PROVINCE OF THE

EASTERN CAPE
EDUCATION

DIRECTORATE:
FET CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 3
LIFE SCIENCES
GRADE 10
 FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are
requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered
that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be
appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject
Statement; LPG 2008; SAG 2008 and Provincial CASS Policy / Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together
as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and
Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new
teaching strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been
made to standardise lesson plan templates and thus the new template might not resemble the templates used in
each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This
change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum
Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement
and /or substitute some of the activities given here (depending on the school environment, number and type of learners
in your class, the resources available to your learners, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to
improve Teaching, Learning and Assessment.
 SUBJECT: LIFE SCIENCES GRADE: 10 LESSON PLAN 1 TERM 3 TIME: 20hrs

Focus Learning Outcome/s: LO2 AS 1, 2 & 3

Integrated Life Sciences LOs and ASs: LO1# AS1, AS2, AS3, LO2# AS1,AS2,AS3 and LO3# AS1, AS2, AS3
Possible integration with other subjects Physical Sciences, English, Agricultural Sciences
Knowledge Area Life at the Molecular, Cellular and Tissues Level
Prior Knowledge Cell Structure and Function
Topic Cells. The Basic Unit of Life
Links to next lesson Energy Transformation sustain Life
LEARNING OUTCOME 1: LEARNING OUTCOME 2: LEARNING OUTCOME 3:

Scientific Inquiry & Problem solving Skills. Constructs & Application of Life Sciences Life Sciences and its relationships to Technology,
Knowledge. Society and the Environment.
AS1: Learner identifies and questions phenomena and plans an AS1: Learner accesses knowledge AS1: Learner explores & evaluates scientific ideas of past and present
investigation cultures
AS2: Learner conducts an investigation by collecting and manipulating data AS2: Learner interprets and makes meaning of AS2: Learner compares & evaluates uses and developments of resources
knowledge and their products & their impact on the environment & society.
AS3: Learners analyses, synthesizes, evaluates data and communicates AS3: Learner shows understanding of how Life Sciences AS3: Learner compares the influence of different beliefs, attitudes and
findings knowledge is applied in everyday life values on scientific knowledge
TEACHING ACTIVITIES LEARNERS ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED
Activity 1: Transport/ movement across membranes:
LO1# AS1, AS2 LO2# AS 1, AS 2

Ask learners about their understanding of the processes

diffusion, osmosis and active transport. Consolidates Respond to questions and come up with Test tubes, Formal
discussions. explanation of terms. chemicals, liquids, assessment:
worksheet, Memorandum
Demonstrates and explains how the processes of Practical Investigation: workbook,
diffusion, osmosis and active transport take place by stopwatch, etc.
means of experimentation e.g. Learner groups measure the rate of diffusion
of potassium permanganate crystals in two
• Diffusion: Teacher hands out worksheets with different solutions (water and a sugar
instructions. solution), or may measure the rate various
• He can also splash ether/ or spray DOOM on the chemicals take to dissolve in different types of
 blackboard to illustrate the speed of gaseous liquids. Individual reporting of experiment.
diffusion to the learners.

TEACHING ACTIVITIES LEARNERS ACTIVITIES RESOURCES ASSESSMENT DATE

COMPLETED
• Osmosis: Teachers demonstrates the setup of the Learners observe and make notes.
apparatus and the investigation procedure.
Practical investigation: Learners investigate Retort stand &
Teacher explains the following terminology i.e. non- the direction of water movement between two clamps, cotton/
permeable, differentially permeable (semi) and fully different solutions separated by means of a string, water, sugar, Formal
permeability, solutions, concentrations differentially permeable membrane (e.g. egg egg membrane, assessment:
membrane, potato, dialysis tubing or a frog rubber bands, Memorandum
Teacher instructs the learners to do the practical skin). Individual reporting of experiment spatula/ teaspoon,
investigation as on the worksheet 2 beakers, thistle
funnel & spatula
• Active Transport: Teacher explains active Learners observe and make notes. Workbooks Informal
transport highlighting important terminology i.e. assessment :
concentration gradient and energy dependency
by means of examples. Question &
Learners tabulate the properties of the Answer (Q & A)
Teachers instructs the learners to construct a table different processes i.e. diffusion, osmosis and
illustrating the properties of the different processes active transport Informal
above Assessment:
Test
Activity 2: Cell division – mitosis: LO 1# AS2 & AS3,
LO2# AS1, AS2, LO3# AS1, AS3
Learners observe and make summary notes Textbook drawings, Informal
Use suitable resources to explain the cell cycle. transparencies, Assessment:
models, posters or
Teacher explains the importance of mitosis, the process, wall charts. Q&A
as well as the structure of a chromosome.
Teacher instruct the learners to do the following: • Practical investigation: Learners observe Microscope, onion Informal
the tip of an onion and make drawings of root & slides Assessment:
• A practical investigation the various division stages using a
• Construction of models with playing dough/ clay microscope (if available) or/ Playing dough, Memorandum of
• Learners construct models of the various clay, textbooks drawing/ rubric &
division stages from illustrations using feedback
 colour playing dough/ clay.

Teacher advises the learners to gather additional info Learners summarize the importance of mitosis Workbooks Self / Peer
about this important life process. on all life processes in a paragraph in their assessment
workbooks.
TEACHING ACTIVITIES LEARNERS ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED

Teachers give summary on all types of known cancers Learners make summary notes. Workbooks Informal
found e.g. leukemia, breast, lung & prostrate Assessment:
Q&A
Instructs that each learner group do research on ONE The learners gather information through Traditional healers, Peer assessment
cancer found in the local or provincial communities. interviews and reading. They focus on the doctors, nurses, old
(Groups investigate different cancers) causes, prevalence and treatment of the and new treatment
investigated cancer in their presentation their technologies,
peers internet, workbooks
Facilitates the class discussion on the beliefs & The learners discuss and highlighting the The above Peer assessment
attitudes of the community concerning the cancers, views of traditional healers and modern research findings
based on the research findings and consolidates the biotechnology i.e. radiotherapy &
findings. chemotherapy were possible.
Activity 3: Plant and Animal Tissues: LO1# AS1,
AS2, AS3, LO2# AS1, AS2, AS3, LO3# AS1, AS2, AS3
Informal:
Teacher defines the concept of a tissue.
Learners make summary notes. Workbooks Q&A
Explains the different types of plant tissues and focuses The learners tabulate the various tissues i.e. Workbooks, Informal:
on structure and function(s) using drawings tissue group, tissue type, structural drawing textbooks, posters,
and function(s). wall charts Class Test
Explains the different types of animal tissues and The learners tabulate the various tissues i.e. Workbooks, Informal:
focuses on structure and function(s) using drawings tissue group, tissue type, structural drawing textbooks
and function(s) Class Test
The teacher facilitates these activities, helping learners Actualization of content: Microscopes, Informal:
with the identification. slides, textbooks,
• Utilizing a microscope and various slides transparencies, Memorandum
the learner consolidates the new content internet drawings, Peer
or/ worksheet, bio-
• The learner identifies different tissue viewer with stripes,
types as illustrated on a worksheet/ video micrographs,
transparency or/ workbooks.
• Identify and examine some plant and
animal tissues using bio-strips with bio-
viewer, micrographs
• or watching a video.

TEACHING ACTIVITIES LEARNERS ACTIVITIES RESOURCES ASSESSMENT DATE

COMPLETED
Teacher instructs the learners to do an investigation on The learner investigates and collects Textbooks, internet, Informal:
biotechnology utilizing ONE of the plant or animal information on ONE field of biotechnology, biotechnology
tissues e.g. cloning, stem-cell research. relating to plant and animal tissues and companies, Peer using
summarizes his/her findings on a poster. The brochures & Rubric
learner should focus on the ethics and pamphlets,
legislation aspects of this research. newspaper articles,
University staff and
departmental
officials, traditional
healers
Teacher can also invite a knowledgeable speaker to Learners take notes and ask questions As above Informal:
give learners information on possible career
opportunities in biotechnology. Q&A
Teacher can also invite a traditional healer to give Learners take notes and ask questions As above Informal:
learners information on the use of traditional medicines
by referring to indigenous plants. Q&A

Activity 4: Organs: LO1# AS1, LO2# AS2, AS3

Learners take notes and ask questions Workbook, Leaves Informal:
The Teacher defines an organ and a system using a leaf
Q&A

