1

THE PRESIDENT’S OFFICE-

REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT

SCHEME OF WORK

SHOOL NAME; SAGINI SECONDARY SCHOOL

TEACHER'S NAME: DAVID ROBINSON

SUBJECT: BIOLOGY

CLASS: FORM TWO

TERM: 1st& 2nd TERMS

YEAR: 2025
SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________
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COMPETENCE OBJECTIVES MAIN-TOPIC SUB- TOPIC T/ACTIVITIES L/ACTIVITIES T/L RESOURCES REFERENCE ASSESMENT REMARKS

MONTH

PERIOD
WEEK
By the end of the By the end of the J 3 1.0 CLASSIFICATION 1.1 kingdom fungi 4 Guiding students to explain the Students in groups to observe Mushrooms TIE (2021) To check if they are Most of
topic the student topic the student OF LIVING THINGS general and distinctive features the organisms and discuss the biology for able to explain students
should have ability should be able to A of the kingdom fungi. general and distinctive features secondary features of kingdom understood
to group organisms classify organisms in N To state the phyla of the
of kingdom fungi
Diagrams and school. Form fungi and drow the well the
according to their their respective
similarities and kingdoms and phyla. U kingdom fungi Students to mention the phyla pictures of two diagrams of lesson.Sinc
and describe the structures of mushroom
differences A To describe the structure of the organisms in kingdom fungi and
mushroom and yeast, e they were
breadmould able to
R representative organisms of explain their pons and cons.
each phylum (yeast, answer
Y mushroom, and mucor)
Yeast and bread
well the
mould
questions
To outline advantages and
disadvantages of the kingdom that asked
fungi during the
lesson.

4 1.2 Kingdom 2 Guiding students to explain students to explain general and Variety of plants
plantae general and distinctive features distinctive features of the
of the kingdom plantae kingdom plantae Fern and moss
plants
To state the divisions of To state the divisions of kingdom
kingdom plantae plantae

(division Bryophyta)

(division Filicinophyta)

By the end of the By the end of the 1 2.0 NUTRITION 2.1 Concepts of 2 To guide students to Students to synthesize their Variety of food TIE (2021) To check if they are About 90
topic the student topic the student Nutrition and food brainstorm on the meaning of responses and record major substances biology for able to explain the percent of
should have ability should be able to nutrients. nutrition, food nutrients and points. secondary concept of nutrition students
to make acquire basic the importance of nutrition in
appropriate use of knowledge, F living things.
school. Form understood
biological concepts, concepts, principles E two well the
principles and skills B lesson
to evaluate the and skills in cause we're
roles of nutrition in evaluating roles of R
able to
living things nutrition in animals U
and plants explain the
A
concept of
R nutrition.bu
Y t very few
failed to
explain.He
nce they
will attend
remedial
lesson

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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F 1 2.2 Nutrition in 2 To lead a class discussion on Students in groups to discuss the Fluits, potatoes,
Mammals types of food substances, types of food substances, maize grains and
E balanced diet, and nutritional balanced diet, and nutritional beans
B requirements for different requirements for different
R groups of people. groups of people.
U Porridge
A
R 1 2.2.1 Human 2 To display pictures and guide Students to observe the pictures Food stuffs such To check if they are
nutrition students to discuss the and discuss the as cassava and able to explain human
Y
cause,symptoms, effects and cause,symptoms, effects and potatoes nutrition
control measures of nutritional control measures of nutritional
deficiencies in human beings. deficiencies in human beings.

