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

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

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

- 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

How do substrate and enzyme concentration affect enzyme activity?

- 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
Chemicals of Life - Importance of chemical components in cells

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

- 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

- 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

- 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 are water and mineral salts important in living organisms?
Why is it important to know the chemical components in food products?

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

- Distinction Biology Learner's Book Grade 10 pg. 106
- Packaging labels of common food products
- Digital resources

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Nutrition - Types of nutrition in plants (Autotrophism and Heterotrophism)
Nutrition - Parasitism as a mode of nutrition in plants

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

- Describe the meaning of autotrophism and heterotrophism in plants
- Classify plants according to their mode of nutrition
- Recognise that plants in the local environment use different strategies to obtain nutrients

- Search for information from print and non-print media on the types of nutrition in plants and share with peers
- Study pictures showing autotrophic and heterotrophic plants and identify their modes of nutrition
- Discuss the meaning of autotrophism and heterotrophism with classmates

How do plants obtain nutrients from their environment?

- 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
- Pictures of parasitic plants

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Nutrition - Saprophytic, symbiotic and insectivorous modes of nutrition
Nutrition - Structure of the chloroplast

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

- Describe saprophytic, symbiotic and insectivorous modes of nutrition in plants
- Compare and contrast the different heterotrophic modes of nutrition
- Relate the survival strategies of insectivorous plants to nutrient-deficient habitats such as swamps

- Search for information on saprophytic, symbiotic and insectivorous modes of nutrition using print and non-print media
- Study pictures of venus flytrap and pitcher plants and discuss how they trap insects
- Discuss the nutrients obtained by insectivorous plants from insects

Why do some plants trap and digest insects?

- Distinction Biology Learner's Book Grade 10 pg. 110
- Digital resources
- Pictures/charts of insectivorous plants
- Distinction Biology Learner's Book Grade 10 pg. 112
- Charts/diagrams of chloroplast structure

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Function of the chloroplast in plants
Nutrition - The process of photosynthesis

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

- Relate the structure of the chloroplast to its function in plant cells
- Explain the role of chlorophyll, grana and stroma in photosynthesis
- Link the abundance of chloroplasts in palisade cells to why the upper leaf surface is the main site for food manufacture

- Discuss the structure of the chloroplast in relation to its function (chlorophyll traps light, grana provide large surface area, stroma has enzymes)
- Use reference materials to search for information on the function of chloroplast in plants

How does the structure of the chloroplast enable it to carry out its function?

- Distinction Biology Learner's Book Grade 10 pg. 113
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 114

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - The light stage of photosynthesis
Nutrition - The dark stage of photosynthesis
Nutrition - Comparing the light and dark stages of photosynthesis

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

- 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

- 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

- 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)
- 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

What happens during the light stage of photosynthesis?
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/flow charts
- Distinction Biology Learner's Book Grade 10 pg. 116
- Distinction Biology Learner's Book Grade 10 pg. 115
- Digital resources
- Charts comparing stages

- Oral questions - Written assignments - Observation
- 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

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

- 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)

How do the different types of nutrition and photosynthesis sustain plant life?

- Distinction Biology Learner's Book Grade 10 pg. 119
- Digital resources
- Past assessment questions

- Written tests - Oral questions - Observation

Anatomy and Physiology of Plants

Transport - External structures of the plant transport system
Transport - Structure and function of roots in transport
Transport - Internal structure of the root (transverse section)

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

- 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

- 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
- 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

What external structures make up the transport system in plants?
How do the internal tissues of the root facilitate water and mineral salt absorption?

- 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
- Distinction Biology Learner's Book Grade 10 pg. 123
- Digital resources
- Charts/photomicrographs of root cross-sections

- Oral questions - Observation - Written assignments
- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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 structure of the stem (epidermis, cortex, pith, vascular tissues)
- Relate the structure of the stem to its transport function
- Connect the waxy cuticle on stems to why some plant stems feel smooth and resist water loss

- Study cross-sectional drawings of monocotyledonous and dicotyledonous stems
- Identify the epidermis, cortex (parenchyma, collenchyma, sclerenchyma), pith and vascular tissues
- Discuss the functions of the stem as part of the transport system

How does the structure of the stem support its transport function?

