Grade 10 Marine and Fisheries Technology Term 2 Scheme of Work
Marine and Fisheries Technology • Grade 10
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📘 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 | Aquaculture | 2.3 Fish Pond | By the end of the lesson, the learner should be able to: a) explain soil type for pond construction; b> test clay vs. sandy soil percolation; c> demonstrate scientific method in site selection. |
The learners will be guided to: i> perform percolation test on school grounds; ii> record water drop rate; iii> conclude best location. |
Why won’t a sandy site hold water? | Soil samples, percolation kits | Soil test rubric | — |
| 3 | 2 | Aquaculture | 2.3 Fish Pond | By the end of the lesson, the learner should be able to: a) assess water availability for pond; b> measure source flow rate or rainfall catchment; c> show resource planning in design. |
The learners will be guided to: i> calculate pond volume (e.g., 200m³); ii> estimate refill needs; iii> propose water source. |
How much water does a fish pond really need? | Measuring tapes, flow meters | Water assessment rubric | — |
| 3 | 3 | Aquaculture | 2.3 Fish Pond | By the end of the lesson, the learner should be able to: a) evaluate topography for pond site; b> use A-frame or level to check slope; c> demonstrate practical surveying skill. |
The learners will be guided to: i> build simple A-frame level; ii> mark contour lines; iii> avoid valleys (flood risk) and ridges (no water). |
Why must a pond be on gently sloping land? | A-frame kits, marking pegs | Topography assessment rubric | — |
| 3 | 4 | Aquaculture | 2.3 Fish Pond | By the end of the lesson, the learner should be able to: a) assess security and market access; b> map distance to road, market, school; c> apply financial literacy in location choice. |
The learners will be guided to: i> use school map; ii> calculate transport cost to market; iii> discuss theft prevention. |
How does location affect profit and safety? | Maps, cost templates | Site evaluation rubric | — |
| 3 | 5 | Aquaculture | 2.3 Fish Pond | By the end of the lesson, the learner should be able to: a) finalise school pond site; b> present to school committee with evidence; c> demonstrate citizenship in proposal. |
The learners will be guided to: i> compile soil, water, slope, access data; ii> create presentation; iii> seek approval for construction. |
Are we ready to build? | Site portfolio, presentation rubric | Proposal rubric | — |
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