CLASSIFICATION II

Phylum Arthropoda - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of arthropods. Give examples of arthropods. Describe exoskeleton and jointed limbs. Explain body segmentation.

Study of arthropod characteristics - largest phylum, exoskeleton with chitin, jointed limbs, segmented body, open circulatory system. Examples from different classes.

Charts - Arthropod characteristics, Specimens of insects, spiders, crabs

Certificate Biology Form 3, Pages 19-20

CLASSIFICATION II

Classes of Arthropoda

By the end of the lesson, the learner should be able to:
Classify arthropods into classes. Compare different arthropod classes. Give examples of each class. Examine arthropod specimens.

Study of five arthropod classes using Figs 1.13-1.16. Practical examination of preserved specimens - identify key features, body segments, appendages. Students draw and label structures.

Charts - Figs 1.13-1.16, Preserved arthropod specimens, Hand lenses, Forceps, Drawing materials

Certificate Biology Form 3, Pages 20-22

CLASSIFICATION II

Phylum Chordata - Characteristics

By the end of the lesson, the learner should be able to:
State characteristics of chordates. Give examples of chordates. Describe vertebral column. Explain chordate features.

Discussion of chordate characteristics - vertebral column, brain in skull, closed circulation, endoskeleton, bilateral symmetry. Study of Table 1.6 showing chordate classes.

Charts - Chordate characteristics, Table 1.6, Vertebrate specimens

Certificate Biology Form 3, Pages 22-23

CLASSIFICATION II

Classes of Chordates
Dichotomous Keys - Introduction

By the end of the lesson, the learner should be able to:
Classify chordates into classes. Compare fish, amphibians, reptiles, birds, mammals. Give examples of each class.
Explain the purpose of identification keys. Define dichotomous key. Understand key construction principles. Study examples of keys.

Study of five chordate classes using Figs 1.16-1.20. Comparison of fish (Pisces), amphibians, reptiles, birds (Aves), mammals. Key distinguishing features of each class.
Teacher exposition of identification keys using Fig 1.21 diagrammatic key. Discussion of dichotomous pattern - contrasting characteristics. Q/A: Why keys are important for organism identification.

Charts - Figs 1.16-1.20 chordate classes, Specimens/pictures of vertebrates
Charts - Fig 1.21 arthropod key, Examples of identification keys

Certificate Biology Form 3, Pages 23-27
Certificate Biology Form 3, Pages 27-28

CLASSIFICATION II

Construction of Dichotomous Keys

By the end of the lesson, the learner should be able to:
Construct simple dichotomous keys. Practice key construction rules. Use observable features for key making. Create keys for given specimens.

Students construct numerical keys using leaf specimens from Fig 1.23. Practice with invertebrate specimens. Teacher guidance on using contrasting features systematically.

Various leaf specimens, Fig 1.23 leaf types, Invertebrate specimens, Key construction worksheets

Certificate Biology Form 3, Pages 28-33

CLASSIFICATION II

Using Identification Keys

By the end of the lesson, the learner should be able to:
Use dichotomous keys to identify organisms. Practice with complex keys. Identify chordates using provided keys. Apply keys to unknown specimens.

Practical use of identification keys for chordate specimens. Students work through numerical keys step by step. Practice identifying organisms using keys from practical activities section.

Chordate specimens, Provided identification keys, Unknown specimens for practice

Certificate Biology Form 3, Pages 31-33

ECOLOGY

Introduction to Ecology
Ecological Terms and Concepts

By the end of the lesson, the learner should be able to:
Define ecology and explain its importance. Distinguish between biotic and abiotic factors. State the significance of ecological studies.

Q/A: Review of organism-environment interactions. Discussion of ecology definition and importance. Teacher exposition of ecological studies for conservation and biodiversity.

Charts - Definition of ecology, Examples of ecological studies
Charts - Ecological terms definitions, Diagrams of biosphere layers

Certificate Biology Form 3, Pages 36-37

ECOLOGY

Ecosystems - Structure and Components
Abiotic Factors - Temperature and Water
Abiotic Factors - Light and Humidity
Abiotic Factors - Wind, Altitude, and Salinity

By the end of the lesson, the learner should be able to:
Define ecosystem and describe its components. Identify abiotic and biotic factors in ecosystems. Give examples of different ecosystem types.
Explain the importance of light intensity in ecosystems. Describe humidity effects on plant and animal distribution. Relate light to photosynthesis and productivity.

Discussion of ecosystem as natural self-sustaining unit. Exposition of abiotic factors (temperature, water, light) and biotic factors (producers, consumers). Examples of forest, grassland, aquatic ecosystems.
Discussion of light intensity and photosynthesis rates. Exposition of humidity effects on transpiration. Q/A: Adaptations to low light and dry conditions. Examples of shade plants and xerophytes.

Charts - Ecosystem components, Examples of different ecosystems
Charts - Temperature effects on organisms, Water cycle diagram
Charts - Light intensity effects, Humidity and transpiration
Charts - Wind effects on plants, Altitude zonation, Halophyte examples

Certificate Biology Form 3, Pages 37-38
Certificate Biology Form 3, Pages 40-42

ECOLOGY

Biotic Factors - Producers
Biotic Factors - Consumers

By the end of the lesson, the learner should be able to:
Define producers and explain their role. Describe autotrophic nutrition. Explain the importance of photosynthesis in ecosystems.

Teacher exposition of producers as first trophic level. Discussion of autotrophic organisms - plants, algae, photosynthetic bacteria. Q/A: Energy conversion through photosynthesis.

Charts - Examples of producers, Photosynthesis equation
Charts - Consumer classification, Examples of different consumer types

Certificate Biology Form 3, Pages 43-44

ECOLOGY

Biotic Factors - Decomposers and Detrivores

By the end of the lesson, the learner should be able to:
Explain the role of decomposers. Distinguish decomposers from detrivores and scavengers. Describe nutrient recycling processes.

Discussion of decomposers (bacteria, fungi) and their importance. Exposition of detrivores and scavengers with examples. Q/A: Nutrient recycling and ecosystem balance.

Charts - Examples of decomposers, Nutrient cycling diagrams

Certificate Biology Form 3, Pages 45-46

ECOLOGY

Nitrogen Cycle

By the end of the lesson, the learner should be able to:
Describe the nitrogen cycle process. Explain the role of bacteria in nitrogen fixation. Identify stages of nitrification and denitrification.

Detailed study of nitrogen cycle using Fig 2.1. Discussion of nitrogen-fixing bacteria, nitrifying bacteria, and denitrifying bacteria. Q/A: Importance of nitrogen for protein synthesis.

Charts - Fig 2.1 nitrogen cycle, Table 2.1 bacterial roles

Certificate Biology Form 3, Pages 38-40

ECOLOGY

Trophic Levels and Energy Flow
Food Chains

By the end of the lesson, the learner should be able to:
Define trophic levels and identify different levels. Explain energy flow through ecosystems. Describe energy losses between trophic levels.
Define food chains and construct examples. Identify energy flow direction in food chains. Give examples from terrestrial and aquatic habitats.

Teacher exposition of trophic levels - producers to tertiary consumers. Discussion of unidirectional energy flow and energy losses. Q/A: Reasons for energy loss at each level.
Study of food chain examples from textbook. Construction of terrestrial food chains (grass→impala→leopard). Aquatic food chains (plankton→fish→shark). Practice drawing food chains.

Charts - Trophic level diagrams, Energy flow patterns
Charts - Food chain examples, Arrows showing energy direction

Certificate Biology Form 3, Pages 43-45
Certificate Biology Form 3, Pages 46-47

ECOLOGY

Food Webs

By the end of the lesson, the learner should be able to:
Explain food webs as interconnected food chains. Construct food webs from given organisms. Analyze complex feeding relationships.

Study of Fig 2.4 simple food web. Construction of food webs showing multiple feeding relationships. Q/A: How food webs show ecosystem complexity.

Charts - Fig 2.4 food web, Complex food web examples

Certificate Biology Form 3, Pages 46-47

ECOLOGY

Ecological Pyramids - Introduction

By the end of the lesson, the learner should be able to:
Define ecological pyramids. Distinguish types of ecological pyramids. Explain pyramid of numbers concept.

Teacher exposition of ecological pyramids as graphical representations. Discussion of pyramid types - numbers, biomass, energy. Study of pyramid of numbers using Fig 2.6.

Charts - Fig 2.6 pyramid of numbers, Different pyramid types

Certificate Biology Form 3, Pages 47-49

ECOLOGY

Pyramid of Numbers and Biomass

By the end of the lesson, the learner should be able to:
Construct pyramids of numbers from data. Explain inverted pyramids. Define and construct pyramid of biomass.

Practice constructing normal and inverted pyramids of numbers. Discussion of when inverted pyramids occur (parasites, large trees). Study of biomass calculation and pyramid construction.

Data sets for pyramid construction, Calculators, Graph paper

Certificate Biology Form 3, Pages 47-50

ECOLOGY

Interspecific Relationships - Predation
Parasitism - Types and Adaptations

By the end of the lesson, the learner should be able to:
Define predator-prey relationships. Describe predator and prey adaptations. Give examples of predation in different habitats.
Define parasitism and distinguish parasite types. Explain endoparasites and ectoparasites. Describe parasitic adaptations.

Detailed discussion of predation as feeding relationship. Study of predator adaptations (speed, senses, hunting strategies). Q/A: Prey defense mechanisms (camouflage, mimicry, protective covering).
Discussion of parasitism as harmful feeding relationship. Study of endoparasites (tapeworms, malaria parasites) vs ectoparasites (ticks, fleas). Detailed analysis of structural and physiological adaptations.

Charts - Predator-prey examples, Adaptation illustrations
Charts - Parasite examples, Adaptation diagrams, Life cycle illustrations

Certificate Biology Form 3, Pages 50-52
Certificate Biology Form 3, Pages 52-57

ECOLOGY

Saprophytism and Economic Importance

By the end of the lesson, the learner should be able to:
Define saprophytism and role of decomposers. Explain economic importance of saprophytes. Describe harmful effects of saprophytes.

Discussion of saprophytes as decomposers. Economic benefits: recycling, soil fertility, antibiotics, fermentation. Harmful effects: food decay, food poisoning. Q/A: Useful vs harmful saprophytic activities.

Charts - Decomposition process, Examples of useful and harmful saprophytes

Certificate Biology Form 3, Pages 57-60

ECOLOGY

Mutualism and Symbiosis

By the end of the lesson, the learner should be able to:
Define mutualism and symbiosis. Give examples of mutually beneficial relationships. Explain lichens, mycorrhiza, and nitrogen-fixing bacteria.

Study of mutualistic relationships with examples: lichens (algae-fungi), mycorrhiza (fungi-tree roots), nitrogen-fixing bacteria (Rhizobium-legumes). Q/A: Benefits to both partners in each relationship.

Charts - Fig 2.8 lichens, Fig 2.9 root nodules, Symbiotic relationship examples

Certificate Biology Form 3, Pages 60-63

ECOLOGY

Commensalism

By the end of the lesson, the learner should be able to:
Define commensalism and give examples. Distinguish commensalism from other relationships. Analyze one-sided beneficial relationships.

Discussion of commensalism as one-sided benefit. Examples: ox-pecker birds and buffalo, cattle egrets and grazing animals, epiphytic plants on trees. Q/A: Why host doesn't benefit or suffer.

Charts - Commensalism examples, Epiphyte illustrations

Certificate Biology Form 3, Pages 63-64

ECOLOGY

Population Studies - Introduction
Population Estimation Methods - Direct Counting

By the end of the lesson, the learner should be able to:
Define population and population density. Explain factors affecting population size. Describe carrying capacity concept.
Describe direct counting methods. Explain when direct counting is suitable. Practice population estimation calculations.

Teacher exposition of population definitions. Discussion of biological factors: birth rate, death rate, sex ratio. Q/A: Environmental factors affecting population growth.
Discussion of direct counting for small populations and large slow-moving animals. Examples: tree counting, aerial surveys. Practice with simple population counts and density calculations.

Charts - Population definitions, Factors affecting population
Calculators, Sample area measurements, Population data sets

Certificate Biology Form 3, Pages 60-61
Certificate Biology Form 3, Pages 61-62

ECOLOGY

Capture-Mark-Release-Recapture Method

By the end of the lesson, the learner should be able to:
Explain the capture-recapture method. Apply the capture-recapture formula. Identify sources of error in the method.

Detailed study of capture-recapture method for mobile animals. Practice using the formula: P = (M × R)/m. Discussion of assumptions and sources of error.

Calculators, Sample data for calculations, Formula charts

Certificate Biology Form 3, Pages 61-62

ECOLOGY

Quadrat and Transect Methods

By the end of the lesson, the learner should be able to:
Describe quadrat sampling method. Explain line and belt transect techniques. Practice population estimation using sampling.

Study of quadrat method for plants and small animals using Fig 2.12. Discussion of line transects for distribution patterns. Practice calculations using sampling formulas.

Quadrats (if available), Measuring tapes, Sample area data, Calculators

Certificate Biology Form 3, Pages 62-64

ECOLOGY

Plant Adaptations - Xerophytes

By the end of the lesson, the learner should be able to:
Define xerophytes and their habitat conditions. Describe structural adaptations for water conservation. Explain physiological adaptations of desert plants.

Study of xerophyte adaptations using Fig 2.14. Discussion of modified leaves, water storage, extensive roots, waxy cuticles. Q/A: Stomatal adaptations and reduced transpiration.

Charts - Fig 2.14 xerophyte examples, Cactus specimens (if available)

Certificate Biology Form 3, Pages 64-66

ECOLOGY

Plant Adaptations - Hydrophytes
Plant Adaptations - Halophytes and Mesophytes

By the end of the lesson, the learner should be able to:
Define hydrophytes and aquatic conditions. Describe adaptations to aquatic environments. Explain buoyancy and gaseous exchange adaptations.
Define halophytes and saline habitat adaptations. Describe mesophyte characteristics. Compare different plant adaptation types.

Study of hydrophyte adaptations using Fig 2.15. Discussion of aerenchyma tissue, stomatal distribution, reduced xylem. Q/A: Adaptations to low light and oxygen levels in water.
Study of mangrove adaptations using Fig 2.16. Discussion of salt excretion, pneumatophores, viviparous seeds. Q/A: Mesophyte balance between water uptake and loss.

Charts - Fig 2.15 aquatic plants, Water plant specimens (if available)
Charts - Fig 2.16 mangroves, Comparison table of plant types

Certificate Biology Form 3, Pages 66-68
Certificate Biology Form 3, Pages 68-70

ECOLOGY

Environmental Pollution - Introduction

By the end of the lesson, the learner should be able to:
Define pollution and identify major pollutants. Classify types of environmental pollution. Explain pollution effects on ecosystems.

Teacher exposition of pollution definition and sources. Discussion of air, water, and soil pollution types. Q/A: Human activities causing pollution and ecosystem disruption.

Charts - Pollution types and sources, Environmental damage photos

Certificate Biology Form 3, Pages 70-71

ECOLOGY

Air Pollution and Global Warming

By the end of the lesson, the learner should be able to:
Identify sources and effects of air pollution. Explain greenhouse effect and global warming. Describe ozone layer depletion.

Study of greenhouse effect using Fig 2.18. Discussion of greenhouse gases, acid rain, photochemical smog. Q/A: CFCs and ozone layer destruction, UV radiation effects.

Charts - Fig 2.18 greenhouse effect, Air pollution sources diagram

Certificate Biology Form 3, Pages 71-75

ECOLOGY

Water Pollution
Soil Pollution and Land Degradation

By the end of the lesson, the learner should be able to:
Identify sources of water pollution. Explain effects on aquatic ecosystems. Describe eutrophication process.
Identify causes of soil pollution. Explain land degradation processes. Describe soil conservation methods.

Study of water pollution sources using Fig 2.20. Discussion of domestic waste, industrial effluents, pesticides, oil spills. Q/A: Eutrophication, algal blooms, and oxygen depletion.
Discussion of soil pollution from non-biodegradable materials, pesticides, oil spills. Study of soil conservation using Fig 2.22. Q/A: Terracing, contour ploughing, agroforestry.

Charts - Fig 2.20 water pollution sources, Eutrophication process diagram
Charts - Fig 2.22 soil conservation methods, Soil erosion examples

Certificate Biology Form 3, Pages 75-78
Certificate Biology Form 3, Pages 78-82

ECOLOGY

Human Diseases and Ecology

By the end of the lesson, the learner should be able to:
Relate environmental conditions to disease occurrence. Describe waterborne diseases. Explain disease transmission and prevention.

Study of cholera, typhoid, amoebic dysentery transmission and prevention. Discussion of poor sanitation as disease cause. Q/A: Hygiene practices and disease control.

Charts - Disease transmission cycles, Prevention methods

Certificate Biology Form 3, Pages 82-84

ECOLOGY

Malaria and Parasitic Diseases

By the end of the lesson, the learner should be able to:
Describe malaria life cycle and transmission. Explain bilharzia and parasitic worm diseases. Analyze prevention and control measures.

Detailed study of Plasmodium life cycle using Fig 2.24. Discussion of Anopheles mosquito control. Study of Schistosoma and Ascaris adaptations and prevention.

Charts - Fig 2.24 malaria life cycle, Parasite life cycles, Prevention methods

Certificate Biology Form 3, Pages 84-88

ECOLOGY
REPRODUCTION IN PLANTS AND ANIMALS

Practical Activities and Field Studies
Introduction and Importance of Reproduction

By the end of the lesson, the learner should be able to:
Apply ecological knowledge in practical investigations. Conduct population studies and food chain observations. Examine pollution in local environment.

Practical session: observing feeding relationships, estimating populations using quadrats, identifying pollution sources. Students conduct mini-ecosystem studies. Safety: Proper handling of specimens.

Quadrats, Sweep nets, Measuring tapes, Notebooks, Collection containers, Hand lenses
Charts - Types of reproduction, Examples of reproduction in different organisms

Certificate Biology Form 3, Pages 88-96

REPRODUCTION IN PLANTS AND ANIMALS

Chromosomes and Genes
Mitosis - Introduction and Stages
Mitosis - Differences in Plants and Animals
Meiosis - Introduction and Meiosis I

By the end of the lesson, the learner should be able to:
Define chromosomes and genes. Explain diploid and haploid chromosome numbers. Describe the relationship between chromosomes, genes, and heredity. Give examples of chromosome numbers in different organisms.
Compare mitosis in plant and animal cells. Explain cytokinesis differences. Describe the significance of mitosis. Examine mitosis in onion root tips practically.

Teacher exposition of chromosomes as DNA strands carrying genes. Discussion of diploid (2n) and haploid (n) numbers with examples: humans (46), fruit flies (8), onions (16). Q/A: Genes as functional units determining organism characteristics.
Study of plant mitosis using Fig 3.2 - cell wall formation vs. invagination. Discussion of centriole presence in animals only. Practical examination of onion root tips to observe mitosis stages. Students draw and identify stages observed.

Charts - Chromosome structure, Examples of chromosome numbers in different species
Charts - Fig 3.1 mitosis stages, Models of cell division, Microscope slides of mitosis
Charts - Fig 3.2 plant mitosis, Microscopes, Onion root tips, Acetocarmine stain, Glass slides, Cover slips
Charts - Fig 3.3A Meiosis I stages, Diagrams of homologous chromosomes, Crossing over illustrations

Certificate Biology Form 3, Page 100
Certificate Biology Form 3, Pages 102-103, 108-109

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis II and Comparison with Mitosis
Introduction to Reproduction

By the end of the lesson, the learner should be able to:
Describe the stages of Meiosis II. Compare and contrast mitosis and meiosis. Explain the significance of meiosis in genetic variation.

Study of Meiosis II using Fig 3.3B: Prophase II, Metaphase II, Anaphase II, Telophase II. Detailed comparison using Table 3.1 - differences in purpose, number of divisions, chromosome behavior, genetic outcomes.

Charts - Fig 3.3B Meiosis II stages, Table 3.1 comparison chart, Summary diagrams
Charts showing types of reproduction, Textbook, Wall charts

Certificate Biology Form 3, Pages 105-107

REPRODUCTION IN PLANTS AND ANIMALS

Cell Division - Mitosis
Mitosis in Young Root Tip

By the end of the lesson, the learner should be able to:
To describe the process of mitosis. To identify the stages of mitosis. To explain the significance of mitosis.

Teacher exposition: Stages of mitosis with diagrams. Drawing and labeling stages of mitosis. Discussion: Importance of mitosis in growth and repair. Q/A: Comparison of daughter cells with parent cell.

Charts showing mitosis stages, Microscope slides, Drawing materials
Onion root tips, Microscope, 1M HCl, Cover slides, Iodine solution, Glass slides

Certificate Biology Form 3, Pages 100-102

REPRODUCTION IN PLANTS AND ANIMALS

Meiosis Process
Meiosis in Plant Cells

By the end of the lesson, the learner should be able to:
To distinguish meiosis from mitosis. To explain the principle underlying meiosis. To describe first and second meiotic divisions.

Exposition: Principles of meiosis. Drawing diagrams showing stages of meiosis I and II. Discussion: Differences between mitosis and meiosis. Tabulate comparison of mitosis and meiosis.

