among others. Depending on the topic under discussion, the teacher can organize
to invite a resource person in that area to talk to talk about the topic. Students
should be encouraged to ask as many questions as possible to help clarify areas
where they have problems.
(iv) Improvisation
If each student is to have a chance of experimenting, cheap resources must be made
available. Complicated apparatus may not always be available in most schools. Such
sophisticated equipment made by commercial manufacturers are usually expensive
and majority of schools cannot afford them. The teacher is therefore advised to
improvise using locally available materials as much as possible.
(v) Scheduling learning activities and venues
Some of the activities suggested in the student’s book require good planning and
scheduling in order to get accurate results.
Grouping learners for learning activities
Most of the b i o l o g i c a l activities suggested in the student’s book are carried

out in groups and therefore the teacher should place 2 or 3 desks against each
other and then have a group of students sitting around those desks.
In certain activities, the teacher may wish to carry out a demonstration. In this
case, the students should be sitting or standing in a semicircle, or arranged around
an empty shape of letter “U” such that each learner can see what the teacher is
doing clearly and without obstruction or pushing. If the students are involved in
individual work, each student can work on the floor or on the desk or a portion
of the desk if they are sharing. In this case, they need not to face each other.
Grouping students for learning has increasingly become popular in recent years. In
fact, the shift from knowledge-based to competence curriculum will make grouping
the norm in the teaching process.
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Learning group can be formed based one or a number of the following considerations:
% Similar ability grouping
% Mixed ability grouping
% Similar interests g ro u p i n g
% Common needs grouping
% Friendship grouping
% Sex-based grouping
Grouping learners in a Science class has several advantages that include:
% The individual learner’s progress and needs can easily be observed.
% The teacher-learner relationship is enhanced.
% A teacher can easily attend to the needs and problems of a small group.
Materials that were inadequate for individual work can now be easily shared.
% Students can learn from one another.
% Cooperation among students can easily be developed.
% Many students should accept correction from the teacher more readily and
without feeling humiliated when they are in a small group rather than the
whole class.
% Students’ creativity, responsibility and leadership skills can easily be developed.
% Students can work at their own pace.
The type of “grouping” that a teacher may choose may be dictated by:
% The topic or task to be tackled.
% The materials available.
% Ability of learners in the class (fast, average, slow).
Class size
There is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Teaching methods
There are a variety of possible methods in which a teacher can help the students
learn. These include:
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(a) Direct exposition
(b) Discovery or practical activity
(c) Group, class or pair discussion
(d) Project method
(e) Educational visit/ field trips
(f) Teacher demonstration
(g) Experimentation/Research
The particular technique that a teacher may choose to use is influenced by
several factors such as the:
% Particular group of students in the class.
% Skills, attitudes and knowledge to be learned.
% Learning and teaching aids available.
% Local environment.
% Teacher’s personal preference
% Prevailing weather condition.
% Requirements of Science syllabus.
(a) Direct exposition
This is the traditional way of teaching whereby the teacher explains something
while the students listen. After the teacher has finished, students may ask questions.
However, in a competence-based curriculum, this technique should be used very
minimally.
(b) Guided Discovery
In this technique, the teacher encourages students to find out answers to problems
by themselves. The teacher does this by:
% Giving students specific tasks to do.
% Giving students materials to work with.
% Asking structured or guided questions that lead students to the desired outcome.
Sometimes students are given a problem to solve and then left to work in an
open-ended manner until they find out for themselves.
This is the most preferred method of teaching in the implementation of competency-
based curriculum.
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(c) Group/class discussion or pair work
In this technique, the teacher and students interact through question and answer
sessions most of the time. The teacher carefully selects his/her questions so that
students are prompted to think and express their ideas freely, but along a desired
line of thought. The method leads students from the known to unknown in a
logical sequence; and works well with small groups. The method boosts confidence
in students and improve interpersonal and communication skills.
The main disadvantage of this method is that some students may feel shy or afraid
to air their opinions freely in front of the teacher or their peers. It may give
them more confident learners a chance to dominate the others.
(d) Project method
In this approach, the teacher organizes and guides a group of students or the whole
class to undertake a comprehensive study of something in real life over a period
of time such as a week or several weeks. Students using the project method of
studying encounter real life problems, which cannot be realistically brought into a
normal classroom situation. A project captures learners’ enthusiasm, stimulates their
initiative and encourages i n d e p e n d e n t e n q u i r y . The teacher, using the project
method, must ensure that the students understand the problem to be solved
and then provides them with the necessary materials and guidance to enable them
carry out the study.
The main disadvantage of this method is that if a project is not closely
supervised, students easily get distracted and therefore lose track of the main
objective of their study. Studying by the project method does not work well with
students who have little or no initiative.
(e) Educational visits and trips and nature walks
This is a lesson conducted outside the school compound during which the teacher and
the students visit a place relevant to their topic of study. An educational visit/nature
walk enables learners to view their surroundings with a broader outlook that
cannot be acquired in a classroom setting. It also allows them to learn practically
through first- hand experience. In all “educational visit/nature walk lessons”, learners
are likely to be highly motivated and the teacher should exploit this in ensuring
effective learning. However, educational visits are time consuming and require a lot
of prior preparation for them to succeed. They can also be expensive to undertake
especially when learners have to travel far from the school.
(f) Demonstration lessons
In a demonstration, the teacher shows the learners an experiment, an
activity or a procedure to be followed when investigating or explaining a
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particular problem. The learners gather around the teacher where each learner
can observe what the teacher is doing. It is necessary to involve the students in
a demonstration, for example by:
% Asking a few learners to assist you in setting up the activity.
% Requesting them to make observations.
% Asking them questions as you progress with the demonstration.
This will help to prevent the demonstration from becoming too teacher centered.
When is a demonstration necessary?
A teacher may have to use a demonstration, for example when:
% The experiment/procedure is too advanced for students to perform.
% The experiment/ procedure is dangerous.
% The apparatus and materials involved are delicate for learners to handle.
% Apparatus are not enough for all learners or groups.
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UNIT
Diversity of living things
1 (Refer to student’s book page 1-24)
Learn about Key inquiry questions

Learners should investigate the characteristics of living % What are the main
things, variety of life forms from unicellular to multicellular characteristics of living
organisms and learn the differences and similarities among things?
organisms. This should include how organisms exist in % Why do we classify
diverse forms citing some of the specific examples such as living things?
grasshoppers, butterfly, cockroaches, pond snails, etc., They % How do we name living
should know how to collect/capture organisms (specimens) things?
for practical investigation. They should be introduced to % How can we create a
concept of taxonomy, taxonomic hierarchy, artificial and classification system
natural classification, specimen, identification and keys. for familiar plants or
animals by observing
In groups learners should investigate how to use classification
their characteristics?
keys and levels of classification, know system of binomial
% How binomial
nomenclature, understand the basic rules for scientific naming
nomenclature system is
of organisms and be able to cite some focal examples. considered important
in scientific naming of
organisms?
Learning outcomes
Knowledge and Skills Attitudes
understanding
% Understand the % Investigate how living things % Appreciate the variety
diversity of living can be grouped according of organisms.
things. to their similarities and % Show curiosity
differences. about the existence
% Identify different kinds of of organisms and
organisms using taxonomic the importance of
keys. sustaining diversity
% Collect insects using nets (conservation).
(sweep net), jam jar / sunk into % Thinking critically.
soil, Pooters and plankton net. % Sharing views and
% Develop simple keys to classify opinions.
and investigate living things % Cooperating with
according to their similarities others.
(Dichotomous key).
% Critical observation and
recording skills.
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Contribution to the competencies:
Critical and creative thinking: about the variety of organisms, and creatively develop simple
keys for identification and classification.
Communication: will be improved among learners during practical work as they exchange
and share opinions.
Co-operation: likewise, learners will cooperate among themselves as carry out experiments
share results, tools and apparatus.
Links to other subjects:

Mathematics: collection and use of statistical data, enumerating and counting individual
organisms
Geography: associating organisms to their respective habitats
IT: accessing internet for recent advances in biology
Introduction to the unit

