Anatomy and Physiology of Plants

Nutrition - The process of photosynthesis

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

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

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

What are the raw materials and products of photosynthesis?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Discuss the light stage of photosynthesis including photolysis of water molecules
- Illustrate the light stage using flow charts showing the breakdown of water into hydrogen atoms and oxygen gas
- Identify the site of light stage in the chloroplast (grana)

What happens during the light stage of photosynthesis?

- Distinction Biology Learner's Book Grade 10 pg. 115
- Digital resources
- Charts/flow charts
- Distinction Biology Learner's Book Grade 10 pg. 116
- Charts comparing stages

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Significance of photosynthesis in nature
Nutrition - Other products of photosynthesis

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

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

In groups, learners are guided to:
- Discuss the importance of photosynthesis to plants (food production, energy), animals (oxygen, food chains) and the environment (carbon (IV) oxide removal)
- Explain how photosynthesis helps solve global warming by removing carbon (IV) oxide from the atmosphere
- Discuss how photosynthesis ensures food security

How does photosynthesis benefit both plants and animals?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Assessment and review on nutrition in plants
Transport - External structures of the plant transport system
Transport - Structure and function of roots in transport
Transport - Internal structure of the root (transverse section)

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

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

In groups, learners are guided to:
- Answer assessment exercise questions on nutrition in plants
- Draw and label the chloroplast and identify parts where light and dark stages occur
- Discuss the mode of nutrition shown in given pictures (e.g., mould growing on bread)

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

- Distinction Biology Learner's Book Grade 10 pg. 119
- Digital resources
- Past assessment questions
- Distinction Biology Learner's Book Grade 10 pg. 120
- Fresh plant specimens
- Distinction Biology Learner's Book Grade 10 pg. 121
- Charts of root structure
- Distinction Biology Learner's Book Grade 10 pg. 123
- Charts/photomicrographs of root cross-sections

- Written tests - Oral questions - Observation

Anatomy and Physiology of Plants

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

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

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

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

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

- Distinction Biology Learner's Book Grade 10 pg. 125
- Digital resources
- Fresh plant stems
- Charts of stem cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 127
- Fresh plant leaves
- Distinction Biology Learner's Book Grade 10 pg. 129
- Charts/diagrams of xylem vessels
- Distinction Biology Learner's Book Grade 10 pg. 131
- Charts/diagrams of phloem tissue

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Cut thin cross-sections of monocotyledonous and dicotyledonous roots, stain with iodine solution and observe under a microscope
- Draw well-labelled cross-sectional drawings of monocot and dicot roots
- Compare the arrangement of vascular tissues in the two types of roots

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

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

- Observation - Practical assessment - Written assignments

Anatomy and Physiology of Plants

Transport - Movement of water up the plant (transpiration pull, cohesion, adhesion, capillarity, root pressure)
Transport - Absorption of mineral salts and demonstrating water uptake (Practical)

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

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

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

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

- Distinction Biology Learner's Book Grade 10 pg. 139
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 141
- Fresh young plants
- Food colouring/ink
- Glass beaker, scalpel, distilled water

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - The process of transpiration
Transport - Structural factors affecting the rate of transpiration

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

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

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

How does transpiration occur in plant leaves?

- Distinction Biology Learner's Book Grade 10 pg. 143
- Digital resources
- Charts of leaf internal structure
- Distinction Biology Learner's Book Grade 10 pg. 145
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Carry out an experiment using a heat bulb to demonstrate the effect of temperature on transpiration
- Carry out an experiment using a light bulb to demonstrate the effect of light intensity on transpiration
- Compare condensation on plastic bottles/carrier bags in both experiments and draw conclusions

How do temperature and light intensity affect the rate of transpiration?

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Translocation of manufactured food in plants
Transport - Demonstrating translocation by bark ringing and significance of transport in plants

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

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

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

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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Search for information on the meaning of gaseous exchange and discuss with peers
- Identify the respiratory gases (oxygen and carbon (IV) oxide) and their movement during the day and at night
- Discuss the significance of gaseous exchange to plants (photosynthesis, respiration, transpiration) and the environment (balance of atmospheric gases, air purification)

Why is gaseous exchange important to plants and the environment?

- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 155
- Fresh plant leaves
- Clear nail polish
- Light microscope, glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 157
- Fresh leaf samples from different habitats
- Light microscope, nail polish
- Glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 161
- Photomicrographs of lenticels
- Digital resources

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Study photographs/diagrams of pneumatophores and discuss their structure (lenticels, aerenchyma tissues)
- Discuss how pneumatophores grow above the water level to obtain oxygen from the atmosphere
- Explain the role of aerenchyma tissues in storing air for gaseous exchange

How do plants in waterlogged areas carry out gaseous exchange?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - The process of respiration and aerobic respiration
Gaseous Exchange and Respiration - Anaerobic respiration in plants

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

- Define respiration and state the word equation for aerobic respiration
- Describe the stages of aerobic respiration (glycolysis and Kreb's cycle)
- Connect aerobic respiration to why living cells need a constant supply of oxygen to release energy for growth and repair

In groups, learners are guided to:
- Search for information on the process of respiration and discuss with peers
- Identify the cell organelle where respiration occurs (mitochondria)
- Discuss aerobic respiration including glycolysis (cytoplasm) and Kreb's cycle (matrix of mitochondria)

How do plants break down glucose to release energy?

- Distinction Biology Learner's Book Grade 10 pg. 169
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 171

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

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

How can aerobic and anaerobic respiration be demonstrated experimentally?

- Distinction Biology Learner's Book Grade 10 pg. 172
- Germinating and boiled bean seeds
- Test tubes, delivery tubes, rubber stoppers
- Calcium hydroxide solution, paraffin, glucose solution
- Distinction Biology Learner's Book Grade 10 pg. 174
- Digital resources
- Charts showing applications of anaerobic respiration

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

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

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

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

In groups, learners are guided to:
- Set up a simple biogas digester using organic waste and water in a sealed container
- Observe balloon inflation over 5-7 days as biogas is produced
- Test the collected gas by bringing it near a flame and observing the blue flame

How can anaerobic respiration be harnessed for biogas production?

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

- Project assessment - Observation - Written report

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

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

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

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

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

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

- Distinction Biology Learner's Book Grade 10 pg. 178
- Digital resources
- Past assessment questions
- Distinction Biology Learner's Book pg. 175
- Fresh locust, grasshopper or cockroach
- Hand lens or dissecting microscope
- Pair of forceps
- Petri dish
- Protective clothing
- Internet access
- Charts showing mouthparts of insects
- Distinction Biology Learner's Book pg. 177
- Photographs of mosquito and tsetse fly mouthparts

- Written tests - Oral questions - Observation

Anatomy and Physiology of Animals

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

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

- Describe the siphoning mode of feeding in butterflies and moths
- Relate the structure of the proboscis to its function in siphoning nectar
- Relate siphoning in butterflies to real-life processes such as pollination of flowers in farms and gardens

In groups, learners are guided to:
- Study photographs and illustrations of siphoning mouthparts of a butterfly or moth
- Discuss how the proboscis is adapted for siphoning nectar
- Relate the structure of the proboscis to its function in siphoning
- Use digital devices to watch video animations on siphoning mouthparts

How is the proboscis of a butterfly adapted for siphoning nectar from flowers?

- Distinction Biology Learner's Book pg. 178
- Digital resources
- Internet access
- Photographs of butterfly mouthparts
- Distinction Biology Learner's Book pg. 179
- Charts showing mouthparts of various insects
- Internet access
- Distinction Biology Learner's Book pg. 181
- Charts and photographs of bird beaks
- Distinction Biology Learner's Book pg. 183
- Photographs of bird beaks

- Oral questions - Written assignments - Class presentations

Anatomy and Physiology of Animals

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

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

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

In groups, learners are guided to:
- Study photographs and illustrations of beaks of parrots and crows
- Discuss how the strong curved beak of a parrot is adapted for feeding on fruits
- Explain multipurpose feeding in crows and how their thick sturdy beak is adapted for varied feeding
- Tabulate the relationship between beaks of birds and their modes of feeding

How does the beak of a crow enable it to feed on different types of food?

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

- Written assignments - Oral questions - Peer assessment

Anatomy and Physiology of Animals

Importance of diversity in feeding modes of insects and birds
Significance of transport in animals
Types of circulatory systems - Open and closed circulatory systems

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

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

In groups, learners are guided to:
- Discuss the importance of diversity in feeding modes of insects and birds in nature
- Explain how diversity in feeding modes of insects and birds helps in plant pollination and seed dispersal
- Describe how birds feeding on insects help in controlling pests in the environment
- Analyse a wheel chart on the importance of diversity in feeding modes

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

- Distinction Biology Learner's Book pg. 185
- Digital resources
- Internet access
- Charts on importance of feeding diversity
- Distinction Biology Learner's Book pg. 186
- Reference books
- Distinction Biology Learner's Book pg. 188
- Charts showing circulatory systems

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

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

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

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

In groups, learners are guided to:
- Study illustrations of single and double circulatory systems
- Discuss how blood flows through the heart once in single circulation and twice in double circulation
- Compare single and double circulatory systems giving examples of animals
- Draw and label diagrams of single and double circulatory systems

How many times does blood pass through the heart in single and double circulatory systems?

