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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Demonstrating translocation by bark ringing and significance of transport in plants
Gaseous Exchange and Respiration - Meaning and significance of gaseous exchange in plants

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

- Carry out a bark ringing (girdling) experiment to demonstrate translocation
- Explain the importance of transport in plants
- Carry out bark ringing responsibly without destroying the entire plant, showing care for the environment

In groups, learners are guided to:
- Carry out a bark ringing/girdling experiment on a young tree to demonstrate translocation
- Observe the swelling above the ring and wilting below and draw conclusions
- Discuss the importance of transport in plants (distribution of nutrients, removal of waste products)

What evidence confirms translocation of food in plants?

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of 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:

- Observe stomata in leaves using a microscope
- Describe the structure of stomata and guard cells
- Handle microscope slides and nail polish carefully, disposing of waste materials appropriately after the practical

In groups, learners are guided to:
- Apply clear nail polish on the lower surface of a leaf, peel off after drying and observe under a microscope
- Identify stomata and guard cells under the microscope
- Discuss the structure of guard cells (thin elastic outer walls, thick inner walls) and how they control the opening and closing of stomata

What is the structure of stomata and how are they adapted for gaseous exchange?

- 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

- Practical assessment - 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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Potassium ion theory of stomatal opening and closing
Gaseous Exchange and Respiration - The process of respiration and aerobic respiration

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

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

In groups, learners are guided to:
- Discuss the potassium ion theory explaining the mechanism of opening and closing of stomata
- Watch animations showing the mechanism of opening and closing of stomata and discuss with peers
- Compare the photosynthetic theory, starch-sugar inter-conversion theory and potassium ion theory

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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Anaerobic respiration in plants

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

- Define anaerobic respiration and state its word equation
- Distinguish between aerobic and anaerobic respiration
- Relate anaerobic respiration to the production of alcohol in local brewing and the rising of bread dough during baking

In groups, learners are guided to:
- Discuss anaerobic respiration as the breakdown of glucose in the absence of oxygen producing ethanol, carbon (IV) oxide and less energy
- Compare aerobic and anaerobic respiration in terms of oxygen requirement, energy released and products
- Discuss where anaerobic respiration occurs in plants (waterlogged areas, germinating seeds)

How does anaerobic respiration differ from aerobic respiration?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

- Project assessment - Observation - Written report

Anatomy and Physiology of Plants

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

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

- Outline the significance of gaseous exchange and respiration to plants and the environment
- Design a portfolio illustrating the significance of gaseous exchange and respiration
- Relate the significance of gaseous exchange to why deforestation contributes to climate change and why reforestation is encouraged

In groups, learners are guided to:
- Discuss the significance of gaseous exchange and respiration to plants (energy production, growth, photosynthesis) and the environment (oxygen supply, carbon cycling, temperature regulation)
- Design a portfolio illustrating the significance of gaseous exchange and respiration
- Show portfolios to peers for assessment

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

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

- Portfolio assessment - Oral questions - Observation

Anatomy and Physiology of Animals

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

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

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

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

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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

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

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

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

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

- Written assignments - Oral questions - Peer assessment of drawings

Anatomy and Physiology of Animals

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

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

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

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

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

- Distinction Biology Learner's Book pg. 193
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 194
- Charts showing amphibian circulatory system
- Distinction Biology Learner's Book pg. 195

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

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

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

- Identify the structures that compose the transport system in reptiles
- Describe pulmonary and systemic circulation in reptiles
- Connect the partial septum in the reptile heart to real-life understanding of why reptiles like chameleons and lizards bask in the sun to regulate body temperature

In groups, learners are guided to:
- Search for information on the transport system in reptiles using print and non-print resources
- Study illustrations of the circulatory system in reptiles
- Identify the three-chambered heart with a partial septum and the four-chambered heart of the crocodile
- Describe pulmonary and systemic circulation in reptiles

How does the partial septum in the reptile heart reduce mixing of blood?

