Cell Biology and Biodiversity

Introduction to Biology - Meaning and application of Biology
Introduction to Biology - Application of Biology in everyday life

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

- Define the term Biology and explain its origin from Greek words
- Search for information on the meaning of Biology using print and non-print media
- Recognise how Biology helps in understanding diseases, food production and environmental conservation in daily life

- Describe the application of Biology in healthcare, agriculture, food production, environmental conservation and biotechnology
- Explain how Biology is applied in everyday life using pictures and illustrations
- Connect the role of Biology to real life situations such as disease prevention, food safety and waste management

In groups, learners are guided to:

- Use print and non-print media to search for the meaning of Biology
- Brainstorm and use the Greek words 'bios' and 'logos' to derive the meaning of Biology
- Discuss the application of Biology in healthcare, agriculture, nutrition, environmental conservation, hygiene, biotechnology and forensic science

- Use flashcards and pictures to identify ways Biology is applied in everyday life
- Discuss how Biology is applied in healthcare, agriculture, nutrition, hygiene, forensic science and industry
- Write short notes on the application of Biology in everyday life

Why is it important to study Biology?
How is Biology applied in everyday life?

- Distinction Biology Learner's Book Grade 10 pg. 1
- Digital resources
- Internet access

- Distinction Biology Learner's Book Grade 10 pg. 3
- Charts and pictures
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Fields of study in Biology

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

- Describe fields of study in Biology including Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology and Entomology
- Search for information on fields of study from print and non-print media
- Link fields of study in Biology to real life examples such as studying insects for pest control or microorganisms for medicine

In groups, learners are guided to:

- Use print and non-print media to search for information on fields of study in Biology
- Discuss the various fields of study in Biology giving examples from the locality
- Identify fields of study represented in pictures and illustrations

What are the fields of study in Biology?

- Distinction Biology Learner's Book Grade 10 pg. 5
- Charts and pictures
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Fields of study in Biology

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

- Describe fields of study in Biology including Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology and Entomology
- Search for information on fields of study from print and non-print media
- Link fields of study in Biology to real life examples such as studying insects for pest control or microorganisms for medicine

In groups, learners are guided to:

- Use print and non-print media to search for information on fields of study in Biology
- Discuss the various fields of study in Biology giving examples from the locality
- Identify fields of study represented in pictures and illustrations

What are the fields of study in Biology?

- Distinction Biology Learner's Book Grade 10 pg. 5
- Charts and pictures
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Careers related to fields of study in Biology

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

- Relate fields of study in Biology to career opportunities
- Design a career wheel to illustrate the relationship between fields of study and careers
- Connect career opportunities in Biology to real life professionals such as doctors, veterinary officers, environmental scientists and forensic scientists in the community

In groups, learners are guided to:

- Use locally available materials to design a career wheel relating fields of study to careers
- Play fishing games or career match-up challenge to present information on fields and careers related to Biology
- Discuss and relate various career opportunities to fields of study in Biology

How do fields of study in Biology relate to career opportunities?

- Distinction Biology Learner's Book Grade 10 pg. 7
- Manila paper, scissors, glue, marker pens
- Flashcards

- Oral questions - Observation - Project assessment

Cell Biology and Biodiversity

Introduction to Biology - Factors influencing career choices
Introduction to Biology - Importance of Biology in everyday life

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

- Explain factors that influence career choices such as interest, ability, educational background, values and work environment
- Discuss factors that should not influence career choices including gender, culture, disability, environment and stereotypes
- Relate the influence of personal interest and passion to real life career decisions such as choosing medicine, farming or environmental conservation

- Outline the importance of Biology in everyday life
- Explain how Biology equips individuals with scientific skills such as observation, classification, prediction and communication
- Identify how Biology helps solve real life problems such as pollution control, disease management and improving food production in the community

In groups, learners are guided to:

- Brainstorm on factors that influence career choices in fields of study in Biology
- Discuss how gender, culture, disability, environment and stereotypes should not influence career choices
- Where possible, interact with a resource person whose career is related to Biology

- Discuss everyday life activities that require knowledge and skills in Biology
- Write short notes on the importance of Biology in everyday life
- Present findings on the importance of Biology for peer assessment

What factors influence career choices in Biology?
How does the knowledge of Biology improve everyday life?

