Biology TG10-1 PDF

Biology
Teacher Guide
Grade 10
Author: Ann Fullick
Adviser: Alemu Asfaw
Evaluators: Solomon Belayneh

Getachew Bogale
Silas Araya
Federal Democratic Republic of Ethiopia

Ministry of Education
Acknowledgments
The development, printing and distribution of this teacher guide has been funded through the General Education
Quality Improvement Project (GEQIP), which aims to improve the quality of education for Grades 1–12 students
in government schools throughout Ethiopia.
The Federal Democratic Republic of Ethiopia received funding for GEQIP through credit/financing from the
International Development Associations (IDA), the Fast Track Initiative Catalytic Fund (FTI CF) and other
development partners – Finland, Italian Development Cooperation, the Netherlands and UK aid from the
Department for International Development (DFID.
The Ministry of Education wishes to thank the many individuals, groups and other bodies involved – directly and
indirectly – in publishing the teacher guide and accompanying textbook.
© Federal Democratic Republic of Ethiopia, Ministry of Education

First edition, 2002 (E.C.)
ISBN: 978-99944-2-011-7
Developed, printed and distributed for the Federal Democratic Republic of Ethiopia, Ministry of Education by:
Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England
In collaboration with
Shama Books
P.O. Box 15
Addis Ababa
Ethiopia
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written
permission of the copyright owner or a licence permitting restricted copying in Ethiopia by the Federal Democratic
Republic of Ethiopia, Federal Negarit Gazeta, Proclamation No. 410/2004 Copyright and Neighboring Rights
Protection Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004.
Disclaimer
Every effort has been made to trace the copyright owners of material used in this document. We apologise in
advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement
in any future edition
Printed in Malaysia
Contents
Introduction to the Teacher’s Guide 5
Unit 1 Biotechnology 17
1.1 What is biotechnology 17
1.2 New applications of biotechnology 19
Unit 2 Heredity 24
2.1 Mitosis and meiosis 24
2.2 Mendelian inheritence 27
2.3 Heredity and breeding 33
Unit 3 Human biology and health 40

3.1 The nervous system 41
3.2 Sense organs 47
3.3 The endrocrine glands 56
3.4 Reproductive health 59
3.5 Homeostasis 61
Unit 4 Food making and growth in plants 69

4.1 The leaf 70
4.2 Photosynthesis 72
4.3 Transport 77
4.4 Response in plants 84
Unit 5 Conservation of natural resources 90

5.1 Definition of resources 91
5.2 Conservation and biodiversity 92
5.3 Vegetation 93
5.4 Wildlife 95
5.5 Air 96
Minimum learning competencies 100
Biology syllabus 103
Grade 10 3
Foreword
Education and development are closely related endeavours. This is the
main reason why it is said that education is the key instrument in Ethiopia’s
development. The fast and globalised world we now live in requires new
knowledge, skills, attitudes and values on the part of each individual. It is with
this objective that the curriculum, which is a reflection of a country’s education
system, must be responsive to changing conditions.
It is more than fifteen years since Ethiopia launched and implemented the
Education and Training Policy. Since then our country has made remarkable
progress in terms of access, equity and relevance. Vigorous efforts also have been
made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a Framework
for Curriculum Development. The Framework covers all pre-primary, primary,
general secondary and preparatory subjects and grades. It aims to reinforce the
basic tenets and principles outlined in the Education and Training Policy, and
provides guidance on the preparation of all subsequent curriculum materials –
including this teacher guide and the student textbooks that come with it – to be
based on active-learning methods and a competency-based approach.
Publication of a new Framework and revised textbooks and teacher guides are not
the sole solution to improving the quality of education in any country. Continued
improvement calls for the efforts of all stakeholders. The teacher’s role must
become more flexible ranging from lecturer to motivator, guide and facilitator. To
assist this, teachers have been given, and will continue to receive, training on the
strategies suggested in the Framework and in this teacher guide.
Teachers are urged read this guide carefully and to support their students by
putting into action the strategies and activities suggested in it. The guide includes
possible answers for the review questions at the end of each unit in the student
textbook, but these answers should not bar the students from looking for
alternative answers. What is required is that the students are able to come up with,
and explain knowledgeably, their own possible answers to the questions in the
textbook
Introduction to the Teacher’s Guide
Unit 1
Some general aims of Biology education

Biology is a life science. It enables students to develop knowledge and
understanding of themselves and of the living world around them. Biology is an
experimental science, so we can use it to help our students learn critical thinking,
reasoning and problem solving in everyday contexts. Biology has special relevance
to our students as individuals, to our society and to the growth and development
of Ethiopia as a country.
A good knowledge and understanding of biology helps our students to value
the natural world around them and appreciate how it works. Students of biology
realise how the environment can be exploited in a sustainable way for the benefit
of our whole society.
Many of the issues and problems in society – such as nutrition, health, drug abuse,
agriculture, rapid population growth, environmental problems and conservation
– are basically biological in nature. If we are going to deal with these problems
realistically, we need young people with a good understanding of biology. Recent
advances in biotechnology and genetic engineering are also going to have an
impact on life in Ethiopia, and we need our young people prepared to understand
how to make the most of these scientific advances.
Studying biology prepares students for employment, both by developing
important general skills and as a preparation for careers that require knowledge of
the subject, such as agriculture or medicine. However, a study of biology does not
just mean learning facts. Biology, as with the other sciences, requires the student
to develop problem-solving skills which are important in all ways of life.
The Secondary Biology curriculum takes a competency-based, active learning
approach, underpinned by three broad outcomes: knowledge, skills, and values
and attitudes. The Students’ Book and Teacher’s Guide places emphasis on
learner-centred classroom and field activities, not only to help students to acquire
knowledge, but also to develop problem-solving and decision-making skills, as
well as a good attitude to the natural environment.
It is very important for you, the teacher, to help your students understand that
science is a dynamic activity. Biology is not a set of rules but a body of knowledge
that is growing all the time and is modified by experimentation.
There are many different approaches to teaching and learning, involving a range of
teaching styles, along with practical activities and field work. By using a mixture
of teaching styles in every lesson you will be able to engage the interest of all your
students and help them to develop their knowledge and understanding of biology.
Many of these methods are summarised in the ‘Teaching Methods’ section below.
Grade 10 5
Introduction
Objectives of this biology course

The broad competencies of the Secondary Biology course in Ethiopia are:
• Knowledge: students will construct their biological knowledge. They will
interpret and apply their biological, technological and environmental
knowledge to everyday situations.
• Skills: biological investigation is an important area of study. Students will be
able to use scientific methods confidently to conduct biological experiments,
investigate biological phenomena, and solve problems in a biological,
technological, and environmental context.
• Values and attitudes: students will be able to demonstrate an interest in and
appreciation of the relationships between biology, technology, society and the
environment.
Each unit of study has specific learning competencies, and these are listed at
the beginning of each unit in both the Students’ Book and the Teacher’s Guide,
providing a useful checklist for both students and teachers.
The general objectives of grade 10 biology are listed at the end of this
introduction.
Teaching methods
There are many different ways of teaching biology which will help you to get the
very best from your students. Using a variety of teaching styles in every lesson,
and actively engaging your students in the process of learning means their
knowledge and understanding of biology will develop as far as possible.
For example, there are lots of different ways of starting a lesson so that you get the
full attention of your students. Sometimes bringing an interesting specimen into
the classroom and talking to the students about it will work well. A question and
answer session to remind them of previous work, or brainstorming a new idea can
also be good ways in which to introduce a topic.
One very important aspect of this new course is to enable your students to
display the appropriate attitudes to help them deal with problems such as HIV/
AIDS, FGM and drug abuse. You need to develop an atmosphere of trust in your
classroom so that students feel at ease discussing such topics and thinking about
positive ways to deal with the issues which arise.
The biological content can be delivered in different ways in order to achieve the
specific objectives. The type of teaching method used will affect the skills and
attitudes that the students develop. As the teacher you will want to use the most
effective methods for teaching a particular topic and it is recommended that you
use more than one teaching method in a single lesson. For example, you might
start off with a short lecture for the beginning of the lesson, followed by work
based on the discovery method of learning, or a practical activity. The strengths
and weaknesses of a range of different methods are summarised in the table
opposite:
6 Grade 10
Introduction
Method Strengths and weaknesses

Lecture – content is delivered Students receive correct factual information from the teacher.
to students by teacher Useful at the beginning of the lesson to stimulate thinking.
Students develop skills such as identification, observation, recording,
making predictions, synthesis, analysis and drawing conclusions.
Students develop qualities such as self-confidence, curiosity and
inquiry.
Useful for large numbers of students.
Makes students passive because it is one-way communication.
Makes learning difficult to assess.
Discovery – teacher guides Students develop skills such as identification, observation, recording,
students to discover scientific making predictions, synthesis, analysis and drawing conclusions.
facts for themselves Students develop qualities such as self-confidence, curiosity, interest
and co-operation.
Discussion – sharing of ideas Allows sharing of each other’s ideas.
between students and teacher Allows everyone to participate actively.
A few people may end up dominating the discussion.
Not easy to conduct for large classes.
Can be time-consuming.
Teacher can easily lose track of the argument.
Question and answer – teacher Useful for gauging students’ understanding or knowledge of fact or
asks questions, students answer. concept.
Students also ask questions Useful for beginning and ending a lesson.
Can be counterproductive if the teacher asks too many questions.
Brainstorming – teacher Useful for gauging how much students know, recognising how many
presents students with a word links between topic areas they have made, picking up misconceptions
or concept and then writes that the students may have.
down as many ideas about it or Can keep a record of initial brainstorm and return to it after the lesson
links to it as the students can – ask students to identify how many of their initial ideas were right and
provide how many wrong.
This reinforces new and accurate ideas.
Problem solving – students Students develop skills such as identification, observation, recording,
are presented with an exercise making predictions, synthesis, analysis and drawing conclusions.
where they must find an answer Students develop desirable qualities such as seeking knowledge,
to a problem curiosity, enquiry and responsibility.
Can waste time if not properly planned and guided.
Assignments – specific task Students have the opportunity to research a topic and look for
given to students to find out information on their own.
about a particular problem or
issue
Worksheets – handouts to Allows students to think for themselves without outside influence.
guide students in practical work Allows individual ideas to be shared in a group.
Grade 10 7
Introduction
Demonstration – teacher Students develop skills such as identification, observation, recording,

carries out practical work making predictions, synthesis, analysis and drawing conclusions.
if materials/equipment are Students develop desirable qualities such as self-confidence, curiosity,
inadequate or the procedure interest and co-operation.
is too complex or unsafe for
students
Practical activities – students Gives teacher an opportunity to develop students’ interest in the
carry out practical work subject.
individually or in groups; Teacher has opportunity to interact with students.
students gain hands-on Teacher provides the standard/expected results for each activity.
experience
Can be used with discussion method (during discussion of results).
This method is highly Students develop skills such as identification, observation, collecting,
recommended and should be measurement, manipulation, data recording, investigation, making
used as much as possible. predictions, interpretation, evaluation, synthesis and drawing
conclusions.
Students develop desirable qualities such as self-confidence, curiosity,
interest and co-operation.
Field work – outdoor learning Helps students develop skills such as identification, observation,
activity collecting, measurement, data manipulation, recording, analysis, report
writing and verbal reporting.
Students appreciate the environment.
Can waste time if not properly planned and guided.
Project – short- or long-term Helps students develop (among others) report-writing, presentation
investigation and data-analysis skills.
Students develop skills in using scientific methods.
Can be time-wasting if not properly planned and guided.
Case study – study carried Allows students to apply new knowledge and skills.
out on a particular natural Allows development of analytical and problem-solving skills.
environment, then applied to Allows exploration of solutions for seemingly complex problems.
another similar setting
Students may not see application to their own situation.
Students may get wrong results due to insufficient information.
Role plays – students act out Particularly useful when exploring attitudes to a situation, e.g. people
a variety of responses to a living with HIV/AIDS.
situation. All students listen Allows students to express ideas in a supportive context.
respectfully to each group Allows students to explore and discuss different approaches to the same
performing problem.
Certain students may dominate – have to make sure every voice is
heard.
Can be difficult in large classes but can be done.
8 Grade 10
Introduction
Schemes of work, lesson plans and records of work

A scheme of work is a plan for how the topics in the syllabus will be covered over
the course of the year. The scheme should be based on the Secondary Biology
syllabus. The construction of a scheme of work is an important role of a teacher. In
this Teacher’s Guide, a sequence of activities is suggested for each topic. However,
it may be necessary to vary this sequence from one school to another depending
on factors such as funding, laboratory facilities, seasonal availability of teaching
materials and time available for teaching, in addition to teacher preferences.
An effective scheme can be developed and modified over a period of time,
improving it from year to year as a result of teachers’ experience. Schemes of work
should always be prepared at the beginning of the school year. It is easier to keep
soft copies that can be updated when necessary.
A lesson plan acts as a guide for the teacher, outlining the activities that will be
carried out in order to achieve the specific objectives of the lesson. A record of
work is compiled after every lesson. It is a brief report summarising what has been
covered in the lessons.
It is hoped that the schemes of work and ideas for lesson plans in this Teacher’s
Guide will motivate teachers to develop their own schemes and lesson plans to
suits their preferred teaching methods and resources available in their school.
Each topic in this book contains the following sections:
• learning competencies
• teaching notes and guides for active learning
• guidelines for practical activities
• answers to review and end of unit questions
• further resources
Assessment: tests and examinations

Assessment helps you identify whether learning has occurred, and is part of the
teaching and learning process. The syllabus and minimum learning competency
documents (included at the back of this teacher guide) give a large number of
objectives that students are expected to achieve during the year. The review
questions and end-of-unit questions are set to help test these. However, it is
unlikely that teachers will be able to test every single objective in a term or year: if
we did that, there would be probably little or no time left for teaching! There is in
fact a danger that we spend too much time testing and too little time teaching.
We want to avoid this danger; yet at the same time it is important to meet the
requirements of the syllabus, which indicate that we should do our best to find
out, in one way or another, how far we have achieved the objectives set at the start
of a given unit. The answer is that we should carry out continuous assessment.
This means that in the course of ordinary classroom teaching, and setting and
marking assignments, we need to keep a record of how well the class does.
Continuous assessment helps teachers to ensure that all students have the
opportunity to succeed in school - in any class there may be a wide range of
abilities or needs, and by using continuous assessment, teachers can adapt their
approach to all of them. The teacher should continually observe the students to
see what they know and can do. There are many different kinds of assessment
Grade 10 9
Introduction
activities included in this course: some, like the review questions, ask students to
recall information, while others, such as the boxed activities, focus on processes
such as analysis, constructing or showing a skill. There is a wide range of
approaches that can be used for this, including classroom experiments, field trips,
debating, role play, and research projects.
In both continuous assessment and regular testing/exam-setting, teachers should
assess all aspects of knowledge and understanding - knowledge, comprehension,
application, analysis, synthesis and evaluation.
Knowledge means recalling previously learned information, such as terminology,
classifications, sequences and methods. In tests, some of the key words used for
this sort of question are: list, define, describe, label, name.
Comprehension means understanding the meaning of information. A
comprehension question uses key words such as: summarise, interpret, contrast,
predict, distinguish, estimate, discuss.
Application is the use of previously learned information to solve problems in new
situations. It is identified by key words such as: demonstrate, calculate, complete,
illustrate, relate, classify.
Analysis means the breaking down of information into its component parts,
examining and trying to understand such information to develop conclusions
by identifying causes, making inferences, and/or finding evidence to support
generalisations. Questions contain key words such as: explain, separate, order,
arrange, compare, select, compile.
Synthesis means applying prior knowledge and skills creatively to produce a new
or original thing. Questions contain key words such as: plan, rearrange, combine,
modify, substitute, rewrite.
Evaluation means judging the value of something based on personal opinion,
resulting in a final opinion, with a given purpose, without really right or wrong
answers. Students might have to compare and discriminate between ideas, assess
the value of some evidence of a theory, or make choices based on a reasoned
argument. Examples of key words are: assess, recommend, convince, select,
summarise, criticise, conclude, defend.
Note taking for students

It is important for your students to learn to make clear, full notes on what they
learn in class. This gives them a record of their biology studies throughout
the year. Here are some pointers which you can use to help them take notes as
effectively as possible:
Note taking
Taking notes is an important skill. Your notes will be your record of the course.
They will include your impressions of the principles and facts that have been
taught during lessons as well as some of the material from your textbook, which
can supplement the lessons.
Your notes, in the end, must be clear to you and, provided they are (and that they
cover all the material), that is all that matters. Your notes could be very different
from your friend’s notes, and yet both could be equally effective.
10 Grade 10
Introduction
You will probably have to make notes from two types of source:
• the spoken word, as your teacher explains something in a lesson
• the written word, you may be asked to make notes from your textbook
These require very different skills.
Taking notes during lessons

It is not a matter of writing down everything that is said in a lesson/lecture. This is
not possible as your teacher may talk at the rate of around 100 words per minute.
You simply cannot write that fast. So you must be selective in what you write
down. But how do you know what to write down? How do you make sure that
you do not miss anything really important? There are a number of things that you
must do to take effective notes. These are described below.
• Be prepared! It may sound obvious, but make sure that you have all your
equipment ready at the start of the lesson. Also, being prepared means being
aware. Before you get to the lesson, read through your notes on the last lesson
or two so that this lesson will be in context.
• It is easier for you if you can carry just one notebook to all your lessons. You
can then tear out the pages of this note book and place them in different files,
or in different sections of the same file, at home.
• Listen very carefully to the introduction to the lesson. This will give the main
areas that will be dealt with and will give you some ideas of what you will need
to make notes on.
• As the lesson is delivered, write down as much as you can, as clearly as you
can, but always keep paying attention to what is being said.
• Learn to listen for signals.
‘Finally…’ or ‘To conclude…’, or some similar phrase, signals that the teacher is
coming to the end of one section and is about to move on to something new.
‘For example’ signals some examples that will support the point being
discussed; you may not need all of these and it could provide a little respite.
‘Most importantly…’ ‘One main reason…’ ‘Remember that…’ ‘ The basic
concept here is…’ signal a really important idea and you should make sure that
you have this down correctly and that you highlight it in some way.
• Make sure that you have a fair copy of any diagrams that the teacher displays.
Don’t worry if you are not the world’s greatest artist – just make sure that you
have a reasonable representation of what it’s meant to be. You can always add a
better one later.
• Listen carefully to the summary of the lesson and check your notes as the
teacher reviews what has been covered. Make sure that you didn’t miss
anything. If you did, make a note of the topic and check with a friend or your
textbook or both and add the notes later.
• Review your notes as soon as possible after the lesson. Underline important
ideas. Add little notes or diagrams to help you to remember a point better.
These are your notes – the more time you spend now in making them
meaningful to you, the easier it will be to understand them later and revise
from them. Most importantly, highlight in a specific way any material from
the lesson that you do not understand and first see if you can sort it out for
yourself by discussing with friends, or by checking your textbook. If you can’t,
check with your teacher as soon as possible. Tick the material off in your notes
Grade 10 11
Introduction
only when you have had it explained to your satisfaction, but only then. Keep
working on and asking about any highlighted problems that you don’t yet
understand.
• Re-read your notes regularly and add any ideas that occur which clarify
matters. Highlight anything which does not now seem clear and check it out as
above.
Making notes from your textbook

Sometimes, your teacher will ask you to make your own notes on a topic, using
your textbook as the source. It is tempting just to copy out the relevant section
from the textbook – but don’t! Psychologists have carried out a lot of research into
how people learn best and they find that simply repeating something (and copying
is a form of repeating) is not a very effective way of learning. You learn much
better if you actively process the information in some way. So bear in mind the
following ideas when you make notes from your textbook.
• Be clear in your mind exactly what is required. For example, you may have
been told to ‘make notes on the cardiac cycle’. Does this also include how the
cardiac cycle is controlled? Does it include the effect of exercise on the cardiac
cycle? If you are in any doubt – ask!
• The textbook was written to cover all the possible ‘angles’ on the topic, and it
will be written in ‘continuous prose’ – full sentences and paragraphs. Once you
are clear about what is required, you can concentrate on just that part of the
topic and aim to reduce the amount of written material considerably – after all,
you are making notes. Perhaps you would learn better from a series of short
bullet-pointed statements, or from a ‘spider diagram’ linking the main ideas
(this may not always be possible).
• Do include all relevant diagrams, but see if you can simplify them. They will be
so much easier to learn from if you can.
• You probably do not need to include some of the ‘Did you know…’ ideas that
textbooks often contain. These are usually included to take a topic to a higher
level or to provide relevant applications of a topic, but often aren’t crucial to
an understanding of the core ideas. Judge each case on its merits here, but be
prepared to omit them from your notes.
• Again, highlight the important ideas and make sure that they are written in a
you-friendly way.
• If you do not understand the material the way it is presented in the textbook,
check it out with your friends and your teacher, don’t just copy it into your
notes.
• As with your lesson notes, re-read these notes regularly and add any ideas that
occur which clarify matters. Highlight anything which does not now seem
clear and check it out as above.
12 Grade 10
Introduction
Model lesson plan

This is based on a biology lesson taken from grade 10 studies, but can be adapted
to whichever grade you are teaching.
Topic: Food and nutrition
Sub topic: Different types of food
Duration: 40 minutes
Class: grade 10
Date:
Rationale
People need to take in food to give them the energy and the nutrients they need.
Students need to understand the concept of a balanced diet. This introductory
lesson in the topic gives you a good opportunity to explain to students how
important the different classes of foods are, how food is used in the body and the
way in which good health and proper growth are linked to a healthy diet.
Your students can compare the need of the human body for food with the need
of a machine for fuel – although food is much more complex as it provides the
nutrients to build the body as well as providing it with energy. Depending on your
class, you can deal with the structure of carbohydrates in more or less detail.
Lesson objectives
By the end of the lesson students should be able to:
• define the words food and nutrition
• list the six classes of food
• tell the sources, functions and deficiency diseases linked to carbohydrates
• conduct simple food tests for starch
• recognise the food tests for simple sugars
• explain some aspects of the importance of a balanced diet
Prerequisite skills and knowledge: that humans need to eat food – they cannot
make their own.
Teaching/learning resources
Resources for iodine test (necessary): 1% starch solution made by boiling a
mixture of starch powder and cold water, two clean test tubes or any other small
container, iodine solution.
Could also supply some starchy vegetables such as sweet potato, maize and a food
which does not contain starch, for example, meat or butter.
Resources for Benedict’s test (optional, extension): Bunsen burner, tripod, gauze
and heat-proof mat, large beaker half filled with water, glucose powder or food to
be tested, boiling tubes, Benedict’s solution, different food samples to analyse (for
example, bread, fruit, etc.).
Grade 10 13
Introduction
Stage (time) Teaching and learning activities Learning points
Introduction (5 min) Bring in some common foods and To remind students that while
hold them up. Ask what they are. plants can make their own food by
Ask class for examples of different photosynthesis, humans and other
foods that they eat and enjoy. animals need to eat food.
Brainstorm with class what food is, To introduce ideas that we eat many
why we need it, what it is used for in different kinds of food.
the body. To gauge students levels of
Note down the main points which are understanding of what food is needed
made on the board. for.
Development (10 min) Explain to students the importance of Students learn the importance of food
food and a balanced diet for health. and how it is used in the body.
Introduce the ways in which food is Students learn the main components of
used in the body – for energy, for raw a balanced diet.
materials and to provide resources for Students learn about carbohydrates as a
defence against disease. readily available source of energy for the
Introduce the six classes of foods body.
needed by the body. Understand the differences between the
Talk about carbohydrates. Show sugars and the complex carbohydrates
students examples of each type of such as starch.
carbohydrate. Explain that there are Make a record of the main learning
special tests which can be used to points.
identify starch and simple sugars in
food-stuff. Describe the iodine test for
starch.
Practical (10 min) Students carry out the iodine test for Demonstrate the ability to test food
starch on prepared starch and can then substances for starch using iodine.
investigate samples of real foods to see
if they contain starch.
Summary and Once students have completed the Reinforce learning.
conclusion (13 min) practical they should read p*-* in their Make a record of the main learning
textbook to reinforce the work you points.
have done so far.
Objectives of the activity/lesson
Ask them to make notes in their achieved.
books about the human diet and
carbohydrates.
They should write up a description
of the iodine test for starch they have
carried out.
If there is time, demonstrate the
Benedict’s test for simple sugars and/or
allow students to carry out the test.
Evaluation (2 min) Ask students questions to see if Objectives of the activity/lesson
they have understood the work and achieved.
assimilated the ideas. Compare their
answers to their earlier ideas from the
beginning of the lesson.
14 Grade 10
Introduction
General objectives of grade 10 biology

