CLASSIFICATION II

Introduction and Principles of Classification
Binomial System of Nomenclature

By the end of the lesson, the learner should be able to:
Explain the importance of classification of organisms. Discuss the general principles of classification. Identify features used to classify organisms. Define taxa and taxon.

Q/A: Review of Classification I concepts. Discussion of classification criteria - structural similarities and differences. Q/A: Features for animals (body symmetry, coelom, appendages) and plants (vascular system, reproductive structures).

Charts - Classification features, Taxonomic units
Charts - Examples of scientific names (Table 1.1), Practice writing materials

Certificate Biology Form 3, Pages 1-2

CLASSIFICATION II

Hierarchy of Taxa

By the end of the lesson, the learner should be able to:
Describe the taxonomic hierarchy from kingdom to species. Explain the relationship between different taxonomic levels. Draw and interpret taxonomic pyramid.

Teacher exposition of hierarchical arrangement using pyramid diagram. Discussion of kingdom→phylum→class→order→family→genus→species. Q/A: How smaller taxa combine to form larger taxa.

Charts - Taxonomic pyramid (Fig 1.1), Wall charts showing hierarchy

Certificate Biology Form 3, Pages 1-3

CLASSIFICATION II

Five Kingdom System
Kingdom Monera - Introduction

By the end of the lesson, the learner should be able to:
Identify the five kingdoms of organisms. State general characteristics of each kingdom. Compare modern classification with earlier systems. Explain changes in classification systems.

Teacher exposition of five kingdoms: Monera, Protoctista, Mycota, Plantae, Animalia. Discussion using Table 1.2. Q/A: Why systems change - bacteria, fungi, algae reclassification.

Charts - Table 1.2 characteristics, Five kingdom comparison chart
Charts - Prokaryote vs eukaryote comparison, Microscope images

Certificate Biology Form 3, Pages 4-5

CLASSIFICATION II

Bacteria - Structure and Characteristics
Bacterial Types and Shapes

By the end of the lesson, the learner should be able to:
Describe the structure of bacteria. Draw and label a bacterial cell. State characteristics of bacteria. Explain bacterial cell wall composition.

Drawing and labeling generalized bacterial structure using Fig 1.2. Discussion of structural features - cell wall, DNA, flagella, capsule. Q/A: Mucoproteins in cell wall, lack of organelles.

Charts - Fig 1.2 bacterial structure, Drawing materials, Microscope
Charts - Fig 1.3 bacterial types, Microscope, Prepared bacterial slides

Certificate Biology Form 3, Pages 5-6

CLASSIFICATION II

Bacterial Reproduction and Economic Importance

By the end of the lesson, the learner should be able to:
Describe bacterial reproduction by binary fission. Explain economic importance of bacteria. Identify harmful and useful bacteria. Give examples of bacterial diseases.

Exposition of asexual reproduction by binary fission. Discussion of harmful bacteria - diseases (tuberculosis, typhoid, cholera). Q/A: Useful bacteria - decomposition, nitrogen fixation, antibiotics.

Charts - Binary fission diagram, Disease-causing bacteria table, Specimens of antibiotics

Certificate Biology Form 3, Pages 6-7

CLASSIFICATION II

Blue-green Algae

By the end of the lesson, the learner should be able to:
State characteristics of blue-green algae. Give examples of blue-green algae. Explain their importance in ecosystems. Compare with bacteria.

Discussion of blue-green algae as prokaryotes. Examples: Nostoc, Anabaena, Spirulina. Study of Fig 1.4. Q/A: Importance as primary producers, food for flamingoes.

Charts - Fig 1.4 Anabaena, Microscope, Water samples from local sources

Certificate Biology Form 3, Pages 7-8

CLASSIFICATION II

Kingdom Protoctista - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Protoctista. Identify the two sub-kingdoms. Give examples of protoctists. Distinguish from other kingdoms.

Teacher exposition of Protoctista characteristics - eukaryotic, mostly unicellular. Discussion of two sub-kingdoms: Protozoa and Algae. Examples from Table 1.3.

Charts - Protoctista characteristics, Table 1.3 examples

Certificate Biology Form 3, Page 8

CLASSIFICATION II

Protozoa (Protista)

By the end of the lesson, the learner should be able to:
Describe characteristics of protozoa. Give examples of protozoa. Identify disease-causing protozoa. Examine protozoa practically.

Study of unicellular protozoans using Fig 1.5. Practical examination of pond water under microscope. Students observe and draw Paramecium, Euglena, Amoeba. Q/A: Disease-causing protozoans and their vectors.

