SENIOR SIX

Grade: S6 Subject: Biology Topic: Unit 1: Population and natural resourcesStandard: ST1: Evaluate the implications of the balance between social, ecological and economic issues by exploring a range of ideas and actions, consequences and outcomes to make suggestions and draw conclusionsTaskSend student to make research on the growth of the population of Rwanda in the last twenty years. They will now answer the following questions:

1) What factors affect the population growth?2) Predict the outcome on the natural resource of Rwanda if the actual population of Rwanda

would double in next 5 years. Therefore suggest preventive measures. Assessment criteria: Evidence for the subject:

Evaluate the implications of the balance between social, ecological and economic issues by exploring a range of ideas and actions, consequences and outcomes to make suggestions and draw conclusions

Evidence for Cooperation competence: Learners present their findings by supplementing one another.

Grade: S6 Subject: Biology Topic: Unit 2: Concept of ecosystemStandard: ST2: Explore the different components of an ecosystem, biogeochemical cycles and how energy flows in an ecosystem, develop and presenting explanations using language for precision and effectTaskAllow students to make personal research on the key concepts of ecology. They come to hand their definition on the chalk board and from there discuss with them about the flow of energy.

1) How would you define the term ecosystem?2) What is the initial source of energy in an ecosystem? 3) There are three main trophic levels in an ecosystem. State them and give the role of each 4) Energy flow is generally between trophic level one and four but rarely five. Give reasons to

justify this statement. Assessment criteria: Evidence for the subject:

Learners define correctly key concept of ecologyEvidence for Cooperation competence:

Learners help each other to get the correct answers

Grade: S6 Subject: Biology Topic: Unit 3: Effects of human activities on ecosystemsStandard: ST3: Evaluate the effects of human population size, resources use and technology on environmental qualityTaskLearners go the field outside the school compound to assess and record negative side of the activities of humans on the environment (bush fire, plastic bags, sewage etc.) therefore they answer the following questions:

1) Plastic materials are dangerous to our environment. Give reasons2) The government of Rwanda abolished plastic paper bags two decays ago. Was it justified?

Give your views.3) Outline achievements of REMA (Rwanda Environmental Management Authority)4) You are requested to conduct a project that intends to reduce effects of human activities on

the environment of Rwanda. Rwanda in not more that a page the title, the locotion, the objectives, the requirements, and the expectations of your project.

Assessment criteria: Evidence for the subject:

Learners can use available resources and technology to improve environmental qualityEvidence for Cooperation competence:

Learners can visit or plan projects that aim to improve the quality of environment.

Grade: S6 Subject: Biology Topic: Unit 4: The Circulatory SystemStandard: ST4: Relate the structure of circulatory and lymphatic systems to their functions by applying knowledge and experience to support and develop ideas and argumentsTaskLearners dissect a toad/frog or any small mammal to display major structures of the circulatory systems. Learners try to identify major arteries; the aorta, etc. thereafter ask them the following questions:

1) Explain the need for a transport system some animals2) The heartbeat is said to be myogenic. How can you prove it? 3) During the medical check up the doctor finds the following date from three patients A, B and

C:Patient A Patient B Patient C

Number of heartbeat/min 92 72 52Systolic pressure /mmHg 180 120 80Diastolic pressure/mmHg 120 80 60

a) Who among the three has the cardio-vascular problem? Why?b) Differentiate between Systolic pressure and Diastolic pressure

Assessment criteria: Evidence for the subject:

Learners can describe structures in the circulatory system of a mammals.Evidence for Cooperation competence:

Team work spirit as they dissect the animal to display its circulatory system.

Grade: S6 Subject: Biology Topic: Unit 5: Energy from respirationStandard: ST5: Explain the structure and importance of adenosine tri-phosphate (ATP) analysing the relevance of material they readTaskLearners conduct group research to answer the following questions:

1) What is meant by ATP? 2) Why do we need energy? 3) The figure below shows the structure of ATP.

a) Name the nitrogenous base labelled Bb) Name the sugar labelled Sc) ATP is described as having universal role as the energy currency in all organisms. Explain

why it is described in this way.

Assessment criteria: Evidence for the subject:

Learners will explain the structure and importance of adenosine tri-phosphate (ATP) analysing the relevance of material they read

Evidence for Cooperation competence: The learners give clear definitions as result of contribution of well organized groups.

