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PROVINCE OF THE
EASTERN CAPE
EDUCATION

DIRECTORATE: CURRICULUM FET PROGRAMMES

LESSON PLANS
TERM 2
LIFE SCIENCES
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FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors from 09 March – 13 March 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; Examination Guidelines 2009 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 endeavors to improve Teaching,
Learning and Assessment.
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SUBJECT: LIFE SCIENCES GRADE 10 LESSON PLAN: 1

Duration: 8 hours
Learning Outcomes (LOs) & Assessment Standards (ASs)
FOCUS LEARNING OUTCOME: LO LO 1 Scientific Inquiry &  LO 2.Construction & Application  LO 3. Life Sciences and its 
LO1 AS 1, AS 2 & AS 3 problem Solving Skills of Life Sciences Knowledge relationship to Technology, Society
and the Environment.
AS1 Learner identifies and  Learner accesses knowledge Learner explores & evaluates
questions phenomena and scientific ideas of past and present
plans an investigation cultures
Integrated Life Sciences LOs & ASs: AS2 Learner conducts an  Learner interprets and makes  Learner compares and evaluates 
LO2 AS 2, investigation by collecting meaning of knowledge uses & development of resources
LO3 AS 2 and manipulating data. and their products & their impact
on the environment & society.
AS3 Learner analyses, synthesizes,  Learner shows understanding of Learner compares the influence of
evaluates data and how Life Sciences knowledge is different beliefs, attitudes and
communicates findings. applied in everyday life values on scientific knowledge
Possible integration with other subjects Mathematics, English, Agricultural Sciences
Knowledge Area Environmental Studies
Prior Knowledge: Biomes
Topics: Ecosystems (Practical), Energy flow, Nutrient Cycles
Links to next lesson Biodiversity and its Kingdoms
Teacher Activities Learner Activities Resources Assessment Date
Completed
Activity 1: Project – LO1: AS’s 1, 2 & 3, LO2: AS 2 & 3, LO3: AS2
Teacher explains how the planning, collecting, Learner interacts with the information sheet First Aid Kit, Rain gauges, Formal Assessment (PoA -
recording and presenting of data as well as the and worksheet radio or TV, newspaper, Task)
evaluation of data (Information Sheet) will be tables, graph paper, Teacher marks the
done. Identification sheets on local individual reports using a
Supplies a worksheet with instructions and rubric. plants, animals, Worksheets, rubric
Instructs the learners to form groups. thermometers, etc.

Visit the identified area with learners to Field work: (PoA Task 1)
collectively identify the various components in Record the daily changes of abiotic factors i.e.
the investigation temperature, rain, sunshine, cloud cover etc.
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and explain its effect on the biotic

Allow learners to analyse and interpret the components (local plants & animals).
concept ecosystem and its components and the
interconnectedness of components e.g. abiotic -
& biotic of a local area.
Duration of investigation should be a minimum of
4 weeks.

Inform and give guidance to the learners during Use keys and field guides to learn about
the investigation. biodiversity within the area of investigation.

Teacher give the learners a practice investigation Practical investigation of a closed ecosystem Terrarium, local animals and Informal Assessment where
to empower the learners for the formal e.g. woodlice in a terrarium worksheets peer groups asks questions
investigation (5 days) about the practical
investigation

Activity 2: Human influence on local ecosystem – LO 2 AS 1, LO3; AS 2

Allow learners to identify one example of human In groups learners observe, discuss and Local ecosystem, newspaper Informal Assessment by the
influence within their ecosystem e.g. soil erosion, debate on the impact of human influences on articles magazines group using a rubric to
pollution, oil spills local ecosystem (positive/negative). textbooks evaluate participation and
Report back to the rest of class. contribution towards the
debate

Activity 3: Energy flow –LO2: AS 1, AS 2 & AS 3, LO3 AS 2

Direct teaching, using localized example to Class work: Constructing and drawing of own Pictures, Textbook, teacher Informal: Class test
explain the following concepts e.g. producers, individual food chains, trophic levels, food notes, charts, worksheets Teacher using a
consumers, decomposers, food chains, food web, webs, food pyramids and energy flow. Flash cards memorandum
etc.
Utilizing organism from the study area,
design food chains, pyramids.

Teacher refers back to field trip (local ecosystem) Role play the different trophic levels to Informal: class work
for learners to develop own food chains and illustrate dependant feeding relationships Peer assessment using a
introduction of trophic levels, food webs, food memorandum
pyramids, energy flow and feeding relationships
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Refer to Kilojoules, Odum’s 10% law, energy Complete activity that illustrates, and Teacher assessment of the
conversion into biomass, utilization of energy calculates the trapping and transfer of energy class work using a memo
transfer e.g. heat, movement & combustion between the various trophic levels.

Activity 4 : Nutrient cycles– LO1: AS 1, LO2; AS1 & AS 2

Direct teaching, asking learners probing Summarising using mind maps, flowcharts to Overhead projector, charts, Informal class test. Peer
questions. Briefly outline the 4 cycles show interrelationships. worksheets, Textbooks, groups mark test using
 Water cycle memorandum
 Oxygen cycle
 Nitrogen Cycle
 Carbon cycle

Teacher informs the learners on the format of the Learners in groups investigate the practical
practical investigation on one of the above cycles application of one of the cycles e.g. Groups assess participation
by supplying an Information sheet and rubric Investigating the rate of decay of different and contribution of
substances (nitrogen cycle) individuals to the discussion
using a rubric

Activity 5 : Consequences and significance of Nutrient cycles– LO2: AS 1, AS 2 & AS 3, LO3; AS 2 & AS 3
Identify current environmental issues, e.g. Learners write an essay on one example of newspaper articles, Informal assessment of
Global warming, floods, pollution etc., and show human influence within the ecosystem, and magazines, internet, video, essay done by individual
how they are linked to the nutrient cycles. describe one positive and one negative case studies, etc. using a checklist
human influence that impacts on the
ecosystem

An invited Environmentalist can refer to how the

earth is affected by these environmental issues. Learners prepare and debate on: “What can Specialist speaker,
be done to reduce air, water or land discussions, debate Teacher observes the
pollution?” contribution and
participation of learners to
the debate
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EXPANDED OPPORTUNITIES : BARRIERS TO LEARNING

Faster Learners: Language
Comparing local ecosystem with other/neighbouring ecosystems. Overcrowded classroom
Other abiotic factors to be considered for practical: water, CO 2 Socio-economical
Slower Learner: Infrastructure
Extra time to complete tasks Learners with learning problems (visual, hearing, physical, etc.)
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SUBJECT: LIFE SCIENCES GRADE 10 LESSON PLAN: 2

Duration: 8 hours
Learning Outcomes (LOs) & Assessment Standards (ASs)
FOCUS LEARNING OUTCOME: LO LO 1 Scientific Inquiry & problem LO 2.Construction &  LO 3. Life Sciences and its 
LO2 AS 1, AS 2 & AS 3 Solving Skills Application of Life Sciences relationship to Technology,
Knowledge Society and the Environment.
AS1 Learner identifies and questions Learner accesses knowledge  Learner explores & evaluates
phenomena and plans an scientific ideas of past and
investigation present cultures
Integrated Life Sciences LOs & ASs: AS2 Learner conducts an investigation Learner interprets and makes  Learner compares and 
LO3 AS 2 by collecting and manipulating meaning of knowledge evaluates uses & development
data. of resources and their
products & their impact on
the environment & society.
AS3 Learner analyses, synthesizes, Learner shows understanding  Learner compares the
evaluates data and communicates of how Life Sciences influence of different beliefs,
findings. knowledge is applied in attitudes and values on
everyday life scientific knowledge
Possible integration with other subjects English, Mathematics
Knowledge Area Diversity, Change and Continuity
Prior Knowledge Environmental Studies Gr. 10
Topics Biodiversity and Classification
Links to next lesson History of Life on Earth
Teacher Activities Learner Activities Resources Assessment Date
Completed

Activity 1: Biodiversity LO2 AS’s 1, 2 & 3

Define Biodiversity, Endemism (not found anywhere Recap of various living organisms from Pictures, photographs,
else – indigenous) and give Southern African pictures, flashcards. flashcards, charts.
examples thereof. Identification of different biota (plants Key and field guides
Link Biodiversity to local context, refer to the current and animals) found in your local Worksheets, , nature
practical investigation (Project in Lesson Plan 1) environment in workbooks conservationist, museum,
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Present a group poster of all biota HEI, NGO’s experts, Informal assessment of the
found in local environment posters, case studies, poster by the teacher using a
Internet, graph paper, rubric
textbooks
Teacher presents a table of various species with Learners present the biodiversity of this Informal assessment of the
population numbers as found in a fictional National fictional Park as a graph graph and its characteristics by
Park. the teacher using a
memorandum/ rubric

