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 - 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
Cell Structure and Specialisation - Structures and functions of cell organelles

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

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

- 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

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

- 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

Why do plant and animal cells differ?
How do the structures in plant and animal cells function?

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

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

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

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:

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

How can plant and animal cell structures be modelled?

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

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

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:

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

How can plant and animal cell structures be modelled?

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

- 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 plants
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 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

- 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 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

- 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 plants?
How are cells specialised in animals?

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

- 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: 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: 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 - 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 - 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

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

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 (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 - 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

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

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

How is the presence of carbohydrates in food determined?

- Distinction Biology Learner's Book Grade 10 pg. 76
- Iodine solution, Benedict's solution, dilute HCl, NaOH
- Test tubes, hot water bath, food samples

- Oral questions - Observation - Practical assessment

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

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

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

- 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 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

- 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 is the role of vitamins in the body?
What are enzymes and how do they function?

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

- Distinction Biology Learner's Book Grade 10 pg. 94
- Digital resources
- Internet access

- Oral questions - Observation - Practical assessment
- 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 - 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 - 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
Chemicals of Life - Factors affecting enzyme activity: Substrate and enzyme concentration

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

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

- 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 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

- 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 temperature and pH affect enzyme activity?
How do substrate and enzyme concentration affect enzyme activity?

- Distinction Biology Learner's Book Grade 10 pg. 98
- Amylase, starch solution, iodine solution, pepsin
- Water baths, HCl, NaOH, test tubes, thermometer

- Distinction Biology Learner's Book Grade 10 pg. 102
- Hydrogen peroxide at different concentrations, potato or liver
- Pepsin, egg white, HCl, test tubes, water bath

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Chemicals of Life - Functions of water and mineral salts

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

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

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

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