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

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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Nutrition - Function of the chloroplast in plants
Nutrition - The process of photosynthesis
Nutrition - The light stage of photosynthesis
Nutrition - The dark stage of photosynthesis

By the end of the lesson, the learner should be able to:
- Relate the structure of the chloroplast to its function in plant cells
- Explain the role of chlorophyll, grana and stroma in photosynthesis
- Link the abundance of chloroplasts in palisade cells to why the upper leaf surface is the main site for food manufacture

In groups, learners are guided to:
- Discuss the structure of the chloroplast in relation to its function (chlorophyll traps light, grana provide large surface area, stroma has enzymes)
- Use reference materials to search for information on the function of chloroplast in plants

How does the structure of the chloroplast enable it to carry out its function?

- Distinction Biology Learner's Book Grade 10 pg. 113
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 114
- Distinction Biology Learner's Book Grade 10 pg. 115
- Charts/flow charts
- Distinction Biology Learner's Book Grade 10 pg. 116

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Nutrition - Comparing the light and dark stages of photosynthesis
Nutrition - Significance of photosynthesis in nature

By the end of the lesson, the learner should be able to:
- Differentiate between the light and dark stages of photosynthesis
- Illustrate the two stages of photosynthesis using flow charts and equations
- Explain how disrupting either stage, such as deforestation reducing CO₂ absorption, affects the overall process

In groups, learners are guided to:
- Analyse the differences between the light dependent and light independent stages of photosynthesis
- Use illustrations (flow charts, equations) to compare the two stages
- Discuss the products of each stage and how they link together

How do the light and dark stages of photosynthesis depend on each other?

- Distinction Biology Learner's Book Grade 10 pg. 115
- Digital resources
- Charts comparing stages
- Distinction Biology Learner's Book Grade 10 pg. 118
- Charts on importance of photosynthesis

- Written assignments - Oral questions - Observation

Anatomy and Physiology of Plants

Nutrition - Other products of photosynthesis

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

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

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
- 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:
- 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)
- 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 do the different types of nutrition and photosynthesis sustain plant life?
How does the structure of the stem support its transport function?

- 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
- 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

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

Anatomy and Physiology of Plants

Transport - Structure, functions and adaptations of phloem tissue
Transport - Arrangement of vascular tissues in roots of monocots and dicots (Practical)
Transport - Arrangement of vascular tissues in stems of monocots and dicots (Practical)

By the end of the lesson, the learner should be able to:
- Describe the structure and adaptations of phloem tissue (sieve tubes, companion cells, sieve pores)
- Explain how phloem is adapted to transport manufactured food
- Explain why ringing the bark of a fruit tree causes fruits above the ring to become sweeter due to sugar accumulation

In groups, learners are guided to:
- Study diagrams of the phloem tissue and identify sieve tubes, companion cells, sieve pores and plasmodesmata
- Discuss the adaptations of phloem to its function (living cells, mitochondria in companion cells, sieve pores)
- Compare the structure of xylem and phloem tissues

How is the phloem adapted to transport manufactured food in plants?

- Distinction Biology Learner's Book Grade 10 pg. 131
- Digital resources
- 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
- Distinction Biology Learner's Book Grade 10 pg. 135
- Fresh plant stems

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Mechanisms of water uptake in plants (osmosis and active transport)

By the end of the lesson, the learner should be able to:
- Describe the mechanisms of water uptake in plants (osmosis, active transport)
- Explain how water moves from soil particles to the xylem vessels in the root
- Relate osmosis in root hair cells to why plants wilt when placed in very salty soil

In groups, learners are guided to:
- Search for information on mechanisms of water and mineral salt uptake in plants
- Study diagrams showing the absorption of water by plant roots
- Discuss how water moves from the soil particles through the root hair cells to the xylem vessels by osmosis

How does water move from the soil into the root of a plant?