Charts - Fig 1.5 protozoa, Table 1.3 diseases, Microscopes, Pond water samples, Glass slides, Drawing materials

Certificate Biology Form 3, Pages 8-9, 28

CLASSIFICATION II

Algae - Characteristics and Types

By the end of the lesson, the learner should be able to:
State characteristics of algae. Classify algae according to pigments. Give examples of different algal types. Explain their habitats.

Discussion of algae as aquatic autotrophs. Classification by pigments: green, brown, red algae. Study of Fig 1.6 examples. Q/A: Thallus structure, holdfast, photosynthetic pigments.

Charts - Fig 1.6 algae types, Specimens of different algae, Hand lenses

Certificate Biology Form 3, Pages 9-10

CLASSIFICATION II

Economic Importance of Algae

By the end of the lesson, the learner should be able to:
Explain ecological importance of algae. State economic uses of algae. Describe role as primary producers.

Discussion of algae as primary producers in aquatic ecosystems. Q/A: Food source for aquatic animals, oxygen production. Economic uses in food industry, cosmetics.

Charts - Aquatic food chains, Algae products, Ecosystem diagrams

Certificate Biology Form 3, Pages 10-11

CLASSIFICATION II

Kingdom Mycota (Fungi) - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Fungi. Give examples of fungi. Describe fungal cell structure. Explain mode of nutrition.

Teacher exposition of fungal characteristics - eukaryotic, cell walls with chitin, heterotrophic. Examples: mushrooms, yeasts, moulds. Discussion of mycelium and hyphae structure.

Charts - Fungal characteristics, Specimens of mushrooms, bread moulds

Certificate Biology Form 3, Page 11

CLASSIFICATION II

Kingdom Mycota (Fungi) - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Fungi. Give examples of fungi. Describe fungal cell structure. Explain mode of nutrition.

Teacher exposition of fungal characteristics - eukaryotic, cell walls with chitin, heterotrophic. Examples: mushrooms, yeasts, moulds. Discussion of mycelium and hyphae structure.

Charts - Fungal characteristics, Specimens of mushrooms, bread moulds

Certificate Biology Form 3, Page 11

CLASSIFICATION II

Fungal Structure and Reproduction

By the end of the lesson, the learner should be able to:
Describe structure of fungi. Explain fungal reproduction. Identify different types of fungi. Examine fungi practically.

Study of fungal structure using Fig 1.7 - hyphae, mycelium, sporangia. Practical examination of bread moulds under microscope. Students observe and draw fungal structures. Safety: Handle specimens with forceps.

Charts - Fig 1.7 fungi, Microscopes, Bread mould specimens, Forceps, Glass slides, Drawing materials

Certificate Biology Form 3, Pages 11-12, 29

CLASSIFICATION II

Economic Importance of Fungi

By the end of the lesson, the learner should be able to:
Explain harmful effects of fungi. Describe useful roles of fungi. Give examples of fungal diseases. State uses in industry.

Discussion of harmful fungi - plant diseases (wheat rust), human diseases (thrush, ringworm), food spoilage. Q/A: Useful fungi - decomposers, food production, medicines, brewing.

Charts - Fungal diseases, Specimens of useful fungi, Food products made using fungi

Certificate Biology Form 3, Pages 12-13

CLASSIFICATION II

Kingdom Plantae - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Plantae. Give examples of plants. Describe plant cell features. Explain autotrophic nutrition.

Teacher exposition of plant characteristics - multicellular, eukaryotic, chloroplasts, cellulose cell walls, autotrophic. Discussion of shoot and root systems, vascular tissue.

Charts - Plant characteristics, Live plant specimens, Plant cell diagrams

Certificate Biology Form 3, Page 13

CLASSIFICATION II

Plant Phyla Overview

By the end of the lesson, the learner should be able to:
Identify major plant phyla. Compare different plant groups. State examples of each phylum.

Study of Table 1.4 - Bryophyta, Pteridophyta, Spermatophyta. Discussion of evolutionary progression from simple to complex plants. Examples of each group.

Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants

Certificate Biology Form 3, Pages 13-14

CLASSIFICATION II

Plant Phyla Overview

By the end of the lesson, the learner should be able to:
Identify major plant phyla. Compare different plant groups. State examples of each phylum.

Study of Table 1.4 - Bryophyta, Pteridophyta, Spermatophyta. Discussion of evolutionary progression from simple to complex plants. Examples of each group.

Charts - Table 1.4 plant phyla, Specimens of mosses, ferns, flowering plants

Certificate Biology Form 3, Pages 13-14

CLASSIFICATION II

Phylum Bryophyta - Mosses and Liverworts

By the end of the lesson, the learner should be able to:
Describe characteristics of bryophytes. Explain alternation of generations. Give examples of bryophytes. Examine moss specimens practically.

