S4 Biology T.G All Unit Final - Rwanda Education Board
BiologyS4Teacher GuideFirst EditionKigali January 2019
Copyright 2019 Rwanda Education BoardAll rights reserved.This Teacher’s Guide is the property of Rwanda Education BoardCredit should be given to REB when the source of this book is quoted.
FOREWORDDear teacher,Rwanda Education Board is honoured to present Senior 4 Biology teacher s guide whichserves as a guide to competence-based teaching and learning to ensure consistency andcoherence in the learning of the biology subject. The Rwandan educational philosophyis to ensure that learners achieve full potential at every level of education which willprepare them to be well integrated in society and exploit employment opportunities.In line with efforts to improve the quality of education, the government of Rwandaemphasizes the importance of aligning teaching and learning materials with the syllabusto facilitate their learning process. Many factors influence what they learn, how wellthey learn and the competences they acquire. Those factors include the relevance ofthe specific content, the quality of teachers’ pedagogical approaches, the assessmentstrategies and the instructional materials available. Special attention was paid to theactivities that facilitate the learning process in which learners can develop ideas andmake new discoveries during concrete activities carried out individually or with peers.With the help of the teachers, learners will gain appropriate skills and be able to applywhat they have learnt in real life situations. Hence, they will be able to develop certainvalues and attitudes allowing them to make a difference not only to their own lives butalso to the nation.This is in contrast to traditional learning theories which view learning mainly as a processof acquiring knowledge from the more knowledgeable who is mostly the teacher. Incompetence-based curriculum, learning is considered as a process of active buildingand developing of knowledge and understanding, skills, values and attitudes by thelearner, where concepts are mainly introduced by an activity, situation or scenario thathelps the learner to construct knowledge, develop skills and acquire positive attitudesand values.In addition, such active learning engages learners in doing things and thinking aboutthe things they are doing. They are encouraged to bring their own real experiences andknowledge into the learning processes. In view of this, your role is to: Plan your lessons and prepare appropriate teaching materials. Organize group discussions for learners considering the importance of socialconstructivism suggesting that learning occurs more effectively when the learnerworks collaboratively with more knowledgeable and experienced people. Engage learners through active learning methods such as inquiry methods, groupdiscussions, research, investigative activities and group and individual work activities. Provide supervised opportunities for learners to develop different competences bygiving tasks which enhance critical thinking, problem solving, research, creativityand innovation, communication and cooperation.Teachers’ Guidei
Support and facilitate the learning process by valuing learners’ contributions in theclass activities. Guide learners towards the harmonization of their findings. Encourage individual, peer and group evaluation of the work done in the classroomand use appropriate competence-based assessment approaches and methods.To facilitate you in your teaching activities, the content of this teacher s guide is selfexplanatory so that you can easily use it. It is divided in 3 parts:The part 1: Explains the structure of this book and gives you methodological guidance;The part 2: Gives the sample lesson plans as reference for your lesson planning process;The part 3: Provides details the teaching guidance for each concept given in the studentbook.Even though this teacher s guide contains the answers for all activities given in thelearner’s book, you are requested to work through each question and activity beforejudging learner’s findings.I wish to sincerely appreciate all people who contributed towards the development ofthis teacher s guide, particularly REB staff who organized the whole process from itsinception. Special gratitude goes to the University of Rwanda which provided expertsin design and layout services, illustrations and image anti-plagiarism, lecturers andteachers who diligently worked to successful completion of this book. Any commentor contribution would be welcome for the improvement of this Teacher’s guide for thenext edition.Dr. NDAYAMBAJE IrénéeDirector General of Rwanda Education BoardiiTeachers’ Guide
ACKNOWLEDGEMENTI wish to express my appreciation to all the people who played a major role indevelopment of this Biology textbook for senior four. It would not have been successfulwithout active participation of different education stakeholders.I owe gratitude to different Universities and schools in Rwanda that allowed their staffto work with REB in the in-house textbooks production project. I wish to extend mysincere gratitude to lecturers, teachers and all other individuals whose efforts in oneway or the other contributed to the success of writing of this textbook.Special acknowledgement goes to the University of Rwanda which provided experts indesign and layout services, illustrations and image anti-plagiarism.Finally, my word of gratitude goes to the Rwanda Education Board staff particularlythose from the Curriculum, Teaching and Learning Resources Department (CTLRD)who were involved in the whole process of in-house textbook writing.Joan MURUNGI,Head of Curriculum, Teaching and Learning Resources DepartmentTeachers’ Guideiii
ivTeachers’ Guide
ContentsFOREWORDACKNOWLEDGEMENTI. GENERAL INTRODUCTION1.1 Structure of the guide1.2 Methodological guidanceiiiixixixivII. SAMPLE LESSON PLANxxviiIII. UNIT DEVELOPMENTxxxUNIT 1: INTRODUCTION TO BIODIVERSITY11.1 Key unit competence1.2 Prerequisite (knowledge, skills, attitudes and values)1.3 Cross-cutting issues to be addressed1.4 Guidance on the introductory activity1.5 List of lessons/sub-heading11123UNIT 2: INTRODUCTION TO CLASSIFICATION232.1 Key unit competence2.2 Prerequisites2.3Cross-cutting issues to be addressed2.4 Guidance on the introductory activity2.5 List of lessons.2.6 Summary of the unit2.7 Additional Information2.9 Additional activities2323232425383943UNIT 3: MICROSCOPY493.1 Key unit competence3.2 Prerequisite (knowledge, skills, attitudes and values)3.3 Cross-cutting issues to be addressed3.4 Guidance on the introductory activity3.5 List of lessons/sub-heading (including assessment).4949495051UNIT 4 : CELL STRUCTURE AND SPECIALIZATION69Teachers’ Guidev
4.1 Key unit competence4.2 Prerequisites4.3 Cross-cutting issues4.4 Guidance on the introductory activity4.5 List of lessons/ sub-heading4.6 Summary of the unit4.7 Additional Information4.8 Answers for the End unit assessment4.9 Additional activities696969707182828285UNIT 5: DIVERSITY OF SPECIALIZED TISSUES895.1 Key unit competence5.2 Prerequisite (knowledge, skills, attitudes and values)5.3 Cross-cutting issues to be addressed5.4 Guidance on the introductory activity5.5 Teaching/learning resources; text books, flip charts, scotch.5.6 Summary of the unit5.7 Additional Information5.8 End of unit assessment5.9: Additional activities8989899091102103103104UNIT 6: TESTING FOR BIOLOGICAL MOLECULES1096.1 Key unit competence6.2 Prerequisite (knowledge, skills, attitudes and values)6.3 Cross-cutting issues to be addressed6.4 Guidance on the introductory activity6.5 List of lessons/sub-heading6.6 Summary of the unit6.7 Additional information6. 8 Answers for end of unit assessment6. 9 Additional activity109109109110110116116117120UNIT 7: CARBOHYDRATES AND LIPIDS1257.1 Key unit competence7.2 Prerequisite (knowledge, skills, attitudes and values)7.2 Cross-cutting issues to be addressed7.3 Guidance on the introductory activity125125125125viTeachers’ Guide
7.4 Teaching/learning resources7.5 List of Lessons/sub-heading7.6 Summary of the unit.7.7 Additional information7.8 Answers for end of unit assessment 77.9 Additional activities126126134134134135UNIT 8: PROTEINS AND WATER1398.1 Key unit competence8.2 Prerequisites (knowledge, skills, attitudes and values)8.3 Cross-cutting issues to be addressed8.4 Guidance on the introductory activity8.5 List of Lessons/sub-heading.8.6 Summary of the unit.8.7 Answers for end unit assessment.8.8 Additional activities139139139139140144144144UNIT 9 : VITAMINS AND MINERALS1479.1 Key Unit Competence9.2 Prerequisites (Knowledge, skills, attitudes and values)9.3 Cross-cutting issues to be addressed9.4 Guidance on the introductory activity9.5 List of lessons/sub-heading9.6 Summary of unit9.8 Answers for End of unit assessment 99.9 Additional activities147147147149149155156156UNIT 10: ENZYMES15910.1 Key unit competence10.2 Prerequisites (knowledge, skills, attitudes and values)10.3 Cross-cutting issues to be addressed10.4 Guidance on the introductory activity10.5 List of lessons/sub-heading10.6 Summary of the unit 1010.7 Additional information10.8 Answers for End of unit assessment 1010.9 Additional activities159159159159160167168171174Teachers’ Guidevii
UNIT 11: PRINCIPLES OF GAS EXCHANGE SYSTEMS18111.1 Key Unit Competence11.2 Prerequisites (knowledge, skills, attitudes and values)11.3 Cross-cutting issues to be addressed11.4 Guidance on the introductory activity11.5 List of lessons/sub-heading11.6 Summary of unit11.7 Additional information11.8 Answers for End of unit assessment11.9 Additional activities181181181181182188188190192UNIT 12: GAS EXCHANGE IN PLANTS19712.1 Key unit competence12.2 Prerequisite (knowledge, skills, attitudes and values)12.3 Cross-cutting issues to be addressed12.4 Guidance on the introductory activity12.5 List of lessons12.6 Summary of the unit12.7 Additional information12.8 Answers of end of unit assessment12.9 Additional activities197197197197198202203205206UNIT 13: GROWTH AND DEVELOPMENT INPLANTS AND ANIMALS20913.1 Key Unit Competence13.2 Prerequisites (Knowledge, skills, attitudes and values)13.3 Cross-cutting issues to be addressed13.4 Guidance on the introductory activity13.5 List of lessons/sub-headings13.6 Summary of unit13.7 Additional information13.8 Answers for End of unit assessment 1313.9 Additional activities209209209209210221221221223UNIT 14 : SUPPORT AND LOCOMOTION22914.1 Key unit competence14.2 Prerequisite (knowledge, skills, attitudes and values)229229viiiTeachers’ Guide
