CBE · Senior School
Grade 10 Biology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Biology scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- Biology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CELL BIOLOGY AND BIODIVERSITY
Introduction to Biology · Introduction to Biology - Fields of study and Careers related to Biology · Specimen Collection and Preservation · Specimen Collection and Preservation - Specimens collecting, processing and preserving · Specimen Collection and Preservation - Project on collecting, processing and preserving biological specimens · Cell Structure and Specialization · Cell Structure and Specialization - Estimation of cell size during microscopy · Cell Structure and Specialization - Differences between the light and electron microscope · Cell Structure and Specialization - Cell structure as observed under the electron microscope · Cell Structure and Specialization - Differences between plant and animal cells · Cell Structure and Specialization - Specialized cells in plants and animals (adaptations to their functions) · Cell Structure and Specialization - Cell organization (organelles, cells, tissues, organs and organ systems) · Chemicals of Life · Chemicals of Life - Enzymes (meaning, factors affecting enzymes activity) · Chemicals of Life - Functions of water and mineral salts
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: explain the application of Biology in everyday life. | The learner is guided to: search for information on the meaning and application of Biology in everyday life and share with peers. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology - Fields of study and Careers related to Biology | By the end of the lesson, the learner should be able to: relate fields of study in Biology to career opportunities. | The learner is guided to: collaboratively search for information from print and non-print media on fields of study in Biology (include Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology, Entomology) and relate them to career opportunities. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: Illustrate the careers related to fields of study in Biology. | The learner is guided to: discuss the factors that influences career choices (include interest, ability). Reinforce on those that should not (gender, culture, disability, environment and stereotypes). | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: appreciate the importance of Biology in everyday life. | The learner is guided to: use locally available material to design a career wheel to relate fields of study in Biology to careers and make presentations. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: explain the application of Biology in everyday life. | The learner is guided to: use flash cards, fishing games or other available materials to present information on fields and careers related to Biology. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: relate fields of study in Biology to career opportunities. | The learner is guided to: where possible interact with resource persons whose careers are related to Biology. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: Illustrate the careers related to fields of study in Biology. | The learner is guided to: search for information on the meaning and application of Biology in everyday life and share with peers. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: appreciate the importance of Biology in everyday life. | The learner is guided to: collaboratively search for information from print and non-print media on fields of study in Biology (include Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology, Entomology) and relate them to career opportunities. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: explain the application of Biology in everyday life. | The learner is guided to: discuss the factors that influences career choices (include interest, ability). Reinforce on those that should not (gender, culture, disability, environment and stereotypes). | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: relate fields of study in Biology to career opportunities. | The learner is guided to: use locally available material to design a career wheel to relate fields of study in Biology to careers and make presentations. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: Illustrate the careers related to fields of study in Biology. | The learner is guided to: use flash cards, fishing games or other available materials to present information on fields and careers related to Biology. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: appreciate the importance of Biology in everyday life. | The learner is guided to: where possible interact with resource persons whose careers are related to Biology. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: explain the application of Biology in everyday life. | The learner is guided to: search for information on the meaning and application of Biology in everyday life and share with peers. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CELL BIOLOGY AND BIODIVERSITY | Introduction to Biology | By the end of the lesson, the learner should be able to: relate fields of study in Biology to career opportunities. | The learner is guided to: collaboratively search for information from print and non-print media on fields of study in Biology (include Botany, Zoology, Taxonomy, Anatomy, Physiology, Ecology, Biochemistry, Biotechnology, Genetics, Parasitology, Microbiology, Entomology) and relate them to career opportunities. | Why is it important to study Biology? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: identify apparatus and materials used for collecting, processing and preserving specimens. | The learner is guided to: in groups search for information on apparatus and materials for collecting specimens, (such as pooter/aspirator, pitfall trap, soapy water, pair of forceps, sweep net/aerial net, light traps, Tullgren funnel, envelopes for butterflies, labels, pencils or permanent ink pens, tracing paper, hand lens, knife/ pair of secateurs, collecting bags labels, hand gloves, digger). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation - Specimens collecting, processing and preserving | By the end of the lesson, the learner should be able to: collect, process and preserve specimens for biological studies using improvised and conventional apparatus. | The learner is guided to: improvise apparatus from locally available materials and use them for collecting, processing and preserving specimens. | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation - Project on collecting, processing and preserving biological specimens | By the end of the lesson, the learner should be able to: appreciate the importance of collecting, processing and preserving specimens in Biology. | The learner is guided to: make a herbarium to preserve specimens (pressing, drying, mounting, labeling to include common/local name and locality, storage and protection). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: identify apparatus and materials used for collecting, processing and preserving specimens. | The learner is guided to: collect small animals using appropriate apparatus (such as pooter/aspirator, pitfall trap, forceps, sweep net/aerial net, light traps, Tullgren funnel, bait trap). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: collect, process and preserve specimens for biological studies using improvised and conventional apparatus. | The learner is guided to: search for information on preservatives used in preservation of specimens and discuss with peers. | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: appreciate the importance of collecting, processing and preserving specimens in Biology. | The learner is guided to: process and preserve animal specimens (sorting, mounting on soft boards, ethanol/wet preservation, labeling). Project Carry out a project on collecting, processing and preserving biological specimens (include discussion on financial literacy components such as planning, budgeting, specimen collection, recording). Learner keeps a portfolio to document progress of the project and make presentations. | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: identify apparatus and materials used for collecting, processing and preserving specimens. | The learner is guided to: in groups search for information on apparatus and materials for collecting specimens, (such as pooter/aspirator, pitfall trap, soapy water, pair of forceps, sweep net/aerial net, light traps, Tullgren funnel, envelopes for butterflies, labels, pencils or permanent ink pens, tracing paper, hand lens, knife/ pair of secateurs, collecting bags labels, hand gloves, digger). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: collect, process and preserve specimens for biological studies using improvised and conventional apparatus. | The learner is guided to: improvise apparatus from locally available materials and use them for collecting, processing and preserving specimens. | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: appreciate the importance of collecting, processing and preserving specimens in Biology. | The learner is guided to: make a herbarium to preserve specimens (pressing, drying, mounting, labeling to include common/local name and locality, storage and protection). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: identify apparatus and materials used for collecting, processing and preserving specimens. | The learner is guided to: collect small animals using appropriate apparatus (such as pooter/aspirator, pitfall trap, forceps, sweep net/aerial net, light traps, Tullgren funnel, bait trap). | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CELL BIOLOGY AND BIODIVERSITY | Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: collect, process and preserve specimens for biological studies using improvised and conventional apparatus. | The learner is guided to: search for information on preservatives used in preservation of specimens and discuss with peers. | How are specimens collected and preserved? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CELL BIOLOGY AND BIODIVERSITY
Chemicals of Life · Chemicals of Life - Enzymes (meaning, factors affecting enzymes activity) · Chemicals of Life - Functions of water and mineral salts
ANATOMY AND PHYSIOLOGY OF PLANTS
Nutrition · Nutrition - Structure of chloroplast · Nutrition - Process of photosynthesis · Transport · Transport - Vascular tissues in monocots and dicots · Transport - Uptake of water and mineral salt · Transport - Transpiration · Transport - Mechanism of translocation in plants · Gaseous Exchange and Respiration · Gaseous Exchange and Respiration - Mechanism of opening and closing of the stomata · Gaseous Exchange and Respiration - Types of respiration (Aerobic and anaerobic) · Gaseous Exchange and Respiration - Applications of anaerobic respiration · Gaseous Exchange and Respiration - Mouth parts of insects (Adaptations to feeding modes) · Gaseous Exchange and Respiration - Beaks of birds (Adaptations to feeding and their functions
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CELL BIOLOGY AND BIODIVERSITY | Chemicals of Life | By the end of the lesson, the learner should be able to: describe the composition, properties and functions of the chemicals of life in organisms. | The learner is guided to: Learner is guide to:; search for information on the composition, properties and functions of the chemical components in cells, and discuss with peers (carbohydrates, proteins, lipids, enzymes, vitamins, water and mineral salts) and share. Exclude chemical structure for all; omit composition for enzymes, vitamins and mineral salts. | How are chemicals important in cells?; How is the presence of chemicals of life determined? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CELL BIOLOGY AND BIODIVERSITY | Chemicals of Life - Enzymes (meaning, factors affecting enzymes activity) | By the end of the lesson, the learner should be able to: investigate the presence of carbohydrates, lipids, proteins and vitamin C in food substances. | The learner is guided to: carry out experiments to test for the presence of carbohydrates, lipids, proteins and vitamin C in food substances (include locally available food substances). | How are chemicals important in cells?; How is the presence of chemicals of life determined? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CELL BIOLOGY AND BIODIVERSITY | Chemicals of Life - Functions of water and mineral salts | By the end of the lesson, the learner should be able to: investigate the presence of enzymes in living tissues; determine factors affecting enzymatic reactions in cells. | The learner is guided to: carry out experiments to investigate the presence of catalase enzymes in living tissues. | How are chemicals important in cells?; How is the presence of chemicals of life determined? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CELL BIOLOGY AND BIODIVERSITY | Chemicals of Life | By the end of the lesson, the learner should be able to: appreciate the importance of chemical components in cells. | The learner is guided to: carry out experiments to determine factors affecting enzymatic activities and discuss with peers (pH, temperature, substrate and enzyme concentration); examine packaging labels of common food products, appreciate the quality, quantity, and safety of the chemical components indicated (preservatives, colourings and expiry). | How are chemicals important in cells?; How is the presence of chemicals of life determined? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: describe types of nutrition in plants. | The learner is guided to: search for information on different types of nutrition in plants and share with peers. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition - Structure of chloroplast | By the end of the lesson, the learner should be able to: relate the structure of the chloroplast to its function in plant cells. | The learner is guided to: discuss the structure of chloroplast in relation to its function. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition - Process of photosynthesis | By the end of the lesson, the learner should be able to: illustrate the light and dark stages of photosynthesis in plants. | The learner is guided to: watch animations/video clips on the process of photosynthesis and discuss. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: appreciate the significance of photosynthesis in nature. | The learner is guided to: in groups use illustrations to show reactions during the light and dark stages of photosynthesis (flow charts, animations, equations). | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: describe types of nutrition in plants. | The learner is guided to: search for information on different types of nutrition in plants and share with peers. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: relate the structure of the chloroplast to its function in plant cells. | The learner is guided to: discuss the structure of chloroplast in relation to its function. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: illustrate the light and dark stages of photosynthesis in plants. | The learner is guided to: watch animations/video clips on the process of photosynthesis and discuss. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: appreciate the significance of photosynthesis in nature. | The learner is guided to: in groups use illustrations to show reactions during the light and dark stages of photosynthesis (flow charts, animations, equations). | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: describe types of nutrition in plants. | The learner is guided to: search for information on different types of nutrition in plants and share with peers. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: relate the structure of the chloroplast to its function in plant cells. | The learner is guided to: discuss the structure of chloroplast in relation to its function. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: illustrate the light and dark stages of photosynthesis in plants. | The learner is guided to: watch animations/video clips on the process of photosynthesis and discuss. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: appreciate the significance of photosynthesis in nature. | The learner is guided to: in groups use illustrations to show reactions during the light and dark stages of photosynthesis (flow charts, animations, equations). | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: describe types of nutrition in plants. | The learner is guided to: search for information on different types of nutrition in plants and share with peers. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Nutrition | By the end of the lesson, the learner should be able to: relate the structure of the chloroplast to its function in plant cells. | The learner is guided to: discuss the structure of chloroplast in relation to its function. | How do plants obtain food? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport | By the end of the lesson, the learner should be able to: relate structures of the plant transport system to their functions in plants. | The learner is guided to: discuss the structures of external parts of a plant in relation to functions (roots, stems and leaves). | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport - Vascular tissues in monocots and dicots | By the end of the lesson, the learner should be able to: illustrate the arrangement of vascular tissues in monocotyledonous and dicotyledonous plants. | The learner is guided to: use a microscope/hand lens to observe and draw cross-sections of monocotyledonous and dicotyledonous roots and stems; identify the similarities and differences. | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport - Uptake of water and mineral salt | By the end of the lesson, the learner should be able to: demonstrate the uptake of water and mineral salts from the roots to the leaves. | The learner is guided to: search for information on mechanisms of water and mineral salt uptake in plants and discuss with peers (include: root pressure, capillarity, transpiration pull). | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport - Transpiration | By the end of the lesson, the learner should be able to: demonstrate factors that affect the rate of transpiration in plants. | The learner is guided to: carry out experiments to demonstrate uptake of water in plants using locally available materials (such as transparent bags, dye/ink experiment) and report findings to peers (where possible, observe exudation, guttation, and root pressure). | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport - Mechanism of translocation in plants | By the end of the lesson, the learner should be able to: describe the translocation of manufactured food in plants. | The learner is guided to: use digital devices to search for animations on uptake of water and mineral salts and translocation of manufactured food from the leaves; share with peers. | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport | By the end of the lesson, the learner should be able to: appreciate the significance of transport in plants. | The learner is guided to: search for information from available resources on structural and environmental factors that affect the rate of transpiration and share with peers. | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Transport | By the end of the lesson, the learner should be able to: relate structures of the plant transport system to their functions in plants. | The learner is guided to: carry out experiments to demonstrate factors that affect the rate of transpiration (use locally available materials like improvised fan, transparent polythene bags, light/heat bulbs). | How are materials transported in plants? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 Biology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ANATOMY AND PHYSIOLOGY OF PLANTS
Gaseous Exchange and Respiration · Gaseous Exchange and Respiration - Mechanism of opening and closing of the stomata · Gaseous Exchange and Respiration - Types of respiration (Aerobic and anaerobic) · Gaseous Exchange and Respiration - Applications of anaerobic respiration · Gaseous Exchange and Respiration - Mouth parts of insects (Adaptations to feeding modes) · Gaseous Exchange and Respiration - Beaks of birds (Adaptations to feeding and their functions
ANATOMY AND PHYSIOLOGY OF ANIMALS
Transport · Transport - Transport systems in insects, fish, amphibians, reptiles and mammals · Transport - Types of circulatory systems in animals · Transport - Pumping mechanism of the mammalian heart · Transport - Human lymphatic and immune systems · Transport - Blood clotting mechanism in humans. · Transport - ABO and Rhesus factor blood grouping systems in humans · Gaseous Exchange and Respiration · Gaseous Exchange and Respiration - Aerobic and anaerobic respiration · Gaseous Exchange and Respiration - Oxygen debt · Gaseous Exchange and Respiration - Factors affecting energy requirement · Gaseous Exchange and Respiration - Respiratory substrates and determination of the respiratory quotient · Gaseous Exchange and Respiration - Investigating factors affecting the rate of respiration · Gaseous Exchange and Respiration - Project · Gaseous Exchange and Respiration - Construction of models to demonstrate the process of gaseous exchange
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: relate the structure of gaseous exchange sites in plants to their function. | The learner is guided to: Learner is guide to:. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration - Mechanism of opening and closing of the stomata | By the end of the lesson, the learner should be able to: describe the mechanism of opening and closing of stomata in plants. | The learner is guided to: search for information on the meaning of gaseous exchange and its significance to plants and the environment; discuss with peers. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration - Types of respiration (Aerobic and anaerobic) | By the end of the lesson, the learner should be able to: investigate aerobic and anaerobic respiration in living organisms. | The learner is guided to: collect fresh leaves, stems and roots of plants or use photomicrographs to observe sites of gaseous exchange (cuticle, lenticel, stomata, and pneumatophores); share with peers. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration - Applications of anaerobic respiration | By the end of the lesson, the learner should be able to: explain the economic importance of anaerobic respiration in nature. | The learner is guided to: discuss the adaptations of gaseous exchange sites in plants to their to function (include aquatic and terrestrial environment). | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration - Mouth parts of insects (Adaptations to feeding modes) | By the end of the lesson, the learner should be able to: appreciate the significance of gaseous exchange and respiration to plants and the environment. Specific learning outcomes By the end of the sub strand learner should be able to:. | The learner is guided to: search for information on mechanism of opening and closing of the stomata; discuss with peers (include photosynthetic theory, starch - sugar interconversion theory and potassium ions theory). | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration - Beaks of birds (Adaptations to feeding and their functions | By the end of the lesson, the learner should be able to: relate the structure of mouthparts of insects to their functions. | The learner is guided to: where possible, use digital devices to search for animations showing the mechanism of opening and closing of stomata and discuss with peer. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: illustrate mouthparts in different insects. | The learner is guided to: carry out experiments to compare the number, size and distribution of stomata on surfaces of leaves from different habitats; search for information on the process of respiration and share with peers. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: relate the structure of beaks of birds to their functions. | The learner is guided to: carry out experiments to distinguish aerobic and anaerobic respiration. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: appreciate diversity in feeding modes of insects and birds. | The learner is guided to: discuss the economic importance of anaerobic respiration and share with peers. Project: Carry out a project on fermentation using locally available materials (biogas production, porridge, silage, liquid manure or baking). Learner is guided to:. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: relate the structure of gaseous exchange sites in plants to their function. | The learner is guided to: collect fresh specimens of locust/grasshopper/cockroach. Observe the mouthparts using a hand lens or dissecting microscope, discuss with peers and draw. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ANATOMY AND PHYSIOLOGY OF PLANTS | 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 in plants. | The learner is guided to: search for information on mouthparts of locust/ grasshopper/ cockroach (biting and chewing), mosquito (piercing and sucking), butterfly/moth (siphoning), tsetse fly (cutting) and share with peers. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: investigate aerobic and anaerobic respiration in living organisms. | The learner is guided to: watch animations/videos; study illustrations and photographs/photomicrographs of mouthparts of different insects and discuss how the mouthparts are related to the mode of feeding. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: explain the economic importance of anaerobic respiration in nature. | The learner is guided to: in groups observe images/animations/charts of beaks of birds showing different modes of feeding (include grains/seeds, nectar, fish, flesh, filter feeders, multipurpose, wood chippers, insect eaters, fruit eaters). Discuss how the beaks are adapted to the mode of feeding. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ANATOMY AND PHYSIOLOGY OF PLANTS | Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: appreciate the significance of gaseous exchange and respiration to plants and the environment. Specific learning outcomes By the end of the sub strand learner should be able to:. | The learner is guided to: undertake a nature walk to observe different birds and their feeding habits. Write a short report on the observed birds. | Why is gaseous exchange important to plants?; How is respiration useful to plants? How do insects and birds feed? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport | By the end of the lesson, the learner should be able to: explain the importance of transport in animals. | The learner is guided to: search and discuss information on the meaning and importance of transport systems in animals. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - Transport systems in insects, fish, amphibians, reptiles and mammals | By the end of the lesson, the learner should be able to: illustrate structure of the transport systems in insects, fish, amphibians, reptiles and mammals. | The learner is guided to: search and discuss information on the structures of transport in insects, fish and amphibians, reptiles and mammals. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - Types of circulatory systems in animals | By the end of the lesson, the learner should be able to: describe the pumping mechanism of the mammalian heart. | The learner is guided to: search for information from available sources and resources on different transport systems in animals (open and closed, single and double circulatory systems), iIllustrate the systems and share. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - Pumping mechanism of the mammalian heart | By the end of the lesson, the learner should be able to: describe the human lymphatic and immune systems, and blood clotting mechanism. | The learner is guided to: study illustrations/ photographs and where possible watch animations illustrating transport systems in fish, insects, amphibians, reptiles and mammals. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - Human lymphatic and immune systems | By the end of the lesson, the learner should be able to: explain the ABO and rhesus factor blood grouping systems in humans. | The learner is guided to: make drawings illustrating the transport system in fish, insects and amphibians and peer-assess each other’s work. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - Blood clotting mechanism in humans. | By the end of the lesson, the learner should be able to: appreciate the diversity of transport systems in animals. | The learner is guided to: watch animations illustrating the human lymphatic system and the pumping mechanism of a mammalian heart. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport - ABO and Rhesus factor blood grouping systems in humans | By the end of the lesson, the learner should be able to: explain the importance of transport in animals. | The learner is guided to: dissect a small mammal to observe and draw parts of the transport system. .watch animations illustrating the mechanism of blood clotting. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport | By the end of the lesson, the learner should be able to: illustrate structure of the transport systems in insects, fish, amphibians, reptiles and mammals. | The learner is guided to: prepare charts illustrating blood donor-recipient compatibility. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport | By the end of the lesson, the learner should be able to: describe the pumping mechanism of the mammalian heart. | The learner is guided to: visit a health facility and discuss the ABO and rhesus blood grouping with a resource person. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport | By the end of the lesson, the learner should be able to: describe the human lymphatic and immune systems, and blood clotting mechanism. | The learner is guided to: search and discuss information on the meaning and importance of transport systems in animals. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ANATOMY AND PHYSIOLOGY OF ANIMALS | Transport | By the end of the lesson, the learner should be able to: explain the ABO and rhesus factor blood grouping systems in humans. | The learner is guided to: search and discuss information on the structures of transport in insects, fish and amphibians, reptiles and mammals. | Why is transport important in animals?; How do transport systems in animals differ? | Laboratory apparatus, specimens, charts, models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
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