GRADE 10HOME SCIENCE SCHEMES OF WORK FOR TERM 1
TABLE OF CONTENTS
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NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.0 Foods and Nutrition | 1.1 Overview | By the end of the lesson, the learner should be able to explain the importance of foods and nutrition. | How can the knowledge of foods and nutrition inform career opportunities? | Learner guided to discuss the importance of foods and nutrition as an area of study. | Curriculum Design (2024) pg 1; Textbooks | Oral questions | |
| 2 | By the end of the lesson, the learner should be able to identify careers related to foods and nutrition. | Learner guided to search for information on various career opportunities. | Curriculum Design (2024) pg 1; Digital devices | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to appreciate the role of foods and nutrition. | Learner guided to design a career wheel and mount it on the classroom wall. | Curriculum Design (2024) pg 1; Charts | Project | |||||
| 4 | 1.2 Kitchen Layouts and Equipment | By the end of the lesson, the learner should be able to analyze kitchen layouts (L-shaped). | How does a good kitchen layout enhance efficiency? | Learner guided to illustrate L-shaped kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||
| 5 | By the end of the lesson, the learner should be able to analyze kitchen layouts (U-shaped/Corridor). | Learner guided to illustrate U-shaped and Corridor kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||||
| 6 | By the end of the lesson, the learner should be able to analyze kitchen layouts (One wall/Island). | Learner guided to illustrate One wall and Island kitchen layouts. | Curriculum Design (2024) pg 2; Layout diagrams | Written quiz | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to describe tools used in the kitchen. | How do kitchen tools enhance effectiveness? | Learner guided to observe pictures or realia to identify kitchen tools. | Curriculum Design (2024) pg 2; Realia/Pictures | Identification | |||
| 2 | By the end of the lesson, the learner should be able to describe equipment used in the kitchen. | Learner guided to observe pictures or realia to identify kitchen equipment. | Curriculum Design (2024) pg 2; Realia/Pictures | Identification | |||||
| 3 | By the end of the lesson, the learner should be able to classify kitchen tools based on material. | Learner guided to classify tools (glass, wood, plastic, metal). | Curriculum Design (2024) pg 2; Kitchen tools | Classification task | |||||
| 4 | By the end of the lesson, the learner should be able to care for wooden/plastic tools. | Learner guided to clean and store wooden and plastic tools. | Curriculum Design (2024) pg 2; Cleaning agents | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to care for metallic/glass tools. | Learner guided to clean and store metallic and glass tools. | Curriculum Design (2024) pg 2; Cleaning agents | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to improvise kitchen tools. | Learner guided to improvise kitchen tools using safe and locally available materials. | Curriculum Design (2024) pg 2; Local materials | Project | |||||
| 3 | 1 | 1.3 Food Hygiene and Safety | By the end of the lesson, the learner should be able to explain the importance of food hygiene. | Why is food spoilage a concern? | Learner guided to discuss the importance of food hygiene and safety. | Curriculum Design (2024) pg 4; Textbooks | Oral questions | ||
| 2 | By the end of the lesson, the learner should be able to differentiate food spoilage and poisoning. | Learner guided to search for differences between food spoilage and poisoning. | Curriculum Design (2024) pg 4; Digital devices | Written table | |||||
| 3 | By the end of the lesson, the learner should be able to identify signs of food spoilage. | Learner guided to observe spoilt food and identify signs of spoilage. | Curriculum Design (2024) pg 4; Spoilt food samples | Observation | |||||
| 4 | By the end of the lesson, the learner should be able to identify causes of food poisoning. | Learner guided to discuss causes like chemicals and micro-organisms. | Curriculum Design (2024) pg 4; Charts | Discussion | |||||
| 5 | By the end of the lesson, the learner should be able to apply hygiene practices (Personal). | How can we adopt safe habits? | Learner guided to practice personal hygiene when handling food. | Curriculum Design (2024) pg 4; Soap/Water | Practical | ||||
| 6 | By the end of the lesson, the learner should be able to apply hygiene practices (Kitchen). | Learner guided to practice hygiene in the kitchen environment. | Curriculum Design (2024) pg 4; Cleaning tools | Practical | |||||
| 4 | 1 | By the end of the lesson, the learner should be able to adopt high hygiene standards. | Learner guided to demonstrate high hygiene standards during food preparation. | Curriculum Design (2024) pg 4; Food items | Practical | ||||
| 2 | 1.4 Methods of Cooking | By the end of the lesson, the learner should be able to classify methods of cooking. | Why is knowledge on cooking methods important? | Learner guided to search on categories of cooking methods (moist vs dry). | Curriculum Design (2024) pg 6; Chart | Classification task | |||
| 3 | By the end of the lesson, the learner should be able to prepare food for cooking (Cutting). | Learner guided to prepare food using cutting, chopping, slicing. | Curriculum Design (2024) pg 6; Knives/Vegetables | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to prepare food for cooking (Mixing). | Learner guided to prepare food using blending, kneading, mixing. | Curriculum Design (2024) pg 6; Bowls/Flour | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to cook food using boiling. | Learner guided to cook food using boiling method observing safety. | Curriculum Design (2024) pg 6; Pot/Water/Food | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to cook food using stewing. | Learner guided to cook food using stewing method observing safety. | Curriculum Design (2024) pg 6; Pot/Ingredients | Practical | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to cook food using steaming. | Learner guided to cook food using steaming method observing safety. | Curriculum Design (2024) pg 6; Steamer/Food | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to cook food using frying (Shallow/Deep). | Learner guided to cook food using frying method observing safety. | Curriculum Design (2024) pg 6; Pan/Oil/Food | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to cook food using roasting. | Learner guided to cook food using roasting method observing safety. | Curriculum Design (2024) pg 6; Oven/Fire | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to cook food using baking. | Learner guided to cook food using baking method observing safety. | Curriculum Design (2024) pg 6; Oven/Baking tray | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to adopt different cooking methods. | Learner guided to select appropriate methods for different foods. | Curriculum Design (2024) pg 6; Various foods | Menu planning | |||||
| 6 | 1.5 Nutritive Value of Foods | By the end of the lesson, the learner should be able to classify food nutrients. | How does knowledge on nutrients promote health? | Learner guided to discuss classification (carbohydrates, proteins, etc.). | Curriculum Design (2024) pg 8; Food charts | Classification task | |||
| 6 | 1 | By the end of the lesson, the learner should be able to analyse the role of nutrients. | Learner guided to discuss functions of nutrients in the body. | Curriculum Design (2024) pg 8; Textbooks | Oral questions | ||||
| 2 | By the end of the lesson, the learner should be able to group nutrients by function. | Learner guided to group nutrients (energy giving, protective, body building). | Curriculum Design (2024) pg 8; Food samples | Grouping task | |||||
| 3 | By the end of the lesson, the learner should be able to explain fortification of foods. | Learner guided to discuss fortification and enrichment of foods. | Curriculum Design (2024) pg 8; Resource person | Report writing | |||||
| 4 | By the end of the lesson, the learner should be able to identify nutritional deficiencies. | Why does food choice affect health? | Learner guided to search for info on nutritional deficiencies and disorders. | Curriculum Design (2024) pg 8; Digital devices | Research notes | ||||
| 5 | By the end of the lesson, the learner should be able to plan meals for proper nutrition. | Learner guided to formulate meal plans to address deficiencies. | Curriculum Design (2024) pg 8; Meal plan template | Practical Planning | |||||
| 6 | By the end of the lesson, the learner should be able to appreciate local foods. | Learner guided to use locally available foods in meal planning. | Curriculum Design (2024) pg 8; Local food items | Exhibition | |||||
| 7 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 8 | 1 | 2.0 Home Management | 2.1 Hygiene During Puberty | By the end of the lesson, the learner should be able to explain personal hygiene practices. | How can we maintain hygiene during puberty? | Learner guided to search for information on personal hygiene practices (boys/girls). | Curriculum Design (2024) pg 12; Textbooks | Oral discussion | |
| 2 | By the end of the lesson, the learner should be able to review changes during puberty. | Learner guided to review physical, hormonal, and emotional changes. | Curriculum Design (2024) pg 12; Charts | Written quiz | |||||
| 3 | By the end of the lesson, the learner should be able to apply hygiene practices. | Learner guided to maintain a log on personal hygiene practices. | Curriculum Design (2024) pg 12; Logbook | Self-assessment | |||||
| 4 | By the end of the lesson, the learner should be able to discuss menstrual hygiene. | Learner guided to discuss measures for managing menstrual hygiene (kits, disposal). | Curriculum Design (2024) pg 12; Samples | Discussion | |||||
| 5 | 2.2 Safety in the Home | By the end of the lesson, the learner should be able to explain causes of accidents. | How can we ensure safety in the home? | Learner guided to share experiences on causes of accidents at home. | Curriculum Design (2024) pg 14; Pictures of hazards | Oral sharing | |||
| 6 | By the end of the lesson, the learner should be able to describe the First Aid kit. | Learner guided to search for information on contents of the First Aid kit. | Curriculum Design (2024) pg 14; First Aid Kit | Identification | |||||
| 9 | 1 | By the end of the lesson, the learner should be able to carry out First Aid (Burns/Scalds). | Learner guided to simulate First Aid for burns and scalds. | Curriculum Design (2024) pg 14; Simulation props | Practical simulation | ||||
| 2 | By the end of the lesson, the learner should be able to carry out First Aid (Cuts/Bruises). | Learner guided to simulate First Aid for cuts and bruises. | Curriculum Design (2024) pg 14; Bandages | Practical simulation | |||||
| 3 | By the end of the lesson, the learner should be able to carry out First Aid (Fractures/Sprains). | Learner guided to simulate First Aid for fractures and sprains. | Curriculum Design (2024) pg 14; Splints | Practical simulation | |||||
| 4 | By the end of the lesson, the learner should be able to carry out First Aid (Fainting/Chocking). | Learner guided to simulate First Aid for fainting and chocking. | Curriculum Design (2024) pg 14; Simulation props | Practical simulation | |||||
| 5 | By the end of the lesson, the learner should be able to safely dispose of First Aid materials. | Learner guided to safely dispose of used first aid materials. | Curriculum Design (2024) pg 14; Waste bins | Observation | |||||
| 6 | By the end of the lesson, the learner should be able to appreciate safety measures. | Learner guided to discuss importance of observing safety measures at home. | Curriculum Design (2024) pg 14; Safety posters | Discussion | |||||
| 10 | REVISION | Revision | Term 1 Revision | Revision of Strand 1.0 concepts. | Review of past papers and notes. | Past papers | Written Practice | ||
| … | |||||||||
| 11 | REVISION | Revision | Term 1 Revision | Revision of Strand 2.0 concepts. | Review of practicals and theory. | Past papers | Practical Practice | ||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |
