Advertisements
Advertisements
GRADE 10 GENERAL SCIENCE SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
Advertisements
| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment Methods | Reflection |
| 1 | 1 | 1.0 Introduction to General Science | 1.1 Introduction | By the end of the lesson, the learner should be able to explain the meaning of General Science as a learning area. | How is General Science useful in daily life? | The learner is guided to find out the meaning of general science from a resource person or the internet. | Curriculum Design (2024) pg 1; Digital devices | Oral questions | |
| 2 | By the end of the lesson, the learner should be able to discuss the branches of General Science. | The learner is guided to brainstorm on the main branches (Biology, Chemistry, Physics) and share with peers. | Curriculum Design (2024) pg 1; Chart papers | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to outline the importance of General Science in life, environment, and technology. | The learner is guided to consult teachers or parents on the importance of General Science in relation to human life. | Curriculum Design (2024) pg 1; Resource person | Written quiz | |||||
| 4 | By the end of the lesson, the learner should be able to identify career opportunities related to General Science. | The learner is guided to draw a chart on careers related to General Science and identify a career path of interest. | Curriculum Design (2024) pg 2; Career charts | Project Work | |||||
| 5 | 2.0 Living Things and Environment | 2.1 The Cell | By the end of the lesson, the learner should be able to explain the differences between light and electron microscopes. | What makes up an organism? | The learner is guided to discuss with peers the differences between light and electron microscopes. | Curriculum Design (2024) pg 5; Microscopes (Light) | Oral questions | ||
| 6 | By the end of the lesson, the learner should be able to describe the plant cell under an electron microscope. | The learner is guided to use print or non-print media to search for the structure of plant cells under an electron microscope. | Curriculum Design (2024) pg 5; Photomicrographs | Observation | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to describe the animal cell under an electron microscope. | The learner is guided to observe photomicrographs of animal cells and identify components. | Curriculum Design (2024) pg 5; Digital images | Identification task | ||||
| 2 | By the end of the lesson, the learner should be able to compare plant and animal cell structures. | The learner is guided to draw and label the structures of animal and plant cells under the electron microscope. | Curriculum Design (2024) pg 5; Drawing charts | Portfolio | |||||
| 3 | By the end of the lesson, the learner should be able to explain the functions of the components of plant and animal cells. | The learner is guided to discuss with peers the functions of components of the animal and plant cells. | Curriculum Design (2024) pg 5; Textbooks | Oral questions | |||||
| 4 | By the end of the lesson, the learner should be able to construct a concept map of the levels of cell organisation. | The learner is guided to make a chart showing levels of cell organisation (organelles, cells, tissues, organs, systems). | Curriculum Design (2024) pg 6; Manila paper | Chart marking | |||||
| 5 | 2.2 Nutrition in Animals | By the end of the lesson, the learner should be able to describe digestion of food in the mouth and stomach. | What is the importance of breaking down food? | The learner is guided to search for information on digestion of different types of food in the mouth and stomach. | Curriculum Design (2024) pg 7; Digital devices | Written quiz | |||
| 6 | By the end of the lesson, the learner should be able to describe digestion of food in the small intestine. | The learner is guided to search for information on enzymes used to breakdown food in the small intestine. | Curriculum Design (2024) pg 7; Simulation software | Observation | |||||
| 3 | 1 | By the end of the lesson, the learner should be able to explain the adaptations of parts of the human digestive system (Mouth/Oesophagus). | The learner is guided to discuss adaptations of the mouth and oesophagus to their functions. | Curriculum Design (2024) pg 7; Models/Charts | Oral questions | ||||
| 2 | By the end of the lesson, the learner should be able to explain the adaptations of parts of the human digestive system (Stomach/Intestines). | The learner is guided to watch animation or simulation of digestion along the alimentary canal. | Curriculum Design (2024) pg 7; Videos | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to perform experiments to determine presence of Starch. | The learner is guided to carry out experiments on food tests (Starch) in groups. | Curriculum Design (2024) pg 7; Reagents, Food samples | Practical assessment | |||||
| 4 | By the end of the lesson, the learner should be able to perform experiments to determine presence of Reducing Sugars. | The learner is guided to carry out experiments on food tests (Reducing sugars) using Benedict’s solution. | Curriculum Design (2024) pg 18; Test tubes, Heat source | Practical assessment | |||||
| 5 | By the end of the lesson, the learner should be able to perform experiments to determine presence of Proteins. | The learner is guided to carry out experiments on food tests (Proteins) in groups. | Curriculum Design (2024) pg 7; Reagents | Practical assessment | |||||
| 6 | By the end of the lesson, the learner should be able to perform experiments to determine presence of Lipids. | The learner is guided to carry out experiments on food tests (Lipids) in groups. | Curriculum Design (2024) pg 7; Filter paper/Ethanol | Practical assessment | |||||
