S4 Biology T.G All Unit Final

[Pages:392]Biology

S4

Teacher Guide

First Edition

Kigali January 2019

Copyright ? 2019 Rwanda Education Board

All rights reserved. This Teacher's Guide is the property of Rwanda Education Board Credit should be given to REB when the source of this book is quoted.

FOREWORD

Dear teacher,

Rwanda Education Board is honoured to present Senior 4 Biology teacher`s guide which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of the biology subject. The Rwandan educational philosophy is to ensure that learners achieve full potential at every level of education which will prepare them to be well integrated in society and exploit employment opportunities.

In line with efforts to improve the quality of education, the government of Rwanda emphasizes the importance of aligning teaching and learning materials with the syllabus to facilitate their learning process. Many factors influence what they learn, how well they learn and the competences they acquire. Those factors include the relevance of the specific content, the quality of teachers' pedagogical approaches, the assessment strategies and the instructional materials available. Special attention was paid to the activities that facilitate the learning process in which learners can develop ideas and make new discoveries during concrete activities carried out individually or with peers. With the help of the teachers, learners will gain appropriate skills and be able to apply what they have learnt in real life situations. Hence, they will be able to develop certain values and attitudes allowing them to make a difference not only to their own lives but also to the nation.

This is in contrast to traditional learning theories which view learning mainly as a process of acquiring knowledge from the more knowledgeable who is mostly the teacher. In competence-based curriculum, learning is considered as a process of active building and developing of knowledge and understanding, skills, values and attitudes by the learner, where concepts are mainly introduced by an activity, situation or scenario that helps the learner to construct knowledge, develop skills and acquire positive attitudes and values.

In addition, such active learning engages learners in doing things and thinking about the things they are doing. They are encouraged to bring their own real experiences and knowledge into the learning processes. In view of this, your role is to:

?? Plan your lessons and prepare appropriate teaching materials.

?? Organize group discussions for learners considering the importance of social constructivism suggesting that learning occurs more effectively when the learner works collaboratively with more knowledgeable and experienced people.

?? Engage learners through active learning methods such as inquiry methods, group discussions, research, investigative activities and group and individual work activities.

?? Provide supervised opportunities for learners to develop different competences by giving tasks which enhance critical thinking, problem solving, research, creativity and innovation, communication and cooperation.

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?? Support and facilitate the learning process by valuing learners' contributions in the class activities.

?? Guide learners towards the harmonization of their findings. ?? Encourage individual, peer and group evaluation of the work done in the classroom

and use appropriate competence-based assessment approaches and methods. To facilitate you in your teaching activities, the content of this teacher`s guide is selfexplanatory so that you can easily use it. It is divided in 3 parts:

The part 1: Explains the structure of this book and gives you methodological guidance;

The part 2: Gives the sample lesson plans as reference for your lesson planning process;

The part 3: Provides details the teaching guidance for each concept given in the student book.

Even though this teacher`s guide contains the answers for all activities given in the learner's book, you are requested to work through each question and activity before judging learner's findings.

I wish to sincerely appreciate all people who contributed towards the development of this teacher`s guide, particularly REB staff who organized the whole process from its inception. Special gratitude goes to the University of Rwanda which provided experts in design and layout services, illustrations and image anti-plagiarism, lecturers and teachers who diligently worked to successful completion of this book. Any comment or contribution would be welcome for the improvement of this Teacher's guide for the next edition.

Dr. NDAYAMBAJE Ir?n?e

Director General of Rwanda Education Board

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Teachers' Guide

ACKNOWLEDGEMENT

I wish to express my appreciation to all the people who played a major role in development of this Biology textbook for senior four. It would not have been successful without active participation of different education stakeholders. I owe gratitude to different Universities and schools in Rwanda that allowed their staff to work with REB in the in-house textbooks production project. I wish to extend my sincere gratitude to lecturers, teachers and all other individuals whose efforts in one way or the other contributed to the success of writing of this textbook. Special acknowledgement goes to the University of Rwanda which provided experts in design and layout services, illustrations and image anti-plagiarism. Finally, my word of gratitude goes to the Rwanda Education Board staff particularly those from the Curriculum, Teaching and Learning Resources Department (CTLRD) who were involved in the whole process of in-house textbook writing.

Joan MURUNGI, Head of Curriculum, Teaching and Learning Resources Department

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Contents

FOREWORD

ACKNOWLEDGEMENT

I. GENERAL INTRODUCTION 1.1 Structure of the guide 1.2 Methodological guidance

II. SAMPLE LESSON PLAN

III. UNIT DEVELOPMENT

UNIT 1: INTRODUCTION TO BIODIVERSITY 1.1 Key unit competence 1.2 Prerequisite (knowledge, skills, attitudes and values) 1.3 Cross-cutting issues to be addressed 1.4 Guidance on the introductory activity 1.5 List of lessons/sub-heading

UNIT 2: INTRODUCTION TO CLASSIFICATION 2.1 Key unit competence 2.2 Prerequisites 2.3Cross-cutting issues to be addressed 2.4 Guidance on the introductory activity 2.5 List of lessons. 2.6 Summary of the unit 2.7 Additional Information 2.9 Additional activities

UNIT 3: MICROSCOPY 3.1 Key unit competence 3.2 Prerequisite (knowledge, skills, attitudes and values) 3.3 Cross-cutting issues to be addressed 3.4 Guidance on the introductory activity 3.5 List of lessons/sub-heading (including assessment).

UNIT 4 : CELL STRUCTURE AND SPECIALIZATION

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1 1 1 1 2 3

23 23 23 23 24 25 38 39 43

49 49 49 49 50 51

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4.1 Key unit competence 4.2 Prerequisites 4.3 Cross-cutting issues 4.4 Guidance on the introductory activity 4.5 List of lessons/ sub-heading 4.6 Summary of the unit 4.7 Additional Information 4.8 Answers for the End unit assessment 4.9 Additional activities

UNIT 5: DIVERSITY OF SPECIALIZED TISSUES 5.1 Key unit competence 5.2 Prerequisite (knowledge, skills, attitudes and values) 5.3 Cross-cutting issues to be addressed 5.4 Guidance on the introductory activity 5.5 Teaching/learning resources; text books, flip charts, scotch. 5.6 Summary of the unit 5.7 Additional Information 5.8 End of unit assessment 5.9: Additional activities

UNIT 6: TESTING FOR BIOLOGICAL MOLECULES 6.1 Key unit competence 6.2 Prerequisite (knowledge, skills, attitudes and values) 6.3 Cross-cutting issues to be addressed 6.4 Guidance on the introductory activity 6.5 List of lessons/sub-heading 6.6 Summary of the unit 6.7 Additional information 6. 8 Answers for end of unit assessment 6. 9 Additional activity

UNIT 7: CARBOHYDRATES AND LIPIDS 7.1 Key unit competence 7.2 Prerequisite (knowledge, skills, attitudes and values) 7.2 Cross-cutting issues to be addressed 7.3 Guidance on the introductory activity

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89 89 89 89 90 91 102 103 103 104

109 109 109 109 110 110 116 116 117 120

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