- Distinction Biology Learner's Book Grade 10 pg. 11
- Digital resources
- Internet access

- Distinction Biology Learner's Book Grade 10 pg. 13
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Apparatus for collecting specimen

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

- Identify apparatus and materials used for collecting specimen
- Describe the uses of apparatus such as pooter, pitfall trap, sweep net, forceps, light traps and Tullgren funnel
- Relate specimen collection apparatus to real life situations such as trapping mosquitoes using light traps for malaria control

In groups, learners are guided to:

- Use print and non-print media to search for information on apparatus and materials used for collecting specimen
- Study pictures of apparatus and record their uses in a table
- Discuss safety measures when collecting specimen

Which apparatus are used for collecting biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 16
- Pictures and charts of specimen collecting apparatus
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Apparatus for processing and preserving specimen

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

- Identify apparatus and materials used for processing and preserving specimen such as scalpel, hand lens, tracing paper, labels and preservatives
- Describe the uses of apparatus for processing and preserving specimen
- Connect specimen processing to real life applications such as how laboratory technicians prepare blood samples for testing in hospitals

In groups, learners are guided to:

- Study charts showing apparatus and materials used for processing specimen and identify their uses
- Discuss the meaning and importance of preservation of biological specimen
- Discuss different methods of preservation including dry, wet and refrigeration methods

What apparatus are used for processing and preserving specimen?

- Distinction Biology Learner's Book Grade 10 pg. 20
- Charts and pictures
- Specimen containers

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Sorting, pressing and drying of specimen

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

- Describe the steps of sorting, pressing and drying specimen during preservation
- Explain the importance of pressing and drying specimen for preservation
- Relate specimen preservation to real life practices such as how museums preserve plant and animal samples for research and education

In groups, learners are guided to:

- Discuss sorting of specimen by taxonomy, checking for damaged specimen and cleaning
- Discuss pressing using a plant press and various methods of drying including air drying, heat drying, sun drying and chemical drying
- Write short notes on the steps of preserving specimen

Why is it important to sort, press and dry specimen before preservation?

- Distinction Biology Learner's Book Grade 10 pg. 22
- Plant press
- Absorbent paper

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Mounting, labelling, storage and protection of specimen

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

- Describe the steps of mounting, labelling, storage and protection of specimen
- Explain the importance of correct labelling and proper storage of preserved specimen
- Relate proper specimen labelling and storage to real life practices such as how hospitals label patient samples to avoid mix-ups

In groups, learners are guided to:

- Discuss mounting of specimen on paper, slides or cardboard
- Discuss the details recorded when labelling specimen including name, date, location and preservative used
- Discuss methods of storing preserved specimen in herbaria, slide boxes and airtight glass jars

How are preserved specimen stored and protected?

- Distinction Biology Learner's Book Grade 10 pg. 26
- Mounting paper, glue, labels
- Permanent marker pens

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Making a herbarium

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

- Outline the steps followed when making a herbarium
- Collect, press, dry, mount and label plant specimen to make a herbarium
- Relate herbarium making to real life uses such as how botanists preserve plant species for identification and conservation research

In groups, learners are guided to:

- Walk around the school compound to collect plant specimen
- Observe designated road crossing points while collecting specimen
- Use a plant press or improvised press to press and dry plant specimen
- Mount, label and store the herbarium

How is a herbarium made?

- Distinction Biology Learner's Book Grade 10 pg. 29
- Plant press, mounting paper, glue
- Labels, pair of secateurs, hand gloves

- Oral questions - Observation - Project assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Improvising apparatus for collecting specimen

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

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

In groups, learners are guided to:

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

How can specimen collecting apparatus be improvised?

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

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Improvising a sweep net and other apparatus

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

- Improvise a sweep net using locally available materials such as wire, mesh cloth, tape and a strong stick
- Use improvised apparatus to collect specimen for biological studies
- Connect improvisation to real life practices such as farmers using locally available traps to manage pests in their farms

In groups, learners are guided to:

- Improvise a sweep net using thin metal wire, mesh cloth, tape and a strong stick
- Use the improvised sweep net and pooter to collect insect specimen
- Discuss improvising other apparatus such as specimen containers and preservatives

How can a sweep net be improvised for collecting specimen?

- Distinction Biology Learner's Book Grade 10 pg. 35
- Thin metal wire, mesh cloth, tape
- Strong stick, pair of scissors

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Collecting, processing and preserving an animal specimen
Specimen Collection and Preservation - Project on collecting, processing and preserving biological specimen

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

- Collect, process and preserve an animal specimen using improvised and conventional apparatus
- Demonstrate the steps of wet preservation using ethanol
- Relate animal specimen preservation to real life applications such as how scientists preserve specimens for studying pest species and disease vectors

- Plan and carry out a project on collecting, processing and preserving biological specimen
- Draft a budget for the project considering financial literacy
- Relate budgeting and project planning to real life situations such as planning school activities or community projects to manage resources efficiently

In groups, learners are guided to:

- Use the improvised pitfall trap to collect crawling insects
- Sort, immobilise and label the collected animal specimen
- Mount specimen on soft cardboard using pins
- Preserve specimen in airtight glass jars with 70% ethanol

- Plan and draft a budget for the project on collecting, processing and preserving biological specimen
- Carry out the project as a group and document the progress
- Present project findings in class for discussion and keep records in a portfolio

How are animal specimen collected, processed and preserved?
How do you plan a project on specimen collection and preservation?

