Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
Week 1
TOPIC
Role of micro-organisms in the
web of life – symbiotic
relationships
LESSON
1
DATE COMPLETED:
Content:
BACTERIA
Symbiotic Relationships
•
The role of micro-organisms in maintaining a healthy environment
•
Describe the symbiotic relationships of bacteria in the following:
•
Nitrogen fixing bacteria in plants (Link to Grade 10)
•
E. Coli in the human intestines
The learners will be able to:
•
Discuss the role of viruses, bacteria, protists and fungi in the maintenance of a healthy environment
•
Explain the mutualistic relationships that exist between:
Nitrogen- fixing bacteria and a leguminous plant and E. Coli and humans
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1. Whole class discussion, individual activity, drawings
1.1 Introduction
•
Ask learners to suggest the role of bacteria in the ecosystem. (Remind learners of the role of
bacteria in the nitrogen cycle that they learned about in Grade 10)
•
What would happen in ‘nature’ if all bacteria became extinct? Have learners write their
ideas in their books and then tell the rest of the class, making a list on the chalkboard, OHT.
2.2 Main Body (Lesson presentation)
Understanding the role of mico-organisms in the ecosystem
cycle.
•
Have learners write the following in their workbooks:
•
Viruses are usually pathogenic and play a vital role in controlling the numbers of dominant
host species by infecting them and causing them to die
•
In marine ecosystems, the organisms that they kill provide nutrients for bacteria in deeper
parts of the ocean
•
Bacteria are very useful as photosynthetic organisms and provide oxygen and create
sugars through chemical reactions
•
Bacteria are involved in decomposition and breaking down dead organic matter,
returning nutrients to the ecosystem
•
This helps keep dead organisms and waste matter from building up
•
Bacteria also play an important role in the nitrogen cycle
•
Plants absorb nitrogen in the form of nitrate from the soil.
•
They use the nitrate to make plant proteins.
•
When animals and plants die, the nitrogen contained in their proteins, is acted upon by
Term 1 Page 1
•
TIMING
Learners discuss ideas of role of
bacteria in nature
RESOURCES NEEDED
10 min
20 min
Reference:
•
Solutions for all Life
Sciences Grade 11 pp.
14 - 17
•
Oxford Successful Life
Sciences Grade 11 pp.
20 - 21
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
decomposers including bacteria: this nitrogen is converted to ammonia.
Remember: plants absorb nitrogen in the form of nitrate and so the ammonia is converted
first to nitrite and then nitrate by the nitrifying bacteria.
Bacteria in the soil convert atmospheric nitrogen to nitrate: these are called nitrogen fixing
bacteria.
In some plants (leguminous plants) a nitrogen fixing bacteria called Rhizobium is found
living in root nodules.
The bacteria convert atmospheric nitrogen to nitrate which the plant can use and in return
Rhizobium gets food from the plant.
Since both organisms benefit from this relationship it is said to be mutualistic.
•
Provide learners with the role of bacteria in the human large intestine. Have the learners
decide on whether this relationship between the human and E. coli is mutualistic, giving
reasons for their answer.
•
(This is a mutualistic relationship, both organisms benefit. The bacteria get food and the
human gets some indigestible food digested as well as having the bacteria synthesize
vitamin B, E and K.)
•
Protists such as algae and diatoms are important in aquatic environments since they
produce food for the rest of the ecosystems
Since algae produce more oxygen than terrestrial producers, they are essential in helping
to maintain oxygen levels in the atmosphere
Other parasitic protists cause diseases such as Malaria and pathogens have an important
impact on ecosystems
Many fungi are saprophytic and help decompose dead organic matter
Some single celled fungi help convert organic compounds into by-products E.g. yeast
converts sugar into alcohol and carbon dioxide which are economically important in winemaking and baking
•
•
•
•
1. Learners decide upon the type
of relationship that exists between
humans and E. coli in the large
intestine
10 min
2.3 Conclusion
•
Re-emphasise the important roles that micro-organisms play in the ecosystems of Earth
Homework:
•
Learners to complete the activity by answering questions in their workbooks from the
reference text books.
5 min
2. Learners complete questions as
homework in their workbooks
Homework:
20 min
•
•
Term 1 Page 2
Solutions for all Life
Sciences Grade 11
Classroom activity 5
pp. 17
Oxford Successful Life
Sciences Grade 11
Activity pp. 21
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
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Date:
Date:
Term 1 Page 3
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
Week 1
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
Viruses - structure
LESSON
2
DATE COMPLETED:
Content:
Basic structure and general characteristics.
•
Use charts, electron-micrographs, microscopes etc, to describe the general structure of viruses.
•
Study the basic shapes and arrangements of viruses.
•
List the general characteristics of viruses.
Learners should be able to:
•
Discuss the classification of viruses
•
Explain why viruses are not considered to be living organisms
•
Describe and recognize the structure of a virus
TEACHER ACTIVITIES
•
TOPIC
LEARNER ACTIVITIES
TIMING
Individual work , drawings and answering questions
RESOURCES NEEDED
1. I. McKay, et al (2012),
1.Introduction
Solutions for all Life
•
Discuss the cell as the smallest unit of life
Sciences Grade 11 pp. 5 -
•
Revision of 7 living characteristics
6
•
Ask the following questions
•
1. Can viruses be classified as living? (viruses do not display any of the living characteristics
( 2012), Oxford Successful
such as metabolic activities and therefore are not cells, they are only able to reproduce
Life Sciences Grade 11
inside of a host cell)
p 11 – 12
•
•
Answer questions
Introduction (5min)
2. W. Bezuidenhout, et al
2. Are virus’ cells? ( no they are acellular as they are tiny particles of genetic material
surrounded by a protein coat)
1.2 Main Body (Lesson presentation)
•
Individual work
•
Write down basic characteristics and structure of viruses into the work book
•
Viruses consist of a central core of nucleic acid either DNA or RNA.
description of the
•
They have a capsid or protein coat around the nucleic acid
structure of viruses
•
Viruses have various shapes that consist of symmetrical facets
•
Viruses do not perform any metabolic reactions of living organisms (no cellular respiration)
•
Term 1 Page 4
Write down a brief
15 min
•
Solutions for all Life
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
Viruses cannot reproduce unless they have a host
Sciences Grade 11
•
Viruses are parasitic on plants, animals, protists and bacteria
pp.5
•
Most viruses are pathogens and can cause diseases in their host
•
Learners should draw and label a diagram of a bacteriophage as an example of a virus in
•
•
Draw virus diagram
10 min
Sciences Grade 11 pp.
12
their workbook
•
Oxford Successful Life
Learners complete the activity by answering questions in their workbooks
•
3. Conclusion
Read through activity
15 min
and complete
•
Summarise the main concepts
questions
•
Make sure that learners understand the differences between living organisms and non-
Conclusion(5 min)
living viruses
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 5
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
Week 1
TOPIC
Bacteria - Structure
LESSON
3
DATE COMPLETED:
Content:
Basic structure and general characteristics.
•
Use charts, electron-micrographs, microscopes etc, to describe the general structure of bacteria.
•
Study the basic shapes and arrangements of bacteria.
•
List the general characteristics of bacteria.
The learners will be able to:
•
Describe the general structure of bacteria.
•
Identify and or explain the basic shape and arrangement of bacteria.
•
List the general characteristics of bacteria.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1. Discussion, annotated diagrams, table.
1.1 Introduction
•
Ask learners to explain what they understand by ‘bacteria’.
•
How big/small are they?
•
What do bacteria look like?
•
Write all of the learner answers on the chalkboard.
TIMING
RESOURCES NEEDED
•
Question and answer.
5 min
Chalkboard, OHT
•
Learners to write down the
definitions: prokaryote,
eukaryote, unicellular and
multicellular in their note books.
20 min
•
1.2 Main Body (Lesson presentation)
•
•
•
•
•
Explain to the learners the difference between the terms ‘prokaryote’ and ‘eukaryote’; as well
as between unicellular and multicellular.
Prokaryote: an organism with no true nucleus (i.e. it is not bound by a membrane).
Eukaryote: an organism with a true nucleus (i.e. .a nucleus bound by a membrane).
Unicellular: a single celled organism
Multicellular: an organism made up of many cells.
•
Solutions for all Life
Sciences Grade
11 pp.7 - 9
Oxford Successful
Life Sciences
Grade 11 pp. 14
Learners should write the following information in their workbooks.
•
•
•
•
•
•
Bacteria do not have a true nucleus or membrane- bound organelles
Their genetic material is a single strand of DNA that is coiled to form a nucleoid
Each bacterium is a single cell but may join together to form colonies
They have a cell membrane that is surrounded by a cell wall
The cell wall is made of polysaccharides that are bonded to short chains of amino acids unlike
plant cell walls that are made of cellulose
Most bacterial cell walls are surrounded by a slime capsule to protect them from harmful
substances
Term 1 Page 6
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
Some bacteria have flagella that are used for locomotion
Bacteria are named according to their shape: cocci are spherical, bacilli are rod-shaped,
vibrio are comma-shaped and spirilli are spiral-shaped
Bacteria are found almost everywhere including inside of our body
They may be parasitic, or autotrophic and some are pathogens
Have learners draw and label a diagram of a typical bacterium cell using rules for drawing a
biological diagram.
Have learners then tabulate the structure and functions of all parts of the bacterium cell.
2.3 Conclusion
•
Go to the chalkboard, with learner ideas about bacteria from the beginning of the lesson and
discuss which of them are plausible and which are not correct.
•
Have learners complete the table for homework if necessary
•
•
•
Learners to do the following in
their notebooks:
Draw and label a diagram of a
bacterial cell.
Tabulate a structure and
function table of bacterial
cells.
15 min
5 min
Homework:
15 min
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 7
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Suggested Memorandum for Table
1. Stucture and function table for a typical bacterium cell.
Structure
Function
1. Plasma membrane
2. Ribosomes
1. Protective covering
2. Protein synthesis
3. Contains various organelles most
of which are not bound by
membranes.
4. Contains the DNA of the
bacterium. Involved in cell
division.
3. Cytoplasm
4. Nucleus
5. Made up of lipids, protein and
carbohydrate. A protective
covering.
6. Extra coil of DNA.
7. Join some bacteria together to
allow genetic information to
be exchanged during
reproduction.
8. A slime layer that prevents
desiccation, used for
protection and allows the
bacterium to stick to surfaces.
9. A whip-like appendage that
allows the bacterium to move
in wet conditions.
5. Cell wall
6. Plasmid
7. Pilus
8.Capsule
9. Flagellum
Term 1 Page 8
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
Week 2
•
•
Protists
LESSON
1
DATE COMPLETED:
Content:
PROTISTS
Basic structure and general characteristics:
•
Using charts, electron-micrographs etc; to describe the structure of protists
•
List general characteristics of protists
The learners will be able to:
•
Explain the structure of protists: classifying them as plant like, animal - like or fungus- like.
•
List the general characteristics of protists.
TEACHER ACTIVITIES
1.
1.1
•
•
TOPIC
LEARNER ACTIVITIES
TIMING
Whole class discussion, group work.
Introduction
The protists are considered to be in a kingdom on their own.
Learners need to understand where the bacteria, and protists fit into the classification of living
organisms and that protists are a very diverse group
Remind learners what the meaning of eukaryotic and prokaryotic
(If available, allow learners to examine microscope slides of different protists)
2.2 Main Body (Lesson presentation)
•
Explain to the learners that the kingdom Protista consists of a very diverse groups of unicellular
(single celled), eukaryotic organisms (nucleus and organelles are bound by membranes).
•
Have learners write down the following in their workbooks:
•
Most of the protists respire aerobically.
•
They reproduce either asexually or sexually.
•
Protists are classified into 3 groups: animal- like (heterotrophic) and move, plant- like (autotrophic)
and fungus- like (saprophytic).
•
Protozoans are single-celled organisms and are surrounded by a permeable cell membrane that
controls what substances may enter and exit the cell
•
Some use pseudopodia (projections or extensions from the cell that change shape) for locomotion
(amoeba) while others have cilia (hair- like projections)or flagella (long projections that move like
a whip)
•
Algae are single-celled or multi-cellular organisms that are plant-like since they can
photosynthesise
•
Have learners draw a labelled diagram of a protist (amoeba)
•
Learners should complete questions on the protists in their workbook
2.3 Conclusion
•
Most organisms may be placed into categories easily E.g. plant or animal.
•
However, some organisms don’t fit into specific categories and feeding characteristics may help
Term 1 Page 9
10 min
•
•
Learners to write down
the general
characteristics of
protists.
15 min
Learners draw a
labelled diagram of the
amoeba and complete
questions on protists in
their workbook
15
min
RESOURCES NEEDED
•
Prepared microscope
slides showing different
protists
•
Solutions for all Life
Sciences Grade 11
pp.10 - 11
Oxford Successful Life
Sciences Grade 11 pp.
16
•
5 min
•
•
Solutions for all Life
Sciences Grade 11 ,
classroom activity 3
pp. 11
Oxford Successful Life
Sciences Grade 11
Activity pp. 17,
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
to place them into a category.
Questions 1 and 2
Homework:
Place a slice of bread in a plastic bag/ container which can be sealed. Place the packet in a dark
warm place. You need to grow bread mould for a fungus practical which will follow in 2 – 3 days.
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 10
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
Life Sciences
WEEK
Week 2
TOPIC
Fungi - General structure(Rhizopus)
LESSON
2
DATE COMPLETED:
Content:
•
Fungi may be classified into three groups: sporangium (produce spores in spore cases called sporangia), club (spores produced in club-shaped
structures) and sac (spores produced in sac-like structures)
•
Rhizopus is an example of bread mould that grows best in warm, dark places
•
It is a thallus with no true roots, stems or leaves
•
It is made up of an entangled mass of filaments called hyphae, that together from a mycelium
•
The three types of hyphae are rhizoids, stolons and sporangiophores
•
The bread mould does not have strengthening or conducting tissues
The learner must be able to:
•
Describe the structure of the fungus.
•
Differentiate between the three types of hyphae, rhizoids, stolons and sporangiophores
•
Draw and label a diagram of the structure of bread mould.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Pre – knowledge: types of strengthening and conducting tissue in plants
•
Revise the function of strengthening and conducting tissue found in plants (roots,
stems and leaves).
•
Revise the function of chlorophyll in plants and discuss how organisms that are
unable to obtain food through photosynthesis must obtain food.
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of blackboard/transparencies and
class discussion:
•
Fungi show many different structures and characteristics
•
Fungi are similar to plants in that they have cell walls
•
Fungi are different to plants since they have no chlorophyll and cannot
photosynthesise (considered heterotrophic)
•
Fungi may depend on other living organisms as a parasite (such as athlete’s
foot) or may live of dead remains of plants or animals such as bread mould or
mushrooms (saprophytes)
•
Some fungi may be multicellular or unicellular (yeast)
TIMING
RESOURCES NEEDED
10 min
•
15 min
•
•
•
Term 1 Page 11
Internet reference (video on structure of
fungi)
http://www.youtube.com/watch?v=dM_g_p
4h6CM&feature=related
Website images:
http://www.backyardnature.net/f/bredmold
.htm (image of bread mould and diagram
with labels)
Solutions for all Life Sciences Grade 11 pp.11
- 12
Oxford Successful Life Sciences Grade 11
pp. 18
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Fungi may be classified into three groups: sporangium (produce spores in spore
cases called sporangia), club (spores produced in club-shaped structures) and
sac (spores produced in sac-like structures)
•
The structure of the bread mould Rhizopus will be examined
•
Bread mould grows best in warm, dark places
•
This bread mould is considered to be a thallus with no true roots, stems or leaves
•
It is made up of individual filaments called hyphae, that together from a
mycelium
•
The three types of hyphae are rhizoids, stolons and sporangiophores
•
Rhizoids penetrate the bread, stolons creep over the surface of the bread and
sporangiophores are upright hyphae that have sporangia (produce spores)
•
Hyphae do not have chloroplasts
•
Little support is required since the mould is embedded in the bread so there is no
strengthening tissues
•
There is no transport required over large distances and the cells do not have
cross walls so bread mould does not have conduction tissue
•
The cytoplasm of one cell is continuous with that of the next and this makes sure
that food is transported easily to all parts of the fungus
•
Learners must draw a labelled diagram of the structure of Rhizopus in their
workbook
Conclusion
•
Refer to chalkboard summary, transparency etc. and summarise the lesson. It
may be necessary to restate the important concepts
•
Revise the terms thallus, hyphae, mycelium and rhizoids, stolons and
sporangiophores with learners.
•
Remind learners to bring bread with mould growing on it for next lesson
•
1. Learners must draw
and label a
diagram of bread
mould (may be
completed as
homework)
Term 1 Page 12
10 min
•
Reference for diagrams: Solutions for all Life
Sciences Grade 11 pp. 12; Oxford
Successful Life Sciences Grade 11 pp. 18
10 min
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 13
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
Week 2
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
Lesson 3
LEARNER ACTIVITIES
TIMING
Whole class discussion
5 min
RESOURCES NEEDED
Whole class discussion, group work to plan and create a radio advert
2.2 Main Body (Lesson presentation)
•
Learners need to understand the following terms:
•
Vector: a secondary host or carrier for parasites which require two hosts
to complete their life cycles.
•
Parasite: an organism which invades a host cell / organism, causing harm
to the host, but benefiting from the relationship.
•
Endo parasite: a parasite which is found inside the host.
•
Ectoparasite: a parasite which is found outside the host.
•
•
LESSON
Content: (p11 Assessment Syllabus)
PROTISTS AND FUNGI
Diseases
•
Describe the symptoms and management in South Africa of malaria.
•
Discuss the effects and management of athlete’s foot
The learners will be able to:
•
Describe the cause and effects of malaria in South Africa
•
Discuss the effects and management of athlete’s foot
1.1 Introduction
•
Ask learners if there is anyone in the class who knows someone who has
had malaria. If
there is a learner ask them to describe he symptoms, treatment and
where the person was
probably infected.
•
If no-one knows of anyone with malaria, then ask the learners who has
taken anti malaria
tablets, where they were travelling to? How long did they take the tablets
for etc?
•
Protists and Fungi - Diseases
DATE COMPLETED:
TEACHER ACTIVITIES
1.
TOPIC
1.Learners write down
definitions in their notebooks
Learners need to be made aware that the Anopheles mosquito is a
vector for the parasite Plasmodium, which is a protist
it is the Plasmodium which causes malaria.
If a mosquito is not infected with the Plasmodium bites you, you will not
get malaria.
5 min
Reference:
•
Solutions for all Life Sciences Grade 11 pp. 30 - 38
•
Oxford Successful Life Sciences Grade 11 pp.
17 - 19
• Internet resources on diseases caused by fungi
http://www.fungi4schools.org/Documentation/03W
orld-of-Fungi/WF05_Fungi_and_Disease.pdf
20 min
Term 1 Page 14
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The Plasmodium needs the Anopheles mosquito as a vector.
Have learners write down the following in their notebook:
Malaria kills millions of people throughout the world
Symptoms of the disease include flu-like symptoms of chills, high fever,
shivering and sweating, headaches and vomiting up to two weeks after
being bitten by the infected mosquito
In severe cases, convulsions can occur and if the liver and spleen are
infected the person becomes jaundiced
As red blood cells rupture the person becomes anaemic
The infected red blood cells can cause blockages in the blood vessels of
major organs and eventually cause death
Treatment for malaria includes using drugs such as chloroquine to
interrupt the parasite’s life cycle
A traditional malaria remedy involves using the herb sweet wormwood
which grows mainly in the mountains of South East Asia
Managing the disease includes vector control programmes personal
protection measures such as insect repellents and the use of
preventative medicines such as quinine
Another disease caused by a micro-organism is caused by a fungus
Athlete’s foot produces a red rash between the toes
Fine filamentous fungi invade the skin if the environment is moist and
warm such as between the toes
Sometimes the skin may crack and bleed if untreated and the rash may
spread to the soles of the feet or the palms of the hand
Athlete’s food may be treated with anti-fungal creams
Wearing shoes that allow the skin to breathe (leather shoes) and thick
cotton socks helps keep the skin drier and cooler so that the fungus will
not grow
Learners should complete a table that lists the four types of microorganisms, the effects of each disease they cause and the management
of these diseases
10 min
5 min
2.3 Conclusion
•
Learners should be aware that although many micro-organisms are
beneficial in ecosystems , there are many that are pathogenic
•
Re-emphasise diseases that each group of micro – organisms may cause
Term 1 Page 15
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 16
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
Week 2
LESSON SUMMARY FOR: DATE STARTED:
TOPIC
Growth of mould on different
substrates (Practical)
LESSON
4
DATE COMPLETED:
Content:
•
Growth of different types of mould on different substrates such as fruit, vegetables, bread
•
Different structures of different moulds growing on different substrates
LESSON OBJECTIVES
The learners must be able to:
•
Work together in a group
•
Follow instructions
•
Record observation as drawings
•
Successfully use a microscope to observe the different samples of mould
•
Identify the different structures of the moulds observed
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.
1.1
•
•
Practical work: Growth of mould on different substrates
Introduction
Pre-knowledge: Use of a microscope
Briefly go through safety rules in laboratory when handling apparatus such as a microscope
and precautions necessary to take when handling moulds
2.2
•
•
•
•
•
Main Body (Lesson presentation)
Divide the learners into groups (not more than 6 per group)
Give learners the following instructions for preparing slides of various samples of moulds:
Make slides of the various moulds by taking a small scraping from the substrate and placing
a small amount on the slide
Place a drop of water on the sample and cover with a cover slip
Observe slide under the microscope (Learners should note that different moulds will have
different structures depending upon the substrate it grows on)
Carefully examine the slides for the hyphae of the fungi and moulds, the spores contained
in sporangia and cell walls of individual cells
Draw and label those parts of each organism you have observed.
Learners must clean work stations
1.2
•
•
•
Conclusion
Remind learners of the major structures found in mould and fungi
Confirm that the three structures (hyphae, sporangia and cell walls) were observed
Questions at end of activity in Solutions for all text book may be assigned for homework
•
•
•
Term 1 Page 17
TIMING
10 min
1. Group work:
Following instructions, preparing
slides of different moulds, making
observations in the form of
diagrams
2. Learners must draw and label
diagrams to show the various
structures observed in their
Workbooks
Homework (if assigned)
25 min
10 min
20 min
RESOURCES NEEDED
• Samples of old bread,
cheese, fruit and
vegetables with mould
growing on it
• Sharp blade, scalpel or
knife
• Slides and cover slips
• Microscopes
• Practical Ref:
• Solutions for all Life
Sciences Grade 11
pp.12 - 13
• Internet reference for
practical work:
http://www.experimen
t-resources.com/moldbreadexperiment.html
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 18
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
WEEK
3
TOPIC
Immune response in plants and animals
LESSON
1& 2
DATE COMPLETED:
Content:
•
Both plant and animals display a natural passive immunity that helps prevent pathogens from entering an organism
The immune response to pathogens entering humans is to produce anti-bodies that are part of a natural immunity
•
Immunity may also be acquired by getting a mild form of the disease and getting better or through artificial means in the form of
vaccinations
•
Plants also have an active immune response to pathogens and produce chemicals that will prevent the infection from spreading
LESSON OBJECTIVES
The learner must be able to:
•
Explain the passive immune response in plants and animals
•
Discuss how active immunity allow plants and animals to respond to pathogens that enter organisms
•
Describe the immune response occurring in plants and animals
•
Complete a concept map relating to immunity
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Pre –knowledge: how the tissues in the human help protect the body, white blood cells
and their function
•
Remind learners that external structures such as bark on a tree and a waxy cuticle on a
leaf help protect the inner tissues in plants. Also that the skin on humans has the same
function and provides a barrier to bacteria and other micro-organisms.
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of blackboard/transparencies and class
discussion:
•
Passive immunity in humans involves our body’s ability to produce mucous in the nose
and throat and tears in the eye. Our skin also provides a barrier that helps prevent
bacteria and other pathogens from entering our body.
•
Passive immunity in plants involves sticky secretions given off by plants that make it
difficult for them to be eaten and chemical secretions that are poisonous to many
organisms. E.g. fruits that contain large amounts of vitamin C and bioflavonoids (natural
anti-bacterial and antiviral compounds)
•
Active immunity in humans occurs when a disease-causing micro-organism enters our
body.
•
The white blood cells (lymphocytes) produce antibodies which then combine with the
pathogen to destroy it.
•
Some lymphocytes become memory cells that will then destroy the pathogen if it ever
enters the body again
•
In this way we acquire immunity
Term 1 Page 19
TIMING
RESOURCES NEEDED
10 min
15 min
•
Reference:
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
•
Phagocytes are white blood cells that will engulf and digest pathogens that they
encounter in the body
Sometimes the acquired immunity is obtained through artificial ways such as when you
are given a vaccination. (This will be discussed in the next lesson)
Plants also have an active immune response
When a part of a plant becomes infected with a bacterial or viral pathogen, the
infected cells die quickly to prevent the spread of the disease
The plant also has what is known as a Systemic Acquired Resistance(SAR) to infections
The plant produces salicylic acid where the infection starts
Some of this is converted to methyl salicylate which is inactive
This builds up and is carried by the phloem to uninfected tissues
It is then converted back to salicylic acid which helps prevent infection
Have learners draw a concept map for the immune response described in humans
•
•
•
•
2.2 Conclusion
•
Refer to chalkboard summary, transparency etc. and summarise the lesson. It may be
necessary to restate the important concepts
•
Stress the fact that both plants and animals have a type of defence against pathogens
through their immune system
•
Concept map may be completed for homework
1. Learners complete
concept map in their
workbooks
15 min
•
5 min
•
•
•
Solutions for all Life Sciences Gr.
11 pp. 40 – 41; Oxford
Successful Life Sciences Gr. 11
pp. 22 - 24
Internet reference: (Example of
concept map used to organize
data on immune system)
http://ebooks.maconk12.org/P
H_Biology/Disc2/ebook/produc
ts/0-13-115516-4/brgo0400.pdf
Teacher reference for concept
map
http://cmapspublic3.ihmc.us/ri
d=1178472505313_378108100_2
1726/immune%20system.cmap
Video on the immune response
http://www.youtube.com/watc
h?v=IWMJIMzsEMg
Concept map to be
completed learners’ workbook
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 20
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
WEEK
Week 3
TOPIC
Vaccines and antibiotics
LESSON
3
DATE COMPLETED:
Content:
•
A vaccine is a suspension of weakened or dead pathogens that will stimulate antibody production
•
Vaccinations consist of giving vaccines to help make a person immune to a specific disease
•
Lymphocytes respond to the vaccine by making antibodies which remain in the body and will react if a live pathogen enters the body
•
Antibiotics are substances that destroy bacteria without affecting living cells
•
They are secreted by fungi such as Penicillium and Streptomyces
•
Antibiotics may adversely affect the cell wall, membrane or prevent protein synthesis in bacteria
LESSON OBJECTIVES
The learner must be able to:
•
Describe what a vaccine is and how it helps the immune system
•
Describe how vaccinations help strengthen the immune system
•
Discuss the process that occurs once the body has received a vaccination
•
Describe what an antibiotic is and how it helps the immune system
•
Describe what an antibiotic is and how it helps the immune system
•
Participate in a class discussion on the advantages and disadvantages of vaccinations
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Pre –knowledge: white blood cells produce antibodies in the body when a pathogen
enters the blood
•
Remind learners of how the active response of the immune system acts on pathogens
•
Remind learners that antibiotics are effective against bacteria but not viruses
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of blackboard/transparencies and class
discussion:
•
A vaccine is a suspension of dead or weakened pathogens that will stimulate the
production of antibodies in the blood.
•
These antibodies will strengthen the immunity of the body and help protect against
specific diseases
•
Vaccines are made from live pathogens grown in labs
•
Through various processes they will then be killed or continually grown until they are
much weaker than the original pathogen
•
These organisms are then used to make vaccines
•
Vaccines may be administered by injection, by scratching the skin or by ingesting it
•
When a person receives a vaccination the lymphocytes produce antibodies for the
pathogen contained in the vaccine.
•
The antibodies then remain in the blood for some time and if the person is infected by
the live pathogen, the antibodies will destroy them right away.
Term 1 Page 21
TIMING
RESOURCES NEEDED
10 min
•
20 min
•
•
•
•
•
•
Internet reference: (The making
of vaccines)
http://www.madehow.com/Volu
me-2/Vaccine.html
http://health.howstuffworks.com/
wellness/preventiveare/vaccine4.htm
How vaccines work and history
http://www.accessexcellence.or
g/AE/AEC/CC/vaccines_how_w
hy.php
Internet reference: (How
antibiotics work)
http://science.howstuffworks.co
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
•
•
•
This ensures the body has a long lasting protection against certain serious diseases
such as polio or measles.
Antibiotics are substances that are secreted by fungi such as Penicillium (which grows
on fruit) and Streptomyces (which grows in the soil)
These substances will kill bacteria but do not harm living cells
Most pathogenic bacteria can be killed by one antibiotic or another although they
are not effective against viruses
Antibiotics assist the body’s immune system by helping to control the bacterial growth
inside the body
The following are examples of antibiotic targets
The cell wall of the bacteria may become unstable and eventually burst when
exposed to an antibiotic E.g. penicillin
The cell membrane may be damaged so that it is not permeable anymore when
exposed to an antibiotic.
This causes the cell contents to leak and eventually to die
Protein synthesis cannot be completed, blocking the manufacture of cell proteins
and enzymes causing the bacteria to die
Diseases such as tuberculosis, strep throat and ear infections are all treatable by
antibiotics since they are caused by bacteria
Have learners complete the activity on antibiotics
3.2 Conclusion
•
Stress the difference between vaccines and antibiotics with learners
•
The activities may be completed for homework
•
•
1. Learners complete the
activity by answering
questions in their
workbook
Term 1 Page 22
10 min
5 min
•
m/environmental/life/humanbiology/immune-system15.htm
http://www.biotechnologyforums
.com/thread-49.html
Solutions for all Life Sciences Gr.
11 pp. 41 – 44; Oxford Successful
Life Sciences Gr. 11 pp. 25 - 26
Solutions for all Life Sciences Gr.
11 Classroom Activity 16 pp. 44 45; Oxford Successful Life
Sciences Gr. 11 Activity pp. 25
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 23
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
3
TOPIC
Micro-organisms in traditional technology
LESSON
4
DATE COMPLETED:
Content:
•
Micro-organisms are useful in the processes of making beer, wine and cheese
•
Traditional African beers are mostly made from sorghum and maize
•
Wine is produced from fermented fruit juice
•
Cheese and yoghurt may be produced from micro-organisms and milk
•
The learner must be able to:
•
Describe how micro-organisms are used traditionally to produce beer and wine
•
Discuss the process of making cheese and yoghurt
•
Complete questions on micro-organisms and their importance in traditional biotechnology
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Ask learners if any of their relatives make beer or wine
•
Discuss with learners how this process occurs and how long it takes to produce a
finished product
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of blackboard/transparencies and class
discussion:
•
Micro-organisms are useful in the processes of making beer, wine and cheese
•
The process of using fermented foods has been used for thousands of years
•
The roots of plants such as khadi and Mestoklema tuberosum (donkievygie) are
commonly used in South Africa for fermenting traditional beers
•
These roots contain yeasts and moulds that help with the fermentation process
•
Sugars from sorghum or maize provide the yeast with the means to make alcohol
during the fermentation process
•
Wine is produced from fermented fruit juice
•
Grapes are usually used but in Japan and China rice is used to make wine
•
The grapes are crushed to form a juice which is left to ferment
•
After a couple of weeks the juice turns into wine
•
Cheese and yoghurt may be produced from micro-organisms and milk
•
Milk contains a sugar known as lactose and a protein called casein
•
A bacterium called Lactobacillus ferments the lactose sugar changing it into lactic
acid
•
Lactic acid causes the casein to curdle and separate from the liquid called whey
Term 1 Page 24
TIMING
RESOURCES NEEDED
10 min
15 min
•
Solutions for all Life Sciences Gr.
11 pp. 48 – 49; Oxford Successful
Life Sciences Gr. 11 pp. 27
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
The solid curds are moulded into cheeses after being washed and salted
Yoghurt is made in a similar way
Some cheese is made using moulds
Spores of Penicillium roqueforti are used to make the blue-vein cheeses.
Some spores of fungi are sprayed onto the surface of cheeses such as brie and
camembert and give the cheeses their characteristic flavours
Bread rises while baking because of the carbon dioxide that is released by yeast
during this process and is another example how micro-organisms are useful
The process of fermentation is a type of anaerobic respiration where sugars are
converted into ethanol and carbon dioxide by the action of micro-organisms
Have learners complete the activity on micro-organisms and traditional technology
Alternatively have learners bring samples of products such as various cheeses ,
yoghurt and bread that are produced locally
1. Learners complete the
activity by answering
questions in their
workbook
3.2 Conclusion
•
Consolidate the information on micro-organisms and traditional means of making
beers, wines and cheeses
•
If time allows have learners bring samples of cheeses and breads that have been
made locally
•
The activities may be completed for homework
15 min
•
Solutions for all Life Sciences Gr.
11 Classroom Activity 18 pp. 50
5 min
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 25
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
4
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
TOPIC
Biodiversity of plants
1&2
DATE COMPLETED:
Content: (CAPS p40)
Biodiversity of plants:
Grouping of bryophytes according to the presence/absence of:
•
Vascular tissue (xylem and phloem).
•
True leaves and roots.
•
Seeds or spores.
•
Fruit.
The learners will be able to:
•
List the 4 groups of plants: Bryophytes, Pteridophytes, Gymnosperms and Angiosperms.
•
Define the terms: ‘true leaves’, ‘true roots’, ‘vascular tissue’, ‘seeds’ and ‘fruit’.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
Discuss how the Bryophytes, Pteridophytes, Gymnosperms and Angiosperms are related
to each other. Understanding Life Sciences has a good flowchart. Solutions for all Fig 2.2
p56 have a phylogentic tree.
2.2 Main Body (Lesson presentation)
Whole class discussion
Learners to copy down the
flow chart or phylogenetic
tree.
Learners to complete the colouring in page on the various plants.
TIMING
15 min
RESOURCES NEEDED
Solutions for all Fig 2.2 p56
Understanding Life Sciences Fig 1.2.1
p54
10 min
Have a whole class discussion on the following:
Explain what is meant by the following terms:
• True leaves: The leaf tissue is differentiated into xylem and phloem.
• True roots: The root tissue is differentiated into xylem and phloem.
• Vascular tissue: Possess true conducting tissues i.e. xylem and phloem
• Seeds: Contain and protect a plant embryo. Usually structurally modified to allow for
a specific type of dispersal away from the parent plant.
• Spores: a single haploid cell that eventually develops into an adult plant in fungi and
Bryophytes; it develops into a pro-thallus in ferns and into pollen in seed plants.
• Fruit:following fertilization in flowering plants, the ovary becomes fleshy housing the
developing embryos in a seed /seeds. Fruits are usually produced to encourage
animals to eat them allowing for seed dispersal.
•
Lesson
Whole class teaching, followed
by writing definitions in
notebooks,
15min
Discuss the concept of alternation of generations and have learners draw a flow
chart representing this.
Term 1 Page 26
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
2.3 Conclusion
Recap on the definitions learnt in today’s lesson..
Homework:
Learners to bring a moss plant to school. Moss plants are found in damp shady places
for example in paving or near taps.
Copy down a flow chart
showing alternation of
generations followed by an
explanation of the concept.
15 min
Solutions for all Fig 2.3 p57
Study and Master Fig 1.2.2 p91
5 min
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 27
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
4
TOPIC
Plant Groups
Lesson
3
DATE COMPLETED:
Content: (CAPS p40)
Biodiversity of plants: Bryophytes
Grouping of bryophytes according to the presence/absence of:
•
Vascular tissue (xylem and phloem).
•
True leaves and roots.
•
Seeds or spores.
•
Fruit.
The learners will be able to:
•
Discuss Bryophytes in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
Whole class discussion, complete definitions and table in notebook, as well as a practical
looking at Bryophytes.
1.1 Introduction
Recap on the following terms: Vascular tissue, true leaves and roots, spores , seeds and fruit.
Recap on the flow chart showing an alternation of generations.
TIMING
RESOURCES NEEDED
1.
2.2 Main Body (Lesson presentation)
Explain the following to learners:
• The Bryophytes are divided into 3 groups: mosses, liverworts and hornworts.
• These plants grow in shady damp habitats.
• They are small plants.
• The gametophyte generation is larger and longer living than the sporophyte generation.
• They have no true roots, stems or leaves. They are thallus plants. (No xylem and phloem is
present).
• They reproduce by spores, there are no seeds present.
• They are dependent on water for sexual reproduction. The sperm cells swim in water from
the male gametophyte to the female gametophyte which houses the egg.
• Asexual reproduction by spores is dependent on dry weather for spore dispersal.
• The gametophyte generation is dominant over the sporophyte generation.
•
Learners to draw up the following table in their notebooks:
Term 1 Page 28
Whole class discussion
Learners to copy down the flow
chart or phylogenetic tree.
Whole class teaching, followed
by writing definitions in
notebooks,
10 min
10 min
Solutions for all Fig 2.2 p56
Understanding Life Sciences
Fig 1.2.1 p54
Solutions for all Fig 2.3 p57
Study and Master Fig 1.2.2
p91
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Characteristic
Vascular
tissue
True leaves or
roots
Seeds or
spores
Fruit
Dependence
on water for
reproduction
Examples
Bryophytes
Pteridophytes
Gymnosperms
Angiosperms
Learners write the ‘framework’ of
the table across an A4 page in
their notebooks.
(As each of the plant groups are discussed in the next few lessons so learners should complete
the above table, which will provide them with a summary of the work.)
•
Using their textbooks and from the class discussion learners are to complete the table
above for the Bryophytes.
•
Practical Work:
Bryophytes:
Working in small groups learners are to investigate the external features of a moss
gametophyte plant using a hand lens.
1. Provide each group with a hand lens. Using the hand lens and diagrams in the text book or
one drawn on the chalk board /OHT each learner is to draw and label a diagram of a moss
plant showing both the gametophyte and sporophyte generations.
.
2.3 Conclusion
Allow groups to report back on their tables.
Homework:
Learners to bring a fern plant to school. If these are not available then a diagram or photo of a
fern plant will suffice.
15 min
Solutions for all p58-59
Study and master p90-91
Understanding Life Sciences
p55-56
Learners to complete Bryophyte
column of table.
Solutions for all p59 Practical
activity Activity 2 p92
Study and master
Understanding Life Science
Activity 1.2.1 p56
Practical Workshop 1 Gr 11
Worksheet 2
Using hand lenses learners draw
and label a diagram of a moss
plant in their notebooks.
20 min
5 min
Reflection / Notes:
Term 1 Page 29
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 30
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Term 1 Page 31
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
4
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
TOPIC
Lesson
4
DATE COMPLETED:
Content: (CAPS p40)
Biodiversity of plants: Pteridophytes
Grouping of Pteridophytes according to the presence/absence of:
•
Vascular tissue (xylem and phloem).
•
True leaves and roots.
•
Seeds or spores.
•
Fruit.
The learners will be able to:
•
Discuss Pteridophytes in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.
TEACHER ACTIVITIES
1.
Biodiversity in Plants: teridophytes
LEARNER ACTIVITIES
TIMING
RESOURCES NEEDED
Whole class discussion, observation completing table from previous lesson.
1.1 Introduction
Allow learners to show the rest of the class the specimens which they have brought to class.
Discuss where the learner found the fern plant and whether the plant they have brought to
school is in fact a fern.
1.2 Main Body (Lesson presentation)
•
Whole class teaching where using OHT/chalkboard, explain the structure of the dominant
sporophyte generation. Stress that there is no xylem and phloem, therefore this is a thallus
plant, i.e. not true roots, stems or leaves.
Allow learners to locate the rhizoids, fronds and sori (if present). Explain that beneath the
sori are sporangia which are involved in the production and release of spores.
With the aid of a textbook or diagram from the chalkboard/OHT learners are to draw and
label a diagram of the sporophyte generation of a fern plant.
•
Leaving out the detail of for instance the structure of the archegonia and antheridia,
learners are to have a basic understanding of the life cycle of the fern plant, i.e.
sporophyte produces spores, which divide by mitosis and grow into a prothalus
(gametophyte generation) which produce gametes (sperm and egg cells) which fuse to
form a zygote which develops into the sporophyte plant.
Learners to draw a basic life cycle of the fern plant in their notebooks.
•
Complete the column ‘Pteridophytes’ in the table drawn in the previous lesson.
1.3 Conclusion
Using the table from learners are to consider the similarities and differences between fern and
moss plants.
Term 1 Page 32
Learners show and tell their fern
plants.
10 min
Whole class discussion on the
structure of the sporophyte
generation of a fern plant.
5 min
Observations on the plant
material brought to school.
Learners to draw and label a
diagram of the sporophyte
generation of a fern plant.
15 min
Whole class teaching on the
basics of the life cycle of a fern
plant.
Learners to draw a simplified life
10 min
Learners to bring fern plants
to school
Solutions for all p 60
Study and Master p92-94
Understanding Life Sciences
p57-58
Solutions for all p60 Fig 2.5
Study and master p93 Fig
1.2.5
Practical Workshop 1 Gr 11
worksheet 3
Study and Master p95 Fig
1.2.6
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Similarities between moss and ferns:
1. They both grow in similar habitats: shady, moist and cool areas.
2. They both survive on land. However they are dependent on water for fertilization.
3. Both produce spores.
4. Sperm are motile.
cycle of the fern in their
notebooks.
Differences between the moss and fern plants.
Moss plants are thallus plants; they neither possess xylem nor phloem. Whereas the fern plants
possess both xylem and phloem and are considered vascular plants.
Moss plants are generally speaking much smaller than fern plants.
The sporophyte plant of the fern is dominant whereas the gametophyte plant of the moss is the
dominant generation.
Learners to complete the
‘Pterophyte’ section drawn in
the previous lesson.
10 min
Learners are to consider how the
fern plant is similar yet different
from a moss plant.
10 min
Understanding Life Sciences
Activity 1.2.2 p58
Understanding Life Sciences
Activity 1.2.3 p59
Homework:
Provide learners with questions from a textbook on fern and moss plants.
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 33
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
5
TOPIC
Plant Groups: Gymnosperms
Lesson
1
DATE COMPLETED:
Content: (CAPS p40)
Biodiversity of plants: Gymnosperms
Grouping of gymnosperms according to the presence/absence of:
•
Vascular tissue (xylem and phloem).
•
True leaves and roots.
•
Seeds or spores.
•
Fruit.
The learners will be able to:
Discuss Gymnosperms in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
Go through the homework on mosses and ferns. Explain that today’s lesson is on the
plants that produce cones as part of their life cycle; the Gymnosperms. Hold up
various cone specimens, as well as a branch of a Gymnosperm with some cones
present if possible.
1.2 Main Body (Lesson presentation)
Try and collect 8 Gymnosperm branches (these may be stored for years to come).
Divide the class into 8 groups and have them observe the various features of the
branch.
Learners are to draw and label a diagram of the branch with the cones present.
Very briefly outline the life cycle of a Gymnosperm with the focus being on the need
for water for fertilization and the presence of seeds (with no protective covering).
1.3 Conclusion
Learners to complete the Gymnosperm column in the table of Plant Groups .
TIMING
Learners provide answers to
homework questions.
10 min
From observations of a
Gymnosperm branch
bearing a cone, learners are
to draw and label a diagram
of the specimen.
15 min
RESOURCES NEEDED
8 Gymnosperm branches preferably with
cones present.
Solutions for all Fig 2.7 P62
Practical Workshop 1 Gr 11 Worksheet 4
Learners to copy down a
very brief life cycle of the
gymnosperms. They are to
note that these plants bear
cones, water is necessary for
fertilization and that ‘naked’
seeds are produced.
Term 1 Page 34
15 min
Solutions for all p62-63
Study and Master P95-97
Understanding Life Sciences P59-61
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Homework:
Learners to go and look for a plant with a parallel veined leaf and one with a net
veined leaf. If in flower: the learners are to bring the flower as well. Bring to school in
2 days’ time.
Learners to complete the
Gymnosperm section of the
table.
10 min
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 35
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
5
LESSON SUMMARY FOR: DATE STARTED:
TOPIC
Plant Groups: ngiosperms
Lesson
2&3
DATE COMPLETED:
Content: (p 14 Assessment Syllabus)
DIVERSITY, CHANGE AND CONTINUITY PLANT DIVERSITY
Plant Groups
•
Angiosperms: vascular tissue, true leaves and roots, seeds, fertilization independent of water, produce flowers; seed is enclosed in a fruit.
LESSON OBJECTIVES
Introduction:
The learners will be able to:
•
Distinguish between a moss, fern, gymnosperm and angiosperm with respect to structure of macroscopic plant, presence or absence of vascular
tissue, dependence on water for fertilization, presence or absence of flowers, seed or spores.
TEACHER ACTIVITIES
1.
LEARNER ACTIVITIES
TIMING
RESOURCES NEEDED
Whole class discussion, group work discussion on various plant groups, individual work.
1.1 Introduction
Place learners in small groups of about 4 learners in a group. Provide each group with diagrams
of a moss, fern, and gymnosperm, ask learners to name the group the plant belongs to. Recap
also on whether the plant is a thallus plant, whether they need water for reproduction, are
seeds or spores produced?
2.2 Main Body (Lesson presentation)
Explain to learners that plants which bear flowers belong to the Angiosperms. The angiosperms
are divided into two groups the monocotyledons and the dicotyledons, we will look at the
differences between these two groups later in the lesson. Now we need to consider how the
Angiosperms differ from the Bryophytes, Pteridophytes and Gymnosperms.
Have learners page to the front of their notebooks and look at the anatomy of a dicot root and
stem. Learners are to find the xylem and phloem tissue.
Learners to draw and label a diagram of an angiosperm (monocot or dicot it doesn’t matter)
as well as a flower (monocot or dicot it doesn’t matter).
Briefly outline the life cycle of an angiosperm, paying particular attention to fertilization being
independent of water, the formation of a seed. Seeds often occurring inside fruits. The
significance of the production of seeds (allow for a dormant state, different types of seeds are
structurally suited to allow for a particular mode of dispersal. Fruits are used usually to attract
animals for the purpose of seed dispersal.)
Term 1 Page 36
Learners to decide which diagram
is a moss, fern or gymnosperm and
then to list the various
characteristics which apply to
each plant group.
15 min
5 min
Whole class teaching.
Learners find the T/S through a
dicot root and stem and locate the
xylem and phloem tissue
Diagrams/photos of a
moss plant, fern plant and
gymnosperm.
Solutions for all
p58,60,61,62
Study and Master
p90,p93,p96
Understanding Life
Sciences p56, p57, p60
10 min
Learners draw and label a diagram
of an angiosperm plant, including a
flower and fruit.
Learners to draw and label a
diagram of a flower and a diagram
of the life cycle of an angiosperm
plant.
20 min
Learners to write down advantages
10 min
Solutions for all p64-65
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
for producing seeds and fruits.
Study and Master p98-100
Understanding Life
Sciences p62-63
2.3 Conclusion
Recap on the following with respect to Angiosperms: the presence of vascular bundles.
Presence of true roots stems and leaves, presence of seeds and spores, and the presence of
fruit.
Homework:
Learners to complete the Angiosperm column of the table from lesson 5.
Term 1 Page 37
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 38
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
5
TOPIC
Biodiversity of Plants:
Lesson
4
DATE COMPLETED:
Content: (CAPS p40)
Biodiversity of plants:
Decreasing dependence on water for reproduction from Bryophytes to Angiosperms.
The learners will be able to:
Discuss the progressive development of the land plants with respect to a decreasing dependence on water for sexual .
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
As a class discussion recap on the terms: thallus plants, seeds, spores, fruit and vascular tissue.
1.2 Main Body (Lesson presentation)
Using the table that learners have been filling in for the various plant groups have learners
work in small groups to notice trends as plants evolved from simple to more complex, with
respect to: vascular tissue, true leaves and roots, seeds and spores, fruits and a decreasing
dependence on water for reproduction. (Each group to use a phylogenetic tree to guide
their discussion).
Each learner to write the discussion as an essay in their notebooks.
1.3 Conclusion
Allow a representative from each group to report back to the rest of the class.
Learners provide answers to
various terms.
Learners to discuss the trends
as plants evolved from the
Bryophytes to the
Angiosperms.
TIMING
10 min
35 min
15 min
Homework:
Textbook activity.
