Grade 10 General Science Term 2 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 | Matter and Chemical Reactions | 2.4 Acids, Bases and Salts | By the end of the lesson, the learner should be able to: a> distinguish acids and bases using pH indicator; b> test household substances; c> value safe handling. |
The learners will be guided to: i> test vinegar, baking soda, soap; ii> record pH; iii> create a pH scale poster. |
How can you tell if something is acidic or basic? | Universal indicator; samples | Lab observation with CC: Responsibility; PCI: Safety and security | — |
| 5 | 2 | Matter and Chemical Reactions | 2.4 Acids, Bases and Salts | By the end of the lesson, the learner should be able to: a> explain roles of acids/bases in digestion, bleaching; b> link HCl to stomach, NaOH to soap; c> appreciate biological relevance. |
The learners will be guided to: i> discuss biological processes; ii> create a 'Body Chemistry' flowchart; iii> present to class. |
Where do acids and bases work in your body? | Flowchart template; discussion prompts | Flowchart rubric with CC: Respect; PCI: Learner support programme | — |
| 5 | 3 | Matter and Chemical Reactions | 2.4 Acids, Bases and Salts | By the end of the lesson, the learner should be able to: a> identify products of acid-base reactions; b> write salt + water equations; c> value neutralisation in daily life. |
The learners will be guided to: i> predict products; ii> balance equations; iii> discuss antacids. |
What happens when acid meets base? | Equation cards; worksheet | Equation rubric with CC: Communication; PCI: Safety and security | — |
| 5 | 4 | Matter and Chemical Reactions | 2.4 Acids, Bases and Salts | By the end of the lesson, the learner should be able to: a> classify salts by behavior in air; b> define hygroscopic, deliquescent, efflorescent; c> apply to storage. |
The learners will be guided to: i> observe salt samples; ii> record changes; iii> design storage labels. |
Why do some salts change in air? | Salt samples; labels | Observation rubric with CC: Self-efficacy; PCI: Socio-economic and environmental education | — |
| 5 | 5 | Matter and Chemical Reactions | 2.4 Acids, Bases and Salts | By the end of the lesson, the learner should be able to: a> outline salt applications in agriculture, food, roads; b> discuss environmental effects (eutrophication); c> promote responsible use. |
The learners will be guided to: i> research salt uses; ii> debate: 'Are road salts worth the pollution?'; iii> write a policy brief. |
How can salts help and harm the environment? | Research devices; debate guide | Brief rubric with CC: Communication; PCI: Socio-economic and environmental education | — |
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