Cell Biology and Biodiversity

Cell Structure and Specialisation - Preparation of temporary slides
Cell Structure and Specialisation - Estimation of cell size during microscopy

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

- Describe the processes of sectioning, fixation, staining and mounting during slide preparation
- Prepare a temporary slide of an onion epidermal cell for observation under a light microscope
- Relate slide preparation skills to real life laboratory work such as how medical lab technologists prepare tissue samples for disease diagnosis

- Discuss the meaning and importance of sectioning, fixation, staining and mounting
- Carry out a practical activity to prepare a temporary slide of an onion epidermal cell
- Observe the prepared slide under a light microscope

How are temporary slides prepared for observation?

- Distinction Biology Learner's Book Grade 10 pg. 41
- Light microscope, slides, cover slips
- Onion bulb, iodine solution, scalpel, forceps, ethanol
- Distinction Biology Learner's Book Grade 10 pg. 44
- Light microscope
- Transparent ruler
- Prepared slide of onion epidermal cell

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Cell Structure and Specialisation - Plant and animal cell structure under the electron microscope
Cell Structure and Specialisation - Structures and functions of cell organelles

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

- Describe the structure of plant and animal cells as observed under an electron microscope
- Draw and label the structure of plant and animal cells as seen under an electron microscope
- Connect the study of cell structure to real life examples such as how understanding cell membranes helps in developing medicines that target specific cells

- Use photomicrographs and charts to compare the structure of plant and animal cells as seen under electron microscope
- Draw and label the structure of plant and animal cells and share with peers
- Discuss the structural differences between plant and animal cells

Why do plant and animal cells differ?

- Distinction Biology Learner's Book Grade 10 pg. 47
- Photomicrographs and charts of plant and animal cells
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 50
- Charts and photomicrographs

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Modelling plant and animal cells as seen under the electron microscope
Cell Structure and Specialisation - Specialised cells in plants

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

- Model the structure of plant and animal cells as seen under the electron microscope using locally available materials
- Identify cell organelles represented in the models
- Relate modelling skills to real life applications such as how scientists build models to study complex biological structures and develop new treatments

- Use locally available materials such as carton box, modelling clay, beans, beads and balloons to model the structure of plant and animal cells
- Label the cell components using paper strips attached to toothpicks
- Display and discuss the models for peer assessment

How can plant and animal cell structures be modelled?

- 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
- Digital resources

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Cell Structure and Specialisation - Specialised cells in animals
Cell Structure and Specialisation - Cell organisation: Organelles, cells and tissues
Cell Structure and Specialisation - Cell organisation: Organs and organ systems

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

- 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

- 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

- 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

- 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 are cells specialised in animals?
How do organs and organ systems function in living organisms?

- 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

- 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 - 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

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 proteins
- Investigate the presence of proteins in food substances using the Biuret test
- Relate knowledge of proteins to real life examples such as why eggs and beans are recommended for body building and why high fever can be dangerous as it denatures body proteins

- 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 proteins including carbon, hydrogen, oxygen, nitrogen and sulphur
- Discuss properties of proteins including amphoteric nature, denaturation and hydrolysis
- Carry out a practical activity to test for the presence of proteins using the Biuret test

What are the different classes of carbohydrates?
How are proteins important in living organisms?

- 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

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

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of vitamins
Chemicals of Life - Enzymes: Meaning and properties of enzymes

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

- Describe the properties, sources, functions and deficiency symptoms of vitamins A, B complex, C, D, E and K
- Investigate the presence of vitamin C in food substances using DCPIP solution
- Relate vitamin knowledge to real life examples such as why eating fresh fruits prevents scurvy, why carrots improve night vision and why sunlight exposure helps strengthen bones

- Use reference materials to search for information on the properties, sources and functions of vitamins
- Discuss the classification of vitamins into water-soluble and fat-soluble vitamins
- Carry out a practical activity to test for the presence of vitamin C using DCPIP solution

What is the role of vitamins in the body?

- Distinction Biology Learner's Book Grade 10 pg. 91
- DCPIP solution, lemon juice, test tubes
- Measuring cylinder, dropper
- Distinction Biology Learner's Book Grade 10 pg. 94
- Digital resources
- Internet access

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Investigating the presence of catalase enzymes in living tissues

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

- Investigate the presence of catalase enzymes in living tissues using hydrogen peroxide
- Explain why boiled tissues do not show enzyme activity
- Relate enzyme catalase to real life examples such as how the body breaks down harmful hydrogen peroxide produced during metabolism to keep cells healthy

- Carry out a practical activity to investigate the presence of catalase in fresh and boiled plant or animal tissue using hydrogen peroxide
- Introduce a glowing splint to test for the presence of oxygen produced
- Discuss findings and draw conclusions on the presence of enzymes in living tissues

How can the presence of enzymes in living tissues be demonstrated?

