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Tuesday, 22 November 2022 08:31

Science (Understanding) - Class 8 Schemes of Work Term 3 2023

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 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:- 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:- 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	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
5	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
8	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
9	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

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:29

Science (KLB Primary) - Class 8 Schemes of Work Term 3 2023

KLB SCIENCE SCHEME OF WORK CLASS 8

REFRENCE BOOKS:

KLB: Primary Science standard eight
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; Defining excretory systems Identify the skin as an excretory organ 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; Identify the lungs as an excretory organ 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; Identify the lungs as an excretory organ 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; Distinguish between good and bad health 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; Name causes of STD’s 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; 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; 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 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 Identify adaptive features of plants 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 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 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 Identify the effect of crop disease 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 Identify the different feeding habits of animals in the school environment 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 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 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 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 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 Define hard and soft water 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 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 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 Define environment State the component of environment 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 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 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 Define air pollution 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 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 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 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 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 State the causes of poisoning 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 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 State the meaning of energy 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 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 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 State the methods of energy conserving 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 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

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:29

Science - Class 8 Schemes of Work Term 3 2023

SCIENCE SCHEMES OF WORK
STANDARD 8, 2023

TERM 1

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES			T/L RESOURCES	T/L AIDS	REMARKS
1	Opening and Revisions
2	1 - 5	HUMAN BODY	Reproduction in human beings. Excretory system	By the end of the lesson the learner should be able to: Explain fertilization in human beings. Discuss the development of the foetus. Describe the process of birth. Identify the main excretory organs and their waste products.		Defining production. Explaining fertilization. Describing the process of birth. Identifying excretory organs	Primary science standard 8 pg 1 – 15 Quick reading science 1 - 8		Charts photos
3	1 – 5	HEALTH EDUCATION	Sexually transmitted infections. Control of HIV/AIDS	By the end of the topic the learner should be able to: Explain the meaning of sexually transmitted infections. Give examples of sexually transmitted infections. Describe causes and prevention of some sexually transmitted infections.		State meaning of STIs Stating signs of various STIs Stating control measures of HIV and AIDS.		Primary science standard 8 pg 20 – 30 Quick reading science 8 - 21	Hospital chart
4	1 - 5	PLANTS	Adaptation of plants Crop diseases.	By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify signs of unhealthy crops State effects of crop disease.		Identifying different adaptations features on plants. Recognize unhealthy crops		Primary science standard 8 pg 31 – 46 Quick reading science 22 - 33	Different plants e.g. maize, beans, acacia.
5	1 – 5	ANIMALS	Livestock parasites Human intestinal worms	By the end of the lesson the learner should be able to: Name some internal and external parasites. State the effects of parasites on livestock Control some livestock parasites. Control some human intestinal worms.		Observing several parasites. Stating effects of parasites. Tell the control measures.		Primary science standard 8 pg 47 – 58 Quick reading science 33 - 41	External parasites eg ticks
6	1 – 5	ENVIRONMENT	Meaning of environment. Components of the environment.	By the end of the lesson the learner should be able to: State the meaning of the environment. Name the major components of the environment.		Defining the environment Nature walk Identifying the component of the environment	Primary science standard 8 pg 59 – 79 Quick reading science 61 - 76		plants Soil animals
7		Mid term and mid term exams
8	1 – 5	WATER	Water pollution. Effects of water pollution. Water conservation	By the end of the lesson the learner should be able to: State how water gets polluted. Describe effects of water pollution. Identifying ways of controlling water pollution.		Demonstrate how water is polluted. State effects of water pollution. How to conserve water.	Primary science standard 8 pg 80 – 89 Quick reading science 77 - 81		Water Paper Jeri cans
9	1 – 5	SOIL	Comparison of soil Soil pollution.	By the end of the topic the learner should be able to: Investigate the composition of soil Explain the composition of soil.		Investigate the composition of soil. Name the components of soil.	Primary science standard 8 pg 89 - 92 Quick reading science 84 - 89		Soil containers
10	1 – 5	FOOD AND NUTRITION	Food groups Balanced diet Nutritional requirements for special groups	The learner should be able to: Identify the three basic food groups Classify locally available foods in the three food groups. Describe the term balanced diet.		Stating the food groups Classifying food Describing a balanced diet.	Primary science standard 8 pg 93 - 102 Quick reading science 90 - 96		Foods e.g. bananas and oranges
11	1 – 5	ENERGY	Light Heat meaning of energy Transformation of energy.	The learner should be able to: Describe the importance of proper lighting of a house. Identify the sources of light.		State the importance of lighting a house. Investigate energy transfer.		Primary science standard 8 pg 103 – 109 Quick reading science 97 - 180	Battery cells Electric wire bulbs
12	1 – 5	MAKING WORK EASIER	Simple machines	The learner should be able to: Investigate how inclined planes make work easier. Investigate how single fixed pulleys make work easier.		Listening Inclined planes Stating uses of single fixed pulleys		Primary science standard 8 pg 110 – 121 Quick reading science 100 - 105	Flag post Ladder
13	Revisions and preparations for End Term Exams
14		End Term Exams and Closing

TERM 2

WK	LESSON		TOPIC/SUB TOPIC		OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCES	REMARKS
1	Opening and Revisions
2	1 – 5		PLANTS Adaptation of plants to their environment. Dry areas Wet areas.		By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify the differences between plants growing in the different environment. State special features that help the plants survive in their environment.	Classify plants into green and non green plants. Explanation. Identify the differences between plants growing in different environment. Go outside and collect plants. Give assignment.	Realia	Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn.
3	1 – 5		PLANTS Signs of unhealthy crops. Crop diseases Effects of crop diseases.		The learner should be able to: Explain different crop diseases. Identify signs of unhealthy crops. State effects of crop diseases.	Observe diseased crops. Explanation. Write short notes. Preparing a write up showing signs of unhealthy crops.	Realia	Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23
4	1 – 5			ANIMALS	The learner should be able to: Explain how animals are adapted to their environment. Identify the adaptation of beaks in birds to feeding. State different ways of movement of animals.	Explanation. Observe how herbivores teeth are adapted to feeding. Stating the ways in which animals move. Drawing beaks.	Charts	Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28
5	1 – 5			ANIMALS Signs of poor health in livestock. Effects of livestock diseases.	The learner must be able to: Explain signs of poor health in livestock. Identify signs of poor health in livestock. State the effects of poor health.	Perform an experiment. Observe livestock for signs of poor health. Stating Explain signs of poor health.	Local environment.	Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38
6		1 – 5		WATER Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling	By the end of the lesson the learner should be able to: State the difference between soft and hard water. Investigate disadvantages of Hard water. Soften hard water by boiling	Investigate the difference between hard and soft water. Soften hard water by boiling. Explaining. Write short notes	Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes.	Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38
7		1 – 5		ENVIRONMENT. Meaning of soil pollution. Effects of soil pollution on plants and animals	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution on the environment. Observe living things found in the soil.	Define soil pollution. Describe effects of soil pollution. Observe things found in the soil. Write short notes.	Local environment. Chart	Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41
8		1 – 5		ENVIRONMENT. Meaning of soil conservation. Soil conservation methods.	The learner should be able to: Explain the meaning of soil conservation. Describe soil conservation measures. Practice soil conservation	Define soil conservation. Explain soil conservation methods. Observe how waste is managed at home.	Local environment.	Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
9		1 – 5		ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution.	By the end of the lesson the learner should be able to: State effects of air pollution. Identify ways in which air pollution can be controlled.	Discuss air pollution. Explain effects of air pollution. Discuss ways of controlling air pollution. Define terms like gabions, inorganic refuse, incinerator.	Local environment	Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
10		1 - 5		FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for	By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups. Draw foods given to lactating	Define nutrition. Discuss nutrition for pregnant and lactating mothers. Identify nutritional requirements for special groups.	Vegetables, fruits, beans, bones.	Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52
11		1 – 5		PLANTS	Adaptation of plants to their environment. Dry areas Wet areas	By the end of the lesson the learner should be able to: Explain how plants are adapted to their environment. Identify the differences between plants growing in the different environment. State special features that help the plants survive in their environment.	Classify plants into green and non green plants. Explanation. Identify the differences between plants growing in different environment. Go outside and collect plants. Give assignment.	Realia	Primary science pupils book 8 pg 32 – 37 Understanding science book 8 pg 17 – 20 by longhorn.
12		1 – 5		PLANTS .	Signs of unhealthy crops. Crop diseases Effects of crop Disease	The learner should be able to: Explain different crop diseases. Identify signs of unhealthy crops. State effects of crop diseases.	Observe diseased crops. Explanation. Write short notes. Preparing a write up showing signs of unhealthy crops.	Realia	Primary science pupils book 8 pg 37 – 43 by klb Understanding science book 8 pg 21 - 23
13		Revisions and Preparations for End Term Exams
14		End Term 11 Exams and Closing

TERM 3

WK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCES		REMARKS
1	Opening and Revisions
2	1 – 5	ANIMALS		The learner should be able to: Explain how animals are adapted to their environment. Identify the adaptation of beaks in birds to feeding. State different ways of movement of animals.	Explanation. Observe how herbivores teeth are adapted to feeding. Stating the ways in which animals move. Drawing beaks.	Charts		Primary science pupils book 8 pg 48 - 51 Understanding science book 8 pg 24 - 28
3	1 – 5	ANIMALS	Signs of poor health in livestock. Effects of livestock diseases	The learner must be able to: Explain signs of poor health in livestock. Identify signs of poor health in livestock. State the effects of poor health.	Perform an experiment. Observe livestock for signs of poor health. Stating Explain signs of poor health.	Local environment.		Primary science pupils book 8 pg 64 - 66 Understanding science book 8 pg 35 - 38
4	1 – 5	WATER	Differences between hard and soft water. Disadvantages of hard water. Softening hard water by boiling	By the end of the lesson the learner should be able to: State the difference between soft and hard water. Investigate disadvantages of Hard water. Soften hard water by boiling	Investigate the difference between hard and soft water. Soften hard water by boiling. Explaining. Write short notes	Investigate the differences between hard and soft water.. Soften hard water by Boiling. Explaining Write short notes.		Primary science pupils book 8 pg 75 - 82 Understanding science book 8 pg 35 - 38
5	1 – 5	ENVIRONMENT.	Meaning of soil pollution. Effects of soil pollution on plants and animals	By the end of the lesson the learner should be able to: Explain meaning of soil pollution. Describe effects of soil pollution on the environment. Observe living things found in the soil.	Define soil pollution. Describe effects of soil pollution. Observe things found in the soil. Write short notes.	Local environment. Chart		Primary science pupils book 8 pg 85 - 88 Understanding science book 8 pg 40 - 41
6	1 – 5	ENVIRONMENT. Meaning of soil conservation. Soil conservation methods.		The learner should be able to: Explain the meaning of soil conservation. Describe soil conservation measures. Practice soil conservation	Define soil conservation. Explain soil conservation methods. Observe how waste is managed at home.	Local environment.		Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
7	1 – 5	ENVIRONMENT. Ways in which air is polluted. Effects of air pollution. Ways of controlling air pollution.		By the end of the lesson the learner should be able to: State effects of air pollution. Identify ways in which air pollution can be controlled.	Discuss air pollution. Explain effects of air pollution. Discuss ways of controlling air pollution. Define terms like gabions, inorganic refuse, incinerator.	Local environment		Primary science pupils book 8 pg 98 - 105 Understanding science book 8 pg 44 - 47
8	1 - 5	FOODS AND NUTRITION. Nutrition for pregnant and lactating mothers. Nutrition for mothers Nutrition for		By the end of the lesson the learner should be able to: Identify nutritional requirement for special groups. Draw foods given to lactating mothers. Name some of the nutrients found in those foods.	Define nutrition. Discuss nutrition for pregnant and lactating mothers. Identify nutritional requirements for special groups. Drawing Write short notes.	Vegetables, fruits, beans, bones.		Primary science pupils book 8 pg 113 - 118 Understanding science book 8 pg 48 - 52
9	End Term Exams and Closing

Published in Class 8 Schemes of Work Term 3 2023

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Tuesday, 22 November 2022 08:20

Mathematics - Class 8 Schemes of Work Term 1, 2 and 3 2023

TERM 1

WEEK	LESSON	TOPIC/SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	REFERENCES	T/L AIDS	REMARKS
1	Opening and Revision
2	1 - 7	NUMBERS Place values and total values. Square and square roots. LCM, GCD and divisibility test. Fractions	The learner should be able to: Read and write numbers in symbols and in words. Work out squares of numbers and square roots of perfect squares. Convert fractions and percentages into percentages and fractions. Convert decimals to percentages and percentages into decimals. Write the place values and total values of numbers.	Writing total values and place values. Finding square and square roots. Reading and writing numbers in symbols and in words. Converting fractions into percentages and percentages into fractions. Converting decimals into fractions and fractions into decimals. Working out LCM , GCD and divisibility test	Understanding math pg 1 – 14 Progressive math pg 1 – 6 Learning mathematics pg 5 – 13	A chart
3	1 - 7	OPERATION ON NUMBERS. Operations involving whole numbers. Combining operations. Operation Involving: fractions and decimals. Percentage increase and decrease. Number sequence.	Work out problems involving operations of whole numbers. Work out problems involving operations on fractions. Work out problems involving operation in decimals. Work out problems involving combined operation. Work out problems involving percentage increase and decrease Work out problems in number sequence	Working out problems on whole numbers. Work out operations on fractions Work out operations on decimals Working out sums on combined operations. Working out problems on percentage increase and decrease. Working out problems on number sequence.	Understanding mathematics pg 16 – 43 Progressive math pg 10 – 13 Learning math pg 41 - 46	A chart
4	1 - 7	END OF MONTH EXAMS
5	1 - 7	LENGTH/MEASUREMENT Units of length Area Surface area Volume Capacity Mass	Workout problems involving units of length. Work out problems involving area and surface area. Work out problems involving volume. Working out problems involving units of capacity. Convert units of capacity to units. Work out problems involving mass	Work out problems involving units of length Work out problems involving area and surface area. Work out problems involving volume. Work out problems involving units of capacity. Converting units of capacity to units of volume. Working out problems involving mass	Understanding math pg 48 – 78 Progressive math pg 36 – 84 Learning math pg 54 – 89	A chart
6	1-7	MEASUREMENT Profit and loss Percentages profit and loss Bills Commission and percentage commissions Discount and percentage discount. Hire purchase Simple interest	Work out problems involving profit and loss Percentage profit and loss. Work out problems involving bills. Work out problems involving discounts percentage discount, commission and percentage commission. Work out problems involving hire purchase. Work out problems involving simple interest. Work out problems involving compound interest using simple interest per unit time. Work out problems involving postal charges.	Work out profit, loss, percentage profit and loss. Working out problems on bills. Working out problems on discount percentage discount, commission and percentage commission. Working out problems involving hire purchase. Working out simple and compound interest. Working out examples.	Understanding math pg 89 – 121 Progressive math pg 94 – 111 Learning math pg 91 – 110	A chart
7,8 & 9	1 - 7	Revision, mid term exams
10	1 - 7	TIME SPEED AND TEMPERATURE	The learner should be able to: Work out problems involving time and speed. Work out problems involving distance and average speed. Work out problems involving temperature in degrees siliceous.	Working out problems involving time and speed. Working out examples involving distance and average speed. Temperature and degrees siliceous	Understanding math pg 48 – 54 Learning math pg 111 -117	A chart clock
11 And 12	1-7 1-7	GEOMETRY Construction of a Pythagorean relationship	construct triangle Construct circles touching the three sides of the triangle. Work out problems using Pythagorean relationship. Construct parallelograms and rhombuses Work out problems involving properties of squares, rectangles, parallelograms, rhombuses and trapeziums. Recognize and identify triangles and square based pyramids Identify and make nets of pyramids and prisms. Make geometrical patterns	Constructing triangles. Draw a perpendicular from a point to a line. Constructing a circle. Working out problems involving Pythagorean relationship. Constructing parallelograms and rhombuses. Working out problems involving properties of square, rectangles, parallelograms, rhombuses and trapezium. Identifying triangular and square based pyramids Making nets Making geometrical patterns.	Understanding math pg 147 – 183 Progressive math pg 56 – 6 8 Learning math pg 118 - 138	A chart Cut outs of patterns Geometrical sets
13	1 - 7	Revisions and Preparations for End Term Exams
14	End Term 1 Exams and closing

TERM 2

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	REMARK
1	1 - 7	Opening and Revisions
2	1 - 7	MEASUREMENT Length perimeter and area	Length and circumference	Be able to: Work out problems involving conversions showing units of length. Convert mm to cm and vice versa. Convert dm, Dm, Hm, to Km and vice versa. Work out perimeter of squares, rectangles and triangles. Work out problems involving circumference correctly.	Conversions of units of length. Discussing relationship of units. Working out operations.	Water Containers Ruler.	Primary math pg 88 – 95 Understanding math pg 89 - 101
3	1 - 7	MEASUREMENT	Area and surface area.	Be able to: Work out problems involving areas of triangles and quadrilaterals. Work out problems involving area of circles correctly. Work out problems involving area of combined shapes and borders. Work out problems involving area of	Reading and interpreting problems. Finding areas of triangles and quadrilaterals. Calculating the area.	Worked out examples on a chart.	Primary math pg 96 – 107 Understanding math pg 102 - 112
4	1 - 7	Revision and end month exams
5	1 - 7	MEASUREMENT	Surface area	Be able to: Work out surface area of cubes. Work out surface area of cuboids. Work out surface area of cylinders. Work out curved surface areas of cylinders	Observing open and closed boxes. Cutting and opening boxes and cylinders.	Boxes Cylinders	Primary math pg 108 – 113 Understanding math pg 113 – 120
6	1 - 7	MEASUREMENT	Volume of cubes, cuboids, cylinders and triangular prisms.	Be able to: Work out volume of cuboids. Work out problems involving volumes of cubes. Work out problems involving cylinders and triangular prisms. Work out problems involving capacity. Convert units of capacity to units of volume and vice versa.	Observing cubes and cuboids. Working out volumes. Working out capacity.	Coins Cylinders Boxes.	Primary math pg 114 – 125 Understanding math pg 121 – 127
7	1 - 7	Revision and mid term exams
8	1 - 7	MEASUREMENT	Mass Money	Be able to: Work out problems involving mass. Converting different quantities of mass. Work out problems involving percentage profit and loss. Read and design bills. Work out problems involving bills	Comparing mass Working out problems. Involving percentage Designing bills	Bills Weights.	Primary math pg 128 – 139 Understanding math pg 128 - 144
9 - 13	Revisions and Preparations for End Term Exam
14	End Term 11 Exams and Closing

TERM 3

WEEK	LESSON	TOPIC	SUB TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCES	REMARK
1	1 - 7	REVISION OF HOLIDAY HOMEWORK
2	1 - 7	POSTAL CHARGES	Postal charges. Money order Postal orders. telegram	Be able to: Work out problems involving postal charges. Recognize and identify money orders and postal charges. Work out problems involving telegrams.	Reading Interpreting postal charges and international postal charges. Working out problems involving postal charges.	primary math pg 92 – 99 Understanding math pg 101 – 113	Money orders Letters
3	1 - 7	TIME, SPEED AND TEMPERATURE	Time Speed Distance Temperature	Be able to work out distance given speed and time. Time given distance and speed. Average speed given distance and time. Work out problems involving temperature in degrees Celsius	Converting speed from km/h into m/s and vice versa. Reading and interpreting travel tables. Calculations of speed, time and distance.	Primary math pg 171 – 184 Understanding math pg 119 - 134 Clock	Clocks
4	1 - 7	SPEED AND TEMPERATURE	Temperature in degrees Celsius	Be able to : Work out average speed given speed and time. Work out problems involving temperatures in degrees Celsius.	Reading thermometer Tell increase or decrease in scale	Primary math pg 184 – 185 Understanding math pg 134 - 136	Thermometers.
5-8	Revisions, Class work and preparations for
9	End Term Exams End Term 3 Exam and closing

Published in Class 8 Schemes of Work

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Tuesday, 22 November 2022 07:20

