Grade 10 Power Mechanics Term 3 Scheme of Work
Power Mechanics • Grade 10
KES 100.00 — Full Scheme of Work
Buy Now
📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) design an engine for a rural water pump; b> specify type, cylinders, stroke cycle; c> show social justice in appropriate technology. |
The learners will be guided to: i> consider fuel availability, maintenance skill; ii> choose single-cylinder 4-stroke diesel; iii> sketch and justify. |
What engine can reliably serve a Kenyan village? | Design sheets, context cards | Engine design rubric | — |
| 3 | 2 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) research alternative fuel engines; b> explore CNG, electric, hybrid in Kenya; c> express patriotism through green innovation. |
The learners will be guided to: i> examine Nairobi CNG buses; ii> discuss pros/cons; iii> write a vision for clean transport. |
How can Kenya lead in sustainable engine technology? | Case studies, vision templates | Research and vision rubric | — |
| 3 | 3 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) revise engine types through a “Cycle Master” challenge; b> draw and explain 2-stroke, 4-stroke, rotary; c> earn “Engine Type Expert” recognition. |
The learners will be guided to: i> rotate through drawing and explanation stations; ii> judged on accuracy and clarity; iii> display best work. |
Can you teach the language of engine cycles? | Challenge stations, timers | Competition rubric | — |
| 3 | 4 | Engines | 4.3 Types of Engines | By the end of the lesson, the learner should be able to: a) reflect on engine types in a portfolio entry; b> include drawings, comparisons, designs; c> prepare for component studies next. |
The learners will be guided to: i> compile all 4.3 work; ii> write on “The Diversity of Engine Solutions”; iii> set a goal for component measurement. |
How has engine variety changed your view of mechanical problem-solving? | Portfolio templates | Reflection completeness rubric | — |
| 3 | 5 | Engines | 4.4 Engine components | By the end of the lesson, the learner should be able to: a) identify crankshaft, camshaft, piston; b> match names to real or model parts; c> appreciate naming in technical communication. |
The learners will be guided to: i> handle engine components; ii> complete matching worksheet; iii> discuss why each has a unique shape. |
What do professionals call the moving heart of the engine? | Engine parts, matching cards | Component identification rubric | — |
This preview is for evaluation only and cannot be printed or downloaded.