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

- Oral questions - Observation - Written assignments

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)

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

- 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

How does the arrangement of vascular tissues differ in roots of monocots and dicots?

- 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

- Observation - Practical assessment - Written assignments

Anatomy and Physiology of Plants

Transport - Mechanisms of water uptake in plants (osmosis and active transport)
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:

- 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

- 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

- 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
- 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

How does water move from the soil into the root of a plant?
What forces enable water to move from the roots to the leaves against gravity?

- Distinction Biology Learner's Book Grade 10 pg. 137
- Digital resources
- Charts showing water absorption in plants
- 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 - 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 - Demonstrating translocation by bark ringing and significance of transport 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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of 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:

- Define gaseous exchange in plants
- Explain the significance of gaseous exchange to plants and the environment
- Relate gaseous exchange to why indoor plants help improve air quality in homes and classrooms

- Describe the distribution of stomata in xerophytes, hydrophytes and mesophytes
- Investigate the number, size and distribution of stomata in leaves from different habitats
- Explain why water lilies have stomata on the upper surface while desert plants have few sunken stomata on the lower surface

- Search for information on the meaning of gaseous exchange and discuss with peers
- Identify the respiratory gases (oxygen and carbon (IV) oxide) and their movement during the day and at night
- Discuss the significance of gaseous exchange to plants (photosynthesis, respiration, transpiration) and the environment (balance of atmospheric gases, air purification)
- Collect fresh leaves from plants in different habitats and observe stomatal distribution under a microscope
- Count the number of stomata and observe their sizes and distribution on both sides of the leaf
- Discuss adaptations of stomata in xerophytes (few, sunken, thick cuticle), hydrophytes (numerous, upper epidermis) and mesophytes (evenly distributed)

Why is gaseous exchange important to plants and the environment?
How does the habitat of a plant influence the distribution of stomata on its leaves?

- 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

- Oral questions - Observation - Written assignments
- 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
Gaseous Exchange and Respiration - Investigating aerobic and anaerobic respiration (Practical)

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

- 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

- 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)
- 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 does anaerobic respiration differ from aerobic respiration?
How can aerobic and anaerobic respiration be demonstrated experimentally?

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

- Oral questions - Written assignments - Observation
- 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 - 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

Anatomy and Physiology of Animals

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:

- Define the term nutrition in animals
- Identify the mouthparts of a locust, grasshopper or cockroach using a hand lens
- Handle specimens responsibly during collection and observation in the school environment

- Collect fresh specimens of locust/grasshopper/cockroach from the school environment
- Observe the mouthparts using a hand lens or dissecting microscope
- Identify the structures of the mouthparts such as the upper and lower lips, tongue-like structures and jaws
- Draw well-labelled diagrams of the mouthparts observed

What structures make up the mouthparts of a locust or grasshopper?

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

- Observation - Oral questions - Labelled drawings

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

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

- Written assignments - Observation - Oral questions

Anatomy and Physiology of Animals

Beaks of birds - Filter feeders, fish eaters and wood chippers
Beaks of birds - Fruit eaters, multipurpose feeders and insect eaters
Beaks of birds - Nature walk to observe birds and their feeding habits

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

- Describe the structure of beaks in filter feeders, fish eaters and wood chippers
- Relate the structure of beaks of flamingos, kingfishers and woodpeckers to their mode of feeding
- Link filter feeding in flamingos to real-life examples like water filtration methods used in homes

- Observe different birds in their natural habitats
- Relate the structure of beaks of observed birds to their feeding habits
- Recognise the importance of protecting birds and their habitats in the local environment for biodiversity conservation

