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REPUBLIC OF LIBERIA MINISTRY OF EDUCATION NATIONAL
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MESSAGE FROM THE MINISTER OF EDUCATION, I wish to extend my thanks and appreciation to ECSEL UNESCO and all our partners for their immense contribution to this important task of revising and. strengthening of the National Curriculum Special thanks to USAID through LTTP for their funding and technical support in the harmonization or realignment of. the curriculum We extend sincere thanks and appreciation to the Bureau of Curriculum Development and Textbook Research the National Curriculum Taskforce. and the subject specialists from various institutions for the level of professionalism that went into this exercise. The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of education. transformation national reconstruction recovery and renewal in the aftermath of a devastating civil war Hence critical to this national challenge is the rebuilding. of the education sector as Liberians can not achieve the desired socio economic progress in the absence of a strong vibrant and productive education and training. The revised national curriculum has two features which include the regular core subject areas of Mathematics Science Language Arts and Social Studies and. emphasis is being given to the global challenge of HIV AIDS Peace Citizenship Human Rights and Environmental education Secondly the new curriculum is. developed in line with international standards especially those practiced and enshrined in the curriculum of our sisterly Republic of Nigeria and Ghana who are also. members of the West African Examinations Council WAEC. We wish to urge all our education partners including students teachers principals proprietors of schools and members of school boards to use this curriculum in. our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West African Senior Secondary Certificate. Examinations WASSCE come 2013 as envisaged by us in the education sector. May I conclude by once again saying big thank you to all those who contributed to make this project a success. Hon E Othello Gongar, INTRODUCTION, The senior high school revised Biology curriculum covers a biology course work over a three year period at the 10th 11th and 12th grade levels The overall goal of. the course of study is to enable students to demonstrate and apply knowledge of the general principles associated with the nature and continuity of living things. including basic structures of microorganisms multicellular plants invertebrates vertebrate and their relationship to man. A student centred approach is emphasized in this curriculum This is based on the firm belief that learning becomes more permanent meaningful and exciting. when students themselves take ownership of the learning process Teachers are therefore urged to contrive those classroom strategies that would engage. students actively in the teaching learning process. AIMS AND OBJECTIVES, Upon the completion of this course of study students will be able to. 1 Name and define the different branches of biology. 2 State the basic principles associated with the science of life including living conditions. 3 Explain the importance of biological knowledge in our everyday living. 4 Identify and analyze the problems involved in the survival of living things and develop an appreciation of nature. 5 Acquire basic scientific and intellectual skills such as observing classifying and interpreting data. 6 Acquire adequate laboratory and field skills to carry out experiments in Biology and conduct projects requiring the collection of primary data. 7 Develop the scientific attitude of problem solving and an acute sense of curiosity creativity and critical thinking. SEMESTER ONE, TOPIC BIOLOGY IT S BRANCHES THE STUDY OF CELL AS THE BASIC UNIT OF LIFE AND MOVEMENT OF SUBSTANCES. ACROSS CELL, SPECIFIC OBJECTIVES, Upon completion of this topic students will be able to.
1 List and discuss the branches of biology, 2 Name some contributors to the development of biology including. 3 Describe the characteristics of living thing including reproduction. 4 Describe the structure and composition of the cell and discuss their functions. 5 Distinguish between the basic functions of tissues organs and systems. 6 Draw and label the parts of the light microscope. 7 Demonstrate the use of the microscope in viewing specimen. 8 Distinguish between Akaryotic Prokaryotic and Eukaryotic cells. 9 Outline differences between plant and animal cells. 10 Discuss the movement of substances into and out of the cell. OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION, Realize that all livings Branches of Biology 1 Naming the branches A Primary Text Students will be required to list. things are made of cells a Definitions of Botany of biology and Baffour Asante Owusu et al Senior the branches of biology and. Zoology Anatomy explaining their High Biology Longman 2009 briefly discuss each. Attain the concept that Histology Physiology interrelationships Quizzes on the contributors to. living things have specific Ecology Entomology B Secondary Texts the development of biology. characteristics including Cytology Virology 2 Identifying and Sue Hocking et al OCR Biology Short answer questions on. reproduction that Bacteriology discussing three OCR Heinemann 2008 Characteristics of living. distinguish them from Microbiology Mycology contributors Doris Koto et al Senior Secondary things. nonliving things Parasitology including a Liberian Guide Biology Pearson 2000 Composition and functions. Endocrinology and to the development of Senior Secondary Guide of cell. Acquire the fundamentals Ichthyology the field of biology Functions of tissues organs. of laboratory skills in C Other Resources Supplementary and system. biology and the use of the Biological tools 3 Describing the Readings Students should use the light. microscope Light microscopes branches of biology Bob McDuell Senior High microscope to observe onion. Contributors that give insight into Integrated Science Pearson 2009 skin chick cells and elodea. Nationality and major STIs plant cells and draw and label. contributions of Biological charts on branches of them. a Aristotle 4 Describing the basic biology Practical assignments. b Carolus characteristics of Compound light microscopes. c Lineaus living things Onion bulbs, d Louis Pasteur including Tooth picks. e Koch reproduction Slides prepared, f Mendel Droppers. g Harvey 5 Drawing cells, Razor blade, h Parlov etc animal plant and.
Elodea plants, Living and Non living things labeling their parts. Iodine solution, a processes by which living, things can be distinguished 6 Drawing and labeling. from non living things the parts of the light, nutrition respiration excretion Microscope and. irritability movement growth explaining their, and reproduction functions. b characteristics and examples, of plants and animals 7 Identifying some.
c distinguishing laboratory materials, characteristics and examples and apparatus and. Euglena a boarder organism stating their uses, between animals and plants. Cell 8 Microscope, a Basic structure and observing a onion. functions of parts of a cell skin b chick cells, b Movement of substances and c elodea plant. into and out of the cell cells, osmosis diffusion, facilitated diffusion active.
transport endocytosis, pinocytosis phagocytosis, and exocytosis. SEMESTER ONE, TOPIC THE HIERACHY AND DIVERSITY OF LIVING THINGS AND UNICELLULAR ORGANISMS. SPECIFIC OBJECTIVES, Upon completion of the topic students will be able to. 1 Outline the diversity of living things and explain what classification taxonomy means. 2 Discuss the basis of taxonomy, 3 Discuss the basis on which living things are named classified. 4 Discuss the relationship of viruses to living and non living things. 5 State the major characteristics of the kingdoms Prokaryotae bacteria Protista protists Fungi fungi Plantae Plants and Animalia animals. 6 Draw and label a representative organism found in each kingdom. 7 Classify organisms into kingdom phylum class order family genus and species. 8 State the basic characteristics of unicellular organisms. 9 Draw and label ameba paramecium trypanosome and plasmodium. 10 Describe those characteristics that qualify unicellular organisms to be considered living organisms. 11 Name unicellular organisms that are causative agents of diseases and the diseases they cause. OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION, Realize that organisms 1 Classification of living 1 Selecting and classifying A Primary Text Short answer questions on.
are classified things and the organisms on the basis of Baffour Asante Owusu the general classification. systematically based importance of this their characteristics and et al Senior High of living things with. on biological keys classification biological keys Biology Longman specific reference to some. 2 Organizational plan for 2009 common West African. Demonstrate classification Kingdom 2 Listing the general organisms. knowledge of the Phylum Class Order characteristics of each B Secondary Texts Students to state the. similarities and Family Genus and kingdom Sue Hocking et al OCR causes effects and. differences among the Species Biology preventions of malaria and. five major kingdoms 3 Unicellular organisms 3 Drawing and labeling a OCR Heinemann dysentery. of living things a STI causing representative organism of 2008 Using a matching list. agents Fungus each kingdom, Attain the concept that Bacteria Virus Doris Koto et al Senior students should be able. life evolved from the Protozoa 4 Drawing and labeling the Secondary Guide classify the characteristics. simplest to the Sarcodina ameba structures of unicellular Biology Pearson 2000 of the five kingdoms of. complex forms and disease organisms Senior Secondary Guide living things. that in its simplest dysentery a Ameba Practical assessment of. form living things can effects b Paramecium C Other drawings. live as independent prevention c Euglena Resources Supplementary. entities b Ciliate 5 Observing unicellular Readings. paramecium organisms under a Bob McDuell Senior, c Flagellates microscope by examining High Integrated Science. euglena a drop of water containing Pearson 2009, trypanosomes protozoans Specimens or drawings. d Sporozoa of various organisms e g, plasmodium 6 Drawing the life cycle of butterfly cockroach. Malaria plasmodium snail earthworm cat, causes man etc.
effects 7 Listing and discussing Large beaker for setting. prevention causative agents of STI up Hays infusion. myths and diseases they cause Charts on kinds of, 4 Parasitic protozoa Protozoans. others 8 Discussion of the effects Compound light, a Entameba and preventions of malaria microscopes. histolytica and dysentery, Empty slides, Prepared slides. amebiasis Cover slips, b Giardia lamblia Chemical protoslo. 5 Habitats and body, Life processes, a locomotion, c respiration.
d excretion, e reproduction, f responses, SEMESTER ONE. PERIOD III, TOPIC TISSUES AND MULTICELLULAR ANIMALS. SPECIFIC OBJECTIVES, Upon completion of this topic students will be able to. 1 Name and discuss the functions of the four types of tissues epithelial connective muscle and nervous. 2 Explain the concept of organ as a combination of tissues. 3 Describe the characteristics of multicellular organisms. 4 Describe the general characteristics of sponges, 5 Describe the morphology and basic life characteristics of hydra. 6 Classify worms pointing out basic structural differences. 7 Explain parasitism among the flat and roundworms describing the life cycle and alternative hosts. 8 State measures for preventing parasitic worm infections. 9 Differentiate between the leech and earth worm from a morphological point of view. 10 Describe the morphology mode of nutrition respiration excretion and reproduction of the earth worm and its economic importance. OUTCOMES CONTENT ACTIVITIES MATERIALS EVALUATION, Realize that there is 1 Tissue and Organ 1 Explanation of tissue A Primary Text Students should name and.
division of labor systems in relationship to organ Baffour Asante Owusu describe the types and. amongst cells and the 2 Sponges systems et al Senior High functions of various body. development of tissues a Morphology Biology Longman tissues and organs. as working units in b Sessile existence 2 Drawing and labeling 2009 With the use of charts. multicellular animals c Nutrition the body structure of a students should draw and. d Respiration sponge and stating the B Secondary Texts label sponges hydra flat. Appreciate the need to 3 Hydra functions of each Sue Hocking et al OCR worms segmented worms. prevent parasitic worm a morphology Biology ascaris tape worms and. diseases and b adaptation 3 Drawing the three OCR Heinemann live earth worm. demonstrate c locomotion different cells of a 2008 Short answer questions. knowledge of doing d nutrition sponge and stating the Doris Koto et al Senior on. so e respiration function of each Secondary Guide Classification of. f response to Biology Pearson 2000 worms, stimuli 4 Drawing and labeling Senior Secondary Guide Parasitism among. h Reproduction the parts of a hydra flat and round. and defense and stating their C Other worms, functions Resources Supplementary Measures to. 4 Worms Readings prevent parasitic, a flat worms 5 Explanation of the Bob McDuell . Integrated Science Pearson 2009 theBiological charts on branches of biology Compound ligh t microscopes Onion bulbs Tooth picks Slides prepared Droppers Razor blade Elodea plants Iodine solution skin chick cells and elodea plant cells anddraw and label m Practical assignments

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