CBE · Senior School
Grade 10 Chemistry Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Chemistry scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- Chemistry
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
Introduction to Chemistry · Introduction to Chemistry - Branches of chemistry · Introduction to Chemistry - Careers in chemistry · Introduction to Chemistry - Chemistry in our daily lives (mention agriculture, pharmaceutical industry, medicine, manufacturing industry, food industry, entertainment industry, nuclear chemistry, sports industry, energy among others). · The Atom · The Atom - isotopes · The Atom - s and p orbitals (consider the first 20 elements) · The Periodic Table · The Periodic Table - Ion formation (oxidation number, valency, radicals). · The Periodic Table - Formulae and chemical equations. (mention alkali metals, alkaline earth metals, halogens, noble gases and transition elements)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: brainstorm on concepts covered in junior school that relate to Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INORGANIC CHEMISTRY | Introduction to Chemistry - Branches of chemistry | By the end of the lesson, the learner should be able to: explore the role of Chemistry in day to day life. | The learner is guided to: discuss with peers the meaning of Chemistry as a field of science. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INORGANIC CHEMISTRY | Introduction to Chemistry - Careers in chemistry | 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. | The learner is guided to: discuss with peers the branches of Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INORGANIC CHEMISTRY | Introduction to Chemistry - Chemistry in our daily lives (mention agriculture, pharmaceutical industry, medicine, manufacturing industry, food industry, entertainment industry, nuclear chemistry, sports industry, energy among others). | By the end of the lesson, the learner should be able to: promote the rights and responsibilities to a safe and healthy learning environment. | The learner is guided to: brainstorm the importance of Chemistry in our daily lives. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: search for information using electronic and/or print media on the career opportunities related to Chemistry and how gender stereotyping influences career choices. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explore the role of Chemistry in day to day life. | The learner is guided to: discuss with peers the meaning of drug, prescription, dosage and substance use. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | INORGANIC CHEMISTRY | Introduction to Chemistry | 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. | The learner is guided to: brainstorm on the consumer rights and protection in relation to drug prescription, substance use and side effects for awareness, Project. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: promote the rights and responsibilities to a safe and healthy learning environment. | The learner is guided to: Develop posters to sensitise the peers/community on the risks of drug and substance use. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: brainstorm on concepts covered in junior school that relate to Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explore the role of Chemistry in day to day life. | The learner is guided to: discuss with peers the meaning of Chemistry as a field of science. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | INORGANIC CHEMISTRY | Introduction to Chemistry | 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. | The learner is guided to: discuss with peers the branches of Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: promote the rights and responsibilities to a safe and healthy learning environment. | The learner is guided to: brainstorm the importance of Chemistry in our daily lives. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: search for information using electronic and/or print media on the career opportunities related to Chemistry and how gender stereotyping influences career choices. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explore the role of Chemistry in day to day life. | The learner is guided to: discuss with peers the meaning of drug, prescription, dosage and substance use. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | INORGANIC CHEMISTRY | Introduction to Chemistry | 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. | The learner is guided to: brainstorm on the consumer rights and protection in relation to drug prescription, substance use and side effects for awareness, Project. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: promote the rights and responsibilities to a safe and healthy learning environment. | The learner is guided to: Develop posters to sensitise the peers/community on the risks of drug and substance use. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: brainstorm on concepts covered in junior school that relate to Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explore the role of Chemistry in day to day life. | The learner is guided to: discuss with peers the meaning of Chemistry as a field of science. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | INORGANIC CHEMISTRY | Introduction to Chemistry | 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. | The learner is guided to: discuss with peers the branches of Chemistry. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: promote the rights and responsibilities to a safe and healthy learning environment. | The learner is guided to: brainstorm the importance of Chemistry in our daily lives. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | INORGANIC CHEMISTRY | Introduction to Chemistry | By the end of the lesson, the learner should be able to: explain the meaning of Chemistry as a field of science. | The learner is guided to: search for information using electronic and/or print media on the career opportunities related to Chemistry and how gender stereotyping influences career choices. | How is the study of Chemistry important in our society? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | INORGANIC CHEMISTRY | The Atom | By the end of the lesson, the learner should be able to: describe the structure of the atom. | The learner is guided to: review with peers the concept of the structure of the atom, atomic number and mass number. | How are electrons arranged in an atom? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | INORGANIC CHEMISTRY | The Atom - isotopes | By the end of the lesson, the learner should be able to: determine the relative atomic mass of elements. | The learner is guided to: discuss with peers the relationship between atomic number, mass number and number of electrons in an atom. | How are electrons arranged in an atom? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | INORGANIC CHEMISTRY | The Atom - s and p orbitals (consider the first 20 elements) | By the end of the lesson, the learner should be able to: write the electron arrangement of elements using s and p notation. | The learner is guided to: illustrate the structure of the atom using Dalton and Rutherford's models. | How are electrons arranged in an atom? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | INORGANIC CHEMISTRY | The Atom | By the end of the lesson, the learner should be able to: develop interest in the study of structure of the atom. | The learner is guided to: brainstorm the meaning of the terms isotopes and relative atomic mass. | How are electrons arranged in an atom? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
The Periodic Table · The Periodic Table - Ion formation (oxidation number, valency, radicals). · The Periodic Table - Formulae and chemical equations. (mention alkali metals, alkaline earth metals, halogens, noble gases and transition elements) · Chemical Bonding · Periodicity · Periodicity - ductility, malleability and electrical conductivity
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: relate the position of an element in the periodic table to its electron arrangement. | The learner is guided to: brainstorm in groups, on the development of the periodic table. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INORGANIC CHEMISTRY | The Periodic Table - Ion formation (oxidation number, valency, radicals). | By the end of the lesson, the learner should be able to: illustrate ion formation of elements. | The learner is guided to: arrange the first 20 elements of the periodic table into groups and periods. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INORGANIC CHEMISTRY | The Periodic Table - Formulae and chemical equations. (mention alkali metals, alkaline earth metals, halogens, noble gases and transition elements) | By the end of the lesson, the learner should be able to: derive the formulae of compounds. | The learner is guided to: identify the chemical families of elements using the periodic table. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: write balanced equations for chemical reactions. | The learner is guided to: discuss with peers the stability of atoms (loss or gain of electrons). | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: appreciate the role of electron arrangement in the development of the periodic table. | The learner is guided to: predict the type of ion formed from a given electron arrangement of an atom (cation and anion). | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: relate the position of an element in the periodic table to its electron arrangement. | The learner is guided to: discuss with peers the relationship between valency and oxidation number of elements. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: illustrate ion formation of elements. | The learner is guided to: write electron arrangement of ions using s and p notation. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: derive the formulae of compounds. | The learner is guided to: infer the valency and oxidation numbers from electron arrangement of elements. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: write balanced equations for chemical reactions. | The learner is guided to: discuss elements with variable oxidation numbers. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: appreciate the role of electron arrangement in the development of the periodic table. | The learner is guided to: practice writing formulae of compounds using valencies and oxidation states of elements and radicals. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: relate the position of an element in the periodic table to its electron arrangement. | The learner is guided to: write balanced chemical equations for simple chemical reactions. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: illustrate ion formation of elements. | The learner is guided to: brainstorm in groups, on the development of the periodic table. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | INORGANIC CHEMISTRY | The Periodic Table | By the end of the lesson, the learner should be able to: derive the formulae of compounds. | The learner is guided to: arrange the first 20 elements of the periodic table into groups and periods. | Why is the study of the periodic table important? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: illustrate bond types in elements, molecules and compounds. | The learner is guided to: review the concept of stability of atoms (gaining and/or losing electrons). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: investigate the relationship between bond types and physical properties of elements, molecules and compounds. | The learner is guided to: discuss in groups the role of valence electrons in bonding (octet/duplet noble gas configuration). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: relate bond types and resultant structures to the uses of elements, molecules and compounds. | The learner is guided to: discuss with peers, different types of chemical bonds and intermolecular forces (ionic, covalent, dative covalent, hydrogen bond, Van der Waals and metallic). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: appreciate the uses of different substances based on their bond types and structures in day to day life. | The learner is guided to: draw Lewis structures dot (.) and cross (x) diagrams to show bonding in selected elements, molecules and compounds (ionic, covalent, dative covalent, hydrogen bond, Van der Waals and metallic bonding). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: illustrate bond types in elements, molecules and compounds. | The learner is guided to: carry out activities to investigate the physical properties of giant ionic, simple molecular, giant atomic/covalent and giant metallic compounds (solubility, thermal and electrical conductivity, melting point, boiling point). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: investigate the relationship between bond types and physical properties of elements, molecules and compounds. | The learner is guided to: brainstorm in groups the relationship between bond type and physical properties of elements and compounds (diamond, graphite, sodium chloride, aluminium metal, among others). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: relate bond types and resultant structures to the uses of elements, molecules and compounds. | The learner is guided to: explore uses of elements, molecules and compounds based on their bond types and structures. | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: appreciate the uses of different substances based on their bond types and structures in day to day life. | The learner is guided to: watch animations, simulations or videos on chemical bonding and resultant structures. Project: Model bonding in selected molecules or compounds. e.g.,NaCl, SiO , graphite, diamond among 2 others (use locally available materials). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: illustrate bond types in elements, molecules and compounds. | The learner is guided to: review the concept of stability of atoms (gaining and/or losing electrons). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: investigate the relationship between bond types and physical properties of elements, molecules and compounds. | The learner is guided to: discuss in groups the role of valence electrons in bonding (octet/duplet noble gas configuration). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: relate bond types and resultant structures to the uses of elements, molecules and compounds. | The learner is guided to: discuss with peers, different types of chemical bonds and intermolecular forces (ionic, covalent, dative covalent, hydrogen bond, Van der Waals and metallic). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | INORGANIC CHEMISTRY | Chemical Bonding | By the end of the lesson, the learner should be able to: appreciate the uses of different substances based on their bond types and structures in day to day life. | The learner is guided to: draw Lewis structures dot (.) and cross (x) diagrams to show bonding in selected elements, molecules and compounds (ionic, covalent, dative covalent, hydrogen bond, Van der Waals and metallic bonding). | How do chemical bonds influence the properties of substances? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 Chemistry scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
INORGANIC CHEMISTRY
Periodicity · Periodicity - ductility, malleability and electrical conductivity
PHYSICAL CHEMISTRY
Acids and bases · Acids and bases - (Reactions of acids with metals, carbonates, hydrogen carbonates, metal oxides and hydroxides). · Acids and bases - Indicators · Acids and bases - Universal indicator and pH scale. · Acids and bases - Weak and strong acids and bases; pH scale and electrical conductivity, (use aqueous solutions of; sulphuric (VI) acid, hydrochloric acid, ethanoic acid, sodium hydroxide, sodium carbonate and ammonia of the same concentration to illustrate) · Acids and bases - Applications of acids and bases · Introduction to Salts · Introduction to Salts - Methods of preparation. · Introduction to Salts - behaviour of salts in air · Introduction to Salts - uses of salts
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | INORGANIC CHEMISTRY | Periodicity | By the end of the lesson, the learner should be able to: describe the trends in physical properties of elements of the periodic table. | The learner is guided to: discuss in groups, the trends in physical properties of elements in group I, II, VII and VIII; carry out experiments to investigate the physical properties of group I and II elements. | Why is the study of chemical families important?; How does the position of an element in the periodic table influence its properties? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | INORGANIC CHEMISTRY | Periodicity - ductility, malleability and electrical conductivity | By the end of the lesson, the learner should be able to: investigate the chemical properties of elements in group of the periodic table. | The learner is guided to: carry out experiments to investigate chemical properties of group I and II elements (reaction with oxygen, chlorine, cold water, steam and dilute acids); collect and test for the gas produced. | Why is the study of chemical families important?; How does the position of an element in the periodic table influence its properties? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | INORGANIC CHEMISTRY | Periodicity | By the end of the lesson, the learner should be able to: describe the trends in properties across a period. | The learner is guided to: prepare chlorine gas and carry out experiments to investigate the physical properties of chlorine, bromine and iodine (appearance, smell, solubility in water and physical states). | Why is the study of chemical families important?; How does the position of an element in the periodic table influence its properties? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | INORGANIC CHEMISTRY | Periodicity | By the end of the lesson, the learner should be able to: outline applications of elements of the periodic table. | The learner is guided to: carry out experiments to investigate the chemical properties of chlorine (reaction with water, reaction with metals, displacement reactions and bleaching action); discuss the trends in physical properties of period three elements (atomic size, ionisation energy, electron affinity, electronegativity, melting and boiling points). | Why is the study of chemical families important?; How does the position of an element in the periodic table influence its properties? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | INORGANIC CHEMISTRY | Periodicity | By the end of the lesson, the learner should be able to: appreciate applications of various elements of the periodic table. | The learner is guided to: carry out experiments on reactions of period three elements with (oxygen, water, chlorine and dilute acids); search for information using electronic and/or print media on the uses of selected elements in groups I, II, VII and VIII and present your findings in class. | Why is the study of chemical families important?; How does the position of an element in the periodic table influence its properties? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: explain the characteristics of acids and bases in aqueous solutions. | The learner is guided to: review the concept of acids and bases as learned in JS. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PHYSICAL CHEMISTRY | Acids and bases - (Reactions of acids with metals, carbonates, hydrogen carbonates, metal oxides and hydroxides). | By the end of the lesson, the learner should be able to: describe the chemical properties of acids and bases. | The learner is guided to: observe safety when handling acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PHYSICAL CHEMISTRY | Acids and bases - Indicators | By the end of the lesson, the learner should be able to: classify acids and bases into strong and weak using universal indicator. | The learner is guided to: carry out experiment to demonstrate dissociation of acids and bases in water. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PHYSICAL CHEMISTRY | Acids and bases - Universal indicator and pH scale. | By the end of the lesson, the learner should be able to: outline the uses of acids and bases in day to day life. | The learner is guided to: carry out experiments on chemical properties of acids. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | PHYSICAL CHEMISTRY | Acids and bases - Weak and strong acids and bases; pH scale and electrical conductivity, (use aqueous solutions of; sulphuric (VI) acid, hydrochloric acid, ethanoic acid, sodium hydroxide, sodium carbonate and ammonia of the same concentration to illustrate) | By the end of the lesson, the learner should be able to: Appreciate the uses of acids and bases in day to day activities. | The learner is guided to: perform experiments to investigate which metal oxides and hydroxides reacts with both acids and base. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PHYSICAL CHEMISTRY | Acids and bases - Applications of acids and bases | By the end of the lesson, the learner should be able to: explain the characteristics of acids and bases in aqueous solutions. | The learner is guided to: collect and test for gases produced during the experiments. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: describe the chemical properties of acids and bases. | The learner is guided to: conduct experiments to determine strength of acids and bases using universal indicator. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: classify acids and bases into strong and weak using universal indicator. | The learner is guided to: carry out activities to compare the electrical conductivity of strong and weak acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: outline the uses of acids and bases in day to day life. | The learner is guided to: properly dispose waste after experiments. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: Appreciate the uses of acids and bases in day to day activities. | The learner is guided to: search for information on the applications of acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: explain the characteristics of acids and bases in aqueous solutions. | The learner is guided to: review the concept of acids and bases as learned in JS. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: describe the chemical properties of acids and bases. | The learner is guided to: observe safety when handling acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: classify acids and bases into strong and weak using universal indicator. | The learner is guided to: carry out experiment to demonstrate dissociation of acids and bases in water. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: outline the uses of acids and bases in day to day life. | The learner is guided to: carry out experiments on chemical properties of acids. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: Appreciate the uses of acids and bases in day to day activities. | The learner is guided to: perform experiments to investigate which metal oxides and hydroxides reacts with both acids and base. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: explain the characteristics of acids and bases in aqueous solutions. | The learner is guided to: collect and test for gases produced during the experiments. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: describe the chemical properties of acids and bases. | The learner is guided to: conduct experiments to determine strength of acids and bases using universal indicator. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: classify acids and bases into strong and weak using universal indicator. | The learner is guided to: carry out activities to compare the electrical conductivity of strong and weak acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: outline the uses of acids and bases in day to day life. | The learner is guided to: properly dispose waste after experiments. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | PHYSICAL CHEMISTRY | Acids and bases | By the end of the lesson, the learner should be able to: Appreciate the uses of acids and bases in day to day activities. | The learner is guided to: search for information on the applications of acids and bases. | What common household substances are acidic and/or basic in nature? | Laboratory apparatus, chemicals, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
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