HARROAN
S.1
BIOLOGY
Learner’s book
Second edition
With 100
Lesson periods
Guide notes
Revised from 2022 version and
reviews from those who used it
Group activities
Field works
Practical
Questions
And more
New curriculum learner’s book for
s.1
Biology
Student’s information.
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School …………………………………………………………..
Class ……………………………………………………..
Stream ………………………………………………………….
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CHAPTER 01
INTRODUCTION TO BIOLOGY
1
Lesson period 1
1.1 Defining biology
Introduction to lesson;
For this period, you are to work in groups; discuss about biology i.e. what biology is, why it is
important to study it and which economic activities in our country involve the knowledge of
biology. Some guide notes has been provided, though you are to carry out more research using
textbooks and internet
Lesson learning objectives;
Guide notes

To define biology

To know why it’s important to study biology

To identify which economic activities involve biology
. In biology, we study
structures, functions, growth, evolution and distribution of organisms.
Doctor
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Laboratory technician

They conduct scientific investigations
and experiments

They collect and prepare testing samples
like blood, urine

Laboratory technician normally assist
doctors in the laboratory and they use
instruments like microscopes.

Midwives examine and monitor pregnant women

They carry out screening tests

They provide emotional support and information
to women and their partners

They support and care for women during giving
birth.
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4
Group activity 1a
.
A
B
D
E
G
H
5
C
F
I
J
K
L
M
N
O
A ………………………………... B ……………………….…… C ………………………………
D ………………………………… E ……………………………. F ………………………………
G ………………………………... H ……………………….…… I ………………………………
J ………………………………… K ……………………………. L ………………………………
M ………………………………... N ……………………….…… 0 ………………………………
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Lesson period 2
Introduction to lesson;
1.2 Biology around us in application
For this period, you are to discuss in groups using guide notes, textbooks and internet on how
biology is applied in daily life. Some guide notes has been provided, though you are to carry
out more research using textbooks and internet.
Lesson learning objectives;

To know how biology is involved in economic activities like
Farming, fishing, surgery, baking.
Surgeons.
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How biology is applied/ involved in surgery.
ns.
Baking
Laboratory technician
Yeast
8
Dough
Group activity 2a;
Support material
A farmer struggling to
cultivate hard soil with a hoe
A farmer keeping poor
quality breeds of livestock
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Farmers producing poor yield of
same crop season after season.
Bush burning to clear land
for cultivation
A farmer cultivating exhausted
land
Farmers getting water from
the well to water crops
TASK; In your groups, carry out research on how biology and technology (bio
technology) has improved agriculture in Uganda. Use the internet to research how
biology has been involved in agriculture. Describe as many ways as you can.
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Select some members from your group to present before the class how biology is
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involved in fishing and agriculture. Be ready to answer questions other groups will
ask you about the answers you give
Lesson period 3
1.3 Field work around the school on biology related economic
Introduction to lesson;
activities.
For this period, you are to move out around your school and identify economic activities carried
out. Identify those which involve the use of biology and those which don’t. For the economic
activities where the knowledge of biology is used, point out the problems they face. (You can
ask the individuals carrying out those activities.).You will go back to school and brainstorm in
your groups how you can use the knowledge of biology to solve the problems you have found
out. You will write a group report on the field work.
Lesson learning objectives;

To identify economic activities where biology is involved.

To identify problems faced by the biology related economic activities

To provide possible solutions to the problems identified.
Field work 1
11
Instructions; in groups of 4 to 5 students, move out to a nearby community outside your
school. Look at the economic activities carried out; identify those ones where the Knowledge
of biology is used and those where the knowledge of biology is not used. For the economic
activities where the knowledge of biology is used, point out the problems they face. (You can
ask the individuals carrying out those activities.).
Go back to school and brainstorm in your groups how you can use the knowledge of biology
to solve the problems. (You can use the internet and textbooks to research) but ensure that
everyone in the group participates. Write a simplified report in your own words in the space
on the next page and present it orally before your fellow students. Your report should include;
Economic activities where the knowledge of biology is used. Economic activities where the
knowledge of biology is not used. Problems faced by people carrying out activities where the
knowledge of biology is used. How you can solve those challenges using the biology you
know.
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Introduction to lesson; for this period, you are required to define the life processes of
living things. Give their importance and describe how each of them differs in plants and
animals. Present the activity before the class
Lesson learning objectives;
Group activity 4a;
Life process
Growth
defining
Importance
Is the permanent increase in the size
of an organism by increasing in cell
number, cell size or both?
Growth enables organisms
to reach stages of
reproduction
Movement
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Respiration
Sensitivity
Excretion
Nutrition
Reproduction
Guide notes on nutrition.
23
Green plants trap
sunlight
chlorophyll and carry out
photosynthesis.
A sun dew plant
trapping an insect.
Nutrition in animals
24
A Venus fly trap
capturing an insect.
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33
END OF CHAPTER EXAMINATION
Picture 1.
Picture 2.
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37
CHAPTER 02
CELLS
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Lesson period 9
2.1 Naming an animal cell
Introduction to lesson; For this period, you are required to name parts of animal cell and then
compare it with the human body
Lesson learning objectives;

To name parts of an animal cell

To outline functions of each parts

To compare an animal cell with the human body
Guide notes
Group activity 7a
In groups of 3 to 4 students, look at figures. Discus about them each giving your own
opinion. Agree on the answers you think that they are right, write the answers each of
you in his or her work book in spaces provided and then present to other students in
class in the presence of a teacher. (You can use text books and the internet)
You are required to look at the figure below of an animal cell, name all the parts labelled
and state their functions
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H
G
A
B
D
E
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C
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Project guidelines
A project Is an individual or group enterprise that is carefully planned to achieve a
particular aim.
For the new curriculum learners are expected to come up with at least one project in
biology before sitting for their final exams in s.4.
Learners are supposed to come up with their projects basing on what they have
studied in relation with environmental problems we face in the society. A project
is not given by the teacher though a teacher give learners the guidelines.
Step 1. Identifying purpose of a project.
A project’s purpose explains the reason why the project exists. The purpose is a
direction the project will take and maintain. The purpose also defines the problem
and how the project will address it.
Example; making a 3d cell model from wastes which would pollute the environment.
Step 2. Create a vision for your project
Your vision should define the end goal and addition criteria that will make the project
a success. However, it should not focus on one specific way to achieve this end goal.
Instead it should allow multiple paths to the desired result.
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Step 3. Brainstorm ideas.
Brainstorming is a way to get your ideas on a paper. Basically, you spend time writing
out what you want and connecting ideas.
If ideas look to be bad at the start, it’s still ok. Keep trying. Try breaking ideas and
building them up
Step 4. Pick a focus.
While it may be tempting to pick a broad topic, it will actually be easier if you narrow
that down that you won’t get lost in many details.
Step 5. Decide on how you want to present your project.
For example in making a cell model, there is a possibility of producing a 2D on a
paper or a 3D. Choose which one would be unique and possible to u.
Step 6. Research your focus of the project
After picking a focus, carry out research from internet and textbooks. Get the
references which you will even include in your report. Explore ways you can develop
your project more so following your focus.
Step 7. Plan out your project
.
.
Try sketching it out, make a list of materials you will need before you begin and
divide your project into manageable time intervals
Step 8. Create your project
Carry out the project following the manageable time intervals you made .
Step 9. Write a report for your project then present your
project product to the teacher with the report.
The pictures below show some of the projects done by students.
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Lesson period 14 2.6 creating a cell song and poem
Introduction to lesson;
Lesson learning objectives; 
To form a song in the given cell parts and function
Creating a cell song. Cellular song
Cells have organelles with weird names like Golgi body. It is often helpful to invent a way to help you
remember the names of the structures and their functions.
Create a song or poem about cell structure, using the guidelines below and perform it live for the
class. If you don't like solo work, join some classmates and do this as a group project. Make sure
everyone contributes verses to the song or poem!
1. Choose one type of cell, either a plant cell or an animal cell.
2. Choose a popular song and follow its rhythm as you create your song. If you create a poem, make
the verses rhyme.
3. The song or poem must include each structure listed on the animal or plant cell diagram in your
book. In addition to naming the structures, you must use the song or poem to help you remember the
function of each structure.
4. Write the song or poem in the space below, memorize it, and then share the song or poem with
your classmates. When it comes time for a written test on cell structure, you might be humming a tune
to help you remember the answers!
Write the song or poem in the space below,
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b) Draw one plant cell the way you see it and label the parts.
Lesson period 16 2.8 Solving a cell puzzle
Introduction to lesson;
Lesson learning objectives; 
To find parts of a plant cell in the puzzle
Instructions: Use the short description clues to find the different parts of a plant
cell in the puzzle below.
Y T L E L L D S S L S E L O N D G
D A EOS D F I O U L L I L D U T
O A L LO E L S F U E A V S O N L
B C OE D FA OO F O L W A A L I
I L U S L T CMS A U O C L T WS
G P C R I B OS OME S P U L D I
L O A I R D NOHC O T I M N E I
O L V E E S T S A L P O R O L HC
G O R G A N E L L E C L WNNHC
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a) “Flattened pancakes” involved in packaging and the vesicle formation (2 words, 9
letters) ……………………………………………………………………………………………..
b) Photosynthesis occurs here (11 letters)
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c) Protective layer found in only plant cells (2 words, 8 letters)
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d) Protein synthesis occurs here (9 letters)
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e) An organism which typically produces its own food by the process of
photosynthesis (5 letters)
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f) “powerhouse” of the cell (12 letters)
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g) Smallest unit of life (4 letters)
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h) Stores DNA (7 letters)
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Lesson period 17
2.9 Specialization of animal cells
Introduction to lesson;
Lesson learning objectives;

