Republic of Zambia

Ministry of Education

BIOLOGY
TEACHING MODULE
FORM 1 - TERM 1

Prepared by the Curriculum Development Centre

LUSAKA
2025

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© Curriculum Development Centre, 2025
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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AUTHORS
Charles Mugala : Deputy Headteacher, Kimale Day Secondary School, Solwezi
Danny Kaoma : Deputy Headteacher, Kanjala Day Secondary School, Chipata
Flint Pisani Moomba : Head of Section Sciences, Charles Lwanga College of Education, Monze
Florence Hanyuma : Lecturer – Biology, Kwame Nkrumah University, Kabwe
Himiti Munang’andu : Head of Department, Luwingu Day Secondary School, Luwingu. (ZASE)
Humphrey Gondwe : Biology Teacher, Mwembeshi Boarding School, Chilanga
Lydia Bwanga Mwila : Biology Teacher, David Kaunda National STEM Secondary School, Lusaka

COORDINATORS
Martha Lisulo : Biological Sciences Specialist, Curriculum Development Centre, Lusaka
Kenneth Mudenda : Senior Curriculum Specialist - Sciences, Curriculum Development Centre, Lusaka
Samson Njapau : Principal Curriculum Specialist - Natural Sciences, Curriculum Development Centre, Lusaka

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VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs.

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PREFACE

The Biology Form 1 Teaching Module has been developed to provide guidance to the teacher on how to deliver competence-based lessons
that are grade-appropriate for learners at this level. The teaching module is aimed at providing quality education that is aligned with the
Competence-Based Curriculum and 21st Century Skills. It also aims to facilitate the building of knowledge, skills, values, and positive
attitudes that are intended to enable learners to live and grow into productive and useful members of their communities and society.

This teaching module will help the teacher lead their learners transition from the Upper Primary Education level into the Ordinary
Secondary Education level in a systematic manner. Thus the guidance provided in the module will transform the learner from one who
merely reproduces learnt facts into a creative, critical, and an analytical thinker through selected well-thought out activities which will
done during the teaching and learning process. The suggested learning activities are designed to offer learners hands-on and minds-on
experiences through the manipulation of real objects, interaction with nature, and learning by doing. Thus, the learners will develop
knowledge, desirable lifelong skills, values, and positive attitudes needed for their personal, national and global development.

The module incorporates guidance on how to deliver Competence-based learning approach. The teaching model will be of great use at
fostering learner engagement and practical understanding of biology, rather than knowing and mere rote memorisation of biological facts.
It is hoped that the guidance provided in this teaching module will make learning at the ordinary secondary school level more meaningful
and enjoyable because it is highly activity-oriented, and allows for knowledge construction and application as a way of learning.

Joel Kamoko, (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT

The Ministry of Education through Curriculum Development Centre acknowledges and appreciates the participation and the invaluable
input from a team of authors that dedicated their time and energy to come up with this module. Many thanks also go to individuals,
institutions and organisations that participated in the successful development of this Teaching Module. These include teachers, Zambia
Association of Science Education, lecturers from colleges and public universities in Zambia, and experts from Directorates in the Ministry
of Education.
The contribution of the Curriculum Specialists in guiding the process and putting the pieces of work together cannot go unnoticed.
Therefore, my profound gratitude goes to all the Curriculum Specialists for their hard work and commitment to duty during the
development process.

Charles Ndakala (Dr.)

Director – Curriculum Development Centre
MINISTRY OF EDUCATION

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INTRODUCTION
The Biology Form 1 Teaching Module has been developed to guide teachers on how to facilitate competence-based lessons at this level.
The module aims to provide quality education that is aligned with the Competence-Based Curriculum and 21st Century Skills that is
developing knowledge, skills, values and positive attitudes. These competences will enable learners to live and grow into productive and
useful members of their communities and the Zambian society. The Teaching Module offers a guide to teachers as to how they will
facilitate the learning in their biology classes. Teachers are encouraged to research widely and not only rely on the module.

At no time is the whole class approach encouraged but rather, the teacher is encouraged to facilitate learning in small cooperative groups.
It is envisaged that by emphasising cooperative learning, teachers will create a more engaging and effective learning environment that will
foster not only academic achievement but also essential life skills that will benefit the learners throughout their lives.

This approach aligns with the principles of constructivist learning, where learners actively construct their own knowledge through social
interaction and collaborative problem-solving.

Assessment will be done during the course of teaching where the teacher is expected to award marks during activities. In a case where a
learner fails to break through, individualized learning or scaffolding should be applied so that no one is left behind.

PURPOSE OF THE MODULE

The purpose of the module is to illustrate teaching and learning activities that:

a) are consistent with teaching and learning in a competence-based curriculum;

b) show processes that allow achievement of 21st Century Skills such as creativity, collaboration, communication and critical
thinking;

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c) demonstrate how biology can be actively taught with the teacher acting as a facilitator of the learning process;
d) show what activity-based and learner-centred teaching and learning could look like where learners actively learn in small
cooperative groups.

HOW TO USE THE MODULE

This module provides a collection of suggested learning activities and teaching strategies designed to enhance learners' scientific
competences. These activities emphasise hands-on experiences, such as manipulating real objects, interacting with nature, and learning
through practice. It is crucial to understand that the desired competences and 21st-century skills will not be achieved solely by covering
topics but are developed through the way teaching and learning activities are carried out. Learners are expected to acquire general
competences as they interact with the material under the guidance of the teacher. These essential competences include analytical thinking,
effective communication, collaboration, critical thinking, environmental sustainability, real-world application, problem-solving, and the
development of essential scientific skills.

The activities within this module are intended to be integrated into the teacher's existing lesson plans, not to replace them entirely.
Teachers are encouraged to adapt these suggested activities to suit their specific class situation, learner abilities, and available resources.
The topics and activities presented in this module align with the 2024 Biology Syllabus.

Each topic in the module begins with a "Hook" – an opening statement designed to stimulate learners' curiosity and motivate them to
learn. This could be a provocative question, a relevant scenario, or something that encourages learners to think critically. Teachers are
encouraged to create their own hooks that best provoke their learners' curiosity and motivation. Consider incorporating problem-solving

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scenarios into your hooks. In this Module, you will also find the “CONTENT TIP”, which is intended to be for the attention of the teacher
and NOT the learner, to provide guidance on the learning activities.

Table of contents
VISION ......................................................................................................................................................................................................................... iviv
PREFACE ........................................................................................................................................................................................................................... v
ACKNOWLEDGEMENT ................................................................................................................................................................................................. vi
INTRODUCTION............................................................................................................................................................................................................ vii
PURPOSE OF THE MODULE ...................................................................................................................................................................................... vii
HOW TO USE THE MODULE .................................................................................................................................................................................... viii
CONCEPT 1: CONCEPTS AND METHODS IN BIOLOGY ........................................................................................................................................ 1
Introduction .................................................................................................................................................................................................................. 1
General Competences................................................................................................................................................................................................... 1
Topic 1- Nature of Science Inquiry in Biology ................................................................................................................................................................... 2
Introduction .................................................................................................................................................................................................................. 2
Specific Competence ..................................................................................................................................................................................................... 3
Expected Standard .................................................................................................................................................................................................. 1312

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Assessment ............................................................................................................................................................................................................. 1312
Topic Summary ....................................................................................................................................................................................................... 1312
Topic 2: Nature of Biology........................................................................................................................................................................................... 1413
Introduction ............................................................................................................................................................................................................ 1413
Specific Competence ............................................................................................................................................................................................... 1413
Expected standard .................................................................................................................................................................................................. 1716
Topic 3: Levels of Biological organisation. .................................................................................................................................................................. 1917
Introduction ............................................................................................................................................................................................................ 1917
Specific competence ............................................................................................................................................................................................... 1918
Expected standard .................................................................................................................................................................................................. 2119
Topic 4 - Characteristics of living things...................................................................................................................................................................... 2119
Introduction ............................................................................................................................................................................................................ 2119
Specific Competence 1............................................................................................................................................................................................ 2220
Expected Standard .................................................................................................................................................................................................. 2422
PRINCIPLES OF CELLULAR LIFE................................................................................................................................................................ 2926
Introduction ............................................................................................................................................................................................................ 2926
Key Concepts /Words/Vocabulary .......................................................................................................................................................................... 2926
2.1 Microscopes ......................................................................................................................................................................................................... 3027
Introduction: ......................................................................................................................................................................................................... 3027
Assessment ............................................................................................................................................................................................................. 3734
Topic Summary ..................................................................................................................................................................................................... 3834
2.2. Basic cell structure ............................................................................................................................................................................................. 3835
Introduction ............................................................................................................................................................................................................... 3835
2.2.1: Examining the basic structure of cells using a microscope (use cells of different organisms) ............................................................. 3835
2.2.3: Creating models of cells showing basic structure .............................................................................................................................. 4037
2.3.1 Investigating eukaryotic cells (plant and animal cells, fungi, amoeba) and prokaryotic cells (bacterial cells) ................................... 4138
2.3.2 Differentiating eukaryotic and prokaryotic cells (structure) ........................................................................................................... 4238
2.3.3: Explaining the functions of animal and plant cell organelles .............................................................................................................. 4440
2.3.4: Comparing and contrasting animal and plant cells ........................................................................................................................... 4541
2.4. Cell Specialisation .............................................................................................................................................................................................. 4642
2.9: Concept summary .............................................................................................................................................................................................. 4944

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CONCEPT 1: CONCEPTS AND METHODS IN BIOLOGY

Introduction
Overview: Concepts and Methods in Biology encompass the fundamental ideas and techniques that explain biological phenomena used to
study living organisms and their interactions. These concepts and methods form the foundation for biological research and help scientists
understand the complexity of life.
This concept will cover the following topics: Nature of Science Inquiry in Biology, The Nature of Biology, Levels of Biological
Organisation and Characteristics of Living Things.
Learning about the Concepts and Methods in Biology forms the foundation for scientific research in this subject and other related fields.
This knowledge drives discoveries and innovations that benefit society where learners apply processes of science Inquiry to solve
emerging challenges in their communities. It fosters a sense of responsibility towards conservation and environmental protection.

General Competences

Scientific skills, Analytical Thinking, Collaboration, Communication, Critical Thinking and Evaluation.

Hook: Have you ever wondered why the Scientific method may be the best method to generate new knowledge that is universally
accepted?

Key concepts /Words/Vocabulary

• Scientific inquiry – Process used by scientists to study the natural world.

• Observation – The act of noticing or perceiving something and recording.
• Hypothesis –An educated guess or tentative explanation that can tested
• Experiment – Scientific procedure designed to test hypothesis to answer a specific question or solve problem
• Data analysis – The process of examining, interpreting and extracting meaningful insight from data.

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• Conclusion – A logical summary and interpretation of the results obtained from an experiment or investigation.
• Objectivity- carrying out an activity without biasness
• Classification- Grouping based on common features
• Population – All the organisms of the same group of species that live in a specific area and are capable of breeding among
themselves.
• Community – A group of different species that live and interact in the same area.
• Ecosystem – A dynamic system comprising of a community of living organisms interacting with each other and their non-living
surrounding in a specific environment
• Biosphere – The region of the earth where life exists, encompassing all living organisms and their interactions with the physical
environment.
• Metabolism – A set of chemical reactions that take place within living organisms to maintain life.

Topic 1- Nature of Science Inquiry in Biology

Introduction

Overview: The Nature of Science Inquiry in Biology is the systematic process of investigating questions, problems or phenomena
through observation, experimentation and analysis. The key attributes of this method include empirical evidence, objectivity, logical
reasoning, skepticism and peer review. These attributes contribute to its widespread recognition as the most reliable method for
generating universally accepted knowledge, providing a structured and objective foundation for scientific inquiry. To study this
effectively, learners will describe the scientific inquiry method, investigate the stages of scientific inquiry, apply scientific inquiry
method in investigating biological facts and phenomena given a situation, share the findings of the investigations with peers and use
the findings to solve real life problems.

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Specific Competence

Apply scientific inquiry in carrying out scientific investigations

1.1. Describing the Scientific Inquiry Method

Learning materials: A small object such as a rubber band or bottle top, a clear container filled with water, a worksheet, Writing materials
(pens or pencils) and Chart paper

Activity 1: Steps of the scientific inquiry method.

Procedure:
Ask the learners to explain how scientists solve problems or answer questions about the world around us. Provide each group with the
stated materials above and then;
i. In groups of 4-5, ask the learners to carefully observe both the small object given and water (shape, size and colour).
ii. Ask learners to state whether the small object given will sink or float in water?
iii. Ask learners to predict whether the object will sink or float and write their hypotheses.
iv. Ask learners to drop the small object given in water and record the observation.
v. Ask learners to record whether the object sank or floated.
vi. Ask learners to compare the results to the hypothesis.
vii. Ask learners to share the results with the class

Tip: Teacher consolidates the activity with learners and introduces the process of scientific inquiry

Activity 2: Steps involved in scientific inquiry method

Using the procedure from activity 1 above;

i. Ask learners to identify the seven main steps used in the scientific inquiry method.
ii. Ask the learners to write the correct step used in scientific inquiry method against each statement or question extracted from
activity 1 shown on the worksheet below

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Steps involved in scientific inquiry method
Group no………………
Group members:
1………………………………………………….2………………………………………………
3………………………………………………….4………………………………………………
i. Write your observations about the small object and water
……………………………………………………………………………………………………………………
………………………
ii. Predict if the object sink or float?
……………………………………………………………………….
iii. Did the object sink or float after conducting the experiment?
……………………………………………………………………….
iv. Compare the results to your hypothesis.
……………………………………………………………………………………………………………………
………………………….

Statement or question Step or statement about scientific inquiry method

Will the rubber band sink or float?
Observe the rubber band and the water
Predict whether the rubber band will float or
sink in water and write your hypothesis
Drop the rubber band in water and observe
what happens
Record whether the rubber band sank or floated
Compare the results to the hypothesis
Share the results with the class

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1.2 Investigating the stages of scientific inquiry
Learning materials: Manila paper / flip charts, Markers, bostik

Activity 1: Effect of light on plant growth.

Procedure
i. Divide learner in small groups (4 to 5)
ii. Ask the group to investigate how plant growth is affected by light
iii. Guide learners through the stages of scientific inquiry:
1. Ask questions: each group to refine the question
2. Conduct background research: groups to brainstorm what they already know and identify what they need to know
3. Form a hypothesis: groups to predict the outcome of their experiment
4. Design and conduct the experiment: learners to get potted plants and place them in different light conditions (e.g., full
sunlight, partial sunlight, no sunlight)
5. Collect and analyse data: groups perform the experiment and record observations and data
6. Draw conclusions: Groups to compare the growth of plants in different light conditions
7. Communicate results: Groups to prepare a brief presentation of their findings

Tip to the teacher: Learners may ask further questions on other factors (water and temperature).
iv. Ask learners to compare the growth rates of plants exposed to different light conditions using the worksheet below:
Group No……………….
Members
Learners to do the following:
1. Refine the question asked
……………………………………………………………………………………………………………………………………
2. a) What do you already know about the activity?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
b) What do you need to know about the activity?
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
3. Hypothesis- predict the outcome of your experiment

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……………………………………………………………………………………………………………………………………....
4. Record your observations in the table below
5. Compare the growth of plants in different light conditions
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
v. Ask reflective questions:
• Was your hypothesis supported by your data? Why or why not?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
• What challenges did you face during the experiment?
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
• How could you improve the experiment if you were to do it again?
…………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………….

CONTENT TIP: The scientific inquiry method involves asking questions, collecting information, estimating, looking for
patterns, making comparisons, interpreting data, fair testing, manipulating, and controlling variables. These stages are summarized below:

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Or

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The following steps in the scientific inquiry process should be clearly demonstrated by the learners. While the exact steps may vary
depending on the field or context, the general framework includes:

i. Observation and questioning – ask a clear, testable question (e.g., what causes Cholera?)
ii. Background research – review existing literature and knowledge related to the question.

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iii. Formulating a hypothesis – propose a tentative explanation or prediction that can be tested. The hypothesis is
often written as “if-then”. (e.g., “if x occurs then y will happen”)
iv. Designing and conducting experiments – develop a detailed plan to test the hypothesis and collect data.
v. Analysing data – use statistical method to interpret results and look for patterns or relationships in the data.
vi. Drawing conclusions – determining whether the results support or refute the hypothesis.
vii. Communicating results – share findings through scientific papers, presentations or reports.

1.3. Applying scientific inquiry method in investigating biological facts and phenomena given a situation
Let the learners use the case study of cholera below to apply the stages of scientific inquiry in a real-life situation.

Activity 1: Case Study of Cholera in Chililabombwe, Zambia.

According to Times of Zambia e-paper of 2nd February, 2025, “one more person has died in Chililabombwe bringing the total deaths to
four within three days. Chililabombwe district commissioner, Precious Njekwa said the district recorded a cumulative total of 45 cholera
cases in which 19 people were discharged later during the day while 26 remain hospitalised.”
Procedure

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i. Put learners in small groups of 4-5.
ii. Ask learners to formulate a question on the given Case Study. (Possible question: why are the numbers of cholera cases increasing
in the outbreak of cholera in Chililabombwe?)
iii. Ask learners to carry out background research of literature on what causes cholera and factors that lead to the rise in the number
of cholera cases during an outbreak.
iv. Ask learners to formulate a Hypothesis on the question above: (Possible hypothesis: if there is poor water supply, sanitation and
hygiene practices in the community then there will be an increasing number of Cholera cases during an outbreak).
v. Experimentation: Based on the given Case Study, ask learners to discuss steps they would follow to test their hypothesis.
vi. Ask learners to record their findings (possible steps in the experiment: Collect water samples from different sources and test for the
presence of Vibrio cholera; conduct a survey on the affected community through interviews to determine common water
sources and hygiene practices; compare infection rates).

CONTENT TIP: Assume that the following data in the table was generated from the Case Study.

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Table 1. Data Collection from an imaginary sample size of 100 through a questionnaire. Practices

Factor Question Number of respondents Total

Yes No
Section A - Sanitation Do you use safe and treated water? 30 70 100
Is your source of water from a Borehole? 10 90 100
Is your source of water from a river? 40 60 100
Is your source of water from a well? 25 75 100
Is your source of water from a utility company? 25 75 100
Do you use pit-latrines? 80 20 100
Do you use water-borne toilets? 81 19 100
Do you use other alternatives? 7 93 100
Section B - Hygiene Do you wash hands after using the toilet? 38 62 100
Do you wash fruits and vegetables before eating? 13 87 100
Do you eat cold foods? 48 52 100
Do you eat uncovered foods? 52 48 100
Do you sanitise your surfaces? 13 87 100
Do you wash your hands regularly with soap? 15 85 100
Do you practice proper disposal of waste? 39 61 100
Section C - Education Have you attended secondary school? 40 60 100
Are you aware of how Cholera spreads? 56 44 100
Are you aware of the Cholera outbreak in your 70 30 100
area?

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Data analysis: Ask learners to analyse factors that led to the spread of Cholera using the imaginary data.
i. How does the transmission mode of cholera explain the observed pattern of infection from the data set? (Investigates the
mechanism of disease spread and pathways for intervention.)
ii. What factors may have contributed to the rapid spread of cholera? (Explore causes and determinants of the outbreak.)
Draw conclusion:
i. Based on the data, what factors led to the spread of Cholera?
ii. How does scientific evidence support or disapprove your hypothesis?
iii. What recommendations can you make to control and prevent future outbreaks of Cholera?

1.4 Sharing the findings of the investigations with peers

Learning materials: Manila paper/flip charts, markers, paper glue/ bostik

Activity 1: Presentation of findings from investigations.

Procedure
i. Put learners in groups of 4-5
ii. Ask the groups to come up with ways for educating peers about the Cholera outbreak.

CONTENT TIP: Options may include; making posters (highlighting key statistics, prevention methods and risks etc.);
Role-Play: Acting out a community meeting where a health worker explains the outbreak; PowerPoint presentations.

1.5 Using the findings of the investigations to solve real life problems
Learning Materials: Manila paper/flip charts, markers, paper glue/ bostik

Activity 1: Application of investigation findings to real life problems.

Procedure

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i. Put learners in groups of 4-5
ii. Ask groups to brainstorm interventions to reduce cholera spread using by referring to Case study data in Table 1 of 1.3.
(Possible responses on interventions: Ways to improve access to clean water e.g., distribute water purification chlorine;
Launch hygiene campaigns e.g., hand washing stations in public areas; Partner with local leaders to address the lack of
adequate sanitation infrastructure).
iii. Ask groups to present their interventions as a “Public Health Proposal” to the class.

Expected Standard:
Scientific Inquiry Method in scientific investigation applied correctly.

Assessment:

Assignment:
Discuss why it is important for a science student to be familiar with the Science Process skills and argue why their mastery is
important to using the Scientific Inquiry Method
• Quiz:

1. How do the interconnected stages of the scientific inquiry method contribute to the generation of knowledge and
the generation of reliable plus valid conclusions?
2. Why scientific knowledge is considered tentative?
3. What is a testable explanation for an observed phenomenon called?
4. How does data analysis serve as the foundation for advancing scientific knowledge?
5. What critical role does data analysis play in the scientific method?
6. True or false: Science is a subjective approach to acquiring knowledge.
7. True or false: A hypothesis is always proven correct
8. True or false: The Scientific Inquiry Method is only used in laboratory settings.

Topic Summary
• Science is the pursuit of knowledge about the natural world.
• The Scientific Method is a systematic approach to gaining this knowledge.

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• Key Steps in scientific inquiry method include: Observation and Question, Background information, Hypothesis, Experimentation,
Data Analysis, Conclusion and Communication.
• Scientific knowledge is:
- Tentative: Subject to change as new evidence emerges.
- Dynamic: Constantly evolving through ongoing research and discovery.

Topic 2: Nature of Biology

Introduction

Overview: The nature of Biology is the scientific study of living organisms and their interactions with the environment. It helps us
understand the structure, function, and behaviour of life forms, from microscopic bacteria to large animals and plants.

Biology encompasses diverse fields such as botany, zoology, entomology, mycology, anatomy, biochemistry, cytology, ecology, and
genetics. Learners will be expected to conceptualise the nature of Biology via a concept map.

Biology is a broad subject that connects to many real-life applications, including agriculture, health, conservation, and biotechnology.
Learning about the nature and branches of Biology will enable learners to understand life, realise the intersection of Biology with other
scientific disciplines such as Chemistry, Physics and Geology. Some branches of Biology may be useful for medical research and
environmental conservation and many others.

Specific Competence

Categorise the study of Biology

1.2.1 Exploring the nature of Biology

Activity 1: Exploring the nature of Biology through group discussions

i. Ask learners to deliberate on what Biology is.
ii. Learners present their responses to the class.

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iii. Guide learners in exploring the school grounds to identify places within the school that can be ideal for the
study of life.
iv. Ask learners to record their findings and report to the class (Possible findings: trees, grass, flowers, insects,
birds, people, algae, mushrooms).
v. Ask learners to go and research on the key aspects of Biology
1.2.2. Identifying the branches of biology (botany, zoology, entomology, genetics, mycology)

Learning Materials: Manila paper/flip charts, markers, paper glue/ bostik

Activity 1: Nature walk to observe and record living things in the environment
i. Put learners into groups of 4-6.
ii. Groups explore the local environment and nearby areas such as gardens streams (class takes a nature walk)
iii. Ask learners to observe the different living things in the environment and record their findings.
iv. Ask learners to classify the observed organisms under different branches of Biology. (Possible branches: botany, zoology,
entomology, mycology)
v. Ask learners to present and consolidate their findings.

CONTENT TIP: To make the learning meaningful and connect to real-world applications, learners should discuss additional
branches of biology not directly observed during the local environment exploration. This will expand their understanding of the diverse
fields within biology and highlights the relevance of biological concepts to various aspects of human life and society.

1.2.3: Creating a concept map on the nature of biology.

Learning Materials: Manila paper/flip charts, markers, paper glue/ bostik

Activity 1: Creating concept maps on the nature of Biology.

Procedure

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i. Put learners into small groups of 4-6 learners.
ii. Ask learners to review the key concepts of Biology previously researched (Nature and branches of Biology).
iii. Ask learners to organize the key aspects of the nature of Biology (Possible solution: concept map)
iv. Provide large sheets of paper or digital tools for group concept map creation.
v. Ask each group to present their concept map to the class
NOTE:
• Allow learners to use textbooks, notes, or online resources as references.
• Provide guidance on improving clarity and connections.

CONTENT TIP:
The nature of biology includes the following:
• Study of Life- Biology focuses on understanding the structure, function, growth, origin, evolution, and distribution of living
organisms.
• Hierarchical Organization - Biology operates at multiple levels of organization:
• Interdisciplinary Nature - Biology overlaps with other sciences:
• Evolution as a Unifying Principle - Evolution by natural selection is a central theme in biology, explaining the diversity and
adaptation of life over time.
• Dynamic and Ever-Evolving - Biology is a rapidly advancing field, with new discoveries constantly reshaping our understanding
of life.
• Experimental and Observational - Biology relies on both experimentation (e.g., lab studies, controlled experiments) and
observation (e.g., field studies, natural habitats).
• Applied and Practical - Biology has practical applications in medicine, agriculture, conservation, biotechnology, and
environmental management.
• Ethical and Societal Implications - Biological research often raises ethical questions, such as those related to genetic
modification, cloning, and conservation.
• Diversity of Life - Biology studies the immense diversity of life forms, from microorganisms to plants, animals, and humans. This
is shown in the branches of biology
• Interconnectedness - Biology emphasizes the interconnectedness of all living things and their environments.

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Expected standard

Study of Biology categorised correctly

Assessment

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Instruction: Ask learners to answer the following task.

Task:

1. State any four branches of biology with examples of different organisms.

2. Discuss why it is important to categorise organisms under different branches of Biology.

Topic Summary

• The nature of biology is the scientific study of living organisms and their interaction with the environment.
• Biology utilises the scientific method to investigate and understand life.
• Biology is diverse field with many sub disciplines, each with its own focus.
• Biology includes various branches and applies to real-life issues in Zambia.
• Botany: The study of plants
• Zoology: The study of animals
• Entomology: The scientific study of insects
• Mycology: The scientific study of fungi
• Microbiology: The study of microorganisms
• Genetics: The study of heredity and genetic variation
• Ecology: The study of the interactions between organisms and their environment
• Physiology: The study of how organisms’ function
• Biochemistry: The study of the chemical processes within living organisms
• Interdisciplinary: Biology connects with other sciences like chemistry, physics, and earth science.
• Similar biological themes can be interlinked into a concept map of ideas.
• Concept maps help organize and connect information in Biology.
• Visual learning tools improve understanding and retention of knowledge.

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Topic 3: Levels of Biological organisation.
Introduction
Overview: Levels of biological organisation are hierarchical structure of living things, where simpler units combine to form more
complex ones, progressing from atoms and molecules to cells, tissues, organs, organ systems, organisms, populations, communities,
ecosystems and finally the biosphere. Understanding these levels of biological organisation will help the learner to comprehend how life
functions from atoms forming molecules to ecosystems supporting diverse communities of organisms. Learners will be required to
classify the levels of biological organisation from the simplest to the most complex.

Specific competence
Classify the levels of biological organisation from simple to complex
1.3.1 Classifying levels of biological organisation (Atom, molecule, cell, tissue, organ, system, organism, population, communities,
ecosystem, biosphere).

Learning materials: Flash cards each showing the level of biological organisation (atom, molecule, cell, tissue, organ, system, organism,
population, communities, ecosystem, biosphere)

Activity 1: Classifying levels of biological organisation using flash cards.

Procedure

i. Put learners in groups of 4-5

ii. Provide flash cards showing each level of biological organisation.
iii. Ask learners arrange the flash cards from the simplest to the most complex.
iv. Ask learners to illustrate each level with examples
v. Ask learners to discuss one level of biological organisation and then present its importance to the class.

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Activity 2: Nature walk in search of levels of biological organisation in the local environment.

i. Ask learners to explore the local environment.

ii. Ask learners to create possible levels of biological organisation (organ, system, organism, population, communities,
and ecosystem) in the local environment with specific examples for each level.
iii. Ask learners to present their work on what they created from the local environment
iv. Ask learners to create full organisation including the levels they have not seen in the local environment

CONTENT TIP:

Prepare flash cards showing the different levels of biological organisation.

Levels Biological Organisation

Atom: The basic unit of matter composed of protons, neutrons and electrons e.g., carbon, oxygen etc.
Molecule: Combination of atoms e.g., water (H2O), Carbon dioxide (CO2) etc.
Cell: The fundamental unit of life composed of molecules e.g., muscle cell
Tissue: A group of similar cells working together e.g., muscle tissue
Organ: Different tissues working together e.g., heart, leaf etc.
Organ system: a group of organs that work together e.g., digestive system, transport system etc.
Organism: an individual living being e.g., tree, human being etc.
Population: a group of organisms of the same species in a specific area e.g., herd of cattle, swarm of bees etc.
Community: Different populations living and interacting in the same environment e.g., a forest with trees, birds, animals and insects.
Ecosystem: a community interacting with its physical environment e.g., pond, desert, woodland etc.
Biosphere: the global sum of all ecosystems where life exists on Earth.

