Anatomy and Physiology of Plants

Nutrition - Types of nutrition in plants (Autotrophism and Heterotrophism)
Nutrition - Parasitism as a mode of nutrition in plants
Nutrition - Saprophytic, symbiotic and insectivorous modes of nutrition
Nutrition - Structure of the chloroplast
Nutrition - Function of the chloroplast in plants

By the end of the lesson, the learner should be able to:
- Describe the meaning of autotrophism and heterotrophism in plants
- Classify plants according to their mode of nutrition
- Recognise that plants in the local environment use different strategies to obtain nutrients
- Explain parasitism as a mode of heterotrophic nutrition in plants
- Distinguish between full and partial parasitic plants
- Identify parasitic plants in the local environment and explain their impact on host plants

In groups, learners are guided to:
- Search for information from print and non-print media on the types of nutrition in plants and share with peers
- Study pictures showing autotrophic and heterotrophic plants and identify their modes of nutrition
- Discuss the meaning of autotrophism and heterotrophism with classmates
- Brainstorm on the meaning of parasitism as a mode of nutrition in heterotrophic plants
- Study pictures of parasitic plants and describe how they depend on host plants for survival
- Discuss examples of parasitic plants in the local environment

How do plants obtain nutrients from their environment?
How do parasitic plants obtain nutrients from their host?

- Distinction Biology Learner's Book Grade 10 pg. 107
- Digital resources
- Charts showing autotrophic and heterotrophic plants
- Distinction Biology Learner's Book Grade 10 pg. 109
- Digital resources
- Pictures of parasitic plants
- Distinction Biology Learner's Book Grade 10 pg. 110
- Pictures/charts of insectivorous plants
- Distinction Biology Learner's Book Grade 10 pg. 112
- Charts/diagrams of chloroplast structure
- Distinction Biology Learner's Book Grade 10 pg. 113
- Internet access

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Nutrition - The process of photosynthesis
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:
- 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
- Distinction Biology Learner's Book Grade 10 pg. 115
- 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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Other products of photosynthesis
Nutrition - Assessment and review on nutrition in plants
Transport - External structures of the plant transport system

By the end of the lesson, the learner should be able to:
- Identify other products of photosynthesis apart from glucose (fatty acids, amino acids)
- Explain the conversion of glucose to starch, fats and proteins in plants
- Relate how plants convert photosynthesis products into nutrients found in everyday foods like beans, avocados and maize

In groups, learners are guided to:
- Discuss how glucose formed during photosynthesis is converted to starch for storage
- Explain the formation of fatty acids (combined to form fats and oils) and amino acids (converted to proteins)
- Search for information on other products of photosynthesis using reference materials

What other substances do plants produce during photosynthesis besides glucose?

- Distinction Biology Learner's Book Grade 10 pg. 117
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 119
- Past assessment questions
- Distinction Biology Learner's Book Grade 10 pg. 120
- Fresh plant specimens

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Structure and function of roots in transport
Transport - Internal structure of the root (transverse section)
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
Transport - Arrangement of vascular tissues in roots of monocots and dicots (Practical)

By the end of the lesson, the learner should be able to:
- Describe the regions of the root (cell division, elongation and differentiation)
- Relate the structure of the root to its function in absorption and transport
- Explain why seedlings with damaged root hairs wilt faster than those with intact roots
- Describe the role of the leaf in transport (transpiration and translocation)
- Identify the vascular tissues involved in leaf transport
- Explain why leaves of potted plants placed near a sunny window lose water faster through transpiration

In groups, learners are guided to:
- Study the longitudinal section of a dicotyledonous root and identify regions of cell division, elongation and differentiation
- Discuss how root hairs increase the surface area for absorption of water and mineral salts
- Draw and label the longitudinal section of a root
- Discuss the structure of the leaf in relation to its transport function
- Identify materials transported within the leaf (water, mineral salts, food materials)
- Discuss transpiration and translocation as transport processes in the leaf

How is the root adapted to absorb water and mineral salts?
What role does the leaf play in the transport system of plants?

- Distinction Biology Learner's Book Grade 10 pg. 121
- Digital resources
- Charts of root structure
- Distinction Biology Learner's Book Grade 10 pg. 123
- Charts/photomicrographs of root cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 125
- Fresh plant stems
- Charts of stem cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 127
- Digital resources
- 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
- Distinction Biology Learner's Book Grade 10 pg. 133
- Light microscope
- Fresh plant roots
- Iodine solution, scalpel, glass slides, cover slips

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

Anatomy and Physiology of Plants

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 stems under a microscope
- Compare the arrangement of vascular tissues in stems of monocots and dicots
- Collect plant specimens responsibly without destroying other plants in the environment

In groups, learners are guided to:
- Cut thin cross-sections of monocotyledonous and dicotyledonous stems, stain and observe under a microscope
- Draw well-labelled cross-sectional drawings of monocot and dicot stems
- Outline the similarities and differences of vascular tissues in stems of monocots and dicots

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

- Distinction Biology Learner's Book Grade 10 pg. 135
- Light microscope
- Fresh plant stems
- Iodine solution, scalpel, glass slides, cover slips
- 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)
Transport - Translocation of manufactured food in plants

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
- 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:
- 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
- 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 do temperature and light intensity affect the rate of transpiration?
How is manufactured food transported from the leaves to other parts of the plant?

- 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
- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access

- Practical assessment - Observation - Written assignments
- 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
Gaseous Exchange and Respiration - Stomata as a site for gaseous exchange (Practical)
Gaseous Exchange and Respiration - Distribution of stomata in different plant habitats

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Lenticels as gaseous exchange sites in stems
Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots
Gaseous Exchange and Respiration - Photosynthetic theory of stomatal opening and closing

By the end of the lesson, the learner should be able to:
- Describe the structure and adaptations of lenticels for gaseous exchange
- Explain the mechanism of gaseous exchange through lenticels
- Relate lenticels to the small raised spots visible on the bark of woody plants like hibiscus or guava trees

In groups, learners are guided to:
- Study photomicrographs of lenticels and discuss their structure (loosely packed cork cells, thin film of moisture)
- Discuss how lenticels carry out gaseous exchange continuously
- Explain the mechanism of gaseous exchange through lenticels (diffusion of oxygen in and carbon (IV) oxide out)

How do lenticels facilitate gaseous exchange in woody stems?

- Distinction Biology Learner's Book Grade 10 pg. 161
- Photomicrographs of lenticels
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 163
- Photomicrographs/pictures of pneumatophores
- Distinction Biology Learner's Book Grade 10 pg. 165
- Digital resources
- Charts showing open and closed stomata

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Starch-sugar inter-conversion theory
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 starch-sugar inter-conversion theory
- Explain the role of pH in the conversion of starch to glucose and vice versa
- Connect how changes in carbon (IV) oxide levels during day and night trigger a chain reaction that opens or closes stomata

In groups, learners are guided to:
- Discuss how during the day, carbon (IV) oxide is used for photosynthesis causing pH to rise favouring conversion of starch to glucose
- Explain how glucose increases osmotic pressure of guard cells causing water uptake and stomata to open
- Discuss the reverse process at night when carbon (IV) oxide accumulates lowering pH

How does the conversion between starch and sugar control stomatal opening?

- Distinction Biology Learner's Book Grade 10 pg. 167
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 168
- Internet access
- Charts comparing the three theories
- Distinction Biology Learner's Book Grade 10 pg. 169

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Anaerobic respiration in plants
Gaseous Exchange and Respiration - Investigating aerobic and anaerobic respiration (Practical)
Gaseous Exchange and Respiration - Economic importance of anaerobic respiration
Gaseous Exchange and Respiration - Biogas production project

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
- Explain the economic importance of anaerobic respiration in various industries
- Describe how anaerobic respiration is applied in brewing, baking, dairy and biogas production
- Relate anaerobic respiration to locally made products like yoghurt, cheese, bread and traditional fermented drinks

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)
- Discuss the economic importance of anaerobic respiration in brewing, baking, biogas production, dairy industry, sewage treatment, silage formation, pharmaceutical industry and compost manure production
- Explain how yeast breaks down sugars anaerobically in brewing and baking
- Discuss how bacteria produce lactic acid in dairy products

How does anaerobic respiration differ from aerobic respiration?
How is anaerobic respiration applied in everyday industries and products?

- Distinction Biology Learner's Book Grade 10 pg. 171
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 172
- Germinating and boiled bean seeds
- Test tubes, delivery tubes, rubber stoppers
- Calcium hydroxide solution, paraffin, glucose solution
- Distinction Biology Learner's Book Grade 10 pg. 174
- Digital resources
- Charts showing applications of anaerobic respiration
- Distinction Biology Learner's Book Grade 10 pg. 175
- Large plastic bottle/container
- Organic waste, water
- Rubber tubing, balloon, tape

- Oral questions - Written assignments - Observation

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

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
Mouthparts of insects - Siphoning mouthparts

By the end of the lesson, the learner should be able to:
- Define the term nutrition in animals
- Identify the mouthparts of a locust, grasshopper or cockroach using a hand lens
- Handle specimens responsibly during collection and observation in the school environment

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

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

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

- Observation - Oral questions - Labelled drawings

Anatomy and Physiology of Animals

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:
- Compare the structure and function of mouthparts in different insects
- Tabulate the relationship between mouthparts of insects and their modes of feeding
- Connect insect feeding diversity to real-life examples like pest control in agriculture and disease prevention in public health

In groups, learners are guided to:
- Discuss and compare the mouthparts of locusts, mosquitoes, tsetse flies and butterflies
- Draw a comparison table relating the structure of mouthparts of insects to their mode of feeding
- Use print and non-print media to search for additional information on insect mouthparts
- Share findings with peers for discussion

Why do different insects have differently structured mouthparts?

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

- Written assignments - Observation - Oral questions

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
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:
- 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
- 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:
- 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
- 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 beak of a crow enable it to feed on different types of food?
How does the diversity in feeding modes of insects and birds benefit the environment?

- 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
- 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

- Written assignments - Oral questions - Peer assessment
- 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

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
Transport system in reptiles - Structure and blood flow

By the end of the lesson, the learner should be able to:
- Illustrate the structure of the transport system in 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
- Distinction Biology Learner's Book pg. 197
- Charts showing reptile circulatory system

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in reptiles - Illustrating the circulatory system

By the end of the lesson, the learner should be able to:
- Illustrate the structure of the transport system in reptiles
- Explain the significance of the partial septum in the reptile heart
- Relate the ectothermic nature of reptiles to real-life observations of lizards sunbathing on rocks and walls

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

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

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

What are the key components of the mammalian transport system?
Why do mammals have a more efficient circulatory system compared to other animals?

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

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

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Describe the structure of the mammalian heart including its four chambers
- Identify the blood vessels that carry blood to and from the heart
- Relate the structure of the heart to real-life understanding of heartbeat sounds heard through a stethoscope during medical check-ups

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
- Distinction Biology Learner's Book pg. 203
- Reference books

- Oral questions - Labelled drawings - Written assignments

Anatomy and Physiology of Animals

Human lymphatic system - Structure and components
Human lymphatic system - Functions

By the end of the lesson, the learner should be able to:
- Describe the human lymphatic system
- Identify the components of the lymphatic system
- Relate the lymphatic system to real-life situations such as swelling of lymph nodes during infections like sore throat or tonsillitis

In groups, learners are guided to:
- Watch video animations on the human lymphatic system using digital devices
- Identify the components of the lymphatic system (lymph fluid, lymphatic vessels, lymph nodes and lymphoid organs)
- Discuss the structure and arrangement of the lymphatic system
- Share findings with peers for discussion

What are the components of the human lymphatic system and how are they arranged?

- Distinction Biology Learner's Book pg. 204
- Digital resources
- Internet access
- Charts showing the lymphatic system
- Distinction Biology Learner's Book pg. 205
- Reference books

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Human immune system - Types of immunity
Human immune system - Active and passive 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
- Distinction Biology Learner's Book pg. 207
- Reference books

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Blood clotting mechanism in humans
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:
- Describe the mechanism of blood clotting in human beings
- Identify the role of platelets, thromboplastin, thrombin and fibrin in blood clotting
- Connect blood clotting to real-life experiences such as how a cut on the skin stops bleeding and forms a scab
- 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:
- Watch video animations on the mechanism of blood clotting using digital devices
- Identify the blood cells (platelets) involved in blood clotting
- Describe the steps in the blood clotting process: platelets release thromboplastin, prothrombin converts to thrombin, fibrinogen converts to fibrin
- Discuss the role of calcium ions and vitamin K in blood clotting
- 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

What happens in the body when a blood vessel is injured to stop bleeding?
Why is blood clotting important for the survival of mammals?

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

- Oral questions - Written assignments - Observation
- Written assignments - Oral questions - Flow chart construction

Anatomy and Physiology of Animals

ABO and rhesus factor blood grouping systems - Rhesus factor and blood transfusion
Anaerobic respiration and oxygen debt

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. 229
- Stopwatch
- Playfield
- Writing materials

- Written assignments - Oral questions - Chart construction

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

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