Grade 5 Schemes of Work

W k	Ls n	Strand/Th eme	Sub strand	Specific learning outcomes		Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Refl
1	1	CONSERVING OUR ENVIRONMENT	Planting- raising climbing fruits from cuttings	By the end of the sub strand the learner should be able to Prepare planting materials for establishing climbing fruits In the school or at home Establish planting materials for climbing fruits on suitable site. Raise climbing fruit seedlings from cuttings Appreciate the importance of fruits in promoting good health		How can we prepare planting materials for climbing fruit plants? How are climbing fruit plants established?	In groups, learners to prepare suitable planting materials for climbing fruit plants such as to various varieties of passion fruits, grapes, kiwi and berries. Learners to plant the selected planting materials on suitably prepared site. The site could be on the ground or appropriate container on a plot or along the fence	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg. 36-37 MTP Agriculture Grade 5 TG. Pg. 76-77	Oral questions Written quizzes Observation
	2		How to Care for young climbing fruit plants	By the end of the sub strand the learner should be able to Prepare planting materials for establishing climbing fruits In the school or at home Establish planting materials for climbing fruits on suitable site. Raise climbing fruit seedlings from cuttings Appreciate the importance of fruits in promoting good health		How can we take care of climbing fruit plants after planting?	In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 MTP Agriculture Grade 5 TG. Pg. 78-79	Oral questions Written quizzes Observation
	3		How to Care for young climbing fruit plants	By the end of the sub strand the learner should be able to Prepare planting materials for establishing climbing fruits In the school or at home Establish planting materials for climbing fruits on suitable site. Raise climbing fruit seedlings from cuttings Appreciate the importance of fruits in promoting good health		How can we take care of climbing fruit plants after planting?	In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 MTP Agriculture Grade 5 TG. Pg. 78-79	Oral questions Written quizzes Observation
2	1		How to Care for young climbing fruit plants	By the end of the sub strand the learner should be able to Prepare planting materials for establishing climbing fruits In the school or at home Establish planting materials for climbing fruits on suitable site. Raise climbing fruit seedlings from cuttings Appreciate the importance of fruits in promoting good health		How can we take care of climbing fruit plants after planting?	Learner to use appropriate materials to support the climbing fruit vines. Learners to engage their parents or guardians and the community members in growing climbing fruit plants.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 MTP Agriculture Grade 5 TG. Pg. 78-79	Oral questions Written quizzes Observation
	2		How to Care for young climbing fruit plants	By the end of the sub strand the learner should be able to Water the young fruit plants on the established site. Protect the young climbing fruit crops from weeds. Appreciate the importance of fruits in promoting good health		How can we take care of climbing fruit plants after planting?	In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants.	Pictures Photos cuttings Digital devices Video clips · MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 · MTP Agriculture Grade 5 TG. Pg. 78-79	· Oral questions Written quizzes Observation
	3		How to Care for young climbing fruit plants	By the end of the sub strand the learner should be able to Apply manure and fertilizer to the established climbing fruit plants. Protect the young climbing fruit crops from weeds. Appreciate the importance of fruits in promoting good health		How can we take care of climbing fruit plants after planting?	In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 MTP Agriculture Grade 5 TG. Pg. 78-79	Oral questions Written quizzes Observation
3	1		identifying the project activities	By the end of the sub strand the learner should be able to Identify project activities for managing climbing fruits Explain the requirements of the project. Appreciate the importance of caring for climbing fruits plants	When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?		In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 TG. Pg. 82-83	Oral questions Written quizzes Observation
	2		identifying the project activities	By the end of the sub strand the learner should be able to Identify project activities for managing climbing fruits Explain the requirements of the project. Appreciate the importance of caring for climbing fruits plants	What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?		In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.41 MTP Agriculture Grade 5 TG. Pg. 82	Oral questions Written quizzes Observation
	3		Making a project schedule	By the end of the sub strand the learner should be able to Identify project activities for managing climbing fruits Make a project duty schedule with responsibility for each schedule Appreciate the importance of caring for climbing fruits plants	What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?		In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.42 MTP Agriculture Grade 5 TG. Pg. 82-83	Oral questions Written quizzes Observation
4	1		Making a project schedule	By the end of the sub strand the learner should be able to Identify project activities for managing climbing fruits Make a project duty schedule with responsibility for each schedule Appreciate the importance of caring for climbing fruits plants	What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?		In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.42 MTP Agriculture Grade 5 TG. Pg. 82-83	Oral questions Written quizzes Observation
	2		Identifying the right stage of harvesting g climbing fruits	By the end of the sub strand the learner should be able to Care for climbing fruit plants in the environment. Identify right stage for harvesting climbing fruits to avoid wastage Appreciate the importance of caring for climbing fruits plants		What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?	In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.43-43 MTP Agriculture Grade 5 TG. Pg. 85-86	Oral questions Written quizzes Observation
	3		Identifying the right stage of harvesting g climbing fruits	By the end of the sub strand the learner should be able to Care for climbing fruit plants in the environment. Identify right stage for harvesting climbing fruits to avoid wastage Appreciate the importance of caring for climbing fruits plants		What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?	In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.43-43 MTP Agriculture Grade 5 TG. Pg. 85-86	Oral questions Written quizzes Observation
5	1		Harvesting fruits from climbing plants	By the end of the sub strand the learner should be able to Identify right stage for harvesting climbing fruits to avoid wastage Harvest fruits appropriately to reduce damages Appreciate the importance of caring for climbing fruits plants		What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?	In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.45 MTP Agriculture Grade 5 TG. Pg. 87-88	Oral questions Written quizzes Observation
	2		Harvesting fruits from climbing plants	By the end of the sub strand the learner should be able to Identify right stage for harvesting climbing fruits to avoid wastage Harvest fruits appropriately to reduce damages Appreciate the importance of caring for climbing fruits plants		What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?	In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.45 MTP Agriculture Grade 5 TG. Pg. 87-88	Oral questions Written quizzes Observation
	3		Importance of fruits	By the end of the sub strand the learner should be able to Harvest fruits appropriately to reduce damages Watch a video clip on how to harvest fruits Demonstrate understanding of the importance of consuming fruits for nutrition		What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested?	In groups learners to discuss the importance of fruits	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.45-46 MTP Agriculture Grade 5 TG. Pg. 88-89	Oral questions Written quizzes Observation
6	1	DOMESTIC ANIMALS	Uses of domestic animals – identifying various domestic animals	By the end of the sub strand the learner should be able to Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings		How are domestic animals important to human beings?	In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses)	· Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.47-49 MTP Agriculture Grade 5 TG. Pg. 90	Oral questions Written quizzes Observation
	2		Relating animals to their uses	By the end of the sub strand the learner should be able to Identify the uses of various domestic animals to human beings. Draw and colour various domestic animals Appreciate the importance of domestic animals to human beings		How are domestic animals important to human beings?	In groups, learners to match domestic animals to their uses. Learners to watch video clips on various types of domestic animals and their use. Learners visit the neighboring farms to	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.49-52	Oral questions Written quizzes Observation
3	1		Conservatio n project: Managing climbing fruit plants- identifying	By the end of the sub strand the learner should be able to Identify project activities for managing climbing fruits Explain the requirements of the project.		What activities are carried out in the management of climbing fruit plants?	In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, explore various uses of domestic animals.	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.41\ MTP Agriculture Grade 5 TG. Pg. 91-92	Oral questions Written quizzes Observation
	3		Animal welfare	By the end of the sub strand the learner should be able to Care and love domestic animals Create awareness on the rights of domestic animals in the locality Appreciate the importance of domestic animals to human beings		How are domestic animals important to human beings?	Learners visit the neighboring farms to explore various uses of domestic animals. Learners to care and love domestic animals	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.52-54 MTP Agriculture Grade 5 TG. Pg. 93-95	Oral questions Written quizzes Observation
7	1	GARDENING PRACTICES	Indigenous food crops – identifying types of indigenous crops	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In pairs, learners brainstorm on the meaning and importance of indigenous food crops. In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams and cassava).	Pictures Photos cuttings Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.56-58 MTP Agriculture Grade 5 TG. Pg. 98-99	Oral questions Written quizzes Observation
	2		identifying types of indigenous crops	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	Learners visit the neighboring environment to identify the various indigenous food crops (vegetables, cereals and root crops)	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.56-58 MTP Agriculture Grade 5 TG. Pg. 98-99	Oral questions Written quizzes Observation
	3		Using flash cards to identify indigenous food crops	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.58-59 MTP Agriculture Grade 5 TG. Pg. 101	Oral questions Written quizzes Observation
8	1		Role play	By the end of the sub strand the learner should be able to Role play the importance of indigenous food crops In the community Name the types of indigenous crops found in the community Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.60-61 MTP Agriculture Grade 5 TG. Pg. 101-102	Oral questions Written quizzes Observation
	2		Exploring indigenous food crops in our neighbourh ood	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.61-62 MTP Agriculture Grade 5 TG. Pg. 102-103	Oral questions Written quizzes Observation
	3		Exploring indigenous food crops in our neighbourh ood	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.61-62 MTP Agriculture Grade 5 TG. Pg. 102-103	v
9	1		Exploring indigenous food crops in our neighbourh ood	By the end of the sub strand the learner should be able to Give the meaning of indigenous food crops in the community. Identify types of indigenous food crops grown in Kenya Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.61-62 MTP Agriculture Grade 5 TG. Pg. 102-103	Oral questions Written quizzes Observation
	2		Preserving and mounting parts of indigenous food plants for display	By the end of the sub strand the learner should be able to Identify ways of preserving indigenous food plants Display various types of indigenous food crops for identification purposes. Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.62-64 MTP Agriculture Grade 5 TG. Pg. 103-105	Oral questions Written quizzes Observation
	3		Preserving and mounting parts of indigenous food plants for display	By the end of the sub strand the learner should be able to Identify ways of preserving indigenous food plants Display various types of indigenous food crops for identification purposes. Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What types of indigenous crops are found in the community? Why are indigenous crops important?	Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots.	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.62-64 MTP Agriculture Grade 5 TG. Pg. 103-105	Oral questions Written quizzes Observation
10	1		Vegetable Gardening Practices- preparing a nursery bed	By the end of the sub strand the learner should be able to Identify ways of preserving indigenous food plants Display various types of indigenous food crops for identification purposes. Demonstrate understanding of the importance of indigenous food crops to nutrition, health and food security		What are the gardening practices for vegetables? Why should we grow vegetables?	Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed.	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.67-70 MTP Agriculture Grade 5 TG. Pg. 110-111	Oral questions Written quizzes Observation
	2		preparing a nursery bed	By the end of the sub strand the learner should be able to Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security.		What are the gardening practices for vegetables? Why should we grow vegetables?	Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.67-70 MTP Agriculture Grade 5 TG. Pg. 110-111	Oral questions Written quizzes Observation
	3		Sowing seeds on a nursery bed	By the end of the sub strand the learner should be able to Identify gardening practices for vegetables. Establish a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security.		What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners to sow vegetable seeds on the prepared nursery bed.	Pictures Photos cuttings realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.70-71 MTP Agriculture Grade 5 TG. Pg.	Oral questions Written quizzes Observation
11	ASSESSMENT