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Expected standard
Levels of biological organisation classified from simple to complex correctly.

Assessment

Instruction: Ask learners to answer the following task.

Task:
1. Describe with the aid of diagram the levels of biological organisation from simple to complex.
2. Write examples on each of the levels of biological organisation in your local environment

Topic Summary
• Biological organisation follows a hierarchical structure from atom to biosphere
• Each level builds upon the previous, increasing in complexity and function
• These levels help to understand and appreciate the intricate balance that sustains life on earth.

Topic 4 - Characteristics of living things

Introduction
Overview: All living organisms share a set of essential characteristics. These characteristics are movement, respiration, nutrition,
sensitivity, reproduction, excretion and growth. They enable the living organisms to survive and interact with their environment. Lacking
most of these features is considered not living. In this topic, learners will be investigating the characteristics of living things,
distinguishing living things from non-living things, analysing the concept of life, describing life processes in living organisms, analysing
life processes in living organisms and catgorising life processes of living organisms. Learners will engage in group activities that will lead
to actualisation of competencies.

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Specific Competence 1
Analyse the characteristics of living things
1.4.1 Investigating the characteristics of living things
Learning Materials: Hoe, notebook and pen

Activity 1: Investigating the characteristics of living things in the local environment

Procedure
i. Put learners into small groups of 4-5.
ii. Take the learners to a local environment.
iii. Ask learners to observe and record different living things that they will found in the local environment. (Note: Some living things
are buried in the soil hence, ask learners to use a hoe to dig the soil in search of such living things).
iv. Ask learners to discuss the common features or characteristics exhibited by living things that they will find.
v. Ask learners to write characteristics which show that the observed organisms are living things.
vi. Ask learners to make presentations of their group findings to the whole class
vii. Ask learners to discuss other characteristics not observed in the organisms in the local environment

CONTENT TIP: Characteristics of living things to include- Movement/locomotion, respiration, growth, reproduction, nutrition,
sensitivity/irritability, excretion.

1.4.2 Distinguishing living things from non-living things.

Learning Materials: Manila paper/flip charts, Markers, bostik.

Activity 1: Distinguishing living things from non-living things by observing the local environment.
Procedure:
i. Put the learners in groups of 4-5
ii. Ask learners to observe and record the living things and the non-living things found in the local environment

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iii. Learners to write the common names of all the observable living things and non-living things on a manila paper/flip charts
(Note: accept local names).
iv. Learners to discuss the main differences between living things and non-living things and document their findings in the table.
Differences between living things and non-living things

Living things Non-living things

CONTENT TIP: There are several characteristics which distinguish living things from non-living things;
Living things reproduce but non-living things do not. Living things are sensitive while non-living things are not. These and other
differences observable and non-observable should be discussed by the learners and then they will write their findings in the table.
1.4.3 Analysing the concept of life:
Learning Materials: Notebook, pen.

Activity 1: Analysing the concept of life through discussions.

i. Put learners in groups of 4-5

ii. Ask learners to refer to the key characteristic features of life
iii. Ask learners to explain the importance of each of the key characteristic feature of life.

CONTENT TIP:

Some key characteristics of life include the following:

• Organisation: Living organisms consists of one or more cells, which are the basic units of life. These cells are organized into
complex structures and systems. This is sign that an organism has life

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• Metabolism: Life involves the transformation of energy and matter. Organisms take in nutrients, convert them into energy, and
expel waste products.
• Growth and Development: Living organisms grow and develop according to specific genetic instructions.
• Reproduction: This ensures the continuation of species.
• Adaptation: Over time, living organisms evolve and adapt to their environments through natural selection. This process leads to
the diversity of life forms on Earth.
• Interdependence: Life is interconnected. Organisms interact with each other and their environment.
• Irritability: Living organisms can respond to environmental stimuli, such as light, temperature, and sound. This ability helps them
adapt and survive.
• Homeostasis: Life maintains a stable internal environment despite external changes. This balance is crucial for the proper
functioning of organisms.
Expected Standard

Characteristics of living things correctly analysed

Assessment:

Instruction: Ask learners to answer the following task.

Task:
1. Both plants and animals are living things. What characteristic of living things is only exhibited by animals?
2. Write down other characteristics of living things other than ones you found while carrying the activity above.
3. Describe how a living thing such as a chicken differs from a non-living thing such as a stone.

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Specific competence 2

Categorise life processes of living organisms

1.4.1: Describing life processes in living organisms

Learning Material: Questionnaire

Activity 1: Describing life processes in living thing using a questionnaire

Procedure:
• Ask learners to provide responses to the questions in the questionnaire individually
• Allow learners to share their responses with fellow peers in class.

CONTENT TIP:
Prepare a questionnaire based on questions outlined below.
Questions
1. What food have you eaten today?
......................................................................................................................................................................................................................
2. Explain how the food you ate is used in the body
……………………………………………………………………………………………………………………………………………..
3. Do plants need food and if so, how do they get their food?
……………………………………………………………………………………………………………………………………………
4. How is this food used by plants?
…………………………………………………………………………………………………………………………………………….
5. Is there a connection between food and the following: energy release, growth and repair of tissues?
......................................................................................................................................................................................................................
6. Explain what happens to the food in your body for energy to be released
……………………………………………………………………………………………………………………………………………..
7. How can you describe metabolism?

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……………………………………………………………………………………………………………………………………………..

1.4.2: Analysing life processes in living organisms

Learning Materials: Small container (ranging from 500ml to 1.0L), 50g of sugar, Teaspoon of Yeast, Water, Balloon

Activity 1: Experimenting to analyse life processes

Procedure:
i. Put the learners in groups of 4-5
ii. Provide each group with the stipulated materials needed to carry out an experiment on metabolism.
iii. Ask learners to fill a small container with warm water.
iv. Ask learners to add 3-4 tablespoons of sugar and stir until dissolved.
v. Ask learners to add half a teaspoon of yeast to the sugar water.
vi. Ask learners to stretch a balloon over the opening of the container.
vii. Ask learners to observe the balloon over time and document the observation.

CONTENT TIP

As the yeast metabolizes the sugar, it produces carbon dioxide gas, which inflates the balloon. This reaction represents the process of
respiration which takes place in tissue cells of living things.

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Ask learners to do research on other life processes as an assignment such as nutrition in both plants and animals, decomposition etc.

1.4.3 Categorising life processes of living organisms (catabolism and anabolism)

Learning Materials: work sheets

Activity 1: Categorising life processes of living organisms using worksheets

Procedure:
i. Ask learners to complete the worksheet

Worksheet on life processes

Example of life Reactant(s) Product(s) Where they Type of
process occur metabolism
Aerobic Glucose and Carbon dioxide,
respiration oxygen water and energy

Anaerobic Carbon dioxide,

respiration Glucose ethanol and energy
photosynthesis Carbon Glucose and
dioxide and Oxygen
water

CONTENT TIP
• Prepare a work sheet that will enable learners to categorise life processes.
• Metabolism is divided into catabolism and anabolism
• Anabolism-these are building up processes
• Catabolism- these are break down processes.
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EXPECTED STANDARD
Life processes of living organisms categorised appropriately

Assessment

Instruction: Ask learners to answer the following task.

Task:
1. With specific examples describe life processes

Topic Summary

• The main characteristics of living things are movement, respiration, nutrition, sensitivity, reproduction, excretion and growth
• Living things are different from non-living things in many ways.
• Metabolism is divided into catabolism and anabolism
• Anabolism - these are building up processes
• Catabolism - these are breakdown processes.

