Cell Biology and Biodiversity

Specimen Collection and Preservation - Improvising apparatus for collecting specimen

By the end of the lesson, the learner should be able to:

- Suggest locally available materials for improvising specimen collecting apparatus
- Improvise a pitfall trap and a pooter using locally available materials
- Relate improvisation skills to real life resourcefulness such as using locally available materials to solve problems at home or school

- Discuss locally available materials that can be used to improvise apparatus for collecting specimen
- Improvise a pitfall trap using a plastic container, digger, small stones, leaves and sticks
- Improvise a pooter using a plastic bottle, straws, rubber bands and mesh cloth

How can specimen collecting apparatus be improvised?

- Distinction Biology Learner's Book Grade 10 pg. 33
- Plastic containers, straws, rubber bands
- Mesh cloth, small stones

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between light and electron microscope
Cell Structure and Specialisation - Preparation of temporary slides

By the end of the lesson, the learner should be able to:

- Differentiate between light and electron microscope based on structure and function
- Describe the concepts of resolution and magnification in microscopy
- Relate the use of microscopes to real life applications such as how hospital laboratories use microscopes to examine blood samples for diagnosing diseases like malaria

- Use print and non-print media to search for information on structural and functional differences between light and electron microscope
- Discuss differences in magnification power, resolving power, illumination, lenses, staining, specimen state and specimen mounting
- Present discussion points in class

How do light and electron microscopes differ?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Light microscope
- Charts of electron microscope
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 41
- Light microscope, slides, cover slips
- Onion bulb, iodine solution, scalpel, forceps, ethanol

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Estimation of cell size during microscopy
Cell Structure and Specialisation - Plant and animal cell structure under the electron microscope

By the end of the lesson, the learner should be able to:

- Estimate cell size using a light microscope and a transparent ruler
- Calculate the length of a cell using the formula relating diameter of field of view to number of cells
- Relate cell size estimation to real life situations such as how scientists determine cell growth in medical research and cancer diagnosis

- Place a transparent ruler on the stage of the light microscope and measure the diameter of the field of view
- Count the number of cells across the diameter of the field of view
- Calculate the length of one cell using the formula and convert measurements from millimetres to micrometres

How is cell size estimated using a light microscope?

- Distinction Biology Learner's Book Grade 10 pg. 44
- Light microscope
- Transparent ruler
- Prepared slide of onion epidermal cell
- Distinction Biology Learner's Book Grade 10 pg. 47
- Photomicrographs and charts of plant and animal cells
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Structures and functions of cell organelles
Cell Structure and Specialisation - Modelling plant and animal cells as seen under the electron microscope
Cell Structure and Specialisation - Specialised cells in plants
Cell Structure and Specialisation - Specialised cells in animals
Cell Structure and Specialisation - Cell organisation: Organelles, cells and tissues

By the end of the lesson, the learner should be able to:

- Describe the functions of cell structures including cell membrane, cytoplasm, nucleus, mitochondria, endoplasmic reticulum, ribosomes, Golgi apparatus and lysosomes
- Relate cell structures to their functions in plant and animal cells
- Connect cell organelle functions to real life examples such as how mitochondria provide energy for muscle contraction during exercise

- Describe the structure and function of specialised cells in animals including muscle cells, nerve cells, red and white blood cells and reproductive cells
- Relate the structures of specialised animal cells to their functions
- Connect animal cell specialisation to real life examples such as how red blood cells transport oxygen during physical activities and how white blood cells fight infections when one falls sick

- Use reference materials to search for information on the functions of structures in plant and animal cells
- Discuss the functions of cell wall, chloroplast, vacuole, centriole and other organelles
- Identify cell structures from their descriptions

- Use reference materials to search for information on specialised cells in animals
- Discuss the adaptations of muscle cells, nerve cells, blood cells, sperm cells and ovum to their functions
- Draw and label specialised animal cells and share with peers

How do the structures in plant and animal cells function?
How are cells specialised in animals?

- Distinction Biology Learner's Book Grade 10 pg. 50
- Charts and photomicrographs
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 55
- Carton box, modelling clay, beans, beads
- Balloons, glue, scissors, water colours
- Distinction Biology Learner's Book Grade 10 pg. 59
- Photomicrographs of specialised plant cells
- Charts and diagrams
- Distinction Biology Learner's Book Grade 10 pg. 61
- Photomicrographs of specialised animal cells
- Charts and diagrams
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 64

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Cell organisation: Organs and organ systems

By the end of the lesson, the learner should be able to:

- Describe organs and organ systems in plants and animals
- Explain the interrelationship between organs within an organ system
- Connect organ systems to real life examples such as how the digestive system processes food eaten daily and how the circulatory system transports nutrients and oxygen throughout the body

- Discuss examples of organs in plants and animals including roots, leaves, heart, lungs and kidneys
- Discuss organ systems in plants and animals including root system, shoot system, vascular system, digestive system, circulatory system and respiratory system
- Fill in tables identifying organ systems and their component organs

How do organs and organ systems function in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 66
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between plant and animal cells

By the end of the lesson, the learner should be able to:

- Compare and contrast plant and animal cells as seen under the electron microscope
- Summarise the key differences in a table format
- Connect the differences between plant and animal cells to real life observations such as why plants have rigid shapes due to cell walls while animal bodies are flexible

- Discuss differences between plant and animal cells including cell wall, chloroplast, vacuole, centriole and shape
- Complete comparison tables identifying structures present in plant and animal cells
- Attempt revision questions on cell structure and specialisation

What are the key differences between plant and animal cells?

