Grade 10 Physics Term 3 Scheme of Work
Physics • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 4 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 4 | 1 | Environmental and Space Physics | 4.1 Greenhouse Effect and Climate Change | By the end of the lesson, the learner should be able to: a) use reference materials or digital media to outline mitigating factors; b) research renewable energy and reforestation; c) appreciate global efforts. |
The learners will be guided to: i> outline mitigation strategies; ii> discuss Paris Agreement; iii> reflect on role (Core competency: Digital literacy; PCI: Global citizenship). |
What can be done to mitigate climate change? | Digital media, reference materials | Strategy outline assessed using a digital literacy and global citizenship rubric | — |
| 4 | 2 | Environmental and Space Physics | 4.1 Greenhouse Effect and Climate Change | By the end of the lesson, the learner should be able to: a) use print/non-print media to search for information on greenhouse effect, global warming, ozone layer; b) distinguish between greenhouse effect and ozone depletion; c) appreciate scientific clarity. |
The learners will be guided to: i> research both phenomena; ii> create comparison chart; iii> correct common misconceptions (Core competency: Critical thinking; PCI: Environmental education). |
How does ozone layer depletion threaten our environment? | Internet, charts | Comparison chart assessed using a critical thinking and environmental education rubric | — |
| 4 | 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) explain the effect of ozone layer on climate change; b) describe UV protection and cooling effect; c) appreciate atmospheric layers. |
The learners will be guided to: i> watch ozone depletion animation; ii> discuss skin cancer risks; iii> role-play Montreal Protocol (Core competency: Global citizenship; PCI: International cooperation). |
What is the role of the ozone layer in climate? | Videos, role cards | Explanation and reflection assessed using a global citizenship and international cooperation rubric | — |
| 4 | 4 | Environmental and Space Physics | 4.1 Greenhouse Effect and Climate Change | By the end of the lesson, the learner should be able to: a) appreciate the impact of climate change on the environment; b) evaluate ecological and social consequences; c) demonstrate climate advocacy. |
The learners will be guided to: i> case study: drought or flood; ii> analyze impacts; iii> create advocacy poster (Core competency: Social Justice; PCI: Community resilience). |
How does climate change affect vulnerable communities? | Case studies, poster materials | Poster and analysis assessed using a social justice and community resilience rubric | — |
| 4 | 5 | Environmental and Space Physics | 4.2 Introduction to Space Physics | By the end of the lesson, the learner should be able to: a) describe the Big Bang Theory of the origin of the universe; b) sequence key events in cosmic evolution; c) appreciate evidence-based cosmology. |
The learners will be guided to: i> discuss the Big Bang Theory; ii> create timeline; iii> discuss cosmic microwave background (Core competency: Digital literacy; PCI: Self-management skills). |
How was the universe/earth formed? | Videos, timeline cards | Timeline and quiz assessed using a digital literacy and self-management rubric | — |
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