1. To develop understanding and acquire knowledge of:
• biotechnology and its significance and it has been in use traditionally and is in
use at present
• mitosis and meiosis and their stages
• works of Mendel, the principle of inheritance, chromosome and its structure,
and DNA and its components
• the methods, importance and examples of breeding
• parts of the nervous system and the brain and how the brain is protected, types
of neurons, and their structures and functions, nerve impulse and synapse and
the role of neurotransmitters and types of reflex actions
• the structures and functions of the human eye, image formation and
accommodation and the causes and corrective measures of common eye
defects
• the structure and function of the human ear and how balance is maintained by
the inner ear
• the taste areas of the tongue, the smelling organ and the structure of the skin
• exocrine and endocrine glands, the menstrual cycle and the associated changes
and the causes and treatments of goitre and diabetes mellitus
• birth control methods and how each method works and female genital
mutilation as a harmful traditional practice
• the symptoms, incubation period and treatment of HIV/AIDS and how it
affects immunity
• homeostasis, poikilotherms and homoiotherms, and the physiological and
behavioural methods of temperature regulation in homoiotherms
• the functions of the structures of the kidney, the liver, and the skin and their
role in regulation
• the internal structures of leaves and their functions
• the importance of CO2, light and chlorophyll for photosynthesis and the
significance of photosynthesis in agriculture
• the processes of germination in dicots and monocots
• plant hormones and their functions, the mechanism of action of auxins, and
how removal of apical dominance and sunlight influence plant growth
• the different types of tropisms in plants and their processes
• natural resources, renewable and non-renewable resources, conservation and
biodiversity
• the uses of vegetation and wildlife and the impacts of humans on them, some
endemic vegetation and wildlife species of Ethiopia, methods of conservation
of vegetation and wildlife and how Ethiopian vegetation was affected in history
• the national parks of Ethiopia and some of the common species of wildlife that
exist in each national park
• the causes and effects of air pollution, and the causes and methods of
prevention of global warming
Grade 10 15
Introduction
2. To develop skills and abilities of:

• demonstrating the principle of inheritance using examples and coloured beads
• demonstrating simple reflex actions
• conducting an experiment to prove that the actual taste of food is a mixture of
taste and smell
• locating the position and function of endocrine glands
• demonstrating life skills that help them prevent HIV
• using the microscope to study internal structures of leaves
• demonstrating the process of germination and how sunlight affects plant
growth
• demonstrating the importance of CO2, light and chlorophyll for
photosynthesis with simple experiments
• scientific enquiry: observing, classifying, comparing, making models,
communicating, measuring, asking questions, drawing conclusions, applying
concepts, interpreting photos and illustrations and relating cause and effect
3. To develop the habit and attitude of:
• intellectual curiosity, co-operation, reasoning, openness, honesty, love,
tolerance, respect and freedom
• willingness to conform to a responsible behaviour that helps live HIV-free life
16 Grade 10
Biotechnology Unit 1
Learning competencies for Unit 1 This unit should

fill approximately
By the end of this unit students should be able to: 16 periods of
• Define biotechnology. teaching time.
• Discuss the significance of biotechnology.
• Explain some of the traditional uses of biotechnology, for example, in
preparing bread, yoghurt, cheese and beer.
• Identify new applications of biotechnology in agriculture, food
production, medicine and energy production.
1.1 What is biotechnology?
Learning competencies This section should

By the end of this section students should be able to: fill approximately
3 periods of
• Define biotechnology.
teaching time.
• Discuss the significance of biotechnology.
• Explain some of the traditional uses of biotechnology, for example, in
preparing bread, yoghurt, cheese and beer.
Teaching notes
In this section students will learn about biotechnology. They are given a brief
reminder of bacteria, viruses and fungi, which they studied at grade 9. Remind
students that although micro-organisms can cause disease, they are also very
useful. Students look at traditional applications of biotechnology in Ethiopia,
at bread making, winemaking and the production of yoghurt and cheese.
Then they move on to look at modern applications of biotechnology. To help
them understand these applications they are given an introduction to genetic
engineering because of the major role this process plays in modern biotechnology.
This section gives you opportunities for a number of practical investigations in
traditional biotechnology, such as making injera and tej. Students may carry out
some of these investigations in their own homes, when of course they can eat what
is produced. However, if you make foodstuffs in the laboratory, remind students
every time that it is not good practice to eat anything made in the lab because of
the risk of contamination by bacteria or harmful chemicals.
Grade 10 17
Unit 1: Biotechnology
SA = starter activity MA = main activity CA = concluding activity

Introducing biotechnology
SA Brainstorming activity to find out how much students know about biotechnology.
Write biotechnology on board and add everything students can contribute.
MA Students can examine some examples of traditional biotechnology, e.g. injera.
Students read p 1–3 and make notes on biotechnology up to and including bread making.
Students carry out activity 1.1: Making injera. This will be started this lesson and concluded
in a later lesson.
CA Students write up their practical, producing tables in which to display their results.
Biotechnology and alcohol
SA Students complete activity 1.1, observing the injera mixtures and then cooking them to
make further observations.
Students complete the write-up of this practical.
MA Ask students to write down as many different alcoholic drinks as they can think of.
Students read p 4–5 and make notes on alcoholic drinks.
CA Help the students plan a trip to a brewery or somewhere that produces an alcoholic drink
(Activity 1.2). The trip can be arranged at a later convenient time.
Biotechnology and bacteria
SA Students discuss what they know about the process of making yoghurt.
MA Students answer the review questions.
Traditional technology using yeast
Activity 1.1: Making injera

In this investigation students are investigating the effect of temperature on the
activity of yeast and so on the leavening of injera mix. At room temperature the
yeast works normally. At a cooler temperature the chemical reactions taking place
in the yeast will go more slowly, and so the yeast takes longer to make the mix rise.
By heating the mixture to above 50 °C you are killing the yeast cells, which then
do not respire, so no carbon dioxide gas is made, there are no bubbles and the
injera does not rise.
Activity 1.2: Visiting a brewery/tej production

If possible arrange a visit for your students to somewhere where beer is brewed
or tej or other alcoholic drinks are made. You can discuss with the craftsmen the
things that affect the growth of the yeast and the amount of ethanol they produce
during anaerobic respiration.
Students can learn a great deal about biotechnology from speaking to experts. If
you cannot arrange a visit, you can maybe organise a speaker to come into the
class and speak to the students. This might be a local brewer or tej-maker, or it
might be a parent of one of the students who makes particularly good tej or other
alcoholic drink.
18 Grade 10
Food production using bacteria
Activity 1.3: Making yoghurt

In this activity you should encourage students to plan their own investigations.
They need to develop a clear method, explaining what is being done and why.
They must explain their hypothesis – what they are investigating – and once you
are satisfied with their ideas, they can carry out the investigation. It will need to be
started one day and finished later.
Students should evaluate their experiments and suggest ways in which their
experimental technique might be improved.
The examples used in this section are all our own Ethiopian biotechnologies.
Students might find it interesting to investigate how bread, beer, wine, yoghurt
and cheese are made in other countries such as the UK, the USA or India. The
following websites may be useful:
http://www.bbc.co.uk/food/recipes/mostof_homemadebread.shtml
http://www.bbc.co.uk/dna/h2g2/A1325260
http://www.eatyoghurt.com/yoghurtmaking.php
Answers to review questions This section should

1. B; 2. D; 3. B and D; 4. C fill approximately
3 periods of
teaching time.
1.2 New applications of biotechnology
Learning competencies
By the end of this section students should be able to:
• Identify new applications of biotechnology in agriculture, food
production, medicine and energy production.
Starting off
It is important to help students understand genetic engineering, as this is the basis
of many of the new biotechnologies. However, the difficulty is that they will not
yet have studied the genetic material in any detail. Try and give them an overall
picture but explain to them that they will understand the process better once they
have studied the next unit on genetics.
When discussing fermenters, ask students questions such as:
In a large culture of bacteria, what is likely to run out? (Answer: food, oxygen.)
What is likely to build up? (Answer: carbon dioxide, waste products, heat, pH.)
Grade 10 19
How would you design a fermenter to grow bacteria that would deal with these
problems? Hopefully you will get some of the following ideas, which you can use
as an introduction to an explanation of industrial fermenters:
• an oxygen supply to provide oxygen for the respiration of the micro-organisms
• a stirrer to keep the micro-organisms in suspension, to maintain an even
temperature and to make sure that oxygen and food are evenly distributed
through the culture
• a water-cooled jacket that removes the excess heat produced by the respiring
micro-organisms – any rise in temperature is used to heat the water which is
constantly removed and replaced with more cold water
• measuring instruments that constantly monitor factors such as the pH
and temperature so that adjustments can be made if they start to become a
problem

Genetic engineering and biotechnology
SA Students remember traditional biotechnology just studied and list three examples of modern
biotechnology.
MA Students read p 7–8 together with the teacher and work through the steps of fig. 1.7.
Students make notes on genetic engineering.
Students make a model or poster or draw a diagram to explain the process of genetic
engineering.
CA Students make notes on fermenters and copy fig. 1.8.
Agriculture, food and medicine
SA Students brainstorm ideas on how genetic engineering could be used to improve agriculture
and food production in Ethiopia and around the world. List at least six different ideas.
MA Students read p 9 and make notes on the different ways GM can be used to modify animals
and plants, including concerns about their use.
Try to get information from EARO on work on GM organisms in Ethiopia.
Students discuss the use of GM organisms including new foods such as mycoprotein and
some of the concerns about the use of GM foods.
Students continue into a brief debate on whether GM organisms should be allowed in
Ethiopia and take a vote in the class to judge opinion.
CA Students could plan a presentation explaining the use of GM organisms to produce medicines
such as human insulin in large quantities and demonstrate that they understand the benefits
of this technology. Use p 11 as support.
Energy and biofuels
SA Students can brainstorm as many energy needs in Ethiopia as they can.
Students discuss some of the problems with current fuels – look at biotechnology for
alternative answers.
20 Grade 10
MA Using p 12–13, students make notes and discuss the benefits of biogas generation using
simple biotechnology.
If biogas is generated locally students could visit to see biotechnology in action.
In groups of four, students can plan how waste biomass could be used to generate electricity
in your local community, listing the advantages and difficulties.
Using p 14–15, students read and make notes on making ethanol from biomass as a fuel.
Students can take part in a class discussion on the advantages and disadvantages of using
biotechnology to make fuels such as ethanol from plant biomass. They need to consider the
demands of both feeding the population and producing fuel.
CA Students complete end of unit crossword and questions.
Discussion point
Tell your students the penicillin story – there are many good points about science
to be made here. It is also the beginning of the modern use of biotechnology in
the production of medicines. You could make a PowerPoint presentation to tell
your students the story, or a series of posters to put up on the board.
Answers to review questions

1. D; 2. B; 3. B D A C
4. Discuss with the class; only B is conventionally considered a disadvantage, but
could be an advantage here in Ethiopia.
Answers to end of unit questions

1. Biotechnology is the use of micro-organisms to make things that people want,
often involving industrial production. It is important because it involves ways
of making and preserving foods and making alcoholic drinks. Traditional
applications of biotechnology involve brewing beers, making wines, making
bread and making cheese and yoghurt. Modern applications of biotechnology
include using genetic engineering to change crops and animals, producing new
medicines and helping provide new energy sources.
2. The choice of foodstuffs is the student’s own. They must explain the
biotechnology of their production correctly. Encourage the students to choose
different methods of production, e.g. one alcoholic drink, one fermented dairy
product and bread of some sort.
3. a) Yeast is affected by temperature. In a fridge chemical reactions are slowed
right down and so respiration and carbon dioxide production almost
stop, resulting in no bubbles. In the warmth the yeast starts to respire and
grow again and so more bubbles of carbon dioxide appear. At normal
temperatures it takes about two days for the yeast to grow and respire
enough for the injera mix to contain enough bubbles to give it the right
texture. In cooler conditions it will take longer, as the yeast grows and
respires more slowly.
b) Too cool – the yeast grows slowly and respires slowly so very little alcohol
is formed. Too hot – the yeast is killed and no alcohol is formed.
Grade 10 21
4. a) Students should cover the main points about bacterial growth, lactic acid
production, history and uses of bacterial and fermented milk products. If
students include products from other countries, give extra marks.
b) Students should use local knowledge to find out as much as they can about
this.
5. Micro-organisms are important in the production of medicines because some
micro-organisms naturally make compounds that we can use as medicine.
Also, we can genetically manipulate micro-organisms like bacteria to make
medicines such as insulin in large amounts. Any two relevant examples can be
chosen. The obvious ones are penicillin and insulin.
6. a) Check the accuracy of bar charts drawn by the students.
b) They will affect how clean the fuel is and how much is produced, how hot it
burns, etc.
c) Change the balance of the waste put into the digester, change the mixture
of bacteria in the digester, change the temperature at which the digester
operates.
7. Give students credit for the clarity with which they explain the advantages of
using biogas and any disadvantages, and also for how well they have thought
through how the school might set up and run a digester.
Answers to end of unit crossword puzzle

Across
4 methane
7 biotechnology
8 yeast
Down
1 yoghurt
2 microbiology
3 fermentation
5 bacteria
6 biogas
Further resources
http://www.actionbioscience.org/biotech/: a collection of articles about
biotechnology issues and applications.
http://www.biozone.co.nz/biolinks/BIOTECHNOLOGY.html: a biotechnology
hub with many links to different biotechnology topics and live links to journals.
22 Grade 10
Heredity Unit 2
This unit should

Learning competencies for Unit 2
fill approximately
• Define heredity and compare mitosis and meiosis. teaching time.
• Define chromosome, DNA and genes.
• Describe the structure of chromosome and list the components of DNA.
• Describe the works of George Mendel on garden peas and relate his
experiments to the principle of inheritance.
• Demonstrate the principle of inheritance using beads.
• Describe the methods, importance and examples of breeding farm animals
and crops.
• Describe methods of breeding farm animals and crops.
• Explain the importance of selective breeding for society.
• Explain the difference between selective breeding and cross-breeding.
• Give examples of selective breeding from your own experience.
2.1 Mitosis and meiosis This section should

fill approximately
6 periods of
Learning competencies teaching time.
• Define a chromosome.
• Define DNA as the genetic material.
• Define genes.
• Describe the structure of the chromosomes.
• Describe the components of DNA.
• Define mitosis.
• Describe the stages of mitosis.
• Define meiosis.
• Describe the stages of meiosis.
• Relate the events of meiosis to the formation of the sex cells.
• Compare mitosis and meiosis.
Grade 10 23
Unit 2: Heredity
Teaching notes
In this section students are given a basic understanding of the structure of the
chromosomes and the nature of the genes. They then study the two types of cell
division – mitosis and meiosis – and learn the main stages of both. You can help
them to understand the importance of both of these types of cell division and the
fundamental differences between them. There is a limit to the practical work that
can be done in this section, but making models of different aspects of the genetic
material can be very valuable in helping students to visualise and understand what
is happening in the nucleus of the cell.

Chromosomes
SA Students consider the plans for building a car or a factory. Then students draw a cell with
a nucleus and remember the nucleus as the site of all the information needed for a human
being, tree or elephant.
MA Students read and make notes on p 19–20.
Students carry out activity 2.1 and make a karyotype using fig. 2.1 as a guide.
CA Students can mount and display their karyotypes.
Genes and DNA
SA Brainstorm answers to the question ‘What is a gene?’
MA Students read the story of the discovery of the structure of DNA, p 21.
Students can make up paper or clay models of DNA.
CA Students make notes on genes and DNA including drawing and naming the parts of the
molecule (see fig. 2.3).
Mitosis
SA Ask students to brainstorm why cells divide.
MA Students work through the stages of mitosis very carefully using fig. 2.5.
Students make careful notes on mitosis and copy fig. 2.5.
CA Students read through activity 2.5 in preparation for next lesson.
Investigating mitosis
SA Students list as many examples as they can of human tissue and tissue in plants where they
think cell division would occur very rapidly – e.g. skin, any growing areas.
MA Students carry out activity 2.2: Seeing chromosomes, which allows them to look at mitosis in
an actively growing onion root.
Students can make their own slide – or you may demonstrate – or use a ready prepared slide.
Students are unlikely to see all the stages of mitosis.
Students should make a record of the procedure and draw some cells.
CA Students read p 25 and draw the cell cycle.
If students have not been able to carry out activity 2.2 they could make a poster or a model
of the cell cycle.
24 Grade 10
Unit 2: Heredity
Meiosis
SA Ask students how many chromosomes there are in the human body cells. If two body cells
joined together to form a baby, how many chromosomes would be in the child’s cells? If that
child went on to have children, then how many chromosomes?
Students calculate the ever increasing numbers to understand the need for a form of cell
division which halves the number of chromosomes when the sex cells are made in the body.
MA Students read through the material on meiosis on p 25–7, comparing the simple diagram of
meiosis, fig. 2.8 – this is the really important concept – with the more complex diagram, fig.
2.9.
Students make notes with diagrams on meiosis and gametogenesis.
CA Build up a table comparing mitosis and meiosis on the board based on students’ ideas.
Students compare their table with the table on p 28.
Students copy the table on p 28, comparing meiosis and mitosis, into their notes.
Models of meiosis
SA Students work in groups to plan two different models of meiosis (activity 2.3).
MA Students work in groups of four. They choose one of the models they have planned and make
it. If there is time, groups can then demonstrate their model to another group or the rest of
the class.
CA Students complete review questions.
Activity 2.1: Making a karyotype

Students are given a sheet with the various chromosomes of an individual shown.
You can find sheets suitable for this activity on websites such as http://learn.
genetics.utah.edu/content/begin/traits/karyotype. They must cut them out and
pair them up, sticking them to a sheet of paper in the correct order as shown in
figure 2.1 of the Students’ Book. They should be able to determine the gender of
the individual by whether they have sex chromosomes XX or XY.
Chromosomes, genes and DNA

Starting off
In order to help learners understand the concepts in this topic, you can involve
them in making models of chromosomes, genes and alleles. You can use readily
available materials such as copper wire, banana fibres and woollen thread. Any
flexible material can be used.
Discussion point
The story of the double helix
The discovery of the structure of DNA by James Watson and Francis Crick,
supported by the work of Maurice Wilkins and Rosalind Franklin, is one of the
great stories of science and can be told to inspire your students.
http://web.fccj.org/~ethall/dna/dna.htm
http://elt.britcoun.org.pl/elt/n_DNAstory.htm
are two of many websites which may be useful to you and your students.
Grade 10 25
Unit 2: Heredity
Mitosis
Activity 2.2: Seeing chromosomes

Resources: light microscopes, either – actively growing roots from an onion,
watch glasses, acidified ethanoic orcein stain, hot plate, tweezers, mounted
needles, microscope slides and coverslips, blotting paper; or – prepared
longitudinal sections of an actively growing onion root tip stained with acidified
ethanoic orcein stain.
There are two options with this practical – you can get your students to make their
own stained onion root squash to look for mitosis or you can use ready-made
slides. This is a very well-known practical in which students can see different
stages of mitosis in cells. However, if the slides your students make do not appear
to have the different stages visible, or you do not have the facilities available for
students to do this activity, the following website has images of all the different
stages taken from microscope slides.
http://biog-101-104.bio.cornell.edu/biog101_104/tutorials/cell_division/
onion_review_fs.html
Gametogenesis
Activity 2.3: Making models of meiosis

Give your students plenty of time to think about and plan these models. When
they have made their models they can be used as an interesting classroom display.

1. C 2. D 3. B 4. D 5. A
This section should 2.2 Mendelian inheritence

fill approximately
6 periods of
teaching time. Learning competencies
• Explain the work of Mendel on garden peas.
• Relate Mendel’s work to the principle of inheritance.
• Illustrate Mendelian inheritance.
• Explain the difference between a gene and an allele.
• Understand the difference between dominant and recessive alleles.
• Recognise homozygous and heterozygous individuals for a particular gene.
• Explain the inheritance of a single pair of characteristics (monohybrid
inheritance).
• Carry out simple genetic crosses.
26 Grade 10
Unit 2: Heredity
• Recognise the patterns of Mendelian genetics in organisms including

plants, cattle and people.
• Demonstrate the principle of inheritance using beads.
• Recognise that in some situations no allele is dominant and describe
codominant alleles in terms of the inheritance of roan coat colour in
cows and ABO blood groups.
Teaching notes
In this section you will be introducing students to the idea of Mendelian genetics.
They will learn to use genetic diagrams and Punnett squares and to work out the
likelihood of various genetic crosses. They will also learn that genetics applies to
human beings as well as other organisms and be introduced to a variety of single
gene traits. There are a few extra examples of genetic crosses that you can use with
your students just before the answers to the questions.

Mendel and the peas
SA Students suggest characteristics that have been passed down in their families, e.g. shape of
the nose, shape of the ears, height, etc.
MA Students can read through p 30–3 to discover the work of Gregor Mendel with peas and how
this helped us understand genetics.
Students could look at different types of peas, beans, etc. to look for different
characteristics, if you have them available.
CA Students write the story of Mendel in their own words.
Human inheritance
SA Brainstorm as many different human genetic characteristics as possible and write them on
the board.
MA Students read through p 33–5.
Students make a model of inheritance as described in the text on p 34 using modelling clay,
clay or coloured paper balls.
CA Students make notes on basic human inheritance.
Monohybrid inheritance
SA Students learn to draw a Punnett square and practice drawing and using them.
MA Students work through the examples of monohybrid crosses and test crosses on p 36–7.
Students make notes and write up crosses.
CA Students discuss the idea of Mendelian genetics in people.
Investigating genetics
SA Brainstorm examples of different Mendelian traits in human beings.
Students discuss some of the difficulties of investigating Mendelian traits in humans and
how knowledge grows and changes, e.g. tongue rolling no longer single gene although
usually inherited in the same way.
Grade 10 27
Unit 2: Heredity
MA Students read p 38–40 on human genetics and make notes and Punnett squares.
Students carry out activity 2.4: Investigating genetics. Students should analyse the data for
the whole class.
As tongue rolling is not a perfect single-gene trait, it is best if they collect data for at least
one other trait as well.
CA Students complete write-up and analysis of human genetic trait data.
Albinism and family trees
SA Students brainstorm albinism.
MA Students read p 38–9 and make clear notes on how albinism is inherited.
Students discuss the way a family tree can be built up.
Students could produce a poster showing a family tree of albinism which could be used to
explain the birth of an albino child in a family to concerned relatives.
CA Students could begin activity 2.5: Planning a simple model which could be used to explain
genetic crosses.
Modelling genetics
SA Students continue and complete activity 2.5.
Students demonstrate their models and you decide which is the most useful.
MA Students could attempt activity 2.6 with more genetic crosses.
Mendelian inheritance
Use the story of Mendel’s original work to introduce monohybrid inheritance,
using figures 2.10 and 2.11 to develop the following concepts:
• alleles
• phenotype and genotype
• dominant and recessive
• homozygous and heterozygous
• true breeding
• hybrids
• filial generations
• complete dominance
Introduce the idea of genetic diagrams and Punnett squares as methods used
to explain or predict the result of a cross. Give the meanings of each of the
symbols used and the assumptions for the letters chosen. A multiplication sign
(x) represents mating or pollination; capital letters are always used to represent
dominant alleles. For the sake of clarity, use two different capital letters to
represent codominant genes, as both are equally expressed in the phenotype
of the organism (for example, R = red and W = white in the example of the roan
cows on page 39).
The gametes are represented with the allele letter circled. Students often find
genetic diagrams confusing to draw, although they can be very useful for you to
have drawn up on the board while you are explaining what happens in a cross.
28 Grade 10
Unit 2: Heredity
Punnett squares are usually easier for students to use. Encourage students to
always give a key showing what letters they have chosen to represent the different
alleles.
In the initial explanation of how genetics works using red and blue beads (or
paper circles) you could introduce it as an extra practical activity before letting
students read the book – see below.
Practical: Learning how inheritance works

You can use a simple model to help you understand how sexual reproduction
produces variety.
Resources: A small bag, either 12 red beads and 12 blue beads or 12 small circles
of red paper and 12 small circles of blue paper for each.
Ask the students to:
1. Shake up the bag of beads or paper circles.
2. Put their hand in the top of the bag and – without looking – pick out two
beads/paper circles at a time.
3. Repeat this 12 times. Record the combinations they pull out.
4. If the bag contained only red beads or only blue beads, the pairs would all be
the same. But as the bag held a mixture of red and blue beads, they will have
three possible pairs – two blue beads, two red beads, or one of each.
This activity is very useful in explaining monohybrid inheritance. The colours of
the beads represent the alleles. The picking of the beads represents fertilisation –
both are random events. The combinations of beads or paper circles represent the
offspring.
A table as shown below can be used to record the results. Students can be asked to
work out the ratios of the different combinations – they will vary greatly.
You can use this practical to explain common terms – red beads can be dominant
alleles and blue recessive, for example. To make sure the selection is random,
students should shake the bags after every pick.
Pick number Combination
Red/red Blue/blue Red/blue
1
2
3
4
5
6
Etc., up to 12 picks
Test crosses
Make sure students realise that test crosses are used to identify pure-breeding
homozygous dominant and heterozygous individuals. The test cross is always
with a homozygous recessive. If the organism with the dominant phenotype is
true breeding, all offspring will exhibit the dominant trait. If the organism is a
heterozygote, some of the offspring of the test cross may be homozygous recessive.
Grade 10 29
Unit 2: Heredity
Human genetics – tongue rolling – a new discovery

For many years tongue rolling was assumed to be a single gene trait exhibiting
monohybrid inheritance. New evidence shows that in some identical twins one twin
is a roller and the other is not. This suggests either an environmental factor in the
womb or two closely linked genes that are often but not always inherited as one.
However, it can be fun to look at tongue-rolling patterns in the class when
you do the investigation below, as students usually enjoy it and it gives you an
opportunity to point out how complicated genetics really is!
Activity 2.4: Investigating genetics

The students are going to investigate some of the simple single-gene genetic traits
they possess. You are then going to collect as much information about their fellow
students as possible and draw bar charts to show the frequency of different traits
in their class. It would be good to collect data from all the students in grade 10 in
the school.
1. Choose a number of single gene or clear discontinuous traits, for example,
dimples or not, attached or unattached ear lobes, straight or curved thumbs,
the presence of hair on the second segment of the ring finger, tongue rolling
(not clear-cut genetically but fun to look at!).
2. Draw up a table showing each of the characteristics they have chosen. They can
make up a table similar to the example below for each feature they investigate.
Class Total Straight thumb Curved thumb

section number Number % Number %
1
2
3
4
3. Make a tally of all the people in the class who possess each feature and record
it in their table.
4. Display their data as bar charts, pie charts, etc.
5. Write up their investigation and results. Can they draw any conclusions? For
example, are characteristics related to dominant alleles more common than
characteristics related to recessive alleles, or does it vary?
When students carry out this investigation they can look at school sections as
suggested here or simply work with the individual children in their class, and
make bar charts etc. in the same way.
30 Grade 10
Unit 2: Heredity
More human inheritance
Activity 2.5: Investigating genetics

It can be hard to imagine how a genetic cross works. The students are to design
and make a model that could be used to help teach genetics. It can be very
simple – models that have been tried before include using beads (see example
on page 25), cut out paper people and genes, modelling clay people in different
colours, etc. Using what they have available, plan and make their model and use
it to demonstrate how a genetic cross works to their peers. You can decide which
model would be most useful in the classroom next year!
It is worthwhile encouraging students to work hard in this practical as it will give
you some very useful teaching resources for next year!
Extra examples of genetic crosses
1. A pure-breeding black guinea pig is crossed with a pure-breeding white guinea
pig. Work out the genotypes and phenotypic ratio of the F1 offspring, if the
gene for black coat is dominant.
Let B = allele for black coat and b = allele for white coat
Parents must be BB x bb
Gametes B B b b
B B
b Bb Bb
b Bb Bb
Offspring all Bb – phenotype all black
2. Two parents both have dangly ear lobes. One of their children has attached
ear lobes, although the others all have dangly ear lobes. Explain how this is
possible.
Parents must both be heterozygotes
D = dangly ear lobes (dominant) d = attached earlobes
Parents must be Dd
Gametes D d D d
D d
D DD Dd
d Dd dd
3 dangly ear lobes : 1 attached ear lobes

1. D 2. B 3. C 4. B
Grade 10 31
Unit 2: Heredity
This section should 2.3 Heredity and breeding

fill approximately
4 periods of
• Describe methods of breeding farm animals and crops.
• Explain the importance of selective breeding for society.
• Explain the difference between selective breeding and cross-breeding.
• Give examples of selective breeding from your own experience.
Teaching notes
In this chapter students are introduced to the principles of selective breeding and
cross-breeding to improve breeds of animals and plants for farming. The focus
is on Ethiopian breeds, but you could also encourage students to explore breeds
of animals such as cattle and sheep used in other countries, both in Africa and
around the world, using the internet if it is available.

