Displaying items by tag: Grade 3

Wednesday, 15 February 2023 13:46

IRE Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcome	Learning Experiences	Key Inquiry Questions	Learning Resources	Assessment	Remarks
1	1	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Read the selected Hadith correctly	Learners are guided to read the selected Hadith, ‘Speak the truth even if it is bitter’ Learners listen to a story on the virtue of honesty	What is honesty?	KLB Visionary IRE Activities Grade 3 pg. 43-47 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Apply the teachings of the Hadith in nurturing piety	Learners are guided through problems on issues related to honesty and provide solutions to the problems. Organize learners in class, groups, or pairs, to discuss the importance of honesty	When do you Practice honesty?	KLB Visionary IRE Activities Grade 43-47 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: Honesty	By the end of the sub strand the learner should be able to: Appreciate the teachings of the Hadith to inculcate the virtue.	Learners read hadith on honesty displayed /written on the board for practice Learners to sing qaswida (songs) on honesty Learners to tell a story on honesty.	What would you do when you collect your friend’s pen in class?	KLB Visionary IRE Activities Grade 3 43-47 charts	oral question and observation, portfolio
2	1	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Recite the selected hadith correctly	Learners in class, groups, pairs, or individuals, recite Hadith on respect ‘He is not among us he who does not show mercy to our young ones and does not respect the elders	What is respect? How do you show respect to parents	KLB Visionary IRE Activities Grade pg 48-55 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Outline ways of showing respect to the elders as per the teachings of the Hadith	Organize learners in class, groups, or pairs, to give situations when they accord respect to elders. Learners read repeatedly the hadith on respect displayed /written on the board for memorization	What is respect? How do you show respect to parents	KLB Visionary IRE Activities Grade 3 pg 48-55 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: Respect	By the end of the sub strand the learner should be able to: Appreciate the importance of the virtue of respect as a way of abiding by the teachings of Hadith of the Prophet (S.A.W)	Learners listen to stories about the consequences of disobeying elders	What will happen if you fail to obey your elders?	KLB Visionary IRE Activities Grade 3 pg. 48-55 charts	oral question and observation, portfolio
3	1	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Recite the selected Hadith correctly	Learners in groups, pairs, or individuals, recite the Hadith on responsibility “Every one of you is a shepherded and is responsible for his flock” Learners listen to a story about the virtue of responsibility.	What is responsibility? How can you be responsible in school?	KLB Visionary IRE Activities Grade 3 pg. 56-64 charts	oral question and observation, portfolio
	2	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Identify responsible ways of taking care of the facilities in school.	Organize learners in class, groups, or pairs, to discuss the importance of being responsible Learners read the hadith on responsibility displayed /written on the board for practice	What is responsibility? How can you be responsible in school?	KLB Visionary IRE Activities Grade 3 pg. 56-64 charts	oral question and observation, portfolio
	3	Hadith	Hadith on: responsibility	By the end of the sub strand the learner should be able to: Appreciate the teachings of the selected Hadith in nurturing a responsible person	Learners read the hadith on responsibility displayed /written on the board for practice. Learners listen to a talk on responsibility given by a resource person such as an Imam	Why should you be responsible?	KLB Visionary IRE Activities Grade 3 pg. 56-64 Charts, mart, video, photographs.	oral question and observation, portfolio
4	1	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Name the five daily prayers performed by Muslims as a pillar of Islam.	Learners name the five pillars of Islam. Learners are guided in naming the five daily prayers. Learners watch a video of a congregational prayer	Why do we pray? How many times do you pray in a day?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	2	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	3	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 charts, mart, video, photographs.	oral question and observation, portfolio
5	1	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Demonstrate the correct postures for validity of Swalah	Learners are shown photographs of the postures of Swala, (qiyam,rukuu, itdal,sujud and jalsa) Learners match, draw or color different types of clothes worn by male and female during the prayers	Which are the postures of Swalah?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	2	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Appreciate swalah as a form of thanking Allah	Learners role play the different postures of Swalah. Visit a Masjid to observe people praying.	How do you dress when you go for prayers?	KLB Visionary IRE Activities Grade 3 pg. 66-76 Charts, mart, video, photographs.	oral question and observation, portfolio
	3	Devotional Acts	Pillars of Islam	By the end of the sub strand the learner should be able to: Appreciate swalah as a form of thanking Allah	Learners role play the different postures of Swalah. Visit a Masjid to observe people praying.	How do you dress when you go for prayers?	KLB Visionary IRE Activities Grade 3 pg. 66-76 charts, mart, video, photographs.	oral question and observation, portfolio
6	1	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: State the manners of entering and leaving the mosque as a sign of respect for the Masjid	Learners are guided on the importance of a mosque in the life of a Muslim. Learners watch a video of the different parts of the mosque; mihrab mimbar, praying hall, dome	What is a Masjid? How do you enter and leave the Masjid?	KLB Visionary IRE Activities Grade 3 pg 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	2	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: Use appropriate manners and dua (supplication)when entering and leaving the Masjid to receive blessings from Alla	Learners are guided on manners of entering and leaving the Masjid, (reciting the dua for entering the mosque (Allahumma ftah ly abwaba rahmatik), entering on your right foot first,	Which dua do you recite when entering and leaving the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	3	Moral Teachings	Islamic Etiquettes Masjid	By the end of the sub strand the learner should be able to: Use appropriate manners and dua (supplication)when entering and leaving the Masjid to receive blessings from Alla	Observe silence while in the mosque, leave the mosque on your left foot first, recite the dua for leaving the mosque, ( Allahumma inna nas aluka min fadhlik).	Which dua do you recite when entering and leaving the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
7	1	Moral Teachings	Islamic Etiquette Masjid s	By the end of the sub strand the learner should be able to: Appreciate the use of appropriate Islamic manners and dua when entering and leaving the masjid as an act of ibadah	Organise the learners pairs, small groups or as individuals to practise Islamic manners of entering and leaving the Masjid through role play Learners recite dua for entering and leaving the Masjid in pairs or groups Learners to visit a Masjid for practice	What do you do while in the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	2	Moral Teachings	Islamic Etiquette Masjid s	By the end of the sub strand the learner should be able to: Appreciate the use of appropriate Islamic manners and dua when entering and leaving the masjid as an act of ibadah	Organize the learners pairs, small groups or as individuals to practice Islamic manners of entering and leaving the Masjid through role play Learners recite dua for entering and leaving the Masjid in pairs or groups Learners to visit a Masjid for practice	What do you do while in the Masjid?	KLB Visionary IRE Activities Grade 3 pg. 77-82 Masjid, pictures, Audio visual materials	oral question and observation, portfolio
	3	Moral Teachings	Sneezing	By the end of the sub strand the learner should be able to: Name the manners to be observed by Muslims in the event one sneezes	Learners are guided to recite the Dua said when someone sneezes, “Alhamdulillah”	What do you do when sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89	oral question and observation, portfolio
8	1	Moral Teachings	Sneezing	By the end of the sub strand the learner should be able to: Apply the manners of sneezing in day to day life to promote good personal hygiene.	Learners in groups or as a class are guided on how to respond to the Dua for sneezing, (Yarhamukallah)”	What do you do when sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89
	2	Moral	Sneezing	By the end of the sub strand the learner should be able to: Recite the appropriate dua related to sneezing as per the teachings of the prophet (SAW).	Learners are guided on what to say after the second Dua for sneezing, “ yahdikumullah wa Yuslih balakum	What do you say after sneezing	KLB Visionary IRE Activities Grade 3 pg. 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
	3	Moral teachings	Sneezing	By the end of the sub strand the learner should be able to: Appreciate the virtue of praying for one another to seek Allah’s mercy	Learners role play the manners of sneezing	What do you say when someone sneezes?	KLB Visionary IRE Activities Grade 3 pg. 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
9	1	Moral Teachings	Islamic phrases	By the end of the sub strand the learner should be able to: Read the selected Islamic phrases correctly to build reliance on Allah	Learners are organized in pairs, small groups and as a class, to recite the selected Islamic phrases, (Hasbunallah wa ni’imal wakil) (La haula wa La Quwwata	When do you say Hasbunallah wa ni’imal wakil quwwata illa Billah?	KLB Visionary IRE Activities Grade 3 ICT, charts, Flashcards.	oral question and observation, portfolio
	2	Moral Teachings	Islamic phrases	By the end of the sub strand the learner should be able to: Given the circumstances under which the selected Islamic phrases are said. Appreciate the use of the selected Islamic phrases in their day to day experiences	Learners are guided to give the situations when it’s appropriate to use the selected Islamic phrases	When do you say Hasbunallah wa ni’imal wakil quwwata illa Billah?	KLB Visionary IRE Activities Grade 3 pg 87-89 ICT, charts, Flashcards.	oral question and observation, portfolio
10-11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

Tagged under

Wednesday, 15 February 2023 13:46

CRE Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men	Who were the wise men?	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
	2	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men	Who were the wise men	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
	3	The Early Life of Jesus Christ	Wise men guided by the Star	By the end of the Sub strand, the learner should be able to: Explain desire to be led by God in their daily lives	What guided the wise men?	Learners to read Matt 2:1-2 Learners to role play, “wise men guided by the star’ Learners to draw stars and color them Learners to watch a video clip on the wise men from the East Learners to sing a song about the stars	Oxford Growing in Christ page 46-48 Bible Pictures	Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles
2	1	The early life of Jesus Christ	Home town of Jesus Christ	By the end of the Sub strand, the learner should be able to: name the home town of Jesus Christ and their own home towns to promote a sense of belonging	Where do you come from?	Learners to mention where they come from Learners to say what they like about their home town Learners to name the town where Jesus grew up Luke 2: 39-40 Learners to compose a poem about the home town of Jesus	Oxford Growing in Christ page 49-50 Bible Pictures Sing songs, compose poems about their family, story telling	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklists, drawing, filling in blank spaces ,puzzles
	2	The early life of Jesus Christ	Home town of Jesus Christ	By the end of the Sub strand, the learner should be able to: name the home town of Jesus Christ and their own home towns to promote a sense of belonging	Where did Jesus grow up?	Learners to mention where they come from Learners to say what they like about their home town Learners to name the town where Jesus grew up Luke 2: 39-40 Learners to compose a poem about the home town of Jesus	Oxford Growing in Christ page 49-50 Bible Pictures Sing songs, compose poems about their family, story telling	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklists, drawing, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: narrate the story of the good Samaritan	Who was the Good Samaritan? What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, observation, written quizzes, questions and answers, reciting, checklists, drawing, filling in blank spaces ,puzzles
3	1	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: narrate the story of the good Samaritan and relate it to their daily lives	Who was the Good Samaritan? What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, observation, written quizzes, questions and answers, reciting checklists, drawing, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: Explain how to help people in need	What did he do? In which ways can you be a good Neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: Explain how to help people in need	What did he do?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
4	1	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: appreciate the acts of the good Samaritan by being kind to people in need	In which ways can you be a good neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The good Samaritan	By the end of the Sub strand, the learner should be able to: appreciate the acts of the good Samaritan by being kind to people in need	In which ways can you be a good neighbor?	Learners to read Luke 10:30-37 Learners to watch a video on the story of the good Samaritan Learners to list qualities of the good Samaritan	Oxford Growing in Christ page 51-53 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to: explain the miracle of the five loaves and two fish	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
5	1	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to: explain the miracle of the five loaves and two fish	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
5	2	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to Explain how to practice kindness to others	Where did Jesus Christ get food to feed the people?	Learners to read John 6:1-14 Learners to watch a video of the little boy with five loaves and two fish Learners to narrate the story of the little boy with five loaves and two fish In groups learners to draw the two fish and five loaves of bread	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people	How many Baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
6	1	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people and relate it to keeping the environment clean	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to state the number of baskets that remained after feeding the people and relate it to keeping the environment clean	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 54-55 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	The little boy with five loaves and two fish	By the end of the Sub strand, the learner should be able to appreciate the miracle of the five loaves and two fish by sharing with others	How many baskets remained after feeding the people?	In groups learners to draw the two fish and five loaves of bread Learners to role play the miracle Learners to sing a song about the five loaves and two fish	Oxford Growing in Christ page 56 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
7	1		Jesus Christ walks on water	By the end of the Sub strand, the learner should be able to: describe the miracle of Jesus Christ walking on water and have faith in God	Who walked on water? Why were the disciples frightened at the sea?	Learners to read Mathew 14:22-33 Learners to mention who walked on water Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 56 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2		Jesus Christ walks on water	By the end of the Sub strand, the learner should be able to: describe the miracle of Jesus Christ walking on water and have faith in God	Who walked on water? Why were the disciples frightened at the sea?	Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 57-58 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3		Jesus Christ walks on water	appreciate Jesus’ power in their lives to overcome daily challenges	Who walked on water? Why were the disciples frightened at the sea?	Learners to discuss in pairs why the disciples were frightened, Mathew 14:26 Learners to watch a video of Jesus walking on water Learners to sing a song on Jesus walking on water	Oxford Growing in Christ page 57-58 Bible Pictures	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
8	1	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: analyze the miracle of raising Jairus’ daughter and have faith in God	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to read Mark 5:35-43 Learners to narrate the story of raising Jairus’ daughter Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: analyze the miracle of raising Jairus’ daughter and have faith in God	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	3	The life of Jesus Christ	Raising of Jairus’ Daughter	By the end of the Sub strand, the learner should be able to: appreciate the power of Jesus Christ over death	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 61 Bible Pictures language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
9	1	The life of Jesus Christ	Raising of Jairus’ Daughter	appreciate the power of Jesus Christ over death	What happened at Jairus house? Whose daughter did Jesus Christ raise from death?	Learners to watch a video on raising Jairus’ daughter Learners to recite Mark 5:41 Learners to sing a song on raising Jairus’ daughter	Oxford Growing in Christ page 59-60 Bible Pictures Language Activities through reading, Movement and Creative Activities through singing, Environmental Activities as they visit neighbors	Oral questions, portfolios, written quizzes, questions and answers, reciting, checklists, filling in blank spaces ,puzzles
	2	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: mention the importance of Easter in the life of a Christian	Why do we celebrate Easter? Which activities take place during Easter?	Learners to read Mathew 28:1-6 Learners to list the activities that take place during Easter celebrations Learners to list in groups the importance of celebrating Easter	Oxford Growing in Christ page 62-63 Bible Pictures Sing songs about Easter, memorize Bible verses	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	3	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: mention the importance of Easter in the life of a Christian	Why do we celebrate Easter? Which activities take place during Easter?	Learners to read Mathew 28:1-6 Learners to list the activities that take place during Easter celebrations Learners to list in groups the importance of celebrating Easter	Oxford Growing in Christ page 62-63 Bible Sing songs about Easter, memorize Bible verses	Oral questions, portfolios, observation, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
10	1	The life of Jesus Christ	Easter	By the end of the Sub strand, the learner should be able to: identify the events that take place during Easter celebrations	Why is Easter important to us?	Learners to role play the resurrection of Jesus in Mathew 28:1-6 Learners to recite Mathew 28:6 Learners to sing songs about Jesus resurrection	Oxford Growing in Christ page 62-63 Bible Sing songs about Easter, memorize Bible verses	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	2		Easter	appreciate the resurrection of Jesus Christ by taking part in Easter celebrations	Why is Easter important to us?	Learners to role play the resurrection of Jesus in Mathew 28:1-6 Learners to recite Mathew 28:6 Learners to sing songs about Jesus resurrection	Oxford Growing in Christ page 64-65 Bible Sing songs about Easter, memorize Bible verses	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
	3	Christian Values	Honesty	By the end of the Sub strand, the learner should be able to: narrate the story of Ananias	What did Ananias and Sapphira do against God?	Learners to read the story of Ananias and Sapphira in Acts 5:1-11 Learners to discuss in groups the lessons learnt from the story of Ananias and Sapphira. Learners to role play the story of Ananias and Sapphira	Oxford Growing in Christ page 66-67 Singing and dancing, dramatization, storytelling	Oral questions, written quizzes, question and answer, listening, reciting, checklist, filling in blank spaces, puzzles
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:45

Art and Craft Schemes - Grade 3 Schemes of Work Term 2 2023

Week	Lesson	Strand	Sub- Strand	Specific Learning Outcome	Key Inquiry Question	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to collect different types of pictures from print media that can be used to create montage	What material do we use for creating pictorial compositions?	In groups learners could collect materials that can be used in creating montage	Glue, print media, paper etc. Movement and Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,45-47	Observation, signed questions, discussion
	2	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to create simple pictorial composition in montage using cut out pictures	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Individually create simple pictorial composition in montage using cut out pictures	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,45-47	Observation, signed questions, discussion
2	1	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to create simple pictorial composition in montage using cut out pictures	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Individually create simple pictorial composition in montage using cut out pictures	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,47-49	Observation, signed questions, discussion
	2	Mounting Techniques	Montage	By the end of the lesson, the learner should be able to: have fun while creating simple pictorial composition in montage	What material do we use for creating pictorial compositions? How do we create pictorial compositions using cur outs?	Learners to display and sign about own and others work.	Glue, print media, paper etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,47-49	Observation, signed questions, discussion
3	1	Decorating Forms	Decorating three dimensional forms using found materials	By the end of the lesson, the learner should be able to: observe teacher samples of decorated forms to help in motivation	What materials can one use for decorating 3D forms?	In groups learners could observe teacher samples of decorated forms	Sticky gum, found objects,3D objects to be decorated Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,50-52	Observation, signed questions, discussion
	2	Decorating Forms	Decorating three dimensional forms using found materials	By the end of the lesson, the learner should be able to: decorate three dimensional forms using found materials	What materials can one use for decorating 3D forms? How do we decorate 3D forms using found materials?	In groups learners to experiment with materials to decorate three dimensional forms using found materials e.g. shells, buttons, beads, inedible seeds etc.	Sticky gum, found objects,3D objects to be decorated Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,51-54	Observation, signed questions, discussion
4	1	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to: observe beaded ornaments from teachers’ samples to help in making necklaces using knotting techniques	What materials can be used from the environment in making beads?	In groups learners could identify sample necklaces using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Creativity Curriculum Design Vol 4 Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,55-57	Observation, signed questions, discussion.
	2	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to experiment with local materials to create necklaces using knotting technique	What are the suitable materials used in making ornaments at this level?	In groups experiment with local materials and techniques to make multi-color necklaces and thread using a double strand	Creativity Curriculum Design Vol 4 Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,58-59	Observation, signed questions, discussion.
5	1	Ornaments	Knotted Necklaces	By the end of the lesson, the learner should be able to enjoy making necklaces using knotting technique	How can learners borrow creative ideas from their locality on ornament making?	Learners to display their work followed by a class discussion to appreciate own and each other’s necklaces	Creativity Curriculum Design Vol 4 Glass beads, plastic beads, clay beads, wooden beads, bone beads etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,58-59	Observation, signed questions, discussion.
	2	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: observe beaded ornaments from teachers’ samples to help in making bracelets using knotting techniques	What materials can be used from the environment in making beads?	In groups learners could identify sample bracelets Make using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Creativity Curriculum Design Vol 4 wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,60-62	Observation, signed questions, discussion.
6	1	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: experiment with local materials to create bracelets using knotting technique	How can learners borrow creative ideas form material culture in their locality on ornament making?	Make using local techniques and materials e.g. glass beads, plastic beads, clay beads, wooden beads, bone beads etc.	Creativity Curriculum Design Vol 4wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,60-62	Observation, signed questions, discussion.
	2	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: experiment with local materials to create bracelets using knotting technique	How can learners borrow creative ideas form material culture in their locality on ornament making?	In groups experiment with local materials and techniques to make three color bracelets and thread using a double strand. Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets	Creativity Curriculum Design Vol 4wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,62-63	Observation, signed questions, discussion.
7	1	Ornaments	Double strand bracelets	By the end of the lesson, the learner should be able to: enjoy making bracelets using knotting technique	Is it possible to get a resource person to show learners how to make beads using local techniques?	In groups experiment with local materials and techniques to make three color bracelets and thread using a double strand. Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets	Creativity Curriculum Design Vol 4 wooden beads, bone beads, glass beads, plastic beads, clay beads, etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,63-64	Observation, signed questions, discussion.
	2	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: observe fabric decorated items from appliqué technique from teachers’ samples to motivate them make their own	What materials are required to make Appliqué decorations?	In groups learners could be taken for environmental walks to identify and name objects used for sticking on fabric. Class discussion on found materials which can be used for sticking on fabric	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,65-67	Observation, signed questions, discussion, portfolio,
8	1	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: decorate fabric using appliqué technique for self-expression	What is the process of making Appliqué decorations on fabric	Individually use found materials to stick on fabric and create decorations. Display and talk about own and others finished work.	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,67-68	Observation, signed questions, discussion, portfolio,
	2	Fabric Decoration	Appliqué	By the end of the lesson, the learner should be able to: enjoy decorating fabric with the appliqué technique	Which adhesive is appropriate for Appliqué?	Individually use found materials to stick on fabric and create decorations. Display and talk about own and others finished work.	Creativity Curriculum Design Vol 4 Fabric, adhesive, assorted materials (paper, buttons, colored paper, shells) etc. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,67-68	Observation, signed questions, discussion, portfolio,
9	1	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: observe clay items decorated using incising method from teachers collection to motivate them make their own	How do we decorate pots using incising method?	Class discussion on materials and tools for modelling simple pottery Individually model simple pottery forms and finish decoration through incising	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,69-71	Observation, signed questions, discussion.
	2	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: identify materials and tools to be used in decorating clay items using incising method	How do we decorate pots using incising method?	Class discussion on materials and tools for modelling simple pottery Individually model simple pottery forms and finish decoration through incising	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,69-71	Observation, signed questions, discussion.
10	1	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: model simple objects decorated using incising method to acquire modelling skills	Is it possible to get a resource person to demonstrate incising technique to learners	Individually learners could model simple objects and finishing them by incising as a decorative technique	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,70-71	Observation, signed questions, discussion.
	2	Modelling	Decorating clay items using incising technique	By the end of the lesson, the learner should be able to: have fun as they model and decorate objects using incising method	How do we decorate pots using incising method? Is it possible to get a resource person to demonstrate incising technique to learners	Individually learners could model simple objects and finishing them by incising as a decorative technique Learners to display and sign about own and others work	Creativity Curriculum Design Vol 4 Clay, water, containers. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,71-73	Observation, signed questions, discussion.
11	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 2 2023

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Wednesday, 15 February 2023 13:44

Literacy Schemes - Grade 3 Schemes of Work Term 1 2023

WEEK	LESSON	STRANDS	SUB-STRAND	SPECIFIC LEARNING OUTCOMES	KEY INQUIRY QUESTIONS	LEARNING EXPERIENCES	LEARNING RESOURCES	ASSESSMENT	REMARKS
1	1-5	OPENING OF SCHOOLS AND PREPARATION
2	1-5	LISTENING AND SPEAKING	Imitation	By the end of the sub-strand, the learner should be able to: use appropriate expressions and phrases in formal and non-formal conversations acquire varied sentence structures to express self appropriately respond appropriately to conversations with varied audiences appreciate the importance of mannerisms while engaging in conversations		Learners are guided to make inquiries on the: different forms of conversation with various people in their community (peers, elders) different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . different setups (church, market, home etc) participate in panel discussions on issues related to self, home, and family drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication(greetings, permission, inquiries	Regalia charts	Observation Oral questions written questions
3	1-5		Story Telling	By the end of the sub-strand, the learner should be able to: use digital knowledge to create stories acquire and accurately use appropriate words and phrases from stories develop an interest in telling stories for pleasure demonstrate techniques of effective storytelling	What do stories teach us?	Learners listen to stories and model different techniques of story telling Learner could be guided in the use of various digital platforms and use the same platforms to create their stories Learner could be guided to use acquired vocabulary to retell stories in pairs, groups and whole class Learners to act them out (using props, correct tone, pitch, tempo and body language) in pairs and groups. Learner tell a story from memory	Regalia charts	Observation Oral questions written questions
4	1-5		Effective communication (sharing experiences)	By the end of the sub-strand, the learner should be able to: se compound and complex sentences to link thoughts listen and use talk to organize and clarify thoughts and ideas effectively communicate needs and feelings in a variety of ways listen to concerns and opinions of others and represent them in an appropriate forum demonstrate willingness to interact with others appreciate the importance of sharing one another’s feeling	How do we know that the person we are talking to has understood our message	Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse	Regalia charts	Observation Oral questions written questions
5	1-5		Talk about	By the end of the sub-strand, the learner should be able to: identify messages conveyed in a thematic story and engage in oral discussions use appropriate expressions to describe people, situations, and events build on one’s ideas in a conversation by linking them to those given by others develop an interest to read stories	What do you like to talk about?	Learners to talk about thematic pictures on charts displayed (my family, my community) Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class Learners role play and discuss the rules that govern social interactions when talking. Learners orally answer questions from a story read Learners share the message in a story with peers, parents, and others in the community	Regalia charts	Observation Oral questions written questions
6	1-5		Presentation skills	By the end of the sub-strand, the learner should be able to: question the decisions made in their environment and ask critical questions engage in decision making in their environment. sequentially position their views using appropriate words e.g firstly, secondly, lastly demonstrate an interest in making decisions in their environment through contributions and valid suggestions	How do we choose between two things? How do we tell others what we have chosen?	Learners make decisions on a subject and share their decisions Learners share and justify their decisions on a given subject in pairs and groups Learners are given opportunities for decision-making(dilemma situations) and make constructive suggestions. learners to role play as a basis for initiating conversation on a topic	Regalia charts	Observation Oral questions written questions
7	1-5	READING	Independent reading	By the end of the sub-strand, the learner should be able to: identify the main idea in a passage locate information from print sources silently read a given passage read supplementary books with understanding develop an interest in reading for pleasure	What can you do to ensure that you understand what you read on your own	Learners guess the meaning of unfamiliar words from context Learners make and confirm predictions from texts read Learners find answers to questions through independent reading Learners are encouragaed to utilize resources available in the library for independent reading Learners ask and answer questions from independent reading	Regalia charts	Observation Oral questions written questions
8	1-5		Reading comprehension	By the end of the sub-strand, the learner should be able to: read with accuracy, fluency, and understanding read through texts to make personal judgments or opinions on the subjects of the text locate information in a text use acquired words to form sentences and read them accurately at an appropriate speed develop an interest in reading widely on varied subjects	Why is meaning important in reading?	Learners answer and generate questions from texts read Learners are encouraged to make connections between materials read and real life Learners use vocabulary acquired to construct grammatically correct sentences Learners practice reading at an appropriate speed and with understanding Learners are guided to share their opinions based on texts read	Regalia charts	Observation Oral questions written questions
9	1-5	WRITING	Sentence formation	By the end of the sub-strand, the learner should be able to: write a variety of compound and complex sentence structures correctly develop strategies for making and organizing notes use writing and other forms of representation to generate and organize ideas appreciate the importance of logic in writing	How do we construct sentences? Why do we	Learners observe as teacher explicitly models use of sentence punctuation Learners practice methods of taking notes and compare with one another, in pairs and groups Learners practice writing sentences using correct punctuation,individually, in pairs and groups Learners use an organizer to arrange sentences to form a paragraph, in pairs and groups Learners construct sentences and paragraphs using keywords Learners practice sequencing sentences to form paragraphs	Regalia charts	Observation Oral questions written questions
10	1-5		Spelling instruction	By the end of the sub-strand, the learner should be able to: use a range of spelling strategies to correct misspelled words apply rules of spelling in writing appreciate the importance of accurate spelling in texts	What can you do to spell words correctly	Learners do word study on word patterns (for similarities and differences), in pairs and small groups Learners practice sorting words according to given patterns. learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life) Learners engage in spelling game e.g. forming words from letter cut outs, scrabble, spelling relay Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing) Learners identify and correct spelling errors in texts read	Regalia charts	Observation Oral questions written questions
11			Handwriting	By the end of the sub-strand, the learner should be able to: use capital letters correctly use appropriate spacing between words use legible and neat handwriting to communicate effectively appreciate the importance of linking words in paragraph development	What do we consider when writing a paragraph?	Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas,and full stop). Learners are provided with reading material as triggers to writing Learners are guided through thinki - pair- share to discuss linking words	Regalia charts	Observation Oral questions written questions
12	1-5		Creative writing	By the end of the sub-strand, the learner should be able to: develop strategies for writing creative texts experiment with language choice in imaginative writing compose simple texts in written and digital formats engage in writing activity for a sustained period demonstrate a sense of ownership in created stories	Why is it important to use linking words when writing paragraphs? How do we organize ideas to make a story interesting?	Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups Learners create and publich writing using digital tools, in pairs and groups Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio) Learners participate in creative writing competitions at school and	Regalia charts	Observation Oral questions written questions
13&14	END OF TERM ASSESSMENT AND CLOSING

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:44

Music Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: identify different types of songs performed for different purposes in the community;	During which occasions do you sing?	Learners are guided to observe a variety of live or recorded songs and be probed to identify possible occasions of performance of the songs.	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
2	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sing a variety of age appropriate songs in unison paying attention to accuracy	During which occasions do you sing?	Learners sign sing various types of songs: Kenyan folksongs, lullabies, patriotic songs, action songs, sacred songs and topical songs on pertinent and contemporary issues in unison paying attention to accuracy in rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
3	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sign sing all verses of the Kenya National Anthem in English Kiswahili for cohesion and peaceful coexistence	When is the national anthem sung? How should we behave when singing the national anthem?	Learners are guided in watching/listening to live or recorded performance of the three verses of the Kenyan national Anthem with keen interest in posture and text Learners are guided in sign singing all the verses of the Kenya National Anthem in English paying attention to posture and appropriate etiquette	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
4	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: sign sing 3-part rounds, keeping to the respective parts for enjoyment	When is the national anthem sung? How should we behave when singing the national anthem?	Learners are guided individually and in groups to sign sing 3part rounds paying attention to entries and keeping to respective part.	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
5	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: execute the elements of music while singing	Which songs do you sing during different occasions such as birthdays	While sign singing learners are guided in applying tools and techniques of musicianship such as good posture, and clear signing techniques	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
6	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: use signing techniques in singing a variety of songs for effective communication	What do some of the songs you sing at home/school talk about?	Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
7	1	PERFOR MING	Songs	By the end of the of the sub strand the learner should be able to: express ideas, feelings and emotions through sign singing	What do some of the songs you sing at home/school talk about?	Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm	Audio-visual excerpts of relevant music Musical instruments Print music material- Music scores, song books Resource persons Recording devices	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
8	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: perform various signed singing games drawn from local and other cultures	Do you sing as you play? What songs do you sing during play?	Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
9	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: the aspects of signed, movement, game, props and costumes in performing signed singing games	Do you sing as you play? What songs do you sing during play?	Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric
10	1		Signed Singing games	By the end of the of the sub strand the learner should be able to: performs signed singing games with coordinated body movements	What roles do you like taking when performing singing games?	Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe	Costumes and props Audio-visual excerpts of relevant music	Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:44

Movement Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub strand	Specific learning outcome	Key inquiry question	Learning experiences	Learning resources	Assessment	Remarks
1	1	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub strand, the learners should be able to: name the parts of the body that are in use when skipping for body awareness	Name physical activities that can be performed using a rope	Learners to answer questions on the parts of the body in use when skipping	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and Practicals.
	2	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: perform skipping in different ways for strength, coordination, balance and for space awareness	Name physical activities that can be performed using a rope	Learners in groups to watch a video clip of people skipping	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and Practicals.
	3	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence	Name physical activities that can be performed using a rope	Learners to practice Skipping in different ways by: § skip in different directions forward, backward	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
	4	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence	Name physical activities that can be performed using a rope	Learners to practice Skipping in different ways by: § skip in different directions , to the right - to the left circular - straight curved zigzag	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
	5	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination	Name physical activities that can be performed using a rope	skip in different levels low medium high	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
2	1	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination	Name physical activities that can be performed using a rope	learners to skip in varying tempo such as slowly, moderate and fast and make shapes (square , circle, rectangle etc.	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
	2	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: appreciate skipping for strength, coordination and balance	Name physical activities that can be performed using a rope	establish relationships such as mirroring, over, under, though, on beside, along and between learners in groups to walk and make letters of the alphabet such as such as A, C, D, I, L,	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
	3	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: play games that involve skipping for enjoyment	Name physical activities that can be performed using a rope	learners in groups to walk and make numbers such as 6,7,8 learners to make a combination of levels, pathways, tempo and skip	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical.
	4	Basic Motor Skills	Locomotor skill: Skipping	By the end of the sub- strand, the learners should be able to: obey rules when skipping for own and others safety	Name physical activities that can be performed using a rope	Learners to play games that involve skipping Learners to obey rules as they skip and play games	field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping	Signed questions and practical
	5	Basic	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: name the parts of the body that are in use when galloping for body awareness	Name the animals that gallop. How can you use the skill gallop in your daily life?	Learners to answer questions on the animals that gallop Learners watch a video of the animals that gallop	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping
3	1	Motor Skills	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness	Name the animals that gallop. How can you use the skill gallop in your daily life?	Learners to practice galloping in different ways by: § gallop in different directions forward, backward, to the right to the left	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping	questions and practical
	2	Basic	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness	Name the animals that gallop. How can you use the skill gallop in your daily life	Learners to practice galloping in different ways by: § gallop in different directions forward, backward, to the right to the left	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping
	3	Motor Skills	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness	Name the animals that gallop. How can you use the skill gallop in you daily life	gallop in different pathways circular straight curved zigzag	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping
	4	Basic	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: practice galloping for strength, coordination and balance for excellence	Name the animals that gallop. How can you use the skill gallop in your daily life?	gallop in different pathways circular straight curved zigzag	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping
	5	Motor Skills	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: establish relationships through galloping for creativity and self-esteem;	Name the animals that gallop. How can you use the skill gallop in your daily life?	Learners establish relationships such as under mirroring etc.	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping	Signed questions and practical
4	1	Basic	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: appreciate galloping for strength, coordination and balance play games that involve galloping for enjoyment	Name the animals that gallop. How can you use the skill gallop in your daily life?	Learners in groups to gallop and make letters of the alphabet such as such as C, I, L, O, learners in groups to gallop and make numbers such as 7, 6, 3	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping	Signed questions and practical
	2	Basic	Locomotor skill: Galloping	By the end of the sub strand, the learner should be able to: obey rules when galloping for own and others safety	Name the animals that gallop. How can you use the skill gallop in your daily life?	combination of levels, pathways, tempo and gallop Learners to play games that involve galloping Learners to obey rules as they gallop and play games	Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping	Signed questions and practical
	3	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub strand the learners should be able to: name the parts of the body that are in use when dogging for body awareness;	Mention games that you can play using dodging	Learners to answer questions on the games where the dodging skill is used Learners to watch video clips of learners dodging in a game of netball	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	4	Basic Motor Skills	Locomotor skills: Dodging Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: doge in different ways for strength, coordination, health and balance	Mention games that you can play using dodging	Learners to answer questions on the games where the dodging skill is used Learners to watch video clips of learners dodging in a game of netball	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	5	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: practice dogging in different ways for strength, coordination, health, balance, and for excellence	What do you do to avoid being hit by a kicked ball	Learners to practice dodging in different ways by: § dodging in different directions − forward, − backward, − to the right − to the left	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used
5	1	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: establish relationships through dodging for creativity and imagination	What do you do to avoid being hit by a kicked ball	dodging in different pathways − circular − straight − curved − zigzag § dodging in different levels, slowly moderate and fast	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	2	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: appreciate dodging for strength, coordination and balance	Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?	dodging in different pathways − circular − straight − curved − zigzag § dodging in different levels, slowly moderate and fast	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	3	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: play games that involve dodging for enjoyment	Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?	Knee boxing: In twos partners try to touch knees; each partner must dodge to avoid being touched. Picking the medal: You have won a gold medal in a race, as you walk to the car somebody tries to take it. You hide it behind the back, as your partner tries to take it you keep dodging to make sure it is not taken. (The activity to be done in twos or threes. hands should be used to maintain the medal at the back not for defense (hands and arms only for taking).	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	4	Basic Motor Skills	Locomotor skills: Dodging	By the end of the sub- strand, the learners should be able to: obey rules when dodging for own and others safety.	Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?	Learners to play games while using the skill dodging Learners to obey rules as they dodge and play games	Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones Video clips of learners playing a game where dodging is used	Signed questions and practical
	5	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub- strand, the learners should be able to: name the parts of the body that are in use when sliding for body awareness	How can you use the skill sliding (side gallop) in your daily routine?	Learners to answer questions on the parts of the body that are in use when sliding Learners watch a video clip of the animals that slide	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
6	1	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub strand the learner should be able to perform sliding in different ways for strength, coordination, health, balance, and excellence	How can you use the skill sliding (side gallop) in your daily routine?	Learners watch a video clip of the animals that slide Learners to practice sliding in different ways by: o gallop in different directions forward, - backward, to the right to the left	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
	2	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub strand the learner should be able to practice sliding in different ways for strength, coordination, health, balance, and excellence	Name animals that slid for movement	slide in different pathways circular straight curved zigzag	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
	3	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub strand the learner should be able to establish relationships through sliding for creativity and imagination	Name animals that slid for movement	learners to slide in varying tempo and make shapes: learners to establish relationships such as under, on, through, round, between, sideways etc.	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
	4	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub strand the learner should be able to appreciate sliding for strength, coordination, health, balance, and self-esteem	Name animals that slid for movement	Learners in groups to slide and make letters of the alphabet such as such as O, N, T, W, Y, learners in groups to slide and make numbers ,5, 6, 7, 8	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
	5	Basic Motor Skills	Locomotor skill Sliding	By the end of the sub strand the learner should be able to play games that involve sliding for enjoyment obey rules when sliding for own and others safety	Name animals that slid for movement	learners to make a combination of levels, pathways, tempo and slide Learners to play games that involve sliding Learners to obey rules as they slide and play games	Field makers, pebbles ropes, Digital devices such as smart phones Video clips of animals that slide such as the seal	questions and practical
7	1	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub- strand the learner should be able to: name the parts of the body that can twist	Which parts of the body can twist? Name an activity that involves twisting	Learners name the parts of the body that can twist such as neck, arm trunk and legs	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
	2	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub strand the learner should be able to perform twisting in different directions for agility and flexibility	Which parts of the body can twist? Name an activity that involves twisting	Learners to watch video clips of ballet dancers learners to practice twisting individually and in groups	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
	3	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub-strand the learner should be able to practice twisting in different directions for agility, flexibility and excellence	Which parts of the body can twist? Name an activity that involves twisting	Learners participate in twisting activities	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
	4	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub strand the learner should be able to establish relationships for creativity and imagination	Which parts of the body can twist? Name an activity that involves twisting	Learners participate in twisting activities	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
	5	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub strand the learner should be able to appreciate twisting for self-esteem	Which parts of the body can twist? Name an activity that involves twisting	Learners participate in twisting activities	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
8	1	Basic Motor Skills	Non-locomotor: Twisting	By the end of the sub strand the learner should be able to obey rules while twisting for own and others safety	Which parts of the body can twist? Name an activity that involves twisting	Observe rules while twisting for own and others safety	Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones	questions and practical
	2	Basic Motor Skills	Manipulative skills: Striking	By the end of the sub strand the learner should be able to: name the parts of the body that are involved in striking for body awareness	Which parts of the body is used for striking?	Learners answer questions on the parts of the body that are used for striking Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket	Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket	Signed questions and practical
	3	Basic Motor Skills	Manipulative skills: Striking	By the end of the sub strand the learner should be able to: perform striking in different ways for Strength, coordination and balance	Which parts of the body is used for striking?	Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways	Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket	Signed questions and practical
	4	Basic Motor Skills	Manipulative skills: Striking	By the end of the sub strand the learner should be able to: practice striking in different ways for Strength, coordination , balance and excellence	Name a game where the striking skill is used.	Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways	Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket	Signed questions and practical
	5	Basic Motor Skills	Manipulative skills: Striking	By the end of the sub-strand the learner should be able to: establish relationships through striking for creativity and imagination	Name a game where the striking skill is used.	Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by: − striking in different directions such as forward, backward, to right and left − striking sideways strike in different levels such as low, medium and high − strike an object to varying distances such as near, far	Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket	Signed questions and practical
9	1	Basic Motor Skills	Manipulative skills: Striking	By the end of the sub strand the learner should be able to: appreciate striking for Strength, coordination and balance for self-esteem play games that involve striking for enjoyment obey rules when striking for own and others safety	Name a game where the striking skill is used.	Learners to play games that involve striking Learners to observe rules as they play games	Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones Video clip of games where the striking skill is used such as rounder and cricket	Signed questions and practical
10	END OF TERM ASSESSMENT

Published in Grade 3 Schemes of Work Term 1 2023

Tagged under

Wednesday, 15 February 2023 13:43

Kiswahili Schemes - Grade 3 Schemes of Work Term 1 2023

WIKI	KIPINDI	MADA	MADA NDOGO	MATOKEO MAALUM YANAYOTOKEA	MASWALI DADISI	MAPENDEKEZO YA SHUGLI ZA UFUNZAJI	PENDEKEZO LA TATHMINI	NYEZO	MAONI
1	1	Shambani.	Sauti.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora kutamka sauti lengwa ili kuimarisha matamshi bora kusoma silabi za sauti lengwa ili kuimarisha usomaji	Ni sauti zipi Unazoweza kutamka?	Mwanafunzi atambue sauti bw, fy na kw katika maneno. Mwanafunzi asikilize silabi za sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na baadaye atamke akiwa peke yake, wawili wawili na kama darasa. Mifano ya silabi hizi ni: bwa, bwe; fya, fye; kwa, kwe, kwi n.k.	Mwalimu asikilize baadhi ya sauti ambazo wanafunzi wanaweza kutamka kwa pamoja.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 2-3
	2	Kusikiliza na kuzungumza	sauti	Kufikia mwisho wa mada, mwanafunzi aweze kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji kuandika maneno kutokana na silabi zilizofunzwa ili kuimarisha uandishi bora	Unajua kusoma sauti zipi mbili zinazotamkwa? Unajua kuandika maneno gani yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja	Mwanafunzi aweza kutumia teknolojia (papaya) kusikiliza sauti lengwa ikitamkwa. Mwanafunzi aweza kusikiliza mgeni mwalikwa akitamka sauti lengwa. Mwanafunzi asome maneno kwa kutumia silabi k.v. silabi bwana, bweka, fyata, fyeka, kwao, kwea na kwekwe. Mwanafunzi aandike herufi za sauti alizosoma hewani na vitabuni pamoja na maneno yanayojumuisha sauti hizo.	Mwalimu ahakikishe wanafunzi wameweza Kuandika baadhi ya sauti mbili zinazofanana.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 4-5
	3	Msamiati.	Kusikiliza na kuzungu mza	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati unaohusiana na shughuli za shambani ili kuimarisha mawasiliano kusoma maneno na sentensi kuhusu shambani ili kuimarisha usomaji kutunga sentensi akitumia msamiati wa shambani ili kuimarisha mawasilian	Je, wajua vifaa vipi vinavyotumik a shambani?	Mwanafunzi asome msamiati wa shambani kama vile jembe, shoka, upanga, kifyekeo, plau, trekta, lima, fyeka, panda na kwekwe katika kadi na chati. Mwanafunzi ataje majina ya vifaa halisi, picha au michoro anavyoonyeshwa. Mwanafunzi atazame vifaa vya shambani hivyo kwenye tarakilishi au tabuleti vikifanya kazi. Mwanafunzi achore maumbo ya vifaa vinavyotumika shambani.	Mwalimu ahakikishe wanafunzi wanatambua vifaa vinavyotumika shambani.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 6
2	1	Msamiati.	Kusikiliza na kuzungu mza	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika maneno na sentensi zinazojumuisha msamiati wa shambani katika kujenga uandishi bora kuthamini matumizi ya msamiati wa shambani katika mawasiliano	Ni kifaa kipi cha shamba unachoweza kuchora?	Wanafunzi waambatanishe kadi za maneno na vifaa halisi wakiwa katika vikundi. Wanafunzi waweza kushiriki katika nyimbo na mashairi kuhusu shambani. Mwanafunzi aandike majina ya vifaa vinavyotumika shambani. Mwanafunzi atunge na kusoma sentensi akitumia msamiati wa shambani.	Mwalimu ahakikishe wanafunzi wameweza kuchora baadhi ya vifaa vya shamba vinavyochorwa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 8-9
	2	Kusikiliza nakuzungum za.	Masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza kwa makini masimulizi kuhusu shambani katika kujenga usikivu kutaja majina ya vifa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza	Je, ni vifaa vipi hutumika shambani?	Mwanafunzi kusimulia kuhusu shambani. Mwanafunzi ashiriki katika mjadala kuhusu vifaa vinavyotumika shambani kama vile; jembe, shoka, upanga, kifyekeo, plau, trekta, lima, fyeka na panda akionyeshwa vifaa halisi, picha au michoro. Mwanafunzi aelezee umuhimu wa vifaa vinavyotumika shambani.	Mwalimu ahakikishe kwamba wanafunzi wamesikiliza kwa makini ili kuimarisha umasikivu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 10
	3	Kusikiliza nakuzungumza	Masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kuelezea vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza kuelezea shughuli zinazofanyika shambani ili kuimarisha stadi ya kuzungumza kutambua matumizi ya vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza kuthamini umuhimu wa vifaa vinavyotumika shambani		Mwanafunzi aweza kushirikishwa katika nyimbo au mashairi kuhusu vifaa vinavyotumika shambani. Mwanafunzi aweza kushirikishwa katika kuigiza vitendo vinavyofanywa shambani	Mwalimu ahakikishe kuwa mwanafunzi anaeza kuelezea baadhi ya vifaa vinavyotumika shambani.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 11
3	1	Kusoma.	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za vifaa vinavyotumika shambani ili kuimarisha ufahamu wa hadithi kusoma hadithi za picha zinazohusu shamba ili kujenga usomaji bora	Unaona nini katika picha? Ni nini kitakachotend eka katika hadithi?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. Mwanafunzi asome na wengine darasani, wakiwa wawili na baadaye asome peke yake	Mwalimu awawezeshe wanafunzi kusoma hadithi kwa makini huku wakiielewa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 12
	2	Kusoma.	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza hadithi zikisomwa na mwalimu kuhusu vifaa vinavyotumika shambani ili kujenga usikivu kufahamu hadithi aliyoisoma na aliyosomewa kuhusu shambani ili kupata ujumbe kuchangamkia kusoma hadithi za vifaa vinavyotumika shambani ili kuendeleza stadi ya usomaji	Ni vifaa vipi vimetajwa katika hadithi?	Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili au katika vikundi. Mwanafunzi aweza kusoma hadithi kwa kutumia vifaa vya kiteknolojia k.m. tarakilishi na projekta. Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa. Mwanafunzi athibitishe utabiri wao baada ya kusoma hadithi.	Mwalimu ahakikishe wanafunzi wanaweza kusomeana hadithi wakiwa wiwili wawili.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 13
	3	Kusikiliza na kuzungumza.	Kuandika.	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?	Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka mwingine. Mwanafunzi aelezee yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k. Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi.	Mwalimu ahakikishe wanafunzi wanafahamu mambo ya kuzingatia unapoelezea kisa chochote.	Mwanafunzi Tarakilishi 1Kiswahili Dadisi Gredi ya tatu uk,2-3
4	1	Kusikiliza na kuzungumza	Kuandika	Kufikia mwisho wa mada, mwanafunzi aweze: kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.	Je, ni kisa gani unachoweza kuandika juu ya shamba?	Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili. Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.	Mwalimu awasikiliza wanafunzi wakipeana kisa chochote kile kuhusu shamba.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 14
	2	Sarufi	Nafsi ya tatu wakati ujaoumoja na wingi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyotumika kuonyesha nafsi ya tatu na wakati ujao katika umoja na wingi ili kuimarisha mawasiliano kutumia nafsi ya tatu wakati ujao hali ya umoja na wingi katika sentensi kwa usahihi ili kuimarisha mawasiliano	Je, unatumia neno gani kuonyeshea mwenzako akiwa mbali	Mwanafunzi atumie nafsi ya tatu wakati ujao hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya tatu wakati ujao hali ya umoja na wingi katika sentensi. Mwanafunzi aweza kujaza mapengo kwa kutumia nafsi ya tatu wakati ujao hali ya umoja na wingi. Wanafunzi wanaweza kupewa sentensi zinazojumuisha nafsi na nyakati mbalimbali wazitambue katika vikundi	Mwalimu asikilize wanafunzi wakitumia baadhi ya maneno yanayoonyesha nafsi ya tatu na wakati ujao katika umoja.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 15
	3	Sarufi	Nafsi ya tatu wakati ujaoumoja na wingi	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma vifungu vilivyo na nafsi ya tatu, wakati ujao kwa umoja na wingi ili kujenga usomaji kuandika vifungu vilivyo na nafsi ya tatu, wakati ujao kwa umoja na wingi ili kujenga uandishi bora	Ikiwa nanuia kusafiri kesho, nitasemaje?	Mwanafunzi aweza kupewa zoezi katika tarakilishi ili atumie mbinu ya kuburura na kutia kapuni. Mwanafunzi aigize vitendo vya kuashiria nafsi ya kwanza, ya pili na ya tatu huku akitunga sentensi. Mwanafunzi aweza kupata ufafanuzi wa nafsi kwa kutumia vibonzo katika tarakilishi.	Mwalimu awasikilize wanafunzi wakisoma vifungu kwa makini.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk,16-17
5	1	Uzalendo.	Sauti mbili tofauti zinazotam kwa pamoja	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora kutamka sauti lengwa ili kuimarisha matamshi bora kusoma silabi za sauti lengwa ili kuimarisha usomaji	Ni sauti zipi unazojua kutamka? Unajua kusoma silabi zipi katika maneno?	Mwafunzi atambue sauti mw, nd na pw katika maneno. Mwanafunzi asikilize mwalimu akizitamka silabi zinazotokana na sauti lengwa kisha atamke pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima k.m mwa, mwe, mwi na mwo	Mwalimu asikilize wanafunzi wakitamka silabi mbili pamoja ili kuimarisha matamshi bora.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 18-19
	2		Sauti mbili tofauti zinazotam kwa pamoja	kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji	Unajua kusoma silabi zipi katika maneno?	Mwanafunzi aweza kutumia teknolojia kama vile papaya, tarakilishi, projekta na kipaza sauti kumsaidia kuimarisha matamshi yake. Mwanafunzi aweza kumsikiliza mgeni mwalikwa akitamka sauti lengwa. Mwanafunzi atambue sauti alizosoma katika maneno kwa mfano k. m mwana, mwananchi, ndoo, ndizi, uzalendo, pwani, pweza na pweke	Mwalimu awaangalie wanafunzi wakiandika silabi mbili zinazotokanan na silabi lengwa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 20-21
	3		Sauti mbili tofauti zinazotam kwa pamoja	Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi zilizo na maneno yaliyo na sauti lengwa ili kumsaidia mwanafunzi kutamka sauti husika ili kuimarisha matamshi na usomaji Kuchangamkia kutamka sauti lengwa ili kuimarisha mawasiliano.	Ni herufi na maneno yapi yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?	Mwanafunzi asome maneno kwa kutumia silabi na kugawa yaliyo marefu zaidi katika sehemu ndogo ndogo. Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa darasani au wawili wawili. Mwanafunzi anakili herufi na maneno yanayotokana na sauti alizofunzwa. Wanafunzi aandike maneno yanayojumuisha sauti lengwa.	Mwalimu awasikilize wanafunzi wakisema baadhi ya maneno ambayo yanaundwa kutokana na sauti mbili zinazotamkwa pamoja.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 21-22
6	1	Msamiati.	Msamiati.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao unahusiana na uzalendo ili kuimarisha mawasiliano kusoma msamiati unaohusiana na uzalendo ili kujenga usomaji	Je, uzalendo ni nini?	Mwanafunzi asome maneno yanayohusiana na uzalendo kama vile; umoja, amani, upendo, bendera, taifa, nchi, raia, gwaride, rangi za bendera kwa kutumia kadi za maneno. Mwanafunzi aeleze maana ya msamiati wa uzalendo. Mwanafunzi ashiriki katika mjadala kuhusu maana za maneno yanayohusiana na uzalendo	Mwalimu awasikile wanafunzi wakifafanua baadhi ya msamiati unaotokana na uzalendo.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 23
	2	Kusikiliza na Kuzungumza :	Masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno yanayoonyesha uzalendo ili kuyatumia katika mawasiliano kusimulia visa vinavyojumuisha mambo yanayoweza kuimarisha uzalendo ili kujenga stadi ya kuzungumza	Je, ni nini maana ya uzalendo? Uzalendo una umuhimu gani?	Mwanafunzi aeleze baadhi ya mambo yanayoweza kuimarisha uzalendo katika nchi yake kwa kutumia mgeni mwalikwa. Mwanafunzi asimulie visa vinavyojumuisha mambo yanayoweza kuimarisha uzalendo kama vile amani, umoja, upendo na bendera ya Kenya. Mwanafunzi asikilize kwa makini hadithi anazosimuliwa.	Mwalimu kuwasikiliza wanafunzi wakielezea maana ya uzalendo baada ya kipindi.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 26
	3	Kusikiliza na Kuzungumza :	Masimulizi	Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza masimulizi kuhusu uzalendo ili kuimarisha usikivu Kuthamini umuhimu wa uzalendo katika maisha ya kila siku.	Je, ni kwa njia zipi unaweza kuonyesha uzalendo? Bendera ina umuhimu gani?	Mwanafunzi aweza kutazama video inayoonyesha vitendo vya kizalendo. Wanafunzi wajadiliane kuhusu uzalendo katika makundi. Wanafunzi waimbe wimbo wa taifa na kujadili maana ya baadhi ya maneno ya kizalendo katika wimbo huo. Mwanafunzi atunge sentensi kuhusu baadhi ya mambo yanayohusu uzalendo.	Mwalimu awasikilize wanafunzi huku wakisema umuhimu wa bendera.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 27
7	1	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua rangi za bendera ili kuimarisha uzalendo kutambua maneno yanayohusiana na uzalendo ili kuimarisha mawasiliano	Je, unajua nini kuhusu uzalendo? Ni vipi unavyoweza kuonyesha upendo kwa nchi yako?	Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi. Mwanafunzi atabiri kitakachotokea kwenye hadithi. Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi		Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 28
	2	Kuandika	Kuandika	kufikia mwisho wa mada, mwanafunzi aweze: kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?	Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka. Mwanafunzi aelezee yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k. Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi	Mwalimu awaangalie wanafunzi wakiandika kisa kwa hati nadhifu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 30
	3		Kuandika	Kufikia mwisho wa mada, mwanafunzi aweze: Kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.	Je, ni tukio gani unaloweza kukumbuka na kuandikia kisa?	Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili. Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji	Mwalimu awasikilize wanafunzi wakijadili tukio wanaloweza kukumbuka ili Kuandika kisa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 31
8	1	Sarufi	Matumizi ya: -ake na -ao)	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya; -ake na –ao ili kuimarisha mawasiliano kusoma vifungu vya maneno vinavyojumuisha -ake na -ao ili kujenga usomaji kutunga sentensi akitumia -ake na ao ili kuimarisha ubunifu	Je, utatumia neno gani kuonyesha kwamba unachozungu mzia ni chako? Je, ni nini wingi wa – ake?	Mwanafunzi aonyeshe vitu vyake na vya wengine darasani na kuvirejelea akitumia ake na –ao. Mwanafunzi asome vifungu vyenye matumizi -ake na –ao. Mwananafunzi akamilishe vifungu kwa kutumia -ake na – ao km Kalamu ______ (kalamu yake)- Kalamu ______ (Kalamu zao); kitabu ______ (Kitabu chako) – Kitabu ______(Vitabu vyao). Mwanafunzi atunge sentensi kwa kutumia –ake na – ao	Mwalimu awasikilize wanafunzi wakiongea kuhusu vitu vyao wenyewe.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 32-33
	2	Miezi ya Mwaka.	Sauti mbili tofauti zinazotam kwa pamoja.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora kutamka sauti lengwa ili kuimarisha matamshi bora kusoma silabi za sauti lengwa ili kuimarisha usomaji	Ni sauti zipi unazojua kutamka? Unajua kusoma herufi zipi?	Mwanafunzi atambue sauti mb, nj na ng katika maneno. Mwanafunzi amsikilize mwalimu akitamka silabi zinazotokana na sauti lengwa kisha atamke. Pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima. Mifano ya silabi hizi ni: mba, mbe, mbi, nja, nje, nji, nga, nge na ngi. Mwanafunzi aweza kutumia vifaa vya ki teknolojia kama vile papaya, tarakilishi, projekta na kipazasauti	Mwalimu asikie mifano kutoka kwa wanafunzi kuhusu sauti mbili zinazotamkwa pamoja.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 34-35
	3	Msamiati	Majina ya miezi	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua miezi ya mwaka ili kuimarisha stadi ya kuzungumza kusoma majina ya miezi ya mwaka ili kuimarisha usomaji bora	Je, unajua majina yapi ya miezi?	Mwanafunzi asome majina ya miezi ya mwaka ipasavyo kwa kutumia kadi za maneno. Wanafunzi waweza kukariri mashairi yanayohusu miezi ya mwaka. Mwanafunzi aweza kuimba nyimbo zinazohusu miezi ya mwaka. Mwanafunzi aandike majina ya miezi ya mwaka.	Mwalimu awasikilize wanafunzi wakitaja baadhi ya majina ya miezi wanayoijua.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 39
9	1	Msamiati.	Majina ya miezi.	Kuandika majina ya miezi ya mwaka kwa mfuatano ili kujenga uandishi bora. Kutumia majina ya miezi katika sentensi ili kujenga ubunifu. Kuchangamkia majina ya miezi katika mawasiliano ya kila siku.	Je, ulizaliwa mwezi gani?	Mwanafunzi aandike majina ya miezi ya mwaka. Wanafunzi waweza kushirikishwa katika kupanga upya majina miezi ya mwaka yaliyoparaganywa. Mwanafunzi atunge sentensi akitumia majina ya miezi ya mwaka. Mwanafunzi aweza kuonyeshwa vibonzo vikitaja miezi ya mwaka na kuelezea matukio tofauti ya mwaka.	Mwalimu awaangalie wanafunzi wakiandika majina ya miezi katika daftari zao.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 40
	2	Msamiati.	Tarakimu 51-100.	Kufikia mwisho wa mada, mwanafunzi aweze; Kutambua nambari 51-100 kwa maneno ili kuimarisha stadi ya kuzungumza. Kusoma nambari 51100 kwa maneno ili kuimarisha usomaji bora.	Unaweza kuandika nambari zipi?	Mwanafunzi asome majina ya nambari 51100 Wanafunzi waweza kupatiwa kadi za nambari 51-100 na majina yake ili kuziambatanisha katika makundi. Mwanafunzi aandike nambari 51-100. Wanafunzi waweza kushirikishwa kupanga upya majina yaliparaganywa ya nambari 51-100.	Mwalimu awasikilize wanafunzi wakitaja nambari hamsini hadi mia moja.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 41
	3	Kusikiliza na Kuzungumza .	Masimuli zi.	Kufikia mwisho wa mada, mwanafunzi aweze: kutambua majina ya miezi ya mwaka kwa Kiswahili ili kuimarisha mawasiliano kutaja miezi ya mwaka kwa Kiswahili ili kuimarisha stadi ya kuzungumza	Unajua miezi gani ya mwaka? Je, ulizaliwa mwezi gani?	Mwanafunzi ataje miezi ya mwaka. Mwanafunzi aweza kuelezea mambo yanayofanyika miezi fulani kv kufungua shule mwezi wa Januari, kufunga shule mwezi wa Aprili. Mwanafunzi asimulie kuhusu matukio katika miezi mbalimbali k.v. kuzaliwa, shehere za kidini na kitaifa. Mwanafunzi aweza kuimba nyimbo na kukariri mashairi kuhusu miezi ya mwaka.	Mwalimu awasikilize wanafunzi wakimueleza kuhusu mwezi waliozaliwa.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 44
10	1	Kusoma:	Hadithi.	Kufikia mwisho wa mada, mwanafunzi aweze: kufahamu hadithi aliyoisoma na aliyosomewa kuhusu miezi ya mwaka ili kupata ujumbe kuchangamkia kusoma hadithi katika maisha ya kila siku	Je, waweza kukumbuka nini ulichosoma au kusomewa?	Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma. Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa.	Mwalimu asikilize wanafunzi wakieleza hadithi aliyowasomea.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 47
	2	Kuandika	Kusikiliza na kuzungu mza.	Kufikia mwisho wa mada, mwanafunzi aweze: kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi Kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.	Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa? Je, unaweza kuandika kisa kipi kuhusu jambo ulilofanya katika mwezi fulani wa mwaka?	Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka Mwanafunzi aeleze yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k. Mwanafunzi asome kielelezo cha kisa kilichoandikwa. Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili	Mwalimu awaangalie wanafunzi wakiandika kisa kifupi kwa hati nadhifu.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 49
	3	Sarufi.	Matumizi ya Kikomo	Kufikia mwisho wa mada, mwanafunzi aweze; Kutambua matumizi ya kikomo (.) katika kuimarisha mawasiliano kuakifisha sentensi kwa kutumia kikomo (.) katika kuimarisha uandishi bora kuzingatia kikomo (.) anaposoma kifungu na sentensi ili kuimarisha usomaji bora kuthamini matumizi ya kikomo (.) katika mawasiliano.	Unajua alama zipi za kuakifisha? Je, kikomo (.) huwekwa wapi katika sentensi?	Mwanafunzi asome sentensi zenye kikomo (.) katika vikundi Mwanafunzi aakifishe sentensi fupi kwa kutumia kikomo (.). Mwanafunzi aandike sentensi ukitumia kikomo (.).	Mwalimu awasikilize wanafunzi wakieleza jinsi wanavyotumia kikomo.	Mwanafunzi Tarakilishi Kiswahili Dadisi Gredi ya tatu uk, 50-51

