Displaying items by tag: 2023

KLB SCIENCE SCHEME OF WORK CLASS 8

REFRENCE BOOKS:

  1. KLB: Primary Science standard eight
  2. Our Lives Today science Standard Eight 

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM ONE

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/ LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

The human body

Introduction to reproduction in human beings

The leaner should be able to explain how fertilization in human beings takes place

  • Identifying parts of male and female reproductive system
  • Explaining
  • Discussing
  • Charts
  • Photos
  • Student book
  • Specimen

KLB  Primary Science book pages 1-2

SCIA- 8- pages 2-6

 

2

3

 

Development of  Foetus

The leaner should be able to explain and discuss the development of a foetus

  • Discussing
  • Explaining
  • Describing
  • Charts
  • Photos
  • Student book

KLB  Primary Science book pages 5-6

SCIA- 8- pages 3

 

3

3

 

The process of birth

The leaner should be able to;

To explain and describe the process of birth

  • Observing charts
  • describing
  • Charts
  • Photos
  • Student book

KLB  Primary Science book pages 6-7

SCIA- 8- pages 3-4

 

4

1

Assessment on topic the  human body

 

 

 

 

 

 

4

2,3

The excretory system

Introduction to excretory system and the skin

The leaner should be able to;

  1. Defining  excretory systems
  2. Identify the skin as an excretory organ
  3. Name the waste product it help remove
  • Discussing
  • Explaining
  • Describing
  • Drawing 
  • Charts
  • Photos
  • Student book

KLB  Primary Science book pages 9-12

SCIA- 8- pages 5-6

 

5

 

 

The lungs

The leaner should be able to;

  1. Identify the lungs as an excretory organ
  2. Name waste products it helps remove
  • Discussing
  • Explaining
  • Describing
  • Drawing
  • Charts
  • Photos
  • Student book
  • Diagram
  • Chalkboard

KLB  Primary Science book pages 12-13

SCIA- 8- pages 6-7

 

6

 

 

The kidney

The leaner should be able to;

  1. Identify the lungs as an excretory organ
  2. Name waste products it helps remove
  • Discussing
  • Explaining
  • Describing
  • Drawing 

 

  • Charts
  • Photos
  • Student book
  • Diagram
  • Chalkboard

KLB  Primary Science book pages 13-14

SCIA- 8- pages 10-11

 

7

1

 

Revision  on the topic excretory system

 

 

 

 

 

 

2,3

Health education

Meaning of STD’s

The leaner should be able to;

  1. Distinguish between good and bad health
  2. Define STD’s
  • Discussing
  • Explaining
  • Describing
  • Watching
  • Charts
  • Photos
  • Student book
  • Chalkboard
  • Video tapes

KLB  Primary Science book pages 13-14

SCIA- 8- pages 10-11

 

8

3

 

Sexually transmitted disease

The leaner should be able to;

  1. Name causes of STD’s
  2. Discuss preventive measures for sexually transmitted infections
  • Discussing
  • Explaining
  • Describing
  • Watching
  • Charts
  • Photos
  • Student book
  • Chalkboard
  • Video tapes

KLB  Primary Science book pages 21-22

SCIA- 8- pages 12-13

 

9

3

 

Control measures for HIv and Aids

The leaner should be able to;

  1. Identify measures to take to control HIV/AIDS
  • Reading
  • Explaining
  • Discussing
  • Charts
  • Photos
  • Student book
  • Chalkboard
  • Video tapes

KLB  Primary Science book pages 22-23

SCIA- 8- pages 14-16

 

10

1,2

 

Creating public awareness and campaigns through various media

The leaner should be able to;

  1. Identify ways of Creating public awareness and campaigns through various media
  • Reading
  • Explaining
  • Discussing
  • Identifying
  • Charts
  • Photos
  • Student book
  • Chalkboard
  • Video tapes

KLB  Primary Science book 24-25

SCIA- 8- pages 14-16

 

 

3

 

Summary on topic health

The leaner should be able to

  1. Identifying the most important concept in the topic
  • Reading
  • Explaining
  • Discussing
  • Identifying
  • Charts
  • Photos
  • Student book

 

 

11

3

Plants

Adaptation of plants to their environment

The leaner should be able to

  1. Identify adaptive features of plants
  2. Explain how plants adapt to their environment
  • Reading
  • Explaining
  • Discussing
  • Identifying
  • Charts
  • Photos
  • Student book
  • Specimen

KLB  Primary Science book 32-33

SCIA- 8- pages 14-16

 

12

3

 

Adaptation of plants

The leaner should be able to

  1. Describe the different ways  in which plants are adapt and defend themselves
  • Reading
  • Explaining
  • Discussing
  • Identifying
  • Charts
  • Photos
  • Student book

KLB  Primary Science book 32-33

SCIA- 8- pages 14-16

 

13

3

3

Signs of unhealthy crops

The leaner should be able to

  1. Identify signs of unhealthy plants
  • Discussion
  • identifying
  • Drawing
  • Asking question
  • Charts
  • Photos
  • Student book
  • diagrams

KLB  Primary Science book 8-39

SCIA- 8- pages 24

 

 

 

REVISION AND END OF TERM EXAMS

 

 

 

 

 

 

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM TWO

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/ LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

PLANT

Effects of crop disease

The leaner should be able to

  1. Identify the effect of crop disease
  2. Observe effects of crop disease in their habitat around the school compound.
  • Discussion
  • Identifying
  • Note Taking
  • Asking Question
  • Charts
  • Photos
  • Student book
  • Diagrams
  • Local environment
  • Video tapes

KLB  Primary Science book 8-39

SCIA- 8- pages 24

 

2

3

Animals

Feeding habits

The leaner should be able to

  1. Identify the different feeding habits of animals in the school environment
  2. Describe the characteristic of Herbivores, carnivores and omnivores
  • Discussion
  • Identifying
  • Note Taking
  • Asking Question
  • Charts
  • Photos
  • Student book

KLB  Primary Science book 48-50

SCIA- 8- pages 28-30

 

3

3

 

Feeding adaptation in birds

 

The leaner should be able to

  1. Explain  how the beaks of birds are adapted  to their feeding habits
  • Discussion
  • Identifying
  • Note Taking
  • Asking Question
  • Sampling
  • Observation
  • Charts
  • Photos
  • Student books
  • Sample of birds

KLB  Primary Science book 55-56

SCIA- 8- pages 31-32

 

4

3

 

Adaptation for movement

The leaner should be able to

  1. Explain how animals are adapted to their way of moving
  • Discussion
  • Identifying
  • Note Taking
  • Asking Question
  • Sampling
  • Observation
  • Charts
  • Photos
  • Student books
  • Sample of birds

KLB  Primary Science book 57-64

SCIA- 8- pages 33-35

 

5

3

 

Signs of ill- health in livestock

The leaner should be able to

  1. State and name signs of ill- livestock
  • Identifying
  • Note Taking
  • Asking Question
  • Sampling
  • Observation
  • Charts
  • Photos
  • Student books
  • Local environment

KLB  Primary Science book 64-66

SCIA- 8- pages 36-38

 

6

3

 

Effects of livestock disease

The leaner should be able to

  1. State the effects of ill health on livestock
  • Identifying
  • Note Taking
  • Asking Question
  • Sampling
  • Observation
  • Charts
  • Photos
  • Student books
  • Local environment

KLB  Primary Science book 66-68

SCIA- 8- pages 37-38

 

7

1

Revision on  animals

 

 

 

 

 

 

 

2,3

Water

Hard and soft water

The leaner should be able to

  1. Define hard and soft water
  2. State the difference between hard and soft water
  • Discussion
  • Experiment
  • Note taking
  • Observation
  • Asking and answering questions
  • Sample of hard and soft water

 

KLB  Primary Science book 75-78

SCIA- 8- pages 40-41

 

8

3

 

Softening hard water

The leaner should be able to

  1. State and explain how to soften hard water
  • Experiment
  • Observation
  • Asking and answering questions
  • Sample of hard and soft water
  • Fire

 

KLB  Primary Science book 79-81

SCIA- 8- pages 42

 

9

3

 

Advantages and disadvantages of  hard and soft water

The leaner should be able to

  1. State and explain the advantages and disadvantages of soft and hard water
  • Explaining
  • Stating
  • Discussing
  • Asking and answering questions
  • Student text  book

KLB  Primary Science book 79-81

SCIA- 8- pages 42

 

10

1

Assessment test on water

 

 

 

 

 

 

 

2,3

Environment

Soil pollution

The leaner should be able to

  1. Define environment
  2. State the component of environment
  3. define pollution
  • Define
  • Explaining
  • Stating
  • Discussing
  • Asking and answering questions
  • Local environment
  • Student book

KLB  Primary Science book 85-

SCIA- 8- pages 42

 

11

3

 

Effects of soil pollution  and effect of soil pollution on animals

The leaner should be able to

  1. Effects of soil pollution on animals and effect of soil pollution on animals
  • Explaining
  • Stating
  • Discussing
  • Asking and answering questions
  • Local environment
  • Student book

KLB  Primary Science book 86-89

SCIA- 8- pages 44-46

 

12

3

 

 Soil conservation and managing industrial wastes

The leaner should be able to

  1. Describe ways of conserving the soil
  • Explaining
  • Discussing
  • Asking and answering questions
  • Local environment
  • Student book

KLB  Primary Science book 90

SCIA- 8- pages 44-46

 

13

 

REVISION FOR THE END OF TERM EXAMS

 

 

 

 

 

 

14

 

END OF TERM EXAMS AND CLOSING

 

 

 

 

 

 

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM THREE

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

Environment

air pollution

The leaner should be able to

  1. Define air pollution
  2. State and explain causes of air pollution

 

  • Discussing
  • Explaining
  • Defining
  • Stating
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 97-102

SCIA- 8- pages 52-53

 

2

3

 

Effects of air pollution on living and non- living things

The leaner should be able to

  1. State and explain the effects of air pollution on living and non- living things
  • Discussing
  • Explaining
  • Defining
  • Stating
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 102-103

SCIA- 8- pages 52-53

 

3

1

 

Ways of controlling air pollution

The leaner should be able to

  1. State and explain ways of controlling air pollution
  • Discussing
  • Explaining
  • Stating
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Newspaper

 

KLB  Primary Science book 104-105

SCIA- 8- pages 55

 

 

2,3

 

Appreciating the environment

The leaner should be able to

  1. Define the appreciating the environment
  • Discussing
  • Explaining
  • Stating
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 105-106

SCIA- 8- pages 55

 

4

1

Foods and nutrition

Nutritional requirements for special groups

The leaner should be able to

  1. Identify the nutritional requirement for pregnant women
  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Fruits

KLB  Primary Science book 113

SCIA- 8- pages 55

 

 

1

 

Lactating mothers

The leaner should be able to Identify the nutritional requirement for Lactating mothers

 

  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Fruits

KLB  Primary Science book 114-115

SCIA- 8- pages 59

 

 

1

 

Nutrition for infants

The leaner should be able to Identify the nutritional requirement for infants

  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Infant food

KLB  Primary Science book 117

SCIA- 8- pages 60

 

5

1

 

Nutritional needs for people with HIV/AIDS

The leaner should be able to Identify the nutritional requirement for people with HIV/AIDS

  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Fruits

 

KLB  Primary Science book 118-120

SCIA- 8- pages 61-63

 

 

2

 

Agents of food poisoning

The leaner should be able to

  1. State the causes of poisoning
  2. Discuss the prevention of food poisoning
  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 120-121

SCIA- 8- pages 64

 

 

3

 

Ways of preventing food poisoning

The leaner should be able to

  1. Explain ways of preventing food poisoning
  • Discussing
  • Explaining
  •  Stating
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 121-122

SCIA- 8- pages 64

 

6

1

Assessment test on nutrition

 

 

 

 

 

 

 

2,3

Energy

Meaning of energy

The leaner should be able to

  1. State the meaning of energy
  2. Discuss the situation in which energy is used
  • defining
  • Explaining
  • Observing
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 128-130

SCIA- 8- pages 68

 

7

3

 

Types of energy

The leaner should be able to

  1. State and explain the different types of energy
  • Defining
  • Explaining
  • Observing
  • Note taking
  • Charts
  • Pictures
  • Student book
  • Jiko
  • Batteries

KLB  Primary Science book 128-130

SCIA- 8- pages 68

 

8

1

 

Transformation of energy

The leaner should be able to

  1. Describe different energy transformation
  • Defining
  • Explaining
  • Observing
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 139

SCIA- 8- pages 72-74

 

 

2

 

 

methods of energy conservation

The leaner should be able to

  1. State the methods of energy conserving
  2. Explain the need to conserve energy
  • Defining
  • Explaining
  • Observing
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 147

SCIA- 8- pages 72-74

 

 

3

 

Using energy efficient devices and using renewable energy

The leaner should be able to

  1. Explain how to use energy efficient devices and renewable energy
  • Explaining
  • Observing
  • Note taking
  • Charts
  • Pictures
  • Student book

KLB  Primary Science book 149

SCIA- 8- pages 72-74

 

9

 

REVISION AND END OF TERM EXAMS

 

 

 

 

 

 

Tuesday, 22 November 2022 08:29

Science - Class 8 Schemes of Work Term 3 2023

SCIENCE SCHEMES OF WORK
STANDARD 8, 2023

TERM 1

WEEK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

T/L AIDS

REMARKS

1

Opening and Revisions

 

2

1 - 5

HUMAN BODY

Reproduction in human beings.

Excretory system

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

  1. Explain fertilization in human beings.
  2. Discuss the development of the foetus.
  3. Describe the process of birth.
  4. Identify the main excretory organs and their waste products.
  • Defining production.
  • Explaining fertilization.
  • Describing the process of birth.
  • Identifying excretory organs

Primary science standard 8 pg  1 – 15

Quick reading science 1 - 8

Charts

photos

 

3

1 – 5

HEALTH EDUCATION

Sexually transmitted infections.

Control of HIV/AIDS

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

  1. Explain the meaning of sexually transmitted infections.
  2. Give examples of sexually transmitted infections.
  3. Describe causes and prevention of some sexually transmitted infections.
  • State meaning of STIs
  • Stating signs of various STIs
  • Stating control measures of HIV and AIDS.

Primary science standard 8 pg  20 – 30

Quick reading science 8 - 21

Hospital

chart

 

4

1 - 5

PLANTS

Adaptation of plants

Crop diseases.

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

  1. Explain how plants are adapted to their environment.
  2. Identify signs of unhealthy crops
  3. State effects of crop disease.
  • Identifying different adaptations features on plants.
  • Recognize unhealthy crops

Primary science standard 8 pg  31 – 46

Quick reading science 22 - 33

Different plants e.g. maize, beans, acacia.

 

5

1 – 5

ANIMALS

Livestock parasites

Human intestinal worms

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

  1. Name some internal and external parasites.
  2. State the effects of parasites on livestock
  3. Control some livestock parasites.
  4. Control some human intestinal worms.
  • Observing several parasites.
  • Stating effects of parasites.
  • Tell the control measures.

Primary science standard 8 pg  47 – 58

Quick reading science 33 - 41

External parasites eg ticks

 

6

1 – 5

ENVIRONMENT

Meaning of environment.

Components of the environment.

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

  1. State the meaning of the environment.
  2. Name the major components of the environment.
  • Defining the environment
  • Nature walk
  • Identifying the component of the environment

Primary science standard 8 pg  59 – 79

Quick reading science 61 - 76

plants

Soil

animals

 

7

 

Mid term and mid term exams

8

1 – 5

WATER

Water pollution.

Effects of water pollution.

Water conservation

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

  1. State how water gets polluted.
  2. Describe effects of water pollution.
  3. Identifying ways of controlling water pollution.
  • Demonstrate how water is polluted.
  • State effects of water pollution.
  • How to conserve water.

Primary science standard 8 pg  80 – 89

Quick reading science 77 - 81

Water

Paper

Jeri cans

 

9

1 – 5

SOIL

Comparison of soil

Soil pollution.

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

  1. Investigate the composition of soil
  2. Explain the composition of soil.
  • Investigate the composition of soil.
  • Name the components of soil.

Primary science standard 8 pg  89 - 92

Quick reading science 84 - 89

Soil

containers

 

10

1 – 5

FOOD AND NUTRITION

Food groups

Balanced diet

Nutritional requirements for special groups

 

The learner should be able to:

  1. Identify the three basic food groups
  2. Classify locally available foods in the three food groups.
  3. Describe the term balanced diet.
  • Stating the food groups
  • Classifying food
  • Describing a balanced diet.

Primary science standard 8 pg  93 - 102

Quick reading science 90 - 96

Foods e.g. bananas and oranges

 

11

1 – 5

ENERGY

Light

Heat meaning of energy

Transformation of energy.

The learner should be able to:

  1. Describe the importance of proper lighting of a house.
  2. Identify the sources of light.
  • State the importance of lighting a house.
  • Investigate energy transfer.

Primary science standard 8 pg  103 – 109

Quick reading science 97 - 180

Battery cells

Electric wire

bulbs

 

12

1 – 5

MAKING WORK EASIER

Simple machines

The learner should be able to:

  1. Investigate how inclined planes make work easier.
  2. Investigate how single fixed pulleys make work easier.
  • Listening
  • Inclined planes
  • Stating uses of single fixed pulleys

Primary science standard 8 pg  110 – 121

Quick reading science 100 - 105

Flag post

Ladder

 

13

Revisions and preparations for End Term Exams

14

 

End Term Exams and Closing

TERM 2

WK

LESSON

TOPIC/SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L AIDS

REFERENCES

REMARKS

1

Opening and Revisions

 

2

1 – 5

PLANTS

Adaptation of plants to their environment.

Dry areas

Wet areas.

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

  1. Explain how plants are adapted to their environment.
  2. Identify the differences between plants growing in the different environment.
  3. State special features that help the plants survive in their environment.
  • Classify plants into green and non green plants.
  • Explanation.
  • Identify the differences between plants growing in different environment.
  • Go outside and collect plants.
  • Give assignment.

Realia

Primary science pupils book 8 pg 32 – 37

Understanding science book 8 pg 17 – 20 by longhorn.

 

3

1 – 5

PLANTS

Signs of unhealthy crops.

Crop diseases

Effects of crop diseases.

The learner should be able to:

  1. Explain different crop diseases.
  2. Identify signs of unhealthy crops.
  3. State effects of crop diseases.
  • Observe diseased crops.
  • Explanation.
  • Write short notes.
  • Preparing a write up showing signs of unhealthy crops.

Realia

Primary science pupils book 8 pg 37 – 43 by klb

Understanding science book 8 pg 21 - 23

 

4

1 – 5

ANIMALS

The learner should be able to:

  1. Explain how animals are adapted to their environment.
  2. Identify the adaptation of beaks in birds to feeding.
  3. State different ways of movement of animals.
  • Explanation.
  • Observe how herbivores teeth are adapted to feeding.
  • Stating the ways in which animals move.
  • Drawing beaks.

Charts

Primary science pupils book 8 pg 48 - 51

Understanding science book 8 pg 24 - 28

 

5

1 – 5

ANIMALS

Signs of poor health in livestock.

Effects of livestock diseases.

The learner must be able to:

  1. Explain signs of poor health in livestock.
  2. Identify signs of poor health in livestock.
  3. State the effects of poor health.
  • Perform an experiment.
  • Observe livestock for signs of poor health.
  • Stating
  • Explain signs of poor health.

Local environment.

 

Primary science pupils book 8 pg 64 - 66

Understanding science book 8 pg 35 - 38

 

6

1 – 5

WATER

Differences between hard and soft water.

Disadvantages of hard water.

Softening hard water by boiling

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

  1. State the difference between soft and hard water.
  2. Investigate disadvantages of Hard water.
  3. Soften hard water by boiling
  • Investigate the difference between hard and soft water.
  • Soften hard water by boiling.
  • Explaining.
  • Write short notes

Investigate the differences between hard and soft water..

Soften hard water by Boiling.

Explaining

Write short notes.

Primary science pupils book 8 pg 75 - 82

Understanding science book 8 pg 35 - 38

 

7

1 – 5

ENVIRONMENT.

Meaning of soil pollution.

Effects of soil pollution on plants and animals

 

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

  1. Explain meaning of soil pollution.
  2. Describe effects of soil pollution on the environment.
  3. Observe living things found in the soil.
  • Define soil pollution.
  • Describe effects of soil pollution.
  • Observe things found in the soil.
  • Write short notes.

Local environment.

Chart

Primary science pupils book 8 pg 85 - 88

Understanding science book 8 pg 40 - 41

 

8

1 – 5

ENVIRONMENT.

Meaning of soil conservation.

Soil conservation methods.

The learner should be able to:

  1. Explain the meaning of soil conservation.
  2. Describe soil conservation measures. Practice soil conservation
  • Define soil conservation.
  • Explain soil conservation methods.
  • Observe how waste is managed at home.

Local environment.

Primary science pupils book 8 pg 98 - 105

Understanding science book 8 pg 44 - 47

 

9

1 – 5

ENVIRONMENT.

Ways in which air is polluted.

Effects of air pollution.

Ways of controlling air pollution.

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

  1. State effects of air pollution.
  2. Identify ways in which air pollution can be controlled.

 

  • Discuss air pollution.
  • Explain effects of air pollution.
  • Discuss ways of controlling air pollution.
  • Define terms like gabions, inorganic refuse, incinerator.

Local environment

Primary science pupils book 8 pg 98 - 105

Understanding science book 8 pg 44 - 47

 

10

1 - 5

FOODS AND NUTRITION.

Nutrition for pregnant and lactating mothers.

Nutrition for mothers

Nutrition for

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

  1. Identify nutritional requirement for special groups. Draw foods given to lactating
  • Define nutrition.
  • Discuss nutrition for pregnant and lactating mothers.
  • Identify nutritional requirements for special groups.

Vegetables, fruits, beans, bones.

Primary science pupils book 8 pg 113 - 118

Understanding science book 8 pg 48 - 52

 

11

1 – 5

PLANTS

 

Adaptation of plants to their environment.

Dry areas

Wet areas

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

  1. Explain how plants are adapted to their environment.
  2. Identify the differences between plants growing in the different environment.
  3. State special features that help the plants survive in their environment.
  • Classify plants into green and non green plants.
  • Explanation.
  • Identify the differences between plants growing in different environment.
  • Go outside and collect plants.
  • Give assignment.

Realia

Primary science pupils book 8 pg 32 – 37

Understanding science book 8 pg 17 – 20 by longhorn.

12

1 – 5

PLANTS

.

Signs of unhealthy crops.

Crop diseases

Effects of crop Disease

The learner should be able to:

  1. Explain different crop diseases.
  2. Identify signs of unhealthy crops.
  3. State effects of crop diseases.
  • Observe diseased crops.
  • Explanation.
  • Write short notes.
  • Preparing a write up showing signs of unhealthy crops.

Realia

Primary science pupils book 8 pg 37 – 43 by klb

Understanding science book 8 pg 21 - 23

13

Revisions and Preparations for End Term Exams

14

End Term 11 Exams and Closing

 

                   

 TERM 3

WK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L AIDS

REFERENCES

REMARKS

1

Opening and Revisions

 

2

1 – 5

ANIMALS

 

The learner should be able to:

  1. Explain how animals are adapted to their environment.
  2. Identify the adaptation of beaks in birds to feeding.
  3. State different ways of movement of animals.
  • Explanation.
  • Observe how herbivores teeth are adapted to feeding.
  • Stating the ways in which animals move.
  • Drawing beaks.

Charts

Primary science pupils book 8 pg 48 - 51

Understanding science book 8 pg 24 - 28

 

3

1 – 5

ANIMALS

 

Signs of poor health in livestock.

Effects of livestock diseases

The learner must be able to:

  1. Explain signs of poor health in livestock.
  2. Identify signs of poor health in livestock.
  3. State the effects of poor health.
  • Perform an experiment.
  • Observe livestock for signs of poor health.
  • Stating
  • Explain signs of poor health.

Local environment.

 

Primary science pupils book 8 pg 64 - 66

Understanding science book 8 pg 35 - 38

 

4

1 – 5

WATER

 

Differences between hard and soft water.

Disadvantages of hard water.

Softening hard water by boiling

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

  1. State the difference between soft and hard water.
  2. Investigate disadvantages of Hard water.
  3. Soften hard water by boiling
  • Investigate the difference between hard and soft water.
  • Soften hard water by boiling.
  • Explaining.
  • Write short notes

Investigate the differences between hard and soft water..

Soften hard water by Boiling.

Explaining

Write short notes.

Primary science pupils book 8 pg 75 - 82

Understanding science book 8 pg 35 - 38

 

5

1 – 5

ENVIRONMENT.

 

Meaning of soil pollution.

Effects of soil pollution on plants and animals

 

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

  1. Explain meaning of soil pollution.
  2. Describe effects of soil pollution on the environment.
  3. Observe living things found in the soil.
  • Define soil pollution.
  • Describe effects of soil pollution.
  • Observe things found in the soil.
  • Write short notes.

Local environment.

Chart

Primary science pupils book 8 pg 85 - 88

Understanding science book 8 pg 40 - 41

 

6

1 – 5

ENVIRONMENT.

Meaning of soil conservation.

Soil conservation methods.

 

The learner should be able to:

  1. Explain the meaning of soil conservation.
  2. Describe soil conservation measures. Practice soil conservation
  • Define soil conservation.
  • Explain soil conservation methods.
  • Observe how waste is managed at home.

Local environment.

Primary science pupils book 8 pg 98 - 105

Understanding science book 8 pg 44 - 47

 

7

1 – 5

ENVIRONMENT.

Ways in which air is polluted.

Effects of air pollution.

Ways of controlling air pollution.

 

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

  1. State effects of air pollution.
  2. Identify ways in which air pollution can be controlled.

 

  • Discuss air pollution.
  • Explain effects of air pollution.
  • Discuss ways of controlling air pollution.
  • Define terms like gabions, inorganic refuse, incinerator.

Local environment

Primary science pupils book 8 pg 98 - 105

Understanding science book 8 pg 44 - 47

 

8

1 - 5

FOODS AND NUTRITION.

Nutrition for pregnant and lactating mothers.

Nutrition for mothers

Nutrition for

 

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

  1. Identify nutritional requirement for special groups. Draw foods given to lactating mothers.
  2. Name some of the nutrients found in those foods.
  • Define nutrition.
  • Discuss nutrition for pregnant and lactating mothers.
  • Identify nutritional requirements for special groups.
  • Drawing
  • Write short notes.

Vegetables, fruits, beans, bones.

Primary science pupils book 8 pg 113 - 118

Understanding science book 8 pg 48 - 52

 

9

End Term Exams and Closing

 

GRADE FIVE KISWAHILI ACTIVITIES. SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

NDEGE WA PORINI

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?
  • Aandike insha isiyopungua maneno 150, inayosimulia tukio linalohusiana na ndege wa porini kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

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

 

 

2

Sarufi

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

  • Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
  • atumie vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi 
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3

 

 

 

Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana

 

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

 

 

Mwanafunzi:

  • Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • Anyambue katika halilengwa akiwa peke yake, wakiwa wawiliwawili au katikavikundi
  • Atambue vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vip akatalishi Kinasasauti

Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango

 

 

 

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

 

 

 

 

 

 

4

 

Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini
  2. kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana
  3. Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.
  1. Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?

Mwanafunzi:

  • atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali
  • anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi
  • atumie vitenzi katika hali lengwa kwenye sentensi
  • ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi
  • aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali

Tarakilishi/vipakat

alishi

Kinasasauti

Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu

mbalimbali

Michoro

Chati

Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

2

1

MAGON JWA

Kusikiliza na Kuzungumza:

Mazungumzo ya Kimuktadha: 

Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
  2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
  3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.
  1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?

Mwanafunzi:

  • atambue miktadha rasmi kunakotumiwa lugha rasmi (k.v ofisini, hospitalini, mahakamani na bungeni)
  • asikilize mazungumzo rasmi kwa kutazama maigizo kwenye vyombo vya kidijitali kama vile video, rununu, runinga, tarakilishi n.k

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno

Vitabu

mbalimbali

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

 

 

2

 

Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano
  2. kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano
  3. Kuchangamkia matumizi ya lugha katika miktadha rasmi.
  1. Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?
  • ashiriki katika maigizo ya mazungumzo ya miktadha rasmi akishirikiana na wenzake
  • ashiriki katika mazungumzo rasmi nje ya darasa k.m. akiwa kwenye gwaride na majilisini
  • atambue nidhamu ya lugha inayozingatiwa katika mazingira rasmi k.m lugha ya heshima na adabu anapowasiliana

Chati

Michoro na picha Mgeni mwalikwa

,

video)

Mti maneno Kapu maneno Vitabu mbalimbali

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

 

 

3

Kusoma

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
  2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
  3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.
  1. Ni habari zipi unazopenda kusoma kwenye matini ?
  2. Unachagua matini hayo kwa nini?

Mwanafunzi:

  • Achague matini kv. vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
  • Asome matini aliyochagua ili kufaidi ujumbe uliomo
  • Awatol wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
  • ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi 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

 

Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia
  2. kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa
  3. Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.
  1. Ni habari zipi unazopenda kusoma kwenye matini ?
  2. Unachagua matini hayo kwa nini?

Mwanafunzi:

  • achague matini (k. v . vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni
  • asome matini aliyochagua ili kufaidi ujumbe uliomo
  • awatole wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha
  • ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati

Tarakilishi/vipak atalishi 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

1

Kuandi ka

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

  1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
  3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.
  1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?

Mwanafunzi:

  • atambue vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
  • ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini.
  • Awasome wenzake shairi aliyoandika ili kuisoma na kuitathmini.

Kielelezo cha insha ya maelezo

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

 

 

2

 

Insha za Maelezo

Kufikia mwisho wa mada ndogo, mwanafunzi aweze,

  1. kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao
  3. Kuchangamkia utunzi mzuri wenye ujumbe mahususi.
  1. Je, ni mada gani inayoweza kuandikiwa insha za maelezo?
  • aandike insha ya maelezo isiyopungua maneno 150 kwa kuzingatia msamiati unaohusu suala lengwa na kwa kuzingatia vigezo kama vile: ujumbe, tahajia, anwani, muundo, mtindo, mapambo ya lugha k.v methali, nahau, tashbihi, istiari n.k. alizojifunza awali

Kielelezo cha

insha ya maelezo

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

 

 

3

Sarufi

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vinyume vya vitenzi katika matini
  2. kuunda sentensi kwa kutumia vinyume vya vitenzi
  3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.
  1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

  • Atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi
  • aliyopewa atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
  • Atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
  • Aandike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu

projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Vinyume: Vinyume vya Vitenzi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vinyume vya vitenzi katika matini
  2. kuunda sentensi kwa kutumia vinyume vya vitenzi
  3. Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.
  1. Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?

Mwanafunzi

  • atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali
  • ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi aliyopewa
  • atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua.
  • atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi
  • aansike upya sentensi kwa kutumia vinyume vya vitenzi.

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

4

1

KUDHIB ITI ITIKADI ZA KIDINI

NA KIJAMII

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua tashbihi za tabia katika matini
  2. kutumia tashbihi za tabia kwa usahihi katika sentensi
  3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku
  1. Ni tashbihi zipi hutumiwa kuelezea tabia?

Mwanafunzi:

  • Atambue tashbihi ya tabia (k.v. mjanja kama sungura, mlafi kama fisi, mwenye maneno mengi kama kasuku, - eusi kama makaa) katika vitabu, matini, chati na vyombo vya kidijitali. 
  • aeleze maana ya tashbihi mbalimbali za tabia kwa kutoa mifano

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

 

 

2

 

Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua tashbihi za tabia katika matini
  2. kutumia tashbihi za tabia kwa usahihi katika sentensi
  3. kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku
  1. Ni tashbihi zipi hutumiwa kuelezea tabia?
  • akamilishe tashbihi mbalimbali za tabia akiwa peke yake au kwa kushirikiana na wenzake darasani
  • ajaze mapengo katika sentensi kwa kutumia tashbihi mbalimbali za tabia
  • atumie tashbihi za tabia katika sentensi akiwa peke yake au katika vikundi.

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

 

 

3

Kusoma

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua na kuzingatia hatua za kiusalama katika matumizi ya vifaa vya kidijitali
  2. kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi
  3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.
  1. Unapenda kusoma habari kuhusu nini Mtandaoni?
  2. Unakumbuka habari gani uliyoisoma Mtandaoni?
  3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari mtandaoni?

Mwanafunzi:

  • Atambue na kuzingatia hatuaza kiusalama kutoka kwenye chati au kwenye tarakilishi na mitandao.
  • Atambue jina la faili lengwa kwenye tarakilishi na kufanya mazoezi ya kufungua na kufunga 
  • atambue mitandao salama yenye matini inayoafiki kiwango na mahitaji yake

Tarakilishi/vipak atalishi 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 muhtasar wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

 

4

 

Kusoma Mapana: Matini ya Kidijitali

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusakura kwenye tovuti salama ili kupata vifungu vya kusoma
  2. kutumia vyombo vya kidijitali kwa urahisi kupata matini zinazolengwa
  3. Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.
  1. Unapenda kusoma habari kuhusu nini Mtandaoni?
  2. Unakumbuka habari gani uliyoisoma Mtandaoni?
  3. Ni hatua gani za kiusalama unazozingatia unapotafuta habari Mtandaoni?
  • atambue umuhimu wa kutoa habari kwa mwalimu, mzazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao
  • atafute maana za maneno mapya kwenye kamusi mtandaoni
  • asimulie habari kuhusu matini aliyosoma kwa wenzake

Tarakilishi/vipak atalishi 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 muhtasar wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti

 

5

1

Kuandi ka

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua insha ya masimulizi kwa kuzingatia muundo
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri.
  1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?

Mwanafunzi:

  • Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi
  • Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi andike insha ya mazimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
  • awasomee 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

 

 

2

 

Aina za Insha: Insha ya masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua insha ya masimulizi kwa kuzingatia muundo
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri.
  1. Unawezaje kupata kwa haraka hoja za kusimulia katika insha?
  • aandike insha ya masimulizi (k.v. kuhusu itikadi za kidini na za kijamii, sherehe, hadithi, ndoto, ndoa za lazima n.k) isiyopungua maneno 150 akizingatia ainambalimbali za maneno, mnyambuliko wa vitenzi, na nyakati ili kejenga picha dhahiri ya anachokiandikia daftarini. Pia azingatie mada, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu

Kielelezo cha insha ya masimulizi

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

 

 

3

Sarufi

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya hali ya mazoea na hali timilifu kwenye kitenzi
  2. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Mwanafunzi:

  • Atambue viambishi vya hali ya mazoea (hu) na hali timilifu (me) kwenye vitenzi katika chati, ubao au kwa kutumia vifaa vya kidijitali atambue viambishi katika hali ya mazoea (hu) na hali timilifu (me) kwenye sentensi, chati, ubao au kwa kutumia vifaa vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi

  • ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
  • atunge sentense katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

6

1

 

Nyakati na Hali

  • Hali ya Mazoea
  • Hali Timilifu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini
  2. kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano
  3. Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.
  1. Je, wewe hufanya shughuli gani kila siku?

Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi

  • ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine
  • Atunge sentensi katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

UWEKE ZAJI

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
  2. kutumia ishara zifaazo kuimarisha masimulizi yake
  3. kuchangamkia masimulizi katika mazingira mbalimbali
  1. Je, ni nini Unachozingatia katika kutoa masimulizi?

Mwanafunzi:

  • asikilize masimulizi yakitolewa na mgeni mwalikwa, mwalimu, mwanafunzi mwenzake au kutokana na vifaa vya kidijitali.
  • abuni masimulizi yanayohusiana na mada husika kwa kutazama picha, michoro au kujadiliana na wenzake

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

 

 

3

 

Kusikiliza na Kuzungumza: Kutoa Masimulizi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha
  2. kutumia ishara zifaazo kuimarisha masimulizi yake
  3. kuchangamkia masimulizi katika mazingira mbalimbali
  1. Je, ni nini Unachozingatia katika kutoa masimulizi?
  • kutoa masimulizi kuhusu mada (k.v. Jinsi ya kuwekeza na Faida za uwekezaji)
  • atumie ishara za mwili zifaazo k.v ishara za uso, za mikono na mabega kuimarisha masimulizi yake
  • ajadiliane na wenzake kuhusu ubora wa masimulizi aliyosikiliza

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

 

 

4

Kusoma

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua msamiati wa mada lengwa uliotumika katika kifungu
  2. kueleza maana za msamiati wa mada lengwa uliotumika katika kifungu
  3. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu
  1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
  2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?

Mwanafunzi:

  • atambue msamiati wa suala lengwa (uwekezaji) (k.v. kuwekeza, faida, hasara, fidia, mtaji, ajira, mkopo, mwanabiashara, deni, mteja, biashara, bidhaa, bajeti, kilimo biashara, benki, vyama vya ushirika, ushuru kutokana na mapato, n.k akitumia kapu maneno, mti maneno au tarakilishi.
  • aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano na shughuli za uwekezaji.

Tarakilishi/vipak

atalishi 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

 

7

1

 

Kusoma kwa Ufahamu: Kifungu cha hadithi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutumia msamiati ulio katika kifungu kwa usahihi katika sentensi
  2. kusoma kifungu kwa ufasaha ili kupata ujumbe
  3. kuonyesha ufahamu wa kifungu kwa kutoa muhtasari na kujibu maswali
  4. kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu
  1. Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu?
  2. Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?
  • Atunge sentensi akitumia msamiati husika, akiwa pekee yake, kwenye jozi au kikundi.
  • atazame chati kwenye tarakilishi au matini inayoonyesha bajeti ajadili na wenzake matukio kwenye picha zinayoonyesha wafanyibiashara na wateja wao katika shughuli za kibiashara.
  • Asome ufahamu kwa kuzingatia ujumbe akiwa pekeyake au kwa sauti akipishana zamu na wenzake
  • Ajibu maswali kutokana kifungu alichosoma

Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi

  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

 

Kuandi

ka

 

Kuandika Insha: Baruapepe

 

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua baruapepe kwa kuzingatia muundo wake
  2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
  3. kuchangamkia uandishi wa baruapepe katika mawasiliano
  1. Unazingatia vipengele gani unapoandika baruapepe?

 

Mwanafunzi:

  • atambue muundo wa baruapepe kwa kurejelea kielelezo chake kilichochapishwa au kwenye tarakilishi.
  • ajadili sehemu mbalimbali za baruapepe kama vile anwanipepe ya mtumaji (k.m. This email address is being protected from spambots. You need JavaScript enabled to view it.),anwanipepe ya mpokeaji, mada ya baruapepe, mtajo, mwili, hitimisho na jina la mwandishi/mtumaji.

Kielelezo chainsha ya baruapepe

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

 

 

3

 

Kuandika Insha: Baruapepe

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua baruapepe kwa kuzingatia muundo wake
  2. kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo
  3. kuchangamkia uandishi wa baruapepe katika mawasiliano
  1. Unazingatia vipengele gani unapoandika baruapepe?
  • Aandike barua pepe kwa rafiki, mzazi, mwalimu n.k
  • akishirikiana na wenzake darasani, kwa kutumia tarakilishi akizingatia muundo wa uandishi wa baruapepe.
  • aandike baruapepe akiwa peke yake.
  • atume baruapepe aliyoiandika kwa mpokeaji.
  • kuhusu umuhimu baruapepe katika mawasiliano

Kielelezo chainsha ya baruapepe

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

 

 

4

Sarufi

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?

Mwanafunzi:

  • Atambue viambishi vya nafsi (ni, tu, u, m, a, wa) na vya wakati (li, na, ta) katika vitenzi kwa kuvipigia mistari kwenye vitabu au kuvikolezea wino kwenye tarakilishi
  • Atambue viambishi vya wakati li, na, ta katika hali yakinishi na ku, ta, si, ha, katikahali kanushi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

8

1

 

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?
  • asome sentense zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
  • akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
  • asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

 

Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vya wakati na nafsi katika sentensi
  2. kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi
  3. kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha
  4. kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi
  1. Viambishi vya nafsi katika vitenzi ni vipi?
  2. Viambishi vya wakatikatika vitenzi ni vipi?
  3. Unatumia viambishi gani wakati wa kukanusha vitenzi?
  • asome sentensi zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi
  • akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi
  • asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali

Tarakilishi/vipakat

alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3

 

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi mbili
  2. kutambua nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo
  3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.
  1. Ni nomino gani unazoweza kutaja ukubwa wake?

Mwanafunzi:

  • Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja (k.m mtoto, mlango, mkate na mlima) kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
  • Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja katika ukubwa na udogo (k.v. mtoto (toto- kitoto), mlango (lango - kilango), mkate (kate- kikate)
  • ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

4

 

Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
  2. kutumia nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo kwenye sentensi
  3. Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.
  1. Ni nomino gani unazoweza kutaja ukubwa wake?
  • ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino na kingine kutaja ukubwa na udogo wa nomino hiyo.
  • Apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogo kwenye tarakilishi ili aziburure kuziambatanisha.
  • atunge sentense zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

9

1

 

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino zinazoanza kwa herufi n- ili
  2. kuzitofautisha na nonimo nyingine
  3. kutambua nomino zinazoanza kwa herufi n- katika hali ya ukubwa na udogo
  4. kufurahia kutumia nomino katika hali ya ukubwa na
  5. udogo kwa usahihi ili kuimarisha mawasiliano
  1. Ni nomino gani unazoweza kutaja udogo wake?

Mwanafunzi:

  • Atambue nomino zinazoanza kwa herufi n- kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali.
  • Ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno

Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

2

 

Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo
  2. kutumia nomino katika hali ya ukubwa na udogo kwenye sentensi
  3. kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano
  1. Ni nomino gani unazoweza kutaja udogo wake?
  • ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino, kingine ukubwa na kingine kutaja udogo wa nomino hiyo.
  • apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogokwenye tarakilishi ili aziburure kuziambatanisha.
  • atunge sentensi zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi

Tarakilishi/vipakat alishi

Kinasasauti Rununu projekta Kapu maneno Mti maneno

Kadi za maneno Picha za vitu mbalimbali Michoro

Chati Mabango

  1. Kutambua k.m. kwenye orodha
  2. Kuambatanisha maneno lengwa
  3. Kujaza mapengo
  4. Kazi mradi

 

 

3-4

Marudio

10

 

Mtihani

SUPER MINDS SCIENCE AND TECHNOLOGYACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

COMPU TING DEVICE S

Coding Creating Games using scratch

By the end of the lesson, the learner should be able to;

  • Create animated graphics using simple programming simulation
  • use available learning applications to find solutions to problems in the local environment 
  • 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?

Use scratch or any other simple programming simulation tool to generate some animated 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

  • Word practical tasks
  • Typing
  • Document formatting

 

 

2

 

Coding Generating Animated Graphics

By the end of the lesson, the learner should be able to;

  • Create animated graphics using simple programming simulation
  • use available learning applications to find solutions to problems in the local environment
  • 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?

Project : Use scratch or any other simple programming simulation tool to generate some animated graphics.

Computing devices, tablets. Desktops and laptops

Super minds Scie. and Tech Learners Bk. Pg. 101-104

Super minds Scie. and Tech TG Pg. 78-79

  • Word practical tasks
  • Typing
  • Document formatting

 

 

3

MATTE R

Change of state of matter

Effects if heating matter

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

  • Define the term matter
  • observe and record the change of state when common substances are heated
  • state the change of state when substances are heated
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of
  4. change of state of matter in day to day life?

Learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech

Learners Bk. Pg. 105-106

Super minds Scie. and Tech

TG Pg. 82-84

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

 

Change of state of matter

Effects if heating matter

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

  • Define the term matter
  • observe and record the change of state when common substances are heated
  • state the change of state when substances are heated
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 105-106

Super minds Scie. and Tech TG Pg. 82-84

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

2

1

 

Change of state of matter

Effects of cooling matter

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

  • state the change of state when substances are cooled
  • observe and record the change of state when substances are cooled
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to observe, record and discuss what happens to different liquids when heated (water)

Learners to observe, record and discuss what happens to water vapour when it cools.

Learners to observe, record and discuss what happens to liquids when cooled (cooling melted wax or melted fat)

Learners to observe, record and discuss what happens when vapour from naphthalene (moth) balls is cooled.

Learners to observe, record to access videos, observe and record what happens when matter is heated or cooled

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 107-109

Super minds Scie. and Tech TG Pg. 84-85

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Change of state of matter

Application of states of matter- WATER CYCLE

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

  • state the application of the change of state of matter in everyday life
  • Describe the changes that takes place in the water cycle.
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle

In groups learners watch a video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

 

Change of state of matter

Application of states of matter – WATER CYCLE

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

  • state the application of the change of state of matter in everyday life
  • Describe the changes that takes place in the water cycle.
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?
Learners to discuss pplication of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle learners watch a video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Change of state of matter Water cycle

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

  • Describe the changes that takes place in the water cycle.
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes )

In groups learners are guided to discuss the water cycle video clip on the water cycle and record the different changes of state of matter involved.

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 110-113

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

3

1

 

Change of state of matter

Making candles

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

  • Make a candle using candle wax or bee wax
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Project: Learners to make candles using candle wax or bee wax

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech Learners Bk. Pg. 113-114

Super minds

Scie. and Tech TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Change of state of matter

Making candles

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

  • Make a candle using candle wax or bee wax
  • Watch a video clip on the water cycle
  • Appreciate that matter changes state when heated or cooled.
  1. What is the effect of heating matter?
  2. What is the effect of cooling matter?
  3. What is the importance of change of state of matter in day to day life?

Project: Learners to make candles using candle wax or bee wax

Solids, liquids, cereals, Gases in ballons, charts, videos

Super minds Scie. and Tech

Learners Bk. Pg. 113-114

Super minds Scie. and Tech

TG Pg. 85-86

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Acids and bases Identifying acids and bases

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

  • Differentiate between acid and bases
  • Identify acids and bases in the locality
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds

Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Acids and bases

commonly used substances as acids and bases

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

  • use litmus paper to identify acids and bases
  • classify commonly used substances as acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

4

1

 

Acids and bases

Using litmus paper to classify commonly used substances as acids and bases

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

  • use litmus paper to identify acids and bases
  • classify commonly used substances as acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution)

In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 115-116

Super minds Scie. and Tech TG Pg. 90-91

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

 

Acids and bases Physical properties of acids and bases

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

  • classify commonly used substances as acids and bases
  • state physical properties of acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners to be guided to watch videos on the physical properties of acids and bases

In groups, learners are guided to discuss physical properties of acids and bases

In groups, learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 119

Super minds

Scie. and Tech TG Pg. 92-93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Acids and bases

Physical properties of acids and bases

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

  • classify commonly used substances as acids and bases
  • state physical properties of acids and bases
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners to be guided to watch videos on the physical properties of acids and bases

In groups learners are guided to discuss physical properties of acids and bases

In groups learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 119

Super minds

Scie. and Tech TG Pg. 92-93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Acids and bases

Importance of Acids and bases – uses of acids and bases

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

  • state the uses of acids and bases in daily life
  • Develop curiosity In explaining the importance of acids and bases in the society
  • apply safety precautions when handling acids and bases
  1. What is the importance of acids and bases in the society?
  2. What it safety precautions must be observed when handling corrosive acids and bases?

In groups learners are guided to discuss the uses of acids and bases

In groups learners are guided to observe safety precautions when handling acids and bases

acidic substances, basic, charts, videos, water

Super minds Scie. and Tech Learners Bk. Pg. 120-121

Super minds Scie. and Tech

TG Pg. 93

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

5

 

1

FORCE AND

ENERG

Y

Gravity Meaning of Gravity

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to:

Demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

learners are guided to define the term gravity.

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 123

Super minds

Scie. and Tech TG Pg. 95-96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

In groups learners are guided to define the term gravity.

learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • Identify the effect of gravity on an object.
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.).

Learners are guided to define the term gravity.

learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Gravity Effects of gravity on an object

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

  • state the meaning of gravity as force acting on objects
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups, learners are guided to discuss the application of gravity

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 124-125

Super minds Scie. and Tech

TG Pg. 96

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

6

1

 

Gravity Application of gravity 

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

  • state the effects of gravity on objects
  • discuss the application of gravity
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups learners are guided to discuss the application of gravity

In groups learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety

boots

Super minds Scie. and Tech Learners Bk. Pg. 125-126

Super minds Scie. and Tech

TG Pg. 97

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Gravity Application of effects of gravity

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

  • state the meaning of gravity as force acting on objects
  • demonstrate the effect of gravity on objects
  • appreciate effects of gravity in everyday life
  1. How does gravity affect objects?

In groups learners are guided to discuss the application of gravity

Learners to use digital devices to observe and record the effect of gravity on objects

real objects, see-saw,

pictures, charts, videos, safety boots

Super minds Scie. and Tech Learners Bk. Pg. 125-126

Super minds Scie. and Tech

TG Pg. 97

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Sound energy Producing sounds

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

  • define the term sound energy
  • differentiate between loud and soft sounds produced by objects
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to produce sounds using different objects in their locality (Examples: bells, drum, plucking a ruler, plucking strings).

Learners to identify areas with loud sound in their locality.

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 127

Super minds Scie. and Tech TG Pg. 98-99

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Sound energy loud and soft

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

  • Define the term sound
  • Classify sound as loud and soft sounds
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to discuss and classify the sounds produced as loud and soft sound

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 128

Super minds Scie. and Tech TG Pg. 99-100

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

7

1

 

Sound energy Identifying areas with loud sounds

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

  • Define the term sound pollution
  • explain what is sound pollution in the environment
  • employ measures to protect self from sound pollution
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Learners to be guided to discuss the meaning of the term sound pollution.

learners to take precautionary measures to protect self from loud sound ( turn down loud music, using hearing protection, avoid areas with loud sound, sound proof walls

Pictures, realia

Super minds Scie. and Tech

Learners Bk. Pg. 129-130

Super minds Scie. and Tech TG Pg. 100

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Sound energy Effects of sound pollution

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

  • explain what is sound pollution in the environment
  • identify effects of loud sounds on health
  • employ measures to protect self from sound pollution
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

In groups, learners to discuss effects of sound pollution on health and behaviors of human being (hearing loss, lack of concentration, irritability, sleep disturbances, interference with communication )

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 130-132

Super minds Scie. and Tech TG Pg. 100- 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Sound energy: Making sound cone sound amplifier or ear muffs

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

  • Identify locally available materials for the project
  • Make a sound cone sound amplifier or ear muffs using locally available materials
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 132-133

Super minds Scie. and Tech TG Pg. 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Sound energy: Making sound cone sound amplifier or ear muffs

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

  • Identify locally available materials for the project
  • Make a sound cone sound amplifier or ear muffs using locally available materials
  • Develop interest in protecting self against sound pollution.
  1. How do we produce loud and soft sound?
  2. What are the effects of sound pollution?
  3. How do you protect yourself from sound pollution?

Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials

Pictures, realia

Super minds Scie. and Tech Learners Bk. Pg. 132-133

Super minds Scie. and Tech TG Pg. 101

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

8

1

 

Heat transfer Transfer of heat in liquids and Gases

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

  • Define the term convection
  • Demonstrate transfer of heat in liquids and gases.
  • Draw and label the transfer of heat from liquids to gases
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners are guided to find the meaning of convection.

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 134-135

Super minds Scie. and Tech TG Pg. 104-

105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Transfer of heat in liquids and Gases

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

  • Define the term convection
  • Demonstrate transfer of heat in liquids and gases.
  • Draw and label the transfer of heat from liquids to gases
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners are guided to find the meaning of convection.

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 134-135

Super minds Scie. and Tech TG Pg. 104-

105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Heat transfer Application of convection in daily life

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

  • Demonstrate transfer of heat in liquids and gases.
  • Identify the applications of convection in day to day life.
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate convection in liquids and gases and record the observation

In groups learners discuss the application convection in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 137-138

Super minds Scie. and Tech

TG Pg. 105

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Heat transfer Transfer of Heat by Radiation

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

  • Define the term radiation
  • demonstrate heat transfer by radiation
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation.