Selective breeding
SA Students brainstorm the different breeds of a variety of Ethiopian animals, thinking about
cows, sheep, goats, chickens.
Write lists of the breeds that students think of on the board.
MA Students use p 45–6 and make notes on selective breeding, showing understanding that this
involves selecting characteristics within a breed.
Students work in groups to carry out activity 2.7: Looking at Ethiopian breeds of animals
and crop plants. Students choose local breeds and if possible look at breeds in a very
different region of Ethiopia. Different groups can focus on breeds of different types of
animals and crops.
CA Groups start to feed back to the rest of the class about the animals or plants they have
investigated.
Cross-breeding
SA Students complete feedback.
Students discuss differences between their local breeds and the animals and crop plants used
elsewhere in the country.
Students discuss why there are these differences and how they may have come about.
MA Students read p 46–7 to introduce them to the idea of cross-breeding – combining two
different strains to get the best characters of both.
Students discuss the difficulties of this from their previous work on genetics and monohybrid
inheritance.
Students make notes on cross-breeding.
CA Students investigate the Borena story, p 47, and make notes.
32 Grade 10
Unit 2: Heredity
Investigating breeds
SA Students carry out activity 2.8. They can carry out both parts of the activity including
visiting a local farmer or market, or they can just do part b).
MA Students continue and complete activity 2.8.
CA Some students give a presentation to the class of the breed they have chosen, if there is
time.
The values of breeding
SA Students read p 48 and make brief notes on this.
MA Students discuss the importance of breeding animals for society and give examples from
their own experience, if any.
Students complete a selection of or all of the end of unit questions.
CA Students complete the crossword puzzle on p 51.
Selective breeding
Activity 2.7: Ethiopian breeds

The students are to find out as much as they can about the breeds of animals and
plants that are farmed in your area of the country. For each type of animal they
study, list the characteristics of that breed that make it well suited to their area.
If possible, also find out about the breeds in another very different area of
Ethiopia. Compare the characteristics that have been selected for in those animals
and plants with the local breeds.
The focus in this practical is on Ethiopian breeds, but you could also encourage
students to explore breeds of animals such as cattle and sheep used in other
countries, both in Africa and around the world, using the internet if it is available.
You may have some students who are knowledgeable about particular types of
crop plants or farm animals because of their home background in farming. It is
a good idea to use students with particular expertise in this way as it encourages
students to listen to each other and value knowledge within the community. This
theme is continued in the next practical exercise.
Combination of traits – cross-breeding
Activity 2.8: Selective breeding

a) If possible, visit a local farmer and discuss the breeds of animals that he raises.
Talk to him about selective breeding and cross-breeding and see if he carries
out these practices.
b) The students are to select an example of breeding from their own experience.
It might be of sheep, goats, cattle, camels, cats or dogs, chickens, horses, crop
plants or any other organism. Each student is to make a presentation about the
process and the characteristics that are important in this animal. They may be
asked to tell the rest of the class about their choice.
If you can organise a visit in this way to local farmers, it is very useful. You might
divide the class into several groups so no farmer has to talk to too many students
Grade 10 33
Unit 2: Heredity
at once. It can be possible to use parents or older students to accompany some of

the student groups on their visits.
For the second part of the practical exercise, students who do not have any
personal experience of breeding animals and plants can work on an example
from a farm visit. An alternative is to pair them up with other students who
have experience in this area, so they can work together and the student with less
experience can gain from their classmate.

1. C 2. D 3. B 4. A

1. Growth, replace, chromosome number, nucleus, genes, chromosomes, mitosis.
2. a) For growth, healing, replacement of worn-out cells.
b) So the cells are identical and carry out the same tasks in the body.
c) Before a cell divides it produces new copies of the homologous pairs of
chromosomes in the nucleus. Each chromosome forms two identical
chromatids. Then the chromatids divide into two identical packages
and the rest of the cytoplasm divides as well to form two genetically
identical daughter cells. Once the new cells are formed, the chromatids are
referred to as chromosomes again. The daughter cells each have exactly
the same number of chromosomes as the original cell. To make it easier
to understand what is going on, we divide this process into the stages
that are shown in figure 2.5 in the Students’ Book, but in fact mitosis is
one continuous process. These stages are called interphase, prophase,
metaphase, anaphase and telophase.
Prophase I – each chromosome
appears in the condensed form Metaphase II – new spindles are
with two chromatids. formed and the chromosomes, still
Homologous pairs of made up of pairs of chromatids, line
chromosomes associate with up on the metaphase plate
each other
Metaphase I – the spindle

forms and the pairs of Anaphase II – the centromeres now
chromosomes line up on the divide and the chromatids move to
metaphase plate. Crossing the opposite ends of the cell
over occurs
Anaphase I – the centromeres

do not divide. One chromosome
(pair of chromatids) from each
homologous pair moves to each
end of the cell. As a result the
chromosome number in each cell
is half that of the original
Telophase I – the nuclear membrane reforms and the cells

begin to divide. In some cells this continues to full cytokinesis Telophase II – nuclear envelopes reform, the chromosomes return to their
and there may be a period of brief or prolonged interphase. interphase state cytokinesis occurs, giving four daughter cells each with
During this interphase there is no further replication of the DNA half the chromosome number of the original diploid cell
3. Cells become specialised for a particular function, with some of their genes
switched on and some switched off. Once differentiated, a cell can only make
identical copies of itself.
34 Grade 10
Unit 2: Heredity
4. a) 46
b) 23
c) 46
d) The chromosomes in the ovum and the sperm join up to give a cell with
the normal number of chromosomes – 46, or 23 pairs.
e) The egg contains X from the mother. If the sperm has X – XX, this gives a
girl. If the sperm has Y – XY, this gives a boy.
5. a) Meiosis.
b) Sex organs – ovaries or testes.
c) It halves the number of chromosomes so when the egg and sperm join the
normal chromosome number is restored; it introduces variety.
d) When a cell divides to form gametes the first meiotic division is very
similar to normal body cell division. The chromosomes are copied so there
are four sets of chromatids. The cell then divides to form two identical
daughter cells. These cells then divide again immediately, without the
chromatids doubling again, in the second meiotic division. This forms four
gametes, each with a single set of chromosomes. Students should include a
diagram like figure 2.9 (or figure 2.8 for fewer marks).
6. a) He observed, for example, that the round shape of peas seemed to
dominate the wrinkled shape, but that the information for a wrinkled
shape continued to be carried and could emerge again in later generations
– in other words, there were unique units of inheritance that were not
blended together. He also noticed that roundness and wrinkledness did not
mix – he didn’t get slightly wrinkled peas – they were always either round
OR wrinkled.
b) They had no model to help them understand Mendel's ideas, which were
completely different to long-held beliefs.
c) Because it enabled people to see chromosomes and meiosis, which gave
them an explanation for how Mendel’s ideas worked.
d) i )
R R
r Rr Rr
r Rr Rr
All Rr round peas
ii)
R r
r Rr rr
r Rr rr
50% Rr round peas, 50% rr wrinkled peas
Grade 10 35
Unit 2: Heredity
7. a) Unit of inheritance.
b) Particular form of a gene.
c) Alleles that control the development of a characteristic even when they are
only present on one of your chromosomes.
d) Alleles that control the development of a characteristic only if they are
present on both chromosomes.
e) Indvidual with two identical alleles for a trait.
f) Individual with two different types of allele for a trait.
8. D = dimple d = no dimples
Dimpled parent homozygous
D D
d Dd Dd
d Dd Dd
Dimpled parent heterozygous
D d
d Dd dd
d Dd dd

9. a) Because Demissie is an albino we know his genotype must be aa because A
is dominant to a, so an albino must be homozygous recessive.
b) She could be homozygous dominant or heterozygous. In both cases she has
at least one dominant A allele for normal colouring, which she can pass on
to her baby, so the baby will have normal colouring.
c) She must be heterozygote, Aa. This gives Seble normal colouring, but she
has a recessive allele, which she could pass to her baby. As Demissie has to
pass on a recessive allele also, the baby will have the genotype aa and will
be an albino.
10. Dominant traits are apparent in the phenotype even if the individual
is heterozygous. Recessive traits are only visible in the phenotype if the
individual is homozygous, so they can apparently disappear for several
generations until two heterozygotes reproduce together to give a homozygous
recessive individual again.
11. Symbols: S = straight thumbs s = curved thumbs
a)
S s
S SS Ss
s Ss ss
1 homozygous straight thumb: 2 heterozygous straight thumbs: 1 homozygous
curved thumb
36 Grade 10
Unit 2: Heredity
b)
S s
s Ss ss
s Ss ss
50% heterozygous straight thumbs: 50% homozygous curved thumbs
12. Internationally selective breeding improves genetic diversity and provides a
source of new genetic material to help overcome changes in the world climate.
Selective breeding to maintain the best possible performance in our local
breeds means those breeds will be maintained, and people will gain the biggest
possible benefit from them. It allows people to get the best possible yield
from their crops, the most milk from their cows, sheep, goats or camels, their
animals will make the most of the food available to them and other such useful
traits. This means people will be able to produce more food, which is good for
everyone.
Selective breeding can create new breeds that are better suited to specific areas
or resistant to disease – again, healthy animals and plants mean more food and
healthier people.
13. In selective breeding particular traits are bred for. You need to select true-
breeding plants or animals, so it is important that the history of the organism
is known. For selective breeding to work, it is important to use only the best
animals that have the characteristics you want in the breeding programme.
This means that the male animals that have the characteristics you want should
be allowed to mate, but animals that do not have the characteristic should be
castrated or prevented from mating.
An alternative way of improving a breed of animals or plants is to combine
good traits from two different breeds. Take an example. One family has a
herd of goats that give good milk yields, but do not cope well without shade.
Another family has goats that give less milk but are very hardy and resistant
to the heat of the sun. If both families selected their best male and female
goats, and cross-bred them, some of the offspring would inherit both the
genes for good milk production and the genes for heat resistance. By selecting
the offspring carefully and breeding again and again, eventually a new, true-
breeding type of goat would emerge.
It takes a lot of work to develop a new true-breeding strain. Farmers often
simply continue to cross-breed to get the benefits of each F1 generation. So
perhaps they will have a good bull from one breed and let him service their
cows from another breed, so that the calves all have the combination of
characteristics that is desired.
Grade 10 37
Unit 2: Heredity

Across
8 mitosis
9 allele
10 autosomes
Down
1 cytosine
2 phenotype
3 chromosome
4 karyotype
5 dominant
6 meiosis
7 ovary
Further resources
http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells3.html: an
animation of mitosis
http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/page3.html: an
animation of meiosis
http://www.mendelweb.org/: collection of resources related to Mendelian
inheritance
http://www.wellcome.ac.uk/Education-resources/Teaching-and-education/
Animations/DNA/index.htm: animations on DNA structure and function
http://genome.wellcome.ac.uk/index.html: the Human Genome Project
http://www.teachersdomain.org/resource/nat08.living.gen.geneng.lppercow/:
teaching resources for lessons on breeding farm animals
38 Grade 10
Human biology and health Unit 3

fill approximately
• Name the parts of the nervous system. teaching time.
• Explain the structures and functions of the human nervous system.
• List the three types of neurons, indicate their structures and explain their
functions.
• Describe an action potential and the passage of a nerve impulse along a
neuron, with examples.
• Describe a synapse and how an action potential crosses it.
• Describe neurotransmitters, with examples.
• Explain how the brain is protected and compare the functions of the fore,
mid and hind brain.
• Describe the reflex arc, mention the structures involved and compare
simple and conditioned reflexes.
• Demonstrate at least two examples of reflex actions, such as knee jerks
and blinking.
• Define substance abuse, explain its effects, its status in Ethiopia and
possible preventative measures.
• Give examples of drugs abused in the locality.
• Express willingness to conform to a drug-free lifestyle.
• Indicate the structures of the human eye, ear, skin, tongue and nose
using diagrams or models, and describe their functions and methods of
caring for them.
• Show the structures of the eye using a sheep’s or cow’s eye.
• Describe image formation and accommodation.
• Demonstrate the blind spot.
• List common eye defects in humans and explain their causes and the
available corrective measures.
• Explain how balance is maintained by the inner ear.
• Identify the taste areas of the tongue.
• Conduct an experiment to prove that the actual taste of food is a mixture
of taste and smell.
• Draw and label the smelling organ.
• Draw and label the structure of the skin.
Grade 10 39
Unit 3: Human biology and health
• Define glands as structures that produce hormones or other secretions

and distinguish between exocrine and endocrine glands.
• Locate the position of the main endocrine glands and describe their
functions.
• State the cause and treatment of goitre.
• State the cause and treatment of diabetes mellitus.
• Describe the menstrual cycle and the associated changes.
• List the different birth control methods and explain how each one works.
• Describe the symptoms and incubation period of HIV/AIDS.
• Explain how AIDS is currently treated.
• Demonstrate life skills that will help you prevent the spread of HIV/AIDS.
• Describe female genital mutilation as a harmful traditional practice.
• Define homeostasis as maintenance of a constant internal environment
and explain its significance.
• Define poikilotherms as organisms whose temperature is governed by the
external temperature.
• Define homoiotherms (homeotherms) as organisms with a constant body
temperature.
• Explain the physiological methods of temperature regulation in
homoiotherms.
• Explain the behavioural methods of temperature regulation in
homoiotherms and poikilotherms.
• Label the structures of the kidney.
• State the functions of the structures of the kidney.
• Explain how the kidney regulates water and ionic balance.
• Explain how the skin helps in water and salt balance.
• Explain the role of the liver in regulation of the body.
This section should 3.1 The nervous system

fill approximately
9 periods of
• Name the parts of the nervous system.
• Explain the structures and functions of the human nervous system.
• List the three types of neurons, indicate their structures and explain their
functions.
• Describe an action potential and the passage of a nerve impulse along a
neuron, with examples.
40 Grade 10
• Describe a synapse and how an action potential crosses it.

• Describe neurotransmitters, with examples.
• Explain how the brain is protected and compare the functions of the fore,
mid and hind brain.
simple and conditioned reflexes.
• Demonstrate at least two examples of reflex actions such as knee jerks
and blinking.
• Define substance abuse, explain its effects, its status in Ethiopia and
possible preventative measures.
• Give examples of drugs abused in the locality.
• Express willingness to conform to a drug-free lifestyle.
Teaching notes
In this section your students will be learning about the nervous system and how
it works. They will be doing a number of practical investigations using their
own nervous system and senses. These investigations will help them to learn
and understand the way in which their senses work. One of the most important
concepts for your students to understand is the need for co-ordination in the
body and the important role played by the nervous system in giving us this
co-ordination. You will also be explaining to your students the ways in which
drugs affect the nervous system. Students need to understand the risks associated
with drug taking, the problems of addiction and ways in which to develop and
maintain a drug-free lifestyle.

Introduction to the nervous system
SA Students discuss and develop a mind map which shows what they know about the nervous
system and how it works at the beginning of this section on the nervous system. Keep this
until the end of the series of lessons.
MA Students read through p 54–6 and make notes on how nervous co-ordination works including
a diagram of the motor and sensory neurons.
Students can stand in a big circle holding hands. One person squeezes the hand of the
person next to them. As soon as the squeeze is felt, that person squeezes the next person
in the ring and so on. You can measure the time this takes students, and by dividing by the
number of pupils, students can work out how long it takes on average for each person to
go through the process of stimulus to sense organ ➞ afferent neurons ➞ central nervous
system ➞ efferent neurons ➞ muscles.
Students can repeat this activity to see if they can do it faster, and if there is a limit to the
speed.
Students can discuss what they have observed.
CA Students can write up this activity.
Synapses
SA Students read p 56–7 and make notes on synapses, including drawing diagrams.
Grade 10 41
MA Students make notes on neuromuscular junctions.

Students make a large model or poster or cartoon sequence to show the events of the
synapse.
The central nervous system
SA Students brainstorm what they know about the central nervous system.
MA Students read through p 58–9 and make full notes on the brain, including a diagram.
Students also make notes and diagrams of the spinal cord.
Students compare the two areas of the CNS.
CA Students can discuss the problems when areas of the CNS are damaged and also mental
illness.
Voluntary control
SA Students should list as many voluntary actions as they can and attempt to explain what is
happening in a voluntary action.
MA Students read and make notes on voluntary actions.
Working in pairs, students carry out activity 3.1: Investigating reaction times.
Students fill in results on the board as well as in their own notes to make a graph of class
data
CA Students write up practical and discuss how the practical could be improved.
Reflex actions
SA Students brainstorm as many reflexes as they can think of. Prompt them to think of newborn
babies as well as children and adults.
MA Students read p 62–4 on reflexes and make notes.
Working in pairs, students carry out activity 3.2 on the knee jerk reflex.
CA Students discuss the importance of different reflexes and make notes on this.
Conditioned reflexes
SA Students discuss what is meant by a conditioned reflex.
MA Students read p 64 on conditioned reflexes and make notes on this.
Individually, students carry out activity 3.3 on conditioned reflexes and then feed back as a
class exercise to get as full a list as possible.
Students make sure they copy the full list into their notes.
Drug abuse – smoking and alcohol
SA Students brainstorm commonly used drugs in Ethiopia and how drugs work.
MA Students read and make notes on p 64–5 on drug use and addiction.
Students read and make notes on smoking and the effect of smoking on health.
Use the activity at the top of p 67 – students look at how smoking is represented around
them and discuss how this affects the way people look at smoking.
Students discuss the use of alcohol as a drug and how it affects individuals and society.
Students read p 67–9 and make notes on the effects of alcohol and how it is abused.
42 Grade 10
CA Students consider why the numbers of people in Ethiopia who smoke or drink heavily are
relatively low compared to much of the world.
Students may plan ways in which to keep the numbers of people who drink and smoke at a
low level.
Drug abuse – khat, cannabis and other drugs
SA Students read and make notes on the use and abuse of khat, cannabis and other drugs, p
69–72.
MA Students discuss in small groups the effect of drug abuse on individuals, families and
communities.
In these groups, students could carry out the activity on p 72, with two of the students
acting out a role play.
CA The remaining students in each group comment on the role play and make suggestions for
other points.
Drugs and the community
SA Students read and make notes on the effects of drugs on individuals, families and
communities, p 72–4.
MA Students could carry out the activity on p 73, looking at the most commonly used drug
in their own area and the impact the use of this drug has on individuals and the wider
community.
Students could analyse local leaflets and posters if they did not do it before. Students can
make notes on social and family impact of drug taking. Students can work in groups of four
or six to develop role plays explaining the damaging effects of drugs to the local community.
CA Students look back to their original mind map of the nervous system and how it works, and
modify it with the knowledge they have gained in these lessons.
Students complete the review questions.

1. A neuron is a single nerve cell, whereas a nerve is a collection of nerve cells;
a neuron is motor, sensory or relay, whereas a nerve can be motor, sensory
or mixed.
2. Brain and spinal cord.
3. An organ that responds to an impulse in a motor nerve, usually a muscle
or gland.
4. Synapses are the gaps between neurons, and electrical nerve impulses cannot
cross the gap. When an impulse arrives at the end of a neuron, chemicals are
released. These chemical transmitters (neurotransmitters) cross the synapse
and are picked up by special receptor cells in the end of the next neuron.
In turn this starts up an electrical impulse, which then travels along the next
neuron. This is how an impulse is transmitted across a synapse.
Grade 10 43
Voluntary and reflex control
Activity 3.1: Investigating reaction times

The length of time it takes to recognise a stimulus and react to it is the reaction time.
This is very important in many situations – for example, when you are driving, or
at the start of a race. Some people react more quickly than others – and can train
themselves to speed up. In this investigation students will be looking at reaction
times by measuring how quickly their partner catches a metre ruler when they let
it fall. If they collect all the data for the class, they can produce a graph to show the
range of reaction times for their science group, and also do some statistical analysis
to find the average median and mean reaction times for the class.
Resources: metre rulers (or sticks and rulers)
1. Work in pairs, with one partner holding the ruler and recording the distance
and the other catching.
2. Hold the ruler so that their partner’s hand is level with the 10 cm mark. They
should be able to see the ruler and their partner’s hand.
3. Warn them that the rules will soon be droped and after a few seconds, let go.
4. Repeat this three times and calculate the average distance the ruler travelled
before their partner caught it.
5. Reverse roles.
6. Draw up a table and collect the results for the whole class.
Write up their investigation, including a graph to show the distribution of
reaction rate across the class.
7. How could they develop or refine this investigation?
In the second practical, pupils investigate simple reflexes. This gives them a good
opportunity to compare a conscious action such as grasping the ruler in the
previous experiment with the unconscious knee jerk reflex.
Activity 3.2: The knee jerk reflex

You can demonstrate a simple spinal reflex used by doctors.
1. Work in pairs.
2. One person sits down with one leg loosely crossed over the other.
3. The other hits the crossed leg just below the knee cap (patella) gently but
firmly. Use the edge of the hand, a special hammer or the edge of a ruler to do
this. It should not hurt!
4. This hits a ligament which stretches a muscle. This is picked up by stretch
receptors setting up a reflex arc. The impulse travels to the spinal cord and
back to the quadriceps muscles in the thigh. These contract, causing the lower
leg to jerk upwards and outwards as the leg straightens. It drops straight back
into its normal position.
5. Change places and repeat.
44 Grade 10
Activity 3.3: Reflex action

Answers could include driving a car, cattle coming in to be milked, pet animals
coming for food.

1. A very fast nervous response to a stimulus, which does not involve the
conscious areas of the brain.
2. Voluntary action involves sensory receptor, affector neuron, CNS, effector
neuron, effector organ – it is relatively slow and involves conscious thought.
Reflexes are very fast, involve sensory receptor, affector neuron, relay neuron
in CNS (no conscious thought), effector neuron, effector organ.
3. See figure 3.10.
Teaching students about the dangers of drugs is an important part of the course.
It can change the choices they might make if they understand the dangers. It can
also help them to influence their families and communities. However, you need to
be sensitive, as some students may already be affected by drugs. Students may have
family members affected by drugs. It is important that they feel able to discuss this
and plan alternative ways of behaving without fear of being condemned.
Smoking
Answer to review question

1. The baby gets some of the drug through the placenta. More importantly, it gets
less oxygen, as the mother’s blood carries carbon monoxide from the cigarette
smoke instead of oxygen, and this may result in the baby being born too small,
too early or dead.
Alcohol

1. Because it affects and alters the way in which your mind and body work and is
addictive.
How does alcohol affect your body?

