Grade 10 Biology Term 3 Scheme of Work

Biology • Grade 10

← Back
KES 100.00 — Full Scheme of Work
Buy Now

📘 Preview: Week 2 (Random Sample)

Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
2 1 Anatomy and Physiology of Animals 3.2 Transport By the end of the lesson, the learner should be able to:
a) describe the pumping mechanism of the mammalian heart;
b) explain systole and diastole;
c) appreciate rhythmic contraction.		 The learners will be guided to:
i> watch animations of heart pumping;
ii> discuss mechanism;
iii> model with balloons (Core competency: Self-efficacy; PCI: Animal welfare).		 How does the heart pump blood? Animations, balloons Model and explanation assessed using a self-efficacy and animal welfare rubric —
2 2 Anatomy and Physiology of Animals 3.2 Transport By the end of the lesson, the learner should be able to:
a) describe the human lymphatic and immune systems;
b> identify lymph nodes, vessels;
c> appreciate defense function.		 The learners will be guided to:
i> watch animations of lymphatic system;
ii> discuss immunity;
iii> relate to disease (Core competency: Critical thinking; PCI: Life skills).		 How does the lymphatic system protect us? Animations, diagrams Explanation assessed using a critical thinking and life skills rubric —
2 3 Anatomy and Physiology of Animals 3.2 Transport By the end of the lesson, the learner should be able to:
a) describe the blood clotting mechanism in humans;
b> explain platelet role;
c> appreciate hemostasis.		 The learners will be guided to:
i> watch animations of clotting;
ii> discuss steps;
iii> relate to first aid (Core competency: Safety and Security; PCI: Life skills).		 How does blood clotting prevent excessive bleeding? Animations, diagrams Explanation assessed using a safety and life skills rubric —
2 4 Anatomy and Physiology of Animals 3.2 Transport By the end of the lesson, the learner should be able to:
a) explain the ABO and rhesus factor blood grouping systems in humans;
b> identify blood types;
c> appreciate transfusion safety.		 The learners will be guided to:
i> prepare charts of blood compatibility;
ii> discuss donor-recipient rules;
iii> visit health facility (Core competency: Critical thinking; PCI: Life skills).		 Why is blood typing important before transfusion? Charts, resource person Compatibility chart assessed using a critical thinking and life skills rubric —
2 5 Anatomy and Physiology of Animals 3.2 Transport By the end of the lesson, the learner should be able to:
a) appreciate the diversity of transport systems in animals;
b> create comparative poster;
c> appreciate evolutionary adaptation.		 The learners will be guided to:
i> create poster comparing transport systems;
ii> include insects to mammals;
iii> present to class (Core competency: Love; PCI: Animal welfare).		 How do transport systems reflect evolution? Poster materials Poster assessed using a love and animal welfare rubric —

This preview is for evaluation only and cannot be printed or downloaded.