- Distinction Biology Learner's Book pg. 189
- Digital resources
- Internet access
- Charts showing single and double circulation
- Distinction Biology Learner's Book pg. 190
- Charts showing insect circulatory system
- Distinction Biology Learner's Book pg. 192
- Charts showing fish circulatory system
- Distinction Biology Learner's Book pg. 193
- Reference books

- Written assignments - Oral questions - Peer assessment of drawings

Anatomy and Physiology of Animals

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

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

- Identify the structures that compose the transport system in amphibians
- Describe pulmonary and systemic circulation in amphibians
- Connect the three-chambered heart in amphibians to real-life understanding of how frogs survive both in water and on land

In groups, learners are guided to:
- Search for information on the transport system in amphibians using print and non-print resources
- Study illustrations of the transport system in amphibians
- Identify the three-chambered heart (one ventricle and two atria), blood vessels, lungs and blood
- Describe pulmonary and systemic circulation in amphibians

How does the double circulatory system in amphibians support their life on land and in water?

- Distinction Biology Learner's Book pg. 194
- Digital resources
- Internet access
- Charts showing amphibian circulatory system
- Distinction Biology Learner's Book pg. 195
- Reference books
- Distinction Biology Learner's Book pg. 197
- Charts showing reptile circulatory system

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Transport system in reptiles - Illustrating the circulatory system
Transport system in mammals - Structure and components

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

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

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

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

- Distinction Biology Learner's Book pg. 198
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 199
- Charts showing mammalian circulatory system

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in mammals - Pulmonary and systemic circulation
Transport system in mammals - Illustrating the circulatory system

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

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

In groups, learners are guided to:
- Use digital devices to search for video animations illustrating the transport system in mammals
- Trace the pathway of blood flow in the mammalian circulatory system
- Describe pulmonary circulation (heart to lungs and back) and systemic circulation (heart to body and back)
- Discuss with peers

How does blood flow through the mammalian heart in pulmonary and systemic circulation?

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

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Transport system in mammals - Dissection of a small mammal
Pumping mechanism of the mammalian heart - Structure of the heart

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

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

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

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

- Distinction Biology Learner's Book pg. 201
- Freshly killed rat or rabbit
- Dissecting board and pins
- Cotton wool
- Hand lens
- Protective clothing
- Distinction Biology Learner's Book pg. 202
- Digital resources
- Internet access
- Charts showing the mammalian heart

- Labelled drawings - Observation - Oral questions

Anatomy and Physiology of Animals

Pumping mechanism of the mammalian heart - The cardiac cycle
Human lymphatic system - Structure and components

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

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

In groups, learners are guided to:
- Watch animations illustrating the pumping mechanism of the mammalian heart
- Describe the flow of blood from the vena cava through the heart chambers and out through the aorta
- Explain the role of valves in preventing backflow of blood
- Discuss the contraction (systole) and relaxation (diastole) phases of the cardiac cycle

How does the heart pump blood through the body in a continuous cycle?

- Distinction Biology Learner's Book pg. 203
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 204
- Charts showing the lymphatic system

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Human lymphatic system - Functions
Human immune system - Types of immunity

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

- Explain the functions of the human lymphatic system
- Describe how the lymphatic system helps maintain fluid balance and defend against infections
- Relate lymphatic functions to real-life examples such as how swollen ankles (oedema) occur when the lymphatic system fails to drain excess fluid

In groups, learners are guided to:
- Discuss the functions of the human lymphatic system including maintaining fluid balance, filtering pathogens and absorbing fats
- Explain how lymph nodes house immune cells that detect and fight infections
- Describe how the lymphatic system returns excess tissue fluid to the bloodstream
- Share work with classmates for comparison

How does the lymphatic system protect the body against infections?

- Distinction Biology Learner's Book pg. 205
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 206
- Charts showing types of immunity

- Written assignments - Oral questions - Class discussions

Anatomy and Physiology of Animals

Human immune system - Active and passive immunity
Blood clotting mechanism in humans

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

- Distinguish between active and passive immunity
- Give examples of naturally and artificially acquired immunity
- Connect vaccination programmes in Kenya (such as polio and measles vaccines) to the concept of artificially acquired active immunity

In groups, learners are guided to:
- Discuss active immunity where the body produces its own antibodies when triggered by antigens
- Discuss passive immunity where the body receives antibodies from an external source
- Give examples such as breastfeeding (passive) and recovery from disease (active)
- Relate naturally and artificially acquired immunity to real-life vaccination programmes

How do vaccines help the body develop immunity against diseases?

