KASEMPA DAY SECONDARY
Grade/Class: Grade 10 Number of Pupils in Class: 70 Date: ……/……/………… Duration: 40 minutes
Name of Teacher: MR MASUMBA
Subject: Biology Topic: SAPROPHYTIC NUTRITION Subtopic: Rhizopus Rationale: This lesson is lesson number one in the SAPROPHYTIC NUTRITION study series. It introduces learners to saprophytic nutrition using Rhizopus as a model organism. Understanding the structure and function of Rhizopus parts helps learners appreciate how fungi obtain nutrients from dead organic matter, which is crucial for nutrient cycling in ecosystems. In the Zambian context, where agriculture is a key livelihood, understanding decomposition processes is directly relevant. A learner-centred approach is used, combining demonstration with charts, interactive discussion, and collaborative drawing to engage learners and develop microscopy and structural analysis skills. Specific Outcome(s): By the end of the lesson, learners should be able to: • Investigate the structure of Rhizopus or Mucor. • State the functions of the parts of Rhizopus. Prerequisite Knowledge: • Fungi are a group of organisms that include moulds and mushrooms. • Nutrition refers to how organisms obtain food; modes include autotrophic and heterotrophic. • Saprophytes are organisms that feed on dead or decaying organic matter. • A fungus body is called a mycelium, composed of thread-like hyphae. References: • Biology Grade 10 Pupil's Book, Zambia Educational Publishing House, pg. 62-64 Knowledge: Structure of Rhizopus or Mucor: Mycelium (hyphae, sporangium, sporangiophore, stolons, rhizoids); Functions of the parts of Rhizopus: Refer to Mycelium (hyphae, sporangium, sporangiophore, stolons and rhizoids) Skills: Microscopy; Structural analysis; Ecological understanding Values: Understanding decomposition; Appreciation for ecological cycles Teaching / Learning Aids: • Manila chart 1: Labeled diagram of Rhizopus mycelium showing sporangium, sporangiophore, stolons, rhizoids, and hyphae, with each part labeled using arrows. • Manila chart 2: Table titled 'Functions of Rhizopus Parts' with three columns - Part, Description, Function. Rows for Sporangium, Sporangiophore, Stolons, Rhizoids, Hyphae. • Manila chart 3: Enlarged diagram of a Rhizopus sporangium, showing spores inside and columella, labeled. • Alternative Materials: Whiteboard drawings, projected images, manila sheets and marker pens for group activities. METHODOLOGIES, STRATEGIES AND APPROACHES: Approach: Learner-Centered Approach Method: • Question & Answer Method - Introduction, Step 4 • Demonstration Method - Development Step 1 • Discussion Method - Step 2 • Problem Solving Method - Step 3 Strategy: • Brainstorming - Introduction • Use of Charts/Diagrams - Development Step 1, Step 2 • Think-Pair-Share - Step 2 • Group Work - Step 3 • Guided Questioning - Step 2, Step 4 • Note-taking - Development Step 1 Lesson Implementation: [TABLE_START] Stage|Teaching Methods|Teacher's Activities|Learner's Activities|Learning Points Introduction - 5 min|Question & Answer Method|Greets learners. Writes the date, subject, topic and subtopic on the whiteboard. Asks: 'What are fungi? Give an example.' and 'What does the term saprophytic mean?' Listens to responses. Introduces the specific outcomes: 'By the end of this lesson, you should be able to investigate the structure of Rhizopus and state the functions of its parts.'|Respond to oral questions: 'Fungi are organisms like mushrooms and moulds; an example is bread mould.' 'Saprophytic means feeding on dead or decaying organic matter.' Listen and write the outcomes in exercise books.|Definition of saprophytic nutrition: feeding on dead or decaying matter. Fungi include saprophytes such as Rhizopus (bread mould). Development Step 1 - 10 min|Demonstration Method|Displays Manila chart 1 (labelled diagram of Rhizopus mycelium). Points to each part and names them: sporangium, sporangiophore, stolons, rhizoids, hyphae. Asks: 'What structure is located at the tip of the sporangiophore?' Then displays Manila chart 3 (enlarged sporangium). Points to the spores and columella. Asks: 'What is inside the sporangium?' Instructs learners to copy the diagram from Chart 1 into their exercise books and label all five parts.|Observe Chart 1 and Chart 3. Answer: 'The sporangium is at the tip of the sporangiophore.' 'Spores are inside the sporangium.' Copy the labelled diagram of Rhizopus into exercise books, labelling sporangium, sporangiophore, stolons, rhizoids, hyphae.|Structure of Rhizopus mycelium: sporangium (spore case); sporangiophore (stalk bearing sporangium); stolons (horizontal hyphae connecting clusters); rhizoids (root-like hyphae for anchoring); hyphae (thread-like filaments forming the mycelium). The sporangium contains spores for reproduction. Step 2 - 10 min|Discussion Method|Displays Manila chart 2 (table of functions). Poses questions: 'Describe the function of rhizoids.' 'What role do stolons play?' 'Why is the sporangiophore important?' Asks learners to discuss in pairs for 2 minutes, then invites volunteers to share. Guides the discussion, writing key functions on the whiteboard.|In pairs, discuss the questions using Chart 2. Share answers: 'Rhizoids anchor the fungus to the substrate and absorb nutrients.' 'Stolons spread the fungus across the surface, enabling it to colonise new food sources.' 'The sporangiophore holds the sporangium upright, which helps in spore dispersal.' Others contribute additional functions for sporangium (produces and releases spores) and hyphae (form the mycelium network, secrete enzymes for extracellular digestion). Record the confirmed functions in exercise books.|Functions of Rhizopus parts: Sporangium - produces and releases spores; Sporangiophore - holds sporangium upright for dispersal; Stolons - horizontal hyphae that spread the fungus; Rhizoids - anchor and absorb nutrients; Hyphae - form the mycelium, secrete enzymes for extracellular digestion (saprophytic feeding). Step 3 - 10 min|Problem Solving Method|Organises learners into groups of 5. Distributes manila sheets and marker pens (from alternative materials). States the task: 'In your groups, draw a large labelled diagram of Rhizopus showing all five main parts. Next to each part, write its function in one sentence.' Circulates, asking guiding questions such as 'Which part absorbs nutrients?' to ensure all groups are on track.|Work collaboratively in groups. Use notes and remembered information, not charts (teacher may remove charts). Assign roles (drawer, writers). Produce a poster with a labelled diagram of Rhizopus and, beside each label, a sentence describing the function of that part.|Task: Draw a labelled diagram of Rhizopus and annotate each part with its function. Key concepts: Five parts - sporangium, sporangiophore, stolons, rhizoids, hyphae. Guiding steps: 1) Sketch the mycelium with hyphae and stolons; 2) Add sporangiophore and sporangium; 3) Draw rhizoids at the base; 4) Label all parts; 5) Write one function sentence per part using sentences like 'Rhizoids absorb nutrients from the dead organic matter.' Step 4 - 5 min|Question & Answer Method|Asks summary questions: 'Name the five main parts of Rhizopus.' 'What is the function of rhizoids?' 'What is saprophytic nutrition?' Invites one or two groups to briefly display their poster if time allows. Confirms correct answers. Assigns homework: 'Draw a labelled diagram of Mucor (similar structure to Rhizopus) and state the functions of its parts. Bring it next lesson.'|Answer orally: 'The five main parts are sporangium, sporangiophore, stolons, rhizoids, and hyphae.' 'Rhizoids anchor the fungus and absorb nutrients.' 'Saprophytic nutrition is feeding on dead or decaying organic matter by secreting enzymes externally and absorbing the digested nutrients.' Selected groups show posters. Record homework in exercise books.|Summary: Rhizopus structure (sporangium, sporangiophore, stolons, rhizoids, hyphae) and functions; Saprophytic nutrition involves extracellular digestion of dead organic matter. Homework: Draw labelled Mucor diagram and write functions. 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