Biology, Syllabus grade VIII for AKU - EB Schools
Aga Khan Higher Secondary Schools
Examination Syllabus for
BIOLOGY- VIII
Based on national curriculum 2006
Latest Revision April 2018
AIMS/OBJECTIVES
Students shall
be able to:
-
Interact with the living and non-living
nature.
-
Create interest and inclination towards the nature.
-
Develop an understanding of the
scientific method and development of a range of basic skills and relevant
content through models, projects, assignments and field trips.
-
Explicate the importance and scope
of Life Sciences.
-
Develop an understanding of
healthy living, hygiene and sanitation by getting awareness about health,
diseases and food.
-
Implement the biological skills in
daily life through assignments, projects, and experimentations.
Term wise distribution of syllabus
|
S. No |
Time line |
First term examination April to September |
S. No |
Second term examination October to March |
|
1. |
12 days |
Introduction to biology |
8. |
Gaseous exchange |
|
2. |
15 days |
Cells and organelles |
9. |
Transport |
|
3. |
20 days |
Biodiversity |
10. |
Biotechnology |
|
4. |
4 days |
Enzymes |
11. |
Environmental biology |
|
5. |
11 days |
Nutrition and digestion |
|
|
|
6. |
8 days |
Nervous system |
|
|
|
7. |
8 days |
Excretory system |
|
|
|
|
|
|
|
|
|
Ist term Exam |
1/10/18 To 10/10/18 |
|
|
|
Project
for students:
Students will develop a herbarium sheet
containing at least ten plants where students will mention the name of plant,
location and medicinal value (if any).
Suggested Text Book:
1.
Lam Peng Kwan and Eric Y K Lam
(2000). Biology: A Course for ‘O’ Level. Federal Publications.
Suggested reference Books:
2.
D. G. Mackean, GCSE Biology (3rd
Edition)
3.
Nelson Biology
4.
Biology Part 1 & II, Punjab
Text Book Board
|
|
Chapters / Topics |
|
Student learning outcomes |
Cognitive level |
Days |
|
1. |
Introduction to biology |
|
Students should be able to: |
|
16/4/18 To 28/4/18 |
|
1.1 |
Characteristics of life |
1.1.1 1.1.2 |
Define biology. Define and
explain the characteristics of life. (Nutrition, respiration, excretion, growth, movement, sensitivity,
reproduction, adaptability). |
K U |
2 |
|
1.2 |
Biology and
its branches |
1.2.1 1.2.2 |
Define and
compare major divisions of Biology i-e Zoology, Botany and microbiology. Define
branches of biology ( morphology, anatomy, physiology, cytology, histology,
embryology, genetics, taxonomy, pharmacology, immunology and entomology |
K U |
4 |
|
1.3 |
Scope of
biological studies |
1.3.1 |
Describe scope
and applications of biology (medicine and agriculture) |
U |
1 |
|
1.4 |
Levels of
biological organization |
1.4.1 1.4.2 1.4.3 |
Describe
bio-elements as the most basic level of biological organization define
biomolecules with examples as micro-molecules and macro-molecules Describe the
levels of organization of life(organelle, cell, organ, organ system and
individual) |
U K U |
5 |
|
2 |
Biodiversity |
|
Students should be able to: |
|
21/6/2018 To 13/8/18 |
|
2.1 |
Introduction |
2.1.1 |
Define
biodiversity and describe the importance of biodiversity |
K |
1 |
|
2.2 |
Classification
|
2.2.1 2.2.22.2.3 |
Describe the
aims and principles of classification Define the
units of classification (species, genus, family, order, class, phyla and
kingdom) Compare two kingdom
and five kingdom classification system |
U K U |
2 2 5 |
|
2.3 |
Binomial
nomenclature |
2.3.1 |
Describe the
aims and principles of binomial nomenclature with example |
U |
1 |
|
2.4 |
Kingdom
Plantae |
2.4.1 2.4.2 2.4.3 |
Classify
kingdom plantae as vascular and non-vascular with examples. |
K |
2 |
|
2.5 |
Kingdom
Animalia Student
presentation |
2.5.1 |
Classify
kingdom Animalia as vertebrates and invertebrates with examples. |
K |
2 5 |
|
3 |
Cells and organelles |
|
Student should be able to: |
|
30/5/18 To 19/6/18 |
|
3.1 |
Cellular
structures and functions |
3.1.1 |
Define cell. |
K |
|
|
|
|
3.1.2 |
Identify the
differences between unicellular and multicellular organisms. |
K |
1 |
|
|
|
3.1.3 3.1.4 |
Describe the
structure and functions of the components of cell (cell wall, cell membrane,
nucleus, cytoplasm, Golgi bodies, mitochondria, lysosomes, ribosomes,
endoplasmic reticulum, plastids and centrioles). Describe the
differences between plant cell and animal cell |
U U |
10 1 |
|
3.2 |
Active and passive
transport of matter |
3.2.1 |
Define and
describe the followings 1. active and passive transport 2. hypotonic,
hypertonic and isotonic conditions . |
U |
3 |
|
4. |
Enzymes |
|
Students will be able to |
|
15/8/18 To 18/8/18 |
|
4.1 |
|
4.1.1 4.1.2 4.1.3 |
Define enzyme Describe
characteristics of enzymes Differentiate
between catabolism and anabolism with examples. |
K U U |
4 |
|
5 |
Nutrition and digestion |
|
Student should be able to: |
|
20/8/18 31/8/18 |
|
4.1 |
Nutrition |
4.1.1 4.1.2 |
Define the
term nutrition Describe
autotrophic and heterotrophic mode of nutrition |
K U |
2 |
|
|
|
4.1.3 4.1.4 |
Describe the
composition, sources and energy value of carbohydrates, proteins, and lipids. Highlight the
significance of balance diet. |
U A |
3 1 |
|
4.3 |
Digestion in
man |
4.3.1 4.3.2 4.3.3 |
Identify the
organs involved in digestion Explain the
mechanism of digestion in human Explain the
role of enzymes involved in the process of digestion |
K U U |
1 3 |
|
4.4 |
Digestive
disorders |
4.4.1 |
Describe
causes, symptoms and treatment of constipation and diarrhea |
U |
1 |
|
5 |
Nervous system |
|
Students will be able to: |
|
03/9/18 To 12/9/18 |
|
5.1 |
Structure and
function |
5.1.1 5.1.2 5.1.3 |
Define neuron Describe the
structure and function of neuron. Identify the
types of neuron (sensory, motor and associative/inter neuron) |
K U K |
1 1 |
|
5.2 |
Human nervous
system Revision |
5.2.1 5.2.2 5.2.3 |
Identify the
main divisions of nervous system in man (CNS and PNS) Describe
structure and function of brain and spinal cord. Define
voluntary and involuntary actions. |
K U K |
5 1 |
|
6 |
Excretory system |
|
Student will be able to: |
|
13/9/18 To 22/9/18 |
|
6.1 |
Excretion |
6.1.1 6.1.2 |
Define
excretion Describe
importance of excretion |
K U |
1 |
|
6.2 |
Excretory
organs |
6.2.1 |
Draw and label
human excretory system. |
U |
1 |
|
6.3 |
Structure of
kidney |
6.3.1 6.3.2 |
Describe the
structure of human kidney. Describe the
structure and function of nephron. |
U U |
4 |
|
6.4 |
Kidney
disorders Revision |
6.4.1 |
Describe
disorders of excretory system (kidney stone and kidney failure) |
U |
2 8 |
|
7 |
Gaseous exchange |
|
Students will be able to: |
|
22/10/18 To 1/11/18 |
|
7.1 |
Introduction Gaseous
exchange in plants Gaseous
exchange in man Revision |
7.1.1 7.2.1 7.3.1 7.3.2 7.3.3 |
Differentiate
between breathing and respiration. Describe the
process of gaseous exchange in plants by comparing photosynthesis and
respiration Identify the organs of the respiratory
system in man. Describe
the structure and function of each part of the respiratory system. Describe
the mechanism of breathing in term of movements of ribs and diaphragm |
U U K U U |
1 2 1 2 2 2 |
|
8 |
Transport |
|
Students will be able to: |
|
2/11/18 To 21/11/18 |
|
8.1 |
Introduction |
8.1.1 8.1.2 8.1.3 |
Define
transport system. Describe the
importance of transport system in living organisms. Compare
transport system in unicellular and multicellular organism |
K U U |
1 2 |
|
8.2 |
Transport in
plants |
8.2.1 |
Explain the internal
structure of root and root hair. |
U |
2 |
|
|
|
8.2.2 |
Describe how
roots uptake water and mineral salts by active and passive transport. |
U |
2 |
|
8.3 |
Transport in
man Revision |
8.3.1 8.3.2 8.3.3 8.3.4 |
Define
circulatory system. Describe the composition
of blood (plasma and blood cells) Explain the
structure of human heart. Explain the
functions of arteries, veins and capillaries. |
K U U U |
1 2 2 2 3 |
|
9 |
Biotechnology |
|
Students will be able to: |
|
22/11/18 To 17/12/18 |
|
9.1 |
Introduction |
9.1.1 9.1.2 |
Define
biotechnology. Describe the
importance of biotechnology. |
K U |
2 |
|
9.2 |
Fermentation Revision Project Work |
9.2.1 9.2.2 9.2.3 |
Define
fermentation. Explain the
types of fermentation (alcoholic and lactic acid fermentation). Discuss how
the process of fermentation relates with bread and yogurt making. Model
presentation of all organ system |
K U A A |
1 2 3 2 10 |
|
10 |
Environmental Biology |
|
Students should be able to: |
|
22/12/18 To 12/3/19 |
|
10.1 |
Level of
organization of ecosystem |
10.1.1 |
Identify
different levels of organization of ecosystem (specie, habitat, population,
community, ecosystem, biosphere) |
K |
3 |
|
10.2 |
Components of
ecosystem |
10.2.1 |
Describe the
biotic and abiotic components of ecosystem. Describe
trophic levels of ecosystem Define food
chain and food web. Construct food
chain and food web of terrestrial ecosystem. |
U U K A |
2 2 1 2 |
|
10.3 |
Biogeochemical
cycle Pollution Revision |
10.3. 10.3.2 10.3.3 |
Define
biogeochemical cycle. Describe
carbon cycle. Describe water
cycle. Define
pollution and pollutants. Describe
different types of pollution( water, soil and air) explain
the damages caused by global warming,
deforestation, ozone layer depletion and acid rain; |
K U U U K U |
1 1 1 2 1 3 4 2 |
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