14.3 Cross-cutting issues to be addressed14.4 Guidance on the introductory activity14.5 List of Lessons14.6 Summary of the unit14.7 Additional information14.8 Answers for End of unit assessment14.9 Additional activities229230231240241241243UNIT 15: CLASSIFICATION AND PATTERNS OF DISEASE24715.1 Key unit competence15.2 Prerequisite (knowledge, skills and attitudes)15.3 Cross-cutting issues to be addressed1.5.4 Guidance on the introductory activity15.5 List of lessons/sub-heading15.6 Summary of the unit15.7 Additional Information for teacher15.8 Answers for end of unit assessment15.9 Additional activities247247247248249259259260261UNIT 16: ASEXUAL REPRODUCTION IN PLANTS26716.1 Key unit competence16.2 Prerequisite (knowledge, skills, attitudes and values)16.3 Cross-cutting issues to be addressed16.4 Guidance on the introductory activity.16.5 List of lessons/sub-heading16.6 Summary of the unit16.7 Additional information16.8 Answers for End of unit assessment 16267267267268268275276276UNIT 17: SEXUAL REPRODUCTION IN PLANTS28117.1 Key unit competence17.2 Prerequisites17.3 Cross-cutting issues to be addressed17.4 Guidance on the introductory activity17.5 List of lessons17.6 Summary of the unit17.7 Additional information for teachers281281281282282289290Teachers’ Guideix
17.8 Answers for end of unit assessment 1717.9 Additional activities290292UNIT 18: MICROBIOLOGY29718.1 Key Unit Competence18.2 Prerequisite (knowledge, skills and attitudes)18.3 Cross-cutting issues to be addressed18.4 Guidance on the introductory activity18.5 List of lessons/sub-heading18.6 Summary of the unit18.7 Additional Information for teachers18.8 Answers for end of unit assessment 1818.9 Additional activities297297297298299311312312314UNIT 19: CULTURING MICROORGANISMS32119.1 Key unit competence:19.2 Prerequisites19.3 Cross-cutting issues to be addressed:19.4 Guidance on the introductory activity19.5 List of lessons.19.6 Unit summary19.7 Additional Information19.8 Answers for end of unit assessment 1919.9 Additional activities19.321321321322323332333333336UNIT 20: BIOTECHNOLOGY AND ITS APPLICATION34120.1 Key Unit Competence20.2 Prerequisite20.3 Cross-cutting issues to be addressed20.4 Guidance on the introductory activity20.5 List of lessons20. 6 Summary of the unit20.7 Additional information for the teacher20.8 Answers of end of unit assessment20.9 Additional activity341341341342342352353353355xTeachers’ Guide
I. GENERAL INTRODUCTIONRwanda is striving to build a knowledge-based economy, with particular emphasis onscience and technology as engine for socio-economic development. One of the nationalpriorities in the education system is to ensure that the quality of education continuesto improve through closer integration of curriculum development, quality assuranceand assessment, improved supply of learning materials, particularly text books, andimproved teaching and learning strategies.The Nation has reviewed its curricula and teaching methods in order to equip thecritical mass of young people and population as whole with knowledge, skills andattitudes to be highly competitive in the region and global market. Therefore, since2015 a competence-based curriculum has been put in place to drive the nation to theeconomic development it desires as it is stipulated in vision 2020.This Biology Teaching Guide was collaboratively developed and reviewed by educatorsfrom public and private schools, colleges, and universities. Teaching Guide was studiedand reviewed by education curriculum developers and pedagogy experts, and wasimproved with appropriate methodologies and strategies. Rwanda Education Boardbelieves that teachers are the most important partners in improving education qualityand key factor in determining learners’ success. Incorporated in this Teaching Guide is aframework that will guide them in creating lessons and assessment tools, support themin facilitating activities and questions, and assist them towards deeper content areasand competencies to be achieved by the learners.Through this Teaching Guide, teachers will be able to facilitate an understanding ofthe value of the lessons, for each learner to fully engage in the content on both thecognitive, psychomotor and affective levels of learning.Teachers should also aim for deep understanding of the subject matter where theylead learners to analyze and synthesize knowledge. When teachers empower learnersto take ownership of their learning, they develop independence and self- direction,learning about both the subject matter and themselves.This Teaching Guide is mapped and aligned to the National Curriculum, designed tobe highly usable for teachers. It contains classroom activities and pedagogical notes,and is integrated with innovative pedagogies. All of these features are presented inthe different parts of this guide which provides also a hands-on/laboratory activity,connecting to a real-life problem and show step-by-step solutions to sample problemsin each unit.1.1 Structure of the guideThis section presents the overall structure, the unit and sub-heading structure to helpteachers to understand the different sections of this guide and what they will find ineach section.Teachers’ Guidexi
