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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING AND OPENING |
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| 3 |
REPORTING OF GRADE 10 |
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| 4 | 1 |
Inorganic Chemistry
|
Introduction to Chemistry - Definition of Chemistry
Introduction to Chemistry - Branches of Chemistry |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of Chemistry as a field of science - Discuss the branches of Chemistry - Connect Chemistry to everyday products like soap, medicine and plastics |
- Discuss with peers the meaning of Chemistry as a field of science - Discuss with peers the branches of Chemistry - Categorise daily items into branches of Chemistry |
What is Chemistry and why do we study it?
|
- Front Row Chemistry Grade 10 pg. 1
- Digital devices - Samples of everyday products - Front Row Chemistry Grade 10 pg. 2 - Product samples with labels |
- Oral questions
- Observation
- Written exercises
|
|
| 4 | 2-3 |
Inorganic Chemistry
|
Introduction to Chemistry - Chemistry in daily life (Manufacturing and Materials)
Introduction to Chemistry - Chemistry in daily life (Food, Energy and Biotechnology) |
By the end of the
lesson, the learner
should be able to:
- Explain the role of Chemistry in manufacturing industry - Discuss Chemistry applications in advanced materials development - Relate Chemistry to the production of items like plastics, fuels and cosmetics - Describe the role of Chemistry in food industry and renewable energy - Explain applications of Chemistry in biotechnology and agriculture - Connect Chemistry to food preservation, solar cells and crop improvement |
- Brainstorm the importance of Chemistry in manufacturing - Examine products and identify chemical components - Discuss applications of Chemistry in materials development - Discuss Chemistry applications in food industry - Search for information on renewable energy and biotechnology - Share findings with classmates for discussion |
How does Chemistry contribute to the products we use every day?
How does Chemistry help in food production and energy generation? |
- Front Row Chemistry Grade 10 pg. 3 - Samples of manufactured products - Digital devices - Front Row Chemistry Grade 10 pg. 3 - Food product labels - Digital devices |
- Oral questions
- Group discussions
- Written exercises
- Written exercises - Observation - Oral questions |
|
| 4 | 4 |
Inorganic Chemistry
|
Introduction to Chemistry - Careers in Chemistry
Introduction to Chemistry - Drug prescription and dosage |
By the end of the
lesson, the learner
should be able to:
- Identify career opportunities related to Chemistry - Analyse how gender stereotyping influences career choices - Envision future career paths in fields like pharmacy, medicine and engineering |
- Search for information on career opportunities related to Chemistry - Discuss how gender stereotypes influence career choices - Suggest ways to reduce gender stereotypes in careers |
What careers can one pursue after studying Chemistry?
|
- Front Row Chemistry Grade 10 pg. 4
- Digital devices - Career information materials - Front Row Chemistry Grade 10 pg. 6 - Medicine packages with labels - Digital devices |
- Oral questions
- Written assignments
- Group presentations
|
|
| 4 | 5 |
Inorganic Chemistry
|
Introduction to Chemistry - Effects of drug and substance use
|
By the end of the
lesson, the learner
should be able to:
- Examine the effects of drug and substance use in day-to-day life - Develop awareness materials on risks of substance abuse - Make informed decisions about avoiding harmful substances |
- Brainstorm effects of drug and substance use - Develop posters to sensitise peers on risks of substance abuse - Present findings to class members |
What are the consequences of drug and substance abuse?
|
- Front Row Chemistry Grade 10 pg. 6 - Manila paper and markers - Digital devices |
- Project work
- Peer assessment
- Observation
|
|
| 5 | 1 |
Inorganic Chemistry
|
Introduction to Chemistry - Laboratory safety and consumer protection
The Atom - Sub-atomic particles |
By the end of the
lesson, the learner
should be able to:
- Identify rights and responsibilities in a learning environment - Demonstrate proper safety practices in the laboratory - Apply safety rules to protect oneself and others during practical work |
- Brainstorm on learner's rights and responsibilities to a safe learning environment - Examine product certification marks and labels - Create safety posters for display |
How can we maintain a safe learning environment in the Chemistry laboratory?