- Distinction Biology Learner's Book Grade 10 pg. 47
- Charts and photomicrographs
- Digital resources

- Oral questions - Written tests - Observation

Cell Biology and Biodiversity

Cell Structure and Specialisation - The cell as the basic unit of life
Chemicals of Life - Composition, properties and functions of carbohydrates (Monosaccharides)

By the end of the lesson, the learner should be able to:

- Explain the importance of the cell as the basic unit of life
- Summarise the structure, functions and organisation of cells in living organisms
- Connect the concept of cells as building blocks of life to real life examples such as how wound healing involves cell division and how growth results from increase in number of cells

- Discuss the importance of cells as basic units of life in living organisms
- Summarise content on cell structure, specialisation and organisation
- Attempt assessment questions on cell structure and specialisation

Why is the cell considered the basic unit of life?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Charts and diagrams
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 68
- Glucose, ripe fruits, distilled water
- Beakers, stirring rod

- Written tests - Oral questions - Observation

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of carbohydrates (Disaccharides and polysaccharides)
Chemicals of Life - Investigating the presence of carbohydrates in food substances
Chemicals of Life - Composition, properties and functions of proteins
Chemicals of Life - Composition, properties and functions of lipids
Chemicals of Life - Composition, properties and functions of vitamins

By the end of the lesson, the learner should be able to:

- Describe the composition, properties and functions of disaccharides and polysaccharides
- Differentiate between monosaccharides, disaccharides and polysaccharides
- Connect knowledge of carbohydrates to real life examples such as why sugarcane juice is sweet, why cooked rice provides energy and how chitin protects insects

- Describe the composition, properties and functions of lipids
- Investigate the presence of lipids in food substances using the emulsion test and grease spot test
- Relate knowledge of lipids to real life examples such as why cooking oil is used for frying food, why whales have thick fat layers for insulation and why oily foods leave grease marks on paper

- Discuss the composition, examples and properties of disaccharides including maltose, sucrose and lactose
- Discuss the composition, examples and properties of polysaccharides including starch, glycogen, cellulose and chitin
- Discuss the functions of carbohydrates in living organisms

- Discuss the composition of lipids including fatty acids and glycerol joined by ester bonds
- Discuss properties and functions of lipids in living organisms
- Carry out emulsion test and grease spot test to investigate the presence of lipids in food substances

What are the different classes of carbohydrates?
How is the presence of lipids in food determined?

- Distinction Biology Learner's Book Grade 10 pg. 72
- Sugarcane juice
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 76
- Iodine solution, Benedict's solution, dilute HCl, NaOH
- Test tubes, hot water bath, food samples
- Distinction Biology Learner's Book Grade 10 pg. 81
- Egg white, sodium hydroxide, copper (II) sulphate
- Test tubes, measuring cylinder
- Distinction Biology Learner's Book Grade 10 pg. 85
- Cooking oil, ethanol, distilled water, filter paper
- Test tubes, measuring cylinder
- Distinction Biology Learner's Book Grade 10 pg. 91
- DCPIP solution, lemon juice, test tubes
- Measuring cylinder, dropper

- Oral questions - Observation - Written assignments
- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Enzymes: Meaning and properties of enzymes
Chemicals of Life - Investigating the presence of catalase enzymes in living tissues

By the end of the lesson, the learner should be able to:

- Define enzymes and explain their role as biological catalysts
- Describe the properties of enzymes including specificity, reusability and protein nature
- Relate enzyme function to real life examples such as how saliva breaks down starch in the mouth during digestion and how enzyme-based detergents remove stains from clothes

- Use print and non-print media to search for the meaning of enzymes
- Discuss the naming of enzymes based on their substrates
- Discuss the properties of enzymes including their protein nature, specificity, reusability and sensitivity to temperature and pH

What are enzymes and how do they function?

- Distinction Biology Learner's Book Grade 10 pg. 94
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 96
- Fresh and boiled potato or liver, hydrogen peroxide
- Test tubes, wooden splint, scalpel

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Factors affecting enzyme activity: Temperature and pH
Chemicals of Life - Factors affecting enzyme activity: Substrate and enzyme concentration

By the end of the lesson, the learner should be able to:

- Determine the effect of temperature on enzyme activity through experiments
- Determine the effect of pH on enzyme activity through experiments
- Relate factors affecting enzymes to real life examples such as why food is stored in refrigerators to slow spoilage and why the stomach produces acid for digestion by pepsin

- Carry out a practical activity to investigate the effect of temperature on enzyme activity using amylase and starch solution at different temperatures
- Carry out a practical activity to investigate the effect of pH on enzyme activity using pepsin and egg albumen
- Draw graphs showing the effect of temperature and pH on enzyme activity

How do temperature and pH affect enzyme activity?

- Distinction Biology Learner's Book Grade 10 pg. 98
- Amylase, starch solution, iodine solution, pepsin
- Water baths, HCl, NaOH, test tubes, thermometer
- Distinction Biology Learner's Book Grade 10 pg. 102
- Hydrogen peroxide at different concentrations, potato or liver
- Pepsin, egg white, HCl, test tubes, water bath

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Functions of water and mineral salts

By the end of the lesson, the learner should be able to:

- Describe the functions of water in living organisms
- Describe the sources and functions of mineral salts in living organisms
- Relate functions of water and mineral salts to real life examples such as why drinking water is essential for body temperature regulation, why iron-rich foods prevent anaemia and why calcium is important for strong bones and teeth

- Use print and non-print media to search for information on the functions of water in living organisms
- Discuss the functions of water including medium for chemical reactions, transport, temperature regulation, excretion and solvent
- Discuss sources and functions of mineral salts including calcium, iron, iodine, phosphorus and sodium

Why are water and mineral salts important in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 104
- Charts showing sources of mineral salts
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity
Anatomy and Physiology of Plants

Chemicals of Life - Importance of chemical components in cells
Nutrition - Types of nutrition in plants (Autotrophism and Heterotrophism)
Nutrition - Parasitism as a mode of nutrition in plants
Nutrition - Saprophytic, symbiotic and insectivorous modes of nutrition

By the end of the lesson, the learner should be able to:

- Examine packaging labels of common food products to identify chemical components, preservatives, colourings and expiry dates
- Explain the importance of chemical components in cells for growth, energy production and life processes
- Relate food labelling to real life consumer decisions such as checking expiry dates before buying food and reading nutritional information to make healthy dietary choices

- Explain parasitism as a mode of heterotrophic nutrition in plants
- Distinguish between full and partial parasitic plants
- Identify parasitic plants in the local environment and explain their impact on host plants

- Examine packaging labels of common food products such as mineral water, salt, flour and cooking oil
- Identify the quality marks, preservatives, colourings, date of manufacture and expiry on the labels
- Discuss the importance of knowing the chemical components in food substances for health and safety
- Brainstorm on the meaning of parasitism as a mode of nutrition in heterotrophic plants
- Study pictures of parasitic plants and describe how they depend on host plants for survival
- Discuss examples of parasitic plants in the local environment

Why is it important to know the chemical components in food products?
How do parasitic plants obtain nutrients from their host?

- Distinction Biology Learner's Book Grade 10 pg. 106
- Packaging labels of common food products
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 107
- Digital resources
- Charts showing autotrophic and heterotrophic plants
- Distinction Biology Learner's Book Grade 10 pg. 109
- Digital resources
- Pictures of parasitic plants
- Distinction Biology Learner's Book Grade 10 pg. 110
- Pictures/charts of insectivorous plants

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Nutrition - Structure of the chloroplast
Nutrition - Function of the chloroplast in plants

By the end of the lesson, the learner should be able to:

- Describe the structure of the chloroplast
- Draw and label the parts of the chloroplast
- Connect the presence of chloroplasts in green leaves to why plants appear green and manufacture food

- Observe a drawing of a chloroplast and identify the parts (stroma, grana, lamellae, inner and outer membranes)
- Draw and label the structure of the chloroplast in exercise books
- Exchange exercise books and respectfully comment on each other's drawings

What is the structure of the chloroplast?

- Distinction Biology Learner's Book Grade 10 pg. 112
- Digital resources
- Charts/diagrams of chloroplast structure
- Distinction Biology Learner's Book Grade 10 pg. 113
- Internet access

- Observation - Oral questions - Written assignments

Anatomy and Physiology of Plants

Nutrition - The process of photosynthesis
Nutrition - The light stage of photosynthesis
Nutrition - The dark stage of photosynthesis

By the end of the lesson, the learner should be able to:

- Define photosynthesis and state the word equation for the process
- Identify the raw materials, conditions and products of photosynthesis
- Relate photosynthesis to everyday food production such as farming and kitchen gardening

- Watch animations/video clips on the process of photosynthesis and discuss observations
- Identify the raw materials (water and carbon (IV) oxide), conditions (light and chlorophyll) and products (glucose and oxygen) of photosynthesis
- Write the word equation for photosynthesis

What are the raw materials and products of photosynthesis?

- Distinction Biology Learner's Book Grade 10 pg. 114
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 115
- Charts/flow charts
- Distinction Biology Learner's Book Grade 10 pg. 116

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Comparing the light and dark stages of photosynthesis

By the end of the lesson, the learner should be able to:

- Differentiate between the light and dark stages of photosynthesis
- Illustrate the two stages of photosynthesis using flow charts and equations
- Explain how disrupting either stage, such as deforestation reducing CO₂ absorption, affects the overall process

- Analyse the differences between the light dependent and light independent stages of photosynthesis
- Use illustrations (flow charts, equations) to compare the two stages
- Discuss the products of each stage and how they link together

How do the light and dark stages of photosynthesis depend on each other?

- Distinction Biology Learner's Book Grade 10 pg. 115
- Digital resources
- Charts comparing stages

- Written assignments - Oral questions - Observation

Anatomy and Physiology of Plants

Nutrition - Significance of photosynthesis in nature
Nutrition - Other products of photosynthesis
Nutrition - Assessment and review on nutrition in plants

By the end of the lesson, the learner should be able to:

- Explain the importance of photosynthesis to plants, animals and the environment
- Discuss how photosynthesis ensures food security in the community
- Connect photosynthesis to combating global warming through tree planting and forest conservation

- Identify other products of photosynthesis apart from glucose (fatty acids, amino acids)
- Explain the conversion of glucose to starch, fats and proteins in plants
- Relate how plants convert photosynthesis products into nutrients found in everyday foods like beans, avocados and maize

- Discuss the importance of photosynthesis to plants (food production, energy), animals (oxygen, food chains) and the environment (carbon (IV) oxide removal)
- Explain how photosynthesis helps solve global warming by removing carbon (IV) oxide from the atmosphere
- Discuss how photosynthesis ensures food security
- Discuss how glucose formed during photosynthesis is converted to starch for storage
- Explain the formation of fatty acids (combined to form fats and oils) and amino acids (converted to proteins)
- Search for information on other products of photosynthesis using reference materials

How does photosynthesis benefit both plants and animals?
What other substances do plants produce during photosynthesis besides glucose?

- Distinction Biology Learner's Book Grade 10 pg. 118
- Digital resources
- Charts on importance of photosynthesis
- Distinction Biology Learner's Book Grade 10 pg. 117
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 119
- Past assessment questions

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - External structures of the plant transport system
Transport - Structure and function of roots in transport

By the end of the lesson, the learner should be able to:

- State the external parts of a plant that form the transport system (roots, stems, leaves)
- Identify the substances transported by each external part
- Relate the transport system in plants to how water reaches the topmost leaves of tall trees in the local environment

- Discuss the structures of external parts of a plant in relation to their transport functions
- Identify substances transported within the plant (water, mineral salts, food substances and waste products)
- Search for information on the external structures of plants that transport substances

What external structures make up the transport system in plants?

- Distinction Biology Learner's Book Grade 10 pg. 120
- Digital resources
- Fresh plant specimens
- Distinction Biology Learner's Book Grade 10 pg. 121
- Charts of root structure

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Internal structure of the root (transverse section)
Transport - Structure and function of stems in transport
Transport - Structure and function of leaves in transport

By the end of the lesson, the learner should be able to:

- Describe the internal tissues of the root (piliferous layer, cortex, endodermis, pericycle, vascular tissues)
- Relate the structure of each tissue to its function
- Explain how the casparian strip in the endodermis acts like a filter to protect the plant from absorbing harmful substances

- Study the transverse section of monocotyledonous and dicotyledonous roots
- Identify and describe the piliferous layer, cortex, endodermis (casparian strip), pericycle and vascular tissues
- Discuss the function of each tissue in the root

How do the internal tissues of the root facilitate water and mineral salt absorption?

- Distinction Biology Learner's Book Grade 10 pg. 123
- Digital resources
- Charts/photomicrographs of root cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 125
- Fresh plant stems
- Charts of stem cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 127
- Fresh plant leaves

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Structure, functions and adaptations of xylem vessels
Transport - Structure, functions and adaptations of phloem tissue

By the end of the lesson, the learner should be able to:

- Describe the structure and adaptations of xylem vessels and tracheids
- Explain how xylem vessels are adapted to transport water and mineral salts
- Relate the lignin deposits in xylem walls to why woody stems are rigid and do not collapse easily

- Study diagrams of xylem vessels and tracheids and discuss their structure
- Discuss the adaptations of xylem to its function (continuous tube, lignified walls, pits, dead cells)
- Search for information on the structure and adaptations of xylem vessels

How are xylem vessels adapted to transport water in plants?

- Distinction Biology Learner's Book Grade 10 pg. 129
- Digital resources
- Charts/diagrams of xylem vessels
- Distinction Biology Learner's Book Grade 10 pg. 131
- Charts/diagrams of phloem tissue

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Arrangement of vascular tissues in roots of monocots and dicots (Practical)
Transport - Arrangement of vascular tissues in stems of monocots and dicots (Practical)
Transport - Mechanisms of water uptake in plants (osmosis and active transport)

By the end of the lesson, the learner should be able to:

- Observe and draw cross-sections of monocotyledonous and dicotyledonous roots under a microscope
- Compare the arrangement of vascular tissues in roots of monocots and dicots
- Handle laboratory apparatus such as microscopes and scalpels safely and responsibly

- Describe the mechanisms of water uptake in plants (osmosis, active transport)
- Explain how water moves from soil particles to the xylem vessels in the root
- Relate osmosis in root hair cells to why plants wilt when placed in very salty soil

- Cut thin cross-sections of monocotyledonous and dicotyledonous roots, stain with iodine solution and observe under a microscope
- Draw well-labelled cross-sectional drawings of monocot and dicot roots
- Compare the arrangement of vascular tissues in the two types of roots
- Search for information on mechanisms of water and mineral salt uptake in plants
- Study diagrams showing the absorption of water by plant roots
- Discuss how water moves from the soil particles through the root hair cells to the xylem vessels by osmosis

How does the arrangement of vascular tissues differ in roots of monocots and dicots?
How does water move from the soil into the root of a plant?

- Distinction Biology Learner's Book Grade 10 pg. 133
- Light microscope
- Fresh plant roots
- Iodine solution, scalpel, glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 135
- Fresh plant stems
- Distinction Biology Learner's Book Grade 10 pg. 137
- Digital resources
- Charts showing water absorption in plants

- Observation - Practical assessment - Written assignments
- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Movement of water up the plant (transpiration pull, cohesion, adhesion, capillarity, root pressure)

By the end of the lesson, the learner should be able to:

- Explain the forces that move water up the plant (transpiration pull, cohesion, adhesion, capillarity and root pressure)
- Describe how each force contributes to the upward movement of water
- Relate capillary action in xylem vessels to how water moves up a piece of cloth dipped in water

- Discuss transpiration pull, cohesion forces, adhesion forces, capillarity and root pressure
- Watch animations on the uptake of water and mineral salts in plants
- Explain how exudation and guttation occur in plants

What forces enable water to move from the roots to the leaves against gravity?

- Distinction Biology Learner's Book Grade 10 pg. 139
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Absorption of mineral salts and demonstrating water uptake (Practical)
Transport - The process of transpiration

By the end of the lesson, the learner should be able to:

- Explain the mechanism of mineral salt absorption (active transport and diffusion)
- Carry out an experiment to demonstrate uptake of water in plants using dye/ink
- Handle chemicals like food colouring safely and dispose of waste materials responsibly after the experiment

- Discuss how mineral salts are absorbed by active transport and diffusion
- Carry out a dye/ink experiment to demonstrate uptake of water in plants
- Observe exudation and guttation in the experimental set-up and draw conclusions

How are mineral salts absorbed by plant roots?

- Distinction Biology Learner's Book Grade 10 pg. 141
- Fresh young plants
- Food colouring/ink
- Glass beaker, scalpel, distilled water
- Distinction Biology Learner's Book Grade 10 pg. 143
- Digital resources
- Charts of leaf internal structure

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Structural factors affecting the rate of transpiration

By the end of the lesson, the learner should be able to:

- Describe the structural factors that affect the rate of transpiration (leaf size, leaf surface, number and position of stomata, leaf hairs)
- Explain how each structural factor affects transpiration rate
- Explain why cactus plants survive in arid areas by relating their leaf structure to reduced water loss

- Discuss structural factors affecting the rate of transpiration (broad lamina, glossy surface, number of stomata, sunken stomata, leaf hairs)
- Explain midday closure and reversed stomatal rhythm
- Search for information on structural factors using available reference materials

How do leaf structures influence the rate of water loss in plants?

- Distinction Biology Learner's Book Grade 10 pg. 145
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Environmental factors affecting the rate of transpiration (Temperature and light intensity practicals)
Transport - Environmental factors affecting the rate of transpiration (Wind practical and other factors)

By the end of the lesson, the learner should be able to:

- Carry out experiments to demonstrate the effect of temperature and light intensity on transpiration
- Explain how temperature and light intensity affect the rate of transpiration
- Set up a control experiment and explain its purpose in ensuring valid results

- Carry out an experiment to demonstrate the effect of wind on transpiration
- Describe how humidity, atmospheric pressure and water availability affect transpiration
- Improvise a fan from locally available materials, demonstrating creativity and resourcefulness

- Carry out an experiment using a heat bulb to demonstrate the effect of temperature on transpiration
- Carry out an experiment using a light bulb to demonstrate the effect of light intensity on transpiration
- Compare condensation on plastic bottles/carrier bags in both experiments and draw conclusions
- Carry out an experiment using an improvised fan to demonstrate the effect of wind on transpiration
- Discuss how humidity, atmospheric pressure and water availability in the soil affect the rate of transpiration
- Compare water droplets on carrier bags of potted plants near and far from the fan

How do temperature and light intensity affect the rate of transpiration?
How do wind, humidity and water availability affect the rate of transpiration?

- Distinction Biology Learner's Book Grade 10 pg. 147
- Potted plants
- Heat bulb, light bulb
- Transparent carrier bags, elastic bands
- Distinction Biology Learner's Book Grade 10 pg. 149
- Potted plants
- Improvised fan materials
- Transparent carrier bags, elastic bands

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Translocation of manufactured food in plants

By the end of the lesson, the learner should be able to:

- Define translocation and describe the process in plants
- Identify the materials transported during translocation (sucrose, amino acids, vitamins)
- Relate translocation to why fruits, roots and seeds store food, as seen in everyday crops like sugarcane and sweet potatoes

- Discuss the process of translocation of manufactured food from the leaves to other parts of the plant
- Watch animations on translocation and share with peers
- Identify the vascular tissues (phloem) involved in translocation

How is manufactured food transported from the leaves to other parts of the plant?

- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Demonstrating translocation by bark ringing and significance of transport in plants
Gaseous Exchange and Respiration - Meaning and significance of gaseous exchange in plants

By the end of the lesson, the learner should be able to:

- Carry out a bark ringing (girdling) experiment to demonstrate translocation
- Explain the importance of transport in plants
- Carry out bark ringing responsibly without destroying the entire plant, showing care for the environment

- Carry out a bark ringing/girdling experiment on a young tree to demonstrate translocation
- Observe the swelling above the ring and wilting below and draw conclusions
- Discuss the importance of transport in plants (distribution of nutrients, removal of waste products)

What evidence confirms translocation of food in plants?

- Distinction Biology Learner's Book Grade 10 pg. 153
- Young tree/woody plant
- Knife, permanent marker pen
- Digital device for recording
- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Stomata as a site for gaseous exchange (Practical)
Gaseous Exchange and Respiration - Distribution of stomata in different plant habitats
Gaseous Exchange and Respiration - Lenticels as gaseous exchange sites in stems

By the end of the lesson, the learner should be able to:

- Observe stomata in leaves using a microscope
- Describe the structure of stomata and guard cells
- Handle microscope slides and nail polish carefully, disposing of waste materials appropriately after the practical

- Apply clear nail polish on the lower surface of a leaf, peel off after drying and observe under a microscope
- Identify stomata and guard cells under the microscope
- Discuss the structure of guard cells (thin elastic outer walls, thick inner walls) and how they control the opening and closing of stomata

What is the structure of stomata and how are they adapted for gaseous exchange?

- Distinction Biology Learner's Book Grade 10 pg. 155
- Fresh plant leaves
- Clear nail polish
- Light microscope, glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 157
- Fresh leaf samples from different habitats
- Light microscope, nail polish
- Glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 161
- Photomicrographs of lenticels
- Digital resources

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots
Gaseous Exchange and Respiration - Photosynthetic theory of stomatal opening and closing
Gaseous Exchange and Respiration - Starch-sugar inter-conversion theory
Gaseous Exchange and Respiration - Potassium ion theory of stomatal opening and closing
Gaseous Exchange and Respiration - The process of respiration and aerobic respiration

By the end of the lesson, the learner should be able to:

- Describe the structure and adaptations of pneumatophores for gaseous exchange
- Explain the mechanism of gaseous exchange through pneumatophores
- Relate pneumatophores to the visible breathing roots of mangrove trees growing in swampy areas along the Kenyan coast

- Describe the mechanism of opening and closing of stomata using the starch-sugar inter-conversion theory
- Explain the role of pH in the conversion of starch to glucose and vice versa
- Connect how changes in carbon (IV) oxide levels during day and night trigger a chain reaction that opens or closes stomata

- Study photographs/diagrams of pneumatophores and discuss their structure (lenticels, aerenchyma tissues)
- Discuss how pneumatophores grow above the water level to obtain oxygen from the atmosphere
- Explain the role of aerenchyma tissues in storing air for gaseous exchange
- Discuss how during the day, carbon (IV) oxide is used for photosynthesis causing pH to rise favouring conversion of starch to glucose
- Explain how glucose increases osmotic pressure of guard cells causing water uptake and stomata to open
- Discuss the reverse process at night when carbon (IV) oxide accumulates lowering pH

How do plants in waterlogged areas carry out gaseous exchange?
How does the conversion between starch and sugar control stomatal opening?

