I. GENERAL INTRODUCTION
7. PRESENTATION OF THE MODULES AND RELATIVE DURATION/PERIOD OF TEACHING OF EACH MODULE
7. PRESENTATION OF THE MODULES AND RELATIVE DURATION/PERIOD OF TEACHING OF EACH MODULE
CLASS MODULE 1 MODULE 2 MODULE 3
Form 3 34 Hours/42 Periods 25Hours/30Periods 15Hours/18Periods
Form 4 25 Hours/30 Periods 40Hours/48Periods 10Hours/12Periods
Form 5 35 Hours/42 Periods 30Hours/36Periods 10Hours/12Periods
SYNOPSIS OF THE MODULES, CATEGORIES OF ACTION, EXAMPLES OF ACTIONS AND RELATIVE DURATION/PERIODS
TITLE OF MODULE CATEGORIES OF ACTION DURATION/PERIOD
THE LIVING WORLD
Conserving life and life process Appropriating knowledge of :
the properties and nature of water and explaining their uses to living organisms and man;
the water cycle and relating it to other cycles in nature and Mathematics (life cycle, CO2 cycle, N2
cycle, circle, etc);
the mechanisms of movement of substances into and out of living systems and explaining the maintenance of life processes by such mechanisms.
Applying knowledge from the conservation of life processes in agricultural practices and healthy living.
10 periods
Appreciating the nature and vast variety of life forms
classifying organisms using criteria;
identifying the application of the concept of classification in other sciences;
using knowledge of structure to distinguish the many varieties of life form;
using knowledge of structure and life cycle to explain the adaptations of life forms to their survival
applying knowledge of life cycles in the elimination of harmful organisms;
applying knowledge of life cycle in enhancing plant and animal productivity;
designing projects for eliminating harmful species or viruses and organisms.
24 periods
Improving the quantity and quality of human food yield in plant and animal resources
eliminating food crop nutrient deficiencies;
eliminating farm animal nutrient deficiencies;
preparing animal feed for a selected farm animal of the locality such as chicken, pig, rabbit, etc.
08 periods
HEALTH EDUCATION
Promoting good health
explaining variations in nutritional needs of men and women based on the average recommended daily intake for a healthy person;
estimating the calorific value of an identified local meal;
designing a project to improve on the nutritional value of an identified local meal.
06 periods
HEALTH EDUCATION
Preventing/eliminating the transmission of diseases of food crops, farm animals and humans including HIV/AIDS, STIs and Ebola
Combating food crops and farm animal disease and their vectors (Phytophtora infestans, tomato rot, corn smut, Newcastle, black quarter, etc.)
Combating animal and human diseases (HIV/AIDS, Ebola, malaria, cholera, dysentery, etc.)
Removal and destruction of food crop and animal pests (weevils, weeds, ticks, lice, jiggers, etc.)
Avoiding the consumption of junk food
Avoiding the buying of street side medications
12 periods
Rejecting risky behaviours to prevent the transmission of HIV/AIDS, STIs and Ebola
Identifying and rejecting risky sexual behaviour (idling, having pre-mature sexual intercourse, unprotected sex, prostitution, abortion, etc.)
Adopting responsible sexual behaviour;
Learning to say no to irresponsible and none protected sexual advances;
Consulting medical personnel and receiving complete treatment in the event of illness;
developing and appropriating healthy interpersonal relationships.
12 periods
ENVIRONMMMENTA L EDUCATION AND
SUSTAINABLE DEVELOPMENT
Enhancing food production while conserving the environment
Conserving the Interdependence of organisms and ecological balance in the environment;
Exploiting knowledge of social relationships (such as between Honey bees and honey production, termites, etc) to enhance man’s food supply
Producing organic manure through composting;
Explaining the advantages and disadvantages of organic and nonorganic fertilisers;
Identifying and avoiding adverse effects of nonorganic fertilisers on the environment.
18 periods
OUTLINE OF THE SYLLABUS FORM 3
MODULE ONE: THE LIVING WORLD
TIME ALLOCATION: 35H (42 PERIODS) INTRODUCTION TO THE MODULE
As an integral part of the living world Man must provide his needs (air, food and shelter, etc) by exploiting the natural world through the practice of agriculture, animal husbandry, and the transformation of products in such a way as to maintain the delicate ecological equilibrium.
It is therefore, necessary for man to understand the functioning of the living system, appreciate the shear vastness of life forms opened to his exploitation as well as their reproductive capacities in order to better conserve life and life processes and to improve on the quantity and quality of food yield in plant and animal resources.
