Grade 10 Biology Term 2 Scheme of Work

Biology • Grade 10

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Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
2 1 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) relate structures of the plant transport system to their functions in plants;
b) identify roots, stems, leaves roles;
c) appreciate structural adaptation.		 The learners will be guided to:
i) discuss structures of external plant parts;
ii> relate to function;
iii> observe real plants (Core competency: Critical Thinking; PCI: Safety and Security).		 How are materials transported in plants? Plant specimens, hand lens Observation report assessed using a critical thinking and safety checklist —
2 2 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) illustrate the arrangement of vascular tissues in monocotyledonous and dicotyledonous plants;
b) draw cross-sections of roots and stems;
c) appreciate structural differences.		 The learners will be guided to:
i) use microscope/hand lens to observe cross-sections;
ii> draw and label;
iii> compare monocots and dicots (Core competency: Safety and Security; PCI: Safety and Security).		 How do vascular tissues differ in monocots and dicots? Microscopes, slides Labeled drawing assessed using a safety and security rubric —
2 3 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) illustrate the arrangement of vascular tissues in monocotyledonous and dicotyledonous plants;
b) identify xylem and phloem;
c) appreciate tissue specialization.		 The learners will be guided to:
i> compare vascular bundles in monocots/dicots;
ii> create Venn diagram;
iii> present findings (Core competency: Communication; PCI: Unity).		 What is the function of xylem and phloem? Diagrams, charts Venn diagram assessed using a communication and unity rubric —
2 4 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) demonstrate the uptake of water and mineral salts from the roots to the leaves;
b) perform dye experiment;
c) appreciate transpiration pull.		 The learners will be guided to:
i> carry out dye/ink experiment;
ii> observe water uptake;
iii> discuss mechanisms (Core competency: Imagination and Creativity; PCI: Environmental Conservation).		 How does water move from roots to leaves? Transparent bags, dye, plants Experiment report assessed using a creativity and conservation rubric —
2 5 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) demonstrate the uptake of water and mineral salts from the roots to the leaves;
b) observe exudation and guttation;
c) appreciate root pressure.		 The learners will be guided to:
i> observe exudation/guttation;
ii> record findings;
iii> discuss root pressure (Core competency: Responsibility; PCI: Environmental Conservation).		 What is guttation, and why does it occur? Plant samples, magnifiers Observation log assessed using a responsibility and conservation rubric —

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