Study of moss characteristics using Fig 1.8 and liverworts using Fig 1.9. Practical examination of moss specimens - identify gametophyte, sporophyte, rhizoids. Students draw observed structures.

Charts - Fig 1.8 moss, Fig 1.9 liverworts, Live moss specimens, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 14-15, 30

CLASSIFICATION II

Phylum Pteridophyta - Ferns

By the end of the lesson, the learner should be able to:
State characteristics of pteridophytes. Describe fern structure. Explain fern life cycle. Examine fern specimens and spores.

Discussion of fern characteristics using Fig 1.10. Practical examination of complete fern plant - fronds, rhizome, sori. Students collect spores and draw fern structures. Compare with bryophytes.

Charts - Fig 1.10 fern structure, Complete fern specimens, White paper, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 15-16, 30-31

CLASSIFICATION II

Phylum Spermatophyta - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of seed plants. Distinguish gymnosperms and angiosperms. Give examples of each group. Explain advantages of seeds.

Discussion of seed-bearing plants using Fig 1.11. Comparison of gymnosperms (naked seeds in cones) vs angiosperms (seeds in fruits). Examples and advantages of seed reproduction.

Charts - Fig 1.11 gymnosperms, Cone specimens, Seeds, Fruits

Certificate Biology Form 3, Pages 16-17

CLASSIFICATION II

Angiosperms - Characteristics

By the end of the lesson, the learner should be able to:
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.

Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.

Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses

Certificate Biology Form 3, Page 17

CLASSIFICATION II

Angiosperms - Characteristics

By the end of the lesson, the learner should be able to:
Describe angiosperm characteristics. Explain double fertilization. Identify flower structures. State importance of flowers and fruits.

Study of angiosperm features - flowers, double fertilization, seeds in fruits, embryo with cotyledons. Discussion of flower as reproductive organ and fruit development.

Flower specimens, Fruits with seeds, Hand lenses, Magnifying glasses

Certificate Biology Form 3, Page 17

CLASSIFICATION II

Classes of Angiosperms

By the end of the lesson, the learner should be able to:
Distinguish monocotyledons and dicotyledons. Compare structural features. Give examples of each class. Examine monocot and dicot specimens.

Detailed study of Table 1.5 comparing monocots and dicots. Practical examination of specimens - leaf venation, root systems, floral parts. Students draw comparative structures.

Charts - Table 1.5, Fig 1.12 structures, Monocot and dicot specimens, Hand lenses, Drawing materials

Certificate Biology Form 3, Pages 17-18

CLASSIFICATION II

Kingdom Animalia - Introduction

By the end of the lesson, the learner should be able to:
State characteristics of Kingdom Animalia. Give examples of animals. Explain heterotrophic nutrition. Describe animal adaptations.

Teacher exposition of animal characteristics - multicellular, no cell walls, heterotrophic, mobile, bilateral/radial symmetry. Discussion of adaptations for movement, feeding, response.

Charts - Animal characteristics, Various animal specimens/pictures

Certificate Biology Form 3, Page 18

CLASSIFICATION II

Animal Classification Features

By the end of the lesson, the learner should be able to:
Identify features used to classify animals. Explain body symmetry types. Describe skeleton types. State other classification criteria.

Discussion of classification features - body symmetry, segmentation, appendages, skeleton types, body cavities. Examples of bilateral vs radial symmetry, endoskeleton vs exoskeleton.

Charts - Body symmetry diagrams, Skeleton types, Animal classification features

Certificate Biology Form 3, Pages 18-19

CLASSIFICATION II

Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Classes of Arthropoda

By the end of the lesson, the learner should be able to:
Classify arthropods into classes. Compare different arthropod classes. Give examples of each class. Examine arthropod specimens.

Study of five arthropod classes using Figs 1.13-1.16. Practical examination of preserved specimens - identify key features, body segments, appendages. Students draw and label structures.

Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials

Certificate Biology Form 3, Pages 20-22

CLASSIFICATION II

Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of chordates. Give examples of chordates. Describe vertebral column. Explain chordate features.

Discussion of chordate characteristics - vertebral column, brain in skull, closed circulation, endoskeleton, bilateral symmetry. Study of Table 1.6 showing chordate classes.

Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 22-23

CLASSIFICATION II

Classes of Chordates

By the end of the lesson, the learner should be able to:
Classify chordates into classes. Compare fish, amphibians, reptiles, birds, mammals. Give examples of each class.

Study of five chordate classes using Figs 1.16-1.20. Comparison of fish (Pisces), amphibians, reptiles, birds (Aves), mammals. Key distinguishing features of each class.