Term 1 Page 39
RESOURCES NEEDED
Solutions for all pp66-67
Study and master p101, p102
Understanding Life Sciences p65,
p66
Solutions for all Classroom
Activity 2 p68
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 40
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Gymnosperms
The plants evolved from Bryophytes →Pteridophytes
Angiosperms
In the Byrophytes, water is necessary for the process of sexual reproduction, the sperm swims to the egg cells in water, allowing fertilization to take place. These plants are found in
damp shady habitats. They do not possess xylem nor phloem and are considered thallus plants, and do not possess true roots, stems or leaves. Seeds are absent and reproduction
includes spores. Gametophyte generation is the dominant generation.
In the Pteridophytes, water is necessary for fertilization to take place. Like the moss, sperm swims to the egg cells. These plants grow in damp shady habitats. Fern plants posses xylem
and phloem, and therefore have true roots, stems and leaves. They reproduce using spores, seeds are absent. The sporophyte generation is the dominant generation.
Gymnosperms do not depend on water for sexual reproduction. The males spores within the pollen grain are carried to the female spores by winds. They possess true vascular tissue
and therefore have true roots, stems and leaves. They posses seeds, but no flowers nor fruits. The seeds are borne on cones. Spores form part of the life cycle of the Gymnosperms.
The sporophyte generation is the dominant generation. The gametophyte generation is small and enclosed by the sporophyte.
Angiosperms are not dependent on water for sexual reproduction. Water may be used to transfer pollen grains from the anther of one flower to the stigma of another. However
wind, insects, birds, mammals and birds may also serve as agents of pollination and seed dispersal. They possess true vascular tissue and therefore have true roots, stems and leaves.
They possess seeds and fruits. Spores form part of the life cycle of Angiosperms. The sporophyte generation is the dominant generation. The male and female gametophytes are
small and protected by the gametophyte.
Term 1 Page 41
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
LIFE SCIENCE
WEEK
6
LESSON SUMMARY FOR: DATE STARTED:
ADVANTAGES AND DISADVANTAGES OF ASEXUAL
AND SEXUAL REPRODUCTION IN LIVING ORGANISMS
TOPIC
Lesson
1
DATE COMPLETED:
CONTENT:
•
Explanation of sexual and asexual reproduction in living organisms
•
Advantages and disadvantages of sexual and asexual reproduction in organisms
LESSON OBJECTIVES
The learners must be able to:
•
State the advantages of asexual reproduction
•
State the disadvantages of asexual reproduction
•
State the advantages of sexual reproduction
•
State the disadvantages of sexual reproduction
TEACHER ACTIVITIES
LEARNER ACTIVITIES
TIMING
RESOURCES NEEDED
1. Introduction
•
To introduce lesson :
•
Explain to learners that there are different methods of reproduction in
plants and animals
•
Some organisms are able to make copies of themselves and other
organisms must have a mate to produce offspring
2. Main Body / Presentation:
•
Learners should write down the following points on asexual and sexual
reproduction in plants and animals:
•
Asexual means without sex and involves only one individual or parent
•
In plants it is sometimes called vegetative reproduction
•
There are various means by which plants may reproduce asexually:
sideways shoots, called runners are produced, lateral buds on
underground storage organs called tubers produce new shoots and
stems from some plants can produce new roots when cut from the
main plant
•
Sexual reproduction involves the fusion of gametes (egg and sperm
cells) from a male and female parent
This means that genetic content of the parents is mixed up and then
passed on to the offspring
•
Discussion method between learners and educator to develop the
correct and relevant points.
5 min
•
Learners write down the information
regarding asexual and sexual reproduction
Term 1 Page 42
15min
•
•
Reference:
Solutions for all Life
Sciences Gr. 11 pp.69 –
70; Oxford Successful
Life Sciences Gr. 11
pp.42-43
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
Draw a table on the chalkboard where learner responses on
advantages and disadvantages of asexual and sexual reproduction
will be listed.
It should include the following:
ADVANTAGES OF ASEXUAL REPRODUCTION
•
Only one plant needed to produce many plants.
•
Offspring are genetically alike; therefore if parent plant has suitable or
advantageous genes the new plants will be identical.
•
The formation of new plants by asexual means is faster than the
formation of new plants by sexual reproduction.
•
No need for pollinating agents or seed dispersal.
•
•
Learners must respond by providing
answers for advantages of sexual and
asexual reproduction.
Learners should copy the table into their
book and record the relevant points as
they are discussed in their workbooks
15 min
DISADVANTAGES OF ASEXUAL REPRODUCTION
•
•
Weak parent will produce weak offspring because offspring are
genetically identical to parent plant.
New plants may not survive environmental changes.
ADVANTAGES OF SEXUAL REPRODUCTION
•
•
•
Offspring show genetic variation.
May allow for the formation of new species under changing
environmental conditions.
Diseases and parasites carried by the parent may not be passed on to
the offspring
DISADVANTAGES OF SEXUAL REPRODUCTION
•
It is a slow process as suitable gametes are required.
•
Mutations occur which can produce a lethal or disadvantageous
gene.
•
Involves pollination and seed dispersal which requires agents such as
wind, water or birds and insects.
Conclusion:
•
Revise all the points written on chalkboard with learners to reinforce
concepts of sexual and asexual reproduction.
•
Activities may be assigned as homework
10 min
Term 1 Page 43
•
Solutions for all Life
Sciences Gr. 11
Classroom activity 3
pp.70; Oxford
Successful Life
Sciences Gr. 11
Activity pp.43
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 44
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
LIFE SCIENCE
WEEK
LESSON SUMMARY FOR: DATE STARTED:
6
TOPIC
FLOWERS AS REPRODUCTIVE STRUCTURES
Lesson
2
DATE COMPLETED:
CONTENT:
•
The reproductive structures of a flower of an angiosperm are identified
•
The importance of pollination
•
Adaptations of flowers for insect, wind and bird pollination
LESSON OBJECTIVES
The learners must be able to:
•
Identify the reproductive structures in a flower (angiosperm)
•
Define and explain the importance of pollination in plants
•
Explain how flowers are adapted for insect ,wind and bird pollination
•
Give examples of wind, insect and bird pollinated flowers
•
Learners complete a labelled diagram of the structure of a flower
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1. Introduction:
•
Ask learners if they have an idea why some plants produce bright,
colourful flowers.
•
Remind learners that insects such as bees are often seen landing on
flowers and this ensures pollination will occur.
•
Ask question: why must pollination occur in flowers?
•
Answer: To ensure that the male and females gametes meet for sexual
reproduction.
•
Ask learners the following question: What do they understand by
pollination, self and cross pollination?
•
Pollination is the transfer of ripe pollen from a ripe anther to the stigma
of a flower.
•
Allow time for learners to ask questions /
discussion on pollination as prerequisite for
sexual reproduction in plants.
2. Main Body / Presentation
•
Use diagrams in the text book, wall charts or Internet references to
point out the following reproductive structures in flowers.
•
Have learners write down the following information in their workbooks
•
TIMING
RESOURCES NEEDED
5 min
•
10min
A typical bisexual flower consists of a number of adapted leaves that
are made up of four rings/whorls namely the calyx, the corolla, the
stamen and the pistil. Whorls are like concentric rings.
Term 1 Page 45
Solutions for all Life
Sciences Gr. 11 pp. 70 –
73; Oxford Successful Life
Sciences pp. 44 – 47
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Explain to learners that the two essential whorls of a flower are the
following :
•
Androecium or stamen ( male whorl) - consisting of the anther and
filament
•
Gynaecium or pistil ( female whorl) – made up of stigma, style and
ovary
•
Explain to learners that only :
•
A ripe anther produces pollen with male gametes.
When female gametes are formed in the ovules, the stigma becomes ripe
and sticky to receive pollen
•
Self – pollination is the transfer of pollen between the anther and the
stigma of the same flower e.g. Orchids, pea plants
•
•
Cross – pollination is the transfer of pollen from the ripe anther of one
flower to the ripe stigma of another flower.
•
Also indicate to learners that the fruits that they eat are actually
swollen ovaries after a flower has undergone sexual reproduction.
•
•
Tell learners what the importance of the corolla is:
Corolla – made up of petals to attract insects for pollination.
•
•
Ask the following question :
Why are some flowers small and dull while others are big and brightly
coloured?
•
Answer: Small, dull flowers are wind pollinated. Big, bright flowers are
insect or bird pollinated and has nectarines/ nectar glands.
•
Explain to learners that all flowers are structurally suited for a specific
Term 1 Page 46
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
type of pollination.
Have learners write down the following information in their workbooks.
•
Wind pollinated flowers are :e.g. grass, maize
•
•
•
•
•
•
•
Small and inconspicuous, green and not showy.
Produce enormous amounts of small pollen grains.
Their stigmas may be large and feathery to catch the pollen grains.
They do not produce scent or nectar
The stamens are long and protrude out of flower.
Pollen grains are dry and light to easily float in the wind
Insect pollinated flowers: e.g. sweet peas, orchids
•
Have simple nectar guides with the nectar usually hidden in narrow
tubes or spurs, reached by the long tongue of the butterflies
Large and showy, pink or lavender petals , frequently have a landing
area, and are usually scented
Pollen grains are sticky
Bird pollinated flowers: eg. Aloe
•
•
•
•
Learners must be able to state all
characteristics of flowers adapted for a
specific pollinator.
Term 1 Page 47
15 min
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
Flowers tend to be large red or orange tubes with a lot of dilute nectar
Flowers are not scented
Learners should draw the general structure of a flower from an
angiosperm (emphasis must be put on reproductive structures in the
diagram)
Diagram of structure of
flower:
3. Conclusion:
•
Go through the structures that are needed in flowers for reproduction
•
Emphasize that plants have different adaptations to ensure pollination
by different types of pollinators
•
Diagram may be completed as homework
•
Pre-preparation for next lesson’s practical:
•
You will need to get one specimen of each type of flower for the next
lesson: wind-pollinated – E.g grass, Restios, insect- pollinated flowers
E.g Daisy, hibiscus, black-eyed Susan, bird- pollinated E.g aloe,
Strelitzia
10 min
5 min
Term 1 Page 48
•
Solutions for all Life
Sciences Gr. 11 pp. 71;
Oxford Successful Life
Sciences pp. 44
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 49
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
WEEK
6
TOPIC
Structure of Flowers (Practical)
LESSON
3
DATE COMPLETED:
Content:
•
Wind pollinated, insect pollinated and bird pollinated flowers all have different structures
•
Dissection of one species of each type of differently pollinated flower will be examined and dissected
LESSON OBJECTIVES
The learners must be able to:
•
Work together in a group
•
Follow instructions
•
Record observations in a table
•
Identify the different structures of the flowers that are pollinated by different means
TEACHER ACTIVITIES
1.
1.1
•
•
LEARNER ACTIVITIES
Practical work: Structure of flowers that are pollinated by wind, insect and birds
Introduction
Pre-knowledge: Use of hand lens and scalpels
Briefly go through safety rules in laboratory when handling apparatus and ask
learners if any of them have any known allergies to pollen produced by the
flowers being used
2.2 Main Body (Lesson presentation)
•
Divide the learners into groups (not more than 6 per group)
•
Give learners the following instructions for observing the different types of
flowers:
•
Examine the flowers from the outside by using the hand lens or the dissecting
microscope
•
Use a reference diagram from your text book or teacher to help you
•
These observations need to be recorded in a comparative table
•
Your table should have the following headings in four columns: Feature, birdpollinate flower, insect- pollinated flower and wind- pollinated flower
•
Under feature record sepals (present or not and number), petals (number and
description), stamens (number and arrangement), style (length and shape),
stigma (number and position),and ovary (shape and position)
•
Make a labelled sketch of your flowers
•
Use the scalpel to cut your flower longitudinally
•
Using your forceps and scalpel if necessary, carefully remove the outer two
whorls of the flower
•
Examine them and count how many there are, recording your observations in
your table
•
Count the number of stamens present in your flower, recording the number in
your table, and carefully remove one of them
•
Examine the lobed structures at the tip of the stalk
•
The central most part of the flower is the pistil
TIMING
RESOURCES NEEDED
•
Samples of each type of flower: windpollinated – E.g grass, Restios, insectpollinated flowers E.g Daisy, hibiscus,
black-eyed Susan, bird- pollinated E.g
aloe, Strelitzia
•
•
•
Sharp razor blade, scalpel
Hand lens or dissecting microscope
Forceps
5 min
1. Group work:
Following instructions,
making observations in the
form of a table
2. Learners must draw a table
for observations
Term 1 Page 50
20 min
• Practical Ref:
• Solutions for all Life Sciences Grade 11 pp.
74 - 75
• Internet reference for practical work:
http://www.nuffieldfoundation.org/pract
ical-biology/comparing-flower-structuredifferent-angiosperms
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
Observe the stigma
Using the scalpel or razor blade, cut the ovary longitudinally
Use the hand lens and dissecting microscope to observe the arrangement and
attachment of the ovules
Clean your work station once all of your observations have been completed
Once your table is complete, write a short paragraph describing the
differences between the three types of flowers
1.2 Conclusion
•
Remind learners of the major structures found in all flowers
•
Discuss the differences between the three types of flowers that were observed
3. Learners write a paragraph
comparing the three types
of flowers that they
observed
10 min
10 min
Reflection/Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 51
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
LIFE SCIENCE
WEEK
LESSON SUMMARY FOR: DATE STARTED:
6
TOPIC
SIGNIFICANCE OF SEEDS – SEED BANKS AND
AS A FOOD SOURCE
Lesson
4
DATE COMPLETED:
CONTENT:
•
The structure and germination of seeds
•
Seeds as a food source
•
Seed banks and endemic species to South Africa
LESSON OBJECTIVES
The learners must be able to:
•
Describe the structure and germination process of seeds
•
Explain the significance of seeds as a food source
•
Describe what a seed bank is and its importance
•
Identify endemic species of plants that bear seeds in Africa
•
Complete questions on the significance of seeds
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1. Introduction:
•
Remind learners that seed plants (Spermatophytes) are one of the
most dominant group of plants on land
•
Ask learners what advantages they think seeds have given plants like
out food crops over plants such as mosses and ferns (the fact that
seeds can lie dormant for years allows them time to wait for
favourable conditions for growth)
1. Learners discuss advantages to having
seeds as compared to spores
2. Main Body / Presentation
•
Use diagrams in the text book, wall charts or Internet references to
point out the following structures in seeds.
•
Have learners write down the following information in their workbooks
TIMING
RESOURCES NEEDED
5 min
20min
•
Solutions for all Life
Sciences Gr. 11 pp. 76 –
83; Oxford Successful Life
Sciences pp. 48 – 51
Explain to learners the following :
•
A fertilized ovule becomes a seed.
•
All plants that are seed bearing belong to Phylum Spermatophyta.
•
A seed consists of three parts: a testa (seed coat) which protects the
embryo, a cotyledon (seed leaves) which provides temporary food for
the developing embryo and the embryo (immature plant) which will
develop into a new plant after germination
•
Since seeds contain very little water, they can survive for long periods
without germinating
•
When climatic conditions are favourable for survival, the cotyledons
swell and split the testa and growth starts
•
Different seeds need different conditions for germination E.g. Protea
need fire before they begin to germinate
•
Seed are a source of food and the reserves that are stored in seeds
Term 1 Page 52
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
•
•
•
•
vary
In the sunflower, it is mainly lipids, in maize and rice, it is mainly starch
and in legumes such as beans and peas, it is mainly protein
Cooking oil obtained from sunflower seeds, coffee and cocoa are
derived from seeds
Maize, wheat and rice make up the staple diet for over half the people
on the planet.
Sorghum is a grain plant that originated in Africa
The grain is eaten as an accompaniment to other food dishes, or for
bread and porridge
Samp is made from the dried and crushed kernels of maize and is
traditionally served with red beans
Pearl millet is also native to Africa and can be grown in dry conditions
and in poor soils
This is grounded and eaten as a porridge and sometimes made into
beer
Since seeds are hard and resistant to cold and other adverse
conditions, they can survive for long periods of time
As a result, seed banks have been developed in an effort to help
preserve the biodiversity of plants
If the survival of a plant species is under threat in its natural habitat, the
species can be restored by withdrawing the seed form the bank and
re-established in the plant’s own natural environment
SANBI (South African National Biodiversity Institute) has a seed bank
which stores seeds at -18˚C.
Learners may complete the activity in their workbooks
3. Conclusion:
•
Go through the structures that are present in seeds
•
Emphasize that seeds are an important food source around the world
and that seed banks help ensure that endangered and threatened
species of plants will not go extinct
•
This helps to preserve biodiversity world wide
•
Learners may complete the activity as homework
10 min
2. Learners complete the activity in their
workbooks.
•
5 min
Solutions for all Life
Sciences Gr. 11
Enrichment activity pp.
82 – 83; Oxford
Successful Life Sciences
Case study pp. 50
Reflection / Notes:
Term 1 Page 53
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 54
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
WEEK
7
TOPIC
Animal Diversity
Lesson
1
DATE COMPLETED:
Content: (CAPS p41)
•
Biodiversity is the term used to describe the wide variety of living organisms that exist on Earth
•
The large diversity of animals that exist are classified into two main groups, invertebrates and vertebrates
•
Eight main phyla make up the invertebrates and one phylum represents the vertebrates
•
The six phyla that will be examined in the Animal kingdom are Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda and Chordata
•
A body plan includes morphological and developmental characteristics of an organism and each phyla will be examined by comparing the
body plans of organisms within the given phyla
•
A phylogenetic tree representing the evolutionary history of animals will be examined
The learner must be able to:
•
Understand the meaning of the term biodiversity and what it implies for the Animal kingdom
•
Describe the two main groups that make up the Animal kingdom and the smaller groups they are broken down into
•
Understand what a body plan is when referring to living organisms
•
Interpret a phylogenetic tree representing the evolutionary history of animals
•
Answer questions relating to a phylogenetic tree
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Pre – knowledge: the 5 Kingdom system of classification, the grouping of animals as
invertebrates or vertebrates
•
Use the blackboard or transparencies. Discuss how organisms in the Animal Kingdom are
divided into invertebrates or vertebrates and that within these groups we have smaller
groups called phyla.
•
Within the invertebrates there are eight main phyla and within the vertebrates one phylum
known as the chordates
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of blackboard/transparencies and class
discussion:
•
Biodiversity is a term that describes the range or variety of species and the number of
organisms that make up each species in a community within an ecosystem.
•
If all of the ecosystems are put together, it is easy to see the biodiversity of a large region
such as a biome
•
In order to further explore biodiversity, the following six phyla will be examined are Porifera
(sponges), Cnidaria (jelly-fish, hydra, coral), Platyhelminthes (flatworms), Annelida
(segmented worms like the earthworm), Arthropoda (insects, spiders, crustaceans) and
Chordata (all vertebrates)
•
These represent a portion of the 30 phyla that exist in the Animal Kingdom
Term 1 Page 55
TIMING
RESOURCES NEEDED
Learners listen and participate in
the class discussion.
10 min
Understanding Life Sciences
Fig 1.3.1 p84
Diagram from Roberts
provided.
Learners listen and participate in
the class discussion
20 min
Internet images:
http://mm.hightechhigh.org
http:// classic.
sidwell.edu
Learners to complete an activity
where they identify which
phylum animals belong to.
Solutions for all Classroom
Activity 1 p90
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
By examining morphological features such as external and internal structures and
developmental features such as the number of tissue layers within a developing embryo,
the animal’s symmetry, number of openings in the gut, scientists can refer to an organisms
body plan
The body plan may be used to determine how complex an organism is
Each phyla will be examined through the organisms body plan
When looking at plant and animal diversity, various groups show a progressive
development from less complex to more complex structures.
This suggests that all life forms may have arisen from a common ancestor and this type of
evolutionary relationship among different species may be illustrated by a phylogenetic
tree
An example of a phylogenetic tree is a cladogram
2.3 Conclusion
•
Give learners informal assessment by asking them to answer questions relating to the
phylogenetic tree.
•
Learners to colour in the diagram showing the diversity of the animal groups provided
15 min
Learners need to examine a
phylogenetic tree and discuss
the relationships that are
illustrated
15 min
Solutions for all Fig 3.2 p89
Study and Master Fig 1.3.1
p115
Understanding Life Sciences
Fig 1.3.17 p106
Understanding Life Sciences
Activity 1.3.10 Question 1 p 106
Homework
Divide the class into groups of about four learners per group; assign each group a different
phylum. As long as all the phyla are allocated and depending on the size of the class, some
phyla may need to be repeated amongst the groups. Each learner is to find information on the
distribution of their phylum in southern Africa.
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 56
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
(Roberts MBV 1986. Biology for Life, Thomas Nelson, Sydney.)
Term 1 Page 57
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
(From: Elson, LM. 1982. The Zoology Colouring Book, HarperPerrenial, New
York)
Term 1 Page 58
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
7
TOPIC
Biodiversity of Animals
Lesson
2
DATE COMPLETED:
Content: CAPS p41
•
Select one phylum and design a poster to show diversity in that phylum in South Africa.
The learner must be able to:
•
Understand that the various phyla consist of a wide diversity of species.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
•
Recap on the various animal phyla to be studied this year:
Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda, Chordata. Learners to
provide an example from each phylum.
Learners listen to the discussion,
asking and answering questions.
2.2 Main Body (Lesson presentation)
Allow learners to go into their groups as sorted out in the previous lesson.
Learners are to use field guides and information which they brought, to look at the
diversity of their phylum. They are to either make copies or draw representatives from
their phylum. (Learners can also mention the distribution of a particular species in South
Africa)
Working in groups learners are
to investigate the diversity that is
found within their phylum with
respect to South Africa.
TIMING
RESOURCES NEEDED
10 min
Colouring in sheet from homework
from yesterday.
35 min
Field guides to southern African marine
and land species.
Large sheets of paper
Koki pens
Present their findings as a poster.
Learners are to present their work in a form of a poster.
2.3 Conclusion
Allow learners to display their poster in the class, and allow each group the opportunity
to discuss their poster.
Learners report back to the
class.
15 min
Homework:
•
Learners are to complete the word search given and then place the animals in one
of the phyla that we are studying this year.
Term 1 Page 59
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 60
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Animal Diversity Wordsearch
Term 1 Page 61
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
7
LESSON SUMMARY FOR: DATE
DATE
STARTED:
COMPLETED:
LESSON OBJECTIVES
TOPIC
Characteristics of body plans – Symmetry and Tissue Layers
Lesson
3
Content: CAPS p41
Key Features in respect of body plans:
•
Symmetry and cephalisation
•
The number of tissue layers developed from embryo.
•
The learner must be able to:
•
Discuss the three types of symmetry found in animals and give examples of animals displaying each type of symmetry
•
Understand how the germ layers form in an embryo
•
Describe the difference between diploblastic and triploblastic animals
•
Explain what each tissue layer gives rise to in a fully developed animal
•
Complete diagrams illustrating layers of tissue in developing embryos
TEACHER ACTIVITIES
1.1 Introduction
• Pre – knowledge: a zygote is formed when fertilization
occurs between a sperm and egg cell, mitosis leads to
the formation of different tissues and organs in the body
• Use the blackboard or transparencies.
• Refer back to the previous lesson and remind learners
that a body plan for an animal includes morphological
and developmental characteristics.
• Remind learners that as a zygote begins to go
through mitosis, more and more identical cells are
formed.
• These cells will later differentiate to form the different
tissues and organs of the body as the embryo develops
2.2 Main Body (Lesson presentation)
• The following must be highlighted by use of
blackboard/transparencies and class discussion:
• Body plans of animals are characterised by
symmetry, number of tissue layers that develop from the
embryo, the presence or absence of body cavities and
the presence or absence of a through gut
• These characteristics help scientists classify animals
• Symmetry refers to how the arrangement of body
LEARNER ACTIVITIES
Learners listen to the discussion, asking
and answering questions.
Learners listen to discussion asking and
answering questions.
TIMING
RESOURCES NEEDED
10 min
Understanding Life Sciences p88
20 min
Solutions for all p91
Study and master p117
Understanding Life Sciences p86-87
Powerpoint internet presentation on
symmetry :http://alex.state.al.us/uploads/24073/Bod
y%20Symmetry%20of%20Animals.ppt
•
Term 1 Page 62
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
parts on an animal is balanced
• Animals that have an irregular shape are not
symmetrical and are said to be asymmetrical. E.g.
sponges
• Radially symmetrical animals can be cut through a
central axis to give two mirror images and have more
than one plane of symmetry.