- 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 - Practical assessment

Cell Biology and Biodiversity

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

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

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Factors affecting enzyme activity: Substrate and enzyme concentration
Chemicals of Life - Functions of water and mineral salts

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

- Determine the effect of substrate concentration on enzyme activity through experiments
- Determine the effect of enzyme concentration on enzyme activity through experiments
- Relate substrate and enzyme concentration to real life examples such as why adding more yeast speeds up dough rising in baking and how enzyme inhibitors in pesticides control pests

- 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

- Carry out a practical activity to investigate the effect of substrate concentration on enzyme activity using hydrogen peroxide at different concentrations
- Carry out a practical activity to investigate the effect of enzyme concentration using pepsin at different concentrations
- Discuss enzyme inhibitors, cofactors and co-enzymes

- 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

How do substrate and enzyme concentration affect enzyme activity?
Why are water and mineral salts important in living organisms?

- 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

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

- Oral questions - Observation - Practical assessment
- 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)

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

- 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

Why is it important to know the chemical components in food products?

- 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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

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:

- 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

- 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

How do parasitic plants obtain nutrients from their host?

- 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

- Describe the light (light dependent) stage of photosynthesis
- Illustrate the light stage of photosynthesis using a flow chart
- Explain why plants kept in darkness for extended periods eventually die, linking it to the need for light in photolysis

- 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
- Discuss the light stage of photosynthesis including photolysis of water molecules
- Illustrate the light stage using flow charts showing the breakdown of water into hydrogen atoms and oxygen gas
- Identify the site of light stage in the chloroplast (grana)

What are the raw materials and products of photosynthesis?
What happens during the light stage of photosynthesis?

- Distinction Biology Learner's Book Grade 10 pg. 114
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 115
- Digital resources
- 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

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

- 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

How does photosynthesis benefit both plants and animals?

- Distinction Biology Learner's Book Grade 10 pg. 118
- Digital resources
- Charts on importance of photosynthesis

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Other products of photosynthesis

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

- 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 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

What other substances do plants produce during photosynthesis besides glucose?

- Distinction Biology Learner's Book Grade 10 pg. 117
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Assessment and review on nutrition in 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:

- Answer questions on types of nutrition, chloroplast structure and photosynthesis
- Illustrate the stages of photosynthesis correctly
- Value the role of photosynthesis in sustaining life on earth by discussing real-life examples like oxygen production and food chains

- Describe the regions of the root (cell division, elongation and differentiation)
- Relate the structure of the root to its function in absorption and transport
- Explain why seedlings with damaged root hairs wilt faster than those with intact roots

- Answer assessment exercise questions on nutrition in plants
- Draw and label the chloroplast and identify parts where light and dark stages occur
- Discuss the mode of nutrition shown in given pictures (e.g., mould growing on bread)
- Study the longitudinal section of a dicotyledonous root and identify regions of cell division, elongation and differentiation
- Discuss how root hairs increase the surface area for absorption of water and mineral salts
- Draw and label the longitudinal section of a root

How do the different types of nutrition and photosynthesis sustain plant life?
How is the root adapted to absorb water and mineral salts?

- Distinction Biology Learner's Book Grade 10 pg. 119
- Digital resources
- Past assessment questions
- Distinction Biology Learner's Book Grade 10 pg. 120
- Fresh plant specimens
- Distinction Biology Learner's Book Grade 10 pg. 121
- Digital resources
- Charts of root structure

- Written tests - Oral questions - Observation
- 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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Structure and function of leaves in transport
Transport - Structure, functions and adaptations of xylem vessels

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

- Describe the role of the leaf in transport (transpiration and translocation)
- Identify the vascular tissues involved in leaf transport
- Explain why leaves of potted plants placed near a sunny window lose water faster through transpiration

- Discuss the structure of the leaf in relation to its transport function
- Identify materials transported within the leaf (water, mineral salts, food materials)
- Discuss transpiration and translocation as transport processes in the leaf

What role does the leaf play in the transport system of plants?

- Distinction Biology Learner's Book Grade 10 pg. 127
- Digital resources
- Fresh plant leaves
- Distinction Biology Learner's Book Grade 10 pg. 129
- Charts/diagrams of xylem vessels

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Structure, functions and adaptations of phloem tissue
Transport - Arrangement of vascular tissues in roots of monocots and dicots (Practical)

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

- Describe the structure and adaptations of phloem tissue (sieve tubes, companion cells, sieve pores)
- Explain how phloem is adapted to transport manufactured food
- Explain why ringing the bark of a fruit tree causes fruits above the ring to become sweeter due to sugar accumulation

- Study diagrams of the phloem tissue and identify sieve tubes, companion cells, sieve pores and plasmodesmata
- Discuss the adaptations of phloem to its function (living cells, mitochondria in companion cells, sieve pores)
- Compare the structure of xylem and phloem tissues

How is the phloem adapted to transport manufactured food in plants?