From this point of view the teacher ought to facilitate the construction and appropriation by the learner of knowledge and competencies linked to:
knowledge of specific scientific facts, terminologies, concepts, conventions, trends and sequences including biogeochemical cycles – water Cycle and relating same to CO2, N2,cycles as well as the concepts of circles and life cycles, etc
the movement of substances into and out of organisms as well as the mechanisms involved;
the explanation of the maintenance of life processes by such mechanisms; and
the application of such knowledge to improve agricultural practices and healthy living.
Additionally, the learner should construct and appropriate knowledge and skills in general and basic notions of:
placing objects into groups using similarities in characteristics and identifying the application of such concepts in other fields of sciences and in society;
adaptations of life forms to their survival; and
using knowledge of life cycles and nutritional requirements to eliminate harmful organisms or enhance the productivity of useful ones.
CONTRIBUTION TO THE GOALS OF THE CURRICULUM
The competencies that the learner will develop from this module will enable him/her:
appropriate knowledge of the basic concepts of life processes, the vast variety of life forms and their means of survival; the scientific way of constructing knowledge and solving problems; plant and animal production; conservation skills in general and agricultural and animal breeding methods, techniques, and practices;
CONTRIBUTION TO SOCIETAL LIFE
This module enables learners to develop in them critical thinking skills, creativity and the scientific spirit of self-reliance and team work.
CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of situatio
ns
Exampl es of situatio
ns
Categor y of actions
Examples of Actions
Essential Knowledge
Abilities (Aptitudes)
Life Skills (Practice)
Other resources
SUPPLY OF MAN’S NEEDS IN
ANIMAL AND PLANT Insufficient knowledgeof the functioning Understandi ng cellularexchanges to better
Appropriating knowledge of the:
properties and nature of water to explain its
1.0. Introduction (Review of the concept of the cell)
What is water? (Definition and properties).
2.0. Importance of water to living
Introduce and Define water stating its properties
Brainstorm to identify the ways in which water is useful to living organisms and man
-Curiosity and sense of
observatio n
-Didactic materials – charts, models, -biology
CONTEXTUAL FRAMEWORK
COMPETENCIES
RESOURCES Family
of situatio
ns
Example s of situation
s
Categor y of actions
Actions Essential Knowledge
Abilities (Aptitudes)
Life Skills (Practice)
Other resources
SUPPLY OF MAN’SNEEDS IN ANIMALAND PLANTRESOURCE S Insufficient knowledge of thevariety of life forms Understandi ng the nature and
variety of life forms to better live
Classifying organisms using criteria;
Identifying the application of the concept of
1. Introduction to the concepts of criteria and classification 2. Reasons for classifying living
organisms
3. General characteristics, structure, life cycle and biological
Explain why life forms are classified;
Apply knowledge of criteria and classification to other areas of life;
Apply knowledge of criteria
-Curiosity and sense of observation -Interest in scientific
-Didactic materials, -
specimens – charts,
CONTEXTUAL FRAMEWORK
COMPETENCIES
RESOURCES Family
of situatio
ns
Example s of situation
s
Categor y of actions
Actions Essential Knowledge
Abilities (Aptitudes)
Life Skills (Practice)
Other resources
SUPPLY OF MAN’SNEEDS IN ANIMALAND PLANTRESOURCE S Insufficient consumable resources Improving the quantity and quality of plant and
animal food resources
preventing food crop nutrient deficiencies;
1. Major and minor plant nutrients.
a. Major e.g. N,P,K, Ca, Mg b. Minor e.g. Cu, Zn, Mo, Fe c. Importance of N,P,K, and deficiency symptoms in
Classify plant nutrients into major and minor nutrients;
Discuss the differences between major and minor plant nutrients;
Discuss the roles of nitrogen, phosphorus and potassium (N. P. K)
-Curiosity and sense of observation -Interest in scientific
-Didactic materials, -
specimens – charts,
MODULE TWO: HEALTH EDUCATION
TIME ALLOCATION: 25H (30 PERIODS) INTRODUCTION TO THE MODULE
Improving plant and animal health is essential for the improvement of human health as well. Good health is therefore an indispensable requirement for the continuity of the human species. It is therefore necessary to help the learner to construct and appropriate knowledge concepts, techniques, methods and attitudes linked to ensuring the health of plants and animals whose products constitute food and other resources for human beings. This would enable the learner to appreciate the importance and the fragility of life in order to adopt behaviours that would safeguard and protect their own life and that of members of their community. The module should reinforce the basic elements of experimentation in the learner and help him/her find solutions to daily life health problems and nutritional challenges
.
CONTRIBUTION TO THE CURRICULUM
The competences acquired would enable the learner to improve the management of his/her health and nutritional needs.
CONTRIBUTION TO SOCIETAL LIFE
This module will develop in the learner skills in interpersonal relationship, self esteem, communication, decision making, critical thinking and scientific spirit,
At the same time it provides important resources for a more efficient and global solving of daily life problems.
CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family
Actions Essential Knowledge
Abilities
IMPROVING PLANT, ANIMAL AND HUMAN HEALTH Variations in nutritional and calorific requirements of human beings Preventing deficiency in nutritional and calorific requirements of humans Identifying nutritional and calorific requirements of males and females
Determining the Reference Intake (RI) or Guideline Daily Amount (GDA) for men and women
1. Revision of concept of balanced diet
2. Classes of food (concept of classification) and their importance
3. Nutritional and calorific requirements of men, women, children, pregnant women
4. Definition and importance of the Reference Intake (RI) or
Guideline Daily Amounts (GDA) for men, women and children
Explaining the variations in these nutritional and calorific
requirements of men and women;
Explaining the importance of the Reference Intake (RI) or Guideline Daily Amounts (GDA) for men and
-Interest in scientific
n
-Decision making - critical and inferential
Estimating the calorific value of an identified local meal;
Sensitising people on the importance of proper feeding
5. Estimation of the calorific value of RI or GDA
6. Estimation of the calorific value of a commonly eaten local meal
Making appropriate choices and correct consumption of meals;
Meal planning;
designing a project to improve on the calorific value of an identified local meal for men or women
7. Project design and implementation
Educating local community on healthy feeding through
sensitisation.
Prevalence of diseases of food
crops, farm animals and humans Preventing/ eliminating the
transmissio n of diseases of
Combating food crops and farm animal disease and their vectors (Phytophtora infestans, tomato rot, corn smut, Newcastle, black quarter, etc.)
Combating animal and human
8. Mode of transmission, control and elimination including the life cycles where applicable of potato blight, tomato rot, corn smut, malaria, cholera, dysentery
Practising personal hygiene
Adopting the practice of consulting health personal in
Prevalence of HIV/AIDS, STIs and the
deadly infectious Ebola Rejecting risky behaviours
that facilitate the
Identifying and rejecting risky sexual behaviour (idling, having pre-mature sexual intercourse, unprotected sex, prostitution, abortion, etc.)
1. Define risky behaviour
a. Common risky behaviour to avoid
b. Protective behaviour to adopt
Developing sexually responsible
taking firm
-Didactic materials, -
specimen s
Prevalence of intestinal infections Eliminating intestinal worms Adopting hygiene rules in feeding
Washing fruits and vegetables before consumption
Consulting medical personnel in case of illness and taking
3. Intestinal worms (Tapeworm and Ascaris)
a. Structure, life cycles,
transmission and prevention b. Adaptation to their mode of
Practising personal hygiene
MODULE THREE: ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT
TIME ALLOCATION: 15H (18 PERIODS) INTRODUCTION TO THE MODULE
The importance of this module resides in the fact that all organisms including mankind are in a permanent state of dynamic interaction with one another and their environment in an effort to obtain their basic survival needs. In this interaction a natural equilibrium is established which sustains life. Understanding and conserving this equilibrium therefore is important to ensure stress free existence and optimal benefit from the resources of the environment. This module therefore takes into consideration the conservation of social interactions between organisms as well as the substratum on which all depend. Considering the importance of these relationships to the maintenance of life, it is therefore necessary to help learners develop and appropriate knowledge of the role of major life processes such as photosynthesis and respiration in the mutual sustenance of plant, animal and human lives.
CONTRIBUTION TO THE CURRICULUM
IMPROVING PLANTS, Animal AND HUMAN HEALTH
This module will develop in the learner skills linked to:
communication and interpersonal relationships;
decision making, critical thinking, scientific mindedness and self esteem;
identification of needs and definition of values.
These skills are indispensible in appropriating knowledge in the other sciences as well as other areas of learning.
This module also provides essential resources for the appropriation of the content of environmental education, sustainable development, and health education.
