Grade 10 Biology Term 3 Scheme of Work
Biology • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 7 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 7 | 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) carry out a project on construction of models to demonstrate gaseous exchange; b> build model; c> appreciate hands-on learning. |
The learners will be guided to: i> build model from local materials; ii> test functionality; iii> document in portfolio (Core competency: Responsibility; PCI: Waste Management). |
Does our model accurately show diffusion? | Recycled materials, portfolio | Model functionality assessed using a responsibility and waste management rubric | — |
| 7 | 2 | Anatomy and Physiology of Animals | 3.2 Transport | By the end of the lesson, the learner should be able to: a) create a heart health campaign; b> focus on exercise and diet; c> appreciate preventive care. |
The learners will be guided to: i> research heart health; ii> create campaign materials; iii> present to school (Core competency: Environmental citizenship; PCI: Life skills). |
How can we keep our hearts healthy? | Campaign materials | Campaign assessed using an environmental citizenship and life skills rubric | — |
| 7 | 3 | Anatomy and Physiology of Animals | 3.2 Transport | By the end of the lesson, the learner should be able to: a) reflect on dissection experience; b> write ethical reflection; c> appreciate scientific responsibility. |
The learners will be guided to: i> review dissection portfolio; ii> write reflection; iii> share insights (Core competency: Integrity; PCI: Animal welfare). |
What did I learn from dissecting an animal? | Portfolios, journals | Reflection journal assessed using an integrity and animal welfare rubric | — |
| 7 | 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) reflect on respiration project; b> evaluate model accuracy; c> appreciate scientific modeling. |
The learners will be guided to: i> review model portfolio; ii> assess strengths/weaknesses; iii> set improvement goals (Core competency: Self-management; PCI: Waste Management). |
How can I improve my gaseous exchange model? | Portfolios, models | Reflection assessed using a self-management and waste management rubric | — |
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