- Distinction Biology Learner's Book Grade 10 pg. 131
- Digital resources
- Charts/diagrams of phloem tissue
- Distinction Biology Learner's Book Grade 10 pg. 133
- Light microscope
- Fresh plant roots
- Iodine solution, scalpel, glass slides, cover slips

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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 stems under a microscope
- Compare the arrangement of vascular tissues in stems of monocots and dicots
- Collect plant specimens responsibly without destroying other plants in the environment

- 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 stems, stain and observe under a microscope
- Draw well-labelled cross-sectional drawings of monocot and dicot stems
- Outline the similarities and differences of vascular tissues in stems of monocots and dicots
- 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 stems 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. 135
- Light microscope
- Fresh plant stems
- Iodine solution, scalpel, glass slides, cover slips
- 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)

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - The process of transpiration

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

- Define transpiration and describe how it occurs through the stomata
- Relate the internal structure of the leaf to the process of transpiration
- Explain why clothes dry faster on a sunny windy day, linking it to how transpiration increases under similar conditions

- Discuss the process of transpiration and how water vapour diffuses out through the stomata
- Study the internal structure of the leaf and relate it to transpiration (spongy mesophyll, sub-stomatal air spaces, guard cells)
- Discuss the role of guard cells in controlling the opening and closing of stomata

How does transpiration occur in plant leaves?

- Distinction Biology Learner's Book Grade 10 pg. 143
- Digital resources
- Charts of leaf internal structure

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

- 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

- 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
- 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

How do leaf structures influence the rate of water loss in plants?
How do temperature and light intensity affect the rate of transpiration?

- Distinction Biology Learner's Book Grade 10 pg. 145
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 147
- Potted plants
- Heat bulb, light bulb
- Transparent carrier bags, elastic bands

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

Anatomy and Physiology of Plants

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 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 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 wind, humidity and water availability affect the rate of transpiration?

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

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

- 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

- 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)
- 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 evidence confirms translocation of food in plants?
What is the structure of stomata and how are they adapted for gaseous exchange?

- 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
- 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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Lenticels as gaseous exchange sites in stems
Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots

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

- Describe the structure and adaptations of lenticels for gaseous exchange
- Explain the mechanism of gaseous exchange through lenticels
- Relate lenticels to the small raised spots visible on the bark of woody plants like hibiscus or guava trees

- Study photomicrographs of lenticels and discuss their structure (loosely packed cork cells, thin film of moisture)
- Discuss how lenticels carry out gaseous exchange continuously
- Explain the mechanism of gaseous exchange through lenticels (diffusion of oxygen in and carbon (IV) oxide out)

How do lenticels facilitate gaseous exchange in woody stems?

- Distinction Biology Learner's Book Grade 10 pg. 161
- Photomicrographs of lenticels
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 163
- Photomicrographs/pictures of pneumatophores

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Photosynthetic theory of stomatal opening and closing
Gaseous Exchange and Respiration - Starch-sugar inter-conversion theory

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

- Describe the mechanism of opening and closing of stomata using the photosynthetic theory
- Explain how glucose production during photosynthesis makes guard cells turgid
- Relate why most plants have open stomata during the day and closed stomata at night to everyday observations of morning dew on grass

- Search for information on the photosynthetic theory explaining the mechanism of opening and closing of stomata
- Discuss how during the day, photosynthesis produces glucose increasing osmotic pressure causing guard cells to become turgid and stomata to open
- Discuss how at night, glucose is converted to starch reducing osmotic pressure causing stomata to close

How does photosynthesis influence the opening of stomata during the day?

- 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
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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 mechanism of opening and closing of stomata using the potassium ion theory
- Compare the three theories of stomatal opening and closing
- Explain how understanding stomatal mechanisms helps farmers manage irrigation and crop water needs more effectively

- Discuss the potassium ion theory explaining the mechanism of opening and closing of stomata
- Watch animations showing the mechanism of opening and closing of stomata and discuss with peers
- Compare the photosynthetic theory, starch-sugar inter-conversion theory and potassium ion theory

How do potassium ions influence the opening and closing of stomata?

- Distinction Biology Learner's Book Grade 10 pg. 168
- Digital resources
- Internet access
- Charts comparing the three theories
- Distinction Biology Learner's Book Grade 10 pg. 169
- Internet access

- 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

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

- 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

How can anaerobic respiration be harnessed for biogas production?

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

- Project assessment - Observation - Written report

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Significance of gaseous exchange and respiration to plants and the environment
Gaseous Exchange and Respiration - Assessment and review on gaseous exchange and respiration

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

- 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

- 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

- 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
- 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 do gaseous exchange and respiration contribute to the survival of plants and the environment?
How are gaseous exchange and respiration essential to the survival of plants?

- Distinction Biology Learner's Book Grade 10 pg. 177
- Digital resources
- Portfolio materials
- Distinction Biology Learner's Book Grade 10 pg. 178
- Digital resources
- Past assessment questions

- Portfolio assessment - Oral questions - Observation
- Written tests - Oral questions - Observation