Grade 10 Biology Term 3 Scheme of Work
Biology • Grade 10
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📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Anatomy and Physiology of Animals | 3.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) explain the general characteristics of respiratory surfaces in animals; b> list features (moist, thin, vascularized); c> appreciate functional design. |
The learners will be guided to: i> search and discuss characteristics; ii> create checklist; iii> apply to examples (Core competency: Responsibility; PCI: Social awareness skills). |
What makes a good respiratory surface? | Checklist, diagrams | Checklist application assessed using a responsibility and social awareness rubric | — |
| 3 | 2 | Anatomy and Physiology of Animals | 3.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) describe the structure and adaptations of respiratory structures in insects; b> identify tracheae, spiracles; c> appreciate tracheal system. |
The learners will be guided to: i> collect locusts/grasshoppers; ii> observe spiracles; iii> draw and label (Core competency: Responsibility; PCI: Animal welfare). |
How do insects breathe without lungs? | Insect specimens, hand lens | Labeled drawing assessed using a responsibility and animal welfare rubric | — |
| 3 | 3 | Anatomy and Physiology of Animals | 3.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) describe the structure and adaptations of respiratory structures in fish; b> identify gill filaments, lamellae; c> appreciate countercurrent flow. |
The learners will be guided to: i> use specimens/videos of fish gills; ii> draw and label; iii> discuss countercurrent (Core competency: Animal welfare; PCI: Animal welfare). |
Why are fish gills efficient? | Specimens, videos | Labeled drawing assessed using an animal welfare rubric | — |
| 3 | 4 | Anatomy and Physiology of Animals | 3.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) describe the structure and adaptations of respiratory structures in amphibians; b> identify skin, buccal cavity, lungs; c> appreciate multi-surface exchange. |
The learners will be guided to: i> study amphibian respiration; ii> discuss skin breathing; iii> relate to habitat (Core competency: Respect; PCI: Animal welfare). |
How do frogs breathe in water and on land? | Diagrams, videos | Explanation assessed using a respect and animal welfare rubric | — |
| 3 | 5 | Anatomy and Physiology of Animals | 3.3 Gaseous Exchange and Respiration | By the end of the lesson, the learner should be able to: a) describe the structure and adaptations of respiratory structures in birds and mammals; b> identify lungs, alveoli; c> appreciate surface area. |
The learners will be guided to: i> compare bird and mammal lungs; ii> discuss air sacs; iii> relate to flight (Core competency: Responsibility; PCI: Animal welfare). |
Why do birds need efficient lungs? | Diagrams, models | Comparison assessed using a responsibility and animal welfare rubric | — |
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