Cell Biology and Biodiversity

Introduction to Biology - Meaning and application of Biology
Introduction to Biology - Application of Biology in everyday life

By the end of the lesson, the learner should be able to:
- Define the term Biology and explain its origin from Greek words
- Search for information on the meaning of Biology using print and non-print media
- Recognise how Biology helps in understanding diseases, food production and environmental conservation in daily life
- Describe the application of Biology in healthcare, agriculture, food production, environmental conservation and biotechnology
- Explain how Biology is applied in everyday life using pictures and illustrations
- Connect the role of Biology to real life situations such as disease prevention, food safety and waste management

In groups, learners are guided to:
- Use print and non-print media to search for the meaning of Biology
- Brainstorm and use the Greek words 'bios' and 'logos' to derive the meaning of Biology
- Discuss the application of Biology in healthcare, agriculture, nutrition, environmental conservation, hygiene, biotechnology and forensic science
- Use flashcards and pictures to identify ways Biology is applied in everyday life
- Discuss how Biology is applied in healthcare, agriculture, nutrition, hygiene, forensic science and industry
- Write short notes on the application of Biology in everyday life

Why is it important to study Biology?
How is Biology applied in everyday life?

- Distinction Biology Learner's Book Grade 10 pg. 1
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 3
- Charts and pictures
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Fields of study in Biology

By the end of the lesson, the learner should be able to:
- Describe fields of study in Biology including Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology and Entomology
- Search for information on fields of study from print and non-print media
- Link fields of study in Biology to real life examples such as studying insects for pest control or microorganisms for medicine

In groups, learners are guided to:
- Use print and non-print media to search for information on fields of study in Biology
- Discuss the various fields of study in Biology giving examples from the locality
- Identify fields of study represented in pictures and illustrations

What are the fields of study in Biology?

- Distinction Biology Learner's Book Grade 10 pg. 5
- Charts and pictures
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Careers related to fields of study in Biology

By the end of the lesson, the learner should be able to:
- Relate fields of study in Biology to career opportunities
- Design a career wheel to illustrate the relationship between fields of study and careers
- Connect career opportunities in Biology to real life professionals such as doctors, veterinary officers, environmental scientists and forensic scientists in the community

In groups, learners are guided to:
- Use locally available materials to design a career wheel relating fields of study to careers
- Play fishing games or career match-up challenge to present information on fields and careers related to Biology
- Discuss and relate various career opportunities to fields of study in Biology

How do fields of study in Biology relate to career opportunities?

- Distinction Biology Learner's Book Grade 10 pg. 7
- Manila paper, scissors, glue, marker pens
- Flashcards

- Oral questions - Observation - Project assessment

Cell Biology and Biodiversity

Introduction to Biology - Factors influencing career choices

By the end of the lesson, the learner should be able to:
- Explain factors that influence career choices such as interest, ability, educational background, values and work environment
- Discuss factors that should not influence career choices including gender, culture, disability, environment and stereotypes
- Relate the influence of personal interest and passion to real life career decisions such as choosing medicine, farming or environmental conservation

In groups, learners are guided to:
- Brainstorm on factors that influence career choices in fields of study in Biology
- Discuss how gender, culture, disability, environment and stereotypes should not influence career choices
- Where possible, interact with a resource person whose career is related to Biology

What factors influence career choices in Biology?

- Distinction Biology Learner's Book Grade 10 pg. 11
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Introduction to Biology - Importance of Biology in everyday life

By the end of the lesson, the learner should be able to:
- Outline the importance of Biology in everyday life
- Explain how Biology equips individuals with scientific skills such as observation, classification, prediction and communication
- Identify how Biology helps solve real life problems such as pollution control, disease management and improving food production in the community

In groups, learners are guided to:
- Discuss everyday life activities that require knowledge and skills in Biology
- Write short notes on the importance of Biology in everyday life
- Present findings on the importance of Biology for peer assessment

How does the knowledge of Biology improve everyday life?

- Distinction Biology Learner's Book Grade 10 pg. 13
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Apparatus for collecting specimen

By the end of the lesson, the learner should be able to:
- Identify apparatus and materials used for collecting specimen
- Describe the uses of apparatus such as pooter, pitfall trap, sweep net, forceps, light traps and Tullgren funnel
- Relate specimen collection apparatus to real life situations such as trapping mosquitoes using light traps for malaria control

In groups, learners are guided to:
- Use print and non-print media to search for information on apparatus and materials used for collecting specimen
- Study pictures of apparatus and record their uses in a table
- Discuss safety measures when collecting specimen

Which apparatus are used for collecting biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 16
- Pictures and charts of specimen collecting apparatus
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Apparatus for processing and preserving specimen

By the end of the lesson, the learner should be able to:
- Identify apparatus and materials used for processing and preserving specimen such as scalpel, hand lens, tracing paper, labels and preservatives
- Describe the uses of apparatus for processing and preserving specimen
- Connect specimen processing to real life applications such as how laboratory technicians prepare blood samples for testing in hospitals

In groups, learners are guided to:
- Study charts showing apparatus and materials used for processing specimen and identify their uses
- Discuss the meaning and importance of preservation of biological specimen
- Discuss different methods of preservation including dry, wet and refrigeration methods

What apparatus are used for processing and preserving specimen?

- Distinction Biology Learner's Book Grade 10 pg. 20
- Charts and pictures
- Specimen containers

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Sorting, pressing and drying of specimen

By the end of the lesson, the learner should be able to:
- Describe the steps of sorting, pressing and drying specimen during preservation
- Explain the importance of pressing and drying specimen for preservation
- Relate specimen preservation to real life practices such as how museums preserve plant and animal samples for research and education

In groups, learners are guided to:
- Discuss sorting of specimen by taxonomy, checking for damaged specimen and cleaning
- Discuss pressing using a plant press and various methods of drying including air drying, heat drying, sun drying and chemical drying
- Write short notes on the steps of preserving specimen

Why is it important to sort, press and dry specimen before preservation?

- Distinction Biology Learner's Book Grade 10 pg. 22
- Plant press
- Absorbent paper

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Mounting, labelling, storage and protection of specimen
Specimen Collection and Preservation - Making a herbarium

By the end of the lesson, the learner should be able to:
- Describe the steps of mounting, labelling, storage and protection of specimen
- Explain the importance of correct labelling and proper storage of preserved specimen
- Relate proper specimen labelling and storage to real life practices such as how hospitals label patient samples to avoid mix-ups
- Outline the steps followed when making a herbarium
- Collect, press, dry, mount and label plant specimen to make a herbarium
- Relate herbarium making to real life uses such as how botanists preserve plant species for identification and conservation research

In groups, learners are guided to:
- Discuss mounting of specimen on paper, slides or cardboard
- Discuss the details recorded when labelling specimen including name, date, location and preservative used
- Discuss methods of storing preserved specimen in herbaria, slide boxes and airtight glass jars
- Walk around the school compound to collect plant specimen
- Observe designated road crossing points while collecting specimen
- Use a plant press or improvised press to press and dry plant specimen
- Mount, label and store the herbarium

How are preserved specimen stored and protected?
How is a herbarium made?

- Distinction Biology Learner's Book Grade 10 pg. 26
- Mounting paper, glue, labels
- Permanent marker pens
- Distinction Biology Learner's Book Grade 10 pg. 29
- Plant press, mounting paper, glue
- Labels, pair of secateurs, hand gloves

- Oral questions - Observation - Written assignments
- Oral questions - Observation - Project assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Improvising apparatus for collecting specimen

By the end of the lesson, the learner should be able to:
- Suggest locally available materials for improvising specimen collecting apparatus
- Improvise a pitfall trap and a pooter using locally available materials
- Relate improvisation skills to real life resourcefulness such as using locally available materials to solve problems at home or school

In groups, learners are guided to:
- Discuss locally available materials that can be used to improvise apparatus for collecting specimen
- Improvise a pitfall trap using a plastic container, digger, small stones, leaves and sticks
- Improvise a pooter using a plastic bottle, straws, rubber bands and mesh cloth

How can specimen collecting apparatus be improvised?

- Distinction Biology Learner's Book Grade 10 pg. 33
- Plastic containers, straws, rubber bands
- Mesh cloth, small stones

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Improvising a sweep net and other apparatus

By the end of the lesson, the learner should be able to:
- Improvise a sweep net using locally available materials such as wire, mesh cloth, tape and a strong stick
- Use improvised apparatus to collect specimen for biological studies
- Connect improvisation to real life practices such as farmers using locally available traps to manage pests in their farms

In groups, learners are guided to:
- Improvise a sweep net using thin metal wire, mesh cloth, tape and a strong stick
- Use the improvised sweep net and pooter to collect insect specimen
- Discuss improvising other apparatus such as specimen containers and preservatives

How can a sweep net be improvised for collecting specimen?

- Distinction Biology Learner's Book Grade 10 pg. 35
- Thin metal wire, mesh cloth, tape
- Strong stick, pair of scissors

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Collecting, processing and preserving an animal specimen

By the end of the lesson, the learner should be able to:
- Collect, process and preserve an animal specimen using improvised and conventional apparatus
- Demonstrate the steps of wet preservation using ethanol
- Relate animal specimen preservation to real life applications such as how scientists preserve specimens for studying pest species and disease vectors

In groups, learners are guided to:
- Use the improvised pitfall trap to collect crawling insects
- Sort, immobilise and label the collected animal specimen
- Mount specimen on soft cardboard using pins
- Preserve specimen in airtight glass jars with 70% ethanol

How are animal specimen collected, processed and preserved?

- Distinction Biology Learner's Book Grade 10 pg. 37
- Ethanol, airtight glass jars, pins
- Forceps, hand gloves, labels

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Specimen Collection and Preservation - Project on collecting, processing and preserving biological specimen
Specimen Collection and Preservation - Importance of collecting, processing and preserving biological specimen

By the end of the lesson, the learner should be able to:
- Plan and carry out a project on collecting, processing and preserving biological specimen
- Draft a budget for the project considering financial literacy
- Relate budgeting and project planning to real life situations such as planning school activities or community projects to manage resources efficiently
- Explain the importance of collecting, processing and preserving biological specimen
- Outline how specimen preservation allows for future research, conservation and monitoring of pests and diseases
- Relate specimen preservation to real life examples such as how national museums conserve species records and how agricultural officers monitor crop pests

In groups, learners are guided to:
- Plan and draft a budget for the project on collecting, processing and preserving biological specimen
- Carry out the project as a group and document the progress
- Present project findings in class for discussion and keep records in a portfolio
- Discuss the importance of collecting, processing and preserving specimen for study, future reference, conservation and pest monitoring
- Write short notes on the importance of specimen preservation
- Present findings in class for discussion

How do you plan a project on specimen collection and preservation?
Why is it important to collect, process and preserve biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Specimen collecting apparatus
- Preservatives, labels, mounting materials
- Distinction Biology Learner's Book Grade 10 pg. 38
- Digital resources
- Internet access

- Project assessment - Oral questions - Portfolio assessment
- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Importance of collecting, processing and preserving biological specimen

By the end of the lesson, the learner should be able to:
- Explain the importance of collecting, processing and preserving biological specimen
- Outline how specimen preservation allows for future research, conservation and monitoring of pests and diseases
- Relate specimen preservation to real life examples such as how national museums conserve species records and how agricultural officers monitor crop pests

In groups, learners are guided to:
- Discuss the importance of collecting, processing and preserving specimen for study, future reference, conservation and pest monitoring
- Write short notes on the importance of specimen preservation
- Present findings in class for discussion

Why is it important to collect, process and preserve biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Specimen Collection and Preservation - Importance of collecting, processing and preserving biological specimen

By the end of the lesson, the learner should be able to:
- Explain the importance of collecting, processing and preserving biological specimen
- Outline how specimen preservation allows for future research, conservation and monitoring of pests and diseases
- Relate specimen preservation to real life examples such as how national museums conserve species records and how agricultural officers monitor crop pests

In groups, learners are guided to:
- Discuss the importance of collecting, processing and preserving specimen for study, future reference, conservation and pest monitoring
- Write short notes on the importance of specimen preservation
- Present findings in class for discussion

Why is it important to collect, process and preserve biological specimen?

- Distinction Biology Learner's Book Grade 10 pg. 38
- Digital resources
- Internet access

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between light and electron microscope

By the end of the lesson, the learner should be able to:
- Differentiate between light and electron microscope based on structure and function
- Describe the concepts of resolution and magnification in microscopy
- Relate the use of microscopes to real life applications such as how hospital laboratories use microscopes to examine blood samples for diagnosing diseases like malaria

In groups, learners are guided to:
- Use print and non-print media to search for information on structural and functional differences between light and electron microscope
- Discuss differences in magnification power, resolving power, illumination, lenses, staining, specimen state and specimen mounting
- Present discussion points in class

How do light and electron microscopes differ?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Light microscope
- Charts of electron microscope
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Preparation of temporary slides
Cell Structure and Specialisation - Estimation of cell size during microscopy

By the end of the lesson, the learner should be able to:
- Describe the processes of sectioning, fixation, staining and mounting during slide preparation
- Prepare a temporary slide of an onion epidermal cell for observation under a light microscope
- Relate slide preparation skills to real life laboratory work such as how medical lab technologists prepare tissue samples for disease diagnosis
- Estimate cell size using a light microscope and a transparent ruler
- Calculate the length of a cell using the formula relating diameter of field of view to number of cells
- Relate cell size estimation to real life situations such as how scientists determine cell growth in medical research and cancer diagnosis

In groups, learners are guided to:
- Discuss the meaning and importance of sectioning, fixation, staining and mounting
- Carry out a practical activity to prepare a temporary slide of an onion epidermal cell
- Observe the prepared slide under a light microscope
- Place a transparent ruler on the stage of the light microscope and measure the diameter of the field of view
- Count the number of cells across the diameter of the field of view
- Calculate the length of one cell using the formula and convert measurements from millimetres to micrometres

How are temporary slides prepared for observation?
How is cell size estimated using a light microscope?

- Distinction Biology Learner's Book Grade 10 pg. 41
- Light microscope, slides, cover slips
- Onion bulb, iodine solution, scalpel, forceps, ethanol
- Distinction Biology Learner's Book Grade 10 pg. 44
- Light microscope
- Transparent ruler
- Prepared slide of onion epidermal cell

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

Cell Biology and Biodiversity

Cell Structure and Specialisation - Plant and animal cell structure under the electron microscope

By the end of the lesson, the learner should be able to:
- Describe the structure of plant and animal cells as observed under an electron microscope
- Draw and label the structure of plant and animal cells as seen under an electron microscope
- Connect the study of cell structure to real life examples such as how understanding cell membranes helps in developing medicines that target specific cells

In groups, learners are guided to:
- Use photomicrographs and charts to compare the structure of plant and animal cells as seen under electron microscope
- Draw and label the structure of plant and animal cells and share with peers
- Discuss the structural differences between plant and animal cells

Why do plant and animal cells differ?

- Distinction Biology Learner's Book Grade 10 pg. 47
- Photomicrographs and charts of plant and animal cells
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Structures and functions of cell organelles

By the end of the lesson, the learner should be able to:
- Describe the functions of cell structures including cell membrane, cytoplasm, nucleus, mitochondria, endoplasmic reticulum, ribosomes, Golgi apparatus and lysosomes
- Relate cell structures to their functions in plant and animal cells
- Connect cell organelle functions to real life examples such as how mitochondria provide energy for muscle contraction during exercise

In groups, learners are guided to:
- Use reference materials to search for information on the functions of structures in plant and animal cells
- Discuss the functions of cell wall, chloroplast, vacuole, centriole and other organelles
- Identify cell structures from their descriptions

How do the structures in plant and animal cells function?

- Distinction Biology Learner's Book Grade 10 pg. 50
- Charts and photomicrographs
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Modelling plant and animal cells as seen under the electron microscope

By the end of the lesson, the learner should be able to:
- Model the structure of plant and animal cells as seen under the electron microscope using locally available materials
- Identify cell organelles represented in the models
- Relate modelling skills to real life applications such as how scientists build models to study complex biological structures and develop new treatments

In groups, learners are guided to:
- Use locally available materials such as carton box, modelling clay, beans, beads and balloons to model the structure of plant and animal cells
- Label the cell components using paper strips attached to toothpicks
- Display and discuss the models for peer assessment

How can plant and animal cell structures be modelled?

- Distinction Biology Learner's Book Grade 10 pg. 55
- Carton box, modelling clay, beans, beads
- Balloons, glue, scissors, water colours

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity

Cell Structure and Specialisation - Specialised cells in plants
Cell Structure and Specialisation - Specialised cells in animals

By the end of the lesson, the learner should be able to:
- Describe the structure and function of specialised cells in plants including root hair cells, palisade cells, guard cells and pollen grains
- Relate the structures of specialised plant cells to their functions
- Connect plant cell specialisation to real life examples such as how root hairs help plants absorb water during drought and how guard cells control water loss in hot weather
- Describe the structure and function of specialised cells in animals including muscle cells, nerve cells, red and white blood cells and reproductive cells
- Relate the structures of specialised animal cells to their functions
- Connect animal cell specialisation to real life examples such as how red blood cells transport oxygen during physical activities and how white blood cells fight infections when one falls sick

In groups, learners are guided to:
- Use photomicrographs and permanent slides to observe specialised plant cells
- Discuss the adaptations of root hair cells, palisade cells, guard cells and pollen grains to their functions
- Draw and label specialised plant cells
- Use reference materials to search for information on specialised cells in animals
- Discuss the adaptations of muscle cells, nerve cells, blood cells, sperm cells and ovum to their functions
- Draw and label specialised animal cells and share with peers

How are cells specialised in plants?
How are cells specialised in animals?

- Distinction Biology Learner's Book Grade 10 pg. 59
- Photomicrographs of specialised plant cells
- Charts and diagrams
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 61
- Photomicrographs of specialised animal cells
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Cell organisation: Organelles, cells and tissues

By the end of the lesson, the learner should be able to:
- Describe the levels of cell organisation from organelles to cells to tissues
- Identify examples of tissues in plants and animals
- Connect cell organisation to real life examples such as how muscle tissues work together to enable body movement during sports and daily activities

In groups, learners are guided to:
- Use digital devices to search for information on levels of cell organisation
- Discuss the hierarchy of cell organisation: organelles, cells, tissues, organs, organ systems and organism
- Identify and discuss examples of tissues in plants and animals including palisade tissue, blood tissue, skeletal muscle tissue and epithelial tissue

How are cells organised in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 64
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Cell organisation: Organs and organ systems

By the end of the lesson, the learner should be able to:
- Describe organs and organ systems in plants and animals
- Explain the interrelationship between organs within an organ system
- Connect organ systems to real life examples such as how the digestive system processes food eaten daily and how the circulatory system transports nutrients and oxygen throughout the body

In groups, learners are guided to:
- Discuss examples of organs in plants and animals including roots, leaves, heart, lungs and kidneys
- Discuss organ systems in plants and animals including root system, shoot system, vascular system, digestive system, circulatory system and respiratory system
- Fill in tables identifying organ systems and their component organs

How do organs and organ systems function in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 66
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Cell organisation: Organs and organ systems

By the end of the lesson, the learner should be able to:
- Describe organs and organ systems in plants and animals
- Explain the interrelationship between organs within an organ system
- Connect organ systems to real life examples such as how the digestive system processes food eaten daily and how the circulatory system transports nutrients and oxygen throughout the body

In groups, learners are guided to:
- Discuss examples of organs in plants and animals including roots, leaves, heart, lungs and kidneys
- Discuss organ systems in plants and animals including root system, shoot system, vascular system, digestive system, circulatory system and respiratory system
- Fill in tables identifying organ systems and their component organs

How do organs and organ systems function in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 66
- Charts and diagrams
- Digital resources

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between plant and animal cells

By the end of the lesson, the learner should be able to:
- Compare and contrast plant and animal cells as seen under the electron microscope
- Summarise the key differences in a table format
- Connect the differences between plant and animal cells to real life observations such as why plants have rigid shapes due to cell walls while animal bodies are flexible

In groups, learners are guided to:
- Discuss differences between plant and animal cells including cell wall, chloroplast, vacuole, centriole and shape
- Complete comparison tables identifying structures present in plant and animal cells
- Attempt revision questions on cell structure and specialisation

What are the key differences between plant and animal cells?

- Distinction Biology Learner's Book Grade 10 pg. 47
- Charts and photomicrographs
- Digital resources

- Oral questions - Written tests - Observation

Cell Biology and Biodiversity

Cell Structure and Specialisation - Differences between plant and animal cells

By the end of the lesson, the learner should be able to:
- Compare and contrast plant and animal cells as seen under the electron microscope
- Summarise the key differences in a table format
- Connect the differences between plant and animal cells to real life observations such as why plants have rigid shapes due to cell walls while animal bodies are flexible

In groups, learners are guided to:
- Discuss differences between plant and animal cells including cell wall, chloroplast, vacuole, centriole and shape
- Complete comparison tables identifying structures present in plant and animal cells
- Attempt revision questions on cell structure and specialisation

What are the key differences between plant and animal cells?

- Distinction Biology Learner's Book Grade 10 pg. 47
- Charts and photomicrographs
- Digital resources

- Oral questions - Written tests - Observation

Cell Biology and Biodiversity

Cell Structure and Specialisation - The cell as the basic unit of life

By the end of the lesson, the learner should be able to:
- Explain the importance of the cell as the basic unit of life
- Summarise the structure, functions and organisation of cells in living organisms
- Connect the concept of cells as building blocks of life to real life examples such as how wound healing involves cell division and how growth results from increase in number of cells

In groups, learners are guided to:
- Discuss the importance of cells as basic units of life in living organisms
- Summarise content on cell structure, specialisation and organisation
- Attempt assessment questions on cell structure and specialisation

Why is the cell considered the basic unit of life?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Charts and diagrams
- Digital resources

- Written tests - Oral questions - Observation

Cell Biology and Biodiversity

Cell Structure and Specialisation - The cell as the basic unit of life

By the end of the lesson, the learner should be able to:
- Explain the importance of the cell as the basic unit of life
- Summarise the structure, functions and organisation of cells in living organisms
- Connect the concept of cells as building blocks of life to real life examples such as how wound healing involves cell division and how growth results from increase in number of cells

In groups, learners are guided to:
- Discuss the importance of cells as basic units of life in living organisms
- Summarise content on cell structure, specialisation and organisation
- Attempt assessment questions on cell structure and specialisation

Why is the cell considered the basic unit of life?

- Distinction Biology Learner's Book Grade 10 pg. 39
- Charts and diagrams
- Digital resources

- Written tests - Oral questions - Observation