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 07:59

Longhorn C.R.E Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	THE EARLY LIFE OF JESUS	Empowering the Needy – ways in which Christians apply the teachings in the story of the rich young man	By the end of the sub-strand the learner should be able to: outline the relevance of the teachings of Jesus in the story of the rich young man and the society explain how Christians apply the teachings in the story to empower others in the community appreciate the importance respecting spiritual and material resources	Why did Jesus teach in the story? Why did the rich young man find it difficult to share with others? Which projects are carried out in the community to support the needy?	Learners in pairs discuss why people in their community work together in supporting the needy Learners explain activities carried out by their leaders to empower the poor. Learners in pairs read Matthew19:16-22 and explain lessons learnt Learners in groups to identify temptations that can keep them away from God	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 69-70 Longhorn CRE act. TG. Pg. 84-85	Oral Questions, Portfolio Observation schedules Written Quizzes
	2		Persistence in prayer – the story of a friend at midnight	By the end of the Sub strand, the learner should be able to: Narrate the story of a friend at midnight to understand the importance of persistence State the qualities of a good friend Appreciate the importance of prayer for good personal relationship with God	Why did the friend visit at midnight? What are the qualities of a good friend?	Learners brainstorm why it good to choose friends wisely Learners discuss what is the meaning of a mid-night friend Learners to watch a video clip the story on a friend at midnight Learners to read in turns Luke 11:5-13	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 Longhorn CRE act. TG. Pg. 85-86	Oral Questions, Portfolio Observation schedules Written Quizzes
	3		Persistence in prayer – the story of a friend at midnight	By the end of the Sub strand, the learner should be able to: Narrate the story of a friend at midnight to understand the importance of persistence State the qualities of a good friend Appreciate the importance of prayer for good personal relationship with God	Why did the friend visit at midnight? What are the qualities of a good friend?	Learners brainstorm why it good to choose friends wisely Learners discuss what is the meaning of a mid-night friend Learners to watch a video clip the story on a friend at midnight Learners to read in turns Luke	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 Longhorn CRE act. TG. Pg. 85-86	Oral Questions Portfolio Observation schedules Written Quizzes
2	1		Persistence in prayer – the value of friendship	By the end of the Sub strand, the learner should be able to: State the importance of prayer Explain the value of friendship using lessons from the story of a friend at midnight Appreciate the importance of prayer for good personal relationship with God	Why did the friend visit at midnight? What are the qualities of a good friend?	Learners to outline lessons learnt from the story and dramatize the story of a friend at midnight. Learners to role play the story of a friend at midnight Learners to discuss in groups the importance of prayer Learners to sing a relevant song, on the story	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71-73 Longhorn CRE act. TG. Pg. 87-88	Oral Questions Portfolio Observation schedules Written Quizzes
	2	THE CHURCH	The early Church – definitions of unity of believers in the early church	By the end of the sub-strand the learner should be able to; Identify different ways of definitions for unity of believers in the early church Explain the importance of unity among Christians appreciate the importance of unity of believers in our society today	What brought unity among the early believers? What is the importance of unity among Christians? How is the church involved in charity work today?	Learners in groups discuss why unity is important at school, at home and in church Learners, in pairs, describe various definitions of the term ‘Church’. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church Learners in pairs, outline acts of charity/mercy and solidarity done by churches today	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 74-75 Longhorn CRE act. TG. Pg. 89-90	Journals Authentic tasks Written questions
	3		The early Church – activities which promoted unity in the early church	By the end of the sub-strand the learner should be able to; Identify different ways of definitions for unity of believers in the early church Explain the importance of unity among Christians appreciate the importance of unity of believers in our society today	What brought unity among the early believers? What is the importance of unity among Christians? How is the church involved in charity work today?	Learners in groups discuss why unity is important at school, at home and in church Learners, in pairs, describe various definitions of the term ‘Church’. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church Learners in pairs, outline acts of charity/mercy and solidarity done by churches today	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 75 Longhorn CRE act. TG. Pg. 90-91	Journals Authentic tasks Written questions
3	1		The early Church – strategies used by Christians to promote unity	By the end of the sub-strand the learner should be able to; Identify different ways of definitions for unity of believers in the early church Explain the importance of unity among Christians appreciate the importance of unity of believers in our society today	What brought unity among the early believers? What is the importance of unity among Christians? How is the church involved in charity work today?	Learners in groups discuss why unity is important at school, at home and in church Learners, in pairs, describe various definitions of the term ‘Church’. Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church Learners in pairs, outline acts of charity/mercy and solidarity done by churches today	Good News Bible, Flash cards, Pictures, Songs,	Journals Authentic tasks Written questions
	2		The Lords Supper – Events that took place during the Lord’s supper	By the end of the sub-strand the learner should be able to; Describe the events that took place during the Lord’s Supper to develop spiritually State the reason why Jesus organized the Lord’s supper appreciate the importance of remembrance of the Lords’ supper	Why did Jesus organize the lords’ supper What instructions did Jesus give for celebration of the Lord’s Supper? Why do we take the Lords Table/ Eucharist today?	Learners discuss how the Lords’ supper is organized in their churches Learners sing a relevant song and explain the meaning Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text Learners to watch a video on the Lord’s Supper Learners, in groups, discuss the significance of the Lord’s Supper	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 77-78 Longhorn CRE act. TG. Pg. 93-94	Journals Authentic tasks Written questions
	3		The Lords Supper – significance of the Lord’s supper to Christians today	By the end of the sub-strand the learner should be able to; Describe the events that took place during the Lord’s Supper to develop spiritually State the reason why Jesus organized the Lord’s supper appreciate the importance of remembrance of the Lords’ supper	Why did Jesus organize the lords’ supper What instructions did Jesus give for celebration of the Lord’s Supper? Why do we take the Lords Table/ Eucharist today?	Learners discuss how the Lords’ supper is organized in their churches Learners sing a relevant song and explain the meaning Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text Learners to watch a video on the Lord’s Supper Learners, in groups, discuss the significance of the Lord’s Supper	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 78-79 Longhorn CRE act. TG. Pg. 94-95	Journals Authentic tasks Written questions
4	1		The Lords Supper- Values acquired during the celebration of the Eucharist	By the end of the sub-strand the learner should be able to; Describe the events that took place during the Lord’s Supper to develop spiritually State the reason why Jesus organized the Lord’s supper appreciate the importance of remembrance of the Lords’ supper	Why did Jesus organize the lords’ supper What instructions did Jesus give for celebration of the Lord’s Supper?	Learners say the importance of the Lord’s Table/Eucharist to a Christian Learners to list attitudes/values required when partaking the Eucharist/Lord’s Table	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems	Journals Authentic tasks Written questions
	2		The Role of the Holy Spirit - the gift of the Holy Spirit	By the end of the sub-strand the learner should be able to; Identify the gifts of the Holy Spirit to promote spiritual maturity identify how the fruits of the Holy Spirit have helped in promoting God’s work appreciate the role of the gifts of Holy Spirit in his/her	What is the meaning of gifts of the Holy Spirit What is the meaning of fruits of the Holy Spirit? How does the holy spirit inspire people to offer service to God and others?	Learners in pairs discuss the roles played by religious leaders and their parents for service to God Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned Learners in groups discuss why the gifts of the Holy Spirit are important to Christians Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97	Journals Authentic tasks Written questions
	3		The Role of the Holy Spirit - the gift of the Holy Spirit	By the end of the sub-strand the learner should be able to; Identify the gifts of the Holy Spirit to promote spiritual maturity identify how the fruits of the Holy Spirit have helped in promoting God’s work appreciate the role of the gifts of Holy Spirit in his/her	What is the meaning of gifts of the Holy Spirit What is the meaning of fruits of the Holy Spirit? How does the holy spirit inspire people to offer service to God and others?	Learners in pairs discuss the roles played by religious leaders and their parents for service to God Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned Learners in groups discuss why the gifts of the Holy Spirit are important to Christians Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97	Journals Authentic tasks Written questions
5	1		The Role of the Holy Spirit – How the fruits of the Holy spirit helps in promoting God’s work	By the end of the sub-strand the learner should be able to; Identify how the fruits of the Holy Spirit have helped in promoting God’s work discuss the fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her	What is the meaning of gifts of the Holy Spirit What is the meaning of fruits of the Holy Spirit? How does the holy spirit inspire people to offer service to God and others?	Learners in pairs discuss the roles played by religious leaders and their parents for service to God Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned Learners in groups discuss why the gifts of the Holy Spirit are important to Christians Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 83 Longhorn CRE act. TG. Pg. 98	Journals Authentic tasks Written questions
	2		The Role of the Holy Spirit – values that influence the life of Christians from gifts and fruits of the Holy spirit	By the end of the sub-strand the learner should be able to; Identify how the fruits of the Holy Spirit have helped in promoting God’s work discuss the fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her	What is the meaning of gifts of the Holy Spirit What is the meaning of fruits of the Holy Spirit? How does the holy spirit inspire people to offer service to God and others?	Learners in pairs discuss the roles played by religious leaders and their parents for service to God Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned Learners in groups discuss why the gifts of the Holy Spirit are important to Christians Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 84-85 Longhorn CRE act. TG. Pg. 98-99	Journals Authentic tasks Written questions
	3		The Role of the Holy Spirit – the gift of the Holy Spirit	By the end of the sub-strand the learner should be able to; Identify the gifts of the Holy Spirit to promote spiritual maturity Differentiate between the gifts and fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her appreciate lessons learnt from the story of Peter’s rescue by doing what is right	What is the meaning of gifts of the Holy Spirit What is the meaning of fruits of the Holy Spirit? How does the holy spirit inspire people to offer service to God and others?	Learners in pairs discuss the roles played by religious leaders and their parents for service to God Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned Learners in groups discuss why the gifts of the Holy Spirit are important to Christians Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97	Journals Authentic tasks Written questions
6	1		Power of Intercessory prayer - the story of Peter’s miraculous rescue	By the end of the sub-strand the learner should be able to; Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers explain various ways Christians demonstrate their faith in God appreciate lessons learnt from the story of Peter’s rescue by doing what is right	Who was Peter? How did Peter portray faith in Christ? How should you demonstrate faith in Christ? What is the meaning of intercessory Prayer?	Learners in pairs discuss the importance of prayers in their life Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened Learners watch a video on Peter’s miraculous rescue Learners, in pairs, list lessons learnt from this story Learners discuss what they have learnt from this story about Peter	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86 Longhorn CRE act. TG. Pg. 99- 100	Journals Authentic tasks Written questions
	2		Power of Intercessory prayer – ways in which Christians demonstrate faith in God	By the end of the sub-strand the learner should be able to; Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers explain various ways Christians demonstrate their faith in God appreciate lessons learnt from the story of Peter’s rescue by doing what is right	Who was Peter? How did Peter portray faith in Christ? How should you demonstrate faith in Christ? What is the meaning of intercessory Prayer?	Learners research on different types of prayer from parents/guardians/Sunday/Sabbath teachers and report Learners to discuss what inspires them about Peter’s rescue by God Learners engage in activities that strengthen their faith in Christ Sing a song related to standing firm in the faith Learners brainstorm activities carried out by Christians to demonstrate their faith in God	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 87-89 Longhorn CRE act. TG. Pg. 101- 102	Journals Authentic tasks Written questions
	3	CHRIST IAN LIVING	Friendship formation: peer influence – the qualities of a good friend	By the end of the sub-strand the learner should be able to; Identify the gifts of the Holy Spirit to promote spiritual maturity Differentiate between the gifts and fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her appreciate lessons learnt from the story of Peter’s rescue by doing what is right	1. How can you avoid negative peer pressure?	Learners in pairs, make a list of qualities of a good friend Learners in groups read 1 Thessalonians 5:11 and Galatians 6:2; Learners to share whether their friends possess the qualities mentioned Learners to list what they consider as negative influence from friends and peers	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 90-92	Journals Authentic tasks Written questions
7	1		Friendship formation: peer influence – Causes of poor choice of friends at home and school	By the end of the sub-strand the learner should be able to; Identify the gifts of the Holy Spirit to promote spiritual maturity Differentiate between the gifts and fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her appreciate lessons learnt from the story of Peter’s rescue by doing what is right	1. How can you avoid negative peer pressure?	Learners, in groups, discuss how to deal with bullying from unfriendly peers Learners discuss ways of maintaining good friends to avoid negative influence Learners, in pairs, discuss causes of poor choice of friends at home and school Learners to brainstorm on the e importance of desirable friendship that pleases God	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 93-94 Longhorn CRE act. TG. Pg. 106- 107	Journals Authentic tasks Written questions
	2		Human sexuality – changes associated with adolescence in boys and girls and how to cope with them	By the end of the sub-strand the learner should be able to: Identify the gifts of the Holy Spirit to promote spiritual maturity Differentiate between the gifts and fruits of the Holy spirit appreciate the role of the gifts of Holy Spirit in his/her appreciate lessons learnt from the story of Peter’s rescue by doing what is right	Which issues are faced by adolescents? How does one get information on physical and emotional changes? Who should advice on bodily changes?	Learners brainstorm on where get information for bodily changes Learners debate why some sources of information on bodily changes are considered unhealthy	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 95-98 Longhorn CRE act. TG. Pg. 108- 110	Journals Authentic tasks Written questions
	3		Human sexuality – Healthy and effects of unhealthy boy- girl relationship	By the end of the sub-strand the learner should be able to: identify changes associated with adolescence in both boys and girls for greater self-awareness explain the effects of unhealthy boy-girl relationships appreciate positively physical and physiological changes as a Christians	Which issues are faced by adolescents? How does one get information on physical and emotional changes? Who should advice on bodily changes?	Learners in pairs identify why they should get the right information about themselves as they grow up Learners, in pairs read 1Corinthians 6: 18-19 and explain lessons from the Bible text Learners discuss Christian teachings on how to cope with challenges associated with adolescence stage	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 98-99 Longhorn CRE act. TG. Pg. 110- 112	Journals Authentic tasks Written questions
8	1		Human sexuality – Overcoming unhealthy boy – girl relationship	By the end of the sub-strand the learner should be able to: identify changes associated with adolescence in both boys and girls for greater self-awareness explain the effects of unhealthy boy-girl relationships appreciate positively physical and physiological changes as a Christians	Which issues are faced by adolescents? How does one get information on physical and emotional changes? Who should advice on bodily changes?	Learners in groups to discuss the meaning of healthy boy-girl relationship Learners to discuss the meaning of unhealthy boy-girl relationship and their negative effects Learners in pairs to discuss how to overcome unhealthy boy-girl relationship Learners compose a poem importance of health boy-girl relationship In pairs, learners to discuss why they should take positively developmental changes in their bodies	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 100-101 Longhorn CRE act. TG. Pg. 112- 113	Journals Authentic tasks Written questions
	2		God the source of life – Christian teachings on God as the only source of life	By the end of the sub-strand the learner should be able to: discuss Christian teaching on God as the only source of life Identify areas of abuse of the right to life appreciate the importance of life as a gift from God by observing safety	Why is human life sacred? What does the Bible teach about sacredness of life? How will you encourage your classmates to respect their own life as well as lives of others?	Learners brainstorm on the importance of safety and security to human life Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life Learners share examples of violation of human life in life today Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 101-102 Longhorn CRE act. TG. Pg. 113- 114	Journals Authentic tasks Written questions
	3		God the source of life – Causes of violation of human life	By the end of the sub-strand the learner should be able to: discuss Christian teaching on God as the only source of life Identify areas of abuse of the right to life appreciate the importance of life as a gift from God by observing safety	1. Why is human life sacred? 2. What does the Bible teach about sacredness of life? 3. How will you encourage your classmates to respect their own life as well as lives of others?	Learners brainstorm on the importance of safety and security to human life Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life Learners share examples of violation of human life in life today Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 103	Journals Authentic tasks Written questions
9	1		God the source of life – How to cope with emotions and stress	By the end of the sub-strand the learner should be able to: discuss Christian teaching on God as the only source of life Identify areas of abuse of the right to life appreciate the importance of life as a gift from God by observing safety	Why is human life sacred? What does the Bible teach about sacredness of life? How will you encourage your classmates to respect their own life as well as lives of others?	Learner debate the causes of violation of the right to life Learners discuss emotions that can lead to violation of one’s life In pairs learners to discuss how to cope with negative emotions Learners to discuss consequences of violating life Learners to compose a poem on sacredness/sanctity of life using a digital device	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 104-105 Longhorn CRE act. TG. Pg. 115- 116	Journals Authentic tasks Written questions
	2		Good Health Practices – Alcohol and substance use and reasons why young people engage in alcohol and substance use	By the end of the sub-strand the learner should be able to: Explain the meaning of alcohol and substance use for raised awareness list examples of drugs that are abused today explain reasons why young people engage in alcohol and substance abuse Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs	Which drugs are commonly abused today? What can lead one to alcohol and substance use? What are the effects of alcohol and substance use? How can you avoid alcohol and substance use? How can you help your peers to avoid alcohol and substance abuse?	Learners discuss the meaning of alcohol and substance abuse learners in pairs to give examples of commonly abused drugs Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18; · Learners to brainstorm lessons learnt from the Bible texts Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 105-107 Longhorn CRE act. TG. Pg. 117- 118	Journals Authentic tasks Written questions
	3		Good Health Practices – effects of alcohol and substance use to the body and relationships	By the end of the sub-strand the learner should be able to: Explain the meaning of alcohol and substance use for raised awareness list examples of drugs that are abused today explain reasons why young people engage in alcohol and substance abuse Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs	Which drugs are commonly abused today? What can lead one to alcohol and substance use? What are the effects of alcohol and substance use? How can you avoid alcohol and substance use? How can you help your peers to avoid alcohol and substance abuse?	Learners discuss the meaning of alcohol and substance abuse learners in pairs to give examples of commonly abused drugs Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18; Learners to brainstorm lessons learnt from the Bible texts Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 108 Longhorn CRE act. TG. Pg. 118- 119	Journals Authentic tasks Written questions
10	1		Good Health Practices – ways of avoiding engaging in alcohol and substance abuse	By the end of the sub-strand the learner should be able to: Outline the effects of alcohol and substance use to the body and relationships for avoidance Identify ways of avoiding engaging in alcohol and substance use for healthy living. Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs	Which drugs are commonly abused today? What can lead one to alcohol and substance use? What are the effects of alcohol and substance use? How can you avoid alcohol and substance use? How can you help your peers to avoid alcohol and substance abuse?	Learners explain dangers of alcohol and substance use to his/her health/body Learners to watch a video clip on the dangers of alcohol and substance use Learners research on prevention of alcohol and substance use and report to class Learners to use flashcards to pass different messages saying no! to alcohol and substance use Learners give a brief talk at the assembly on effects of alcohol and substance use	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 109-110 Longhorn CRE act. TG. Pg. 119- 120	Journals Authentic tasks Written questions
	2		Appropriate use of Social Media – Meaning of social media awareness and social media platforms commonly used today	By the end of the sub-strand the learner should be able to; Explain the meaning of social media for awareness list social media platforms that are commonly used today Desire to use social media for positive benefit of self and others.	What are social media platforms? Why should you use them appropriately? What is cyber bullying?	Learners in pairs define the term social media Learners list social media platforms commonly used today and illustrate their symbols by drawing in their books Learners, in small groups, list advantages and disadvantages of social media for children and youth.	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 111-112 Longhorn CRE act. TG. Pg. 120- 121	Journals Authentic tasks Written questions
	3		Appropriate use of Social Media – Effects of appropriate and inappropriate use of social media	By the end of the sub-strand the learner should be able to; Explain the meaning of social media for awareness list social media platforms that are commonly used today Desire to use social media for positive benefit of self and others.	What are social media platforms? Why should you use them appropriately? What is cyber bullying?	Learners in pairs define the term social media Learners list social media platforms commonly used today and illustrate their symbols by drawing in their books Learners, in small groups, list advantages and disadvantages of social media for children and youth.	Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 114-116 Longhorn CRE act. TG. Pg. 123- 124	Journals Authentic tasks Written questions

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:00

Skills in English - Grade 5 Schemes of Work Term 2 2023

Kareen

SKILLS IN ENGLISH ACTIVITIES

Wk	Lns	Strand/Theme	Sub strand		Specific learning outcomes	Key inquiry questions	Learning experiences	Learning resources	Assessment methods	Ref I
1	1	JOBS AND OCCUPATIONS - What i can be	Questions – WH-, Yes/No Statements		By the end of the sub strand, the learner should be able to: Sort statements and questions based on rising and falling intonation. Construct sentences orally using words related to the theme. Advocate the need for correct stress and intonation in varied contexts	Why should we pronounce sounds and words correctly? Why do we raise our voices when asking some questions? How can you change your voice to show different meanings?	Learners is guided to: Sort the statements and questions on the basis of rising or falling intonation in small groups. Watch a video of a dialogue in which statements and questions are used. Recite a choral verse in pairs or small groups. Role play a telephone conversation with intonation.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.80-82 Skills in English T.G pg.76-78	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive reading: Comprehension (Dialogues about 400 words)		By the end of the sub strand, the learner should be able to: Select unfamiliar words and phrases from a reading text. Use contextual clues to infer the meaning of words. Respond to direct and inferential questions for comprehension. Relate events in the story	How do we tell the meaning of words? What makes you a good reader?	Learners is guided to: Make connections between the characters in the text and the people they know. Relate events in the dialogue with their experiences. Read and role play a dialogue in small groups. Pick out main ideas from the dialogue. Answer direct and inferential questions based on the dialogue. Infer the meaning of words from the context (for example, from words occurring before or after).	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.82-83	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least		By the end of the sub strand, the learner should be able to: Identify quantifying determiners in a variety of texts Use quantifying determiners appropriately in a variety of contexts. Judge the appropriateness of quantifying determiners in oral and written texts.	Which words do we use to show amount or quantity? Why is it important to tell the quantity of something?	Learners is guided to: Read a passage related to the theme featuring quantifying determiners. Identify quantifying determiners from the passage, in pairs. Match quantifying determiners with corresponding countable and uncountable nouns.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.81-83	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Creative Writing Pictorial Composition (120-160 words)		By the end of the sub strand, the learner should be able to: Choose possible topics for pictorial compositions. Create a composition based on the visuals or pictures Judge visuals appropriately for creativity in writing.	Why do we enjoy looking at pictures? What messages do pictures communicate?	Learners is guided to: Interpret pictures, in pairs. Match the pictures with the different parts of a composition: beginning, middle and end. Watch a variety of animations, videos and sample write pictorial compositions, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 85-86	Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
2	1	A GREAT TEACHER	Sounds /f/ as in farmer, /v/ as in van driver		By the end of the sub strand, the learner should be able to: Pronounce words and phrases with the target sounds correctly. Use stress and intonation appropriately in statements and questions. Advocate the need for correct stress and intonation in varied contexts.	Why should we pronounce sounds and words correctly? Why do we raise our voices when asking some questions? How can you change your voice to show different meanings?	Learners is guided to: Practice saying words, phrases and sentences with the sounds /f/ and /v/. Say tongue twisters with the sounds /f/ and /v/ in groups. Watch a video of a dialogue in which statements and questions are used. Recite a choral verse in pairs or small groups. Role play a telephone conversation with intonation. Sing songs featuring stress and intonation.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.84-86	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading		Intensive reading : Comprehension (Dialogues about 400 words)	By the end of the sub strand, the learner should be able to: Respond to direct and inferential questions Use contextual clues to infer the meaning of words. Respond to direct and inferential questions for comprehension. Relate events in the story with their own experiences.	How do we tell the meaning of words? What makes you a good reader?	Learners is guided to: Make connections between the characters in the text and the people they know. Relate events in the dialogue with their experiences. Read and role play a dialogue in small groups. Pick out main ideas from the dialogue. Answer direct and inferential questions based on the dialogue. Infer the meaning of words from the context (for example, from words occurring before or after).	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.86-87	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3			World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least	By the end of the sub strand, the learner should be able to: Identify quantifying determiners in a variety of texts Use quantifying determiners appropriately in a variety of contexts. Judge the appropriateness of quantifying determiners in oral and written texts.	Which words do we use to show amount or quantity? Why is it important to tell the quantity of something?	List quantifying determiners that can be used with both countable and uncountable nouns. Read sentences containing quantifying determiners from the internet, in small groups Construct sentences using quantifying determiners with nouns in small groups. Complete sentences by filling in gaps using the correct Quantifying determiners.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.90	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue - completion
3	1	TECHNOLOGY:LEARNING THROUGH TECHNOLOGY	Sounds /ə/ as in here, year ;/eɪ/ as in make, brain		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Why should we pronounce sounds and words correctly? Why should we listen to one another? Why should you give others a chance to speak? How do you tell if someone is happy or sad?	Learner is guided to: Select words with the sounds /ə/ and /eɪ/ from a dialogue. Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording. Make sentences with words containing the sounds: /ə /eɪ/.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.94-96	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Extensive reading: Extensive Fiction and Non-Fiction Texts (1000-1250 words)		By the end of the sub strand, the learner should be able to: Select relevant reading materials from a collection of books. Read a variety of materials for information and pleasure. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.	What kind of information do you find in books? Why is it necessary to read many books? What do you consider when choosing a material to read?	Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.96-97	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar In use	Tense Future Time using will/shall		By the end of the sub strand, the learner should be able to: Identify words that indicate future time in sentences. Use will and shall to express future time correctly. Collaborate with others to determine the correctness	Which words do we use to show future time? How do you tell the time something happened? What will you do tomorrow?	Learner is guided to: Pick sentences which express future time from a text. Make sentences from a substitution table. Answer questions on future time using will/shall in pairs. Construct sentences using will/shall in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 97-98	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion
	4			Creative Writing Pictorial Composition (120-160 words)	By the end of the sub strand, the learner should be able to: Choose possible topics for pictorial compositions. Create a composition based on the visuals or pictures Judge visuals appropriately for creativity in writing and appropriates of the tense used in own or provided texts.	Why do we enjoy looking at pictures? What messages do pictures communicate?	Arrange different pictures logically to write a story coherently, in groups. Write a pictorial compositions in small groups. Proof read each groups work and give feedback. Display their compositions in class. Role play activities they plan or wish to do in future in small groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.91-92	Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	4	Writing	Mechanics of Writing Punctuation Use of the Commas		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Read a text in pairs. Identify punctuation marks used in the text in pairs. Use commas to show pauses between words, phrases or clauses. Complete sentences using double quotation marks and commas.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.98-99	Teacher-made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
4	1	DEAR DIGITAL CHILD	Pronunciation and Vocabulary: Interactive Listening		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Why should we pronounce sounds and words correctly? Why should we listen to one another? Why should you give others a chance to speak? How do you tell if someone is happy or sad?	Learner is guided to: Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.101-102	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Poems (not more than 5 stanzas)		By the end of the sub strand, the learner should be able to: Select relevant reading materials from a collection of books. Read a variety of materials for information and pleasure. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.	What kind of information do you find in books? Why is it necessary to read many books? What do you consider when choosing a material to read?	Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.102-103	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Tense Future Time using will/shall		By the end of the sub strand, the learner should be able to: Identify words that indicate future time in sentences. Use will and shall to express future time correctly. Collaborate with others to determine the correctness and appropriates of the tense used in own or provided texts.	Which words do we use to show future time? How do you tell the time something happened? What will you do tomorrow?	Learner is guided to: Watch videos, computer, tablets, audio materials you tube which feature future time. Make predictions (events, weather among others using will and shall Create display charts with sentences which feature will and shall.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.104-106	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Use of Double Quotation Marks		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources. Play punctuation games. Create posters or charts with sentences with double quotation marks and commas and display them in class.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 112-113	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
5	1	THE FARM - CASH CROPS - THE PLANTATION	Oral narrative featuring proverbs and sayings (about 130 words)		By the end of the sub strand, the learner should be able to: List proverbs and saying in a narrative. Use words, proverbs and sayings appropriately in oral communication. Anticipate what is likely to happen as a story unfolds. Display varied emotions and feelings when listening to an oral presentation.	Why should we pronounce words correctly? Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?	Learner is guided to: Listen to a narrative and select proverbs and saying. Search for vocabulary, proverbs and sayings in the internet Listen and view stories and songs featuring proverbs and sayings. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.112-113	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Fluency in Reading Texts of about 400 words		By the end of the sub strand, the learner should be able to: Identify unfamiliar words in texts for fluency. Read a text accurately and with expression for fluency. Challenge peers and parents to read accurately, at the right speed and without hesitation.	What makes someone a good reader? How long do you take to read a text? What can you do to improve your reading speed?	Learner is guided to: Skim and scan through paragraphs for information, in pairs or small groups. Search for an article on a topic they enjoy, select a portion to read, set a goal of the words to read per minute and time themselves as they read.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 109-112	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	Use of Double imperatives: how many/ could/would		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Learners is guided to: Fill in gaps in sentences using double imperatives. Select question tags from a story, dialogue or poem. Match statements with the correct question tag to make a tag question.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.112-113	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Similes and Proverbs		By the end of the sub strand, the learner should be able to: Identify similes and proverbs in a variety of texts. Use similes and proverbs in writing for self-expression. Create a narrative composition featuring similes and proverbs. Advocate the use of similes and proverbs to enhance creativity in writing.	How do we make our compositions interesting? Which stories do you enjoy reading? Which similes and proverb do you know?	Learner is guided to: Read narratives with formulaic expressions in print and digital format. List similes and proverbs in texts, in small groups. Create a clear and coherent story line using proverbs and similes. Compose a story featuring similes and proverbs, small groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 113-114	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
6	1	THE FARM	Listening and speaking: Sounds /k/ as in acre, cotton; /g/ as in grow, green		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Pronounce words with the target sounds correctly. Display varied emotions and feelings when listening to an oral presentation.	Why should we pronounce words correctly? Which proverbs and sayings do you know? Why are proverbs and sayings important in speech?	Learner is guided to: Make oral sentences using vocabulary. Practice saying words with the sounds /k/ /g/, in pairs. Create tongue twisters with the sounds /k/ /g/. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 115-116	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Fluency in Reading Texts of about 400 words		By the end of the sub strand, the learner should be able to: Read a text accurately and with expression for fluency. Read a text at the right speed for fluency. Challenge peers and parents to read accurately, at the right speed and without hesitation.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 118 - 120	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Question Tags on the Verb to be		By the end of the sub strand, the learner should be able to: Identify words, phrases or sentences with the target sound. Pronounce sounds correctly for accuracy in speech. Challenge others to listen interactively for effective communication.	What are some of your school rules? How do you give instructions? Why do we ask questions?	Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 118 - 120	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Creative Writing Narrative Composition (120 -160 words)		Use similes and proverbs in writing for self-expression. Create a narrative composition featuring similes and proverbs. Advocate the use of similes and proverbs to enhance creativity in writing.	How do we make our compositions interesting? Which stories do you enjoy reading? Which similes and proverb do you know?	Read narratives with formulaic expressions in print and digital format. Engage in a dialogue to advance plot and story line. Write creative compositions using featuring similes and proverbs, individually. Create and display charts with proverbs and similes, in pairs or small groups.	poetry books pictures and photographs diorama flash cards Skills in English T.G pg. 115-116 Skills in English Learners Bk. Pg.120	b) Learner journals c) Peer assessment d) Self- assessment learner e) Portfolio dictation f)Standardized writing tests
7	1	HEALTH - COMMUNICABLE DISEASES Visiting a doctor	Listening and speaking: Speaking Fluency Narrative of about 150 words		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme correctly. Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Construct sentences in pairs or small groups. Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 122-128	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Listening and speaking: Speaking Fluency Narrative of about 150 words		By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Use vocabulary related to the theme correctly. Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Construct sentences in pairs or small groups. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg. 122-128	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues
	3	Reading	Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Identify the main idea in each paragraph. Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.123-125	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
8	1	Grammar in use	Adverbs (manner, time, place, frequency)		By the end of the sub strand, the learner should be able to: Distinguish between adverbs of manner, time place and frequency for effective communication. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	How often do you come to school? Which words describe when, how and where actions take place?	Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.126-128	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2		Adverbs (manner, time, place, frequency)		By the end of the sub strand, the learner should be able to: Distinguish between adverbs of manner, time place and frequency for effective communication. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	How often do you come to school? Which words describe when, how and where actions take place?	Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups. Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.126-128	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation Portfolio dictation Standardized writing tests
	4	WASH YOUR HANDS	Listening and speaking- speaking fluency Sounds: /h/as in health, heal		By the end of the sub strand, the learner should be able to: List words with sound /h/ from an oral text. Speak accurately, at the right speed and with expression on a given topic Display appropriate emotions and feelings when making an oral presentation.	Why is it important to speak accurately and express the right feelings? How can you listen more attentively? Which words do you use to talk about diseases?	Learner is guided to: Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to music and pick out sounds and vocabulary. Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom. Recite poems on communicable diseases.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.129-130	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
			many…could/wo uld		to: Construct sentences using how many… could/would correctly. Use adverbs of manner, time, place and frequency in oral and written contexts. Judge the appropriateness of adverbs used in oral and written texts.	2. Which words describe when, how and where actions take place?	Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.133-134	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3	Writing	Exclamation Mark		By the end of the sub strand, the learner should be able to: Identify exclamation mark in sentences. Punctuate sentences correctly using exclamation mark. Collaborate with others to punctuate own or provided documents.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark. Complete exercises related to the apostrophe and exclamation mark online and offline. Create and display charts or posters with sentences in which apostrophe and exclamation mark are used, in groups. Conduct a gallery walk and view the charts made by each group. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.135-136	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
9	1		Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	2	Grammar in use			By the end of the sub strand, the learner should be able to: Visualize events, characters and descriptions in texts for comprehension. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How often do you come to school?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Writing	Punctuation Marks Apostrophe		By the end of the sub strand, the learner should be able to: Identify apostrophe in sentences. Punctuate sentences correctly using the. Collaborate with others to punctuate own or provided documents.	Which punctuation marks do you know? Why do we punctuate sentences?	Learner is guided to: Listen to a short oral text and write the text with the correct punctuation marks. Underline the apostrophe and exclamation marks in a text, in pairs.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Teacher- made tests Learner journals Peer assessment Self-assessment learner
	4		Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)		By the end of the sub strand, the learner should be able to: Identify the main idea in each paragraph. Summarize the main points of a text. Answers factual and inferential questions for comprehension. Challenge others to focus on detail when reading a text	How do you describe things? How can you tell what will happen in a story?	Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
10	1		Sounds /s/ as in surf; and /z/ as in zoo		By the end of the sub strand, the learner should be able to: Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.137-138	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive Reading Factual Texts of About 400 Words		By the end of the sub strand, the learner should be able to: Relate the ideas in a text with their experiences. Respond to factual and inferential questions correctly. Summarize the main ideas in the text for comprehension. Encourage others to pay attention to detail when reading.	Why do you read texts? What makes you a good reader? Why do we make notes when reading?	Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.140-142	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4		Conjunctions and, but, or, because, since, also, for, yet, since		By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.140-142	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
11	1	Writing	Creative Writing: Descriptive Composition (120 -160 words)		By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Creative Writing: Descriptive Composition (120 -160 words)		Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	TOO MUCH TELEVISION	Narrative in dialogue format (conversational narrative)		By the end of the sub strand,the learner should be able to: Identify different moods in a narrative or a choral verse. Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.144-145	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4	Reading	Intensive Reading Factual Texts of About 400 Words		By the end of the sub strand, the learner should be able to: Relate the ideas in a text with their experiences. Respond to factual and inferential questions correctly. Summarize the main ideas in the text for comprehension. Encourage others to pay attention to detail when reading.	Why do you read texts? What makes you a good reader? Why do we make notes when reading?	Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3	Grammar in use	Conjunctions and, but, or, because, since, also, for, yet, since		By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	LEISURE TIME ACTIVITIES My hobby	Listening and speaking: Interactive Listening Choral verse		By the end of the sub strand, the learner should be able to: Identify different moods in a narrative or a choral verse. Use words and phrases with the selected sound in sentences Interrupt appropriately during turn- taking for self- expression. Challenge others to listen interactively during conversations.	How do you behave when someone is speaking to you? Which words do you use to join an ongoing conversation?	Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline.	course book magazines junior encyclopedia journals dictionaries diorama flash cards Skills in English T.G pg.	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:01

German Language Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

GERMAN LANGUAGE ACTIVITIES

Wk	Ls n	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	Listening and Speaking	School	By the end of the sub strand the learner should be able to: describe school activities using appropriate vocabulary and language structures, Demonstrate responsible behaviour in taking care of the school. Appreciate the importance of school	What can you do to make your school better?	Learners listen to an audio and match school activities to pictures, record each other talking about their favourite school activities and present to peers, create and present short poems, raps and songs about their school, discuss ways of taking care of their school.	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
	2		Leisure Time Activities	By the end of the sub strand the learner should be able to: discuss leisure time activities using appropriate vocabulary and language structures, distinguish between positive and negative leisure time activities for character development, Demonstrate appreciation of the role of leisure time activities in developing talent.	How do you spend your free time?	Learners listen to background sounds of activities and identify the activity, pantomime hobbies and their peers guess what they are, talk about their likes and dislikes in leisure time activities in pairs/groups, research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers, discuss the importance of engaging in appropriate leisure time activities	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
2	1		Leisure Time Activities	By the end of the sub strand the learner should be able to: discuss leisure time activities using appropriate vocabulary and language structures, distinguish between positive and negative leisure time activities for character development, Demonstrate appreciation of the role of leisure time activities in developing talent.	How do you spend your free time?	Learners listen to background sounds of activities and identify the activity, pantomime hobbies and their peers guess what they are, talk about their likes and dislikes in leisure time activities in pairs/groups, research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers, discuss the importance of engaging in appropriate leisure time activities	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
	2		Leisure Time Activities	By the end of the sub strand the learner should be able to: discuss leisure time activities using appropriate vocabulary and language structures, distinguish between positive and negative leisure time activities for character development, Demonstrate appreciation of the role of leisure time activities in developing talent.	How do you spend your free time?	Learners listen to background sounds of activities and identify the activity, pantomime hobbies and their peers guess what they are, talk about their likes and dislikes in leisure time activities in pairs/groups, research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers, discuss the importance of engaging in appropriate leisure time activities	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
3	1		Leisure Time Activities	By the end of the sub strand the learner should be able to: discuss leisure time activities using appropriate vocabulary and language structures, distinguish between positive and negative leisure time activities for character development, Demonstrate appreciation of the role of leisure time activities in developing talent.	How do you spend your free time?	Learners listen to background sounds of activities and identify the activity, pantomime hobbies and their peers guess what they are, talk about their likes and dislikes in leisure time activities in pairs/groups, research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers, discuss the importance of engaging in appropriate leisure time activities	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
	2		Foodstuff	By the end of the sub strand the learner should be able to: describe foodstuff using appropriate vocabulary, name the various categories of food items appreciate the importance of healthy eating habits	What is your favorite food and why?	Learners categorize foodstuff (Obst, Gemüse, Getränke, etc.), listen and repeat the names of foodstuff according to the gender (der, die, das), listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
4	1		Foodstuff	By the end of the sub strand the learner should be able to: describe foodstuff using appropriate vocabulary, name the various categories of food items appreciate the importance of healthy eating habits	What is your favourite food and why?	Learners categorize foodstuff (Obst, Gemüse, Getränke, etc.), listen and repeat the names of foodstuff according to the gender (der, die, das), listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
	2		Foodstuff	By the end of the sub strand the learner should be able to: describe foodstuff using appropriate vocabulary, name the various categories of food items appreciate the importance of healthy eating habits	What is your favourite food and why?	Learners categorize foodstuff (Obst, Gemüse, Getränke, etc.), listen and repeat the names of foodstuff according to the gender (der, die, das), listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
5	1		Foodstuff	By the end of the sub strand the learner should be able to: describe foodstuff using appropriate vocabulary, name the various categories of food items appreciate the importance of healthy eating habits	What is your favourite food and why?	describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel), Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B. (Ich esse eine Mango/ein Brot/einen Apfel), research (online) and find out foodstuff that are foreign to their culture, discuss the need for healthy eating habits	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
	2		Foodstuff	By the end of the sub strand the learner should be able to: describe foodstuff using appropriate vocabulary, name the various categories of food items appreciate the importance of healthy eating habits	What is your favourite food and why?	describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel), Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B. (Ich esse eine Mango/ein Brot/einen Apfel), research (online) and find out foodstuff that are foreign to their culture, discuss the need for healthy eating habits	Audio and video recordings TV Projectors Smart boards DVD players Smartphones Laptops Radios Course Books Listening texts Internet	Observations Discussions Quizzes Role play Multiple choice Questionnaires Tests Portfolios Projects Standardized Tests
6	1	READING	Greetings, introduction	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	1. What do you read? 2. Why is reading important?	Learners read along to recorded texts on informal greetings based on dialects from German speaking countries, match greetings to specific Germanspeaking countries (regions) and readaloud, read conversations in pairs/groups on informal greeting and introduction.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
	2		Greetings, introduction	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	1. What do you read? 2. Why is reading important?	Learners read along to recorded texts on informal greetings based on dialects from German speaking countries, match greetings to specific Germanspeaking countries (regions) and readaloud, read conversations in pairs/groups on informal greeting and introduction.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
7	1		Greetings, introduction	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	1. What do you read? 2. Why is reading important?	Learners read along to recorded texts on informal greetings based on dialects from German speaking countries, match greetings to specific Germanspeaking countries (regions) and readaloud, read conversations in pairs/groups on informal greeting and introduction.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
	2		Greetings, introduction	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	1. What do you read? 2. Why is reading important?	Learners read along to recorded texts on informal greetings based on dialects from German speaking countries, match greetings to specific Germanspeaking countries (regions) and readaloud, read conversations in pairs/groups on informal greeting and introduction.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
8	1		Numbers, months of the year	By the end of the sub strand, the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	Why is it important to read numbers correctly?	Learners read out aloud numbers up to one hundred (100), read flash cards with numbers (in numerals and words), read out any numbers to a partner who writes them down, read and sequence jumbled up months of the year in pairs/ groups, find the months of the year hidden in a puzzle and read out aloud	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
	2		Phonological Awareness	By the end of the sub strand the learner should be able to: combine syllables correctly while reading, articulate sounds and words correctly while reading aloud Appreciate the role correct articulation plays in communication.	Why is correct pronunciation of words and sounds important?	Learners read out aloud in turns words with typical German sound combinations (eu, ei, au, ai, th…), listen and read along to recorded audio words with long and short sounds (i, ie,etc.), search in the dictionary/online for words with long/short sounds, write them down and read them aloud, identify individual areas of difficulty in pronunciation and practice in pairs.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
9	1		Describing people, food and drinks	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	How do you describe people, food and drinks?	Learners read simple texts on descriptions of people, food and drinks and share with peers the main information, read texts and underline unfamiliar words, read texts and isolate sentences that describe people, food and drinks,	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
	2		Describing people, food and drinks	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	How do you describe people, food and drinks?	read descriptions of people, food and drinks with the correct pronunciation and intonation (z.B. der Apfel ist grün), draw, colour/paint, people, food and drinks and describe them in pairs/groups.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures s	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
10	1		School	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	What do you like/not like in your school?	Learners read words, simple sentences and short texts on favourite school activities and answer questions, read aloud with correct pronunciation and intonation, search for and read hidden school activities in a puzzle, read short simple poems and sing songs about taking care of their school in pairs/groups, search online for school activities learners in schools in Germany engage in.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
	2		School	By the end of the sub strand the learner should be able to: read simple texts at an appropriate speed, read aloud short texts with the correct pronunciation and intonation, Develop reading skills for enjoyment.	What do you like/not like in your school?	Learners read words, simple sentences and short texts on favourite school activities and answer questions, read aloud with correct pronunciation and intonation, search for and read hidden school activities in a puzzle, read short simple poems and sing songs about taking care of their school in pairs/groups, search online for school activities learners in schools in Germany engage in.	Magazines Course and work books Cross word puzzles Maps Reading texts Charts Posters Flash Cards Drawings Pictures	Reading for fluency Filling in crossword puzzles Observations Discussions Quizzes Multiple choice Questionnaires
11	ASSESSMENT

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:01

Hindu Religious Education Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

HINDUS RELIGIOUS EDUCATION ACTIVITIES.

