Grade 10 Geography Term 2 Scheme of Work
Geography • 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 | Natural Systems and Processes | 2.4 Earthquakes | By the end of the lesson, the learner should be able to: a> examine causes of earthquakes (tectonic, volcanic, collapse); b> explain focus, epicenter, and seismic waves; c> value Earth’s dynamic nature. |
The learners will be guided to: i> watch a simulation of plate movement; ii> label earthquake components; iii> discuss recent Kenyan tremors (e.g., Nairobi 2021). |
What causes the ground to shake? | Simulation video; labeling worksheet | Labeling accuracy with CC: Digital literacy; PCI: Self-esteem | — |
| 4 | 2 | Natural Systems and Processes | 2.4 Earthquakes | By the end of the lesson, the learner should be able to: a> illustrate global earthquake zones on a world map; b> identify the Ring of Fire and East African Rift; c> demonstrate global hazard awareness. |
The learners will be guided to: i> use atlas to shade seismic zones; ii> annotate high-risk areas; iii> present findings. |
Where do earthquakes occur in the world? | World map; colour pencils | Map rubric with CC: Creativity; PCI: Self-esteem | — |
| 4 | 3 | Natural Systems and Processes | 2.4 Earthquakes | By the end of the lesson, the learner should be able to: a> compare Richter and Mercalli scales; b> interpret earthquake magnitude vs. intensity; c> appreciate scientific measurement. |
The learners will be guided to: i> research historical quakes (Haiti, Japan); ii> complete a scale comparison chart; iii> discuss which scale affects communities more. |
How do we measure earthquake strength? | Case studies; chart paper | Chart accuracy with CC: Digital literacy; PCI: Environmental education | — |
| 4 | 4 | Natural Systems and Processes | 2.4 Earthquakes | By the end of the lesson, the learner should be able to: a> design a school earthquake drill; b> include drop, cover, hold procedures; c> promote life-saving preparedness. |
The learners will be guided to: i> plan a 3-minute drill; ii> assign roles (monitors, helpers); iii> practice with teacher supervision. |
How can we stay safe during an earthquake? | Drill planner; safety guidelines | Drill observation with CC: Digital literacy; PCI: Environmental education | — |
| 4 | 5 | Natural Systems and Processes | 2.4 Earthquakes | By the end of the lesson, the learner should be able to: a> create communication messages on earthquake preparedness; b> use slogans and visuals; c> display in school compound. |
The learners will be guided to: i> draft safety messages; ii> design posters or banners; iii> mount on noticeboards. |
What should every student know about earthquakes? | Art supplies; safety facts | Message rubric with CC: Creativity; PCI: Environmental education | — |
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