Grade: S6 Subject: Biology Topic: Unit 6: Cellular respirationStandard: ST6: Apply knowledge and experience to support and develop ideas when describing the process of cellular respiration and outlining the roles of the coenzymes NAD, FAD and coenzyme ATaskTeacher provides simulations of cell respiration. In groups, learners discuss stages in cellular respiration when glucose is considered as respiratory substrate. Guiding questions:

1) Differentiate between cell respiration and gaseous exchange2) State the 4 stages in aerobic cell respiration against the number of ATP in each3) Why most of ATP produced in the mitochondrion rather than in the cytoplasm?4) Outlining the roles of the coenzymes NAD, FAD and coenzyme A in cell respiration.5) Fatty people are advised by medical doctor to practice heavy sport in order to burn the fats.

Explain how sports can help prevent obesity. 6) Explain why a person who is starving feels very weak.

Assessment criteria: Evidence for the subject:

Learners apply knowledge that supports stages in cellular respiration and the number of ATP molecules generated.

Evidence for Cooperation competence: Learners can generate their guideline to watch the video of simulation and to embed in the

discussion.

Grade: S6 Subject: Biology Topic: Unit 7: Excretion and osmoregulationStandard: ST7: Explain the principles of excretion and osmoregulation, independently evaluating evidence to make to reach valid conclusions TaskLearners dissect a small mammal (rat, Guinea pig, rabbit) to display its lungs and its urinary system. Teacher also provides models and charts of the kidney and nephron with its associated blood vessels.Learners can also carry research from internet or textbook to answer the following questions:

1) The diagram below shows the structure of the kidney. Identify the structures labelled A – F

2) Describe steps in formation of urine. 3) What is the role of pituitary gland in osmoregulation?

Assessment criteria: Evidence for the subject:

Explain the principles of excretion and osmoregulation, independently evaluating evidence to make to reach valid conclusions

Evidence for Cooperation competence: After evaluating individual answers from different students, slower and faster learners can

interact to harmonization.

Grade: S6 Subject: Biology Topic: Unit 8: General principles of reception and response in animalsStandard: ST8: Explain the general principles of reception and response in animals, applying knowledge and experience to support and develop ideas and argumentsTaskLearners in groups use computer animals to discuss the process of light perception, hearing and balance.

1) Draw and label internal structure of the human ear. 2) Explain how impulse of light is perceived in the brain.

Assessment criteria: Evidence for the subject:

Learners try to explain the principle of perception and response in animals in simple but correct terms.

Evidence for Cooperation competence: Learners develop team work spirit

Grade: S6 Subject: Biology Topic: Unit 9: Nervous coordinationStandard: ST9: Describe the structure of neurons and explain the mechanism of impulse transmissionTaskAllow learners to discuss as a class reasons for having reflexes as responses in the body. Use chart to study the structure of the brain and that of the neurone.In pairs, learners conduct the experiment of the knee jerk, pupil and blinking reflexes. There after ask them the following questions:

1) The figure below shows the structure of the human brain. Identify the structures A – D and for each structure give one function.

2) The diagram below shows a typical motor neurone.

a) Name parts labelled 1 to 4b) How does a nerve impulse propagate along the neurone?c) Explain how drugs affect the transmission of impulses.

Assessment criteria: Evidence for the subject:

Learners will explain the mechanism of impulse transmission using specific terms. Evidence for Cooperation competence:

Communication with respect of each other l when earners discuss the process of nervous coordination.

Grade: S6 Subject: Biology Topic: Unit 10: Hormonal coordination in animalsStandard: ST10: Collaborate with others to create a presentation explaining the location and function of endocrine glandsTaskUse the chart showing location of different endocrine glands in the human body. Learners on individual basis use illustrations to identify and name the main endocrine body.Then, let them answer individually the following questions: 1. Read through the passage below and then fill in the gaps with the most appropriate word or

words.Chemical control in animals brought about by ___. These chemicals are usually either protein or ___. They are produced by ___ which release them into the ___ where they travel around the body until they reach the ___ organ. This is where they bring about a response.

2. How do hormones bring about changes within cells?3. Explain the role of insulin hormone in your body. 4. Pituitary gland is often described as ‘master gland’. Explain this phrase.5. Produce a table which compares features of nervous control with those of chemical control.

Assessment criteria: Evidence for the subject:

Explain the mode of action of hormone through specific examples such as insulin and ADHEvidence for Cooperation competence:

Collaborate with others to create a presentation explaining the location and function of endocrine glands

Grade: S6 Subject: Biology Topic: Unit 11: Skeletons, muscles and movementStandard: ST11: Explain how the structure of muscles is related to movement by applying knowledge and experience to support and develop ideas and argumentsTaskLearners start the topic by an open discussion of the following questions

1) Why do animals move from one place to another?2) Collect an earthworm on a dissecting dish and observe it locomotion. How does it move?3) How can you define the skeleton?4) Briefly explain the role of each of the following in a mammalian locomotion:

a) Ligamentb) Tendonc) Bonesd) Jointse) muscles

Assessment criteria: Evidence for the subject:

Explain how the structure of muscles is related to movement by applying knowledge and experience to support and develop ideas and arguments

Evidence for Cooperation competence: Communication among learners in order to perform the task.

Grade: S6 Subject: Biology Topic: Unit 12: Human reproductionStandard: ST12: Describe the role of hormones in human reproduction, stages of pregnancy and foetal development, selecting and using the most efficient ways to research on the internetTaskLearners can watch simulation of menstrual cycle, fertilisation and development of human embryo guided by the following questions:

1. Study the diagram below and answer the questions that follow:

a) Choose the number from the above diagram which matches with each of the following

events: (i) The fertilization takes place.(ii) The sex intercourse takes place(iii)The zygote develops(iv)Follicles develop(v) The opening closes during the pregnancy.

b) Describe changes on the part labelled before and after the menstruation period. 2. What effect do the following hormones have on the size of the follicles?

a) FSHb) LH

Assessment criteria: Evidence for the subject:

Learners describe the role of hormones in human reproduction, stages of pregnancy and foetal development

Evidence for Cooperation competence: Learners agree to select and use the most efficient ways to research on the internet

Grade: S6 Subject: Biology Topic: Unit 13: Principles of gene technologyStandard: ST13: Explain the principles of gene technology evaluating the impact of circumstances, beliefs and feelings on views and conclusions.TaskLearners use internet research to explain how DNA can be manipulated from eukaryotic cells to a bacterial cell using plasmids.

1) What do you understand by gene technology?2) Describe the process involved in gene technology. 3) The diagram below shows the stages in the insertion of the gene for insulin into a

bacterium.

a) Name the substance that makes up the plasmid.b) Identify the enzyme labelled A. what is its role?c) The sticky ends of the plasmids are complementary to those shown on the gene. d) Identify enzyme B on the diagram. What is its role?e) What term is given to a length of DNA formed from different sources?f) How is the plasmid inserted into the bacterium?g) How do scientists identify the bacteria which have taken the plasmid?

Assessment criteria: Evidence for the subject:

Learners can explain that genetic engineering involves the extraction of genes from one organism or the synthesis of genes and to place them in another.

Evidence for Cooperation competence: Students who find good source of information will inform their classmates.

Grade: S6 Subject: Biology Topic: Unit 14: Applications of gene technologyStandard: ST14: Explain how gene technology is applied in areas of medicine, forensic science and agriculture by selecting and using data ethically and presenting it in an unbiased way TaskLearners in groups of five/seven discuss the applications of gene technology in Rwanda especially in production of modified crop and medicines. Learners can also visit companies that apply gene technology.

1) What is meant by bioinformatics?2) What are the advantages of making insulin from engineered bacteria?3) What are the advantages of genetically modified crops over local crops?

Assessment criteria: Evidence for the subject:

Learners can explain how industries use gene technology in farming or medicine. Evidence for Cooperation competence:

The learners share information on the nearest company applying biotechnology

Grade: S6 Subject: Biology Topic: Unit 15: VariationStandard: ST15: Explain the sources of variation and biodiversity by selecting and using the most efficient ways of researching on the internet TaskAsk students to collect various types (colours or sizes) of Hibiscus flowers, to classify themselves as tall or dwarf, by their ability to roll their tongues etc. therefore ask them the following questions:

1) What is meant by variation?2) Is there any difference between biodiversity and variations?3) From the collected specimens, your height and your ability to roll the tongues, differentiate

between continuous and discontinuous variation4) According to your opinions what factors bring about variation? 5) Discuss the significance of variation in organisms.

Assessment criteria: Evidence for the subject:

Learners will explain what factors bring about variation and select or use the most efficient in their everyday life.

Evidence for Cooperation competence: Appreciate positively variations of skin colors, height, voice among themselves

Grade: S6 Subject: Biology Topic: Unit 16: Artificial and natural selectionStandard: ST16: Explain the different roles of natural selection and artificial selection in production of animal and plant varieties and their increased economic importance, selecting the most useful and efficient research methods for complex tasksTaskProvide learners with a graph on how fur length affects the number of individuals at different temperatures. Give them the Hardy-Weinberg principle to calculate allele and gene frequency within a population. Guiding questions:

1) What is allele frequency?2) What is the effect of changing allele frequency on a population of a given organisms? 3) Differentiate between natural and artificial selection4) Explain, with examples, how environmental factors can act as either stabilizing, directional

or disruptive forces on natural selection.5) The beak colour of finches has a dominance relationship where black beaks are dominant

over yellow beaks. There are 210 individuals with genotype DD, 245 individuals with genotype Dd and 45 individuals with genotype dd. Using the Hardy-Weinberg equation p2 +2pq + q2 = 1, find the frequency of the dominant and recessive alleles and the frequency of individuals with dominant, heterozygous, and recessive traits.

Assessment criteria: Evidence for the subject:

Learners will explain in their own terms different roles of natural selection and artificial selection in production of animal and plant varieties.

Evidence for Cooperation competence: Learners will challenge each other on the belief over natural and artificial selection and the

frequency of some gene in a given population.

Grade: S6 Subject: Biology Topic: Unit 17: Evolution and speciationStandard: ST17: Analyse the relevance of theories of evolution and explain the process of speciation evaluating the impact of circumstances, beliefs and feelings on their conclusionsTaskAllow learners to watch a documentary evolution and make research from the internet or library to answer the following questions:

1) State main causes of evolution2) From your findings what shows that you have the same origin with monkeys?3) How can you show that evolution really occurs?

Assessment criteria: Evidence for the subject:

Learners will use acquired knowledge on theories of evolution to explain the process of evolution.

Evidence for Cooperation competence: Learners will get ready to be selected randomly to summarize the theories of evolution and

to give evidences.

Senior S6 sample questions

1. Define the following terms: (Knowledge)a) Ecosystemb) Biotic factorsc) Producersd) decomposers

2. Compare the yield of ATP in aerobic and anaerobic respiration. (comprehension)3. Describe the main types of sensory receptors (comprehension)4. The figure below shows pressure changes to the left side of the heart and the aorta during

the cardiac cycle. (Application)

a) State what is happening at point A – D on the graph. Explain your answer.b) If the time taken for one complete cycle is o.8 seconds how many cardiac cycles are

there in one minute? 4) The diagram below represent a structure of a nephron: (Analysis)

a) Name parts labelled A to Ib) Suggest a name to the structure made of A and B abovec) Describe how ultra-filtration in done in the structure named in (b)d) There are 5 main stages in the urine formation. State them and locate each in the above

diagram. 5. Assess the negative impact of intensive livestock production on ecosystem (Evaluation)

6. Explain the need for a transport system in some animals (Synthesis)7. Using examples, differentiate between renewable and non-renewable resources

(comprehension)8. A student reports how he underwent the circumcision at King Faisal Hospital in this way:

“They injected me a medicine called procaine. On the first bite I felt some pain but five minutes later I could not feel any pain but I was talking to surgeon doctors”. Assess the effect of the procaine on the nervous coordination. (Evaluation)

9. Discuss the effect of ever-secretion and under-secretion of adrenaline and thyrosxin hormones in the human body. (Synthesis)

10. The diagram below is a drawing of the forelimb skeleton and part of the shoulder girdle of a mammal (rabbit). (Evaluation)

Complete the diagram to show the following muscles and their attachments to the skeleton.a) A muscle which contracts in preparation for landing after a leap. Label this muscle X.b) A muscle which will extend the digits. Label this muscle Y.c) A muscle which will contract in response to a painful stimulus applied to the forefoot. Label

this muscle Z.11. Demonstrate how environmental resistance affects the balance of nature (Analysis)12. How do you use your knowledge of biology to reduce the spread of HIV/AIDS in your

district (application)13. How is the structure of ATP relate to its role as energy store (analysis)14. What do you think is the role of hormone insulin in the human body? (Synthesis)15. People dump or throw away plastic materials in the environment. Do you agree with

their/these actions? Give your reasons. (Evaluation)