Grade 10 Chemistry Term 1 Scheme of Work
Chemistry • Grade 10
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📘 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) write balanced equations for chemical reactions; b) balance simple reactions; c) appreciate conservation of mass. |
The learners will be guided to: i> write balanced equations for reactions; ii> practise with group 1/2 elements; iii> peer-review (Core competency: Learning to learn; PCI: Citizenship). |
How do we balance chemical equations? | Equation worksheets | Balancing task assessed using a learning to learn and citizenship rubric | — |
| 4 | 2 | Inorganic Chemistry | 1.3 The Periodic Table | By the end of the lesson, the learner should be able to: a) write balanced equations for chemical reactions; b) balance redox reactions; c) appreciate electron transfer. |
The learners will be guided to: i> balance redox equations; ii> identify oxidation states; iii> discuss real-world examples (Core competency: Critical thinking; PCI: Life skills - analytical thinking). |
How do oxidation states help in balancing equations? | Redox worksheets | Redox balancing assessed using a critical thinking and analytical rubric | — |
| 4 | 3 | Inorganic Chemistry | 1.3 The Periodic Table | By the end of the lesson, the learner should be able to: a) appreciate the role of electron arrangement in the development of the periodic table; b) research Mendeleev's predictions; c) appreciate scientific foresight. |
The learners will be guided to: i> research Mendeleev's predictions; ii> create timeline of periodic table; iii> present to class (Core competency: Citizenship; PCI: Socio-Economic and Environmental Issues - social cohesion). |
How did electron arrangement validate Mendeleev's table? | Internet, timeline materials | Timeline assessed using a citizenship and social cohesion rubric | — |
| 4 | 4 | Inorganic Chemistry | 1.4 Chemical Bonding | By the end of the lesson, the learner should be able to: a) illustrate bond types in elements, molecules and compounds; b) discuss ionic, covalent, metallic bonds; c) appreciate bond diversity. |
The learners will be guided to: i> review stability of atoms; ii> discuss valence electrons and octet rule; iii> classify bond types (Core competency: Socio-Economic and Environmental issues - social cohesion; PCI: Socio-Economic and Environmental issues - social cohesion). |
What types of chemical bonds exist? | Bond charts, diagrams | Classification task assessed using a social cohesion rubric | — |
| 4 | 5 | Inorganic Chemistry | 1.4 Chemical Bonding | By the end of the lesson, the learner should be able to: a) illustrate bond types in elements, molecules and compounds; b) draw Lewis dot-cross diagrams; c) appreciate electron sharing/transfer. |
The learners will be guided to: i> draw Lewis structures for NaCl, H2O, CH4; ii> use dots and crosses; iii> peer-assess (Core competency: Learning to learn; PCI: Love). |
How do we represent bonding with dots and crosses? | Lewis templates, worksheets | Lewis diagram assessed using a learning to learn and love rubric | — |
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