Grade 10 Life Science Lesson Plans - Gauteng Department Of .
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife Sciences34WEEKLESSON SUMMARY FOR: DATE STARTED:TOPIC(Lesson 1)Biodiversity and classificationDATE COMPLETED:TIME: 75 MINContent: p. 35 (CAPS). Biodiversity and EndemismLESSON OBJECTIVESThe learners must be able to: Define explain key terms e.g. Biodiversity, endemism, indigenous, exotic Recognise the extent of biodiversity and endemism in Southern Africa Interpret data on biodiversity and endemismTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDTeacher direct instruction1.Discussionto answer questions.1.Introduction Ask learners to name living organisms that they know. Use the list provided by learners and adds on so examples from each of2.Individual work: learnersread case study onthe five kingdoms are included (animals, plants, fungi, bacteria andSucculent Karoo andprotists). Individual work: learnersanswer questions.Use this list as the starting point when defining biodiversity.3.Learners to comparedata and answerquestions from activity.4.Page 1Text books: Focus on Life5 minScience 10 (NCS); OxfordSuccessful Life Sciences10; Understanding LifeSciences 10. Shuters LifeSciences.Pair work: learnersdiscuss the questionsand write down notes onideas that they have. Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson Plans2.Main Body (Lesson presentation)5.Define the terms biodiversity, endemism, indigenous and exotic.Describe biodiversity and endemism in South Africa.(Focus on Life Sciences Grade 10 activity 4 pp. 56-57). Allow time for learners toread case study and answer questions (Focus textbook). Walk around and assistlearners. Have learners provide their answers to facilitate marking.Instruct learners to complete activity on comparing diversity and endemism inSouth Africa (see attached worksheet).Alternative activity in textbook (Oxford Successful Life Sciences p. 165).Homework: List theimportance ofbiodiversity:Ecologically (reducescarbon in atmosphere,natural processes suchas decomposition, etc.)Economically (resourcefor food and medicationespecially for the poor,ecotourism- Link withstrand 3 EnvironmentalStudies)Worksheet: Biodiversityand endemism in South30 minAfrica.10 n could alsobe used.List and describe the threats tobiodiversity:3. ConclusionRecap lesson.DeforestationGroup learners into pairsPoachingAsk learners to discuss the following questions:1.How do you think scientists measure biodiversity?2.How do you think scientists differentiate between species?UrbanisationThese questions will act as the starting point for the next lesson on classification andthe answers will form the introduction of the next lesson.Alien species30 minPollutionBrief description of eachAssessment: Worksheet could bemarked.Page 2 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansName of Teacher:HOD:Sign:Sign:Date:Date:Page 3 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife Sciences34WEEKTOPIC(Lesson 2)LESSON SUMMARY FOR: DATE STARTED:Biodiversity and classificationDATE COMPLETED:TIME : 75MINContent: p. 35 (CAPS). Classification of everyday objectsLESSON OBJECTIVESThe learners must be able to: Classify everyday objects Recognise that similarities and differences are the basis of classification Construct a tree diagram to show classificationTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDTeacher direct instructionHands on practical group-workDiscussion1.Introduction Mark and recap previous day’s lesson. Consider answers of learners to questions posed at the end of lesson 1.1.Individual work:learners to answerquestions and markwork.Question 1 Scientists can measure biodiversity by counting the number of5 minText books: Focus on LifeScience 10 (NCS); OxfordSuccessful Life Sciences10; Understanding Lifespecies/ecosystems/different genes.Sciences 10. Shuters LifeQuestion 2 Animals that are the same will be in one species and those that areSciences.different will form another species. Discuss the everyday meaning of the words classify and class.Page 1 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansClass: A set or category of things having some property or attribute in commonand differentiated from others by kind, type, or quality.Classify: Arrange (a group of people or things) in classes according to sharedqualities.2.10 min2.Learners pay attentionand ask questions.Main Body (Lesson presentation)Describe an example of classification in everyday life.Draw the following tree diagram on the board/OHP.People in schoolMathsScienceLanguagesGrade 12Grade 11Grade 10Grade 9Grade f3.Group work: learners tofollow instructions andgroup objects.4.L.OConstruct a treediagram based onStress to learners that those people that are similar, are grouped together and whereclassification ofthey differ, they will be classified differently. The above tree diagram could be furtherobjects.divided, for example, learners in each grade could be divided into male and femaleor by subject choice.Report back to classEveryday objects e.g.Similar items are packed next to one another (e.g. coffee, creamer and tea,explaining howscrews, nails, paper clipscompared to where soaps and toothpaste etc. are packed).classification was donealso of different sizes.Another example of classification in everyday life can be seen in the shopping malls.Page 25. Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansDifferent types of20PRACTICAL TASKstationary could also beMaterials and Resources:used e.g. pens, pencils,See resources.rulers, etc.Assessment: Marks could beallocated for the keys.Sequence Instruction1.Group learners into small groups (3-5).2.Give each group a set of everyday objects (see resources).3.Learners must group these objects based on similarities and differences.4.Learners should construct a tree diagram (on large sheets of paper) toindicate how they have classified their objects.10 minAlternative activity Oxford Successful Life Sciences p. 1693. ConclusionLearners display their tree diagram and use these to explain to the class howclassification was done.Show learners that there can be different classifications even of the same objects bydifferent groups, using different criteria.Name of Teacher:HOD:Sign:Sign:Date:Date:Page 3 Gauteng Department of Education (ver.1)
Grade 10 Maths Lit Lesson PlansGRADE10SUBJECTLife SciencesWEEKLESSON SUMMARY FOR: DATE STARTED:34TOPIC(Lesson 3)Biodiversity and classificationDATE COMPLETED:TIME: 75 MINContent: p. 35 (CAPS). History of classification and the 5 kingdom classificationLESSON OBJECTIVESThe learners must be able to: Describe the history of classification List the names and diagnostic features of the 5 kingdomsTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDTeacher direct instructionDiscussionText books: Focus on Life1.1.Introduction Mark and recap previous day’s work emphasising that similarities and differences lead to classification.Pre-knowledge: autotrophic vs. heterotrophic, unicellular vs. multicellular2.Main Body (Lesson presentation)Science 10 (NCS); Oxfordlearners to answerSuccessful Life Sciences 10;questions.5 minUnderstanding Life Sciences10. Shuters Life Sciences.2.Describe Aristotle’s 2 kingdom classification (plants and animals).Individual work:Learners to answerquestions.Question to learners: State differences between plants and animals.Answer: Plants are autotrophic (with chlorophyll) while animals are heterotrophic.5 minutesAnimal are motile (can move) while plants are sessile. Plant and animal cells differ e.g.cell wall, plastids, etc. (Link to strand 1).Page 1 Gauteng Department of Education (ver.1)
Grade 10 Maths Lit Lesson PlansState that the 2 kingdom classification has limitations (cannot name and classify all3.Learners pay attentionorganisms).and ask and answerE.g. Fungi have a cell wall but are not autotrophic. Some protists are autotrophic butquestions.25 minmotile.State that the 5 kingdom classification is one of the currently accepted classificationsystems.Name the five Kingdoms and the diagnostic characteristics of each.Kingdom Monera: Prokaryotes (No definite nucleus and not bound by anuclearmembrane). Mostly heterotrophic.Kingdom Protista: Eukaryotes (definite nucleus with a nuclear membrane) are4.unicellular. Some heterotrophic, others autotrophic.Learners to provideKingdom Plantae: Eukaryotes, multicellular, autotrophic.names of organismKingdom Fungi: Eukaryotes, unicellular or multicellular, heterotrophic, digest foodfalling within eachbefore ingestion (taking food in).kingdom.10 minKingdom Animalia: Eukaryotes, multicellular, heterotrophic, digest food inside of itsbody.Ask learners to give examples of each kingdom.Explain that Linnaeus classified organisms beyond the kingdom level.5.His system contains seven divisions (details to be discussed in lesson 4)Homework exercise:Learners to get moreKingdomnames of organisms forPhylumeach kingdom.ClassOrderFamilyPage 2 Gauteng Department of Education (ver.1)
Grade 10 Maths Lit Lesson PlansGenus15minutesSpeciesExplain that using this system each different species can be named.3. ConclusionRecap lesson.Name of Teacher:HOD:Sign:Sign:Date:Date:Page 3 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife Sciences34WEEKTOPIC(Lesson 4)LESSON SUMMARY FOR: DATE STARTED:Biodiversity and classificationDATE COMPLETED:Content: p. 35 (CAPS) Naming things in scienceThe learners must be able to: Write scientific names correctly Explain why scientific names are written in LatinLESSON OBJECTIVESTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDTeacher direct instructionHumanLionBrown Squirrel5 minText books: Focus on LifeScience 10 (NCS); OxfordDiscussion1.Quizattention and ask andanswer questions.1.Introduction Mark and recap previous day’s work, emphasising Linnaeus’s classificationSuccessful Life Sciences 10;Learners to pay20 minUnderstanding Life Sciences10. Shuters Life Sciences.system.2.Main Body (Lesson presentation)Give examples of the classification of some organisms e.g. see table below(display to class on chalkboard/chart or projector).Page 1 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson eus’s classification forORDERPrimatesCarnivoraRodentiasome theraTamiasciurusSPECIESsapienleohudsonicusExplain to learners that each classification is for a group sharing a particularcharacteristic. Humans, lions and squirrels fall within the phylum chordata(meaning they have backbones) All also fall within the Class mammalia(meaning they all suckle young with milk). Lions are grouped with dogs andother types of cats as Order Carnivora because of their large sharp teeth fortearing meat. Squirrels are grouped with rats as Order Rodentia because ofthe prominent front teeth.Tell learners that all seven names are not required for naming organisms, butonly the last two are required (binomial system).Give the example of the species name of humans as Homo sapienExplain that scientific names are either typed in italics or underlined when2.written. The genus name is written first with the first letter capitalised. TheIndividual work:species name is written thereafter in small letters.learners to writeMini exercise:scientific names of organisms.Ask learners to write the correct scientific names for lions and brownsquirrels. Instruct learners to swop books with peers and check the mark eachPage 210 min3.Peer work: learners to5 min Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson Plans other’s work. Emphasise the capitalisation of only the first letter of theassess whether peersgenus and that the names are underlined.can write scientificCheck a few books to ensure that marking was done correctly.names correctly.Ask learners if they know in which language the scientific names are written.Inform them that the names are written in Latin.Explain the reasons for writing scientific names in Latin. It is internationally agreed upon (standardised name) There can be many common names for one species which can lead toconfusion.Quiz4.Individual: learners to1)What is the next smallest classification after Order? Family2)What is the smallest classification group? speciesanswer the quiz3)Name the two classification groups that all living organism have. Genus andquestions.10 minspecies4)Which part of the scientific name is capitalised? The first letter of the genus5)What is binomial nomenclature? Names made up of two names3.ConclusionRecap lesson. Give learners homework of finding the common names of some5.Homework exercise:familiar organisms, e.g. house fly (Musca domestica), TB bacteriaLearners to find out the(Mycobacterium tuberculosis), domestic cat (Felis catus), king protea (Proteascientific names ofcynaroides) etc.some commonLearners can use resources like the internet or encyclopaedias.organisms. Learners toRequest learners to collect insects (insects can be frozen to preserve them) atcollect organisms, orhome and/or to bring pictures of animals from newspapers or magazines for thebring pictures ofnext lesson.organisms.Page 330 min Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansName of Teacher:HOD:Sign:Sign:Date:Date:Page 4 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife SciencesWEEKLESSON SUMMARY FOR: DATE STARTED:34TOPIC(Lesson 5)Biodiversity and classificationDATE COMPLETED:TIME: 75 MINContent: pp. 36-37 (CAPS). Using keys and identification guidesLESSON OBJECTIVESThe learners must be able to: Collect specimens and identify them using keys and field guidesTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDObservation of specimensPractical usage of keys and identification guides1.1.IntroductionIndividual work:learners to answer questions and markMark and recap previous day’s work focusing on the scientific names.5 minText books: Focus on LifeScience 10 (NCS); Oxfordwork.Successful Life Sciences2.2.Main Body (Lesson presentation)Learners have10; Understanding Lifecollected insectsSciences 10. Shuters Lifewithout harming themSciences.Provide learners with keys and identification guides.from home, schoolEnsure that each learner has access to some resource.gardens, parks, etc.Explain to learners how to use a key.(pictures could also beIdentification guides: e.g.taken).Field guide to insects ofThe following key, for classroom furniture, could be used to explain how keys work.South Africa, Roberts bird3.Page 1Organisms to beguide, Sasol Birds of Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson Plans123Has 4 legsGo to 2identified usingDoes not have legsGo to 3keys/field guides.Has a back rest (made of plastic)ChairAfrica, Field guide toHas a flat wooden topTablemammals of SouthernLarge and mounted to wallChalkboardAfrica, Field guide to treesHas a sponge attached to itDusterof South Africa etc.Southern Africa, A guide30 minto reptiles of SouthernCollected insects, PicturesAssist learners where necessary.of animals/plants, and/orpreserved specimens.Alternatively, identification guides can be given to learners and learners can be askedto write down the common and scientific names of organisms that they have seen intheir local surroundings.3. ConclusionRecap lesson and get learners to clean and pack away. They should return livespecimens back to where they found them.Name of Teacher:HOD:Sign:Sign:Date:Date:Page 2Assessment: Learners could beassessed on the number ofspecimens brought and theaccuracy of identification.Learners could also count thenumber of each type oforganism caught. Thisinformation could be used todraw a bar graph, or to writeup a scientific report on thebiodiversity of the areae.g. key p. 170 OxfordSuccessful Life Sciences 1010 min Gauteng Department of Education (ver.1)
Name:BIODIVERSITY AND ENDEMISM IN SOUTH AFRICAThe table below shows figures of biodiversity and endemism of certain groups in South Africa.Number of species inSouth AfricaGroupPlantsPercentendemic (%)23 420Numberendemic?14 052Reptiles363?Birds694856Mammals2581641TOTAL?14 279Answer the following questions1)2)3)4)5)Which group has the least species?(1)Why do you think there are more plant species than any of the other groups?(2)What is the total number of species in all groups(2)Calculate what percentage of plants is endemic.(3)Calculate how many reptiles are endemic.(2)[10]MEMO1)Mammals2)Plants are the producersand all other organisms (heterotrophs) are dependent on themplants evolved before other groups3)23 420 363 694 258 247354)5)14 279-41-56-14 052 130/
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife SciencesLESSON SUMMARY FOR: DATE STARTED:WEEKWeek 35Biodiversity and classificationTOPIC(Lesson 1)DATE COMPLETED:TIME: 75 MINContent: p. 36 (CAPS) Life’s history: Different representations of the history of life on earth.LESSON OBJECTIVESThe learners must be able to: Explain what the term “History of Life” means Explain different representations of the history of life on Earth Answer questions on the history of life on EarthTEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDTeacher direct instructionGroup workDiscussionQuiz1.Introduction Mark and recap previous day’s work.learners mark work and Pre-knowledge: classification of organisms and biodiversity.answer questions1.Understanding Life SciencesIndividual work:5 minGrade 10; Focus on LifeScience 10; Shuters TopClass Life Sciences10;Oxford Successful Life2.Group work: learners to10 minSciences 10.follow instructions, andcomplete task.Page 1 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson Plans2.Main Body (Lesson presentation)3.20 minGroup workAnnexures/instruc- tionDivide learners into groups of 4 or 5, ensuring the class has 5 groups in total.presentation: Learnerssheets.Open the discussion with the following: in the last few lessons you have learnt thatwill present while othersTransparencies/chalkboardmany different taxa (groups of organisms), including animals, plants, fungi,will listen attentively/PowerPoint presentationbacteria, and protists, exist on Earth. Scientists explain that organisms that existand take notes.could also be used.4.today and those that have existed in the past, help us understand the history of life.Learners answerEach group should read the idea on the origin of life as instructed and report backquestions and taketo the class.down summary orProvide learners with Annexure 1. Each group must be allocated one of thenotes.5.numbered ideas on the origins of life. One elected member will present informationHomework exercise:to the class.learners to research their ownEducators could also use internet, libraries or other research material wherereligious explanations asavailable instead of the annexure provided.explanations of the origins oflife. They should also research3. Conclusionthe explanations by those thatEducator to recap ideas presented, and fills in gaps which were left out bylearners in their feedback.10 min25 minexplain Life’s origins by“Intelligent Design” and explainhow this theory differs fromthose of Creationism.Page 2 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansName of Teacher:HOD:Sign:Sign:Date:Date:Page 3 Gauteng Department of Education (ver.1)
Grade 10 Life Science Lesson PlansGRADE10SUBJECTLife SciencesLESSON SUMMARY FOR: DATE STARTED:WEEKWeek 35Biodiversity and classificationTOPIC(Lesson 2)DATE COMPLETED:TIME: 60 MINContent: p. 36 (CAPS) Life’s history: The relationship to changes in climate (e.g. increase in oxygen levels, ice ages) and geological events(e.g. movement of conti
Grade 10 Life Science Lesson Plans Page 3 Gauteng Department of Education (ver.1) other’s work. Emphasise the capitalisation of only the first letter of the genus and that the names are underlined. Check a few books to ensure that marking was done correctly. Ask learners if they kno
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
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Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Participant's Workbook Financial Management for Managers Institute of Child Nutrition iii Table of Contents Introduction Intro—1 Lesson 1: Financial Management Lesson 1—1 Lesson 2: Production Records Lesson 2—1 Lesson 3: Forecasting Lesson 3—1 Lesson 4: Menu Item Costs Lesson 4—1 Lesson 5: Product Screening Lesson 5—1 Lesson 6: Inventory Control Lesson 6—1
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
Contents Preface 4 Lesson 1 What Is Wisdom? 14 Lesson 2 Wisdom and Foolishness 27 Lesson 3 The Example of Wise Men 40 Lesson 4 Our Home Life 55 Lesson 5 Honoring Our Parents 71 Lesson 6 Freedom and Responsibility 85 Lesson 7 How Attitudes Affect Actions 102 Lesson 8 Right Attitudes About Myself 117 Lesson 9 Good Friends and Bad Friends 130 Lesson 10 Choosing the Right Friends 140
6 Grade 6 Lesson exemplars 64-66 7 Grade 7 Teaching and learning activities 67-86 8 Grade 7 Lesson exemplars 87-88 9 Grade 8 Teaching and learning activities 89-103 10 Grade 8 Lesson exemplars 104-113 11 Grade 9 Teaching and learning activities 114-127 12 Grade 9 Lesson exemplars 128-135