Charts showing meiosis stages, Drawing materials, Textbook
Flower buds, 1M HCl, Heat source, Glass slides, Filter paper, Microscope

Certificate Biology Form 3, Pages 103-105

REPRODUCTION IN PLANTS AND ANIMALS

Asexual Reproduction - Binary Fission
Spore Formation and Budding
Sexual Reproduction in Plants - Flower Structure
Pollination - Insect Pollinated Flowers

By the end of the lesson, the learner should be able to:
To identify types of asexual reproduction. To describe binary fission in amoeba. To explain conditions for binary fission.
To draw and label a flower. To identify parts of a flower. To explain flower terminologies. To count sepals, petals, stamens and carpels.

Q/A: Types of asexual reproduction. Teacher demonstration: Drawing stages of binary fission. Discussion: Process of binary fission in amoeba. Examination of prepared slides showing binary fission.
Practical work: Examining bean flowers, morning glory, and hibiscus. Dissection of flowers to identify parts. Counting floral parts and recording. Drawing longitudinal section of flower. Discussion: Functions of flower parts.

Charts showing binary fission, Prepared slides of amoeba, Microscope, Drawing materials
Bread/ugali mould, Microscope, Yeast culture, 10% sugar solution, Methylene blue, Hand lens
Bean flowers, Morning glory, Hibiscus, Hand lens, Scalpels, Drawing materials
Insect-pollinated flowers, Hand lens, Measuring rulers, Drawing materials

Certificate Biology Form 3, Page 113
Certificate Biology Form 3, Pages 115-117

REPRODUCTION IN PLANTS AND ANIMALS

Wind-Pollinated Flowers and Adaptations

By the end of the lesson, the learner should be able to:
To describe structure of wind-pollinated flowers. To identify adaptive features of wind-pollinated flowers. To compare insect and wind pollination.

Practical examination: Structure of grass flowers, maize tassels. Identification of glumes, spikes, spikelets. Tabulate differences between insect and wind-pollinated flowers. Discussion: Adaptive features for wind pollination.

Wind-pollinated flowers (grass, maize), Hand lens, Charts, Drawing materials

Certificate Biology Form 3, Pages 120-121

REPRODUCTION IN PLANTS AND ANIMALS

Self-Pollination Prevention and Fertilisation

By the end of the lesson, the learner should be able to:
To discuss mechanisms preventing self-pollination. To describe fertilisation process in flowering plants. To explain double fertilisation.

Discussion: Methods preventing self-pollination. Teacher exposition: Process of fertilisation. Drawing diagrams showing fertilisation stages. Q/A: Significance of double fertilisation. Discussion: Formation of zygote and endosperm.

Charts showing fertilisation, Drawing materials, Textbook

Certificate Biology Form 3, Pages 121-123

REPRODUCTION IN PLANTS AND ANIMALS

Seed and Fruit Development

By the end of the lesson, the learner should be able to:
To explain seed formation. To describe fruit development. To classify fruits using specific criteria.

Discussion: Process of seed formation from ovule. Explanation of fruit development from ovary. Practical work: Examining variety of fruits. Classification of fruits into types. Recording observations and drawing fruits.

Variety of fruits, Petri dishes, Scalpels, Drawing materials, Charts

Certificate Biology Form 3, Pages 123-126

REPRODUCTION IN PLANTS AND ANIMALS

Placentation and Internal Fruit Structure
Fruit and Seed Dispersal

By the end of the lesson, the learner should be able to:
To define placentation. To identify types of placentation. To label internal structure of fruits. To examine ovaries of various fruits.
To explain adaptive features of fruits and seeds. To identify agents of dispersal. To classify fruits and seeds by dispersal method.

Teacher exposition: Types of placentation. Practical examination: Ovaries of beans, sunflower, pawpaw, orange. Drawing diagrams showing placentation types. Vertical sections of fruits showing internal structure.
Practical examination: Various fruits and seeds. Grouping according to dispersal methods. Discussion: Adaptive features for wind, water, animal dispersal. Demonstration of seed dispersal mechanisms. Recording observations of external features.

Fruits (beans, sunflower, pawpaw, orange), Scalpels, Drawing materials
Variety of fruits and seeds, Hand lens, Drawing materials, Collection containers

Certificate Biology Form 3, Pages 124-130
Certificate Biology Form 3, Pages 130-131