Senior TWO

Grade: S2 Subject: Biology Topic: Biodiversity and Classification Unit 1: Classification of kingdom AnimaliaStandard: Be able to classify animals into their specific phyla based on external featuresTaskDivide the class into groups ask them to complete this task:

Observe different animals in the surroundings /on wall chart and then record observable characteristics and classify them accordingly.

Provided with a fish and birds, critically observe their external features and discuss their adaptations to the environment they live in.

Assessment criteria: Evidence for the subject:

• List observable characteristics and classify the animals accordingly.• Characteristics of animal adaptation to the environment between fish and birds.

Evidence for Cooperation competence: All group members share the ideas, listen each other and come up with the same

understanding.

Grade: S2 Subject: Biology Topic: Biodiversity and Classification Unit 2 : Introduction to environmental biologyStandard: Be able to define basic terms relating to environmental biology and construct and interpret simple food chains, food webs and pyramids of biomass and numbersTask:Learners in groups are provided with plants and animals specimens, and then asked to:

Construct food chain and food web. Describe the relationships between organisms.

Assessment criteria: Evidence for the subject:

• Compare and contrast relationship between organisms.Evidence for lifelong learning competence:

Provision of continuity and aspiration to learners to carry out research.

Grade: S2 Subject: Biology Topic: Biodiversity and Classification Unit 3: Passive movement of substances across the cell membraneStandard: Be able to explain and demonstrate the processes of diffusion and osmosis.TaskLearners are provided with solutions of different concentrations, potato tissue and asked to:

Carry out an experiment to describe the importance of osmosis and show turgor pressure in plants.

Assessment criteria: Evidence for the subject:

• Describe the significance of osmosis in plants.Evidence for Critical thinking competence:

Identify movement of molecules across the tissues.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 4: Active transportStandard: Be able to define and contrast the process of active transport and its significance to living organisms.TaskLearners in groups critically observe charts, simulations and asked to:

Interpret and suggest the importance of active transport.Assessment criteria: Evidence for the subject:

• Produce the importance of active transport in living organisms.Evidence for problem solving competence:

Making analysis after clear observations.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 5: Identification of food componentsStandard: Be able to carry out chemical tests on a variety of foods to identify the nature of food substances.TaskLearners in groups are provided with instructions on food test and asked to:

carry out a chemical test and identify food substances using : Biuret reagent, DCPIP, Iodine solution and Benedict solution

Assessment criteria: Evidence for the subject:

• Identification of the nature of food substances. Evidence for Cooperation competence:

Discovering food substances with the help of appropriate reagents.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 6: EnzymesStandard: Be able to define the terms catalyst and enzyme and explain the role of enzymes in living organisms and how they are affected by environmental factors.TaskUsing amylase on starch solution, learners are asked to:

Carry out experiment to show the effects of temperature on enzyme activity and then demonstrate the result in tabular form.

Assessment criteria: Evidence for the subject:

• Learners elaborate how the environmental factors affect the enzymes activity.Evidence for Cooperation competence:

Learners use critical thinking to solve the problem and share ideas each other.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 7: PhotosynthesisStandard: Be able to explain the process of photosynthesis and how various environmental factors affect the rate of photosynthesis.TaskWith the help of illustrations from the charts, learners are asked to:

Examine the factors affecting the rate of photosynthesis.Assessment criteria: Evidence for the subject:

• Describing the factors that affect the rate of photosynthesis.Evidence for Cooperation competence:

Learners apply skills from the environment and explain how they influence the growth of plant.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 8: Transport of water, mineral and organic foods in plantsStandard: Be able to explain the process of uptake and transport of xylem sap, transpiration and translocation and their roles in plants.TaskIn pairs, learners set up a potometer and answer the following question through work presentation:

Measure the rate of water uptake at various conditions of temperature and humidity.Assessment criteria: Evidence for The subject:

• Describing uptake of xylem sap at different conditions.Evidence for Critical thinking competence:

Through discussion and presentation of their findings.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 9: Gaseous exchange in humans and plantsStandard: Be able to define gaseous exchange and state why it is an important process and explain the features or adaptations of gaseous exchange surfaces in plants and animals. Identify common respiratory diseases and their prevention and treatment.TaskLearners in groups carefully observe the lungs of a dissected mammal and do this task:

Discuss the characteristic features related to gaseous exchange surfaces.Assessment criteria: Evidence for the subject:

• Learners identify the structure of gaseous exchange surfaces and match them with their characteristic features.

Evidence for Cooperation competence: Through experiment, learners comment on gaseous exchange surface structure and come

up with the same conclusion.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 10: Excretion in humansStandard: Be able to describe clearly the structure and function of excretory organs and identify precisely the common urinary diseases.TaskLearners conduct a research from text books or internet, observe systematically a photograph or the urinary system of a dissected mammal and answer these tasks:

Identify different excretory organs and discuss their respective secretions. State and explain the function of urinary system parts.

Assessment criteria: Evidence for the subject:

• The excretory organs and their respective secretions are correctly stated.• Explaining clearly the function of urinary system parts.

Evidence for research and problem solving competence: Use of resources efficiently and use of skills to find the correct information.

Grade: S2 Subject: Biology Topic: ORGANISATION AND MAINTENANCE OF LIFE Unit 11: Joints and movementStandard: Be able to describe three types of joints and relate their structures to their functions and movementTaskTeacher gives the meaning of joints, and with the aid of diagram, learners do this task:

Investigate the location of immovable and movable joints in the body Describe the antagonistic actions of biceps and triceps using an arm model with elastic

bend.Assessment criteria: Evidence for the subject:

Locate different types of joints on human body and describe their function.Evidence for Cooperation competence:

Learners help each other and get the correct information.

Grade: S2 Subject: Biology Topic: HEALTH AND DISEASE Unit 12: Infectious diseasesStandard: Be able to identify symptoms of common infectious diseases namely cholera, malaria, Ebola and HIV/AIDS and their prevention and treatments.TaskLearners in groups are provided with worksheets containing a list of infectious diseases and a blank column for symptoms and prevention and asked to:

Fill blank column for symptoms and prevention and make presentation to the class.Assessment criteria: Evidence for the subject:

• Point out the common infectious diseases in Rwanda, their symptoms and prevention.Evidence for Cooperation competence:

Learners discuss, share ideas and have the same understanding.

Grade: S2 Subject: Biology Topic: HEALTH AND DISEASE Unit 13: Immunity and vaccinationStandard: Be able to describe natural and artificial methods that fight against infectionTaskWith the help of diagrams, learners are asked to:

identify the antigens, the antibody and binding siteAssessment criteria: Evidence for the subject:

• State how antibodies lock on to antigens leading to destruction of pathogens.Evidence for Cooperation and critical thinking competence:

Analysis on how binding sites of antibodies and antigens lock one another.

Grade: S2 Subject: Biology Topic: HEALTH AND DISEASE Unit 14: Sexual behavior and sexual responseStandard: Be able to explain male and female sexual response and apply critical thinking skills in discussing forming relationships and control of sex violations.TaskLearners in groups are engaged in activities like role play, games, drama and audio-visual materials and instructed to answer the following question:

Using the experience acquired from the activities above, Describe male and female responses to sexual stimulation.

Assessment criteria: Evidence for the subject:

• Explaining responses that are related to sexual stimulation.Evidence for Cooperation, lifelong learning and research and problem solving competence:

Learners discovered responses to sexual stimulation through making research and able to present research findings.

Grade: S2 Subject: Biology Topic: HEALTH AND DISEASE Unit 15: Pregnancy preventionStandard: Be able to apply knowledge of pregnancy prevention in sexual and reproductive decisions.TaskLearners in pairs use text books, carry out research on internet and then answer the question that follows:

Discuss the effective ways of preventing unintended pregnancy and make presentation in the class.

Assessment criteria: Evidence for the subject:

• Provide suggestions for effective ways of pregnancy preventionEvidence for Cooperation and critical thinking competence:

Learners present their research findings.

Grade: S2 Subject: Biology Topic: HEALTH AND DISEASE Unit 16: Reducing risk of STIs and HIVStandard: Be able to apply knowledge of STI and HIV transmission, prevention and treatment in sexual decision making.TaskWith the help of charts illustrating how STIs and HIV are transmitted, learners in pairs:

Discuss different ways of STIs and HIV transmission and present their findings.Assessment criteria: Evidence for the subject:

• Elaborate different ways of STIs and HIV are transmitted.Evidence for Cooperation and critical thinking competence:

Discovery through critical thinking and cooperation by sharing ideas

Lions

Wolvess

Antelopes

Zebra

Snakes

Wild rabbits

Grass, Mango trees

Weaverbirds

Grasshopper

American eagle

Rats

S2 ASSESSSMENT QUESTIONS1. a) Below are pairs of words, decide which five of these characteristics are found

in all livings, (remembering)

Growth,

Movement,

Sight,

Sensitive,

Excretion,

Nutrition,

Speech,

Blood system,

Photosynthesis

b) List the other two characteristics of all living organisms.

