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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Describe the dark (light independent) stage of photosynthesis
- Illustrate the dark stage of photosynthesis using a word equation
- Explain how glucose from the dark stage is eventually stored as starch in foods like potatoes and cereals

In groups, learners are guided to:
- Discuss the dark stage of photosynthesis (carbon (IV) oxide fixation)
- Illustrate the dark stage using word equations showing combination of carbon (IV) oxide and hydrogen atoms to form glucose and water
- Identify the site of dark stage in the chloroplast (stroma)

How is carbon (IV) oxide fixed during the dark stage of photosynthesis?

- Distinction Biology Learner's Book Grade 10 pg. 116
- Digital resources
- Charts/flow charts
- Distinction Biology Learner's Book Grade 10 pg. 115
- 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
Transport - Structure and function of roots in transport
Transport - Internal structure of the root (transverse section)

By the end of the lesson, the learner should be able to:
- 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
- State the external parts of a plant that form the transport system (roots, stems, leaves)
- Identify the substances transported by each external part
- Relate the transport system in plants to how water reaches the topmost leaves of tall trees in the local environment

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
- Discuss the structures of external parts of a plant in relation to their transport functions
- Identify substances transported within the plant (water, mineral salts, food substances and waste products)
- Search for information on the external structures of plants that transport substances

What other substances do plants produce during photosynthesis besides glucose?
What external structures make up the transport system in plants?

- 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
- Digital resources
- 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

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

Anatomy and Physiology of Plants

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

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

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

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

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

- 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)
Transport - The process of transpiration

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
- Explain the mechanism of mineral salt absorption (active transport and diffusion)
- Carry out an experiment to demonstrate uptake of water in plants using dye/ink
- Handle chemicals like food colouring safely and dispose of waste materials responsibly after the experiment

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
- Discuss how mineral salts are absorbed by active transport and diffusion
- Carry out a dye/ink experiment to demonstrate uptake of water in plants
- Observe exudation and guttation in the experimental set-up and draw conclusions

What forces enable water to move from the roots to the leaves against gravity?
How are mineral salts absorbed by plant roots?

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

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

Anatomy and Physiology of Plants

Transport - Structural factors affecting the rate of transpiration

By the end of the lesson, the learner should be able to:
- Describe the structural factors that affect the rate of transpiration (leaf size, leaf surface, number and position of stomata, leaf hairs)
- Explain how each structural factor affects transpiration rate
- Explain why cactus plants survive in arid areas by relating their leaf structure to reduced water loss

In groups, learners are guided to:
- Discuss structural factors affecting the rate of transpiration (broad lamina, glossy surface, number of stomata, sunken stomata, leaf hairs)
- Explain midday closure and reversed stomatal rhythm
- Search for information on structural factors using available reference materials

How do leaf structures influence the rate of water loss in plants?

- Distinction Biology Learner's Book Grade 10 pg. 145
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Carry out experiments to demonstrate the effect of temperature and light intensity on transpiration
- Explain how temperature and light intensity affect the rate of transpiration
- Set up a control experiment and explain its purpose in ensuring valid results

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

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

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Translocation of manufactured food in plants

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
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:
- 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
- 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:
- 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)
- 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 evidence confirms translocation of food in plants?
What is the structure of stomata and how are they adapted for gaseous exchange?

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

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
- 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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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:
- 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
- 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:
- 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
- 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 is anaerobic respiration applied in everyday industries and products?
How can anaerobic respiration be harnessed for biogas production?

- 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
- 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

Mouthparts of insects - Structure of mouthparts of insects and their functions
Mouthparts of insects - Biting and chewing mouthparts
Mouthparts of insects - Piercing and sucking mouthparts

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

- Observation - Oral questions - Labelled drawings

Anatomy and Physiology of Animals

Mouthparts of insects - Siphoning mouthparts
Mouthparts of insects - Comparing mouthparts and modes of feeding
Beaks of birds - Structure of beaks of birds

By the end of the lesson, the learner should be able to:
- Describe the siphoning mode of feeding in butterflies and moths
- Relate the structure of the proboscis to its function in siphoning nectar
- Relate siphoning in butterflies to real-life processes such as pollination of flowers in farms and gardens

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

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

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

- Oral questions - Written assignments - Class presentations

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Describe the structure of beaks in filter feeders, fish eaters and wood chippers
- Relate the structure of beaks of flamingos, kingfishers and woodpeckers to their mode of feeding
- Link filter feeding in flamingos to real-life examples like water filtration methods used in homes
- 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:
- Study photographs and illustrations of beaks of flamingos, ducks, kingfishers, herons and woodpeckers
- Discuss how the broad flat beak of a duck is adapted for filter feeding
- Relate the long sharp beak of a kingfisher to catching fish
- Describe how the chisel-shaped beak of a woodpecker is adapted for drilling wood
- 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

How are the beaks of filter feeders and fish eaters adapted for obtaining food from water?
Why do birds have differently shaped and sized beaks?

- Distinction Biology Learner's Book pg. 183
- Digital resources
- Internet access
- Photographs of bird beaks
- 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
- Digital resources
- Internet access

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

Anatomy and Physiology of Animals

Importance of diversity in feeding modes of insects and birds
Significance of transport in animals

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

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

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

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

- Oral questions - Written assignments - Class discussions

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

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

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

How does blood flow in the single circulatory system of a fish?

- 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

- Written assignments - Oral questions - Labelled drawings

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Illustrate the structure of the transport system in 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
- 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 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
- 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

What happens when oxygenated and deoxygenated blood mix in the amphibian heart?
Why is the transport system in reptiles suited to their ectothermic nature?

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

- Peer assessment of drawings - Oral questions - Written assignments

Anatomy and Physiology of Animals

Transport system in mammals - Pulmonary and systemic circulation

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

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

- Peer assessment of drawings - Written assignments - Oral questions

Anatomy and Physiology of Animals

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

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

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

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

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

- Labelled drawings - Observation - Oral questions

Anatomy and Physiology of Animals

Pumping mechanism of the mammalian heart - The cardiac cycle

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

- Oral questions - Written assignments - Class discussions