CBE · Senior School
Grade 11 Biology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Biology scheme of work for Grade 11 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 11
- Subject
- Biology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CELL BIOLOGY AND BIODIVERSITY
Taxonomy I · Taxonomy I - Taxonomic units and nomenclature · Taxonomy I - Five Kingdoms of classification- Monera, Protoctista, Fungi, Plantae, and Animalia (General characteristics of the five kingdoms; Economic importance of Kingdoms Monera, Protoctista and Fungi) · Ecology · Ecology - Adaptations of organisms to different habitats (xerophytes, mesophytes, hydrophytes, halophytes, desert and aquatic animals) · Ecology - Characteristics of populations and methods of estimating population size (direct count and sampling methods - line transect, belt transect, quadrat, capture-recapture) · Ecology - Factors that affect populations in ecosystems (biotic and abiotic factors) · Ecology - Nutrient cycles and their importance in the ecosystems (nitrogen and carbon cycles) · Ecology - Effects of environmental pollution (include global warming and climate change) · Taxonomy II · Taxonomy II - Kingdom Animalia (general characteristics of organisms in Chordata and Arthropoda up to class level; include economic importance of arthropods) · Taxonomy II - Dichotomous keys (principles of construction, identification of organisms, and practical applications) · Taxonomy II - Viruses (general characteristics, conditions for growth, and economic importance) · Cell Division · Cell Division - Types of cell division (mitosis and meiosis) · Cell Division - Significance of cell division in organisms (include tissue culture) · Cell Division - Budding and binary fission
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: explain the significance of classification of living organisms in nature. | The learner is guided to: search for information on the meaning and significance of taxonomy, and share with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I - Taxonomic units and nomenclature | By the end of the lesson, the learner should be able to: illustrate the hierarchy of the major taxonomic units of classification. | The learner is guided to: design charts to show the hierarchy of major taxonomic units of classification, and present to peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I - Five Kingdoms of classification- Monera, Protoctista, Fungi, Plantae, and Animalia (General characteristics of the five kingdoms; Economic importance of Kingdoms Monera, Protoctista and Fungi) | By the end of the lesson, the learner should be able to: describe the principles of binomial nomenclature in classification of living organisms. | The learner is guided to: discuss the principles of binomial nomenclature with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: classify organisms into the five taxonomic Kingdoms. | The learner is guided to: name common organisms in the local environment using principles of binomial nomenclature. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: appreciate the importance of taxonomy in biodiversity conservation. | The learner is guided to: explore the local environment/print media/non print media to observe and classify organisms into Kingdom Monera, Protoctista, Fungi, Plantae, and Animalia (Note: Observe road safety during the activity). | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: explain the significance of classification of living organisms in nature. | The learner is guided to: use hand lenses and light microscopes to observe specimens in Kingdoms Monera, Protoctista, and Fungi. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: illustrate the hierarchy of the major taxonomic units of classification. | The learner is guided to: explore the community to appreciate the economic importance of organisms in Kingdoms Monera, Protoctista, and Fungi, and discuss with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: describe the principles of binomial nomenclature in classification of living organisms. | The learner is guided to: search for information on the meaning and significance of taxonomy, and share with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: classify organisms into the five taxonomic Kingdoms. | The learner is guided to: design charts to show the hierarchy of major taxonomic units of classification, and present to peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: appreciate the importance of taxonomy in biodiversity conservation. | The learner is guided to: discuss the principles of binomial nomenclature with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: explain the significance of classification of living organisms in nature. | The learner is guided to: name common organisms in the local environment using principles of binomial nomenclature. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: illustrate the hierarchy of the major taxonomic units of classification. | The learner is guided to: explore the local environment/print media/non print media to observe and classify organisms into Kingdom Monera, Protoctista, Fungi, Plantae, and Animalia (Note: Observe road safety during the activity). | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: describe the principles of binomial nomenclature in classification of living organisms. | The learner is guided to: use hand lenses and light microscopes to observe specimens in Kingdoms Monera, Protoctista, and Fungi. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: classify organisms into the five taxonomic Kingdoms. | The learner is guided to: explore the community to appreciate the economic importance of organisms in Kingdoms Monera, Protoctista, and Fungi, and discuss with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CELL BIOLOGY AND BIODIVERSITY | Taxonomy I | By the end of the lesson, the learner should be able to: appreciate the importance of taxonomy in biodiversity conservation. | The learner is guided to: search for information on the meaning and significance of taxonomy, and share with peers. | How are living organisms classified? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CELL BIOLOGY AND BIODIVERSITY | Ecology | By the end of the lesson, the learner should be able to: describe the characteristics of different ecosystems in nature. | The learner is guided to: explore available resources for information on terminologies used in ecology (habitat, niche, population, community, biome, ecosystem, biomass, carrying capacity, ecological succession), and share with peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CELL BIOLOGY AND BIODIVERSITY | Ecology - Adaptations of organisms to different habitats (xerophytes, mesophytes, hydrophytes, halophytes, desert and aquatic animals) | By the end of the lesson, the learner should be able to: explain the adaptations of organisms to different habitats. | The learner is guided to: explore the environment and other resources to observe the characteristics of different ecosystems (forest, grassland, desert, and aquatic; – include climatic conditions, physiographic, and biotic factors of the ecosystems). Model the ecosystems, and discuss with peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CELL BIOLOGY AND BIODIVERSITY | Ecology - Characteristics of populations and methods of estimating population size (direct count and sampling methods - line transect, belt transect, quadrat, capture-recapture) | By the end of the lesson, the learner should be able to: describe factors affecting population sizes in ecosystems. | The learner is guided to: observe specimens and multimedia (photographs, videos, animations) showing various adaptations of organisms to different habitats, and discuss with peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CELL BIOLOGY AND BIODIVERSITY | Ecology - Factors that affect populations in ecosystems (biotic and abiotic factors) | By the end of the lesson, the learner should be able to: estimate population sizes of organisms in ecosystems. | The learner is guided to: role-play and simulate characteristics of a population (density, dispersion, and growth) and factors that affect populations in ecosystems. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CELL BIOLOGY AND BIODIVERSITY | Ecology - Nutrient cycles and their importance in the ecosystems (nitrogen and carbon cycles) | By the end of the lesson, the learner should be able to: illustrate the nitrogen and carbon cycles in ecosystems. | The learner is guided to: use direct count and sampling methods (line transect, belt transect, quadrat, capture-recapture) to estimate the number of organisms in given ecosystems. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CELL BIOLOGY AND BIODIVERSITY | Ecology - Effects of environmental pollution (include global warming and climate change) | By the end of the lesson, the learner should be able to: describe the effects of pollution in the environment. | The learner is guided to: draw charts and/or make models to illustrate nitrogen and carbon cycles, and present to peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CELL BIOLOGY AND BIODIVERSITY | Ecology | By the end of the lesson, the learner should be able to: appreciate the link between environmental pollution and climate change. | The learner is guided to: explore the community and other resources to observe and discuss the effects of environmental pollution and suggest control measures. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CELL BIOLOGY AND BIODIVERSITY | Ecology | By the end of the lesson, the learner should be able to: describe the characteristics of different ecosystems in nature. | The learner is guided to: brainstorm on the causes and impacts of climate change, record the main points, and present to peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CELL BIOLOGY AND BIODIVERSITY | Ecology | By the end of the lesson, the learner should be able to: explain the adaptations of organisms to different habitats. | The learner is guided to: make posters to sensitise the community about the effects of environmental pollution and their mitigation measures. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CELL BIOLOGY AND BIODIVERSITY | Ecology | By the end of the lesson, the learner should be able to: describe factors affecting population sizes in ecosystems. | The learner is guided to: explore available resources for information on terminologies used in ecology (habitat, niche, population, community, biome, ecosystem, biomass, carrying capacity, ecological succession), and share with peers. | How do organisms interact with their environment? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 11 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CELL BIOLOGY AND BIODIVERSITY
Cell Division · Cell Division - Types of cell division (mitosis and meiosis) · Cell Division - Significance of cell division in organisms (include tissue culture) · Cell Division - Budding and binary fission
ANATOMY AND PHYSIOLOGY OF PLANTS
Reproduction in Plants · Reproduction in Plants - Sexual reproduction in flowering plants -Identification of flowers based on the position of the ovary, symmetry, inflorescence, presence of male and female parts -Mechanisms and features that hinder self-pollination and self-fertilisation -Double fertilisation and its significance -Seed and fruit development (include placentation and classification of fruits) · Growth and Development in Plants · Growth and Development in Plants - Structure of the seed (monocots and dicots) · Growth and Development in Plants - Seed dormancy (meaning, significance, causes, and ways of breaking seed dormancy) · Growth and Development in Plants - Germination (process, types, and conditions necessary for germination) · Growth and Development in Plants - Primary and secondary growth · Growth and Development in Plants - Measurement of growth and growth curves · Growth and Development in Plants - Role of hormones in plant growth and development (include apical dominance) · Excretion in Plants · Excretion in Plants - Methods of excretion in plants · Excretion in Plants - Economic importance of plant excretory products
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: explain the significance of mitosis and meiosis in organisms. | The learner is guided to: carry out practical activities to discuss the meaning. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CELL BIOLOGY AND BIODIVERSITY | Cell Division - Types of cell division (mitosis and meiosis) | By the end of the lesson, the learner should be able to: illustrate the stages of mitosis and meiosis in cells. | The learner is guided to: use models and drawings to explain the meaning and significance of cell division and illustrate the structure of chromosomes. Discuss with peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CELL BIOLOGY AND BIODIVERSITY | Cell Division - Significance of cell division in organisms (include tissue culture) | By the end of the lesson, the learner should be able to: distinguish between budding and binary fission in relation to cell division. | The learner is guided to: watch animations showing various stages of mitosis and meiosis, and discuss with peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CELL BIOLOGY AND BIODIVERSITY | Cell Division - Budding and binary fission | By the end of the lesson, the learner should be able to: recognise the importance of cell division in reproduction, growth, and development. | The learner is guided to: use models and charts to illustrate the behaviour of chromosomes at various stages of cell division (mitosis and meiosis), and present to peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: explain the significance of mitosis and meiosis in organisms. | The learner is guided to: use a light microscope to observe stages of meiosis and mitosis in living tissues. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: illustrate the stages of mitosis and meiosis in cells. | The learner is guided to: model budding in yeast and binary fission in bacteria and discuss with peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: distinguish between budding and binary fission in relation to cell division. | The learner is guided to: carry out practical activities to discuss the meaning. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: recognise the importance of cell division in reproduction, growth, and development. | The learner is guided to: use models and drawings to explain the meaning and significance of cell division and illustrate the structure of chromosomes. Discuss with peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CELL BIOLOGY AND BIODIVERSITY | Cell Division | By the end of the lesson, the learner should be able to: explain the significance of mitosis and meiosis in organisms. | The learner is guided to: watch animations showing various stages of mitosis and meiosis, and discuss with peers. | How is cell division important? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe asexual reproduction in plants. | The learner is guided to: discuss asexual reproduction in plants with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants - Sexual reproduction in flowering plants -Identification of flowers based on the position of the ovary, symmetry, inflorescence, presence of male and female parts -Mechanisms and features that hinder self-pollination and self-fertilisation -Double fertilisation and its significance -Seed and fruit development (include placentation and classification of fruits) | By the end of the lesson, the learner should be able to: identify flowers based on their floral parts. | The learner is guided to: observe vegetative propagation of plants in the locality or digital resources, and discuss with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: illustrate mechanisms and features that hinder self-pollination and self-fertilisation in plants. | The learner is guided to: observe specimens of flowers from different plants and classify the flowers based on floral parts. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe the process of double fertilisation in flowering plants. | The learner is guided to: use models and charts to illustrate mechanisms and features that hinder self-pollination and self-fertilisation in plants, and present to peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: acknowledge the importance of sexual and asexual reproduction in plants. | The learner is guided to: watch animations illustrating double fertilisation and formation of seeds and fruits. Discuss with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe asexual reproduction in plants. | The learner is guided to: examine, draw and label sections of fruits, and discuss their placentation and classification. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: identify flowers based on their floral parts. | The learner is guided to: brainstorm on the advantages and disadvantages of sexual and asexual reproduction in plants. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: illustrate mechanisms and features that hinder self-pollination and self-fertilisation in plants. | The learner is guided to: discuss asexual reproduction in plants with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe the process of double fertilisation in flowering plants. | The learner is guided to: observe vegetative propagation of plants in the locality or digital resources, and discuss with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: acknowledge the importance of sexual and asexual reproduction in plants. | The learner is guided to: observe specimens of flowers from different plants and classify the flowers based on floral parts. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe asexual reproduction in plants. | The learner is guided to: use models and charts to illustrate mechanisms and features that hinder self-pollination and self-fertilisation in plants, and present to peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: identify flowers based on their floral parts. | The learner is guided to: watch animations illustrating double fertilisation and formation of seeds and fruits. Discuss with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: illustrate mechanisms and features that hinder self-pollination and self-fertilisation in plants. | The learner is guided to: examine, draw and label sections of fruits, and discuss their placentation and classification. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: describe the process of double fertilisation in flowering plants. | The learner is guided to: brainstorm on the advantages and disadvantages of sexual and asexual reproduction in plants. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Reproduction in Plants | By the end of the lesson, the learner should be able to: acknowledge the importance of sexual and asexual reproduction in plants. | The learner is guided to: discuss asexual reproduction in plants with peers. | What is the significance of reproduction in plants?; How does reproduction occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Growth and Development in Plants | By the end of the lesson, the learner should be able to: distinguish between growth and development in living organisms. | The learner is guided to: The learner is guide to:. | How does growth occur in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 11 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ANATOMY AND PHYSIOLOGY OF PLANTS
Excretion in Plants · Excretion in Plants - Methods of excretion in plants · Excretion in Plants - Economic importance of plant excretory products
ANATOMY AND PHYSIOLOGY OF ANIMALS
Reproduction in Animals · Reproduction in Animals - Types of internal fertilisation (viviparous, oviparous and ovoviviparous animals) · Reproduction in Animals - Structure of the male and female reproductive systems · Reproduction in Animals - Menstrual cycle · Reproduction in Animals - Fertilisation, Pregnancy, birth and lactation (include the structure of ovum and sperm cell, and role of hormones) · Reproduction in Animals - Role of biotechnology in human reproduction (surrogacy, sperm bank, in-vitro fertilisation) · Growth and Development in Animals · Growth and Development in Animals - Role of growth hormones in insects · Growth and Development in Animals - Growth curves in animals (continuous and intermittent growth) · Excretion and Homeostasis in Animals · Excretion and Homeostasis in Animals - Internal structure of the mammalian kidney (cortex, medulla, pelvis, structure and function of the nephron) · Excretion and Homeostasis in Animals - Process of urine formation in mammals · Excretion and Homeostasis in Animals - Internal structure of the mammalian skin · Excretion and Homeostasis in Animals - Role of the liver and skin in excretion · Excretion and Homeostasis in Animals - Homeostatic regulation in humans (osmoregulation, thermoregulation, blood sugar regulation – include diabetes mellitus and diabetes insipidus) · Excretion and Homeostasis in Animals - Liver diseases and disorders (cirrhosis, hepatitis, fatty liver disease) .
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants | By the end of the lesson, the learner should be able to: describe ways through which plants eliminate waste products. | The learner is guided to: discuss the meaning and importance of excretion, and brainstorm on reasons why plants lack complex excretory structures. | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants - Methods of excretion in plants | By the end of the lesson, the learner should be able to: demonstrate ways through which plants eliminate waste products. | The learner is guided to: take a nature walk in the school locality to observe ways through which plants eliminate wastes and discuss (Transpiration, diffusion, deposition, organ/tissue fall, exudation and guttation). | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants - Economic importance of plant excretory products | By the end of the lesson, the learner should be able to: outline the economic importance of plant excretory products. | The learner is guided to: carry out experiments to demonstrate ways through which plants eliminate waste products, and report findings to peers. | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants | By the end of the lesson, the learner should be able to: recognise the importance of excretory products in plants. | The learner is guided to: search for information on plant excretory products and their economic importance, and discuss with peers, Project:. | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants | By the end of the lesson, the learner should be able to: describe ways through which plants eliminate waste products. | The learner is guided to: Conduct interviews with members of the local communities about the uses of various plant products. Document the plant products and their uses and make a portfolio showing photographs of the plants and their excretory products. | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Excretion in Plants | By the end of the lesson, the learner should be able to: demonstrate ways through which plants eliminate waste products. | The learner is guided to: discuss the meaning and importance of excretion, and brainstorm on reasons why plants lack complex excretory structures. | How do plants eliminate waste products?; How do humans use plant excretory products? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe external fertilisation in animals. | The learner is guided to: observe external fertilisation in animals (amphibians and fish) in their habitats (ponds and aquaria) or from other available resources, and discuss with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals - Types of internal fertilisation (viviparous, oviparous and ovoviviparous animals) | By the end of the lesson, the learner should be able to: describe types of internal fertilisation in animals. | The learner is guided to: search for information from available sources on types of internal fertilisation and share with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals - Structure of the male and female reproductive systems | By the end of the lesson, the learner should be able to: relate the structure of the male and female reproductive systems to their functions. | The learner is guided to: make classification charts to group animals based on types of internal fertilisation, and present to peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals - Menstrual cycle | By the end of the lesson, the learner should be able to: describe the process of fertilisation, pregnancy, and birth in humans. | The learner is guided to: use models and charts to illustrate the structure of the male and female reproductive systems and discuss their adaptations with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals - Fertilisation, Pregnancy, birth and lactation (include the structure of ovum and sperm cell, and role of hormones) | By the end of the lesson, the learner should be able to: describe the role of hormones in human reproduction. | The learner is guided to: dissect a small mammal to observe the reproductive system. Draw and label. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals - Role of biotechnology in human reproduction (surrogacy, sperm bank, in-vitro fertilisation) | By the end of the lesson, the learner should be able to: appreciate the role of biotechnology in addressing human reproduction health. | The learner is guided to: use drawings to illustrate the human sperm cell and ovum, and present to peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe external fertilisation in animals. | The learner is guided to: use digital devices to watch animations showing fertilisation, pregnancy, placenta and birth in humans; discuss with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe types of internal fertilisation in animals. | The learner is guided to: learn about the stages of pregnancy and the process of childbirth from a resource person (midwife or nurse) to help mitigate postnatal maternal health issues. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: relate the structure of the male and female reproductive systems to their functions. | The learner is guided to: use charts to illustrate the role of hormones in the human sexual cycle, pregnancy, birth and lactation, discuss with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe the process of fertilisation, pregnancy, and birth in humans. | The learner is guided to: brainstorm on the effects of undersecretion and oversecretion (imbalance) of reproductive hormones. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe the role of hormones in human reproduction. | The learner is guided to: debate on the role of biotechnology in human reproduction, note down the main points, and present to peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: appreciate the role of biotechnology in addressing human reproduction health. | The learner is guided to: Debate on the importance of joint reproductive health choices made by both male and female parents. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe external fertilisation in animals. | The learner is guided to: observe external fertilisation in animals (amphibians and fish) in their habitats (ponds and aquaria) or from other available resources, and discuss with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe types of internal fertilisation in animals. | The learner is guided to: search for information from available sources on types of internal fertilisation and share with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: relate the structure of the male and female reproductive systems to their functions. | The learner is guided to: make classification charts to group animals based on types of internal fertilisation, and present to peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe the process of fertilisation, pregnancy, and birth in humans. | The learner is guided to: use models and charts to illustrate the structure of the male and female reproductive systems and discuss their adaptations with peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: describe the role of hormones in human reproduction. | The learner is guided to: dissect a small mammal to observe the reproductive system. Draw and label. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Reproduction in Animals | By the end of the lesson, the learner should be able to: appreciate the role of biotechnology in addressing human reproduction health. | The learner is guided to: use drawings to illustrate the human sperm cell and ovum, and present to peers. | How do animals reproduce? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Growth and Development in Animals | By the end of the lesson, the learner should be able to: distinguish between complete and incomplete metamorphosis in insects. | The learner is guided to: The learner is guide to:. | How does growth in animals occur? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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