COMPETENCE OBJECTIVES MAIN-TOPIC SUB- TOPIC T/ACTIVITIES L/ACTIVITIES T/L RESOURCES TIE (2021)
biology for

PERIOD
WEEK

secondary
school. Form
MONTH

two

F 2 2.2.2 Digestive 8 To guide students to discuss Students in groups to discuss the Diagrams of TIE (2021) To check if they are
system in Human the parts and process of parts and process of digestive digestive system biology for able to digestive
E digestive system, ruminants system, ruminants digestive
B & digestive system, disorder and system, disorder and diseases of
secondary sysem
school. Form
R diseases of digestive system digestive system and explain
U
3 and explain their cause, their cause, symptoms, effects
models showing two
digestive system
symptoms, effects and control and control measures
A measures,
R
Y 4 2.3 Nutrition in 4 To guide students to investigate Students to mention essential Text books TIE (2021)
Plants essential mineral elements in mineral elements in plants and biology for
plants and their roles. their roles. secondary
school. Form
M 1 2.3.1 Mineral 2 To lead students to discuss in Students to discuss in groups the Simple green leaf two
requirements in groups the meaning of meaning of photosynthesis,
A plants photosynthesis, structure of structure of the leaf and
R the leaf and importance of importance of photosynthesis in
C photosynthesis in life. life.
H
1 2.3.2 6 Guiding students to explain the students to explain the concept Simple green leaf TIE (2021)
Photosynthesis concept of photosynthesis, of photosynthesis, biology for
&
The structure of the leaf in The structure of the leaf in secondary
2 relation to photosynthesis, relation to photosynthesis, school. Form
two
To explain the process of To explain the process of
photosynthesis and outline the photosynthesis and outline the
importance of photosynthesis importance of photosynthesis in
in real life situation. real life situation.

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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3 2.4 Properties of 4 To display a variety of sources Students in groups to classify Food stuffs such TIE (2021) To check if they are
food substances of food substances and identify varieties of the displayed food as potatoes biology for able to classify
common reagents used to substances into basic food secondary varieties of food
determine food properties and substances and carry out food
carry food tests experiments test experiments
school. Form substances
two
4 2.5 Food processing, 4 To lead students to brainstorm Students to organize their Processed food
preservation and on the concepts of food responses and record the major such as dried fish,
storage processing, preservation and points dried vegetables,
food storage and its bottled soft
importance drinks

MIDTERM TEST

A2 MIDTERM BREAK APRIL 2025

By the end of the By the end of the P 3 3.BALANCE OF 3.1 The Natural 4 Guiding students to explain students to explain concept of Natural habitat TIE (2021) To check if they are
topic the student topic the student R NATURE environment concept of natural natural environment, to
photographs
biology for able to explain the
should have ability should be able to environment, to describe describe abiotic and biotic
to appreciate develop positive I abiotic and biotic components components of the
secondary concept of natural
nature and ensure attitudes towards of the environment, environment,
school. Form environment
sustained proper use of L school
two
interaction of natural heritage and To identify various organism in To identify various organism in
surroundings
organisms in the management of the their natural environment in their natural environment in the
natural environment for the community and explain the community and explain the
environment sustainable importance of the natural importance of the natural
development. environment. environment.

4 3.2 interaction of 1 To lead students to observe Students in groups to discuss Charts organisms
organisms in the interactions among living how linving organisms interact in their natural
environment organisms in their natural among themselves and the habitats
habitats. teacher to guide them in making
clarification and conclusion

4 3.3 food chain and 3 To organize a study visit to Students to observe the Charts showing To check if they are
food web school surroundings nearby to organisms in their natural feeding able to explain food
observe different organisms in environments and how they relationship web and food chain
their natural environment and obtain their food and write
discuss on the components of down major points.
food chain and food web and
Pictures of
the differences between them
organisms
Students to construct a
to lead student on
diagrammatic representation of
diagrammatic representation of
a food chain and food web using
food chain and food web and
examples from their surroundigs
explain its importance
and explain its importance

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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By the end of the By the end of the M 1 4.0 4.1 The concept of 2 To lead students to explain the Students to explain the concept Charts TIE (2021)
topic the student topic the student TRANSPORT transport of concept of the concept of of the concept of transport of biology for
should have ability should be able to
A materials in living transport of materials and materials and brainstorm on its photographs
OF secondary
to make acquire basic Y MATERIALS IN things brainstorm on its importance importance
potassium school. Form
appropriate use of knowledge, concepts, LIVING permanganate, two
biological principles and skills in THINGS
concepts, evaluating roles of water
principles and skills transport of materials
to evaluate the in animals and plants
roles of transport
of materials in
living things
2 4.2 Diffusion, 4 To guide students in to explain Students to present group tasks Beakers To check if they are
Osmosis and mass the meaning of osmosis, for plenary discussion and the able to discuss on
flow diffusion and mass flow. teacher to guide them in making copper sulphate osmosis and diffusion
To demonstrate simple necessary corrections crystals
M experiments on osmosis, students in groups to carry out
A diffusion ad mass flow experiments on osmosis and
diffusion and record their
Y To guide students through observations.
questions and answers to Students to record the
outline differences between differences between diffusion,
diffusion, osmosis and mass osmosis and mass flow
flow

3 4.3 Transport of 2 Guiding students ; to Through discussion and guiding Model of TIE (2021) To check if they are
material in describe external and internal questions, students;to describe mammalian heart biology for able to describe and
mammals structures of the mammalian external and internal structures secondary explain the transport
heart. of the mammalian heart.
school. Form of materials in
4.3.1 the structure To explain the functions of To explain the functions of
two mammals and
of the mammalian 4 internal and external parts of internal and external parts of Diagram showing
heart the mammalian heart the mammalian heart the external and
To explain the adaptations of To explain the adaptations of internal parts of
the part of mammalian heart to the part of mammalian heart to the heart
their functions. their functions.
To distinguish between To distinguish between arteries,
arteries, veins and capillaries veins and capillaries
To carryout experiments to To carryout experiments to
determine pulse rates in human determine pulse rates in human
being. being.

4 4.3.2 The blood 4 Guiding students; to Students to brainstorm on major Text extract TIE (2021)
list major components of the components of the blood and biology for
blood, discuss their structure and the secondary
To explain functions of major effects of HIV on white blood
pictures school. Form
blood components cells.
To explain the effects of HIV on two
white blood cell.

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4 4.3.3 Blood groups 6 Guiding students to students to explain the Tables TIE (2021) To check if they are
and blood explain the concepts of blodd concepts of blodd and blood biology for able to explain the
transfusion and blood transfusion transfusion pictures secondary advantages and
To outline the relationship To outline the relationship disadvantages of blood
between blood groups and between blood groups and photographs
school. Form transfusion
blood transfusion blood transfusion two
To explain the advantages and To explain the advantages and
disadvantages of blood disadvantages of blood
transfusion transfusion
To outline precautions to be To outline precautions to be
taken during blood transfusion taken during blood

COMPETENCE OBJECTIVES MAIN-TOPIC SUB- TOPIC T/ACTIVITIES L/ACTIVITIES T/L RESOURCES TIE (2021)
biology for
WEEK
secondary
school. Form
MONTH

PERIOD
two

J 2 4.3.4 Blood 4 Guiding students; students; to Charts TIE (2021) To check if they are
Circulation to describe blood circulation in describe blood circulation in biology for able to describe and
U human, human, pictures secondary explain the
L To explain the importance of
diagrams
school. Form circulatory system
lesson notes
Y blood circulation in human, To explain the importance of two
blood circulation in human,
To mention disorders and
diseases of the human blood To mention disorders and
circulatory system. diseases of the human blood
circulatory system.
To outline causes, symptoms,
effects and control/measures To outline causes, symptoms,
of the disorders and diseases of effects and control/measures of
the human blood circulatory the disorders and diseases of the
system, human blood circulatory system,
To carryout practical exercises to
To carryout practical exercises measure human pulse rate and
to measure human pulse rate blood pressure
and blood pressure

3 4.3.5 The Lymphatic 2 To guide students through Students to record the major Pictures To check if they are
system questions and answers to points on the meaning of able to the concept of
describe the concept of lymphatic system draw a well And diagrams of
the lymphatic system
lymphatic system and its labeled diagram of the lymphatic lymphatic system
structure and functions system in human

To guide students through Students to present their group

question and answers to responses in plenary discussion.
discuss the disorders and
diseases of the lymphatic
system and discuss the causes,
symptoms and effects of
disorders and diseases of the
lymphatic system e.goedema

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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4 4.4 Transport of 2 To lead an explanation on Students to draw and label the A sugarcane plant TIE (2021)
Materials in plants vascular system in flowering TS of root, stem and leaf of a and sunflower biology for
plants basing on the observed monocot and dicot. plant secondary
diagrams or slides
school. Form
two

Diagrams

A 1 4.4.1 The vascular 2 To lead class discussion on the Students to draw and label the
system distribution of vascular system distribution of vascular system in
U in plants. monocot and dicot roots stems
G and leaves
To guide students to discuss on Students guided by the teacher
U the functions of phloem and to discus their experimental
S xylem tissues. findings draw conclusions and
T share their work in a plenary
session.

2 4.4.2 Absorption 6 To guide students in groups to Students to draw the diagram of Diagram of plant TIE (2021)
and movement of observe and discuss root hairs a root hair from their root showing biology for
water and mineral on germinated seeds and observation and draw and label root hairs
& salts in plants display diagrams on the the diagram showing the
secondary
movements of water and movement of water from the potted plant school. Form
3 dissolved minerals from the soil root hairs to the xylem cells. two
knife
into the root hair.

To guide students in groups to

Students in groups to carry out
carry out experiments to
experiments to demonstrate
demonstrate root pressure,
root pressure, transpiration pull,
transpiration pull, and
and capillarity and explain the
capillarity and explain the
concept of transpiration and its
concept of transpiration and its
importance in plants and outline
importance in plants and
the factors affecting
outline the factors affecting
transpiration in plants
transpiration in plants

By the end of the By the end of the S 4 5.0 GASEOUS 5.1 The concept of 4 To guide students to explain students to explain the TIE (2021)
topic the student topic the student E EXCHANGE gaseous exchange the concept of gaseous concept of gaseous exchange biology for
should have ability should be able to AND exchange and identify the and identify the organs secondary
to demonstrate apply appropriate
P organs responsible for gaseous
RESPIRATION responsible for gaseous
the use of skills in studying T exchange in living organisms.
school. Form
exchange in living organisms.
biological skills in respiration in plants two
studying and animals
respiration in
plants and animals O 5.2 Gaseous 2 Guiding students; to students; to identify Diagrams and TIE (2021) To check if they are
C exchange in identify parts of the respiratory parts of the respiratory system. model of biology for able to explain gaseos
1 mammals system. To describe features of different respiratory sysem
T secondary exchange in animals
To describe features of parts of the respiratory system showing gaseous
O different parts of the and their adaptive features exchange in
school. Form
B respiratory system and their To describe the mechanism of animals two
adaptive features gaseous exchange in mammals

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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E To describe the mechanism of To describe gaseous exchange

R gaseous exchange in mammals across the alveolus
To describe gaseous exchange To outline factors affecting
across the alveolus gaseous exchange in
To outline factors affecting mammals
gaseous exchange in mammals

2 5.3 Gaseous 2 To organize a simple field study Students to visit around the TIE (2021) To check if they are
exchange in plants around the school compound school to observe different biology for able to explain the
for students to observe parts of the plant responsible secondary concept of gaseous
different parts of the plant for gaseous exchange and
responsible for gaseous
school. Form exchange in plants
discuss the process of gaseous
exchange and the process of exchange in plants and its two
Simple leaf
gaseous exchange in plants a d importance
its importance

O 2 5.4 Respiration 2 To lead students to discuss on students to discuss on the TEXT books TIE (2021) To check if they are
C the meaning and types of meaning and types of biology for able to expl;ain
respiration respiration secondary concept of respiration
T
O school. Form
B 2 5.5 Aerobic 2 To lead a class discussion on Students to discuss the meaning, Poster showing two
respiration the meaning and importance of importance and mechanisms of equation of
E
aerobic respiration and aerobic respiration aerobic
R mechanisms of aerobic aerobic respiration and
their end
To guide students to discuss Students to discuss the factors products
factors which affect the rate of which affect the rate of
respiration respiration

3 5.6 Anaerobic 4 To guide students through students through questions and Poster showing TIE (2021)
respiration questions and answers to answers to discuss the meaning anaerobic biology for
discuss the meaning and and importance of anaerobic respiration secondary
importance of anaerobic respiration equation
respiration
school. Form
two
To guide students to discuss students to discuss the
the mechanism of anaerobic mechanism of anaerobic
respiration and the end respiration and the end products
products of anaerobic of anaerobic respiration
respiration
Students in groups to discuss the
To guide students in groups to differences between aerobic and
discuss the differences anaerobic respiration
between aerobic and anaerobic
respiration

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________

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4 5.7 Infection and 2 To guide students in groups to students in groups to discuss Charts
diseases of the discuss common airborne common airborne infection,
respiratory system infection, diseases and diseases and disorders such as Showing diseases
disorders such as flu, broachits, flu, broachits, asthma, and lung of the respiratory
asthma, and lung cancer their cancer their cause, symptoms, system
cause, symptoms, effects and effects and control measures
control measures

O 4 5.8 Disorders of the 2 To guide students to students to brainstorm on Poster showing TIE (2021)
C respiratory system brainstorm on common common disorders of the disorders of biology for
T disorders of the respiratory respiratory system and discuss respiratory secondary
O system and discuss their cause, their cause, symptoms, effects system
symptoms, effects of of respiratory system
school. Form
B
E respiratory system students to discuss the two
R To guide students to discuss relationship between respiratory
the relationship between system and HIV/AIDS
respiratory system and Students to discuss ways of
HIV/AIDS preventing and controlling
To guide students in plenary disorders of the respiratory
discussion and make system
clarifications

FORM TWO NATIONATIONAL ASSESSMENT EXAMINATION 2025

SUBJECT’S TEACHER SIGN : ____________________________________- HEADMISTRESS SIGN: _________________________________