Grade 10 Physics Term 3 Scheme of Work
Physics • Grade 10
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📘 Preview: Week 7 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 7 | 1 | Environmental and Space Physics | 4.2 Introduction to Space Physics | By the end of the lesson, the learner should be able to: a) debate the future of space exploration (Moon base, Mars colony); b) discuss ethical and financial implications; c) appreciate informed citizenship. |
The learners will be guided to: i> prepare debate teams; ii> use evidence from research; iii> reflect on priorities (Core competency: Ethical reasoning; PCI: Global equity). |
Should we spend money on space when Earth has problems? | Articles, debate cards | Debate performance assessed using an ethical reasoning and global equity rubric | — |
| 7 | 2 | Electricity and Magnetism | 3.3 Introduction to Electronics | By the end of the lesson, the learner should be able to: a) create a portfolio entry on semiconductor experiments; b) include diagrams, data, and reflections; c) appreciate growth in electronics skills. |
The learners will be guided to: i> compile circuit designs and tests; ii> write reflections on challenges; iii> set improvement goals (Core competency: Self-efficacy; PCI: Academic honesty). |
How have your electronics skills improved? | Portfolios, lab notebooks | Portfolio entry assessed using a self-efficacy and academic honesty rubric | — |
| 7 | 3 | Environmental and Space Physics | 4.1 Greenhouse Effect and Climate Change | By the end of the lesson, the learner should be able to: a) calculate personal carbon footprint; b) analyze sources (transport, diet, energy); c) appreciate personal responsibility. |
The learners will be guided to: i> use online carbon calculator; ii> analyze results; iii> propose reductions (Core competency: Environmental citizenship; PCI: Climate action). |
What is your carbon footprint? | Digital devices, calculators | Carbon footprint report assessed using an environmental citizenship and climate action rubric | — |
| 7 | 4 | Environmental and Space Physics | 4.2 Introduction to Space Physics | By the end of the lesson, the learner should be able to: a) model the solar system to scale; b) compare planet sizes and distances; c) appreciate cosmic scale. |
The learners will be guided to: i> use online scale models; ii> create a classroom display; iii> reflect on Earth's uniqueness (Core competency: Spatial reasoning; PCI: Environmental care). |
Why is Earth the only known habitable planet? | Online tools, models | Model and reflection assessed using a spatial reasoning and environmental care rubric | — |
| 7 | 5 | Electricity and Magnetism | 3.3 Introduction to Electronics | By the end of the lesson, the learner should be able to: a) explain how smartphones use semiconductors; b) research components (processor, memory, sensors); c) appreciate miniaturization technology. |
The learners will be guided to: i> research smartphone tech; ii> create a labeled diagram; iii> discuss responsible disposal (Core competency: Digital literacy; PCI: E-waste awareness). |
How do semiconductors enable smartphones? | Internet, diagrams | Diagram and explanation assessed using a digital literacy and e-waste awareness rubric | — |
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