- Distinction Biology Learner's Book Grade 10 pg. 163
- Photomicrographs/pictures of pneumatophores
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 165
- Digital resources
- Charts showing open and closed stomata
- Distinction Biology Learner's Book Grade 10 pg. 167
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 168
- Internet access
- Charts comparing the three theories
- Distinction Biology Learner's Book Grade 10 pg. 169

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Anaerobic respiration in plants

By the end of the lesson, the learner should be able to:

- Define anaerobic respiration and state its word equation
- Distinguish between aerobic and anaerobic respiration
- Relate anaerobic respiration to the production of alcohol in local brewing and the rising of bread dough during baking

- Discuss anaerobic respiration as the breakdown of glucose in the absence of oxygen producing ethanol, carbon (IV) oxide and less energy
- Compare aerobic and anaerobic respiration in terms of oxygen requirement, energy released and products
- Discuss where anaerobic respiration occurs in plants (waterlogged areas, germinating seeds)

How does anaerobic respiration differ from aerobic respiration?

- Distinction Biology Learner's Book Grade 10 pg. 171
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Investigating aerobic and anaerobic respiration (Practical)

By the end of the lesson, the learner should be able to:

- Carry out experiments to distinguish between aerobic and anaerobic respiration
- Explain the role of calcium hydroxide solution and paraffin in the experiments
- Observe safety precautions when handling chemicals and dispose of waste materials appropriately after the experiment

- Set up experiments using germinating bean seeds to demonstrate aerobic respiration (test tube A) and boiled bean seeds to demonstrate anaerobic respiration (test tube B)
- Observe the colour change of calcium hydroxide solution and record temperature readings
- Discuss the role of paraffin in blocking oxygen entry

How can aerobic and anaerobic respiration be demonstrated experimentally?

- Distinction Biology Learner's Book Grade 10 pg. 172
- Germinating and boiled bean seeds
- Test tubes, delivery tubes, rubber stoppers
- Calcium hydroxide solution, paraffin, glucose solution

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Economic importance of anaerobic respiration

By the end of the lesson, the learner should be able to:

- Explain the economic importance of anaerobic respiration in various industries
- Describe how anaerobic respiration is applied in brewing, baking, dairy and biogas production
- Relate anaerobic respiration to locally made products like yoghurt, cheese, bread and traditional fermented drinks

- Discuss the economic importance of anaerobic respiration in brewing, baking, biogas production, dairy industry, sewage treatment, silage formation, pharmaceutical industry and compost manure production
- Explain how yeast breaks down sugars anaerobically in brewing and baking
- Discuss how bacteria produce lactic acid in dairy products

How is anaerobic respiration applied in everyday industries and products?

- Distinction Biology Learner's Book Grade 10 pg. 174
- Digital resources
- Charts showing applications of anaerobic respiration

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Biogas production project
Gaseous Exchange and Respiration - Significance of gaseous exchange and respiration to plants and the environment

By the end of the lesson, the learner should be able to:

- Demonstrate anaerobic respiration through a biogas production project
- Describe the procedure and observations in biogas production
- Relate biogas production to waste management and renewable energy solutions in rural Kenyan communities

- Outline the significance of gaseous exchange and respiration to plants and the environment
- Design a portfolio illustrating the significance of gaseous exchange and respiration
- Relate the significance of gaseous exchange to why deforestation contributes to climate change and why reforestation is encouraged

- Set up a simple biogas digester using organic waste and water in a sealed container
- Observe balloon inflation over 5-7 days as biogas is produced
- Test the collected gas by bringing it near a flame and observing the blue flame
- Discuss the significance of gaseous exchange and respiration to plants (energy production, growth, photosynthesis) and the environment (oxygen supply, carbon cycling, temperature regulation)
- Design a portfolio illustrating the significance of gaseous exchange and respiration
- Show portfolios to peers for assessment

How can anaerobic respiration be harnessed for biogas production?
How do gaseous exchange and respiration contribute to the survival of plants and the environment?

- Distinction Biology Learner's Book Grade 10 pg. 175
- Large plastic bottle/container
- Organic waste, water
- Rubber tubing, balloon, tape
- Distinction Biology Learner's Book Grade 10 pg. 177
- Digital resources
- Portfolio materials

- Project assessment - Observation - Written report
- Portfolio assessment - Oral questions - Observation

Anatomy and Physiology of Plants
Anatomy and Physiology of Animals
Anatomy and Physiology of Animals

Gaseous Exchange and Respiration - Assessment and review on gaseous exchange and respiration
Mouthparts of insects - Structure of mouthparts of insects and their functions
Mouthparts of insects - Biting and chewing mouthparts

By the end of the lesson, the learner should be able to:

- Answer assessment questions on gaseous exchange sites, stomatal mechanisms, types of respiration and economic importance of anaerobic respiration
- Distinguish between gaseous exchange and respiration in plants
- Connect the concepts learned to real-life applications such as food preservation, energy production and environmental conservation

- Answer assessment exercise questions on gaseous exchange and respiration
- Distinguish between gaseous exchange and respiration
- Identify and explain adaptations of gaseous exchange structures (stomata, lenticels, pneumatophores, aerenchyma)
- Describe mechanisms of opening and closing of stomata using the three theories

How are gaseous exchange and respiration essential to the survival of plants?

