Displaying items by tag: Term 3

PHYSICAL HEALTH EDUCATION ACTIVITIES.
GRADE FIVE SCHEMES OF WORK TERM3 2023 

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

SWIMM ING

Side stroke

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

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact with technology and watch a video clip on side stroke and observe the Body and head position in water
  • Interact with technology to observe the leg and arm movement in water
  • Practice leg and arm  movements in water and get feedback from the teacher
  • Tow a floater one length of the the pull
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Side stroke

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

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact  with technology and watch a video clip on side stroke and observe the Body and head position in water
  • Interact with technology to observe the leg and arm movement in water
  • Practice the leg and arm movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Side stroke

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

  1. practice the body and head position for streamlining in water
  2. practice the leg and arm movements in water for efficiency and speed
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Interact with technology to observe the leg and arm movement in water
  • Praactice leg and arm movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Side stroke

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

  1. practice breathing for relaxed movement
  2. tow a floater while using the side stroke for rescue
  3. play water games for enjoyment
  4. appreciate the side stroke for leisure and water recue
  1. Which stroke is used for rescuing a drowning person?

The learner is guided individually or in groups to:

  • Practice the body and head position in water and get feedback from the teacher
  • Practice leg and arm  movements in water and get feedback from the teacher
  • Tow a floater one length of the pull to
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

Frisbee

Two handed rim catch

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

  1. Practice the Two-handed rim catch in Frisbee for skill acquisition
  2. observe safety when using the Two handed rim catch in Frisbee for safety to be safe
  3. play games for fun and enjoyment
  4. appreciate the two-handed rim catch in Frisbee as a skill
  1. How else can you catch the disc in Frisbee?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe the two-handed rim catch
  • demonstrate the two-handed rim catch and get feedback from the teacher
  • In pairs of the two- handed rim catch and give each other feedback
  • Use drills to practice the two- handed rim catch in Frisbee
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

2

1

 

Two handed rim catch

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

  1. Practice the Two-handed rim catch in Frisbee for skill acquisition
  2. observe safety when using the Two handed rim catch in Frisbee for safety to be safe
  3. play games for fun and enjoyment
  4. appreciate the two-handed rim catch in Frisbee as a skill
  1. How else can you catch the disc in Frisbee?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe the two-handed rim catch
  • demonstrate the two-handed rim catch and get feedback from the teacher
  • Demonstrate the two- handed rim catch and give each other feedback
  • Use drills to practice the two- handed rim catch in Frisbee
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Cutting

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

  1. practice cutting in Frisbee for skill acquisition
  2. use drills to practice cutting in Frisbee
  3. play games for fun and enjoyment
  4. appreciate cutting as an essential skill in Frisbee
  1. which other skills resemble cutting in Frisbee

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe cutting
  • practice cutting and get feedback from the teacher
  • use drills tp practice cutting
  • practice frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Cutting

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

  1. practice cutting in Frisbee for skill acquisition
  2. use drills to practice cutting in Frisbee
  3. play games for fun and enjoyment
  4. appreciate cutting as an essential skill in Frisbee
  1. which other skills resemble cutting in Frisbee

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe cutting
  • practice cutting and get feedback from the teacher
  • use drills to practice cutting
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Marking

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

  1. practice marking in Frisbee for skill acquisition
  2. observe safety when marking in Frisbee to avoids injuries
  3. play games for fun and enjoyment
  4. appreciate marking in Frisbee
  1. Where else is the skill marking used?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe marking
  • Practice marking and get feedback from the teacher
  • Use drills to practice marking and give each other feedback
  • Play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Marking

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

  1. practice marking in Frisbee for skill acquisition
  2. observe safety when marking in Frisbee to avoids injuries
  3. play games for fun and enjoyment
  4. appreciate marking in Frisbee
  1. Where else is the skill marking used?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe marking
  • Practice marking and get feedback from the teacher
  • Use drills to practice marking and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

3

1

 

Pivoting

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

  1. practice pivoting in Frisbee for skill acquisition
  2. use drills to practice pivoting in Frisbee
  3. observe safety when pivoting in Frisbee to avoids injuries
  4. play games for fun and enjoyment
  5. appreciate the marking as a skill in Frisbee
  1. Which other game uses the pivot skill?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe pivoting
  • practice pivoting and get feedback from the teacher
  • use drills to practice pivoting and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Pivoting

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

  1. practice pivoting in Frisbee for skill acquisition
  2. use drills to practice pivoting in Frisbee
  3. observe safety when pivoting in Frisbee to avoids injuries
  4. play games for fun and enjoyment
  5. appreciate the marking as a skill in Frisbee
  1. Which other game uses the pivot skill?

The learner is guided individually or in groups to:

  • Use technology to watch a game of Frisbee and observe pivoting
  • Practice pivoting and get feedback from the teacher
  • Use drills to practice pivoting and give each other feedback
  • play Frisbee games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Spirit of the game

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

  1. discuss the term ‘spirit of the game’ in Frisbee
  2. play a Frisbee game and use the spirit of the game to officiating
  3. discuss how to measure the ‘spirit of the game’ in Frisbee
  4. apply the acronym B.E.C.A.L.M in a Frisbee game situation
  1. what is the importance of the ‘Spirit of the game’?

The learner is guided individually or in groups to:

  • interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee
  • play a Frisbee game and use the spirit of game for officiating
  • illustrate how to measure ‘spirit of the game’ in Frisbee
  • discuss the importance
  • B.E.C.A.L.M in a Frisbee game situation
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Spirit of the game

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

  1. discuss the term ‘spirit of the game’ in Frisbee
  2. play a Frisbee game and use the spirit of the game to officiating
  3. discuss how to measure the ‘spirit of the game’ in Frisbee
  4. apply the acronym B.E.C.A.L.M in a Frisbee game situation
  1. what is the importance of the ‘Spirit of the game’?

The learner is guided individually or in groups to:

  • interact with technology to find out the meaning of the term ‘spirit of the game’ in Frisbee
  • play  Frisbee game and use the spirit of game for officiating
  • illustrate how to measure ‘spirit of the game’ in Frisbee
  • discuss the importance of B.E.C.A.L.M in a Frisbee game situation
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

GYMNA STICS

hand balance into splits and hand

walk

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

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and
  • give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

4

1

 

hand balance into splits and hand

walk

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

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • Interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher
  • practice the Hand balance into splits and hand walk and give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

hand balance into splits and hand

walk

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

  1. Practice the hand balance into splits and hand walk for skill acquisition
  2. observe safety when performing the hand balance into splits and hand walk in gymnastics
  3. appreciate the Hand balance into splits and hand walk for aesthetic value
  1. Which fitness components can be developed by participating in gymnastics

The learner is guided individually or in groups to:

  • interact with technology to watch video clips on different splits
  • demonstrate hand balance into splits and hand walk and get feedback from the teacher practice the Hand balance into splits and hand walk and
  • give each other feedback
  • display the class the hand
  • balance into splits and hand walk and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Shoulder Roll

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

  1. practice shoulder roll for skill acquisition
  2. observe safety when performing the shoulder roll to avoid injuries
  3. appreciate the shoulder roll for self-defence
  1. When would the shoulder roll skill become useful in everyday life

The learner is guided individually or in groups to:

  • Interact with technology to watch a video on shoulder roll
  • Demonstrate the shoulder roll and get feedback from the teacher
  • practice the shoulder roll and give each other feedback
  • Observe safety when performing the shoulder roll to avoid injuries
  • Appreciate the shuolder role for self-defence
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Shoulder Roll

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

  1. practice shoulder roll for skill acquisition
  2. observe safety when performing the shoulder roll to avoid injuries
  3. appreciate the shoulder roll for self-defence
  1. When would the shoulder roll skill become useful in everyday life

The learner is guided individually or in groups to:

  • interact with technology to watch a video on shoulder roll
  • Demonstrate the shoulder roll and get feedback from the teacher
  • practice the shoulder roll and give each other feedback
  • Observe safety when performing the shoulder roll to avoid injuries
  • Appreciate the shoulder roll for self-defence
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Through Vault into forward roll

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

  1. Practice the through vault into forward roll for skill acquisition
  2. observe safety when performing the through vault into forward roll in gymnastics
  3. appreciate the through vault into forward roll as essential skills in daily life
  1. Which situations in everyday life would call for the application of Through Vault into forward roll?

The learner is guided individually and in groups to:

  • Interact with the technology to observe the through vault into forward roll
  • demonstrate the through vault into forward roll and get feedback from the teacher
  • display the through vault into forward roll to the class and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

5

1

 

Through Vault into forward roll

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

  1. Practice the through vault into forward roll for skill acquisition
  2. observe safety when performing the through vault into forward roll in gymnastics
  3. appreciate the through vault into forward roll as essential skills in daily life
  1. Which situations in everyday life would call for the application of Through Vault into forward roll?

The learner is guided individually and in groups to:

  • Interact with the technology to observe the through vault into forward roll
  • demonstrate the through vault into forward roll and get feedback from the teacher
  • display the through vault into forward roll to the class and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Side Vault

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

  1. practice the Side Vault for gymnastic display
  2. observe rules when performing the Side Vault for own and others safety
  3. appreciate Side Vault for use in everyday life
  1. Which situations in everyday life would call for the application of side vault?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on side vault
  • demonstrate the Side Vault and get feedback from the teacher
  • practice the side vault and give each other feedback
  • observe safety when performing the side vault
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Cartwheel

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

  1. practice the Cartwheel for skill acquisition
  2. observe safety when performing the Cartwheel to avoid injuries
  3. appreciate the Cartwheel for self-defence
  1. Which situations in everyday life would call for the application of Cartwheel?

The learner is guided individually or in groups to: interact with technology to

  • watch a video clip on Cartwheel Demonstrate the Cartwheel and get feedback from the teacher
  • practice the Cartwheel and give each other feedback
  • display the cartwheel and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Cartwheel

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

  1. practice the Cartwheel for skill acquisition
  2. observe safety when performing the Cartwheel to avoid injuries
  3. appreciate the Cartwheel for self-defence
  1. Which situations in everyday life would call for the application of Cartwheel?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on Cartwheel
  • Demonstrate the Cartwheel and get feedback from the teacher
  • Practice the Cartwheel and give each other feedback
  • display the cart wheel and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Round -off

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

  1. Practice the Round -off for skill masterly
  2. observe safety when performing the Round -off to avoid injuries
  3. appreciate the Round -off for self-defence
  1. Which gymnastic skill is almost similar to round –off?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on Round - off
  • practice the -off and get feedback from the teacher
  • display the -off and give each other feedback
  • practice the -off and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

6

1

 

Round -off

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

  1. Practice the Round -off for skill masterly
  2. observe safety when performing the Round -off to avoid injuries
  3. appreciate the Round -off for self-defence
  1. Which gymnastic skill is almost similar to round –off?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on Round - off
  • demonstrate the -off and get feedback from the teacher
  • practice the  -off and give each other feedback
  • display the -off and observe safety when
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Five action sequence

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

  1. practice the Five action sequence for skill acquisition
  2. observe safety when performing the Five action sequence to avoid injuries
  3. appreciate the Five action sequence for gymnastic display
  1. Why are skills in gymnastics important in everyday life?

The learner is guided individually and in groups to:

  • interact with technology to watch a video clip on sequences in gymnastics
  • demonstrate the five action sequence and get feedback from the teacher
  • practice the Five action sequence and give each other feedback
  • display the Five action sequence and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Five action sequence

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

  1. practice the Five action sequence for skill acquisition
  2. observe safety when performing the Five action sequence to avoid injuries
  3. appreciate the Five action sequence for gymnastic display
  1. Why are skills in gymnastics important in everyday life?

The learner is guided individually and in groups to:

  • Interact with technology to watch a video clip on sequences in gymnastics
  • Demonstrate the five action sequence and get feedback from the teacher
  • practice the Five action sequence and give each other feedback
  • display the Five action sequence and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

HEALT H AND FITNES S

Skill related fitness: Balance

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

  1. explain the term balance to enhance learning
  2. identify exercises that can develop balance for healthy living
  3. appreciate balance as necessary for functional life
  1. Which activities can you perform to develop balance?

The learner is guided individually or in groups to:

  • Use digital devices and other sources interact with technology to explain the term balance
  • Discuss exercises that can be performed to develop balance for body awareness
  • play games that enhance development of balance and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Skill related fitness: Balance

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

  1. identify exercises that can develop balance for healthy living
  2. practice physical activities for developing coordination in daily life
  3. appreciate balance as necessary for functional life
  1. Which activities can you perform to develop balance?

The learner is guided individually or in groups to:

  • Use dital devices and other sources interact with technology to explain the term balance
  • discuss the exercises that can be
  • performed to develop balance for body awareness
  • Play games that enhance the development of balance and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

7

1

 

Agility

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

  1. define the term agility to enhance learning
  2. identify activities that can be performed to develop agility in daily life practice activities 
  3. appreciate agility in daily life
  1. Which exercises can develop agility?

The learner is guided individually or in groups to:

  • interact with technology to explain the term agility
  • discuss exercises that can develop agility
  • play games that enhance the development of agility and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

2

 

Agility

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

  1. define the term agility to enhance learning
  2. identify activities that can be performed to develop agility in daily life practice activities
  3. appreciate agility in daily life
  1. Which exercises can develop agility?

The learner is guided individually or in groups to: interact with technology to

  • explain the term agility
  • discuss exercises that can develop agility
  • play games that enhance the development of agility and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Reaction Time

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

  1. define the term Reaction Time to enhance learning
  2. identify activities that can develop Reaction Time in daily life
  3. practice activities that enhance develop of Reaction Time in daily life
  4. appreciate Reaction Time in daily life
  1. Why is reaction time important in everyday life?

The learner is guided individually or in groups to:

  • interact with technology to explain the term Reaction Time
  • use digital devices to identify activities that develop Reaction
  • discuss activities develop Reaction Time in daily life
  • play games that enhance development of Reaction Time and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Reaction Time

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

  1. define the term Reaction Time to enhance learning
  2. identify activities that can develop Reaction Time in daily life
  3. practice activities that enhance develop of Reaction Time in daily life
  4. appreciate Reaction Time in daily life
  1. Why is reaction time important in everyday life?

The learner is guided individually or in groups to:

  • Interact with technology to explain the term Reaction Time
  • Use digital devices to identify activities that develop Reaction
  • Discuss activities develop Reaction Time in daily life play game that enhance the development of Reaction Time and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Sit and Reach Test

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

  1. define the term Sit and Reach Test to enhance learning
  2. explain the importance of Sit and Reach Test in sports
  3. appreciate the Sit and Reach Test for flexibility
  1. why is it important to take Sit and Reach Test

The learner is guided individually or in groups to:

  • Use digital devices to explain the term Sit and Reach Test
  • Discuss the importance of Sit and Reach Test
  • use the Sit and Reach Test to measure flexibility
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

8

1

 

Sit and Reach Test

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

  1. explain the importance of Sit and Reach Test in sports
  2. practice measuring flexibility using Sit and Reach Test
  3. appreciate the Sit and Reach Test for flexibility
  1. why is it important to take Sit and Reach Test

The learner is guided individually or in groups to:

  • Use digital devices to explain the term Sit and Reach Test
  • Discuss the importance of Sit and Reach Test use the Sit and Reach Test to measure flexibility
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

FIRST AID IN SPORTS

Sports Injuries: Closed wound

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

  1. explain the term closed wound in First Aid
  2. list the safety precautions to be applied when dressing a closed wound
  3. demonstrate how to manage a closed wound to avoid infection
  4. join the first aid school team during sports day
  1. Why is it important to manage a closed wound?

The learner is guided individually or in groups to:

  • interact with technology to explain the term closed wound
  • Interact th technology to watch a video clip on how to dress a closed wound
  • Discuss in groups ways of ensuring safety while dressing a closed wound
  • Demonstrate how to dress a closed wound and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Sports Injuries: Closed wound

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

  1. explain the term closed wound in First Aid
  2. list the safety precautions to be applied when dressing a closed wound
  3. demonstrate how to manage a closed wound to avoid infection
  4. join the first aid school team during sports day
  1. Why is it important to manage a closed wound?

The learner is guided individually or in groups to:

  • interact with technology to explain the term closed wound
  • interact with technology to watch a video clip on how to dress a closed wound
  • discuss in groups ways of ensuring safety while dressing a closed wound
  • demonstrate how to dress a closed wound and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Sprain

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

  1. identify the parts of the body where a sprain may occur
  2. identify the signs and symptoms of a sprain
  3. demonstrate the management of a sprain
  1. Where does a sprain occur in body?
  2. How can a sprain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to  identify the signs and symptoms of a sprain
  • Discuss the parts of the body where a sprain may occur 
  • watch video clip on the management of a sprain
  • demonstrate how to manage sprain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Sprain

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

  1. identify the parts of the body where a sprain may occur
  2. identify the signs and symptoms of a sprain
  3. demonstrate the management of a sprain
  1. Where does a sprain occur in body?
  2. How can a sprain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to identify the signs and symptoms of a sprain
  • Discuss the parts of the body where a sprain may occur
  • watch video clip on the management of a sprain
  • demontrate how to manage sprain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

9

1

 

Strain

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

  1. identify the parts of the body where a strain may occur
  2. identify the signs and symptoms of a strain
  3. demonstrate the management of a strain
  1. Where does a strain occur in body?
  2. How can a strain be effectively managed?

The learner is guided individually or in groups to:

  • Use digital devices to identify the signs and symptoms of a strain
  • Discuss the parts of the body where a strain may occur
  • Watch video clip on the management of a strain
  • Discuss how to manage a strain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Strain

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

  1. identify the parts of the body where a strain may occur
  2. identify the signs and symptoms of a strain
  3. demonstrate the management of a strain
  1. Where does a strain occur in body?
  2. How can a strain be effectively managed?

The learner is guided individually or in groups to:

  • Use digitaldevices to identify the signs and symptoms of a strain
  • discuss the parts of the body where a strain may occur
  • watch a video clip on the management of a strain
  • demonstrate how to manage a strain and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Two person support method

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

  1. demonstrate how to carry an injured person using the Two person- support method
  2. listens keenly to what the injured person is saying before taking action
  3. assists to carry an injured teammate to safety
  1. Why is it important to listen to an injured person before performing First Aid if they are able to talk?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on how to carry an injured person using the Two person- support method
  • In groups paractice carrying an injured person using the Two person- support method and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Two person support method

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

  1. demonstrate how to carry an injured person using the Two person- support method
  2. listens keenly to what the injured person is saying before taking action
  3. assists to carry an injured teammate to safety
  1. Why is it important to listen to an injured person before performing First Aid if they are able to talk?

The learner is guided individually or in groups to:

  • Interact with digital devices to watch a video clip on how to carry an injured person using the Two person- support method
  • In groups practice carrying an injured person using the Two person- support method and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

OUTDO OR AND RECREA TION ACTIVI TIES

Planning an Outdoor activity

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

  1. plan an outdoor activity schedule for two days
  2. identify the most suitable places for an outdoor activity in the county
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to

  • use digital devices and other sources of information  to design an outdoor activity schedule for two days
  • discuss the most suitable places for an outdoor activity in the county
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

10

1

 

Planning an Outdoor activity

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

  1. explain the health and safety measures to be observed before and during an outdoor activity
  2. identify the relevant authorities to be informed prior to an outdoor activity
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to use digital devices and other sources of information to:

  • discuss the health and safety measures to be observed before and during an outdoor activity
  • disccuss the relevant authorities to be informed prior to an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

2

 

Planning an Outdoor activity

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

  1. explain the health and safety measures to be observed before and during an outdoor activity
  2. identify the relevant authorities to be informed prior to an outdoor activity
  3. appreciate the outdoor activities for leisure and recreation
  1. What material will you require for an activity?
  2. How will you spend the time allocated during an outdoor activity?
  3. What safety measures should be observed before and during an outdoor activity?

The learner is guided individually or in the group to use digital devices and other sources of information to:

  • discuss the health and safety measures to be observed before and during an outdoor activity
  • discuss the relecant authorities to be informed prior to an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

3

 

Tracking Signs for outdoor activity

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

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking
  5. signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the materials that can be used to make tracking signs in the local environment
  • Discuss the tracking signs and their uses in outdoor activities
  • track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

4

 

Tracking Signs for outdoor activity

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

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the materials that can be used to make tracking signs in the local environment
  • Discuss the tracking signs and their uses in outdoor activities
  • Track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

5

 

Tracking Signs for outdoor activity

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

  1. define the term tracking signs
  2. explain the importance of tracking signs for an outdoor activity
  3. design tracking signs for use during an outdoor activity
  4. practice laying tracking
  5. signs for use during an outdoor an outdoor activity
  1. Why is tracking important in an outdoor activity
  2. What are some of the physical features you need to look out for when mapping a route

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss materials that can be used to make tracking signs in the local environment
  • discuss the tracking signs and their uses in outdoor activities
  • track a route in the school compound for signs masterly
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Roles and responsibility

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

  1. identify the different roles of members during a group’s outdoor activity
  2. explain the qualities of a good group leader
  3. appreciate the roles undertaken by the different members in a group
  1. Why should we divide roles for group members?
  2. What are the qualities of a good group leader?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the different roles assigned to members during an outdoor activity
  • Discuss the qualities of a good leader group leader
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

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

  1. identify the causes of conflicts during an outdoor activity
  2. explain the consequences of conflicts during an outdoor activity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the causes of conflicts during an outdoor activity
  • the consequences of conflicts during an outdoor activity
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

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

  1. identify the causes of conflicts during an outdoor activity
  2. explain the consequences of conflicts during an outdoor activity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the causes of conflicts during an outdoor activity
  • Discuss the consequences of conflicts during an outdoor activity
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

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

  1. explain the consequences of conflicts during an outdoor activity
  2. identify ways of resolving conflicts for unity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the consequences of conflicts during an outdoor activity
  • Discuss ways of solving conflicts
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Conflict resolution in an outdoor activity

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

  1. explain the consequences of conflicts during an outdoor activity
  2. identify ways of resolving conflicts for unity
  3. role play conflicts resolution for an outdoor activity
  1. What are the causes of conflicts in a group?
  2. What methods can be used to resolve conflicts?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Discuss the consequences of conflicts during an outdoor activity
  • Discuss ways of solving conflicts
  • role play conflicts resolution for a group
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Food preservation

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

  1. identify the food preservation methods in the community
  2. demonstrate one method that can be used to preserve food during a two day outdoor activity
  3. appreciate the traditional method of food preservation
  1. What methods can be used to preserve food during an outdoor activity lasting two days?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • find out the food preservation methods in the community
  • discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

Food preservation

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

  1. identify the food preservation methods in the community
  2. demonstrate one method that can be used to preserve food during a two day outdoor activity
  3. appreciate the traditional method of food preservation
  1. What methods can be used to preserve food during an outdoor activity lasting two days?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • find out the food preservation methods in the community
  • discuss and demonstrate a food preservation method that can be used to preserve food during an outdoor activity
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos Resource person
  • Required resources

 

 

  • Observation checklists
  • Portfolio
  • Progress reports

 

 

 

 

 

 

 

 

 

GRADE FIVE MUSIC ACTIVITIES.
SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/Theme

  Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Refl

1

1

PERFOR MING

Kenyan Folk

Dances : Roles of ornaments/costu mes in a folk dance

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

  1. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
  2. use costumes, body adornments and ornaments in a folk dance
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. Which materials can be used to make costumes, body adornment or ornaments?

Learners watch a Live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.

Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.

In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers).

Learners use digital devices to download and watch various

Kenyan folk dances..

  • Locally available materials to make body ornaments
  • Audio/visual
  • recordings of folk dances
  • Resource persons
  • Musical instruments connectivity
  • Observation checklist
  • Portfolio

 

2

1

 

Making a costume/Orname nt

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

  1. make a costume or an ornament using locally available materials
  2. Discuss the procedure of making an ornament/costume
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. Which materials can be used to make costumes, body adornment or ornaments?

In groups learners brainstorm on the procedure and materials for making costumes, ornaments and body adornments.

Learners make a costume, ornaments, and body adornments from locally available materials for a selected dance observing safety measures.

In groups learners use costumes, ornaments and body adornments made or borrowed from the community in a folk dance with appropriate Instrumental accompaniment.

In groups learners identify and practice a Kenyan folk dance for class presentation

  • Locally available materials to make body ornaments
  • Audio/visual
  • recordings of folk dances
  • Resource persons
  • Musical instruments connectivity
  • Observation checklist
  • Portfolio

 

3

1

CREATI NG/CO MPOSIN G

Rhythm : Interpreting French Rhythm

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

  1. interpret French rhythm names in a rhythmic pattern
  2. Define the term rhythm
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te) in groups, learners sing familiar songs then clap while chanting the rhythm of the song using French rhythm names.

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

4

1

 

Rhythm : French Notes and symbols

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

  1. associate French rhythm names of notes with their symbols
  2. write rhythms of familiar tunes using French rhythm names and their
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols.

clap and chant French rhythm names of musical notes displayed on flash cards.

Learners listen to and imitate rhythmic patterns played using the correct French rhythms names.

Learners listen to and write rhythmic patterns using note symbols.

Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms.

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

5

1

 

Rhythm : French Notes and symbols

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

  1. associate French rhythm names of notes with their symbols
  2. write rhythms of familiar tunes using French rhythm names and their corresponding symbols
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols.

Learners clap and chant French rhythm names of musical notes displayed on flash cards.

Learners listen to and imitate rhythmic patterns played using the correct French rhythms names.

Learners listen to and write rhythmic patterns using note symbols.

Individually and in groups, learners use French rhythm names and note symbols (semibreve, minim, crotchet and quavers) to create simple rhythms.

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

6

1

 

Rhythm : Creating rhythm using note symbols

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

  1. create simple rhythms using note symbols
  2. aurally recognize strong and weak beats in two and four beat patterns
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners sing/listen to a song and are guided to identify songs in two or four beat patterns.

Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music.

In groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

7

1

 

Rhythm : Creating rhythm using note symbols

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

  1. create simple rhythms using note symbols
  2. aurally recognize strong and weak beats in two and four beat patterns
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners sing/listen to a song and are guided to identify songs in two or four beat patterns.

Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music.

Individually and in  groups learners tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns in groups learners play rhythmic games e.g. rhythmic dictation

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

8

1

 

Rhythm : Recognizing strong and weak beat in two and four beat patterns

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

  1. Play rhythmic games
  2. aurally recognize strong and weak beats in two and four beat patterns
  3. appreciate rhythms created by self and others
  1. How are rhythmic patterns created?

Learners sing/listen to a song and are guided to identify songs in two or four beat patterns.

Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music.

Clap/tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns 

Learners play  rhythmic games e.g. rhythmic dictation

  • Song excerpts
  • Percussion instruments
  • Melodic instruments
  • Audio recordings of songs
  • Observation checklist
  • Portfolio

 

9

1

 

Melody : Singing the sol-fa syllables

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

  1. sing the sol-fa syllables for pitch discrimination
  2. interpret corresponding hand signs of the sol-fa syllables
  3. appreciate melodies created by self and others
  1. How can you perform a melody in different ways?
  2. What makes a melody interesting?

In groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua

Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher.

Learners orally and aurally identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument.

In pairs or in groups, learners play melody games for pitch discrimination.

  • Sheet music
  • Audio recording
  • Melodic instruments
  • Flash cards
  • Aural tests
  • Oral tests
  • Written tests
  • Portfolio

 

10

1

 

Melody : Interpreting hands signs of the sol-fa syllables

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

  1. sing the sol-fa syllables for pitch discrimination
  2. interpret corresponding hand signs of the sol-fa syllables
  3. appreciate melodies created by self and others
  1. How can you perform a melody in different ways?
  2. What makes a melody interesting?

In pairs or groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua

Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher.

Identify different pitches (d, r, m, f, s) displayed on flash cards or played on a melodic instrument.

In pairs or in groups, learners play melody games for pitch discrimination.