- Distinction Biology Learner's Book Grade 10 pg. 137
- Digital resources
- Charts showing water absorption in plants

- Oral questions - Written assignments - Observation

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

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
- 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:
- 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
- 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 does transpiration occur in plant leaves?
How do temperature and light intensity affect the rate of transpiration?

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

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

Anatomy and Physiology of Plants

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 an experiment to demonstrate the effect of wind on transpiration
- Describe how humidity, atmospheric pressure and water availability affect transpiration
- Improvise a fan from locally available materials, demonstrating creativity and resourcefulness

In groups, learners are guided to:
- Carry out an experiment using an improvised fan to demonstrate the effect of wind on transpiration
- Discuss how humidity, atmospheric pressure and water availability in the soil affect the rate of transpiration
- Compare water droplets on carrier bags of potted plants near and far from the fan

How do wind, humidity and water availability affect the rate of transpiration?

- Distinction Biology Learner's Book Grade 10 pg. 149
- Potted plants
- Improvised fan materials
- Transparent carrier bags, elastic bands
- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access

- Practical assessment - Observation - Written assignments

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)

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Distribution of stomata in different plant habitats
Gaseous Exchange and Respiration - Lenticels as gaseous exchange sites in stems
Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots

By the end of the lesson, the learner should be able to:
- Describe the distribution of stomata in xerophytes, hydrophytes and mesophytes
- Investigate the number, size and distribution of stomata in leaves from different habitats
- Explain why water lilies have stomata on the upper surface while desert plants have few sunken stomata on the lower surface

In groups, learners are guided to:
- Collect fresh leaves from plants in different habitats and observe stomatal distribution under a microscope
- Count the number of stomata and observe their sizes and distribution on both sides of the leaf
- Discuss adaptations of stomata in xerophytes (few, sunken, thick cuticle), hydrophytes (numerous, upper epidermis) and mesophytes (evenly distributed)

How does the habitat of a plant influence the distribution of stomata on its leaves?

- 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
- Distinction Biology Learner's Book Grade 10 pg. 163
- Photomicrographs/pictures of pneumatophores

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

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
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:
- Describe the mechanism of opening and closing of stomata using the photosynthetic theory
- Explain how glucose production during photosynthesis makes guard cells turgid
- Relate why most plants have open stomata during the day and closed stomata at night to everyday observations of morning dew on grass
- 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 photosynthetic theory explaining the mechanism of opening and closing of stomata
- Discuss how during the day, photosynthesis produces glucose increasing osmotic pressure causing guard cells to become turgid and stomata to open
- Discuss how at night, glucose is converted to starch reducing osmotic pressure causing stomata to close
- 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 does photosynthesis influence the opening of stomata during the day?
How do plants break down glucose to release energy?

- 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
- 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

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
Anatomy and Physiology of Animals

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
Mouthparts of insects - Structure of mouthparts of insects and their functions

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
- Distinction Biology Learner's Book pg. 175
- Fresh locust, grasshopper or cockroach
- Hand lens or dissecting microscope
- Pair of forceps
- Petri dish
- Protective clothing

- Portfolio assessment - Oral questions - Observation

Anatomy and Physiology of Animals

Mouthparts of insects - Biting and chewing mouthparts
Mouthparts of insects - Piercing and sucking mouthparts
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 biting and chewing mode of feeding in insects
- Relate the structure of mouthparts of a locust, grasshopper or cockroach to their mode of feeding
- Value the role of insect feeding adaptations in maintaining ecological balance, such as pollination and decomposition
- 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:
- Search the Internet or use reference books to find information on biting and chewing mouthparts
- Discuss how the mandibles of a locust are adapted for cutting and chewing food
- Use digital devices to watch video animations on mouthparts of biting and chewing insects
- Relate the structures of the mouthparts to the mode of feeding
- 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

How are the mouthparts of a grasshopper adapted for biting and chewing food?
Why do different insects have differently structured mouthparts?

- Distinction Biology Learner's Book pg. 175
- 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
- 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

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

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

- Written assignments - Oral questions - Peer assessment

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Compare the structure and function of beaks in different birds
- Tabulate the adaptations of beaks of birds to their modes of feeding
- Apply knowledge of beak adaptations to real-life situations such as understanding why certain birds are effective pest controllers in farms

In groups, learners are guided to:
- Draw a comparison table relating the structure of beaks of birds to their modes of feeding
- Discuss and compare the beaks of seed eaters, flesh eaters, nectar feeders, filter feeders, fish eaters, wood chippers, fruit eaters and multipurpose feeders
- Share findings with peers for discussion and peer assessment

Why do birds have differently shaped and sized beaks?

- Distinction Biology Learner's Book pg. 185
- Charts and photographs of bird beaks
- Digital resources
- Internet access
- Internet access
- Charts on importance of feeding diversity
- Distinction Biology Learner's Book pg. 186
- Reference books

- Written assignments - Oral questions - Peer assessment

Anatomy and Physiology of Animals

Types of circulatory systems - Open and closed circulatory systems
Types of circulatory systems - Single and double circulatory systems
Transport system in insects

By the end of the lesson, the learner should be able to:
- Distinguish between open and closed circulatory systems in animals
- Illustrate open and closed circulatory systems
- Relate open circulatory systems to familiar organisms such as grasshoppers and cockroaches found in the local environment

In groups, learners are guided to:
- Search for information on open and closed circulatory systems using reference materials and the Internet
- Study illustrations of open and closed circulatory systems
- Discuss how the transport fluid flows in open and closed circulatory systems
- Draw and label diagrams of open and closed circulatory systems

How does the flow of transport fluid differ in open and closed circulatory systems?

- Distinction Biology Learner's Book pg. 188
- Digital resources
- Internet access
- Charts showing circulatory systems
- Distinction Biology Learner's Book pg. 189
- Charts showing single and double circulation
- Distinction Biology Learner's Book pg. 190
- Charts showing insect circulatory system

- Oral questions - Labelled drawings - Written assignments

Anatomy and Physiology of Animals

Transport system in fish - Structure and blood flow
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
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 fish
- Describe the flow of blood in a single circulatory system of fish
- Connect the study of fish transport systems to real-life aquaculture practices in fish farming
- Illustrate the structure of the transport system in amphibians
- Distinguish between pulmonary and systemic circulation in amphibians
- Relate the mixing of blood in the amphibian heart to real-life understanding of why amphibians are less active than mammals

In groups, learners are guided to:
- Search for information on the transport system in fish using reference materials
- Study illustrations and photographs showing the circulatory system in fish
- Identify the heart chambers (atrium and ventricle), gills and blood vessels
- Describe the flow of blood from the heart to the gills and to the body tissues
- Draw a well-labelled diagram of the circulatory system in amphibians
- Discuss the pathway of blood flow in pulmonary and systemic circulation
- Explain how the single ventricle results in mixing of oxygenated and deoxygenated blood
- Share drawings with peers for peer assessment

How does blood flow in the single circulatory system of a fish?
What happens when oxygenated and deoxygenated blood mix in the amphibian heart?

- Distinction Biology Learner's Book pg. 192
- Digital resources
- Internet access
- Charts showing fish circulatory system
- Distinction Biology Learner's Book pg. 193
- Reference books
- Distinction Biology Learner's Book pg. 194
- Charts showing amphibian circulatory system
- Distinction Biology Learner's Book pg. 195
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 197
- Charts showing reptile circulatory system
- Distinction Biology Learner's Book pg. 198

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

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
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

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

- Labelled drawings - Observation - 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
Human lymphatic system - Structure and components
Human lymphatic system - Functions

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
- 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:
- 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
- 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 is the role of each chamber and valve in the mammalian heart?
What are the components of the human lymphatic system and how are they arranged?

- 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
- 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 - Labelled drawings - Written assignments
- Oral questions - Written assignments - Observation

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
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

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

- Written assignments - Oral questions - Chart construction