- Study photographs and illustrations of beaks of flamingos, ducks, kingfishers, herons and woodpeckers
- Discuss how the broad flat beak of a duck is adapted for filter feeding
- Relate the long sharp beak of a kingfisher to catching fish
- Describe how the chisel-shaped beak of a woodpecker is adapted for drilling wood
- Undertake a nature walk to observe different birds and their feeding habits
- Use binoculars and magnifying glasses where available to observe the shape and size of beaks
- Use digital devices to take pictures of birds as they feed
- Write a short report on the observed birds and their feeding habits
- Wear personal protective equipment during the nature walk

How are the beaks of filter feeders and fish eaters adapted for obtaining food from water?
What types of birds are found in the school environment and how do their beaks relate to their feeding habits?

- Distinction Biology Learner's Book pg. 183
- Digital resources
- Internet access
- Photographs of bird beaks
- 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

- Written assignments - Oral questions - Observation
- Written reports - Observation - Oral presentations

Anatomy and Physiology of Animals

Beaks of birds - Comparing beaks and modes of feeding in birds

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

- 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

- 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

Why do birds have differently shaped and sized beaks?

- Distinction Biology Learner's Book pg. 185
- Charts and photographs of bird beaks
- Digital resources
- Internet access

- Written assignments - Oral questions - Peer assessment

Anatomy and Physiology of Animals

Importance of diversity in feeding modes of insects and birds

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

- Explain the importance of diversity in feeding modes of insects and birds in nature
- Describe how diversity in feeding modes helps in pollination, seed dispersal and pest control
- Relate feeding diversity to real-life environmental benefits such as how insect-eating birds reduce crop pests in farms and how nectar-feeding insects support fruit production

- Discuss the importance of diversity in feeding modes of insects and birds in nature
- Explain how diversity in feeding modes of insects and birds helps in plant pollination and seed dispersal
- Describe how birds feeding on insects help in controlling pests in the environment
- Analyse a wheel chart on the importance of diversity in feeding modes

How does the diversity in feeding modes of insects and birds benefit the environment?

- Distinction Biology Learner's Book pg. 185
- Digital resources
- Internet access
- Charts on importance of feeding diversity

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Significance of transport in animals
Types of circulatory systems - Open and closed circulatory systems

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

- Define the term transport system in animals
- Explain the importance of transport in animals
- Relate transport systems in animals to real-life examples such as how blood carries oxygen to muscles during exercise

- Search for information on the meaning and importance of transport systems in animals using print and non-print media
- Discuss the meaning of a transport system in animals
- Explain the importance of transport systems in distributing oxygen, nutrients, hormones and removing waste products
- Share findings with peers

Why is a transport system important for the survival of animals?

- Distinction Biology Learner's Book pg. 186
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 188
- Charts showing circulatory systems

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Types of circulatory systems - Single and double circulatory systems
Transport system in insects
Transport system in fish - Structure and blood flow

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

- Distinguish between single and double circulatory systems in animals
- Illustrate single and double circulatory systems
- Connect single circulation in fish to real-life observations of how fish survive in aquatic environments

- Identify the structures that compose the transport system in fish
- Describe the flow of blood in a single circulatory system of fish
- Connect the study of fish transport systems to real-life aquaculture practices in fish farming

- Study illustrations of single and double circulatory systems
- Discuss how blood flows through the heart once in single circulation and twice in double circulation
- Compare single and double circulatory systems giving examples of animals
- Draw and label diagrams of single and double circulatory systems
- Search for information on the transport system in fish using reference materials
- Study illustrations and photographs showing the circulatory system in fish
- Identify the heart chambers (atrium and ventricle), gills and blood vessels
- Describe the flow of blood from the heart to the gills and to the body tissues

How many times does blood pass through the heart in single and double circulatory systems?
How does blood flow in the single circulatory system of a fish?

