Grade 10 Biology Term 2 Scheme of Work

Biology • Grade 10

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KES 100.00 — Full Scheme of Work

📘 Preview: Week 11 (Random Sample)

Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
11 1 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) review insect and bird nutrition;
b> complete adaptation matching;
c> appreciate functional design.		 The learners will be guided to:
i> match mouthparts/beaks to function;
ii> justify choices;
iii> discuss (Core competency: Communication; PCI: Unity).		 How does structure match function in feeding? Matching cards Matching task assessed using a communication and unity rubric —
11 2 Anatomy and Physiology of Plants 2.1 Nutrition By the end of the lesson, the learner should be able to:
a) integrate photosynthesis with real-world issues;
b> solve case studies;
c> appreciate applied biology.		 The learners will be guided to:
i> solve case studies (e.g., crop yield);
ii> propose solutions;
iii> present (Core competency: Problem solving; PCI: Environmental Conservation).		 How can photosynthesis knowledge improve farming? Case studies, data Case study solution assessed using a problem solving and conservation rubric —
11 3 Anatomy and Physiology of Plants 2.2 Transport By the end of the lesson, the learner should be able to:
a) integrate transport with drought resistance;
b> research xerophytes;
c> appreciate adaptation science.		 The learners will be guided to:
i> research xerophyte adaptations;
ii> create poster;
iii> present (Core competency: Environmental Conservation; PCI: Environmental Conservation).		 How do desert plants conserve water? Internet, poster materials Poster assessed using an environmental conservation rubric —
11 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) integrate respiration with food security;
b> discuss fermentation storage;
c> appreciate post-harvest technology.		 The learners will be guided to:
i> discuss silage for animal feed;
ii> link to food security;
iii> reflect (Core competency: Financial Literacy; PCI: Financial Literacy).		 How does respiration knowledge reduce food waste? Case studies, discussion Discussion assessed using a financial literacy rubric —
11 5 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) integrate nutrition with biodiversity conservation;
b> discuss pollinator mouthparts;
c> appreciate ecosystem services.		 The learners will be guided to:
i> research pollinator adaptations;
ii> create conservation plan;
iii> present (Core competency: Environmental Conservation; PCI: Environmental Conservation).		 How do insect mouthparts support pollination? Research materials, plans Conservation plan assessed using an environmental conservation rubric —

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