Grade 10 General Science Term 2 Scheme of Work
General Science • Grade 10
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📘 Preview: Week 7 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 7 | 1 | Natural Physical Science | 3.1 Turning effect of force | By the end of the lesson, the learner should be able to: a> determine moments of a force at a point; b> calculate force × distance; c> value balance in design. |
The learners will be guided to: i> balance metre rule with weights; ii> calculate moments; iii> discuss: 'Why do wrenches have long handles?' |
How do you calculate turning effect? | Metre rule; weights; calculators | Calculation rubric with CC: Critical thinking; PCI: Life skills | — |
| 7 | 2 | Natural Physical Science | 3.1 Turning effect of force | By the end of the lesson, the learner should be able to: a> calculate moments of anti-parallel forces; b> apply to see-saws and levers; c> appreciate mechanical advantage. |
The learners will be guided to: i> solve see-saw problems; ii> build simple levers; iii> test balance. |
How do levers make work easier? | Lever kits; problem sets | Problem-solving rubric with CC: Digital literacy; PCI: Life skills | — |
| 7 | 3 | Natural Physical Science | 3.1 Turning effect of force | By the end of the lesson, the learner should be able to: a> apply turning effect to real-life situations; b> identify in wheelbarrows, doors, cranes; c> model engineering thinking. |
The learners will be guided to: i> walk school to find examples; ii> photograph and label; iii> present 'Forces in Action' slideshow. |
Where do you see turning effects at school? | Cameras; slideshow tool | Slideshow rubric with CC: Critical thinking; PCI: Life skills | — |
| 7 | 4 | Natural Physical Science | 3.2 Linear motion | By the end of the lesson, the learner should be able to: a> explain terms: distance, displacement, speed, velocity; b> distinguish scalar vs. vector; c> value precision in description. |
The learners will be guided to: i> act out motion scenarios; ii> complete term matching; iii> discuss: 'Is speed the same as velocity?' |
How do you accurately describe motion? | Term cards; motion scenarios | Matching accuracy with CC: Communication; PCI: Life Skills Education | — |
| 7 | 5 | Natural Physical Science | 3.2 Linear motion | By the end of the lesson, the learner should be able to: a> calculate motion variables using equations; b> solve v = u + at problems; c> apply to falling objects. |
The learners will be guided to: i> solve numerical problems; ii> use step-by-step guides; iii> present solutions. |
How can equations predict motion? | Problem sets; calculators | Problem rubric with CC: Learning to learn; PCI: Road safety | — |
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