He also emphasizes the principles of a correct biological The learner makes a cross-section drawing of Workbook, Memorandum of
drawing. a dicotyledonous leaf to illustrate the various textbook a drawing and
tissues present in an organ (leaf). peer assessment
The teacher facilitates this activity and ensures that the The Learners using drawings from prepared Textbook, poster, Informal
learners correctly identify the tissue and its function microscope slides/ micrograph, poster or reference books,
textbook illustration to explain the tissue micrographs, Q&A
structures in terms of its function in the organ microscope and
(leaf) i.e. photosynthesis, gaseous exchange slides
and transport to his peers.
Teacher facilitates the links of the plant tissues, Learners use mind map/ flowchart to illustrate Transparency with Informal:
appropriate cell organelles, movement across the various movements on a worksheet arrows or/
membranes and movement of molecules into, through worksheet with Controlled Test
and out of the leaf by using a transparensy. illustration

Homework:

The learners are tasked to make a daily glossary of new biological terms used throughout this lesson

Enrichment/Expanded Opportunities: Additional informative articles

Teacher Reflections:
 SUBJECT: LIFE SCIENCES GRADE: 10 LESSON PLAN 2 TERM 3 TIME: 16hrs

Focus Learning Outcome/s: LO2 AS 1, 2 & 3

Integrated Life Sciences LOs and ASs: LO1# AS1, AS2, AS3, LO2# AS1, AS2, AS3, LO3# AS1, AS2, AS3
Possible integration with other subjects Agricultural Sciences, Mathematics, English
Knowledge Area Life Processes in Plants and Animals
Prior Knowledge Cells: The Basic unit of Life
Topic Energy Transformation to sustain Life
Links to next lesson Energy Transformation to sustain Life (continue)

LEARNING OUTCOME 1: LEARNING OUTCOME 2: LEARNING OUTCOME 3:

Scientific Inquiry & problem Solving Skills. Constructs & Application of Life Sciences Life Sciences and its relationships to Technology, Society
Knowledge. and the Environment.
AS1: Learner identifies and questions phenomena and plans an AS1: Learner accesses knowledge AS1: Learner explores & evaluates scientific ideas of past and present
investigation cultures
AS2: Learner conducts an investigation by collecting and manipulating data AS2: Learner interprets and makes meaning of AS2: Learner compares & evaluates uses and developments of resources
knowledge and their products & their impact on the environment & society.
AS3: Learners analyses, synthesizes, evaluates data and communicates AS3: Learner shows understanding of how Life Sciences AS3: Learner compares the influence of different beliefs, attitudes and
findings knowledge is applied in everyday life values on scientific knowledge
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED
Activity 1: Photosynthesis: LO1# AS2, AS3, LO2#
AS1, AS2, AS3, LO3# AS2, AS3
Learners take down equation and write Workbook, Informal :
descriptive notes textbooks
Q &A
Teacher defines and gives a description of the process
in words and equation. He refers to the intake of raw
materials, trapping and storing of energy, formation of
food in the chloroplasts and its storage.
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED
Teacher hands out worksheets with instructions on the Practical investigations: Worksheets, Formal:
two practical investigations: leaves, iodine,
• Learner groups investigate the beaker, Petri-dish, Rubric
• The production of starch during photosynthesis production of starch during aluminum foil, test
• Light is an essential for the process of photosynthesis (doing the iodine test). tube etc.
or/ memorandum
photosynthesis. • Learner groups investigate the role of
light in the process of photosynthesis by
isolating sections on the leave with
aluminum foil.

Learners hand in a scientific write-up of the

experiments
Teacher hands out worksheets and demonstrates the • Learners observe and complete the Apparatus, Informal
following three factors to the learners by means of worksheets. worksheets,
experimentation. • Learners hand in a scientific write-up of workbooks
the experiments
• Carbon dioxide is necessary for photosynthesis
• Chlorophyll is necessary for photosynthesis
• Photosynthesis gives off oxygen
Teacher explains the concept rate of photosynthesis. Looking at the graphs on the transparency Graphs, Informal :
Utilizing a transparency and hand-outs he facilitates the and on the handouts the learners discuss transparencies,
discussion. and summarize handouts, Class Test

• the effects of variable amount of light, Workbooks

• carbon dioxide, and
• temperature on the rate of
photosynthesis.