This unit is about Diversity of Living Things. Remember students have come across different
types of Living things which come in various shapes and sizes in their surroundings. In
this unit students will learn different branches of biology and importance of studying
biology as a subject. They will explore various life forms of organisms ranging from
unicellular organisms such as bacteria to multicellular organisms such as lion, cow and
man. Learners will also learn on how organisms are grouped based on the taxonomic
hierarchy of classification and how organisms i.e. both plants and animals can be identified
using a dichotomous key.
Using the student textbook
This teacher’s book has been written to help you guide students to learn Biology in the
most enjoyable and captivating manner.You are reminded to always arouse the curiosity
of learners as you teach. Some things that you may do before you go for a lesson include:
• Go through the expected learning outcomes – this should help guide the manner
of teaching.
• Read through the unit for the lesson in advance to get an overview of the
content required.
• Form a mental picture of the teaching situation and the ways in which you will
interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the experiment failing to work during the lesson.
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Encourage students to use reference materials such as textbooks, encyclopedia and
internet for information and not limit their research or reading about a topic to only
what is provided in the textbook.
Competencies to be attained
1. Co-operation
Encourage students to work as a team during group discussions. They should freely
interact with one another as they brain storm and exchange ideas in their group work
activities. Encourage them to share their results, tools and apparatus as they carry out
their practical activities.
2. Communication
Encourage learners to discuss in English during group discussions and presentation of
their findings in class. Let them exchange and share opinions irrespective of their abilities
when answering questions. Through this, learners will highly build their command in
language. Encourage students to ask questions and provide answers where need be.
This way, they will build on their confidence and soon develop the love and passion for
the subject.
This unit is about diversity of living organisms. As students discuss about the variety of
organisms, let them creatively develop simple keys for identification and classification of
organisms through constructing simple dichotomous keys. Present to students pictures,
photographs or charts and allow them to discuss in their respective groups as they try
to give their findings.
Allow learners to research on ways in which they can use the knowledge acquired
from the unit to improve the living conditions of people within their communities. Let
them also apply some of the practical skills acquired in class to contribute to the
development of their community and country at large.
Cross cutting issues
1. Environmental awareness and sustainability
When discussing the importance of Biology, take this opportunity to emphasize that
one reason why we must study biology is to enable us manage the environment
well. Encourage students to conserve plants and animals as well as keeping the
environment clean to prevent spread of diseases and pollution of the environment.
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2. Peace and values of education
Throughout the unit, students will be actively involved in discussing different activities
in pairs, in group and as a class. Students should be made aware of the need to
accommodate everyone’s ideas and opinions. As they discuss they will at times agree
or disagree on issues at hand.They should be made to embrace the views of others and
treat them as a learning process. Any form of intolerance should be highly condemned.
3. Life skills
Encourage students to plant crops, trees and to keep animals such as cow, goats and
sheep at home. Let them know that through planting crops they can harvest and sell
hence a source of income. They can also use the plants as a source of food, medicine,
home to birds and shelter.Through keeping animals such as cows, they can obtain milk and
meat. Let them know that when they further their studies they can become agricultural
officers, environmental activists, nutritionists and veterinary officers.
1.1 Definition of Biology and its branches
(Refer to Student’s Book page 2)
Introduce the topic by creating a link between Biology and what the students have
already learnt in primary science. This will make them realize that they are on familiar
ground and that Biology is now an area of study. Let the students know that in primary
science they learnt about living and non-living things and in this class they will study
Biology as the study of living things. They will explore different branches of Biology
which will help them demystify the term Biology.
In activity 1.1, allow students to work in groups. Provide each group a specimen bottle
where they will place their specimens. Allow them to collect different organisms within
the school as you watch them closely. Caution them against organisms which may
sting. Back in class allow them to investigate different characteristics of the organisms
using the specimens collected. Go round the class and listen at how students discuss in
groups. Observe at how they come out with the characteristics of living things from the
specimens collected. Allow the groups to share their findings and you can also allow
each group to present as you moderate their time. Ensure that students take notes in
their notebooks.
Assessment opportunities
Observations - Observe as students collect the organisms within the school. Are they
able to identify some of the characteristics using the organisms collected?
Conversation -Talk to learners as they carry out the activity. Are they able distinguish
a living thing from a non -living thing? Which features have they based their results
from?
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Activity 1.2
Activity 1.2 is a practical activity and it involves playing a game of naming branches of
biology. Divide the class into pairs and provide each pair with a manila paper.Allow each
pair to cut the Manila paper into small pieces. Let them carry out the activity as outlined
in the activity. Go round the class to ascertain each pair is doing the activity. Allow the
pairs to share their findings with the rest of the class.Take them through other branches
of biology in student’s book page 3 and ensure that they take notes in their notebooks.
Observation - observe as learners work in pairs. Look at how they play a game of
naming branches of biology. Are they able to identify different branches of Biology?
Conversation - Talk to learners as they discuss in pairs. Are the pairs able to identify
what biochemistry is about? What about cytology?
Product - look at branches provided by learners. Are the branches identified correct?
1.2 Importance of studying Biology

In Activity 1.3, divide the class into pairs and allow learners to discuss the question in
student’s book page 3. Go round the class and look at how the pairs discuss. Encourage
them to note down their answers in their notebooks. Allow the pairs to share their
findings. Lead the class to a general discussion on importance of studying biology.
Conclude the lesson by asking learners to do further activity in student’s book page 4.
Observation - look at how the pairs discuss. Are they able to list down professions or
jobs that require knowledge of biology?
Conversation - Talk to learners as they are discussing study questions. Are they able
to respond to questions within the activity?
1.3 Characteristics of living things

Activity 1.4
The following activity entails investigating characteristics of living things. Divide the
class into groups and take them for a nature walk. Let students collect the materials
listed within the activity. Back in class, let them observe the breathing, movements and
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feeding structures of different organisms collected as they discuss using a hand lens
provided. Ask student’s probing questions such as; what do you think are the function of
wings, legs, in an insect? Ensure learners take notes in their note books.
Observation - Observe learners as they do the activity. Are they able to observe
breathing and movement structures in an organism?
Conversation - Talk to learners as they discuss in groups. Are they able to give facts
during the discussion?
Answers to Self-Test 1.1

1. Although a motor vehicle can move, be able to use oxygen and
produce waste, it does not reproduce, grow or show irritability.
Therefore, it cannot be regarded as a living organism.
2.
Characteristics Plants Animals
Growth Grow throughout Stop growing at some
their lives. point.
Movement Show minimal movement. Able to move around.
Nutrition Uses simple sub- Depend on plants and
stances to make food other
through photosyn- animals for food.
thesis.
3. Movement, respiration and excretion.
1.4 Various life forms of organisms

Activity 1.5
This is a practical activity and it involves investigating various life forms of an organism.
Divide the class into different groups and provide learners with the materials required
for the activity. Allow learners to carry out the activity using the steps outlined within
the activity. Explain to learners how to use a microscope and let them do the activity
as you watch them carefully. Allow them to make mistakes since mistakes are part of
learning. Ask probing questions such as; when observing the specimen, what can you
see? Ensure learners draw the organisms in their notebooks and that they take notes.
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Observation - Observe as learners examine the specimens using a microscope. Are
they able to observe the specimen under a microscope?
Conversation - ask learners questions such as; which other dye can be used instead of
methyl blue? Why is a hand lens not used to observe the specimen?
Product - look at their diagrams. Are they able to come up with correct diagrams?
Activity 1.6 and 1.7
Activity 1.6 is a practical activity and involves observing insects and other animals.
Divide the class into groups and provide them with the materials such as sweep net,
pooter and specimen bottles. Guide them for a nature walk as they collect various
organisms. Observe learners carefully to ensure that the activity is done in groups and
discussion enhanced. Caution learners to be very careful as they collect insects and
other organisms since they may sting. In Activity 1.7, allow learners to be in pairs
and let them brainstorm about the various life forms of organisms in Figure 1.6, 1.7
and 1.8. Let them identify and present their findings in an evolutionary tree shown in
learner’s book page 10. You can also play a video for the learners to watch from the
following link: http://www.youtube.com/watch?v=BVpWQcLZzIY. Ensure learners take notes
and answer questions in self-test 1.2.
Observation - Observe learners as the do the activity. Are they able to do the activity
in groups?
Conversation - talk to learners as they collect different organisms. Are they able to
come up with the evolutionary tree using the organisms collected?

Unicellular Multicellular
Paramecium Fungi
Amoeba
1. a. Blue green algae
b. Centipede
3. Check Fig 1.6 and Fig 1.7 in Student’s book page 8 and 9 respectively.
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1.5 Classification of organisms and its importance
The purpose of this sub-unit is to make students aware of the great biodiversity of plants
and animals that exists and the importance and the need to preserve them. Show students
the importance of using the external features of plants and animals in classification of
organisms into various taxonomic units. Specific emphasis should be on the kingdoms.
The grouping of living things into taxonomic units creates order in their study. In order
for the students to appreciate the value of biodiversity, the teacher should emphasize the
economic importance of the various groups of plants and animals. Some cause diseases
and others are useful to humans as a source of food, medicine and other uses.
Activity 1.8
In this activity, divide the class groups and allow learners to look at the pictures within
the activity. Let them discuss what they can see from the pictures and why do they think
such kind of arrangement is important.
Let them also observe the second picture i.e. biodiversity in the forest and allow them to
identify some of the organisms that can be seen from the picture. Write down different
types of the organisms identified by learners on the board and initiate a class discussion
based on importance of putting organisms into groups. Ensure learners discuss in groups
and are communicating as you go round the class. Ensure learners take notes in their
notebooks.
Observation - observe as learners discuss the activity in groups.Are they able to identify
importance of classifying organism into groups?
Conversation - talk to learners as they discuss in groups. Are they able to give the
facts?
Activity 1.9
Introduce the activity by asking students what they noticed about the number of living
organisms that exists in their school compound. Are they few or many? Ask them if they
think it is possible to identify and study each of the organism individually. How long do
they think it will take to study the organisms; around the school, in their country and
in the world? You can then proceed to divide the class into groups and provide learners
with seeds of rice, wheat, peas, beans and maize.
Ask learners to follow the procedure outlined in learner’s book page 11 and carry out
the activity in their respective groups.
Go round the class as you observe learners do the activity in groups. Allow learners
to ask questions as you respond to them during the activity. Ensure that learners work
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as a team in their groups and provide a chance for their leader to share their findings
with the rest of the class as you moderate their time.
Observation - Observe as learners do the activity. Are they able to count each seed?
Conversation - talk to learners as they carry out the activity. Are they able to explain
the need for classification in grouping of seeds?
Activity 1.10
This is a practical activity and it involves collecting different types of living organisms.
Guide the students through the procedure first before they leave the classroom. This is
to ensure that they know what to do and therefore to avoid wasting too much time.
Caution students to be extra careful when handling animals and under no circumstances
should they handle centipede if they come across them because they may be poisonous.
If they are not sure about how safe an organism is, they should ask the teacher to avoid
it. Back in class, allow learners to do the activity in groups as outlined in the activity.
Move from one group to another in order to assist them when they have a problem.
Allow them to share their findings with the rest of the class. Emphasize to learners that
the external features present in an organism is important in identifying the organism
under observation. Conclude the lesson by asking each group to list on black board the
various observable external features of collected organisms.
Observation - observe as learners collect different living organisms and as they discuss
in groups. Are they able to group organisms based on the external features?
Conversation - Talk to learners as they carry out the activity. Are they able to explain why
different organisms are placed into different groups?
Product - look at each groups work. Are the organisms collected placed in the right
group?
Answers to Self- Test 1.3