• These animals have no heads or tails or left or right
sides and allows the animal to have more contact with
their environment to obtain food and other useful
substances
• They can also react to danger coming from any
direction E.g. sea anemones, sea urchins and jelly fish
• Bilaterally symmetrical animals can be cut into mirror
images in one plane only
• These animals have a concentration of nerve tissue at
the front end of the body and are usually more active
than animals who are radial symmetrical E.g. earthworm,
Gemsbok
• Cephalisation refers to the presence of a head
containing sensory organs that dace in the direction that
the animal moves. Bilaterally symmetrical animals show
cephalisation.
• As an embryo develops, it is surrounded either by two
or three layers of cells
• Embryos that develop two tissue layers are diploblastic
and those that develop three layers of cells are
triploblastic
• Diploblastic animals have an outer ectoderm and an
inner endoderm
• Triploblastic animals also have a middle layer known
as a mesoderm
• The ectoderm will give rise to the outer covering of the
animal and sometimes to a central nervous system
• The mesoderm forms muscles and most organs that lie
between the digestive tract and the outer body
covering
• The endoderm gives rise to the lining of the digestive
tract and some organs such as the liver and lungs in
vertebrates
2.3 Conclusion
Learners need to draw the flow chart
from Understanding Life Sciences p88 Fig
1.3.1 showing sexual reproduction, germ
layer development and tissue
differentiation.
20 min
Discuss the definitions as a class
10 min
Term 1 Page 63
Solutions for all p93
Study and Master p118
Understanding Life Sciences p87-88
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
• Refer to chalkboard summary, transparency etc. and
summarise the lesson. It may be necessary to restate the
important concept: asymmetrical, radially symmetrical,
bilaterally symmetrical, diploblastic and triploblastic.
discussion.
Homework:
Learners to write down definitions for the following:
• Asymmetrical
• Bilaterally symmetrical
• Radially symmetrical
• Diploblastic
• Triploblastic
• Cephalization
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 64
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
7
LESSON SUMMARY FOR: DATE STARTED:
TOPIC
Animal Diversity: Characteristics of body plans – Body Cavity and
Through Gut
Lesson
4
DATE COMPLETED:
Content: (CAPS p41)
Key features in respect of body plans:
•
The number of openings in the gut;
•
Coelom and blood systems.
LESSON OBJECTIVES
The learner must be able to:
•
Discuss the differences between triploblastic and diploblastic animals regarding body cavities
•
Describe where the coelom lies in triploblastic animals
•
Explain the functions of a body cavity in animals
•
Describe and give examples of animals who have a blind gut and animals who have a through gut
•
Analyse a body plan of an animal
TEACHER ACTIVITIES
1.1 Introduction
•
Refer to the previous lesson by going through homework from
yesterday and remind learners that a body plan for an animal
includes symmetry, and tissue layers (the endoderm, mesoderm,
and ectoderm in triploblastic animals and endoderm and
ectoderm in diploblastic animals
•
Body plans for animals also include the presence of a body cavity
and a through gut.
2.2 Main Body (Lesson presentation)
•
The following must be highlighted by use of
blackboard/transparencies and class discussion:
•
A body cavity (coelom) is a fluid-filled space that lies between
the digestive tract and the outer body wall
•
This area lies between the endoderm and mesoderm in
triploblastic animals except in the phylum Platyhelminthes
(tapeworms)
•
Diploblastic animals do not have a body cavity and are known as
acoelomate
•
The body cavity has several important functions such as providing
space for developing internal organs, acting as a hydrostatic
skeleton allowing muscles to act upon it for locomotion,
cushioning internal organs from injury and separating the gut wall
from the body wall
•
The organs of the digestive system, excretory system, circulatory
LEARNER ACTIVITIES
TIMING
Learners provide answers
to definitions from
yesterday’s homework.
10 min
Learners need to draw a
diagram classifying
animals according to the
presence of a coelom.
Learners write notes
defining: coelom,
acoelomate and
advantages of having a
coelom.
20 min
Term 1 Page 65
RESOURCES NEEDED
• Internet reference for body cavities:
• http://waynesword.palomar.edu/trnov01.htm
• http://kentsimmons.uwinnipeg.ca/16cm05/1116/16anim4.htm
Solutions for all p 94
Study and Master p118-119
Understanding Life Sciences p88-89
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
•
•
system and reproductive system lie in the coelom.
Some animals such as jelly fish, hydra and tapeworms have only
one opening for both ingestion of food and the egestion of
undigested material (blind gut)
As a result there is mixing of undigested and digested material,
making it less specialized with no region of the gut having a
specific function
Some animals have two digestive openings allowing one-way
movement of food into the mouth and out of the anus (through
gut)
This has the advantage of moving food in only one direction so
mixing of undigested and digest food occurs
This allows specialization of the gut so different regions are
adapted for specific functions, leading to greater efficiency
Digestion is able to take place continuously
If an animal has a surface area: volume ratio which is low they are
able to move substances across the cells effectively using the
process of diffusion. (In the next lesson we will look at surface
area: volume). However, in many multicellular organisms diffusion
would be an inefficient way of transporting substances which has
led to the development of blood systems.
Open blood circulatory systems have blood vessels which are
open at both ends e.g. in Arthropods. Blood leaves the vessels
and flows into a body cavity called a haemocoel and then back
into the vessels at their other end.
In closed blood circulatory systems the blood stays in a vessel and
there is usually a pump moving blood around the system e.g.
chordates.
2.3 Conclusion
Recap on what is meant by the following terms:
Coelom, acoelomate, diploblastic, triploblastic, blind gut, through
gut, open circulatory system, closed circulatory system.
Learners listen to class
discussion asking and
answering questions.
Learners write notes on
what a blind and through
gut are.
10 min
Solutions for all p94
Understanding Life Sciences p89-90
10 min
Solutions for all p95
10 min
Understanding Life Sciences Activity 1.3.2 p90
Learners listen to class
discussion asking and
answering questions.
Learners write notes on
an open and closed
circulatory system.
Learners provide
definitions to various
terms.
Homework
Activity on body plan of organisms.
Reflection / Notes:
Term 1 Page 66
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 67
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
8
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
TOPIC
Animal Diversity: surface area: volume
Lesson
1
DATE COMPLETED:
Content: CAPS p41
Calculate he approximate surface area to volume ratio of selected examples.
The learner must be able to:
• Calculate surface area to volume ratio for various objects that are
TEACHER ACTIVITIES
LEARNER ACTIVITIES
1.1 Introduction
Go through yesterday’s homework. Re-emphasize that in some organisms the surface
area : volume ration is high and this often allows for efficient exchange of substances
across the membrane, however where the ratio is smaller, i.e. the volume is greater,
simple diffusion is not possible In today’s lesson we will work out the surface area and
volume of books arranged so that there is low and high volumes.
2.2 Main Body (Lesson presentation)
Revise the formulae for area and volume:
Area = length X breadth
To determine surface area of a book for instance one would need to calculate all 6
surfaces: top and bottom, front and back side, and the two lateral sides of the book.
Add these together and you have calculated the surface area of the book.
Learners provide answers to
yesterday’s homework.
Learners listen to the discussion
on how to calculate surface
area and volume.
TIMING
RESOURCES NEEDED
10 min
15 min
Life Sciences Practical Workshop 2
Worksheet 5
4 Textbooks (all the same)
ruler
Formula for volume: length X breadth X height
Substitute values into the ratio to work out surface area: volume ratio.
(Learners tend to struggle with working out the area of 6 sides of the book, as they
usually only want to work out 1 side, before learners do the practical activity, ensure
that they understand how to work out surface area.)
Divide learners into small groups of about 4 learners per group where they are to work
out the surface area: volume ratio of 8 books which are arranged flat on a work
surface. Learners are then to stack the books up and work out the surface area:
volume.
Working in groups learners
calculate the surface area
:volume of books arranged long
ways and ‘tall and fat’
2.3 Conclusion
• Go through the answers that the learners obtained, and have the class decide which
animal will use diffusion for gaseous exchange and which would require and internal
transport system.
Learners provide answers to their
calculations
Term 1 Page 68
30 min
5 min
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Homework
Activity from textbook
Solutions for all classroom activity 2
p96
Study and Master Activity 2 p 120
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 69
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
LESSON SUMMARY FOR: DATE STARTED:
WEEK
8
TOPIC
Animal diversity: Porifera, Cnidaria, Platyhelminthes
Lesson
2
DATE COMPLETED:
Content: (CAPS p 41)
With respect to the following phyla: Porifera, Cnidaria and Platyhelminthes discuss the following features of their body plan:
•
Symmetry and cephalisation;
•
The number of tissue layers developed from the embryo;
•
The number of openings in the gut;
•
Coloem and blood systems.
LESSON OBJECTIVES
The learner must be able to:
•
Describe the type of habitat that sponges, Cnidarians and flat worms are found in
•
Explain the type of symmetry exhibited by the phyla Porifera, Cnidaria and Platyhelminthes.
•
Discuss the types of tissue layers that sponges, Cnidarians and flat worms possess.
•
Describe the type of digestive system found in the sponges, Cnidarians and flat worms.
•
Discuss the presence or absence of a coelom in the sponges, Cnidarians and flat worms.
•
Describe the type of blood system found in the sponges, Cnidarians and flat worms.
•
Name and example of a sponges, Cnidaria and flatworm.
TEACHER ACTIVITIES
1.1 Introduction
• Refer to the previous two lesson and remind learners that a
body plan for an animal includes symmetry, and tissue layers (the
endoderm, mesoderm, and ectoderm in triploblastic animals and
endoderm and ectoderm in diploblastic animals), the presence or
absence of a body cavity and the presence or absence of a
through gut.
2.2 Main Body (Lesson presentation)
Jigsaw group work. Divide the class into small groups of three
learners per group. Each group is to become an expert on one of
the animal phyla: Porifera, Cnidaria or Platyhelminthes. Each
group is to use their text book to find information on their particular
group of the following:
•
Symmetry and cephalisation;
•
The number of tissue layers developed from the embryo;
•
The number of openings in the gut;
•
Coloem and blood systems.
•
After 25 min the groups are to split up and reform into new groups
LEARNER ACTIVITIES
Learners listen to discussion, providing definitions
to the concepts: asymmetrical, bilaterally
symmetrical, radially symmetrical, diploblastic,
triploblastic, coelom, blind gut and through gut.
Learners work in expert groups gathering
information on the body plan of their particular
phylum. Once they have the information they
form new groups where they share their
information and get information from experts on
the other two phyla.
Term 1 Page 70
TIMING
10 min
25 min
RESOURCES NEEDED
Chalkboard/OHT
Solutions for all p97-101
Study and master p122-125
Understanding Life Sciences p 90-95
• Internet reference for body cavities:
• http://www.biodiversityexplorer.org/
mm/sponges/
• http://www.ucmp.berkeley.edu/pori
fera/porifera.html
• Video from the Internet:
• http://www.youtube.com/
• Sea sponges under the sea
• Images:
• http://www.tutorvista.com/content/
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
where each group includes one expert from each ‘phylum’ group.
Learners are to share their knowledge with the new groups
completing a table under the following headings:
Phylum
Porifera
Cnidaria
Platyhelmint
hes
Symmetry
and
cephalisa
tion
Number
of tissue
layers.
Coelom
and blood
system.
20 min
Diagram
of an
animal
from the
phylum
•
•
•
•
biology/biology-iii/animalkingdom/phylum-porifera.php
http://www.biology.iastate.edu/Cou
rses/211L/Porif/%20Porifindx.htm
http://www.darwinsgalapagos.com/
animals/cnidaria_jellyfish_coral_sea_
anemone.htm
http://www.pbs.org/kcet/shapeoflif
e/resources/index.html
(click on Body)
http://www.biology.iastate.edu/Cou
rses/211L/Platyhelm/%20Platyhelmini
ndx.htm
The following must be highlighted by use of
blackboard/transparencies and class discussion:
Porifera
•
The phylum Porifera is made up of natural sponges, which are
living animals
•
They may be a few millimetres to a few metres in size and are
usually brightly coloured
•
Sponges are marine (live in salt water) and freshwater animals
that are sessile (attached to submerged objects such as rocks)
animals
•
They are asymmetrical in structure without any particular
shape and grow continuously
•
The body is made up of two layers of cells, an outer epidermis
and an inner layer of cells, separated by a jelly-like layer
called the mesophyl
•
These are not true tissues since they are not separated by
membranes
•
Sponges do not have any digestive openings and the pores
on its epidermis lead to a central cavity known as a
spongocoel
•
Sponges are filter feeders
•
Sponges lack a body cavity
•
If time permits, the video clip which is about three minutes
long, shows the structure and filtering mechanism that takes
place within sponges
•
The images on the websites listed are very helpful in allowing
the learners to understand the variety that is found with- in the
phylum (the second site has a good variety of
photomicrographs)
Cnidaria
•
The phylum Cnidaria is made up of jellyfish, blue bottles, sea
•
Term 1 Page 71
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
anemones and corals, which are all living animals
They are marine (live in salt water) and freshwater animals that
are sedentary(attached to submerged objects such as rocks)
animals or free-swimming, living in open seas
•
The sedentary or sessile stage is known as a polyp while the
free-swimming stage is known as a medusa
•
Both of these organisms are radially symmetrical
•
This means that their body parts are arranged in a circular
plan so that cutting the animal in any vertical plane through
the central axis of the animal will give two mirror images
•
Polyps are cylindrical in shape and have one digestive
opening and one closed end that is attached to a substrate
•
The mouth may be surrounded by six to eight tentacles and
leads to a large gastrovascular cavity known as the
coelenterons
•
This cavity is filled with water and serves as a hydrostatic
skeleton
•
The medusa is similar but is not attached to a substrate and
have their digestive openings underneath
•
They are flattened from top to bottom
•
The Cnidarians are diploblastic having both an outer
ectoderm and an inner endoderm with a jelly-like non-cellular
mesoglea in between
•
These are considered true tissues
•
The many types of ectodermal cells are responsible for
detecting stimuli in the environment
•
Undigested food is egested through the mouth opening
•
Although Cnidarians have a gastrovascular cavity they are
considered acoelomate
Platyhelminthes
•
The phylum Platyhelminthes is made up offlatworms such as
the liver fluke, planarian and tapeworm
•
They may be free-living and may be found in fresh-water or
marine environment
•
Some live in damp terrestrial environments
•
Others such as the tapeworm, are parasitic and live mainly on
vertebrates (the parasitic tapeworm will be discussed later in
another lesson)
•
Both free-living and parasitic flatworms are similar to each
other in that they have a definite anterior end where an
accumulation of sense organs occur (known as cephalisation)
•
Their bodies are flattened from top to bottom (dorso-ventrally
flattened)
•
As a result of cephalisation and dorso-ventral differentiation,
flatworms are bilaterally symmetrical (can be cut into mirror
images in one plane only along a central longitudinal plane)
•
Term 1 Page 72
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
•
•
•
•
•
•
•
Flatworms have one digestive opening
Flatworms are triploblastic having both an outer ectoderm
and an inner endoderm,and a mesoderm in between
All flatworms do not have body cavities within the mesoderm
so they are acoelomate
The digestive tracts in parasitic flatworms are poorly
developed while in the free-living flatworms, the digestive
system may be branched
Flatworms have no need for a blood system to transport food,
gases or wastes
Parasitic flatworms obtain nutrients and gases to and from the
cells from the host by simple diffusion
Free-living flatworms have a many branched digestive tract
which takes food directly to most cells
2.3 Conclusion
•
Allow learners to provide feedback on the various animal
phyla.
Learners provide feedback on their tables.
Homework
Textbook activity
5 min
Solutions for all classroom activity 5 p102
Understanding Life Sciences Activity
1.3.3 p93
Understanding Life Sciences Acitvity
1.3.4 p95
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 73
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
8
TOPIC
Animal diversity: Annelida, Arthropoda, Chordata
Lesson
3
DATE COMPLETED:
Content: (CAPS p 41)
With respect to the following phyla: Annelida, Arthropoda, Chordata discuss the following features of their body plan:
•
Symmetry and cephalisation;
•
The number of tissue layers developed from the embryo;
•
The number of openings in the gut;
•
Coelom and blood systems.
LESSON OBJECTIVES
The learner must be able to:
•
Describe the type of habitat that Annelida, Arthropoda, Chordata are found in
•
Explain the type of symmetry exhibited by the phyla Annelida, Arthropoda, Chordata.
•
Discuss the types of tissue layers that Annelida, Arthropoda, Chordata possess.
•
Describe the type of digestive system found in Annelida, Arthropoda, Chordata.
•
Discuss the presence or absence of a coelom in the Annelida, Arthropoda, Chordata.
•
Describe the type of blood system found in the Annelida, Arthropoda, Chordata.
•
Name and example of a Annelida, Arthropoda, Chordata.
TEACHER ACTIVITIES
1.1 Introduction
• Refer to the previous two lesson and remind learners that
a body plan for an animal includes symmetry, and tissue
layers (the endoderm, mesoderm, and ectoderm in
triploblastic animals and endoderm and ectoderm in
diploblastic animals), the presence or absence of a body
cavity and the presence or absence of a through gut.
2.2 Main Body (Lesson presentation)
Jigsaw group work. Divide the class into small groups of three
learners per group. Each group is to become an expert on
one of the animal phyla: Annelida, Arthropoda, Chordata.
Each group is to use their text book to find information on
their particular group of the following:
•
Symmetry and cephalisation;
•
The number of tissue layers developed from the embryo;
•
The number of openings in the gut;
•
Coelom and blood systems.
LEARNER ACTIVITIES
TIMING
RESOURCES NEEDED
Learners listen to discussion, providing
definitions to the concepts: asymmetrical,
bilaterally symmetrical, radially symmetrical,
diploblastic, triploblastic, coelom, blind gut
and through gut.
10 min
Chalkboard/OHT
Learners work in expert groups gathering
information on the body plan of their
particular phylum. Once they have the
information they form new groups where they
share their information and get information
from experts on the other two phyla.
25 min
Solutions for all p 103-107
Study and master p126-135
Understanding Life Sciences p95-100
• http://www.pbs.org/kcet/shapeofli
fe/resources/index.html
• (click on Body Plan Comparison
Challenge)
• Understanding Life Sciences Act.
3.3.5 pg. 261
Term 1 Page 74
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
After 25 min the groups are to split up and reform into new
groups where each group includes one expert from each
‘phylum’ group. Learners are to share their knowledge with
the new groups completing a table under the following
headings:
Phylum
Symme
Number Coelom
Diagram
try and
of tissue and
of an
cephali layers.
blood
animal
sation
system.
from the
phylum
Annelida
Arthropoda
Chordata
20 min
•
•
Internet ref with comparison
tables:
http://www.bclearningnetwork.co
m/LOR/media/BIO11/Worksheets_
Update/U10L01_3ws.pdf
http://www.biologycorner.com/bi
o1/notes-arthropods.html
The following must be highlighted by use of
blackboard/transparencies and class discussion:
Annelida
•
The phylum Annelida is made up of segmented worms
such as earthworms, bristle worms and leeches
•
They are free-living and may be found in fresh-water or
marine environment or living in moist soil
•
Annelids exhibit cephalisation, having a concentration
of nerve cells at the anterior end (head)
•
Their bodies are segmented externally and internally and
each segment has a cross wall or septa separating it
from the next
•
As a result of cephalisation and dorso-ventral
differentiation, Annelids are bilaterally symmetrical (can
be cut into mirror images in one plane only along a
central longitudinal plane)
•
Annelids are triploblastic having developed from
embryonic tissues consisting of three layers
•
The ectoderm and endoderm become differentiated as
the Annelids reach maturity
•
Annelids have a true coelom within the mesoderm and
are therefore coelomate
•
The digestive system has two digestive openings and is a
through gut (mouth and anus)
•
The advantages of the through gut is that food moves in
only one direction and there is no mixing of undigested
and partially digested food
•
The gut can become specialized so that digestion is
more efficient
•
Digestion may also take place continuously
•
A blood system provides transport of gases and food
•
Term 1 Page 75
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
throughout the organism’s body
Arthropoda and Chordata
•
The phylum Arthropoda is the largest of all phyla and
contains a wide variety of organisms such as chilapods
(centipedes), diplopods (millipedes), crustaceans (crabs
and shrimp), arachnids ( spiders and scorpions) and
insects (bees, butterflies, grasshoppers)
•
The phylum Chordata are characterised by the
presence of a notochord (primitive spine)
•
Chordates may be vertebrates which possess a spinal
column
•
Examples of vertebrates are Osteichthyes (bony fish),
Chondrichthyes (cartilaginous fish), Amphibia (frogs),
Reptilia (snakes and lizards), Aves (birds) and Mammalia
(humans, rats, whales)
•
Both Arthropods and Chordates are found in a wide
variety of habitats and may be aquatic or terrestrial
•
Both Arthropods and Chordates are bilaterally
symmetrical, triploblastic with a coelom and have a
through gut
•
The coelom in arthropods is greatly reduced and
contains reproductive organs and large blood – filled
spaced called haemocoels (open blood system)
2.3 Conclusion
•
Allow learners to provide feedback on the various
animal phyla.
Homework
Textbook activity
5 min
Learners provide feedback on their tables.
Term 1 Page 76
5 min
Solutions for all classroom activity 6
p104, Classroom activity 7 p 106,
classroom activity 8 p107
Understanding Life Sciences Activity
1.3.5 p97; Activity 1.3.6 p99, Activity
1.3.7 p100
Understanding Life Sciences Acitvity
1.3.4 p95
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 77
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
GRADE
11
SUBJECT
Life Sciences
WEEK
LESSON SUMMARY FOR: DATE STARTED:
LESSON OBJECTIVES
8
TOPIC
Animal diversity
Lesson
4
DATE COMPLETED:
Content: (CAPS p 41)
•
The relationship between body plans and modes of living for each of the six phyla; similarities and differences.
•
The role of invertebrates in agriculture and ecosystems (e.g. pollination, decomposition, soil aeration etc.)
The learner must be able to:
TEACHER ACTIVITIES
1.1 Introduction
Use going through the homework from the previous two lessons as a way to
determine how much the learners know
2.2 Main Body (Lesson presentation)
Using the tables which learners completed in the previous lesson learners are to
discuss the relationship between body plans and modes of living for each of the six
phyla.
Solutions for all have an activity (classroom activity 8 p 107) and a phylogentic tree
which shows how the various body plans of the 6 phyla are related.
Alternatively in the 2012 Gr 11 SBA there is a diversity essay which learners could
complete (Animal Diversity research assignment p130)
Discuss with learners the role of invertebrates in agriculture and ecosystems.
•
What are invertebrates? Which phyla are considered invertebrates?
Animals without a backbone, including: Porifera, Cnaidaria, Platyhelminthes,
Annelida and Arthropoda.
•
Play an important role in food chains and food webs.
•
Many soil invertebrates are responsible for maintaining soil fertilitiy through
decomposition processes e.g. dung beetles and maggots.
•
Many improve the soil quality by improving the water holding capacity of the
soil and the amount of the air within the soil e.g. annelids.
•
Many insects, e.g. bees and butterflies play an important role in pollination.
•
Coral reefs form provides a safe habitat where many fish hide away from
predators.
•
Some Cnidarians live in symbiotic relationships with other animals, e.g the sea
anemone provides protection for the clown fish
•
Many invertebrates are parasites e.g. ticks and tape worm.
•
Some arthropods are vectors of certain diseases e.g., the anopheles mosquito
carries Plasmodium which causes malaria.
•
Some Arthropods are pests, destroying crops. In an attempt to limit the amount
of damage caused by Arthropods farmers spray their crops with insecticides or
pesticides.
LEARNER ACTIVITIES
TIMING
RESOURCES NEEDED
DL TO CHECK
Learners provide answers to the homework
questions.
Using their tables learners complete an
activity where they discuss the relationship
between body plans and modes of living for
each of the six phyla.
Solutions for all Activity 8 p107
Gr 11 SBA 2012 p130
Chalkboard, OHT, powerpoint
Term 1 Page 78
© Gauteng Department of Education (CAPS version)
Grade 11 Life Sciences Lesson Plans
2.3 Conclusion
Recap on the body plan of the 6 phyla studied. Learners may use their table.
Homework
Textbook activity
Solutions for all p113-115
Reflection / Notes:
Name of Teacher:
HOD:
Sign:
Sign:
Date:
Date:
Term 1 Page 79
© Gauteng Department of Education (CAPS version)