The teacher hands out a table of raw data temperature The learners plot a graph and calculate the Graph paper Informal
and instructs the learners to draw a graph and calculate rate of photosynthesis Assessment:
the rate of photosynthesis Rubric

The teacher provides a text extract/ newspaper articles The learners read and debate the role of Newspaper Informal:
for the learners to read. carbon dioxide enrichment, optimum light clippings or extract
exposure and temperatures in greenhouses. Q&A
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED
The teacher explains the concept of deforestation, Learners listen and take notes. Reference books, Informal:
listing the benefits and consequences of this agricultural textbooks, internet
practice. The learner summarizes the consequences articles Q&A
of large scale removal of vegetation in a
essay Rubric

Activity 2: Animal Nutrition: LO1# AS1, AS2 LO2#

AS2, AS3, LO3# AS2, AS3
Learners interpret dietary information on the Cereal Packing, Informal
Teacher introduces the concept of Balanced diet by packing and design a balanced diet plan to textbook Assessment:
comparing food intake vs. energy growth and health present to their peers. Peers, Rubric,
requirements. Q&A
(select a few
He tasks the learners to investigate different dietary individuals)
information on three different cereal packing and design
a balanced diet.
Teacher introduce the topics and facilitates the group Learner groups discuss how age, sex and Above findings Informal
discussion activities can change its demands on a Assessment:
balanced diet. Peers, Rubric,
Q&A
(select a few
individuals.)
Teacher introduces the concept of malnutrition with Learners listen and take notes. The learners Newspaper Informal :
examples. read and do a data analysis of magnitude of clippings,
people suffering from malnutrition. reference books, Class Test
He hands out newspaper clippings/ text extracts for extracts, video,
learners to read. Watch the video. internet articles

Teacher shows a video/ news extract (if available).

Teacher tasks the learners to do a summary on the. They discuss and tabulate their summary in reference books, Informal:
their workbooks the reasons for and the textbooks,
effects of nutritional disorders (malnutrition) newspaper Rubric
with respect to: extracts, internet
articles
• unbalanced diets (e.g. kwashiorkor)
 • starvation (marasmus & anorexia)
• coronary heart disease,
• Diabetes & Obesity

TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT DATE

COMPLETED
Teacher distributes relevant articles and identifies The learners read the Case study and briefly Newspaper Informal
individuals beforehand to briefly share with the rest of discuss the different diets e.g. Cultural, clippings, Assessment on
the class the information on different diets. religious, personal and health choices of diet, reference books, group participation
e.g. lacto-vegetarian, vegetarian, halaal and extracts, video,
He summarizes the complexity and differences of kosher. internet articles,
human preferences work books
Learners listen and take notes.
Activity 3: Processes of Nutrition: LO2# AS1, AS2

Teacher introduces and highlights the significance of the The learner groups discuss and summarize Teacher, Informal:
following processes: Ingestion, Digestion, Absorption, each processes involved during nutrition in workbooks
Assimilation and Egestion. their workbooks Q & A.
Teacher introduces and defines the following nutritional Learners listen and take notes Workbooks, Informal:
lifestyles with examples: Producers (Autotrophs) and Textbooks
Consumers (Hetrotrophs), Herbivores, Carnivores Learners revisit the characteristics of an Q & A.
and Omnivores. ecological pyramid.

After a group discussion identify the logical

place where each of the nutritional lifestyles
could be found.
Activity 4: Human nutrition: LO2# AS1, AS2, AS3

Teacher tasks the learners to complete the worksheet Identify the macrostructures of the human Textbooks, Transparency of
using their textbooks and other reference materials digestive system with its alimentary canal reference books, digestive system
and the associated organs as illustrated on worksheet, OHP with correct labels
the worksheet. or labeled drawing

The functions of the different parts/ organs

contributing towards nutrition must also be
defined.
Teacher tasks and assesses the learners in the The learners construct a table with the Textbooks, Memorandum of
completion of the table. headings: Ingestion, Digestion, Absorption, table
 Assimilation and Egestion. reference books

They use this table to compare the various

nutritional lifestyles, different anatomical
structures and energy relationships.
TEACHER ACTIVITIES LEARNER ACTIVITIES RESOURCES ASSESSMENT DATE
COMPLETED
Teacher compiles a controlled test to assess the Write controlled test in their workbooks. Formal
knowledge of the learners on work done in term 3. Assessment:
Controlled Test

100 Marks 1hour

Homework: The learners are tasked to make a daily glossary of new biological terms used throughout this lesson

Enrichment/Expanded Opportunities: Additional informative articles

Teacher Reflections: