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Grade 5 Schemes of Work Term 2 2023

Grade 5 Schemes of Work Term 2 2023 (14)

This category contains the Schemes of Work for Grade 5 Term 2 2023

Tuesday, 15 November 2022 08:08

Mathematics Activities - Grade 5 Schemes of Work Term 2 2023

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;

  1. Add fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. subtract fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. 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;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. 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;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. 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;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. 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;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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  

 

Published in Grade 5 Schemes of Work Term 2 2023
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Tuesday, 15 November 2022 08:07

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

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

  1. Observe actual and virtual samples of items made using plain techniques
  2. Explain how to prepare stiff materials for weaving
  3. 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

  1. Observe actual and virtual samples of items made using plain techniques
  2. Select and prepare appropriate natural materials from the locality for weaving
  3. 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

  1. Demonstrate using a weaving loom
  2. Construct and use a simple weaving loom
  3. 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

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. 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

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. 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

  1. Observe actual or virtual items made from leather and finished using Thonging for inspiration.
  2. Define the term thonging
  3. 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

  1. State reasons for ensuring tension during the thonging process
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. 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

  1. Mention reasons why thonging strips be cut to even thickness
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. Decorate leather pencil cases
  4. 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

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Name the techniques used in decorating indigenous pottery
  3. 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

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Model a pot (s) using coil technique to acquire indigenous pottery skills
  3. 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

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. 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

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. 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

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. 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

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. 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

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. 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

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. 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

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. 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

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. 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

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. 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

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. 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!
Read more...
Tuesday, 15 November 2022 08:07

Kiswahili Activities - Grade 5 Schemes of Work Term 2 2023

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:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.
  1. Unazingatia mambo gani unapoandika baruapepe?
  2. Ni mambo gani unayoweza kumweleza rafiki yako katika baruapepe?

Ashiriki na wenzake

  1. kujadili mada ya
  2. baruapepe na vipengele vyake/yale yanayofaa kujumuishwa
  3. aandike barua pepe kwa rafiki kwa kuzingatia ubora wa sentensi (sahihi kisarufi, zilizokamilika
  4. kimaana, zenye kufuatana kwa kujenga wazo na zenye kuzingatia uakifishi mzuri) kuunda aya
  5. ashirikeshe msamiati wa mada lengwa katika baruapepe yake
  6. aandike barua pepe na kutuma wenzake na walimu ili waisome na kutathmini

Kielelezo cha insha ya Baruapepe

 

  1. Kuandika
    tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha
  
 

2

Sarufi

Umoja na wingi wa nomino: Ngeli I-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?

Mwanafunzi:

  1. 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)
  2. 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:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. 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:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya I- ZI kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya I-ZI katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. 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:

  1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
  2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
  3. kutumia methali zinazohusubidii katika mawasiliano
  4. kuchangamkia matumizi ya methali katika kuhimiza bidii
 1. Je, ni nini umuhimu wa methali katika jamii?

Mwanafunzi:

  1. Atambue methali zinazohusu bidii (k.v. mchagua jembe si mkulima, mgagaa na upwa
  2. hali wali mkavu, atafutaye hupata, anayejitahidi hufaidi, ukiona vyaelea vimeundwa) katika chati, ubao, vyombo vya kidijitali
  3. 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:

  1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
  2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
  3. kutumia methali zinazohusubidii katika mawasiliano
  4. 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:

  1. kutambua vina na mizani katika shairi ili kuvibainisha
  2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
  3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.
 1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?

Mwanafunzi:

  1. Atambue vina na mizani katika shairi lililochapisha au la mtandaoni
  2. Ajadili vina na mizani katika shairi akiwa na mwenzake au katika kikundi
  3. 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
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa
    ufahamu au matini
  
3

1

   Kusoma kwa ufahamu: Lugha katika ushairi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vina na mizani katika shairi ili kuvibainisha
  2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
  3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.
  1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?  

Mwanafunzi:

  1. atambue vina na mizani katika shairi lililochapisha au la mtandaoni
  2. ajadili mizani katika shairi akiwa na mwenzake au katika kikundi
  3. ashirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe
  4. asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake
  5. 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:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.
 Unazingatia nini unapoandika insha ya maelezo?

Mwanafunzi:

  1. Atambue vifungu vya  maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
  2. Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo
  3. Ajadiliane na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha
  4. Aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili
  5. kuisoma na kuitathmini
  6. 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:
  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
  3. 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:
  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.
 Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?

Mwanafunzi:

  1. 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:

  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. 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:

  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. 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:

  1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
  2. kueleza maana ya msamiati uliotumiwa katika shairi
  3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
  4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
  5. Kuchangamkia ushairi kama njia ya kujieleza kwa  ufasaha.
 1. Ushairi unaweza kuboresha mazungumzo yako vipi?

Mwanafunzi:

  1. Akariri shairi kuhusu mada lengwa (maadili) kwa kuzingatia matamshi na mahadhi mbalimbali
  2. Asikilize shairi lengwa lengwa 
  3. likikaririwa au kuimbwa na mwalimu, mgeni mwalikwa (mghani) au kupitia vifaa vya kidijitali ashirikiane na wenzake
  4. 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:

  1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
  2. kueleza maana ya msamiati uliotumiwa katika shairi
  3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
  4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
  5. Kuchangamkia ushairi Kama njia ya kujieleza Kwa ufasaha.
 Ushairi unaweza kuboresha mazungumzo yako vipi?
  1. 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
  2. ajibu maswali yanayotokana  na shairi alilosikiliza, aliloimba au kukariri
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo
  
5

1

 Kusoma Kusoma kwa Mapana: Makala

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
  2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  • Unapenda kusoma makala ya aina gani?
  • Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?
  

Mwanafunzi:

  1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali yakujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
  2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
  3. 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
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
  
 

2

   Kusoma kwa Mapana: Makala

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
  2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  
  • Unapenda kusoma makala ya aina gani?
  • Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?

Mwanafunzi:

  1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali ya kujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
  2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
  3. 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
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
  
 

3

 Kuandi ka Kuandika Insha: Insha za Wasifu

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vipengele vya kimuundo vya insha za wasifu
  2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
  3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika
 1. Unazingatia nini unapoandika insha ya wasifu?

Mwanafunzi:

  1. Atazame makala za insha za wasifu kwenye chapa au kwenye tarakilishi.
  2. Atambue vipengele muhimu vya kimuundo kama vile kichwa, mwili, hitimisho
  3. Ajadili na wenzake kuhusu kinachoweza
  4. 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:

  1. kutambua vipengele vya kimuundo vya insha za wasifu
  2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
  3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika
 1. Unazingatia nini unapoandika insha ya wasifu?
  1. Ajadili na wenzake kuhusu mada mbalimbali zinazoweza kutungiwa insha za wasifu k.m. mwanafunzi mwadilifu, mtu aliyeshinda tuzo kwa wadilifu wake n.k.
  2. Andike insha ya wasifu isiyopungua maneno 150 daftarini au kwenye tarakilishi.
  3. 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:

  1. kutambua nomino katika ngeli ya UYA ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya U-YA katika umoja na wingi
  3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.
 1.Je, ni nomino zipi hupatikana katika ngeli ya U-YA?  

Mwanafunzi:

  1. 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
  2. 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:

  1. kuandika nomino za ngeli ya U-YA katika umoja na wingi
  2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya U- YA
  3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.
 Je, ni nomino zipi hupatikana katika ngeli ya U-YA?

Mwanafunzi:

  1. Asikilize usomaji  wa nomino  za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
    1. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano
 1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?

Mwanafunzi:

  1. Atambue viambishi vya ngeli ya U-YA katika sentensi kwa kuvipigia mstari daftarini mwake au kuvikoleza rangi katika tarakilishi
  2. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano
 1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?
  1. Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
  2. aunde sentensi kwa kutumia  nomino ya ngeli ya UYA akiwa peke yake au kwa kushirikiana na wengine
  3. ajaze mapango kwa kutumia viambishi vya ngeli ya U-YA
  4. 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:

  1. kutambua nahau za usafi na mazingira katika matini mbalimbali
  2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
  3. kutumia nahau za usafi na mazingira katika mawasiliano
  4. Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.
  • Je, ni nahau zipi zinahusu usafi?
  • Je, ni nahau zipi zinahusu mazingira?

Mwanafunzi:

  1. 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
  2. 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
  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo
  
 

2

   Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nahau za usafi na mazingira katika matini mbalimbali
  2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
  3. kutumia nahau za usafi na mazingira katika mawasiliano
  4. 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:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. 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:

  1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
  2. Achague matini atakvyosoma
  3. Asome matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
  4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
  5. 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:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. 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:

  1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
  2. Achague matino atakavyosoma
  3. Asome i kimyakimya   ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
  4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
  5. 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:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. 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:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
  3. 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:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
  3. kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora
 1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?

Andike insha ya maelezo 

  1. 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
  2. atunge insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
  3. 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:

  1. kutambua nomino katika ngeli ya KU-KU
  2. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
  3. 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:

  1. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
  2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli yaKU- KU
  3. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano
 1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?

Mwanafunzi:

  1. Atambue viambishi vya ngeli ya KU-KU katika sentensi kwa kuvipigia mstari au kuvikoleza rangi katika tarakilishi
  2. Atumie nomino katika ngeli ya KU-KU katika sentensi akiwa peke yake,wawiliwawili au katika vikundi
  3. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. 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:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. 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:

  1. kutambua maneno matatu yenye maana sawa katika kundi la maneno
  2. kutumia visawe ifaavyo katika mawasiliano
  3. 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:

  1. kutambua mchezo wa kuigiza katika matini
  2. kusoma mchezo mfupi wa kuigiza kwa ufasaha
  3. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
  4. 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:

  1. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
  2. kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu maswali
  3. kuigiza mchezo mfupi ili kukuza uwezo wa kujieleza
  4. 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
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
  
 

4

 Kuandika Kuandika insha: Insha za masimulizi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze,

  1. kueleza sifa za insha ya masimuizi ili kuibainisha
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. 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
  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha
  
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Tuesday, 15 November 2022 08:03

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

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;

  1. Develop communication messages on the benefits of interdependence of language groups in Kenya
  2. explain the benefits of interdependence of language groups in Kenya
  3. 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;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests Observation

 

 

3

 

Population Distribution In Kenya

By the end of the sub strand, the learner should be able to;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. 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 
  1. Oral Questions
  2. Teacher made tests Observation

 

 

2

1

  

Population Distribution In Kenya

By the end of the sub strand, the learner should be able to;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. 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 
  1. Oral Questions
  2. 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;

  1. identify resources in Kenya
  2. collect samples of resources found in Kenya
  3. 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 
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Resources in Kenya

By the end of the sub-strand, the learner should be able to;

  1. identify resources in Kenya
  2. collect samples of resources found in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
3

1

   Agriculture: Farming Methods

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Agriculture: Farming Methods

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Importance of farming

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
4

1

   Dairy Farming in Kenya

By the end of the sub strand the learner should be able to;

  1. identify factors that favour dairy farming in Kenya
  2. locate areas where dairy farming is practiced in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Benefits of Dairy Farming in Kenya

By the end of the sub strand

the learner should be able to;

  1. state the benefits of dairy farming in our country
  2. locate areas where dairy farming is practiced in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Challenges facing dairy farming in Kenya

By the end of the sub strand the learner should be able to;

  1. explain challenges facing dairy farming in Kenya
  2. make posters on dairy animals
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
5

1

  

Horticulture in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Horticulture in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Contribution of Horticulture farming in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
6

1

   Fishing in Kenya

By the end of the sub strand the learner should be able to 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. 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 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. 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 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. 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 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. 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

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. 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

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. 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

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. 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

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. 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

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. 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;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. 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
  
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Communication: modern means of communication

By the end of the sub strand, the learner should be able to;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. 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
  
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Communication: modern means of communication

By the end of the sub strand, the learner should be able to;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. 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
  
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
10

1

   Wildlife and Tourism in Kenya

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. desire to conserve our country’s wildlife
 Why do tourists come to our country?

Learners are guided to:

  1. Brain storm in groups on the difference between a game reserve and a national park
  2. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Wildlife and Tourism in Kenya: Importance of wildlife

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Wildlife and Tourism in Kenya: Importance of wildlife

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
11

1

   Wildlife and Tourism in Kenya: Contribution of Tourism

By the end of the sub strand the learner should be able to;

  1. explain contributions of tourism to the economy of our country
  2. outline ways of promoting tourism in the country
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

2

   Wildlife and Tourism in Kenya: Contribution of Tourism

By the end of the sub strand the learner should be able to;

  1. explain contributions of tourism to the economy of our country
  2. outline ways of promoting tourism in the country
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
  
 

3

   Mining in Kenya

By the end of the sub-strand, the learner should be able to:

  1. Identify major minerals found in the Country
  2. draw a map of Kenya and locate major minerals
  3. 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
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  
Published in Grade 5 Schemes of Work Term 2 2023
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Tuesday, 15 November 2022 08:03

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

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:

  1. State the parts of a human beings skeleton
  2. Describe the functions of the skeleton in human beings.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work

 

 

2

 

Skeleton and Muscles Functions of human skeleton

By the end of the lesson the learner should be able to:

  1. State the parts of a human beings skeleton
  2. Describe the functions of the skeleton in human beings.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work

 

 

3

 

The breathing system
Parts of a human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

2

  

The breathing system 
Parts of a human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

3

  

The breathing system

Human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

4

   The breathing system Diseases that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
  2   The breathing system Modelling of the human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

4

   Diseases Water borne diseases: meaning of water borne diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

2

  

External body parasite

Soil Transmitted diseases
  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

3

  

External body parasite

Soil Transmitted diseasesBy the end of the lesson the learner should be able to:
  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

4

  

External body parasite

Soil Transmitted diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
6

1

  

Internal body parasites Causes of internal parasites

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

2

  

Internal body parasites Causes of internal parasites

  

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

3

  

Internal body parasites
Management of internal parasites

  

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

4

  

Making a chart on internal and external parasites

  

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required
  1. How do water borne diseases spread?
  2. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
7

1

 ENVIRO NMENT Solid waste management Identifying solid waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

2

   Solid waste management Classification of waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

3

   Solid waste management Classification of waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
8

1

   Solid waste management Safety when handling solid waste

By the end of the lesson the learner should be able to:

  1. Use proper safety measures in solid waste management.
  2. Appreciate the need for proper management of solid waste in the environment.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
  
 

2

   Solid waste management
Making a dustbin

By the end of the lesson the learner should be able to:

  1. Make toys or ornaments from solid waste
  2. Appreciate the need for proper management of solid waste in the environment.
  3. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. 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
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. 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:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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
  1. Word practical tasks
  2. Typing
  3. Document formatting
  
9

1

   Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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
  1. Word practical tasks
  2. Typing
  3. Document formatting
  
 

2

   Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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
  1. Word practical tasks
  2. Typing
  3. Document formatting
  
 

3

   Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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
  1. Word practical tasks
  2. Typing
  3. 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:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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
  1. Word practical tasks
  2. Typing
  3. 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:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. 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:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. 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;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. 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;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. 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;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. 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;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. 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;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. 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
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Tuesday, 15 November 2022 08:03

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

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:

  1. practice the stance and grip for hitting
  2. use drill to practice the stance and the C-grip for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 

 

2

 

Stance and C-grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and grip for hitting
  2. use drill to practice the stance and the C-grip for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 

 

3

 

The Swing technique

By the end of the sub strands, the learner should be able to:

  1. practice the swing technique in softball for hitting
  2. use drills to practice the swing technique for accurate hitting
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 
 

4

  

Stance and ball grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and ball grip for throwing
  2. use drill to practice the stance and ball grip for skill masterly
  3. play softball games and use the stance and ball grip and observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

5

  

Stance and ball grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and ball grip for throwing
  2. use drill to practice the stance and ball grip for skill masterly
  3. play softball games and use the stance and ball grip and observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
2

1

  

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

2

  

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

3

  

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

4

  

Catching

By the end of the sub strands, the learner should be able to:

  1. practice base running and sliding in softball for skill acquisition
  2. discuss the importance of sliding in softball
  3. play modified softball games for enjoyment and observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

5

  

Base running and sliding

By the end of the sub strands, the learner should be able to:

  1. practice base running and sliding in softball for skill acquisition
  2. discuss the importance of sliding in softball
  3. play modified softball games for enjoyment and observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. 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:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

2

  

BATTING GAMES –ROUNDERS:

Fielding, Throwing, Catching and Stamping

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

3

  

BATTING GAMES –ROUNDERS:

Fielding, Throwing, Catching and Stamping

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
 

4

   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. 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
  1. Observation checklists
  2. Portfolio
  3. 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:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3    

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

By the end of the sub strand, the learner should be able to:

  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
  1. What is recreational volleyball?
  2. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4  

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

 By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
  1. What is recreational volleyball?
  2. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5   Improvising the volleyball equipment 

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
5 1   Improvising the volleyball equipment

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. 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
  
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Improvising the volleyball equipment

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. 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
  
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   Under arm serve By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4   Under arm serve By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5   The dig

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
6 1   The dig

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   The Volley

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   The Volley  

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4  

KABADDI GAME:

Facility and position of players

By the end of the sub strand, the learner should be able to:

  1. familiarize with the Kabaddi field of play for field orientation
  2. position the kabaddi players in the field before start of game to enhance learning
  3. Play game for fun and enjoyment
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5   Entry

By the end of the sub strand, the learner should be able to:

  1. define the term entry as used in kabaddi game to enhance learning
  2. demonstrate entry techniques for skill acquisition
  3. use drills to practice entry when playing kabaddi
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
7 1   Footwork

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Footwork

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  5   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
8 1   Cant

By the end of the sub strand, the learner should be able to:

  1. practice the ‘Cant’ in Kabaddi for skill acquisition
  2. use drills to practice the ‘Cant’ for skill masterly
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Raiding

By the end of the sub strand, the learner should be able to:

  1. define the terms raider in kabaddi to enhance learning
  2. outline the role of the raider in Kabaddi
  3. practice raiding in Kabaddi game
  4. play Kabaddi game for enjoyment and observe safety
  5. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3    

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4  

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5  

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
9 1   Passing and ball carriage

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Running

By the end of the sub strand, the learner should be able to:

  1. practice running technique in tag rugby for skill acquisition
  2. use drills to practice the run to avoid being tagged
  3. Discuss essential team work tactics that make tag rugby interesting.
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   Tagging and offside rule

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4   Tagging and offside rule

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5  

Scoring

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
10 1 SWIMMING

Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4    Swimming Strokes: Breaststroke  

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5    Swimming Strokes: Breaststroke  

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
11 1   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  2   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  3   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  4   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
  5   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. 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
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  
Published in Grade 5 Schemes of Work Term 2 2023
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Tuesday, 15 November 2022 08:02

Music Activities - Grade 5 Schemes of Work Term 2 2023

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:

  1. Apply the right instrument in performing a given folk song
  2. perform folk songs drawn from diverse communities in a group
  3. 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

  1. Project:
  2. Portfolio
  3. Progress reports

 

3

1

  

Kenyan Indigenous Instruments -Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. 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

  1. Project:
  2. Portfolio
  3. Progress reports
  

4

1

 

Kenyan Indigenous Musical Instruments -
Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. 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

  1. Portfolio
  2. Aural Tests
  3. Progress reports

 

5

1

  

Kenyan Indigenous Musical Instruments - Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. 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

  1. Portfolio
  2. Aural Tests
  3. Progress reports
  

6

1

  

Making a wind Instrument

 By the end of the sub strand, the learner should be able to:
  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. 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

  1. Portfolio
  2. Aural Tests
  3. Progress reports
  

7

1

  

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. 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

  1. Portfolio
  2. Aural Tests
  3. Progress reports
  

8

1

  

Western Musical Instruments- Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. 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

  1. Portfolio
  2. Aural Tests
  3. Progress reports
  

9

1

  

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. 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

  1. Portfolio
  2. Aural Tests
  3. 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:

  1. discuss the roles of participants in a folk dance
  2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. 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
  1. Observation checklist
  2. 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:

  1. discuss the roles of participants in a folk dance
  2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. 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
  1. Observation checklist
  2. Portfolio
  
Published in Grade 5 Schemes of Work Term 2 2023
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Tuesday, 15 November 2022 08:02

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

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:

  1. Outline five issues that mankind should account for according to the Hadith.
  2. Describe the lessons learnt from the Hadith for character building.
  3. Appreciate the teachings of the Hadith by living responsibly.
  1. How can the youth live responsibly?
  2. How do Muslims earn their wealth?
  3. How do Muslims spend their wealth?
  4. 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:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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- 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:

  1. outline the attributes of Allah and their  corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. 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:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. 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:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. 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:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. 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:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. 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:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. 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:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. 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:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. 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:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. 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:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. 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:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. 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:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. 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:

  1. outline the nullifiers of swalah to safeguard its validity during performance.
  2. perform Swalah correctly to earn thawab from Allah.
  3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
  4. 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:

  1. outline the nullifiers of swalah to safeguard its validity during performance.
  2. perform Swalah correctly to earn thawab from Allah.
  3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
  4. 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:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. 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:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. 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:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. 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

  1. practise different acts of swadaqah to earn rewards.
  2. Explain the benefits of practising acts of swadaqah in the society.
  3. 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

  1. practise different acts of swadaqah to earn rewards.
  2. Explain the benefits of practising acts of swadaqah in the society.
  3. 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:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. 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:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. 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:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. 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
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Tuesday, 15 November 2022 08:01

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

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

  1. Explain the meaning of wise buying as used by a consumer.
  2. State the importance of wise buying to an individual
  3. 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

  1. State the importance of wise buying to an individual
  2. Buy wisely from a shopping place in the locality
  3. 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

  1. Explain meaning of the items food and nutrients as used in nutrition.
  2. State the importance of different vitamins in our body
  3. 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

  1. Identify the various nutrients found in foods.
  2. Explain the importance of nutrients found in food
  3. 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

  1. Name foods which provide various nutrients and are found in the locality
  2. Create variety in diet when cooking meals to provide all the nutrients from growth, health and development.
  3. 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

  1. Name the foods which provides us with various nutrients
  2. Explain the various ways of creating variety in diet when cooking meals to provide us with various nutrients
  3. 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

  1. Explain the meaning of nutritional deficiencies and disorders in relation to food intake.
  2. Name some of the nutritional deficiencies and disorders
  3. Identify the causes of nutritional deficiencies
  4. 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

  1. Watch a video clip on foods found in the locality and nutrients they give
  2. Name foods which provide various nutrients and are found in the locality
  3. 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

  1. Explain the meaning of nutritional deficiencies and disorders in relation to food intake.
  2. Name some of the nutritional deficiencies and disorders
  3. Identify the causes of nutritional deficiencies
  4. 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

  1. Explain ways of preventing nutritional deficiencies and disorders
  2. Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients.
  3. 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

  1. Name foods taken to prevent nutritional deficiencies and disorders
  2. Draw and color different types of foods
  3. Explain the various ways of preventing nutritional deficiencies and disorders
  4. 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 
  1. By the end of the sub strand the learner should be able to
  2. Make a journal and daily logs on foods they eat
  3. Draw and colour different types of foods
  4. 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

  1. Identify cereals and pulses available in their locality (legumes)
  2. Explain the importance of preserving cereal and pulses (legume) to maintain the crop at home.
  3. 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

  1. State characteristics of a storage facilities for preserved cereals and pulses (legumes) in their locality.
  2. Preserve cereals and pulses using hygienic practices at home for healthy living.
  3. 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

  1. Watch a video clip on preservation of cereals
  2. Preserve cereals and pulses using hygienic practices at home for healthy living.
  3. 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:

  1. Identify materials used to make kitchen tools and equipment
  2. Discuss the materials used to clean kitchen utensils
  3. 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:

  1. Identify materials used to make kitchen tools and equipment
  2. Discuss the materials used to clean kitchen utensils
  3. 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

  1. Identify cereals and pulses available in their locality (legumes)
  2. Name nutrients found in cereals and pulses(legumes)
  3. 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:

  1. Identify materials used for cleaning kitchen tools and equipment’s
  2. Watch a video clip on cleaning kitchen tools and equipment’s
  3. 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:

  1. Identify materials used for cleaning kitchen tools and equipment’s
  2. Discuss the procedures of cleaning kitchen tools and equipment made of different materials
  3. 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:

  1. Make materials for cleaning kitchen tools and equipment using locally available materials
  2. Discuss the procedures of cleaning kitchen tools and equipment made of different materials
  3. 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:

  1. Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses
  2. Observe safety measures when cleaning and storing kitchen tools and equipment’s
  3. 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:

  1. Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses
  2. Observe safety measure when cleaning and storing kitchen tools and equipment’s
  3. 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:

  1. Identify foods which can be fried and are found within their locality.
  2. Describe the procedure used to cook food using the dry fat method.
  3. 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:

  1. Serve fried food appropriately at home.
  2. Describe the procedure used to cook food using the dry fat method.
  3. Observe safety while cooking at home.
  4. 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:

  1. Cook a local food using the dry fat method.
  2. Store fried food appropriately.
  3. 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:

  1. Cook a local food using the dry fat method.
  2. Store fried food appropriately.
  3. 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:

  1. Identify local foods which can be deep fried found within their community.
  2. Draw and color the local foods which can be deep fried
  3. 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
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Tuesday, 15 November 2022 08:01

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

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:

  1. Describe the features of places of worship for familiarization
  2. Make a photomontage from photos of places of worship
  3. Appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. Describe the features of places of worship for familiarization
  2. Make a photomontage from photos of places of worship
  3. Appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. Name the activities carried out at places of worship at different times
  2. analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. Name the activities carried out at places of worship at different times
  2. analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. 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:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. 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:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. 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:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. 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:

  1. apply integrity in maintaining friendship
  2. Establish friendly relationships with family members for sense of belonging
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. 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:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. 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:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. Why is it important to consider safety measures while chatting on-line with friends?
  2. What are the ways of developing friendship with Paramatma?
  3. 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:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. Why is it important to consider safety measures while chatting on-line with friends?
  2. What are the ways of developing friendship with Paramatma?
  3. 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
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