To define specialization of cells

To outline various specialized animal cells

To describe the different adaptations of specialized
cells
Guide notes
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Cilia
Nucleus
Cytoplasm
Where they are found.

Respiratory tract

Fallopian tube( oviduct)
Functions of the ciliated cell

They trap microbes like bacteria in the respiratory tact

They move mucus with trapped microbes out of the respiratory tract

They propel the ovum within the fallopian duct

They trap dust in the respiratory tract
Adaptation of ciliated cell

They have a hairy- like structure called cilia which provides propelling
force for transport of mucus along the air ways

They have a lot of mitochondria which provides energy for continual
propelling of the ovum in the oviduct
2. Red blood cell
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A
C
B
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D
CHAPTER 03
CLASSIFICATION
By the end of the chapter you should;
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Lesson period 21 3.1 Introduction to classification
Introduction to lesson;
Lesson learning objectives;

To define classification

To state the importance of classification

To try out classifying objects around us
Classification is the process of placing organisms in particular groups basing
on their similarities in structures and physiological processes.
Importance of classification.
 It enables scientists to easily identify organisms of the same group.
 It enables scientists to classify new organisms.
 It simplifies studying of organisms of a particular group.
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Lesson period 22 3.2 Grouping of things around us
Introduction to lesson;
Lesson learning objectives;

To group living things around us
5 minutes
Maize
Goat
Cow
Tiger
Lion
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Bean
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Lesson period 23 3.3 Developing a criteria of classifying things
Introduction to lesson;
Lesson learning objectives;
To develop a criteria of classification
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Lesson period 31
3.11 diseases caused by the bacteria
Introduction to lesson;
Lesson learning objectives;

To outline the diseases caused by bacteria

To describe ways we can control diseases caused by
bacteria
1. Cholera
Is a bacterial disease caused by ingestion of
food or water contaminated with bacteria called
vibrio cholerae
Cholera causes severe diarrhea and dehydration
Symptoms include,
 Severe diarrhoea
 Vomiting
 Dehydration
Cholera can be got by drinking
contaminated water
2. Tuberculosis
Is a bacterial infection spread through inhaling tiny
droplets from the coughs or sneeze of an infected
person?
It is caused by a bacterium called mycobacterium
tuberculosis which usually attacks the lungs
Signs and symptoms include,
 Pain in chest
 Prolonged cough that last for more than 3
weeks
Prolonged cough that lasts for
more than 3 months is a sign
 Sweating at night
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of tuberculosis
Collecting contaminated water
increases chances of getting
typhoid.
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3.20 bryophytes
Lesson period 40
Introduction to lesson;
Lesson learning objectives; 
To outline characteristics of bryophytes

To describe the importance of bryophytes

To describe how bryophytes are adapted to survive in their
environment
104
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Lesson period 46
3.26 identifying the groups of plants with reasons
Lesson learning objectives;
Picture of the plant

To identify the groups of plants with reasons
Group to which it belongs
116
Reasons why
117
Lesson period 47
3.27 Quiz on classification of kingdom, Monera protoctista, fungi, Plantae
Introduction to lesson;
The questions of the quiz should come from only classification of kingdoms
Monera, protoctista, fungi, and Plantae

Lesson period 48
3.28 kingdom Animalia
Introduction to lesson;
Lesson learning objectives;

To outline characteristics of organisms in Animalia

To describe reasons why various animals must be conserved
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BOOK OVERVIEW
Harroan s1 biology learner’s book is a work book made and revised to simplify
learner’s understanding of biology based on the new curriculum.
The book is a development of the 2022 version and has been improved basing on
the reviews of those who used the 2022 version
Number of pages – 204
Number of lesson periods – 100
Support structure; Harroan will provide a support to teachers on the expected
answers in this work book. For more information read the full book overview pdf
document
Selling structure
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0780492637
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The books involve colour printing with improved picture quality
The book can be transported around districts kampala, Mukono, Wakiso and it
can be sent to other districts via taxis and buses.
For more information read the full book overview pdf document