Concept summary
• Scientific Inquiry involves the investigation of biological phenomena using observation, experimentation, and data analysis.
• Biological Organisation: Life is hierarchically structured from atoms to the biosphere.
• Distinctive characteristic features of living organisms include movement, respiration, growth, reproduction, and response to
stimuli.
• Biology is diverse and it encompasses various fields like botany, zoology, and genetics.
• Biology is an interdisciplinary Science that connects with other sciences like chemistry and physics.
• Biology has Real-World Applications in practical applications in medicine, agriculture, and environmental conservation

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• Metabolism is divided into catabolism and anabolism where anabolism involves the breakdown process, while anabolism is a
building process.

PRINCIPLES OF CELLULAR LIFE

Introduction
Overview: This concept on Principles of Cellular Life introduces the basic structure of organisms. This will be done by looking at the
microscope, an instrument that enables one to see tiny structures not visible to the naked eye. The concept will further look at the types of
cells and their structure. Dealing with the cell structure alone is not complete without looking at the functions of the different parts of the
cell. Cells grow, and this is accompanied by complexity of the cells. This complexity is exhibited by looking at the different ways in
which the cells are specialised. Learning about the Principles of Cellular Life is essential for advancing scientific knowledge, improving
health and medicine, improving agriculture and biotechnology, driving technological innovations understanding building blocks of life
and the natural world.

General competences: Communication, Collaboration, Analytical Thinking, Critical Thinking, Problem solving and scientific skills.
Hook: What if I told you that the tiny cells in your body hold the secrets of life itself?

Key Concepts /Words/Vocabulary

Microscope: An instrument that enables one to see minute structures not visible to the naked eye.
Specimen: An individual example or sample of something often used for scientific study, examination or display.
Magnification: The ratio of the size of the image to the size of the object.
Focusing: The process of adjusting the position of the lens or mirror to produce a clear and sharp image of an object being observed.
Eukaryotic cells: Refer to cells that have a true nucleus and other membrane-bound organelles.
Prokaryotic cells: Refer to cells that do not have a true nucleus.
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2.1 Microscopes

Introduction:
Overview: A microscope is an instrument that enables one to see minute structures not visible to the naked eye. This topic deals with the
microscope in relation to its use and functions of its parts. The topic will also consider how to use microscopes. The use of the microscope
is accompanied by calculation of magnification of the image.

Learners will perform various activities that will enable them to explore different types of microscopes, relate parts of a compound
microscope to functions, practice use of microscopes and calculate magnification of examined specimen.

Specific Competence

Use different types of microscopes to examine specimens.

2.1.1: Exploring different types of microscopes (simple and compound microscopes)

Learning Materials: Simple Microscope (hand lens), compound Microscope, flip charts, markers, bostik.

Activity 1: Exploring simple and compound of microscopes

Procedure:

i. Put learners in groups of 4-5.

ii. Provide hand lenses and a compound microscope to the learners.
iii. Ask learners to examine the simple and compound microscope and identify the parts.
iv. Ask learners to sketch and label the two types of microscopes.
v. Ask learners to compare and contrast the two microscopes

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vi. Ask learners to share their group findings

CONTENT TIP
Simple and compound microscopes use either natural or artificial light in order to view the specimen.
Hand lens: Handle and lens
Compound microscope: Eye piece, body tube, revolving nose piece, objective lenses, stage, mirror, condenser, coarse adjusting knob,
Illuminator, diaphragm fine adjusting knob, aperture and base.
The key differences between light and compound light microscope that must come during the discussion include:
Characteristic Simple Microscope Compound Microscope

Number of Lenses One lens (single lens) Two or more lenses (typically 3-5)

Magnifying Power Up to 300X Up to 2000X or more

Produces a virtual image

Image Type that is upright Produces an inverted real image

Condenser Lens Absent Present, used to focus light on the specimen

Light Source Natural light (e.g., sunlight) Illuminator (artificial light source)

Mirror Type Concave reflecting mirror Concave on one side and plane on the other

Adjusting No zoom options; fixed Multiple objective lenses allow for varying

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Characteristic Simple Microscope Compound Microscope

Magnification magnification magnification levels

Focusing Coarse and fine adjustment knobs for precise

Mechanism Simple adjustment screw focusing

Basic observations (e.g., Detailed study of cells, tissues, and

Applications reading small text) microorganisms for research purposes

Ease of Use Generally easier to use Requires more skill to operate effectively

2.1.2: Relating parts of a compound microscope to the functions (eye piece lens, objective lenses, body tube, adjustment knobs
revolving nose piece, stage, diaphragm, aperture, light source, arm and base)
Learning Materials: Compound light microscopes, worksheet

Activity 1: Relating parts of a compound microscope to their functions.

i. Put learners in groups of 4-5

ii. Provide compound microscopes to the learners.

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iii. Ask the learners to relate parts of the microscope to their functions
iv. Ask the learners to complete the worksheet following their discussion.
v. Present their group findings to the whole class.

Worksheet on parts of the compound microscope and their functions

Part of a compound microscope Function

CONTENT TIP
A compound light microscope is a complex instrument composed of various parts, each serving specific functions that contribute to its
overall operation.
Body Tube: Houses the optical parts, including the eyepiece and objective lenses.

Arm: Connects the head to the base and provides support. It is also used for carrying the microscope.

Base: Supports the entire microscope and contains the illuminator (light source).

Eyepiece (Ocular Lens): The lens you look through at the top of the microscope. Typically has a magnification of 10x, but can vary from
5x to 30x.

Eyepiece Tube: Holds the eyepiece in place above the objective lenses.

Objective Lenses: These are primary optical lenses that provide different levels of magnification, typically ranging from 4x to 100x.

Nosepiece: A rotating component that holds multiple objective lenses, allowing users to switch between them easily.

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Stage: The flat platform where slides are placed for observation.

Stage Clips/Mechanical Stage: Clips hold the slides in place; a mechanical stage allows for precise movement of the slide.

Aperture: The opening in the stage that allows light to pass through to illuminate the specimen.

Condenser: Located beneath the stage, it focuses light from the illuminator onto the specimen, enhancing clarity and brightness.

Iris Diaphragm: Controls the amount of light reaching the specimen, located above the condenser.

Illuminator: The light source for the microscope, usually a low-voltage halogen bulb or LED located in the base.

Coarse Focus Knob: Used for initial focusing by moving the stage up or down significantly.

Fine Focus Knob: Allows for precise focusing after using the coarse focus knob, adjusting in smaller increments.

Condenser Focus Knob: Adjusts the position of the condenser to control lighting focus on the specimen.

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2.1.3: Practicing the use of microscopes (preparing the specimen slides, mounting, focussing and observing)
Learning Materials: Onion bulb or Tradescantia pallida (Purple Heart plant/Purple Queen/purple spider-wort), razor blade/scalpel,
microscope slide and cover slip, access to clean water, tissue or filter paper

Activity1: Preparation of temporary slide for microscopic examination

Procedure:
i. Put learners into groups of 4-5
ii. Ask learners to prepare a specimen using the following steps:
• Peel off a thin layer of the epidermal stripe from the lower side of the leaf of onion or Purple Heart plant.
• Place the epidermal stripe on a slide and trim it to about 5mm by 10mm using a scape blade
• Place a drop of water in the centre of a clean slide then transfer the trimmed stripe into the drop of water on the slide.
• Carefully lower a clean cover slip on the specimen slide ensuring that no air bubbles are trapped. In case of excess
water, remove using a blotting paper or filter paper or tissue paper.
iii. Ask learners to mount the slide on the stage,
iv. Ask learners to clip the microscope slide into position,
v. Ask learners to observe through the eyepiece using lower objective lens
vi. Ask learners to focus until an image of the tissue is seen
vii. Ask learners to change to next higher magnification and focus to reveal details.

CONTENT TIP
Ensure learners follow the right procedures of preparing slides, mounting slides, focussing and observing.

2.1.4: Calculating magnification of examined specimen

Learning Materials: Hand lens, small leaf/seed

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Activity 1: Calculation of magnification when using a hand lens
Procedure:

i. Ask learners to use a hand lens of a known focal length.

ii. Ask learners to hold the hand lens at a distance from an object.
iii. Ask learners to measure the distance between the provided specimen and the hand lens in mm.
iv. Ask learners to calculate magnification using the formula

Magnification =

Activity 2: Calculation of magnification when using a Compound Light Microscope

Learning Materials: compound light microscope, microscope slides, cover slips, source of clean water, specimen (e.g., Onion or Purple
Heart)
Procedure:
i. Ask learners to prepare microscope slides and examine them using a compound microscope

ii. Ask learners to examine the slide under lower magnification, preferably 4x objective lens and 10x eye piece lens.

iii. Ask learners to calculate the magnification of the image using the formula below:

Magnification = Power of objective lens × Power of eyepiece lens

iv. Ask the learners to repeat this activity but using different power of objective lens

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CONTENT TIP

Magnification is a process of enlarging the apparent size of an object when viewed through a microscope. It allows us to see details
that are not visible to the naked eye. It can also be said to show how large the diagram/drawing compared to the specimen. This
applies to cases of drawings derived from specimen

Magnification is expressed as a ratio of the size of the image produced by the microscope to the actual size of the object or the ratio of
the image compared to the object.

Calculation of Magnification

Calculation of magnification depends on the nature of the activity being undertaken.

Magnification for drawings can be calculated using the general formula:

A simple microscope typically consists of a single convex lens (magnifying glass/Hand lens).
The magnification can be calculated using the focal length of the lens:

Magnification =

Expected Standard: Different types of microscopes to examine specimens used accordingly.

Assessment

Instruction: The assessments shall be performed during the learning activity.

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Topic Summary
• There are different types of microscopes; simple and compound light microscopes.

• Parts of different types of microscopes perform specific functions.

• Temporary microscope slides of given tissues can be prepared and examined

• Magnification of the image obtained using the simple and compound light microscopes can be calculated in different ways.

2.2. Basic cell structure

Introduction
Overview: Cells are the fundamental units of life. This unit will look at the basic structure of a cell, their structure and the various
illustrations and models that can be made to make understanding easier for learners. Learners will perform various activities through
experiments as they explore the basic cell structure. In this topic learners will be examining the basic structure of cells using a microscope,
illustrate the basic structure of cells and creating models of cells basic structure.

Specific Competence

Explore the basic cell structure.

2.2.1: Examining the basic structure of cells using a microscope (use cells of different organisms)
2.2.2: Illustrating the basic structure of cells

Learning Materials: Compound light microscope, onion bulb or any plant leaf whose lower epidermis can easily be removed;
microscope slide; cover slip; access to clean water; notebook; pencil

Activity 1: Examining and illustrating the basic structure of plant cells using a compound light microscope.
Procedure:

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i. Put the learners in groups of 4-5

ii. Ask learners to prepare microscope slides using the given specimen

iii. Ask learners to mount the prepared slide on the microscope and examine them.

iv. Ask learners to observe the specimen using objective lens of different magnifying powers.

v. Ask learners to draw and label the portion of cells that were clear and visible.

vi. Ask learners to make presentations to the class.

CONTENT TIP
In order to examine the structure of cells, the learners are supposed to have a look at different structures of animal and plant cells.
Consolidate work from each group and clear any misconceptions that may arise.
Look out for the following structures; nucleus, cell membrane, cell wall, cytoplasm and vacuole.

Learning materials:
Compound light microscope, Pictographs showing the basic structure of animal cells, permanent slides of amoeba, and squamous
epithelium cells (cheek cells).

Activity 2: Examining and illustrating the basic structure of different cells using a compound light microscope.
Procedure:
i. Ask learners to mount the provided permanent slides on the microscope

ii. Ask the learners to examine specimen under lower objective lens (4x) first before changing to high objective lens (10x).

iii. Ask learners to draw and label the portion of cells that were clear and visible.

iv. Ask learners to make presentations to the class.

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CONTENT TIP
Look out for cell membrane, cytoplasm and nucleus.
Learners should compare drawings to pictures of different cells.
CAUTION: Close supervision should be made to ensure slides and microscopes are not damaged.

2.2.3: Creating models of cells showing basic structure

Learning Materials: Styrofoam balls, paper and glue, plasticine or clay, Cardboard or a shoebox, Paint or coloured paper, Plastic wrap or
clear plastic sheets, Labels.

Activity 1: Creating 3D models of basic cell structure using locally available materials

Procedure
i. Put learners in groups of 4-5
ii. Ask learners to prepare materials for creating 3D models.
iii. Ask learners to create models showing only Basic cell structure as an out of class activity.
iv. Ask learners to hand in the created models after a week.

CONTENT TIP
There may be need of collaboration with experts in Art and Design on how to package.
Expected standard
Basic structure of cells explored correctly

Assessment

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Instruction: Ask learners to answer the following task
Task:
1. Make drawings of a few cells.
2. Calculate magnification of the drawing made.

Topic Summary
• The unit emphasised examining and identifying the basic structure of cells.
• The basic structure of cells comprises the nucleus, cytoplasm, cell membrane for animal cells.
• For plant cells the basic structure may include the chloroplasts and vacuole
• Illustrations and models of cells enhance understanding.

2.3: Types of cells

Introduction
Overview: This topic explores the types, structures and functions of cell parts. Therefore, the focus of the topic will be on prokaryotic and
eukaryotic cells. During the study, learners will be expected to bring out similarities and differences between the two types of cells found
in unicellular and multicellular organisms.
Learners will be involved in demanding activities to investigate and differentiate the structure of prokaryotic and eukaryotic cells through
experimentation; explain the functions of animal and plant cell organelles; and compare and contrast animal and plant cells.
Specific Competence

Distinguish between eukaryotic and prokaryotic cells

2.3.1 Investigating eukaryotic cells (plant and animal cells, fungi, amoeba) and prokaryotic cells (bacterial cells)

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Learning Materials: Temporary or permanent slides of plant or animal cells or fungi or amoeba and bacterial cells; Compound light
microscope.

Activity 1: Investigating plant cells, animal cells, fungi, amoeba and bacterial cells using a compound microscope.
Procedure:
i. Put learners in groups of 4-5.

ii. Give each group some permanent slides of plant or animal cells, or amoeba or fungi and bacterial cells.

iii. Ask learners to examine the specimen using a compound microscope

iv. Ask learners to draw and label their observations.

CONTENT TIP
Use varieties of resources such as micrographs and videos showing different eukaryotic and prokaryotic cells.
There are two main types of cells namely; prokaryotic cells represented by bacteria, and eukaryotic cells represented by amoeba, plant
cells, fungi and animal cells.

2.3.2 Differentiating eukaryotic and prokaryotic cells (structure)

Learning Materials: Micrographs/videos, notebook, pen

Activity 1: Differentiating eukaryotic and prokaryotic cells using micrographs or videos

Procedure:
i. Put the learners in groups of 4-5

ii. Ask learners to observe the provided micrographs or watch videos of prokaryotic and eukaryotic cells.

iii. Ask learners to take note of the differences between the structure of prokaryotic and eukaryotic cells.

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iv. Ask learners to record the differences in table form.

CONTENT TIP
Table of differences between prokaryotic and eukaryotic cells
S/No. Prokaryotic cells Eukaryotic cells

Prokaryotic and eukaryotic cells represent two fundamental types of cellular organisation, each with distinct characteristics. The
differences are distinctively outlined in the table that follow.

Characteristic Prokaryotic Cells Eukaryotic Cells

Absent; genetic material is located in a Present; enclosed within a nuclear
Nucleus nucleoid region (not membrane-bound) envelope

Generally smaller (0.1 to 5.0 Larger (typically 10 to 100

Size micrometres) micrometres)

Contains membrane-bound organelles

Lacks membrane-bound organelles; (e.g., mitochondria, endoplasmic
Organelles ribosomes are smaller and free-floating reticulum)

Includes protists, fungi, plants, and

Organism Includes bacteria and archaea; primarily animals; can be unicellular or
Types unicellular multicellular.

Plant cells have a cell wall made of

Most have a rigid cell wall made of cellulose; animal cells do not have a cell
Cell Wall peptidoglycan (in bacteria) wall

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2.3.3: Explaining the functions of animal and plant cell organelles
Learning Materials: Manila paper/flip chart, permanent markers, bostik.

Activity 1: Discussing the functions of animal and plant cell organelles

Procedure:
i. Put the learners in groups of 4-5, preferably mixed ability

ii. Ask learners to come up with a table showing the cell structures /organelles and their functions as observed in the previous lessons.

iii. Ask each group to present the chart to the class.

CONTENT TIP
Look out for the following basic cell structures / organelles and their functions;
Cell Membrane: The cell membrane acts as a selective wall, controlling the movement of substances in and out of the cell.
Cytoplasm: This jelly-like substance fills the inside of the cell and contains various organelles. It is where many metabolic processes
occur.
Nucleus: The nucleus serves as the control centre of the cell, housing genetic material (DNA) that controls cellular activities such as
growth, metabolism, and reproduction.
Chloroplasts (in plant cells): It is a site for photosynthesis. It contains chlorophyll which traps light energy for the process of
photosynthesis.
Cell Wall: It is found in plant cells and is made primarily of cellulose in plants. It helps to provide additional support and protection;
helps maintain cell shape.
Vacuole: It stores substances such as sugar and salts, manages wastes and provides structural support to plant cells.

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2.3.4: Comparing and contrasting animal and plant cells

Learning Materials: Manila paper/flip chart, permanent markers, bostik

Activity 1: Discussing differences between animal and plant cells.

Procedure:
i. Put learners in groups of 4-5, preferably mixed ability

ii. Ask learners to list the similarities of plant and animal cells

iii. Ask learners to come up with a table showing differences between plant and animal cells.

iv. Ask each group to present their findings using charts to the class

CONTENT TIP
Table of differences between plant and animal cells
Cell Structure Plant Cells Animal Cells
/organelle
Cell Wall Present. Absent.

Chloroplasts Present. Absent.

Smaller, temporal multiple vacuoles

Vacuoles Large central and permanent vacuole. if present.

Shape Regular shape due to the rigid cell wall. Irregular shape.

Generally smaller (10-30

Size Typically, larger (10-100 micrometres). micrometres).

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Expected Standard
Eukaryotic and prokaryotic cells distinguished correctly

Assessment

Instruction: Ask learners to answer the following task

Task:

1. Describe the differences between prokaryotic and eukaryotic cells

2. Distinguish plant and animal cells.

Topic Summary
• Prokaryotic cells do not have a nucleus while eukaryotic cells have a nucleus.
• The eukaryotic cells include cells of plants, animals, fungi and protists while prokaryotic cells are found in bacteria.
• The cells have structures or organelles that perform various functions.

2.4. Cell Specialisation

Introduction

Overview: Cell specialisation is the process where cells develop unique structures and functions to perform specific tasks in living
organisms. In multicellular organisms, cells are specialised to carry out different roles efficiently. This topic will focus on adaptive
features of specialised plant and animal cells in relation to their functions. In order to realise this, learners will identify specialised cells in
both animals and plants, observe adaptive features and relate the features to the functions of cells

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Specific Competence

Relate adaptive features of specialised cells to their functions

2.4.1. Identifying specialised cells in animals and plants (nerve cell, blood cells, ciliated cell, muscle cell, sperm cell, root hair cell,
palisade cell, guard cell, phloem, and xylem)

Learning Materials: Compound light microscope, micrographs or permanent slides of cells of: blood, ciliated cell, muscle. Sperm, root
hair, palisade, guard cell, phloem and xylem

Activity 1: Examining specialised cells in plants and animals using a compound microscope.
Procedure:
i. Put learners in groups of 4-5, preferably of mixed ability.

ii. Ask the learners to examine a permanent slide of blood cells under the compound microscope or observe cells on micrographs.

iii. Ask the learners to repeat this activity using the following permanent slides: ciliated cell, muscle cell, Sperm cell, root hair cell,
palisade cell, guard cell, Phloem and xylem.

iv. Ask the learners to draw and name the observed specialised cells.

v. Ask the learners in the groups to make presentations to the whole class

2.4.2: Observing adaptive features of specialised cells (use pictures, slides, models, videos, simulations)
2.4.3: Relating the adaptive features of observed cells to their functions
Learning Materials: pictures, slides, models, videos, simulations, learners’ drawings from previous activity

Activity 1: Observing and relating adaptive feature of specialised cells to their functions.

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Procedure:
i. Ask learners to take note, describe and name unique structures that are not found in ordinary plant and animals cells studied
earlier.

ii. Ask the learners to come up with a table showing the specialised cells, their adaptive features and functions

iii. Ask each group to make presentations to the class

CONTENT TIP
Cells to be observed should include; ciliated cell, muscle cell, Sperm cell, root hair cell, palisade cell, guard cell, Phloem and xylem.
Encourage learners to use drawings from previous activity.
The table to be made should have columns as shown.
The tables showing adaptive features of specialised cells and their functions
Specialised cell Adaptive feature Function

Expected Standard
Adaptive features of specialised cells related to their functions correctly.

Assessment

Instruction: Ask learners to answer the following task

Task:
1. Relate the adaptive features of each of the following cells to their functions: nerve cell, blood cells, ciliated cell, muscle cell, sperm
cell, root hair cell, palisade cell, guard cell, phloem, and xylem

Topic Summary
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• Specialised cells have special features that enable them performed their functions in living organisms.
• Adaptive features are unique to certain cells, thus make them enhance their functions.

2.9: Concept summary

Microscopes are instruments that make it possible for the naked eye to see small objects that are not normally visible. Among these are the
cells, the basic unit of living organisms. There are two types of cells; eukaryotic and prokaryotic cells. Eukaryotic cells are of two types:
animal and plant cells. The differences in the types of cells were discussed. The cells are made of different parts that make it possible for
the cells to carry out their functions. There are specialised cells that carry out unique functions. This is made possible by the adaptive
features that are unique to each specialised cell.

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