| 4 | 1 | By the end of the lesson, the learner should be able to appreciate the role of different parts of the digestive system. | The learner is guided to make a model of the human digestive system using locally available materials. | Curriculum Design (2024) pg 8; Local materials | Project work | ||||
| 2 | By the end of the lesson, the learner should be able to present their digestive system models. | The learner is guided to display and explain their models in plenary. | Curriculum Design (2024) pg 8; Completed models | Presentation | |||||
| 3 | 2.3 Transport in Plants | By the end of the lesson, the learner should be able to describe transport in plants (overview). | 1. Why is transport important in plants? | The learner is guided to use digital devices to search for information on transport in plants. | Curriculum Design (2024) pg 9; Digital devices | Oral questions | |||
| 4 | By the end of the lesson, the learner should be able to identify tissues responsible for transport. | The learner is guided to observe plant specimen to identify xylem and phloem tissues. | Curriculum Design (2024) pg 9; Plant specimens, Hand lens | Observation | |||||
| 5 | By the end of the lesson, the learner should be able to describe absorption of water in plants. | 2. How do plants absorb water? | The learner is guided to discuss how absorption of water in plants takes place (Osmosis). | Curriculum Design (2024) pg 9; Charts | Written quiz | ||||
| 6 | By the end of the lesson, the learner should be able to describe absorption of mineral salts in plants. | The learner is guided to discuss how mineral salts are absorbed (Active transport/Diffusion). | Curriculum Design (2024) pg 9; Textbooks | Written quiz | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to investigate factors affecting transpiration (Structural). | The learner is guided to carry out experiments to investigate structural factors affecting transpiration (leaf size, cuticle). | Curriculum Design (2024) pg 9; Potometers/Plants | Practical Report | ||||
| 2 | By the end of the lesson, the learner should be able to investigate factors affecting transpiration (Environmental). | The learner is guided to carry out experiments to investigate environmental factors (wind, humidity, light). | Curriculum Design (2024) pg 9; Fans, Polythene bags | Practical Report | |||||
| 3 | By the end of the lesson, the learner should be able to investigate translocation in plants. | The learner is guided to carry out experiment(s) to investigate translocation (Ring barking). | Curriculum Design (2024) pg 9; Plant stems | Observation | |||||
| 4 | By the end of the lesson, the learner should be able to describe the significance of transpiration. | The learner is guided to discuss the role of transpiration in sustainability of plant life (Cooling, transport). | Curriculum Design (2024) pg 9; Textbooks | Oral discussion | |||||
| 5 | By the end of the lesson, the learner should be able to discuss the necessity of transport in plants. | The learner is guided to discuss with peers why transport is critical for plant survival. | Curriculum Design (2024) pg 9; Reference materials | Group discussion | |||||
| 6 | By the end of the lesson, the learner should be able to sensitize the community on transport in plants. | The learner is guided to apply knowledge to sustain plant growth in the locality (watering, care). | Curriculum Design (2024) pg 10; Garden tools | Project | |||||
| 6 | 1 | 2.4 Respiration | By the end of the lesson, the learner should be able to explain the meaning of respiration. | How is aerobic and anaerobic respiration important? | The learner is guided to discuss with peers the meaning of respiration. | Curriculum Design (2024) pg 11; Textbooks | Oral questions | ||
| 2 | By the end of the lesson, the learner should be able to describe aerobic respiration. | The learner is guided to discuss the process of aerobic respiration in living things. | Curriculum Design (2024) pg 11; Charts | Written quiz | |||||
| 3 | By the end of the lesson, the learner should be able to describe anaerobic respiration. | The learner is guided to discuss the difference between aerobic and anaerobic respiration. | Curriculum Design (2024) pg 11; Digital devices | Comparison table | |||||
| 4 | By the end of the lesson, the learner should be able to investigate anaerobic respiration (Fermentation). | The learner is guided to carry out activities to investigate anaerobic respiration using yeast. | Curriculum Design (2024) pg 11; Yeast, Sugar, Balloons | Practical observation | |||||
| 5 | By the end of the lesson, the learner should be able to explain the effects of anaerobic respiration. | The learner is guided to use media to search for information on effects like oxygen debt. | Curriculum Design (2024) pg 11; Print media | Oral questions | |||||
| 6 | By the end of the lesson, the learner should be able to calculate the Respiratory Quotient (RQ). | The learner is guided to calculate RQ to determine the type of substrate and respiration. | Curriculum Design (2024) pg 11; Calculator, Data | Calculation test | |||||
| 7 | 1 | By the end of the lesson, the learner should be able to explain factors affecting respiration. | The learner is guided to discuss with peers factors affecting respiration in living things. | Curriculum Design (2024) pg 11; Textbooks | Written notes | ||||
| 2 | By the end of the lesson, the learner should be able to describe the economic importance of anaerobic respiration. | The learner is guided to discuss the economic importance (baking, biogas) in industry and home. | Curriculum Design (2024) pg 12; Industry case studies | Project Plan | |||||
| 3 | 2.5 Plant Growth and Development | By the end of the lesson, the learner should be able to explain the meaning of growth and development. | What brings about growth in plants? | The learner is guided to use media to search for differences between growth and development. | Curriculum Design (2024) pg 13; Digital media | Oral distinction | |||
| 4 | By the end of the lesson, the learner should be able to describe the causes of seed dormancy. | The learner is guided to discuss in groups causes of seed dormancy. | Curriculum Design (2024) pg 13; Seeds | Discussion | |||||
| 5 | By the end of the lesson, the learner should be able to determine how to break seed dormancy. | The learner is guided to search for information on how to break seed dormancy. | Curriculum Design (2024) pg 13; Internet | Written report | |||||
| 6 | By the end of the lesson, the learner should be able to determine conditions necessary for germination. | The learner is guided to carry out experiments to investigate conditions (Water, Oxygen, Warmth). | Curriculum Design (2024) pg 13; Seeds, Cotton wool | Experiment set up | |||||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | |
| 9 | 1 | By the end of the lesson, the learner should be able to differentiate between epigeal and hypogeal germination. | The learner is guided to carry out experiments/observations of epigeal and hypogeal germination. | Curriculum Design (2024) pg 13; Bean/Maize seeds | Observation log | ||||
| 2 | By the end of the lesson, the learner should be able to observe germination progress. | The learner is guided to monitor and record germination stages from previous experiments. | Curriculum Design (2024) pg 13; Germinating seeds | Data recording | |||||
| 3 | By the end of the lesson, the learner should be able to distinguish between primary and secondary growth. | The learner is guided to discuss with peers the differences between primary and secondary growth. | Curriculum Design (2024) pg 13; Plant stems/sections | Written quiz | |||||
| 4 | By the end of the lesson, the learner should be able to describe the role of growth hormones. | The learner is guided to use media to search for information on the role of growth hormones (Auxins etc). | Curriculum Design (2024) pg 14; Digital devices | Oral presentation | |||||
| 5 | By the end of the lesson, the learner should be able to appreciate the concept of growth in plants. | The learner is guided to reflect on how growth concepts apply to agriculture. | Curriculum Design (2024) pg 14; Field visit (School garden) | Reflection journal | |||||
| 6 | 2.6 Microorganisms | By the end of the lesson, the learner should be able to identify microorganisms that affect human beings. | How are micro-organisms important in daily life? | The learner is guided to discuss types of microorganisms (Fungi, bacteria, viruses). | Curriculum Design (2024) pg 15; Charts | Identification | |||
| 10 | 1 | By the end of the lesson, the learner should be able to explain modes of transmission of microorganisms. | The learner is guided to search for information on modes of transmission in human beings. | Curriculum Design (2024) pg 15; Internet | Oral discussion | ||||
| 2 | By the end of the lesson, the learner should be able to identify types of infections caused by fungi. | The learner is guided to search for information on fungal infections. | Curriculum Design (2024) pg 15; Medical pamphlets | Written list | |||||
| 3 | By the end of the lesson, the learner should be able to identify types of infections caused by bacteria. | The learner is guided to search for information on bacterial infections. | Curriculum Design (2024) pg 15; Textbooks | Written list | |||||
| 4 | By the end of the lesson, the learner should be able to identify types of infections caused by viruses. | The learner is guided to search for information on viral infections. | Curriculum Design (2024) pg 15; Video clips | Written list | |||||
| 5 | By the end of the lesson, the learner should be able to describe methods of control of infections. | The learner is guided to relate methods of control to modes of transmission. | Curriculum Design (2024) pg 15; Hygiene posters | Poster design | |||||
| 6 | By the end of the lesson, the learner should be able to explain the economic importance of microorganisms. | The learner is guided to discuss economic importance (e.g., decomposition, food production) in groups. | Curriculum Design (2024) pg 15; Realia (Yeast products) | Plenary presentation | |||||
| 11 | 1 | By the end of the lesson, the learner should be able to appreciate the effect of microorganisms in life. | The learner is guided to discuss both harmful and beneficial effects in day-to-day life. | Curriculum Design (2024) pg 15; Case studies | Debate | ||||
| 2 | By the end of the lesson, the learner should be able to analyze data on microorganism related diseases. | The learner is guided to collect or analyze secondary data on common infections in the locality. | Curriculum Design (2024) pg 16; Health records (Simulated) | Data analysis | |||||
| 3 | By the end of the lesson, the learner should be able to develop guidelines for prevention. | The learner is guided to develop simple guidelines on how to identify and solve microorganism problems. | Curriculum Design (2024) pg 48; Writing materials | Guidelines pamphlet | |||||
| 4 | By the end of the lesson, the learner should be able to perform a project on microorganisms. | The learner is guided to plan a project (e.g., observing bread mould or making yoghurt). | Curriculum Design (2024) pg 48; Bread/Milk | Project Plan | |||||
| 5 | By the end of the lesson, the learner should be able to execute the microorganism project. | The learner is guided to set up and monitor their microorganism project. | Curriculum Design (2024) pg 48; Project materials | Observation | |||||
| 6 | By the end of the lesson, the learner should be able to present project findings. | The learner is guided to present the results and conclusions of their project. | Curriculum Design (2024) pg 48; Presentation tools | Project Report | |||||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS |