Grade 10 Chemistry Term 2 Scheme of Work
Chemistry • Grade 10
KES 100.00 — Full Scheme of Work
Buy Now
📘 Preview: Week 4 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 4 | 1 | Inorganic Chemistry | 1.3 The Periodic Table | By the end of the lesson, the learner should be able to: a) relate acid strength to periodic table position; b> discuss oxides of period 3; c> appreciate periodic trends. |
The learners will be guided to: i> test oxides of Na, Mg, Al, Si, P, S; ii> classify as acidic/basic; iii> link to position (Core competency: Critical thinking; PCI: Life skills - analytical thinking). |
Why is Na2O basic but SO2 acidic? | Oxides, indicators, periodic table | Classification report assessed using a critical thinking and analytical rubric | — |
| 4 | 2 | Inorganic Chemistry | 1.4 Chemical Bonding | By the end of the lesson, the learner should be able to: a) relate bonding to acid-base behavior; b> discuss ionic vs. covalent oxides; c> appreciate bonding-property link. |
The learners will be guided to: i> compare NaCl (ionic) and CO2 (covalent) in water; ii> test pH; iii> explain results (Core competency: Critical thinking; PCI: Love). |
Why does CO2 form an acid in water but NaCl doesn't? | Oxides, pH paper | Explanation assessed using a critical thinking and love rubric | — |
| 4 | 3 | Inorganic Chemistry | 1.5 Periodicity | By the end of the lesson, the learner should be able to: a) investigate group 7 acid formation; b> test HCl, HBr solutions; c> appreciate halogen reactivity. |
The learners will be guided to: i> prepare HCl gas (teacher demo); ii> test acidity; iii> discuss trends (Core competency: Unity; PCI: Environmental issues - safety in the laboratory). |
How do halogens form acids? | Halogen compounds, safety gear | Lab report assessed using a unity and safety rubric | — |
| 4 | 4 | Physical Chemistry | 2.1 Acids and Bases | By the end of the lesson, the learner should be able to: a) design an antacid test; b> compare commercial brands; c> appreciate consumer science. |
The learners will be guided to: i> test antacid effectiveness; ii> measure CO2 produced; iii> rank brands (Core competency: Responsibility; PCI: Socio-Economic and Environmental issues - consumer protection). |
Which antacid works best? | Antacids, acids, gas collection | Test report assessed using a responsibility and consumer protection rubric | — |
| 4 | 5 | Physical Chemistry | 2.1 Acids and Bases | By the end of the lesson, the learner should be able to: a) create a pH indicator from local plants; b> use red cabbage, flowers; c> appreciate green chemistry. |
The learners will be guided to: i> extract indicator from red cabbage; ii> test with acids/bases; iii> compare with commercial (Core competency: Creativity; PCI: Socio-Economic and Environmental Issues - environmental conservation). |
Can we make indicators from plants? | Red cabbage, ethanol, acids/bases | Indicator test assessed using a creativity and conservation rubric | — |
This preview is for evaluation only and cannot be printed or downloaded.