- Distinction Biology Learner's Book Grade 10 pg. 37
- Ethanol, airtight glass jars, pins
- Forceps, hand gloves, labels

- Distinction Biology Learner's Book Grade 10 pg. 38
- Specimen collecting apparatus
- Preservatives, labels, mounting materials

- Oral questions - Observation - Practical assessment
- Project assessment - Oral questions - Portfolio assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Project on collecting, processing and preserving biological specimen

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

- Plan and carry out a project on collecting, processing and preserving biological specimen
- Draft a budget for the project considering financial literacy
- Relate budgeting and project planning to real life situations such as planning school activities or community projects to manage resources efficiently

In groups, learners are guided to:

- Plan and draft a budget for the project on collecting, processing and preserving biological specimen
- Carry out the project as a group and document the progress
- Present project findings in class for discussion and keep records in a portfolio

How do you plan a project on specimen collection and preservation?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Specimen collecting apparatus
- Preservatives, labels, mounting materials

- Project assessment - Oral questions - Portfolio assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Importance of collecting, processing and preserving biological specimen

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

- Explain the importance of collecting, processing and preserving biological specimen
- Outline how specimen preservation allows for future research, conservation and monitoring of pests and diseases
- Relate specimen preservation to real life examples such as how national museums conserve species records and how agricultural officers monitor crop pests

In groups, learners are guided to:

- Discuss the importance of collecting, processing and preserving specimen for study, future reference, conservation and pest monitoring
- Write short notes on the importance of specimen preservation
- Present findings in class for discussion

Why is it important to collect, process and preserve biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Importance of collecting, processing and preserving biological specimen

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

- Explain the importance of collecting, processing and preserving biological specimen
- Outline how specimen preservation allows for future research, conservation and monitoring of pests and diseases
- Relate specimen preservation to real life examples such as how national museums conserve species records and how agricultural officers monitor crop pests

In groups, learners are guided to:

- Discuss the importance of collecting, processing and preserving specimen for study, future reference, conservation and pest monitoring
- Write short notes on the importance of specimen preservation
- Present findings in class for discussion

Why is it important to collect, process and preserve biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

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

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

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

- 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

In groups, learners are guided to:

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

- 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 do light and electron microscopes differ?
How are temporary slides prepared for observation?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Light microscope
- Charts of electron microscope
- Digital resources

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

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

Cell Biology and Biodiversity

Cell Structure and Specialisation - Estimation of cell size during microscopy

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

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

In groups, learners are guided to:

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

How is cell size estimated using a light microscope?

- Distinction Biology Learner's Book Grade 10 pg. 44
- Light microscope
- Transparent ruler
- Prepared slide of onion epidermal cell

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Plant and animal cell structure under the electron microscope

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

- 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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Plant and animal cell structure under the electron microscope

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

- 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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Structures and functions of cell organelles
Cell Structure and Specialisation - Modelling plant and animal cells as seen under the electron microscope

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

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

- 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

In groups, learners are guided to:

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

- Use 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 do the structures in plant and animal cells function?
How can plant and animal cell structures be modelled?

- Distinction Biology Learner's Book Grade 10 pg. 50
- Charts and photomicrographs
- Digital resources

- Distinction Biology Learner's Book Grade 10 pg. 55
- Carton box, modelling clay, beans, beads
- Balloons, glue, scissors, water colours

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

Cell Biology and Biodiversity

Cell Structure and Specialisation - Specialised cells in plants

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

- Describe the structure and function of specialised cells in plants including root hair cells, palisade cells, guard cells and pollen grains
- Relate the structures of specialised plant cells to their functions
- Connect plant cell specialisation to real life examples such as how root hairs help plants absorb water during drought and how guard cells control water loss in hot weather

In groups, learners are guided to:

- Use photomicrographs and permanent slides to observe specialised plant cells
- Discuss the adaptations of root hair cells, palisade cells, guard cells and pollen grains to their functions
- Draw and label specialised plant cells

How are cells specialised in plants?

- Distinction Biology Learner's Book Grade 10 pg. 59
- Photomicrographs of specialised plant cells
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Specialised cells in animals

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

In groups, learners are guided to:

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

How are cells specialised in animals?

- Distinction Biology Learner's Book Grade 10 pg. 61
- Photomicrographs of specialised animal cells
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Cell organisation: Organelles, cells and tissues

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

- Describe the levels of cell organisation from organelles to cells to tissues
- Identify examples of tissues in plants and animals
- Connect cell organisation to real life examples such as how muscle tissues work together to enable body movement during sports and daily activities

In groups, learners are guided to:

- Use digital devices to search for information on levels of cell organisation
- Discuss the hierarchy of cell organisation: organelles, cells, tissues, organs, organ systems and organism
- Identify and discuss examples of tissues in plants and animals including palisade tissue, blood tissue, skeletal muscle tissue and epithelial tissue

How are cells organised in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 64
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

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

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

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

In groups, learners are guided to:

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

How do organs and organ systems function in living organisms?

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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

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

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

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

In groups, learners are guided to:

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

How do organs and organ systems function in living organisms?

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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between plant and animal cells

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

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

In groups, learners are guided to:

- 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

In groups, learners are guided to:

- 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

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

In groups, learners are guided to:

- 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

- Written tests - Oral questions - Observation

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of carbohydrates (Monosaccharides)

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

- Describe the composition, properties and functions of monosaccharides as a class of carbohydrates
- Identify examples of monosaccharides including glucose, fructose and galactose
- Connect knowledge of monosaccharides to real life examples such as why ripe fruits taste sweet and why glucose is used as a quick source of energy in hospitals

In groups, learners are guided to:

- Search for information on the composition and general formula of carbohydrates
- Discuss the composition, properties and examples of monosaccharides
- Carry out activities to observe properties of monosaccharides including sweet taste, solubility in water and crystallisation

How are carbohydrates important in cells?

- Distinction Biology Learner's Book Grade 10 pg. 68
- Glucose, ripe fruits, distilled water
- Beakers, stirring rod

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of carbohydrates (Monosaccharides)

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

- Describe the composition, properties and functions of monosaccharides as a class of carbohydrates
- Identify examples of monosaccharides including glucose, fructose and galactose
- Connect knowledge of monosaccharides to real life examples such as why ripe fruits taste sweet and why glucose is used as a quick source of energy in hospitals

In groups, learners are guided to:

- Search for information on the composition and general formula of carbohydrates
- Discuss the composition, properties and examples of monosaccharides
- Carry out activities to observe properties of monosaccharides including sweet taste, solubility in water and crystallisation

How are carbohydrates important in cells?

- Distinction Biology Learner's Book Grade 10 pg. 68
- Glucose, ripe fruits, distilled water
- Beakers, stirring rod

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of carbohydrates (Disaccharides and polysaccharides)

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

In groups, learners are guided to:

- 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

What are the different classes of carbohydrates?

- Distinction Biology Learner's Book Grade 10 pg. 72
- Sugarcane juice
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Investigating the presence of carbohydrates in food substances
Chemicals of Life - Composition, properties and functions of proteins

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

- Investigate the presence of starch using iodine solution test
- Investigate the presence of reducing and non-reducing sugars using Benedict's solution
- Relate food testing to real life situations such as how food scientists test food products for quality control and nutritional labelling

- 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

In groups, learners are guided to:

- Carry out a practical activity to test for the presence of starch using iodine solution
- Carry out a practical activity to test for reducing sugars using Benedict's solution
- Carry out a practical activity to test for non-reducing sugars using hydrochloric acid and Benedict's solution

- 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

How is the presence of carbohydrates in food determined?
How are proteins important in living organisms?

- 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

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

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

In groups, learners are guided to:

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

How is the presence of lipids in food determined?

- Distinction Biology Learner's Book Grade 10 pg. 85
- Cooking oil, ethanol, distilled water, filter paper
- Test tubes, measuring cylinder

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of vitamins

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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Enzymes: Meaning and properties of enzymes

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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Written assignments

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

In groups, learners are guided to:

- 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

In groups, learners are guided to:

- 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

In groups, learners are guided to:

- 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 - 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

In groups, learners are guided to:

- 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

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

In groups, learners are guided to:

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

Why are water and mineral salts important in living organisms?

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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Functions of water and mineral salts

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

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

In groups, learners are guided to:

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

Why are water and mineral salts important in living organisms?

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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Importance of chemical components in cells

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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Importance of chemical components in cells

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

In groups, learners are guided to:

- 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

- Oral questions - Observation - Written assignments