- Distinction Biology Learner's Book pg. 197
- Digital resources
- Internet access
- Charts showing reptile circulatory system
- Distinction Biology Learner's Book pg. 198
- Reference books

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Transport system in mammals - Structure and components

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

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

In groups, learners are guided to:
- Search for information on the transport system in mammals using print and non-print resources
- Study illustrations and photographs of the circulatory system in mammals
- Identify the four-chambered heart, blood vessels, blood and circulatory pathways
- Discuss the components of the mammalian circulatory system

What are the key components of the mammalian transport system?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Transport system in mammals - Pulmonary and systemic circulation

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 - Illustrating the circulatory system
Transport system in mammals - Dissection of a small mammal

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

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

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

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

- Distinction Biology Learner's Book pg. 200
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 201
- Freshly killed rat or rabbit
- Dissecting board and pins
- Cotton wool
- Hand lens
- Protective clothing

- Peer assessment of drawings - Written assignments - Oral questions

Anatomy and Physiology of Animals

Pumping mechanism of the mammalian heart - Structure of the heart

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

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

In groups, learners are guided to:
- Study illustrations of the mammalian heart
- Identify the four chambers (right atrium, left atrium, right ventricle and left ventricle)
- Identify blood vessels connected to the heart (vena cava, aorta, pulmonary artery and pulmonary vein)
- Discuss the roles of the ventricles, atria and valves in pumping blood

What is the role of each chamber and valve in the mammalian heart?

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

- Oral questions - Labelled drawings - Written assignments

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

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

- Written assignments - Oral questions - Class discussions

Anatomy and Physiology of Animals

Human immune system - Types of immunity

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

- Describe the immune system in human beings
- Distinguish between inherited and acquired immunity
- Relate immunity to real-life experiences such as why a person who recovers from chickenpox rarely gets it again

In groups, learners are guided to:
- Study a flow chart illustrating forms of immunity
- Distinguish between inherited (innate) and acquired immunity
- Discuss how inherited immunity is passed from parent to offspring
- Explain how acquired immunity develops through interaction with the environment
- Distinguish between active and passive immunity

What is the difference between inherited and acquired immunity?

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

- Oral questions - Written assignments - Observation

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

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

- Written assignments - Oral questions - Flow chart construction

Anatomy and Physiology of Animals

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 ABO blood grouping system in human beings
- Identify the antigens and antibodies in each blood group
- Relate blood grouping to real-life situations such as why hospitals test blood groups before transfusion

In groups, learners are guided to:
- Search for information on the ABO blood grouping system
- Discuss how antigens A and B determine blood groups (A, B, AB and O)
- Identify the antibodies present in each blood group
- Prepare charts illustrating blood groups, antigens and antibodies
- Visit a health facility where possible and discuss blood grouping with a resource person

What determines a person's blood group?

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

- Oral questions - Written assignments - 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

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

- Written assignments - Oral questions - Chart construction

Anatomy and Physiology of Animals

Respiratory structures in insects - Adaptations and observation
Respiratory structures in fish - Structure of gills
Respiratory structures in fish - Counter current flow and practical observation

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

- Describe the adaptations of the tracheal system for gaseous exchange
- Observe spiracles on a locust or grasshopper using a hand lens
- Connect the observation of spiracles to real-life pest management where understanding insect breathing helps in designing pest control methods

In groups, learners are guided to:
- Collect a live or dead locust or grasshopper and observe the spiracles using a hand lens
- Identify the small oval openings (spiracles) on both sides of the thorax and abdomen
- Discuss how spiracles are adapted for gaseous exchange in different habitats (terrestrial and aquatic insects)
- Draw the tracheal system of an insect and label the spiracles, trachea and air sacs

How are the spiracles of insects adapted for gaseous exchange in their habitats?

- Distinction Biology Learner's Book pg. 214
- Live or dead locust or grasshopper
- Hand lens
- Boiling tube
- Protective clothing
- 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

- Labelled drawings - Observation - Peer assessment

Anatomy and Physiology of Animals

Respiratory structures in amphibians
Respiratory structures in birds
Mechanism of gaseous exchange in humans - Respiratory structures

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

- Describe the respiratory structures in amphibians (skin, lungs and buccal cavity)
- Explain how each respiratory structure is adapted for gaseous exchange
- Relate amphibian breathing through skin to real-life understanding of why frogs must stay near moist environments to survive

In groups, learners are guided to:
- Discuss how amphibians use the skin, lungs and buccal cavity for gaseous exchange
- Describe the adaptations of the skin (thin, moist, rich blood supply) for gaseous exchange
- Explain gaseous exchange in the lungs and buccal cavity of amphibians
- Study illustrations showing the respiratory structures in amphibians
- Share findings with peers

Why do amphibians use multiple respiratory structures for gaseous exchange?

- Distinction Biology Learner's Book pg. 218
- Digital resources
- Internet access
- Charts showing amphibian respiratory structures
- Distinction Biology Learner's Book pg. 220
- Charts showing bird respiratory system
- Distinction Biology Learner's Book pg. 221
- Charts showing human respiratory system

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Inhalation and exhalation in humans

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

- Describe the process of inhalation and exhalation in human beings
- Explain the role of the diaphragm, rib cage and intercostal muscles in breathing
- Connect breathing mechanics to real-life situations like how deep breathing exercises help calm the body during stress

In groups, learners are guided to:
- Study illustrations showing what happens during inhalation and exhalation
- Describe how the diaphragm contracts and flattens during inhalation increasing the volume of the thoracic cavity
- Explain how the diaphragm relaxes during exhalation reducing the lung volume
- Discuss the role of external and internal intercostal muscles in moving the rib cage

What changes occur in the chest cavity during inhalation and exhalation?

- Distinction Biology Learner's Book pg. 222
- Digital resources
- Internet access
- Charts showing inhalation and exhalation

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Model to demonstrate inhalation and exhalation
Dissection to observe gaseous exchange structures in mammals

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

- Construct a model to demonstrate inhalation and exhalation in human beings
- Relate the parts of the model to the structures of the human respiratory system
- Connect model-making to real-life applications of models in medical training and science education

In groups, learners are guided to:
- Set up the bell jar apparatus with rubber sheet, Y-shaped connecting tube and balloons
- Pull down the rubber sheet to demonstrate inhalation and observe the balloons inflate
- Release the rubber sheet to demonstrate exhalation and observe the balloons deflate
- Relate the rubber sheet to the diaphragm, balloons to the lungs and bell jar to the chest cavity

How does the bell jar model help demonstrate the process of breathing in humans?

- Distinction Biology Learner's Book pg. 224
- Bell jar or plastic bottle
- Rubber stopper
- Y-shaped connecting tube
- Balloons
- Rubber sheet
- Protective clothing
- 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

- Model construction - Oral questions - Observation

Anatomy and Physiology of Animals

Aerobic respiration in animals

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

- Describe the process of aerobic respiration in animals
- Write the word equation for aerobic respiration
- Relate aerobic respiration to real-life activities such as how the body uses oxygen to break down food during walking, running or studying

In groups, learners are guided to:
- Discuss the process of aerobic respiration where glucose is broken down in the presence of oxygen to produce energy, carbon (IV) oxide and water
- Write the word equation for aerobic respiration
- Describe the two stages of aerobic respiration: glycolysis and Kreb's cycle
- Discuss the uses of energy produced during respiration

How does the body use oxygen to break down food and release energy?

- Distinction Biology Learner's Book pg. 227
- Digital resources
- Internet access
- Reference books

- Oral questions - Written assignments - Observation

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

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

- Oral questions - Written assignments - Class discussions

Anatomy and Physiology of Animals

Respiratory substrates

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

- Identify the respiratory substrates broken down during respiration
- Explain why glucose is the main respiratory substrate
- Relate respiratory substrates to real-life dietary choices such as why carbohydrate-rich foods like ugali and rice are staple energy sources in many Kenyan households

In groups, learners are guided to:
- Discuss respiratory substrates including carbohydrates, fats and proteins
- Explain that glucose is the main respiratory substrate because it is readily broken down
- Discuss why fats provide more energy than carbohydrates but take longer to break down
- Explain that proteins are used for respiration only when carbohydrates and fats are unavailable

Which food substances are broken down to provide energy during respiration?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Calculating the respiratory quotient
Factors affecting the rate of respiration

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

- Written assignments - Oral questions - Problem-solving exercises

Anatomy and Physiology of Animals

Importance of gaseous exchange and respiration in animals

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

- Explain the importance of gaseous exchange and respiration in animals
- Describe how gaseous exchange and respiration support various body functions
- Relate the importance of gaseous exchange and respiration to real-life situations such as why adequate ventilation in classrooms and homes is essential for good health

In groups, learners are guided to:
- Discuss how gaseous exchange supplies the body with oxygen used for respiration and removes carbon (IV) oxide
- Explain how respiration provides energy for physical activities, muscle contraction, growth and body temperature regulation
- Discuss how gaseous exchange ensures survival of animals in different habitats
- Share findings with peers

Why are gaseous exchange and respiration essential for the survival of animals?

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

- Oral questions - Written assignments - Class discussions