2. Construct a table to compare the characteristic features of plants and animals. (synthesis)

3. Draw a pyramid of numbers for the following food chain. (synthesis)

4. Study the food web below and answer the questions that follow; (analysis & synthesis

a. Identify producers from the food web aboveb. Mention the six primary consumers in the food web above

c. Construct three food chains from the above food webd. What is the primary source of energy for this food web5. Which of a-d below is an example of: (evaluation)

i. Diffusion, ii. Osmosis iii. Neither. Explain your answer in each case.

a) Water moves from a dilute solution in the soil into the cells in plant rootsb) Saliva flows out of salivary glands into your mouth c) A spot of blue ink dropped into a glass of still water quickly colours all the

water blued) Carbon dioxide goes into a plant’s leaves when it is photosynthesis

6. a) Define active transport. (remembering/understanding)b) Provide at least two types of substances that are transported across a cell membrane by active transport

7. A student carried out an experiment as follows.(analysis& synthesis) He puts 1cm3 of water in a test-tube followed by an equal volume of Benedict’s solution He again put 1cm3 of solution A into a test-tube followed by equal volume of Benedict’s

solution. Both test-tubes were put in a boiling water bath for several minutes.He observed a colour change from blue solution to orange/red colour in the second test-tube and the solution in test-tube 1 remained unchanged.

a. Why was there no change of colour in test-tube 1?b. According to the colour change in test-tube 2, what was the food nutrient being tested?c. Why did the colour change from blue to orange/red?8. a) Explain the meaning of each of these terms;(comprehension)

i. Enzymeii. Denatured

iii. Substrateiv. Productv. Active site

b) A protease enzyme is found in the stomach of humans. It catalyzes the breakdown of long chains of proteins into individual amino acids.(evaluation)Suggest the optimum temperature for the activity of this protease enzymeThe stomach contains hydrochloric acid. Suggest the optimum PH for the activity of protease enzymeExplain why the rate of an enzyme controlled reactions;

i. Is relatively slow at low temperaturesii. Slows down above the enzyme’s optimum temperature

c) From the above give two characteristics of;(understanding)i. An enzyme being investigated

ii. And mention other characteristics of enzymes9. a) write:

i. A word equation for photosynthesis(remembering)ii. A chemical equation for photosynthesis

b) The diagram shows a section through a leaf. (evaluation)

i. Give the letters that indicate;a. A stomatab. The cuticlec. A vascular bundle

ii. The upper layers of a leaf are transparent. Suggest;a. The advantage of this featureb. The cuticle is made up of a waxy material. What is its advantage to a plant?c. State the two functions of vascular bundles in leaves

iii. Most photosynthesis takes place in leaves.a. Name two materials needed for photosynthesis b. With the help of a chemical equation, show the end product of photosynthesis and

their uses to man10. Match the following terms with their descriptions. There may be more than one description that matches a term.(knowledge/remembering)TERMS DESCRIPTIONS

i. Stoma a. A long tube made of empty cells joined end to end ii. Xylem b. Hard strong tubes that help to support the plant

iii. Lignin c. A strong hard substance that makes up the wall of xylem vesselsiv. Root hair d. An extension from a cell near the tip of a root which absorbs water

from the soilv. Photometer e. The loss of water vapour from the leaves of a plant

vi. Transpiration f. A small gap between the cells of the epidermis of a plantg. A piece of apparatus used for measuring the rate at which a plant

shoot takes up water

11. The diagram below shows a nephron. (comprehension)

a) Name the labelled parts from A-Ib) Describe carefully where and how the following take place in the urinary system

i. Ultrafiltrationii. Selective reabsorption

iii. Storage of urine

12. a Describe the functions of a human skeleton. (understanding)b Why are joints such an important part of the skeleton. (evaluation)

c Describe the functions of the following; i. Cartilage

ii. Ligamentsiii. Synovial fluids

d Explain what is meant by the term “antagonistic muscle action”(application)

13. Complete the table to indicate the type of immunity active or passive that is obtained by each method. (comprehension)Method Type of immunityHaving a disease and recovering from itFeeding a baby on breast milkBeing injected with antibodiesReceiving a measles vaccination a child14. Complete the table below to summarize what happens during breathing.(application& understanding)

Breathing in Breathing outExternal intercostal musclesDiaphragm muscleVolume of thoraxIntercostal muscleDiaphragm muscleVolume of thorax Pressure in lungs

15. Below are disease causative agents. Identify the type of diseases they cause by filling in the type of disease in the table below.(comprehension)Causative agentTrypanosomePlasmodiumVibrio choleraSalmonella typhiEntamoebahistolytica

16.a) Identify the components of blood that have each of the following functions.(evaluation)i. Transporting carbondioxide

ii. Destroying bacteriaiii. Transporting ureaiv. Transporting oxygen v. Clotting

vi. Transporting glucoseb) Arteries, veins, capillaries, xylem vessels, and phloem tubes are all tubes used for transporting substances in mammals and flowering plants.Describe how each of these tubes is adapted to its particular function.(application/understanding)17. The two diagrams of cells below are found in human blood.

a. Identify the two types of cellsb. Describe three differences between the structure of the two blood cellsc. State the function of red blood cellsd. Explain how the structure of the red blood cell is adapted to its function.

18. Discuss ways in which unintended pregnancies can be avoided (prevented).(understanding/synthesis)19. Describe physical and emotional attractions that can lead to unintended sexuality. (understanding)20. Describe ways HIV/AIDS can be transmitted and its prevention. (comprehension/synthesis)