Grade 10 Geography Term 2 Scheme of Work
Geography • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 5 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 1 | Human and Economic Activities | 3.1 Agriculture | By the end of the lesson, the learner should be able to: a> explore types of agriculture worldwide; b> distinguish subsistence, commercial, and urban farming; c> value diverse food systems. |
The learners will be guided to: i> match images to agriculture types; ii> discuss examples from Kenya and abroad; iii> create a comparison chart. |
What types of agriculture feed the world? | Image cards; chart paper | Chart rubric with CC: Learning to learn; PCI: Assertiveness | — |
| 5 | 2 | Human and Economic Activities | 3.1 Agriculture | By the end of the lesson, the learner should be able to: a> explain five importance of agriculture in society; b> link to employment, food, exports; c> appreciate farmers’ contributions. |
The learners will be guided to: i> interview a local farmer (in person or video); ii> document key insights; iii> write a feature article. |
Why is agriculture the backbone of Kenya? | Interview guide; article template | Article rubric with CC: Learning to learn; PCI: Assertiveness | — |
| 5 | 3 | Human and Economic Activities | 3.1 Agriculture | By the end of the lesson, the learner should be able to: a> analyse trends in African agriculture; b> discuss mechanisation, irrigation, cooperatives; c> desire to modernise farming. |
The learners will be guided to: i> research trends using print/digital sources; ii> create a ‘Future of Farming’ mind map; iii> present key ideas. |
How is agriculture changing in Africa? | Research devices; mind map paper | Mind map rubric with CC: Citizenship; PCI: Social cohesion | — |
| 5 | 4 | Human and Economic Activities | 3.1 Agriculture | By the end of the lesson, the learner should be able to: a> watch video clips on urban agriculture and hydroponics; b> identify innovations for space-limited cities; c> value tech-driven food security. |
The learners will be guided to: i> watch clips on rooftop gardens, vertical farms; ii> take notes on benefits; iii> brainstorm school urban farming ideas. |
Can cities feed themselves? | Video clips; notepads | Note accuracy with CC: Digital literacy; PCI: Social cohesion | — |
| 5 | 5 | Human and Economic Activities | 3.1 Agriculture | By the end of the lesson, the learner should be able to: a> develop communication messages on agricultural challenges; b> include climate change, pests, market access; c> display on school noticeboards. |
The learners will be guided to: i> rank challenges by impact; ii> design awareness posters; iii> present to class. |
What challenges threaten Kenyan agriculture? | Poster materials; challenge cards | Poster rubric with CC: Learning to learn; PCI: Social cohesion | — |
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