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:43

Hygiene and Nutrition Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Reflection
1	1	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: Mention healthy habits that promote our wellbeing,	Which health habits promote our wellbeing	In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water Bean bags Tires Huddles Skipping ropes Starter Swings Slides See-saws	Observing the health habits from the pupils Asking questions
	2	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: state the importance of practicing health habits for our well-being	Why is it important to practice these health habits?	Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites)	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water	Asking questions
2	1	Health practices	Healthy habits	By the end of the sub strand, the learner should be able to: practice health habits that promote our wellbeing, appreciate the importance of observing health habits for our well-being	Which health habits do you practice daily?	Learners listen to stories and share experiences that bring out the importance of practicing health habits. Learners are guided to keep a record of the health habits they practice on a daily basis	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3 Video clips Charts Bicycle Water	Observing the healthy habits practiced by the pupils Asking and answering question
	2	Health practices	Oral Hygiene	By the end of the sub strand, the learner should be able to: name common problems related to teeth	What are the common problems related to teeth?	In pairs, learners share experiences on the problems they have experienced with their teeth Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 9- 10 video clips pictures charts resource person	Observations, oral questions written questions
3	1	Health practices	Oral Hygiene	By the end of the sub strand, the learner should be able to: mention ways of dealing with common problems related to teeth.	How do we prevent teeth problems	Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the) using pictures, video clips Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 12-13 video clips pictures charts resource person	Observations, oral questions written questions
	2	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: give reasons for cleaning the classroom	What materials do we use to clean the classroom?	In groups, learners are guided to give reasons for cleaning the classroom. Learners identify the materials and equipment used for cleaning the classroom using regalia and pictures.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 15 Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
4	1	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: identify materials used to clean the classroom	Why do we clean our classroom?	Learners assess their own classroom and identify areas that need to be cleaned. Learners are guided to clean the classroom (collecting litter, sweeping the floor, dusting surfaces like desks and chairs, removing cobwebs, emptying the dustbin, opening windows for aeration, arranging furniture)through demonstration, video clips. Learners practice how to clean the classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 16-17 video clips Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
	2	Health practices	Cleaning the classroom	By the end of the sub strand, the learner should be able to: care for the classroom appreciate the importance of having a clean classroom	How do we clean the classroom? How can we ensure that we maintain class cleanliness?	Learners are guided to develop a duty roster on cleaning their classroom Learners are guided to develop a checklist which they will use to assess cleanliness of their classroom Learners can simulate how to clean a classroom using computing devices to clean the classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 18-19 Pictures Charts Dusters cobweb broom Broom Dustpan Dustbin Computing Devices	Observations, oral questions written questions
5	1	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: identify types of dirt found on utensils	What type of dirt do we find on utensils?	Learners are guided to identify types of dirt found on utensils (greasy, starchy, milky dirt) using regalia, pictures, video clips.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 21-22 egg shells charcoal ash sieve utensils to clean clean water basins	Observations, oral questions written questions
	2	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: identify materials that can be improvised for cleaning utensils,	Which materials can be improvised to clean utensils?	Learners are guided to identify cleaning materials using pictures, regalia. Learners are guided to identify materials that can be improvised	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 23-24 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
6	1	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: prepare improvised cleaning materials for cleaning utensils demonstrate how to clean utensils using the improvised cleaning materials,	How can we prepare improvised materials for cleaning utensils	Learners are guided in preparing the improvised materials for cleaning e.g. sieving ash, crush charcoal, crush egg	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 25 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
	2	Health practices	Use of improvised materials for cleaning utensils	By the end of the sub strand, the learner should be able to: clean utensils using improvised cleaning materials, appreciate the use of improvised cleaning materials	How do we clean utensils using improvised cleaning materials?	In groups, learners are guided to clean the utensils using the improvised cleaning materials. Learners can find out other materials that can be improvised for cleaning utensils using computing devices, talking to parents and other members in the community	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 26-27 egg shells, charcoal, ash, sieve, utensils to clean, clean water,	Observations, oral questions written questions
7	1	Health practices	Proper use and storage of medicine at home	By the end of the sub strand, the learner should be able to: identify medicines for internal and external use at home Interpret simple instructions on dosage of medicine for various ailments,	Which are the internal and external medicines used at, home?	Learners are guided to identify internal and external medicines used at home (those to be swallowed and those to be applied) using empty packets and containers.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 28-29 empty packets of medicine computing devices	Observations, oral questions written questions
	2	Health practices	Proper use and storage of medicine at home	By the end of the sub strand, the learner should be able to practice proper storage of medicine at home.	How do we store medicine	Learners’ role play on interpreting instructions on use and storage of medicine. Learners can play games on interpreting simple instructions on dosage of medicine using computing devices	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 30-31 empty packets of medicine computing devices	Observations oral questions written questions
8	1	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: mention ways in which water is contaminated in the environment, differentiate between clean water and safe water for drinking,	How is water contaminated?	Learners are guided to discuss ways in which water can be contaminated in their environment (human activities-washing clothes, bathing, urinating, swimming and animals- drinking directly from water source, excreting in water) through pictures, charts, video clips.	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria water bottle computing devices burner	Observations oral questions written questions
	2	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: state the importance of drinking safe water for good health,	Is clean looking water safe for drinking	Learners are guided to differentiate between clean water and safe water through experimentation (sieve clean looking water with a clean white handkerchief; presence of substances left on the handkerchief is an indication that the water has suspensions in it which makes it unsafe for drinking).	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria water bottle computing devices burner	Observations oral questions written questions
9	1	Health practices	Making water safe for drinking	By the end of the sub strand, the learner should be able to: make water safe for drinking by boiling. store boiled water meant for drinking, appreciate the need for safe water for drinking	How can we make water safe for drinking?	Learners are guided in group discussions on reasons why we need to drink safe water Learners are guided on how to boil water for drinking through a demonstration or watching video clips	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34 Pictures Charts Handkerchief Sufuria Water Bottle Computing Devices Burner	Observations oral questions written questions
	2	Kitchen Garden	Types of Kitchen Garden	By the end of the sub strand, the learner should be able to: identify forms of kitchen gardens name different crops grown in a kitchen garden state the importance of a kitchen garden at home and school.	What forms of kitchen gardens do we have?	Learners are guided to identify forms of kitchen gardens (bags, tires, basins/boxes, pipes, plots, hanging/floating pots, hanging walls) using pictures, charts, video clips Learners can take photos of kitchen gardens at home using computing devices and display in their classroom	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 38-39 relevant farm tools Seeds Seedlings Watering Can Bags And Sacks Pipes Tires Pots Tins Computing Devices	Observations oral questions written questions
10	1	Kitchen garden	types of kitchen garden	By the end of the sub strand, the learner should be able to: Create a kitchen garden at home and school, appreciate the importance of a kitchen garden at home and school.	How can I make and maintain my kitchen garden?	Learners are guided in creating a kitchen garden within the school compound Learners maintain the kitchen garden in school and at home with the help of a teacher/parent/guardian	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 42 relevant farm tools Seeds Seedlings Watering Can Bags And Sacks Pipes Tires Pots Tins Computing Devices	Observations oral questions written questions
	2	Health practices	Care of toilets/latrines and urinals	By the end of the sub strand, the learner should be able to: mention reasons for cleaning a toilet, latrine or urinal in their environment identify the materials used in cleaning a toilet, latrine or urinal in their environment	What materials do we use to clean the toilet, latrine or urinal	Learners are guided to mention the importance of cleaning toilets, latrines or urinal	Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 43 Toilet cleaning equipment Materials video clips computing devices	Observations oral questions written questions

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:42

Mathematics Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub-Strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Remarks
1	1	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	In which position were you when you came to class in the morning?	Learners in groups /pairs to arrange different items in order of size starting with the smallest	Counters Charts Oxford mathematics activities learner’s book3 page 1	Observation Writing exercise
	2	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	In which position was your number in the race?	Leaners in pairs/groups to get to the field and run in a race and identify their positions	School field Oxford mathematicsactivities learner’s book3 page 1	Observation Oral exercise
	3	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Which day of the week is position 1?	Learners to match days, months with their position	Charts Calendar Oxford mathematics activities learner’s book 3 page 3	Writing exercise Oral exercise
	4	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we number positions in the cards?	Learners to identify the position of an object from a reference point using first, second up to 20	Charts Cards Oxford mathematics activities learner’s book 3 page 3	Observation In class writing exercise
	5	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Which position is your book?	Learners to identify the position of an object from a reference point using first, second up to 20	Charts Number Cards Oxford mathematics activities learner’s book 3 page 4-5	In class writing exercise
2	1	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position of each object?	Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th	Number cards Oxford mathematics activities learner’s book 3 page 5	Oral questions Writing exercises
	2	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position of each object?	Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th	Number cards Oxford mathematics activities learner’s book 3 page 5-6	Observation Written exercise
	3	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position of each object?	Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th	Number cards Oxford mathematics activities learner’s book 3 page 5-6	Observation Written exercise
	4	numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position of each object?	Learners to get out of the class and identify the position numbers of buildings within the school compound	Number cards Oxford mathematics activities learner’s book 3 page 6	Observation Written exercise
	5	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position of each floor of a storey building	Learners to identify the position number of floors in storey buildings	Number cards Oxford mathematics activities learner’s book 3 page 7-8	Observation Writing exercises
3	1	Numbers	Number concept	By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20	Can we find the position numbers of alphabets?	Learners to identify the position numbers of letters A-Z	Number cards Oxford mathematics activities learner’s book 3 page 10-11	Observation Writing exercise
	2	Numbers	Whole numbers	By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000	How would you get the total number of people in a group?	Learner sin pairs/groups to count in 1’s forward and backwards starting from any point	Charts Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 12	Observation Oral exercise
	3	Numbers	Whole numbers	By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000	How would you get the total number of people in a group?	Learner sin pairs/groups to count in 2’s forward and backwards starting from any point from 1-1000	Charts Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 13	Written exercise Oral exercise
	4	Numbers	Whole numbers	By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000	How do we count in 5’s?	Learner sin pairs/groups to count in 5’s forward and backwards starting from any point from1-1000	Chalkboard Charts Number cards Oxford mathematics activities learner’s book 3 page 14	Observation Oral exercise
	5	Numbers	Whole numbers	By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000	How do we count in 10’s?	Learner sin pairs/groups to count in 10’s forward and backwards starting from any point from1-1000	Chalkboard Charts Number cards Oxford mathematics activities learner’s book 3 page 15	Observation Written exercise
4	1	Numbers	Whole numbers	by the end of the lesson the learner should be able to identify the place value up to thousands	Can we show the place value?	Learner sin pairs /groups to discuss place value up to thousands	Sticks and abacus Oxford mathematics activities learner’s book 3 page 16	Written exercise
	2	Numbers	Whole numbers	by the end of the lesson the learner should be able to identify the place value up to thousands	Can we show the place value?	Learner sin pairs /groups to discuss place value up to thousands	Sticks and abacus Oxford mathematics activities learner’s book 3 page 17	Observation Written exercise
	3	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify the place value up to thousands	Can we show the place value?	Learner sin pairs /groups to discuss place value up to thousands	Sticks and abacus Oxford mathematics activities learner’s book 3 page 18	Observation Written exercise
	4	Numbers	Whole numbers	By the end of the lesson the learner should be able to read numbers 1-1000 in symbols	Can you read from number 11000?	Learners in pairs/groups to complete reading numbers 1-1000 in symbols	Number cards Charts Oxford mathematics activities learner’s book 3 page 19	Writing exercise Oral questions
	5	Numbers	Whole numbers	By the end of the lesson the learner should be able to read numbers 11000 in symbols	Can you read from number 301-500?	Learners in pairs/groups to complete reading numbers 301-500 in symbols	Number cards Charts Oxford mathematics activities learner’s book 3 page 20	Writing exercise Oral questions
5	1	Numbers	Whole numbers	By the end of the lesson the learner should be able to read numbers 11000 in symbols	Can you read from number 501-1000?	Learners in pairs/groups to complete reading numbers 501-1000 in symbols	Number cards Charts Oxford mathematics activities learner’s book 3 page 20	Writing exercise Oral questions
	2	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you read and write numbers120?	Learners to read and write numbers 1-20 in words	Charts Chalkboard Oxford mathematics activities learner’s book 3 page 21	Oral question Written exercise
	3	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you read and write numbers 21-40?	Learners to read and write numbers 21-40 in words	Charts Chalkboard Oxford mathematics activities learner’s book 3 page 22	Oral question Written exercise
	4	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you match the numbers with the number words?	Learners to match numbers with number words	Work books Oxford mathematics activities learner’s book 3 page 23	Oral question Written exercise
	5	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you read and write numbers from 41-60?	Learners to read and write numbers 41-60 in words	Charts Chalkboard Oxford mathematics activities learner’s book 3 page 24	Observation Written exercise
6	1	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you read and write numbers from 61-80?	Learners to read and write numbers 61-80 in words	Charts Chalkboard Oxford mathematics activities learner’s book 3 page 25	Written exercise
	2	Numbers	Whole numbers	By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words	Can you read and write numbers from 81-100?	Learners to read and write numbers 81-100 in words	Charts Chalkboard Oxford mathematics activities learner’s book 3 page 26-27	Written exercise
	3	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000	Ca you find the missing numbers?	Learners to identify the missing numbers	Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 28	Observation Written exercise
	4	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000	What is the next number?	Learners to identify the next number in the pattern	Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 29	Written exercise
	5	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000	What is the next number?	Learners to identify the next number in the pattern	Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 30	Written exercise
7	1	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000	What is the next number?	Learners to identify the next number in the pattern	Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 31	Written exercises
	2	Numbers	Whole numbers	By the end of the lesson the learner should be able to appreciate number patterns as they skip on a number line By the end of the lesson the learner should be able to play games involving patterns	How can we use a number line in patterns? Can you play patterns games?	Learners to use a number line on identifying the next number in the pattern Learners in pairs/groups to play games involving patterns	Charts Chalkboard Playing cards	Written exercise Oral exercise Observation
	3	Numbers	Fractions	By the end of the lesson the learner should be able to identify ½ part of a whole	Can you divide a shape into two halves?	Learners in pairs/groups to make circular cut-outs	Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 32	Observation Oral exercise
	4	Numbers	Fractions	By the end of the lesson the learner should be able to identify ¼ part of a whole	Can you divide a shape into four equal parts?	Learners in pairs/groups to make rectangular cut-outs and fold them into 4 equal parts to get quarter of a whole and identify each part as ¼ of the whole	Oxford mathematics activities learner’s book 3 page 33 Colours	Writing exercise Oral questions
	5	Numbers	Fractions	By the end of the lesson the learner should be able to identify 1/8 part of a whole	Can you divide a shape into eight equal parts?	Learners in pairs/groups to make rectangular cut-outs and fold them into 8 equal parts to get quarter of a whole and identify each part as 1/8 of the whole	Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 35	Writing exercise Oral questions
8	1	Numbers	Whole numbers	By the end of the lesson the learner should be able to identify which one is bigger between the ½, ¼ and 1/8	Which one is bigger?	Learner to identify the biggest size between ½, ¼ and 1/8	Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 34	Writing exercise Oral questions
	2	Numbers	Fractions	By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups	Can you identify a quarter of a group?	Learners in pairs/groups to make rectangular cut-outs and fold to get 4 equal parts and identify one part as a ¼ of a whole	Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 37-38	Written exercise
	3	Numbers	Fractions	By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups	Which has more?	Learners to identify which fraction has more of a given whole number	Work books Oxford mathematics activities learner’s book 3 page 39	Written exercise Observation
	4	Numbers	Fraction	By the end of the lesson the learner should be able to work out word problems involving fractions	Can you work out word problems involving fractions?	Learners to read and solve word problems on fractions	Work books Oxford mathematics activities learner’s book 3 page 41-42	Written exercise
	5	Number	Fractions	By the end of the lesson the learner should be able to add by counting on a number line	How do you add using a number line?	Learners to practice adding number using a number line	Chalkboard Oxford mathematics activities learner’s book 3 page 44	Written exercise
9	1	Numbers	Addition	By the end of the lesson the learner should be able to add by counting on	How do we add by counting on?	Learners to add numbers by counting on	Chalkboard Oxford mathematics activities learner’s book 3 page 45	Oral exercise Written exercise
	2	Numbers	Addition	By the end of the lesson the learner should be able to add using a place value chart	Can you add using a place value chart?	Learners to practice using the place value chart in adding numbers	Chalkboard Oxford mathematics activities learner’s book 3 page 46	Written exercise
	3	Numbers	Addition	By the end of the lesson the learner should be able to add a 3-digit number to up to a 2-digit number without regrouping with sum not exceeding 1000	Can you add 3digit numbers to 1-digit number?	Learners to add 3-digit numbers to 1-digit number	Chalkboard Oxford mathematics activities learner’s book 3 page 46	Written exercise Oral questions
	4	Numbers	Addition	By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000	How do we regroup numbers?	Learners to practice adding horizontally and vertically	Chalkboard Oxford mathematics activities learner’s book 3 page 46	Written exercise
	5	Numbers	addition	By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000	How do we regroup numbers?	Learners add multiples of 10	Chalkboard Oxford mathematics activities learner’s book 3 page 54	Observation Written exercises
10	1	Numbers	Addition	By the end of the lesson the learner should be able to solve word problems on addition of 3-digit numbers to 2digit number	Can you solve word problems on addition?	Learners to work out word problems on addition of 3digit numbers to 2-digit numbers	Oxford mathematics activities learner’s book 3 page55
	2	Numbers	Addition	By the end of the lesson the learner should be able to add three single digit numbers with sum up to 27	How do we add 3-single digit numbers?	Learners to add three single digits with the sum not exceeding 27	Chalkboard Oxford mathematics activities learner’s book 3 page 56-57	Written exercise
	3	Numbers	Addition	By the end of the lesson the learner should be able to add two 3-digit numbers without regrouping	How do we add 3-digit numbers without regrouping?	Learner should practice adding 3-digit numbers without regrouping	Chalk board charts Oxford mathematics activities learner’s book 3 page 59	Written exercise
	4	Numbers	Addition	By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000	How do we add 3-digit numbers with regrouping	Learners to add two 3digit numbers with regrouping	Chalk board charts Oxford mathematics activities learner’s book 3 page 61	Written exercise
	5	Numbers	Addition	By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000	What is the next number?	Learners to find the next number in the patterns	Chalk board charts Oxford mathematics activities learner’s book 3 page 64	Observation Written exercise

Published in Grade 3 Schemes of Work Term 1 2023

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Wednesday, 15 February 2023 13:42

Environmental Schemes - Grade 3 Schemes of Work Term 1 2023

Week	Lesson	Strand	Sub Strand	Specific Learning Outcomes	Key Inquiry Question(S)	Learning Experience	Learning Resources	Assessment Methods	Reflection
1	1	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe unfavorable weather conditions	How could weather conditions be Unfavorable?	Using relevant stimulus materials, learners to discuss the meaning of unfavorable weather conditions (floods and drought)	Our lives today Grade 3 page 2-4 Pictures Video clips Regalia Charts Cut out	Asking the pupils question on weather conditions of the day.
	2	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe unfavorable weather conditions	How could weather conditions be unfavorable?	Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.	Our lives today Grade 3 page 3-4 Pictures Video clips Regalia Charts Cut out	Asking the pupils’ oral question on weather conditions of the day Observing the images drawn by the learners.
	3	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: drawing images of unfavorable weather you have encountered	How could weather conditions be unfavorable?	Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.	Our lives today Grade 3 page 3-4 Pictures Video clips Regalia Charts Cut out	Observing the images drawn by the pupils unfavorable weather
	4	Weather	Exploring unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: observe the effects of unfavorable weather conditions for safety draw some images on harmful weather	What does harmful weather do?	Learners to listen to stories on unfavorable weather conditions and its effects from elders in the community	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Asking question of the effects of unfavorable weather condition for safety.
	5	Weather	Exploring unfavorable weather conditions	develop curiosity in identifying effects of weather conditions in the environment	What does harmful weather do?	Learners to listen to stories on unfavorable weather conditions and its Effects from elders in the community. Learners gather more information on unfavorable from internet sources, libraries. Then write a paragraph on each unfavorable weather condition Learners share the information	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Listen to different stories that were gathered by the students on unfavorable weather from the community.
2	1	Weather	Exploring favorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe favorable weather conditions	What are favorable weather condition	Using relevant stimulus materials, learners to discuss the meaning of favorable weather conditions i.e. calm weather, sunny day	Our lives today Grade 3 page 6-7 Pictures Video clips Regalia Charts Cut out	Oral question on favorable weather Conditions Observing images drawn
	2	Weather	Exploring favorable weather conditions	By the end of the sub-strand, the learner should be able to: Describe favorable weather conditions	What are favorable weather condition	In groups, learners share experiences on how to keep safe from favorable weather conditions	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils question on whether condition of the day Observing the images of favorable weather
	3	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: Identify ways of keeping safe from unfavorable weather conditions	How could we keep safe from unfavorable weather conditions?	using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavorable weather conditions (floods, drought)	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on favorable weather condition
	4	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: keep safe from unfavorable weather conditions	How could we keep safe from unfavorable weather conditions	In groups, learners share experiences on how to keep safe from unfavorable weather conditions	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
	5	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: demonstrate knowledge of keeping safe from unfavorable weather condition.	How could we keep safe from unfavorable weather conditions	Learners to simulate how to keep safe from unfavorable weather conditions Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
3	1	Weather	Keeping safe from unfavorable weather conditions	By the end of the sub-strand, the learner should be able to: working in groups of 3 demonstrate knowledge of keeping safe from unfavorable weather Condition.	How could we keep safe from unfavorable weather conditions	Learners to simulate how to keep safe from unfavorable weather conditions Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts Cut out	Asking the pupils some of question on keep safe from unfavorable weather conditions
	2	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: identify ways of making water clean and safe for use in the home	How could we make water clean and safe for use in the home?	Learners to listen and respond to case story on the need to use clean and safe water.	Our lives today Grade 3 page 8-9 Pictures Video clips Regalia Charts	Asking pupils question on how to make water safe for drinking at home
	3	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: make water clean and safe using different methods	How could we make water clean and safe for use in the home	Learners to share experiences on how to make water clean and safe for use in the home	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
	4	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home	How could we make water clean and safe for use in the home	Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (decantation)	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
	5	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home	How could we make water clean and safe for use in the home	Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (filtering, boiling)	Our lives today Grade 3 page 8-9 Pictures	Asking pupils question on how to make water safe for drinking at home
4	1	Water	Making water safe for use	By the end of the sub-strand, the learner should be able to: Appreciate clean and safe water for use to reduce health risks.	How could we make water clean and safe for use in the home	Learners to make a simple water filter using locally available materials Learners to decant filter and boil water to make it clean and safe for use.	Our lives today Grade 3 page 8-9 Pictures	Oral questions, observe as they work in Groups, written questions, project work on making water filter. Asking pupils question on how to make water safe for drinking at home
	2	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to: differentiate soils by texture from provided soil samples	What are the different types of soils	Learners to explore the environment and collect different soil samples (sand, loam and clay)	Our lives today Grade 3 page 20 Pictures Soil sand, loam and clay)	Checking the answers given by students of types of soils Observing
	3	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two identify different type of soils found near the school compound.	What are the different types of soils	Learners to explore the environment and collect different soil samples (sand, loam and clay)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the different types of soils given by students
	4	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples	What the different texture of soils?	In groups, learners to feel between their fingers the different soil samples and record findings (course medium, fine)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the pupils answer on soil sample Asking question on soil samples
	5	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples	What the different texture of soils?	In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing the pupils answer on soil sample Asking question on soil samples
5	1	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two, Make a soil display differentiate types of soil near the school compound using tins and sheets of paper	How to make soil display.	Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)	Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)	Observing how the student are identifying the soils Observing the how the pupils are using the tins and paper sheets
	2	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; In groups of two, differentiate types of soil near the school compound using tins and sheets of paper	Identify the size of soil particles	Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)	Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)	Observing how the student are identifying the soils Observing the how the pupils are using the tins and paper sheets
	3	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; name the three types of soils based on their characteristics	Identify the soils based on the characteristics	Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles.	Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)	Checking answers given by pupils on types of soils
	4	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource	Identify the soils based on the characteristics	Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner.	Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)	Oral question on characteristics of soils as an environmental resource
	5	Soil	Exploring soil characteristics	By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource discuss with your parent what soils are found in your home area	How to make a soil display	Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner. Learners find out from parents or guardians on the types of soils found in their locality and report back.	Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)	Oral question on characteristics of soils as an environmental resource listening to answers given by pupils
6	1	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: Describe safe ways of handling different plants	Identify different types of plants	Learners to carry out a nature walk to observe and identify the plants	Our lives today Grade 3 page 26 Pictures Maize Tomatoes, mango plant etc.	Observing how the pupils are identifying the plants.
	2	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: In groups of two and the teacher, take nature walk around the school compound and identify different types of plants, take photographs and list them.	Identify different types of plants	Learners to carry out a nature walk to observe and identify the plants	Our lives today Grade 3 page 27 Pictures Maize Tomatoes, mango plant etc. Camera	Observing how the pupils are identifying the plants
	3	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. edible and non- edible Define edible and non-edible.	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (edible/non-edible	Our lives today Grade 3 page 27 Pictures avocado Orange Cabbage, Sodom apple, carrot, pea plant Tomatoes, mango plant etc. Camera	Observing how the pupils are identifying the plants. Checking the list given on edible and non-edible plants
	4	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: I categorize plants in the immediate environment according to specified features i.e. poisonous/non-poisonous) Define poisonous/non-poisonous).	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (poisonous/nonpoisonous)	Our lives today Grade 3 page 29 Pictures Bittersweet nightshade, Datura Sodom apple fruit Camera	Observing how the pupils are identifying the plants. Checking the list given on poisonous/non-poisonous)
	5	Plants	Categorizing plants.	By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. thorny/non-thorny Define thorny/non-thorny appreciate the rich diversity in plants	Identify different types of plants	Using relevant stimulus materials, learners to be guided to categorize plants according to specified features thorny/non-thorny	Our lives today Grade 3 page 31 Pictures Rose flower plants, cactus Camera	Observing how the pupils are identifying the plants. Checking the list given on thorny/non-thorny
7	1	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: describe safe ways of handling different plants use glove, hold the stem, use a y- stick	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	2	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: in group of two, collect different types of plants and describe safe ways of handling plants.	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	3	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: observe safety when handling different plants in the immediate environment.	How could we handle plants safely?	Learners to watch video clips or pictures or posters on safety when handling plants	Our lives today Grade 3 page 33 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	4	Plants	Safety when handling plants	By the end of the sub-strand, the learner should be able to: appreciate the need to handle plants Responsibly to reduce health risks.	How could we handle plants safely?	Learners to share information on how to handle different plants Learners to simulate safety when handling plants	Our lives today Grade 3 page 34-35 Pictures Sample of plants Outdoor activities	Observing how the people are handling plants.
	5	Animals	Types of animals found in the environment	By the end of the sub-strand, the learner should be able to: identify types of animals near the school compound	What animals do you see?	Learners to identify type of animals found in the school compound	Our lives today Grade 3 page 34-35 Pictures Cow Goat Dog Monkey Chicken	Observing the images of animals drawn by the pupils Oral question on about the animals found in the school compound
8	1	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: State different uses of animals to people	What are the uses of animals to people	Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)	Our lives today Grade 3 page 37 Pictures Cow Goat Dog Monkey	Oral question on the uses of animals by people at home and in school
	2	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: identify different animals that provide food products	What food do we get from animals	Learners discuss the different food products people get from animals (meat, milk, eggs, honey)	Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese Chicken	Oral question on the uses of animals by people at home and in school Observing the posters made on importance of animals
	3	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: In groups of two categories different Foods that are provided by animals at home and near the school compound.	What food do we get from animals	Learners discuss the different food products people get from animals (meat, milk, eggs, honey	Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese , Chicken	Oral question on the food that animals provide Observing the food brought by the pupils as animals products
	4	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Identify animals found in the wilderness	What the animals found in the wilderness	Learners to identify animals found outside the forest	Our lives today Grade 3 page 37-38 Pictures Monkey Lion Elephant Cheetah Antelopes	Oral question on the animals found in the wilderness Observing images drawn on wild animal.
	5	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Discuss the importance of animals found in the wild	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Oral question on the importance of wild animals
9	1	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: In groups of two categories different Wild animals and state their importance.	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Oral question on the importance of wild animals
	2	Animals	Importance of animals	By the end of the sub-strand, the learner should be able to: Appreciate the importance of animals to the people	Importance of animals found in the wild.	Learners to identify Importance of animals found in the wild	Our lives today Grade 3 page 37-38 Pictures Skin Attract visitors in the country Meat	Observe the manner in which the pupils appreciate the knowledge on animals
	3	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: define heat identify sources of heat in the environment	What are the sources of heat?	Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker,	Our lives today Grade 3 page 45 Pictures Sun, fire	Observe the source of heat identified by the pupil
	4	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: Match different sources of heat to their fuels in the environment.	What are the sources of heat	Learners to think, pair and share their experiences on sources of heat at home and community	Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker	Observe how the pupils have categories the source of heat Oral question on source of heat
	5	Energy: Heat	Sources of Heat	By the end of the sub-strand, the learner should be able to: appreciate the different sources of heat in the community	What are the sources of heat	Learners interact with parents or guardians to appreciate the types of fuels used in the community and report back.	Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker	Observing how the pupil shows appreciation on the lesson on sources of heat. Take away quiz on the sources of heat
10	1	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: identify uses of heat energy in the environment	How is heat energy used in daily life?	Learners to discuss uses of heat energy (warming, cooking, ironing, drying)	Our lives today Grade 3 page 50-51 Fire Electricity Gas Sun	Oral question on uses of heat energy.
	2	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: use heat energy responsibly to promote conservation and safety	How is heat energy used in daily life?	Learners to discuss uses of heat energy (warming, cooking, ironing, drying) Learners to use multimedia resources to find out uses on heat energy in daily life	Our lives today Grade 3 page 52-53 Fire Electricity Gas Sun	Observing how the pupils are using heat energy to promote safety and conservation
	3	Energy: Heat	Uses of heat in the environment	By the end of the sub-strand, the learner should be able to: appreciate conservation of heat energy in daily life	How do we use heat energy properly	In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying)	Our lives today Grade 3 page 52-53 Fire Electricity Gas Sun	Observing responsible behavior for conservation of heat Oral question on heat energy responsibly to promote conservation and safety
	4	Energy: Heat	Dangers of heat energy	By the end of the sub-strand, the learner should be able to: identify materials that can start fire in the house	What are the dangers of heat energy?	Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)	Our lives today Grade 3 page 56 Fire Electricity Gas Sun match box petrol	Oral question what causes fire
	5	Energy: Heat	Dangers of heat energy	By the end of the sub-strand, the learner should be able to: demonstrate an understanding of safe ways of moving from the house in case of a fire outbreak	How should we safely move away in case of a fire outbreak in the house?	More information on fires and safety procedures. Learners to develop “Dos” and “Don’ts “list during fire outbreaks. The list should be shared at school and at home	Our lives today Grade 3 page 57 Electricity Gas Sun match box petrol	Observing how the pupils do the fire demo

Published in Grade 3 Schemes of Work Term 1 2023

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