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
Nutrition - The process of photosynthesis

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
- Describe saprophytic, symbiotic and insectivorous modes of nutrition in plants
- Compare and contrast the different heterotrophic modes of nutrition
- Relate the survival strategies of insectivorous plants to nutrient-deficient habitats such as swamps

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
- Search for information on saprophytic, symbiotic and insectivorous modes of nutrition using print and non-print media
- Study pictures of venus flytrap and pitcher plants and discuss how they trap insects
- Discuss the nutrients obtained by insectivorous plants from insects

How do plants obtain nutrients from their environment?
Why do some plants trap and digest insects?

- 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
- Pictures of parasitic plants
- Distinction Biology Learner's Book Grade 10 pg. 110
- Digital resources
- 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
- Distinction Biology Learner's Book Grade 10 pg. 114

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

Anatomy and Physiology of Plants

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

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

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

What happens during the light stage of photosynthesis?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Explain the importance of photosynthesis to plants, animals and the environment
- Discuss how photosynthesis ensures food security in the community
- Connect photosynthesis to combating global warming through tree planting and forest conservation

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

How does photosynthesis benefit both plants and animals?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Answer questions on types of nutrition, chloroplast structure and photosynthesis
- Illustrate the stages of photosynthesis correctly
- Value the role of photosynthesis in sustaining life on earth by discussing real-life examples like oxygen production and food chains

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

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

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

- Written tests - Oral questions - Observation

Anatomy and Physiology of Plants

Transport - Structure and function of stems in transport
Transport - Structure and function of leaves in transport
Transport - Structure, functions and adaptations of xylem vessels
Transport - Structure, functions and adaptations of phloem tissue
Transport - Arrangement of vascular tissues in roots of monocots and dicots (Practical)
Transport - Arrangement of vascular tissues in stems of monocots and dicots (Practical)
Transport - Mechanisms of water uptake in plants (osmosis and active transport)

By the end of the lesson, the learner should be able to:
- 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
- Observe and draw cross-sections of monocotyledonous and dicotyledonous roots under a microscope
- Compare the arrangement of vascular tissues in roots of monocots and dicots
- Handle laboratory apparatus such as microscopes and scalpels safely and responsibly

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

How does the structure of the stem support its transport function?
How does the arrangement of vascular tissues differ in roots of monocots and dicots?

- Distinction Biology Learner's Book Grade 10 pg. 125
- Digital resources
- Fresh plant stems
- Charts of stem cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 127
- Fresh plant leaves
- Distinction Biology Learner's Book Grade 10 pg. 129
- Charts/diagrams of xylem vessels
- Distinction Biology Learner's Book Grade 10 pg. 131
- Charts/diagrams of phloem tissue
- Distinction Biology Learner's Book Grade 10 pg. 133
- Light microscope
- Fresh plant roots
- Iodine solution, scalpel, glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 135
- Fresh plant stems
- Distinction Biology Learner's Book Grade 10 pg. 137
- Digital resources
- Charts showing water absorption in plants

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

Anatomy and Physiology of Plants

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

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

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

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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

How does transpiration occur in plant leaves?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

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

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

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

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Translocation of manufactured food in plants
Transport - Demonstrating translocation by bark ringing and significance of transport in plants
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
Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots

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
- 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:
- 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
- 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

How is manufactured food transported from the leaves to other parts of the plant?
What is the structure of stomata and how are they adapted for gaseous exchange?

- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 153
- Young tree/woody plant
- Knife, permanent marker pen
- Digital device for recording
- 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
- Distinction Biology Learner's Book Grade 10 pg. 163
- Photomicrographs/pictures of pneumatophores

- Oral questions - Written assignments - Observation
- 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

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

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

How does photosynthesis influence the opening of stomata during the day?

- 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

- 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

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

How is anaerobic respiration applied in everyday industries and products?

- 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
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
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:
- 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
- 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:
- 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
- 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

How do gaseous exchange and respiration contribute to the survival of plants and the environment?
What structures make up the mouthparts of a locust or grasshopper?

- 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
- 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

- Portfolio assessment - Oral questions - Observation
- 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
Beaks of birds - Fruit eaters, multipurpose feeders and insect eaters

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
- Photographs and charts of bird beaks

- Written assignments - Observation - Oral questions

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Observe different birds in their natural habitats
- Relate the structure of beaks of observed birds to their feeding habits
- Recognise the importance of protecting birds and their habitats in the local environment for biodiversity conservation

In groups, learners are guided to:
- Undertake a nature walk to observe different birds and their feeding habits
- Use binoculars and magnifying glasses where available to observe the shape and size of beaks
- Use digital devices to take pictures of birds as they feed
- Write a short report on the observed birds and their feeding habits
- Wear personal protective equipment during the nature walk

What types of birds are found in the school environment and how do their beaks relate to their feeding habits?

- 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
- Internet access
- Charts on importance of feeding diversity

- Written reports - Observation - Oral presentations

Anatomy and Physiology of Animals

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

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

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

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

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

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

How does blood flow in the single circulatory system of a fish?
How does the partial septum in the reptile heart reduce mixing of blood?

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

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

Anatomy and Physiology of Animals

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

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
- Distinction Biology Learner's Book pg. 200
- Reference books

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

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

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

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

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

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

- Peer assessment of drawings - Written assignments - Oral questions

Anatomy and Physiology of Animals

Pumping mechanism of the mammalian heart - Structure of the heart
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
Human immune system - Types of immunity
Human immune system - Active and passive immunity
Blood clotting mechanism in humans

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
- 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:
- 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
- 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 are the components of the human lymphatic system and how are they arranged?
What is the difference between inherited and acquired immunity?

- 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
- 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
- Charts showing the blood clotting process

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Explain the importance of blood clotting in mammals
- Illustrate the blood clotting process using a flow chart
- Relate blood clotting to real-life medical situations such as why doctors check clotting time before surgery and why haemophilia patients need special care

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

Why is blood clotting important for the survival of mammals?

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

- Written assignments - Oral questions - Flow chart construction

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Explain the rhesus factor blood grouping system
- Describe blood donor-recipient compatibility
- Connect blood transfusion compatibility to real-life medical emergencies where matching blood types saves lives

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

Why is it important to determine blood compatibility before transfusion?

- Distinction Biology Learner's Book pg. 210
- Digital resources
- Internet access
- Charts showing blood donor-recipient compatibility
- Distinction Biology Learner's Book pg. 211
- Reference books
- Distinction Biology Learner's Book pg. 213
- Charts showing tracheal system

- Written assignments - Oral questions - Chart construction

Anatomy and Physiology of Animals

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

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

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

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

- Distinction Biology Learner's Book pg. 214
- Live or dead locust or grasshopper
- Hand lens
- Boiling tube
- Protective clothing
- Distinction Biology Learner's Book pg. 216
- Digital resources
- Internet access
- Charts showing fish gills
- Distinction Biology Learner's Book pg. 217
- Fresh or preserved bony fish
- Scalpel
- Distinction Biology Learner's Book pg. 218
- Charts showing amphibian respiratory structures

- Labelled drawings - Observation - Peer assessment

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Describe the respiratory structure in birds
- Explain how air sacs and para-bronchi are adapted for efficient gaseous exchange
- Relate the efficient respiratory system of birds to real-life observations of how birds sustain long-distance flights without fatigue
- Construct a model to demonstrate inhalation and exhalation in human beings
- Relate the parts of the model to the structures of the human respiratory system
- Connect model-making to real-life applications of models in medical training and science education

In groups, learners are guided to:
- Study illustrations of the respiratory structure in birds
- Describe the role of air sacs in keeping air flowing in one direction through the lungs
- Explain the function of para-bronchi in allowing continuous airflow during inhalation and exhalation
- Discuss the counter current system in bird lungs for maximum gaseous exchange
- Set up the bell jar apparatus with rubber sheet, Y-shaped connecting tube and balloons
- Pull down the rubber sheet to demonstrate inhalation and observe the balloons inflate
- Release the rubber sheet to demonstrate exhalation and observe the balloons deflate
- Relate the rubber sheet to the diaphragm, balloons to the lungs and bell jar to the chest cavity

How do air sacs in birds ensure a continuous supply of fresh air to the lungs?
How does the bell jar model help demonstrate the process of breathing in humans?

- Distinction Biology Learner's Book pg. 220
- Digital resources
- Internet access
- Charts showing bird respiratory system
- Distinction Biology Learner's Book pg. 221
- Charts showing human respiratory system
- Distinction Biology Learner's Book pg. 222
- Charts showing inhalation and exhalation
- Distinction Biology Learner's Book pg. 224
- Bell jar or plastic bottle
- Rubber stopper
- Y-shaped connecting tube
- Balloons
- Rubber sheet
- Protective clothing
- Distinction Biology Learner's Book pg. 225
- Freshly killed rat or rabbit
- Dissecting board and pins
- Scalpel or pair of scissors
- Hand lens
- Drinking straw

- Oral questions - Written assignments - Observation
- Model construction - Oral questions - Observation

Anatomy and Physiology of Animals

Aerobic respiration in animals
Demonstrating aerobic respiration in animals

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

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

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

- Distinction Biology Learner's Book pg. 227
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 228
- Small animal (snail or rat)
- Bell jar
- Conical flask
- Delivery tubes
- Soda lime
- Lime water
- Protective clothing

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Animals

Anaerobic respiration and oxygen debt
Factors affecting energy requirement in humans

By the end of the lesson, the learner should be able to:
- Describe the process of anaerobic respiration in animals
- Explain the concept of oxygen debt
- Relate anaerobic respiration to real-life experiences such as muscle cramps and fatigue felt after sprinting or intense exercise

In groups, learners are guided to:
- Discuss anaerobic respiration where glucose is broken down in the absence of oxygen to produce lactic acid and energy
- Engage in vigorous physical activity for 3 minutes and observe increased breathing rate
- Explain the concept of oxygen debt as the extra amount of oxygen needed to eliminate lactic acid
- Discuss why breathing rate remains faster after stopping intense physical exercise

Why do muscles feel fatigued and sore after vigorous physical exercise?

- Distinction Biology Learner's Book pg. 229
- Stopwatch
- Playfield
- Writing materials
- Distinction Biology Learner's Book pg. 231
- Digital resources
- Internet access
- Reference books

- Oral questions - Written assignments - Observation of physical activity

Anatomy and Physiology of Animals

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

By the end of the lesson, the learner should be able to:
- Identify the respiratory substrates broken down during respiration
- Explain why glucose is the main respiratory substrate
- Relate respiratory substrates to real-life dietary choices such as why carbohydrate-rich foods like ugali and rice are staple energy sources in many Kenyan households

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

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

- Distinction Biology Learner's Book pg. 232
- Digital resources
- Internet access
- Reference books
- Distinction Biology Learner's Book pg. 233
- Distinction Biology Learner's Book pg. 234
- Distinction Biology Learner's Book pg. 235

- Oral questions - Written assignments - Observation