Grade 10 Biology Term 1 Scheme of Work
Biology • Grade 10
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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 | Cell Biology and Biodiversity | 1.1 Introduction to Biology | By the end of the lesson, the learner should be able to: a) reflect on career interests in Biology; b) write a personal career plan; c) appreciate self-awareness. |
The learners will be guided to: i) reflect on interests and abilities; ii) draft a 5-year Biology career plan; iii) share in pairs (Core competency: Self-efficacy; PCI: Safety and Security). |
What Biology career suits me? | Worksheets, examples | Career plan assessed using a self-efficacy and safety rubric | — |
| 7 | 2 | Cell Biology and Biodiversity | 1.2 Specimen Collection and Preservation | By the end of the lesson, the learner should be able to: a) evaluate ethical specimen collection; b) discuss conservation principles; c) appreciate biodiversity protection. |
The learners will be guided to: i) evaluate project ethics; ii) discuss "take only what you need"; iii) create conservation pledge (Core competency: Environmental citizenship; PCI: Environmental conservation). |
How can we protect biodiversity while studying it? | Ethics checklist, pledge cards | Pledge and discussion assessed using an environmental citizenship rubric | — |
| 7 | 3 | Cell Biology and Biodiversity | 1.3 Cell Structure and Specialisation | By the end of the lesson, the learner should be able to: a) compare plant and animal cell organelles; b) create Venn diagram; c) appreciate cellular unity and diversity. |
The learners will be guided to: i) compare organelles in groups; ii) create Venn diagram; iii) present findings (Core competency: Critical thinking; PCI: Respect). |
What organelles are unique to plant cells? | Diagrams, charts | Venn diagram assessed using a critical thinking and respect rubric | — |
| 7 | 4 | Cell Biology and Biodiversity | 1.3 Cell Structure and Specialisation | By the end of the lesson, the learner should be able to: a) model specialised cells (root hair, nerve); b) link structure to function; c) appreciate adaptation art. |
The learners will be guided to: i) model specialised cells using clay; ii) label adaptations; iii) display in class (Core competency: Creativity; PCI: Waste Management). |
How does structure support function in cells? | Clay, craft materials | Cell model assessed using a creativity and waste management rubric | — |
| 7 | 5 | Cell Biology and Biodiversity | 1.4 Chemicals of Life | By the end of the lesson, the learner should be able to: a) design a balanced meal using local foods; b) justify with nutrient tests; c) appreciate nutrition science. |
The learners will be guided to: i) design meal plan; ii) reference test results; iii) present to class (Core competency: Life Skills; PCI: Financial Literacy). |
How can I eat healthy on a budget? | Food lists, test data | Meal plan assessed using a life skills and financial literacy rubric | — |
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