MO DUL
E
CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family of situatio
ns
Exampl es of situatio
ns
Categor y of actions
Actions Essential Knowledge
Abilities (Aptitudes)
Life Skills (Practice)
Other resources
ENVIRONMENTALEDUCATION ANDSUSTAINA MANAGEM ENT OFTHEENVIRONM ENT ANDECOLOGIC ALINTERRELA TIONSHIPS UNSUSTAIN ABLEMANAGEME NT OF Enhancing food production
while conserving the
Conserving the Interdependence of organisms and ecological balance in the environment;
Exploiting knowledge of
1. Define interdependence and ecological balance
2. Interdependence between plants and animals
(Photosynthetic and
Psychosocial competencies such as: taking firm decisions, critical and
-Didactic materials, - specimens – charts, models,
SYLLABUS OUTLINE FORM 4
BRIEF PRESENTATION OF THE MODULES MODULE ONE: THE LIVING WORLD
TIME ALLOCATION: 20H (24 PERIODS) INTRODUCTION TO THE MODULE This module treats:
The nutritional requirements of plants and animals;
How plants obtain and elaborate raw foods;
Classes of foods and how animals obtain and elaborate foods
It involves simple explanations of these concepts using concrete examples of life situations to buttress the way in which living system function in the production and consumption of energy from matter in the environment.
From this point of view the teacher ought to facilitate the construction and appropriation by the learner of knowledge and competencies linked to:
knowledge of specific scientific facts, terminologies, concepts, conventions, trends and sequences including biogeochemical cycles – water Cycle and relating same to CO2, N2,cycles as well as the concepts of circles and life cycles, etc
the movement of substances into and out of organisms as well as the mechanisms involved;
the explanation of the maintenance of life processes by such mechanisms; and
the application of such knowledge to improve agricultural practices and healthy living.
CONTRIBUTION TO THE GOALS OF THE CURRICULUM
Access to the general knowledge on movement into and out of cells as well as feeding in organisms was introduced in the preceding classes. These notions are
capitalised upon and completed in this class to provide a broad base understanding of the functioning of the living system. The competencies that the learner will develop from this module will enable him/her:
appropriate knowledge of the basic concepts of the functioning of life processes and plant and animal production;
clarify, consolidate and organise the learning acquired in form 3 in order to better exploit them in the latter years of study.
This module could provide future career in the fields of food sciences, agronomy and teaching, etc.
CONTRIBUTION TO SOCIETAL LIFE
This module enables learners to develop in psychosocial skills necessary for living in an ever changing environment.
SYNOPSIS OF CATEGORIES OF ACTION, CORE KNOWLEDGE AND ESTIMATTED DURATION IN PERIOSDS
Category of actions Core Knowledge Estimated duration in periods
Improving food production by constructingand appropriating knowledge of the mechanisms of functioning of living
organisms
1.0. NUTRITION IN PLANTS
3
1.1.Nutritional requirements of plants1.2. How plants obtain raw nutrients
(Transport: mechanisms of uptake of raw nutrients from the soil and air; mechanisms of movement of raw nutrients to leaves (transpiration and
transpiration pull);
6
Factors affecting rate of transpiration);
Importance of transpiration
1.3. How plants transform raw nutrients.
3
(Photosynthesis and translocation mechanism simplytreated)
1.4. Fate of translocated food (usage by plant, excretion of wastes after usage, storage of excess – food reserves, etc).
2.0. Classes of food, water, mineral elements, vitamins, oxygen, energy, etc – their sources and importance).
4
2.1. Chemical composition of carbohydrates,2.5. Structure and adaptive functions of the different parts of the alimentary canal (mouth & teeth; stomach; small intestine; in carnivores, herbivores and omnivores)
3
2.6. Physical and chemical digestion inherbivores, omnivores, carnivores and birds
3
2.7.
Fate of the products of digestionTOTAL 24 PERIODS
CONTEXTUAL
FRAMEWORK COMPETENCIES RESOURCES
Family
Examples of Actions
Essential Knowledge
SUPPLY OF MAN’S NEEDS IN ANIMAL AND PLANT RESOURCES Insufficient knowledge of the functioning of living processes Improving food production by constructing appropriating knowledge of the mechanisms of functioning of living organisms
Identify plant needs in nutrients (H2O, mineral elements, CO2 and sunlight energy)
Prevent plant nutrient deficiency and diseases.
Practice experimental growing of plants in different nutrient media.
Prevent plant wilting due to excessive water loss.
Identify plant photosynthetic o Needs: (chlorophyll,
water,
carbondioxide) o Products(sugars and
1.0. NUTRITION IN PLANTS 1.1.Nutritional requirements of plants
1.2. How plants obtain raw nutrients
(Transport: mechanisms of uptake of raw nutrients from the soil and air; mechanisms of movement of raw nutrients to leaves (transpiration and transpiration pull);
Factors affecting rate of transpiration);
Importance of transpiration 1.3. How plants transform raw nutrients.
(Photosynthesis and translocation mechanism simply treated)
- Experimental demonstration of:
plant growth in different nutrient media;
plant growth in the presence or absence of sunlight;
root and turgor pressures
capillarity, cohesive and adhesive forces;
transpiration stream (Potometer experiment);
translocation mechanism (ring experiment)
- Explain the importance of the leaves and chlorophyll as the factory for plant food production
- Represent the process of
-Curiosity and sense of observation -Interest in scientific investigations -Patience -Love for nature -Team spirit and cooperation -Decision making and critical spirit -Creative thinking and respect for
-Didactic
SUPPLY OF MAN’S NEEDS IN
ANIMAL AND PLANT Insufficient knowledgeof the functioning Improving foodproduction by
Identify the nutritional needs of Man
Prevent human nutrient deficiency and diseases.
Prevent over feeding and
2.0. Classes of food, water, mineral elements, vitamins, oxygen, energy, etc – their sources and importance).
2.1. Chemical composition
Recognise the need for an adequate and balanced diet in the proper growth and development of
-Curiosity and sense of observation -Interest in scientific
MODULE TWO: HEALTH EDUCATION
TIME ALLOCATION: 45H (54 PERIODS) INTRODUCTION TO THE MODULE This module treats:
Emerging new diseases (HIV/ AIDS and Ebola);
Disease prevention and the immune response;
Cardio-vascular diseases and accidents;
Respiratory and excretory infections and
The musculo-skeletal deformities and accidents.
CONTRIBUTION TO THE CURRICULUM
The competences acquired would enable the learner to improve the management of his/her health and nutritional needs.
CONTRIBUTION TO SOCIETAL LIFE
This module will develop in the learner psychosocial skills for a fulfilled life.
At the same time it provides important resources for a more efficient and global solving of daily life problems.
It offers career options in medicine, pharmacology, sports and teaching
SYNOPSIS OF CATEGORIES OF ACTION, CORE KNOWLEDGE AND ESTIMATTED DURATION IN PERIOSDS
Category of actions Core knowledge Estimated duration in
Periods Protection against
emerging diseases
1.0.Emerging diseases
4 1.1. HIV/AIDS virus (structure, reproduction, life cycle and latent period/incubation period, signs and
symptoms, transmission)
1.2.
Ebola virus (structure, reproduction, life cycle and latent period/incubation period, signs and symptoms, transmission)Preventing infection by pathogenic microorganisms
2.0.Prevention of infections
6 2.1. Behavioural – avoid all contacts with the body fluids of infected or dead persons e.g. washing of
corpses; seeking medical care in a formal health unit; etc
2.2. Physical barrier/quarantine – quarantine infected persons in the case of Ebola, use condoms in the case of HIV/AIDs, etc.
2.3. Chemical – use drugs prescribed by medical authorities, disinfect all utensils and equipment, corpses in the case of Ebola, etc
2.4. Serum-therapy and vaccine-therapy (definitions and mechanisms) 3.0.The immune responses
3.1. Definition of terms 4
3.2. Specific (cell mediated and mechanisms)
3.3.
Non-specific (skin, mucous, phagocytosis and mechanisms of functioning)Prevention of cardio-vascular accidents and diseases.
4.0.The circulatory system
6 4.1. Structure and function of the heart and blood vessels (arteries, veins, capillaries)
4.2. Structure and functions of blood cells (WBC, RBC, Platelets and Plasma) 4.3. Production and life cycles of RBC and WBC
4.4. Heart beat (cardiac cycles) and blood pressure 4.5. Pulmonary and systemic circulation
4.6. Maintenance of blood flow 4.7. Capillary exchange
4.8. Blood bio-assay (NFS) and detection of infections 5.0.Hygiene of the circulatory system
3 5.1. Accidents of the cardio-vascular system – haemorrhages (bleeding), haemolysis, stroke, congestive
heart failure (cardiac arrest), and their prevention and management, etc;