- Distinction Biology Learner's Book Grade 10 pg. 178
- Digital resources
- Past assessment questions
- Distinction Biology Learner's Book pg. 175
- Fresh locust, grasshopper or cockroach
- Hand lens or dissecting microscope
- Pair of forceps
- Petri dish
- Protective clothing
- Internet access
- Charts showing mouthparts of insects

- Written tests - Oral questions - Observation

Anatomy and Physiology of Animals

Mouthparts of insects - Piercing and sucking mouthparts
Mouthparts of insects - Siphoning mouthparts

By the end of the lesson, the learner should be able to:

- Describe the piercing and sucking mode of feeding in mosquitoes and tsetse flies
- Relate the structure of the mouthparts of a mosquito and tsetse fly to their mode of feeding
- Connect the study of piercing and sucking mouthparts to real-life issues such as disease transmission by mosquitoes and tsetse flies

- Study photographs and illustrations of mouthparts of a mosquito and tsetse fly
- Use digital devices to watch video animations on piercing and sucking mouthparts
- Discuss how the maxillae of mosquitoes pierce the skin and how the salivary glands prevent blood clotting
- Compare the mouthparts of a mosquito and tsetse fly

How do the mouthparts of a mosquito enable it to pierce skin and suck blood?

- Distinction Biology Learner's Book pg. 177
- Digital resources
- Internet access
- Photographs of mosquito and tsetse fly mouthparts
- Distinction Biology Learner's Book pg. 178
- Photographs of butterfly mouthparts

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Mouthparts of insects - Comparing mouthparts and modes of feeding
Beaks of birds - Structure of beaks of birds
Beaks of birds - Filter feeders, fish eaters and wood chippers

By the end of the lesson, the learner should be able to:

- Compare the structure and function of mouthparts in different insects
- Tabulate the relationship between mouthparts of insects and their modes of feeding
- Connect insect feeding diversity to real-life examples like pest control in agriculture and disease prevention in public health

- Discuss and compare the mouthparts of locusts, mosquitoes, tsetse flies and butterflies
- Draw a comparison table relating the structure of mouthparts of insects to their mode of feeding
- Use print and non-print media to search for additional information on insect mouthparts
- Share findings with peers for discussion

Why do different insects have differently structured mouthparts?

- Distinction Biology Learner's Book pg. 179
- Charts showing mouthparts of various insects
- Digital resources
- Internet access
- Distinction Biology Learner's Book pg. 181
- Internet access
- Charts and photographs of bird beaks
- Distinction Biology Learner's Book pg. 183
- Photographs of bird beaks

- Written assignments - Observation - Oral questions

Anatomy and Physiology of Animals

Beaks of birds - Fruit eaters, multipurpose feeders and insect eaters
Beaks of birds - Nature walk to observe birds and their feeding habits
Beaks of birds - Comparing beaks and modes of feeding in birds
Importance of diversity in feeding modes of insects and birds

By the end of the lesson, the learner should be able to:

- Describe the structure of beaks in fruit eaters, multipurpose feeders and insect eaters
- Relate the structure of beaks of parrots and crows to their mode of feeding
- Connect multipurpose feeding in crows to real-life observations of birds scavenging in market areas and homesteads

- Compare the structure and function of beaks in different birds
- Tabulate the adaptations of beaks of birds to their modes of feeding
- Apply knowledge of beak adaptations to real-life situations such as understanding why certain birds are effective pest controllers in farms

- Study photographs and illustrations of beaks of parrots and crows
- Discuss how the strong curved beak of a parrot is adapted for feeding on fruits
- Explain multipurpose feeding in crows and how their thick sturdy beak is adapted for varied feeding
- Tabulate the relationship between beaks of birds and their modes of feeding
- Draw a comparison table relating the structure of beaks of birds to their modes of feeding
- Discuss and compare the beaks of seed eaters, flesh eaters, nectar feeders, filter feeders, fish eaters, wood chippers, fruit eaters and multipurpose feeders
- Share findings with peers for discussion and peer assessment

How does the beak of a crow enable it to feed on different types of food?
Why do birds have differently shaped and sized beaks?

- Distinction Biology Learner's Book pg. 183
- Digital resources
- Internet access
- Photographs and charts of bird beaks
- Distinction Biology Learner's Book pg. 184
- Binoculars (optional)
- Magnifying glass
- Digital devices
- Protective clothing such as reflective vests and proper shoes
- Distinction Biology Learner's Book pg. 185
- Charts and photographs of bird beaks
- Digital resources
- Internet access
- Internet access
- Charts on importance of feeding diversity

- Written assignments - Oral questions - Peer assessment