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

9

1

 

Heat transfer through radiation

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

  • Define the term radiation
  • demonstrate heat transfer by radiation
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Heat transfer through radiation

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

  • demonstrate heat transfer by radiation
  • Identify applications of radiation in day to day life.
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Learners to perform experiment to demonstrate radiation and record the observation

In groups learners are guided to find the meaning of radiation

In groups learners discuss the applications of radiation in day to day life.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Application of radiation in real life

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

  • Identify applications of radiation in day to day life.
  • Make an improvised solar heater
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Project: make improvised solar heater.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 138-139

Super minds Scie. and Tech

TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Making and Improvised Sola Heater

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

  • Identify applications of radiation in day to day life.
  • Make an improvised solar heater
  • develop interest in finding out more about convection and radiation
  1. How is heat transferred in liquids and gases?
  2. How is heat transferred where there is no matter?

Project: make improvised solar heater.

Pictures, realia, videos, digital devices

Super minds Scie. and Tech Learners Bk. Pg. 140-141

Super minds Scie. and Tech

TG Pg. 105-

106

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

10

1

EARTH AND SPACE

Moon Observing different phases of the moon

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

  • Identify the moon in the sky at night
  • Observe the sky at night
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to Observe and record the different phases of the moon.

Learners to use visual aids and digital devices to observe the different phases of the moon.

visual aids to identify different phases of the moon.

rents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

2

 

Moon Identifying different Phases of the moon

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

  • Identify different phases of the moon.
  • Draw and colour the different phases of the moon
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

Learners to use and digital devices to observe the different phases of the moon.

Learners to use visual aids to identify different phases of the moon.

With guidance of the parents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the

moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110.

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

3

 

Moon Identifying different Phases of the moon

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

  • Identify different phases of the moon.
  • Draw and colour the different phases of the moon
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

learners to use visual aids and digital devices to observe the different phases of the moon.

Learners to visual aids to identify different phases of the moon.

With guidance of parents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 142

Super minds Scie. and Tech TG Pg. 109- 110

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

4

 

Moon Recording Different phases of the moon

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

  • Name the different phases of the moon and how they change from time to time
  • Observe and record the different phases of the moon.
  • show curiosity in observing the phases of the moon
  1. How does the appearance of the moon change from time to time?

Learners are guided to observe and record the different phases of the moon.

Learners to use visual aids and digital devices to observe the different phases of the moon.

With guidance of the parent  identify different phases of the moon.

Learners to mount and differents learners are observe and record different phases of the moon.

Learners to mount and display different phases of the moon based on their observation for other to see.

Visual aids, Pictures, Realia, Digital devices

Super minds Scie. and Tech Learners Bk. Pg. 144-145

Super minds Scie. and Tech TG Pg. 110- 111

 

 

 

 

 

  • question and answer method,
  • class quizzes
  • individual performance assessment and project work

 

 

 

 

 

 

 

 

 

WEEK   LESSON   TOPIC   SUB-TOPIC   OBJECTIVES   T/L ACTIVITIES   T/L AIDS   REFERENCE   REMARKS
  1   Topics covered in first term   Revisions By the end of the lesson the learner should be able to recall content covered in previous term in preparation for term two work . Asking and answering questions.
Tests and quizzes
Past exam papers Marking schemes for past exams  
  2 





   1 MEASUREMENT
















































Percentage Profit and loss By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 134  
  2 Percentage Profit and loss By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 136  
  3 Bills By the end of the lesson the learner should be able to work out problems involving bills.
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 137  
  4 Bills By the end of the lesson the learner should be able to work out problems involving bills.
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 139  
  5  Discount By the end of the lesson the learner should be able to work out problems involving discount
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 140  
  6  Percentage discount By the end of the lesson the learner should be able to work out problems involving percentage discount
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 141  
  7  Commission and percentage By the end of the lesson the learner should be able to work out problems involving
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 142  
  3





  1  MEASUREMENT


Hire purchase By the end of the lesson the learner should be able to work out problems involving hire purchase
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 144  
  2 Simple interest By the end of the lesson the learner should be able to work out problems involving simple interest
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 146  
  3 Simple interest By the end of the lesson the learner should be able to work out problems involving simple interest
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 148  
  4 Compound interest By the end of the lesson the learner should be able to work out problems involving compound interest using simple interest per unit time.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 152  
  5 MEASUREMENT

Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(inland)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 155  
  6 Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(International)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 158  
  7 Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(parcels)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 162  
 4        1  MEASUREMENT    Postal charges  By the end of the lesson the learner should be able to work out problems involving postal charges(money orders)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 164  
 2  Postal charges  By the end of the lesson the learner should be able to work out problems involving postal charges(Postal orders)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  •  Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 166  
 3  Postal charges

By the end of the lesson the learner should be able to work out problems involving postal charges(Inland telegrams

 

 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  •  Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 168  
 4 TIME, SPEED AND TEMPERATURE     Time  By the end of the lesson the learner should be able to work out problems involving time.  
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 Clock face 
 Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 171  
 5  Time  By the end of the lesson the learner should be able to work out problems involving time.  
  • Demonstration
  • Working out exercises
 Illustrations on chalkboard  Ppls bk. pg. 172  
 6 Fares tables By the end of the lesson the learner should be able to work out problems involving fares.   
  • Asking & answering questions
  Illustrations on chalkboard   Ppls bk. pg. 173  
 7  Bus time table  By the end of the lesson the learner should be able to work out problems involving bus timetables  
  • Working out exercises
  Illustrations on chalkboard   Ppls bk. pg. 174  
 5        1    Train timetable  By the end of the lesson the learner should be able to work out problems involving train timetables  
  • Demonstration
  • Working out exercises
 Timetables in ppls text bk   Ppls bk. pg. 175  
 2    Plane timetables  By the end of the lesson the learner should be able to work out problems involving plane timetables  
  • Asking & answering questions
  Timetables in ppls text bk   Ppls bk. pg. 177  
 3    Speed: Conversion of km/h to m/s  By the end of the lesson the learner should be able to convert km/h to m/s
  •  Working out exercises
 Chart showing conversions  Ppls bk. pg.178  
 4  TIME, SPEED AND TEMPERATURE  Conversion of km/h to m/s  By the end of the lesson the learner should be able to convert m/s to km/h  
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard 
 Ppls bk. pg.180  
 5   Speed, time and distance By the end of the lesson the learner should be able to work out problems involving speed, time and distance. Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.181  
6   Speed, time and distance By the end of the lesson the learner should be able to work out problems involving speed, time and distance. Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.183  
 7   Temperature  By the end of the lesson the learner should be able to work out problems involving temperature Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.184  
 6        1 SCALE DRAWING Reading and interpreting diagrams drawn to scale By the end of the lesson the learner should be able to read and interpret diagrams drawn to scale. Reading and interpreting diagrams drawn to scale Diagrams and illustration on chalkboard
Local environment
Ppls bk. pg.186  
2 '' '' By the end of the lesson the learner should be able to work out problems involving scale.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 '' Ppls bk. pg.187  
 3 '' Determining and making scale drawing By the end of the lesson the learner should be able to determine and make scale drawings.   
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

Examples in pupils text bk.

chalkboard

Pimary maths ppls bk. 8 pg. 191  
 4  

     ''

    

By the end of the lesson the learner should be able to draw diagrams using given scale.
  • Explanation
  • Demonstration
  • Working out exercises
   ''  ppls bk.  pg. 192  
 5   Exercises involving scale drawing By the end of the lesson the learner should be able to work out problems involving scale drawing.
  • Explanation
  • Demonstration
  • Working out exercises
    ''  ppls bk.  pg. 192  
 6      '' By the end of the lesson the learner should be able to work out problems involving scale drawing. Working out exercises   Chalkboard  ppls bk.  pg. 186  
 7  TEST     '' By the end of the lesson the learner should be able to work out given revision exercise to reinforce covered content Working out exercises   Chalkboard  ppls bk.  pg. 186  
 7         1  RATION AND PROPORTION  Ratio By the end of the lesson the learner should be able to work out problems involving ratio.
  • Explanation
  • Demonstration
  • Working out exercises
 Examples in pupils text book
Chalkboard
 ppls bk.  pg. 194  
  2    ''  Ratio By the end of the lesson the learner should be able to work out problems involving ratio. Working out exercises  Examples in pupils text book  ppls bk.  pg. 195  
  3    ''  Ratio By the end of the lesson the learner should be able to work out problems involving ratio. Working out exercises  Chalkboard  ppls bk.  pg. 196  
  4    ''  Ratio increasing and decreasing By the end of the lesson the learner should be able to work out problems involving ratio increase and decrease Working out exercises   Examples in pupils text book  ppls bk.  pg. 199  
  5    '' Direct proportion By the end of the lesson the learner should be able to work out problems involving simple direct proportion
  • Explanation
  • Demonstration
  • Working out exercises
   "  ppls bk.  pg. 201  
  6    " Direct proportion By the end of the lesson the learner should be able to work out problems involving simple direct proportion
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 Examples in pupils text book
Cghalkboard
Pimary maths ppls bk. 8 pg. 203  
  7    " Indirect proportion By the end of the lesson the learner should be able to work out problems involving indirect proportion
  • Explanation
  • Demonstration
  • Working out exercises
 Examples in pupils text book  ppls bk.  pg. 204  
 8        1  RATION AND PROPORTION  Indirect proportion  By the end of the lesson the learner should be able to work out problems involving simple indirect proportion.  
  • Explanation
  • Demonstration
  • Working out exercises
 Chalkboard  ppls bk.  pg. 204  
 2    Direct rroportion  By the end of the lesson the learner should be able to work out problems involving direct proportion.  
  • Explanation
  • Demonstration
  • Working out exercises
  Examples in pupils text book   ppls bk.  pg. 205  
 3    Ratio and proportion mixed exercises  By the end of the lesson the learner should be able to work out problems involving mixed exercises  
  • Explanation
  • Demonstration
  • Working out exercises
 Chalkboard   ppls bk.  pg. 205  
 4    Averages 
(i) Mean
 By the end of the lesson the learner should be able to work out problems involving mean  
  • Explanation
  • Demonstration
  • Working out exercises
  Examples in pupils text book
Chalkboard
  ppls bk.  pg. 207  
 5   (ii) The mode  By the end of the lesson the learner should be able to work out problems involving mode
  • Explanation
  • Demonstration
  • Working out exercises
           "  ppls bk.  pg. 208  
 6    (iii) The median  By the end of the lesson the learner should be able to work out problems involving median Working out exercises             "  ppls bk.  pg. 209  
 7 TABLES AND GRAPHS  (iii) The median  By the end of the lesson the learner should be able to work out problems involving median
  • Explanation
  • Demonstration
  • Asking and answering oral questions
  • Working out exercises
  • Tables and graphs ion ppls text bk
  • Chalkboard
  • Graph books
 Primary maths ppls bk. 8 Pg 210  
 9   1  " Reading and interpreting information from tables  By the end of the lesson the learner should be able to read, draw and interpret information given in tables  Working out exercises
  • Tables and graphs ion ppls text bk
  • Chalkboard
  • Graph books
 ppls bk.  pg. 211  
 2  "  Reading and interpreting bar graphs  By the end of the lesson the learner should be able to read, draw and interpret bar graphs
  •  Drawing bar graphs
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
 ppls bk.  pg. 213  
 3  "   " By the end of the lesson the learner should be able to read, draw and interpret bar graphs
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
ppls bk.  pg. 214  
 4 TABLES AND GRAPHS Reading and interpreting bar graphs  By the end of the lesson the learner should be able to read and interpret pie charts.
  • Reading and interpreting pie charts
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
ppls bk.  pg. 215  
 5  "  " By the end of the lesson the learner should be able to read and interpret pie charts.
  • Reading and interpreting pie charts
  " ppls bk.  pg. 218  
 6  " Reading and interpreting line graphs By the end of the lesson the learner should be able to read and interpret line graphs
  • Reading and interpreting pie charts
  " ppls bk.  pg. 218  
7  "   " By the end of the lesson the learner should be able to read and interpret line graphs
  • Explanation
  • Demonstration
  • Asking and answering oral questions
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
Primary maths ppls bk. 8 Pg 223  
 10  1  "   " By the end of the lesson the learner should be able to read and interpret line graphs      "      
  • Graph books
ppls bk.  pg. 224  
 2  "  Travel graphs By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs    
  • Graph books
ppls bk.  pg. 226  
 3  "   " By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs
  • Graph books
ppls bk.  pg. 229  
 4  "  Travel graphs By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs
  • Graph books
 ppls bk.  pg. 231  
 5  GEOMETRY  Patterns with shapes By the end of the lesson the learner should be able to make geometrical patterns using straight lines.  Reading and interpreting line graphs
  • Geometrical sets
 ppls bk.  pg. 245  
 6   GEOMETRY  Patterns with shapes By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles.  Making patterns
  • Examples in pupils text bk
  • Geometrical
  • Chalkboard
Primary maths ppls bk. 8 Pg 246  
 7   "  Patterns with shapes By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles. Making patterns       " ppls bk.  pg. 247  
 11                                                             END TERM TWO EXAMS

SOCIAL STUDIES  ACTIVITIES. GRADE FIVE  SCHEMES OF WORK

School

Teacher’s Name

Term

Year

 

 

Three

2023

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

RESOURCES AND ECONOMIC ACTIVITIES

Mining in Kenya: Major minerals

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

  • Identify major minerals found in the Country
  • draw a map of Kenya
  • and locate major minerals
  • appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

Learners are guided to:

  • Brainstorm in pairs and list the minerals found in Kenya
  • (Soda ash, Diatomite , limestone, Salt, petroleum)
  • Identify in groups, minerals found in Kenya using appropriate media
  • Draw a map of Kenya and locate major minerals.
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital resources, educational computer games
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

2

 

Mining in Kenya: importance of minerals

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

  • examine the importance of minerals in our country
  • discuss problems facing mining in Kenya
  • appreciate the importance of minerals found in our country

How do we benefit from the minerals found in our country?

  • Engage with a resource person on the importance of minerals.
  • Discuss in groups, problems facing mining in Kenya and do class presentations
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital resources, educational computer games 
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

 

3

 

 

 

Mining in Kenya: importance of minerals

 

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

  • examine the importance of minerals in our country
  • discuss problems facing mining in Kenya
  • appreciate the importance of minerals found in our country

 

How do we benefit from the minerals found in our country?

 

  • Visit a mining site in the locality/use internet to learn more about importance of mining in our country
  • Prepare a report on the
  • visit/internet search and present in class
  • Create posters on importance of mining in Kenya
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital
  • resources, educational computer games
  • Oral Questions
  • Teacher made tests
  • Observation

 

 

 

2

1

POLITICAL SYSTEMS AND GOVERNAN CE

Leadership and Political Change: Traditional leaders in Kenya

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

  • describe the contributions of selected traditional leaders in the country
  • state the roles of traditional leaders
  • appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

Learners are guided to:

  • Brainstorm, in groups on who is a traditional leader
  • Find out from parents/guardians the role of traditional leaders in the community and share in class
  • Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Leadership and Political Change: Traditional leaders in Kenya

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

  • illustrate the differences and similarities between the selected traditional leaders in Kenya
  • Name some traditional leaders appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

  • Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya
  • Present their findings in class
  • Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

 

Leadership and Political Change: Traditional leaders in Kenya

 

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

  • illustrate the differences and similarities between the selected traditional leaders in Kenya
  • Name some traditional leaders
  • appreciate the role of traditional leaders in the community

Why are traditional leaders important in our community?

  • Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya
  • Draw, colour and display in class pictures of selected traditional leaders
  • Share with parents/guardians the contributions of traditional leaders in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

3

1

 

Early forms of Government

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

  • describe early forms of government among selected communities in Kenya
  • state the source of early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

  • Brainstorm in pairs on forms of leadership in their community and share in class
  • Use appropriate media to describe early forms of government among the Maasai and Ameru
  • Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
  • Present their findings in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Early forms of Government

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

  • describe early forms of government among selected communities in Kenya
  • state the source of early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

Learners are guided to:

  • Brainstorm in pairs on forms of leadership in their community and share in class
  • Use appropriate media to describe early forms of government among the Maasai and Ameru
  • Find out from the library or relevant sources the early forms of government among the Maasai and Ameru
  • Present their findings in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

4

1

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Similarities and differences in early forms of Government between the Maasai and Ameru

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

  • illustrate the differences and similarities in early forms of government between the Maasai and Ameru
  • role play early forms of government among the Maasai and Ameru
  • appreciate the importance of early forms of governance in our country

How was your community ruled in the past?

  • Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru
  • Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru
  • Role play early forms of government among the Maasai or the Ameru
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Citizenship in Kenya: Good citizenship

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

  • state how one becomes a Kenyan citizen
  • explain ways in which one may lose Kenyan citizenship
  • citizenship in our country
  • demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

Learners are guided to;-

  • Find out ways of becoming a Kenyan citizen using digital resources
  • Brainstorm in groups, ways of becoming a Kenyan citizen and share in class.
  • Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

5

1

 

Citizenship in Kenya: Good citizenship

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

  • discuss the requirements for dual citizenship in Kenya
  • develop communication messages on good citizenship in our country
  • demonstrate good citizenship in Kenya

Who is a Kenyan Citizen?

  • Discuss in groups, ways in which one may lose Kenyan citizenship and present in class.
  • Write an essay on what may happen if one lost Kenyan citizenship
  • Create and recite poems on Kenyan citizenship.
  • Sing songs on good Kenyan Citizenship
  • Develop communication messages on good citizenship and share with others in school
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Symbols of Nationals Unity

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

  • identify national symbols in Kenya
  • draw and colour the national symbols using locally available materials
  • desire to promote national unity in the country

How can we promote National unity in our country?

Learner are guided to;-

  • Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal)
  • Use appropriate media to identify the national symbols in Kenya and share with others in class.
  • Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project
  • Work
  • Checklist
  • Portfolio

 

 

3

 

Factors that promote National Unity

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

  • discuss factors which promote national unity in the country
  • sing and write the three stanzas of the National anthem
  • desire to promote national unity in the country

How can we promote National unity in our country?

  • Sing and write down in groups, the three stanzas of the National anthem of Kenya
  • Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages)
  • Use appropriate media to establish factors which promote national unity in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources 
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

6

1

 

Factors that promote National Unity

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

  • discuss factors which promote national unity in the country
  • sing and write the three stanzas of the National anthem
  • desire to promote national unity in the country

How can we promote National unity in our country?

  • Find out from parents/ guardians or elders about the National days in Kenya
  • Write a report and share in class about national days in Kenya
  • Share experiences on national days in Kenya
  • Sing songs on national unity
  • Participate in celebration of national days in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Human rights

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

  • Identify the basic human rights in Kenya
  • explain the importance of human rights in society
  • desire to promote respect for human rights in society

Why is it important to respect human rights?

Learners are guided to:

  • Brainstorm in groups on the meaning of Human Rights and share in class
  • Identify the basic human rights in Kenya using appropriate media and share in class
  • Discuss in groups the importance of human rights in society and do class presentations.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Human rights

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

  • explain the importance of human rights in society
  • create awareness on the importance of respecting human rights in society
  • desire to promote respect for human rights in society

Why is it important to respect human rights?

  • Engage with a resource person on the importance of human rights and write a report
  • Recite poems and sing songs on importance of human rights in society.
  • Develop posters to create awareness on the importance of respecting human rights in society
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

7

1

Governance

in Kenya

Democracy in society: Types of Democracy

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

  • identify types of democracy in Kenya
  • define the term democracy
  • desire to promote democracy in society

How can we

practice democracy in our society?

Learners are guided to:

  • Brainstorm, in pairs to understand the meaning of democracy.
  • Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral
  • Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Benefits of Democracy

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

  • discuss benefits of democracy in society
  • develop posters on benefits of democracy in society
  • desire to promote democracy in society

How can we practice

democracy in our society?

  • Discuss in groups and list the benefits of democracy in society
  • Engage with a resource person on the benefits of democracy in society
  • Find out more about benefits of democracy in society using digital resources/appropriate media
  • Recite poems /sing songs on the importance of democracy in society
  • Participate in democratic processes in society
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher
  • made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Electoral Process In Kenya

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

  • explain the importance of voting in Kenya
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

  • Think pair and share on the meaning of voting
  • Brainstorm in pairs, the importance of voting and share in class.
  • Use digital resources to identify elective political positions in Kenya
  • Engage with a resource person on the voting steps in Kenya and write a report
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

8

1

 

Electoral Process In Kenya

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

  • explain the importance of voting in Kenya
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

Learners are guided to:

  • Think pair and share on the meaning of voting
  • Brainstorm in pairs, the importance of voting and share in class.
  • Use digital resources to identify elective political positions in Kenya
  • Engage with a resource person on the voting steps in Kenya and write a report
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

Electoral Process In Kenya

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

  • illustrate the steps of voting in the country
  • identify the elective political positions in Kenya desire to participate in free and fair elections

Why should we vote?

Discuss in groups the voting steps in Kenya

  • Develop a poster on voting steps in Kenya and display in school
  • Role play the voting process in Kenya/elected leaders in Kenya
  • Share with members of the community the voting steps in Kenya
  • Share experiences in class on the elections in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

Electoral Process In Kenya

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

  • illustrate the steps of voting in the country
  • identify the elective political positions in Kenya
  • desire to participate in free and fair elections

Why should we vote?

  • Discuss in groups the voting steps in Kenya
  • Develop a poster on voting steps in Kenya and display in school
  • Role play the voting process in Kenya/elected leaders in Kenya
  • Share with members of the community the voting steps in Kenya
  • Share experiences in class on the elections in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

9

1

 

The National Government In Kenya: composition of the three arms of National government

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

  • Describe the composition of the three arms of National Government in Kenya
  • Identify the three arms of Government
  • desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

  • Brain storm in groups the three arms of National Government in Kenya and share in
  • class (The Executive, The Legislature and The Judiciary)
  • Identify the three arms of government using appropriate media and list them down.
  • Brainstorm in pairs the composition of the National Government in Kenya and share in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2

 

The National Government In Kenya: composition of the three arms of National government

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

  • Describe the composition of the three arms of National Government in Kenya
  • Identify the three arms of Government
  • desire to participate in national governance in the country

What is the work of Government in our country?

Learners are guided to:

  • Brain storm in groups the three arms of National Government in Kenya and share in
  • class (The Executive, The Legislature and The Judiciary)
  • Identify the three arms of government using appropriate media and list them down.
  • Brainstorm in pairs the composition of the National Government in Kenya and share in class
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

3

 

The National Government In Kenya: functions of the three arms of national Government

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

  • illustrate the composition of the three arms of National Government in Kenya
  • explain the functions of the three arms of National Government in Kenya
  • desire to participate in national governance in the country

What is the work of Government in our country?

  • Find out in groups, the composition of the three arms of government in Kenya using relevant sources
  • Illustrate and display in class the composition of the three arms of National Government in Kenya
  • Discuss, in groups functions of the three arms of National Government in Kenya
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

10

1

 

The National Government In Kenya: functions of the three arms of national Government

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

  • illustrate the composition of the three arms of National Government in Kenya
  • explain the functions of the three arms of National Government in Kenya
  • desire to participate in national governance in the country

What is the work of Government in our country?

  • Engage with a resource person on the functions of the three arms of National Government
  • Respond to a worksheet on the functions of the
  • three arms of National Government and share experiences.
  • Photographs , pictures and paintings
  • TV/video/films /slides/ Internet sources
  • Live Radio Broadcasts
  • Oral Questions
  • Teacher made tests
  • Observation
  • Project Work
  • Checklist
  • Portfolio

 

 

2-3

ASSESMENT

MOUNTAIN TOP AGRICULTURE ACTIVITIES.
GRADE 5 SCHEMES OF WORK TERM 3 2023

Wk

Ls n

Strand/Th eme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

GARDENING PRACTICES

Sowing seeds on a nursery bed

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

  1. Establish a nursery bed for vegetables
  2. Demonstrate sowing of seeds on a nursery bed
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners to sow vegetable seeds on the prepared nursery bed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.70-71

MTP Agriculture Grade 5 TG. Pg.112

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Care for vegetable seedlings in the nursery bed

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture
Grade 5 TG. Pg. 113-114

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Care for vegetable seedlings in the nursery bed

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.72

MTP Agriculture Grade 5 TG. Pg. 113-114

  • Oral questions
  • Written quizzes
  • Observation

 

2

 

1

 

 

Preparing the seedbed

for planting

vegetables

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

  1. Take care of a nursery bed for vegetables
  2. Prepare the seedbed for planting vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners prepare a suitable nursery bed for planting vegetables.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips
  • MTP Agriculture Grade 5 Leaners Bk. Pg.73

MTP Agriculture Grade 5 TG. Pg. 115-116

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

 

 

Procedure

of

transplanti

ng

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

  1. Take care of a nursery bed for vegetables
  2. Transplant seedlings from a vegetable nursery to a suitable site.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners transplant vegetable into a prepared seedbed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg. 117-116

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

 

 

 

Procedure

of

transplanti

ng

 

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

  1. Take care of a nursery bed for vegetables
  2. Transplant seedlings from a vegetable nursery to a suitable site.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • In groups, learners transplant vegetable into a prepared seedbed.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.74-75

MTP Agriculture Grade 5 TG. Pg.

117-116

  • Oral questions
  • Written quizzes
  • Observation

 

3

 

1

 

 

Selling surplus

vegetable

seedlings

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

  1. Transplant seedlings from a vegetable nursery to a suitable site.
  2. Sell surplus vegetable seedlings to earn income.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables?
  2. Why should we grow vegetables?
  • Learners to sell surplus vegetables to the community.
  • Learners to assist parents and guardians in the activities for growing vegetables and maintaining tools and equipment at home.
  • Learners to sell surplus vegetables seedlings to the community.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.76

MTP Agriculture Grade 5 TG. Pg. 120-121

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Identifying gardening practices for vegetables

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

  1. Identify gardening practices for vegetables.
  2. Take care of a nursery bed for vegetables
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners brainstorm and share experience on gardening such as mulching, watering, thinning, weeding, removal of pests and diseased plants or parts.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.77-78

MTP Agriculture Grade 5 TG. Pg. 121-122

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Taking care of growing vegetable crops

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

  1. Take care of growing vegetable crop after transplanting.
  2. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately.
  • In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.79-80

MTP Agriculture Grade 5 TG. Pg. 122-123

  • Oral questions
  • Written quizzes
  • Observation

 

4

1

 

Identifying vegetables suitable for harvesting

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

  1. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others
  2. Determine appropriate stage of harvesting vegetables.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
  • In groups, learners to harvest vegetables for consumption and nutrition.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.81-82

MTP Agriculture Grade 5 TG. Pg. 124-126

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Harvesting vegetables

 

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

  1. Determine appropriate stage of harvesting vegetables.
  2. Harvest vegetables crops appropriately to avoid damage.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?

 

  • In groups, learners to brainstorm on appropriate stage of harvesting vegetables.
  • In groups, learners to harvest vegetables for consumption and nutrition.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.83

MTP Agriculture Grade 5 TG. Pg. 126-127

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Keeping consumptio n and sales record

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

  1. Make and keep consumption and sales record
  2. Harvest vegetables crops appropriately to avoid damage.
  3. Appreciate the importance of growing vegetable for nutrition and food security.
  1. What are the gardening practices for vegetables? 
  2. Why should we grow vegetables?
  • In groups, learner brainstorm and share experiences on importance of growing vegetables.
  • Learners to keep record of consumption and sales
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.84

MTP Agriculture Grade 5 TG. Pg. 128-131

  • Oral questions
  • Written quizzes
  • Observation

 

5

1

 

Innovative Gardening: Vertical and Horizontal gardening

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Watch a video clip on innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to brainstorm on the difference between horizontal and vertical innovative gardening.
  • Learners watch or conserve stimulus materials (video clips, pictures, and photographs) on innovative gardening practices showing various crops in innovative gardens (vertical and horizontal gardens)
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.88

MTP Agriculture Grade 5 TG. Pg. 133

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Innovative gardening practices

 

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?

 

  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Innovative gardening practices

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

6

1

 

Innovative gardening practices

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

  1. Distinguish between horizontal and vertical innovative gardening.
  2. Identify various innovative gardening practices
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening.
  • In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.89-90

MTP Agriculture Grade 5 TG. Pg. 134

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

3

 

 

 

Preparing and establishing innovative gardens

 

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces?
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow egetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

7

1

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

2

 

Preparing and establishing innovative gardens

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

  1. Prepare innovative gardens for sowing vegetable seeds.
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners prepare innovative gardens for sowing vegetables.
  • In groups, learners to sow vegetables materials in the innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.91-92

MTP Agriculture Grade 5 TG. Pg. 135

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Importance of innovative gardening

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

  1. Discuss the importance of innovative gardening
  2. Sow vegetable seeds in the innovative gardens.
  3. Show interest in growing of crops using innovative gardening.
  1. How can gardening be done on vertical and horizontal spaces? 
  2. What materials can be used to construct innovative gardens?
  • In groups, learners discuss the importance of innovative gardening.
  • Learners to collaborate with parents and guardians to establish innovative gardens for growing vegetables at home.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.93

MTP Agriculture Grade 5 TG. Pg. 136-137

  • Oral questions
  • Written quizzes
  • Observation

 

8

 

1

 

 

 

Innovative gardening project

 

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

  1. Find information on innovative gardening.
  2. Watch a video clip on
  3. innovative gardening project
  4. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?

 

  • In groups, learners to use digital and print resources to acquire information on innovative gardening.
  • Learners watch video clip on innovative gardening practices carried out on vegetables.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94

MTP Agriculture Grade 5 TG. Pg. 138

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

2

 

Identifying gardening practices

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

  1. Find information on innovative gardening.
  2. Identify the gardening practices for vegetables in innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

  • Oral questions
  • Written quizzes
  • Observation

 

 

3

 

Identifying gardening practices

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

  1. Find information on innovative gardening.
  2. Identify the gardening practices for vegetables in innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.94-95

MTP Agriculture Grade 5 TG. Pg. 139-140

  • Oral questions
  • Written quizzes
  • Observation

 

9

1

 

Making a duty schedule

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Prepare and make a duty schedule for the vegetable gardens
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners carry out gardening practices in the innovative gardens.
  • Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Making a duty schedule

 

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Prepare and make a duty schedule for the vegetable gardens
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens?
  2. How are vegetables harvested?
  • In groups, learners carry out gardening practices in the innovative gardens.
  • Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.95

MTP Agriculture Grade 5 TG. Pg. 140-141

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

4

 

Photograph records on innovative gardening

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Store photos records on activities carried out on innovative gardening.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
  • Learners to make pictorial presentations on the various milestones of the innovative garden projects
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

  • Oral questions
  • Written quizzes
  • Observation

 

10

1

 

Photograph records on innovative gardening

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

  1. Carry out the gardening practices for vegetables in innovative gardens.
  2. Store photos records on activities carried out on innovative gardening.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest.
  • Learners to make pictorial presentations on the various milestones of the innovative garden projects.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.96

MTP Agriculture Grade 5 TG. Pg. 141-142

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

2

 

 

 

Determinin g the right stage of harvesting vegetables

 

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

  1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
  2. Harvest vegetables from innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?

 

  • In groups, learners harvest vegetables from innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

3

 

Determinin g the right stage of harvesting vegetables

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

  1. Determine the appropriate age for harvesting vegetables from the vegetable gardens
  2. Harvest vegetables from innovative gardens.
  3. Show responsibility in growing crops In innovative gardens at home and school
  1. How can we care for innovative vegetable gardens? 
  2. How are vegetables harvested?
  • In groups, learners harvest vegetables from innovative gardens.
  • Pictures
  • Photos
  • Realia
  • Digital devices
  • Video clips

MTP Agriculture Grade 5 Leaners Bk. Pg.97-98

MTP Agriculture Grade 5 TG. Pg. 142-145

  • Oral questions
  • Written quizzes
  • Observation

 

 

 

 

 MATHEMATICS SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022

 WK   LES   TOPIC   SUB - TOPIC   OBJECTIVES   T/L ACTIVITIES   T/L AIDS   REFERENCE   REMARKS 
  1    Revisions   General By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. 8 work. Asking and answering questions.
Tests and quizzes
Past exam papers Marking schemes for past exams
Teacher’s own selections
 
 2  1.  Numbers








Place value and total value By the end of the lesson the learner should be able to identify the place value and total value of digits from ones to tens of millions. -Explanation
-Demonstration
- -Working out exercises
  • Place value chart
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –pg. 1-2  
 2. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly.(1- 999,999)
  • Reading and writing numbers in words
  • Working out exercises
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 3. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly. (1,000,000 – 10,000,000)
  • Reading and writing numbers in words
  • Working out exercises
 Flash Cards Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 4. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly. (10,000, 000 – 999,999,999)
  • Reading and writing numbers in words
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 5. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 6. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 7. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Chalk Board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 3         1.

 NUMBERS






Squares  By the end of the lesson the learner should be able to work out correctly squares of numbers( 2- digits)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 11 - 12  
 2. Squares By the end of the lesson the learner should be able to work out correctly squares of numbers( 3- digits)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 12 - 13  
 3. Square root By the end of the lesson the learner should be able to work out square root of perfect squares.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14  
 4. Square root By the end of the lesson the learner should be able to work out square root of perfect squares.(word problems)
  • Demonstration
  • Working out exercises
  • chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14  
 5. Conversion of fractions to percentage and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43  
 6. Conversion of fractions to percentage and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43  
 7. Conversion of fractions to decimals and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45  
 4  1.  NUMBERS Conversion of fractions to decimals and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45  
 2. OPERATIONS ON WHOLE NUMBERS Addition By the end of the lesson the learner should be able to work out sums involving addition of numbers.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 3-4  
 3. Subtraction By the end of the lesson the learner should be able to work out sums involving subtraction of numbers.
  • Explanation
  • Demonstration
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8  
 4. Multiplication By the end of the lesson the learner should be able to work out sums involving multiplication of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5  
 5. Multiplication By the end of the lesson the learner should be able to work out sums involving multiplication of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5  
 6. Division By the end of the lesson the learner should be able to work out sums involving division of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6  
 7. Division By the end of the lesson the learner should be able to work out sums involving division of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6  
  5  1. OPERATION ON WHOLE NUMBERS   












































   
Combined operations  By the end of the lesson the learner should be able to work out correctly sums involving combined operations
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 6-7  
 2. Combined operations  By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10  
 3. Combined operations  By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10  
 4. Number patterns  By the end of the lesson the learner should be able to work out exercises involving number patterns.  
  • Demonstration
  • Working out exercises
 
  •  Chalkboard
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 5. Magic squares  By the end of the lesson the learner should be able to solve magic squares.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 6. Magic squares  By the end of the lesson the learner should be able to solve magic squares.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 7. Puzzles  By the end of the lesson the learner should be able to solve mathematical puzzles.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 16  
 6    FORMATIVE ASSESSMENT  GENERAL  By the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content. Asking and answering questions.
Tests and quizzes
  • Exercises
  • Mid - term exams
 Exam marking schemes  
 7                
 8  1 FRACTIONS




















































Addition of fractions By the end of the lesson the learner should be able to work out exercises involving addition of fractions.
  • Explanation
  • Demonstration
  • Working out exercises
  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18  
 2 Addition of fractions By the end of the lesson the learner should be able to work out exercises involving addition of fractions.(mixed numbers)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18  
 3 Subtraction of fractions By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg.18  
 4 Subtraction of fractions By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions.( mixed numbers)
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 19  
 5 Multiplication of fractions By the end of the lesson the learner should be able to work out exercises involving multiplication of fractions.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 20-21  
 6 Division of fractions By the end of the lesson the learner should be able to work out exercises involving division of fractions
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 21  
 7 Division of fractions By the end of the lesson the learner should be able to work out exercises involving division of fractions
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 22  
   9  1 FRACTIONS  Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23  
 2 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23  
 3 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 25  
 4 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 26  
 5 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 27-28  
 6 Squares of fractions By the end of the lesson the learner should be able to work out squares of fractions
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 28-29  
 7 Square root of fractions By the end of the lesson the learner should be able to work out squares roots of fractions
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 29-30  
10  1. FRACTIONS
































Sequences involving fractions By the end of the lesson the learner should be able to complete sequences involving fractions. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 31  
 2. Place value & total value of decimals By the end of the lesson the learner should be able to recognize place value and total value of decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 32  
 3. Addition and subtraction of decimals By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34  
 4. Addition and subtraction of decimals By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals.(word problems) Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34  
 5. Multiplication of decimals By the end of the lesson the learner should be able to work out exercises involving multiplication of decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 35-37  
 6. Division of decimals By the end of the lesson the learner should be able to work out exercises involving division of decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 36-37  
 7. Combined operations on decimals By the end of the lesson the learner should be able to work out exercises involving combined operations on decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 37-39  
 11  1.  DECIMALS


























Squares of decimals By the end of the lesson the learner should be able to work out squares of decimals  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 39-40  
 2. Squares roots of decimals By the end of the lesson the learner should be able to work out squares roots of decimals Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41  
 3. Conversion of fractions into decimals By the end of the lesson the learner should be able to convert fractions into decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41  
 4. Conversion of decimals into fractions By the end of the lesson the learner should be able to convert decimals into fractions. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 41  
 5. DECIMALS






















Percentage increase By the end of the lesson the learner should be able to work out percentage increase.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 45-47  
 6. Percentage decrease By the end of the lesson the learner should be able to work out percentage iderease.c
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 47-48  
 7. Percentage increase & decrease By the end of the lesson the learner should be able to work out percentage increase & decrease
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 49-50  
  12  1  DECIMALS














Percentage increase & decrease By the end of the lesson the learner should be able to work out percentage increase & decrease
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51  
 2 Sequences involving decimals By the end of the lesson the learner should be able to complete sequences involving decimals.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51-52  
 3  MEASUREMENTS






















Length 
Conversions

By the end of the lesson the learner should be able to convert measures from one unit to another correctly
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88  
 4 Operations on length By the end of the lesson the learner should be able to solve problems involving operations on length
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88  
 5 Operations on length By the end of the lesson the learner should be able to solve problems involving operations on length
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 89  
 6 Perimeter and circumference By the end of the lesson the learner should be able to work out perimeter different shapes
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 90  
 7 Perimeter and circumference By the end of the lesson the learner should be able to work out perimeter different shapes and  figures
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 91  
  13   REVISIONS General By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam Asking and answering questions.
Tests and quizzes
Past exam papers
Revision question from text bk
  • Marking schemes for -past exams
  • Covered content
  • Teacher’s own selections
 
  14                    END OF TERM ONE EXAMS, MARKING , COMPILING, ANALYZING AND RECORDING EXAM RESULTS

 

WEEK  LESSON  SUB-TOPIC  OBJECTIVES TEACHER'S ACTIVITIES  LEARNER'S ACTIVITIES  LEARNING/TEACHING RESOURCES REF  ASSESSMENT   REMARK
1                                                                                   REVISION OF STD 7 WORK
2    1  NUMBERS  Place value

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

  1. identify the place value of a given numbers
  2. Work out examples
    involving place value
  • Grouping
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Grouping
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Objects like tins, books, cups etc.
  • place value chart
Success Mathematics Pupils Bk 8
Pg 8-12

Written exercise
    2   Total value By the end of the lesson the learner should be able to
  1. identify total value of a given number
  2. Match objects according to common value
  • Grouping objects
  • arranging
  • Labelling and matching objects
  • Grouping objects
  • arranging
  • Labelling and matching numbers
place value chart Success Mathematics Pupils Bk 8
Pg 8-12
Filling in the table
     3   Squares of numbers By the end of the lesson the learner should be able to work out squares of perfect square numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different
sizes and colours
Success Mathematics Pupils Bk 8 Pg13 Written exercise
    4   Squares of numbers By the end of the lesson the learner should be able to work out squares of perfect square numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different sizes and
colours
Success Mathematics Pupils Bk 8 Pg13 Written exercise
    5   Squares roots of numbers By the end of the lesson the learner should be able to work out the square root of perfect square numbers
  • Explanation
  • Working out
  • demonstration-
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different sizes and colours
Success Mathematics Pupils Bk 8 Pg13 Filling in the table
    6   The last
digit of a square
By the end of the lesson
the learner should be able to work out the last digit of a square
  • Explanation
  • Working out
  • demonstration
  • discussion
  • Explanation
  • Working out
  • demonstration
  • discussion
Rectangles,
circles, triangles
of different sizes and colours
Success
Mathematics
Pupils Bk 8 Pg15
Filling in the table
   7   The last
digit of a square
By the end of the lesson
the learner should be able to work out the last digit of a square
  • Explanation
  • Working out
  • demonstration
  • discussion
  • Explanation
  • Working out
  • demonstration
  • discussion
Rectangles,
circles, triangles
of different sizes and colours
Success
Mathematics
Pupils Bk 8 Pg15
Filling in the table
  3   1   Square root of perfect squares By the end of the lesson the learner should be able to work out square root of perfect squares
  • Explanation
  • Working out
  • demonstration
  • Divide
  • Explanation
  • Working out
  • demonstration
  • Divide
Objects like tins, books, bottles,
pictures, of different size
Success Mathematics Pupils Bk 8 Pg17  Written exercise
    2   Square root of perfect squares By the end of the lesson the learner should be able to work out square root of perfect squares
  • Explanation
  • Working out
  • demonstration
  • Divide
  • Explanation
  • Working out
  • demonstration
  • Divide
Objects like tins, books, bottles,
pictures, of different size
Success Mathematics Pupils Bk 8 Pg17 Written exercise
    3   Finding square root using prime
factorization
By the end of the lesson the learner should be able to find square root using prime factorization
  • Identifying
  • Matching
  • Comparing
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Identifying
  • Matching
  • Comparing
  • Explanation
  • Working out
  • demonstration
  • Discussion
Objects that have smooth or rough
texture like wood, paper, glass, soil, mirror,
Leaves, etc.
Success Mathematics Pupils Bk 8 Pg17  Working out a problem
    4   Conversion of fraction to decimals By the end of the lesson the learner should be able to fraction to decimals and vice versa
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Chart Success Mathematics Pupils Bk 8 Pg20 Written exercise
    5   Conversion Of decimals to fractions By the end of the lesson the learner should be able to decimals to fractions
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Chart Success Mathematics Pupils Bk 8 Pg21 Written exercise
    6   Conversion of fractions to percentages and
percentages to fractions
By the end of the lesson the learner should be able to convert percentage into fraction
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Place value chart Success Mathematics Pupils Bk 8 Pg23 Written exercise
    7   Conversion of decimals to percentages and percentages
to fractions
By the end of the lesson the learner should be able to convert percentage into fraction
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Place value chart Success Mathematics Pupils Bk 8 Pg26 Working out a problem
  4  1  OPERATION OF WHOLE NUMBERS  Addition By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg29  Written exercise
   2   Subtraction By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg36  Filling in the table
   3   Multiplication By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg38 Working out a problem
   1   Division  By the end of this topic, the
pupils should be able to divide whole numbers by up to 3-digit numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg39  Written exercise
   2   Combined operation  By the end of this topic, the
pupils should be able to work out problems
involving combined operation in whole numbers
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg41 Filling in the table
   3    Operation on decimals  By the end of this topic, the
pupils should be able to work out problems involving decimals
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg43 Filling in the table
   4   Addition and subtraction By the end of this topic, the
pupils should be able to work out addition and subtraction of whole numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg43 Working out a problem
   5   Combined operation on decimals By the end of this topic, the
pupils should be able to work out problems involving combined operation in decimals
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg45 Filling in the table
   6    Percentage increase and decrease  By the end of this topic, the
pupils should be able to work out percentage increase and decrease
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg48 Written exercise
   7   Number sequence By the end of this topic, the
pupils should be able to recognize and identify number sequence involving whole numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg51 Working out a problem
 5  1  MEASUREMENT  Length By the end of this topic, the
pupils should be able to work out problems involving units of length
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg53 Working out a problem
   2   Length By the end of this topic, the
pupils should be able to work out problems involving units of length
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg53 Working out a problem
   3   Perimeter By the end of this topic, the
pupils should be able to work out perimeter of various figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg59 Written exercise
   4   Perimeter By the end of this topic, the
pupils should be able to work out perimeter of various figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   5   Circumference  By the end of this topic, the
pupils should be able to work out circumference of given figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   6   Circumference  By the end of this topic, the
pupils should be able to work out circumference of given figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   7 MEASUREMENT Area of triangles By the end of this topic, the
pupils should be able to work out area of various triangles
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg67 Written exercise
 6  1   Area of triangles By the end of this topic, the
pupils should be able to work out area of various triangles
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg67 Written exercise
   2    The area of combined shapes By the end of the lesson the learner should be able
to work out area of combines chapes
  • Explanation
  • Working out
  • demonstration
  • revision
  • Explanation
  • Working out
  • demonstration
  • revision
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg71 Working out a problem
   3   Area of borders By the end of the lesson the learner should be able
to work out area of borders
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg76 Written exercise
   4   Surface area of cubes By the end of the lesson the learner should be able
to work out area of cubes
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   5   Surface area of cuboids By the end of the lesson the learner should be able
to work out area of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   6   Surface area of cylinders By the end of the lesson the learner should be able
to work out area of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   7   Surface area of cylinders By the end of the lesson the learner should be able
to work out area of ,cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
 7                                                                                         HALF TERM         
 8   1 MIXED EXERCISES Exercise 1                             Mixed exercise 1/ revision of the exercise
 9   1 MEASUREMENT Volume(cubes) By the end of the lesson the learner should be able to work out volume of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    2   Volume (cuboids) By the end of the lesson the learner should be able to work out volume of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    3   Volume(cylinders)  By the end of the lesson the learner should be able to work out volume of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    4   Volume(cylinders)  By the end of the lesson the learner should be able to work out volume of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    5   Volume(triangular prisms)  By the end of the lesson the learner should be able to work out volume of triangular prisms
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg92 Written exercise
    6   Volume(triangular prisms)  By the end of the lesson the learner should be able to work out volume of triangular prisms
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg92 Written exercise
    7 MEASUREMENT Capacity (cubes) By the end of the lesson the learner should be able to work out capacity of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
10   1   Capacity (cubes) By the end of the lesson the learner should be able to work out capacity of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
    2   Capacity (cuboids) By the end of the lesson the learner should be able to work out capacity of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
    3   Capacity (cuboids) By the end of the lesson the learner should be able to work out capacity of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   4   Capacity (cylinders) By the end of the lesson the learner should be able to work out capacity of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   5   Capacity (cylinders) By the end of the lesson the learner should be able to work out capacity of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   6   Conversion of capacity units and volume By the end of the lesson the learner should be able to convers units of capacity and volume
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg100 Written exercise
   7   Conversion of capacity units and volume By the end of the lesson the learner should be able to convers units of capacity and volume
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg100 Written exercise
11   1 MEASUREMENT Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg103 Written exercise
   2   Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Chalkboard layout Success Mathematics Pupils Bk 8 Pg103 Written exercise
   3   Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Chalkboard layout Success Mathematics Pupils Bk 8 Pg103 Written exercise
  4 - 7 MIXED EXERCISES   By the end of the lesson the learner should be able to attempt the mixed exercise in their books
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Exercise books Success Mathematics Pupils Bk 8 Pg106 Written exercise
 
12 - 14                                                   Assessment/ exams/ closing of the school

 

HINDU RELIGIOUS ACTIVITIES.
 GRADE 5 SCHEMES OF TERM 3 2023

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

 

PREPARATIONS

2

1

UTSAV (Festivals)

Significance, rites and rituals, prayers/songs Vaisakhi

By the end of the Sub strand the learner should be able to:

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
  • participate in the celebration of festivals
  • write essays on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Significance, rites and rituals, prayers/songs Vaisakhi

By the end of the Sub strand the learner should be able to:

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

 

Significance, rites and rituals,

prayers/song s Vaisakhi 

By the end of the Sub strand the learner should be able to:

  • State the significance of celebrating the festivals for the preservation of traditions.
  • Describe the significance behind the ceremonies performed during the festivals
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

3

1

 

Significance, rites and rituals, prayers/songs Vaisakhi 

By the end of the Sub strand the learner should be able to:

  • Describe the significance behind the ceremonies performed during the festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Significance, rites and rituals, prayers/songs Vaisakhi

By the end of the Sub strand the learner should be able to:

  • Describe the significance behind the ceremonies performed during the festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch videos  on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write an essay on how festivals are celebrated
  • Listen to stories/narrate stories about the significance of celebrating festivals
  • Visit places of worship/community hall/archives for celebration and collecting information
  • Sing Shabads and recite mantras in relation to the festivals.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Significance, rites and rituals, prayers/songs Vaisakhi

By the end of the Sub strand the learner should be able to:

  • Draw different aspects of celebration festivals
  • take part in festivals for social cohesion
  • Appreciate the value of celebrating festivals for spiritual growth
  1. Why do Buddhists celebrate Vesak and Uposatha?
  2. Why do Sikhs celebrate Vaisakhi?
  3. How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?

Learner could be guided to:

  • Watch a video on how Vaisakhi, Vesak and Uposatha are celebrated
  • Participate in the celebration of festivals
  • Write essays on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals
  • Do charity work
  • Take a project on drawing different aspects of celebration of festivals

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

4

1

YOGA (Wholistic wellness)

Physical aspect of Yoga 8.1.1 Pranaayam
Asanas (Breathing

By the end of the Sub strand the learner should be able to:

  • Describe the types of Pranaayam and Asanas for familiarization
  • Practice Pranaayam and Asanas for physical well being
  • Appreciate the importance of Pranaayam and Asanas for healthy living
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Access Yoga guides using digital devices, like Youtube and demonstrative manuals
  • Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
  • Visit and participate in the celebration of International Yoga day.
  • Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Bhadra asana, (Ardha utrasana, Sasank asana) (Physical postures)

By the end of the Sub strand the learner should be able to:

  • Describe the types of Pranaayam and Asanas for familiarization
  • Practice Pranaayam and Asanas for physical well being
  • Appreciate the importance of Pranaayam and Asanas for healthy living
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Access Yoga guides using digital devices, like Youtube and demonstrative manuals
  • Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person
  • Visit and participate in the celebration of International Yoga day.
  • Practice asanas in pairs and groups to encourage and help each other

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Communal aspects of Yoga

By the end of the Sub strand the learner should be able to:

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Practice asanas in pairs and groups to encourage and help each other
  • Create a Yoga guidance video using digital devices.
  • Participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

5

1

 

Communal aspects of Yoga exercises)

By the end of the Sub strand the learner should be able to:

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • practice asanas in pairs and
  • groups to encourage and help each other
  • create a Yoga guidance video using digital devices.
  • participate in cleanup of school and local community
  • correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

 

 

2

 

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

By the end of the Sub strand the learner should be able to:

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • Practice asanas in pairs and groups to encourage and help each other
  • Create a Yoga guidance video using digital devices.
  • Participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Spiritual aspects of Yoga Meditation Commitment (Sankalp)

By the end of the Sub strand the learner should be able to:

  • Participate in collaborative activities for the benefit of society
  • Demonstrate a simple meditation technique for spiritual growth
  • Recite Sankalpa mantra for global wellbeing.
  1. Why are asanas important in performing Yoga?
  2. How does Pranayam help in physical wellbeing?
  3. How are aspects of Yoga beneficial to the society?
  4. How is meditation helpful in spiritual growth?

Learner could be guided to:

  • practice ice asanas in pairs and groups to encourage and help each other
  • create a Yoga guidance video using digital devices.
  • participate in cleanup of school and local community
  • Correctly perform Asanaas meditation under the supervision of a resource person.
  • Recite Sankalpa mantra in small groups.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

6-

10

 

REVISION/ASSESSMENT