HARMONIZED FORM 3 BIOLOGY Prgression Sheet 2021-2022.docx
| Week | Topic | Content | Duration | Resources |
|---|---|---|---|---|
| 1 | 1- THE LIVING WORLD | -Notion of cells and water | 6h | — |
| 2 | 1- THE LIVING WORLD | -Diffusion, Osmosis and active transport | 6h | — |
| 3 | 1- THE LIVING WORLD | -Experiments to demonstrate cellular exchanges(practical on osmosis) | 6h | — |
| 4 | 1- THE LIVING WORLD | -Osmosis and plant tissues -Transpiration |
6h | — |
| 5 | 1- THE LIVING WORLD | -Revision, asking and answering questions. Use of osmosis in grocery to keep vegetables fresh Evaluation |
3h | — |
| 6 | 1- THE LIVING WORLD | -Understanding Classification -Prokaryotae (Viruses and Bacteria) |
3h | — |
| 7 | 1- THE LIVING WORLD | -Kingdom Protoctista -Kingdom Fungi |
6h | — |
| 8 | 1- THE LIVING WORLD | -Kingdom Plantae | 6h | — |
| 9 | 1- THE LIVING WORLD | -Kingdom Animalia | 6h | — |
| 10 | — | -Revision/Integration | 6h | — |
| 11 | — | -Evaluation/ Cultivation of Monocots and Dicots. | 3h | — |
| 12 | — | END OF TERM | 3h | — |
| 13 | — | -Rearing of snails, fish and birds | 3h | — |
| 14 | — | -Rearing of Mammals -Major and minor plant nutrients |
3h | — |
| 15 | — | -Importance of N,P,K in plants -Sources of plant nutrients -Types of fertilizers |
3h | — |
| 16 | — | -Fertilizer application -Dietary needs of farm animals -Balanced dieting in farm animals |
3h | — |
| 17 | 2-HEALTH EDUCATION | Making of compost manure -Concept of balanced diet -Classes of food |
6h | — |
| 18 | 2-HEALTH EDUCATION | Evaluation | 6h | — |
| 19 | 2-HEALTH EDUCATION | -Nutritional and calorific requirements -Reference Intake(RI) and Guidelines Daily Amounts (GDA) -Calorific value of RI or GDA of a commonly eaten meal |
6h | — |
| 20 | 2-HEALTH EDUCATION | -Plant diseases | 6h | — |
| 21 | 2-HEALTH EDUCATION | -Human diseases | 3h | — |
| 22 | 2-HEALTH EDUCATION | -Rules of personal hygiene | 3h | — |
| 23 | 2-HEALTH EDUCATION | -Fake traditional medicines -Risky behaviour -Protective behaviour |
3h | — |
| 24 | 2-HEALTH EDUCATION | -Ebola End of Term Evaluation |
3h | — |
| 25 | 2-HEALTH EDUCATION | -Tapeworm -Ascaris |
6h | — |
| 26 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Interdependence of organisms | 6h | — |
| 27 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Social organization: Bee colony | 2h | — |
| 28 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Termite colony -Evaluation |
3h | — |
| 29 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Biological importance of social organizations -Impacts of fertilizers on the soil |
3h | — |
| 30 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Differences between organic and non- organic fertilizers | 1h | — |
| 31 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | -Effects of fertilizers in the soil and environment - Visit to a near- by farm |
1h | — |
| 32 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | Integration/ EVALUATION | 2h | — |
| 33 | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | END OF YEAR | — | — |
| 33 | 03 | — | 87h/Year. | — |
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| - | 3-ENVIRONMENTAL EDUCATION AND SUSTAINABLE DEVELOPMENT | — | — | — |