Overall structureThe whole guide has three main sections as follow:Section 1: MethodologyThis section provides general guidance, on methodology how to develop the genericcompetences, how to integrate cross cutting issues, how to cater for learners withspecial educational needs, active methods and techniques of teaching biology andguidance on assessment.Section 2: Sample lesson planThis part provides a sample lesson plan, developed and designed to help the teacherdevelop their own lesson plans.Section 3: Unit developmentThis is the core part of the guide. Each unit is developed following the structure below.The guide ends with references.1) Structure of a unitEach unit is made up of the following sections: Unit title: from the syllabus Key unit competence: from the syllabus Prerequisites (knowledge, skills, attitudes and values) This section indicates knowledge, skills and attitudes required for the successof the unit. The competence-based approach calls for connections betweenunits/topics within a subject and interconnections between different subjects.The teacher will find an indication of those prerequisites and guidance on howto establish connections. Cross-cutting issues to be addressed This section suggests cross cutting issues that can be integrated depending onthe unit content. It provides guidance on how to come up with the integrationof the issue. Note that the issue indicated is a suggestion; teachers are freeto take another cross-cutting issue taking into consideration the learningenvironment. Guidance on the introductory activity Each unit starts with an introductory activity in the learner’s book. This sectionof the teacher’s guide provides guidance on how to conduct this activity andrelated answers. Note that learners may not be able to find the right solutionbut they are invited to predict possible solutions or answers. Solutions arexiiTeachers’ Guide
provided by learners gradually through discovery activities organized at thebeginning of lessons or during the lesson. List of lessons/sub-heading This section presents in a table a list of lessons that are in a unit, lessonobjectives copied or adapted from the syllabus and duration for each lesson.Each lesson /subheading is then developed. End of each unit At the end of each unit the teacher’s guide provides the following sections: Summary of the unit which provides the key points of content developed inthe student’s book. Additional information which provides additional content compared tothe student’s book for the teacher to have a deeper understanding of thetopic. End of unit assessment which provides the answers to questions ofend unit assessment in the textbook and suggests additional questions andrelated answers to assess the key unit competence. Additional activities: remedial, consolidation and extended activities).The purpose of these activities is to accommodate each learner (slow, averageand gifted) based on end unit assessment results. Structure of each sub heading Each lesson/sub-heading is made of the following sections: Lesson /Sub heading title 1. Prerequisites/Revision/Introduction: This section gives a clear instruction to teacher on how to start the lesson Teaching resources This section suggests the teaching aids or other resources needed in line withthe activities to achieve the learning objectives. Teachers are encouraged toreplace the suggested teaching aids by the available ones in their respectiveschools and based on learning environment. Learning activities This section provides a short description of the methodology and anyimportant aspect to consider. It provides also answers to learning activitieswith cross reference to text book: Exercises/application activities/self -assessment This provides questions and answers for exercises/ application activities/selfassessmentTeachers’ Guidexiii
1.2 Methodological guidance1.2.1 Developing competencesThe competence-based curriculum employs an approach of teaching and learningbased on discrete skills rather than dwelling on only knowledge or the cognitivedomain of learning. It focuses on what learner can do rather than what learners know.Learners develop basic co
Rwanda Education Board is honoured to present Senior 4 Biology teacher s guide which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of the biology subject. The Rwandan educational philosophy is to ensure that learners achieve full potential at every level of education which will
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