Grade 10 Life Sciences Lesson Plans

Grade 10 Life Sciences Lesson PlansGRADE10SUBJECTLIFE SCIENCESWEEK1TOPICSubject orientationLesson1DATE COMPLETED:Content: p. 22 (CAPS) How science works:LESSONOBJECTIVES Fundamental knowledge based on scientific evidence and verifying findings (articles are published in journals or at conferences: peer review )ObservingInvestigatingUnderstanding the limitations of scientific evidenceIdentifying patterns and relationships in dataCommunicating findingsSocietal aspects of scientific evidenceThe learners must be able to: Observe a teacher demonstration Design an investigation based on the demonstration Identify the steps that occur in the scientific process Select and identify the different variables Formulate hypotheses based on observations Construct a scientific report Access scientific journals/articlesTEACHER ACTIVITIES1.Introduction Mark and recap previous day’s work.Establish links with GET Natural Science. Discuss the scope ofLife Sciences in regard to the study of the natural world and allits interactions.Describe the levels of organisation that occurs from moleculesto BiomesExplain that:The organisation of living things.“Atoms of elements make molecules of compounds”. LEARNER ACTIVITIES1.Copy the“Organisation ofliving things” intotheir notebooks.TIMINGRESOURCES NEEDED“The Elephant Poem” on the powers of observation.15 min2 Soluble Aspirin (or other) tablets.1 glass of hot water.1 glass of iced water.Macmillan “Life Sciences for all” p. 16 (2007).Pulse “Understanding Life Sciences” P. 13 (2008).Term 1 Page 1 Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson PlansMolecules Organelles Cells Tissues Organs Systems Organisms Populations Communities Ecosystems Biomes/Biospheres2.2. Main Body (Lesson presentation)Explain to learners that all scientific discoveries are based onobservation. Then ask them to carefully observe a demonstration:Place the two glasses of water in clear view of all the learners.At exactly the same time, drop an aspirin tablet into eachglass.Ask learners to observe.On the chalkboard/OHP, present the flow diagram of the scientificmethod.Discuss their observations and assist them in postulating a hypothesisand identifying the variables (with reference to the demonstration).When explaining the concept of a hypothesis, the “if” and “then”method may be used e.g. IF the temperature of the water is increased,THEN the aspirin will dissolve faster OR the higher the temperature, thefaster the aspirin will dissolve.3.4.(To clarify the meanings of the variables, suggest that the independentvariable is also called the manipulated variable and that thedependent variable is also referred to as the responding variable.Also make reference to fixed/controlled variables.Clarify the difference between a controlled variable and a control inan experiment.Also clarify the difference between a result (based on what we see,hear, smell, touch and taste) and a conclusion.Observe thedemonstration anddiscuss it with theeducator. Exploreconcepts thatwould lead themtowards anunderstanding ofthe scientificmethod.Copy the flowdiagramfromthe board into theirnotebooks.Provide at leastthree furtherexamples ofhypotheses basedon everydayobservations. Foreach of these, theymust record all ofthe differentvariable types.Discuss the communication of findings and the best way to presentthem.5.Brainstorm the bestpossible ways topresent the datacollected from thedemonstration.Provide the format of a scientific report as a handout.6.Cut and pastehandout intonotebook.Term 1 Page 25 min10 minKagiso “Senior Secondary Life Sciences” p. 9(2008). OBE for FETLife Sciences (2008) p. 8.Focus on Life Sciences Maskew Miller (2008)p. X.OBE for FETLife Sciences (2008) p. 10.5 minKagiso “Senior Secondary Life Sciences” p. 22(2008).SBA guideline10 minKagiso “Senior Secondary Life Sciences” p. 10(2008).SBA guideline document for format of assessment andassessment tools.Website:www.biologycorner.com.For creative ideas on identification of variables and controls.Copies of scientific journals e.g. obtained from the internet orlibrary. Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson PlansCompile a match the column activity that has the terms: Aim, results,conclusion, independent variable etc. in the one column and therelevant definitions in the second column.ASSESSMENT OPPORTUNITIES:Provide learners with a list of observations.E.g. Apples soaked in lemon juice do not turn brown.7. Homework:Learners to complete thematch the column activityLearners must formulate ahypothesis based on one ofthe observations from thelist.They must follow thescientific method andcompile a scientific report.Enrichment: learners are given copies of scientific articles/journals toperuse to identify the stages of the scientific process.Reflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 3 Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson PlansGRADESUBJECTLife SciencesWEEKLESSON SUMMARY FOR: DATE STARTED:1TOPICSubject orientationLesson2DATE COMPLETED:Content: p. 22 (CAPS) Scientific skills: COMMUNICATING FINDINGS Biological principles such as relationship between surface area and volume. Relationship between structure and function Biological drawings and the importance of scaling Translating 3D objects to 2D drawings Transverse and longitudinal sections Introduction to range of skills outlined in specific aims Collecting and presenting data in the form of drawings ,written descriptions, tables and graphs Introduction to graphs .Different types of graphs and when to use them, interpreting graphs CalculatingLESSON OBJECTIVESThe learners must be able to: Observe a teacher demonstration and predict an outcome Do a calculation based on surface area and volume Describe the nature of the relationship between structure and function: understand the concept of structural suitability Translate a 3D object into a 2D diagram Complete activities that include the followinga) Drawingsb) Tablesc) Graphs (Line graphs , Bar graphs , Histograms and Pie charts )d) Essays ( descriptions)TEACHER ACTIVITIESLEARNER ACTIVITIESTIMINGRESOURCES NEEDEDDemonstrationBrainstormingLearner activitiesExplanation1.Introduction 1.Mark and recap previous day’s work.Answer questions on the5 minscientific process.Quiz learners informally on the steps in the scientific process (Baselineassessment).Term 1 Page 4 Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson Plans Describe the context of the lesson, by explaining that this is a continuation of“communication of findings” in a scientific investigation. 2.Remind learners of the demonstration conducted in Lesson 1.Main Body (Lesson presentation)Surface area to volume ratio Place two glasses in clear view of the learners. Explain that in the first glass, the tablet will2.Learners to write down their10 minpredictions.remain whole, whereas in the second glass, it will be broken in half. Now place the fullwater. (equal volume).tablet in glass A and the second tablet in glass B. Ask learners to predict the outcomebefore adding equal volumes of water to each glass. www.teachers.net3.www.practicalbiology.orgVerbal answering ofquestions.(for SBA practical based onBrainstorm the possible causes of the broken tablet dissolving faster than the wholesurface area to volume ratio)tablet. Ask learners to indicate which tablets have a greater surface area (they will4.correctly answer- the broken tablet). Enquire as to which tablet has the greater volume (they should answer that they bothhave the same volume. Point out that the smaller tablet pieces have a greater surfacearea to volume ratio. Indicate that this ratio is key to many physiological processes likethermoregulation. The bigger the organism, the smaller its surface area to volume ratio. The larger the organism, the greater the surface area to volume ratio.DrawingsPlace actual objects (blackboard duster, apple, banana, cool drink can etc.) in clearview of the learners. Ask them to draw a transverse/cross section of the objects and aCalculate the actualsurface area to volumeratios of cubes (of agar) asa whole block (4cm x 4cm x4cm) and after cutting.(2cm x 2cm x 2 cm) Learnersto draw the cubes into theirbooks. First the larger cube isdrawn, then a line ofdissection is drawnhorizontally and vertically todivide the block into foursmaller, equal cubes.longitudinal section of the objects.Explain: A transverse or cross section is made along the width of theobject.5.A longitudinal section is a cut along the length of the object.(diagrams of objects can also be used )Select any diagram from the learner’s text books and ask them to draw it into theirbooks as homework. They must follow all the rules as prescribed in the SBA guidelineswhenever drawings are made.Term 1 Page 52 Soluble Aspirin (or other)tablets.Identical glasses of tepid6.Draw both transverse andlongitudinal sections into thenotebooks, labelling themas “transverse sectionthrough a banana” for e.g.10 minRandom selection of objectsto be drawnOR10 mindiagrams of objects.Kagiso “Senior Secondary LifeSciences” p. 20 (2008)Macmillan “Life Sciences forall”p. 12(2007)SBA guideline gr. 10Homework: draw, label andcaption a structure from thetextbook into the notebook. Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson PlansStructure and functionStructural suitability (relationship between a structure and its function) is best describedas it is encountered in the scope of work e.g. structural suitability of xylem; leaf forGauteng Prep Exam P1 2009.photosynthesis etc.)Q 2.3.3.Data tables – Give learners groups of data and ask them to construct a table of theGauteng Prep Exam P2 2009information. The table should have:10 minA Title /CaptionQ1.5.5.Refer to SBA guideline for7.Table formatRow and /or column headingsCorrect entry of dataLearners construct a tableinto their books, these arepeer assessed.assessment tools on datatables, drawings and graphs.(write the above criteria on the board)The first column generally contains the independent variable.Units appear in Row and Column headings, not in the body of the table.As tables are encountered in other sections, learners must tabulate them into the notebooks,following all the rules of drawing.Memoranda of NationalExaminations.Graphs(See attached list below )Explain the types of data that would best be presented in each of the different graphPast matric (NSC) questiontypes.papers and memoranda,Bar graphs and pie charts – One set of values is not continuous. E.g. glass, metal, paper,obtainable from:and is not always a series of numbers. There are spaces between the bars.www.gpg.gov.zaLine graphs – Both sets of values are continuous (and are usually numbers).Only PreparatoryHistograms- No spaces occur between the bars, because the X-axis is continuousexaminations of Gauteng(usually indicating a range)have been listed.Present learners with an assignment that contains at least one example of each graphtype. These may be sourced from past matric papers,(see attachment below) and can be utilised for SBA tasks.Term 1 Page 6 Gauteng Department of Education (ver.1)

Grade 10 Life Sciences Lesson PlansLearners to complete anassignment with at least one ofeach type of graph represented(Criteria for assessment will beincluded)Peer assessment – so learners cansee what markers are looking forReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 7 Gauteng Department of Education (ver.1)