Grade 10 Biology Term 2 Scheme of Work

Biology • Grade 10

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📘 Preview: Week 6 (Random Sample)

Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
6 1 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) illustrate mouthparts in different insects;
b) create comparative chart;
c> appreciate diversity.		 The learners will be guided to:
i> watch animations of insect mouthparts;
ii> study illustrations;
iii> create chart (Core competency: Digital literacy; PCI: Safety and security).		 How are mosquito mouthparts adapted for sucking blood? Animations, diagrams Chart assessed using a digital literacy and safety rubric —
6 2 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) relate the structure of beaks of birds to their functions;
b) match beak types to diet;
c> appreciate adaptive radiation.		 The learners will be guided to:
i> observe images of bird beaks;
ii> discuss feeding habits;
iii> match to diet (Core competency: Responsibility; PCI: Safety and security).		 How is a hawk's beak adapted for tearing flesh? Bird images, charts Matching task assessed using a responsibility and safety rubric —
6 3 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) relate the structure of beaks of birds to their functions;
b) undertake nature walk;
c> appreciate field observation.		 The learners will be guided to:
i> undertake nature walk;
ii> observe birds and feeding;
iii> write report (Core competency: Environmental conservation; PCI: Safety and security).		 What birds did you observe feeding? Notebooks, PPE Field report assessed using an environmental conservation and safety rubric —
6 4 Anatomy and Physiology of Animals 3.1 Nutrition By the end of the lesson, the learner should be able to:
a) appreciate diversity in feeding modes of insects and birds;
b) create feeding adaptation poster;
c> appreciate evolutionary design.		 The learners will be guided to:
i> create poster on feeding adaptations;
ii> include insects and birds;
iii> present to class (Core competency: Social justice; PCI: Environmental conservation).		 How does feeding diversity reflect evolution? Poster materials Poster assessed using a social justice and conservation rubric —
6 5 Anatomy and Physiology of Plants 2.1 Nutrition By the end of the lesson, the learner should be able to:
a) debate the impact of deforestation on photosynthesis;
b) use scientific evidence;
c> appreciate environmental advocacy.		 The learners will be guided to:
i> prepare debate on deforestation;
ii> use photosynthesis knowledge;
iii> propose solutions (Core competency: Ethical reasoning; PCI: Environmental Conservation).		 How does cutting trees affect oxygen production? Debate cards, data Debate assessed using an ethical reasoning and conservation rubric —

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