- Distinction Biology Learner's Book pg. 189
- Digital resources
- Internet access
- Charts showing single and double circulation
- Distinction Biology Learner's Book pg. 190
- Charts showing insect circulatory system
- Distinction Biology Learner's Book pg. 192
- Digital resources
- Internet access
- Charts showing fish circulatory system

- Written assignments - Oral questions - Peer assessment of drawings
- Written assignments - Oral questions - Labelled drawings

Anatomy and Physiology of Animals

Transport system in fish - Illustrating the circulatory system
Transport system in amphibians - Structure and blood flow

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

- Illustrate the structure of the transport system in fish
- Explain why fish have a single closed circulatory system
- Relate the efficiency of the fish circulatory system to real-life observations of how fish remain active in water

- Draw a well-labelled diagram of the circulatory system in fish
- Use digital devices to search for video animations of the transport system in fish
- Exchange exercise books with peers for peer assessment of drawings
- Discuss the advantages of a single closed circulatory system in fish

Why is the circulatory system in fish described as a single closed system?

- Distinction Biology Learner's Book pg. 193
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 194
- Charts showing amphibian circulatory system

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in amphibians - Illustrating the circulatory system
Transport system in reptiles - Structure and blood flow

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

- Illustrate the structure of the transport system in amphibians
- Distinguish between pulmonary and systemic circulation in amphibians
- Relate the mixing of blood in the amphibian heart to real-life understanding of why amphibians are less active than mammals

- Draw a well-labelled diagram of the circulatory system in amphibians
- Discuss the pathway of blood flow in pulmonary and systemic circulation
- Explain how the single ventricle results in mixing of oxygenated and deoxygenated blood
- Share drawings with peers for peer assessment

What happens when oxygenated and deoxygenated blood mix in the amphibian heart?

- Distinction Biology Learner's Book pg. 195
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 197
- Charts showing reptile circulatory system

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in reptiles - Illustrating the circulatory system

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

- Illustrate the structure of the transport system in reptiles
- Explain the significance of the partial septum in the reptile heart
- Relate the ectothermic nature of reptiles to real-life observations of lizards sunbathing on rocks and walls

- Draw a well-labelled diagram of the circulatory system in reptiles
- Discuss the role of the partial septum in reducing mixing of oxygenated and deoxygenated blood
- Compare the circulatory systems of amphibians and reptiles
- Share drawings with peers for peer assessment

Why is the transport system in reptiles suited to their ectothermic nature?

- Distinction Biology Learner's Book pg. 198
- Digital resources
- Internet access
- Reference books

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in mammals - Structure and components
Transport system in mammals - Pulmonary and systemic circulation

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

- Identify the structures that compose the transport system in mammals
- Describe the components of the mammalian circulatory system
- Relate the four-chambered mammalian heart to real-life understanding of why mammals like humans can perform sustained physical activities

- Describe pulmonary and systemic circulation in mammals
- Trace the pathway of blood flow in the mammalian circulatory system
- Connect double circulation in mammals to real-life experiences like increased heartbeat rate during running or exercise

- Search for information on the transport system in mammals using print and non-print resources
- Study illustrations and photographs of the circulatory system in mammals
- Identify the four-chambered heart, blood vessels, blood and circulatory pathways
- Discuss the components of the mammalian circulatory system
- Use digital devices to search for video animations illustrating the transport system in mammals
- Trace the pathway of blood flow in the mammalian circulatory system
- Describe pulmonary circulation (heart to lungs and back) and systemic circulation (heart to body and back)
- Discuss with peers

What are the key components of the mammalian transport system?
How does blood flow through the mammalian heart in pulmonary and systemic circulation?

- Distinction Biology Learner's Book pg. 199
- Digital resources
- Internet access
- Charts showing mammalian circulatory system
- Distinction Biology Learner's Book pg. 200
- Digital resources
- Internet access
- Reference books

- Oral questions - Written assignments - Observation
- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Transport system in mammals - Illustrating the circulatory system

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

- Illustrate the structure of the transport system in mammals
- Draw a well-labelled diagram of the mammalian circulatory system
- Relate the efficient separation of oxygenated and deoxygenated blood to real-life benefits like high energy levels in active mammals such as cheetahs and horses

- Draw a well-labelled diagram of the circulatory system in mammals
- Use digital devices to search for pictures showing the transport system in mammals
- Exchange exercise books with peers for peer assessment
- Compare the circulatory systems of insects, fish, amphibians, reptiles and mammals

Why do mammals have a more efficient circulatory system compared to other animals?

- Distinction Biology Learner's Book pg. 200
- Digital resources
- Internet access
- Reference books

- Peer assessment of drawings - Written assignments - Oral questions

Anatomy and Physiology of Animals

Transport system in mammals - Illustrating the circulatory system

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

- Illustrate the structure of the transport system in mammals
- Draw a well-labelled diagram of the mammalian circulatory system
- Relate the efficient separation of oxygenated and deoxygenated blood to real-life benefits like high energy levels in active mammals such as cheetahs and horses

- Draw a well-labelled diagram of the circulatory system in mammals
- Use digital devices to search for pictures showing the transport system in mammals
- Exchange exercise books with peers for peer assessment
- Compare the circulatory systems of insects, fish, amphibians, reptiles and mammals

Why do mammals have a more efficient circulatory system compared to other animals?

- Distinction Biology Learner's Book pg. 200
- Digital resources
- Internet access
- Reference books

- Peer assessment of drawings - Written assignments - Oral questions

Anatomy and Physiology of Animals

Transport system in mammals - Dissection of a small mammal

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

- Dissect a small mammal to observe parts of the transport system
- Identify the heart, lungs, blood vessels and other organs of the transport system
- Handle specimens humanely and relate the observed structures to how the circulatory system supports life in real mammals

- Wear protective clothing (hand gloves and laboratory coat)
- With the help of the teacher, carry out the dissection of a freshly killed rat or rabbit
- Observe the thoracic cavity containing the heart and lungs
- Identify the pulmonary vein, pulmonary artery, blood vessels and renal veins
- Draw a well-labelled diagram of the transport system of the mammal

What structures can be observed in the transport system of a dissected mammal?

- Distinction Biology Learner's Book pg. 201
- Freshly killed rat or rabbit
- Dissecting board and pins
- Cotton wool
- Hand lens
- Protective clothing

- Labelled drawings - Observation - Oral questions

Anatomy and Physiology of Animals

Pumping mechanism of the mammalian heart - Structure of the heart
Pumping mechanism of the mammalian heart - The cardiac cycle

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

- Describe the structure of the mammalian heart including its four chambers
- Identify the blood vessels that carry blood to and from the heart
- Relate the structure of the heart to real-life understanding of heartbeat sounds heard through a stethoscope during medical check-ups

- Describe the pumping mechanism of the mammalian heart
- Explain systole and diastole in the cardiac cycle
- Connect the cardiac cycle to real-life experiences such as feeling the pulse at the wrist or neck during exercise

- Study illustrations of the mammalian heart
- Identify the four chambers (right atrium, left atrium, right ventricle and left ventricle)
- Identify blood vessels connected to the heart (vena cava, aorta, pulmonary artery and pulmonary vein)
- Discuss the roles of the ventricles, atria and valves in pumping blood
- Watch animations illustrating the pumping mechanism of the mammalian heart
- Describe the flow of blood from the vena cava through the heart chambers and out through the aorta
- Explain the role of valves in preventing backflow of blood
- Discuss the contraction (systole) and relaxation (diastole) phases of the cardiac cycle

What is the role of each chamber and valve in the mammalian heart?
How does the heart pump blood through the body in a continuous cycle?

- Distinction Biology Learner's Book pg. 202
- Digital resources
- Internet access
- Charts showing the mammalian heart
- Distinction Biology Learner's Book pg. 203
- Digital resources
- Internet access
- Reference books

- Oral questions - Labelled drawings - Written assignments
- Oral questions - Written assignments - Class discussions