Grade 10 Chemistry Term 1 Scheme of Work
Chemistry • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Inorganic Chemistry | 1.1 Introduction to Chemistry | By the end of the lesson, the learner should be able to: a) explain the meaning of Chemistry as a field of science; b) discuss the definition in small groups; c) appreciate Chemistry as a foundational science. |
The learners will be guided to: i) discuss with peers the meaning of Chemistry as a field of science; ii) brainstorm everyday phenomena explained by Chemistry; iii) present group findings (Core competency: Communication and Collaboration; PCI: Life skills - safety and security). |
What is Chemistry, and why do we study it? | Textbooks, digital devices | Group presentation assessed using a communication and safety rubric | — |
| 1 | 2 | Inorganic Chemistry | 1.1 Introduction to Chemistry | By the end of the lesson, the learner should be able to: a) explore the role of Chemistry in day-to-day life; b) identify applications in agriculture, medicine, food; c) appreciate Chemistry's societal impact. |
The learners will be guided to: i) brainstorm the importance of Chemistry in our daily lives; ii) create a concept map of applications; iii) share with class (Core competency: Self-efficacy; PCI: Socio-Economic and Environmental issues - consumer protection). |
How is Chemistry important in our society? | Concept map templates, realia | Concept map assessed using a self-efficacy and consumer protection rubric | — |
| 1 | 3 | Inorganic Chemistry | 1.1 Introduction to Chemistry | By the end of the lesson, the learner should be able to: a) examine the effects of drug and substance use in day-to-day life; b) discuss meaning of drug, prescription, dosage; c) appreciate health awareness. |
The learners will be guided to: i) discuss with peers the meaning of drug, prescription, dosage and substance use; ii) research effects; iii> brainstorm on learner's rights to safe environment (Core competency: Citizenship; PCI: Health Promotion Issues - drug and substance use). |
What are the risks of substance use? | Case studies, internet | Discussion assessed using a citizenship and health promotion rubric | — |
| 1 | 4 | Inorganic Chemistry | 1.1 Introduction to Chemistry | By the end of the lesson, the learner should be able to: a) advocate for a safe and healthy learning environment; b) develop posters on drug risks; c) appreciate community health. |
The learners will be guided to: i) Project: develop posters to sensitise peers on drug risks; ii> include prevention messages; iii> display in school (Core competency: Respect; PCI: Life skills - safety and security). |
How can we promote a drug-free school? | Poster materials | Poster assessed using a respect and safety rubric | — |
| 1 | 4-5 | Inorganic Chemistry | 1.1 Introduction to Chemistry | K: Explain the meaning of Chemistry as a field of science S: Discuss with peers the meaning of Chemistry as a field of science and its branches A: Show respect and appreciation for others' ideas during discussions | Step-by-step flow: 1. Introduction to Chemistry (5 mins) 2. Explore branches of Chemistry in groups (20 mins) 3. Explain the meaning of Chemistry (15 mins) 4. Elaborate on career opportunities related to Chemistry (20 mins) 5. Evaluate group presentations (20 mins) | What is Chemistry and its significance?, What are the branches of Chemistry?, How do Chemistry careers impact society? | Low-cost materials such as printed diagrams of Chemistry branches, career opportunity handouts, and whiteboard markers | Competency-based strategy with success criteria: effective communication, active participation, and respect for peers' ideas | — |
| 1 | 5 | Inorganic Chemistry | 1.2 The Atom | By the end of the lesson, the learner should be able to: a) describe the structure of the atom; b) review atomic number and mass number; c) appreciate atomic theory development. |
The learners will be guided to: i) review with peers the concept of atomic structure; ii> illustrate using Dalton, Rutherford, Bohr models; iii> watch Rutherford Gold Foil simulation (Core competency: Digital literacy; PCI: Socio-Economic and Environmental issues - global citizenship). |
How has our understanding of the atom evolved? | Atomic models, simulations | Model explanation assessed using a digital literacy and global citizenship rubric | — |
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