1. Classification is the grouping of organisms for ease of identification and study.
2. Artificial classification is based on superficial characteristics while natural
classification is based on the natural order that is supposed to exist and that is
informed by science.
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3. He proposed of three kingdoms, divided into classes. He also suggested orders,
genera and species with additional rank lower than species.
4. It puts information together to avoid chaos and confusion among scientists.
• It enables scientists to place organisms in their correct groups for ease of
study.
• It allows scientists to better understand the phylogenic relationships among
organisms.
• Classification allow scientists to identify, group and properly name
a newly discovered organisms.
1.6 Taxonomy hierarchy of classification

Activity 1.11
This is a discussion activity. Divide the class into groups and introduce the activity
by writing the following names on the black board. Cow, cat, elephant and lion. Ask
the groups to give the names of the organisms written on black board in their native
languages. Move round the class and observe how each group are doing the activity.
Give each group a piece of chalk to write the names of the organisms in the blackboard
as they read the name for the class. Ask learners probing question such as; do you think
other people in the world can identify the animals using your native language? Why is
this so? Ensure that all learners cooperate and work as a team as they carry out the
activity. Allow the groups to share their work and conclude the lesson by going through
the facts in learner’s book.
Observation - observe as learners work in groups. Are they able to identify the
organisms in their native languages?
Conversation - as learners communicate, ask them questions such; do you think people
from different parts of the world can recognize the names of animals written in your
native language?
Activity 1.12
This activity is about categorizing people according to their addresses. Divide the class
into groups and allow learners to go through the procedure under your guidance.
Let them try to estimate the total number of people in each administrative unit in
South Sudan and come up with a table similar to table 1.2 in learner’s book page 13.
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Let each group brainstorm and fill the table. Ask each group to provide answers for
study questions within the activity and try to relate their findings with the hierarchical
relationship between taxonomic units. Allow learners to share their findings with the
rest of the class go round the class as you listen carefully at how learners discuss and
brain storm. Ensure learners take notes during the discussions.
Observation- observe as learners discuss in groups about the total number of people
in different administrative units within South Sudan. Are they able to approximate the
total number of people in each administrative unit?
Conversation- talk to learners as they carry out the activity. Are they able to identify
the administrative unit that has the highest and the least number of people?
Product- look at how learners in different groups have completed their table. Do their
results reflect the number of people in each administrative unit?
Activity 1.13
This is a practical activity and it involves placing organisms into various taxa. Divide
the class into groups and provide each group with the following, a laboratory rat or
rabbit, housefly, butterfly, grasshopper, grass, bean plant and maize plant. Take learners
through the steps outlined in the activity and allow them to carry out the activity on
their own. Move round the class as you observe how each group carry out the activity.
Allow learners to make mistakes since mistakes is part of learning. Summarize the lesson
by guiding learners on how to tabulate their findings as shown in table 1.4 of learner’s
book. Make sure learners take notes in their notebooks.
Observation - observe as learners carry out the activity. Are they able to classify
organisms up to species level?
Conversation - talk to learners as they carry out the activity. Are they able to place
different organisms into various taxa?
1.7 The binomial system
Introduce the sub-unit by writing the following names on the black board, cat, dog, maize
and beans.Ask the students to give the names of those organisms in as many languages
as possible. Ask them how they think scientists who do not originate from the same
country and do not therefore speak the same language would know that they were
referring to the cat (unless they held up pictures of the animal in question).
For activity 1.14, allow learners to discuss in groups the questions within the activity.
Let them come out with their findings and allow them to share their findings with other
groups. In activity 1.15, divide the class into pairs and allow them to read the story. Go
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round the class and observe how the pairs read the story. Ask the pairs to summarize
the story in form of a flow diagram and compare their results with those of other
pairs. Explain to learners the need for scientists all over the world to have a universal
method of naming organisms for easier communication. Conclude the lesson by having
a discussion on how scientific names of organisms are written and why scientific names
are commonly used.
Observation - observe as learners do the activity. Are they able to use the characteristic
feature to locate an organism?
Conversation - talk to learners during the activity.
Product - look at the flow diagrams designed by each pair. Have learners come up with
the correct flow diagram?
Refer to Student’s Book page 18
1. Species, Genus, Family, Order, Class, Phylum, Kingdom
2. a) Wolf: they share the same Genus -Canis
b) Human beings:They don’t share same order.
c) Domestic dog: they share same Genus.
3. (a) Lion, wolf, domestic dog and domestic cat
(b) Animalia
(c) Related to lion, domestic dog,wolf and cat. They all have similar characteristics.
1.8 Dichotomous key

In this sub-unit, students will be introduced to the construction and use of dichotomous
keys. The students will be required to use the characteristics of plants and animals to
construct and use the dichotomous key.The keys consist of a set of instructions that use
observable characteristics either to name or identify an unknown organisms.The students
are therefore required to know how to get variations from each of the characteristics
then arrange the characteristics and their variations to form a key.They will be expected
also to use already constructed keys to identify unknown organisms.
Activity 1.16
This is a practical activity and involves investigating observable unique features of
organisms. Let learners be in pairs and provide them with the materials required for the
activity. Take them through the procedure and let them carry out the activity on their
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own. As they carry out the activity, go round as you assist them where they encounter
difficulties.Allow them to make mistakes since mistakes is part of learning. Ensure learners
take summarized notes and are discussing as they carry out the activity.
Observation - observe as learners do the activity. Are they able to identify unique
characteristics from the organisms provided?
Conversation - talk to learners as they carry out the activity.
Product- look at how learners present their findings in the table.Are their findings correct?
Activity 1.17
In this activity, learners are required to construct a dichotomous key using plant
specimens. Place learners into different groups and allow them to collect different types
of leaves within the school compound and bring them to class. Caution learners to avoid
destruction of plants around the school. It is better for them to cut off a part of a plant
and allow the rest to grow. Guide the students as they study the leaves collected. Take
them through the activity in learner’s book and allow them to carry out the activity on
their own using the leaves collected. Go round the class to ensure that all learners in
different groups are working as a team.Allow them to make mistakes as mistakes is part
of learning. After the activity, allow each group to present as you moderate their time.
Observation - observe as learners do the activity in groups. Are they able to come up
with the dichotomous key?
Conversation - Talk to learners as they do the activity. Are they able to tell what the
numbers and letters used in the dichotomous key represent?
Product - look at how each group has constructed a dichotomous key. Are the
dichotomous key constructed correct?
Activity 1.18
This activity involves constructing a dichotomous key using animal specimens. Divide the
class into pairs and allow learners to collect different types of small animals within the
school compound using the materials provided. Let them bring the specimens in class
and apply the previous knowledge of constructing a dichotomous key using plant leaves
to do the activity. Observe carefully as you go round the class as learners conduct the
experiment and advise where need be. Encourage learners to collect only the number
of specimen that they need so as not to cause an imbalance in the ecosystem. Ensure
learners take notes and practice doing this activity regularly so that they can develop
more skills in constructing a dichotomous key.
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Observation - observe as learners do the activity. Are they able to identify external
features of the organisms collected?
Conversation - talk to learners as they construct the dichotomous key.Which features
do they base when constructing the dichotomous key?
Product - look each pairs work. Are they capable of constructing a dichotomous key
using the organisms collected? Are their dichotomous key correct?

1b, 2b, 3a
1b, 2a
1a
1b, 2b, 3b
Answers to check your progress 1
1. i. Treating and preventing diseases.
ii. With the help of proper nutrition knowledge, biology aids in prevention of
deficiency disease.
iii. Environmental degradation.
iv. Food insecurity.
2. A stone cannot grow, feed, move unless thrown, die, reproduce, respire, excrete
and show irritability.
3. Biochemistry, physiology, entomology and microbiology.
4. a. Bidens pilosa is the correct way of writing.The genus name should start with
a capital letter while a species name should start with a small letter.
b. Bidens
5. (a) Fungi-mushrooms or mould.
(b) - Some mushrooms are used as food.
- Used as medicine e.g. penicillin.
- Crop and animal diseases.
- Food spoilage.
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6. C
7. Scientific names make it easier for scientists to identify and refer to the same
organism all over the world.
8. Check on the listed characteristics to award marks to the students.
T – Has a cylindrical body, many legs, and one pair of antennae.
P – Has eight jointed legs, no wings, two body parts, no antennae.
Q – Has one pair of wings, six joined legs,three body parts,one pair of antennae.
R – Has no wings, has six jointed legs, three body parts, one pair of antennae.
S – Has no wings, has six jointed legs abdomen is very thin and long, one pair of
antennae.
U – Has two pairs of antennae, two body parts. It has ten legs of different
sizes and shapes.
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UNIT
The cell
2 (Refer to student’s book page 25-62)

Learners should understand the structure of % What are living things made of?
prokaryotic and eukaryotic cells (i.e. plants and % How can we distinguish between
animals)/unicellular and multicellular organisms, plant and animal cells?
the cell theory, components and functions. They % What are the functions of the
should understand how to use microscopes for different parts of the cell?
investigation of a selection cell shapes (e.g. onion, % Why is the cell a unit of life?
soft tissues from plant roots, and stems), they % How does a microscope work?
should know different parts of the microscopes. % Why microscopes are essential in
the study of small object/bodies?
Learners should understand tissues, organs, % How unicellular organisms are
organ systems and organisms and the difference capable of existing independently
between plant and animal cells. They should in a single cell?
prepare slides of plant and animal cells and % How would you distinguish
measure and estimate cell sizes. between cells and tissues?
% Why cell specializations are
As a result they will be able to define the cell, considered very important?
explain the differences between animal and plant % How would you distinguish
cells, understand the cell as a unit of life that between the prokaryotic and
is highly specialized, the structure, the concept eukaryotic cells in terms of their
of organization and differentiation of cells into organizations?
specialized units.
Learning outcomes
Knowledge and under- Skills Attitudes
standing
% Understand structures % Able to observe % Appreciate the structure of the
of the cell, organization the shape of cell.
and functions. a cell under a % Show curiosity and wonder about
microscope. the existence of microscopic units
% Prepare of life.
slides and % Appreciate the microscope
perform simple % Think creatively about the cell as
experiments with unit of life.
plant tissues for % Co-operating with others
example. % Accuracy, systematic, ethical and
% Use a patient.
microscope.
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Critical and creative thinking: about the cell as a unit of life will be enhanced.
Communication: will improve as learners exchange ideas and discuss results of their ex-
periments.
Co-operation: will develop during group work in the laboratory and subsequent presen-
tation of results, thus, instilling in them the culture of being accurate, systematic, ethical
and patient.
Physics: properties of light, lenses.
Chemistry: chemical processes.
Mathematics: geometric shapes of cells, their numbers, measurements.
This unit aims at making the students aware that although living things are classified
into different groups, they are all made up of common basic unit known as the cell.
Students need to know that the cell cannot be seen by the unaided human eye or the
magnifying lens because it is too small. However, it is possible to see the cell using
a more powerful instrument. This way you can introduce the light microscope and
electron microscope as instruments for observing very small organisms or parts of
organisms. You will guide the students in investigating the cell as the smallest unit of
structure and function in living things.The student will therefore have the opportunity to
study the great diversity of cells and cell organelles. The students will also be expected
to acquire skills in manipulation of the light microscope and prepare temporary slides.
1. Communication
As students work in pairs, groups and as a class, encourage them to communicate
effectively through use of good grammar and pronunciation of words. Ensure that
students develop good listening and writing skills as they communicate and discuss. They
should convey their ideas effectively through spoken and written English by applying
appropriate grammar and relevant vocabulary as they learn this unit.
This unit provide many opportunities that requires students to think when interpreting
pictures, drawing biological diagrams, observing, and tabulating their results. Encourage
students to always think creatively as they read a story and summarize in the number
of words specified within the activity. Ensure students are also in a position to plan
29
and carry out investigations, using a range of sources to find information. They should
also be capable of sorting, analyse information and drawing conclusions from the
experiment under investigation.
3. Co-operation
Throughout this unit, students will be expected to discuss in pairs, in groups or as a

class. Ensure that students work collaboratively towards achieving a common objectives
when doing the activities. Encourage them to be tolerant of each other and respectful
on differing views, when working together.
Students should be made aware that just as the cell is the basic unit of life, it can be
compared with many aspects of life such as the administrative units of a country or
family lineage. Therefore, students should take pride of their culture, identity and the
diverse nature of South Sudanese society. They should build an understanding of South
Sudanese heritage in relation to the wider world and appreciate their contribution to
the development of South Sudanese culture. Encourage them to value diversity and
respect people of different races, faiths, communities, cultures, and those with disabilities.
You can raise students’ awareness on unicellular forms of life that are of environmental
importance. For example, some unicellular algae are useful in purification of aquatic
systems as they absorb human waste, metal ions that enter water systems through
sewage effluents. If these metals accumulate in water, they could reach toxic levels.
Some algae are used in sewage treatment plants. Here algae use the metal ions as
nutrients and therefore reduce the concentration. For this reason, the use of harmful
pesticides that kill such algae should be avoided.
2. Peace education
Bring to the attention of learners the need to accommodate other people’s views and
opinions. Let them understand that confrontations is not always the way to solve issues
but rather, they should learn to agree to disagree. Discipline should be observed
at all times in the groups since some cases can make learners diverge from the main
objectives.
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3. Life skills
You can raise the students’ awareness on the use of microscopes in detection
of disease causing microorganisms, particularly the blood. The microscope
is also used to examine tissues to check for presence of parasites, filarial
worms etc. It is also used to identify bacteria that cause different diseases.
2.1 Definition of the cell
Introduce the sub-unit by asking the students to suggest what a stone house is made
up of. The expected answer is stones. Let them understand that a stone is a unit used
in the structure of a stone house. The house can be very big, but it is made up of many
smaller units put together during construction. Relate this idea to the fact that all living
organisms are similarly made up of many small units which when put together make
up an organism, and that these units are called cells. Define the term cell as the basic
structural and functional unit of every living thing.
Activity 2.1
This is a class activity and involves reading a story and relating it to the cell in
organisms. Ask one learner to read the story audibly as the rest of the class listen
carefully. Let learners then work in pairs to summarize the story in a maximum of 30
words and represent their information inform of a flow diagram. Go round the class as
you observe how learners do the activity. Allow them to make mistakes since mistakes
is part of learning. Give some learners a piece of chalk to illustrate what he or she has
grasped from the story and present it inform of a flow diagram. Let learners then try
to relate the story with the cell. Conclude the lesson by emphasizing the relationship
between the cells as a unit in an organism. Some are made up of one cell and others
are made up of many cells. Ensure learners take summarized notes in their notebooks
and answer the study questions within the activity.
Observation - observe as learners do the activity. Are they able to summarize the
story?
Conversation - talk to learners as they do the activity. Can they relate the story with
a cell?
Product - look at how learners have summarized the story into 30 words. Are their
summary correct?
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2.2 Magnifying instruments
Introduce the sub unit by asking the students why they think they have been using
the magnifying lens to study the external features of plants and animals. They may
suggest, ‘in order to see the features of plants and animal more clearly’. Then ask them
if there were some organisms that were too small to be seen to even to even with
the magnifying lenses. Lead them to understand that there are some plant and animal
structures which cannot be seen with a magnifying lens. Ask them to give suggestions as
to how these structures can be seen. Allow them to brain storm.You can then introduce
them to the activity.
Activity 2.2
This is a practical activity and it involves examining specimens with a naked eye. Divide
the class into pairs and ask them to collect various insects and plant leaves within the
school environment and bring them to class. Take them through the procedure and
allow them to carry out the activity on their own. Observe the pairs as they carry
out the activity by going round the class. Are the pairs able to observe the tiny holes
present in plant leaves? Are they able to observe different organs in various insects
collected? At this point introduce a discussion on the need for magnifying instruments
in observing specimens. Let learners come up with reasons for using a magnifying lens.
Ensure learners take notes in their notebooks.
Observation - observe as learners use the magnifying lens to observe the collected
specimens.
Conversation - talk to pairs as you go round the class. Are the pairs capable of giving
reasons for using a magnifying lens?
Product - are the pairs capable of observing the tiny holes in plant leaves? How do
they look like?
This is mainly a practical a c t i v i t y that will involve learners to identifying the
features of a hand lens, examining specimens using a hand lens and how to take care
for a hand lens. In activity 2.3 divide the class into pairs and provide each pair with
a hand lens. Ask the pairs to try to look at the specimen using the hand lens. Observe
how the pairs use the hand lens. Allow them to make mistakes since mistakes is part of
learning.You can then demonstrate to the pairs how use a hand lens. Let the pairs draw
the specimens and guide them on how to calculate magnification.As learners carry out the
activity go round the class to observe how learners do the activity in pairs.
32
For activity 2.4, place learners in groups of four and let them brainstorm how the
hand lens provided can be taken care of. Ask each group to choose a leader who
will make a presentation of their findings on behalf of other learners. Moderate each
group’s presentation and discuss as you demonstrate to learners how to take care of
magnifying lens. Ensure learner’s take notes and answer the questions in Self-Test 2.1.
Observation- observe as learners work in pairs. Are they able to use a hand lens to
observe the specimen?
Conversation-talk to learners as you demonstrate how to use a magnifying lens.
Product-look at the magnification obtained by each pair. Are they correct?
Answers to self-Test 2.1
(Refer to Student’s book page 29)

1. Magnification = Image distance/Object distance
= 6.8/0.6
= 68/6
= × 11.33
2. Examining features such as gills of a fish, s p i r a c l e s i n insects and other
vertebrates.
2.3 Parts and functions of a light microscope

This is a practical activity that involves observing and identifying different parts of a
microscope and its uses. In activity 2.5, group the students into 5 or so, depending on
the number of microscopes available. If there is only a single microscope, then they can
do the activity in turns. Ask each group to carry out the activity as outlined in each
and every step of the activity. The idea is for them to examine the microscope first on
their own and discover various features. They can use the illustration in student’s book
page 31 on the parts of light microscopes to identify each part. Let learners explain
the need of using a microscope instead of a magnifying lens studied in the previous
activity. Activity 2.6 is about care of the microscope. Place learners into groups and
allow them to discuss ways in which a microscope can be handled and taken care of.
33
Let them also discuss ways in which microscope can be stored. Provide each group an
opportunity to share their findings with those of other groups.You can then allow them
to present as you moderate their time. Ensure learners take notes. Caution learners to
handle microscope with a lot of care since it is a very delicate and expensive instrument
to purchase.
Observation - observe as learners do the activity. Are they able to identify different
parts of a microscope?
Conversation - talk to learners as they carry out the activity. Are they able to give the
facts on handling a microscope?
Product - ask some learners to demonstrate to class how to handle a microscope.
Are they able to handle a microscope? Are they able to identify various parts of a
microscope?
Answers to Self -Test 2.2

1. c-a-b-d
2. See table below.
Hand lens Light microscope
1. Used mostly during the day. 1. Can be used both during the day and at
night.
2. Has one lens.
2. Has a series of lenses.
3. Mostly made up of two parts.
3. Made up of many parts.
4. Has a low magnification.
4. Has a high magnification.
5. Live objects can be examines.
5. Only cut sections of objects can be
viewed.
Activity 2.7
Introduce the lesson by organizing the students into groups. Provide them with
the materials required for the activity and allow them to carry out activity 2.7 on
observing prepared slides using a light microscope on their own. Instruct them to use
a sharp pencil and draw continuous outlines of what they observe in their notebooks.
34
Emphasize to them to avoid shading and ensure that they come up with a simple
illustration as possible showing only the basic features that are observable. Move round
the class and observe how each group do the activity. Allow learners to ask questions
as you respond to them. You can also allow them to make mistakes since mistakes is
part of learning and correct where need be. Ask each group to share their drawings.
Take them through the guidelines required when drawing as presented in facts in the
learners book.
Observation - observe as the learners look at the slides using a light microscope. Are
they able to draw what they can observe?
Conversation - talk to learners as they carry out the activity. Are they able to draw
the specimens?
Product - look at each groups work. Are they able to make a well labelled diagram?
Activity 2.8 and 2.9 are practical activities involving calculating magnification.
Introduce the lesson by asking the students how they think the size or length of a cell
can be estimated when viewed under a microscope. Guide students in carrying out
activity 2.8, as outlined in the book. Let them read the procedure and use the steps
to carry out the activity. Check to it that every learner is doing the activity by going
round the class. You may ask probing questions such as how do we find the area of a
rectangular piece of paper. How many times does the area of a folded paper compare
to an unfolded paper? How do we call the factor of comparison between the two
areas? This will enhance critical thinking among learners. After the activity, ensure that
all learners take notes. For activity 2.9, divide the class into pairs and provide learners
with the required materials for experiment. Take them through the procedure step by
step and allow the pairs to carry out the activity on their own as you observe. Instruct
the students to count the total number of cells that they can see arranged end to end
in the field of view. Give some students a piece of chalk to demonstrate to the class
how the diameter of a cell can be obtained and how millimeters can be calculated to
micrometers. Go round the class during the activity and listen at how each pair carry
out the activity. Conclude the lesson by asking the pairs to change the objective lens
to medium power and to calculate the length of the new magnified cell image, and to
compare it with that of the low power. Allow learners to compare their results at the
end of the activity and make sure that they notes in their notebooks.
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Observation - observe as learners work and discuss in pairs. Are they able to count
the cells?
Conversation - Talk to learners whilst they are discussing questions. Can they
calculate the size of the image of the cell as seen under low power objective lens?
Can they determine the number of cells present in a diameter of field of view?
Product - look at the result obtained by each pair. Are their magnification correct?
Are the pairs capable of estimating cell size?
2.4 Structure of plant and animal cells

Activity 2.10, 2.11 and 2.12
Activity 2.10 and 2.11 are all practical activities involving observing a human cheek cell
and plant cell under a light microscope. Introduce the activity by organizing students
into groups. Allow the students to go through the steps as outlined within the activity
2.10 carefully as you observe.You can then provide them with the materials to choose
from the ones they will use in the activity.
Instruct them to try and isolate in the view of a unit structure which is a cell. Let
them describe what they can see. You can give some students a piece of chalk to
write a list of different description on board. Some possible description are: they can
see many spherical structures, round things, etc. Let the learner tell what are located
inside the spherical units which are the cell. They may say a space with a dark spot
in the middle, tiny dots, etc. Guide them in making three clear distinction i.e. the cell
membrane, nucleus and cytoplasm. Instruct them to draw the structure of one cell as
observed in the light microscope and state the difference in the appearance of the cells.
Let them discuss in their groups and fully describe the animal cell as seen under the
light microscope activity 2.10. Allow them to share their findings with those of other
groups. They can also compare their drawings with the animal cell drawn in the book.
Encourage learners to label the components of the cell they have drawn. For activity
2.11, allow learners to carry out the activity on their own using the instruction within
the activity. Let them use the knowledge and practical skills of the previous activity and
carry out the activity. Provide them with the materials required for the activity and
move round the class as you observe the groups working. Ask the learners to draw
a plant cell as observed in the light microscope and label its part. Let them identify
some of the similarities and differences observed between a plant cell and an animal
cell from the previous activity. Allow them to share their findings and provide each
36
group an opportunity to present in class as you moderate their time. Ask learners
to do activity 2.12 using the materials provided. Let them be in groups and use the
previous knowledge of activity 2.10 and carry out the activity on their own. You may
move round the class and observe how the groups work. Allow each group to make a
drawing and compare their results with those of other groups. Summarize the lesson
by clarifying the fact that there are other components in the cell cytoplasm that cannot
be seen with any objective lenses and that a more powerful microscope known as the
electron microscope is the only one that can show these organelles. Ensure learners
take summarized notes in their notebooks.
Observation - observe as learners work in groups. Are they able to identify some of
the structures present in a human cheek cell?
Conversation - Talk to learners whilst they are observing the human cheek cell under
a light microscope. Ask them about what they have found and whether they expected
to find the structures above from the experiment.
Product - Look at their drawings. Do they reflect the structure of an animal and plant
cell?
2.5 Functions of parts of plant and animal cell
Activity 2.13
This is a research activity aimed at determining functions of different parts of plants

and animals. Organise learners in pairs and provide them with textbooks and o t h e r
reference materials. Let them carry out research on their own from the books provided
as you move round the class observing how the pairs work. Allow each pair to present
their result in any form such as a table or flow diagram. Let them compare their results
with other pairs within the class. Choose at least three pairs and provide them with a
chalk to make a presentation of their findings on chalk board as you moderate their
time. During their presentation, you may ask probing questions such as; what are the
function of the following; nucleus, cell membrane and mitochondria in both plant and
animal cells? Ensure that learners take notes and answer questions in self-test 2.3.
Observation - observe learners as they do research in pairs. Are they able to come up
with the facts?
Conversation - talk to learners whilst they are discussing in pairs. Ask them probing
questions such what is the function of nucleus in both animal and plant cell.
37
Product - look at how each pair has presented their work. Are the tables or flow
diagram presented correct?

1. Plants cells do not have a skeleton like animals to give them shape; they depend
on the rigidity of their cells.
2. To enable plants trap sunlight energy to be able to manufacture their food.

1. a. A. Plant cell B. animal cell
b.
Plant cell Animal cell

Have a cell wall Do not have a cell wall
Has a fixed shape Has no fixed shape
Has chloroplast Do not have chloroplast
Has a nucleus located The nucleus is centrally located
towards the periphery.
2. Mitochondrion, protoplasm, nucleolus, ribosomes, endoplasmic
reticulum, mitochondrion, Golgi apparatus and lysosomes
Activity 2.14
In this activity, learners are challenged to work in groups and discuss the structural
modification of different specialized animal cell provided and describe how they are
suited to their function. Introduce the lesson by telling learners about the structure of
an organisation. Tell them that in an organisation there are several departments, each
specializing in one area: for example, sales, marketing, human resource, finance etc.All
departments work together for the success of the company. Relate this to the different
cells in the body of a multicellular organism. Explain further that all cells in the body
38
cannot perform all body functions therefore there is need for specialization (division of
labour). At this point you can then provide models of specialized animal cells to each
group. Let them discuss the structural modifications of the cell that suits it to its
function as you move round the class observing how they discuss. Allocate each group
about 3 minutes to present to the class the content of their discussion and learners
to write short notes in their notebooks.
Observation - observe how learners discuss in different group. Listen at how they
discuss. Are they able to describe how different cells are adapted to their function?
Conversation - talk to each group as you move round the class. Are learners
communicating effectively? Are they able to name different types of specialized cells
and how they are suited to their functions?
Activity 2.15
This is mainly a practical lesson that will involve activity by the learners of observing
specialized plant cells. You will engage learners in a discussion regarding the activities
and assessing learning achievements. You are therefore required to get the various
materials of specialized plant and animal cells in advance and organise the class in a
way that will encourage the teaching methods suggested. In this activities, categorize
learners into groups of five and let them perform the tasks in rotation. Instruct them
to carefully study the cells as seen in the photomicrograph and identify and write
down the different types of cells they can see. You can assist the l e a r n e r s t o
i d e n t i f y the cells. Ask learners to draw a well labelled diagram of cells observed
and share their findings with those of other groups. Conclude the lesson by emphasizing
to learners that cell specialization is the structural modification of a cell to perform a
specific function better.
Observation - observe as learners discuss in groups. Are they capable of observing the
cells using the photomicrograph provided?
Conversation - talk to learners in their groups as they carry out the activity. Can
learners define the term cell specialization?
Product - look at their drawings. Do they reflect the cell observed in a photomicrograph?
39
2.6 Specialized plant cell
Introduce the activities by discussing with the students the meaning of the word
“special’’. For example, ask them if they have at home special clothes or special plates,
books etc. The idea is to bring out the fact that anything that is special e.g. clothes, are
used for special or specific situations for example going to church, weddings, etc., and
that they have a different look from the ordinary daily wear. Ask them to suggest what
is different about special things. Use the student’s book page 48 to explain what a
specialized cell is and then introduce students to the activities. In activity 2.16, arrange
learners in groups of not more than 4. Provide each group with charts, Manila paper
and micrographs containing various specialized animal cells. Take learners through the
procedure as outlined in the activity and allow them to carry out the experiment on
their own. During the activity, go round the class as you observe how learners work.
Assess individual learners to gauge their attitude and interest in the lesson by looking
at their level of participation and how learners appreciate the complexity of life from
cells to an organism.
Check that each group has followed the right steps to achieve the desired results.
You can then allow learners to compare their results before carrying out a general
class discussion. Emphasize how different plant cells are suited to specific functions. For
activity 2.17, begin the lesson by asking learners a question like, how is wheel adapted
to its function? Let learners think and provide a response. They may suggest that the
wheel is circular in shape to enable rotate or roll. Go gurther and explain to learners
that if the wheel was square in shape, then it would not roll because the structure ill
not relate to that kind of a function. Explain how each modification or how the main
modification makes the cell suited to a specific function, e.g. the sperm cell has an
extension (tail) which propels it, enabling it to swim to the ovum/ egg for fertilization
to occur. You can then allow learners to be in groups and using the materials provided,
let them go through the procedure as outlined in learner’s book and carry out the
activity on their own. Move round the class as you observe how each group do the
activity. Let the students point out the modification of animal cells to perform their
specific functions. Allow each group to compare their findings and provide each group
an opportunity to present their findings in class as you moderate their time.
Observation - observe as learners work in groups. Are they able to carry out the
activity?
40
Conversation - talk to learners as they carry out the activity. Are the learners able to
identify specialized cells in both plants and animals?
Product - ask learners to give modification of some specialized cells at random. Are
they able to tell how the cells are suited to their functions?

1. Root hair, mesophyll cells, red blood cells, nerve cells.
2. Cheek cells are normal cells in the body while ciliated cells are
specialized for trapping dust particles and germs.
3. To trap any dust and micro-organisms when you breathe in.
4. Oviduct and trachea.
Advantages of cell specialization

Activity 2.18
Introduce the lesson by telling learners that one specialized cell is not very efficient
at carrying out a job, e.g. if students wanted to carry out a job, e.g. cleaning the class,
then the job is much faster if many of them work as a team. From this example you can
then allow learners to discuss in their respective groups the advantages of specialized
cells in both animal and plant cell in relation to their function using the reference
materials you have provided them with. Move round the class and observe how each
group discuss.Ask each group to note down their points as they discuss and allow them
to share their findings with the rest of other groups. You can also allow each group
to present their findings as you moderate their time. Conclude the lesson by advising
learners to write summary notes in their notebooks.
Observation - observe as learners work in groups. Are they able to give some
advantages of specialized cells?
Conversation - talk to each group as they do the activity. Are they able to come up
with the facts?
41
2.7 Levels of organisation in multicellular organisms
Introduce the topic by letting the students know that the patterns of similarities and
differences among structures in living organisms reflects the strong relationship between
the structure and their function. Let students know that cells operate independently
and interdependently in order to perform the necessary functions of life.The structures
within the human body for example cells, tissues, organs and organ systems interact
in one way or another to perform a wide variety of functions that support the whole
organism. Different types of models have enabled scientists to investigate and explain
the various structures within an organism across a range of scales and organizational
levels in an organism from the atomic level to the whole-organism level.
For activity 2.19 divide the class into pairs and allow them to read the short story
which tries to relate a building and its internal components to the levels of organisation
of cells in an organism. Allow the pairs to summarize the story in a maximum of 25
words. As they do the activity, you may go round the class and observe how the pairs
work. Let them relate the information in the story with the study questions asked
within the activity. Allow the pairs to compare their findings with the rest of the class
as they explain their answers.You can then explain to the class that different cells when
grouped together form tissue and the tissue carries out the functions efficiently.
Let them know that tissues can work together to carry out a specific function e.g. in a
school different classes can co-operate to clean the school compound. Let them know
different tissues work together to form an organ.
2.8 Organ and organ systems
For activity 2.20, divide the class into pairs. Let the pairs identify some of the organs
present in the head, thorax and abdomen and write down different types of organs
identified in their notebooks. Ask them to group some of the organs listed and identify
the type of organ system they formed. Move round the class and observe how the
pairs work. Allow them to make mistakes since mistakes is part of learning. Allow the
pairs to compare their work and conclude the lesson by stressing to the class that,
an organ is a group of two or more tissues that work together to perform a specific
function. Emphasize that many organs together can also carry out a common task, e.g.
in the education system, education is made more efficient if schools, parents, teachers,
inspectors, etc all work together to enhance learning. Let them know that an organ
system is formed when different organs work together to perform a specific function.
42
Observation - look at how learners do the activity. Are they able to identify different
organs in in their body?
Conversation - talk to learners as they do the activity.Are they able to identify various
levels of organisation in an organism?
Product - are the learners able to relate parts of plants and animal in terms of a cell,
tissue, organ and organ system?

1. The liver, gallbladder, the pancreas, stomach and alimentary canal.
2. It has a tail to aid in swimming, its middle piece has many mitochondria
that provides enough energy to propel it.
3. Vascular bundles and epidermal tissue.
4. 5.71cm
5. a) 0.0007 cm or 7um b) x 266 666
Answers to Check your Progress 2

1. a) It can be used to view some details of specimen.
b) It is composed of two lens systems.
2. a) 14 - Eye piece, 13 - Coarse adjustment knob, and 8 – Mirror.
b) (4.) Objective lens -magnifying lens, (5.)
Stage – holds the specimen, (11.) Handle
– for support during handling, (12.) Fine
adjustment knob – to achieve fine focus.
c) Refer to Learner’s Book page 33.
d) Low power objective lens to prevent breakage in case
someone adjusts the body piece.
e) Field of view.
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f) Magnification of the eye piece lens X magnification of
the objective lens
g) Cleaning with a special lens paper.
3. a) Xylem cell b) Guard cell c) Sperm cell d) Nerve cell
4. Chloroplast, leaf palisade cell, palisade layer, maize plant.
5. B
6. a) Mitochondria b) Vacuole c) Chloroplast
7. i) A watchman protects the company therefore he is compared to the body
immune system.
ii) Managers coordinates activities in the company compared to the brain.
iii) Secretaries receive and disseminate information compared to the
transport system in the body.
iv) Loaders put things into the lorries and warehouse compared to the hands
in the body.
8. D
9. A sperm cell contains more mitochondria to provide energ required for
propulsion to meet the egg.
10. The cells are dependent upon one another. If one group of cells fails to do its
job, the other cells will perish.
a) Cell b) Cell c) Organ
d) Organ system e) Organ f) Organ system
g) Tissue h) Tissue
12. a) 3 cells
b) 1 mm
c) The objective lens was of a lower magnification.
13. A
14. x 75
15. B
16. a) Microscope b) Hand lens
c) Hand lens d) Microscope
e) Microscope
17. Hold it with my fingers as I observe.
44
UNIT Movement of substances into
3 and out of cells
(Refer to student’s book page 63-85)

Learners should build on their prior knowledge about the % How do substances move
cellular make up (composition) of the whole organism into and out of the cells?
with a detailed investigation of cell structure and function % Why the process of diffusion
through simple investigations and close observation. is important to plants and
animals?
Learners should describe the structure of cell membrane % How are solutes different
and its properties, basic cell physiology through a study of from solvents?
diffusion of water along concentration gradients (osmosis) % What are the factors
and the factors affecting its rate. They should design affecting osmosis?
investigations on the process of osmosis using pawpaw fruit % Why is active transport of
or iris potato, etc. and consider the concepts of solutions, materials necessary in cells
suspensions, colloids and active transport. This should lead and/or living organisms?
to learning about the structure of the cell membrane and % How would you investigate
its main chemical components, and investigations about the process of osmosis?
the effect of movement of water into and out of the cell. % How would you distinguish
between cell membrane and
Learners should work individually and in small groups the cell wall?
where they should talk/discuss about their findings. % Why cell wall is essential
for the survival of plants?
Learning outcomes
Knowledge and Skills Attitudes
understanding
% Describe the % Analyse the structure of cell % Appreciate the simple
movement of membrane. techniques used to
substances across % Design simple investigations accomplish tasks (e.g.
the cells. about the process of diffusion diffusion, osmosis).
(osmosis) in plants and % Adopt the habit of being
animals using sugar solutions. systematic, resilient and
% Gain skill of the safe assembly accurate.
and use of apparatus for % Importance of being
experiments. systematic, accurate, ethical,
and meticulous in carrying
out experiments.
% Share ideas when carrying
out the investigations.
45
Critical thinking: learners will develop a scientific mind set of being systematic, accurate,
ethical, and meticulous in carrying out experiments
Communication: learners will acquire and use new vocabularies as they share results of
their individual and/or group work
Co-operation: by working in small groups learners share ideas when carrying out the
investigations thereby develop and adopt a scientific culture and heritage.
Chemistry: use of chemical symbols, chemical mixtures
Mathematics: calculation of surface area to volume ratios
The cell has an internal environment. The constituents of this environment such as
water and other undissolved ions among other factors remain relatively constant at all
times, even when the external environment of the cell changes. Even when the internal
environment of a cell is constant, materials constantly move in and out of the cells.
The ability of the cells to establish and maintain a constant internal environment is the
result of special properties of the cell membrane. The selective permeability of the cell
membrane permits some materials to pass through it but prevents others. The purpose
of this unit is to introduce the student to the different processes by which materials
move into and out of the cells.
1. Creative and critical thinking
This unit provides many opportunities for critical and creative thinking. Students will
be required to plan and design and experiment as an individual, in pairs, group or as
a class. They will be required to give reasons and explanations as to why substances
move in and out of the cell, why plant cells do not burst as opposed to animal cells
and account for results obtained in some activities throughout the unit.
2. Cooperation
Students will be expected to work in pairs, in groups and as a class. Through this,
there will be continuous opportunity for cooperation and team work among student.
The unit also provides good opportunities for creation of roles such as a leader and a
presenter in the group as the students do different activities.
46
3. Communication
Communication in this unit will be enhanced as students discuss either in pairs, in
groups or as a class. It is important therefore to ensure features required in good
communication such as listening, correct use of grammar, pronunciation of words, and
clarity is well enhanced during discussions and presentation.
When discussing relations in plants, students could be made aware that the use of
certain pesticides and detergents could inhibit the uptake of water and minerals
salts by plants. These substances might also inhibit enzymes. Certain practices of
farming, for example, irrigation lead to accumulation of salts after irrigation water
is drained off from the farmland. Students could also be made aware that Sulphur
dioxide emitted from vehicles causes acid rain precipitation that could interfere with
opening and closing of stomata in addition to damaging the leaves. This would affect
productivity of crops.
2. Peace values
For a society to flourish, then peace plays a very important role. Encourage students to
work in unity regardless of their gender, race and tribe as they learn this unit. During
their discussions either as a class or group show them ways of solving different issues
that arise peacefully and encourage students to appreciate each other as they share
and compare their findings.
3. Life skills
In this unit, challenge learners to apply the skills acquired in class to solve some of
the challenges that they encounter in their daily life. Let them know that physiological
processes such as diffusion, osmosis and active transport play an important role in
growth of plants, digestion, and excretion, transmission of nerve impulses and feeding
of insectivorous plants. Encourage them to do more research on how physiological
processes play a role in different organisms.
3.1 & 3.2 Structure and properties of the cell membrane and
Diffusion
Many substances are made up of molecules which are always under a constant random
motion.This motion enables molecules to move from one region to another.The motion
of a molecule in solution is constantly affected by collisions with other molecules, which
results in random motion. Diffusion, which is an important aspect in living systems,
47
occurs in response to molecular motion and to a concentration gradient, that is,
molecules moving from areas of high concentration to areas of low concentration until
an equilibrium is established. Some of the examples where diffusion takes place in living
organisms include oxygenation of blood in the lungs and the exchange of nutrients into
cells and waste products out of cells.
Activities 3.1, 3.2 and 3.3
The activities below will enable learners acquire observation and practical skills as
they set up their experiments in pairs and in groups. Ensure all the apparatus required
for the activities are available before the lesson starts.
For activity 3.1, divide the class into pairs and provide each pair with the relevant
materials for the experiment. Introduce the practical activity by asking learners what
they usually see happening to smoke from fire. Let learners brainstorm and then
introduce the topic by using discovery method. Allow learners to carry out the two
activities i.e. activities 3.1 and 3.2 on diffusion as demonstrated by ink, perfume in
activity 3.1 and potassium permanganate (VII) crystals in water in activity 3.2. Take
them through the procedure step by step and then allow them to do the activity on
their own as you go round the class observing closely. Let the students describe what
they see happening when a drop of ink and potassium permanganate (VII) are dropped
into the water and what happens when a bottle of perfume at one corner of the class is
opened. Allow them to share their findings and take them through the facts as outlined
in the student’s book under the facts.
In activity 3.3, place learners into groups and then provide them with the required
materials for the experiment. Guide learners to carry out this activity by taking
them through the procedure and demonstrating to them what is expected from this
activity. You can then allow learners to discuss in their groups as they carry out the
same activity on their own. Explain to them the purpose of using a visking tubing in
this experiment as you go round the class checking how different groups work. After
the experiment, ask student’s questions at the end of the experiment as they provide
the response.You can also allow them to ask questions as you respond to them. Explain
to them that the colour of starch only changes when it meets with iodine molecules.
Therefore, for the blue-black colour to be noticed, either the iodine molecules diffused
through the visking tubing or the starch molecules diffused through.
A l l o w students t o relate the movement, to the structure of the visking tubing.
Conclude the lesson by giving student’s definition of diffusion and asking them to do
research on other experiments that involve diffusion of substances. Make sure learners
take notes and fill the table at the end of the experiment in their notebooks.
48
Observation - observe as learners work in their groups. Are they capable of
designing the experiment on their own? Are the learners able to observe any colour
change? How do they account for the results obtained?
Conversation - talk to learners whilst they are doing the experiment. Ask them
whether they expected to find the results they have obtained?
Product - look at the results obtained by learners. Do they reflect the expected
outcome of the experiment? Are the results filled on the table correct?
Activity 3.4
In this activity, learners are challenged to work in pairs to plan and design an experiment
aimed at determining how surface area to volume ratio affects the rate of diffusion.
Allow learners to be in pairs and let them choose from the materials provided the likely
materials they may use to design this experiment. Take them through the procedure
step by step and allow the pairs carry out the experiment on their own. Let them fill
the table provided using the potato cube dimensions they cut and use their values to
complete the rest of the table. Allow the pairs to share their ideas and compare their
results. Are the results the same or different? Choose at least four pairs randomly from
the class to make a short presentation on their results and based on their results let
them briefly explain from their experiment how surface area to volume ratio affects
the rate of diffusion. After the presentations, you can now explain to learners how
surface area to volume ratio affects the rate of diffusion and relate it to different
organisms. Make sure that the learners are clear about their tasks and that they take
notes in their notebooks.
Observation - observe as learners carry out practical activity in pairs. Are they able
to carry out the activity on their own?
Conversation - talk to the pairs as they carry out the activity. Are they able to
explain how the surface area to volume ration affects diffusion?
Product - look at the tables presented by each pair. Are the results obtained correct?
Do the results reflect what was expected at the end of the experiment?
49
1. Amoeba is a small organism and has a greater surface area to volume ratio
compared to its volume than in human beings.Therefore, diffusion of substances
is faster compared to larger organisms like human beings.
2. When the temperature of particles is increased, the kinetic energy of particles
also increases making the particles to move faster hence higher diffusion rate.
The lower the temperature the lower the rate of diffusion.
3 a) In digestion - when oxygen diffuses from the lungs into the blood and from the
blood cells into the muscles.
b) It occurs during pregnancy, when food and oxygen reach the foetus from the
mother’s body.
3.3 Osmosis
Activity 3.5
This is a practical activity and it involves demonstrating osmosis using a visking tubing.
Introduce the concept using the discovery method. Start by organizing the class
into groups and provide each group with the required materials for the experiment.
Take learners step by step through the procedure first without doing the practical,
so that they are aware of what they should do before they start. Let learners predict
how the visking tubing with a sugar solution which was half full, at the start, can
f i l l up when immersed in water, yet it is tied up at both ends. Allow the learners
to brainstorm and come up with a possible suggestion about this phenomenon. Ask
learners to carry out Procedure I in student’s book page 69 on their own by filling the
visking tubing with sugar solution, and tying up both ends of the tubing.This should
then be immersed in a beaker of distilled water. Let students observe and record the
observations made. For procedure II, let learners carry out the activity on their own
and record their observations in their notebooks. Ask them if the observation made
in procedure II is similar to the one in procedure I and explain the term osmosis. Move
round the class as you observe how each group carry out the activity. You may allow
learners to make mistakes since mistakes is part of learning.
Emphasise to student’s that unlike diffusion, which involves any type of molecule in
liquid or gaseous state, osmosis only involves water molecules and that these water
molecules move from an area of where they are in high concentration to an area
where there is a low concentration, just like in diffusion, but through a semipermeable
50
membrane. Make sure that learners take notes in summary form and provide answers
to the study questions in their notebooks.
Observation - listen to the conversation between learners as they carry out the
experiment. Are they capable to account for the swelling and shrinking of the visking
tubing?
Conversation - talk to learners as they perform the activity. Are they able to relate
the experiment with osmosis?
Product - look at each groups work. Do the groups obtain the right results?
3.4 Solute, solution and solvents

Activity 3.6
In this activity, learners are required to understand what is meant by the term
solute, solvent and solution. Let the students understand that a solution with a high
concentration of water molecules can be described as a dilute solution and a solution
with low concentration of water molecules can be described as a concentrated solution.
You can then allow learners to work as a class. Take the class through the procedure
step by step as you demonstrate to learners what is expected from this activity. Ask
learners to then perform the activity on their own as you observe and checking to it
that they are doing the correct thing. Make sure that the learners are clear about their
tasks and ensure that they take notes in their notebook. You can also refer them to the
student’s book to explain the terms isotonic, hypotonic and hypertonic solutions.
Observation - observe as learners carry out the activity as a class. Are they able to
follow the steps in the procedure and carry out the activity on their own?
Conversation - talk to learners as they carry out the activity. Ask them to form rows
and leave small space for one to pass through.
Products - are the students capable of explaining the term solute, solution and solvent
from the activity?
Activity 3.7, 3.8 and 3.9
Activities 3.7, 3.8 and 3.9 are all practical activities and are aimed at demonstrating
how osmosis takes place in a living tissue. Introduce the activities by having a general
51
class discussion. Let students know that both plant and animal cells take up substances
into them or release substances out of them either by diffusion, osmosis and active
transport and that these physical processes have various roles in plants and animals.
For activity 3.7, divide the class into different groups and provide each group with the
required materials for the experiment. Take them through the procedure as outlined in
learner’s book as you demonstrate to them what is expected in each step. Ensure that
the set-up is in a position where each learner can easily observe. After carrying out
a demonstration, you may allow learners to carry out activities 3.8 as a group and
activity 3.9 in pairs as you observe. Let them go through the procedure on their own
and you may provide assistance where need be. Allow learners to make mistakes since
mistakes is part of learning as you correct them.
Ensure team work and communication is enhanced throughout the activities.At the end
of each experiment, allow learners to share their findings and give an opportunity for
different groups to make a presentation as other learners listen. Ensure that learners
take notes and provide answers to study questions.
Observation - observe as learners do the activity. Are they able to design the
experiment on their own?
Conversation - talk to leaners as they carry out the experiment. Are they able to
choose the right materials for the experiment from the list provided?
Product -look at how learners fill the table. Are the answers provided correct? Look at
their drawings at the end of the experiment. Do their drawings reflect the observations
made from the experiment?
3.5 Water relations in plants and animal cells

Activity 3.10
Introduce the activities by first having a general class discussion before asking students
to do the activity. Ask students to describe what they think is the immediate environment
of cells inside their bodies i.e. what they imagine immediately surrounds a cell in their
body.
Explain that all cells in their bodies are surrounded by a fluid medium, and that water
sometimes leaves the cells to this fluid medium and vice versa by osmosis. Point out that
cells in the skin lose water to the environment or air through sweating.
52
Ask them if they think this movement of water to and from their cells, leaves the cell
unaffected. Let them suggest the possible effect to an organism of movement of water:
i) out of the cells
ii) into the cells.
For example i) what would happen to a plant if all cells lose water by osmosis to the
air, i.e. on a hot day? ii) What would be the effect of excessive sweating on a hot day?
Using discovery method, guide students to carry out the activity.
In activity 3.10, place learners into different groups depending on the availability of
materials available. Take learners through the procedure step by step as outlined in
learner’s book. Ask them to predict the likely outcome of this experiment? You can
then allow them to the activity on their own as you observe. Move round the class to
ascertain that each group is doing the activity.
Caution learners to handle the microscope provided with great care since it is an
expensive tool. Allow each group to share their findings and ensure learners take
summarized notes in their notebooks.
Observation - Listen to the conversation of learners as they carry out the activity.
Are they able to observe the specimen through the microscope and make a correct
drawing?
Conversation - Talk to learners as they carry out the activity. Are their observations
similar to other groups?
Product - look at their drawing. Are they correct? Are their diagrams well labelled?

1. B
2. C
3. C
4. a) Ensure the visking tube is swollen.
b) Glucose is osmotically active. Water is drawn into the visking tubing and it
swells.
c) Cell membrane.
53
5. Plant cell has a cellulose cell wall which prevents the plant from bursting.
Animal cells have a cell membrane which is semi-permeable hence will draw in
water by osmosis and burst.
6. Plant cell have a tough cellulose cell wall which resists stretching hence gives
the plant a fixed shape while animals have no cell wall instead they have cell
membrane hence irregular in shape.
3.6 Active transport

Activity 3.11
Introduce this activity by asking students how molecules bigger than water like glucose,
that are too big to pass through the membrane pores, cross into a cell to be used to
provide energy for the cell. Let learners think and provide a response. You can then
introduce activity 3.11 which involves a demonstration aimed at showing how active
transport takes place in living organisms. Organise students into pairs and let them go
through the procedure as outlined within the activity to design an experiment. Provide
them with the materials and move round the class observing how different pairs design
the experiment on their own. Allow each pair to compare their findings with the rest
of the class. You can then ask some learners to give a short presentation in class as
others listen.
Correct where need be and conclude the lesson by explaining to learners some of
the factors that affect active transport. Ask learners to research on the role of active
transport in both plants and animals. Ensure learners take notes and answer the
questions in Self -Test 3.3 and Check Your Progress 3.
Observation - observe the pairs as they do the activity. Are the pairs capable of
designing the experiment on their own?
Conversation - talk to learners whilst they set up the experiment. Are they capable of
designing another experiment that can be used to demonstrate active transport?
Product - look at each pairs work. Do they depict active transport?
54
Answers to self-test 3.3
1. C
2. C
3 a) Mineral ions will not be taken up the plant.
b) A respiratory poison makes an enzyme inactive and results to lack of
energy. Lack of energy prevents active transport from taking place.
Answers to Check your progress 3

1. (a) A: water
B: dilute sucrose solution
C: concentrated sucrose solution
D: water
(b) Liquid is in water: the water molecules move by osmosis from the beaker
through the partially permeable membrane into the sucrose solution (C)
causing a rise in the initial level of the liquid in the tube.
2. (a) distilled water (b) turgid.
(c) The c e l l contents are more concentrated than the surrounding water. The
water molecules moves into the cell by osmosis,then swells and becomes turgid.
3. (a) There is more depth of dye that penetrates into cube A than cube B in 10
minutes.
(b) Cube A has a large surface area to volume ratio than cube B. Therefore, the
dye has a larger surface area over which to diffuse compared to the volume,
so it penetrates more in cube A.
4. (a) (i) the starch would change colour to blue-black. The level in the capillary
tube would rise.
(ii) Iodine molecules are small enough to diffuse through the visking tubing.
Starch molecules are too big to cross through. Therefore, the iodine
diffuses into the visking tubing and changes the starch into blue-black, as
iodine enter the visking tube, the level in the capillary tube rise.
55
(b) (i) The level in the capillary tube would rise.
(ii) Water moves into the visking tube by osmosis because the sucrose
solution is hypertonic to the distilled water.
5. (i) Water would start filling up into the potato cup.
(ii) The cells in the potato tissue would lose water to the more concentrated
sugar by osmosis, in turn absorb more from the beaker.
(iii) No change: boiling denatures the enzyme in the potato cells and the cells
die. Therefore they become osmotically inactive.
6. (a) (i) Petri dish C (ii) Petri dish B (iii) Petri dish A
(b) Petri dish C
The petiole is curved in such a way that the inside of it is outwards. The cells on
the cut surface take in water by osmosis, swell and become turgid because the
petiole was put in water which is hypotonic to the cell contents. Increase in
size thus the curvature.
Petridish B
The leaf petiole was placed in strong salt solution, which is hypertonic to the contents
of the cells on cut surface of the petiole. These cells lose water by osmosis and
become flaccid. The outside of the petiole remains firm. The whole petiole curves
with the cut surface curved in.
Petridish A
No change thus petiole is the control experiment.
7. Because it involves diffusion of water from a high concentration of
water molecules (dilute solution) to an area of low concentration of water
molecules (concentrated solution) through a semi-permeable membrane.
8. The onion cell and cheek cell can take up water by osmosis so that cell
reactions have a medium in which to occur. Cell can also remain turgid and keep
their shape.
9. Mammalian cells have a cell membrane only. Plant cells have a cell membrane
and a cell wall.
A cell wall is made up of rigid cellulose material which a cell membrane does not
have. Mammalian red blood cells take up water by osmosis and keep swelling.
When the cell membrane cannot withstand increasing pressure inside the cell
anymore, then it bursts. But in a plant cell,the wall resists the increase in pressure
56
due to the increased intake of water by osmosis. Both cells have their internal
concentrations at a higher concentration or osmotic pressure compared to the
distilled water. That is why the water moves into the cell by osmosis.
10. (a) Plasmolysis occurs when a plant cell placed in a hyper tonic solution
loses water by osmosis until the cytoplasm shrinks away from the cell
membrane; the sap vacuole reduces in size due to water loss and the cell
becomes flaccid. The shape of the cell is not completely distorted due to
the presence of the rigid cell wall.
(b) When cells are placed in hypertonic solutions they lose water by osmosis.
(c) No, animal cells do not have a rigid cellulose cell wall. They only have a
cell membrane. When placed in a hypertonic solution, they lose water to an
extent that the cell gets completely shrunken and distorted.
(d) There are no plasmolysed cells. This could be because the molarity
or concentration of 0.55M is hypotonic or isotonic to the cell contents.
Therefore the cell does not lose any water.
(e) The higher the molar concentration of sucrose solution, the higher the
percentage of plasmolysed cells.
(f) The whole plant would appear wilted and withered.
11. ( a ) (i) Ensure students have drawn a plasmolysed cell.
(ii) Plasmolysed cell.
(iii) The cell is flaccid and shrunken, since the solution outside the cell is
of a higher concentration than the concentration of the cell contents,
the cell loses water by osmosis from the cytoplasm as well as
the sap vacuole. The cytoplasm shrinks and pulls away from the cell
membrane.The sap vacuole decreases in size. The whole cell looks
shrunken.
(iv) Haemolysis
(b) (i) It is described as being crenated.
It appears small, shrunken with a distorted shape.
(ii) It would regain its shape and become turgid due to taking water in by
osmosis note if it stays in the distilled water for long, it will undergo
haemolysis.
57

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1

South Sudan South Sudan

The book comprehensively covers the Secondary 1 syllabus as developed by

Each year comprises of a Student’s Book and Teacher’s Guide

©2018,THE REPUBLIC OF SOUTH SUDAN, MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.

This book is the property of the Ministry of Funded by:

THIS BOOK IS NOT FOR SALE

Deng Deng Hoc Yai, (Hon.)

Unit 2: The Cell ................................................................................................ 28

Unit 3: Movement of substances in and out of the cell ................................ 45

The aim of the South Sudan Competence-based Curriculum is to develop t h e

1. Critical and creative thinking

Teacher’s role and basic skills for effective Biology lesson

Most of the b i o l o g i c a l activities suggested in the student’s book are carried

Learn about Key inquiry questions

Links to other subjects:

Introduction to the unit

3. Critical and creative thinking

1.2 Importance of studying Biology

1.3 Characteristics of living things

Answers to Self-Test 1.1

1.4 Various life forms of organisms

Answers to Self-Test 1.2

Answers to Self- Test 1.3

1.6 Taxonomy hierarchy of classification

1.8 Dichotomous key

Answers to Self-Test 1.5

Learn about Key inquiry questions

Introduction to the unit

Throughout this unit, students will be expected to discuss in pairs, in groups or as a

1. Environmental awareness and sustainability

Answers to self-Test 2.1

(Refer to Student’s book page 29)

2.3 Parts and functions of a light microscope

Answers to Self -Test 2.2

(Refer to Student’s book page 35)

2.4 Structure of plant and animal cells

This is a research activity aimed at determining functions of different parts of plants

Answers to Self -Test 2.3

(Refer to Student’s Book page 44)

Answers to Self -Test 2.4

(Refer to Student’s Book page 45)

Plant cell Animal cell

Answers to Self-Test 2.5

(Refer to Student’s Book page 53)

Advantages of cell specialization

Answers to Self-Test 2.6

Answers to Check your Progress 2

Learn about Key inquiry questions

Introduction to the unit

1. Creative and critical thinking

3.4 Solute, solution and solvents

3.5 Water relations in plants and animal cells

Answers to Self-Test 3.2

(Refer to Student’s Book page 79)

3.6 Active transport

Answers to Check your progress 3