  • Sheet music
  • Audio recording
  • Melodic instruments
  • Flash cards
  • Aural tests
  • Oral tests
  • Written tests
  • Portfolio

 

 

 

 

Melody : Creating short melodies using the sol-fa syllables

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

  1. create short melodies using the sol-fa syllables
  2. play own created melodies on the descant recorder
  3. appreciate melodies created by self and others
  1. How can you perform a melody in different ways?
  2. What makes a melody interesting?

Individually and in group learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt.

Individually and in group learners are guided to play the melodies created using the descant recorder.

Learners present their melodies in class for review and feedback from others.

In school and at home learners record own and others’ or present the melodies for sharing and peer review

Learners present their recordings in class as others review and give feedback

  • Sheet music
  • Audio recording
  • Melodic instruments
  • Flash cards
  • Aural tests
  • Oral tests
  • Written tests
  • Portfolio

 

 

 

 

Melody : Creating short melodies using the sol-fa syllables

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

  1. create short melodies using the sol-fa syllables
  2. play own created melodies on the descant recorder
  3. appreciate melodies created by self and others
  1. How can you perform a melody in different ways?
  2. What makes a melody interesting?

Individually and in groups learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt.

Individually and in group learners are guided to play the melodies created using the descant recorder.

Learners present their melodies in class for review and feedback from others.

In school and at home learners record own and others’ or present the melodies for sharing and peer review

Learners present their recordings in class as others review and give feedback

  • Sheet music
  • Audio recording
  • Melodic instruments
  • Flash cards
  • Aural tests
  • Oral tests
  • Written tests
  • Portfolio

 

 

 

LISTENI NG, RESPO NDING AND APPREC IATION

Elements of Music

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

  1. Name the different elements in music
  2. describe how different elements of music are used in a piece of music
  3. Appreciate the Importance of elements of music
  1. What is critical listening?
  2. What is structure in music?
  3. What elements of music does one pay attention to when listening and analyzing music?

In groups, learners brainstorm on what critical listening to music entails.

Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology.

Learners listen to a variety of music and are guided to identify music in AB structure.

  • Audio-visual excerpts of relevant music
  • Audio-visual
  • Equipment
  • Resource persons
  • Oral/aural questions
  • Written tests

 

       Elements of Music  

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

  1. Name the different elements in music
  2. describe how different elements of music are used in a piece of music
  3. Appreciate the Importance of elements of music
 
  1. What is critical listening?
  2. What is structure in music?
  3. What elements of music does one pay attention to when listening and analyzing music?
 

In groups, learners brainstorm on what critical listening to music entails.

Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology.

Learners listen to a variety of music and are guided to identify music in AB structure.

  • Audio-visual excerpts of relevant music
  • Audio-visual
  • Equipment
  • Resource persons
  • Oral/aural questions
  • Written tests
 
       

Elements

of Music : Music structure- AB structure

 

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

  1. Define the term structure in music
  2. aurally identify music in AB structure
  3. Appreciate music in AB structure.
 
  1. What is critical listening?
  2. What is structure in music?
  3. What elements of music does one pay attention to when listening and analyzing music?
Learners sing songs in AB structure and are guided in identifying the two different sections.

Learners play simple melodies in AB structure using the descant recorder.

In lass and at home, learners are guided by teacher/parent/guardian to listen to appropriate music from Digital/electronic devices or live performance and write short sentences describing the music.

 
  • Audio-visual excerpts of relevant music
  • Audio-visual
  • Equipment
  • Resource persons
  • Oral/aural questions
  • Written tests
 

GRADE 5 MTP HOME SCIENCE ACTIVITIES
SCHEMES OF WORK TERM 3 2023

Wk

Lsn

Strand/Theme

Sub-strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

FOODS AND NUTRITION

Deep frying - Procedures used to deep dry food

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

  1. Identify local foods which can be deep fried found within their community.
  2. Describe the procedure used to deep fry food
  3. Appreciate food cooked using deep frying method.
  1. What local foods can you deep fry at home? 
  2. How do you deep fry food at home?
  • Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality.
  • In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava)
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 86-87

MTP Home science Grade 5 TG Pg. 98

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Deep frying- Deep frying food

appropriatel y at home

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

  1. Describe the procedure used to deep fry food
  2. Deep fry food appropriately at home
  3. Appreciate food cooked using deep frying method.
  1. What local foods can you deep fry at home? 
  2. How do you deep fry food at home?
  • In groups pairs, learners discuss procedures used in deep frying food (meat, fish, green bananas, potatoes, cassava)
  • In groups, learners cook a given food using deep frying method
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 88

MTP Home science Grade 5 TG Pg. 98-99

Checklist test

Observations

Critiques

Demonstration

Self-assessment

 

 

3

 

Deep frying – improvising cooking equipment for deep frying

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

  1. Improvise cooking equipment for deep frying
  2. Deep fry food appropriately at home
  3. Appreciate food cooked using deep frying method.
  1. What local foods can you deep fry at home? 
  2. How do you deep fry food at home?
  • Learners improvise a cooking equipment where necessary (using a clay cooking pot)
  • In groups, learners cook a given food using deep frying method
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 89

MTP Home science Grade 5 TG Pg. 99

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

1

 

Deep frying-

Serving deep fried food at home

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

  1. Deep fry food appropriately at home
  2. Serve deep fried food at home
  3. Appreciate food cooked using deep frying method.
  1. What local foods can you deep fry at home? 
  2. How do you deep fry food at home?
  • Watch a demonstration or video clip on safety to be observed when cooking
  • Learners serve the cooked food appropriately.
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 89-90

MTP Home science Grade 5 TG Pg. 99-100

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Deep frying

– storing deep fried foods at home to avoid spoilage

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

  1. Serve deep fried food at home
  2. Store deep fried foods at home to avoid spoilage of food
  3. Appreciate food cooked using deep frying method.
  1. What local foods can you deep fry at home? 
  2. How do you deep fry food at home?
  • Learners improvise a cooking equipment where necessary (using a clay cooking pot)
  • Watch a demonstration or video clip on safety to be observed when cooking
  • Learners serve the cooked food appropriately.
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 91-92

MTP Home science Grade 5 TG Pg. 100-101

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

CLOTHING

Stitches Permanent stitches used in sewing

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

  1. Explain meaning of permanent stitches in sewing
  2. State the factors considered when making permanent stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • In groups pairs, learners brainstorm on the meaning of permanent stitches
  • Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing
  • Embroidery stitches-stem stitch, chain stitch and satin stitch.
  • Neatening stitches-hemming and loop stitches
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 93

MTP Home science Grade 5 TG Pg. 106

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

3

 

1

 

 

 

Stitches Different permanent stitches used in sewing

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

  1. Explain meaning of permanent stitches in sewing
  2. Identify different permanent stitches used in sewing.
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?

 

  • In groups pairs, learners brainstorm on the meaning of permanent stitches
  • Using pictures, realia, video clips and charts, learner identifies different permanent stitches used in sewing: joining stitches- backstitches and over sewing Embroidery stitches-stem stitch, chain stitch and satin stitch.
  • Neatening stitches-hemming and loop stitches
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 95-96

MTP Home science Grade 5 TG Pg. 107

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

2

 

Stitches Permanent stitches – practicing how to use a needle correctly during sewing

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

  1. Practice how to use a needle correctly during sewing
  2. State the factors considered when making permanent stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners practice how to use a needle during sewing
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 96-97

MTP Home science Grade 5 TG Pg. 107-108

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Stitches Permanent stitches – making samples of permanent stitches (joining)

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

  1. Practice how to use a needle correctly during sewing
  2. Make samples of permanent stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners practice how to use a needle during sewing
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 97- 101

MTP Home science Grade 5 TG Pg. 108-109

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

4

 

1

 

 

 

Stitches Permanent stitches - making samples of permanent stitches (joining)

 

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

  1. Practice how to use a needle correctly during sewing
  2. Make samples of permanent stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?

 

  • Learners practice how to use a needle during sewing
  • Learner observes safety precautions during needle work

 

  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 97-101

MTP Home science Grade 5 TG Pg. 108-109

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment
  •  

 

 

 

2

 

Stitches Neatening stitches

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

  1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
  2. Practice making neatening stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners practice reinforcing the start and end of stitching appropriately during sewing
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 101- 104

MTP Home science Grade 5 TG Pg. 109-110

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Stitches Neatening stitches

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

  1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
  2. Practice making neatening stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners practice reinforcing the start and end of stitching appropriately during sewing
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 101- 104

MTP Home science Grade 5 TG Pg. 109-110

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

5

1

 

Stitches Decorative stitches

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

  1. Practice how to use a needle correctly during sewing in reinforcing start and end of sewing
  2. Explain the importance of decorative stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners practice reinforcing the start and end of stitching appropriately during sewing
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 105- 109

MTP Home science Grade 5 TG Pg. 111- 112

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

2

 

Stitches Decorative stitches

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

  1. Make samples of permanent stitches in sewing
  2. Explain the importance of decorative stitches
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learner makes samples of backstitches, hemming and over sewing stitches and mounts on a portfolio.
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 105- 109

MTP Home science Grade 5 TG Pg. 111-112

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Stitches Making a pincushion for safe storage of pins

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

  1. Make a pincushion for safe storage of pins
  2. Explaining the meaning of the term pincushion
  3. Appreciate the use of permanent stitches for sewing
  1. What factors would you consider when making permanent stitches?
  • Learners make a pin cushion for safe storage of pins
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 110- 112

MTP Home science Grade 5 TG Pg. 112-113

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

6

1

 

Stitches Permanent stitches – Making an embroidere d stool cloth

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

  1. Appreciate the use of permanent stitches for sewing
  2. Watch a video clip on making an embroidered cloth
  3. Make a small embroidered cloth for use in the home
  1. What factors would you consider when making permanent stitches?
  • Learners make a pin cushion for safe storage of pins
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 113- 115

MTP Home science Grade 5 TG Pg. 113-114

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Stitches Permanent stitches – safety precautions to observe during needlework

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

  1. Observe safety precautions during needle work to avoid causing accidents
  2. Appreciate the use of permanent stitches for sewing
  3. Make a small embroidered cloth for use in the home
  1. What factors would you consider when making permanent stitches?
  • Learners make a pin cushion for safe storage of pins
  • Learner observes safety precautions during needle work
  • Picture
  • Video clips
  • Realia
  • Portfolio
  • Charts

MTP Home science Grade 5 Learners Bk. Pg. 115- 116

MTP Home science Grade 5 TG Pg. 114-115

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Repair and maintenanc e of clothes - Gaping seam and hanging hem

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

  1. Identify a gaping seam and hanging hem in a garment
  2. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam? 
  2. How do you repair a hanging hem?
  • In groups or pairs, learners discuss a gaping seam and a hanging hem
  • In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 117

MTP Home science Grade 5 TG Pg. 119

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

7

1

 

Repair and maintenanc e of clothes – repairing a gaping seam

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

  1. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
  2. Practice Repairing a gaping seam
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam? 
  2. How do you repair a hanging hem?
  • In groups or pairs, learners discuss a gaping seam and a hanging hem
  • In groups/pairs, learners brainstorm on factors to consider when choosing the type of stitch to use when repairing a gaping seam and a hanging hem on a school uniform

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 117- 119

MTP Home science Grade 5 TG Pg. 119-120

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Repair and maintenanc e of clothes repairing a gaping seam

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

  1. Mention factors to consider when repairing a gaping seam and a hanging hem on a school uniform
  2. Practice Repairing a gaping seam
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam?
  2. How do you repair a hanging hem?
  • Using pictures, Realia and charts, learner chooses the right stitch to use when repairing a gaping
  • seam or hem on a school uniform.
  • In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.
  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 117- 119

MTP Home science Grade 5 TG Pg. 119-120

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Repair and maintenanc e of clothes –repairing a hanging hem

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

  1. Watch a video clip or observe pictures of a hanging hem
  2. Practice repairing a hanging hem
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam? 
  2. How do you repair a hanging hem?
  • Using pictures, realia and charts, learner chooses the right stitch to use when repairing a gaping seam or hem on a school uniform.
  • In groups/pairs, learners brainstorm on the safety precautions to observe when repairing gaping seams or hanging hems on their uniforms.
  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 119- 120

MTP Home science Grade 5 TG Pg. 120

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

8

1

 

Repair and maintenanc e of clothes - repairing a hanging hem

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

  1. Practice repairing a hanging hem
  2. Watch a video clip or observe pictures of a hanging hem
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam? 
  2. How do you repair a hanging hem?
  • Learner correctly repairs a gaping seam or hanging hem.
  • Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 119- 120

MTP Home science Grade 5 TG Pg. 120

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Repair and maintenanc e of clothes – safety measures to observe while repairing gaping seams and hanging hems

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

  1. Repair a gaping seam and a hanging hem on their school uniform using appropriate stitches
  2. Practice safety measures to observe while repairing a gaping seam and a hanging hem on a garment
  3. Appreciate the importance of repairing and maintenance of clothes.
  1. How do you repair a gaping seam? 
  2. How do you repair a hanging hem?
  • Learner correctly repairs a gaping seam or hanging hem.
  • Learner practices safety measures to observe while repairing a gaping seam or hanging hem on a garment

NOTE: each repair (gaping seam and hanging hem) to be handled and assessed separately.

  • Pictures
  • Charts
  • Realia

MTP Home science Grade 5 Learners Bk. Pg. 122- 123

MTP Home science Grade 5 TG Pg. 121

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Laundry work

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

  1. State the reason for laundry work in maintenance of clothes
  2. Describe the natural and synthetic classification of textile fibers
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips
  • Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers
  • Animal fibers-wool and silk
  • Plant fibers-cotton and linen
  • Synthetic fiber-polyester and a crylte
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 124

MTP Home science Grade 5 TG Pg. 126

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

9

1

 

Laundry work – reasons for laundry work In the maintenance of clothes

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

  1. State the reason for laundry work in maintenance of clothes
  2. Describe the natural and synthetic classification of textile fibers
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Learners brainstorm on the reasons for laundry work using print materials, digital devices, video clips
  • Using digital devices, charts and pictures, learners classify natural and synthetic textile fibers
  • Animal fibers-wool and silk
  • Plant fibers-cotton and linen
  • Synthetic fiber-polyester and a crylte
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 124- 125

MTP Home science Grade 5 TG Pg. 126

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Laundry work – classificatio n of textile fibres

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

  1. Describe the natural and synthetic classification of textile fibers
  2. Explain meaning of different care labels found in clothes
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 126- 127

MTP Home science Grade 5 TG Pg. 127

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Laundry work – care labels on clothes

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

  1. Describe the natural and synthetic classification of textile fibers
  2. Explain meaning of different care labels found in clothes
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Using digital devices, charts, pictures, learner observes different care label symbols found in found in clothes(drying symbol, dry cleaning symbol, bleaching)
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 128-129

MTP Home science Grade 5 TG Pg. 128-129

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

10

1

 

Laundry work – safety precautions to observe when laundering different clothes at home

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

  1. Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse
  2. Interpret the different care label symbols found on clothes
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes
  • Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 131- 132

MTP Home science Grade 5 TG Pg. 128-129

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Laundry work – procedure for laundering white and fast coloured cotton shirt or blouse

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

  1. Watch a video clip on laundering white cotton shirt/blouse and fast colored cotton shirt/blouse
  2. Interpret the different care label symbols found on clothes
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • Using digital devices, pictures, realia and charts, learner interprets different care label symbols found in clothes
  • Learners watch a video clip or demonstration on laundering white cotton shirt\blouse and fast colored cotton shirt\blouse
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 132- 134

MTP Home science Grade 5 TG Pg. 130

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Laundry work – laundering a fast – coloured cotton shirt or blouse

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

  1. Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse
  2. Discuss safety precautions to observe when laundering different articles at home
  3. Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes
  4. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
  • Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
  • Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 135- 136

MTP Home science Grade 5 TG Pg. 130- 131

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

 

Laundry work - coloured cotton shirt or blouse

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

  1. Demonstrate the procedures used for laundering a white cotton shirt or blouse and a fast colored cotton shirt or blouse
  2. Discuss safety precautions to observe when laundering different articles at home
  3. Launder a cotton shirt\blouse using the right method for proper care and maintenance of clothes
  4. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
  • Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
  • Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 135- 136

MTP Home science Grade 5 TG Pg. 130- 131

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

 

Laundry work – cleaning and storing equipment and materials used in laundry work

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

  1. Discuss safety precautions to observe when laundering different articles at home
  2. Clean and store equipment and materials used in laundry work
  3. Appreciate the importance of laundry work in maintenance of clothes
  1. Why do you launder clothe? 
  2. What is the procedure of laundering articles made of cotton at home?
  • In groups\pairs, learners practice laundering a whit cotton shirt\blouse and a fast colored cotton shit\blouse
  • Learners clear, clean laundry work area and store laundry work equipment and materials using the right procedure
  • Learners observe safety when laundering white cotton shirt\blouse and fast colored cotton shirt\blouse at home
  • Realia
  • Charts
  • Video clips
  • Digital devices

MTP Home science Grade 5 Learners Bk. Pg. 137- 140

MTP Home science Grade 5 TG Pg. 131-

 

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

 

 

Tuesday, 22 November 2022 08:33

IRE - Class 8 Schemes of Work Term 3 2023

SCHEMES OF WORK FOR IRE STD 8 THIRD TERM 2023

WK

LES

TOPIC

SUBTOPIC

OBJECTIVES

LEARNING ACTIVITIES

T/L AIDS

REFERENCE

REMARKS

1

Revision of content covered in previous term in preparation for term 3 work

 

2

1

QURAN

(revision)

 

Meaning of Surah Al Inshirah

By the end of the lesson the learner should be able to state the meaning of surah Al  Inshirah and use the surah in daily prayers.

  • Asking and answering questions
  • Juzzus
  • Reciting Quran.
  • Discussion
  • Note taking
  • Chalkboard
  • Translation and  commentary of the Holy Quran by Yusuf Ali.

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg. 23

 

2

QURAN

 

General message of surah  Inshirah

By the end of the lesson the learner should be able to  describe the general massage of surah – Inshirah and use the surah in daily prayers.

  • Asking and answering questions
  • Juzzus
  • Reciting Quran.
  • Discussion
  • ‘’ Translation and  commentary of the Holy Quran by Yusuf Ali.

Ppls bk pg.4

 

3

QURAN

 

Lessons from Surah Inshirah

By the end of the lesson the learner should be able to  state major lessons obtained in Surah Inshirah  and use the surah in daily prayers

  • Asking and answering questions
  • Juzzus
  • Reciting Quran.
  • Discussion
  • Translation and  commentary of the Holy Quran by Yusuf Ali.’

Ppls bk pg.6

 

3

1

QURAN

 

Meaning of surah Al –Inshirah Dhuha

By the end of the lesson the learner should be able to able to state the meaning of surah Dhuha and use the surah in daily prayers.

  • Asking and answering questions
  • Juzzus
  • Reciting Quran.
  • Discussion
  • Note taking
  • Chalkboard
  • Translation and  commentary of the Holy Quran by Yusuf Ali.

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.41

 

2

QURAN

 

General message of surah   Dhuha

By the end of the lesson the learner should be able to able to describe the general message of Surah Dhuha and use the surah in daily prayers.

  • ‘’ Reciting Quran.
  • Discussion
  • Note taking
  • ,, Translation and  commentary of the Holy Quran by Yusuf Ali.’

Ppls bk pg.42

 

3

QURAN

 

Lessons from surah Dhuha

By the end of the lesson the learner should be able to  lessons obtained from Surah Dhuha and use the surah in daily prayers.

  • Reciting Quran.
  • Discussion
  • Note taking
  • Translation and  commentary of the Holy Quran by Yusuf Ali.’

Ppls bk pg. 43

 

4

1

HADITH

Cooperation

By the end of the lesson the learner should be able to  state lessons learnt from hadith on cooperation and be ready to cooperate with others.

  • Asking and answering questions
  • Discussion
  • Reciting hadith on cooperation
  • Chalkboard
  • Hadith in pupils text book

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.10

 

2

HADITH

Corruption

By the end of the lesson the learner should be able to state lessons learnt from hadith on corruption and shun corruption practices.

  • Asking and answering questions
  • Discussion
  • Reciting hadith on corruption
  • ,Hadith on chalk board

Ppls bk pg. 11

 

3

,, HADITH

,,

By the end of the lesson the learner should be able to  state negative effects of corruption in society and avoid them.

,,

  • ,, Hadith on chalk board

Ppls bk pg.11

 

5

1

DEVOTIONAL ACTS (Revision)

Swalatul Junaiz

By the end of the lesson the learner should be able to  describe how swalatul Junaiz is performed and appreciate Islamic teachings on swalatul Junaiz.

  • Asking and answering questions
  • Discussion
  • Role playing
  • Chalkboard
  • Pictures in pupils text book

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.29

 

2

,,

The burial

By the end of the lesson the learner should be able to  describe how the burial of a deseased muslim is performed.

  • ‘’ Asking and answering questions
  • Discussion
  • Pictures in pupils text book

Ppls bk pg. 35

 

3

,,

After burial

By the end of the lesson the learner should be able to  state what happens after the burial and  have curiosity in knowing more about Islamic burials.

  • Asking and answering questions
  • Discussion
  • Pictures in pupils text book

Ppls bk pg.37

 

6

Midterm exams/assessments/revision of exam items

 

7

1

PILLARS OF IMAN

Taqwa

By the end of the lesson the learner should be able to  define taqwa and be eager to be pious.

  • Asking and answering questions
  • Discussion
  • Note making
  • Chalkboard
  • Chart

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.80

 

2

,,

Benefits of Taqwa

By the end of the lesson the learner should be able to sate benefits of taqwa and it,s importance.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard
  • Chart

Ppls bk pg. 81

 

3

,,

‘’

By the end of the lesson the learner should be able to further state the benefits of taqwa

  • ‘Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard
  • Chart

Ppls bk pg.89

 

8

1

MUAMMALAT

Qualities of a good muslim leader

By the end of the lesson the learner should be able to mention correctly the qualities of a good muslim leader.

  • Asking and answering questions
  • Discussion
  • Note making
  • Chalkboard
  • Chart showing qualities of a good muslim.

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.98

 

2

,,

The role of a muslim leader

By the end of the lesson the learner should be able to state the role of a muslim leader in community.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard
  • Chart

Ppls bk pg. 99

 

3

,,

,,

By the end of the lesson the learner should be able to further state the role of a muslim leader in society.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard
  • Chart

Ppls bk pg.99

 

9

1

ISLAMIC FESTIVALS AND CEREMONIES

Circumcision in Islam

By the end of the lesson the learner should be able to  define circumcision in Islam and its importance.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.102

 

2

HISTORY OF ISLAM

The early visitors to East African Coast

By the end of the lesson the learner should be able to  mention the early visitors to East African coast.

,,

  • Wall map of Eastern Africa

Ppls bk pg.108

 

3

,,

The spread of Islam

By the end of the lesson the learner should be able to  state ways in which Islam spread in the East Africa. 

  • Asking and answering questions
  • Discussion
  • Note taking
  • Wall map of Eastern Africa

Ppls bk pg.110

 

10

1

ILM

The best among you

By the end of the lesson the learner should be able to  identify the best person among others and state hadith of the prophet on ‘Who is the best among people’.

  • ‘’ Asking and answering questions
  • Discussion
  • Note taking
  • Chalkboard
  • Hadith in ppls text bk.

Islam K. Islam New Beginning IRE Ppls Bk. 8 pg.104

 

2

‘’

Reciting the Quran

By the end of the lesson the learner should be able to state the importance of reciting the holy Quran.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Copies of Quran

Ppls bk pg. 105

 

3

‘’

Importance of transmission of knowledge

By the end of the lesson the learner should be able to state  importance of transmitting knowledge to others.

  • Asking and answering questions
  • Discussion
  • Note taking
  • Copies of Quran

Ppls bk pg. 107

 

11

Trial exams in preparation for KCPE/ guided group discussions /individual studies /

 

12

KCPE EXAMS

 

Tuesday, 22 November 2022 08:33

CRE (Moran) - Class 8 Schemes of Work Term 3 2023

SCHEMES OF WORK

SCHOOL

CLASS

LEARNING AREA

TERM

YEAR

 

8

CRE

3

2023

Weeks

Lesson

Topic

Sub Topic

Objectives

Teaching/
Learning
Activities

Learning
Resources

References

Remarks

1

OPENING/PREPARATION

2

1

THE FAMILY AND MARRIAGE

Types of families

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

  1. state the different types of families.
  2. Appreciate his or her parents
  3. Appreciate his or her family structure
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8 page 88-89

 

 

2

 

Types of families

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

  1. state the different types of families.
  2. Appreciate his or her parents
  3. Appreciate his or her family structure
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8 page 88-89

 

 

 

3

 

Factors to consider when choosing a marriage partner

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

  1. State the factors to consider when choosing a marriage partner
  2. Describe the qualities of a good partner
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 89-92

 

3

1

 

Factors to consider when choosing a marriage partner

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

  1. State the factors to consider when choosing a marriage partner
  2. Describe the qualities of a good partner
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 89-92

 

 

2

 

Marriage

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

  1. State the factors to consider when getting married
  2. Mention the advantages of a Christian marriage
  3. Desire to form good relationships in the family
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 92-98

 

 

3

 

Marriage

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

  1. Describe the essential needs of a family
  2. Discuss what undermines a good marriage relationship
  3. Appreciate the Christian teaching on marriage
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 92-98

 

4

1

 

Marriage

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

  1. Describe the essential needs of a family
  2. Discuss what undermines a good marriage relationship
  3. Appreciate the Christian teaching on marriage
  • Scripture reading
  • Discussing
  • Explaining
  • Demonstrating
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 92-98

 

 

2

 

Qualities of a good parent

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

  1. State the qualities of a good parent
  2. Describe a good parent
  3. Appreciate his or her parents
  • Role-play
  • Essay writing
  • Public speaking and reading

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 98-99

 

 

3

 

Qualities of a good child

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

  1. List the qualities of a good child
  2. Appreciate his or her parents
  • Dramatization
  • Reading
  • Memorization

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 99-101

 

5

1

RESPONDING TO CHRISTS’S CALL

Meaning of discipleship

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

  1. State the meaning of discipleship
  2. Describe the teaching of Jesus Christ of discipleship
  3. Ove other people
  • Dramatization
  • Reading
  • Memorization

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 103-108

 

 

2

 

 

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

  1. Explain how loving one another demonstrates discipleship
  2. State the importance of loving others
  3. Love other people
  • Dramatization
  • Reading
  • Memorization

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 103-108

 

 

3

 

 

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

  1. Explain the place of wealth in Christian discipleship
  2. List ways in which wealth is misused in Christian discipleship today
  3. Desire to be disciples of Jesus Christ
  • Dramatization
  • Reading
  • Memorization

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 103-108

 

6

1

 

Role of evangelist and witnesses

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

  1. Distinguish between the work of an evangelist and witnesses
  2. Serve other willingly
  3. Appreciate the work of evangelist and witnesses in the church today
  • Dramatization
  • Reading
  • Memorization
  • Visiting a preacher in church
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 108-109

 

 

2

 

Role of evangelist and witnesses

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

  1. Deny himself or herself for the sake of Jesus Christ
  2. Appreciate the work of evangelist and witnesses in the church today
  • Dramatization
  • Reading
  • Memorization
  • Visiting a preacher in church
  • Note taking

The Good
New Bible:
chalkboard

Resource person

PRIMARY
CRE learners’ book
8-page 108-109

 

 

3

LEISURE

Meaning of leisure

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

  1. State the meaning of leisure
  2. State the different kinds of leisure
  3. Vary leisure activities
  • Dramatization
  • Reading
  • Memorization
  • Note taking

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 111-113

 

7

1

 

Leisure today and traditional African communities

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

  1. List leisure activities in traditional African society and in the modern society
  2. Vary leisure activities
  • Reading
  • Memorization
  • Question and answer

The Good
New Bible:
chalkboard

PRIMARY
CRE learners’ book
8-page 113-116

 

 

2

 

Use of leisure

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

  1. Describe the importance of leisure in his or her personal growth
  2. Explain the importance of leisure in a family
  3. Desire to make proper use of time for leisure
  • Reading
  • Q& A
  • Singing

 

The Good
New Bible:
chalkboard

Cuttings of newspaper,

PRIMARY
CRE learners’ book
8-page 116-119

 

 

3

 

 

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

  1. Describe the use of leisure in cultural development
  2. Discuss how to make proper use of leisure time
  3. Appreciate the importance of leisure in a family
  • Reading
  • Q& A
  • Singing

 

The Good
New Bible:
chalkboard

Cuttings of newspaper,

PRIMARY
CRE learners’ book
8-page 116-119

 

8

1

 

Christian activities during leisure

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

  1. Name Christian activities they can do during leisure
  2. Desire to develop certain skills during their leisure
  • Reading
  • Q& A
  • Singing

 

The Good
New Bible:
chalkboard

 

PRIMARY
CRE learners’ book
8-page 119-121

 

 

2

 

Misuse of leisure

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

  1. Give example of how leisure is misused
  2. Avoid destructive leisure
  • Reading
  • Discussion
  • Dramatization
  • Recitation

 

The Good
New Bible:
chalkboard

 

PRIMARY
CRE learners’ book
8-page 121-123

 

 

3

 

Leisure and unemployment

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

  1. Write down the destructive elements in some leisure activities
  2. State the difference between leisure and unemployment
  3. Avoid destructive leisure
  • Reading
  • Q& A

 

The Good
New Bible:
chalkboard

 

PRIMARY
CRE learners’ book
8-page 123-124

 

CRE SCHEMEE OF WORK
STANDARD 8, 2023

TERM 1

WEEK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L AIDS

REFERENCE

REMARKS

1

Opening and Revisions

2

1 – 3

God’s help and self help

  • The body is the temple of God
  • Various drugs and how they are abused.
  • Effects of drugs on human body.

 

The learner should be able to:

  1. Describe how the body is the temple of God.
  2. Name several drugs
  3. Describe how the drugs are misused.
  • Naming
  • Explanation
  • Question and answer
  • Story telling
  • Discussion
  • Singing
  • A poster
  • Listing
  • St Paul’s teaching

PrimaryCRE book 8 pg 1 – 3

Living in Christ pg 1 - 5

 

3

1 – 3

God’s help and self help

  • Sexual misuse
  • Effects of sexual misuse
  • Misuse of natural resources.

The learner should be able to:

  1. State types of sexual misuse and their effects
  2. Explain the effects of misuse of the environment by human kind.
  3. Appreciate the environment
  • Discussions
  • Question and answers
  • Explanation
  • Singing
  • Pictures of professor
  • Wangari Mathai in pupil’s book pg 19

 

Primary CRE book 8 pg 10 – 18

Living in Christ pg 2 - 3

 

4

1 – 3

 Revision and end of month exams

5

 

1 - 3

 

God’s help and self help

 

  • View of ATS on misuse of God’s creation
  • Christian teaching on misuse of God’s Cration
  • How to respond to the misuse of God’s cration.

The learner should be able to:

  1. Describe the traditional African view of misuse of God’s creation
  2. Explain the Christian teaching on the use and misuse of God’s creation.
  3. Appreciate the environment

 

  • Explain
  • Discussion
  • Story telling
  • Singing
  • Question and answer
  • A poster showing measures to control misuse of God’s creation

Primary CRE pg 20 – 25

Quick reading pg 4 - 5

 

6

1 – 3

Christianity and traditional African heritage

  • African stories of creation.
  • Relationship between unborn, living, living dead and the ancestors
  • Differences between continuity of life in African tradition and Christianity.

The learner should be able to:

  1. Narrate stories of creation in traditional African communities.
  2. State how unborn, living, living dead and ancestors are related.
  3. Differentiate between ATS understanding of continuity of life and Christianity.
  4. Desire to protect life.
  • Narrating
  • Discussion
  • Stating
  • Singing
  • Questions and answer
  • Memorizing
  • A poster listing the creation order in biblical story

Primary CRE book 8 pg 32 – 38

Quick reading pg 7 – 10

 

7

1 - 3

Revision and mid term exam and brak

8

1 – 3

Christianity and traditional African heritage

  • Respect for the life of the unborn and the born
  • Concepts of God in the ATS and Christianity.
  • Response to God and in ATS

The learner should be able:

  1. Explain why we should be able to respect life of both and unborn
  2. Mention concepts of God in African 
  3. religion and Christianity
  4. State some ways in which some African African people responded to the creator.
  5. Appreciate various concepts of God
  • Explain
  • Mentioning
  • Question and answer
  • Discussion
  • Memorizing
  • A poster of attributes of God in African religion and Christianity.

Primary CRE Book 8 pg 38 – 46

Quick reading CRE pg 10 – 11

 

9

1 – 3

Christianity and traditional African heritage

  • Ways of reconciling with God in ATS
  • Similiarities between Christianity and ATS
  • Differences between Christianity and traditional beliefs and customs

The learner should be able to:

  1. Explain how reconciliation with God was done in ATS
  2. Describe the similarities and differences between Christianity and traditional African customs and believe 
  3. Appreciate spiritual life of African people.
  • Explanation
  • Describing
  • Appreciating
  • Discussion
  • Question and answer
  • Aposter of the Lord’s prayer

Primary CRE pupils book 8 pg 48 – 50

Quick reading CRE bk 8 pg 11 - 14

 

10

1 - 3

JESUS CHRIST VICTORY OVER PAIN AND SUFFERING

  • Causes of suffering
  • Pain and suffering
  • Jesus pain in: mental, Physical , emotional

The learner should be able to:

  1. List causes of suffering
  2. Mention types of suffering
  3. Explain various types of mental, physical and emotion suffering
  4. Be ready to suffer for Jesus Christ
  • Listing
  • Explanation
  • Discussion
  • Question and answer
  • Singing
  • Story telling
  • A poster listing causes of suffering

Primary CRE pg 60 – 62

Quick reading pg 17 - 20

 

11

1 – 3

JESUS CHRIST VICTORY OVER PAIN AND SUFFERING

  • Jesus Christ triumphs over pain and suffering.
  • Purpose of suffering

The learner should be able to:

  1. Describe how Christians can thump over pain through the help of the holly spirit List some purpose of suffering
  2. Pray for Christians undergoing suffering
  • Describing
  • Listing
  • Praying
  • Question and answer
  • Discussion
  • Singing
  • Mentioning

 

  • A picture of Jesus Christ on the cross in pupils book pg 71

New primary CRE pg 70 – 73

Quick reading pg 21 -22

 

12

1 – 3

JESUS CHRIST VICTORY OVER PAIN AND SUFFERING

  • Christian suffering today

The learner should be able to:

  1. Mention kinds of suffering that Christians undergo today.
  2. Strive to prevent suffering
  3. Appreciate that by sharing in the suffering of Christ
  • Appreciate
  • Discussion
  • Question and answer
  • Reciting
  • Memorizing
  • Song ‘I am a soldier in the army`
  • Picture pg 76

Primary CRE book 8 pg 75 – 78

Quick reading CRE pg 22 - 23

 

13

1 – 3

Revision  and  closing  term

14

1 – 3

End Term 1 Exams and Closing

TERM 2

WEEK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

REFERENCE

T/L AIDS

ASSIGNMENT

REMARKS

1

1 – 3

Opening and Revisions

2

1 – 3

Relationship

The family and marriage

The learner should be able to:

  1. State the different types of family.
  2. State the factors considered when choosing a marriage partner.
  3. State factors to consider when getting married
  4. Mention advantages of Christian marriage
  • Role play
  • Reading the bible
  • Dramatization
  • Story telling

Primary CRE pupils book 8 pg 143 – 163

Quick reading CRE book 8 pg 42 – 43

  • The good news bible pictures

 

  • Observation
  • Oral questions

 

3

1 – 3

Relationship

The family and marriage

Describe the essential needs of a family

  1. Describe what undermines a good marriage relationship
  2. State qualities of a good parent
  3. List qualities of a good child
  • Discuss essential needs of a family, what undermines a good marriage
  • State the qualities of a good parent and a good child. Reading the bible.

Primary CRE pupils book 8 pg 159 – 161

Quick reading CRE book 8 pg 47 – 48

  • Bible
  • Pictures
  • Charts
  • Port folio questions
  • Written questions

 

4

1 – 3

Relationship

The family and marriage

  1. State the traditional African view of love and marriage.
  2. Explain the Christian teaching on love and marriage.
  3. Appreciate his or her family structure
  4. Desire to form good relationships in the family.
  • State traditional African view of love and marriage.
  • Discussing
  • Dramatization
  • Bible reading

Primary CRE pupils book 8 pg 161

Quick reading CRE book 8 pg 48

  • Bible resource person pictures.
  • Written questions

 

5

1 – 3

Relationship

The family and marriage.

  1. Appreciate his or her parents
  2. Portray good behavior
  3. Appreciate the Christian teaching on marriage
  • Role play
  • Discussing
  • Bible reading
  • Demonstration
  • Story telling

Primary CRE book 8 pg 161

Quick reading CRE book 8 page 48

  • Bible
  • Chart
  • Oral questions

 

6

1 – 3

Discipleship

Responding to Christ call

  1. State the meaning of discipleship
  2. Describe the teachings of Jesus Christ on discipleship
  3. Explain how loving one another demonstrates discipleship
  4. State the importance of loving others.
  5. Explain the place of wealth in Christian discipleship
  6. Explain ways in which wealth is misused in Christian discipleship
  • Defining discipleship
  • Demonstration
  • Discuss the importance of loving others
  • Explanation
  • Role play
  • Read the bible

Primary CRE pupils book 8 pg 166

Quick reading CRE book 8 pg 50 - 53

  • Bibles
  • Posters
  • Charts
  • Oral questions

 

7

1 – 3

Mid term exams and break

8

1 – 3

Discipleship

Responding to Christ’s call

The learner should be able to:

  1. Distinguish between the work of an evangelist and a witness.
  2. Desire to be disciples of Jesus Christ
  3. Serve others willingly
  4. Deny him or herself for the sake of Jesus Christ
  5. Love other people
  6. Appreciate the work of evangelists and witnesses in the church today
  • Role play
  • Demonstration
  • Discussion
  • Asking and answering questions

Primary CRE pg 179

Quick reading CRE book 8 pg 53

  • Resource person
  • Bible

 

  • Porto fillio questions

 

9

1 – 3

Christmas

Leisure

State the meaning of leisure

  1. State different kinds of leisure
  2. List leisure activities in ATS and modern society
  3. Describe the importance of leisure in his or her growth
  4. Explain the importance of leisure in a family
  • Definition
  • Discussion
  • Dramatization
  • Explaining
  • Describing
  • Reading the bible

Primary CRE book 8 pg 184 – 194

Quick reading CRE book 8 pupils book pg 55 – 57

  • Bible
  • Written questions

 

10

1 – 3

Christmas

Leisure

The learner should be able to:

  1. Describe the use of leisure in cultural development
  2. Name activities Christians can do during leisure
  3. Give examples of how leisure is misused
  4. Write down the destructive elements in some leisure activities
  5. State the difference Between leisure and unemployment
  6. Discuss on how to make proper use of leisure
  • Read the bible
  • Story telling
  • Citing examples
  • Discussion
  • Demonstration

Primary CRE book 8 pg 196 - 197

Quick reading CRE book 8 pupils book pg 58

  • Chart
  • Bible

 

  • Oral questions

 

11

1 – 3

The church

Living the Christian  faith

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

  1. State the meaning of prayer.
  2. Explain how prayers can be made in private and in public
  3. State the different responses given by God in our prayer
  • Defining prayer
  • Explanation
  • Demonstration
  • Stating
  • Reading the bible
  • Reciting the lord’s prayer

Quick reading CRE pupils book 8 PG 25 – 26.

Primary CRE page 83 – 85

  • Bible
  • Charts
  • Pictures of people praying
  • Port folio
  • questions

 

12

1 – 3

The church

Living the Christian faith

The learner should be able :Explain the differences between prayer and magic giving life examples

  1. State the importance of self denial in relation to serving others giving an example of the story of Jesus
  2. State an examples of having a living faith giving an example of life experience
  • Explaining
  • Stating examples of self denial
  • Discussion
  • Demonstration
  • Story telling
  • Reading the bible
  • Reciting memory verse

 

Primary CRE pg 92 – 95

Quick reading CRE book 8 pg 27 – 29

  • Bible
  • Texts
  • charts
  • Written questions

 

13

 

Revisions and Preparations for End Term Exams

14

 

End Term 11 Exam and Closing

TERM 3

WEEK

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITIES

REFERENCE

T/L AIDS

ASSIGNMENT

REMARKS

1

1 -3

Opening and Revisions

2

1 – 3

The church

Living the Christian faith

The learner should be able:

  1. Describe the relationship between prayer and fasting
  2. Appreciate that God answers prayers
  3. Appreciate fasting as a means of bringing one near to God
  4. Desire to serve God and fellow human beings
  5. Live the Christian faith.
  • Discussion
  • Asking and answering questions
  • Reading the bible
  • Story telling
  • Recite the memory verse

Primary CRE book 8 pg 97 – 99

Quick reading CRE pupils book 8 pg 28 – 30

  • Bible
  • Chart
  • Oral questions
  • Written questions

 

3

1 – 3

The reaching of Jesus

Social problems and Christian values

The learner should be able to:

  1. State ways in which one can practice justice
  2. Explain the importance of fairness in his or her daily life.
  3. Give reasons why Christians should be holly giving a life experience through a story
  • Stating
  • Explaining
  • Discussing
  • Story telling
  • Reading the bible
  • Taking notes

Primary CRE book 8 page 103

Quick reading CRE pupils book 8 pg 32 – 33

  • Bible
  • Pictures
  • Written pictures

 

4

1 – 3

The teaching of Jesus

Social problems and Christian values

The learner should be able to:

  1. Describe effects of corruption in the society
  2. Explain how nepotism destroys good relations
  • Discussing effects of corruption
  • Explaining
  • Defining
  • Reading the bible

Primary CRE pg 109

Quick reading book 8 pg 33 – 34

  • Resource
  • Person
  • Nature walk
  • Oral questions

 

5

1 – 3

The teaching of Jesus

Social problems and Christian values

The learner should be able:

  1. Apply Christian values in his or her life.
  2. Avoid corruption, injustice and nepotism
  3. Desire to apply Christian principles in his or her life
  4. Use Christian values when dealing with social problems
  • Discussion
  • Story telling
  • Reading the bible
  • Taking notes
  • Desire to apply
  • Christian principles in one’s life

Primary CRE pupils book 8 pg 110 – 121

Quick reading pg 34 – 36

  • Bible pictures

 

  • Written questions

 

6

1 – 3

Pentecost

Jesus frees and commands

The learner should be able to:

  1. State how he or she makes use of personal freedom
  2. Explain how Jesus Christ showed obedience to God
  3. Describe how Jesus showed his loyalty to his father
  • Defining freedom
  • Reading bible
  • Discussion
  • Story telling
  • Demonstrating
  • Taking notes

Primary CRE book 8 pg 124 – 128

Quick reading book 8 pg 38

  • Bible pictures
  • Port folio
  • questions

 

7

1 – 3

Pentecost

Jesus frees and commands

The learner should be able to:

  1. Explain how Jesus Christ reacted to Jewish authority
  2. State ways in which he/she reacts to authority i.e. respect
  3. Describe how he/she relates to parents and the community
  • Discussion
  • Read the bible
  • Demonstrating
  • Dramatization
  • Taking summary notes
  • Story telling

Primary CRE book 8 pg 130 - 132

Quick reading book 8 pg 39 – 40

  • Pictures in pupils book
  • Bible
  • Oral questions

 

8

1 – 3

Pentecost

 

Jesus frees and commands

The learner should be able to:

  1. Explain the teaching of Jesus Christ on on freedom
  2. Desire to achieve true freedom
  3. Express loyalty to the state.
  4. Respect his or her parents in all ways
  • Explanation
  • Stating
  • Discussing
  • Decide to respect one’s parents
  • Taking summary notes

Primary CRE book 8 pg 133 - 134

Quick reading book 8 pg 42 – 44

 

 

 

9

End Term 111 Exams and Closing

SOCIAL STUDIES SCHEMES OF WORK
STD 8 TERM III 

WK

LSN

TOPIC

SUB TOPIC

OBJECTIVES

T/ACTIVITIES

L/ACTIVITIES

RESOURCES

T/AIDS

ASS

REMARKS

 

 

 

1

1

Revision

Tune up revision

By the end of the lesson pupils should be able to :- do corrections on the area they failed

Reading questions

Explanation of the questions

Guiding of pupils

Pupils answer oral questions

Write summary notes

Past paper

Map

Oral questions

 

2

Physical environmental revision

Map reading

Measurement

Physical feature

By the end of the lesson pupils should be able to :- revisit some of the key areas in the sub topic given

Revise map reading

Explain major areas

Discuss with the pupils

Ask questions where necessary

Participate in the discussion

Write summary notes

Our lives today

Pg 1 – 16

 

Pictures

Maps

Written questions

 

3

Physical environmental revision

Climate

By the end of the lesson pupils should be able to :- answer questions on climate

Write questions about climate

Guide pupils to work them as revision

Write summary notes

Work out written questions

Read the notes previously written

Write summary notes

Our lives today

Pg 17 - 26

Pictures of weather instruments

Written questions

 

4

Past paper

past paper

By the end of the lesson pupils should be able to :-have completed a past paper

Invigilating pupils as they do the paper

Guiding pupils before they do the paper

Doing the paper given

Past paper

 

N/A

Written questions

 

5

Revision

Revision of past paper

By the end of the lesson pupils should be able to :- do corrections on areas which were difficult to them

Guide pupils on what they were supposed to do

Discussing with the pupils

Reading questions

Answering the oral questions

Writing the summary notes on the topic

Past paper

Atlases

Oral questions

 

2

1

People and population

Revision

Evolution

Migration

Population growth

By the end of the lesson pupils should be able to :- work out questions on evolution, irrigation and population

Explaining about evolution. Guiding pupils to read note

Writing questions on the chalk board

Asking and answering oral questions

Reading notes

Working out questions given

Our lives today

Pg 28 – 49

 

pictures

Written questions

 

2

Revision People and population

Population of Kenya, India and German

By the end of the lesson pupils should be able to :- compare the three population and give their differences

Revising the three populations

Asking oral questions on the topic

Guiding pupils in answering the questions

Participate in revision

Answer oral questions

Reading previous written notes

Our lives today

Pupils copy

Pg 40-50

Pictures

Oral questions

 

3

Revision People and population

Revision exercise pg 50

By the end of the lesson pupils should be able to :-answer questions given in our lives today pg 50-53

Guiding pupils in answering the questions

Ask oral questions on the revision questions

Guide pupils with summary notes

Answer oral questions

Discuss some questions and listen to the teacher

Our lives today

Pupils copy

Pg 50-51

questions

Oral questions

 

4

Past paper

Revision together

By the end of the lesson pupils should be able to :- work out the past paper given

Guiding pupils in answering the questions

Invigilate pupils as they work out questions

sit for the past paper

past paper

past paper

N/A

 

5

Past paper

Revision together

By the end of the lesson pupils should be able to :- do corrections on area they failed in

Guide pupils and explain difficult questions

Write summary notes on difficult questions

Participate in revision

Write summary notes

Past exam

Atlases and map

Written questions

 

3

END OF MONTH EXAMS TERM III

 

 

4

1

Revision

Revision of end of month exam

By the end of the lesson pupils should be able to :- identify the problem they failed during the exams

Explaining areas with difficulty

Guiding pupils in answering the questions

Reading questions

Answering oral questions

Writing simple notes

End of month exam paper

Atlases

Oral questions

 

2

Social relationship and cultural activity

Revision

The school

The family

By the end of the lesson pupils should be able to :- respect and appreciate others and answer questions related to the topic

Discussing about the organization of a school

Explaining areas with difficulties

Guiding pupils to read the notes

Participate in the discussion

Listening and answering questions

Reading notes

Our lives today

Pupils copy

Pg 52-59

pictures

Oral questions

 

3

Resources and economic activity

Revision

Agriculture

Settlement schemes

By the end of the lesson pupils should be able to :- answer questions on the sub topic given

Revision of agriculture and settlement schemes

Explanation through discussion

Write simple summary notes

Participate in oral answering of thee questions

Read and write summary notes

Our lives today

Pupils copy

Pg 62-73

Pictures

Maps

Oral questions

 

4

Past Paper

Continuous assessment test

By the end of the lesson pupils should be able to :- work out questions in the exam paper given

Invigilating pupils as they do the paper

Pupils work out the paper given

past paper

 

N/A

Written questions

 

5

Past  Paper

revision

(Class revision)

By the end of the lesson pupils should be able to :- identify their areas of weakness & correct

Reading questions

Asking oral questions

Writing summary notes

Participate in discussion

Write summary notes

Past paper

N/A

Oral questions

 

 

 

5

1

Resources and economic activity

Revision

Horticultural farming

Fish farming

Mining

By the end of the lesson pupils should be able to :- answer questions on the sub topic given

Writing questions

Explaining where necessary

Write summary notes

Participate in answering questions

Pupils write summary notes

Our lives today

Pupils copy

Pg 74-87

Pictures

Atlases

Written questions

 

2

Resources and economic activity

Revision

Forestry

Soil

Wildlife

By the end of the lesson pupils should be able to :- answer questions on forestry, soil and wildlife

Write questions on chalk wall

Discuss with the pupils

Explain where necessary

Answer the questions given

Participate in discussion

Write summary notes

Our lives today

Pupils copy

Pg 88-108

Pictures

animals

Written questions

 

3

Resources and economic activity

Revision

Industry

Urbanization

By the end of the lesson pupils should be able to :- identify problems associated with the above topic

Discuss on the importance of industries & urbanization

Explain to pupils the problem

Guide pupils read the notes

Participate in discussion

Listen and write summary notes

Read the books

Our lives today

Pupils copy

Pg 110-127

Pictures

Map

Atlases

Oral questions

 

4

Trial paper

Past paper

By the end of the lesson pupils should be able to :- work out the paper given

Issuing of the paper

Invigilating the pupils

Work out the paper

Past paper

N/A

Written questions

 

5

Revision

Past paper

By the end of the lesson pupils should be able to :- identify how to solve problems they experienced

Reading the questions

Explaining where necessary

Discussing with the pupils

Ask oral questions

Doing corrections

Listening

Participate in discussion

Answer oral questions

Past paper

Atlases

Oral questions

 

 

 

6

1

Resources and economic activity

Revision

Co-operatives

Transport and communication

By the end of the lesson pupils should be able to :-identify different co-operatives and distinguish between forms and means of transport

Display the map

Explanation

Discussion of oral questions

Summary notes

Participate in discussion

Answer oral questions

Our lives today

Pupils copy

Pg 129-142

Pictures

Oral questions

 

2

Resources and economic activity

Revision

Trade

First Aid

Revision

By the end of the lesson pupils should be able to :- answer questions on topic discussed

Revise orally and practically the topic

Write the questions on B/B

Work out questions given

Our lives today

Pupils copy

Pg 144-146

Text book

Written questions

 

3

Citizenship

Importance of citizenship

Loss of citizenship

By the end of the lesson pupils should be able to :- explain the importance  and conditions which can lead to loss of citizenship

Discuss the importance

Explain the way you can loose citizenship

Guide pupils to read notes

Participate in discussion

Read notes

Our lives today

Pupils copy

Pg 194-196

Pictures

Oral questions

 

4

trial paper

Revision exam

By the end of the lesson pupils should be able to :- answer questions given

Invigilation of pupils

Marking of the papers

Work out the paper

past paper

N/A

Written questions

 

5

Revision of trial

Revision

By the end of the lesson pupils should be able to :- identify how to solve the problems they came across

Explanation of the questions

Discussion

Guide pupils to write summary notes

Participate in discussion

Listen to explanation

Write summary notes

 past paper

Atlases

Oral questions

 

7

MID TERM EXAMS TERM III

 

8

1

Revision

Revision of mid-term paper

By the end of the lesson pupils should be able to :- identify they areas which where difficult

Explanation

Discussion

Writing of summary notes

Participate in discussion

Write summary notes as correction

Mid – term past paper done

Atlases

Maps

Written questions

 

2

Democracy and human rights revision

Revision

Benefit of democracy

Human rights

Bill of right

By the end of the lesson pupils should be able to :- answer questions on democracy and human rights

Discussion of boll of right

Explanation

Guide pupils to read notes

Write summary questions

Participate in discussion

Listen and answer oral questions

Do the questions given

Our lives today

Pupils copy

Pg 203-206

Atlases

Maps

Constitution

Written questions

 

3

Law peace and reconciliation

Symbol of national unity

Factor promoting national unity

By the end of the lesson pupils should be able to :- identify symbols of national unity and state factors that promote national unity

Explain the factors

Draw the symbols

Discuss about the law, peace and reconciliation

Draw symbols

Participate in discussion

Read notes

Our lives today

Pupils copy

Pg 210-214

Pictures

Oral questions

 

4

Revision

Past paper

By the end of the lesson pupils should be able to :- work out questions given correctly

Discussion of the questions

Explanation

Write summary notes

Participate in discussion

Write summary notes

Past paper

N/A

Oral questions

 

5

Revision

Revision on past paper

By the end of the lesson pupils should be able to :- answer questions correctly

Discuss with the pupils

Explain where necessary

Write summary notes

Participate in discussion

Write summary notes

Past paper

Atlases

Maps

Oral questions

 

9

1-5

Revision

Revision general

By the end of the lesson pupils should be able to :- identify their problems individually & helped to solve it

Teacher help the pupils with the problem

Explain to the class major questions

Help necessary

Pupils work on their own

Revise on general questions in S/Studies

S/studies books

Any

Oral / written questions

 

 

K.C.P.E EXAMS 2019

SOCIAL STUDIES SCHEMES OF WORK
STANDARD 8, 2023 

TERM 1

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

1

Opening and Revisions

2

1 - 5

PHYSICAL ENVIRONMENT

Map reading

  1. Use of symbols to read and interpret a map.
  2. Direction of a place using compass.
  3. Measuring distance in map.
  4. Calculation of area.
  5. Effects of physical features on human activities.

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

  1. Identify and use symbols to read and interpret a map.
  2. Describe direction using compass direction.
  3. Measure destroy on maps accurately
  4. Calculate area on a map.
  5. Explain effects of physical features on human activities.
  1. Review the previous lesson.
  2. Discuss on the reading and interpreting a map.
  3. Use compass direction describe to identify direction
  4. Discuss how to measure distance.
  5. Task and quiz.
  6. Explain effects on physical features.
  7. Note taking.
  1. Maps
  2. Rulers
  3. Strings
  4. Compass

Our lives today pupils book 8 pg 1 – 18

2. Q. Reading pupils book 8 pg 1 - 8

 

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

3

1 - 5

 

Climate

  1. Traditional methods of observing weather
  2. Observe, measure and record elements of weather
  3. Factors influencing weather.
  4. Impacts of weather on Human activities.

Able to:

  1. Describe traditional methods of observing weather.
  2. Observe, measure, and record weather changes.
  3. State factors influencing climate change.
  4. Explain impacts of climate change on H. activities
  1. Review previous lessons.
  2. Observe pictures.
  3. Describe traditional methods of observing weather.
  4. Demonstrate how to observe, measure and record weather.
  5. Note taking
  6. Drawing
  • Pictures
  • Inserts

Our lives today pupils book 8 page 18 – 30

Quick Reading pupils book 8 page 9 - 12

 

4

End  month  examinations

5

1 -5

PEOPLE AND POPULATION

Soil

  1. Causes of soil erosion.
  2. Effects of Soil erosion on Human activities.
  3. Soil conservation 

Human Origin

  1. Theories of human origin.
  2. Stages of human evolution.
  3. Pre–historical sites in E.Africa
  1. Able to state causes of soil erosion
  2. State effects of soil erosion.
  3. Describe soil conservation measures.

 

  1. State theories of human Origin.
  2. Identify stages through which human evolved.
  3. Name and locate pre-historic sites in Kenya
  • Review P.lesson
  • Stating causes of soil erosion
  • Observe pictures of different types of soil erosion
  • Discuss soil conservation measures
  • State theories of human origin.
  • Discuss stages of Human evolution.
  • Ask Oral quiz.
  • Give an exercise
  • Maps
  • Pictures in the pupil’s book
  • Wall map
  • Atlas
  • Charts

Our Lives today pupils book 8 pg 32 – 44

Quick reading pupils book 8 pg 13 - 26

 

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

6

1 - 5

 

  • Migrations
  • Types of migrations
  • Reasons for migrations.
  • Effects of migration.
  • Population growth

Able to:

  1. Describe types of marriage.
  2. State reasons and effects of migration.
  3. Explain factors that lead to slow population growth.
  4. State problems that results from slow population growth.
  5. Explain factors that lead to rapid population growth.
  • Review previous lessons.
  • Discuss factors for migration.
  • Observe pictures.
  • Start reasons and effects of migration.
  • Ask and answer oral questions.
  • Discuss problems that show population growth.
  • Notes taking
  • Pictures.
  • Charts

Our lives today pupil’s book 8 pg 45 – 59.

 Quick reading pupil’s book 8 pg 27 - 33

 

7

Mid   term    examinations

8

1 - 5

 

  • Effects of HIV/AIDS on population growth.
  • Ways of managing population growth.
  • The population structure of Kenya.
  • Comparison of the population structure of Kenya to those of Germany and India.
  1. Able to state effects of HIV/AIDS on population growth.
  2. Explain ways of managing population growth.
  3. Describe the population structure of Kenya.
  4. Compare the population structure of Kenya and those of Germany and India.

Review previous lesson.

  • Discuss the effects of HIV/AIDS on population.
  • Discuss ways of managing population growth.
  • Ask Oral Quiz.
  • Differentiate the population structure of Kenya to those of Germany and India.
  • Take notes.
  • Pictures
  • Charts
  • Diagrams
  • Maps

Our lives today pupil’s book 8 pg 71 – 78.

 Quick reading pupil’s book 8 pg 38 - 46

 

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

9

1 - 5

SOCIAL RELATIONS AND CULTURAL ACTIVITIES

  • Marriage systems.
  • Rights and responsibilities of spouses in Marriage.
  • Succession and inheritance of family wealth.
  • Role of school management committee.
  • Role of pupils in school management

Able to

  1. Identify different marriage systems.
  2. State rights and responsibilities of spouses.
  3. Identify different systems of succession and inheritance of family wealth.
  4. State the role of school management committee.
  • Review the previous lessons.
  • Discuss different marriage systems.
  • Explain  rights and responsibilities of spouses.
  • Observe pictures.
  • Discuss different systems of successions and inheritance of family wealth.
  • Note taking.
  • Give exercise.
  • Picture.
  • Charts

Our lives today pupil’s book 8 pg 71 – 78.

 Quick reading pupil’s book 8 pg 38 – 46.

 

10

1 - 5

RESOURCES AND ECONOMIC ACTIVITIES

  • Agriculture
  • Areas where European settler farming was carried out.
  • European settler farming in Kenya.
  • Effects of European settler in Kenya.
  • Reasons for the establishment of settlement schemes.
  • Benefits and problems facing settlement schemes.
  • Crops grown in the irrigation schemes.

Able to:

  1. Identify areas where European settlers farming were practiced.
  2. Describe Europe settler farming in Kenya.
  3. Explain the effects of Europe settlers in Kenya.
  4. State reasons for the establishment of settlement Schemes
  5. State problems and benefits of facing settlement schemes in Kenya.
  6. Identify settlement schemes in Kenya.
  7. Name crops grown in the settlement schemes.
  • Review previous
  • Lessons.
  • Draw a map of Kenya and indicate where European settler farming was practiced.
  • Discuss European settler farming.
  • Discuss reasons for the establishment of settlement schemes
  • Give exercise
  • Note taking.
  • Asking oral questions
  • Maps.
  • Atlas
  • Pictures

Our lives today pupil’s book 8

pg 79 - 92

 Quick reading pupil’s book 8 pg 47 - 52

 

11

1 - 5

 

  • Describe the method of irrigation.
  • Contribution and problems facing irrigation schemes in Kenya.
  • Meaning of horticulture.
  • Crops grown in horticultural farming.

Able to:

  1. Describe the method of irrigation
  2. State contributions and problems of irrigation schemes
  3. Explain the meaning of the term horticulture.
  4. Identify the crops grown in horticultural farming.
  5. State the benefits and problems facing horticultural farming in Kenya.
  • Review the previous lesson.
  • Discuss methods of irrigation.
  • Explain the meaning of horticulture.
  • Observe pictures of horticultural crops.
  • Discuss the benefits and problems facing horticultural farming in Kenya.
  • Note taking
  • Give an exercise.
  • Pictures

Our lives today pupil’s book 8 pg 92 - 95

Quick reading pupil’s book 8 pg 53 - 55

 

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

12

1 - 5

 

  • Comparison of horticultural farming in Kenya and Netherlands.
  • Fish farming areas in Kenya.
  • Comparison of fish farming in Kenya and Japan.
  • Distribution of minerals in Kenya.
  • Extraction and uses of the minerals.

Able to:

  1. Compare horticultural farming in Kenya and Netherlands.
  2. Identify fish farming in Kenya.
  3. Compare fish farming in Kenya and Japan.
  4. Locate the distribution of minerals in Kenya.
  5. Describe ways of extracting minerals.
  6. State uses of the minerals.
  • Review the previous lessons.
  • Discuss the comparison of horticulture farming in Kenya and Netherlands.
  • Locate and draw map of Kenya showing fish farming in Kenya.
  • Discuss fish farming in Kenya and Japan.
  • Ask questions.
  • Observe pictures.
  • Note taking.
  • Pictures
  • Crops

Our lives today pupil’s book 8 pg 95 – 106.

 Quick reading pupil’s book 8 pg 55 -62

 

13

Revisions and Preparations for End Term Exams

 

14

End Term Exams and Closing

 

 

TERM 11

 

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

 

1

Opening and Revisions

 

2

1 – 2

RESOURCES AND ECONOMIC ACTIVITIES

  • Fish farming in Kenya
  • Comparison of fish farming in Kenya and Japan

 

 

 

The learner should be able to:

  1. Identify fish farming areas in Kenya.
  2. Compare fish farming in Kenya and Japan
  • Asking and answering questions
  • Discussions
  • Locating areas.
  • Note taking
  • Local environment
  • Pictures
  • Atlas

Our lives today page 96 – 99

Quick reading page 56 – 58

 

 

3 - 5

 

  • Mining
  • Distribution of minerals
  • Fluorspar
  • Limestone
  • Diatomite
  • Gemstone
  • Salt

The learner should be able to:

  1. Locate the distribution of minerals in Kenya.
  2. Describe ways of extracting those minerals.
  3. State the uses of the minerals.
  • Field visit
  • Observing
  • Asking and answering questions
  • Note taking
  • Local environment
  • Pictures

Our lives today page 101 - 104

Quick reading

 

3

 

 

1 - 2

 

  • Contribution of minerals to the economy of Kenya.
  • Effects of mining on the environment

The learner should be able to:

  1. State the contribution of the minerals to the economy of Kenya.
  2. State the effects of mining on the environment
  • Asking and answering questions.
  • Discussions
  • Observing pictures
  • Note taking
  • Quiz.
  • Pictures
  • Local environment

Our lives today page 105 - 107

Quick reading Pg 61 – 62

 

 

3 - 5

RESOURCES AND ECONOMIC ACTIVITIES

Forestry

  • Types of forests in Kenya
  • Problems facing forests.
  • Effects of deforestation.
  • Forest conservation measures.

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

  1. Identify types of forests in Kenya.
  2. State the effects of deforestation in Kenya.
  3. Explain how forests are conserved.
  4. Appreciate the need to conserve forests
  • Asking and answering questions.
  • Discussion.
  • Drawing
  • Note taking.
  • observing
  • Maps
  • Pictures

Our lives today page 105 - 107

Quick reading Pg 61 – 62

 

4

End of month exams and revision

5

1 - 2

 

  • Wildlife and tourism
  • Similarities and differences between tourist attraction and in Kenya and Switzerland

The learner should be able to:

  1. State the similarities and differences between tourist attraction in Kenya and Switzerland.
  • Observing
  • Asking and answering questions
  • Discussion
  • Note taking
  • Pictures

 

Our lives today page 114 - 117

Quick reading Pg 65 - 66 

 

 

3 - 5

 

  • Industries
  • Types of industries
  • Primary
  • Secondary
  • Service
  • Factors influencing the location of industries

The learner should be able to:

  1. Classify the types of industries.
  2. State factors influencing the location of industries.
  • Discussion
  • Asking and answering questions
  • Field visit
  • Note taking
  • Local environment.
  • Pictures

Our lives today page 118 - 122

Quick reading Pg 67 - 68

 

6

1 - 5

RESOURCES AND ECONOMIC ACTIVITIES

  • Jua Kali industries
  • Effects of industries on the environment

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

  1. State reasons for establishment of Jua kali industries.
  2. Explain benefits of Jua Kali industries.
  3. Explain the contribution of industries to the economy of Kenya.
  4. Explain problems facing industries in Kenya.
  5. Explain the effects of industries to the environment
  • Asking and answering questions.
  • Discussion.
  • Observing pictures.
  • Note taking
  • Pictures
  • Artifacts

Our lives today page 122 - 128

Quick reading Pg 69 - 71

 

7

Mid term and mid term exams

 

8

1 - 5

 

  • Urbanization
  • Location of main towns in Kenya.
  • Functions of main towns.
  • Problems facing main towns
  • Effects in solving urban problems in Kenya.

The learner should be able to: Locate the main towns in Kenya.

  1. State the functions of main towns in Kenya.
  2. State problems facing urban centers
  3. Identify efforts being made to solve the problems in Urban centers
  • Locating towns
  • Drawing
  • Asking and answering questions.
  • Discussion.
  • Observing.
  • Note taking
  • Maps
  • Pictures

Our lives today page 128 - 137

Quick reading Pg 71 - 77

 

9

1 - 5

RESOURCES AND ECONOMIC ACTIVITIES

  • Transport and communication.
  • Forms of transport.
  • Problems facing transport.
  • Catering for people with special needs in Transport.
  • Major road signs
  • First aid

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

  1. Identify forms of transport.
  2. State problems facing forms of transport.
  3. State measure taken to cater for persons with special needs in transport.
  4. Identify the major road signs
  5. Demonstrate basic first aid procedures.
  • Asking and answering questions.
  • Demonstration
  • Discussions
  • Observing
  • Locating
  • Drawing
  • Note taking
  • Maps
  • Field visit
  • Pictures

Our lives today page 138 - 150

Quick reading Pg 82 - 91

 

10

1 - 2

 

  • Problems facing the communication systems in Kenya
  • Measures taken to cater for persons with special needs in communication.

The learner should be able to:

  1. State problems facing forms of communication.
  2. State measures taken to cater for persons with special needs in communication.
  • Asking and answering questions.
  • Discussion.
  • Note taking.
  • Demonstration.
  • Pictures

Our lives today page 153 - 158

Quick reading

Pg 94 - 95

 

 

2 – 3

 

  • Trade
  • Exports from Kenya.
  • Imports to Kenya.
  • Benefits of trade.
  • Role of government in promoting trade.
  • Meaning of business opportunities.
  • Business opportunities in Kenya.

The learner should be able to:

  1. Name the exports from Kenya and the imports to Kenya.
  2. Explain the benefits of trade to Kenya’s economy.
  3. Identify the role of government in promoting trade.
  4. Define the term business opportunities.
  5. Explain different business opportunities in Kenya.
  • Discussions.
  • Asking and answering questions.
  • Note taking
  • Pictures

Our lives today page 151 - 165

Quick reading

Pg 96 - 99

 

11

1-2

POLITICAL DEVELOPMENT AND SYSTEMS

  • Political associations in Kenya; EAA, YKA, KCA, KTWA.
  • Reasons for the formation of early political associations in Kenya.
  • Roles played by early associations in the struggle for the independence.

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

  1. Identify the early political
  2. Associations in Kenya up to the year 1939.
  3. State the reasons for the formation of early political associations in Kenya.
  4. Describe the roles played by early political associations in the struggle for independence in Kenya.
  5. Appreciate the role of the early political associations in Kenya political development
  • Asking and answering questions.
  • Discussion
  • Note taking
  • Observing
  • Pictures

Our lives today page 167 - 173

Quick reading Pg 103 – 104

 

12-13

Revisions and Preparations for End Term Exam

 

14

End Term Exams and Closing

 

TERM 111

WK

LESSON

TOPIC

SUB-TOPIC

OBJECTIVES

T/L ACTIVITIES

T/L RESOURCES

REFERENCES

REMARKS

1

Opening and Revisions

 

2

1 – 5

POLITICAL DEVELOPMENT AND SYSTEMS

  • Traditional forms of government

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

  1. Describe the traditional forms of government in East Africa.
  2. Discuss the role of traditional forms of government in society.
  • Describing
  • Discussing
  • Asking and answering questions

K.C.P.E mirror SST pg 134 – 138

OLT book 7 pg 167 - 172

  • Oral questions
  • Written questions

 

3

1 - 5

POLITICAL DEVELOPMENT AND SYSTEMS

Activities of early political associations in Kenya up to 1939

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

  1. Identify early political associations in Kenya up to 1939.
  2. State the reasons for formation of political associations in Kenya.
  3. Describe the roles played by the early political associations in the struggle for independence in Kenya .
  4. Appreciate the role of the early political associations in Kenya to Kenya’s political development
  • Identify
  • Stating
  • Describing
  • Appreciating
  • Identifying
  • Stating
  • Appreciating
  • Describing

OLT book 8 pg 167 – 173

Comprehensive Social studies book 8.

Flash cards

Charts pictures

OLT book 8 pg 167 – 173

Comprehensive social studies book 8

Flash cards

Charts

pictures

  • Oral questions.
  • Written questions. Oral questions
  • Written questions

 

4

Revision and the fortnight questions

                                     

5

1 - 5

POLITICAL DEVELOPMENT AND SYSTEMS

The legislative council.

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

  1. Name African members in the Legislative council before 1960.
  2. Explain the role of the legislative council in the struggle for independence.
  • List
  • Explain
  • Ask and answer questions

OLT book 8 pg 174 - 176

Comprehensive social studies book 8 pg 179 - 182

Flash cards

Charts

 

 

6

1 - 5

POLITICAL DEVELOPMENT SYSTEMS

Struggle for independence

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

  1. Identify the effects of the second world war on the struggle for independence in Kenya.
  2. Identify political organizations in Kenya between 1945 – 1963
  3. Name founder members of the political organizations in Kenya between 1945 – 1963
  4. Explain the role of political organizations in the struggle for independence.

 

  • Identifying
  • Naming
  • Explaining
  • Asking and answering questions.

OLT book 8 pg 176 – 183

Comprehensive Social studies book 8 page 190 – 193

Charts.

Work cards

Flash cards

  • Oral questions.
  • Written assignments

 

7

Revision and mid term exams

                      

8

1 - 5

POLITICAL DEVELOPMENTS AND SYSTEMS

Political development in Kenya since 1963

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

  1. State the major constitution amendments affecting political parties in Kenya since 1963
  2. Appreciate the constitutional amendments affecting political parties in Kenya since 1963.
  • Stating
  • Appreciating
  • Asking and answering questions

OLT book 8 page 186 – 196

 

Comprehensive social studies book 8 page 194 – 200

Chart

 

9

1 - 5

POLITICAL DEVELOPMENT AND SYSTEMS

Attainment of independence

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

  1. Describe the events that led to the attainment of independence in Kenya.
  2. Explain how Kenya became a republic
  1. Describing
  2. Asking and answering questions

 

OLT book 8 pg 183 – 186

Comprehensive social studies book 8 pg 192 – 196

Chart

  • Oral questions
  • Written questions

 

10-13

Revisions and Preparations for Exams

 

14

End Term 111 Exams and Closing

 

SCIENCE  SCHEMES OF WORK
STD 8 TERM III 2023 

WK

LSN

TOPIC

SUB TOPIC

OBJECTIVES

T/L ACTIVITES

T/L RESOURCES

ASS

RMKS

 

 

 

1

1-2

Animals (revision)

  • Methods of grazing
  • Types of animal feed

By the end of the lesson the learner should be able to:- explain methods of grazing types

  1. Explain types of animal feeds
  • Discuss the methods of grazing
  • Discuss the types of animal feeds
  • Do exercise on the revised topic
  • Primary science KLB std 6
  • Chalk board
  • illustrations
  • Written work
  • Questioning

 

3-4

Water revision

  • Water borne diseases

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

  1. state water borne diseases, state their signs and symptoms and preventive measure against them
  • Name water borne diseases
  • Discuss signs and symptoms
  • Discuss prevention of water borne diseases. Do exercise
  • Primary science KLB std 6
  • Chalk board
  • illustrations
  • Written exercise
  • Questioning

 

5

Food and nutrition revision

  • Food preservation methods

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

  1. answer oral questions concerning food preservation methods
  • Asking oral questions about traditional methods of food preservation
  • Asking about modern methods.
  • Primary science KLB std 6

 

Questioning

 

 

2

1-2

K.C.P.E past paper

 

By the end of the lesson the learner should be able to:- do a K.C.P.E past paper

  • Distribute the papers
  • Doing the test
  • Test papers

Written work

 

 

3-4

K.C.P.E past paper

Revision

By the end of the lesson the learner should be able to:- answer questions from the past paper correctly

  • Distribute the papers to the pupils
  • Guide in revision using questions and answer method
  • Test papers
  • Chalk board
  • Illustrations

Questioning

 

5

Revision

 

By the end of the lesson the learner should be able to:- elaborate some of the difficult questions correctly

  • Discuss the topics off the most failed questions
  • Give a summary of the questions for better understanding
  • Chalk board
  • Text books

Questioning

 

3

END OF MONTH EXAMS

 

4

1-3

REVISION OF END OF MONTH EXAMS

4-5

Health education (revision)

Sexually transmitted diseases

By the end of the lesson the learner should be able to:- answer questions on sexually transmitted diseases correctly

  • Write questions on the topic on the chalk board
  • Mark the questions
  • Revise the exercise
  • Chalk board
  • Text books e.g. foundation
  • Science pg 16-21

Questioning

Written work

 

 

 

5

1-2

K.C.P.E past paper

 

By the end of the lesson the learner should be able to:- do past paper given

  • Distributing papers
  • Doing the test

Test papers

Written work

 

 

3-5

K.C.P.E past paper

Revision

By the end of the lesson the learner should be able to:- revise the questions from the past paper correctly

  • Distributing papers
  • Form group discussions
  • Guide on difficult questions

Test papers

Oral questioning

 

 

6

1-2

Energy

Sources of energy

Energy transformation

By the end of the lesson the learner should be able to:- state sources of energy and transformation of energy

  • Asking the sources of energy
  • Discussing forms of energy
  • Discussing energy transformation
  • Give an exercise

Foundation science Bk 8 Pg 107-125

Written work

 

 

2-4

Energy

Conservation of energy

By the end of the lesson the learner should be able to:- state how energy is conserved

  • Discuss conservation of energy
  • Give exercise
  • Mark and revise

Foundation science Bk 8 Pg 126-135

Written work

Questioning

 

5

Human body

Excretory system

By the end of the lesson the learner should be able to:- answer questions about excretory system

  • Discuss excretory organs and the products they excrete
  • Give exercise

Foundation science Bk 8 Pg 9-15

Written work

Questioning

 

7

MID TERM EXAMS TERM III

 

8

1-3

REVISION OF MID TERM EXAMS

4-5

Soil fertility

Types of in organic fertilizers

By the end of the lesson the learner should be able to:- explain straight on compound fertilizers

  • Discuss types of fertilizers
  • Give a summary
  • Do an exercise

Primary science std 7 Book

Written work

Questioning

 

 

 

9

1-3

K.C.P.E past paper

Revision

By the end of the lesson the learner should be able to:- answer K.C.P.E questions orally

  • Distribute the papers
  • Discuss the questions

Past paper

Questioning

 

4-5

Self study

Revising

By the end of the lesson the learner should be able to:- revise on his/her own

  • Ask pupils to do their own study
  • Supervise

Any science material

Observation

 

 

K.C.P.E EXAMS 2019

KLB SCIENCE SCHEME OF WORK CLASS 8

REFRENCE BOOKS:

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

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM ONE

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/ LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

The human body

Introduction to reproduction in human beings

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

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

KLB  Primary Science book pages 1-2

SCIA- 8- pages 2-6

 

2

3

 

Development of  Foetus

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

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

KLB  Primary Science book pages 5-6

SCIA- 8- pages 3

 

3

3

 

The process of birth

The leaner should be able to;

To explain and describe the process of birth

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

KLB  Primary Science book pages 6-7

SCIA- 8- pages 3-4

 

4

1

Assessment on topic the  human body

 

 

 

 

 

 

4

2,3

The excretory system

Introduction to excretory system and the skin

The leaner should be able to;

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

KLB  Primary Science book pages 9-12

SCIA- 8- pages 5-6

 

5

 

 

The lungs

The leaner should be able to;

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

KLB  Primary Science book pages 12-13

SCIA- 8- pages 6-7

 

6

 

 

The kidney

The leaner should be able to;

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

 

  • Charts
  • Photos
  • Student book
  • Diagram
  • Chalkboard

KLB  Primary Science book pages 13-14

SCIA- 8- pages 10-11

 

7

1

 

Revision  on the topic excretory system

 

 

 

 

 

 

2,3

Health education

Meaning of STD’s

The leaner should be able to;

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

KLB  Primary Science book pages 13-14

SCIA- 8- pages 10-11

 

8

3

 

Sexually transmitted disease

The leaner should be able to;

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

KLB  Primary Science book pages 21-22

SCIA- 8- pages 12-13

 

9

3

 

Control measures for HIv and Aids

The leaner should be able to;

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

KLB  Primary Science book pages 22-23

SCIA- 8- pages 14-16

 

10

1,2

 

Creating public awareness and campaigns through various media

The leaner should be able to;

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

KLB  Primary Science book 24-25

SCIA- 8- pages 14-16

 

 

3

 

Summary on topic health

The leaner should be able to

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

 

 

11

3

Plants

Adaptation of plants to their environment

The leaner should be able to

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

KLB  Primary Science book 32-33

SCIA- 8- pages 14-16

 

12

3

 

Adaptation of plants

The leaner should be able to

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

KLB  Primary Science book 32-33

SCIA- 8- pages 14-16

 

13

3

3

Signs of unhealthy crops

The leaner should be able to

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

KLB  Primary Science book 8-39

SCIA- 8- pages 24

 

 

 

REVISION AND END OF TERM EXAMS

 

 

 

 

 

 

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM TWO

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/ LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

PLANT

Effects of crop disease

The leaner should be able to

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

KLB  Primary Science book 8-39

SCIA- 8- pages 24

 

2

3

Animals

Feeding habits

The leaner should be able to

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

KLB  Primary Science book 48-50

SCIA- 8- pages 28-30

 

3

3

 

Feeding adaptation in birds

 

The leaner should be able to

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

KLB  Primary Science book 55-56

SCIA- 8- pages 31-32

 

4

3

 

Adaptation for movement

The leaner should be able to

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

KLB  Primary Science book 57-64

SCIA- 8- pages 33-35

 

5

3

 

Signs of ill- health in livestock

The leaner should be able to

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

KLB  Primary Science book 64-66

SCIA- 8- pages 36-38

 

6

3

 

Effects of livestock disease

The leaner should be able to

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

KLB  Primary Science book 66-68

SCIA- 8- pages 37-38

 

7

1

Revision on  animals

 

 

 

 

 

 

 

2,3

Water

Hard and soft water

The leaner should be able to

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

 

KLB  Primary Science book 75-78

SCIA- 8- pages 40-41

 

8

3

 

Softening hard water

The leaner should be able to

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

 

KLB  Primary Science book 79-81

SCIA- 8- pages 42

 

9

3

 

Advantages and disadvantages of  hard and soft water

The leaner should be able to

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

KLB  Primary Science book 79-81

SCIA- 8- pages 42

 

10

1

Assessment test on water

 

 

 

 

 

 

 

2,3

Environment

Soil pollution

The leaner should be able to

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

KLB  Primary Science book 85-

SCIA- 8- pages 42

 

11

3

 

Effects of soil pollution  and effect of soil pollution on animals

The leaner should be able to

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

KLB  Primary Science book 86-89

SCIA- 8- pages 44-46

 

12

3

 

 Soil conservation and managing industrial wastes

The leaner should be able to

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

KLB  Primary Science book 90

SCIA- 8- pages 44-46

 

13

 

REVISION FOR THE END OF TERM EXAMS

 

 

 

 

 

 

14

 

END OF TERM EXAMS AND CLOSING

 

 

 

 

 

 

KLB PRIMARY SCIENCE STANDARD 8 SCHEMES OF WORK: TERM THREE

WEEKS

LESSON

TOPIC

SUB TOPIC

OBJECTIVES

TEACHING/LEARNING ACTIVITIES

LEARNING RESOURCES

REFERENCES

REMARKS

1

3

Environment

air pollution

The leaner should be able to

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

 

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

KLB  Primary Science book 97-102

SCIA- 8- pages 52-53

 

2

3

 

Effects of air pollution on living and non- living things

The leaner should be able to

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

KLB  Primary Science book 102-103

SCIA- 8- pages 52-53

 

3

1

 

Ways of controlling air pollution

The leaner should be able to

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

 

KLB  Primary Science book 104-105

SCIA- 8- pages 55

 

 

2,3

 

Appreciating the environment

The leaner should be able to

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

KLB  Primary Science book 105-106

SCIA- 8- pages 55

 

4

1

Foods and nutrition

Nutritional requirements for special groups

The leaner should be able to

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

KLB  Primary Science book 113

SCIA- 8- pages 55

 

 

1

 

Lactating mothers

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

 

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

KLB  Primary Science book 114-115

SCIA- 8- pages 59

 

 

1

 

Nutrition for infants

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

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

KLB  Primary Science book 117

SCIA- 8- pages 60

 

5

1

 

Nutritional needs for people with HIV/AIDS

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

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

 

KLB  Primary Science book 118-120

SCIA- 8- pages 61-63

 

 

2

 

Agents of food poisoning

The leaner should be able to

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

KLB  Primary Science book 120-121

SCIA- 8- pages 64

 

 

3

 

Ways of preventing food poisoning

The leaner should be able to

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

KLB  Primary Science book 121-122

SCIA- 8- pages 64

 

6

1

Assessment test on nutrition

 

 

 

 

 

 

 

2,3

Energy

Meaning of energy

The leaner should be able to

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

KLB  Primary Science book 128-130

SCIA- 8- pages 68

 

7

3

 

Types of energy

The leaner should be able to

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

KLB  Primary Science book 128-130

SCIA- 8- pages 68

 

8

1

 

Transformation of energy

The leaner should be able to

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

KLB  Primary Science book 139

SCIA- 8- pages 72-74

 

 

2

 

 

methods of energy conservation

The leaner should be able to

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

KLB  Primary Science book 147

SCIA- 8- pages 72-74

 

 

3

 

Using energy efficient devices and using renewable energy

The leaner should be able to

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

KLB  Primary Science book 149

SCIA- 8- pages 72-74

 

9

 

REVISION AND END OF TERM EXAMS

 

 

 

 

 

 

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