Grade 10 General Science Term 1 Scheme of Work
General Science • Grade 10
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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 | Life Science | 1.5 Respiration | By the end of the lesson, the learner should be able to: a> investigate anaerobic respiration using yeast; b> measure CO2 production; c> value fermentation in food. |
The learners will be guided to: i> set up yeast + sugar in flasks; ii> collect gas in test tubes; iii> test with limewater. |
How do yeast make bread rise? | Yeast; sugar; limewater | Lab observation with CC: Learning to learn; PCI: Financial literacy | — |
| 5 | 2 | Life Science | 1.5 Respiration | By the end of the lesson, the learner should be able to: a> make yogurt or porridge using fermentation; b> follow safe food practices; c> demonstrate value addition. |
The learners will be guided to: i> prepare yogurt from milk; ii> document process; iii> taste and reflect (non-alcoholic). |
How can science improve food? | Milk; cultures; thermometers | Project rubric with CC: Peace; PCI: Financial literacy | — |
| 5 | 3 | Life Science | 1.6 Plant growth and development | By the end of the lesson, the learner should be able to: a> distinguish growth from development; b> give examples (height vs. flowering); c> appreciate plant life cycles. |
The learners will be guided to: i> research using digital sources; ii> create a T-chart; iii> present findings. |
What’s the difference between growing and developing? | Digital devices; T-chart | Chart rubric with CC: Communication; PCI: Cyber security | — |
| 5 | 4 | Life Science | 1.6 Plant growth and development | By the end of the lesson, the learner should be able to: a> describe causes of seed dormancy; b> explain how fire or scarification breaks it; c> value adaptation in nature. |
The learners will be guided to: i> discuss local seeds (acacia, bean); ii> research dormancy mechanisms; iii> design a 'Wake Up Seeds' poster. |
Why don’t all seeds sprout immediately? | Seed samples; poster materials | Poster rubric with CC: Self-efficacy; PCI: Cyber security | — |
| 5 | 5 | Life Science | 1.6 Plant growth and development | By the end of the lesson, the learner should be able to: a> investigate conditions for germination; b> test water, air, warmth; c> model scientific method. |
The learners will be guided to: i> set up seed experiments; ii> observe daily; iii> record in journals. |
What do seeds need to sprout? | Seeds; cotton; jars | Journal rubric with CC: Learning to learn; PCI: Cyber security | — |
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