GRADE FIVE (5) SCHEMES OF WORK 2022

Wk	Lsn	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1		PREPARATIONS
2	1	WORSHIP (Ishwar bhakti)	Features and Importance of Jain Derasar and Sikh Gurdwara	By the end of the Sub-strand the learner should be able to: Describe the features of places of worship for familiarization Make a photomontage from photos of places of worship Appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	Learner could be guided to: Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices. Take photos a the places of worship create a montage using photos from the places of worship hold group discussion on the different features of Jain Derasar and Sikh Gurdwara visit places of worship to witness activities carried out at different times.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Features and Importance of Jain Derasar and Sikh Gurdwara	By the end of the Sub-strand the learner should be able to: Describe the features of places of worship for familiarization Make a photomontage from photos of places of worship Appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	Learner could be guided to: Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices. Take photos a the places of worship create a montage using photos from the places of worship hold group discussion on the different features of Jain Derasar and Sikh Gurdwara visit places of worship to witness activities carried out at different times.	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	3		Features and Importance of Jain Derasar and Sikh Gurdwara	By the end of the Sub-strand the learner should be able to: Name the activities carried out at places of worship at different times analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	Learner could be guided to: Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices. Take photos a the places of worship create a montage using photos from the places of worship hold group discussion on the different features of Jain Derasar and Sikh Gurdwara visit places of worship to witness activities carried out at different times.	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
3	1		Features and Importance of Jain Derasar and Sikh Gurdwara	By the end of the Sub-strand the learner should be able to: Name the activities carried out at places of worship at different times analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	Learner could be guided to: Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices. Take photos a the places of worship create a montage using photos from the places of worship hold group discussion on the different features of Jain Derasar and Sikh Gurdwara visit places of worship to witness activities carried out at different times.	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	2		Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya	By the end of the Sub-strand the learner should be able to: classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	make a collage of a place of worship in his/her locality use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya draw and colour the Jain Derasarand Sikh Gurdwara visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	3		Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya	By the end of the Sub-strand the learner should be able to: classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	make a collage of a place of worship in his/her locality use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya draw and colour the Jain Derasarand Sikh Gurdwara visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.	· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
4	1		Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya	By the end of the Sub-strand the learner should be able to: classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	make a collage of a place of worship in his/her locality use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya draw and colour the Jain Derasarand Sikh Gurdwara visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	2		Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya	By the end of the Sub-strand the learner should be able to: classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya appreciate the relevance of different features at a place of worship	Why is it important to visit a place of worship? What features are found in a Jain Derasar? What features are found in a Sikh Gurdwara?	make a collage of a place of worship in his/her locality use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya draw and colour the Jain Derasarand Sikh Gurdwara visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3	PRINCIPLES OF DHARMA	Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	Learner could be guided to: download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
5	1		Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	Learner could be guided to: download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	2		Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	Learner could be guided to: download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
6	1		Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	Learner could be guided to: download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Virtues for righteousness according to Jainism and Sikhism based on moral stories	By the end of the Sub strand the learner should be able to: Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness Perform skits based on identified stories Appreciate the virtues for righteousness in daily life	Why are virtues of righteousness considered important according to Jainism and Sikhism? How are virtues of righteousness applied in daily life?	Learner could be guided to: download information on virtues of righteousness using digital devices and discuss in groups tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness listen and watch a resource person on YouTube talking about virtues of righteousness	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	·Observation, QA, Essay writing, Role modelling, projects
	3	SADACHAAR (Social Ethics)	Friendship and good company	By the end of the Sub strand the learner should be able to: identify the qualities of good friendship for healthy social development distinguish between good and bad company for self- awareness Appreciate the importance of friendship and good company	What are the qualities of a good friend? Why is it important to have good company? How do you stay away from bad influence?	Learner could be guided to: research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship sing songs and recite poems on friendship watch films and videos based on good friendship choose good companions with whom to share values in life	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
7	1		Friendship and good company	By the end of the Sub strand the learner should be able to: identify the qualities of good friendship for healthy social development distinguish between good and bad company for self- awareness Appreciate the importance of friendship and good company	What are the qualities of a good friend? Why is it important to have good company? How do you stay away from bad influence?	Learner could be guided to: research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship sing songs and recite poems on friendship watch films and videos based on good friendship choose good companions with whom to share values in life	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Friendship and good company	By the end of the Sub strand the learner should be able to: identify the qualities of good friendship for healthy social development distinguish between good and bad company for self- awareness Appreciate the importance of friendship and good company	What are the qualities of a good friend? Why is it important to have good company? How do you stay away from bad influence?	Learner could be guided to: research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship sing songs and recite poems on friendship watch films and videos based on good friendship choose good companions with whom to share values in life	Scriptures, Magazines, Digital devices, on friendship	Observation, QA, Essay writing, Role modelling, projects
	3		Friendship and good company	By the end of the Sub strand the learner should be able to: apply integrity in maintaining friendship Establish friendly relationships with family members for sense of belonging Appreciate the importance of friendship and good company	What are the qualities of a good friend? Why is it important to have good company? How do you stay away from bad influence?	Learner could be guided to: research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship sing songs and recite poems on friendship watch films and videos based on good friendship choose good companions with whom to share values in life	·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
8	1		Friendship and good company	By the end of the Sub strand the learner should be able to: distinguish between good and bad company for self- awareness apply integrity in maintaining friendship Appreciate the importance of friendship and good company	What are the qualities of a good friend? Why is it important to have good company? How do you stay away from bad influence?	Learner could be guided to: research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship sing songs and recite poems on friendship watch films and videos based on good friendship choose good companions with whom to share values in life	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Friendship and good company	By the end of the Sub strand the learner should be able to: distinguish between good and bad company for self- awareness apply integrity in maintaining friendship Appreciate the importance of friendship and good company	Why is it important to consider safety measures while chatting on-line with friends? What are the ways of developing friendship with Paramatma? Why is it important to have good relationships with family and elders?	demonstrate friendly relationships with parents and elders at home. write/type essays on good friendship. spend quality time with their parents and vice versa. create a communication group of friends using digital devices	· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Friendship and good company	By the end of the Sub strand the learner should be able to: distinguish between good and bad company for self- awareness apply integrity in maintaining friendship Appreciate the importance of friendship and good company	Why is it important to consider safety measures while chatting on-line with friends? What are the ways of developing friendship with Paramatma? Why is it important to have good relationships with family and elders?	demonstrate friendly relationships with parents and elders at home. write/type essays on good friendship. spend quality time with their parents and vice versa. create a communication group of friends using digital devices	· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
9-11	^{ASSESSMENT/REVISION}

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:01

MTP Home Science Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences		Learning Resources	Assessment methods	Ref l
1	1	CONSERVATION EDUCATION	Wise buying - importance of wise buying	By the end of the sub strand the learner should be able to Explain the meaning of wise buying as used by a consumer. State the importance of wise buying to an individual Appreciate the importance of observing safety when buying items in the market.	How would you buy wisely from a shopping place in your locality?	Learners brainstorm on the meaning of wise buying. In groups, learners discuss the importance of wise buying using digital devices, print materials, video clips, and documentaries.		Digital devices Print materials Video clips Demonstration MTP Home science Grade 5 Learners Bk. Pg. 52-53 MTP Home science Grade 5 TG Pg. 56- 58	Checklist test Observations Critiques Demonstration Self-assessment
	2		Safety precautions to observe when buying different items	By the end of the sub strand the learner should be able to Explain the meaning of wise buying as used by a consumer. Analyze safety precautions to observe when buying different items from the market. Appreciate the importance of observing safety when buying items in the market.	How would you buy wisely from a shopping place in your locality?	Learners brainstorm on the meaning of wise buying. In groups, learners discuss the safety precautions to observe when buying different items (through use of a shopping list, observing expiry date of items, avoiding impulse buying, comparing prices of items)		Digital devices Print materials Video clips Demonstration MTP Home science Grade 5 Learners Bk. Pg. 53-54 MTP Home science Grade 5 TG Pg. 57- 58	Checklist test Observations Critiques Demonstration Self-assessment
	3		Buy wisely from a shopping place in the locality	By the end of the sub strand the learner should be able to State the importance of wise buying to an individual Buy wisely from a shopping place in the locality Appreciate the importance of observing safety when buying items in the market.	How would you buy wisely from a shopping place in your locality?	In pairs, learners share experiences on wise buying of items while observing safety precautions from the market. Learner’s role play, after watching a demonstration or video clip on safety precautions to observe when buying items in the market. Learners will practice wise buying through role play using a shopping list		Digital devices Print materials Video clips Demonstration MTP Home science Grade 5 Learners Bk. Pg. 54-56 MTP Home science Grade 5 TG Pg. 58-59	Checklist test Observations Critiques Demonstration Self-assessment
2	1	FOODS AND NUTRITION	Foods and nutrients	By the end of the sub strand the learner should be able to Explain meaning of the items food and nutrients as used in nutrition. State the importance of different vitamins in our body Develop curiosity in explaining the importance of nutrients in food	What is the importance of different vitamins in our body? Which foods provide us with the various vitamins? How do we create variety in diet when providing essential vitamins and minerals?		Use digital devices, books and through sharing experiences, learners brainstorm on the meaning of the terms food and nutrients. In groups, the learners are guided to brainstorm on the various nutrients found in foods. Macro-proteins, carbohydrates, and lipids/fats. Micro-nutrients – vitamins and minerals.	Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 57 MTP Home science Grade 5 TG Pg. 63- 64	Checklist test Observations Critiques Demonstration Self-assessment
	2		Various nutrients found in food	By the end of the sub strand the learner should be able to Identify the various nutrients found in foods. Explain the importance of nutrients found in food Develop curiosity in explaining the importance of nutrients in food	What is the importance of different vitamins in our body? Which foods provide us with the various vitamins? How do we create variety in diet when providing essential vitamins and minerals?		Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality.	Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 58 MTP Home science Grade 5 TG Pg. 64	Checklist test Observations Critiques Demonstration Self-assessment
3	1		Creating variety in diet	By the end of the sub strand the learner should be able to Name foods which provide various nutrients and are found in the locality Create variety in diet when cooking meals to provide all the nutrients from growth, health and development. Develop curiosity in explaining the importance of nutrients in food	What is the importance of different vitamins in our body? Which foods provide us with the various vitamins? How do we create variety in diet when providing essential vitamins and minerals?	- In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. - Learners adopt the habit of keeping journals and daily logs of what they eat.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 60 MTP Home science Grade 5 TG Pg. 65	Checklist test Observations Critiques Demonstration Self-assessment
	2		Appreciating the habit of eating foods that are rich in all nutrients	By the end of the sub strand the learner should be able to Name the foods which provides us with various nutrients Explain the various ways of creating variety in diet when cooking meals to provide us with various nutrients Appreciate the habit of eating foods that are rich in all in all nutrients	What is the importance of different vitamins in our body? Which foods provide us with the various vitamins? How do we create variety in diet when providing essential vitamins and minerals?	In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. Learners adopt the habit of keeping journals and daily logs of what they eat.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 60-61 MTP Home science Grade 5 TG Pg. 65-66	Checklist test Observations Critiques Demonstration Self-assessment
	3		Nutritional deficiencies and disorders causes of nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to Explain the meaning of nutritional deficiencies and disorders in relation to food intake. Name some of the nutritional deficiencies and disorders Identify the causes of nutritional deficiencies Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 62-63 MTP Home science Grade 5 TG Pg. 70	Checklist test Observations Critiques Demonstration Self-assessment
	3		Foods found in the locality	By the end of the sub strand the learner should be able to Watch a video clip on foods found in the locality and nutrients they give Name foods which provide various nutrients and are found in the locality Develop curiosity in explaining the importance of nutrients in food	What is the importance of different vitamins in our body? Which foods provide us with the various vitamins? How do we create variety in diet when providing essential vitamins and minerals?		Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality.	Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 62-63 MTP Home science Grade 5 TG Pg. 64	Checklist test Observations Critiques Demonstration Self-assessment
4	1		causes of nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to Explain the meaning of nutritional deficiencies and disorders in relation to food intake. Name some of the nutritional deficiencies and disorders Identify the causes of nutritional deficiencies Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 62-63 MTP Home science Grade 5 TG Pg.70	Checklist test Observations Critiques Demonstration Self-assessment
	2		Signs and symptoms of nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to a. Explain ways of preventing nutritional deficiencies and disorders b. Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients. c. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 62-63 MTP Home science Grade 5 TG Pg. 70	Checklist test Observations Critiques Demonstration Self-assessment
	3		Signs and symptoms of nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to Explain ways of preventing nutritional deficiencies and disorders Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 65-66 MTP Home science Grade 5 TG Pg.70-71	Checklist test Observations Critiques Demonstration Self-assessment
5	1		Prevention of Nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to Name foods taken to prevent nutritional deficiencies and disorders Draw and color different types of foods Explain the various ways of preventing nutritional deficiencies and disorders Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 66-67 MTP Home science Grade 5 TG Pg. 76	Checklist test Observations Critiques Demonstration Self-assessment
	2		Adopting healthy eating habits to prevent nutritional deficiencies and disorders	By the end of the sub strand the learner should be able to Make a journal and daily logs on foods they eat Draw and colour different types of foods Adopt healthy eating habits to prevent nutritional deficiencies and disorders.	What causes nutritional deficiencies and disorders? How can you tell that a person is suffering from a nutritional deficiency and disorder? How would you prevent nutritional deficiencies and disorders?	Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 67 MTP Home science Grade 5 TG Pg. 76	Checklist test Observations Critiques Demonstration Self-assessment
6	1		Food preservation: importance of preserving cereals and pulses)	By the end of the sub strand the learner should be able to Identify cereals and pulses available in their locality (legumes) Explain the importance of preserving cereal and pulses (legume) to maintain the crop at home. Appreciate the importance of preserving cereals and pulses(legumes) at home	How do you preserve cereals and pulses (legume) at home?	- In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries - In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 67 MTP Home science Grade 5 TG Pg.76	Checklist test Observations Critiques Demonstration Self-assessment
	2		Food preservation: methods of preserving cereals and pulses)	By the end of the sub strand the learner should be able to a. Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses. b. Explain the nutrients found in legumes c. Appreciate the importance of preserving cereals and pulses(legumes) at home	How do you preserve cereals and pulses (legume) at home?	- In groups learners share experiences on methods of preserving cereals (legumes)in the locality - Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 68 MTP Home science Grade 5 TG Pg. 77	Checklist test Observations Critiques Demonstration Self-assessment
	3		Food preservation: equipment and materials for preserving cereals and pulses)	By the end of the sub strand the learner should be able to a. State the methods of preserving cereals b. Name the equipment and materials used for preserving cereals and pulses (legumes) in their locality for longer preservation of food. c. Appreciate the importance of preserving cereals and pulses(legumes) at home	How do you preserve cereals and pulses (legume) at home?	In groups learners share experiences on methods of preserving cereals (legumes)in the locality Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 69 MTP Home science Grade 5 TG Pg. 71	Checklist test Observations Critiques Demonstration Self-assessment
7	1		Food preservation: characteristics of storage facilities for preserved cereals and pulses)	By the end of the sub strand the learner should be able to State characteristics of a storage facilities for preserved cereals and pulses (legumes) in their locality. Preserve cereals and pulses using hygienic practices at home for healthy living. Appreciate the importance of preserving cereals and pulses(legumes) at home	How do you preserve cereals and pulses (legume)at home?	Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes)hygienically using various method.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 70 MTP Home science Grade 5 TG Pg. 78	Checklist test Observations Critiques Demonstration Self-assessment
	2		Food preservatio n: importance of preserving cereals and pulses)	By the end of the sub strand the learner should be able to Watch a video clip on preservation of cereals Preserve cereals and pulses using hygienic practices at home for healthy living. Appreciate the importance of preserving cereals and pulses(legumes) at home	How do you preserve cereals and pulses (legume) at home?	Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes) hygienically using various method.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 71-72 MTP Home science Grade 5 TG Pg. 78	Checklist test Observations Critiques Demonstration Self-assessment
	3		Kitchen tools and Equipment - materials use to make kitchen equipment’	By the end of the sub strand the learner should be able to: Identify materials used to make kitchen tools and equipment Discuss the materials used to clean kitchen utensils Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	various kitchen tools and equipment found in the locality video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 72 MTP Home science Grade 5 TG Pg. 83	Checklist test Observations Critiques Demonstration Self-assessment
8	1		Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment	By the end of the sub strand the learner should be able to: Identify materials used to make kitchen tools and equipment Discuss the materials used to clean kitchen utensils Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	Identify various kitchen tools and equipment found in the locality and video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73 MTP Home science Grade 5 TG Pg. 83	Checklist test Observations Critiques Demonstration Self-assessment
	3		Food preservation: Cereals and pulses (legumes in the locality)	By the end of the sub strand the learner should be able to Identify cereals and pulses available in their locality (legumes) Name nutrients found in cereals and pulses(legumes) Appreciate the importance of cereals in a diet	How do you preserve cereals and pulses (legume)at home?	In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73 MTP Home science Grade 5 TG Pg.83	Checklist test Observations Critiques Demonstration Self-assessment
			Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment	By the end of the sub strand the learner should be able to: Identify materials used for cleaning kitchen tools and equipment’s Watch a video clip on cleaning kitchen tools and equipment’s Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	a demonstration, video clips on cleaning kitchen tools and equipment		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73 MTP Home science Grade 5 TG Pg. 83	Checklist test Observations Critiques Demonstration Self-assessment
	2		Kitchen tools and Equipment – cleaning and storing kitchen equipment made from different materials	By the end of the sub strand the learner should be able to: Identify materials used for cleaning kitchen tools and equipment’s Discuss the procedures of cleaning kitchen tools and equipment made of different materials Appreciate the importance of cleaning kitchen utensils in preventing diseases utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	Learners discuss the procedures of cleaning kitchen tools and equipment made of different materials (wood, plastic, aluminum)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73-78 MTP Home science Grade 5 TG Pg. 83-85	Checklist test Observations Critiques Demonstration Self-assessment
9	1		Kitchen tools and Equipment - cleaning and storing kitchen equipment made from different materials	By the end of the sub strand the learner should be able to: Make materials for cleaning kitchen tools and equipment using locally available materials Discuss the procedures of cleaning kitchen tools and equipment made of different materials Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	materials for cleaning kitchen tools and equipment using locally available materials (sisal fibres, fine ash, course leaves, pieces of cloth, crashed charcoal)		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73-78 MTP Home science Grade 5 TG Pg. 83-85	Checklist test Observations Critiques Demonstration Self-assessment
	2		Kitchen tools and Equipment - cleaning and storing kitchen equipment made from different materials	By the end of the sub strand the learner should be able to: Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses Observe safety measures when cleaning and storing kitchen tools and equipment’s Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 73-78 MTP Home science Grade 5 TG Pg. 83-85	Checklist test Observations Critiques Demonstration Self-assessment Critiques
	3		Kitchen tools and Equipment – safety precaution s when cleaning and storing kitchen tools and equipment ’s	By the end of the sub strand the learner should be able to: Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses Observe safety measure when cleaning and storing kitchen tools and equipment’s Appreciate the importance of cleaning kitchen utensils in preventing diseases	How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s?	Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 78-79 MTP Home science Grade 5 TG Pg. 86	Checklist test Observations Critiques Demonstration Self-assessment Critiques
10	1	FOODS AND NUTRITION	Cooking foods Dry fat frying - procedures use to cook food during the dry fat frying method	By the end of the sub strand, the learner should be able to: Identify foods which can be fried and are found within their locality. Describe the procedure used to cook food using the dry fat method. Appreciate foods cooked using the dry fat frying method.	What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home?	Using pictures, realia, video clips and charts, learners will identify local foods which can be cooked using the dry fat frying method and are found within their locality. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 80-81 MTP Home science Grade 5 TG Pg. 91-92	· Checklist test Observations Critiques Demonstration Self-assessment
	2		Serving dry fat food appropriately	By the end of the sub strand, the learner should be able to: Serve fried food appropriately at home. Describe the procedure used to cook food using the dry fat method. Observe safety while cooking at home. Appreciate foods cooked using the dry fat frying method.	What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home?	Learners serve the fried food appropriately. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 82-83 MTP Home science Grade 5 TG Pg. 92	Checklist test Observations Critiques Demonstration Self-assessment
	3		Cooking foods Storing dry fat fried foods appropriately to avoid spoilage	By the end of the sub strand, the learner should be able to: Cook a local food using the dry fat method. Store fried food appropriately. Appreciate foods cooked using the dry fat frying method.	What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home?	Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 84 MTP Home science Grade 5 TG Pg.93	Checklist test Observations Critiques Demonstration Self-assessment
11	1		Appreciating foods cooked using the dry fat frying method	By the end of the sub strand, the learner should be able to: Cook a local food using the dry fat method. Store fried food appropriately. Appreciate foods cooked using the dry fat frying method.	What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home?	Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method. Learners serve the fried food appropriately.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. pg.85 MTP Home science Grade 5 TG Pg. 94	Checklist test Observations Critiques Demonstration Self-assessment
	2		Deep frying – local foods which can be deep fried	By the end of the sub strand, the learner should be able to: Identify local foods which can be deep fried found within their community. Draw and color the local foods which can be deep fried Appreciate food cooked using deep frying method.	What local foods can you deep fry at home? How do you deep fry food at home?	Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality. In groups pairs, learners share experiences on the foods they have eaten that are deep fried.		Regalia Books Pictures Digital devices MTP Home science Grade 5 Learners Bk. Pg. 85-86 MTP Home science Grade 5 TG Pg. 98	Checklist test Observations Critiques Demonstration Self-assessment
	3	ASSESSMENT

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:02

Islamic Religious Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	Hadith	Hadith on responsible living	By the end of the sub strand, the learner should be able to: Outline five issues that mankind should account for according to the Hadith. Describe the lessons learnt from the Hadith for character building. Appreciate the teachings of the Hadith by living responsibly.	How can the youth live responsibly? How do Muslims earn their wealth? How do Muslims spend their wealth? How can knowledge be used to benefit others?	Learners will outline the five issues that mankind must account for on the Day of Resurrection describe the lessons learnt from the Hadith and do class presentations responsibly	Charts & course books, digital devices, resource persons	written assessment, oral assessment, observation schedule, portfolio
	2	PILLARS OF IMAN	Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	What lessons are learnt from the attributes of Allah? Why should we use the attributes of Allah while making dua (supplications)	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; Al- Ghaffaar (The Forgiver) Match the attributes of Allah with corresponding meaning using flash cards. discuss the teachings and importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Allah Attributes of Allah: Al- Aalim (The All Knowing)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes use the attribute of of Allah while making dua sing qasida on the attributes of Allah	Portfolio, written assessment oral assessment, observation schedule
2	1		Belief in Allah Attributes of Allah: Al-Haafidh (The Protector)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes use the attribute of of Allah while making dua sing qasida on the attributes of Allah	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in Allah Attributes of Allah: Al-Hakam (The Judge)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Allah Attributes of Allah: Al-Hayu (The Ever Living)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
3	1		Belief in Allah Attributes of Allah Al-Waahid (The One)	By the end of the sub strand, the learner should be able to: outline the attributes of Allah and their corresponding meaning for spiritual nourishment state the teachings of the selected attributes of Allah for application in day to day life Explain the importance of the attributes of Allah for character formation. Use the attributes of Allah while making dua (supplication). Appreciate the unique attributes of Allah as part of Islamic faith.	1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)?	In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards. importance of the attributes of Allah and make anecdotal notes of Allah while making dua sing qasida on the attributes of Allah	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah?	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah?	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
4	1		Belief in angels Characteristics of angels	By the end of the sub strand, the learner should be able to: State the characteristics of angels to strengthen their iman. Explain the significance of the belief in angels in the life of a Muslim. Obey Allah’s commands by emulating angels. Differentiate between angels and human beings so as to appreciate Allah’s creation. Appreciate the belief in angels as a pillar of iman.	1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims	Individually/in pairs/in small groups, learners are guided to: on the characteristics of angels from digital devices/books/resource persons and present in class the significance of belief in angels and make anecdotal notes. fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules) a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
5	1		Belief in Prophets Qualities of Prophets	By the end of the sub strand, the learner should be able to: Explain the qualities of Prophets for character formation. Apply values learnt from the qualities of Prophets in their daily lives. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.	1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models?	Individually/in pairs/in small groups, learners are guided to: the qualities of Prophets from digital devices/books/resource persons and display in class story of any Prophet that shows these qualities demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience) the qualities of the Prophets learnt can be applied in school situation.	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
6	1		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	2		Miracles of Prophets: Nuh (A.S)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	Individually/in pairs/in small groups, learners are guided to: watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S) deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
	3		Miracles of Prophets: - Issa (A.S.)	By the end of the sub strand, the learner should be able to: Identify the miracles of the selected Prophets to strengthen their iman (faith). Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth. appreciate the miracles of the selected Prophets to build their reliance on Allah	1. What is a miracle? 2. Why did Prophets perform miracles?	deduce lessons from the miracles of the selected Prophets and present in class Match the name of the Prophets with miracles performed using flash cards draw, color and display items related to the miracles of the selected Prophet	Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards	Portfolio, written assessment oral assessment, observation schedule
7	1	DEVOTI ONAL ACTS	Nullifiers of swalah	By the end of the sub strand, the learner should be able to: outline the nullifiers of swalah to safeguard its validity during performance. perform Swalah correctly to earn thawab from Allah. differentiate between nullifiers of swalah and wudhu to perfect their ibadah. appreciate performance of swalah by avoiding its nullifiers.	1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah?	Individually/in pairs/in small groups, learners are guided to: brainstorm on the nullifiers of swalah and present in class role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.). match and sort the nullifiers of swalah and wudhu using flash cards. demonstrate the correct performance of swalah	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Nullifiers of swalah	By the end of the sub strand, the learner should be able to: outline the nullifiers of swalah to safeguard its validity during performance. perform Swalah correctly to earn thawab from Allah. differentiate between nullifiers of swalah and wudhu to perfect their ibadah. appreciate performance of swalah by avoiding its nullifiers.	1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah?	Individually/in pairs/in small groups, learners are guided to: brainstorm on the nullifiers of swalah and present in class role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.). match and sort the nullifiers of swalah and wudhu using flash cards. demonstrate the correct performance of swalah	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
8	1		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Sunnah (Optional) prayers: Qabliyah and Ba'diyah	By the end of the sub strand, the learner should be able to: Explain the significance of performing sunnah prayers in the life of a Muslim. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)	1. Why should a Muslim perform Qabliya and ba’diyah?	Individually/in pairs/in small groups, learners are guided to: performed before and after fardh prayers and display in class using charts devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer importance of observing qabliyah and ba’diyah and develop anecdotal notes ba’diyah prayers	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Taraweh and Witr	By the end of the sub strand, the learner should be able to: Explain the significance of performing Taraweh and witr prayers in the life of a Muslim. Perform swalatul Taraweh and Witr for spiritual nourishment. Appreciate the performance of Taraweh and witr prayers to earn thawab develop a habit of performing Taraweh and witr prayers so as to be close to Allah	1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh?	Individually/in pairs/in small groups, learners are guided to: video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers. importance of performing swalatul Taraweh and witr and present in class logs for a week on how they perform Taraweh/witr prayers.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
9	1		Taraweh and Witr	By the end of the sub strand, the learner should be able to: Explain the significance of performing Taraweh and witr prayers in the life of a Muslim. Perform swalatul Taraweh and Witr for spiritual nourishment. Appreciate the performance of Taraweh and witr prayers to earn thawab develop a habit of performing Taraweh and witr prayers so as to be close to Allah	1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh?	Individually/in pairs/in small groups, learners are guided to: video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers. importance of performing swalatul Taraweh and witr and present in class logs for a week on how they perform Taraweh/witr prayers.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Swadaqah (Charity)	By the end of the sub strand, the learner should be able to practise different acts of swadaqah to earn rewards. Explain the benefits of practising acts of swadaqah in the society. Appreciate practising the different forms of swadaqah in their daily life.	1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah?	Individually/in pairs/in small groups, learners are guided to: swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.). haritable activities (clean up exercise, visit to children’s home, tree planting…) giving charity and do class presentation.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Swadaqah (Charity)	By the end of the sub strand, the learner should be able to practise different acts of swadaqah to earn rewards. Explain the benefits of practising acts of swadaqah in the society. Appreciate practising the different forms of swadaqah in their daily life.	1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah?	Individually/in pairs/in small groups, learners are guided to: swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.). haritable activities (clean up exercise, visit to children’s home, tree planting…) giving charity and do class presentation.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs
10	1		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal log	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3		Saum	By the end of the sub strand, the learner should be able to: discuss the conditions for saum as a requirement for its validity Apply the virtues that are learnt from observing fast for spiritual growth. appreciate observing saum as an act of ibadah	1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast?	Individually/in pairs/in small groups, learners are guided to: search through digital devices the reasons for observing saum and make notes discuss the conditions for saum and present in class Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
11	ASSESSMENT

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:02

Music Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

MUSIC ACTIVITIES

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	OPENING/PREPARATIONS
2	1	PERFOR MING	Kenyan folk songs : singing a folk song	By the end of the sub strand, the learner should be able to: Apply the right instrument in performing a given folk song perform folk songs drawn from diverse communities in a group appreciate performing folk songs drawn from diverse communities in Kenya	1. Why is it important to learn folk songs from different communities in Kenya? 2. What makes a folk song?	In groups learners perform folk songs from diverse communities with coordinated body movements observing safety and etiquette. Learners share and take turns to practice the use of appropriate instruments to accompany a folk song. Learners are guided to collect pictures and recordings of Kenyan folk songs for classroom use	Audio/visual recordings of folk songs Recording devices Musical instruments to accompany the folk songs Resource persons	Observation checklists Project: Portfolio Progress reports
3	1		Kenyan Indigenous Instruments -Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	Learners view Real/pictures/videos of Kenyan indigenous wind instruments and name them. Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation checklists Project: Portfolio Progress reports
4	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound?	In groups learners are guided on how to care and maintain a wind instrument. Learners observe hygiene measures as they share and take	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation check list Portfolio Aural Tests Progress reports
5	1		Kenyan Indigenous Musical Instruments - Wind Instruments	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	In groups learners are guided on how to care and maintain a wind instrument. Learners observe hygiene measures as they share and take turns to practice how to produce sound in a wind instrument.	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments connectivity	Observation check list Portfolio Aural Tests Progress reports
6	1		Making a wind Instrument	By the end of the sub strand, the learner should be able to: name different wind instruments used by various indigenous communities in Kenya identify parts of a wind instrument and their role Appreciate the role of a wind instrument in music making.	What are wind instruments? How do wind instruments produce sound? Which materials can be used in making wind instruments? How can one care and maintain a wind instrument?	In groups learners brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials. In groups learners discuss the procedure of making a wind instrument. Individually or in groups, learners make a wind instrument using locally available materials while observing safety.	Resource persons Wind instrument Locally available materials for making wind instruments Audio visual recordings of wind instruments	Observation check list Portfolio Aural Tests Progress reports
7	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
8	1		Western Musical Instruments- Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
9	1		Western Musical Instruments - Descant Recorder	By the end of the sub strand, the learner should be able to: play notes B A G C D on the descant recorder play a melody built on the notes B A G C D on the descant recorder Appreciate playing melodies using the descant recorder.	How are different pitches produced on a descant recorder? How is a good tone produced while playing the descant recorder?	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Resource persons Descant recorder Recorder books Audio visual recordings of recorder	Observation check list Portfolio Aural Tests Progress reports
10	1		Kenyan Folk Dances : Roles of participants in a folk song	By the end of the sub strand, the learner should be able to: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? Which materials can be used to make costumes, body Adornment or ornaments?	Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments. Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance. learners discuss the roles of different participants in a dance (soloist, Chorus/response group, instrumentalist and dancers). Learners use digital devices to download and watch various Kenyan folk dances	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments Internet connectivity	Observation checklist Portfolio
11	1		Kenyan Folk Dances : Roles of ornaments/costumes in a folk dance	By the end of the sub strand, the learner should be able to: discuss the roles of participants in a folk dance Discuss the roles of costumes, ornaments and body adornment in a folk dance. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance	What is the role of costumes, body adornment and ornaments in a dance? What is the role of different participants in a dance? Which materials can be used to make costumes, body Adornment or ornaments?	Learners watch live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments. Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance. In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers). Learners use digital devices to download and watch various Kenyan folk dances..	Locally available materials to make body ornaments Audio/visual recordings of folk dances Resource persons Musical instruments Internet connectivity	Observation checklist Portfolio

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:03

Physical Health Education Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

PHYSICAL HEALTH EDUCATION ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	BATTIN G GAMES –SOFTBALL	Stance and C-grip	By the end of the sub strands, the learner should be able to: practice the stance and grip for hitting use drill to practice the stance and the C-grip for skill masterly play games and use the stance and C-grip for fun and observe safety	What are the other ways of gripping the ball in softball?	The learner is guided individually or in groups to use digital devices and other sources of information to: Observe the stance and the C-Grip practice the stance and get the teachers feedback Demonstrate the C-Grip and get the teachers feedback Practice the stance and C- Grip and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Stance and C-grip	By the end of the sub strands, the learner should be able to: practice the stance and grip for hitting use drill to practice the stance and the C-grip for skill masterly play games and use the stance and C-grip for fun and observe safety	What are the other ways of gripping the ball in softball?	Use drill to practice the stance and the C-grip use provided checklist to give each other feedback when practicing the stance and the C- grip play games and use the stance and C-grip and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		The Swing technique	By the end of the sub strands, the learner should be able to: practice the swing technique in softball for hitting use drills to practice the swing technique for accurate hitting practice softball skills at won free time for skill masterly	Why is it important to observe safety while swinging in softball?	The learner is guided individually or in groups to: Interact with technology to watch a video clip and observe the swing technique. Demonstrate the swing technique and get feedback from the teacher Practice the swing technique and give each other feedback Use provided checklist to give each other feedback when practicing the swing technique play games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Stance and ball grip	By the end of the sub strands, the learner should be able to: practice the stance and ball grip for throwing use drill to practice the stance and ball grip for skill masterly play softball games and use the stance and ball grip and observe safety plays softball for fun and joy	Which other game resembles softball? What is the difference between the two?	The learner is guided individually or in groups to: Use the digital media and other sources of information to find out the correct stance and grip when throwing in softball Demonstrate the correct stance and ball grip when throwing and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Stance and ball grip	By the end of the sub strands, the learner should be able to: practice the stance and ball grip for throwing use drill to practice the stance and ball grip for skill masterly play softball games and use the stance and ball grip and observe safety plays softball for fun and joy	Which other game resembles softball? What is the difference between the two?	Practice the correct stance and ball grip and throw at a target ten feet away. Practices the correct ball grip and throw from a kneeling position while holding the throwing elbow in place and snapping the wrist when throwing. Keep increasing the distance. Move to standing position and keep Increasing the distance at a comfortable pace for throwing.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
2	1		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe the ready position when catching practice catching aground and aerial balls demonstrate the ready body position when catching and get feedback from the teacher demonstrate catching the ground and aerial balls and get feedback from the teacher	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	Use the drills to practice the ground and aerial balls and give each other feedback use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls play games that use the catching skill for fun and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Catching	By the end of the sub strands, the learner should be able to: practice the Ready body position for the catching technique play games that use the catching skill in softball and observe safety appreciate catching as a necessary skill in softball	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	Use the drills to practice the ground and aerial balls and give each other feedback use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls play games that use the catching skill for fun and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Catching	By the end of the sub strands, the learner should be able to: practice base running and sliding in softball for skill acquisition discuss the importance of sliding in softball play modified softball games for enjoyment and observe safety appreciate base running and sliding in softball for as a vital skill	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe base running and sliding in softball demonstrate base running and sliding and get teachers feedback practice the base running and sliding give each other feedback play modified softball games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Base running and sliding	By the end of the sub strands, the learner should be able to: practice base running and sliding in softball for skill acquisition discuss the importance of sliding in softball play modified softball games for enjoyment and observe safety appreciate base running and sliding in softball for as a vital skill	Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?	The learner is guided individually or in groups to: Interact with technology to observe base running and sliding in softball demonstrate base running and sliding and get teachers feedback practice the base running and sliding give each other feedback play modified softball games and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
3	1		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resource	Observation checklists Portfolio Progress reports
	3		BATTING GAMES –ROUNDERS: Fielding, Throwing, Catching and Stamping	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually or in groups to: interact with technology to watch a rounders game and observe throwing, catching and stamping practice throwing, catching and stamping and get feedback from the teacher use drills to practice throwing, catching and stamping and give each other feedback play games and observe rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: practice throwing, catching and stamping in a rounder’s game use drills to practice throwing, catching and stamping for skill masterly play games for enjoyment and observe rules for a harmonious game	Why is it important to obey rules when playing Rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	Why is it important to obey rules when playing Rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
4	1		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	What are the technical and tactical approaches in rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Technical, Tactical approaches And rules of the game	By the end of the sub strands, the learner should be able to: explain the terms technical and tactical approaches to enhance learning apply technical and tactical approaches when playing the rounders game play rounders game apply the rules of the game	What are the technical and tactical approaches in rounders?	The learner is guided individually and in groups to: watch a game of rounders and observe the technical and tactical approaches in softball Find out the rules of Rounders Play a game of rounders and apply the rules and technical and tactical observed	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		BALL GAMES: VOLLEYBALL: facility, equipment and positioning	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	What is recreational volleyball? How many types of volleyball game are there?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		BALL GAMES: VOLLEYBALL: facility, equipment and positioning	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	What is recreational volleyball? How many types of volleyball game are there?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
5	1		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Improvising the volleyball equipment	By the end of the sub strand, the learner should be able to: identify and gather locally available materials for improvising the volleyball equipment creatively improvise age appropriate volleyball equipment dispose waste appropriately after improvisation for environmental care observe safety when improvising the volleyball equipment to avoid injuries	Which locally available materials are suitable for making the volleyball equipment?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Under arm serve	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	How will skills in volleyball be helpful in everyday life?	Use drills to practice the stance, toss and under arm serve Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Under arm serve	By the end of the sub strand, the learner should be able to: draw the volleyball field of play for field orientation position the volleyball players at the start of game play games for enjoyment and observe safety	How will skills in volleyball be helpful in everyday life?	Use drills to practice the stance, toss and under arm serve Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		The dig	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	How else can the volleyball ball be received other than with hands?	The learner is guided individually or in groups to: Use technology to watch a video on the dig pass and observe the stance and the hand formation demonstrate the stance and dig pass and get feedback from the teacher practice the stance and the dig pass and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
6	1		The dig	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	How else can the volleyball ball be received other than with hands?	The learner is guided individually or in groups to: Use technology to watch a video on the dig pass and observe the stance and the hand formation demonstrate the stance and dig pass and get feedback from the teacher practice the stance and the dig pass and give each other feedback	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		The Volley	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	Where can you play the volleyball game?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		The Volley	By the end of the sub strand, the learner should be able to: practice the stance and the dig for skill acquisition use drills to practice the stance and the dig for skill masterly play games for and enjoyment observe safety appreciate the Two hands dig pass in volleyball as a skill	Where can you play the volleyball game?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		KABADDI GAME: Facility and position of players	By the end of the sub strand, the learner should be able to: familiarize with the Kabaddi field of play for field orientation position the kabaddi players in the field before start of game to enhance learning Play game for fun and enjoyment appreciate the kabaddi field as an essential facility for playing the games	1. which other game resembles kabaddi 2. How many players play kabaddi game	The learner is guided individually or in groups to: Interact with technology to observe the kabaddi field of play Position the players on the field before start of game enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Entry	By the end of the sub strand, the learner should be able to: define the term entry as used in kabaddi game to enhance learning demonstrate entry techniques for skill acquisition use drills to practice entry when playing kabaddi appreciate entry as essential in playing the kabaddi game	1.which other game resembles kabaddi 2.How many players play kabaddi game	The learner is guided individually or in groups to: in kabaddi with technology to observe the entry technique in kabaddi game demonstrate entry techniques in the game l to practice entry in kabaddi game kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
7	1		Footwork	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	1. Which ballgames apply footwork? 2. What factors contribute to proper footwork?	The learner is guided individually or in groups to: Interact with technology to find out the term footwork in Kabaddi game Interact with technology to find out the application of footwork in Kabaddi game Kabaddi game Learners in groups, practice footwork drills in Kabaddi game Observe rules for successful footwork in kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Footwork	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	1. Which ballgames apply footwork? 2. What factors contribute to proper footwork?	The learner is guided individually or in groups to: Interact with technology to find out the term footwork in Kabaddi game Interact with technology to find out the application of footwork in Kabaddi game Kabaddi game Learners in groups, practice footwork drills in Kabaddi game Observe rules for successful footwork in kabaddi game	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Legal touches	By the end of the sub strand, the learner should be able to: define the term footwork as used in kabaddi to enhance learning demonstrate footwork for skill acquisition observe rules for successful footwork in kabaddi gam appreciate footwork as essential in playing kabaddi game	How is foot touch performed?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
8	1		Cant	By the end of the sub strand, the learner should be able to: practice the ‘Cant’ in Kabaddi for skill acquisition use drills to practice the ‘Cant’ for skill masterly play small kabaddi games for enjoyment	How is ‘cant’ used in Kabaddi game?	The learner is guided individually or in groups to: rate the Cant and get feedback from the teacher the ‘Cant’ and give each other feedback ‘Cant’ for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Raiding	By the end of the sub strand, the learner should be able to: define the terms raider in kabaddi to enhance learning outline the role of the raider in Kabaddi practice raiding in Kabaddi game play Kabaddi game for enjoyment and observe safety appreciate Kabaddi game for leisure and healthy living	How can playing Kabaddi improve physical fitness?	The learner is guided individually or in groups to: interact with technology to view the volleyball field of play and positioning of players at the start of game use provided sketches or internet to draw the volleyball field of play interact with technology to identify the equipment used in volleyball game play games for enjoyment while observing safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		TAG RUGBY: Facility and Equipment	By the end of the sub strand, the learner should be able to: familiarize with the tag rugby field for field orientation Identify the different equipment used in tag rugby. select and gather suitable materials for making tags creatively make tags for use in playing tag rugby	Which locally available materials can be used to make tags for use when playing tag games? Which other game has the same name as Tag rugby?	The learner is guided individually or in groups to: Interact with technology to familiarize with the tag rugby field interact with technology to observe the tags used in tag rugby game gather suitable materials and make tags interact with technology to observe the equipment used in tag rugby.	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
9	1		Passing and ball carriage	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	1. Why is it important to use the lateral pass in Tag rugby? 2. How should the ball be carried in tag rugby?	The learner is guided individually or in groups to: interact digital devices to watch the ball carriage and lateral pass in tag rugby use drills to practice the ball carriage and lateral pass observe safety when using practicing the ball carriage and lateral pass and observe safety	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Running	By the end of the sub strand, the learner should be able to: practice running technique in tag rugby for skill acquisition use drills to practice the run to avoid being tagged Discuss essential team work tactics that make tag rugby interesting. play tag rugby and observe the rules	1. Why is running important in Tag rugby? 2. Why is it important to learn the correct passing technique in Tag rugby? 3. How can teamwork help a team to be successful?	The learner is guided individually or in groups to: practice running technique in tag rugby and get feedback from the teacher to practice the run and give each other feedback Essential team work tactics in tag rugby the rules	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Tagging and offside rule	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Which other tagging games are there?	The learner is guided individually or in groups to: interact with technology to watch a tag rugby game and observe the tagging technique and offside rule Demonstrate tagging technique and get feedback from the teacher Use drills to practice tagging and give each other feedback play games and observe safety to avoid injuries	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Tagging and offside rule	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Which other tagging games are there?	The learner is guided individually or in groups to: interact with technology to watch a tag rugby game and observe the tagging technique and offside rule Demonstrate tagging technique and get feedback from the teacher Use drills to practice tagging and give each other feedback play games and observe safety to avoid injuries	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Scoring	By the end of the sub strand, the learner should be able to: practice the lateral pass and ball carriage for skill acquisition use drills to practice the lateral pass and ball carriage for accuracy play games for enjoyment and observe safety in using the lateral pass and ball carriage appreciate the lateral pass and ball carriage as skills in tag rugby	Why is scoring important in games?	The learner is guided individually or in groups to: Discuss the scoring system in tag ruby Practice scoring in tag grubby and get feedback from the teacher Use drills to practice scoring in tag rugby observe safety when scoring in tag rugby	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
10	1	SWIMMING	Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
11	1		Swimming Strokes: Breaststroke	By the end of the sub strand, the learner should be able to practice streamlining the body for skill acquisition play water games for fun and enjoyment appreciate the breaststroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Interact with technology to watch a video clip on the breaststroke Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback Play water games for fun and enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	2		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	3		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	4		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports
	5		Backstroke	By the end of the sub strand, the learner should be able to: demonstrate timing for proper execution of the stroke play water games for enjoyment appreciate the back stroke for leisure and fitness	1. Which animal uses the breaststroke to move in water? 2. Why is it important to streamline the body in water?	The learner is guided individually or in groups to: Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water Practice e the back-stroke body and get feedback from the teacher Play water games for enjoyment	Field markers Open field Sports attire Lime Videos Resource person Required resources	Observation checklists Portfolio Progress reports

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:03

Super Minds Science and Technology Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	LIVING THINGS	Skeleton and Muscles Functions of human skeleton	By the end of the lesson the learner should be able to: State the parts of a human beings skeleton Describe the functions of the skeleton in human beings. Develop interest in caring for human skeleton	1. What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 44	question and answer method, class quizzes individual performance assessment and project work
	2		Skeleton and Muscles Functions of human skeleton	By the end of the lesson the learner should be able to: State the parts of a human beings skeleton Describe the functions of the skeleton in human beings. Develop interest in caring for human skeleton	1. What is the main function of the human skeleton?	Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 44	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups leaners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 47	question and answer method, class quizzes individual performance assessment and project work
2	1		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Parts of a human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	4		The breathing system Diseases that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
3	1		The breathing system Diseases that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Signs and symptoms of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3		The breathing system Signs and symptoms of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	4		The breathing system Prevention of illness that affect the breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). *Note: - Mechanisms of breathing in and out not* *required*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
4	1		The breathing system Modelling of the human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	*Project:* Learners work in groups to make models of the human breathing system using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	2		The breathing system Modelling of the human breathing system	By the end of the lesson the learner should be able to: identify parts of the human breathing system draw and label the parts of the human breathing system Develop interest in protecting the breathing system.	1. How can we prevent most of the illnesses of the breathing system?	*Project:* Learners work in groups to make models of the human breathing system using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 48	question and answer method, class quizzes individual performance assessment and project work
	3	HEALTH EDUCATION	Diseases Water borne diseases: meaning of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners to use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	4		Diseases Water borne diseases: meaning of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners are guided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
5	1		Diseases Water borne diseases signs, symptoms and prevention of water borne diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Discuss the meaning of water borne and soil transmitted diseases. Learners are guiided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery) discuss cause, signs, symptoms and preventive measures of typhoid, bilharzia, cholera	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	2		External body parasite Soil Transmitted diseases	explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss the signs and symptoms of (scabies, lice and jiggers) Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 53-54	question and answer method, class quizzes individual performance assessment and project work
	3		External body parasite Soil Transmitted diseasesBy the end of the lesson the learner should be able to:	explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-55	question and answer method, class quizzes individual performance assessment and project work
	4		External body parasite Soil Transmitted diseases	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-55	question and answer method, class quizzes individual performance assessment and project work
6	1		Internal body parasites Causes of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	2		Internal body parasites Causes of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	3		Internal body parasites Management of internal parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
	4		Making a chart on internal and external parasites	By the end of the lesson the learner should be able to: explain what is water borne disease State some of the water borne diseases Desire to prevent water borne diseases *Hint: biological names of causative agents of specific diseases not required*	How do water borne diseases spread? How can typhoid, bilharzia dysentery and cholera be prevented?	Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 54-56	question and answer method, class quizzes individual performance assessment and project work
7	1	ENVIRO NMENT	Solid waste management Identifying solid waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	Identify solid waste sample waste into that which decompose and that which does not decompose	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 60-61	question and answer method, class quizzes individual performance assessment and project work
	2		Solid waste management Classification of waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). *Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 61-62	question and answer method, class quizzes individual performance assessment and project work
	3		Solid waste management Classification of waste	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). *Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses*	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 61-62	question and answer method, class quizzes individual performance assessment and project work
	4		Solid waste management Managing solid waste –Reusing, recycling and reducing	By the end of the lesson the learner should be able to: Identify solid waste Differentiate between waste that decompose easily and waste that does not decompose. Appreciate the need for proper management of solid waste in the environment.	1. How should solid waste be disposed?	devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 62-63	question and answer method, class quizzes individual performance assessment and project work
8	1		Solid waste management Safety when handling solid waste	By the end of the lesson the learner should be able to: Use proper safety measures in solid waste management. Appreciate the need for proper management of solid waste in the environment. Collect waste in the school and dispose it off appropriately.	1. How should solid waste be disposed?	devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	2		Solid waste management Making a dustbin	By the end of the lesson the learner should be able to: Make toys or ornaments from solid waste Appreciate the need for proper management of solid waste in the environment. Observe safety while waste material	1. How should solid waste be disposed?	Project 1: Learners to make dust bins for safe disposal of waste at home and in school using locally available materials.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	3		Solid waste management Making toys and ornaments using solid waste	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	1. How should solid waste be disposed?	Project 2: *making of toys or ornaments from solid waste* Learners are guided on safety measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 64	question and answer method, class quizzes individual performance assessment and project work
	4	COMPUTING DEVICES	Handling data: word processing Meaning of word processing	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 68-69	Word practical tasks Typing Document formatting
9	1		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 69	Word practical tasks Typing Document formatting
	2		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	computing devices, learners to practice how to create Word documents and key in information.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 68-69-70	Word practical tasks Typing Document formatting
	3		Handling data: word processing Creating a word Document	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 70-73	Word practical tasks Typing Document formatting
	4		Handling data: word processing Editing a word document- changing text colour, case, alignment,	By the end of the lesson the learner should be able to: Define the term word processing Identify the various word processing Discuss the use word in the community appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document.	Realia Pictures Videos Digital devices Models Super minds Scie. and Tech Learners Bk. Pg. 31 Super minds Scie. and Tech TG Pg. 70-73	Word practical tasks Typing Document formatting
10	1		Handling data: word processing saving, retrieving a word document and safety when using computing devices	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Using computing devices, learners to practice how to edit Word document. learners to practice how to save and retrieve documents stored in different locations of their computing devices in groups, learners to discuss and observe safety precautions when using computing devices. Project: Create and maintain a personal journal covering one term in word.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 80 Super minds Scie. and Tech TG Pg. 73
	2		Handling data: word processing Creating a personal Journal	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	How can you save and retrieve a document stored in your computing device? What are some of the safety measures to be observed when using a computing device?	Poject: Create and maintain a personal journal covering one term in word.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 80 Super minds Scie. and Tech TG Pg. 70 -73
	3		Coding Simple programming	By the end of the lesson the learner should be able to: save and retrieve a document from a computing device Create a personal journal in word. observe safety when using computing devices in their locality appreciate the use of Word documents in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. Super minds Scie. and Tech TG Pg. 73
	4		Coding Pattern and games	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 76-77 Super minds Scie. and Tech TG Pg. 73
11	1		Simple programming using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	In groups learners are guided to interact with patterns and games using computing devices using computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 76-77
	2		Coding Creating animations using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 78
	3		Coding Creating simple animations using scratch	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 81-84 Super minds Scie. and Tech TG Pg. 78
	4		Coding Creating a music tune	By the end of the lesson the learner should be able to; identify the features of learning applications which imitate simple programming Interact with patterns and games using available learning applications which mimic simple programming. appreciate the role of available learning applications like scratch in their everyday life	1. What coding skills can be applied in solving day to day problems?	Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 85-100 Super minds Scie. and Tech TG Pg. 78

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:03

Social Studies Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

SOCIAL STUDIES ACTIVITIES.

Wk	Lsn	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	PEOPLE AND POPULATION	Importance on interdependence of language groups in Kenya	By the end of the sub strand, the learner should be able to; Develop communication messages on the benefits of interdependence of language groups in Kenya explain the benefits of interdependence of language groups in Kenya desire to live peacefully with others	How do different language groups interact?	Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school	Local and extended environment Maps Photographs, Pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	a) Oral Questions b) Teacher made tests c) Observation d) Project Work e) Anecdotal Records f)Checklist g) Portfolio.
	2		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Learners are guided to: Brainstorm in groups, areas of high and low population density in Kenya Identify areas of high and low population density in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	3		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Shade in pairs , areas of low and high population density using a sketch map of Kenya Summarize in groups, population distribution in Kenya and share in class.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
2	1		Population Distribution In Kenya	By the end of the sub strand, the learner should be able to; describe population distribution in Kenya locate areas of high and low population density in Kenya appreciate population distribution in Kenya	How is the settlement of people across Kenya?	Draw a map of Kenya and show areas of high and low population density and display in class Play computer games on population distribution in Kenya.	Local and extended environment Maps Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation
	2	RESOURCES AND ECONOMIC ACTIVITIES	Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Learners are guided to: Identify resources found in Kenya such as land, minerals, water and forests and using appropriate media Take a nature walk around the school locality to identify resources and share their findings in class.	Local and extended environment Photographs, pictures and paintings Flash cards and posters TV/video/films/s lides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Resources in Kenya	By the end of the sub-strand, the learner should be able to; identify resources in Kenya collect samples of resources found in Kenya care for resources within the school environment	How do we use resources in our country?	Brainstorm in groups to identify resources found in Kenya Find out how resources are cared for within the locality Care for trees and soil within the school environment Collect samples of resources found within the environment and display them in class Write a poem on the resources found in Kenya	Local and extended environment Photographs, pictures and paintings	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
3	1		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Agriculture: Farming Methods	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Importance of farming	By the end of the sub strand the learner should be able to; Differentiate between subsistence and small scale farming in Kenya describe the characteristics of subsistence and small scale farming in Kenya desire to practice farming as an economic activity	Why do people practice farming?	Learners are guided to : Brainstorm in pairs on the difference between subsistence and small scale farming Find out from relevant sources the characteristics of subsistence farming Develop in groups, a sack garden at school	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
4	1		Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; identify factors that favour dairy farming in Kenya locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Learners are guided to: Use appropriate media to identify the dairy farming areas in Kenya Draw a map of Kenya and indicate areas where dairy farming is practiced	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Benefits of Dairy Farming in Kenya	By the end of the sub strand the learner should be able to; state the benefits of dairy farming in our country locate areas where dairy farming is practiced in Kenya appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Brainstorm in pairs, on the benefits of dairy farming in Kenya Find out from relevant sources the benefits of dairy farming and write short notes	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Challenges facing dairy farming in Kenya	By the end of the sub strand the learner should be able to; explain challenges facing dairy farming in Kenya make posters on dairy animals appreciate the importance of dairy farming in our country	Why do people keep dairy cattle?	Undertake an imaginary visit to a dairy farm and do a write up on challenges facing dairy farming in Kenya Develop a poster on dairy animals	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
5	1		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Horticulture in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops	How is horticulture farming important to us in Kenya?	Learners are guided to Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class Share experiences on horticultural crops Locate areas where horticulture is practiced in Kenya using appropriate media	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Contribution of Horticulture farming in Kenya	By the end of the sub strand the learner should be able to; Identify the crops grown under horticulture in Kenya locate areas where horticulture is practiced in Kenya develop desire to grow horticulture crops		Discuss in groups the contribution of horticulture to the economy of Kenya Develop communication messages on importance of horticultural crops	Local and extended environment Maps Photographs, pictures and paintings Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
6	1		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Identify the main inland fishing grounds in Kenya using digital resources/print media Draw a map of Kenya showing the main inland fishing grounds	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Fishing in Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Learners are guided to: Discuss in groups methods of inland fishing in Kenya and report in class Illustrate in groups fishing methods used in Kenya, display in class and do gallery walk to appreciate each other’s work	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
7	1		Contribution of fishing to the economy of Kenya	By the end of the sub strand the learner should be able to identify the main inland fishing grounds in Kenya describe methods of inland fishing in Kenya appreciate fish as source of food and income	Why is fishing important in our country?	Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary Engage with a resource person on the methods of inland fishing in Kenya Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: Forms of Transport	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
8	1		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	2		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Learners are guided to: Brainstorm in pairs to identify modern forms of transport in Kenya Identify modern forms of transport in Kenya using appropriate media Write down modern forms of transport identified and share in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
	3		Transport in Kenya: causes of road accidents	By the end of the sub strand, the learner should be able to Identify modern forms of transport in Kenya observe safety when using roads appreciate role of modern forms of transport in development	How can we use our roads safely?	Find out ways of observing road safety in Kenya using digital resources/appropriate media and write a report. Visit a nearby children’s traffic park to learn more about road safety	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Project Work
9	1		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Communication: modern means of communication	By the end of the sub strand, the learner should be able to; identify modern means of communication in Kenya describe modern means of communication in Kenya appreciate the modern means of communication in Kenya	How do we communicate to other people?	Learners to be guided to: Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media. Describe in groups modern means of communication in Kenya using digital resources/ print media	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
10	1		Wildlife and Tourism in Kenya	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Learners are guided to: Brain storm in groups on the difference between a game reserve and a national park Draw a map of Kenya, locate and label game reserves and national parks and display in class	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Wildlife and Tourism in Kenya: Importance of wildlife	By the end of the sub strand the learner should be able to; differentiate between a game reserve and a national park draw and locate game reserves and national parks on a map of Kenya desire to conserve our country’s wildlife	Why do tourists come to our country?	Discuss in groups the importance of wildlife in Kenya and do a presentation in class Think, pair and share on who is a tourist. Identify tourist attractions in Kenya using appropriate media Brainstorm and list down the contribution of tourism to the economy of Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
11	1		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Wildlife and Tourism in Kenya: Contribution of Tourism	By the end of the sub strand the learner should be able to; explain contributions of tourism to the economy of our country outline ways of promoting tourism in the country desire to conserve our country’s wildlife	Why do tourists come to our country?	Debate on the contribution of tourism to the economy of Kenya Find out from parents/guardians and elders ways of promoting tourism in Kenya Visit a nearby tourist attraction site and write a report Write an essay on the importance of Museum as a cultural tourist attraction in Kenya	Local and extended environment Maps Photographs, pictures Flash cards and posters Internet sources	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Mining in Kenya	By the end of the sub-strand, the learner should be able to: Identify major minerals found in the Country draw a map of Kenya and locate major minerals appreciate the importance of minerals found in our country	How do we benefit from the minerals found in our country?	Learners are guided to: Brainstorm in pairs and list the minerals found in Kenya (Soda ash, Diatomite , limestone, Salt, petroleum) Identify in groups, minerals found in Kenya using appropriate media Draw a map of Kenya and locate major minerals.	Maps Photographs and pictures Flash cards and posters Vetted digital resources, educational computer games	Oral Questions Teacher made tests Observation

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:07

Kiswahili Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

KISWAHILI ACTIVITIES.

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	SAA NA MAJIRA: Kuandika	Aina za Insha: Baruapepe	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	Unazingatia mambo gani unapoandika baruapepe? Ni mambo gani unayoweza kumweleza rafiki yako katika baruapepe?	Ashiriki na wenzake kujadili mada ya baruapepe na vipengele vyake/yale yanayofaa kujumuishwa aandike barua pepe kwa rafiki kwa kuzingatia ubora wa sentensi (sahihi kisarufi, zilizokamilika kimaana, zenye kufuatana kwa kujenga wazo na zenye kuzingatia uakifishi mzuri) kuunda aya ashirikeshe msamiati wa mada lengwa katika baruapepe yake aandike barua pepe na kutuma wenzake na walimu ili waisome na kutathmini	Kielelezo cha insha ya Baruapepe	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	2	Sarufi	Umoja na wingi wa nomino: Ngeli I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?	Mwanafunzi: Atambua nomino katika ngeli ya I-ZI kwenye kadi, mti maneno, tarakilishi au kapu la maneno (k.v. nguo- nguo, ndizi- ndizi, ndoo-ndoo na nyumbanyumba) Aandike nomino katika ngeli ya I-ZI katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipakatalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati ✔	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo e) Kazi mradi
	3		Umoja na wingi wa nomino: Ngeli I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?	Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti Aandike mafungu ya maneno yenye yenye nomino za ngeli ya I-ZI katika umoja na wingi ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4		Umoja na wingi wa sentensi: katika ngeli ya I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya I-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.	1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja?	Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti Aandike mafungu ya maneno yenye yenye nomino za ngeli ya I-ZI katika umoja na wingi ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
2	1		Umoja na wingi wa sentensi: katika ngeli ya I-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya I- ZI kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya I-ZI katika umoja na wingi akizingatia upatanisho wa kisarufi kuonea fahari matumizi ya ngeli ya I-ZI katika mawasiliano	1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja?	Aunde sentensi kwa kutumia nomino ya ngeli ya I-ZI akiwa peke yake au kwa kushirikiana na wenzake.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2	KUKABI LIANA NA UMASKI NI	Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii kutumia methali zinazohusubidii katika mawasiliano kuchangamkia matumizi ya methali katika kuhimiza bidii	1. Je, ni nini umuhimu wa methali katika jamii?	Mwanafunzi: Atambue methali zinazohusu bidii (k.v. mchagua jembe si mkulima, mgagaa na upwa hali wali mkavu, atafutaye hupata, anayejitahidi hufaidi, ukiona vyaelea vimeundwa) katika chati, ubao, vyombo vya kidijitali ajadili maana na matumizi ya methali zinazohusu bidii na wenzake darasani	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3		Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii kutumia methali zinazohusubidii katika mawasiliano kuchangamkia matumizi ya methali katika kuhimiza bidii	1. Je, ni nini umuhimu wa methali katika jamii?	Atoe mifano ya methali zinazohusu bidii Asikilize methali zinazohusu bidii zikitumiwa kupitia vyombo vya kidijitali. Ashirikiane na wenzake katika kukamilisha methali zinazohusu bidii Asakure mtandaoni kwa kusaidiwa na mzazi au mlezi wake ili kupata methali zaidi zinazohusu bidii na matumizi ya methali hizo.	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	4	Kusoma	Kusoma kwa ufahamu: Lugha katika ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vina na mizani katika shairi ili kuvibainisha kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu Achangamkie kusoma shairi akizingatia mapigo ya sauti.	1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?	Mwanafunzi: Atambue vina na mizani katika shairi lililochapisha au la mtandaoni Ajadili vina na mizani katika shairi akiwa na mwenzake au katika kikundi Asirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno mbalimbali	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini
3	1		Kusoma kwa ufahamu: Lugha katika ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vina na mizani katika shairi ili kuvibainisha kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu Achangamkie kusoma shairi akizingatia mapigo ya sauti.	1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?	Mwanafunzi: atambue vina na mizani katika shairi lililochapisha au la mtandaoni ajadili mizani katika shairi akiwa na mwenzake au katika kikundi ashirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2	Kuandika	Insha ya Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.	Unazingatia nini unapoandika insha ya maelezo?	Mwanafunzi: Atambue vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo Ajadiliane na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha Aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini Awasome wenzake insha aliyoandika ili kuitolea maoni.	asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3		Insha ya Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.	Unazingatia nini unapoandika insha ya maelezo?	Aandike insha ya maelezo (k.v. Jinsi ninavyoweza kuchangia kukabiliana na umaskini nyumbani, Maskini alivyogeuka kuwa tajiri, Jinsi elimu ilivyosaidia kumaliza umaskini, jinsi matumizi bora ya pesa yanasaidia kumaliza umaskini, jinsi ulipaji ushuru unasaidia kukabiliana na umaskini) isiyopungua maneno 150 kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali	Kielelezo cha insha ya masimulizi Kielelezo cha insha ya maelezo Kielelezo cha insha ya wasifu Nakala ya barua ya kirafiki Nakala ya barua rasmi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4	Sarufi	Umoja na Wingi wa Nomino: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?	Mwanafunzi: Atambue nomino katika ya U-ZI kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (k.m. UziNyuzi, Ukuta-Kuta, Uta- Nyuta, ubavu-mbavu, wakatinyakati, ukucha-kucha na ufunguo- funguo, wimbonyimbo)	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
4	1		Umoja na Wingi wa Nomino: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	1. Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?	Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi Asiikilize usomaji wa nomino za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na wingi wa sentensi: Ngeli ya U-ZI	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya U-ZI kuandika nomino za ngeli ya U-ZI katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.	1. Je, nomino za ngeli ya U-ZI huchukua viambishi vipatanishi gani ?	Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi Asiikilize usomaji wa nomino za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3	MAADILI	Kusikiliza na kuzungumza: Matamshi Bora: Ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali kueleza maana ya msamiati uliotumiwa katika shairi kutumia msamiati uliotumiwa katika shairi kuboresha masiliano kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali Kuchangamkia ushairi kama njia ya kujieleza kwa ufasaha.	1. Ushairi unaweza kuboresha mazungumzo yako vipi?	Mwanafunzi: Akariri shairi kuhusu mada lengwa (maadili) kwa kuzingatia matamshi na mahadhi mbalimbali Asikilize shairi lengwa lengwa likikaririwa au kuimbwa na mwalimu, mgeni mwalikwa (mghani) au kupitia vifaa vya kidijitali ashirikiane na wenzake kukariri au kuimba shairi kwa mahadhi mbalimbali	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	4		Kusikiliza na kuzungumza: Matamshi Bora: Ushairi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali kueleza maana ya msamiati uliotumiwa katika shairi kutumia msamiati uliotumiwa katika shairi kuboresha masiliano kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali Kuchangamkia ushairi Kama njia ya kujieleza Kwa ufasaha.	Ushairi unaweza kuboresha mazungumzo yako vipi?	Atambue msamiati uliotumika katika ushairi kuhusu maadili (k.m. haki, usawa, heshima na uwajibikaji) na kuueleza akiwa peke yake au kwa kushirikiana na wenzake ashirikiane na wenzake kujadili ujumbe katika shairi ajibu maswali yanayotokana na shairi alilosikiliza, aliloimba au kukariri	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
5	1	Kusoma	Kusoma kwa Mapana: Makala	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala kusoma makala mbalimbali ili kujenga ufasaha wa lugha kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha	Unapenda kusoma makala ya aina gani? Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?	Mwanafunzi: Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali yakujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo Atumie kamusi kupata maana za msamiati uliotumika katika makala. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2		Kusoma kwa Mapana: Makala	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala kusoma makala mbalimbali ili kujenga ufasaha wa lugha kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha	Unapenda kusoma makala ya aina gani? Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?	Mwanafunzi: Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali ya kujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo Atumie kamusi kupata maana za msamiati uliotumika katika makala. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	3	Kuandi ka	Kuandika Insha: Insha za Wasifu	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vipengele vya kimuundo vya insha za wasifu kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika	1. Unazingatia nini unapoandika insha ya wasifu?	Mwanafunzi: Atazame makala za insha za wasifu kwenye chapa au kwenye tarakilishi. Atambue vipengele muhimu vya kimuundo kama vile kichwa, mwili, hitimisho Ajadili na wenzake kuhusu kinachoweza kuandikiwa katika insha ya wasifu (k.v. mtu,kitu, mnyama na mahali)	Kielelezo cha insha ya wasifu	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4		Kuandika Insha: Insha za Wasifu	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua vipengele vya kimuundo vya insha za wasifu kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika	1. Unazingatia nini unapoandika insha ya wasifu?	Ajadili na wenzake kuhusu mada mbalimbali zinazoweza kutungiwa insha za wasifu k.m. mwanafunzi mwadilifu, mtu aliyeshinda tuzo kwa wadilifu wake n.k. Andike insha ya wasifu isiyopungua maneno 150 daftarini au kwenye tarakilishi. Aasome wenzake kuhusu aliyoiandika ili kuitathmini	Kielelezo cha insha ya wasifu	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
6	1	Sarufi	Umoja na Wingi wa Nomino: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya UYA ili kuzitofautisha na nomino katika ngeli nyingine kuandika nomino za ngeli ya U-YA katika umoja na wingi Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.	1.Je, ni nomino zipi hupatikana katika ngeli ya U-YA?	Mwanafunzi: Atambue nomino katika ya U-YA kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (kama vile upishi, ulezi, ugonjwa) aandike nomino katika ngeli ya U-YA katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi Asikilize usomaji wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na Wingi wa Nomino: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kuandika nomino za ngeli ya U-YA katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya U- YA Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.	Je, ni nomino zipi hupatikana katika ngeli ya U-YA?	Mwanafunzi: Asikilize usomaji wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti Aandikemafungu ya meneno yenye nomino za ngeli ya UYA katika umoja na wingi ajaze mapengo kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au kwa tarakilishi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3		Umoja na wingi wa sentensi: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya U-YA katika mawasiliano	1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?	Mwanafunzi: Atambue viambishi vya ngeli ya U-YA katika sentensi kwa kuvipigia mstari daftarini mwake au kuvikoleza rangi katika tarakilishi Atumie nomino za ngeli ya U-YA katika sentensi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4		Umoja na wingi wa sentensi: Ngeli ya U-YA	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya U-YA katika mawasiliano	1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?	Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti aunde sentensi kwa kutumia nomino ya ngeli ya UYA akiwa peke yake au kwa kushirikiana na wengine ajaze mapango kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au tarakilishi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
7	1	ELIMU YA MAZIN GIRA	Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nahau za usafi na mazingira katika matini mbalimbali kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano kutumia nahau za usafi na mazingira katika mawasiliano Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.	Je, ni nahau zipi zinahusu usafi? Je, ni nahau zipi zinahusu mazingira?	Mwanafunzi: Atambue nahau za usafi na mazingira (k.v. angua kucha, penga kamasi, piga deki, piga mswaki, chokonoa meno, futa vumbi) katika chati, michoro, picha, vikapu maneno, mti maneno, chati, kamusi na katika vyombo vya kidijitali Ashiriki katika kujadili na wenzake maana za nahau za usafi na mazingira na kutoa mifano	Chati Michoro na picha Mgeni mwalikwa(video) Mti maneno Kapu maneno	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2		Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nahau za usafi na mazingira katika matini mbalimbali kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano kutumia nahau za usafi na mazingira katika mawasiliano Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.	Je, ni nahau zipi zinahusu usafi? Je, ni nahau zipi zinahusu mazingira?	Kutumia nahau za usafi au mazingira kutunga sentensi akiwa pekee au kwa kushirikiana na wenzake ashirikiane na wenzake kujaza mapengo katika sentensi kwa kutumia nahau mwafaka kwenye zoezi la ubaoni, vitabuni au katika tarakilishi.	Chati Michoro na picha Mgeni mwalikwa(video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3	Kusoma	Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Mwanafunzi: Atambue aina mbalimbali za matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi. Achague matini atakvyosoma Asome matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4		Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Mwanafunzi: Atambue aina mbalimbali za matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi. Achague matino atakavyosoma Asome i kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
8	1		Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua matini anazotaka kusoma kwenye maktaba kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma	Unapenda kusoma matini ya aina gani? Ni vipi unavyoweza kupata matini ya kusoma? Kusoma aina mbalimbali za matini kuna umuhimu gani?	Achague matino atakavyosoma Asome i kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2	Kuandika	Insha ya Maelezo	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora	1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?	Mwanafunzi: atambue vifungu vya insha za maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi (k.v. maelezo kuhusu upandaji wa miche, kusafisha darasa, kufua nguo, kuzuia mmomonyoko wa udongo, kupanda miti) achague zake kujadili mada ya insha na muundo wa insha ya maelezo	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3		Insha ya Maelezo	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua insha za maelezo katika matini mbalimbali kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora	1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?	Andike insha ya maelezo isiyopungua maneno 150 akizingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali atunge insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini awasomee wenzake insha aliyoandika ili kuisikiliza na kuitathmini	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4	Sarufi	Umoja na wingi wa nomino: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino katika ngeli ya KU-KU kuandika nomino za ngeli ya KU-KU katika umoja na wingi kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano	1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?	Mwanafunzi: Atambue nomino katika ngeli ya KU-KU (kama vile kupika, kufyeka, kuzuru, kukariri, kufua) kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno Aandike nomino katika ngeli ya KU-KU katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
9	1		Umoja na wingi wa nomino: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kuandika nomino za ngeli ya KU-KU katika umoja na wingi kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli yaKU- KU kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano	1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?	Asikize usomaji wa nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti aandike mafungu ya maneno yenye nomino za ngeli ya KU- KU katika umoja na wingi Ajaze pengo kwa kutumia viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au kwa tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	2		Umoja na wingi wa sentensi: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?	Mwanafunzi: Atambue viambishi vya ngeli ya KU-KU katika sentensi kwa kuvipigia mstari au kuvikoleza rangi katika tarakilishi Atumie nomino katika ngeli ya KU-KU katika sentensi akiwa peke yake,wawiliwawili au katika vikundi Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	3		Umoja na wingi wa sentensi: Ngeli ya KU-KU	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?	Aunde sentensi kutumia nomino ya ngeli ya KUKU akiwa peke yake au kwa kushirikiana na wenzake ajaze mapengo viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au tarakilishi.	Tarakilishi/vipa katalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	a) Kutambua k.m. kwenye orodha b) Kuambatanisha maneno lengwa c) Kujaza mapengo d) Kazi mradi
	4	NDEGE WA PORINI	Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano	1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?	Mwanafunzi: Atambue maneno matatu matatu yenye maana sawa (k.v. nyumbani- kiamboni, mastakimuni, chengoni. Barabara- tariki, gurufa, baraste. Jitimaihuzuni, kihoro, simanzi) kwa kutumia kapu la maneno, kadi za maneno, mti maneno, kuburura kwa kutumia tarakilishi, n.k. matatu yenye maana sawa akiwa peke yake au kwa kujadiliana na wenzake	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
10	1		Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua maneno matatu yenye maana sawa katika kundi la maneno kutumia visawe ifaavyo katika mawasiliano kuthamini matumizi ya maneno matatu yenye maana sawa katika mawasiliano	1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?	katika kapu maneno, mti maneno, ubao, chati, vyombo vya kidijitali, kadi maneno n.k ahusishe visawe na vifaa halisi, picha, michoro kwenye chati, kitabu au katika vyombo vya kidijitali n.k. mbalimbali katika vikundi vya wanafunzi wawiliwawili au zaidi atumie kisawe kimoja kuchukua nafasi ya kingine katika sentensi.	Chati Michoro na picha Mgeni mwalikwa video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2	Kusoma	Kusoma kwa Ufahamu: Mchezo wa kuigiza	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua mchezo wa kuigiza katika matini kusoma mchezo mfupi wa kuigiza kwa ufasaha kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza Kufurahia kusoma michezo na kuigiza.	Umewahi kusoma michezo ipi ya kuigiza? Unakumbuka nini katika mchezo uliowahi kuusoma? Kusoma michezo ya kuigiza kuna umuhimu gani?	Mwanafunzi: Aeleze maana ya mchezo wa kuigiza akiwa peke yake, wawiliwawili au katika kikundi Aigize mchezo wa kuigiza, wahusika na maelekezo katika matini mbalimbali kama vile vitabu, chati na vilevile kwa kutumia tarakilishi Atambue mchezo wa kuigiza akizingatia wahusika, maelekezo na ujumbe Ashiriki katika majadiliano kuhusu msamiati wa suala lengwa (ndege wa porini) uliotumiwa katika mchezo wa kuigiza (k.v. chiriku, kasuku, tai, korongo, mwewe na kanga)	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	3		Kusoma kwa Ufahamu: Mchezo wa kuigiza	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu maswali kuigiza mchezo mfupi ili kukuza uwezo wa kujieleza Kufurahia kusoma michezo na kuigiza.	Umewahi kusoma michezo ipi ya kuigiza? Unakumbuka nini katika mchezo uliowahi kuusoma? Kusoma michezo ya kuigiza kuna umuhimu gani?	Atazame mchezo mfupi wa kuigiza ukiigizwa darasani au kwenye vifaa vya kidijitali aigize mchezo mfupi aliousoma akishirikiana na wenzake ashiriki mjadala kuhusu ujumbe unaojitokeza kwenye mchezo wa kuigiza Asome michezo ya kuigiza kwenye mtandao ashiriki katika kutoa muhtasari wa mchezo aliousoma kuuliza na kujibu maswali ya ufahamu	Tarakilishi/vi pakatalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4	Kuandika	Kuandika insha: Insha za masimulizi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze, kueleza sifa za insha ya masimuizi ili kuibainisha kuandika insha ya masimulizi kwa kufuata kanuni zifaazo kuchangamkia utunzi mzuri	1. Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia?	Mwanafunzi: Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi mada ya insha na muundo wa insha ya masimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmi asomee wenzake insha aliyoandika ili waitathmini na kumwelekeza.	Kielelezo cha insha ya masimulizi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:07

Bookmark Art and Craft Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

BOOKMARK ART AND CRAFT ACTIVITIES

Wk	Ls n	Strand/The me	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref l
1	1	INDEGINOUS KENYAN CRAFT	Weaving:	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Explain how to prepare stiff materials for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 29 Bookmark Art and Craft Grade 5 TG Pg. 42	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving: weaving materials	By the end of the lesson the learner should be able to Observe actual and virtual samples of items made using plain techniques Select and prepare appropriate natural materials from the locality for weaving Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 30-32 Bookmark Art and Craft Grade 5 TG Pg. 42-43	Question and answer Portfolio Discussion, Observation Demonstration
2	1		Weaving loom	By the end of the lesson the learner should be able to a. Demonstrate using a weaving loom b. Construct and use a simple weaving loom c. Critique own and other’s work Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving loom	By the end of the lesson the learner should be able to Demonstrate using a weaving loom Construct and use a simple weaving loom Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to observe actual and virtual samples of items made using plain and twined techniques. In groups to select appropriate natural weaving materials from the locality In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34 Bookmark Art and Craft Grade 5 TG Pg. 43-44	Question and answer Portfolio Discussion, Observation Demonstration
3	1		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46	Question and answer Portfolio Discussion, Observation Demonstration
	2		Weaving a mat in two colours using plain and twine technique	By the end of the lesson the learner should be able to Select and prepare appropriate natural materials from the locality for weaving Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques Critique own and other’s work	How do you prepare stiff materials for weaving? How do you prepare flexible materials for weaving? How do you ensure the weave structure is compacted during waving process?	Learners guided: - In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups. Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs	Question and answer Portfolio Discussion, Observation Demonstration Individually weave a two colour floor mat using plain and twine techniques. Display and talk about own and other’s work	Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36 Bookmark Art and Craft Grade 5 TG Pg. 44-46
4	1		Leather work: Thonging method	By the end of the lesson the learner should be able to Observe actual or virtual items made from leather and finished using Thonging for inspiration. Define the term thonging Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 38 Bookmark Art and Craft Grade 5 TG Pg. 49	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method – pencil case	By the end of the lesson the learner should be able to State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
5	1		Leather work: Thonging method-Thonging method – pencil case	By the end of the lesson the learner should be able to; State reasons for ensuring tension during the thonging process Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : - In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs..	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
	2		Leather work: Thonging method - Thonging method – pencil case	By the end of the lesson the learner should be able to Mention reasons why thonging strips be cut to even thickness Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts. Decorate leather pencil cases Appreciate own and others’ traditional leather work crafts	Why should the Thonging strips be cut to even thickness? How can one ensure tension during Thonging process? Why should the holes on the leather pieces to be joined be evenly spaced? How does one ensure the thongs do not unravel after knotting?	Learner guided : In groups to observe actual and virtual craft items made from leather and finished using Thonging method Individually design a pencil case transfer the design onto the leather and cut along the edges. Prepare the leather thongs to be used in finishing the pencil case.\ Punch holes as required and join the leather pieces using the thongs. Decorate the leather pencil case by beading.	Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42 Bookmark Art and Craft Grade 5 TG Pg. 49-52	Question and answer Portfolio Discussion, Observation Demonstration
6	1		Pottery: Coil Technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Name the techniques used in decorating indigenous pottery Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot (s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 44 Bookmark Art and Craft Grade 5 TG Pg. 55	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: modelling pottery items using coil technique	By the end of the lesson the learner should be able to Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery. Model a pot (s) using coil technique to acquire indigenous pottery skills Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
7	1		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a pot?
	2		Pottery: Decorating modelled clay articles	By the end of the lesson the learner should be able to Define the term coil technique Decorate the pot (s) using traditional methods drawn from the locality Critique own and talk and own and others’ work	What techniques are used to decorate indigenous pottery? How are coils joined when making pots? How are coils made even in pottery making? What determines the shape of a traditional pot? What determines the choice of decoration made on a pot?	Learner guided: In groups to discuss actual and virtual articles made from clay using coil technique Individually to model a pot(s) using coil technique. Individually decorate the coil pot(s) using indigenous techniques drawn from the locality. Display and talk about own and others’ work	Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 45-46 Bookmark Art and Craft Grade 5 TG Pg. 55-57	Question and answer Portfolio Discussion, Observation Demonstration What determines the choice of decoration made on a Question and answer Portfolio Discussion, Observation Demonstrationot?
8	1	Sculpture		By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
	2		Materials and tools in sculpture	By the end of the lesson the learner should be able to Define the term sculpture Discuss the technique used to decorate cooking stick/ladle Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49 Bookmark Art and Craft Grade 5 TG Pg. 60-61	Question and answer Portfolio Discussion, Observation Demonstration
9	1	Carving a wooden stick or ladle		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 51 Bookmark Art and Craft Grade 5 TG Pg. 62	Question and answer Portfolio, Discussion, Observation Demonstration
	2	Decorating a wooden cooking stick		By the end of the lesson the learner should be able to Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills Observe safety while using materials Display and appreciate own and others’ work	Which technique can we use to decorate a cooking stick/ladle? What determined the choice of decoration made on a cooking stick/ladle?	Learner guided: In groups to observe and identify actual and virtual articles carved from wood. Individually use available materials and tools to carve a cooking stick. Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: *Smoking, polishing, texturing, burning, incising, embossing* Display, talk about and appreciate their own and others’ work	Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 53-54 Bookmark Art and Craft Grade 5 TG Pg. 63-64	Question and answer Portfolio, Discussion, Observation Demonstration
10	1	Graphic Design: Letter construction		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Actual and virtual samples of constructed 2 D and 3 D letters ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 56-57 Bookmark Art and Craft Grade 5 TG Pg. 67-68	Question and answer Portfolio Discussion, Observation Demonstration
	2	**Graphic Design: Construct a 3 dimensional letters**		By the end of the lesson the learner should be able to Observe actual or virtual samples of constructed 3D Roman block letters to familiarization Discuss how Roman block letters are constructed Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
11	1	Graphic Design: Construct a 3 dimensional letters		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 58-59 Bookmark Art and Craft Grade 5 TG Pg. 68-69	Question and answer Portfolio Discussion, Observation Demonstration
	2	Graphic Design: Decorating letters using various techniques		By the end of the lesson the learner should be able to Design and construct 3D Roman block letters to acquire lettering skill Decorate the Roman block letters to create a 3D effect for self-expression Appreciate own and others lettering	How are Roman block letters constructed? Which tools are used in constructing letters? What do you understand by 3D letters? What methods can be used in decorating letters to enhance 3 dimensional effects?	Learners guide: In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters. Individually design and construct Roman block letters to write out their names Decorate the letter to create a 3D effect using varied technique for example: *Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects* Display and talk about own and others work	Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk. Grade 5 Pg. 59-60 Bookmark Art and Craft Grade 5 TG Pg. 70-71	Question and answer Portfolio Discussion, Observation Demonstration

Published in Grade 5 Schemes of Work Term 2 2023

Tagged under

Be the first to comment!

Tuesday, 15 November 2022 08:08

Mathematics Activities - Grade 5 Schemes of Work Term 2 2023

Kareen

MATHEMATICS ACTIVITIES.

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Ref
1	1	NUMBERS	Fractions	By the end of the sub strand, the learner should be able to; Add fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	2		Fractions	By the end of the sub strand, the learner should be able to; subtract fractions with one renaming in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of Fractions in real life	Why do we order fractions in real life? Where are fractions used in real life?	In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions	Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters	Written exercise, oral questions, observation, group discussion
	3		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4		Decimals: place value of decimals	By the end of the sub strand, the learner should be able to; Identify place value of decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	5		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
2	1		Decimals: ordering decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	2		Decimals: adding decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	3		Decimals: subtracting decimals	By the end of the sub strand, the learner should be able to; Order decimals up to thousandths in different situations Use IT devices for learning more on fractions and for enjoyment Appreciate use of decimals in real life situations	Where do you use decimals in real life? What is the importance of ordering decimals?	In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals	Place value charts, number cards	Written exercise, oral questions, observation, group discussion
	4	MEASUREMENT	Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Use the kilometre (km) as a unit of measuring length in real life Estimate and measure distance in kilometres in real life situations Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
3	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
4	1		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	2		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	3		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	4		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
	5		Length	By the end of the sub strand, the learner should be able to; Identify the relationship between the kilometres (km) and the metre (m) in real life situations Use IT devices for learning more on measurement of length and for enjoyment Appreciate the use of kilometres and metres in measuring length in real life	How do you measure distance? Why do you measure distance?	In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates	Metre rule, 1 metre sticks, Tape measure	Written exercise, oral questions, observation, group discussion
5	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	3		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	4		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	5		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
6	1		Area	By the end of the sub strand, the learner should be able to; Use the square centimetre (cm²) as a unit of measuring area in real life. Use IT devices for learning more on area and for enjoyment Appreciate the use of cm² in working out area in real life.	How can you determine the area of different surfaces?	In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm²) In pairs or as individuals play digital games involving area.	Square cut outs, 1 cm squares, 1 m squares	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Volume	By the end of the sub strand, the learner should be able to; Identify the cubic centimetre (cm³) as a unit of measuring volume in different situations Use IT devices for learning more on volume and for enjoyment Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	4		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	5		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
7	1		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	2		Volume	By the end of the sub strand, the learner should be able to; Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations Derive the formula for the volume of cube or cuboid as V= L × W × H practically. Appreciate use of cubic centimetres in measuring volume in real life	Where is volume applicable in real life?	In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres	Cubes, cuboids, videos	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
8	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
9	1		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	2		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	3		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	4		Capacity	By the end of the sub strand, the learner should be able to; Identify the millilitre as a unit of measuring capacity in real life. Measure capacity in millilitres in real life situations Appreciate use of litres and millilitre in measuring capacity in real life	Where are litres and millilitres used in day-to-day life?	In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.	Teaspoons, videos, containers of different sizes, water, sand, soil	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
11	1		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	3		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	4		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	5		Mass	By the end of the sub strand, the learner should be able to; Estimate and measure mass in grams in different situations Identify the relationship between the kilogram and the gram in real life situations Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion