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Tuesday, 15 November 2022 11:50

StoryMoja ; Know More Science and Technology Learner's Book Grade 6 - Grade 6 Schemes of Work Term 1 2023

GRADE 6 SCIENCE AND TECHNOLOGY
SCHEME OF WORK TERM 1 2023

SCHOOL	GRADE	LEARNING AREA	TERM	YEAR
	GRADE 6	SCIENCE AND TECHNOLOGY	1	2023

W eek	Lesso n	Strand /Theme	Sub-strand	Specific-Learning outcomes	Key Inquiry Question(S)	Learning/ Teaching Experience	Learning Resources	Assessment Methods	Reflection
1	1	Living things	Plants-Parts of a plant: Identifying different plants found in the locality	By the end of the sub-strand, the learner should be able to: Identify different plants found in the local area. Recognize different plants found around the school through excursion. Appreciate herbaceous plants.	What type of plants are found in your local area?	Learner are guided to identify different plants found in the local area. Learners are guided in an excursion to identify different plants found in the local area. In groups, learners are guided to use digital devices such as camera, smartphones and tablets to take photos of different plants found in the local area. Learners are guided to collect herbaceous plants by uprooting them.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 1-4*	Oral questions Oral Report Observation
	2	Living things	Identifying different plants of plants in the environment	By the end of the sub-strand, the learner should be able to: Identify different parts of plants in the environment. Recognize different parts of plants in the environment. Appreciate different types parts of plants in the environment.	Which parts of plants do you know?	Learners are guided to identify different parts of plants in the environment (flower, roots, fruits, leaf and steam) Learners are guided in an excursion to identify different parts of plants in the environment.	Realia Charts Photographs Pictures Digital devices Computing devices *Know More: Science and Technology Learner’s Book Grade 6 pg. 4-6*	Oral questions Oral Report Observation
	3	Living things	Drawing and labelling different parts of a plants	By the end of the sub-strand, the learner should be able to: Mention different parts of plants. Draw and label the different parts of a plant. Have fun and enjoy drawing different parts of plants.	How to draw and label the different parts of a plant?	Learners are guided to mention different parts of plants. Learners are guided to draw and label the different parts of a plant.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 6 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Define photosynthesis. Investigate the functions of different parts of a plant. Appreciate the functions of different parts of a plant.	What are the functions of different parts of a plant?	Learners are guided to define photosynthesis. Learners are guided to investigate the functions of different parts of a plant. In groups, learners are guided to use a digital device connected to the internet to find out about functions of different parts of a plant	Know More: Science and Technology Learner’s Book Grade 6 pg. 6-7 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
2	1	Living things	Using visual aids to identify the functions of different parts of a plant	By the end of the sub-strand, the learner should be able to: Use visual aids to identify the functions of the different parts of plants. Draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes. Appreciate the use of visual aids to identify the functions of the different parts of plants.	What are functions of roots?	In groups, learners are guided to use visual aids to identify the functions of the different parts of plants. Learners are guided to draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes	Know More: Science and Technology Learner’s Book Grade 6 pg. 7-8 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Appreciating different plants in the community	By the end of the sub-strand, the learner should be able to: Mention ways of taking care of plants. Compose a song on different plants found in his/her community. Appreciate different plants in the community.	How do you take care of plants?	In groups, learners are guided to mention ways of taking care of plants. In groups, learners are guided to compose a song on different plants found in his/her community.	Know More: Science and Technology Learner’s Book Grade 6 pg. 8-9 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Making mountings of different parts of a plant	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different parts of a plant. Make mountings of different parts of a plant. Have fun and enjoy making mountings of different parts of a plant.	How to make mountings of different parts of a plant?	Learners are guided to list the materials needed to make mountings of different parts of a plant. In groups, learners are guided to make mountings of different parts of a plant. In groups, learners are guided to display the mounted parts of the plants in the Science corner.	Know More: Science and Technology Learner’s Book Grade 6 pg. 9-10 Manilla papers Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Plants-Types of roots	By the end of the sub-strand, the learner should be able to: Identify different types of roots. Observe the different types of roots while recording. Appreciate different types of roots.	Which are the different types of roots?	Learners are guided to identify different types of roots. Learners are guided to observe the different types of roots while recording.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11*	Oral questions Oral Report Observation
3	1	Living things	Using visual aids to find out about the different types of roots	By the end of the sub-strand, the learner should be able to: Name the different types of roots of the plants in the wall charts and pictures. Recognize different types of roots using visual aids and digital devices. Appreciate the use of visual aids and digital devices to find out about the different types of roots.	Which plants have the same type of roots?	Learners are guided to name the different types of roots of the plants in the wall charts and pictures. In groups, learners are guided to recognize different types of roots using visual aids and digital devices.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 11-12*	Oral questions Oral Report Observation
	2	Living things	Field excursion to collect different types of plants	By the end of the sub-strand, the learner should be able to: Mentions ways to observe safety when collecting plants. Recognize different types of plants in an excursion. Appreciate the importance of observing safety when collecting plants.	How to observe safety when collecting different types of plants?	In groups, learners are guided to mentions ways to observe safety when collecting plants. In groups, learners are guided in an excursion to identify types of plants.	Realia Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13	Oral questions Oral Report Observation
	3	Living things	Observing the different types of roots of the collected plants	By the end of the sub-strand, the learner should be able to: Give examples of plants which have taproot and fibrous roots. Draw and label different types of roots. Have fun and enjoy drawing and labelling different types of roots.	How to draw and label different types of roots?	In groups, learners are guided to discuss different types of roots of the collected plants. Learners are guided to draw and label different types of roots.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 13*	Oral questions Oral Report Observation
	4	Living things	Grouping plants in the locality based on the types of roots	By the end of the sub-strand, the learner should be able to: State the differences between taproot and fibrous roots. Group plants according to the type of roots. Appreciate the characteristics of taproots and fibrous roots.	What are the differences of taproot and fibrous root?	Learners are guided to state the differences between taproot and fibrous roots. In groups, learners are guided to group plants according to the type of roots.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 14 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
4	1	Living things	Appreciating that plants have different types of roots for different functions	By the end of the sub-strand, the learner should be able to: Identify the type of roots in each plant. Sing a song about plants having different types of roots for different functions. Appreciate that plants have different types of roots for different functions.	What are the functions of roots mentioned in the song?	Learners are guided to identify the type of roots in each plant. In groups, learners are guided to sing a song about plants having different types of roots for different functions. Learners are guided to participate in taking care of plants.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 15-16*	Oral questions Oral Report Observation
	2	Living things	Making mountings of different types of roots	By the end of the sub-strand, the learner should be able to: List the materials needed to make mountings of different types of roots. Make mountings of different types of roots. Have fun and enjoy making mountings of different types of roots.	How to make mountings of different types of roots?	Learners are guided to list the materials needed to make mountings of different types of roots. In groups, learners are guided to make mountings of different types of roots. In groups, learners are guided to display the mounted types of roots in the Science corner.	Manila paper Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 16-18*	Oral questions Oral Report Observation
	3	Living things	Animals-Invertebrates; Identifying invertebrates	By the end of the sub-strand, the learner should be able to: State the meaning of invertebrates. Draw some invertebrates found in his/her local area. Have fun and enjoy drawing invertebrates.	What are invertebrates?	Learners are guided to state the meaning of invertebrates. Learners are guided to draw some invertebrates found in his/her local area. Learners are guided to identify invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 19-20*	Oral questions Oral Report Observation
	4	Living things	Discussing safety precautions when handling invertebrates	By the end of the sub-strand, the learner should be able to: Mention safety precautions when handling invertebrates. Demonstrate precautions when handling invertebrates. Appreciate the importance of observing safety when handling invertebrates.	How to observe safety when handling invertebrates?	Learners are guided to mention safety precautions when handling invertebrates. In groups, learners are guided to discuss safety precautions when handling invertebrates. Learners are guided to demonstrate precautions when handling invertebrates.	Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 20*	Oral questions Oral Report Observation
5	1	Living things	Exploring the school and the neighbourhood to observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates. Explore the school compound to observe different types of invertebrates. Appreciate the importance of invertebrate to the community.	What are the importance of invertebrates to the environment?	Learners are guided to state the importance of invertebrates. In groups, learners are guided to explore the school compound to observe different types of invertebrates. In groups, learners are guided to use a camera or smartphone to take photographs of the invertebrates.	Protective clothing Gloves Goggles Gumboots Realia Charts Photographs Pictures Digital devices Computing devices *StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21*	Oral questions Oral Report Observation
	2	Living things	Using digital devices to access, observe and identify different invertebrates	By the end of the sub-strand, the learner should be able to: State the difference between vertebrates and invertebrates. Use digital devices to access, observe and identify different invertebrates. Appreciate the differences between vertebrates and invertebrates.	How to identify different invertebrates?	Learners are guided to state the difference between vertebrates and invertebrates. In groups, learners are guided to use digital devices to access, observe and identify different invertebrates	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 21-22 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of each group of invertebrates	By the end of the sub-strand, the learner should be able to: Identify the four groups of invertebrates. Discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs. Appreciate the characteristics of each group of invertebrates.	What are the four groups of invertebrates?	Learners are guided to identify the four groups of invertebrates. In groups, learners are guided to discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs Learners are guided to name the invertebrate in the pictures and photographs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 22-23 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Characteristics of insects	By the end of the sub-strand, the learner should be able to: Name insects found in his/her local area. Observe and record the similarities on the bodies of the insects. Appreciate the characteristics of insects.	What are the characteristics of insects?	In pairs, learners are guided to name insects found in his/her local area. In groups, learners are guided to observe and record the similarities on the bodies of the insects. In groups, learners are guided to use digital devices to watch a video on characteristics of insects.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 23-25 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
6	1	Living things	Characteristics of spiders and ticks	By the end of the sub-strand, the learner should be able to: Identify the characteristics of spiders and ticks. Recognize the similarities between spiders and ticks. Appreciate the characteristics of ticks and spiders	What are the characteristics of ticks and spiders?	Learners are guided to identify the characteristics of spiders and ticks. In groups, learners are guided to observe and record the similiraties on the bodies of spiders and insects. In groups, learners are guided to use digital devices to watch videos on characteristics of spiders and ticks.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 25-27 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Characteristics of millipedes and centipedes	By the end of the sub-strand, the learner should be able to: Identify the characteristics of millipedes and centipedes. Draw and label parts of a millipede and centipede. Appreciate the characteristics of millipedes and centipedes.	What are the characteristics of millipedes and centipedes?	Learners are guided to identify the characteristics of millipedes and centipedes. In groups, learners are guided to compare the difference between centipedes and millipedes In groups, learners are guided to observe and record the similiraties on the bodies of millipedes and centipedes. In groups, learners are guided to use digital devices to watch videos on characteristics of millipedes and centipedes.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 27-28 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Characteristics of snails and slugs	By the end of the sub-strand, the learner should be able to: Identify the characteristics of snails and slugs. Recognize the similarities between snails and slugs. Appreciate the characteristics of snails and slugs.	What are the characteristics of snails and slugs?	Learners are guided to identify the characteristics of snails and slugs. In groups, learners are guided to observe and record the similiraties on the bodies of snails and slugs. In groups, learners are guided to use digital devices to watch videos on characteristics of snails and slugs.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 29-30 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Categories of invertebrates	By the end of the sub-strand, the learner should be able to: Name the groups of invertebrates and list the names of the invertebrates that belong to each group. Categorize invertebrates into different groups. Appreciate the importance of categorizing invertebrates.	What do we consider when categorizing invertebrates?	In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group. In groups, learners are guided to categorize invertebrates into different groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 30-32 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
7	1	Living things	Appreciating invertebrates and their importance to human beings	By the end of the sub-strand, the learner should be able to: State the importance of invertebrates to human beings. Recite a poem about invertebrates. Appreciate invertebrates and their importance to human beings.	What are the importance of invertebrates to human beings?	In groups, learners are guided to state the importance of invertebrates to human beings. In groups, learners are guided to compose and recite a poem about invertebrates.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 32-34 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Making a photo album of invertebrates found in the local area	By the end of the sub-strand, the learner should be able to: List the materials needed to make a photo album of invertebrates found in the local area. Make a photo album of invertebrates found in the local area. Appreciate invertebrates found in the local area.	How to make a photo album of invertebrates?	Learners are guided to list the materials needed to make a photo album of invertebrates found in the local area. In groups, learners are guided to make a photo album of invertebrates found in the local area.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 34-36 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Human circulatory system; Parts of the human circulatory system	By the end of the sub-strand, the learner should be able to: Identify the main parts of the human circulatory system. Draw a well labelled diagram of the human circulatory system. Appreciate the parts of the human circulatory system.	What are the main parts of the human circulatory system?	Learners are guided to define the meaning of circulatory system. Learners are guided to identify the main parts of the human circulatory system. Learners are guided to draw a well labelled diagram of the human circulatory system.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 37-39 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Observing and discussing parts of the heart	By the end of the sub-strand, the learner should be able to: Identify different parts of the heart and blood vessels. Draw and label the internal parts of the heart. Appreciate the parts of the heart.	How many chambers does the heart have?	Learners are guided to identify different parts of the heart and blood vessels. Learners are guided to draw and label the internal parts of the heart.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 39-40 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
8	1	Living things	Discussing the functions of different parts of the heart	By the end of the sub-strand, the learner should be able to: Identify the functions of different parts of the heart. Observe a video on parts of the heart and pumping of the heart. Appreciate the functions of different parts of the heart.	What are the functions of different parts of the heart.	Learners are guided to identify the functions of different parts of the heart. In groups, learners are guided to observe a video on parts of the heart and pumping of the heart. Learners are guided to practice feeling the heartbeat.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 40-43 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Types of blood vessels and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Identify the three types of blood vessels. Discuss the functions of the blood vessels. Appreciate the functions of blood vessels.	What are the functions of blood vessels in the circulatory system?	Learners are guided to identify the three types of blood vessels. In groups, learners are guided to discuss the functions of the blood vessels.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 43-45 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Observing veins at the wrist and back of the hand	By the end of the sub-strand, the learner should be able to: State the differences between arteries and veins. Observe veins at the wrist and back of the hand. Appreciate the importance of veins.	Why do arteries have thicker walls than veins?	Learners are guided to state the differences between arteries and veins. Learners are guided to observe veins at the wrist and back of the hand.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 45-46 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Components of blood and their functions in the circulatory system	By the end of the sub-strand, the learner should be able to: Brainstorm on the functions of the components of blood. Download and observe a video on the component of blood and their functions. Appreciate the functions of the components of blood.	What are the four components of blood? What are the functions of components of blood?	In groups, learners are guided to brainstorm on the functions of the components of blood. In groups, learners are guided to download and observe a video on the component of blood and their functions. Learners are guided to identify the four components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 46-48 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
9	1	Living things	Making a model of components of blood	By the end of the sub-strand, the learner should be able to: List the items and materials needed to make a model of components of blood. Make a model of components of blood. Have fun and enjoy making a model of components of blood.	How to make a model of components of blood?	Learners are guided to list the items and materials needed to make a model of components of blood. In groups, learners are guided to make a model of components of blood.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 48-49 Plastic bottle Water Jug/cup Liquid yellow dye Salt/glucose Red/white/purple/black seeds Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	2	Living things	Blood groups in the ABO system	By the end of the sub-strand, the learner should be able to: Brainstorm on the ABO human blood groups. Discuss the importance of blood groups Appreciate the importance of ABO human blood groups.	What is the ABO blood group system? How many blood groups are there in the ABO system?	In groups, learners are guided to brainstorm on the ABO human blood groups. In groups, learners are guided to discuss the importance of blood groups.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 49-50 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	3	Living things	Role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: State the difference between universal donor and universal recipient. Discuss the importance of blood transfusion. Appreciate the importance of blood transfusion.	What is blood transfusion? What would happen if there was no blood transfusion in the world?	Learners are guided to define the meaning of blood transfusion. Learners are guided to state the difference between universal donor and universal recipient. In groups, learners are guided to discuss the importance of blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 50-52 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
	4	Living things	Discussing the role of blood groups in blood transfusion	By the end of the sub-strand, the learner should be able to: Explain the role of blood groups in blood transfusion. Make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion. Appreciate the role of blood groups in blood transfusion.	What is the role of blood groups in blood transfusion?	In groups, learners are guided to explain the role of blood groups in blood transfusion. In groups, learners are guided to make posters to sensitise members of his/her community on blood transfusion and the role blood groups play in blood transfusion.	StoryMoja; Know More: Science and Technology Learner’s Book Grade 6 pg. 52-54 Realia Charts Photographs Pictures Digital devices Computing devices	Oral questions Oral Report Observation
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Published in Grade 6 Schemes of Work Term 1 2023

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

SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.

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

Published in Grade 5 Schemes of Work Term 2 2023

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