1. Any suitable answer, for example, driving a car when drunk, beating up a
partner or child, getting into a fight, etc.
Grade 10 45
Cannabis

1. Enjoyment of the sensation, to escape difficulties in life, peer pressure to join in,
any other sensible suggestion.

1. D
2. A
3. C
4. C
5. D
6. a) Reflex very fast, no conscious thought; voluntary slower, involves conscious
thought.
b) Reflex actions mean the brain does not have to think about basic
mechanisms of life such as breathing, gut movements, etc.; they provide
protection from damage – rapid movement away from harmful stimuli.
c) i) Blow from hammer → stretch receptor in muscle → co-ordinating
neurons – affector, relay and effector → muscles in thigh → muscles
contract so leg straightens and jerks up and out.
ii) Pin prick → sensory receptors in skin → co-ordinating neurons –
affector, relay and effector → muscles in leg → withdrawal of foot.
iii) Sudden movement near face → eyes → co-ordinating neurons – affector,
relay and effector → muscles of eyelids → blinking of eyes.
7. a) Drug use – using legal drugs for the pleasant sensations they give.
Drug abuse – using legal or illegal drugs to excess, damaging the body and
becoming addicted.
Drug dependence – cannot function normally without the drug.
b) Nicotine, alcohol, khat.
c) Any sensible points can be credited.
This section should 3.2 Sense organs

fill approximately
11 periods of
• Indicate the structures of the human eye, ear, skin, tongue and nose using
diagrams or models, and describe their functions and methods of caring for
them.
• Show the structures of the eye using a sheep’s or cow’s eye.
• Describe image formation and accommodation.
• Demonstrate the blind spot.
46 Grade 10
• List common eye defects in humans and explain their causes and the
available corrective measures.
• Explain how balance is maintained by the inner ear.
• Identify the taste areas of the tongue.
• Conduct an experiment to prove that the actual taste of food is a mixture
of taste and smell.
• Draw and label the smelling organ.
• Draw and label the structure of the skin.
Teaching notes
In this section you will be introducing your students to the ways in which their
sensory organs work. These organs are very precious, so as students understand
how they work they can also recognise how important it is to look after these
organs, which give us so much information about the world around us.

Introduction to sense organs
SA Students brainstorm the different sense organs of the body. Then students can compare their
ideas to the list on p 76.
MA Students look at and copy a diagram of the human eye.
CA Students can carry out the first part of activity 3.4, studying and drawing the external
appearance of their own eyes.
Dissecting the eye
SA Students review the main parts of the eye
MA Students continue with activity 3.4, dissecting an animal eye. Students may also look at a
section of an eye under the microscope. Students write up their investigation and draw what
they see.
CA Students begin to make notes on the functions of the different areas of the eye.
Principles of how the eye works
SA Students discuss how light gets into the eye. Then students carry out activity 3.5, an
investigation into the effect of light on the pupil of the eye. Students write up their
findings with diagrams.
MA Students continue to make notes on the function of the parts of the eye. They carry out
activity 3.6: Demonstrating the blind spot.
CA Students could make their own demonstration of the blind spot to share with their families.
The retina and focusing the light
SA Students draw diagrams to explain how they think the eye actually works to focus the light,
keep these to compare with later understanding.
MA Students can make notes on the structure and function of the retina. Students carry out
activity 3.7: Investigating simple refraction, to develop an understanding of how light
bends as it passes through different materials.
CA Students read through the material on focusing the light on the retina and make notes.
Grade 10 47
Accommodation
SA Students discuss in small groups how the eye might deal with light from near and distant
objects.
MA Students carry out activity 3.8 on bending light rays. This investigates accommodation,
looking at different types of light and lenses. Students make a series of diagrams explaining
how the eye accommodates and focuses light from near and distant objects.
CA Students find out about 3-D vision and carry out the simple demonstration in the text, p 84.
Common defects of the eye
SA Students analyse how many people they know who have problems with vision.
MA Students make notes on common defects of vision – short sight, long sight and astigmatism.
Students may have the opportunity to do more work with light boxes or with different lenses
to see how they affect vision.
CA Students plan how to encourage people to look after their eyes and have their vision checked
as they get older.
The ear and hearing
SA Working in groups of four, students plan how they might investigate using their sense of
hearing to tell the direction from which a sound comes or to investigate the quietest sounds
people in the class can hear.
MA Students read p 84–5 and make notes on the structure of the human ear. Students draw and
label a diagram of the ear.
Students may carry out activity 3.9: Looking at a model of the human ear.
CA Students discuss how they think hearing might work. Students read through text and make
notes on the mechanism of hearing.
The ear and balance
SA Students all stand up and spin round quickly for a short time. Then students describe the
sensations when they stop spinning and try to explain them.
MA Students investigate the part played by the balance organs of the ear and make notes.
CA Students brainstorm ideas for the ways in which the hearing or the balance systems might be
damaged or affected and then make notes from p 87 on common disorders o f the ear.
The tongue and taste
SA Students can examine each other’s tongues and see if they can see the taste buds.
MA Students discuss what they think the main tastes are. Students carry out activity 3.10:
Investigating the different areas of taste sensitivity of the tongue. Students write up their
experiment and make notes on taste.
CA Students can discuss the limitations of this model.
Smell and taste
SA Students consider why food has little taste when you have a cold or hold your nose.
MA Students make notes on taste and the link between taste and smell.
Students draw a diagram of the nose.
CA Students carry out activity 3.11, planning an investigation into taste and smell. Students
may carry out their investigation.
48 Grade 10
The skin as a sense organ

SA Students list the functions of the skin. Students carry out activity 3.12: Looking at the
structure of the skin under the microscope.
MA Students can work in groups to carry out activity 3.13: Investigating the senses of touch
and temperature. Half of the class begin looking at touch, the other half at temperature.
They can exchange results.
CA Students may do the review questions.
The human eye

In the first practical activity you can give your students the opportunity to study
the structures of the eye by using their own eyes and by enabling them to see
inside the eyeball of another mammal. It is most useful to teach your students the
structure of the eye and encourage them to learn the structure and function of the
different parts before they look at the eyeball. If possible, allow your students to
work in small groups and dissect an eyeball themselves. If not, you could do this
as a demonstration or use the internet to show them how it is done.
Activity 3.4: Investigating the structure of the human eye

In this investigation students are going to look at eyes – their own and one from
another animal.
Resources: mirrors, white tiles, sharp dissecting scissors, eyes of sheep, cow, or
other mammals.
1. Look at their eyes in a mirror. How many of the features shown in figure 3.19
can they see? Draw and label their eyes.
2. Move their eyes from side to side or up and down to see the whites of your
eyes – which part of the eye is this?
3. Look at the animal's eye provided by the teacher. Draw the external
appearance of this eye and label it clearly. Can they see any of the muscles that
are used to move the eyeball in the socket?
4. Using their scissors CAREFULLY cut a hole in the side of the eyeball. What
comes out? How does this affect the eyeball?
5. Open the eyeball up more fully. Find the lens, the retina and as many other
features from figure 3.19 as they can – NB they won’t be able to see them all.
Draw and label what they can see once they have opened the eyeball up fully.
The second activity involves students investigating the pupil reflexes using their
own eyes, working in pairs.
Grade 10 49
Activity 3.5: I nvestigating the effect of light on the size

of the pupil
Students can observe the way the size of the pupil changes in response to light in
two simple ways – either work with a partner or use a mirror and observe their
own eyes.
1. Observe the size of their partner’s/their own pupils in the normal working
light of the classroom.
2. Cover their eyes with their hands, or with a piece of cloth for a minute or so –
but keep their eyes open normally (they can blink).
3. Remove the cover from the eyes and observe the pupils closely. Note down
what they see both immediately after removing the cover and as the eye adjusts
to normal light levels (diagrams may help).
4. Now increase the light intensity – move outside into the sunlight or just move
nearer to the windows. Again watch and record what happens to the pupils in
the brighter light – and when students return to normal classroom levels of light.
The next activity involves the investigation of the blind spot in the eye. Students
use the figure given below to enable them to do this. Once they have revealed
their own blind spot – and it can be a very amazing process – they can make
their own ‘blind spot’ activity using a piece of paper or card and different
drawings. As long as they keep the distance apart and the size the same as that
shown in the textbook, it will work. They can take this home and show their
carers or younger siblings what they have been learning!
Activity 3.6: Demonstrating the blind spot

1. Look at the picture below. Hold the book so it is 30 cm from their eyes, with
the pictures below level with their eyes.
2. Close their left eye completely and focus on the person with their right eye.
3. SLOWLY bring the book towards their face, keeping their right eye focused on
the person all the time.
4. What happens to the lion as the picture moves towards the face? Ask the
students to explain what happens.
5. What happens if they repeat the investigation with both eyes open? Ask the
students to explain any differences they observe.
50 Grade 10

1. Sense organs are organs that contain a large number of sensory receptors.
2. The iris controls the size of the pupil; the ciliary muscles control the shape of
the lens and therefore how the eye focuses; and the retina contains the light-
sensitive sensory cells.
Activity 3.7 allows you to make clear to your students the way in which light can
be bent or refracted by passing through different media – in this case air and water.
This allows you to explain clearly to your students how light is bent and focuses
as it passes through the different regions of the eye. Activity 3.8 takes this further
and uses physics apparatus to show how different shapes and thicknesses of lenses
change the way in which light is bent. You can use this to explain both the way the
lens of the eye works and also how the correcting lenses in glasses work.
Focusing the light
Activity 3.7: Investigating refraction

This is a very simple exercise to remind you of the way light can be refracted as it
changes medium.
Resources: beakers or glasses of water, glass rods, rulers or use fingers.
Look carefully at their rod, ruler or finger. Then dip it into the water in the beaker
or glass and observe what appears to happen. Any changes they see are due to the
rays of light bending as they pass from water to air.
Common eye defects
Activity 3.8: Bending light rays

For this investigation you will need to raid the stores of the physics department.
Resources: light boxes or small, bright light sources, lenses
Switch on the light box and observe the light emerging. Try putting the different
lenses in the light and make drawings to show how they affect the light rays.

1. Lenses can bend light in different ways to enable the eye to focus the light
correctly. For example, concave (diverging) lenses that spread the light out
more before it gets into your eye can be used to bring the rays of light into
perfect focus on the retina for short-sighted people. Convex (converging)
lenses that bring the light rays together more before they reach your eye can
be used to bring the rays of light into perfect focus on the retina of people with
long sight.
2. Enables us to see the world in 3-D and so judge distances very accurately.
Grade 10 51
The ear as a sense organ

In this section your students will learn about the role of the ear in both hearing
and balance. To help them understand the ear a 3-D model is helpful but not
essential. They should also understand some of the most common causes of
deafness.
Activity 3.9: Examination of the human ear

Resources: models of a mammalian ear.
1. Examine the external part of the ear of their neighbour. Note its shape and
texture.
2. Examine a model of a mammalian ear. Note the shape of the various parts.
3. Make a drawing of the model.
4. Compare their diagram with that in figure 3.27.
Answers to review question

1. Sound reaches the ear on one side of your head before the other - you brain
uses that information to decide where the sound has come from. Animals can
move their ears around to pick up the direction of a sound
Taste and smell

In helping students understand about taste and smell you need to explain the way
the two senses interact. Our knowledge of the taste buds on the tongue has moved
forward in recent years. This gives you a good opportunity to explain that science
does not stay the same. Our knowledge increases and models change. So we now
know that there are five main tastes, including the savoury umami, and that the
way the taste buds are arranged across the tongue does not really fit the neat
tongue map that students have been taught for generations. Make this a positive
thing – that there is still much for all of us to learn!
In this first activity students investigate the sense of taste across the tongue – see
points above.
Activity 3.10: Investigating the sense of taste

Resources: sugar solution, salt solution, vinegar, rhamnus, cotton buds or clean
pieces of cotton wool or cloth.
1. Draw a blank map of their tongues.
2. Work in pairs.
3. One person dips a cotton bud in the sugar solution and touches it in several
places on the tongue of their partner.
4. Each time the tongue is touched, the subject says what they can taste (if
anything). Mark the taste on the map.
5. Throw away that cotton bud. Dip another in salt solution and repeat.
52 Grade 10
6. Do this for all four solutions.

7. Then exchange roles and repeat the experiment.
8. What sort of map do they get – and is everyone’s tongue map the same?
The second activity asks students to devise an investigation that demonstrates
the link between taste and smell. Let them work in groups to develop an activity,
which must have controls and risk assessment built in to it. If you are satisfied
with their work, students may be allowed to carry out the investigation. It should
involve separating taste, smell and sight. We tend to taste what we expect from our
eyes, so it is important that students carry out this investigation with their eyes
closed. You could ask them to extend the design of their investigation to find out
more about the influence of sight on taste!
Activity 3.11: Conduct an experiment to prove that the actual

taste of food is a combination of taste and smell
How can students prove that the taste of everyday food is a combination of
information from the sense of taste on the tongue and the sense of smell from the
nose?
1. Plan a simple investigation to prove that people cannot tell what they are
eating when their eyes are closed unless they can both taste and smell the food.
2. Show their plans to you and then carry out their investigations.
3. Write up their experiments carefully so that other students could repeat the
experiments and check their results.
The skin as a sense organ

The skin has many different functions, including those of a sensory organ. In
this section you will introduce your students to the structure of the skin as a
whole – which they will use later in this unit when they look at homeostasis
and temperature control. You will also be teaching them about specific sensory
endings in the skin for pressure, temperature and pain.
In the first activity students return to their microscope skills and look at the
structure of a section of skin. This will be most useful once you have studied the
basic structure of the skin. If microscopes are not available, the diagram from the
book, an image of a micrograph or an internet image can be used.
Activity 3.12: Identifying the parts of the skin

Resources: light microscopes, prepared slides of skin.
1. Using the techniques for using a light microscope which they have met in
earlier chapters, examine their slide of the skin and identify as many features
as possible.
2. Draw and label their section through the skin.
3. Identify and draw higher magnification details of particular tissues such as the
sweat gland, any sense organs, etc.
Grade 10 53
In the second and third activities students can investigate the sensitivity of their
own skin to both touch and temperature.
Activity 3.13: I nvestigating the senses of touch and

temperature
1. Touch
Students are going to investigate the sense of touch in different areas of skin.
Resources: fine ballpoint or felt pens, bristles mounted on wooden holders or
blunt seeker or fine pieces of wire or very sharp pencils.
1. Work in pairs. Take it in turns to carry out the investigation.
2. With the pen, draw a grid of 25 squares on the back of their partner’s hand.
Each square should be 2 mm x 2 mm.
3. Draw an identical grid on paper and label it with the name of the subject and
the area of the body.
4. The subject should close their eyes or look away – they must rely on the sense
of touch alone. Ask them to say YES when they feel a touch.
5. Press the tip of the bristle against the skin in one of the squares until it just
bends, or touch the skin with the blunt seeker as gently as possible. Touch each
of the squares in turn, marking on their paper each one that gives a positive
response.
6. Now try other areas of the skin that they might expect to be more or less
sensitive, for example, the palm of the hand, the arm, the leg, the foot, etc.
7. Once they have tested three different areas, swap roles.
8. Are some parts of the skin more sensitive than others? Write up your
experiment along with the results and explain your observations as well as
you can.
2. Temperature
Is your sense of temperature absolute – or comparative? In other words, are your
temperature receptors working like mini-thermometers or do they measure
temperature relative to your body?
Resources: three bowls of water – one containing ice-cold water, the second
hot water (but not too hot – students have to put their hands in it) and the third
water at approximately room temperature, for each student if possible, watches,
stopwatches or clocks.
1. Place their left hand in the hot water and their right hand in the cold water for
one minute.
2. Once the minute is up, place both hands in the water at room temperature.
What does each hand feel like? What does this tell them about their sense of
temperature?
Write up their method, observations and explanations.
54 Grade 10

1. C 2. D 3. A 4. D
3.3 The endrocrine glands This section should

fill approximately
9 periods of
• Define glands as structures that produce hormones or other secretions
and distinguish between exocrine and endocrine glands.
• Locate the position of the main endocrine glands and describe their
functions.
• State the cause and treatment of goitre.
• State the cause and treatment of diabetes mellitus.
• Describe the menstrual cycle and the associated changes.
Teaching notes
In this section your students will learn about the endocrine system – the second
important system that brings about co-ordination of the body. They need to
learn the main contrasts between the nervous system and the endocrine system,
and recognise the importance of hormones. They will look in particular detail at
goitre, which is important because so many people in Ethiopia are affected by an
iodine deficiency that can easily be prevented by the use of iodised salt. This not
only prevents goitre in adults, it also prevents the damage that is done to young
children who don’t get enough iodine in their diet to make thyroxine properly.
This causes lack of growth and poor mental development, known as cretinism.
If students can understand the cause of goitre and cretinism and the easy way they
can be prevented, they may be able to make sure that these problems disappear
from our country in the future.
Diabetes is another important hormone-deficiency disease. Type 1 diabetes
usually appears in young people. Type 2 diabetes is associated with excess weight,
something that is becoming a problem in some Ethiopian cities. It is helpful if
our young people understand this before our levels reach those of the developed
world, where type 2 diabetes is a major problem.
It is also very important for students to understand the menstrual cycle and how
it is controlled by hormones. If students can understand their own reproductive
cycle, then it can help them plan and space their families.
The endocrine glands
SA Students draw an outline of the human body and draw the positions of any endocrine glands
they know (some may not know any and that is fine).
MA Students read about the endocrine system and make notes. Students draw a correct diagram
of the endocrine glands in the body and compare it to their initial ideas.
CA Students could plan a simple game to help learn the endocrine glands of the body.
Grade 10 55
Iodine deficiency and goitre

SA Students look at the image of a person with goitre, fig. 3.36, and any other images of
people with goitre you have. Students discuss what causes this condition and how it might
be cured and write down their ideas.
MA Students could produce a bar chart of incidence of goitre as a result of iodine deficiency
from table 3.2.
Students could look at ordinary salt and iodised salt – students could taste the different
salts to see that you can’t tell the difference by taste.
Students make notes on the thyroid gland, iodine deficiency and goitre using p 93–4.
CA Students start to think about how to educate their community about the benefits of iodised
salt.
Education about iodine deficiency
SA Students discuss how many people they know affected by goitre – make a tally on the board.
MA Students can work in groups to plan and produce a poster or a small drama to educate their
local community about the benefits of iodised salt and the benefits in reduction of goitre
and cretinism.
CA Students show their poster/drama to the rest of the class.
Control of blood sugar
SA Ask students to list as many foods as they can which contain sugars or carbohydrates.
MA Students make notes on the control of blood sugar levels and draw a diagram to show
control of blood sugar levels using p 95–6.
Students discuss diabetes and the problems it can cause. They make notes from p 97–8.
CA Students discuss the incidence of diabetes and why people may not be aware of the
symptoms lack of insulin can cause.
Diabetes awareness
SA Students work in groups to assess the main problems with dealing with diabetes in Ethiopia
and to think how they might be overcome.
MA Students produce a leaflet to explain to people about the symptoms of diabetes and how it
can be controlled. It is important to get across the points about the need for regular insulin
and careful diet control.
CA Students look at each other’s ideas and evaluate them – decide which is the best and why.
More hormones
SA Students think about the things the body does when it is threatened – scared or angry – and
list as many of the ways it responds as possible.
MA Students make notes on different hormones on p 98–9.
Students make a table to show the different hormones, NOT including the sex hormones.
Students discuss the importance of hormones in controlling the systems of the body.
CA Students brainstorm the effects of the male and female sex hormones at puberty ready for
the next lesson.
The sex hormones
SA Students make notes on the male sex hormones and list the changes at puberty.
MA You could set students activity 3.14 to revise the male reproductive system which they have
not studied for some time.
56 Grade 10
CA You could ask students to do activity 3.15 to remind them of the female reproductive
system.
The sex hormones and the menstrual cycle
SA Students read and make notes on the role of the female hormones in puberty.
MA Students read and make notes on the menstrual cycle.
Summarise the main female hormones in a table.
CA It could be useful for students to work in groups to plan a large model or poster of the
menstrual cycle to show exactly when a woman is fertile etc.
Comparison of the nervous system and the endocrine system
SA Students make a model or poster of the menstrual cycle to emphasise the fertile period, as
planned in the last lesson.
MA Make two columns on the board. Students brainstorm main features of the nervous and
endocrine systems. Students refer to the summary on p 105–6 and then make a table to
summarise the differences.
CA Students do the review questions.

1.
Changes in boys at puberty Changes in girls at puberty
Adolescent growth spurt, so you get The whole body undergoes the
taller adolescent growth spurt, so you get
taller
Pubic hair, body hair and facial hair Pubic hair and body hair (under
begin to grow arms) begin to grow
The larynx enlarges so the voice Little change in the voice
deepens
No breast development The breasts develop
The shoulders and chest broaden as The female pattern of fat deposits
you develop more muscle on the hips, buttocks and thighs
develops
The testes grow larger, become active The ovaries begin the production of
and start producing sperm and the mature ova and menstruation begins
other chemicals necessary to produce
semen
The penis enlarges and the skin The external genitalia become larger
of the penis and the scrotum may and the colour of the skin darkens.
darken The uterus grows and begins to
produce a thickened lining each
month in response to hormones
from the ovary
The brain changes as you become a The brain changes as you become a
man woman
Grade 10 57

1. C 2. C 3. B
This section should 3.4 Reproductive health

fill approximately
5 periods of
• List the different birth control methods and explain how each one works.
• Describe the symptoms and incubation period of HIV/AIDS.
• Explain how AIDS is currently treated.
• Demonstrate life skills that will help you prevent the spread of HIV/AIDS.
• Describe female genital mutilation as a harmful traditional practice.
Teaching notes
This part of the biology course is extremely important both for the biological
knowledge of your students and also for the future health of our country. You will
be teaching your students about three very important aspects of human health and
disease. They are going to learn how pregnancy comes about and, importantly, the
different ways in which pregnancy can be prevented. If students can learn ways
in which to prevent the girls having babies when they are very young, and how to
space their babies so that their bodies have time to recover between pregnancies,
the health of both women and children can be improved.
Students will be learning about HIV/AIDS – how this disease is spread, the
symptoms of AIDS and ways in which you can reduce your risk of becoming
infected. This information is very important indeed, particularly as rates of
HIV infection in Ethiopia are relatively high. If you can help your students to
understand the problems and some of the solutions, they in turn can go out and
educate their friends and families and help to prevent the spread of this terrible
disease. Because some students may have family members affected by HIV/AIDS,
have lost family members to the disease or be HIV positive themselves, this topic
needs to be taught with great care and sensitivity.
Although no student activity is specified for this part of the course, there are a
number of possible activities you might like to use. These include:
• Students producing educational posters to be used in their local community
about ways to prevent the spread of HIV/AIDS, or explaining misconceptions
about the disease.
• Students role-playing someone finding out they have HIV/AIDS, the response
of their family and friends, sorting out a positive way of life to remain healthy
as long as possible and avoiding spreading the disease.
• Students role-playing the best ways to prevent the spread of HIV/AIDS.
• Students producing leaflets to hand out in their local community to explain
the best ways to avoid the risk of HIV/AIDS.
58 Grade 10
• If students have access to the internet they could compare the HIV/AIDS
education posters in a number of different countries and see which they think
are most effective.
In this section students also learn about the health risks and damage done in the
traditional practice of female genital mutilation (FGM). This is another topic
that needs you to be very tactful. Many girls that you teach may already have
suffered FGM. It is a traditional practice that was developed with good intentions
but now, in the 21st century and particularly with the spread of HIV/AIDS, it
has become very harmful. Many people in Ethiopia are working hard to educate
the population against this practice, with some considerable success. Ethiopia
is one of the most enlightened and leading African nations in trying to prevent
this harmful practice and to maintain the traditional practitioners as valued
community figures as educators in the battle against HIV/AIDS. By educating our
young people we can help to reduce this practice, saving a great deal of individual
suffering and also helping to prevent the spread of HIV/AIDS.

Birth control methods
SA Students discuss how pregnancy is achieved and make notes from p 108.
MA In small groups, students discuss why it is important to control family size.
Using p 108, students can make notes on the risks of repeated childbirth.
Brainstorm different methods of controlling family size that students have heard of and
write all the ideas on the board.
CA Students use p 109–112 to produce a big table showing different methods of contraception
they may have heard of. The table should show the birth control technique, how it works,
how effective it is and the side effects of each.
More contraception
SA Students complete the table on contraception they are making based on p 109–112.
MA Students discuss the best methods of contraception to recommend for Ethiopia and how they
might help to make sure that people are happy to use them.
CA Students plan a simple campaign to educate local people about the best, simplest and most
effective methods of contraception for them to use; OR
Plan a campaign to educate men about why it is important to use contraception to protect
the health of their wives and children.
HIV and AIDS
SA Students could build a mind map of what they know about HIV and AIDS, OR brainstorm on
the board. Keep a record for the end of these sessions.
MA Students read and make notes on HIV and AIDS, on the symptoms, incubation and
treatment.
Students continue to read and make notes on the life skills needed for responsible sexual
behaviour to prevent the spread of HIV/AIDS.
CA Students could carry out activity 3.16: Don’t pass it on, by listing behaviours which can
prevent the spread of HIV/AIDS.
Grade 10 59
Life skills for preventing HIV and AIDS

SA Brainstorm attitudes in the local community to people affected by HIV/AIDS.
Discuss how helpful – or not helpful – these attitudes are.
Students can carry out activity 3.17, discussing the problems faced by a family affected by
HIV/AIDS and how the school community can help and support such families – and help
change attitudes in the community.
MA Students work in groups to carry out activity 3.18, practising the life skills they will need to
avoid infection with HIV/AIDS. Some groups do role play a), others role play b).
CA Groups watch each other’s role play and say what they have learnt from it.
Students could revisit and add to their original mind map, crossing out any misconceptions
they had at the beginning.
Female genital mutilation
SA Students discuss what they understand by female genital mutilation.
MA Students read through p 116–19 and make clear notes on FGM and how Ethiopians are
tackling this harmful traditional practice.
Working in groups, students carry out activity 3.19: Campaign against FGM where they
design and produce a poster or leaflet to help local people understand the problem and the
solution.
CA Students could complete the review questions if they have time.
Activity 3.19: Campaign against FGM
1. Work in groups and plan a campaign to help people in their area understand
the dangers of the traditional practice of female genital mutilation and the
benefits of keeping girls uncut.
2. Think about why people do this to their children, and make sure they make
the benefits of keeping girls uncut very clear.
3. Design a poster or a leaflet that could be used in their local community to help
people understand the problem and the solution.

1. C 2. C 3. A
This section should 3.5 Homeostasis

fill approximately
10 periods of
Learning competencies
teaching time.
• Define homeostasis as maintenance of a constant internal environment
and explain its significance.
• Define poikilotherms as organisms whose temperature is governed by the
external temperature.
• Define homoiotherms (homeotherms) as organisms with constant body
temperatures.
60 Grade 10
• Explain the physiological methods of temperature regulation in

homoiotherms.
• Explain the behavioural methods of temperature regulation in
homoiotherms and poikilotherms.
• Label the structures of the kidney.
• State the functions of the structures of the kidney.
• Explain how the kidney regulates water and ionic balance.
• Explain how the skin helps in water and salt balance.
• Explain the role of the liver in regulation of the body.
Teaching notes
In this section students will learn about the ways in which the body maintains a
steady internal environment. It is important that they understand why a relatively
constant temperature, pH and level of solutes in the blood is so important to the
working of the body cells. They will focus particularly on temperature regulation
in human beings and other organisms, as well as the functions and control of the
kidneys and the skin. Make sure that students understand the idea of feedback
mechanisms and the role they play in homeostasis.

Introduction to homeostasis
SA Students brainstorm word ‘homeostasis’ – they may need some clues to work out what it
means.
MA Students can list conditions which need to be kept stable inside the body and explain why
they need to be stable.
Students work in groups to brainstorm factors which affect the internal stable state. Then
groups put their lists together until there is a comprehensive list.
Check list against the ideas on p 122 – students may have thought of more ideas.
Students read p 121–2 and make notes on the need for a stable state and what affects it.
CA Students write a paragraph to explain negative feedback and draw a diagram to make the
process clear.
Controlling body temperature
SA Students discuss the idea of core temperature.
Students could measure their own internal temperature and the temperature at the surface of
their skin to see how it differs.
MA Students brainstorm reasons for maintaining a stable internal environment which should
include the ability of enzymes to work properly.
Students discuss the ways in which organisms gain and lose heat and make notes using p
123 to help them.
Students could work in groups to investigate the conditions in a number of different areas
of Ethiopia and countries around the world. Each group could give a brief presentation
explaining the problems for people and other living things in each chosen region.
Grade 10 61
CA Students can read p 123–4 about poikilotherms and homoiotherms and make notes about
them and how poikilotherms regulate their temperature.
Physiological temperature regulation
SA Students brainstorm lists of local species of poikilotherms and homoiotherms.
MA Students brainstorm ideas for the ways in which homoiotherms regulate their body
temperature. Continue taking ideas until all the physiological methods on p 124–5 have been
covered.
The class is divided into sets of seven groups. In each set, a group takes one of the
physiological methods of temperature regulation and works out a brief presentation about it.
Within the set, each group reports to the others on the method chosen, so that within each
set students hear each of the seven methods of physiological temperature control explained.
CA Students make notes on physiological temperature regulation in homoiotherms.
Controlling temperature using behaviour
SA Students can brainstorm ways in which animals – homoiotherms and/or poikilotherms –
might use behaviour to help them maintain a stable core temperature.
MA Students read and make notes on ways of using behaviour to help control core temperature.
Students investigate Ethiopian animals which demonstrate some of these different
behaviours and describe them.
Students read and make notes on the way the thermoregulatory centre controls the
temperature responses of the body. Students should also copy fig. 3.59.
CA Students discuss what would happen if the temperature control mechanisms go wrong and
the core temperature starts to go up or down.
Students can read about this on p 127–8 and make notes.
Investigating heat loss
SA Students read through activity 3.20 so they understand what they have to do.
MA Working in groups, students carry out activity 3.20: Investigating factors which affect heat
loss. All students may do all investigations or different groups may investigate different
factors.
CA Students write up their investigations, drawing graphs and answering the questions.
The structure of the kidney
SA Students study fig. 3.60 and discuss how the water balance of the body is maintained.
Students list the different ways in which water is lost and/or gained by the body.
MA Students read and make notes on the position and structure of the kidneys based on p 131
including diagrams.
Students can carry out activity 3.22: Investigating kidney structure.
CA Students write up their dissection with diagrams.
The kidneys in homeostasis
SA Students make a table to show the functions of the main parts of the kidney tubules in brief.
MA Students read through p 133–4 to discover how osmoregulation comes about in the body.
Students make careful notes about this process including a copy of fig. 3.63.
Student could drink a large amount of water and measure the urine passed.
CA Students produce a big poster explaining why maintaining the water and salt balance of the
body is so important and how the kidneys help to control it.
62 Grade 10
The liver in homeostasis

SA Students observe a demonstration of a liver dissection by the teacher – a liver from a lamb
is ideal.
Students sketch the outer appearance of the liver.
MA Students list any functions of the liver they know about.
Students read p 135 and make notes on some of the functions of the liver.
Students draw a diagram to show the liver and the associated organs.
CA Students can make a table to compare the roles of the liver and the kidneys in homeostasis.
Visiting a clinic
SA Students visit a clinic or hospital and discuss with the medical staff the effect of liver and
kidney disease on the body.
MA Students discuss with medical staff ways of avoiding these diseases if possible.
Students write an essay describing their experiences on this trip.
CA Students think of ways of carrying this information about lifestyle choices back into their
community.
Summarising homeostasis
SA Students create a mind map showing all the different aspects of homeostasis that they have
learnt. This will act as a revision guide for them in the future.
MA Students complete the crossword.
CA Students can complete the review questions.
Students can complete some or all of the end of unit questions.
Temperature control in homoiotherms
Activity 3.20: Investigating factors which affect heat loss

Different factors affect how quickly a person loses heat – surface area to volume
ratio, insulation, whether they are wet, etc. You can mimic these situations in a
number of ways using beakers or conical flasks, and use this to investigate factors
which affect heat loss. You can use all of the different suggestions in the equipment
list in one large investigation, or different groups can investigate different factors
and then the whole class share and compare results.
Resources: 250 cm3 beakers or conical flasks (the control), 100 cm3 beakers or
conical flasks, 250 cm3 beakers or conical flasks wrapped in cotton wool or fabric,
250 cm3 beakers or conical flask wrapped in wet cotton wool or fabric. For each
container you use, a cardboard lid with a thermometer poking though it. If you
have cotton wool or wet cotton wool around your container, cover the lid with it
as well. Hot water – 60–70 °C is hot enough – be very careful how students handle
it, stopwatches or clocks with minute hands.
1. Arrange their containers – work with a control and at least one other container
each time.
2. Add the same volume of hot water –for example, 75 cm3 – to each container
and gently place the lids on. Make sure the bulb of the thermometer is in the
water.
Grade 10 63
3. Take and record the temperature in each container.

4. Repeat the temperature readings at 1-minute intervals for 20 minutes.
5. If they have time, repeat the experiment using the same control but a different
combination of containers – or vary the conditions, placing all the containers in
a draught or outside in the sun, for example.
6. Record their results on a graph, plotting temperature against time. Use the same
axes for all your results – use different colours or clear labels to identify the
different containers. This allows them to compare their results very easily.
7. Write up their experiment and explain the results they have obtained. Which
container loses heat fastest? Which retains the most heat? How does this relate
to temperature control in humans? Do they think these containers are good
models? How could they improve or extend this investigation?

1. Living organisms are continually gaining heat from cellular respiration and
by conduction, convection and radiation from their surroundings. They are
also constantly losing heat by the evaporation of water from the body surfaces
and by conduction, convection and radiation to their surroundings, but the
body temperature needs to be maintained at around 37 °C. There are many
mechanisms by which human beings can control their body temperature, but
they depend on the following feedback system: control of the temperature relies
on the thermoregulatory centre in the brain. This centre contains receptors
which are sensitive to the temperature of the blood flowing through the brain
itself. Extra information comes from the temperature receptors in the skin,
which send impulses to the thermoregulatory centre, giving information
about the skin temperature. These receptors are so sensitive they can detect
a difference of as little as 0.5 °C. When the thermoregulatory centre detects
changes in temperature, our first responses are conscious – we put more clothes
on, or take clothes off, move outside or light a fire. But if the core temperature
starts to move in one direction or the other, automatic body responses take over.
The control of the body temperature is an example of a negative feedback loop.
The feedback control of the body temperature involves the thermoregulatory
centre in the brain and the skin.
2. The enzymes in the cells of the human body work best at around 37 °C. If the
temperature drops too low, the reactions of the body do not take place fast
enough to maintain life, but if the temperature gets too high the enzymes
may be denatured and so no longer work, causing death. This is why it is so
important that the internal or core body temperature is kept stable.

1. The environment of the cells of the body, both inside and out.
2. The processes by which the internal environment – temperature, pH, solute levels,
etc. – is maintained at about the same level within a narrow range all the time.
3. Excretion is removal of waste products from the body. It is important because it
prevents the build-up of toxins in the body, which would prevent the cells from
working properly.
64 Grade 10
It is very helpful if students can see inside a kidney to see how the tissues are
arranged. If a kidney surrounded by the protective fat present inside the animal
can be provided this is particularly helpful. It is best to give students this once
they have studied the structure and function of the kidney. If students can work in
small groups with a kidney, that is ideal. If not, you can demonstrate the dissection
or use an internet video clip if available.
The kidneys
Activity 3.22: Investigating kidney structure

By dissecting a kidney students can see the way the different tissues are arranged.
Remind students to indicate the magnification of their drawings each time – if it is
life size, it is x1.
Resources: kidneys (lamb or pig) from the butcher, preferably with the fat
surrounding the kidney in place, dissecting instruments – scalpels, forceps and
seekers, dissecting boards.
1. Observe the outer appearance of the kidney with the fat on if possible. Draw
and label what they see.
2. Carefully remove the fat, clearing the tubes leading into and away from the
kidney carefully. Again draw and label what they see.
3. Slice the kidney in half longitudinally (along its length) and open it out to see
the internal structure. Again draw and label the regions carefully – use figure
3.62 to help students identify them.
4. Look at prepared slides of kidney tissue under the microscope, if available – if
so, keep the drawings they make with these drawings from a fresh kidney to
build up a record of the whole organ from their own observations.

1. D Control of the length of the limbs.
2. B urinary bladder
3. A ADH is a hormone produced in the brain that affects the second coiled
tubules of the kidneys, making them more permeable, so more water is
reabsorbed back into the blood and a small amount of concentrated urine
is formed.
4. C A, D, C, B

1. This is the site of the ultrafiltration of the blood. The blood vessel feeding into
the capsule is wider than the vessel leaving the capsule, which means the blood
in the capillaries is under a lot of pressure. Several layers of cells – the wall of
the blood capillaries and the wall of the capsule – act as a filter, and the blood
cells and the large blood proteins cannot leave the blood vessels as they are too
big to fit through the gaps. However water, salt, glucose, urea and many other
Grade 10 65
substances are forced out into the start of the tubule – in fact the concentration
of substances in the liquid in the capsule is the same as that in the blood itself.
This process is known as ultrafiltration – filtration on a very small scale.
2. Everything that is needed by the body is reabsorbed back into the blood, while
excess water and salt along with urea remains in the tube and is passed out of
the body as urine.
3. It contains no glucose, or other necessary solutes. Contains less salt and water,
but a higher concentration of urea.
4. a) A substance that acts as a chemical messenger in the body.
b) In endocrine glands.
c) Nervous system: electrical messages travel along neurons; chemical
messages travel across synapses; messages travel fast; messages usually have
rapid effect; usually a short-lived response; nerve impulse effects individual
cells, e.g. muscle cells, so have a very localised effect.
Hormonal control: messages transported slightly more slowly in the blood
– minutes rather than milliseconds; only chemical messages involved; often
take longer to have an effect; effect often widespread in the body – affect
any organ or tissue with the correct receptors; effects often long lasting.
5. a) Waste product made as part of the metabolic processes of the body.
b) i) Carbon dioxide: from the breakdown of glucose during cellular
respiration; urea: by the breakdown of excess amino acids in the liver.
ii) Carbon dioxide is toxic and decreases pH of the blood and body fluids;
urea is poisonous to the cells.
iii) Carbon dioxide is carried from the cells to the lungs in the blood. It
passes by diffusion from the blood to the air in the alveoli of the lungs
and then is breathed out; urea is carried in the blood from the liver to
the kidneys. It is removed by ultrafiltration in the Bowman’s capsule
and is passed out of the kidney in the urine into the bladder and then
out of the body.
6. a) Against or preventing conception.
b) Give two marks for each method correctly described.
c) It means mistakes made by people, for example, forgetting to take the pill,
not putting a condom on soon enough, etc.
5. a) Oestrogen prevents the production of FSH, so no follicles develop in the
ovary and no eggs mature to be released. Progesterone also changes the
mucus in the cervix and vagina, preventing sperm from moving up into
the uterus.
b) i) People only have children when they want them and can support
them financially, which means the children are healthier, better fed,
etc.; women are healthier if they are not constantly pregnant, so they
can care for their husband and children better and work harder to
bring in money and food.
66 Grade 10
ii) Society has to look after fewer orphans as fewer women die in
childbirth; fewer women are ill, which means there are more people
to work, which improves the economy. Fewer, better-fed children
are more likely to become educated and to increase the wealth of the
community.
8. HIV/AIDS is a disease which attacks the immune system so the sufferer is
susceptible to lots of other diseases. In the early stages HIV/AIDS infection
often has mild flu like symptoms but may have none. It then causes no
symptoms for a time but the person is infectious and HIV positive. Then
symptoms progress - eg tiredness, weakness, weight loss, night sweats, swollen
glands, shortness of breathe, infections such as TB and pneumonia, rare
cancers and eventually death
It is a problem in Ethiopia because there is a lot of unprotected sex, the disease
can be spread from mothers to babies during pregnancy, birth and breast
feeding, female genital mutilation is still widely practised and increases the
risk of infection when carried out and subsequently because of the damage to
the girl, through drug abusers sharing needles, any other sensible points
It can be controlled by sensible sexual behaviour - abstinence, faithfulness to
a partner, using condoms when having sex with a new partner, avoiding risky
situations, treating pregnant women who are HIV positive to protect their
baby, stopping the harmful traditional practice of FGM, any other sensible
point.
9. a) Th
is is a process that involves removing part of the external genitalia of
young girls in surgery which is carried out without any anaesthetic, using
blades or sharpened obsidian. In some forms of the process almost all of
the external genitalia are removed, and the whole region is sewn together
leaving a single small opening for the passage of urine and menstrual
blood. Sometimes FGM is carried out on babies, but more often it is
performed when girls are aged from 6 up until just before marriage.
b) HIV/AIDS infection; infertility; urinary tract infection; scarring, pain and
bleeding during intercourse; problems giving birth.
c) Organisations such as EHTP and/or KMG; government support/making it
illegal; religious leaders against FGM; traditional practitioners becoming
HIV/AIDS advisors; workers refusing to cut daughters; young people
taking a stand.

Across Down
2 retina 1 menstrual
4 synapse 3 eye
6 homeostasis 5 khat
9 neuron 7 kidney
11 reflex 8 condom
12 umami 10 axon
13 ear
Grade 10 67
Further resources
http://www.teacherplanet.com/resource: searchable classroom resources on
human biology
http://www.who.int/en/: World Health Organization website – for research and
data on drug abuse, reproductive health, disease, FGM, and many other human
biology issues.
http://www.biologyinmotion.com/nephron/index.html: animation on kidney
function
68 Grade 10
Food making and growth Unit 4
in plants
fill approximately
• Label the internal structures of leaves. teaching time.
• Explain the functions of the internal structures of leaves.
• Use the microscope to study the internal structures of leaves.
• Explain the importance of light, chlorophyll and carbon dioxide (CO2) for
photosynthesis.
• Demonstrate the importance of light, chlorophyll and carbon dioxide
(CO2) for photosynthesis with simple experiments.
• Explain how plants convert carbon dioxide and water into carbohydrate
by describing the light and dark reactions.
• List the various food storage organs of plants with examples.
• Explain the importance of photosynthesis in agriculture.
• Explain that much photosynthesis takes place in water bodies and that
people need to try and make use of this.
• Explain how photosynthesis helps to balance the concentrations of
oxygen (O2) and carbon dioxide (CO2) in the atmosphere.
• Explain how deforestation may lead to a CO2 build-up in the atmosphere
and finally to global warming.
• Explain water uptake by the roots.
• Explain the mechanism of water movement in plants.
• Describe transpiration, the factors affecting it and its implications for
agriculture.
• Demonstrate water transport in plants using simple experiments.
• Explain the mechanism of uptake of mineral salts through roots.
• Describe the movement of organic materials in the phloem.
• Demonstrate the processes of germination in dicots and monocots.
• List the plant hormones.
• State the functions of the plant hormones.
• Outline the mechanism of action of auxins.
• Explain the effect of removing apical dominance on plant growth.
• Demonstrate how sunlight influences plant growth.
• Name the different types of tropisms in plants.
• Explain the processes of tropism.
Grade 10 69
Unit 4: Food making and growth in plants
In this unit your students will learn about plants and photosynthesis. This is
the process that provides almost all of the new biological material on the Earth,
either directly or indirectly. They will also learn about the way plants respond
to their environment. An understanding of plants and how they grow can help
students be more effective as farmers and also helps them understand many of the
environmental issues that they will meet in unit 5.
This section should 4.1 The leaf

fill approximately
2 periods of
• Label the internal structures of leaves.
• Explain the functions of the internal structures of leaves.
• Use the microscope to study the internal structures of leaves.
Teaching notes
The leaf of a plant is like a small chemical factory, using carbon dioxide, water
and energy from the sun to make food in the form of sugars. In these lessons your
students will develop an understanding of how the structure of the leaf is adapted
to its functions. There are two suggested practicals, one of which can be done
with no specialised equipment at all, although a hand lens is helpful. The second
uses microscopes, but images of the inside of a leaf are provided in the Students’
Book and you can work with the students using that if there are no microscopes or
slides available.

Introduction to plants and leaves
SA Students could carry out activity 4.1: Examining the external features of a flowering plant,
to familiarise themselves with the structural relationships between leaves, stems, roots and
flowers.
MA Students should read p 143–4 and make notes on the structure of a leaf and how it is
adapted to its function of photosynthesis.
CA Students can make a leaf print by pressing a leaf specimen with a bottle rolled against a
sheet of white paper.
The structure of the leaf
SA Students could bring in a variety of leaves to the lesson and discuss the different sizes and
shapes of leaves.
MA Students can carry out activity 4.2: Investigating leaf structure. In this students look at and
draw the external features of the leaf, work out the leaf area available for photosynthesis and
examine and draw a leaf under the microscope.
Students could see a film or projected slides of a leaf if microscopes are not available.
70 Grade 10
Activity 4.1: Examining the external features of a flowering

plant
Resources: typical dicotyledonous plants with roots, for example, bean plants,
black jacks, hand lenses.
1. With the help of figure 4.1, identify the following parts on their flowering
plant: shoot system, root system, terminal bud, axillary bud, node, internode,
leaves, stem, flowers, fruits, lateral roots, tap root.
2. Note the distinguishing features of the stem and root.
3. With the help of a hand lens, examine the root hairs.
4. Make a large well-labelled drawing of their specimen showing all the parts that
they have identified.

1. A maize plant would have parallel veins and no midrib, as it is a monocot.
Activity 4.2: Investigating leaf structure

Figure 4.1 of the tissues inside a leaf is – as always – of an ideal piece of tissue.
Your work with microscopes so far will have shown them that cells aren’t always
as easy to see and identify down a microscope as they are in the diagram of a
textbook! The students will look at a living leaf and then at a prepared slide of a
section through a leaf and identify as many of the regions listed as possible.
Resources: light microscopes, lamps, fresh leaves, graph paper, prepared
microscope slides of a section through a leaf.
1. First look carefully at their fresh leaf. Identify the midrib (the main vein) and
the smaller veins running through the leaf tissue. Draw and label their leaf.
2. Work out the surface area of their leaf exposed to the sunlight using the graph
paper. Draw the outline of their leaf on the paper and count the small squares
it covers to reach a rough approximation of the area of their leaf in mm2 or
cm2 (depending on the size of the leaf they have chosen).
3. Now estimate how many leaves there are on the whole plant – and work out a
very rough estimation of the surface area available to the plant to capture light
for photosynthesis. They may be surprised! Add their calculations to their
drawing of the leaf.
4. Now use their microscope to look at a cross section of the leaf in more detail.
Remember – microscopes are expensive and delicate pieces of equipment so
always take care of them and handle them safely.
5. Observe your prepared slide carefully and identify as many of the different
tissues listed on pages 143–144 as possible.
6. Make a plan of their section, showing where each of the different areas are
but without putting in any cell details. Label the different layers. Show the
magnification.
Grade 10 71
7. Now make a more detailed drawing of the section, showing just a few of each
type of cell. Show the magnification. Give full annotations to explain how each
tissue is adapted to carry out its function in the leaf.

1. C 2. B 3. B
This section should 4.2 Photosynthesis

fill approximately
8 periods of
• Explain the importance of light, chlorophyll and carbon dioxide (CO2) for
photosynthesis.
• Demonstrate the importance of light, chlorophyll and carbon dioxide
(CO2) for photosynthesis with simple experiments.
• Explain how plants convert carbon dioxide and water into carbohydrate
by describing the light and dark reactions.
• List the various food storage organs of plants with examples.
• Explain the importance of photosynthesis in agriculture.
• Explain that much photosynthesis takes place in water bodies and that
people need to try and make use of this.
• Explain how photosynthesis helps to balance the concentrations of
oxygen (O2) and carbon dioxide (CO2) in the atmosphere.
• Explain how deforestation may lead to a CO2 build-up in the atmosphere
and finally to global warming.
Teaching notes
In this section students look at photosynthesis. There are a number of different
experiments that they can do. Some are simpler than others. If students do
not have the opportunity to carry out these investigations, you may be able to
demonstrate them or use internet images. Students should be able to recall how
these investigations are done even if they do not carry them out themselves.
Some of the activities ask students to plan an investigation, which they may or
may not then carry out. This gives you the chance to discuss the features of a
good investigation, controls, etc. with your students even if they cannot actually
perform the experiment.
72 Grade 10

Introduction to photosynthesis
SA Introduce the term ‘photosynthesis’. Students discuss in small groups how they think
photosynthesis works and what happens in a plant. They write a brief description using their
current knowledge.
MA Students read p 146–7 about photosynthesis and make introductory notes.
Students brainstorm what the sugars made in photosynthesis are used for and then use p 147
to help them make a complete list or table.
CA Students revise their work on food and look up the iodine test for starch.
Testing a leaf for starch
SA Students could try adding iodine to a leaf without any preparation and suggest reasons why
nothing happens.
MA Students carry out activity 4.3: Testing a leaf for starch.
CA Students write up the investigation including clear instructions of how to carry out each step
and diagrams to show the results.
The reactions of photosynthesis
SA Students brainstorm ways of showing that plants need light for photosynthesis. List the ideas
on the board.
MA Students read p 149–52 and make notes on the process of photosynthesis.
CA In groups of four, students can discuss ways in which they could show that light is
needed for photosynthesis and how they could demonstrate that oxygen is produced in
photosynthesis and note down their ideas.
Demonstrating the production of oxygen
SA You could ask students to describe their ideas for investigating oxygen production by plants
as evidence for photosynthesis taking place. Note down the different ideas on the board.
MA Students can read activity 4.4: To show that oxygen is produced during photosynthesis, and
compare it with their own ideas.
Students carry out activity 4.4.
CA Students write up their investigation.
Showing that light is needed for photosynthesis
SA In groups of four, students carry out the first stage of activity 4.5, planning two different
ways of showing that light is needed for photosynthesis, one using land plants and one using
aquatic plants.
MA Students could carry out one of their ideas once you have approved it.
Students could write up their ideas if they are not going to carry them out.
CA Students can evaluate the different methods used or planned and think of ways in which the
investigation could be improved.
Grade 10 73
The need for carbon dioxide and water in photosynthesis

SA Ask students to list where plants get carbon dioxide from and why it is needed.
Ask students to list where plants get water from and why it is needed in the plant.
MA Students discuss the difficulties of demonstrating the need for carbon dioxide or water
practically.
Students read p 152–3 and make notes.
CA Students could compare the lists they made at the beginning of the lesson to get as many
points as possible.
The importance of chlorophyll
SA Students can compare different leaves to see that they have different colours of green and
that some are variegated.
They could extract chlorophyll from plants by grinding up leaves with a little sand and
ethanol and then filtering the solution.
MA Students carry out activity 4.6 showing that chlorophyll is needed for photosynthesis.
CA Students write up their investigations.
The importance of photosynthesis
SA Students discuss the importance of photosynthesis in small groups.
MA Students present their ideas to the whole class.
Students could watch a video on the importance of photosynthesis.
Students read p 154–6 and make notes on the importance of photosynthesis with reference
to Ethiopia and the world.
CA Students could complete the review questions.
What is needed for photosynthesis?
Activity 4.3: Testing a leaf for starch

A common way of demonstrating that a plant has or has not carried out
photosynthesis is to test a leaf for the presence of starch.
To see the effect of starch on iodine solution place a few drops of iodine solution
onto a piece of bread or a cut piece of potato or even a piece of paper and observe
the colour change.
To be able to see clearly that a leaf has been photosynthesising and that starch has
indeed been produced, you need to remove the outer waxy layer. To do this you
need to follow these steps:
Resources: potted plants, for example, geraniums (pelargoniums) that have been
kept in the light for several hours before the investigation, large beakers, bunsen
burners, tripods, gauze and heatproof mats, ethanol (NB keep ethanol away from
the naked flame), boiling tubes, forceps, white tiles.
1. Set up their Bunsen burner on a heatproof tile with the tripod and gauze. Half
fill the beaker with water and bring it to the boil.
74 Grade 10
2. Remove a leaf from the plant and, holding it in the forceps, plunge into boiling
water and continue to boil briefly (about 30 seconds). TAKE GREAT CARE.
This serves two main purposes. It stops all the biochemical processes by killing
the leaf, and it breaks open the cells making them more accessible to the iodine
solution.
3. Turn off the Bunsen burner. Place the leaf in a boiling tube half filled with
ethanol, so the ethanol covers the leaf. Place the boiling tube in the beaker of
water that has just stopped boiling. The ethanol will boil and the green colour
will be removed from the leaf. This MUST be carried out in a water bath and
great care taken as ethanol is very flammable. NEVER heat ethanol directly
with a Bunsen burner. The removal of the green pigment from the leaf means
that any colour changes in the iodine solution will be more clearly seen.
4. Ethanol makes the leaf brittle so remove the white leaf from the boiling tube in
the forceps and wash it in the hot water again to soften it.
5. Then spread the leaf out on a white tile – or a Petri dish on a piece of white
paper – to make colour changes more obvious, and add a few drops of iodine
solution.
6. Observe any colour changes – the parts of the leaf that contain starch will turn
blue-black and this indicates that photosynthesis has taken place.

1. Carbon dioxide from the air, water from the soil, light from the Sun or
artificial light.
2. In through stomata; into air spaces in spongy mesophyll, into spongy or
palisade mesophyll cell by diffusion, into chloroplast by diffusion, combined
with water in chloroplast to form glucose, converted into starch for storage or
transport.
The need for light
Activity 4.4: To show that oxygen is produced during

photosynthesis
This can be done without the sodium hydrogen carbonate if you do not have
access to it – it simply increases the concentration of carbon dioxide available.
In the equation for photosynthesis, we saw that oxygen is given off as a waste
product.
When the light intensity is high (bright sunshine), much oxygen is produced.
The oxygen can easily be collected from water since it is not very soluble in water.
This explains why we use an aquatic plant.
Resources: local pond weed, 250 cm3 beakers, glass funnels, test tubes, small
stones, sodium hydrogen carbonate, water or pond water.
Grade 10 75

1. Place the pond weed in a large beaker filled with about 150 cm3 of pond water.
They may add sodium hydrogen carbonate to the water to produce more
carbon dioxide.
2. Carefully invert a funnel over the pond weed as shown in figure 4.6.
3. Fill a test tube with the same water as in the beaker. Carefully and without
allowing any water out of the test tube, invert the test tube over the stem of the
funnel as shown in figure 4.6.
4. They will need to put some small stones at the bottom of the beaker to support
the funnel so that it is raised above the bottom of the beaker. This arrangement
allows free water circulation.
5. Place the apparatus in bright sunlight for 3–4 hours.
6. After this period, move the inverted test tube from the inverted funnel stem
while still under water. Then cover the test tube with their thumb before
removing it out of the beaker.
7. Remove their thumb from the test tube mouth and quickly plunge a glowing
splint into the test tube.
Activity 4.5: S
howing that light is needed for photosynthesis
Ask the students to follow these steps to plan their own experiments to show that
light is needed for photosynthesis to take place.
1. Plan two experiments, one using land plants and one using water plants, which
could be used to demonstrate that light is needed for photosynthesis.
2. Make sure that they describe carefully how to demonstrate that photosynthesis
has taken place in each case, and think carefully about any safety issues.
3. Once they have planned their demonstrations, ask the teacher to check them
through.
4. If they are given permission, set up ONE of your demonstrations and write up
their observations and their conclusions on its effectiveness.
5. Make sure they evaluate your method and discuss any ways in which they
might improve it.
The need for chlorophyl
Activity 4.6: Showing that chlorophyll is needed for

photosynthesis
Ask the students to follow these steps to plan their own experiments to show that
light is needed for photosynthesis to take place.
1. Plan two experiments, one using land plants and one using water plants, which
could be used to demonstrate that light is needed for photosynthesis.
2. Make sure that they describe carefully how to demonstrate that photosynthesis
has taken place in each case, and think carefully about any safety issues.
76 Grade 10
3. Once they have planned their demonstrations, ask the teacher to check them
through.
4. If they are given permission, set up ONE of their demonstrations and write up
their observations and their conclusions on its effectiveness.
5. Make sure they evaluate their method and discuss any ways in which they
might improve it.

1. D
2. B
3. i) Carbon dioxide and water.
ii) Light and chlorophyll present.
iii) Glucose and oxygen.
4.3 Transport This section should

fill approximately
6 periods of
• Explain water uptake by the roots.
• Explain the mechanism of water movement in plants.
• Describe transpiration, the factors affecting it and its implications for
agriculture.
• Demonstrate water transport in plants using simple experiments.
• Explain the mechanism of uptake of mineral salts through roots.
• Describe the movement of organic materials in the phloem.
Teaching notes
In this section your students look at the way substances are transported around
plants. They should understand the need for these transport systems. They can
carry out simple investigations into the way substances are moved through plants.
They will also learn about transpiration and water loss from plants, which helps
them to understand the need for irrigation. They will also look at how some plants
are adapted to lose as little water as possible through transpiration.
In the first investigation students use coloured dye to show up the water transport
tissues – the xylem.

Transport into plants
SA Students brainstorm the need for transport in plants – collect ideas about what is
transported and why.
MA Students read p 158–9 and make notes on transport in plants including active transport of
mineral ions from the soil into the plant.
Grade 10 77
CA Students draw diagrams to show movement of water across a plant by osmosis and movement
of mineral ions into the roots by active transport.
Transport around plants
SA Students could estimate the height of local trees to get an idea of the distance water has to
be transported from the roots to the leaves.
MA Students carry out activity 4.7: Finding out about the distribution of plant transport tissues.
Students should make notes on how substances are transported around plants and the
arrangement of the xylem and phloem tissues in the plant.
CA Students make a list of as many reasons as possible why the food made in the leaves needs
to be transported around the plant. They can then check how accurate their list is as they
read through p 160–3 and make notes.
Why is transport needed in plants?
SA Students could carry out activity 4.8: Using food tests, to investigate the content of plant
storage organs.
Students write up their practical technique, results and conclusions.
Alternatively they could just be made aware of this as a possibility.
MA Students carry out activity 4.9, looking at the stomata in a leaf.
They can compare the stomata on the top and bottom surfaces of the leaf.
Students write up their investigation.
CA Discuss with students the importance of a constant supply of water to the cells of a plant.
The transpiration stream
SA Students should make notes on stomata.
MA Students discuss the process of transpiration and factors which might affect how much water
is taken up and lost by evaporation by the plant.
Students make notes on transpiration..
CA Ask students to work in groups to carry out activity 4.10: Investigating factors which affect
transpiration – 1 and write up their investigation. Make arrangements for students to come
back after 24 hours to observe the results. Students write up the experiment as homework.
Investigating transpiration
SA Students could watch a demonstration or carry out activity 4.11: Using potometers.
MA Students discuss how plants could reduce water loss.
Students plan how to investigate water loss from the leaves of plants.
If there is time students could also carry out activity 4.12: Investigating factors which affect
transpiration – 3, or it could be done as a demonstration.
CA If there is time students could carry out activity 4.13: Investigating water loss from the
leaves of a plant.
More investigations into transpiration
SA Students brainstorm ways in which Ethiopian plants are adapted to reduce water loss.
MA This can lead into activity 4.14: Investigating ways of reducing water loss in Ethiopian
plants.
Discuss the implications of transpiration on agriculture.
CA Students can complete the review questions.
78 Grade 10
The need for transport in plants
Activity 4.7: Finding out about the distribution of plant

transport tissues
Resources: either small plants with leaves and roots intact or bean seedlings
which have been grown in the dark so they are very pale or plants with white
flowers, beakers or jars containing water with a coloured dyes, sharp knives or
scalpels, sheets of white paper or white tiles.
1. Wash the soil off the roots of their plant if there is any attached.
2. Stand their plant in the jar containing coloured water for about 24 hours.
3. Remove the plant from the water. Observe its appearance, particularly if it is a
pale plant or has white flowers. Make a note of what they see.
4. Cut the stem of the plant in half across the plant – where is the dye? Use a
hand lens to look more closely and draw what they see.
5. Then cut the stem lengthways to see if they can find out more about where the
dye is found within the stem. Draw and label their findings.
6. Repeat these steps with the roots.
7. Explain their observations.
In this second activity students use food tests to identify the contents of plant
storage organs. The simple iodine test for starch is very useful in this investigation,
but if the equipment is available, students can also test for the presence of simple
reducing sugars.
Activity 4.8: Using food tests to investigate the content of

plant storage organs
Resources: plant storage organs such as cassava roots, potatoes or onions, iodine
solution, Benedict’s solution, pestles and mortars, beaker, test tubes, white tiles,
bunsen burners, heatproof mats, gauze, goggles, tongs
1. Draw and label the storage organ they are investigating.
2. They are going to test the contents of a plant storage organ for the presence of
starch and of reducing sugars.
3. Take a small sample of the storage organ and carry out the iodine test for
starch. Record their results.
4. Take another sample of the same storage organ and grind it up with a little
water in the pestle and mortar.
5. Now use Benedict’s solution to test for reducing sugars in the plant tissue.
Write up their investigations, including their observations, and record their
results. What does this tell them about the contents of the plant material they have
investigated?
Grade 10 79
This practical involves the use of a microscope to observe the number of stomata
on the surface of a leaf.
The transpiration stream
Activity 4.9: Looking at the stomata in a leaf

Resources: Tradescantia sp. or Commelina sp. plants, pots of clear varnish (for
nails, or other varnish), paintbrushes, forceps, microscope slides, coverslips,
droppers and mounted needles (for making temporary mount), light microscopes.
1. Take a leaf from the plant.
2. Apply a thin layer of clear varnish to a small area of the underside of the leaf. It
is worth covering several patches in case they have problems with one of them.
3. Once the nail varnish is dry, peel it off carefully with forceps or their finger
nails. The varnish will have made an exact copy of the surface of the leaf.
4. Put the varnish film on a slide with a drop of water and cover with a coverslip
– remember to avoid air bubbles if possible.
5. Examine their slide under the low power of the microscope. Can they see the
stomata? Approximately how many are visible in their field of view? Can they
tell if they are open or closed? If so, what proportion are open?
6. Now move a single stoma to the centre of their field of view and look at it
under the higher powers of magnification. Can they see the guard cells? Draw
and label the stoma.
7. If they have time, repeat this process for the top surface of the leaf. How do the
numbers of stomata compare?
There are a number of ways in which students can investigate the process of
transpiration. Some of them use more apparatus than others. Students do not need
to carry out all of these experiments but it is helpful if they can do at least one.
Activity 4.10: I nvestigating factors which affect

transpiration – 1
In this investigation students are going to investigate transpiration using a piece
of apparatus which measures the amount of water lost from the leaves of a plant.
They can use shoots from a plant or whole plants for this experiment.
Resources: apparatus as shown in Figure 4.17, accurate balances, Vaseline.
The students can carry out this investigation measuring the amount of water taken
up by the plant, by measuring any change in mass or both. Make sure they record
whatever observations they make very carefully.
1. Set up several sets of the apparatus as shown in the diagram.
2. Take their initial readings of the water level in the cylinders and of the
mass (if used).
80 Grade 10
3. Place one set of apparatus by the window. plant
4. Place another set of apparatus with a light shining on it all the time,
day and night. cover
5. Cover the underside of the leaves of another plant with Vaseline.

measuring
6. If they have a fan, place one of the plants in a constant gentle air flow. cylinder
7. Leave all the plants for 24 hours.

8. Repeat all their measurements and record them.
9. Write up their investigation and discuss their findings.
Activity 4.11: Investigating factors which affect

transpiration – 2
In this investigation students are going to investigate transpiration using a piece
of apparatus called a potometer, which measures the amount of water taken up by
a plant. They need shoots from a plant for this experiment. Although this is not a
perfect measure of transpiration, it can give us a good picture of what affects the
rate. If students get their apparatus set up well and quickly, they will be able to
investigate several different conditions in a single lesson.
1. Set up their equipment as shown in Figure 4.18. They need to take care with
their leafy shoot – cut it under water and transfer the cut end straight into the
water-filled tubing. It is important NOT to get air into the stem of the plant.
2. Position their apparatus in good light and, using the reservoir, position the air
bubble near the end of the scale.
3. Start timing. They may measure how far the bubble travels in five minutes
(set time, measure distance) or they may chose to measure how long it takes
their air bubble to travel from one end of the scale to the other (set distance,
Grade 10 81
measure time). Record their measurements. Once they have tried the
procedure, decide which way of measuring they want to use.
4. Repeat their investigation twice more to get three readings.
5. Now change the conditions – shine an extra light on their plant to increase the
light intensity, fan the plant to increase air movement, etc.
6. Reset the air bubble and again record the movement of the air bubble –
distance travelled in a set time or time taken to travel a set distance.
7. Again repeat this to take three readings.
8. If they have time, change the conditions again – they could use light and
breeze or a stronger breeze, etc.
9. Again repeat the procedure to take three separate readings.
10. Write up their investigations, including all their results. Find the average
reading for each set of conditions and plot a graph of their findings.
11. What conclusions can they draw from their investigation?
12. What further investigations would they like to do?
13. How could they make their procedure more reliable and accurate?
Activity 4.12: I nvestigating factors which affect

transpiration – 3
This investigation involves using cobalt chloride (or cobalt thiocyanate) paper.
This is blue when it is dry, but turns pink when it is moist. You can use this
investigation to show how different conditions affect the rate of transpiration.
If they work in groups, different people can investigate different conditions and
then they can share their results.
Resources: cobalt chloride paper or cobalt thiocyanate papers, plants in pots or
leafy shoots in water, clear sticky tape.
1. Stick one piece of cobalt chloride (or cobalt thiocyanate) paper to the top
surface of a leaf. Make sure the leaf is completely dry and cover the paper
completely with the sticky tape.
2. Stick another piece of paper to the lower side of a different leaf in the same way.
3. If working in groups, some people keep plant in normal lab conditions, some
shine a bright light on the plant, some have plant in a breeze, etc.
4. Note the time and observe the two pieces of indicator paper at intervals. How
long does it take for the first trace of pink to appear on each piece of paper?
How long does it take for each piece of paper to go completely pink?
5. Write up their experiment and collect results from other groups using the
same or different conditions to their own.
6. Work out the average results for each set of conditions and use their findings
to help them answer the following questions:
Which side of the leaf loses water faster – the upper or the lower?
Why do they think one side loses water faster than the other?
How do different conditions affect the speed at which the plant loses water by
transpiration?
82 Grade 10
Here students are asked to plan their own experiment to find out which surface
of a leaf loses most water. You may be able to allow students to carry out this
investigation once they have planned it.
Reducing water loss
Activity 4.13: To investigate water loss from the leaves of a

plant
The students are going to plan and carry out an investigation into the loss of water
by a plant through its leaves. If they cover the surface of a leaf with Vaseline, they
will block all the stomata and so prevent water loss.
Resources: up to four small plants of the same species in pots, Vaselineaccurate
balances, string.
Students may choose to experiment on whole plants or on individual leaves.
Plan an investigation following clear scientific principles to find out through
which surface of the leaves a plant loses most water.
When the teacher has agreed to their plans, they may be allowed to carry out the
investigations.
There are many different plants in Ethiopia which have adaptations to enable them
to lose as little water as possible. Ask students to collect leaves and then investigate
the ways in which they reduce water loss.
Activity 4.14: Investigating ways of reducing water loss in

Ethiopian plants
Ask the students to explore the area around their home and their school.
Collect leaves from a number of plants which they think may be adapted to
prevent water loss.
Take them into class and examine them carefully using a hand lens and possibly
a microscope. They may want to make a varnish film from the leaves.
Draw and label the leaves they have investigated and make notes about their
findings.

1. A
2. C
3. B
4. a) Food is needed for cellular respiration to provide energy for other reactions
of the cells, to provide new materials for growth of cells, as an energy store
in cells, any other valid point.
b) Water is needed for photosynthesis to make glucose, to maintain turgor in
cells and so keep cell functioning and plant upright, to transport minerals
and food, etc. around the plant; any other valid points.
Grade 10 83
5. a) Stomata are pores found in the surface of the leaf, mainly on the lower
surface.
b) The guard cells which surround them open and close to regulate the uptake
of carbon dioxide from the air and the loss of water from the plant.
c) Water is taken into a plant through the roots and moves by osmosis to the
xylem tissue. There is no active transport in the xylem. Plants lose water
vapour from the surface of their leaves. This loss of water vapour is known
as transpiration. Most of the transpiration takes place through the tiny
holes in the surface of the leaf known as stomata.
There is a pressure pushing the water up from the bottom – the root
pressure – as water moves in by osmosis.
In the xylem, two physical forces help the water to move upwards.
There are adhesive forces between the water and the walls of the xylem,
which support the whole column of water, no matter how tall it is. And
as molecules evaporate away from the surface of the leaf, the following
molecules are pulled upwards by cohesive forces between the water
molecules. In other words, the water molecules tend to stick together and
get pulled upwards like a string of beads.
However, the main pull which moves water up from the roots to the leaves
is the almost constant evaporation of water from the leaves.
When water reaches the xylem in the leaves, the solution in the xylem has
a much higher concentration of water than the solution in the mesophyll
cells in the leaf. Water moves out from the xylem into the mesophyll cells
and so across the leaf by osmosis. When it reaches a mesophyll cell which
is surrounded by air, water evaporates from the surface into the air spaces
in the cell and then moves out of the open stomata into the surrounding
air.
Because the transpiration stream is driven mainly by the evaporation of
water from the leaves, anything which affects the rate of evaporation will
affect transpiration.
This section should 4.4 Response in plants

fill approximately
6 periods of
• Demonstrate the processes of germination in dicots and monocots.
• List the plant hormones.
• State the functions of the plant hormones.
• Outline the mechanism of action of auxins.
• Explain the effect of removing apical dominance on plant growth.
• Demonstrate how sunlight influences plant growth.
• Name the different types of tropisms in plants.
• Explain the processes of tropism.
84 Grade 10
Teaching notes
Most people know that animals, like people, are sensitive to the world around
them. However, plants are also sensitive and respond to their environment,
although these changes are often slow. In this section your students will learn both
what plants respond to and how these responses happen. They look at the way
seeds germinate and plants grow before studying the hormones that bring about
plant responses. A number of practical investigations are described. Some of these
will be relatively easy for your students to carry out, but they need to learn the
methods for all of the activities whether they carry them out practically or not.
You can refer back to the work that students did in grade 9 on classification and
ask them the differences between monocot and dicot plants before you introduce
the difference between monocot and dicot seeds and the ways in which they
germinate.

Germination
SA Students work in groups to make a mind map of why plants need to respond and what they
respond to.
MA Students can carry out activity 4.15: Investigating dicot and monocot seeds if they have not
looked at seeds before.
Students set up activity 4.16, observing dicot and monocot germination.
CA Students read through p 170–2 and make notes.
Plant hormones
SA Students can list the main points about hormone action in people and discuss how they think
plant hormones might work.
MA Students produce a table to compare the main plant hormones.
CA Students set up the experiment in activity 4.17 (they can use beans you have previously
germinated) – or watch you do this as a demonstration. This means results will be ready to
observe in a future lesson.
Tropic responses
SA Students observe the results of activity 4.17 and write up the investigation.
MA Students set up activity 4.18.
Alternatively students observe the results of activity 4.18 in an experiment you have set up
as a demonstration in a previous lesson.
Students can also set up activity 4.19, investigating the effect of water on root growth, OR
can observe you setting up the experimental apparatus as a demonstration.
CA Students make notes on plant responses.
More plant responses (1)
SA Students observe the results of activity 4.19.
MA Students write up all the investigations they have seen, recording their observations and
conclusions.
Students can set up a long-term investigation into the effect of removing the apical shoot of
a plant. They will need access to two plants of the same species and similar age, and must
remove the apical shoot of one but not the other.
Grade 10 85
CA Students make a list of their predicted outcomes of the experiment planned in the MA.
How Tropisms Work
SA Students brainstorm ideas about how plant tropisms are brought about. Summarise the
different ideas on the board.
MA Students set up the experiment in activity 4.20 (they can use grains you have previously
germinated) or watch you do it as a demonstration.
CA Students make another mindmap of plant responses, showing what plants respond to, how
they respond, the different tropisms, the role of hormones and the importance of tropisms in
plant life.
How Tropisms Work (2)
SA Students observe the result of activity 4.20.
MA Students measure and record the results of activity 4.20 and discuss with the rest of the
class.
CA Students make a summary of all the tropic responses they have observed.
The germination of seeds
Activity 4.15: Investigating dicot and monocot seeds

Resources: fresh or soaked dicot seeds such as bean or peas, fresh or soaked
monocot seeds such as maize, knives or scissors, hand lenses if available.
1. Observe and draw the external appearance of the two different seeds. They should
be able to make out the shape of the radical through the testa and they may be able
to see the micropyle, the tiny hole through which water enters the seed.
2. Remove the testa of the dicot seed and carefully separate the two cotyledons.
Observe the embryo plant carefully (use a hand lens if they have one available)
– and draw what they can see. Use Figure 4.21 on page 171 of the Students’
Book to help them.
3. Cut the monocot seed in half vertically and again observe, draw and label
what they see.
4. Make a table comparing the two types of seed.
Epigeal (dicot) and hypogeal (monocot) germination
Activity 4.16: O
bservation of dicot (epigeal) and monocot
(hypogeal) germination in bean seeds and
maize grains
Resources: bean seeds, maize grains, two beakers for each student with blotting or
absorbent paper around the sides and water in the bottom (see figure 4.24 on page
173 of the Students’ Book).
1. Germinate some bean seeds and maize grains in two separate beakers.
2. Observe the seedlings as they emerge from the seeds.
86 Grade 10
3. Draw diagrams of the bean and the maize seedlings.

4. Compare their diagrams with those in figure 4.22 on page 172 of the Students’
Book.
5. Label their diagrams.
If you ask your students what they know about tropisms, they will probably have
no answers for you! However, if you ask them what happens if you grow seed on
a windowsill they will probably all know that the seedlings will bend and grow
towards the light. So they will have observations and knowledge of plant tropisms
without knowing it! You can build on this knowledge to help them understand
what is happening inside the plants to bring about these responses.
Tropic responses
Activity 4.17: Determination of the effect of light on shoot

growth
Resources: bean seeds, pots, soil, lightproof boxes with a hole on one side.
1. Germinate some bean seeds in two different pots.
2. When the shoots are about 6 cm long, place one pot in a lightproof box with a
hole on one side, and the other pot in full sunlight.
3. Leave both pots in a well-lit place.
4. After 2–3 days observe what has happened to the seedlings in the two pots.
Activity 4.18: Determination of the effect of gravity on shoot

and root growth
Resources: bean seeds, blotting paper, Petri dishes.
1. Germinate some bean seeds on damp blotting paper in a Petri dish.
2. When the radicles and plumules have emerged, arrange the seedlings in two
different positions. Place some seedlings in a horizontal position and others
vertically with their radicles facing downwards.
3. Leave the set-up for 2–3 days in the dark to eliminate the effect of light.
4. Observe what happens to the direction of growth of the radicles and plumules.
Make careful annotated drawings of their results.
Activity 4.19: Investigating the effect of water on root growth

Resources: wire gauze, bean seedlings, cotton wool, retort stand clamps.
1. Secure a wire gauze horizontally using two retort stand clamps.
2. Place some bean seedlings on the wire gauze in such a way that the radicles
pass through the pores of wire gauze.
Grade 10 87
3. Surround the seedlings with wet cotton wool above the gauze.
4. Leave the set-up for 2-3 days.
5. Make sure that the cotton wool is kept wet.
6. Observe what happens to the roots.
Activity 4.20: I nvestigation of the role of the shoot tip in the

growth of a plant
Resources: about ten maize grains, two beakers for each student, if possible,
cotton wool, lightproof boxes with hole at one side.
1. Germinate about five maize grains on damp cotton wool in each of two
beakers. Germination should be done in darkness.
2. When the coleoptiles are about 4 cm long and are not yet open, cut off the tips
of five coleoptiles in one beaker.
3. Leave the five seedlings in the other beaker intact.
4. Measure and record the height of each set of seedlings.
5. Place the beakers in a lightproof box which has a hole on one of its sides.
6. Leave the set-up for 2–3 days.
7. Observe what has happened to each set of seedlings.
8. Measure and record the height of each set of seedlings.

1. C 2. A 3. D

1. C
2. B
3. A
4. Large surface area for capturing sunlight energy; large surface area for gas
exchange – carbon dioxide in and oxygen out; big surface area to volume ratio
so short distances for gases to diffuse; any other valid points.
5. D
6. B
7. A
8. It provides food, provides oxygen, removes carbon dioxide; any other valid
point.
9. a) Making food using light.
b) Carbon dioxide, water, light, a reasonable temperature.
c ) Correct experiment to demonstrate the factor chosen.
88 Grade 10
10. B
11. C
12. D
13.
Xylem Phloem
Dead tissue Living tissue
Transports water and minerals from Transports organic materials from
roots to leaves leaves all around plant
No active transport – water moved Uses some active transport
passively in transpiration stream Cells thin walled
Cells have thick cellulose walls Water moved all around plant
Any other valid point. Any other valid point.
14. D
15 D
16. a) A response in which plants grow towards or away from light.
b) Any suitable experiment described, with diagrams to show what happens.
c) Any suitable experiment, such as those described in the Students’ Book,
for example, decapitated coleoptiles with agar jelly blocks impregnated
with hormone placed in different positions on the coleoptiles, simulating
bending in phototropism.
17. When seedings attached to a klinostat – some can be rotated so that gravity
acts all around evenly, others kept still so gravity acts in only one direction on
the stems and roots. Observe the effect on geotropisms.

Across Down
3 photosynthesis 1 stomata
5 monocot 2 phototropism
6 chlorophyll 4 leaf
7 phloem
8 iodine
Further resources
http://bioenergy.asu.edu/photosyn/education/learn.html: links to articles
related to photosynthesis and growth
http://www.neok12.com/Photosynthesis.htm: links to photosynthesis
animations
http://www.teachersdomain.org/resource/lsps07.sci.life.reg.plantmovies/:
time-lapse videos showing plant growth and response
Grade 10 89
Conservation of natural Unit 5
resources
This unit should
Learning competencies for Unit 5
fill approximately
14 periods of By the end of this unit students should be able to:
teaching time. • Define natural resources as anything natural that is useful.
• Define renewable and non-renewable resources.
• Classify natural resources as renewable and non-renewable.
• Define conservation as the protection and preservation of our natural
environment.
• Define biodiversity as the wealth of species in a given place.
• Explain the importance of conserving biodiversity.
• Summarise the general methods of defining biodiversity.
• State some uses of vegetation.
• Discuss the impact of human activity on natural vegetation.
• Discuss how Ethiopian vegetation was affected in history.
• List some of the endemic vegetation species in Ethiopia.
• Discuss methods of conservation of vegetation.
• Narrate how Ethiopian vegetation was affected in history.
• State the uses of wildlife.
• Describe the effects of humans on wildlife and their status in Ethiopia.
• List at least five endemic wildlife species of Ethiopia.
• Discuss methods of conservation of wildlife.
• List at least five National Parks of Ethiopia, describe the uses of these
National Parks and show awareness of some of the common species of
wildlife that exist in each National Park.
• Explain the causes of air pollution.
• Explain the effects of air pollution.
• Define global warming.
• State the causes of global warming.
• Explain the methods of preventing global warming.
In this section you will be introducing your students to topics of international

concern with a very Ethiopian emphasis. Our country has an amazing diversity
of both animals and plants, which are admired around the world. In this section
your students will learn about some of the threats to this biodiversity, and also
about the ways in which we are working to conserve both the animal and plant life
90 Grade 10
Unit 5: Conservation of natural resources
of Ethiopia. It would be a very good idea to take your students to a National Park
or to a local area of important biodiversity as part of this unit, so that they can see
some of our biodiversity and understand the need for conservation of resources.
5.1 Definition of resources This section should

fill approximately
1 period of
• Define a natural resource as anything natural that is useful.
• Define renewable and non-renewable resources.
• Classify natural resources as renewable and non-renewable.
• Define conservation as the protection and preservation of our natural
environment.

Conservation of natural resources
SA Students begin activity 5.1 with a brainstorming session on ideas about renewable and non-
renewable natural resources in Ethiopia.
MA Students continue activity 5.1: Making a poster of the natural resources of Ethiopia. They
can either make a single poster divided between renewable and non-renewable resources or
two groups can work together, one making a poster on renewable resources and the other on
non-renewables.
CA Students read p 184–5 and make notes on the natural resources of Ethiopia.
Students may answer review questions.
Activity 5.1: Natural resources of Ethiopia

Have a brainstorming session and think of as many natural resources of Ethiopia
as the students can think of.
Now divide them up into renewable resources and non-renewable resources.
Ask the students to make a poster or collage to show these natural resources. Divide
the poster into renewable and non-renewable resources. They can draw the living
or non-living things, cut pictures from magazines and stick them on, collect fur or
feathers from animals – use their imagination to make their posters as interesting as
possible to show people the great variety of natural resources that we have.

1. B
2. D
3. Give students marks for showing an awareness of the variety of the different
natural resources in Ethiopia, the way that some of them are disappearing and
the need to conserve them.
Grade 10 91
This section should 5.2 Conservation and biodiversity

fill approximately
2 periods of
teaching time, Learning competencies
although you may By the end of this section students should be able to:
not need all of this
time and can use it • Define biodiversity as the wealth of species in a given place.
later in the unit. • Explain the importance of conserving biodiversity.
• Summarise the general methods of defining biodiversity.
Teaching notes
Biodiversity is a very important concept for scientists, governments and people
around the world and this is an important opportunity for your students to learn
what it is and why it is important. The idea of conservation and how it can be
brought about is another important concept, both for Ethiopia and the whole
world.

Biodiversity and conservation
SA Write the terms ‘biodiversity’ and ‘conservation’ on the board and students brainstorm the
meaning of the words.
MA Students read through p 186–7 and make notes on biodiversity and conservation, checking
how accurate their ideas were in the brainstorming exercise.
CA Students reflect on what they have learnt and decide what extra words to add to lists from
brainstorming..
Discovering more
SA You can either take students on a visit to a wildlife park, a museum or somewhere else local
where they can learn more about biodiversity and conservation which will fill all of this
lesson time. After the visit students prepare a report on what they have learnt, OR
Students list ideas for where they could find out more about biodiversity and conservation
in Ethiopia.
MA Students plan a poster or a presentation on Biodiversity in Ethiopia. Provide magazines,
books, access to computers, a visit to the library or any other resources for students to help
them produce their poster or a presentation on biodiversity in Ethiopia.
CA Students display their posters or make their presentations

1. A
2. Biodiversity is being lost in Ethiopia through deforestation, habitat loss to
farming, pollution, poaching, etc. – any valid points.
Conservation means keeping and protecting a living environment. It is
important to conserve our biodiversity because organisms depend on each
other, biodiversity is important for the health of the planet, genetic diversity to
develop new crops and breeds and prevent disease. Any other valid points.
92 Grade 10
5.3 Vegetation This section should

fill approximately
4 periods of
• State some uses of vegetation.
• Discuss the impact of human activity on natural vegetation.
• Discuss how Ethiopian vegetation was affected in history.
• List some of the endemic vegetation species in Ethiopia.
• Discuss methods of conservation of vegetation.
• Narrate how Ethiopian vegetation was affected in history.
Teaching notes
In spite of the deforestation which has occurred in our country over the last 100
years or more, we still have a rich diversity of plant life. It is very important for
students to recognise the variety of plant life in their own area, but also to be
aware that the plant life can be very different in other regions of Ethiopia. Students
need to learn about the number of endemic species which we have in Ethiopia
and how if they are lost, the species will become extinct. They should also learn
about the ways in which we are working to conserve plant biodiversity here in
Ethiopia. The work of some Ethiopian scientists is covered in the Students’ Book.
You could also work with your students to investigate the importance of seed
banks in conserving plant biodiversity around the world. Seeds are being collected
and stored at low temperatures in several centres internationally to conserve the
genetic material of as many species as possible. Seeds stored in this way will often
still germinate in 100–200 years time, allowing time for humans to conserve some
of the habitats which are currently disappearing.
The activities in this section are important and require little specialist equipment.
Your students need to develop their knowledge of local plants. They are asked to
think of imaginative plans for local conservation projects and ideas for educating
local people of the need for conservation.

Using plants
SA Ask students to brainstorm uses of plants in Ethiopia to start activity 5.2.
MA Divide students into groups and ask each group to take different uses of plants and make a
poster or collage. Use local examples as far as possible.
CA Students read p 188–90 to help them make notes on uses of plants.
Students can copy the map on p 188 showing plant distribution across our country.
Endemic species
SA Students read and make notes on p 190 including endemic species.
MA Divide students into groups of four. Each group carries out activity 5.3: Finding out about
endemic plant species in Ethiopia. Each group puts together a presentation about an endemic
species of plant.
CA Students watch each other’s presentation and make notes on endemic species.
Grade 10 93
The history of Ethiopian vegetation

SA Students can estimate how much of the area within a 2 km radius of their school is covered
in trees and shrubs. Then estimate how much of the local area of countryside is wooded.
Finally estimate how many trees have been planted in the local area in the last two years.
MA Students read p 190–1 on the history of Ethiopian vegetation and make notes in the form of
a timeline of developments.
CA Working in groups of four, students carry out the first part of activity 5.4: Conserving local
vegetation. They make a quick survey of the local vegetation, identifying as many plants as
possible in a short time. They may use quadrats to help them.
Conserving local vegetation
SA Working in their small groups, students continue activity 5.4, planning how they would
conserve an area of land and considering which indigenous plants would grow best locally.
MA Students present their ideas to the class.
Activity 5.2: The uses of vegetation

Ask the students to work in small groups and brainstorm as many examples of
ways in which people use plants, and of the plants that we use, as they can.
Share your ideas with the whole class.
Then each group can take a different use of vegetation and produce a poster or
collage to go on the classroom walls explaining how plants are used in that way and
giving as many examples as possible. Try and use examples from the local area and
from other places. Students to make their posters as lively and interesting as they can.
Activity 5.3: Finding out about endemic species

Ethiopia is renowned for its rich diversity of plants and for our endemic species.
Ask the students to find out as much about our endemic species as they can. Make
a presentation about some of the endemic species of Ethiopia, particularly any that
grow in their own area.
Activity 5.4: Conserving local vegetation

Ask the students to carry out a survey of the vegetation in their area. Find out
what type of vegetation they have and identify as many plants as possible.
Plan how they might work with others to conserve an area of land, and what
indigenous plants would be likely to grow best near their school.
Present your ideas to the rest of the class and vote for the best conservation idea
that is suggested.

1. D
2. C
3. Any three valid points, for example, deforestation for timber or land, using
pesticides, planting monocultures.
94 Grade 10
5.4 Wildlife This section should

fill approximately
4 periods of
• State the uses of wildlife.
• Describe the effects of humans on wildlife and their status in Ethiopia.
• List at least five endemic wildlife species of Ethiopia.
• Discuss methods of conservation of wildlife.
• List at least five National Parks of Ethiopia, describe the uses of these
National Parks and show awareness of some of the common species of
wildlife that exist in each National Park.
Teaching notes
As with the previous section on plants, it is important that students should
recognise the great variety of wildlife we have in Ethiopia and the importance
of conserving this biodiversity for future generations, as well as the economic
potential of this biodiversity for the tourism industry. In this section they will
learn about our National Parks, which in fact play an important part in both plant
and animal conservation. It would be ideal for students to visit a National Park
and have a talk from the local staff about how the park is run and what the main
conservation projects in the area actually are.

Endemic species of wildlife
SA Ask students to brainstorm as many Ethiopian animals as possible and write them on the
board.
Students then identify as many endemic species as possible in the list – circle or underline
their suggestions on the board..
MA Students read p 192–3 and make brief notes about the diversity of Ethiopian wildlife.
Students can work individually or in groups to carry out activity 5.5: Finding out about
endemic species.
Students can make a presentation about endemic Ethiopian species in general, or individuals
or groups can choose an individual endemic species and make a presentation or poster about
that animal.
CA Students complete their poster or presentation.
Human impact on Ethiopian wildlife
SA Students consider the presentations/posters of other groups.
MA Students discuss human impact on Ethiopian wildlife as a class.
Students read p 193 and make notes on the impact of humans on Ethiopian wildlife.
CA Students can brainstorm ways in which Ethiopian wildlife might be conserved.
Grade 10 95
Conserving Ethiopian wildlife – National Parks

SA Students list as many National Parks as they can.
Students compare their own list with that in the textbook as they learn about the National
Parks.
MA Divide students into 13 groups and assign each group a National Park or Sanctuary to
investigate. Students use the textbook and any other resources they have available to plan a
presentation about one of our wildlife conservation areas; OR
If students are going on a visit to a National Park next lesson, students read p 193–7and
make notes on the National Parks and Sanctuaries of Ethiopia.
CA Students make their presentations about the National Parks and Sanctuaries.
More about National Parks
SA Students may spend this lesson on a trip to a local National Park or Sanctuary – they will
write up the visit later; OR
Students complete their presentations on the National Parks and Sanctuaries.
MA Students read p 193–7 and make notes on National Parks and Sanctuaries.
Activity 5.5: Finding out about endemic species

Ethiopia is renowned for its rich diversity of wildlife and for our endemic species.
Ask the students to find out as much about our endemic wildlife species as
they can. Make a presentation about some of the endemic species of Ethiopia,
particularly any that are found in their own area.

1. B 2. C
This section should 5.5 Air

fill approximately
3 periods of
• Explain the causes of air pollution.
• Explain the effects of air pollution.
• Define global warming.
• State the causes of global warming.
• Explain the methods of preventing global warming.
Teaching notes
Air pollution is very important, both globally and in Ethiopia. It takes a number
of forms. There is the increase in carbon dioxide and methane in the atmosphere
which seems to be leading to an increase in global warming and changes in the
96 Grade 10
climate of the Earth. It is important that students understand that the greenhouse
effect is important for life on Earth to exist by keeping the temperature at the
surface of the Earth suitable for life. It is the increased warming that seems to be
causing problems.
Air pollution in the form of the sulphur and nitrogen oxides from the burning
of fossil fuels, which causes acid rain, is another problem, seen very clearly in
Europe, the USA and increasingly in China. The forms of air pollution that cause
particular problems in Ethiopia include the fumes from paraffin lamps and
cooking systems, which can pollute the air in our homes. These have bad effects
on the health of adults and children and can cause death. The impact of CFCs on
the ozone layer of the atmosphere is another important form of air pollution.
It is important for students to realise that in many ways Ethiopia contributes
little to global air pollution and that as Ethiopia develops we can try to maintain
these low levels of pollution for the benefit of our own country, our neighbours
and the planet.
Air pollution – global warming

SA Students work in small groups and draw a diagram to explain how the surface of the Earth is
kept warm by the greenhouse effect (remembering earlier work).
MA Students discuss reasons why the levels of carbon dioxide are increasing in the Earth’s
atmosphere and study the evidence given on p 199.
Students read p 198–200 and make notes on rising levels of carbon dioxide and its effect on
global warming.
CA Discuss ways in which the effect of global warming might affect Ethiopia.
Air pollution – acid rain
SA Students brainstorm acid rain to discover what they already know about it.
MA Students read p 200–2 and make notes on the formation and prevention of acid rain.
CA Students investigate the causes of air pollution in the home and list as many causes of
pollution as they can in their own homes.
Air pollution in Ethiopia
SA Students recognise that air pollution is not yet a major problem in Ethiopia and discuss ways
of preventing it from becoming more common.
MA Students could produce a poster of ways to prevent air pollution in Ethiopia.
CA Students complete the crossword on p 207.
Students complete some or all of the end of unit questions on p 205.

1. C
2. B
3. Indoor activities such as smoking, cooking and paraffin lamps, and fumes
from cars, pollute the air in homes, which we cannot avoid breathing into our
lungs. Examples include many poisonous chemicals, such as benzene, carbon
monoxide, lead and soot.
Air pollution can affect our health in many ways, with both short-term and
long-term effects. Examples of short-term effects include irritation to the
Grade 10 97
eyes, nose and throat, and upper respiratory infections such as bronchitis
and pneumonia. Other symptoms can include headaches, nausea and allergic
reactions. Long-term health effects of air pollution can include chronic
respiratory disease, lung cancer, heart disease, and even damage to the brain,
nerves, liver or kidneys. Young children are particularly vulnerable. In some
cases the pollution of the air in our homes can lead to death.

1. D
2. C
3. B
4. D
5. A measure of the wealth of species in a given place. It can be measured as the
number of species in a given area at a particular time or the number of species
breeding in an area at a particular time.
6. As many points as possible including the following: All the organisms in an
ecosystem are dependent on one another. The variety of organisms can affect
the physical conditions around them so they are needed to maintain the
natural balance and for the health of the planet. Purifying the air and water,
decomposing waste and dead bodies, plant pollination, seed dispersal, soil
fertility and the nitrogen cycle all rely on good biodiversity to work properly.
Biodiversity provides the genetic diversity we need to develop crops and
domestic animals to grow in different conditions. Biodiversity provides many
different types of plants and animals, which can act as a source of medicines,
clothing, food and other useful things for people.
Biodiversity matters for the appearance of our country. Areas which are rich in
a wide variety of plants and animals are good to look at. If biodiversity is low,
the organisms are much more likely to be attacked by disease, as it will spread
from one to another very quickly. In a more diverse ecosystem some of the
organisms will not be affected by a disease and the spread will be stopped.
7. A
8. D
9. Any three valid methods, for example, replanting indigenous species,
conserving seeds, setting up National Parks.
10. D
11. B
12. Any three valid points, for example, deforestation and loss of habitat, hunting,
poaching, poisoning with pesticides, etc.
13. Any three valid points, for example, protecting habitats – setting up National
Parks, managing populations, removing predators, vaccinating against
diseases, protecting against hunting and poaching, restoring lost habitat by
replanting indigenous plant species, etc.
14. C
15. B
98 Grade 10
16. Increased production of carbon dioxide as the result of human activities,

e.g. burning fossil fuels in cars, planes and also in power stations to generate
electricity. The natural sinks cannot cope, and so the levels of carbon dioxide
are building up. Carbon dioxide in the atmosphere is important because of the
greenhouse effect. It traps some of the heat from the sun and keeps the surface
of the Earth warm enough for life as we know it. But the build-up of carbon
dioxide gas in the atmosphere from human activities seems to be adding to
this greenhouse effect and causing global warming. Although plants take in
carbon dioxide and release oxygen, the release of carbon dioxide from human
activities is higher than the plants can process. Also all around the world
large-scale deforestation is taking place. which increases the amount of carbon
dioxide released into the atmosphere, as burning the trees leads to an increase
in carbon dioxide levels from combustion. The dead vegetation left behind
decays as it is attacked by decomposing micro-organisms, which releases more
carbon dioxide. Also, destroying trees removes a vital carbon dioxide 'sink' as
dead trees don’t take carbon dioxide out of the atmosphere.
Methane is another greenhouse gas which causes air pollution. Levels of this
gas are rising too with increased rice production (methane is released in paddy
fields as rice grows and numbers of cattle increase – cows produce methane).
So as a result of human activities the amount of carbon dioxide (and methane)
in the air is continuing to increase. This build-up acts like a blanket and traps
heat close to the surface of the Earth. This causes the temperature at the
surface of the Earth to rise – increasing global warming.

Across
2 gelada
5 extinct
7 renewable
8 monoculture
9 conservation
Down
1 sanctuary
3 biodiversity
4 vegetation
6 pollution
Further resources
http://www.ibc-et.org/: Institute of Biodiversity Conservation, Ethiopia
http://etflora.net/: Ethiopia Flora Network
http://wwf.org/: World Wildlife Fund – information on conservation and
biodiversity of animal life.
http://www.ewca.gov.et/: Ethiopian Wildlife Conservation Authority
http://www.ethiopianwolf.org: case study of an Ethiopian conservation group
Grade 10 99
Minimum learning Grade 10
competencies
Area of Competency Grade 10

Biology and Technology • Define biotechnology and discuss the significance of biology
• Discuss the processes where biotechnology has been in use since
ancient times
• Identify and discuss the important areas of biotechnological application
at present time
Cell Biology • Define heredity and compare mitosis and meiosis using sketch diagram
• Describe the works of Gregor Mendel on garden peas and relate his
experiments to the principle of inheritance
• Demonstrate the principle of inheritance using beads
• Define chromosome, DNA and genes
• Describe the structure of chromosome and list the components of DNA
• Describe the methods, importance and examples of breeding farm
animals and crops
Human Biology and Health • Mention the two parts of the nervous system and explain the structures
and functions of the human nervous system
• List the three types of neurons, indicate their structures and tell their
functions
• Describe nerve impulse and synapse
• Describe an action potential and the passage of nerve impulse along a
neuron with examples
• Describe a synapse and how an action potential crosses it
• Describe neurotransmitters with examples
• Explain how the brain is protected and compare the fore, mid and
hind brain
simple and conditioned reflexes
• Demonstrate at least two examples of reflex actions such as knee jerk
and eye blinking
• Indicate the structures of the human eye, ear, skin, tongue and nose
using diagrams or models and describe their functions and methods of
caring for them
• Dissect sheep or cow eye and identify the structures
• Demonstrate the blind spot
• Apply sugar, salt, vinegar and rhamnus to the tongue and investigate
where each of the four flavours are detected on the tongue
• Define substance abuse, explain its effects, its status in Ethiopia, and the
possible preventive measures
• Compare exocrine and endocrine glands
100 Grade 10
Grade 10: Biology syllabus
• Describe the structures and functions of thyroid, parathyroid, adrenal,

pancreas, gonads, and pituitary glands, list their hormones and the
functions of each hormone
• Describe goitre and diabetes mellitus, their causes and treatment
• Explain the menstrual cycle and the associated changes
• List and explain the different birth control methods
• Describe female genital mutilation as a harmful traditional practice
• Practice life skills that help them to prevent HIV and AIDS
• Define homeostasis and explain how it allows an organism to survive in
a wide range of environmental conditions
• Define the terms poikilotherm and homoiotherm and compare them
• Explain the physiological and behavioural methods of temperature
regulation in homeotherms
• Identify the structures of the human kidney, tell their functions, and
describe the contribution of the skin in maintaining salt and water
balance
• Describe the regulatory functions of the liver
Plants • Identify the internal structures of leaves and their functions
• Explain the importance of CO2, water, light and chlorophyll for
photosynthesis
• Explain how plants convert CO2 and water into carbohydrate by
describing the light and dark reactions
• List the various food storage organs in plants with examples
• Explain the significance of photosynthesis
• Demonstrate the importance of CO2, light and chlorophyll for
photosynthesis using simple experiments
• Explain the significance of photosynthesis in agriculture
• Explain the mechanism of water transport in plants and name the
structure involved in the process
• Describe transpiration, the factors affecting it, and its implications for
agriculture
• Demonstrate water transport in plants using simple experiments
• Describe the mechanisms of uptake of mineral salts through roots and
movement of organic materials in the phloem
• Demonstrate the processes of germination in dicots and monocots
• List plant hormones, state their functions and outline the mechanism of
action of auxins
• Explain how removal of apical dominance and sunlight influence plant
growth
• Name the different types of tropisms and explain their processes
Grade 10 101
Grade 10: Biology Minimum Learning Competencies
Environment • Define the term natural resource, list and categorise them as renewable
and non-renewable
• Define biodiversity and explain its aesthetic, economic and ecological
significance
• List at least four uses of vegetation to man and discuss the effects of
human activity on natural vegetation
• Discuss how Ethiopian vegetation was affected in history
• Name some of the endemic species of plants in Ethiopia
• Define conservation, discuss different methods of conserving
vegetation with special attention to endemic species
• List the uses of wildlife, the effects of humans on them and their status
in Ethiopia
• List at least five endemic animals in Ethiopia
• Describe the conservation of wildlife and the uses of national parks of
Ethiopia
• List at least five national parks of Ethiopia
• Describe the causes and effects of air pollution
• Discuss the consequences of global warming (greenhouse effect) and
ozone depletion
102 Grade 10
Biology syllabus
Unit 1: Biotechnology (6 periods)
Unit Outcomes: Students will be able to
• define biotechnology and discuss its significance
• explain how biotechnology has been in use traditionally and is in use at
present
Competencies Contents Suggested activities

Students will be able to: 1. B iotechnology • Use text that describes biotechnology including
• define biotechnology 1.1 W hat is definitions and examples and traditional Ethiopian
as the use of micro- biotechnology fermented foods and beverages
organisms for industrial (3 periods) • Demonstration of fermenting dough or tella to
production •M eaning of students in the class or project on preparing bread,
• discuss the significance biotechnology yoghurt, or cheese. With these the micro-organisms
of biotechnology responsible for the processes could be discussed
• S ignificance of
• explain how biotechnology • If possible arrange a visit to a nearby brewery or
biotechnology has been beverage or food industry
• T raditional applications:
in use traditionally fermented foods and
beverages (brewing,
winemaking, bread
making, manufacturing,
cheese and yoghurt
making)
• identify areas where 1.2 N ew applications of • Use text and pictures that describe modern
biotechnology is applied biotechnology applications; companies might supply materials
at present (3 periods) • Summarise in a table as follows:
• Agriculture
Area of biotechnology Examples
• Food
Agriculture
• Medicine
Food
• Energy
Medicine
Energy
Assessment
The teacher should assess each student’s work continuously over the whole unit
and compare it with the following description, based on the Competencies, to
determine whether the student has achieved the minimum required level.
A student working at the minimum requirement level will be able to: define
biotechnology and discuss its significance; and explain how biotechnology has
been in use traditionally and is in use at present.
Students working above the minimum requirement level should be praised and
their achievements recognised. They should be encouraged to continue working
hard and not become complacent.
Students working below the minimum requirement level will require extra help if
they are to catch up with the rest of the class. They should be given extra attention
in class and additional lesson time during breaks or at the end of the day.
Grade 10 103
Unit 2: Heredity (16 periods)

• define mitosis and meiosis and describe their stages
• explain the works of Mendel, relate it to the principle of inheritance, illustrate
and demonstrate the principle of inheritance using examples and coloured
beads
• define chromosome and describe its structure
• define DNA and describe its components
• describe the methods, importance and examples of breeding

Students will be able to: 2. Heredity • Use text and picture material (diagrams and photos)
• define mitosis as 2.1 M itosis and • Make sure that students understand the key concepts
division of somatic Meiosis that mitosis divides cells into two identical cells; meiosis
cells (6 periods) divides a diploid cell into a haploid cell; and that sperm
• describe the stages of cells and egg cells are formed by meiosis
• T he cell cycle
mitosis • Make sure that students understand the key concepts
•M itosis
• define meiosis as that hereditary information passes through chromosomes;
•M eiosis genes are located on chromosomes; and chromosomes are
division of sex cells
– first and second DNA–protein complexes
• describe the stages of
meiotic divisions • Draw and name parts of the DNA
meiosis
– spermatogenesis • Students sort chromosomes to produce karyogram from a
• compare mitosis and
meiosis – oogenesis photograph of unordered chromosomes
• define chromosome • C hromosome
as structures in a cell structure and number
consisting of genes and • Genes
genetic material •D NA components and
• define DNA as the structure
genetic material
contained in the
nucleus
• define genes as a
unit of hereditary
material located in the
chromosome
• describe the structure
of chromosomes
• describe the
components of DNA
• explain the works of 2.2 M endelian • Use picture and text materials that illustrate experiments
Mendel on garden peas inheritance of Mendel
• relate Mendel’s work (6 periods) • Make sure that students understand the key concepts that
to the principle of • Mendel and the heredity is determined by discreet conserved ‘factors’;
inheritance garden pea not all genes show dominance; and genotypes can be
• Mendel’s determined by test crosses
experimental designs • Provide crossing schemes resulting in defined relations of
phenotypes
104 Grade 10

• illustrate Mendelian • F 1 and F2 generations recessive type with one trait; and recombination of
inheritance • The test cross genes
• demonstrate the •D ominant and recessive • Let the students conduct a data-collecting activity
principle of inheritance traits on tongue rolling from grade 10 students. The data of
using beads students of all sections could be presented in a table
as follows:
Section Total Rollers Non-Rollers
Number Number % Number %
1
2
3
4
5
• Students solve problems on examples reflecting
dominant–
Once the data is completed for all sections of grade
10 students, let them analyse it and suggest a) the
dominant and recessive alleles; and b) the possible
rule for the inheritance of character.
• describe the methods of 2.3 H eredity and • Use text, pictures and diagrams on different
breeding breeding (4 periods) breeding methods (selection and combination of
• explain the importance • P rinciples of breeding traits). This could be a case study
of breeding for the farm animals and crops • Group work and brainstorming: let students list
society – Breeding by selection out why breeding is used in farming and animal
• give examples of production
– Breeding by
breeding from their own combination of traits • Group work: learners list examples of breeding from
experience (using Mendel’s laws) their own experience
– Advantages of
breeding for the
benefit of society
• E xamples for breeding
Assessment
A student working at the minimum requirement level will be able to: define
mitosis and meiosis and describe their stages; explain the works of Mendel, relate
it to the principle of inheritance, illustrate and demonstrate the principle of
inheritance using examples and coloured beads; define chromosome and describe
its structure; and define DNA and describe its components.
Grade 10 105
Unit 3: Human Biology and Health (44 periods)

• name parts of the nervous system and the brain, and explain how the brain is
protected
• list the types of neurons, and indicate their structures and functions
• explain nerve impulse and synapse and the role of neurotransmitters
• define reflex action, state its two types, give examples for and compare each
type and demonstrate simple reflex actions
• show the structures of the human eye, state their functions, describe image
formation and accommodation and explain the causes and corrective
measures of common eye defects
• describe the structure and function of the human ear and explain how balance
is maintained by the inner ear
• name the taste areas of the tongue and conduct an experiment to prove that
the actual taste of food is a mixture of taste and smell and draw and label the
smelling organ and the structure of the skin
• define glands, distinguish between exocrine and endocrine glands, locate the
position and function of endocrine glands and describe the menstrual cycle
and the associated changes
• state the causes and treatments of goitre and diabetes mellitus
• list birth control methods and explain how each method works and describe
female genital mutilation as a harmful traditional practice
• describe the symptoms, incubation period and treatment of HIV/AIDS, how it
affects immunity and demonstrate life skills that help them prevent HIV
• define homeostasis, poikilotherms and homoitoherms, compare them and
explain the physiological behavioural methods of temperature regulation in
homoiotherms
• state the functions of the structures of the kidney, the liver, and the skin and
explain their role in regulation
106 Grade 10

Students will be able to: 3. H uman Biology and • Give overview: sense organ → afferent neurons →
• name parts of the Health central nervous system → efferent neurons → muscles
nervous system 3.1 T he nervous system • Use diagrams, models and text on the nervous system
• explain how the brain is (9 periods) including the central nervous system, the peripheral
protected • P arts of the nervous nervous system, sympathetic and parasympathetic
• compare functions of system • Use text and picture of a brain. Learners draw and
fore, mid and hind brain • P arts of the brain label major parts of the brain
• list the three types of • T ypes and functions of • Make sure that students understand the key concepts
neurons neurons that a nervous system is made up of neurons and
• indicate the structures • The nerve impulse communicate by synapse; a nervous system collects
of neurons and distributes information; all cells maintain an
•N eurotransmitters and electrical potential across their plasma membranes; a
• explain the functions of synapses nerve impulse is an action potential that propagates
structures of neurons •N euromuscular junction itself along an axon; and a myelinated nerve can
• explain nerve impulse •R eflexes (reflex action carry impulse rapidly
• explain synapses and and reflex arc) • Demonstrate different types of reflexes such as knee
neurotransmitters • Drug abuse jerk, eye reflex (iris and light), and blinking of an eye
• define reflex action as a • Use picture and text materials on the structure of a
sudden, automatic and nerve cell and let students summarise in a table the
uncontrolled response of parts and functions of a neuron
parts of the body or the • Draw and label the spinal cord showing its nerve
whole body to external connection
stimuli
• Use posters, leaflets and booklets on drug abuse. You
• give examples of reflex can find these materials at healthy institutions.
action
• Let the students assess, in groups, the types of
• explain reflex arc drugs abused in their locality and report to the class.
• state the two types of Encourage them to forward recommendations on how
reflexes to overcome the problem of drug abuse
• compare the two types • Let them practice life skills, through role play, on
of reflexes how to lead a drug-free lifestyle
• demonstrate simple
reflex actions
• explain the harmful
effects of drug abuse
• give examples of drugs
abused in the locality
• express willingness to
conform to a drug-free
lifestyle
Grade 10 107

Students will be able to: 3.2 Sense organs • Make sure that students understand the key
• label the structures of (11 periods) concepts that receptors respond to changes in the
the human eye • The eye environment; chemoreceptors are basic and widely
• state the functions of distributed; mechanoreceptors respond to tension and
− Structure
the structure of the eye pressure; many mechanoreceptors employ hair cells;
− Function thermoreceptors detect heat; photopigments absorb
• show the structures of − Accommodation light; and the eye focuses light on the retina
the eye using sheep/
− Image formation • Use text and picture material or model of the eye
cow eye
− Eye defects and • Dissection of sheep/cow eye
• describe accommodation
corrections • Demonstration of the blind spot
• describe image
• The ear • Use text and diagrams to demonstrate short- and
formation
− Structure long-sightedness and corrective measures
• determine the blind spot
with a simple activity − Function (hearing and • Experiments on 3-dimensional viewing (stereoscopic
balancing) vision) and on accommodation
• list common eye defects
in humans • Other sense organs • Experiment that demonstrates the sound as
• explain causes of – Tongue movement of air waves
common eye defects in – Nose • Use text and picture material or model of the ear
humans – Skin • Demonstration of ear damage by loud noises
• explain corrective • Description of the way the ear transmits sound to the
measures of common inner ear
eye defects in humans • Use text and picture material of the tongue
• label the structures of • Use cotton buds to apply sweet, sour, bitter and
the human ear salty liquids on the different areas of the tongue and
• describe the functions of identify the specific areas of the tastes
the structures of the ear • Use text and picture material or model of the nose
• explain how balance is • Draw smelling organ, allocate the sensory cells and
maintained by the inner label the different parts
ear
• How the relation between smelling and testing. .
• name the taste areas of Taste different foods with closed and open nose one
the tongue at a time and account for the difference in taste
• conduct an experiment • Use text and picture material of the skin
to prove that the
• Draw sense receptors of the skin and label the
actual taste of food is
different parts
a mixture of taste and
smell
• draw and label the
smelling organ
• draw and label the
structure of the skin
108 Grade 10

Students will be able to: 3.3 The endocrine glands • Use diagram of a human body showing endocrine
• define glands as (9 periods) glands and a text describing the function of these
structures that produce • Definition of glands glands
hormones or other • Difference between • Students develop in groups a table as follows:
secretions exocrine and endocrine Name of the Hormone Function of the
• distinguish between glands gland produced hormone
exocrine and endocrine • Thyroid, parathyroid,
glands adrenal, pancreas,
• locate the position of gonads, pituitary
endocrine glands • Goitre (causes and
• describe the function of treatment) • Case study on goitre; learners discuss the case study
each endocrine gland • Diabetes mellitus in groups emphasising on the cause and treatment
• state the cause of goitre (causes and treatment) of goitre; do they know somebody who has goitre?
• state the treatment of • Hormones and the • Use diagram and text on Langerhans cells in the
goitre menstruation cycle pancreas and on regulation model between insulin
• state the cause of and glucagon
diabetes mellitus • Case study of a young person that suffers from
• state the treatment of diabetes mellitus: students write a paragraph
diabetes mellitus describing the situation of the person, emphasising
on insulin injections and a strict nutrition schedule
• describe the menstrual
cycle and the associated • Provide a diagram showing the hormones that rise
changes and fall during the menstruation cycle
• Provide a text that describes physical changes during
the menstrual cycle in the body including swings of
mood
• list birth control 3.4 Reproductive health • Show actual samples (if possible) of all usual birth
methods (5 periods) control techniques. You can also show them pictures
• e xplain how each birth • Birth control methods • Let students prepare a table as follows:
control method works • Harmful traditional Birth How it Level of Side effects
• d escribe female genital practices (FGM) control works security
mutilation as a harmful • HIV and AIDS technique
traditional practice
– Symptoms
•m ention common
– Incubation period
symptoms of AIDS
– Treatment
• d escribe the incubation
period of HIV – Life skills to prevent
HIV and AIDS • Case study on female genital mutilation. It is
• e xplain how AIDS is recommended to integrate an article from a
currently treated newspaper. If not available, materials from UN or
• d emonstrate life skills other similar agencies are available
that help them prevent • Use causes and effects tree on FGM
HIV • Let the students write an observation report on
harmful practices in their locality that are related
to FGM
• Case study of a person living with HIV/AIDS from
infection until AIDS symptoms; the case study should
show which behaviours are safe, which are not; the
text should also deal with a combination therapy
that reduces the symptoms of AIDS, but does not
heal. The role of family members and community has
to be included
Grade 10 109

• Students role-play the situation of the HIV-infected
person reflecting living positively with HIV and AIDS
• Let them practise certain life skills such as
assertiveness, decision making, problem solving,
critical thinking, and conflict resolution through role
plays and other methods
• Use text and diagrams that give information on the
function of kidneys and the liver
• Students dissect a kidney and draw and label the
structures in their exercise books. Let them also draw
the nephron and its structures by copying from other
books and indicate their functions
Students will be able to: 3.5 H omeostasis • Use information on the health of kidneys: which
• define homeostasis as (10 periods) are the main kidney diseases and how can they be
maintenance of constant • What is homeostasis prevented
internal environment • Significance of • Students discuss in groups about the functions of the
• explain the significance homeostasis liver and summarise their findings
of homeostasis • Temperature regulation • A visit to the nearest hospital or clinic to get
• define poikilotherms information on liver diseases and how to protect
− Poikilotherms and
as organisms whose themselves against them. Let the students write an
homoiotherms
body temperature is essay about their experiences on the field trip
− Physiological and
governed by the external • Let the students conduct experiments on the
behavioural methods
temperature temperature decrease during the evaporation of
of temperature
• define homoitherms as fluids and draw conclusions related to sweating.
regulation
organisms with constant For example: use a cotton ball with a thermometer
− Factors affecting heat and add some fluid (best is alcohol, but water is
body temperature
loss also possible), students capture data in a table and
• compare poikilotherms
• The kidney develop a graph); students apply some water on their
and homoitherms
− Structures skin and describe their observations
• explain the physiological
methods of temperature − Functions
regulation in • Water balance and ionic
homoitherms control
• label the structures of • The liver
the kidney
• state the functions of
the structures of the
kidney
• show the structures of
the kidney on a diagram
or model
• explain how the kidney
regulates water and
ionic balance
• tell how the skin helps
in water and salt
balance
• explain the role of the
liver in regulation
110 Grade 10
Assessment
A student working at the minimum requirement level will be able to: name parts
of the nervous system and the brain, and explain how the brain is protected; list
the types of neurons, and indicate their structures and functions; explain nerve
impulse and synapse and the role of neurotransmitters; define reflex action, state
its two types, give examples for and compare each type and demonstrate simple
reflex actions; show the structures of the human eye, state their functions, describe
image formation and accommodation and explain the causes and corrective
measures of common eye defects; describe the structure and function of the
human ear and explain how balance is maintained by the inner ear; name the taste
areas of the tongue and conduct an experiment to prove that the actual taste of
food is a mixture of taste and smell and draw and label the smelling organ and the
structure of the skin; define glands, distinguish between exocrine and endocrine
glands, locate the position and function of endocrine glands and describe the
menstrual cycle and the associated changes; state the causes and treatments of
goitre and diabetes mellitus; list birth control methods and explain how each
method works and describe female genital mutilation as a harmful traditional
practice; describe the symptoms, incubation period and treatment of HIV/
AIDS, how it affects immunity and demonstrate life skills that help them prevent
HIV; define homeostasis, poikilotherms and homoiotherms, compare them and
explain the physiological behavioural methods of temperature regulation in
homoiotherms; state the functions of the structures of the kidney, the liver, and
the skin and explain their role in regulation.
Unit 4: Food making and growth in plants (22 periods)

• label the internal structures of leaves and explain their functions
• use the microscope to study internal structures of leaves
• state the importance of CO2, light and chlorophyll for photosynthesis and
demonstrate their importance with simple experiments
• explain the significance of photosynthesis in agriculture
• describe the mechanism of movement of water, organic materials and minerals
in plants
• demonstrate the processes of germination in dicots and monocots
• list plant hormones, state their functions and outline the mechanism of action
of auxins
Grade 10 111
• explain how removal of apical dominance and sunlight influence plant growth
• name the different types of tropisms and explain their processes

Students will be able to: 4. Food making and • Let students hold a leaf against light and draw the
• label the internal growth in plants features of a leaf. They can also make a leaf print by
structures of leaves 4.1 The leaf (2 periods) pressing a leaf specimen with a bottle rolled against
a white sheet of paper
• explain the functions of • Leaf structure
the internal structures • Use microscope to study structures of leaves;
• Observing stomata
of leaves alternatively a film sequence could be shown on leaf
structures; students draw microscopic leaf structures
• use the microscope to
and label them
study internal structures
of leaves
• state the importance of 4.2 P hotosynthesis • Make sure that students understand the key concepts
light for photosynthesis (8 periods) that photosynthesis occurs in chloroplasts; molecules
• state the importance •M echanism of absorb light through activation of their electrons;
of chlorophyll for photosynthesis chlorophylls are the major pigments used in
photosynthesis photosynthesis; photosynthesis has light-dependent
– Requirements of
and light-independent phases; production of ATP and
• demonstrate the photosynthesis
reducing agents occur during the light-dependent
importance of CO2, – Phases of phase; and CO2 is reduced to glucose during the light-
chlorophyll and light photosynthesis independent phase
for photosynthesis with
– Formation of other • Use text and diagram on the production, transport
simple experiments
organic compounds and storage of carbohydrates. Students could
• state that it is through
– Storage of starch translate the text and diagram into a table
photosynthesis that
the ultimate source of • S ignificance of • Compare two plants, one kept in the dark, the other
energy is tapped and photosynthesis in one in the light. Students write a proper report
converted to chemical agriculture including the method, observation and conclusion
energy available to life – Photosynthesis as the • Let the students understand photosynthesis as:
• appreciate that a basis for the world's carbon dioxide and water are transformed in the
great deal of food food supply presence of chlorophyll and light to glucose (students
manufacture takes place – Photosynthesis in are not yet familiar with organic chemistry)
by photosynthesis in water bodies • Let the students conduct small group discussions and
water bodies – Photosynthesis and come out with their own points on the significance of
• assert that humans the atmosphere photosynthesis and let them present it to the class
should strive to make (global warming) • Use video films on this issue (if available)
use of photosynthesis • You do not need to get into the details of global
that takes place in water warming because it will be treated very well in
bodies unit 5. Here, it is enough that you show students
• explain how how it could simply be related to photosynthesis.
photosynthesis That is, removing photosynthetic organisms from
helps to balance the our environment is interfering in one of the natural
concentration of O2 and processes of utilising CO2 and hence assisting CO2
CO2 build-up in the atmosphere which leads to global
• explain how warming
deforestation may lead
to CO2 build-up in the
atmosphere and finally
to global warming
112 Grade 10

Students will be able to: 4.3 Transport (6 periods) • Demonstrate the following experiments and let the
• explain water uptake by • T ransport of water and students conduct some of the experiments in groups:
roots organic molecules − Show the movement of water in geranium plant
• explain the mechanism • Uptake of mineral salts (or any other plant with very soft herbaceous
of water movement in stem) using coloured fluid
plants − Demonstrate transpiration using potometer
• describe transpiration − Show that transpiration occurs through the leaves
and the factors affecting using leafy shoot and leafless shoots enclosed in
it bell jars
• discuss the implications − Prove that transport of organic materials is
of transpiration in through the phloem by the ringing experiment
agriculture
• explain the mechanism
of uptake of mineral
salts through roots
• describe the movement
of organic materials in
the phloem
• demonstrate the 4.4 R esponse in plants • Outline in detail, with the aid of specimens or
processes of germination (6 periods) diagrams (photographs), the process of germination
in dicots and monocots • Plant growth and in selected plants. Let them germinate seeds
• list plant hormones development themselves and compare their results with the
outlines presented to them
• state the functions of – Germination
plant hormones • Use charts or demonstrate or let the students perform
– Plant hormones
simple experiments to find out: i) how auxin operates
• outline the mechanism • The action of auxins to co-ordinate plant growth and development; and
of action of auxins
– Auxin concentration ii) the role of the shoot of the plant in plant growth
• explain the effect and development
– Apical dominance
of removing apical
• Effect of sunlight on • The effect of pruning (removing apical dominance)
dominance on plant
plant growth could be observed by a prolonged follow-up of a
growth
• Tropism pruned plant
• demonstrate how
• Let the students perform simple experiments, in
sunlight influences plant
groups or individually, to show how light affects the
growth
growth of plants
• name the different types
• Experimental demonstrations to show phototropism
of tropisms in plants
and geotropism
• explain the processes of
tropism
Assessment
A student working at the minimum requirement level will be able to: label the
internal structures of leaves and explain their functions; use the microscope
to study internal structures of leaves; state the importance of CO2, light
and chlorophyll for photosynthesis and demonstrate their importance with
simple experiments; explain the significance of photosynthesis in agriculture;
demonstrate the processes of germination in dicots and monocots; list plant
Grade 10 113
hormones, state their functions and outline the mechanism of action of auxins;
explain how removal of apical dominance and sunlight influence plant growth;
name the different types of tropisms and explain their processes.
Unit 5: Conservation of natural resources (14 periods)

• classify natural resources and define the terms natural resource, renewable
resource, non-renewable resource, conservation and biodiversity
• state the uses of vegetation and wildlife and the impacts of humans on
them, list some endemic vegetation and wildlife species of Ethiopia, discuss
methods of conservation of vegetation and wildlife and narrate how Ethiopian
vegetation was affected in history
• list the national parks of Ethiopia and mention some of the common species of
wildlife that exist in each national park
• explain the causes and effects of air pollution
• define global warming and state the causes and methods of prevention of
global warming

Students will be able to: 5. Conservation of • Use pictorial examples of natural resources, renewable
• define natural resource natural resources resources, and non-renewable resources
as anything natural that 5.1 Definition of terms • Brainstorm and develop in groups concept maps on
is useful (1 period) natural resources. The concept maps are put on the
• classify natural resources • Natural resources walls in the classroom and discussed
into renewable and non- • Renewable resources
renewable resources
• Non-renewable resources
• define renewable
• Conservation
resources as mainly
living things and their
products that can be
used, re-used and
replaced
• define non-renewable
resources as those that
are not living and can
not be replaced
• define conservation
as the protection and
preservation of our
natural environment
114 Grade 10

Students will be able to: 5.2 C onservation and • When dealing with this topic just give general ideas
• define biodiversity as biodiversity of why and how to conserve biodiversity. Do not
wealth of species in a (2 periods) get into details that require more than two periods.
given place •W hy conserve Let the students summarise the why and how of
biodiversity biodiversity conservation through group discussion
• Explain the importance
of conserving •H ow to conserve • Field visits to national parks, relevant museums,
biodiversity biodiversity organisations dealing with wildlife and the
conservation of plants and animals
• Summarise the general
methods of conserving • Use relevant magazines or newspapers for current
biodiversity. information
• Encourage learners to visit libraries
• Learners develop posters or other means to present
their findings
• state the uses of 5.3 Vegetation (4 periods) • The content of these two topics could be combined
vegetation • Use with the former one by doing field visits to:
• describe the impacts of • Human effects − Museums
humans on vegetation − Libraries
• Endemic species
• list some endemic − National parks
• Conservation
vegetation species of
• National parks − Wildlife conservation organizations
Ethiopia
• Students present their findings on:
• discuss methods
of conservation of − Impact of humans on vegetation and wildlife
vegetation − Endemic species
• narrate how Ethiopian − Methods used in Ethiopia to conserve wildlife and
vegetation was affected vegetation
in history − Historical events on the Ethiopian vegetation
• state the uses of wildlife 5.4 Wildlife (4 periods) • Students brainstorm on how they could contribute to
• describe the impacts of • Use the conservation of Ethiopian wildlife and vegetation
humans on wildlife • Human effects
• list some endemic • Endemic species
wildlife species of
• Conservation
Ethiopia
• National parks
• discuss methods of
conservation of wildlife
• list the national parks of
Ethiopia
• mention some of the
common species of wild
life that exist in each
national park
Grade 10 115

Students will be able to: 5.5 Air (3 periods) • Use available video films on air pollution, global
• explain the causes of air • Causes and effects of air warming and ozone depletion
pollution pollution • Students develop in groups a causes and effects
• explain the effects of air • Global warming tree on:
pollution • Ozone depletion − Air pollution
• define global warming − Ozone depletion
as the increase − Global warming
in the amount of
carbon dioxide in the
atmosphere trapping
heat and increasing the
atmospheric temperature
• state the causes of
global warming
• explain the methods
of prevention of global
warming
Assessment
A student working at the minimum requirement level will be able to: classify
natural resources and define the terms natural resource, renewable resource,
non-renewable resource, conservation and biodiversity; state the uses of
vegetation and wildlife and the impacts of humans on them, list some endemic
vegetation and wildlife species of Ethiopia, discuss methods of conservation of
vegetation and wildlife and narrate how Ethiopian vegetation was affected in
history; list the national parks of Ethiopia and mention some of the common
species of wildlife that exist in each national park; explain the causes and effects
of air pollution; define global warming and state the causes and methods of
prevention of global warming.
116 Grade 10

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Biology

Adviser: Alemu Asfaw

Evaluators: Solomon Belayneh

Federal Democratic Republic of Ethiopia

© Federal Democratic Republic of Ethiopia, Ministry of Education

Pearson Education Limited

Unit 3 Human biology and health 40

Unit 4 Food making and growth in plants 69

Unit 5 Conservation of natural resources 90

Minimum learning competencies 100

Biology syllabus 103

Some general aims of Biology education

Objectives of this biology course

Method Strengths and weaknesses

Demonstration – teacher Students develop skills such as identification, observation, recording,

Schemes of work, lesson plans and records of work

Assessment: tests and examinations

Note taking for students

Taking notes during lessons

Making notes from your textbook

Model lesson plan

Stage (time) Teaching and learning activities Learning points

General objectives of grade 10 biology

2. To develop skills and abilities of:

Learning competencies for Unit 1 This unit should

1.1 What is biotechnology?

Learning competencies This section should

SA = starter activity MA = main activity CA = concluding activity

Traditional technology using yeast

Activity 1.1: Making injera

Activity 1.2: Visiting a brewery/tej production

Food production using bacteria

Activity 1.3: Making yoghurt

Answers to review questions This section should

SA = starter activity MA = main activity CA = concluding activity

Answers to review questions

Answers to end of unit questions

Answers to end of unit crossword puzzle

This unit should

2.1 Mitosis and meiosis This section should

SA = starter activity MA = main activity CA = concluding activity

Activity 2.1: Making a karyotype

Chromosomes, genes and DNA

Activity 2.2: Seeing chromosomes

Activity 2.3: Making models of meiosis

Answers to review questions

This section should 2.2 Mendelian inheritence

• Recognise the patterns of Mendelian genetics in organisms including

SA = starter activity MA = main activity CA = concluding activity

Practical: Learning how inheritance works

Human genetics – tongue rolling – a new discovery

Activity 2.4: Investigating genetics

Class Total Straight thumb Curved thumb

More human inheritance

Activity 2.5: Investigating genetics

Answers to review questions

This section should 2.3 Heredity and breeding

SA = starter activity MA = main activity CA = concluding activity

Activity 2.7: Ethiopian breeds

Combination of traits – cross-breeding

Activity 2.8: Selective breeding

at once. It can be possible to use parents or older students to accompany some of

Answers to review questions

Activity 3.5: I nvestigating the effect of light on the size

Activity 3.11: Conduct an experiment to prove that the actual

Activity 3.13: I nvestigating the senses of touch and