Anatomy and Physiology of Plants

Nutrition - Types of nutrition in plants (Autotrophism and Heterotrophism)
Nutrition - Parasitism as a mode of nutrition in plants

By the end of the lesson, the learner should be able to:
- Describe the meaning of autotrophism and heterotrophism in plants
- Classify plants according to their mode of nutrition
- Recognise that plants in the local environment use different strategies to obtain nutrients

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

How do plants obtain nutrients from their environment?

- 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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of 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 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 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

Why do some plants trap and digest insects?

- 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

- Oral questions - Written assignments - Observation

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
- Define photosynthesis and state the word equation for the process
- Identify the raw materials, conditions and products of photosynthesis
- Relate photosynthesis to everyday food production such as farming and kitchen gardening

In groups, learners are guided to:
- 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
- Watch animations/video clips on the process of photosynthesis and discuss observations
- Identify the raw materials (water and carbon (IV) oxide), conditions (light and chlorophyll) and products (glucose and oxygen) of photosynthesis
- Write the word equation for photosynthesis

How does the structure of the chloroplast enable it to carry out its function?
What are the raw materials and products of photosynthesis?

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

- 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 - 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

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
- 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:
- 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
- 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)

What other substances do plants produce during photosynthesis besides glucose?
How do the different types of nutrition and photosynthesis sustain plant life?

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

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

Anatomy and Physiology of Plants

Transport - External structures of the plant transport system
Transport - Structure and function of roots in transport

By the end of the lesson, the learner should be able to:
- 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 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 external structures make up the transport system in plants?

- 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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Internal structure of the root (transverse section)

By the end of the lesson, the learner should be able to:
- Describe the internal tissues of the root (piliferous layer, cortex, endodermis, pericycle, vascular tissues)
- Relate the structure of each tissue to its function
- Explain how the casparian strip in the endodermis acts like a filter to protect the plant from absorbing harmful substances

In groups, learners are guided to:
- Study the transverse section of monocotyledonous and dicotyledonous roots
- Identify and describe the piliferous layer, cortex, endodermis (casparian strip), pericycle and vascular tissues
- Discuss the function of each tissue in the root

How do the internal tissues of the root facilitate water and mineral salt absorption?

- Distinction Biology Learner's Book Grade 10 pg. 123
- Digital resources
- Charts/photomicrographs of root cross-sections

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Structure and function of stems in transport
Transport - Structure and function of leaves in 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

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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Describe the structure and adaptations of xylem vessels and tracheids
- Explain how xylem vessels are adapted to transport water and mineral salts
- Relate the lignin deposits in xylem walls to why woody stems are rigid and do not collapse easily
- 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 diagrams of xylem vessels and tracheids and discuss their structure
- Discuss the adaptations of xylem to its function (continuous tube, lignified walls, pits, dead cells)
- Search for information on the structure and adaptations of xylem vessels
- 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 are xylem vessels adapted to transport water in plants?
How does the arrangement of vascular tissues differ in roots of monocots and dicots?

- Distinction Biology Learner's Book Grade 10 pg. 129
- Digital resources
- Charts/diagrams of xylem vessels
- Distinction Biology Learner's Book Grade 10 pg. 131
- Charts/diagrams of phloem tissue
- Distinction Biology Learner's Book Grade 10 pg. 133
- Light microscope
- Fresh plant roots
- Iodine solution, scalpel, glass slides, cover slips

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

Anatomy and Physiology of Plants

Transport - Arrangement of vascular tissues in stems of monocots and dicots (Practical)

By the end of the lesson, the learner should be able to:
- Observe and draw cross-sections of monocotyledonous and dicotyledonous stems under a microscope
- Compare the arrangement of vascular tissues in stems of monocots and dicots
- Collect plant specimens responsibly without destroying other plants in the environment

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

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

- Distinction Biology Learner's Book Grade 10 pg. 135
- Light microscope
- Fresh plant stems
- Iodine solution, scalpel, glass slides, cover slips

- Observation - Practical assessment - Written assignments

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)

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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 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
- 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 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
- 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 are mineral salts absorbed by plant roots?
How does transpiration occur in plant leaves?

- 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

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

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)

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

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

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

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Transport - Environmental factors affecting the rate of transpiration (Wind practical and other factors)
Transport - Translocation of manufactured food in plants

By the end of the lesson, the learner should be able to:
- Carry out an experiment to demonstrate the effect of wind on transpiration
- Describe how humidity, atmospheric pressure and water availability affect transpiration
- Improvise a fan from locally available materials, demonstrating creativity and resourcefulness
- Define translocation and describe the process in plants
- Identify the materials transported during translocation (sucrose, amino acids, vitamins)
- Relate translocation to why fruits, roots and seeds store food, as seen in everyday crops like sugarcane and sweet potatoes

In groups, learners are guided to:
- Carry out an experiment using an improvised fan to demonstrate the effect of wind on transpiration
- Discuss how humidity, atmospheric pressure and water availability in the soil affect the rate of transpiration
- Compare water droplets on carrier bags of potted plants near and far from the fan
- Discuss the process of translocation of manufactured food from the leaves to other parts of the plant
- Watch animations on translocation and share with peers
- Identify the vascular tissues (phloem) involved in translocation

How do wind, humidity and water availability affect the rate of transpiration?
How is manufactured food transported from the leaves to other parts of the plant?

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

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

Anatomy and Physiology of Plants

Transport - Demonstrating translocation by bark ringing and significance of transport in plants

By the end of the lesson, the learner should be able to:
- Carry out a bark ringing (girdling) experiment to demonstrate translocation
- Explain the importance of transport in plants
- Carry out bark ringing responsibly without destroying the entire plant, showing care for the environment

In groups, learners are guided to:
- Carry out a bark ringing/girdling experiment on a young tree to demonstrate translocation
- Observe the swelling above the ring and wilting below and draw conclusions
- Discuss the importance of transport in plants (distribution of nutrients, removal of waste products)

What evidence confirms translocation of food in plants?

- Distinction Biology Learner's Book Grade 10 pg. 153
- Young tree/woody plant
- Knife, permanent marker pen
- Digital device for recording

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Meaning and significance of gaseous exchange in plants

By the end of the lesson, the learner should be able to:
- Define gaseous exchange in plants
- Explain the significance of gaseous exchange to plants and the environment
- Relate gaseous exchange to why indoor plants help improve air quality in homes and classrooms

In groups, learners are guided to:
- Search for information on the meaning of gaseous exchange and discuss with peers
- Identify the respiratory gases (oxygen and carbon (IV) oxide) and their movement during the day and at night
- Discuss the significance of gaseous exchange to plants (photosynthesis, respiration, transpiration) and the environment (balance of atmospheric gases, air purification)

Why is gaseous exchange important to plants and the environment?

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

- Oral questions - Observation - Written assignments

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- 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:
- 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 is the structure of stomata and how are they adapted for gaseous exchange?

- Distinction Biology Learner's Book Grade 10 pg. 155
- Fresh plant leaves
- Clear nail polish
- Light microscope, glass slides, cover slips
- Distinction Biology Learner's Book Grade 10 pg. 157
- Fresh leaf samples from different habitats
- Light microscope, nail polish
- Glass slides, cover slips

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Describe the structure and adaptations of lenticels for gaseous exchange
- Explain the mechanism of gaseous exchange through lenticels
- Relate lenticels to the small raised spots visible on the bark of woody plants like hibiscus or guava trees
- 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:
- Study photomicrographs of lenticels and discuss their structure (loosely packed cork cells, thin film of moisture)
- Discuss how lenticels carry out gaseous exchange continuously
- Explain the mechanism of gaseous exchange through lenticels (diffusion of oxygen in and carbon (IV) oxide out)
- 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 do lenticels facilitate gaseous exchange in woody stems?
How does photosynthesis influence the opening of stomata during the day?

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Starch-sugar inter-conversion theory
Gaseous Exchange and Respiration - Potassium ion theory of stomatal opening and closing

By the end of the lesson, the learner should be able to:
- Describe the mechanism of opening and closing of stomata using the starch-sugar inter-conversion theory
- Explain the role of pH in the conversion of starch to glucose and vice versa
- Connect how changes in carbon (IV) oxide levels during day and night trigger a chain reaction that opens or closes stomata

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

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

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - The process of respiration and aerobic respiration

By the end of the lesson, the learner should be able to:
- Define respiration and state the word equation for aerobic respiration
- Describe the stages of aerobic respiration (glycolysis and Kreb's cycle)
- Connect aerobic respiration to why living cells need a constant supply of oxygen to release energy for growth and repair

In groups, learners are guided to:
- Search for information on the process of respiration and discuss with peers
- Identify the cell organelle where respiration occurs (mitochondria)
- Discuss aerobic respiration including glycolysis (cytoplasm) and Kreb's cycle (matrix of mitochondria)

How do plants break down glucose to release energy?

- Distinction Biology Learner's Book Grade 10 pg. 169
- Digital resources
- Internet access

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Anaerobic respiration in plants

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

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

By the end of the lesson, the learner should be able to:
- Carry out experiments to distinguish between aerobic and anaerobic respiration
- Explain the role of calcium hydroxide solution and paraffin in the experiments
- Observe safety precautions when handling chemicals and dispose of waste materials appropriately after the experiment
- 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:
- Set up experiments using germinating bean seeds to demonstrate aerobic respiration (test tube A) and boiled bean seeds to demonstrate anaerobic respiration (test tube B)
- Observe the colour change of calcium hydroxide solution and record temperature readings
- Discuss the role of paraffin in blocking oxygen entry
- 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 can aerobic and anaerobic respiration be demonstrated experimentally?
How is anaerobic respiration applied in everyday industries and products?

- Distinction Biology Learner's Book Grade 10 pg. 172
- Germinating and boiled bean seeds
- Test tubes, delivery tubes, rubber stoppers
- Calcium hydroxide solution, paraffin, glucose solution
- Distinction Biology Learner's Book Grade 10 pg. 174
- Digital resources
- Charts showing applications of anaerobic respiration

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

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Economic importance of anaerobic respiration

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

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Biogas production project

By the end of the lesson, the learner should be able to:
- Demonstrate anaerobic respiration through a biogas production project
- Describe the procedure and observations in biogas production
- Relate biogas production to waste management and renewable energy solutions in rural Kenyan communities

In groups, learners are guided to:
- Set up a simple biogas digester using organic waste and water in a sealed container
- Observe balloon inflation over 5-7 days as biogas is produced
- Test the collected gas by bringing it near a flame and observing the blue flame

How can anaerobic respiration be harnessed for biogas production?

- Distinction Biology Learner's Book Grade 10 pg. 175
- Large plastic bottle/container
- Organic waste, water
- Rubber tubing, balloon, tape

- Project assessment - Observation - Written report

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Significance of gaseous exchange and respiration to plants and the environment

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

- Portfolio assessment - Oral questions - Observation

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Assessment and review on gaseous exchange and respiration

By the end of the lesson, the learner should be able to:
- Answer assessment questions on gaseous exchange sites, stomatal mechanisms, types of respiration and economic importance of anaerobic respiration
- Distinguish between gaseous exchange and respiration in plants
- Connect the concepts learned to real-life applications such as food preservation, energy production and environmental conservation

In groups, learners are guided to:
- Answer assessment exercise questions on gaseous exchange and respiration
- Distinguish between gaseous exchange and respiration
- Identify and explain adaptations of gaseous exchange structures (stomata, lenticels, pneumatophores, aerenchyma)
- Describe mechanisms of opening and closing of stomata using the three theories

How are gaseous exchange and respiration essential to the survival of plants?

- Distinction Biology Learner's Book Grade 10 pg. 178
- Digital resources
- Past assessment questions

- Written tests - 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
- Describe the piercing and sucking mode of feeding in mosquitoes and tsetse flies
- Relate the structure of the mouthparts of a mosquito and tsetse fly to their mode of feeding
- Connect the study of piercing and sucking mouthparts to real-life issues such as disease transmission by mosquitoes and tsetse flies

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
- Study photographs and illustrations of mouthparts of a mosquito and tsetse fly
- Use digital devices to watch video animations on piercing and sucking mouthparts
- Discuss how the maxillae of mosquitoes pierce the skin and how the salivary glands prevent blood clotting
- Compare the mouthparts of a mosquito and tsetse fly

What structures make up the mouthparts of a locust or grasshopper?
How do the mouthparts of a mosquito enable it to pierce skin and suck blood?

- 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
- Digital resources
- Internet access
- Photographs of mosquito and tsetse fly mouthparts

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

Anatomy and Physiology of Animals

Mouthparts of insects - Siphoning mouthparts
Mouthparts of insects - Comparing mouthparts and modes of feeding

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

- Oral questions - Written assignments - Class presentations

Anatomy and Physiology of Animals

Beaks of birds - Structure of beaks of birds
Beaks of birds - Filter feeders, fish eaters and wood chippers

By the end of the lesson, the learner should be able to:
- Identify different types of beaks in birds
- Describe the structure of beaks in seed eaters, flesh eaters and nectar feeders
- Relate bird beak diversity to everyday observations such as sparrows feeding on grains and eagles hunting prey

In groups, learners are guided to:
- Observe images, animations and charts of beaks of birds with different modes of feeding
- Use digital devices to search for information on the structure of beaks of seed eaters, flesh eaters and nectar feeders
- Discuss how the beaks of sparrows, eagles and sunbirds are adapted to their mode of feeding
- Draw and label beaks of different birds

How does the shape of a bird's beak determine what it feeds on?

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

- Oral questions - Labelled drawings - Observation

Anatomy and Physiology of Animals

Beaks of birds - Fruit eaters, multipurpose feeders and insect eaters

By the end of the lesson, the learner should be able to:
- Describe the structure of beaks in fruit eaters, multipurpose feeders and insect eaters
- Relate the structure of beaks of parrots and crows to their mode of feeding
- Connect multipurpose feeding in crows to real-life observations of birds scavenging in market areas and homesteads

In groups, learners are guided to:
- Study photographs and illustrations of beaks of parrots and crows
- Discuss how the strong curved beak of a parrot is adapted for feeding on fruits
- Explain multipurpose feeding in crows and how their thick sturdy beak is adapted for varied feeding
- Tabulate the relationship between beaks of birds and their modes of feeding

How does the beak of a crow enable it to feed on different types of food?

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

- Written assignments - Oral questions - Peer assessment

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

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
- 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:
- 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
- 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

What types of birds are found in the school environment and how do their beaks relate to their feeding habits?
Why do birds have differently shaped and sized 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 reports - Observation - Oral presentations
- Written assignments - Oral questions - Peer assessment

Anatomy and Physiology of Animals

Importance of diversity in feeding modes of insects and birds

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

- Oral questions - Written assignments - Class discussions