Grade 10 Biology Term 2 Scheme of Work
Biology • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 13 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 13 | 1 | Anatomy and Physiology of Animals | 3.1 Nutrition | By the end of the lesson, the learner should be able to: a) integrate animal and plant nutrition; b> compare autotrophic and heterotrophic; c> appreciate nutritional strategies. |
The learners will be guided to: i> compare plant and animal nutrition; ii> create Venn diagram; iii> present (Core competency: Critical thinking; PCI: Environmental Conservation). |
How do plant and animal nutrition differ? | Diagrams, charts | Venn diagram assessed using a critical thinking and conservation rubric | — |
| 13 | 2 | Anatomy and Physiology of Plants | 2.1 Nutrition | By the end of the lesson, the learner should be able to: a) reflect on photosynthesis portfolio; b> set improvement goals; c> appreciate growth mindset. |
The learners will be guided to: i> review portfolio; ii> write reflection; iii> share (Core competency: Self-management; PCI: Responsibility). |
How have I grown in understanding photosynthesis? | Portfolios, journals | Reflection journal assessed using a self-management and responsibility rubric | — |
| 13 | 3 | Anatomy and Physiology of Plants | 2.2 Transport | By the end of the lesson, the learner should be able to: a) reflect on transport project; b> evaluate girdling ethics; c> appreciate scientific responsibility. |
The learners will be guided to: i> review transport portfolio; ii> write ethics reflection; iii> discuss (Core competency: Integrity; PCI: Environmental Conservation). |
What did I learn from the girdling experiment? | Portfolios, ethics sheets | Reflection assessed using an integrity and conservation rubric | — |
| 13 | 4 | Anatomy and Physiology of Plants | 2.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) reflect on fermentation project; b> evaluate financial literacy; c> appreciate entrepreneurship. |
The learners will be guided to: i> review fermentation portfolio; ii> calculate profit/loss; iii> set business goals (Core competency: Financial Literacy; PCI: Financial Literacy). |
Was my fermentation project financially viable? | Portfolios, calculators | Financial reflection assessed using a financial literacy rubric | — |
| 13 | 5 | Anatomy and Physiology of Animals | 3.1 Nutrition | By the end of the lesson, the learner should be able to: a) reflect on field observations; b> connect to conservation; c> appreciate citizen science. |
The learners will be guided to: i> review bird observation logs; ii> propose conservation actions; iii> share (Core competency: Environmental citizenship; PCI: Environmental Conservation). |
How can my observations help bird conservation? | Logs, action plans | Action plan assessed using an environmental citizenship rubric | — |
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