|
- Front Row Chemistry Grade 10 pg. 10
- Safety equipment - Product labels - Manila paper - Front Row Chemistry Grade 10 pg. 14 - Modelling materials - Charts showing atomic structure |
- Observation
- Written exercises
- Project work
|
|
| 5 | 2-3 |
Inorganic Chemistry
|
The Atom - Atomic number and mass number
The Atom - Dalton's and Rutherford's atomic models The Atom - Bohr's atomic model and Rutherford Gold Foil experiment |
By the end of the
lesson, the learner
should be able to:
- Define atomic number and mass number - Calculate the number of protons, neutrons and electrons in atoms - Use atomic notation to identify elements in everyday materials - Describe Dalton's and Rutherford's atomic models - Compare different atomic models - Value the contributions of scientists in advancing our understanding of matter |
- Discuss the relationship between atomic number, mass number and electrons - Calculate sub-atomic particles for given elements - Draw atomic structures using dots and crosses - Search for information on historical development of atomic models - Draw diagrams of Dalton's and Rutherford's models - Discuss limitations of each model |
How do we determine the number of particles in an atom?
How did scientists discover the structure of the atom? |
- Front Row Chemistry Grade 10 pg. 15 - Periodic table - Exercise books - Front Row Chemistry Grade 10 pg. 16 - Printed diagrams of atomic models - Digital devices - Front Row Chemistry Grade 10 pg. 17 - Digital devices with internet - Simulation videos |
- Written exercises
- Oral questions
- Individual assessment
- Written exercises - Observation - Peer assessment |
|
| 5 | 4 |
Inorganic Chemistry
|
The Atom - Definition and examples of isotopes
|
By the end of the
lesson, the learner
should be able to:
- Define the term isotopes - Identify isotopes of common elements - Relate isotopes to applications in medicine and carbon dating |
- Brainstorm the meaning of isotopes - Examine isotopes of carbon and hydrogen - Discuss similarities and differences between isotopes |
Why do some atoms of the same element have different masses?
|
- Front Row Chemistry Grade 10 pg. 17 - Periodic table - Charts showing isotopes |
- Oral questions
- Written exercises
- Individual assessment
|
|
| 5 | 5 |
Inorganic Chemistry
|
The Atom - Calculating relative atomic mass
|
By the end of the
lesson, the learner
should be able to:
- Define relative atomic mass - Calculate the relative atomic mass of elements from isotopic abundances - Apply RAM calculations to understand element composition in fertilisers and medicines |
- Discuss the meaning of relative atomic mass - Calculate RAM using percentage abundances - Solve practice problems on RAM |
How do we calculate the average mass of atoms with different isotopes?
|
- Front Row Chemistry Grade 10 pg. 18 - Calculators - Worked examples |
- Written exercises
- Individual assessment
- Oral questions
|
|
| 6 | 1 |
Inorganic Chemistry
|
The Atom - Practice on relative atomic mass calculations
The Atom - Relationship between energy levels and orbitals |
By the end of the
lesson, the learner
should be able to:
- Apply the formula for calculating relative atomic mass - Solve problems involving unknown isotopic abundances - Use RAM values to predict element behaviour in chemical reactions |
- Practice calculating RAM for various elements - Solve problems involving unknown variables - Share solutions with peers for review |
How can we determine isotopic abundance from relative atomic mass?
|
- Front Row Chemistry Grade 10 pg. 19
- Calculators - Practice worksheets - Front Row Chemistry Grade 10 pg. 20 - Diagrams of orbitals - Coloured pencils |
- Written exercises
- Peer assessment
- Individual assessment
|
|
| 6 | 2-3 |
Inorganic Chemistry
|
The Atom - Order of filling electrons in orbitals
The Atom - Writing electron configuration (Elements 1-10) |
By the end of the
lesson, the learner
should be able to:
- Describe the order of filling electrons in orbitals - Apply the Aufbau principle in writing electron configurations - Predict element reactivity based on electron arrangement - Write electron arrangement using s and p notation - Apply notation to elements 1-10 - Use electron configuration to explain why neon is used in lighting |
- Carry out activities to illustrate order of filling orbitals - Practice filling electrons in order - Discuss with peers the filling sequence - Draw electron arrangements for elements 1-10 using s and p notation - Practice writing configurations - Compare configurations with peers |
Why do electrons fill orbitals in a specific order?
How do we represent electron arrangement using s and p notation? |
- Front Row Chemistry Grade 10 pg. 21 - Energy level diagrams - Exercise books - Front Row Chemistry Grade 10 pg. 22 - Periodic table - Exercise books |
- Written exercises
- Oral questions
- Observation
- Written exercises - Individual assessment - Peer assessment |
|
| 6 | 4 |
Inorganic Chemistry
|
The Atom - Writing electron configuration (Elements 11-20)
|
By the end of the
lesson, the learner
should be able to:
- Write electron arrangement for elements 11-20 using s and p notation - Identify patterns in electron configurations - Connect electron arrangement to element uses in batteries and construction |
- Draw electron arrangements for elements 11-20 - Identify patterns across periods - Share work with classmates for review |
How does electron configuration change across periods?
|
- Front Row Chemistry Grade 10 pg. 22 - Periodic table - Exercise books |
- Written exercises
- Oral questions
- Individual assessment
|
|
| 6 | 5 |
Inorganic Chemistry
|
The Atom - Writing electron configuration (Elements 11-20)
|
By the end of the
lesson, the learner
should be able to:
- Write electron arrangement for elements 11-20 using s and p notation - Identify patterns in electron configurations - Connect electron arrangement to element uses in batteries and construction |
- Draw electron arrangements for elements 11-20 - Identify patterns across periods - Share work with classmates for review |
How does electron configuration change across periods?
|
- Front Row Chemistry Grade 10 pg. 22 - Periodic table - Exercise books |
- Written exercises
- Oral questions
- Individual assessment
|
|
| 7 | 1 |
Inorganic Chemistry
|
The Atom - Modelling atomic structure
|
By the end of the
lesson, the learner
should be able to:
- Create models of atomic structure - Demonstrate understanding of sub-atomic particle arrangement - Connect atomic structure to properties of materials like metals and non-metals |
- Select elements and create atomic models - Display models to classmates for peer review - Share experiences of making atomic models |
How can we represent atomic structure using models?
|
- Front Row Chemistry Grade 10 pg. 23 - Locally available materials - Modelling clay |
- Project work
- Peer assessment
- Observation
|
|
| 7 | 2-3 |
Inorganic Chemistry
|
The Periodic Table - Historical development
The Periodic Table - Arrangement into groups and periods The Periodic Table - Alkali metals and alkaline earth metals |
By the end of the
lesson, the learner
should be able to:
- Describe the historical development of the periodic table - Identify contributions of Mendeleev and Moseley - Value scientific collaboration that led to the modern periodic table - Arrange elements into groups and periods - Relate electron arrangement to position in periodic table - Use the periodic table to identify elements in common materials |
- Brainstorm on historical development of the periodic table - Search for information on contributions of scientists - Discuss evolution of the periodic table - Arrange the first 20 elements into groups and periods - Discuss relationship between electron configuration and position - Complete periodic table activities |
How did scientists organise elements into the periodic table?
Why are elements arranged in groups and periods? |
- Front Row Chemistry Grade 10 pg. 24 - Digital devices - Printed periodic tables - Front Row Chemistry Grade 10 pg. 26 - Periodic table charts - Exercise books - Front Row Chemistry Grade 10 pg. 28 - Periodic table - Charts showing chemical families |
- Oral questions
- Written exercises
- Group discussions
- Written exercises - Observation - Oral questions |
|
| 7 | 4 |
Inorganic Chemistry
|
The Periodic Table - Halogens and noble gases
|
By the end of the
lesson, the learner
should be able to:
- Describe properties of halogens and noble gases - Compare different chemical families - Relate noble gas stability to their use in light bulbs and balloons |
- Discuss characteristics of Group VII and VIII elements - Compare properties of different chemical families - Present findings to classmates |
Why are noble gases called inert gases?
|
- Front Row Chemistry Grade 10 pg. 28 - Periodic table - Digital devices |
- Written exercises
- Oral questions
- Observation
|
|
| 7 | 5 |
Inorganic Chemistry
|
The Periodic Table - Duplet and octet rule
The Periodic Table - Formation of cations |
By the end of the
lesson, the learner
should be able to:
- Explain the stability of atoms - Apply duplet and octet rules - Understand why elements react to become stable like salt formation |
- Discuss with peers the stability of atoms - Examine electron configurations of stable atoms - Identify elements that follow duplet or octet rule |
Why are some atoms stable while others are reactive?
|
- Front Row Chemistry Grade 10 pg. 29
- Periodic table - Diagrams of stable configurations - Front Row Chemistry Grade 10 pg. 30 - Exercise books - Diagrams showing ion formation |
- Oral questions
- Written exercises
- Observation
|
|
| 8 |
MID TERM BREAK |
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| 9 | 1 |
Inorganic Chemistry
|
The Periodic Table - Formation of anions
|
By the end of the
lesson, the learner
should be able to:
- Explain how non-metallic atoms form anions - Draw ionic structures of anions - Relate anion formation to salt production in food industry |
- Discuss how non-metallic atoms gain electrons - Draw ionic structures of anions - Compare cation and anion formation |
How do non-metal atoms form negative ions?
|
- Front Row Chemistry Grade 10 pg. 31 - Exercise books - Diagrams showing anion formation |
- Written exercises
- Peer assessment
- Oral questions
|
|
| 9 | 2-3 |
Inorganic Chemistry
|
The Periodic Table - Writing electron configuration of ions using s and p notation
The Periodic Table - Valency of elements The Periodic Table - Elements with variable oxidation numbers |
By the end of the
lesson, the learner
should be able to:
- Write electron arrangement of ions using s and p notation - Compare electron configurations of atoms and ions - Apply ionic configurations to understand compound formation - Identify elements with variable oxidation numbers - Explain why some elements show variable valency - Connect variable valency to rust formation (iron) and paint pigments (lead) |
- Write electron configurations for various ions - Compare configurations of atoms and their ions - Practice with different elements - Discuss elements with variable oxidation numbers - Examine examples like iron, copper and lead - Practice identifying oxidation states |
How does electron configuration change when ions form?
Why do some elements have more than one oxidation number? |
- Front Row Chemistry Grade 10 pg. 32
- Periodic table - Exercise books - Front Row Chemistry Grade 10 pg. 33 - Valency charts - Front Row Chemistry Grade 10 pg. 34 - Periodic table - Examples of compounds |
- Written exercises
- Individual assessment
- Observation
- Written exercises - Oral questions - Observation |
|
| 9 | 4 |
Inorganic Chemistry
|
The Periodic Table - Elements with variable oxidation numbers
|
By the end of the
lesson, the learner
should be able to:
- Identify elements with variable oxidation numbers - Explain why some elements show variable valency - Connect variable valency to rust formation (iron) and paint pigments (lead) |
- Discuss elements with variable oxidation numbers - Examine examples like iron, copper and lead - Practice identifying oxidation states |
Why do some elements have more than one oxidation number?
|
- Front Row Chemistry Grade 10 pg. 34 - Periodic table - Examples of compounds |
- Written exercises
- Oral questions
- Observation
|
|
| 9 | 5 |
Inorganic Chemistry
|
The Periodic Table - Common radicals and their valencies
|
By the end of the
lesson, the learner
should be able to:
- Define radicals and identify common radicals - State valencies of common radicals - Apply knowledge of radicals to understand compound names in cleaning products |
- List examples of radicals and their valencies - Discuss characteristics of radicals - Practice identifying radicals in compounds |
What are radicals and how do they combine with other elements?
|
- Front Row Chemistry Grade 10 pg. 35 - Charts showing radicals - Exercise books |
- Written exercises
- Oral questions
- Individual assessment
|
|
| 10 | 1 |
Inorganic Chemistry
|
The Periodic Table - Deriving formulae using valencies
|
By the end of the
lesson, the learner
should be able to:
- Derive chemical formulae using valencies - Apply the cross-over method - Write correct formulae for compounds used in daily life like baking soda and salt |
- Practice writing formulae using valencies and oxidation states - Apply cross-over method to derive formulae - Verify formulae with peers |
How do we write chemical formulae using valencies?
|
- Front Row Chemistry Grade 10 pg. 36 - Valency charts - Exercise books |
- Written exercises
- Individual assessment
- Peer assessment
|
|
| 10 | 2-3 |
Inorganic Chemistry
|
The Periodic Table - Deriving formulae using valencies
The Periodic Table - Formulae of compounds with same valency |
By the end of the
lesson, the learner
should be able to:
- Derive chemical formulae using valencies - Apply the cross-over method - Write correct formulae for compounds used in daily life like baking soda and salt - Write formulae for compounds with elements of same valency - Simplify chemical formulae appropriately - Apply formula writing to common compounds like table salt (NaCl) |
- Practice writing formulae using valencies and oxidation states - Apply cross-over method to derive formulae - Verify formulae with peers - Practice writing formulae for compounds with same valencies - Simplify formulae to lowest terms - Complete exercises on formula writing |
How do we write chemical formulae using valencies?
How do we simplify chemical formulae? |
- Front Row Chemistry Grade 10 pg. 36 - Valency charts - Exercise books - Front Row Chemistry Grade 10 pg. 37 - Exercise books - Worked examples |
- Written exercises
- Individual assessment
- Peer assessment
- Written exercises - Oral questions - Individual assessment |
|
| 10 | 4 |
Inorganic Chemistry
|
The Periodic Table - Formulae of compounds with different valencies
|
By the end of the
lesson, the learner
should be able to:
- Write formulae for compounds with different valencies - Apply the cross-over method correctly - Derive formulae for compounds like carbon dioxide and sulphuric acid |
- Practice writing formulae for compounds with different valencies - Apply cross-over method systematically - Share solutions with classmates |
How do we write formulae when elements have different valencies?
|
- Front Row Chemistry Grade 10 pg. 37 - Exercise books - Practice worksheets |
- Written exercises
- Peer assessment
- Individual assessment
|
|
| 10 | 5 |
Inorganic Chemistry
|
The Periodic Table - Formulae of compounds containing radicals
|
By the end of the
lesson, the learner
should be able to:
- Write formulae for compounds containing radicals - Apply brackets correctly for polyatomic ions - Write formulae for fertilisers like ammonium sulphate and calcium phosphate |
- Practice writing formulae with radicals - Use brackets for polyatomic ions when necessary - Complete exercises on compounds with radicals |
How do we write formulae for compounds with radicals?
|
- Front Row Chemistry Grade 10 pg. 38 - Radical valency charts - Exercise books |
- Written exercises
- Individual assessment
- Oral questions
|
|
| 11 | 1 |
Inorganic Chemistry
|
The Periodic Table - Writing word equations
|
By the end of the
lesson, the learner
should be able to:
- Represent chemical reactions using word equations - Identify reactants and products - Describe reactions occurring in cooking and cleaning |
- Write word equations for simple chemical reactions - Identify reactants and products in reactions - Practice converting descriptions to word equations |
How do we represent chemical reactions using words?
|
- Front Row Chemistry Grade 10 pg. 39 - Exercise books - Reaction examples |
- Written exercises
- Oral questions
- Observation
|
|
| 11 | 2-3 |
Inorganic Chemistry
|
The Periodic Table - Writing word equations
The Periodic Table - Writing symbol equations |
By the end of the
lesson, the learner
should be able to:
- Represent chemical reactions using word equations - Identify reactants and products - Describe reactions occurring in cooking and cleaning - Convert word equations to symbol equations - Write correct chemical formulae in equations - Represent reactions like burning magnesium and rusting of iron |
- Write word equations for simple chemical reactions - Identify reactants and products in reactions - Practice converting descriptions to word equations - Convert word equations to symbol equations - Apply correct formulae in equations - Practice writing symbol equations |
How do we represent chemical reactions using words?
How do we write chemical equations using symbols? |
- Front Row Chemistry Grade 10 pg. 39 - Exercise books - Reaction examples - Front Row Chemistry Grade 10 pg. 39 - Exercise books - Formula charts |
- Written exercises
- Oral questions
- Observation
- Written exercises - Individual assessment - Peer assessment |
|
| 11 | 4 |
Inorganic Chemistry
|
The Periodic Table - Writing symbol equations
|
By the end of the
lesson, the learner
should be able to:
- Convert word equations to symbol equations - Write correct chemical formulae in equations - Represent reactions like burning magnesium and rusting of iron |
- Convert word equations to symbol equations - Apply correct formulae in equations - Practice writing symbol equations |
How do we write chemical equations using symbols?
|
- Front Row Chemistry Grade 10 pg. 39 - Exercise books - Formula charts |
- Written exercises
- Individual assessment
- Peer assessment
|
|
| 11 | 5 |
Inorganic Chemistry
|
The Periodic Table - Balancing chemical equations
|
By the end of the
lesson, the learner
should be able to:
- Balance chemical equations using appropriate coefficients - Apply the law of conservation of mass - Relate balanced equations to industrial processes like fertiliser production |
- Write balanced chemical equations for simple reactions - Practice balancing various equations - Share solutions with classmates for review |
Why must chemical equations be balanced?
|
- Front Row Chemistry Grade 10 pg. 40 - Exercise books - Practice worksheets |
- Written exercises
- Individual assessment
- Oral questions
|
|
| 12 |
END TERM I EXAMINATION |
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| 13 |
MARKING AND CLOSING |
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