Activity 2: impact of Extinctions on biodiversity LO2 AS’s 1 & 2, LO3 AS 2

Direct teaching, using case studies to explain Define the concepts extinction, Case studies, news paper, Informal assessment of the case
extinction, endangered and conservation e.g. Quagga, endangered, red book listing and its articles, video, reference studies by the peer group using
Riverine Hare, Black Rhino etc. impact books a rubric/memorandum

Explain Ecosystem -, Genetic - and Species Write definitions in workbook

biodiversity.
Activity 3: Classification of phyla LO1 AS 2, LO2 AS’s 1 & 2, LO3 AS 2
Direct teaching, demonstrating principles by Practical work: Grouping pictures Pictures, organisms, Informal assessment of the practical by the
grouping various items / objects (e.g. stone, and examples of various biotic Worksheets individual learner using a memorandum
wood, nails, plant- & animal specimens) objects into classes, groups etc.
utilizing similarities and differences using similarities & characteristics
Tabulate the differences

Differentiate between pro- and eukaryotes, Co-operative learning using Jig saw Plant - / Animal
Single - and multi-cellular organisms method to summarize and specimens, Taxonomic
Terminology: Nomenclature & Systematics completion of a worksheet. keys, worksheet

Use of Taxonomic Keys Practical Activity: Classification of Worksheet Informal assessment of the practical by the peer
organisms into groups based on group using a memorandum
evidence, Completion of worksheet

Introduction to the classification groupings Learners define terminology Workbook Informal Classwork
e.g. the 2, 3 and 5 Kingdom systems, Kingdom, Phylum, Class, Order, Memorandum
utilizing charts, pictures and characteristics. Family Genus and Species.
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Explain the role of Linnaeus. Learners take notes and summarize FORMAL: CONTROLLED TEST
Define Binomial Classification the content Memorandum

Teacher compile Controlled test PoA Task 1: Controlled Test Formal: Controlled Test
Teacher using a memorandum

EXPANDED OPPORTUNITIES : BARRIERS TO LEARNING

Language
Overcrowded classroom
Socio-economical
Infrastructure
Learners with learning problems (visual, hearing, physical, etc.)

SUBJECT: LIFE SCIENCES GRADE 10 LESSON PLAN: 3

Duration: 16 hours
Learning Outcomes (LOs) & Assessment Standards (ASs)
FOCUS LEARNING OUTCOME: LO LO 1 Scientific Inquiry & problem LO 2.Construction &  LO 3. Life Sciences and its 
LO2 AS 1, AS 2 & AS 3 Solving Skills Application of Life Sciences relationship to Technology,
Knowledge Society and the Environment.
AS1 Learner identifies and questions Learner accesses  Learner explores & evaluates
phenomena and plans an knowledge scientific ideas of past and
investigation present cultures
INTEGRATED LIFE SCIENCES LOs & ASs: AS2 Learner conducts an investigation Learner interprets and  Learner compares and
LO3 AS 2 by collecting and manipulating makes meaning of evaluates uses & development
data. knowledge of resources and their products
& their impact on the
environment & society.
AS3 Learner analyses, synthesizes, Learner shows  Learner compares the influence 
evaluates data and communicates understanding of how Life of different beliefs, attitudes
findings. Sciences knowledge is and values on scientific
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applied in everyday life knowledge

Possible integration with other subjects Physical Sciences, Mathematics, English
Knowledge Area Diversity, Change and Continuity
Prior Knowledge Environmental Studies Gr. 10, Life and Living Gr. 9
Topics History of Life on Earth
Links to next lesson Life at the Molecular, Cellular and Tissue Level
Teacher Activities Learner Activities Resources Assessment Date
Completed

Activity 1: Fossil formation and methods of dating LO2 AS’s 1 & 2 LO3 AS 2
Teacher outlines the value, role and Learners observe, taking of notes, asking Charts, posters, articles, video,
formation of fossils using pictures, posters questions, reading of articles. DVD’s , magazines,
and transparencies. Define fossils. Complete the worksheet and create their own transparencies,
fossil Internet sites,
www.craddleofhumankind.co.za
Will explain various radiometric dating Learners observe, calculate the age of a www.maropeng.co.za etc.
methods using graphs or charts, fictional fossil Powerpoint presentation

Arrange a fieldtrip to a local museum/ fossil Construct a portfolio of fossils examples/

excavation site and compile a suitable pictures, drawings etc.
worksheet.

Emphasize the possibility of fossil tourism as

a source of income e.g. Craddle of Mankind,
Nieeu Bethesda, Western Cape Fossil site.

Instruct Learners to create a glossary of Compile a glossary of key terms. Informal assessment of work
terms done with teacher feedback
Activity 2: Geological timelines LO2 AS’s 1 & 2, LO3 AS 2
Describe timelines in terms of: Learners summarize notes and construct / Powerpoint, notes Informal Peer assessment of
 The need of the timeline present a geographical timeline of school Transparencies, charts, posters group presentation
 Structure of timeline principals/ town mayors, ANC history etc. & Internet
 Three eras: Paleozoic, Mesozoic &
Coenozoic
 Periods in eras (not to be
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memorized)
 Major events (appearances)

Highlights the Cambrian explosion of early

life forms.

Activity 3: Mass Extinctions LO2 AS’s 1, 2 & 3, LO3 AS 2

Define Mass extinction. Learners take notes and summarize Articles, textbook, Internet, Informal Assessment with
information. posters, transparencies, case feedback
Briefly discuss the agents of mass extinction: Learner completes the worksheet that studies
Terrestrial: illustrates the concepts.
 Ice ages Learner reads case studies and answers
 Continental drift comprehension questions.
 Plate tectonics Creates a concept map
 Volcano activities
 Diseases
Extra-terrestrial
 Comet/ Asteroid

Highlights the 5 mass extinctions theories Learners write their opinions on one of the Watch Video: Ice Age 2,
that occurred during Earth’s life history and possible mass extinctions and debate the Asteroid, Armageddon
debate the impact of humans (the 6th evidence that scientists have gathered
extinction) on biodiversity and the natural Learners debate the possibility of the 6th
environment extinction
Compile a glossary of key terms.
Activity 4: Evidence of major key events in Southern Africa LO2 AS’s 1 & 2, LO3 AS 2
Using a map, indicate locations of major key Individual research on one of the key events Textbooks, images and notes Informal class test
events for which there is evidence in and utilizing the jig saw method report to the from internet, reference books, Peer or self assessment
Southern Africa. whole class. museum, fossil site
Refer briefly to:
 Fossilized bacteria in Barberton Learners summarizes and complete hand-out
 Early land plants in Grahamstown notes
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 living fossil e.g. “coelancanth”,

 mammal-like reptile in Karoo
 Coal deposits of primitive plants e.g.
Glossopteris at Mooi River &
Eastcourt
 Dinosaurs (Drakensberg, Lady Grey)
 First occurrence of mammals
(Eastern Cape)
 Early humans (Gauteng, WP, Natal)
EXPANDED OPPORTUNITIES : BARRIERS TO LEARNING
Faster Learners:
Supply additional reading material from internet/ magazines Language
Investigate palaeontology as a career choice Overcrowded classroom
Visit local museum and arrange for presentations by palaeontologist. Socio-economical
Infrastructure
Slower Learner: Financial constraints
Extra time to complete tasks Learners with learning problems (visual, hearing, physical, etc.)
Visit local museum and arrange for presentations by palaeontologist.
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SUBJECT: LIFE SCIENCES Grade 10 LESSON PLAN 4

Duration: 16 hours

FOCUS LEARNING OUTCOMES: LO LO 1 Scientific Inquiry & problem  LO 2.Construction &  LO 3. Life Sciences and its 
LO2 AS 1, AS 2 and AS 3 Solving Skills Application of Life Sciences relationship to Technology, Society
Knowledge and the Environment.
AS1 Learner identifies and questions  Learner accesses knowledge  Learner explores & evaluates
phenomena and plans an scientific ideas of past and present
investigation cultures
INTEGRATED LIFE SCIENCES LOs & ASs: AS2 Learner conducts an investigation Learner interprets and  Learner compares and evaluates
LO1 AS1 ; LO3 AS 2 by collecting and manipulating makes meaning of uses & development of resources
data. knowledge and their products & their impact
on the environment & society.
AS3 Learner analyses, synthesizes, Learner shows  Learner compares the influence of 
evaluates data and communicates understanding of how Life different beliefs, attitudes and
findings. Sciences knowledge is values on scientific knowledge
applied in everyday life
Possible integration with other subjects Physical Sciences, Agricultural Sciences
Knowledge Area Life at the Molecular, Cellular and Tissue Level
Prior Knowledge Life and Living Gr. 9
Topics Chemistry of life, Cell structures
Links to next lesson Cell Division
Teacher Activities Learner Activities Resources Assessment Date
Completed

Activity 1: Organic Substances LO1 AS1, LO2 AS 1 & AS 2 LO3 AS 2

Briefly introduces different organic Take down notes, complete worksheets and Textbooks, diagrams, charts,
molecules, made up of C,H,O,N,P & S. summarize. Make drawings of simple organic worksheets, Internet,
molecules.
Teacher introduces organic substances
utilizing simple drawings: (No detail or
structure needed here. Keep it simple)
 Carbohydrates
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 Lipids
 Proteins & Enzymes
 Nucleic acids (DNA, RNA)
 Vitamins Summarize the content
Define monomers and polymers

Teacher and or/ Health specialist/ nurse Learners listen, ask questions Health specialist from local Informal Assessment of
provides reading material (clinic pamphlets Read the material and debate in class on the clinic/hospital or the teacher. debate done by peers using
& magazines) and gives a talk on the impact impact of cholesterol in heart diseases. a marking grid
of cholesterol on healthy living. Learners then individually summarize the
arguments in their workbooks.
Teacher demonstrates food tests: Observe and take notes Unknown substances Formal Assessment
 Glucose & Starch Practical Investigation (PoA) representing all food groups (can Practical Hands-0n
 Proteins (50 marks) repeat some substances) Investigation marked by the
 Lipids Learners (in groups of 3) conduct a practical Apparatus & chemicals teacher using a
 Influence of temperature & pH on investigation on unknown substances Notes, worksheets memorandum
enzymes (optional) representing all food groups(± 10) –
Teacher provide worksheets for the formal Hand in their investigations and findings for
assessment task final assessment
Activity 2: Inorganic Substances LO1 AS 1, LO2 AS 1, AS 2 & AS3, LO3 AS 2
Teacher briefly introduces important Summarize, make diagrams and tabulate Textbooks, diagrams workbooks,
inorganic substances and their functions differences etc. reading material, worksheets
using simple diagrams: Write a paragraph on the importance of water Paragraph is informally
 Water for living organisms marked by peer/ self from
 Mineral salts (e.g. Na, K, Ca, Fe, I, memorandum
Nitrates, phosphates) Tabulate micro- & macronutrients
Differentiate with examples between living Table is informally marked
(organic) and non-living (inorganic) material. by peer/ self from
memorandum

Briefly refer to the need of fertilizers in over- Learners read and debate the impact of Case studies, reading material, Informal informed debate,
utilized soils – provide reading material, fertilizers. application activities Rubric
case studies, application activities Class test marked
by peer/ self

Teacher Activities Learner Activities Resources Assessment Date

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Completed

Activity 3: Introduction to Microscope LO1 AS2, LO2 AS 1, AS 2; LO3 AS 2

Revision of Gr. 9 work. (Structure and use of Observe demonstration, provide labels for Microscopes drawing Peer/ group marking of
the microscope) components (diagram of a microscope) Images, pictures labels using a memorandum
Where a microscope is not available, Microscope & slides
diagrams can be used. Learners practice using a microscope looking Worksheets with drawings/ Teacher monitors / helps the
at a pond water/ onion/ hair/ leaves or / blood Internet micrographs learners in the correct use of
samples Textbooks, Reference books, the microscope
photographs
Utilizing a timeline with pictures, drawings & Make summary notes.
real things discuss the history of the
invention of the microscope (lens -> light ->
electron microscope)

Plan a fieldtrip to HEI to observe an

electron-microscope (if possible/ optional)
Activity 4: Cell Structure and Function LO2 AS’s 1 & 2, LO3 AS 2
Define a cell using models, charts or poster Draw and label a typical cell Electron microscope images, Teacher marks the drawings
drawings, micrographs, using a memorandum
Teacher briefly introduces cell structure Co-operative learning allocated organelle/s to textbooks, reference books,
with organelles utilizing a chart/ expert groups to teach home groups the internet Informal class test
transparency diagram or poster: structure and functions. Workbook, Chart with flashcards,
 Cell wall & membrane Worksheets
 Protoplasm & Cytoplasm
 Nucleus
 Mitochondria
 Plastids
 ER, Golgi Body, Vacuole etc.
 Ribosome

Instruct learners to investigate the Tabulate the differences & similarities

differences & similarities between plant - between a plant - and animal cell
and animal cells.
Summarize and complete notes in workbooks
Briefly introduces cell shapes, sizes and
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structures for specialized functions

EXPANDED OPPORTUNITIES : BARRIERS TO LEARNING
Faster Learners: Language
Supply additional reading material from internet/ magazines Overcrowded classroom
Supply detailed micrographs that illustrate organelles Socio-economical
Research on mitochondrial DNA. Infrastructure
Slower Learner: Learners with learning problems (visual, hearing, physical, etc.)
Extra time to complete tasks
Activity 5: Revision for June Examination
Paper 1: Environmental Studies
Diversity, Change and Continuity
Marks : 150 Time: 2½ hours
Activity 6: June Examination