Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of carbohydrates (Monosaccharides)
Chemicals of Life - Composition, properties and functions of carbohydrates (Disaccharides and polysaccharides)
Chemicals of Life - Investigating the presence of carbohydrates in food substances
Chemicals of Life - Composition, properties and functions of proteins

By the end of the lesson, the learner should be able to:
- Describe the composition, properties and functions of monosaccharides as a class of carbohydrates
- Identify examples of monosaccharides including glucose, fructose and galactose
- Connect knowledge of monosaccharides to real life examples such as why ripe fruits taste sweet and why glucose is used as a quick source of energy in hospitals

In groups, learners are guided to:
- Search for information on the composition and general formula of carbohydrates
- Discuss the composition, properties and examples of monosaccharides
- Carry out activities to observe properties of monosaccharides including sweet taste, solubility in water and crystallisation

How are carbohydrates important in cells?

- Distinction Biology Learner's Book Grade 10 pg. 68
- Glucose, ripe fruits, distilled water
- Beakers, stirring rod
- Distinction Biology Learner's Book Grade 10 pg. 72
- Sugarcane juice
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 76
- Iodine solution, Benedict's solution, dilute HCl, NaOH
- Test tubes, hot water bath, food samples
- Distinction Biology Learner's Book Grade 10 pg. 81
- Egg white, sodium hydroxide, copper (II) sulphate
- Test tubes, measuring cylinder

- Oral questions - Observation - Written assignments

Cell Biology and Biodiversity

Chemicals of Life - Composition, properties and functions of lipids
Chemicals of Life - Composition, properties and functions of vitamins
Chemicals of Life - Enzymes: Meaning and properties of enzymes
Chemicals of Life - Investigating the presence of catalase enzymes in living tissues
Chemicals of Life - Factors affecting enzyme activity: Temperature and pH
Chemicals of Life - Factors affecting enzyme activity: Substrate and enzyme concentration

By the end of the lesson, the learner should be able to:
- Describe the composition, properties and functions of lipids
- Investigate the presence of lipids in food substances using the emulsion test and grease spot test
- Relate knowledge of lipids to real life examples such as why cooking oil is used for frying food, why whales have thick fat layers for insulation and why oily foods leave grease marks on paper

In groups, learners are guided to:
- Discuss the composition of lipids including fatty acids and glycerol joined by ester bonds
- Discuss properties and functions of lipids in living organisms
- Carry out emulsion test and grease spot test to investigate the presence of lipids in food substances

How is the presence of lipids in food determined?

- Distinction Biology Learner's Book Grade 10 pg. 85
- Cooking oil, ethanol, distilled water, filter paper
- Test tubes, measuring cylinder
- Distinction Biology Learner's Book Grade 10 pg. 91
- DCPIP solution, lemon juice, test tubes
- Measuring cylinder, dropper
- Distinction Biology Learner's Book Grade 10 pg. 94
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 96
- Fresh and boiled potato or liver, hydrogen peroxide
- Test tubes, wooden splint, scalpel
- Distinction Biology Learner's Book Grade 10 pg. 98
- Amylase, starch solution, iodine solution, pepsin
- Water baths, HCl, NaOH, test tubes, thermometer
- Distinction Biology Learner's Book Grade 10 pg. 102
- Hydrogen peroxide at different concentrations, potato or liver
- Pepsin, egg white, HCl, test tubes, water bath

- Oral questions - Observation - Practical assessment

Cell Biology and Biodiversity
Anatomy and Physiology of Plants
Anatomy and Physiology of Plants
Anatomy and Physiology of Plants
Anatomy and Physiology of Plants
Anatomy and Physiology of Plants
Anatomy and Physiology of Plants

Chemicals of Life - Functions of water and mineral salts
Chemicals of Life - Importance of chemical components in cells
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 functions of water in living organisms
- Describe the sources and functions of mineral salts in living organisms
- Relate functions of water and mineral salts to real life examples such as why drinking water is essential for body temperature regulation, why iron-rich foods prevent anaemia and why calcium is important for strong bones and teeth

In groups, learners are guided to:
- Use print and non-print media to search for information on the functions of water in living organisms
- Discuss the functions of water including medium for chemical reactions, transport, temperature regulation, excretion and solvent
- Discuss sources and functions of mineral salts including calcium, iron, iodine, phosphorus and sodium

Why are water and mineral salts important in living organisms?

- Distinction Biology Learner's Book Grade 10 pg. 104
- Charts showing sources of mineral salts
- Digital resources
- Distinction Biology Learner's Book Grade 10 pg. 106
- Packaging labels of common food products
- 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
- 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

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
Nutrition - Significance of photosynthesis in nature
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:
- 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
- Distinction Biology Learner's Book Grade 10 pg. 118
- Charts on importance of photosynthesis
- Distinction Biology Learner's Book Grade 10 pg. 117
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 119
- Past assessment questions

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - External structures of the plant transport system
Transport - Structure and function of roots in transport
Transport - Internal structure of the root (transverse section)
Transport - Structure and function of stems in transport
Transport - Structure and function of leaves in transport
Transport - Structure, functions and adaptations of xylem vessels
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)
Transport - Movement of water up the plant (transpiration pull, cohesion, adhesion, capillarity, root pressure)
Transport - Absorption of mineral salts and demonstrating water uptake (Practical)
Transport - The process of transpiration

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

What external structures make up the transport system in plants?
How does water move from the soil into the root of a plant?

- Distinction Biology Learner's Book Grade 10 pg. 120
- Digital resources
- Fresh plant specimens
- Distinction Biology Learner's Book Grade 10 pg. 121
- Charts of root structure
- Distinction Biology Learner's Book Grade 10 pg. 123
- Charts/photomicrographs of root cross-sections
- Distinction Biology Learner's Book Grade 10 pg. 125
- 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
- Distinction Biology Learner's Book Grade 10 pg. 137
- Digital resources
- Charts showing water absorption in plants
- Distinction Biology Learner's Book Grade 10 pg. 139
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 141
- Fresh young plants
- Food colouring/ink
- Glass beaker, scalpel, distilled water
- Distinction Biology Learner's Book Grade 10 pg. 143
- Charts of leaf internal structure

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

Anatomy and Physiology of Plants

Transport - Structural factors affecting the rate of transpiration
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)
Transport - Translocation of manufactured food in plants

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
- 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
- Distinction Biology Learner's Book Grade 10 pg. 151

- Oral questions - Written assignments - Observation

Anatomy and Physiology of Plants

Transport - Demonstrating translocation by bark ringing and significance of transport in plants
Gaseous Exchange and Respiration - Meaning and significance of gaseous exchange in plants
Gaseous Exchange and Respiration - Stomata as a site for gaseous exchange (Practical)
Gaseous Exchange and Respiration - Distribution of stomata in different plant habitats
Gaseous Exchange and Respiration - Lenticels as gaseous exchange sites in stems
Gaseous Exchange and Respiration - Pneumatophores as gaseous exchange sites in roots
Gaseous Exchange and Respiration - Photosynthetic theory of stomatal opening and closing
Gaseous Exchange and Respiration - Starch-sugar inter-conversion theory

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

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

What evidence confirms translocation of food in plants?

- Distinction Biology Learner's Book Grade 10 pg. 153
- Young tree/woody plant
- Knife, permanent marker pen
- Digital device for recording
- Distinction Biology Learner's Book Grade 10 pg. 151
- Digital resources
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 155
- Fresh plant leaves
- Clear nail polish
- Light microscope, glass slides, cover slips
- 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
- Distinction Biology Learner's Book Grade 10 pg. 165
- Charts showing open and closed stomata
- Distinction Biology Learner's Book Grade 10 pg. 167

- Practical assessment - Observation - Written assignments

Anatomy and Physiology of Plants

Gaseous Exchange and Respiration - Potassium ion theory of stomatal opening and closing
Gaseous Exchange and Respiration - The process of respiration and aerobic respiration
Gaseous Exchange and Respiration - Anaerobic respiration in plants
Gaseous Exchange and Respiration - Investigating aerobic and anaerobic respiration (Practical)
Gaseous Exchange and Respiration - Economic importance of anaerobic respiration
Gaseous Exchange and Respiration - Biogas production project
Gaseous Exchange and Respiration - Significance of gaseous exchange and respiration to plants and the environment
Gaseous Exchange and Respiration - Assessment and review on gaseous exchange and respiration

By the end of the lesson, the learner should be able to:
- Describe the mechanism of opening and closing of stomata using the potassium ion theory
- Compare the three theories of stomatal opening and closing
- Explain how understanding stomatal mechanisms helps farmers manage irrigation and crop water needs more effectively

In groups, learners are guided to:
- Discuss the potassium ion theory explaining the mechanism of opening and closing of stomata
- Watch animations showing the mechanism of opening and closing of stomata and discuss with peers
- Compare the photosynthetic theory, starch-sugar inter-conversion theory and potassium ion theory

How do potassium ions influence the opening and closing of stomata?

- Distinction Biology Learner's Book Grade 10 pg. 168
- Digital resources
- Internet access
- Charts comparing the three theories
- Distinction Biology Learner's Book Grade 10 pg. 169
- Internet access
- Distinction Biology Learner's Book Grade 10 pg. 171
- 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
- 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
- Distinction Biology Learner's Book Grade 10 pg. 177
- Portfolio materials
- Distinction Biology Learner's Book Grade 10 pg. 178
- Past assessment questions

- Oral questions - Written assignments - Observation