Arthropods and biological control of pests

Grade 10 · Biology

Semester 2 | Period 4 | Week 22

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Subject: Biology

Semester: 2

Period: 4

Week: 22

School Name:
Teacher’s Name:
Subject: Biology
Grade Level: Grade 10
Date: Week 22
Lesson Duration: 45 minutes
Week & Term: Week 22, Period 4
Topic: Arthropods and Biological Control of Pests
Sub-topic: Caste System in Social Insects and the Economic Importance of Honeybees and Termites

 

Learning Objectives

By the end of the lesson, students should be able to:

  1. Define social insects and give examples.
  2. Describe the caste system in honeybees and termites.
  3. State the roles of each caste (queen, drones/kings, workers/soldiers).
  4. Explain the economic importance of honeybees and termites.
  5. Appreciate how insect behavior contributes to their usefulness or harm in society.

 

Previous Knowledge

Students already know:

  • Basic structure of arthropods
  • Examples of useful and harmful insects
  • Knowledge of reproduction and division of labor in biology

 

Instructional Materials

  • Chart showing honeybee and termite caste systems
  • Models or drawings of bees and termites
  • Sample honeycomb or artificial nests (if available)
  • Short video on honeybee behavior and termite mounds

 

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 mins
Ask:

  • “Who has ever seen a termite mound or been stung by a bee?”
  • “Did you know some insects have kings and queens like humans?”
    Start a quick brainstorming session: “What makes bees and termites live in groups?”

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 mins
Teacher explains:

  • Social Insects: Insects that live and work together in organized colonies.
  • Caste System in Honeybees:
    • Queen: Only one per colony. Her job is to lay eggs.
    • Drones: Male bees whose main job is to mate with the queen.
    • Workers: Female bees who do all other jobs—cleaning, feeding, guarding, collecting nectar, making honey and wax.
  • Caste System in Termites:
    • Queen: Lays thousands of eggs daily.
    • King: Mates with the queen to keep the colony growing.
    • Workers: Feed the colony, build and maintain tunnels.
    • Soldiers: Protect the colony from ants and other threats.
  • Economic Importance:
    • Honeybees: Produce honey, beeswax, pollinate crops (increase food production).
    • Termites: Harmful to buildings and crops, but also break down dead wood and enrich soil in nature.

 

Learners’ Activities (Expanded):

  • In pairs, students draw the caste system of a honeybee colony and label the roles.
  • Role play: Each student picks a caste role and acts it out in a group demonstration.
  • Watch a short video of a beehive and termite mound; pause to identify different insects in action.
  • Use a comparison chart to list the similarities and differences between bee and termite caste systems.
  • Group discussion: “Why is it important for insects to have specialized roles?”

 

Assessment Checks:

  • Students match caste roles to their correct duties
  • Complete a diagram of a colony with missing labels
  • Quick quiz: “What is the difference between a worker bee and a drone?”

 

Notes (Expanded & Detailed)

Social insects like honeybees and termites do not live alone. They form structured groups called colonies, where each member has a specific job. This is called a caste system. In honeybee colonies, the queen is the only fertile female, while drones are males for mating. Worker bees handle everything from cleaning to honey production. In termite colonies, the queen lays eggs, the king mates with her, and soldiers protect the nest while workers build and feed the group.

Bees are very useful to humans. Apart from giving us honey and wax, they pollinate plants—helping fruits and crops grow. Termites are harmful in homes but help the environment by recycling dead wood. Understanding their roles helps us control harmful ones and protect useful ones.

 

C – Consolidation (Conclusion & Assessment)

Time: 5–10 mins
Students summarize the roles of bees and termites in a colony. Teacher asks:

  • “Which caste works the most?”
  • “Which insect is more helpful—bee or termite?”

 

Evaluation Method (Expanded)

  • Students complete a short worksheet comparing bee and termite colonies.
  • Class group quiz: Each group answers questions on caste roles and economic impact.
  • Students present a one-minute speech on how bees help farms.

 

Assignment (Expanded)

  1. Creative task: Design your own insect colony with a caste system. Draw and describe the roles of at least three castes.
  2. Interview a local farmer or vendor: “How do bees or termites affect your farm/business?” Write a summary.
  3. List five things you learned about teamwork from observing social insects.

 

Follow-up Activity (if any)

Students will build a simple paper hive or mound with labeled insect figures and describe the functions of each member.

🧠 Differentiation / Inclusive Strategies

  • Struggling Learners: Use labeled diagrams and sentence starters
  • Advanced Learners: Research ant caste systems and compare them to bees and termites
  • Students with Disabilities: Provide hands-on materials and audio explanations

 

Teacher’s Reflection (After Class)

• What worked well?
• What needs improvement?
• Students’ engagement level: â–¡ High â–¡ Medium â–¡ Low
• Next steps: Explore pests and methods of pest control