Grade 10 Chemistry Term 3 Scheme of Work
Chemistry • Grade 10
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📘 Preview: Week 5 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 1 | Inorganic Chemistry | 1.3 The Periodic Table | By the end of the lesson, the learner should be able to: a) relate salt formation to periodic table; b> discuss group 1/2 + group 7; c> appreciate predictive power. |
The learners will be guided to: i> predict salt formulas from positions; ii> verify with data; iii> create trend chart (Core competency: Critical thinking; PCI: Life skills - analytical thinking). |
Why do group 1 and 7 form 1:1 salts? | Periodic table, data sheets | Prediction chart assessed using a critical thinking and analytical rubric | — |
| 5 | 2 | Inorganic Chemistry | 1.4 Chemical Bonding | By the end of the lesson, the learner should be able to: a) relate salt properties to ionic bonding; b> discuss high m.p., conductivity; c> appreciate structure-property link. |
The learners will be guided to: i> test salt properties; ii> link to ionic bonding; iii> compare with covalent (Core competency: Critical thinking; PCI: Love). |
Why do salts have high melting points? | Salt samples, conductivity kit | Property report assessed using a critical thinking and love rubric | — |
| 5 | 3 | Physical Chemistry | 2.1 Acids and Bases | By the end of the lesson, the learner should be able to: a) integrate acid-base and salt concepts; b> discuss neutralisation as salt formation; c> appreciate reaction unity. |
The learners will be guided to: i> connect neutralisation to salt prep; ii> write equations; iii> discuss applications (Core competency: Systems thinking; PCI: Socio-Economic and Environmental Issues - social cohesion). |
How are acids, bases, and salts connected? | Concept map tools | Concept map assessed using a systems thinking and social cohesion rubric | — |
| 5 | 4 | Physical Chemistry | 2.2 Introduction to Salts | By the end of the lesson, the learner should be able to: a) investigate fertilizer composition; b> test NPK content; c> appreciate agricultural chemistry. |
The learners will be guided to: i> analyze fertilizer labels; ii> calculate NPK ratios; iii> discuss crop needs (Core competency: Financial literacy; PCI: Socio-Economic and Environmental issues - consumer protection). |
What does NPK 10-10-10 mean? | Fertilizer samples, labels | Analysis report assessed using a financial literacy and consumer protection rubric | — |
| 5 | 5 | Physical Chemistry | 2.2 Introduction to Salts | By the end of the lesson, the learner should be able to: a) debate organic vs. inorganic fertilizers; b> weigh yield vs. sustainability; c> appreciate informed choices. |
The learners will be guided to: i> prepare debate on fertilizers; ii> use eutrophication data; iii> propose balanced use (Core competency: Ethical reasoning; PCI: Socio-Economic and Environmental Issues - environmental conservation). |
Should we ban inorganic fertilizers? | Debate cards, data | Debate assessed using an ethical reasoning and conservation rubric | — |
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