Charts - Figs 1.16-1.20 chordate classes, Specimens/pictures of vertebrates

Certificate Biology Form 3, Pages 23-27

CLASSIFICATION II

Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Explain the purpose of identification keys. Define dichotomous key. Understand key construction principles. Study examples of keys.

Teacher exposition of identification keys using Fig 1.21 diagrammatic key. Discussion of dichotomous pattern - contrasting characteristics. Q/A: Why keys are important for organism identification.

Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 27-28

CLASSIFICATION II

Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Explain the purpose of identification keys. Define dichotomous key. Understand key construction principles. Study examples of keys.

Teacher exposition of identification keys using Fig 1.21 diagrammatic key. Discussion of dichotomous pattern - contrasting characteristics. Q/A: Why keys are important for organism identification.

Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 27-28

CLASSIFICATION II

Construction of Dichotomous Keys

By the end of the lesson, the learner should be able to:
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets

Certificate Biology Form 3, Pages 28-33

CLASSIFICATION II

Using Identification Keys

By the end of the lesson, the learner should be able to:
Use dichotomous keys to identify organisms. Practice with complex keys. Identify chordates using provided keys. Apply keys to unknown specimens.

Practical use of identification keys for chordate specimens. Students work through numerical keys step by step. Practice identifying organisms using keys from practical activities section.

Chordate specimens, Provided identification keys, Unknown specimens for practice

Certificate Biology Form 3, Pages 31-33

ECOLOGY

Introduction to Ecology

By the end of the lesson, the learner should be able to:
Define ecology and explain its importance. Distinguish between biotic and abiotic factors. State the significance of ecological studies.

Q/A: Review of organism-environment interactions. Discussion of ecology definition and importance. Teacher exposition of ecological studies for conservation and biodiversity.

Charts - Definition of ecology, Examples of ecological studies

Certificate Biology Form 3, Pages 36-37

ECOLOGY

Ecological Terms and Concepts
Ecosystems - Structure and Components

By the end of the lesson, the learner should be able to:
Define key ecological terms. Explain concepts of biosphere, environment, habitat, ecosystem. Distinguish between autecology and synecology.

Teacher exposition of ecological terminology. Discussion of biosphere, environment, habitat, ecosystem definitions. Q/A: Differences between autecology and synecology studies.

Charts - Ecological terms definitions, Diagrams of biosphere layers
Charts - Ecosystem components, Examples of different ecosystems

Certificate Biology Form 3, Pages 36-37

ECOLOGY

Abiotic Factors - Temperature and Water

By the end of the lesson, the learner should be able to:
Explain how temperature affects organisms. Describe the role of water in ecosystems. Analyze adaptations to temperature variations.

Detailed discussion of temperature effects on photosynthesis and plant growth. Exposition of water requirements for plants and animals. Q/A: Temperature ranges and organism distribution.

Charts - Temperature effects on organisms, Water cycle diagram

Certificate Biology Form 3, Pages 38-40

ECOLOGY

Abiotic Factors - Light and Humidity
Abiotic Factors - Wind, Altitude, and Salinity

By the end of the lesson, the learner should be able to:
Explain the importance of light intensity in ecosystems. Describe humidity effects on plant and animal distribution. Relate light to photosynthesis and productivity.

Discussion of light intensity and photosynthesis rates. Exposition of humidity effects on transpiration. Q/A: Adaptations to low light and dry conditions. Examples of shade plants and xerophytes.

Charts - Light intensity effects, Humidity and transpiration
Charts - Wind effects on plants, Altitude zonation, Halophyte examples

Certificate Biology Form 3, Pages 40-42

ECOLOGY

Biotic Factors - Producers
Biotic Factors - Consumers

By the end of the lesson, the learner should be able to:
Define producers and explain their role. Describe autotrophic nutrition. Explain the importance of photosynthesis in ecosystems.

Teacher exposition of producers as first trophic level. Discussion of autotrophic organisms - plants, algae, photosynthetic bacteria. Q/A: Energy conversion through photosynthesis.

Charts - Examples of producers, Photosynthesis equation
Charts - Consumer classification, Examples of different consumer types

Certificate Biology Form 3, Pages 43-44

ECOLOGY

Biotic Factors - Decomposers and Detrivores

By the end of the lesson, the learner should be able to:
Explain the role of decomposers. Distinguish decomposers from detrivores and scavengers. Describe nutrient recycling processes.

Discussion of decomposers (bacteria, fungi) and their importance. Exposition of detrivores and scavengers with examples. Q/A: Nutrient recycling and ecosystem balance.

Charts - Examples of decomposers, Nutrient cycling diagrams

Certificate Biology Form 3, Pages 45-46