Biology, known as the science of life, studies living things, how they interact, and their environments. In SS2, students will deepen their understanding of biology and its connection to the world around them.
The Lagos State Unified Scheme of Work for SS2 Biology offers a well-organized plan that covers all important biological concepts. This curriculum aligns with national standards, preparing students for internal and external exams. Key topics include plant and animal nutrition, respiration, transport systems, excretion, homeostasis, coordination, control, reproduction, genetics, evolution, and ecology.
Teaching combines theory and practice through lectures, discussions, lab experiments, field trips, and projects, giving students hands-on experience. Studying biology in SSS2 helps students develop critical thinking, improve observation skills, and appreciate the complexity and diversity of life.
At the end of the session, students can;
Assessment methods for Biology in SSS2 include continuous assessments, practical work, and exams to gauge students’ understanding and application of concepts.
Grading follows a scale from A to F, with A representing excellent performance, typically scoring around 70% or 80%, and F indicating failure, usually below 50% or 45%.
| LAGOS STATE MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Biology Scheme of Work for Senior Secondary Schools 2(SSS2) | ||
| CLASS | SS2 | |
| SUBJECT | BIOLOGY | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | REVISION REPRODUCTION – Types of reproduction with examples in plants and animals (sexual and asexual) – Forms of asexual reproduction with examples | By the end of this lesson, students should be able to: i. define reproduction ii. name the types of reproduction in living organisms with examples iii. outline the differences between sexual and asexual reproduction in a tabular form iv. describe forms of asexual reproduction and give examples of organisms that exhibit each one |
| 2 | SEXUAL REPRODUCTION – Types of sexual reproduction with examples a) Conjugation b) Fusion of male and female gamates c) Meiosis | By the end of this lesson, students should be able to: i. define sexual reproduction ii. describe conjugation in spirogyra with diagrams iii. analyze the processes involved in meiosis |
| 3 | REPRODUCTIVE HEALTH – Types of harmful traditional incision and care of reproductive organs – Importance of pre-natal and post-natal care – Causes and symptoms/effects of STIs and HIV/AIDS on foetus and infant – Risk involved in child delivery and importance of knowledge of genetic disorder in family | By the end of this lesson, students should be able to: i. discuss types of harmful traditional incision and care of reproductive organs ii. state the effects of STIs, HIV and AIDS on foetus and infants iii. illustrate the causes, symptoms and prevention of STIs, HIV and AIDS iv. justify causes of birth defects and other health related problems |
| 4 | CELLULAR RESPIRATION – Definition of cellular respiration – Process of Aerobic respiration (Glycolysis and Kreb’s cycle) – Anaerobic respiration (fermentation) | By the end of this lesson, students should be able to: i. define cellular respiration ii. distinguish between aerobic and anaerobic respiration iii. derive the equation for aerobic and anaerobic respiration |
| 5 | RESPIRATORY SYSTEM – Types of respiratory system – Characteristics of respiratory surfaces – Mechanism of respiratory system in fish, toad, mammals and plants | By the end of this lesson, students should be able to: i. identify and name the respiratory organs in fish, toad, mammals and plants ii. justify the characteristics of respiratory surfaces iii. discuss briefly the mechanism of respiratory system in fish, toad, mammals and plants |
| 6 | EXCRETORY SYSTEM – Definition and importance of excretion to living organisms – Types of excretory systems in organisms – Excretory mechanism in some organisms and insects eg flatworms, mammals and flowering plants | By the end of this lesson, students should be able to: i. name and match organisms with their excretory system (match each test) ii. compare excretion in flowering plants and in humans in tabular form iii. describe the mechanism of excretion in insects, flatworms and flowering plants |
| 7 | MID-TERM BREAK/TEST | |
| 8 | TISSUES AND SUPPORTING SYSTEMS IN ANIMALS – Definition , biological significance and functions of the skeleton – Forms of skeleton (chitin, cartilage, bone, hydrostatic) – Types of skeleton (Exoskeleton and endoskeleton) | By the end of this lesson, students should be able to: i. define and explain the functions of skeleton to mammals ii. distinguish between bones and cartilage in a tabular form iii. name forms, and types of skeleton with examples |
| 9 | COMPONENTS OF THE MAMMALIAN SKELETON – Definition and types of reproduction – Reproduction in lower organisms(amoeba, paramecium , earthworm , etc) – Structural adaptation (fish, tadpole, toad, lizard, snail, crab, prawn, bird, etc) | By the end of this lesson, students should be able to: i. differentiate between the two types of reproduction ii. describe reproduction in lower organisms like amoeba, paramecium, earthworm,etc iii. justify the ability of a cell to respond to external stimuli |
| 10 | JOINTS – Definition and types of joints – Functions of joints – Mechanism of joint movement | By the end of this lesson, students should be able to: i. define joints ii. outline the functions of joints iii. describe briefly how muscles and bones being about movement on the elbow |
| 11 | SUPPORTING TISSUES IN PLANTS – Types of plant supporting tissues – Structure/features of plant supporting tissues – Functions of plant supporting tissues | By the end of this lesson, students should be able to: i. name and describe plant supporting tissues under the following headings: – location – function – structure ii. explain how the structure of the joint adapts to its function iii. describe briefly how muscles and bones bring about movement at the elbow |
| 12 | REVISION | |
| 13 | EXAMINATION | |
| CLASS | SS2 | |
| SUBJECT | BIOLOGY | |
| TERM | SECOND TERM | |
| WEEKS | TOPICS | LEARNING OBJECTIVES |
| 1 | DIGESTIVE SYSTEM – Alimentary Canal – The alimentary tract of animals – Vertebrates – Invertebrates | By the end of this lesson, students should be able to: i. describe the digestive system of earthworm, tapeworm, man, birds ii. state the similarities and differences between the alimentary tract of birds and grasshopper iii. draw and label correctly the alimentary tract of man and bird |
| 2 | FEEDING HABITS | By the end of this lesson, students should be able to: i. enumerate the various feeding habits of organisms ii. discuss the mechanism and modification of feeding for various organisms iii. |
| 3 | TRANSPORT SYSTEM | By the end of this lesson, students should be able to: i. highlight the need for transport system in organisms ii. list the materials and mode of transportation in living organisms iii. explain the composition, function and structure of mammalian food |
| 4 | CIRCULATORY SYSTEM IN MAMMALS – Structure of the mammalian heart, arteries, veins and capillaries – Types and mechanism of circulation – Open and closed, single and double circulation | By the end of this lesson, students should be able to: i. draw and label the structure of the mammalian heart, arteries, veins and capillaries ii. explain double circulation in mammals iii. distinguish between arteries and veins |
| 5 | MECHANISM OF TRANSPORT IN HIGHER PLANTS – Absorption and transport of water and mineral salt – Transpiration – Translocation | By the end of this lesson, students should be able to: i. explain the mechanism of transport in higher plants |
| 6 | CELL DIVISION – Mitosis – Meiosis | By the end of this lesson, students should be able to: i. list the stages of mitosis and meiosis ii. distinguish between mitosis and meiosis |
| 7 | MID-TERM TESTS/BREAK | |
| 8 | PRACTICAL ON DIGESTION, SKELENTAL AND CIRCULATORY SYSTEM | By the end of this lesson, students should be able to: i. identify specimens on digestive system, skelental and circulatory system ii. draw and label diagrams to specifications |
| 9 | REPRODUCTIVE SYSTEM IN VERTEBRATES – Structures and functions of male and female reproductive organs – Differences between male and female reproductive organs – Structure of the penis, sperm and ovum – Fertilization , development of embryo and birth | By the end of this lesson, students should be able to: i. draw well-labelled diagrams of male and female reproductive system ii. distinguish between the male and female gamates in animals iii. analyze the functions of the egg from fertilization to development of embryo and birth |
| 10 | COMPARISON OF REPRODUCTION IN VERTEBRATES REPRODUCTIVE BEHAVIORS IN ANIMALS | By the end of this lesson, students should be able to: i. compare reproduction in vertebrates on mode of fertilization, zygote growth, feeding of embryo, and parental care ii. describe with examples reproductive behaviors in animals |
| 11 | REVISION | |
| 12 | EXAMINATION | |
| CLASS | SS2 | |
| SUBJECT | BIOLOGY | |
| TERM | THIRD TERM | |
| WEEKS | TOPICS | LEARNING OBJECTIVES |
| 1 | REPRODUCTIVE SYSTEM IN FLOWERING PLANTS – Structure and function of reproductive organs (flower) of flowering plants – Types of ovaries/flowers (practical included) – Placentation in flowering plants | By the end of this lesson, students should be able to: i. describe the structure of a flower with a well-labelled diagram ii. match the parts with their functions iii. justify the mechanism of placentation in flowering plants withe examples |
| 2 | POLLINATION IN PLANTS – Types of pollination – Features of self-pollinated and cross pollinates flowers – Agents of pollination (water, insects, wind, animals) with practical on pollination – Process of development in flowering plants – Germination of seeds – Types of germination – Conditions necessary for germination – Practical on germination | By the end of this lesson, students should be able to: i. describe the types of pollination ii. distinguish between wind and insect pollinated plants iii. explain the fertilization and process of development in flowering plants iv. explain the conditions necessary germination of seeds |
| 3 | FRUITS – Types of fruits (classification) – Structure of fruits – Dispersal of fruits/seeds – Agents of dispersal – Practical on fruits | By the end of this lesson, students should be able to: i. describe the structure of a typical fruit ii. explain the various classification of fruits iii. distinguish between fruits and seeds iv. name the different agents of dispersal |
| 4 | HABITAT – Definition – Aquatic habitat • Marine habitat a) Characteristics of a marine habitat b) Major zones in the marine habitat c) Distribution of organisms in the marine habitat | By the end of this lesson, students should be able to: i. define habitat ii. explain the various zones in the marine habitat iii. recognize the adaptive features of organisms in the marine habitat iv. construct food chain in the marine habitat |
| 5 | ESTUARINE HABITAT – Characteristics of the estuarine habitat – Types of estuary – Distribution of plants and animals in the estuarine habitat – Adaptive features of plants and animals in the estuarine habitat FRESHWATER HABITAT – Characteristics of freshwater habitat – Types of freshwater habitat – Zones of freshwater habitat – Distribution of organisms in freshwater habitat – Adaptive features of organisms in fresh water habitat | By the end of this lesson, students should be able to: i. describe estuarine habitat ii. outline it’s characteristics iii. name two types of freshwater habitat iv. explain the energy flow in freshwater habitat v. construct a food chain in fresh water habitat |
| 6 | TERRESTRIAL HABITAT 1. MARSHES – Characteristics of a marsh – Formation of a marsh – Types of marshes – Plants and animals that live in marshes – Adaptive features of plants and animals that live in the marsh 2. FOREST – Characteristics of a forest – Distribution of plants and animals in the forest – Adaptive features of plants and animals in a forest | By the end of this lesson, students should be able to: i. recognize types of marshes ii. give examples of plants and animals found in marshes iii. highlight the characteristics of a forest iv. give examples of plants and animals in the forest and their adaptive features |
| 7 | MID-TERM TESTS/BREAK | |
| 8 | GRASSLAND – Characteristics of grasssland – Types of grassland – Distribution of plants and animals in grassland – Some adaptation of grassland communities ARID LAND | By the end of this lesson, students should be able to: i. define grassland ii. state the adaptations of plants and animals in grassland communities iii. describe the characteristics of arid land |
| 9 | ECOLOGY OF POPULATION – Ecology of Succession a) Definition b) General characteristics and nature of succession c) Types of succession d) Difference between primary and secondary succession e) Characteristics of a stable and/or climax community – Overcrowding a) Definition b) Factors that may cause overcrowding c) Effects of overcrowding d) Adaptation to avoid overcrowding | By the end of this lesson, students should be able to: i. explain ecological succession ii. describe the process of ecological succession iii. outline the characteristics of a climax community iv. analyze factors that may cause overcrowding v. discuss how living organisms adapt to avoid overcrowding |
| 10 | FOOD STORAGE – Causes – Effects of food storage on the size of population | By the end of this lesson, students should be able to: i. define food storage ii. outline the government efforts to reduce food storage iii. explain the effects of food storage on population size |
| 11 | REVISION | |
| 12 | EXAMINATION | |
The recommended Biology textbooks for SSS2 include but are not limited to the following:
