Life Science Grade 11

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEKWeek 1TOPICRole of micro-organisms in theweb of life – symbioticrelationshipsLESSON 1LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:BACTERIASymbiotic Relationships• The role of micro-organisms in maintaining a healthy environment• Describe the symbiotic relationships of bacteria in the following:• Nitrogen fixing bacteria in plants (Link to Grade 10)• E. Coli in the human intestinesThe learners will be able to:• Discuss the role of viruses, bacteria, protists and fungi in the maintenance of a healthy environment• Explain the mutualistic relationships that exist between:Nitrogen- fixing bacteria and a leguminous plant and E. Coli and humansTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, individual activity, drawings1.1 Introduction• Ask learners to suggest the role of bacteria in the ecosystem. (Remind learners of the role ofbacteria in the nitrogen cycle that they learned about in Grade 10)• What would happen in ‘nature’ if all bacteria became extinct? Have learners write theirideas in their books and then tell the rest of the class, making a list on the chalkboard, OHT.• Learners discuss ideas of role ofbacteria in nature10 min2.2 Main Body (Lesson presentation)Understanding the role of mico-organisms in the ecosystemcycle.• Have learners write the following in their workbooks:• Viruses are usually pathogenic and play a vital role in controlling the numbers of dominanthost species by infecting them and causing them to die• In marine ecosystems, the organisms that they kill provide nutrients for bacteria in deeperparts of the ocean• Bacteria are very useful as photosynthetic organisms and provide oxygen and createsugars through chemical reactions• Bacteria are involved in decomposition and breaking down dead organic matter,returning nutrients to the ecosystem• This helps keep dead organisms and waste matter from building up• Bacteria also play an important role in the nitrogen cycle• Plants absorb nitrogen in the form of nitrate from the soil.• They use the nitrate to make plant proteins.• When animals and plants die, the nitrogen contained in their proteins, is acted upon by20 minReference:• Solutions for all LifeSciences Grade 11 pp.14 - 17• Oxford Successful LifeSciences Grade 11 pp.20 - 21Term 1 Page 1© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansdecomposers including bacteria: this nitrogen is converted to ammonia.• Remember: plants absorb nitrogen in the form of nitrate and so the ammonia is convertedfirst to nitrite and then nitrate by the nitrifying bacteria.• Bacteria in the soil convert atmospheric nitrogen to nitrate: these are called nitrogen fixingbacteria.• In some plants (leguminous plants) a nitrogen fixing bacteria called Rhizobium is foundliving in root nodules.• The bacteria convert atmospheric nitrogen to nitrate which the plant can use and in returnRhizobium gets food from the plant.• Since both organisms benefit from this relationship it is said to be mutualistic.• Provide learners with the role of bacteria in the human large intestine. Have the learnersdecide on whether this relationship between the human and E. coli is mutualistic, givingreasons for their answer.• (This is a mutualistic relationship, both organisms benefit. The bacteria get food and thehuman gets some indigestible food digested as well as having the bacteria synthesizevitamin B, E and K.)1. Learners decide upon the typeof relationship that exists betweenhumans and E. coli in the largeintestine10 min• Protists such as algae and diatoms are important in aquatic environments since theyproduce food for the rest of the ecosystems• Since algae produce more oxygen than terrestrial producers, they are essential in helpingto maintain oxygen levels in the atmosphere• Other parasitic protists cause diseases such as Malaria and pathogens have an importantimpact on ecosystems• Many fungi are saprophytic and help decompose dead organic matter• Some single celled fungi help convert organic compounds into by-products E.g. yeastconverts sugar into alcohol and carbon dioxide which are economically important in winemakingand baking2.3 Conclusion• Re-emphasise the important roles that micro-organisms play in the ecosystems of Earth5 minHomework:• Learners to complete the activity by answering questions in their workbooks from thereference text books.2. Learners complete questions ashomework in their workbooksHomework:20 min• Solutions for all LifeSciences Grade 11Classroom activity 5pp. 17• Oxford Successful LifeSciences Grade 11Activity pp. 21Term 1 Page 2© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 3© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEKWeek 1TOPIC Viruses - structure LESSON 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:Basic structure and general characteristics.• Use charts, electron-micrographs, microscopes etc, to describe the general structure of viruses.• Study the basic shapes and arrangements of viruses.• List the general characteristics of viruses.Learners should be able to:• Discuss the classification of viruses• Explain why viruses are not considered to be living organisms• Describe and recognize the structure of a virusTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED• Individual work , drawings and answering questions1. I. McKay, et al (2012),1.IntroductionSolutions for all Life• Discuss the cell as the smallest unit of lifeSciences Grade 11 pp. 5 -• Revision of 7 living characteristics6• Ask the following questions• Answer questionsIntroduction (5min)2. W. Bezuidenhout, et al• 1. Can viruses be classified as living? (viruses do not display any of the living characteristics( 2012), Oxford Successfulsuch as metabolic activities and therefore are not cells, they are only able to reproduceLife Sciences Grade 11inside of a host cell)p 11 – 12• 2. Are virus’ cells? ( no they are acellular as they are tiny particles of genetic materialsurrounded by a protein coat)1.2 Main Body (Lesson presentation)• Individual work• Write down basic characteristics and structure of viruses into the work book• Write down a brief15 min• Viruses consist of a central core of nucleic acid either DNA or RNA.description of the• They have a capsid or protein coat around the nucleic acidstructure of viruses• Viruses have various shapes that consist of symmetrical facets• Viruses do not perform any metabolic reactions of living organisms (no cellular respiration)• Solutions for all LifeTerm 1 Page 4© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Viruses cannot reproduce unless they have a hostSciences Grade 11• Viruses are parasitic on plants, animals, protists and bacteriapp.5• Most viruses are pathogens and can cause diseases in their host• Oxford Successful Life• Learners should draw and label a diagram of a bacteriophage as an example of a virus in• Draw virus diagram10 minSciences Grade 11 pp.their workbook12• Learners complete the activity by answering questions in their workbooks• Read through activity15 min3. Conclusionand complete• Summarise the main conceptsquestionsConclusion(5 min)• Make sure that learners understand the differences between living organisms and nonlivingvirusesReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 5© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK Week 1 TOPIC Bacteria - Structure LESSON 3LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:Basic structure and general characteristics.• Use charts, electron-micrographs, microscopes etc, to describe the general structure of bacteria.• Study the basic shapes and arrangements of bacteria.• List the general characteristics of bacteria.The learners will be able to:• Describe the general structure of bacteria.• Identify and or explain the basic shape and arrangement of bacteria.• List the general characteristics of bacteria.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Discussion, annotated diagrams, table.1.1 Introduction• Ask learners to explain what they understand by ‘bacteria’.• How big/small are they?• What do bacteria look like?• Write all of the learner answers on the chalkboard.• Question and answer.5 minChalkboard, OHT1.2 Main Body (Lesson presentation)• Explain to the learners the difference between the terms ‘prokaryote’ and ‘eukaryote’; as wellas between unicellular and multicellular.• Prokaryote: an organism with no true nucleus (i.e. it is not bound by a membrane).• Eukaryote: an organism with a true nucleus (i.e. .a nucleus bound by a membrane).• Unicellular: a single celled organism• Multicellular: an organism made up of many cells.• Learners to write down thedefinitions: prokaryote,eukaryote, unicellular andmulticellular in their note books.20 min• Solutions for all LifeSciences Grade11 pp.7 - 9• Oxford SuccessfulLife SciencesGrade 11 pp. 14Learners should write the following information in their workbooks.• Bacteria do not have a true nucleus or membrane- bound organelles• Their genetic material is a single strand of DNA that is coiled to form a nucleoid• Each bacterium is a single cell but may join together to form colonies• They have a cell membrane that is surrounded by a cell wall• The cell wall is made of polysaccharides that are bonded to short chains of amino acids unlikeplant cell walls that are made of cellulose• Most bacterial cell walls are surrounded by a slime capsule to protect them from harmfulsubstancesTerm 1 Page 6© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Some bacteria have flagella that are used for locomotion• Bacteria are named according to their shape: cocci are spherical, bacilli are rod-shaped,vibrio are comma-shaped and spirilli are spiral-shaped• Bacteria are found almost everywhere including inside of our body• They may be parasitic, or autotrophic and some are pathogens• Have learners draw and label a diagram of a typical bacterium cell using rules for drawing abiological diagram.• Have learners then tabulate the structure and functions of all parts of the bacterium cell.2.3 Conclusion• Go to the chalkboard, with learner ideas about bacteria from the beginning of the lesson anddiscuss which of them are plausible and which are not correct.• Have learners complete the table for homework if necessary• Learners to do the following intheir notebooks:• Draw and label a diagram of abacterial cell.• Tabulate a structure andfunction table of bacterialcells.15 min5 minHomework:15 minReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 7© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansSuggested Memorandum for Table1. Stucture and function table for a typical bacterium cell.StructureFunction1. Plasma membrane 1. Protective covering2. Ribosomes 2. Protein synthesis3. Contains various organelles most3. Cytoplasmof which are not bound bymembranes.4. Contains the DNA of the4. Nucleusbacterium. Involved in celldivision.5. Made up of lipids, protein and5. Cell wallcarbohydrate. A protectivecovering.6. Plasmid 6. Extra coil of DNA.7. Pilus 7. Join some bacteria together toallow genetic information tobe exchanged duringreproduction.8.Capsule8. A slime layer that preventsdesiccation, used forprotection and allows thebacterium to stick to surfaces.9. Flagellum 9. A whip-like appendage thatallows the bacterium to movein wet conditions.Term 1 Page 8© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEKWeek 2TOPIC Protists LESSON 1LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:PROTISTSBasic structure and general characteristics:• Using charts, electron-micrographs etc; to describe the structure of protists• List general characteristics of protistsThe learners will be able to:• Explain the structure of protists: classifying them as plant like, animal - like or fungus- like.• List the general characteristics of protists.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, group work.1.1 Introduction• The protists are considered to be in a kingdom on their own.• Learners need to understand where the bacteria, and protists fit into the classification of livingorganisms and that protists are a very diverse group• Remind learners what the meaning of eukaryotic and prokaryotic• (If available, allow learners to examine microscope slides of different protists)10 min• Prepared microscopeslides showing differentprotists2.2 Main Body (Lesson presentation)• Explain to the learners that the kingdom Protista consists of a very diverse groups of unicellular(single celled), eukaryotic organisms (nucleus and organelles are bound by membranes).• Have learners write down the following in their workbooks:• Most of the protists respire aerobically.• They reproduce either asexually or sexually.• Protists are classified into 3 groups: animal- like (heterotrophic) and move, plant- like (autotrophic)and fungus- like (saprophytic).• Protozoans are single-celled organisms and are surrounded by a permeable cell membrane thatcontrols what substances may enter and exit the cell• Some use pseudopodia (projections or extensions from the cell that change shape) for locomotion(amoeba) while others have cilia (hair- like projections)or flagella (long projections that move likea whip)• Algae are single-celled or multi-cellular organisms that are plant-like since they canphotosynthesise• Have learners draw a labelled diagram of a protist (amoeba)• Learners should complete questions on the protists in their workbook2.3 Conclusion• Most organisms may be placed into categories easily E.g. plant or animal.• However, some organisms don’t fit into specific categories and feeding characteristics may help• Learners to write downthe generalcharacteristics ofprotists.• Learners draw alabelled diagram of theamoeba and completequestions on protists intheir workbook15 min15min5 min• Solutions for all LifeSciences Grade 11pp.10 - 11• Oxford Successful LifeSciences Grade 11 pp.16• Solutions for all LifeSciences Grade 11 ,classroom activity 3pp. 11• Oxford Successful LifeSciences Grade 11Activity pp. 17,Term 1 Page 9© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansto place them into a category.Questions 1 and 2Homework:Place a slice of bread in a plastic bag/ container which can be sealed. Place the packet in a darkwarm place. You need to grow bread mould for a fungus practical which will follow in 2 – 3 days.Reflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 10© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK Week 2 TOPIC Fungi - General structure(Rhizopus) LESSON 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:• Fungi may be classified into three groups: sporangium (produce spores in spore cases called sporangia), club (spores produced in club-shapedstructures) and sac (spores produced in sac-like structures)• Rhizopus is an example of bread mould that grows best in warm, dark places• It is a thallus with no true roots, stems or leaves• It is made up of an entangled mass of filaments called hyphae, that together from a mycelium• The three types of hyphae are rhizoids, stolons and sporangiophores• The bread mould does not have strengthening or conducting tissuesThe learner must be able to:• Describe the structure of the fungus.• Differentiate between the three types of hyphae, rhizoids, stolons and sporangiophores• Draw and label a diagram of the structure of bread mould.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Pre – knowledge: types of strengthening and conducting tissue in plants• Revise the function of strengthening and conducting tissue found in plants (roots,stems and leaves).• Revise the function of chlorophyll in plants and discuss how organisms that areunable to obtain food through photosynthesis must obtain food.2.2 Main Body (Lesson presentation)• The following must be highlighted by use of blackboard/transparencies andclass discussion:• Fungi show many different structures and characteristics• Fungi are similar to plants in that they have cell walls• Fungi are different to plants since they have no chlorophyll and cannotphotosynthesise (considered heterotrophic)• Fungi may depend on other living organisms as a parasite (such as athlete’sfoot) or may live of dead remains of plants or animals such as bread mould ormushrooms (saprophytes)• Some fungi may be multicellular or unicellular (yeast)10 min15 min• Internet reference (video on structure offungi)http://www.youtube.com/watch?v=dM_g_p4h6CM&feature=related• Website images:http://www.backyardnature.net/f/bredmold.htm (image of bread mould and diagramwith labels)• Solutions for all Life Sciences Grade 11 pp.11- 12• Oxford Successful Life Sciences Grade 11pp. 18Term 1 Page 11© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Fungi may be classified into three groups: sporangium (produce spores in sporecases called sporangia), club (spores produced in club-shaped structures) andsac (spores produced in sac-like structures)• The structure of the bread mould Rhizopus will be examined• Bread mould grows best in warm, dark places• This bread mould is considered to be a thallus with no true roots, stems or leaves• It is made up of individual filaments called hyphae, that together from amycelium• The three types of hyphae are rhizoids, stolons and sporangiophores• Rhizoids penetrate the bread, stolons creep over the surface of the bread andsporangiophores are upright hyphae that have sporangia (produce spores)• Hyphae do not have chloroplasts• Little support is required since the mould is embedded in the bread so there is nostrengthening tissues• There is no transport required over large distances and the cells do not havecross walls so bread mould does not have conduction tissue• The cytoplasm of one cell is continuous with that of the next and this makes surethat food is transported easily to all parts of the fungus• Learners must draw a labelled diagram of the structure of Rhizopus in theirworkbookConclusion• Refer to chalkboard summary, transparency etc. and summarise the lesson. Itmay be necessary to restate the important concepts• Revise the terms thallus, hyphae, mycelium and rhizoids, stolons andsporangiophores with learners.• Remind learners to bring bread with mould growing on it for next lesson1. Learners must drawand label adiagram of breadmould (may becompleted ashomework)10 min10 min• Reference for diagrams: Solutions for all LifeSciences Grade 11 pp. 12; OxfordSuccessful Life Sciences Grade 11 pp. 18Term 1 Page 12© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK Week 2 TOPIC Protists and Fungi - Diseases LESSON Lesson 3LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (p11 Assessment Syllabus)PROTISTS AND FUNGIDiseases• Describe the symptoms and management in South Africa of malaria.• Discuss the effects and management of athlete’s footThe learners will be able to:• Describe the cause and effects of malaria in South Africa• Discuss the effects and management of athlete’s footTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, group work to plan and create a radio advert1.1 Introduction• Ask learners if there is anyone in the class who knows someone who hashad malaria. Ifthere is a learner ask them to describe he symptoms, treatment andwhere the person wasprobably infected.• If no-one knows of anyone with malaria, then ask the learners who hastaken anti malariatablets, where they were travelling to? How long did they take the tabletsfor etc?2.2 Main Body (Lesson presentation)• Learners need to understand the following terms:• Vector: a secondary host or carrier for parasites which require two hoststo complete their life cycles.• Parasite: an organism which invades a host cell / organism, causing harmto the host, but benefiting from the relationship.• Endo parasite: a parasite which is found inside the host.• Ectoparasite: a parasite which is found outside the host.Whole class discussion1.Learners write downdefinitions in their notebooks5 min5 minReference:• Solutions for all Life Sciences Grade 11 pp. 30 - 38• Oxford Successful Life Sciences Grade 11 pp.17 - 19• Internet resources on diseases caused by fungihttp://www.fungi4schools.org/Documentation/03World-of-Fungi/WF05_Fungi_and_Disease.pdf• Learners need to be made aware that the Anopheles mosquito is avector for the parasite Plasmodium, which is a protist• it is the Plasmodium which causes malaria.• If a mosquito is not infected with the Plasmodium bites you, you will notget malaria.20 minTerm 1 Page 14© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• The Plasmodium needs the Anopheles mosquito as a vector.• Have learners write down the following in their notebook:• Malaria kills millions of people throughout the world• Symptoms of the disease include flu-like symptoms of chills, high fever,shivering and sweating, headaches and vomiting up to two weeks afterbeing bitten by the infected mosquito• In severe cases, convulsions can occur and if the liver and spleen areinfected the person becomes jaundiced• As red blood cells rupture the person becomes anaemic• The infected red blood cells can cause blockages in the blood vessels ofmajor organs and eventually cause death• Treatment for malaria includes using drugs such as chloroquine tointerrupt the parasite’s life cycle• A traditional malaria remedy involves using the herb sweet wormwoodwhich grows mainly in the mountains of South East Asia• Managing the disease includes vector control programmes personalprotection measures such as insect repellents and the use ofpreventative medicines such as quinine• Another disease caused by a micro-organism is caused by a fungus• Athlete’s foot produces a red rash between the toes• Fine filamentous fungi invade the skin if the environment is moist andwarm such as between the toes• Sometimes the skin may crack and bleed if untreated and the rash mayspread to the soles of the feet or the palms of the hand• Athlete’s food may be treated with anti-fungal creams• Wearing shoes that allow the skin to breathe (leather shoes) and thickcotton socks helps keep the skin drier and cooler so that the fungus willnot grow• Learners should complete a table that lists the four types of microorganisms,the effects of each disease they cause and the managementof these diseases10 min5 min2.3 Conclusion• Learners should be aware that although many micro-organisms arebeneficial in ecosystems , there are many that are pathogenic• Re-emphasise diseases that each group of micro – organisms may causeTerm 1 Page 15© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEKWeek 2TOPICGrowth of mould on differentsubstrates (Practical)LESSON 4LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:Content:• Growth of different types of mould on different substrates such as fruit, vegetables, bread• Different structures of different moulds growing on different substratesLESSON OBJECTIVESThe learners must be able to:• Work together in a group• Follow instructions• Record observation as drawings• Successfully use a microscope to observe the different samples of mould• Identify the different structures of the moulds observedTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Practical work: Growth of mould on different substrates1.1 Introduction• Pre-knowledge: Use of a microscope• Briefly go through safety rules in laboratory when handling apparatus such as a microscopeand precautions necessary to take when handling moulds2.2 Main Body (Lesson presentation)• Divide the learners into groups (not more than 6 per group)• Give learners the following instructions for preparing slides of various samples of moulds:• Make slides of the various moulds by taking a small scraping from the substrate and placinga small amount on the slide• Place a drop of water on the sample and cover with a cover slip• Observe slide under the microscope (Learners should note that different moulds will havedifferent structures depending upon the substrate it grows on)• Carefully examine the slides for the hyphae of the fungi and moulds, the spores containedin sporangia and cell walls of individual cells• Draw and label those parts of each organism you have observed.• Learners must clean work stations1.2 Conclusion• Remind learners of the major structures found in mould and fungi• Confirm that the three structures (hyphae, sporangia and cell walls) were observed• Questions at end of activity in Solutions for all text book may be assigned for homework1. Group work:Following instructions, preparingslides of different moulds, makingobservations in the form ofdiagrams2. Learners must draw and labeldiagrams to show the variousstructures observed in theirWorkbooksHomework (if assigned)10 min25 min10 min20 min• Samples of old bread,cheese, fruit andvegetables with mouldgrowing on it• Sharp blade, scalpel orknife• Slides and cover slips• Microscopes• Practical Ref:• Solutions for all LifeSciences Grade 11pp.12 - 13• Internet reference forpractical work:http://www.experiment-resources.com/moldbreadexperiment.htmlTerm 1 Page 17© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 3 TOPIC Immune response in plants and animals LESSON 1& 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:• Both plant and animals display a natural passive immunity that helps prevent pathogens from entering an organismThe immune response to pathogens entering humans is to produce anti-bodies that are part of a natural immunity• Immunity may also be acquired by getting a mild form of the disease and getting better or through artificial means in the form ofvaccinations• Plants also have an active immune response to pathogens and produce chemicals that will prevent the infection from spreadingThe learner must be able to:• Explain the passive immune response in plants and animals• Discuss how active immunity allow plants and animals to respond to pathogens that enter organisms• Describe the immune response occurring in plants and animals• Complete a concept map relating to immunityTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Pre –knowledge: how the tissues in the human help protect the body, white blood cellsand their function• Remind learners that external structures such as bark on a tree and a waxy cuticle on aleaf help protect the inner tissues in plants. Also that the skin on humans has the samefunction and provides a barrier to bacteria and other micro-organisms.2.2 Main Body (Lesson presentation)• The following must be highlighted by use of blackboard/transparencies and classdiscussion:• Passive immunity in humans involves our body’s ability to produce mucous in the noseand throat and tears in the eye. Our skin also provides a barrier that helps preventbacteria and other pathogens from entering our body.• Passive immunity in plants involves sticky secretions given off by plants that make itdifficult for them to be eaten and chemical secretions that are poisonous to manyorganisms. E.g. fruits that contain large amounts of vitamin C and bioflavonoids (naturalanti-bacterial and antiviral compounds)• Active immunity in humans occurs when a disease-causing micro-organism enters ourbody.• The white blood cells (lymphocytes) produce antibodies which then combine with thepathogen to destroy it.• Some lymphocytes become memory cells that will then destroy the pathogen if it everenters the body again• In this way we acquire immunity10 min15 min• Reference:Term 1 Page 19© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Phagocytes are white blood cells that will engulf and digest pathogens that theyencounter in the body• Sometimes the acquired immunity is obtained through artificial ways such as when youare given a vaccination. (This will be discussed in the next lesson)• Plants also have an active immune response• When a part of a plant becomes infected with a bacterial or viral pathogen, theinfected cells die quickly to prevent the spread of the disease• The plant also has what is known as a Systemic Acquired Resistance(SAR) to infections• The plant produces salicylic acid where the infection starts• Some of this is converted to methyl salicylate which is inactive• This builds up and is carried by the phloem to uninfected tissues• It is then converted back to salicylic acid which helps prevent infection• Have learners draw a concept map for the immune response described in humans2.2 Conclusion• Refer to chalkboard summary, transparency etc. and summarise the lesson. It may benecessary to restate the important concepts• Stress the fact that both plants and animals have a type of defence against pathogensthrough their immune system• Concept map may be completed for homework1. Learners completeconcept map in theirworkbooks15 min5 min• Solutions for all Life Sciences Gr.11 pp. 40 – 41; OxfordSuccessful Life Sciences Gr. 11pp. 22 - 24• Internet reference: (Example ofconcept map used to organizedata on immune system)• http://ebooks.maconk12.org/PH_Biology/Disc2/ebook/products/0-13-115516-4/brgo0400.pdf• Teacher reference for conceptmap• http://cmapspublic3.ihmc.us/rid=1178472505313_378108100_21726/immune%20system.cmap• Video on the immune response• http://www.youtube.com/watch?v=IWMJIMzsEMg• Concept map to becompleted learners’ workbookReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 20© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK Week 3 TOPIC Vaccines and antibiotics LESSON 3LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:• A vaccine is a suspension of weakened or dead pathogens that will stimulate antibody production• Vaccinations consist of giving vaccines to help make a person immune to a specific disease• Lymphocytes respond to the vaccine by making antibodies which remain in the body and will react if a live pathogen enters the body• Antibiotics are substances that destroy bacteria without affecting living cells• They are secreted by fungi such as Penicillium and Streptomyces• Antibiotics may adversely affect the cell wall, membrane or prevent protein synthesis in bacteriaThe learner must be able to:• Describe what a vaccine is and how it helps the immune system• Describe how vaccinations help strengthen the immune system• Discuss the process that occurs once the body has received a vaccination• Describe what an antibiotic is and how it helps the immune system• Describe what an antibiotic is and how it helps the immune system• Participate in a class discussion on the advantages and disadvantages of vaccinationsTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Pre –knowledge: white blood cells produce antibodies in the body when a pathogenenters the blood• Remind learners of how the active response of the immune system acts on pathogens• Remind learners that antibiotics are effective against bacteria but not viruses10 min2.2 Main Body (Lesson presentation)• The following must be highlighted by use of blackboard/transparencies and classdiscussion:• A vaccine is a suspension of dead or weakened pathogens that will stimulate theproduction of antibodies in the blood.• These antibodies will strengthen the immunity of the body and help protect againstspecific diseases• Vaccines are made from live pathogens grown in labs• Through various processes they will then be killed or continually grown until they aremuch weaker than the original pathogen• These organisms are then used to make vaccines• Vaccines may be administered by injection, by scratching the skin or by ingesting it• When a person receives a vaccination the lymphocytes produce antibodies for thepathogen contained in the vaccine.• The antibodies then remain in the blood for some time and if the person is infected bythe live pathogen, the antibodies will destroy them right away.20 min• Internet reference: (The makingof vaccines)• http://www.madehow.com/Volume-2/Vaccine.html• http://health.howstuffworks.com/wellness/preventiveare/vaccine4.htm• How vaccines work and history• http://www.accessexcellence.org/AE/AEC/CC/vaccines_how_why.php• Internet reference: (Howantibiotics work)• http://science.howstuffworks.coTerm 1 Page 21© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• This ensures the body has a long lasting protection against certain serious diseasessuch as polio or measles.• Antibiotics are substances that are secreted by fungi such as Penicillium (which growson fruit) and Streptomyces (which grows in the soil)• These substances will kill bacteria but do not harm living cells• Most pathogenic bacteria can be killed by one antibiotic or another although theyare not effective against viruses• Antibiotics assist the body’s immune system by helping to control the bacterial growthinside the body• The following are examples of antibiotic targets• The cell wall of the bacteria may become unstable and eventually burst whenexposed to an antibiotic E.g. penicillin• The cell membrane may be damaged so that it is not permeable anymore whenexposed to an antibiotic.• This causes the cell contents to leak and eventually to die• Protein synthesis cannot be completed, blocking the manufacture of cell proteinsand enzymes causing the bacteria to die• Diseases such as tuberculosis, strep throat and ear infections are all treatable byantibiotics since they are caused by bacteria• Have learners complete the activity on antibiotics3.2 Conclusion• Stress the difference between vaccines and antibiotics with learners• The activities may be completed for homework1. Learners complete theactivity by answeringquestions in theirworkbook10 min5 minm/environmental/life/humanbiology/immune-system15.htm• http://www.biotechnologyforums.com/thread-49.html• Solutions for all Life Sciences Gr.11 pp. 41 – 44; Oxford SuccessfulLife Sciences Gr. 11 pp. 25 - 26• Solutions for all Life Sciences Gr.11 Classroom Activity 16 pp. 44 -45; Oxford Successful LifeSciences Gr. 11 Activity pp. 25Term 1 Page 22© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 3 TOPIC Micro-organisms in traditional technology LESSON 4LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content:• Micro-organisms are useful in the processes of making beer, wine and cheese• Traditional African beers are mostly made from sorghum and maize• Wine is produced from fermented fruit juice• Cheese and yoghurt may be produced from micro-organisms and milk•The learner must be able to:• Describe how micro-organisms are used traditionally to produce beer and wine• Discuss the process of making cheese and yoghurt• Complete questions on micro-organisms and their importance in traditional biotechnologyTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Ask learners if any of their relatives make beer or wine• Discuss with learners how this process occurs and how long it takes to produce afinished product10 min2.2 Main Body (Lesson presentation)• The following must be highlighted by use of blackboard/transparencies and classdiscussion:• Micro-organisms are useful in the processes of making beer, wine and cheese• The process of using fermented foods has been used for thousands of years• The roots of plants such as khadi and Mestoklema tuberosum (donkievygie) arecommonly used in South Africa for fermenting traditional beers• These roots contain yeasts and moulds that help with the fermentation process• Sugars from sorghum or maize provide the yeast with the means to make alcoholduring the fermentation process• Wine is produced from fermented fruit juice• Grapes are usually used but in Japan and China rice is used to make wine• The grapes are crushed to form a juice which is left to ferment• After a couple of weeks the juice turns into wine• Cheese and yoghurt may be produced from micro-organisms and milk• Milk contains a sugar known as lactose and a protein called casein• A bacterium called Lactobacillus ferments the lactose sugar changing it into lacticacid• Lactic acid causes the casein to curdle and separate from the liquid called whey15 min • Solutions for all Life Sciences Gr.11 pp. 48 – 49; Oxford SuccessfulLife Sciences Gr. 11 pp. 27Term 1 Page 24© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• The solid curds are moulded into cheeses after being washed and salted• Yoghurt is made in a similar way• Some cheese is made using moulds• Spores of Penicillium roqueforti are used to make the blue-vein cheeses.• Some spores of fungi are sprayed onto the surface of cheeses such as brie andcamembert and give the cheeses their characteristic flavours• Bread rises while baking because of the carbon dioxide that is released by yeastduring this process and is another example how micro-organisms are useful• The process of fermentation is a type of anaerobic respiration where sugars areconverted into ethanol and carbon dioxide by the action of micro-organisms• Have learners complete the activity on micro-organisms and traditional technology• Alternatively have learners bring samples of products such as various cheeses ,yoghurt and bread that are produced locally1. Learners complete theactivity by answeringquestions in theirworkbook15 min• Solutions for all Life Sciences Gr.11 Classroom Activity 18 pp. 503.2 Conclusion• Consolidate the information on micro-organisms and traditional means of makingbeers, wines and cheeses• If time allows have learners bring samples of cheeses and breads that have beenmade locally• The activities may be completed for homework5 minReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 25© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 4 TOPIC Biodiversity of plants Lesson 1 & 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants:Grouping of bryophytes according to the presence/absence of:• Vascular tissue (xylem and phloem).• True leaves and roots.• Seeds or spores.• Fruit.The learners will be able to:• List the 4 groups of plants: Bryophytes, Pteridophytes, Gymnosperms and Angiosperms.• Define the terms: ‘true leaves’, ‘true roots’, ‘vascular tissue’, ‘seeds’ and ‘fruit’.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionDiscuss how the Bryophytes, Pteridophytes, Gymnosperms and Angiosperms are relatedto each other. Understanding Life Sciences has a good flowchart. Solutions for all Fig 2.2p56 have a phylogentic tree.2.2 Main Body (Lesson presentation)Whole class discussionLearners to copy down theflow chart or phylogenetictree.15 minSolutions for all Fig 2.2 p56Understanding Life Sciences Fig 1.2.1p54Learners to complete the colouring in page on the various plants.10 minHave a whole class discussion on the following:Explain what is meant by the following terms:• True leaves: The leaf tissue is differentiated into xylem and phloem.• True roots: The root tissue is differentiated into xylem and phloem.• Vascular tissue: Possess true conducting tissues i.e. xylem and phloem• Seeds: Contain and protect a plant embryo. Usually structurally modified to allow fora specific type of dispersal away from the parent plant.• Spores: a single haploid cell that eventually develops into an adult plant in fungi andBryophytes; it develops into a pro-thallus in ferns and into pollen in seed plants.• Fruit:following fertilization in flowering plants, the ovary becomes fleshy housing thedeveloping embryos in a seed /seeds. Fruits are usually produced to encourageanimals to eat them allowing for seed dispersal.Whole class teaching, followedby writing definitions innotebooks,15min• Discuss the concept of alternation of generations and have learners draw a flowchart representing this.Term 1 Page 26© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans2.3 ConclusionRecap on the definitions learnt in today’s lesson..Homework:Learners to bring a moss plant to school. Moss plants are found in damp shady placesfor example in paving or near taps.Copy down a flow chartshowing alternation ofgenerations followed by anexplanation of the concept.15 min5 minSolutions for all Fig 2.3 p57Study and Master Fig 1.2.2 p91Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 27© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 4 TOPIC Plant Groups Lesson 3LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants: BryophytesGrouping of bryophytes according to the presence/absence of:• Vascular tissue (xylem and phloem).• True leaves and roots.• Seeds or spores.• Fruit.The learners will be able to:• Discuss Bryophytes in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, complete definitions and table in notebook, as well as a practicallooking at Bryophytes.1.1 IntroductionRecap on the following terms: Vascular tissue, true leaves and roots, spores , seeds and fruit.Recap on the flow chart showing an alternation of generations.2.2 Main Body (Lesson presentation)Explain the following to learners:• The Bryophytes are divided into 3 groups: mosses, liverworts and hornworts.• These plants grow in shady damp habitats.• They are small plants.• The gametophyte generation is larger and longer living than the sporophyte generation.• They have no true roots, stems or leaves. They are thallus plants. (No xylem and phloem ispresent).• They reproduce by spores, there are no seeds present.• They are dependent on water for sexual reproduction. The sperm cells swim in water fromthe male gametophyte to the female gametophyte which houses the egg.• Asexual reproduction by spores is dependent on dry weather for spore dispersal.• The gametophyte generation is dominant over the sporophyte generation.• Learners to draw up the following table in their notebooks:Whole class discussionLearners to copy down the flowchart or phylogenetic tree.Whole class teaching, followedby writing definitions innotebooks,10 min10 minSolutions for all Fig 2.2 p56Understanding Life SciencesFig 1.2.1 p54Solutions for all Fig 2.3 p57Study and Master Fig 1.2.2p91Term 1 Page 28© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansCharacteristic Bryophytes Pteridophytes Gymnosperms AngiospermsVasculartissueTrue leaves orrootsSeeds orsporesFruitDependenceon water forreproductionExamples(As each of the plant groups are discussed in the next few lessons so learners should completethe above table, which will provide them with a summary of the work.)• Using their textbooks and from the class discussion learners are to complete the tableabove for the Bryophytes.• Practical Work:Bryophytes:Working in small groups learners are to investigate the external features of a mossgametophyte plant using a hand lens.1. Provide each group with a hand lens. Using the hand lens and diagrams in the text book orone drawn on the chalk board /OHT each learner is to draw and label a diagram of a mossplant showing both the gametophyte and sporophyte generations..2.3 ConclusionAllow groups to report back on their tables.Learners write the ‘framework’ ofthe table across an A4 page intheir notebooks.Learners to complete Bryophytecolumn of table.Using hand lenses learners drawand label a diagram of a mossplant in their notebooks.15 min20 minSolutions for all p58-59Study and master p90-91Understanding Life Sciencesp55-56Solutions for all p59 Practicalactivity Activity 2 p92Study and masterUnderstanding Life ScienceActivity 1.2.1 p56Practical Workshop 1 Gr 11Worksheet 2Homework:Learners to bring a fern plant to school. If these are not available then a diagram or photo of afern plant will suffice.5 minReflection / Notes:Term 1 Page 29© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansName of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 30© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansTerm 1 Page 31© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 4 TOPIC Biodiversity in Plants: teridophytes Lesson 4LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants: PteridophytesGrouping of Pteridophytes according to the presence/absence of:• Vascular tissue (xylem and phloem).• True leaves and roots.• Seeds or spores.• Fruit.The learners will be able to:• Discuss Pteridophytes in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, observation completing table from previous lesson.1.1 IntroductionAllow learners to show the rest of the class the specimens which they have brought to class.Discuss where the learner found the fern plant and whether the plant they have brought toschool is in fact a fern.Learners show and tell their fernplants.10 minLearners to bring fern plantsto school1.2 Main Body (Lesson presentation)• Whole class teaching where using OHT/chalkboard, explain the structure of the dominantsporophyte generation. Stress that there is no xylem and phloem, therefore this is a thallusplant, i.e. not true roots, stems or leaves.Allow learners to locate the rhizoids, fronds and sori (if present). Explain that beneath thesori are sporangia which are involved in the production and release of spores.With the aid of a textbook or diagram from the chalkboard/OHT learners are to draw andlabel a diagram of the sporophyte generation of a fern plant.• Leaving out the detail of for instance the structure of the archegonia and antheridia,learners are to have a basic understanding of the life cycle of the fern plant, i.e.sporophyte produces spores, which divide by mitosis and grow into a prothalus(gametophyte generation) which produce gametes (sperm and egg cells) which fuse toform a zygote which develops into the sporophyte plant.Learners to draw a basic life cycle of the fern plant in their notebooks.• Complete the column ‘Pteridophytes’ in the table drawn in the previous lesson.Whole class discussion on thestructure of the sporophytegeneration of a fern plant.Observations on the plantmaterial brought to school.Learners to draw and label adiagram of the sporophytegeneration of a fern plant.5 min15 minSolutions for all p 60Study and Master p92-94Understanding Life Sciencesp57-58Solutions for all p60 Fig 2.5Study and master p93 Fig1.2.5Practical Workshop 1 Gr 11worksheet 31.3 ConclusionUsing the table from learners are to consider the similarities and differences between fern andmoss plants.Whole class teaching on thebasics of the life cycle of a fernplant.Learners to draw a simplified life10 minStudy and Master p95 Fig1.2.6Term 1 Page 32© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansSimilarities between moss and ferns:1. They both grow in similar habitats: shady, moist and cool areas.2. They both survive on land. However they are dependent on water for fertilization.3. Both produce spores.4. Sperm are motile.Differences between the moss and fern plants.Moss plants are thallus plants; they neither possess xylem nor phloem. Whereas the fern plantspossess both xylem and phloem and are considered vascular plants.Moss plants are generally speaking much smaller than fern plants.The sporophyte plant of the fern is dominant whereas the gametophyte plant of the moss is thedominant generation.cycle of the fern in theirnotebooks.Learners to complete the‘Pterophyte’ section drawn inthe previous lesson.Learners are to consider how thefern plant is similar yet differentfrom a moss plant.10 min10 minHomework:Provide learners with questions from a textbook on fern and moss plants.Understanding Life SciencesActivity 1.2.2 p58Understanding Life SciencesActivity 1.2.3 p59Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 33© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 5 TOPIC Plant Groups: Gymnosperms Lesson 1LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants: GymnospermsGrouping of gymnosperms according to the presence/absence of:• Vascular tissue (xylem and phloem).• True leaves and roots.• Seeds or spores.• Fruit.The learners will be able to:Discuss Gymnosperms in terms of: true leaves, true roots, vascular tissue, seeds/spores, fruit, and dependence on water for reproduction.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionGo through the homework on mosses and ferns. Explain that today’s lesson is on theplants that produce cones as part of their life cycle; the Gymnosperms. Hold upvarious cone specimens, as well as a branch of a Gymnosperm with some conespresent if possible.Learners provide answers tohomework questions.10 min1.2 Main Body (Lesson presentation)Try and collect 8 Gymnosperm branches (these may be stored for years to come).Divide the class into 8 groups and have them observe the various features of thebranch.Learners are to draw and label a diagram of the branch with the cones present.Very briefly outline the life cycle of a Gymnosperm with the focus being on the needfor water for fertilization and the presence of seeds (with no protective covering).From observations of aGymnosperm branchbearing a cone, learners areto draw and label a diagramof the specimen.15 min8 Gymnosperm branches preferably withcones present.Solutions for all Fig 2.7 P62Practical Workshop 1 Gr 11 Worksheet 41.3 ConclusionLearners to complete the Gymnosperm column in the table of Plant Groups .Learners to copy down avery brief life cycle of thegymnosperms. They are tonote that these plants bearcones, water is necessary forfertilization and that ‘naked’seeds are produced.15 minSolutions for all p62-63Study and Master P95-97Understanding Life Sciences P59-61Term 1 Page 34© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansHomework:Learners to go and look for a plant with a parallel veined leaf and one with a netveined leaf. If in flower: the learners are to bring the flower as well. Bring to school in2 days’ time.Learners to complete theGymnosperm section of thetable.10 minReflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 35© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 5 TOPIC Plant Groups: ngiosperms Lesson 2 & 3LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (p 14 Assessment Syllabus)DIVERSITY, CHANGE AND CONTINUITY PLANT DIVERSITYPlant Groups• Angiosperms: vascular tissue, true leaves and roots, seeds, fertilization independent of water, produce flowers; seed is enclosed in a fruit.Introduction:The learners will be able to:• Distinguish between a moss, fern, gymnosperm and angiosperm with respect to structure of macroscopic plant, presence or absence of vasculartissue, dependence on water for fertilization, presence or absence of flowers, seed or spores.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Whole class discussion, group work discussion on various plant groups, individual work.1.1 IntroductionPlace learners in small groups of about 4 learners in a group. Provide each group with diagramsof a moss, fern, and gymnosperm, ask learners to name the group the plant belongs to. Recapalso on whether the plant is a thallus plant, whether they need water for reproduction, areseeds or spores produced?2.2 Main Body (Lesson presentation)Explain to learners that plants which bear flowers belong to the Angiosperms. The angiospermsare divided into two groups the monocotyledons and the dicotyledons, we will look at thedifferences between these two groups later in the lesson. Now we need to consider how theAngiosperms differ from the Bryophytes, Pteridophytes and Gymnosperms.Learners to decide which diagramis a moss, fern or gymnosperm andthen to list the variouscharacteristics which apply toeach plant group.Whole class teaching.15 min5 minDiagrams/photos of amoss plant, fern plant andgymnosperm.Solutions for allp58,60,61,62Study and Masterp90,p93,p96Understanding LifeSciences p56, p57, p60Have learners page to the front of their notebooks and look at the anatomy of a dicot root andstem. Learners are to find the xylem and phloem tissue.Learners to draw and label a diagram of an angiosperm (monocot or dicot it doesn’t matter)as well as a flower (monocot or dicot it doesn’t matter).Briefly outline the life cycle of an angiosperm, paying particular attention to fertilization beingindependent of water, the formation of a seed. Seeds often occurring inside fruits. Thesignificance of the production of seeds (allow for a dormant state, different types of seeds arestructurally suited to allow for a particular mode of dispersal. Fruits are used usually to attractanimals for the purpose of seed dispersal.)Learners find the T/S through adicot root and stem and locate thexylem and phloem tissueLearners draw and label a diagramof an angiosperm plant, including aflower and fruit.Learners to draw and label adiagram of a flower and a diagramof the life cycle of an angiospermplant.10 min20 minLearners to write down advantages10 minSolutions for all p64-65Term 1 Page 36© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansfor producing seeds and fruits. Study and Master p98-100Understanding LifeSciences p62-632.3 ConclusionRecap on the following with respect to Angiosperms: the presence of vascular bundles.Presence of true roots stems and leaves, presence of seeds and spores, and the presence offruit.Homework:Learners to complete the Angiosperm column of the table from lesson 5.Term 1 Page 37© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansReflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 38© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 5 TOPIC Biodiversity of Plants: Lesson 4LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p40)Biodiversity of plants:Decreasing dependence on water for reproduction from Bryophytes to Angiosperms.The learners will be able to:Discuss the progressive development of the land plants with respect to a decreasing dependence on water for sexual .TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionAs a class discussion recap on the terms: thallus plants, seeds, spores, fruit and vascular tissue.1.2 Main Body (Lesson presentation)Using the table that learners have been filling in for the various plant groups have learnerswork in small groups to notice trends as plants evolved from simple to more complex, withrespect to: vascular tissue, true leaves and roots, seeds and spores, fruits and a decreasingdependence on water for reproduction. (Each group to use a phylogenetic tree to guidetheir discussion).Each learner to write the discussion as an essay in their notebooks.Learners provide answers tovarious terms.Learners to discuss the trendsas plants evolved from theBryophytes to theAngiosperms.10 min35 minSolutions for all pp66-67Study and master p101, p102Understanding Life Sciences p65,p661.3 ConclusionAllow a representative from each group to report back to the rest of the class.Homework:Textbook activity.15 minSolutions for all ClassroomActivity 2 p68Term 1 Page 39© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGymnospermsThe plants evolved from Bryophytes →PteridophytesAngiospermsIn the Byrophytes, water is necessary for the process of sexual reproduction, the sperm swims to the egg cells in water, allowing fertilization to take place. These plants are found indamp shady habitats. They do not possess xylem nor phloem and are considered thallus plants, and do not possess true roots, stems or leaves. Seeds are absent and reproductionincludes spores. Gametophyte generation is the dominant generation.In the Pteridophytes, water is necessary for fertilization to take place. Like the moss, sperm swims to the egg cells. These plants grow in damp shady habitats. Fern plants posses xylemand phloem, and therefore have true roots, stems and leaves. They reproduce using spores, seeds are absent. The sporophyte generation is the dominant generation.Gymnosperms do not depend on water for sexual reproduction. The males spores within the pollen grain are carried to the female spores by winds. They possess true vascular tissueand therefore have true roots, stems and leaves. They posses seeds, but no flowers nor fruits. The seeds are borne on cones. Spores form part of the life cycle of the Gymnosperms.The sporophyte generation is the dominant generation. The gametophyte generation is small and enclosed by the sporophyte.Angiosperms are not dependent on water for sexual reproduction. Water may be used to transfer pollen grains from the anther of one flower to the stigma of another. Howeverwind, insects, birds, mammals and birds may also serve as agents of pollination and seed dispersal. They possess true vascular tissue and therefore have true roots, stems and leaves.They possess seeds and fruits. Spores form part of the life cycle of Angiosperms. The sporophyte generation is the dominant generation. The male and female gametophytes aresmall and protected by the gametophyte.Term 1 Page 41© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT LIFE SCIENCE WEEK 6 TOPIC ADVANTAGES AND DISADVANTAGES OF ASEXUALAND SEXUAL REPRODUCTION IN LIVING ORGANISMSLesson 1LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:CONTENT:• Explanation of sexual and asexual reproduction in living organisms• Advantages and disadvantages of sexual and asexual reproduction in organismsLESSON OBJECTIVESThe learners must be able to:• State the advantages of asexual reproduction• State the disadvantages of asexual reproduction• State the advantages of sexual reproduction• State the disadvantages of sexual reproductionTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Introduction• To introduce lesson :• Explain to learners that there are different methods of reproduction inplants and animals5 min• Some organisms are able to make copies of themselves and otherorganisms must have a mate to produce offspring2. Main Body / Presentation:• Learners should write down the following points on asexual and sexualreproduction in plants and animals:• Asexual means without sex and involves only one individual or parent• In plants it is sometimes called vegetative reproduction• There are various means by which plants may reproduce asexually:sideways shoots, called runners are produced, lateral buds onunderground storage organs called tubers produce new shoots andstems from some plants can produce new roots when cut from themain plant• Sexual reproduction involves the fusion of gametes (egg and spermcells) from a male and female parentThis means that genetic content of the parents is mixed up and thenpassed on to the offspring• Discussion method between learners and educator to develop thecorrect and relevant points.• Learners write down the informationregarding asexual and sexual reproduction15min• Reference:• Solutions for all LifeSciences Gr. 11 pp.69 –70; Oxford SuccessfulLife Sciences Gr. 11pp.42-43Term 1 Page 42© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Draw a table on the chalkboard where learner responses onadvantages and disadvantages of asexual and sexual reproductionwill be listed.• It should include the following:ADVANTAGES OF ASEXUAL REPRODUCTION• Only one plant needed to produce many plants.• Offspring are genetically alike; therefore if parent plant has suitable oradvantageous genes the new plants will be identical.• The formation of new plants by asexual means is faster than theformation of new plants by sexual reproduction.• No need for pollinating agents or seed dispersal.DISADVANTAGES OF ASEXUAL REPRODUCTION• Weak parent will produce weak offspring because offspring aregenetically identical to parent plant.• New plants may not survive environmental changes.ADVANTAGES OF SEXUAL REPRODUCTION• Offspring show genetic variation.• May allow for the formation of new species under changingenvironmental conditions.• Diseases and parasites carried by the parent may not be passed on tothe offspringDISADVANTAGES OF SEXUAL REPRODUCTION• It is a slow process as suitable gametes are required.• Mutations occur which can produce a lethal or disadvantageousgene.• Involves pollination and seed dispersal which requires agents such aswind, water or birds and insects.• Learners must respond by providinganswers for advantages of sexual andasexual reproduction.• Learners should copy the table into theirbook and record the relevant points asthey are discussed in their workbooks15 minConclusion:• Revise all the points written on chalkboard with learners to reinforceconcepts of sexual and asexual reproduction.• Activities may be assigned as homework10 min• Solutions for all LifeSciences Gr. 11Classroom activity 3pp.70; OxfordSuccessful LifeSciences Gr. 11Activity pp.43Term 1 Page 43© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT LIFE SCIENCE WEEK 6 TOPIC FLOWERS AS REPRODUCTIVE STRUCTURES Lesson 2LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:CONTENT:• The reproductive structures of a flower of an angiosperm are identified• The importance of pollination• Adaptations of flowers for insect, wind and bird pollinationLESSON OBJECTIVESThe learners must be able to:• Identify the reproductive structures in a flower (angiosperm)• Define and explain the importance of pollination in plants• Explain how flowers are adapted for insect ,wind and bird pollination• Give examples of wind, insect and bird pollinated flowers• Learners complete a labelled diagram of the structure of a flowerTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Introduction:• Ask learners if they have an idea why some plants produce bright,colourful flowers.• Remind learners that insects such as bees are often seen landing onflowers and this ensures pollination will occur.• Ask question: why must pollination occur in flowers?• Allow time for learners to ask questions /discussion on pollination as prerequisite forsexual reproduction in plants.5 min• Answer: To ensure that the male and females gametes meet for sexualreproduction.• Ask learners the following question: What do they understand bypollination, self and cross pollination?• Pollination is the transfer of ripe pollen from a ripe anther to the stigmaof a flower.2. Main Body / Presentation• Use diagrams in the text book, wall charts or Internet references topoint out the following reproductive structures in flowers.• Have learners write down the following information in their workbooks• A typical bisexual flower consists of a number of adapted leaves thatare made up of four rings/whorls namely the calyx, the corolla, thestamen and the pistil. Whorls are like concentric rings.10min• Solutions for all LifeSciences Gr. 11 pp. 70 –73; Oxford Successful LifeSciences pp. 44 – 47Term 1 Page 45© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Explain to learners that the two essential whorls of a flower are thefollowing :• Androecium or stamen ( male whorl) - consisting of the anther andfilament• Gynaecium or pistil ( female whorl) – made up of stigma, style andovary• Explain to learners that only :• A ripe anther produces pollen with male gametes.When female gametes are formed in the ovules, the stigma becomes ripeand sticky to receive pollen• Self – pollination is the transfer of pollen between the anther and thestigma of the same flower e.g. Orchids, pea plants• Cross – pollination is the transfer of pollen from the ripe anther of oneflower to the ripe stigma of another flower.• Also indicate to learners that the fruits that they eat are actuallyswollen ovaries after a flower has undergone sexual reproduction.• Tell learners what the importance of the corolla is:• Corolla – made up of petals to attract insects for pollination.• Ask the following question :• Why are some flowers small and dull while others are big and brightlycoloured?• Answer: Small, dull flowers are wind pollinated. Big, bright flowers areinsect or bird pollinated and has nectarines/ nectar glands.• Explain to learners that all flowers are structurally suited for a specificTerm 1 Page 46© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Planstype of pollination.• Have learners write down the following information in their workbooks.• Wind pollinated flowers are :e.g. grass, maize• Learners must be able to state allcharacteristics of flowers adapted for aspecific pollinator.15 min• Small and inconspicuous, green and not showy.• Produce enormous amounts of small pollen grains.• Their stigmas may be large and feathery to catch the pollen grains.• They do not produce scent or nectar• The stamens are long and protrude out of flower.• Pollen grains are dry and light to easily float in the wind• Insect pollinated flowers: e.g. sweet peas, orchids• Have simple nectar guides with the nectar usually hidden in narrowtubes or spurs, reached by the long tongue of the butterflies• Large and showy, pink or lavender petals , frequently have a landingarea, and are usually scented• Pollen grains are sticky• Bird pollinated flowers: eg. AloeTerm 1 Page 47© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Flowers tend to be large red or orange tubes with a lot of dilute nectar• Flowers are not scented• Learners should draw the general structure of a flower from anangiosperm (emphasis must be put on reproductive structures in thediagram)3. Conclusion:• Go through the structures that are needed in flowers for reproduction• Emphasize that plants have different adaptations to ensure pollinationby different types of pollinators• Diagram may be completed as homework• Pre-preparation for next lesson’s practical:• You will need to get one specimen of each type of flower for the nextlesson: wind-pollinated – E.g grass, Restios, insect- pollinated flowersE.g Daisy, hibiscus, black-eyed Susan, bird- pollinated E.g aloe,Strelitzia10 min5 minDiagram of structure offlower:• Solutions for all LifeSciences Gr. 11 pp. 71;Oxford Successful LifeSciences pp. 44Term 1 Page 48© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 6 TOPIC Structure of Flowers (Practical) LESSON 3LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:Content:• Wind pollinated, insect pollinated and bird pollinated flowers all have different structures• Dissection of one species of each type of differently pollinated flower will be examined and dissectedLESSON OBJECTIVESThe learners must be able to:• Work together in a group• Follow instructions• Record observations in a table• Identify the different structures of the flowers that are pollinated by different meansTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Practical work: Structure of flowers that are pollinated by wind, insect and birds1.1 Introduction• Pre-knowledge: Use of hand lens and scalpels• Briefly go through safety rules in laboratory when handling apparatus and asklearners if any of them have any known allergies to pollen produced by theflowers being used2.2 Main Body (Lesson presentation)• Divide the learners into groups (not more than 6 per group)• Give learners the following instructions for observing the different types offlowers:• Examine the flowers from the outside by using the hand lens or the dissectingmicroscope• Use a reference diagram from your text book or teacher to help you• These observations need to be recorded in a comparative table• Your table should have the following headings in four columns: Feature, birdpollinateflower, insect- pollinated flower and windpollinated flower• Under feature record sepals (present or not and number), petals (number anddescription), stamens (number and arrangement), style (length and shape),stigma (number and position),and ovary (shape and position)• Make a labelled sketch of your flowers• Use the scalpel to cut your flower longitudinally• Using your forceps and scalpel if necessary, carefully remove the outer twowhorls of the flower• Examine them and count how many there are, recording your observations inyour table• Count the number of stamens present in your flower, recording the number inyour table, and carefully remove one of them• Examine the lobed structures at the tip of the stalk• The central most part of the flower is the pistil1. Group work:Following instructions,making observations in theform of a table2. Learners must draw a tablefor observations5 min20 min• Samples of each type of flower: windpollinated– E.g grass, Restios, insectpollinatedflowers E.g Daisy, hibiscus,black-eyed Susan, bird- pollinated E.galoe, Strelitzia• Sharp razor blade, scalpel• Hand lens or dissecting microscope• Forceps• Practical Ref:• Solutions for all Life Sciences Grade 11 pp.74 - 75• Internet reference for practical work:http://www.nuffieldfoundation.org/practical-biology/comparing-flower-structuredifferent-angiospermsTerm 1 Page 50© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Observe the stigma• Using the scalpel or razor blade, cut the ovary longitudinally• Use the hand lens and dissecting microscope to observe the arrangement andattachment of the ovules• Clean your work station once all of your observations have been completed• Once your table is complete, write a short paragraph describing thedifferences between the three types of flowers1.2 Conclusion• Remind learners of the major structures found in all flowers• Discuss the differences between the three types of flowers that were observed3. Learners write a paragraphcomparing the three typesof flowers that theyobserved10 min10 minReflection/Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 51© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT LIFE SCIENCE WEEK 6 TOPIC SIGNIFICANCE OF SEEDS – SEED BANKS ANDAS A FOOD SOURCELesson 4LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:CONTENT:• The structure and germination of seeds• Seeds as a food source• Seed banks and endemic species to South AfricaLESSON OBJECTIVESThe learners must be able to:• Describe the structure and germination process of seeds• Explain the significance of seeds as a food source• Describe what a seed bank is and its importance• Identify endemic species of plants that bear seeds in Africa• Complete questions on the significance of seedsTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1. Introduction:• Remind learners that seed plants (Spermatophytes) are one of themost dominant group of plants on land• Ask learners what advantages they think seeds have given plants likeout food crops over plants such as mosses and ferns (the fact thatseeds can lie dormant for years allows them time to wait forfavourable conditions for growth)1. Learners discuss advantages to havingseeds as compared to spores5 min2. Main Body / Presentation• Use diagrams in the text book, wall charts or Internet references topoint out the following structures in seeds.• Have learners write down the following information in their workbooksExplain to learners the following :• A fertilized ovule becomes a seed.• All plants that are seed bearing belong to Phylum Spermatophyta.• A seed consists of three parts: a testa (seed coat) which protects theembryo, a cotyledon (seed leaves) which provides temporary food forthe developing embryo and the embryo (immature plant) which willdevelop into a new plant after germination• Since seeds contain very little water, they can survive for long periodswithout germinating• When climatic conditions are favourable for survival, the cotyledonsswell and split the testa and growth starts• Different seeds need different conditions for germination E.g. Proteaneed fire before they begin to germinate• Seed are a source of food and the reserves that are stored in seeds20min• Solutions for all LifeSciences Gr. 11 pp. 76 –83; Oxford Successful LifeSciences pp. 48 – 51Term 1 Page 52© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansvary• In the sunflower, it is mainly lipids, in maize and rice, it is mainly starchand in legumes such as beans and peas, it is mainly protein• Cooking oil obtained from sunflower seeds, coffee and cocoa arederived from seeds• Maize, wheat and rice make up the staple diet for over half the peopleon the planet.• Sorghum is a grain plant that originated in Africa• The grain is eaten as an accompaniment to other food dishes, or forbread and porridge• Samp is made from the dried and crushed kernels of maize and istraditionally served with red beans• Pearl millet is also native to Africa and can be grown in dry conditionsand in poor soils• This is grounded and eaten as a porridge and sometimes made intobeer• Since seeds are hard and resistant to cold and other adverseconditions, they can survive for long periods of time• As a result, seed banks have been developed in an effort to helppreserve the biodiversity of plants• If the survival of a plant species is under threat in its natural habitat, thespecies can be restored by withdrawing the seed form the bank andre-established in the plant’s own natural environment• SANBI (South African National Biodiversity Institute) has a seed bankwhich stores seeds at -18˚C.• Learners may complete the activity in their workbooks3. Conclusion:• Go through the structures that are present in seeds• Emphasize that seeds are an important food source around the worldand that seed banks help ensure that endangered and threatenedspecies of plants will not go extinct• This helps to preserve biodiversity world wide• Learners may complete the activity as homework2. Learners complete the activity in theirworkbooks.10 min5 min• Solutions for all LifeSciences Gr. 11Enrichment activity pp.82 – 83; OxfordSuccessful Life SciencesCase study pp. 50Reflection / Notes:Term 1 Page 53© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 7 TOPIC Animal Diversity Lesson 1LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p41)• Biodiversity is the term used to describe the wide variety of living organisms that exist on Earth• The large diversity of animals that exist are classified into two main groups, invertebrates and vertebrates• Eight main phyla make up the invertebrates and one phylum represents the vertebrates• The six phyla that will be examined in the Animal kingdom are Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda and Chordata• A body plan includes morphological and developmental characteristics of an organism and each phyla will be examined by comparing thebody plans of organisms within the given phyla• A phylogenetic tree representing the evolutionary history of animals will be examinedThe learner must be able to:• Understand the meaning of the term biodiversity and what it implies for the Animal kingdom• Describe the two main groups that make up the Animal kingdom and the smaller groups they are broken down into• Understand what a body plan is when referring to living organisms• Interpret a phylogenetic tree representing the evolutionary history of animals• Answer questions relating to a phylogenetic treeTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Pre – knowledge: the 5 Kingdom system of classification, the grouping of animals asinvertebrates or vertebrates• Use the blackboard or transparencies. Discuss how organisms in the Animal Kingdom aredivided into invertebrates or vertebrates and that within these groups we have smallergroups called phyla.• Within the invertebrates there are eight main phyla and within the vertebrates one phylumknown as the chordatesLearners listen and participate inthe class discussion.10 minUnderstanding Life SciencesFig 1.3.1 p84Diagram from Robertsprovided.2.2 Main Body (Lesson presentation)• The following must be highlighted by use of blackboard/transparencies and classdiscussion:• Biodiversity is a term that describes the range or variety of species and the number oforganisms that make up each species in a community within an ecosystem.• If all of the ecosystems are put together, it is easy to see the biodiversity of a large regionsuch as a biome• In order to further explore biodiversity, the following six phyla will be examined are Porifera(sponges), Cnidaria (jelly-fish, hydra, coral), Platyhelminthes (flatworms), Annelida(segmented worms like the earthworm), Arthropoda (insects, spiders, crustaceans) andChordata (all vertebrates)• These represent a portion of the 30 phyla that exist in the Animal KingdomLearners listen and participate inthe class discussionLearners to complete an activitywhere they identify whichphylum animals belong to.20 minInternet images:http://mm.hightechhigh.orghttp:// classic.sidwell.eduSolutions for all ClassroomActivity 1 p90Term 1 Page 55© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• By examining morphological features such as external and internal structures anddevelopmental features such as the number of tissue layers within a developing embryo,the animal’s symmetry, number of openings in the gut, scientists can refer to an organismsbody plan• The body plan may be used to determine how complex an organism is• Each phyla will be examined through the organisms body plan• When looking at plant and animal diversity, various groups show a progressivedevelopment from less complex to more complex structures.• This suggests that all life forms may have arisen from a common ancestor and this type ofevolutionary relationship among different species may be illustrated by a phylogenetictree• An example of a phylogenetic tree is a cladogram2.3 Conclusion• Give learners informal assessment by asking them to answer questions relating to thephylogenetic tree.• Learners to colour in the diagram showing the diversity of the animal groups providedLearners need to examine aphylogenetic tree and discussthe relationships that areillustrated15 min15 minSolutions for all Fig 3.2 p89Study and Master Fig 1.3.1p115Understanding Life SciencesFig 1.3.17 p106Understanding Life SciencesActivity 1.3.10 Question 1 p 106HomeworkDivide the class into groups of about four learners per group; assign each group a differentphylum. As long as all the phyla are allocated and depending on the size of the class, somephyla may need to be repeated amongst the groups. Each learner is to find information on thedistribution of their phylum in southern Africa.Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 56© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans(Roberts MBV 1986. Biology for Life, Thomas Nelson, Sydney.)Term 1 Page 57© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans(From: Elson, LM. 1982. The Zoology Colouring Book, HarperPerrenial, NewYork)Term 1 Page 58© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 7 TOPIC Biodiversity of Animals Lesson 2LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: CAPS p41• Select one phylum and design a poster to show diversity in that phylum in South Africa.The learner must be able to:• Understand that the various phyla consist of a wide diversity of species.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Recap on the various animal phyla to be studied this year:Porifera, Cnidaria, Platyhelminthes, Annelida, Arthropoda, Chordata. Learners toprovide an example from each phylum.2.2 Main Body (Lesson presentation)Allow learners to go into their groups as sorted out in the previous lesson.Learners are to use field guides and information which they brought, to look at thediversity of their phylum. They are to either make copies or draw representatives fromtheir phylum. (Learners can also mention the distribution of a particular species in SouthAfrica)Learners listen to the discussion,asking and answering questions.Working in groups learners areto investigate the diversity that isfound within their phylum withrespect to South Africa.Present their findings as a poster.10 min35 minColouring in sheet from homeworkfrom yesterday.Field guides to southern African marineand land species.Large sheets of paperKoki pensLearners are to present their work in a form of a poster.2.3 ConclusionAllow learners to display their poster in the class, and allow each group the opportunityto discuss their poster.Learners report back to theclass.15 minHomework:• Learners are to complete the word search given and then place the animals in oneof the phyla that we are studying this year.Term 1 Page 59© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansAnimal Diversity WordsearchTerm 1 Page 61© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 7 TOPIC Characteristics of body plans – Symmetry and Tissue Layers Lesson 3LESSON SUMMARY FOR: DATESTARTED:LESSON OBJECTIVESDATECOMPLETED:Content: CAPS p41Key Features in respect of body plans:• Symmetry and cephalisation• The number of tissue layers developed from embryo.•The learner must be able to:• Discuss the three types of symmetry found in animals and give examples of animals displaying each type of symmetry• Understand how the germ layers form in an embryo• Describe the difference between diploblastic and triploblastic animals• Explain what each tissue layer gives rise to in a fully developed animal• Complete diagrams illustrating layers of tissue in developing embryosTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Pre – knowledge: a zygote is formed when fertilizationoccurs between a sperm and egg cell, mitosis leads tothe formation of different tissues and organs in the body• Use the blackboard or transparencies.• Refer back to the previous lesson and remind learnersthat a body plan for an animal includes morphologicaland developmental characteristics.• Remind learners that as a zygote begins to gothrough mitosis, more and more identical cells areformed.• These cells will later differentiate to form the differenttissues and organs of the body as the embryo develops2.2 Main Body (Lesson presentation)• The following must be highlighted by use ofblackboard/transparencies and class discussion:• Body plans of animals are characterised bysymmetry, number of tissue layers that develop from theembryo, the presence or absence of body cavities andthe presence or absence of a through gut• These characteristics help scientists classify animals• Symmetry refers to how the arrangement of bodyLearners listen to the discussion, askingand answering questions.Learners listen to discussion asking andanswering questions.10 min20 minUnderstanding Life Sciences p88Solutions for all p91Study and master p117Understanding Life Sciences p86-87Powerpoint internet presentation onsymmetry :http://alex.state.al.us/uploads/24073/Body%20Symmetry%20of%20Animals.ppt•Term 1 Page 62© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansparts on an animal is balanced• Animals that have an irregular shape are notsymmetrical and are said to be asymmetrical. E.g.sponges• Radially symmetrical animals can be cut through acentral axis to give two mirror images and have morethan one plane of symmetry.• These animals have no heads or tails or left or rightsides and allows the animal to have more contact withtheir environment to obtain food and other usefulsubstances• They can also react to danger coming from anydirection E.g. sea anemones, sea urchins and jelly fish• Bilaterally symmetrical animals can be cut into mirrorimages in one plane only• These animals have a concentration of nerve tissue atthe front end of the body and are usually more activethan animals who are radial symmetrical E.g. earthworm,Gemsbok• Cephalisation refers to the presence of a headcontaining sensory organs that dace in the direction thatthe animal moves. Bilaterally symmetrical animals showcephalisation.• As an embryo develops, it is surrounded either by twoor three layers of cells• Embryos that develop two tissue layers are diploblasticand those that develop three layers of cells aretriploblastic• Diploblastic animals have an outer ectoderm and aninner endoderm• Triploblastic animals also have a middle layer knownas a mesoderm• The ectoderm will give rise to the outer covering of theanimal and sometimes to a central nervous system• The mesoderm forms muscles and most organs that liebetween the digestive tract and the outer bodycovering• The endoderm gives rise to the lining of the digestivetract and some organs such as the liver and lungs invertebratesLearners need to draw the flow chartfrom Understanding Life Sciences p88 Fig1.3.1 showing sexual reproduction, germlayer development and tissuedifferentiation.20 minSolutions for all p93Study and Master p118Understanding Life Sciences p87-882.3 ConclusionDiscuss the definitions as a class10 minTerm 1 Page 63© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Refer to chalkboard summary, transparency etc. andsummarise the lesson. It may be necessary to restate theimportant concept: asymmetrical, radially symmetrical,bilaterally symmetrical, diploblastic and triploblastic.discussion.Homework:Learners to write down definitions for the following:• Asymmetrical• Bilaterally symmetrical• Radially symmetrical• Diploblastic• Triploblastic• CephalizationReflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 64© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 7 TOPIC Animal Diversity: Characteristics of body plans – Body Cavity andThrough GutLesson 4LESSON SUMMARY FOR: DATE STARTED:Content: (CAPS p41)Key features in respect of body plans:• The number of openings in the gut;• Coelom and blood systems.DATE COMPLETED:LESSON OBJECTIVESThe learner must be able to:• Discuss the differences between triploblastic and diploblastic animals regarding body cavities• Describe where the coelom lies in triploblastic animals• Explain the functions of a body cavity in animals• Describe and give examples of animals who have a blind gut and animals who have a through gut• Analyse a body plan of an animalTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Refer to the previous lesson by going through homework fromyesterday and remind learners that a body plan for an animalincludes symmetry, and tissue layers (the endoderm, mesoderm,and ectoderm in triploblastic animals and endoderm andectoderm in diploblastic animals• Body plans for animals also include the presence of a body cavityand a through gut.2.2 Main Body (Lesson presentation)• The following must be highlighted by use ofblackboard/transparencies and class discussion:• A body cavity (coelom) is a fluid-filled space that lies betweenthe digestive tract and the outer body wall• This area lies between the endoderm and mesoderm intriploblastic animals except in the phylum Platyhelminthes(tapeworms)• Diploblastic animals do not have a body cavity and are known asacoelomate• The body cavity has several important functions such as providingspace for developing internal organs, acting as a hydrostaticskeleton allowing muscles to act upon it for locomotion,cushioning internal organs from injury and separating the gut wallfrom the body wall• The organs of the digestive system, excretory system, circulatoryLearners provide answersto definitions fromyesterday’s homework.Learners need to draw adiagram classifyinganimals according to thepresence of a coelom.Learners write notesdefining: coelom,acoelomate andadvantages of having acoelom.10 min20 min • Internet reference for body cavities:• http://waynesword.palomar.edu/trnov01.htm• http://kentsimmons.uwinnipeg.ca/16cm05/1116/16anim4.htmSolutions for all p 94Study and Master p118-119Understanding Life Sciences p88-89Term 1 Page 65© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Planssystem and reproductive system lie in the coelom.• Some animals such as jelly fish, hydra and tapeworms have onlyone opening for both ingestion of food and the egestion ofundigested material (blind gut)• As a result there is mixing of undigested and digested material,making it less specialized with no region of the gut having aspecific function• Some animals have two digestive openings allowing one-waymovement of food into the mouth and out of the anus (throughgut)• This has the advantage of moving food in only one direction somixing of undigested and digest food occurs• This allows specialization of the gut so different regions areadapted for specific functions, leading to greater efficiency• Digestion is able to take place continuously• If an animal has a surface area: volume ratio which is low they areable to move substances across the cells effectively using theprocess of diffusion. (In the next lesson we will look at surfacearea: volume). However, in many multicellular organisms diffusionwould be an inefficient way of transporting substances which hasled to the development of blood systems.• Open blood circulatory systems have blood vessels which areopen at both ends e.g. in Arthropods. Blood leaves the vesselsand flows into a body cavity called a haemocoel and then backinto the vessels at their other end.• In closed blood circulatory systems the blood stays in a vessel andthere is usually a pump moving blood around the system e.g.chordates.2.3 ConclusionRecap on what is meant by the following terms:Coelom, acoelomate, diploblastic, triploblastic, blind gut, throughgut, open circulatory system, closed circulatory system.Learners listen to classdiscussion asking andanswering questions.Learners write notes onwhat a blind and throughgut are.Learners listen to classdiscussion asking andanswering questions.Learners write notes onan open and closedcirculatory system.Learners providedefinitions to variousterms.10 min10 min10 minSolutions for all p94Understanding Life Sciences p89-90Solutions for all p95Understanding Life Sciences Activity 1.3.2 p90HomeworkActivity on body plan of organisms.Reflection / Notes:Term 1 Page 66© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 8 TOPIC Animal Diversity: surface area: volume Lesson 1LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: CAPS p41Calculate he approximate surface area to volume ratio of selected examples.The learner must be able to:• Calculate surface area to volume ratio for various objects that areTEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionGo through yesterday’s homework. Re-emphasize that in some organisms the surfacearea : volume ration is high and this often allows for efficient exchange of substancesacross the membrane, however where the ratio is smaller, i.e. the volume is greater,simple diffusion is not possible In today’s lesson we will work out the surface area andvolume of books arranged so that there is low and high volumes.Learners provide answers toyesterday’s homework.10 min2.2 Main Body (Lesson presentation)Revise the formulae for area and volume:Area = length X breadthTo determine surface area of a book for instance one would need to calculate all 6surfaces: top and bottom, front and back side, and the two lateral sides of the book.Add these together and you have calculated the surface area of the book.Formula for volume: length X breadth X heightLearners listen to the discussionon how to calculate surfacearea and volume.15 minLife Sciences Practical Workshop 2Worksheet 54 Textbooks (all the same)rulerSubstitute values into the ratio to work out surface area: volume ratio.(Learners tend to struggle with working out the area of 6 sides of the book, as theyusually only want to work out 1 side, before learners do the practical activity, ensurethat they understand how to work out surface area.)Divide learners into small groups of about 4 learners per group where they are to workout the surface area: volume ratio of 8 books which are arranged flat on a worksurface. Learners are then to stack the books up and work out the surface area:volume.Working in groups learnerscalculate the surface area:volume of books arranged longways and ‘tall and fat’30 min2.3 Conclusion• Go through the answers that the learners obtained, and have the class decide whichanimal will use diffusion for gaseous exchange and which would require and internaltransport system.Learners provide answers to theircalculations5 minTerm 1 Page 68© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansHomeworkActivity from textbookSolutions for all classroom activity 2p96Study and Master Activity 2 p 120Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 69© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 8 TOPIC Animal diversity: Porifera, Cnidaria, Platyhelminthes Lesson 2LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:Content: (CAPS p 41)With respect to the following phyla: Porifera, Cnidaria and Platyhelminthes discuss the following features of their body plan:• Symmetry and cephalisation;• The number of tissue layers developed from the embryo;• The number of openings in the gut;• Coloem and blood systems.LESSON OBJECTIVESThe learner must be able to:• Describe the type of habitat that sponges, Cnidarians and flat worms are found in• Explain the type of symmetry exhibited by the phyla Porifera, Cnidaria and Platyhelminthes.• Discuss the types of tissue layers that sponges, Cnidarians and flat worms possess.• Describe the type of digestive system found in the sponges, Cnidarians and flat worms.• Discuss the presence or absence of a coelom in the sponges, Cnidarians and flat worms.• Describe the type of blood system found in the sponges, Cnidarians and flat worms.• Name and example of a sponges, Cnidaria and flatworm.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Refer to the previous two lesson and remind learners that abody plan for an animal includes symmetry, and tissue layers (theendoderm, mesoderm, and ectoderm in triploblastic animals andendoderm and ectoderm in diploblastic animals), the presence orabsence of a body cavity and the presence or absence of athrough gut.2.2 Main Body (Lesson presentation)Jigsaw group work. Divide the class into small groups of threelearners per group. Each group is to become an expert on one ofthe animal phyla: Porifera, Cnidaria or Platyhelminthes. Eachgroup is to use their text book to find information on their particulargroup of the following:• Symmetry and cephalisation;• The number of tissue layers developed from the embryo;• The number of openings in the gut;• Coloem and blood systems.•After 25 min the groups are to split up and reform into new groupsLearners listen to discussion, providing definitionsto the concepts: asymmetrical, bilaterallysymmetrical, radially symmetrical, diploblastic,triploblastic, coelom, blind gut and through gut.Learners work in expert groups gatheringinformation on the body plan of their particularphylum. Once they have the information theyform new groups where they share theirinformation and get information from experts onthe other two phyla.10 min25 minChalkboard/OHTSolutions for all p97-101Study and master p122-125Understanding Life Sciences p 90-95• Internet reference for body cavities:• http://www.biodiversityexplorer.org/mm/sponges/• http://www.ucmp.berkeley.edu/porifera/porifera.html• Video from the Internet:• http://www.youtube.com/• Sea sponges under the sea• Images:• http://www.tutorvista.com/content/Term 1 Page 70© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Planswhere each group includes one expert from each ‘phylum’ group.Learners are to share their knowledge with the new groupscompleting a table under the following headings:PhylumPoriferaCnidariaPlatyhelminthesSymmetryandcephalisationNumberof tissuelayers.Coelomand bloodsystem.Diagramof ananimalfrom thephylum• The following must be highlighted by use ofblackboard/transparencies and class discussion:Porifera• The phylum Porifera is made up of natural sponges, which areliving animals• They may be a few millimetres to a few metres in size and areusually brightly coloured• Sponges are marine (live in salt water) and freshwater animalsthat are sessile (attached to submerged objects such as rocks)animals• They are asymmetrical in structure without any particularshape and grow continuously• The body is made up of two layers of cells, an outer epidermisand an inner layer of cells, separated by a jelly-like layercalled the mesophyl• These are not true tissues since they are not separated bymembranes• Sponges do not have any digestive openings and the poreson its epidermis lead to a central cavity known as aspongocoel• Sponges are filter feeders• Sponges lack a body cavity• If time permits, the video clip which is about three minuteslong, shows the structure and filtering mechanism that takesplace within sponges• The images on the websites listed are very helpful in allowingthe learners to understand the variety that is found within thephylum (the second site has a good variety ofphotomicrographs)Cnidaria• The phylum Cnidaria is made up of jellyfish, blue bottles, sea20 minbiology/biology-iii/animalkingdom/phylum-porifera.php• http://www.biology.iastate.edu/Courses/211L/Porif/%20Porifindx.htm• http://www.darwinsgalapagos.com/animals/cnidaria_jellyfish_coral_sea_anemone.htm• http://www.pbs.org/kcet/shapeoflife/resources/index.html(click on Body)• http://www.biology.iastate.edu/Courses/211L/Platyhelm/%20Platyhelminindx.htmTerm 1 Page 71© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansanemones and corals, which are all living animals• They are marine (live in salt water) and freshwater animals thatare sedentary(attached to submerged objects such as rocks)animals or free-swimming, living in open seas• The sedentary or sessile stage is known as a polyp while thefree-swimming stage is known as a medusa• Both of these organisms are radially symmetrical• This means that their body parts are arranged in a circularplan so that cutting the animal in any vertical plane throughthe central axis of the animal will give two mirror images• Polyps are cylindrical in shape and have one digestiveopening and one closed end that is attached to a substrate• The mouth may be surrounded by six to eight tentacles andleads to a large gastrovascular cavity known as thecoelenterons• This cavity is filled with water and serves as a hydrostaticskeleton• The medusa is similar but is not attached to a substrate andhave their digestive openings underneath• They are flattened from top to bottom• The Cnidarians are diploblastic having both an outerectoderm and an inner endoderm with a jelly-like non-cellularmesoglea in between• These are considered true tissues• The many types of ectodermal cells are responsible fordetecting stimuli in the environment• Undigested food is egested through the mouth opening• Although Cnidarians have a gastrovascular cavity they areconsidered acoelomatePlatyhelminthes• The phylum Platyhelminthes is made up offlatworms such asthe liver fluke, planarian and tapeworm• They may be free-living and may be found in fresh-water ormarine environment• Some live in damp terrestrial environments• Others such as the tapeworm, are parasitic and live mainly onvertebrates (the parasitic tapeworm will be discussed later inanother lesson)• Both free-living and parasitic flatworms are similar to eachother in that they have a definite anterior end where anaccumulation of sense organs occur (known as cephalisation)• Their bodies are flattened from top to bottom (dorso-ventrallyflattened)• As a result of cephalisation and dorso-ventral differentiation,flatworms are bilaterally symmetrical (can be cut into mirrorimages in one plane only along a central longitudinal plane)Term 1 Page 72© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans• Flatworms have one digestive opening• Flatworms are triploblastic having both an outer ectodermand an inner endoderm,and a mesoderm in between• All flatworms do not have body cavities within the mesodermso they are acoelomate• The digestive tracts in parasitic flatworms are poorlydeveloped while in the free-living flatworms, the digestivesystem may be branched• Flatworms have no need for a blood system to transport food,gases or wastes• Parasitic flatworms obtain nutrients and gases to and from thecells from the host by simple diffusion• Free-living flatworms have a many branched digestive tractwhich takes food directly to most cells2.3 Conclusion• Allow learners to provide feedback on the various animalphyla.HomeworkTextbook activityLearners provide feedback on their tables.5 minSolutions for all classroom activity 5 p102Understanding Life Sciences Activity1.3.3 p93Understanding Life Sciences Acitvity1.3.4 p95Reflection / Notes:Name of Teacher:HOD:Sign:Sign:Date:Date:Term 1 Page 73© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 8 TOPIC Animal diversity: Annelida, Arthropoda, Chordata Lesson 3LESSON SUMMARY FOR: DATE STARTED:DATE COMPLETED:Content: (CAPS p 41)With respect to the following phyla: Annelida, Arthropoda, Chordata discuss the following features of their body plan:• Symmetry and cephalisation;• The number of tissue layers developed from the embryo;• The number of openings in the gut;• Coelom and blood systems.LESSON OBJECTIVESThe learner must be able to:• Describe the type of habitat that Annelida, Arthropoda, Chordata are found in• Explain the type of symmetry exhibited by the phyla Annelida, Arthropoda, Chordata.• Discuss the types of tissue layers that Annelida, Arthropoda, Chordata possess.• Describe the type of digestive system found in Annelida, Arthropoda, Chordata.• Discuss the presence or absence of a coelom in the Annelida, Arthropoda, Chordata.• Describe the type of blood system found in the Annelida, Arthropoda, Chordata.• Name and example of a Annelida, Arthropoda, Chordata.TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 Introduction• Refer to the previous two lesson and remind learners thata body plan for an animal includes symmetry, and tissuelayers (the endoderm, mesoderm, and ectoderm intriploblastic animals and endoderm and ectoderm indiploblastic animals), the presence or absence of a bodycavity and the presence or absence of a through gut.Learners listen to discussion, providingdefinitions to the concepts: asymmetrical,bilaterally symmetrical, radially symmetrical,diploblastic, triploblastic, coelom, blind gutand through gut.10 minChalkboard/OHT2.2 Main Body (Lesson presentation)Jigsaw group work. Divide the class into small groups of threelearners per group. Each group is to become an expert onone of the animal phyla: Annelida, Arthropoda, Chordata.Each group is to use their text book to find information ontheir particular group of the following:• Symmetry and cephalisation;• The number of tissue layers developed from the embryo;• The number of openings in the gut;• Coelom and blood systems.Learners work in expert groups gatheringinformation on the body plan of theirparticular phylum. Once they have theinformation they form new groups where theyshare their information and get informationfrom experts on the other two phyla.25 minSolutions for all p 103-107Study and master p126-135Understanding Life Sciences p95-100• http://www.pbs.org/kcet/shapeoflife/resources/index.html• (click on Body Plan ComparisonChallenge)• Understanding Life Sciences Act.3.3.5 pg. 261Term 1 Page 74© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson PlansAfter 25 min the groups are to split up and reform into newgroups where each group includes one expert from each‘phylum’ group. Learners are to share their knowledge withthe new groups completing a table under the followingheadings:PhylumAnnelidaArthropodaChordataSymmetry andcephalisationNumberof tissuelayers.Coelomandbloodsystem.Diagramof ananimalfrom thephylum20 min • Internet ref with comparisontables:http://www.bclearningnetwork.com/LOR/media/BIO11/Worksheets_Update/U10L01_3ws.pdf• http://www.biologycorner.com/bio1/notes-arthropods.html• The following must be highlighted by use ofblackboard/transparencies and class discussion:Annelida• The phylum Annelida is made up of segmented wormssuch as earthworms, bristle worms and leeches• They are free-living and may be found in fresh-water ormarine environment or living in moist soil• Annelids exhibit cephalisation, having a concentrationof nerve cells at the anterior end (head)• Their bodies are segmented externally and internally andeach segment has a cross wall or septa separating itfrom the next• As a result of cephalisation and dorso-ventraldifferentiation, Annelids are bilaterally symmetrical (canbe cut into mirror images in one plane only along acentral longitudinal plane)• Annelids are triploblastic having developed fromembryonic tissues consisting of three layers• The ectoderm and endoderm become differentiated asthe Annelids reach maturity• Annelids have a true coelom within the mesoderm andare therefore coelomate• The digestive system has two digestive openings and is athrough gut (mouth and anus)• The advantages of the through gut is that food moves inonly one direction and there is no mixing of undigestedand partially digested food• The gut can become specialized so that digestion ismore efficient• Digestion may also take place continuously• A blood system provides transport of gases and foodTerm 1 Page 75© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plansthroughout the organism’s bodyArthropoda and Chordata• The phylum Arthropoda is the largest of all phyla andcontains a wide variety of organisms such as chilapods(centipedes), diplopods (millipedes), crustaceans (crabsand shrimp), arachnids ( spiders and scorpions) andinsects (bees, butterflies, grasshoppers)• The phylum Chordata are characterised by thepresence of a notochord (primitive spine)• Chordates may be vertebrates which possess a spinalcolumn• Examples of vertebrates are Osteichthyes (bony fish),Chondrichthyes (cartilaginous fish), Amphibia (frogs),Reptilia (snakes and lizards), Aves (birds) and Mammalia(humans, rats, whales)• Both Arthropods and Chordates are found in a widevariety of habitats and may be aquatic or terrestrial• Both Arthropods and Chordates are bilaterallysymmetrical, triploblastic with a coelom and have athrough gut• The coelom in arthropods is greatly reduced andcontains reproductive organs and large blood – filledspaced called haemocoels (open blood system)2.3 Conclusion• Allow learners to provide feedback on the variousanimal phyla.HomeworkTextbook activityLearners provide feedback on their tables.5 min5 minSolutions for all classroom activity 6p104, Classroom activity 7 p 106,classroom activity 8 p107Understanding Life Sciences Activity1.3.5 p97; Activity 1.3.6 p99, Activity1.3.7 p100Understanding Life Sciences Acitvity1.3.4 p95Term 1 Page 76© Gauteng Department of Education (CAPS version)


Grade 11 Life Sciences Lesson PlansGRADE 11 SUBJECT Life Sciences WEEK 8 TOPIC Animal diversity Lesson 4LESSON SUMMARY FOR: DATE STARTED:LESSON OBJECTIVESDATE COMPLETED:Content: (CAPS p 41)• The relationship between body plans and modes of living for each of the six phyla; similarities and differences.• The role of invertebrates in agriculture and ecosystems (e.g. pollination, decomposition, soil aeration etc.)The learner must be able to:TEACHER ACTIVITIES LEARNER ACTIVITIES TIMING RESOURCES NEEDED1.1 IntroductionUse going through the homework from the previous two lessons as a way todetermine how much the learners know2.2 Main Body (Lesson presentation)Using the tables which learners completed in the previous lesson learners are todiscuss the relationship between body plans and modes of living for each of the sixphyla.Solutions for all have an activity (classroom activity 8 p 107) and a phylogentic treewhich shows how the various body plans of the 6 phyla are related.Alternatively in the 2012 Gr 11 SBA there is a diversity essay which learners couldcomplete (Animal Diversity research assignment p130)Discuss with learners the role of invertebrates in agriculture and ecosystems.• What are invertebrates? Which phyla are considered invertebrates?Animals without a backbone, including: Porifera, Cnaidaria, Platyhelminthes,Annelida and Arthropoda.• Play an important role in food chains and food webs.• Many soil invertebrates are responsible for maintaining soil fertilitiy throughdecomposition processes e.g. dung beetles and maggots.• Many improve the soil quality by improving the water holding capacity of thesoil and the amount of the air within the soil e.g. annelids.• Many insects, e.g. bees and butterflies play an important role in pollination.• Coral reefs form provides a safe habitat where many fish hide away frompredators.• Some Cnidarians live in symbiotic relationships with other animals, e.g the seaanemone provides protection for the clown fish• Many invertebrates are parasites e.g. ticks and tape worm.• Some arthropods are vectors of certain diseases e.g., the anopheles mosquitocarries Plasmodium which causes malaria.• Some Arthropods are pests, destroying crops. In an attempt to limit the amountof damage caused by Arthropods farmers spray their crops with insecticides orpesticides.Learners provide answers to the homeworkquestions.Using their tables learners complete anactivity where they discuss the relationshipbetween body plans and modes of living foreach of the six phyla.DL TO CHECKSolutions for all Activity 8 p107Gr 11 SBA 2012 p130Chalkboard, OHT, powerpointTerm 1 Page 78© Gauteng Department of Education (CAPS version)

Grade 11 Life Sciences Lesson Plans2.3 ConclusionRecap on the body plan of the 6 phyla studied. Learners may use their table.HomeworkTextbook activity Solutions for all p113-115Reflection / Notes:Name of Teacher:Sign:Date:HOD:Sign:Date:Term 1 Page 79© Gauteng Department of Education (CAPS version)

Life Science Grade 11

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?