- Distinction Biology Learner's Book pg. 207
- Digital resources
- Internet access
- Reference books
- Charts showing the blood clotting process

- Written assignments - Oral questions - Class discussions

Anatomy and Physiology of Animals

Blood clotting mechanism - Importance and flow chart
ABO and rhesus factor blood grouping systems - Blood groups and antigens

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

- Explain the importance of blood clotting in mammals
- Illustrate the blood clotting process using a flow chart
- Relate blood clotting to real-life medical situations such as why doctors check clotting time before surgery and why haemophilia patients need special care

In groups, learners are guided to:
- Study a flow chart summarising the blood clotting process
- Describe the mechanism of blood clotting step by step
- Discuss the importance of blood clotting in preventing blood loss, entry of pathogens and healing of wounds
- Share responses with peers for comparison and assessment

Why is blood clotting important for the survival of mammals?

- Distinction Biology Learner's Book pg. 208
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 209
- Charts showing ABO blood grouping

- Written assignments - Oral questions - Flow chart construction

Anatomy and Physiology of Animals

ABO and rhesus factor blood grouping systems - Rhesus factor and blood transfusion
Respiratory surfaces in animals - General characteristics
Respiratory structures in insects - Tracheal system
Respiratory structures in insects - Adaptations and observation

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

- Explain the rhesus factor blood grouping system
- Describe blood donor-recipient compatibility
- Connect blood transfusion compatibility to real-life medical emergencies where matching blood types saves lives

In groups, learners are guided to:
- Discuss the rhesus factor (Rh+ and Rh-) and its role in blood transfusion and pregnancy
- Explain the concepts of universal donor (O) and universal recipient (AB)
- Prepare charts illustrating blood donor-recipient compatibility
- Discuss the importance of knowing one's blood type and rhesus status for medical safety

Why is it important to determine blood compatibility before transfusion?

- Distinction Biology Learner's Book pg. 210
- Digital resources
- Internet access
- Charts showing blood donor-recipient compatibility
- Distinction Biology Learner's Book pg. 211
- Reference books
- Distinction Biology Learner's Book pg. 213
- Charts showing tracheal system
- Distinction Biology Learner's Book pg. 214
- Live or dead locust or grasshopper
- Hand lens
- Boiling tube
- Protective clothing

- Written assignments - Oral questions - Chart construction

Anatomy and Physiology of Animals

Respiratory structures in fish - Structure of gills
Respiratory structures in fish - Counter current flow and practical observation
Respiratory structures in amphibians
Respiratory structures in birds

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

- Describe the structure of the gills in fish
- Identify the gill bar, gill rakers and gill filaments
- Relate the structure of gills to real-life observations of how fish breathe in water through their operculum

In groups, learners are guided to:
- Study photographs and illustrations of the gills of a bony fish
- Identify the gill bar, gill rakers and gill filaments
- Describe how each part of the gills is adapted for gaseous exchange
- Discuss how gill rakers prevent solid particles from reaching the gill filaments

What structures make up the gills of a fish and how are they adapted for gaseous exchange?

- Distinction Biology Learner's Book pg. 216
- Digital resources
- Internet access
- Charts showing fish gills
- Distinction Biology Learner's Book pg. 217
- Fresh or preserved bony fish
- Scalpel
- Hand lens
- Protective clothing
- Distinction Biology Learner's Book pg. 218
- Charts showing amphibian respiratory structures
- Distinction Biology Learner's Book pg. 220
- Charts showing bird respiratory system

- Oral questions - Labelled drawings - Written assignments

Anatomy and Physiology of Animals

Mechanism of gaseous exchange in humans - Respiratory structures
Inhalation and exhalation in humans
Model to demonstrate inhalation and exhalation

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

- Identify the structures of the respiratory system in human beings
- Describe how gaseous exchange takes place in the alveoli
- Relate the respiratory system to real-life experiences such as how a doctor listens to breathing sounds using a stethoscope to diagnose respiratory problems

In groups, learners are guided to:
- Study illustrations of the respiratory structure in human beings
- Identify the nostrils, trachea, bronchi, bronchioles, alveoli, lungs and diaphragm
- Describe how oxygen diffuses from the alveoli into the blood capillaries and carbon (IV) oxide diffuses out
- Discuss the characteristics of the alveoli that allow efficient gaseous exchange

How does gaseous exchange take place in the alveoli of human lungs?

- Distinction Biology Learner's Book pg. 221
- Digital resources
- Internet access
- Charts showing human respiratory system
- Distinction Biology Learner's Book pg. 222
- Charts showing inhalation and exhalation
- Distinction Biology Learner's Book pg. 224
- Bell jar or plastic bottle
- Rubber stopper
- Y-shaped connecting tube
- Balloons
- Rubber sheet
- Protective clothing

- Oral questions - Written assignments - Labelled drawings

Anatomy and Physiology of Animals

Dissection to observe gaseous exchange structures in mammals
Aerobic respiration in animals

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

- Dissect a small mammal to observe the gaseous exchange structures
- Identify the trachea, bronchi, lungs and alveoli in the dissected mammal
- Relate the observed structures to real-life understanding of how lung diseases like asthma affect the airways

In groups, learners are guided to:
- Wear protective clothing
- With the help of the teacher, dissect a freshly killed rat or rabbit to observe the gaseous exchange structures
- Identify the trachea, lungs and observe the internal structures
- Connect a drinking straw to the trachea and blow air to observe the lungs inflate
- Draw a well-labelled diagram of the gaseous exchange structures

What gaseous exchange structures can be observed in a dissected small mammal?

- Distinction Biology Learner's Book pg. 225
- Freshly killed rat or rabbit
- Dissecting board and pins
- Scalpel or pair of scissors
- Hand lens
- Drinking straw
- Protective clothing
- Distinction Biology Learner's Book pg. 227
- Digital resources
- Internet access
- Reference books

- Labelled drawings - Observation - Oral questions

Anatomy and Physiology of Animals

Demonstrating aerobic respiration in animals
Anaerobic respiration and oxygen debt

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

- Carry out an experiment to demonstrate aerobic respiration in animals
- Explain why lime water turns milky in the presence of carbon (IV) oxide produced during respiration
- Connect the experiment to real-life understanding of why we exhale carbon (IV) oxide which can be detected by breathing into lime water

In groups, learners are guided to:
- Set up the apparatus with a small animal (snail or rat), bell jar, soda lime and lime water
- Observe changes in the lime water in flasks A and B
- Explain that lime water in flask A stays clear because soda lime absorbs carbon (IV) oxide from the atmosphere
- Explain that lime water in flask B turns milky due to carbon (IV) oxide produced by the animal during respiration

How can we demonstrate that animals produce carbon (IV) oxide during aerobic respiration?

- Distinction Biology Learner's Book pg. 228
- Small animal (snail or rat)
- Bell jar
- Conical flask
- Delivery tubes
- Soda lime
- Lime water
- Protective clothing
- Distinction Biology Learner's Book pg. 229
- Stopwatch
- Playfield
- Writing materials

- Observation - Oral questions - Written reports

Anatomy and Physiology of Animals

Factors affecting energy requirement in humans
Respiratory substrates

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

- Identify factors affecting energy requirement in human beings
- Explain how age, sex, body size and physical activity affect energy needs
- Relate energy requirements to real-life examples such as why athletes eat more food than office workers and why growing teenagers need more energy than elderly people

In groups, learners are guided to:
- Search for information on factors affecting energy requirement in human beings
- Compare the energy needs of teenagers and the elderly, males and females, athletes and secretaries
- Discuss how pregnant and lactating mothers require more energy
- Share ideas in class for discussion

Why do different people require different amounts of energy?

- Distinction Biology Learner's Book pg. 231
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 232

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Calculating the respiratory quotient
Factors affecting the rate of respiration
Importance of gaseous exchange and respiration in animals

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

- Define respiratory quotient (RQ)
- Calculate the respiratory quotient for various foods
- Relate RQ values to real-life applications such as how doctors use RQ to assess a patient's metabolic state and determine which substrates their body is burning

In groups, learners are guided to:
- Discuss the formula for calculating respiratory quotient: RQ = CO₂ produced / O₂ consumed
- Calculate the RQ for carbohydrates (RQ = 1.0), proteins (RQ = 0.9) and lipids (RQ = 0.7)
- Solve practical problems on calculating RQ
- Discuss what an RQ value of more than 1 indicates (anaerobic respiration)

How is the respiratory quotient used to determine the substrate being oxidised during respiration?

- Distinction Biology Learner's Book pg. 233
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 234
- Distinction Biology Learner's Book pg. 235

- Written assignments - Oral questions - Problem-solving exercises