Grade 5 Shughuli za Kiswahili - Grade 5 Schemes of Work Term 3 2023

GRADE FIVE KISWAHILI ACTIVITIES. SCHEMES OF WORK TERM 3 2023

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	NDEGE WA PORINI	Kuandika insha:Insha za masimulizi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze, kueleza sifa za insha ya masimuizi ili kuibainisha kuandika insha ya masimulizi kwa kufuata kanuni zifaazo kuchangamkia utunzi mzuri	Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia?	Aandike insha isiyopungua maneno 150, inayosimulia tukio linalohusiana na ndege wa porini kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu	Kielelezo cha insha ya masimulizi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	2	Sarufi	Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.	Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?	Mwanafunzi: Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi atumie vitenzi katika hali lengwa kwenye sentensi ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	3		Mnyambuliko waVitenzi: Kauli za kutendewa, kutendeka na kutendana	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.	Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?	Mwanafunzi: Atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali Anyambue katika halilengwa akiwa peke yake, wakiwa wawiliwawili au katikavikundi Atambue vitenzi katika hali lengwa kwenye sentensi ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali	Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	4		Mnyambuliko wa Vitenzi: Kauli za kutendewa, kutendeka na kutendana	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vitenzi katika hali ya kutendewa, kutendeka na kutendana katika matini kutumia vitenzi katika hali za kutendewa, kutendeka na kutendana ipasavyo anapowasiliana Kuchangamkia matumizi ya vitenzi katika hali ya kutendewa, kutendeka na kutendana katika mawasiliano.	Je, vitenzi vinaweza kubadilika vipi mwishoni ili kuleta maana mbalimbali?	Mwanafunzi: atambue vitenzi katika hali za kutendewa, kutendeka na kutendana katika chati, jedwali, kapu la maneno, mti maneno, ubao na vyombo vya kidijitali anyambue vitenzi katika hali lengwa akiwa peke yake, wakiwa wawiliwawili au katika vikundi atumie vitenzi katika hali lengwa kwenye sentensi ashirikiane na wenzake kujaza mapengo katika jedwali la mnyambuliko we vitenzi kwenye daftari au kwa kutumia tarakilishi aandike sentensi upya kwa kutumia vitenzi katika hali mbalimbali	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
2	1	MAGON JWA	Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano Kuchangamkia matumizi ya lugha katika miktadha rasmi.	Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?	Mwanafunzi: atambue miktadha rasmi kunakotumiwa lugha rasmi (k.v ofisini, hospitalini, mahakamani na bungeni) asikilize mazungumzo rasmi kwa kutazama maigizo kwenye vyombo vya kidijitali kama vile video, rununu, runinga, tarakilishi n.k	Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2		Kusikiliza na Kuzungumza: Mazungumzo ya Kimuktadha: Mazungumzo katika miktadha rasmi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua miktadha rasmi kunakotumiwa lugha rasmi ili kukuza mawasiliano kutumia lugha katika miktadha rasmi ili kufanikisha mawasiliano Kuchangamkia matumizi ya lugha katika miktadha rasmi.	Ni wapi katika shughuli zetu za kila siku tunaitumia lugha rasmi?	ashiriki katika maigizo ya mazungumzo ya miktadha rasmi akishirikiana na wenzake ashiriki katika mazungumzo rasmi nje ya darasa k.m. akiwa kwenye gwaride na majilisini atambue nidhamu ya lugha inayozingatiwa katika mazingira rasmi k.m lugha ya heshima na adabu anapowasiliana	Chati Michoro na picha Mgeni mwalikwa , video) Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3	Kusoma	Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.	Ni habari zipi unazopenda kusoma kwenye matini ? Unachagua matini hayo kwa nini?	Mwanafunzi: Achague matini kv. vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni Asome matini aliyochagua ili kufaidi ujumbe uliomo Awatol wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati	Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4		Kusoma kwa Mapana: Matini	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua matini ya aina mbalimbali ya kusoma na kuchagua yanayomvutia kusoma matini aliyochagua ili kufaidika na ujumbe na lugha iliyotumiwa Kufurahia usomaji wa aina mbalimbali za matini ili kupanua mawazo yake.	Ni habari zipi unazopenda kusoma kwenye matini ? Unachagua matini hayo kwa nini?	Mwanafunzi: achague matini (k. v . vitabu, majarida, magazeti) yanayomvutia maktabani na mtandaoni asome matini aliyochagua ili kufaidi ujumbe uliomo awatole wenzake muhtasari wa kile alichosoma kwenye matini ili kupashana ujumbe na kuchocheana kusoma zaidi kwa ajili ya kujifurahisha ajadiliane na wenzake matini ambayo wamesoma kwa kuzingatia ukuzaji wa msamiati	Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
3	1	Kuandi ka	Insha za Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze, kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao Kuchangamkia utunzi mzuri wenye ujumbe mahususi.	Je, ni mada gani inayoweza kuandikiwa insha za maelezo?	Mwanafunzi: atambue vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini. Awasome wenzake shairi aliyoandika ili kuisoma na kuitathmini.	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	2		Insha za Maelezo	Kufikia mwisho wa mada ndogo, mwanafunzi aweze, kutambua vifungu vya maelezo vilivyoandikwa kwenye matini mbalimbali kuandika insha ya maelezo kwa kufuata mtindo na muundo ufaao Kuchangamkia utunzi mzuri wenye ujumbe mahususi.	Je, ni mada gani inayoweza kuandikiwa insha za maelezo?	aandike insha ya maelezo isiyopungua maneno 150 kwa kuzingatia msamiati unaohusu suala lengwa na kwa kuzingatia vigezo kama vile: ujumbe, tahajia, anwani, muundo, mtindo, mapambo ya lugha k.v methali, nahau, tashbihi, istiari n.k. alizojifunza awali	Kielelezo cha insha ya maelezo	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3	Sarufi	Vinyume: Vinyume vya Vitenzi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vinyume vya vitenzi katika matini kuunda sentensi kwa kutumia vinyume vya vitenzi Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.	Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?	Mwanafunzi Atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi aliyopewa atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua. Atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi Aandike upya sentensi kwa kutumia vinyume vya vitenzi.	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	4		Vinyume: Vinyume vya Vitenzi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vinyume vya vitenzi katika matini kuunda sentensi kwa kutumia vinyume vya vitenzi Kuchangamkia matumizi ya vinyume vya vitenzi katika mawasiliano ya kila siku.	Je, ni vitenzi gani unavyoweza kutambua vinyume vyake?	Mwanafunzi atambue vinyume vya vitenzi (k.m. Simamaketi, cheka-lia, enda- rudi, chimba- chimbua n.k) katika chati, kadi za maneno, kapu la maneno, mti maneno au vifaa vya kidijitali ashirikiane na wenzake kutafuta vinyume vya vitenzi kwa kurejelea orodha ya vitenzi aliyopewa atalii mazingira yake na kuunda orodha ya vinyume vya vitenzi anavyovitambua. atunge sentensi kwa kutumia vinyume vya vitenzi kwa kuzingatia upatanisho wa kisarufi aansike upya sentensi kwa kutumia vinyume vya vitenzi.	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
4	1	KUDHIB ITI ITIKADI ZA KIDINI NA KIJAMII	Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua tashbihi za tabia katika matini kutumia tashbihi za tabia kwa usahihi katika sentensi kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku	Ni tashbihi zipi hutumiwa kuelezea tabia?	Mwanafunzi: Atambue tashbihi ya tabia (k.v. mjanja kama sungura, mlafi kama fisi, mwenye maneno mengi kama kasuku, - eusi kama makaa) katika vitabu, matini, chati na vyombo vya kidijitali. aeleze maana ya tashbihi mbalimbali za tabia kwa kutoa mifano	Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	2		Kusikiliza na Kuzungumza: Tashbihi: Tashbihi za tabia	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua tashbihi za tabia katika matini kutumia tashbihi za tabia kwa usahihi katika sentensi kufurahia matumizi ya tashbihi za tabia katika mawasiliano ya kila siku	Ni tashbihi zipi hutumiwa kuelezea tabia?	akamilishe tashbihi mbalimbali za tabia akiwa peke yake au kwa kushirikiana na wenzake darasani ajaze mapengo katika sentensi kwa kutumia tashbihi mbalimbali za tabia atumie tashbihi za tabia katika sentensi akiwa peke yake au katika vikundi.	Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3	Kusoma	Kusoma Mapana: Matini ya Kidijitali	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua na kuzingatia hatua za kiusalama katika matumizi ya vifaa vya kidijitali kutambua na kufungua faili iliyo na kifungu cha kusoma ili kuimarisha umilisi wake wa kutumia tarakilishi Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.	Unapenda kusoma habari kuhusu nini Mtandaoni? Unakumbuka habari gani uliyoisoma Mtandaoni? Ni hatua gani za kiusalama unazozingatia unapotafuta habari mtandaoni?	Mwanafunzi: Atambue na kuzingatia hatuaza kiusalama kutoka kwenye chati au kwenye tarakilishi na mitandao. Atambue jina la faili lengwa kwenye tarakilishi na kufanya mazoezi ya kufungua na kufunga atambue mitandao salama yenye matini inayoafiki kiwango na mahitaji yake	Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasar wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	4		Kusoma Mapana: Matini ya Kidijitali	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kusakura kwenye tovuti salama ili kupata vifungu vya kusoma kutumia vyombo vya kidijitali kwa urahisi kupata matini zinazolengwa Kuchangamkia matumizi ya vifaa vya kidijitali katika kutafuta na kusoma ujumbe ili kuimarisha maarifa yake.	Unapenda kusoma habari kuhusu nini Mtandaoni? Unakumbuka habari gani uliyoisoma Mtandaoni? Ni hatua gani za kiusalama unazozingatia unapotafuta habari Mtandaoni?	atambue umuhimu wa kutoa habari kwa mwalimu, mzazi au mlezi wake endapo atapata ujumbe kutoka kwa watu asiowajua mtandaoni na kutowasiliana nao atafute maana za maneno mapya kwenye kamusi mtandaoni asimulie habari kuhusu matini aliyosoma kwa wenzake	Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasar wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
5	1	Kuandi ka	Aina za Insha: Insha ya masimulizi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha ya masimulizi kwa kuzingatia muundo kuandika insha ya masimulizi kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri.	Unawezaje kupata kwa haraka hoja za kusimulia katika insha?	Mwanafunzi: Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya masimulizi andike insha ya mazimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini awasomee wenzake insha aliyoandika ili waitathmini na kumwelekeza	Kielelezo cha insha ya masimulizi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	2		Aina za Insha: Insha ya masimulizi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua insha ya masimulizi kwa kuzingatia muundo kuandika insha ya masimulizi kwa kufuata kanuni zifaazo Kuchangamkia utunzi mzuri.	Unawezaje kupata kwa haraka hoja za kusimulia katika insha?	aandike insha ya masimulizi (k.v. kuhusu itikadi za kidini na za kijamii, sherehe, hadithi, ndoto, ndoa za lazima n.k) isiyopungua maneno 150 akizingatia ainambalimbali za maneno, mnyambuliko wa vitenzi, na nyakati ili kejenga picha dhahiri ya anachokiandikia daftarini. Pia azingatie mada, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka, lugha ya kiubunifu	Kielelezo cha insha ya masimulizi	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3	Sarufi	Nyakati na Hali Hali ya Mazoea Hali Timilifu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vya hali ya mazoea na hali timilifu kwenye kitenzi kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.	Je, wewe hufanya shughuli gani kila siku?	Mwanafunzi: Atambue viambishi vya hali ya mazoea (hu) na hali timilifu (me) kwenye vitenzi katika chati, ubao au kwa kutumia vifaa vya kidijitali atambue viambishi katika hali ya mazoea (hu) na hali timilifu (me) kwenye sentensi, chati, ubao au kwa kutumia vifaa vya kidijitali	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	4		Nyakati na Hali Hali ya Mazoea Hali Timilifu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.	Je, wewe hufanya shughuli gani kila siku?	Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine atunge sentense katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
6	1		Nyakati na Hali Hali ya Mazoea Hali Timilifu	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua vitenzi katika hali ya mazoea na hali timilifu kwenye matini kutumia vitenzi vya hali ya mazoea na timilifu katika sentensi ili kuimarisha mawasiliano Kufurahia matumizi ya hali ya mazoea na timilifu katika mawasiliano.	Je, wewe hufanya shughuli gani kila siku?	Ashiriki na wenzake katika mazoezi ya kutumia hali ya mazoea (hu) na hali timilifu (me) katika sentensi na kuziandika daftarini au kupiga chapa kwenye tarakilishi/kipakatalishi ashirikiane na wenzake katika vikundi kubadilisha sentensi kutoka hali moja hadi nyingine Atunge sentensi katika hali ya mazoea na hali timilifu kwenye blogi ili wenzake waweze kuisoma na kutathmini usahihi wake	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	2	UWEKE ZAJI	Kusikiliza na Kuzungumza: Kutoa Masimulizi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha kutumia ishara zifaazo kuimarisha masimulizi yake kuchangamkia masimulizi katika mazingira mbalimbali	Je, ni nini Unachozingatia katika kutoa masimulizi?	Mwanafunzi: asikilize masimulizi yakitolewa na mgeni mwalikwa, mwalimu, mwanafunzi mwenzake au kutokana na vifaa vya kidijitali. abuni masimulizi yanayohusiana na mada husika kwa kutazama picha, michoro au kujadiliana na wenzake	Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	3		Kusikiliza na Kuzungumza: Kutoa Masimulizi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kusimulia tungo mbele ya wenzake kwa kuzingatia mada, ubunifu na usanifu wa lugha kutumia ishara zifaazo kuimarisha masimulizi yake kuchangamkia masimulizi katika mazingira mbalimbali	Je, ni nini Unachozingatia katika kutoa masimulizi?	kutoa masimulizi kuhusu mada (k.v. Jinsi ya kuwekeza na Faida za uwekezaji) atumie ishara za mwili zifaazo k.v ishara za uso, za mikono na mabega kuimarisha masimulizi yake ajadiliane na wenzake kuhusu ubora wa masimulizi aliyosikiliza	Chati Michoro na picha Mgeni mwalikwa video Mti maneno Kapu maneno Vitabu mbalimbali	Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano Kujibu maswali Maigizo Kutambua k.m. kwenye orodha Mijadala Mazungumzo
	4	Kusoma	Kusoma kwa Ufahamu: Kifungu cha hadithi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua msamiati wa mada lengwa uliotumika katika kifungu kueleza maana za msamiati wa mada lengwa uliotumika katika kifungu kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu	Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu? Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?	Mwanafunzi: atambue msamiati wa suala lengwa (uwekezaji) (k.v. kuwekeza, faida, hasara, fidia, mtaji, ajira, mkopo, mwanabiashara, deni, mteja, biashara, bidhaa, bajeti, kilimo biashara, benki, vyama vya ushirika, ushuru kutokana na mapato, n.k akitumia kapu maneno, mti maneno au tarakilishi. aeleze maana ya msamiati huu kama unavyotumiwa katika jamii wakati wa mawasiliano na shughuli za uwekezaji.	Tarakilishi/vipak atalishi Kinasasauti Rununu projekta Kinasasauti Rununu projekta Nakala ya shairi kamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
7	1		Kusoma kwa Ufahamu: Kifungu cha hadithi	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutumia msamiati ulio katika kifungu kwa usahihi katika sentensi kusoma kifungu kwa ufasaha ili kupata ujumbe kuonyesha ufahamu wa kifungu kwa kutoa muhtasari na kujibu maswali kuchangamkia usomaji wa kifungu ili kujenga maarifa ya ufahamu	Je, ni mambo gani yanayokuvutia unaposoma kifungu cha ufahamu? Unafanya nini ili kujua maana ya msamiati uliotumiwa katika kifungu?	Atunge sentensi akitumia msamiati husika, akiwa pekee yake, kwenye jozi au kikundi. atazame chati kwenye tarakilishi au matini inayoonyesha bajeti ajadili na wenzake matukio kwenye picha zinayoonyesha wafanyibiashara na wateja wao katika shughuli za kibiashara. Asome ufahamu kwa kuzingatia ujumbe akiwa pekeyake au kwa sauti akipishana zamu na wenzake Ajibu maswali kutokana kifungu alichosoma	Tarakilishi/vip akatalishi Kinasasauti Rununu projekta Kinasasa uti Rununu projekta Nakala ya shairikamusi	Kutunga sentensi k.m. kwa kutumia msamiati lengwa Kujibu maswali k.m. katika ufahamu Kutoa muhtasari wa ufahamu au matini yaliyosomwa Kukariri na kuimba mashairi Kusoma kwa sauti
	2	Kuandi ka	Kuandika Insha: Baruapepe	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua baruapepe kwa kuzingatia muundo wake kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo kuchangamkia uandishi wa baruapepe katika mawasiliano	Unazingatia vipengele gani unapoandika baruapepe?	Mwanafunzi: atambue muundo wa baruapepe kwa kurejelea kielelezo chake kilichochapishwa au kwenye tarakilishi. ajadili sehemu mbalimbali za baruapepe kama vile anwanipepe ya mtumaji (k.m. This email address is being protected from spambots. You need JavaScript enabled to view it.),anwanipepe ya mpokeaji, mada ya baruapepe, mtajo, mwili, hitimisho na jina la mwandishi/mtumaji.	Kielelezo chainsha ya baruapepe	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	3		Kuandika Insha: Baruapepe	Kufikia mwisho wa mada ndogo,mwanafunzi aweze: kutambua baruapepe kwa kuzingatia muundo wake kuandika baruapepe kwa kuzingatia ujumbe, muundo na mtindo kuchangamkia uandishi wa baruapepe katika mawasiliano	Unazingatia vipengele gani unapoandika baruapepe?	Aandike barua pepe kwa rafiki, mzazi, mwalimu n.k akishirikiana na wenzake darasani, kwa kutumia tarakilishi akizingatia muundo wa uandishi wa baruapepe. aandike baruapepe akiwa peke yake. atume baruapepe aliyoiandika kwa mpokeaji. kuhusu umuhimu baruapepe katika mawasiliano	Kielelezo chainsha ya baruapepe	Kuandika tungo mbalimbali Wanafunzi kufanyiana tathmini Potfolio Shajara Mijadala kuhusu vidokezo vya insha
	4	Sarufi	Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vya wakati na nafsi katika sentensi kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi	Viambishi vya nafsi katika vitenzi ni vipi? Viambishi vya wakatikatika vitenzi ni vipi? Unatumia viambishi gani wakati wa kukanusha vitenzi?	Mwanafunzi: Atambue viambishi vya nafsi (ni, tu, u, m, a, wa) na vya wakati (li, na, ta) katika vitenzi kwa kuvipigia mistari kwenye vitabu au kuvikolezea wino kwenye tarakilishi Atambue viambishi vya wakati li, na, ta katika hali yakinishi na ku, ta, si, ha, katikahali kanushi	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
8	1		Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vya wakati na nafsi katika sentensi kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi	Viambishi vya nafsi katika vitenzi ni vipi? Viambishi vya wakatikatika vitenzi ni vipi? Unatumia viambishi gani wakati wa kukanusha vitenzi?	asome sentense zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	2		Ukanushaji wa maneno na sentensi: Viambishi vya nafsi na wakati katika sentensi	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua viambishi vya wakati na nafsi katika sentensi kukanusha viambishi vya nafsi na wakati katika maneno na sentensi kwa usahihi kutunga sentensi sahihi zenye viambishi vya nafsi na wakati na kuzikanusha kufurahia ukanushaji wa viambishi vya nafsi na wakati katika sentensi	Viambishi vya nafsi katika vitenzi ni vipi? Viambishi vya wakatikatika vitenzi ni vipi? Unatumia viambishi gani wakati wa kukanusha vitenzi?	asome sentensi zenye viambishi lengwa kwenye vitabu au tarakilishi katika hali yakinishi na kanushi akanushe maneno na sentensi akizingatia nafsi na nyakati kwenye daftari au kwa kutumia tarakilishi asikilize au kutazama vipindi vya ukanushaji wa nafsi na wakati kupitia vyombo vya kidijitali	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	3		Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi mbili kutambua nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.	Ni nomino gani unazoweza kutaja ukubwa wake?	Mwanafunzi: Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja (k.m mtoto, mlango, mkate na mlima) kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali. Atambue nomino zinazoanza kwa herufi m- na zenye mzizi wa silabi moja katika ukubwa na udogo (k.v. mtoto (toto- kitoto), mlango (lango - kilango), mkate (kate- kikate) ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	4		Ukubwa na udogo wa nomino: Nomino zinazoanza kwa m- na zenye mzizi wa silabi mbili	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo kutumia nomino zinazoanza kwa herufi m- katika hali ya ukubwa na udogo kwenye sentensi Kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano.	Ni nomino gani unazoweza kutaja ukubwa wake?	ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino na kingine kutaja ukubwa na udogo wa nomino hiyo. Apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogo kwenye tarakilishi ili aziburure kuziambatanisha. atunge sentense zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi.	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
9	1		Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kutambua nomino zinazoanza kwa herufi n- ili kuzitofautisha na nonimo nyingine kutambua nomino zinazoanza kwa herufi n- katika hali ya ukubwa na udogo kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano	Ni nomino gani unazoweza kutaja udogo wake?	Mwanafunzi: Atambue nomino zinazoanza kwa herufi n- kwenye chati, ubao, mti maneno, kapu la maneno au kifaa cha kidijitali. Ashiriki katika vikundi kubadilisha nomino kutoka hali ya wastani hadi hali ya ukubwa na udogo.	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	2		Ukubwa na udogo wa nomino: Ukubwa na udogo wa nomino zinazoanza kwa herufi n	Kufikia mwisho wa mada ndogo, mwanafunzi aweze: kubadilisha nomino katika hali wastani kuwa katika hali ya ukubwa na udogo kutumia nomino katika hali ya ukubwa na udogo kwenye sentensi kufurahia kutumia nomino katika hali ya ukubwa na udogo kwa usahihi ili kuimarisha mawasiliano	Ni nomino gani unazoweza kutaja udogo wake?	ashiriki katika mchezo wa vikundi ambapo kikundi kimoja kitataja wastani wa nomino, kingine ukubwa na kingine kutaja udogo wa nomino hiyo. apewe orodha ya nomino katika hali ya ukubwa na orodha nyingine ya nomino katika hali ya udogokwenye tarakilishi ili aziburure kuziambatanisha. atunge sentensi zinazorejelea nomino lengwa katika ukubwa na udogo akiwa peke yake au kwenye vikundi	Tarakilishi/vipakat alishi Kinasasauti Rununu projekta Kapu maneno Mti maneno Kadi za maneno Picha za vitu mbalimbali Michoro Chati Mabango	Kutambua k.m. kwenye orodha Kuambatanisha maneno lengwa Kujaza mapengo Kazi mradi
	3-4	Marudio
10		Mtihani

Published in Grade 5 Schemes of Work Term 3 2023

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Monday, 21 November 2022 09:17

Grade 5 Science and Technology Activities - Grade 5 Schemes of Work Term 3 2023

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

Wk	Lsn	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Refl
1	1	COMPU TING DEVICE S	Coding Creating Games using scratch	By the end of the lesson, the learner should be able to; Create animated graphics using simple programming simulation use available learning applications to find solutions to problems in the local environment appreciate the role of available learning applications like scratch in their everyday life	What coding skills can be applied in solving day to day problems?	Use scratch or any other simple programming simulation tool to generate some animated graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 85-100 Super minds Scie. and Tech TG Pg. 78	Word practical tasks Typing Document formatting
	2		Coding Generating Animated Graphics	By the end of the lesson, the learner should be able to; Create animated graphics using simple programming simulation use available learning applications to find solutions to problems in the local environment appreciate the role of available learning applications like scratch in their everyday life	What coding skills can be applied in solving day to day problems?	Project : Use scratch or any other simple programming simulation tool to generate some animated graphics.	Computing devices, tablets. Desktops and laptops Super minds Scie. and Tech Learners Bk. Pg. 101-104 Super minds Scie. and Tech TG Pg. 78-79	Word practical tasks Typing Document formatting
	3	MATTE R	Change of state of matter Effects if heating matter	By the end of the lesson, the learner should be able to: Define the term matter observe and record the change of state when common substances are heated state the change of state when substances are heated Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 105-106 Super minds Scie. and Tech TG Pg. 82-84	question and answer method, class quizzes individual performance assessment and project work
	4		Change of state of matter Effects if heating matter	By the end of the lesson, the learner should be able to: Define the term matter observe and record the change of state when common substances are heated state the change of state when substances are heated Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	learners to observe, record and discuss what happens to different solids when heated (Cooking fat or ice or candle wax, naphthalene (moth ball)	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 105-106 Super minds Scie. and Tech TG Pg. 82-84	question and answer method, class quizzes individual performance assessment and project work
2	1		Change of state of matter Effects of cooling matter	By the end of the lesson, the learner should be able to: state the change of state when substances are cooled observe and record the change of state when substances are cooled Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Learners to observe, record and discuss what happens to different liquids when heated (water) Learners to observe, record and discuss what happens to water vapour when it cools. Learners to observe, record and discuss what happens to liquids when cooled (cooling melted wax or melted fat) Learners to observe, record and discuss what happens when vapour from naphthalene (moth) balls is cooled. Learners to observe, record to access videos, observe and record what happens when matter is heated or cooled	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 107-109 Super minds Scie. and Tech TG Pg. 84-85	question and answer method, class quizzes individual performance assessment and project work
	2		Change of state of matter Application of states of matter- WATER CYCLE	By the end of the lesson, the learner should be able to: state the application of the change of state of matter in everyday life Describe the changes that takes place in the water cycle. Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes ) In groups learners are guided to discuss the water cycle In groups learners watch a video clip on the water cycle and record the different changes of state of matter involved.	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86	question and answer method, class quizzes individual performance assessment and project work
	3		Change of state of matter Application of states of matter – WATER CYCLE	By the end of the lesson, the learner should be able to: state the application of the change of state of matter in everyday life Describe the changes that takes place in the water cycle. Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Learners to discuss pplication of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes ) In groups learners are guided to discuss the water cycle learners watch a video clip on the water cycle and record the different changes of state of matter involved.	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86	question and answer method, class quizzes individual performance assessment and project work
	4		Change of state of matter Water cycle	By the end of the lesson, the learner should be able to: Describe the changes that takes place in the water cycle. Watch a video clip on the water cycle Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Learners to discuss application of change of state of matter in everyday life in their locality ( drying grains and clothes, making ice cubes ) In groups learners are guided to discuss the water cycle video clip on the water cycle and record the different changes of state of matter involved.	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 110-113 Super minds Scie. and Tech TG Pg. 85-86	question and answer method, class quizzes individual performance assessment and project work
3	1		Change of state of matter Making candles	By the end of the lesson, the learner should be able to: Make a candle using candle wax or bee wax Watch a video clip on the water cycle Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Project: Learners to make candles using candle wax or bee wax	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 113-114 Super minds Scie. and Tech TG Pg. 85-86	question and answer method, class quizzes individual performance assessment and project work
	2		Change of state of matter Making candles	By the end of the lesson, the learner should be able to: Make a candle using candle wax or bee wax Watch a video clip on the water cycle Appreciate that matter changes state when heated or cooled.	What is the effect of heating matter? What is the effect of cooling matter? What is the importance of change of state of matter in day to day life?	Project: Learners to make candles using candle wax or bee wax	Solids, liquids, cereals, Gases in ballons, charts, videos Super minds Scie. and Tech Learners Bk. Pg. 113-114 Super minds Scie. and Tech TG Pg. 85-86	question and answer method, class quizzes individual performance assessment and project work
	3		Acids and bases Identifying acids and bases	By the end of the lesson, the learner should be able to: Differentiate between acid and bases Identify acids and bases in the locality apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to observe safety precautions when handling acids and bases	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91	question and answer method, class quizzes individual performance assessment and project work
	4		Acids and bases commonly used substances as acids and bases	By the end of the lesson, the learner should be able to: use litmus paper to identify acids and bases classify commonly used substances as acids and bases apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91	question and answer method, class quizzes individual performance assessment and project work
4	1		Acids and bases Using litmus paper to classify commonly used substances as acids and bases	By the end of the lesson, the learner should be able to: use litmus paper to identify acids and bases classify commonly used substances as acids and bases apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups, learners are guided to use litmus paper to identify acids and bases (lemon juice, wood ash solution) In groups, learners are guided to carry out activities to classify commonly used substances as acids and bases using litmus papers (lemon juice, orange juice, grape juice, bar soap, wood ash, baking powder, anti-acid tablets, sour milk)	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 115-116 Super minds Scie. and Tech TG Pg. 90-91	question and answer method, class quizzes individual performance assessment and project work
	2		Acids and bases Physical properties of acids and bases	By the end of the lesson, the learner should be able to: classify commonly used substances as acids and bases state physical properties of acids and bases apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups learners to be guided to watch videos on the physical properties of acids and bases In groups, learners are guided to discuss physical properties of acids and bases In groups, learners are guided to observe safety precautions when handling acids and bases	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 119 Super minds Scie. and Tech TG Pg. 92-93	question and answer method, class quizzes individual performance assessment and project work
	3		Acids and bases Physical properties of acids and bases	By the end of the lesson, the learner should be able to: classify commonly used substances as acids and bases state physical properties of acids and bases apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups learners to be guided to watch videos on the physical properties of acids and bases In groups learners are guided to discuss physical properties of acids and bases In groups learners are guided to observe safety precautions when handling acids and bases	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 119 Super minds Scie. and Tech TG Pg. 92-93	question and answer method, class quizzes individual performance assessment and project work
	4		Acids and bases Importance of Acids and bases – uses of acids and bases	By the end of the lesson, the learner should be able to: state the uses of acids and bases in daily life Develop curiosity In explaining the importance of acids and bases in the society apply safety precautions when handling acids and bases	What is the importance of acids and bases in the society? What it safety precautions must be observed when handling corrosive acids and bases?	In groups learners are guided to discuss the uses of acids and bases In groups learners are guided to observe safety precautions when handling acids and bases	acidic substances, basic, charts, videos, water Super minds Scie. and Tech Learners Bk. Pg. 120-121 Super minds Scie. and Tech TG Pg. 93	question and answer method, class quizzes individual performance assessment and project work
5	1	FORCE AND ENERG Y	Gravity Meaning of Gravity	By the end of the lesson, the learner should be able to: state the meaning of gravity as force acting on objects Identify the effect of gravity on an object. appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups, learners to: Demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). learners are guided to define the term gravity. In groups learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 123 Super minds Scie. and Tech TG Pg. 95-96	question and answer method, class quizzes individual performance assessment and project work
	2		Gravity Effects of gravity on an object	By the end of the lesson, the learner should be able to: state the meaning of gravity as force acting on objects Identify the effect of gravity on an object. appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). In groups learners are guided to define the term gravity. learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96	question and answer method, class quizzes individual performance assessment and project work
	3		Gravity Effects of gravity on an object	By the end of the lesson, the learner should be able to: state the meaning of gravity as force acting on objects Identify the effect of gravity on an object. demonstrate the effect of gravity on objects appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups, learners to demonstrate the effect of gravity on objects (throwing a ball up, stones raised and released to fall, books tipped to fall from the table.). Learners are guided to define the term gravity. learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96	question and answer method, class quizzes individual performance assessment and project work
	4		Gravity Effects of gravity on an object	By the end of the lesson, the learner should be able to: state the meaning of gravity as force acting on objects demonstrate the effect of gravity on objects appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups, learners are guided to discuss the application of gravity In groups learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 124-125 Super minds Scie. and Tech TG Pg. 96	question and answer method, class quizzes individual performance assessment and project work
6	1		Gravity Application of gravity	By the end of the lesson, the learner should be able to: state the effects of gravity on objects discuss the application of gravity appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups learners are guided to discuss the application of gravity In groups learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 125-126 Super minds Scie. and Tech TG Pg. 97	question and answer method, class quizzes individual performance assessment and project work
	2		Gravity Application of effects of gravity	By the end of the lesson, the learner should be able to: state the meaning of gravity as force acting on objects demonstrate the effect of gravity on objects appreciate effects of gravity in everyday life	How does gravity affect objects?	In groups learners are guided to discuss the application of gravity Learners to use digital devices to observe and record the effect of gravity on objects	real objects, see-saw, pictures, charts, videos, safety boots Super minds Scie. and Tech Learners Bk. Pg. 125-126 Super minds Scie. and Tech TG Pg. 97	question and answer method, class quizzes individual performance assessment and project work
	3		Sound energy Producing sounds	By the end of the lesson, the learner should be able to: define the term sound energy differentiate between loud and soft sounds produced by objects Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	Learners to produce sounds using different objects in their locality (Examples: bells, drum, plucking a ruler, plucking strings). Learners to identify areas with loud sound in their locality.	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 127 Super minds Scie. and Tech TG Pg. 98-99	question and answer method, class quizzes individual performance assessment and project work
	4		Sound energy loud and soft	By the end of the lesson, the learner should be able to: Define the term sound Classify sound as loud and soft sounds Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	Learners to discuss and classify the sounds produced as loud and soft sound	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 128 Super minds Scie. and Tech TG Pg. 99-100	question and answer method, class quizzes individual performance assessment and project work
7	1		Sound energy Identifying areas with loud sounds	By the end of the lesson, the learner should be able to: Define the term sound pollution explain what is sound pollution in the environment employ measures to protect self from sound pollution Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	Learners to be guided to discuss the meaning of the term sound pollution. learners to take precautionary measures to protect self from loud sound ( turn down loud music, using hearing protection, avoid areas with loud sound, sound proof walls	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 129-130 Super minds Scie. and Tech TG Pg. 100	question and answer method, class quizzes individual performance assessment and project work
	2		Sound energy Effects of sound pollution	By the end of the lesson, the learner should be able to: explain what is sound pollution in the environment identify effects of loud sounds on health employ measures to protect self from sound pollution Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	In groups, learners to discuss effects of sound pollution on health and behaviors of human being (hearing loss, lack of concentration, irritability, sleep disturbances, interference with communication )	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 130-132 Super minds Scie. and Tech TG Pg. 100- 101	question and answer method, class quizzes individual performance assessment and project work
	3		Sound energy: Making sound cone sound amplifier or ear muffs	By the end of the lesson, the learner should be able to: Identify locally available materials for the project Make a sound cone sound amplifier or ear muffs using locally available materials Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 132-133 Super minds Scie. and Tech TG Pg. 101	question and answer method, class quizzes individual performance assessment and project work
	4		Sound energy: Making sound cone sound amplifier or ear muffs	By the end of the lesson, the learner should be able to: Identify locally available materials for the project Make a sound cone sound amplifier or ear muffs using locally available materials Develop interest in protecting self against sound pollution.	How do we produce loud and soft sound? What are the effects of sound pollution? How do you protect yourself from sound pollution?	Project: Learners to make sound cone sound amplifier or ear muffs from locally available materials	Pictures, realia Super minds Scie. and Tech Learners Bk. Pg. 132-133 Super minds Scie. and Tech TG Pg. 101	question and answer method, class quizzes individual performance assessment and project work
8	1		Heat transfer Transfer of heat in liquids and Gases	By the end of the lesson, the learner should be able to: Define the term convection Demonstrate transfer of heat in liquids and gases. Draw and label the transfer of heat from liquids to gases develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners are guided to find the meaning of convection. In groups learners discuss the application convection in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 134-135 Super minds Scie. and Tech TG Pg. 104- 105	question and answer method, class quizzes individual performance assessment and project work
	2		Transfer of heat in liquids and Gases	By the end of the lesson, the learner should be able to: Define the term convection Demonstrate transfer of heat in liquids and gases. Draw and label the transfer of heat from liquids to gases develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners are guided to find the meaning of convection. In groups learners discuss the application convection in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 134-135 Super minds Scie. and Tech TG Pg. 104- 105	question and answer method, class quizzes individual performance assessment and project work
	3		Heat transfer Application of convection in daily life	By the end of the lesson, the learner should be able to: Demonstrate transfer of heat in liquids and gases. Identify the applications of convection in day to day life. develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate convection in liquids and gases and record the observation In groups learners discuss the application convection in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 137-138 Super minds Scie. and Tech TG Pg. 105	question and answer method, class quizzes individual performance assessment and project work
	4		Heat transfer Transfer of Heat by Radiation	By the end of the lesson, the learner should be able to: Define the term radiation demonstrate heat transfer by radiation develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate radiation and record the observation. In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106	question and answer method, class quizzes individual performance assessment and project work
9	1		Heat transfer through radiation	By the end of the lesson, the learner should be able to: Define the term radiation demonstrate heat transfer by radiation develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate radiation and record the observation In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106	question and answer method, class quizzes individual performance assessment and project work
	2		Heat transfer through radiation	By the end of the lesson, the learner should be able to: demonstrate heat transfer by radiation Identify applications of radiation in day to day life. develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Learners to perform experiment to demonstrate radiation and record the observation In groups learners are guided to find the meaning of radiation In groups learners discuss the applications of radiation in day to day life.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106	question and answer method, class quizzes individual performance assessment and project work
	3		Application of radiation in real life	By the end of the lesson, the learner should be able to: Identify applications of radiation in day to day life. Make an improvised solar heater develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Project: make improvised solar heater.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 138-139 Super minds Scie. and Tech TG Pg. 105- 106	question and answer method, class quizzes individual performance assessment and project work
	4		Making and Improvised Sola Heater	By the end of the lesson, the learner should be able to: Identify applications of radiation in day to day life. Make an improvised solar heater develop interest in finding out more about convection and radiation	How is heat transferred in liquids and gases? How is heat transferred where there is no matter?	Project: make improvised solar heater.	Pictures, realia, videos, digital devices Super minds Scie. and Tech Learners Bk. Pg. 140-141 Super minds Scie. and Tech TG Pg. 105- 106	question and answer method, class quizzes individual performance assessment and project work
10	1	EARTH AND SPACE	Moon Observing different phases of the moon	By the end of the lesson, the learner should be able to: Identify the moon in the sky at night Observe the sky at night show curiosity in observing the phases of the moon	How does the appearance of the moon change from time to time?	Learners are guided to Observe and record the different phases of the moon. Learners to use visual aids and digital devices to observe the different phases of the moon. visual aids to identify different phases of the moon. rents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see.	Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110	question and answer method, class quizzes individual performance assessment and project work
	2		Moon Identifying different Phases of the moon	By the end of the lesson, the learner should be able to: Identify different phases of the moon. Draw and colour the different phases of the moon show curiosity in observing the phases of the moon	How does the appearance of the moon change from time to time?	Learners are guided to observe and record the different phases of the moon. Learners to use and digital devices to observe the different phases of the moon. Learners to use visual aids to identify different phases of the moon. With guidance of the parents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see.	Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110.	question and answer method, class quizzes individual performance assessment and project work
	3		Moon Identifying different Phases of the moon	By the end of the lesson, the learner should be able to: Identify different phases of the moon. Draw and colour the different phases of the moon show curiosity in observing the phases of the moon	How does the appearance of the moon change from time to time?	Learners are guided to observe and record the different phases of the moon. learners to use visual aids and digital devices to observe the different phases of the moon. Learners to visual aids to identify different phases of the moon. With guidance of parents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see.	Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 142 Super minds Scie. and Tech TG Pg. 109- 110	question and answer method, class quizzes individual performance assessment and project work
	4		Moon Recording Different phases of the moon	By the end of the lesson, the learner should be able to: Name the different phases of the moon and how they change from time to time Observe and record the different phases of the moon. show curiosity in observing the phases of the moon	How does the appearance of the moon change from time to time?	Learners are guided to observe and record the different phases of the moon. Learners to use visual aids and digital devices to observe the different phases of the moon. With guidance of the parent identify different phases of the moon. Learners to mount and differents learners are observe and record different phases of the moon. Learners to mount and display different phases of the moon based on their observation for other to see.	Visual aids, Pictures, Realia, Digital devices Super minds Scie. and Tech Learners Bk. Pg. 144-145 Super minds Scie. and Tech TG Pg. 110- 111	question and answer method, class quizzes individual performance assessment and project work

Published in Grade 5 Schemes of Work Term 3 2023

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Thursday, 17 November 2022 13:16

Class 8 Primary Mathematics - Class 8 Schemes of Work Term 2 2023

WEEK	LESSON	TOPIC	SUB-TOPIC	OBJECTIVES	T/L ACTIVITIES	T/L AIDS	REFERENCE	REMARKS
1		Topics covered in first term	Revisions	By the end of the lesson the learner should be able to recall content covered in previous term in preparation for term two work .	Asking and answering questions. Tests and quizzes	Past exam papers	Marking schemes for past exams
2	1	MEASUREMENT	Percentage Profit and loss	By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.	Demonstration Asking & answering questions Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 134
	2		Percentage Profit and loss	By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.	Demonstration Asking & answering questions Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 136
	3		Bills	By the end of the lesson the learner should be able to work out problems involving bills.	Demonstration Asking & answering questions Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 137
	4		Bills	By the end of the lesson the learner should be able to work out problems involving bills.	Demonstration Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 139
	5		Discount	By the end of the lesson the learner should be able to work out problems involving discount	Demonstration Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 140
	6		Percentage discount	By the end of the lesson the learner should be able to work out problems involving percentage discount	Demonstration Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 141
	7		Commission and percentage	By the end of the lesson the learner should be able to work out problems involving	Demonstration Working out exercises	Examples on chalk board	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 142
3	1	MEASUREMENT	Hire purchase	By the end of the lesson the learner should be able to work out problems involving hire purchase	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 144
	2		Simple interest	By the end of the lesson the learner should be able to work out problems involving simple interest	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 146
	3		Simple interest	By the end of the lesson the learner should be able to work out problems involving simple interest	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 148
	4		Compound interest	By the end of the lesson the learner should be able to work out problems involving compound interest using simple interest per unit time.	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 152
	5	MEASUREMENT	Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(inland)	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 155
	6		Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(International)	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 158
	7		Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(parcels)	Explanation Demonstration Asking & answering questions Working out exercises	Chalkboard	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 162
4	1	MEASUREMENT	Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(money orders)	Demonstration Asking & answering questions Working out exercises	Examples on chalkboard and pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 164
	2		Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(Postal orders)	Demonstration Asking & answering questions Working out exercises	Examples on chalkboard and pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 166
	3		Postal charges	By the end of the lesson the learner should be able to work out problems involving postal charges(Inland telegrams	Demonstration Asking & answering questions Working out exercises	Examples on chalkboard and pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 168
	4	TIME, SPEED AND TEMPERATURE	Time	By the end of the lesson the learner should be able to work out problems involving time.	Explanation Demonstration Asking & answering questions Working out exercises	Clock face Examples in pupils text book	Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 171
	5		Time	By the end of the lesson the learner should be able to work out problems involving time.	Demonstration Working out exercises	Illustrations on chalkboard	Ppls bk. pg. 172
	6		Fares tables	By the end of the lesson the learner should be able to work out problems involving fares.	Asking & answering questions	Illustrations on chalkboard	Ppls bk. pg. 173
	7		Bus time table	By the end of the lesson the learner should be able to work out problems involving bus timetables	Working out exercises	Illustrations on chalkboard	Ppls bk. pg. 174
5	1		Train timetable	By the end of the lesson the learner should be able to work out problems involving train timetables	Demonstration Working out exercises	Timetables in ppls text bk	Ppls bk. pg. 175
	2		Plane timetables	By the end of the lesson the learner should be able to work out problems involving plane timetables	Asking & answering questions	Timetables in ppls text bk	Ppls bk. pg. 177
	3		Speed: Conversion of km/h to m/s	By the end of the lesson the learner should be able to convert km/h to m/s	Working out exercises	Chart showing conversions	Ppls bk. pg.178
	4	TIME, SPEED AND TEMPERATURE	Conversion of km/h to m/s	By the end of the lesson the learner should be able to convert m/s to km/h	Explanation Demonstration Asking & answering questions Working out exercises	Examples in pupils text bk Clock face Chalkboard	Ppls bk. pg.180
	5		Speed, time and distance	By the end of the lesson the learner should be able to work out problems involving speed, time and distance.	Working out exercises	Examples in pupils text bk Clock face Chalkboard	Ppls bk. pg.181
	6		Speed, time and distance	By the end of the lesson the learner should be able to work out problems involving speed, time and distance.	Working out exercises	Examples in pupils text bk Clock face Chalkboard	Ppls bk. pg.183
	7		Temperature	By the end of the lesson the learner should be able to work out problems involving temperature	Working out exercises	Examples in pupils text bk Clock face Chalkboard	Ppls bk. pg.184
6	1	SCALE DRAWING	Reading and interpreting diagrams drawn to scale	By the end of the lesson the learner should be able to read and interpret diagrams drawn to scale.	Reading and interpreting diagrams drawn to scale	Diagrams and illustration on chalkboard Local environment	Ppls bk. pg.186
	2	''	''	By the end of the lesson the learner should be able to work out problems involving scale.	Explanation Demonstration Asking & answering questions Working out exercises	''	Ppls bk. pg.187
	3	''	Determining and making scale drawing	By the end of the lesson the learner should be able to determine and make scale drawings.	Explanation Demonstration Asking & answering questions Working out exercises	Examples in pupils text bk. chalkboard	Pimary maths ppls bk. 8 pg. 191
	4		''	By the end of the lesson the learner should be able to draw diagrams using given scale.	Explanation Demonstration Working out exercises	''	ppls bk. pg. 192
	5		Exercises involving scale drawing	By the end of the lesson the learner should be able to work out problems involving scale drawing.	Explanation Demonstration Working out exercises	''	ppls bk. pg. 192
	6		''	By the end of the lesson the learner should be able to work out problems involving scale drawing.	Working out exercises	Chalkboard	ppls bk. pg. 186
	7	TEST	''	By the end of the lesson the learner should be able to work out given revision exercise to reinforce covered content	Working out exercises	Chalkboard	ppls bk. pg. 186
7	1	RATION AND PROPORTION	Ratio	By the end of the lesson the learner should be able to work out problems involving ratio.	Explanation Demonstration Working out exercises	Examples in pupils text book Chalkboard	ppls bk. pg. 194
	2	''	Ratio	By the end of the lesson the learner should be able to work out problems involving ratio.	Working out exercises	Examples in pupils text book	ppls bk. pg. 195
	3	''	Ratio	By the end of the lesson the learner should be able to work out problems involving ratio.	Working out exercises	Chalkboard	ppls bk. pg. 196
	4	''	Ratio increasing and decreasing	By the end of the lesson the learner should be able to work out problems involving ratio increase and decrease	Working out exercises	Examples in pupils text book	ppls bk. pg. 199
	5	''	Direct proportion	By the end of the lesson the learner should be able to work out problems involving simple direct proportion	Explanation Demonstration Working out exercises	"	ppls bk. pg. 201
	6	"	Direct proportion	By the end of the lesson the learner should be able to work out problems involving simple direct proportion	Explanation Demonstration Asking & answering questions Working out exercises	Examples in pupils text book Cghalkboard	Pimary maths ppls bk. 8 pg. 203
	7	"	Indirect proportion	By the end of the lesson the learner should be able to work out problems involving indirect proportion	Explanation Demonstration Working out exercises	Examples in pupils text book	ppls bk. pg. 204
8	1	RATION AND PROPORTION	Indirect proportion	By the end of the lesson the learner should be able to work out problems involving simple indirect proportion.	Explanation Demonstration Working out exercises	Chalkboard	ppls bk. pg. 204
	2		Direct rroportion	By the end of the lesson the learner should be able to work out problems involving direct proportion.	Explanation Demonstration Working out exercises	Examples in pupils text book	ppls bk. pg. 205
	3		Ratio and proportion mixed exercises	By the end of the lesson the learner should be able to work out problems involving mixed exercises	Explanation Demonstration Working out exercises	Chalkboard	ppls bk. pg. 205
	4		Averages (i) Mean	By the end of the lesson the learner should be able to work out problems involving mean	Explanation Demonstration Working out exercises	Examples in pupils text book Chalkboard	ppls bk. pg. 207
	5		(ii) The mode	By the end of the lesson the learner should be able to work out problems involving mode	Explanation Demonstration Working out exercises	"	ppls bk. pg. 208
	6		(iii) The median	By the end of the lesson the learner should be able to work out problems involving median	Working out exercises	"	ppls bk. pg. 209
	7	TABLES AND GRAPHS	(iii) The median	By the end of the lesson the learner should be able to work out problems involving median	Explanation Demonstration Asking and answering oral questions Working out exercises	Tables and graphs ion ppls text bk Chalkboard Graph books	Primary maths ppls bk. 8 Pg 210
9	1	"	Reading and interpreting information from tables	By the end of the lesson the learner should be able to read, draw and interpret information given in tables	Working out exercises	Tables and graphs ion ppls text bk Chalkboard Graph books	ppls bk. pg. 211
	2	"	Reading and interpreting bar graphs	By the end of the lesson the learner should be able to read, draw and interpret bar graphs	Drawing bar graphs Working out exercises	Examples in pupils text bk Chalkboard Graph books	ppls bk. pg. 213
	3	"	"	By the end of the lesson the learner should be able to read, draw and interpret bar graphs	Working out exercises	Examples in pupils text bk Chalkboard Graph books	ppls bk. pg. 214
	4	TABLES AND GRAPHS	Reading and interpreting bar graphs	By the end of the lesson the learner should be able to read and interpret pie charts.	Reading and interpreting pie charts	Examples in pupils text bk Chalkboard Graph books	ppls bk. pg. 215
	5	"	"	By the end of the lesson the learner should be able to read and interpret pie charts.	Reading and interpreting pie charts	"	ppls bk. pg. 218
	6	"	Reading and interpreting line graphs	By the end of the lesson the learner should be able to read and interpret line graphs	Reading and interpreting pie charts	"	ppls bk. pg. 218
	7	"	"	By the end of the lesson the learner should be able to read and interpret line graphs	Explanation Demonstration Asking and answering oral questions Working out exercises	Examples in pupils text bk Chalkboard Graph books	Primary maths ppls bk. 8 Pg 223
10	1	"	"	By the end of the lesson the learner should be able to read and interpret line graphs	"	Graph books	ppls bk. pg. 224
	2	"	Travel graphs	By the end of the lesson the learner should be able to read and interpret travel graphs	Reading and interpreting line graphs	Graph books	ppls bk. pg. 226
	3	"	"	By the end of the lesson the learner should be able to read and interpret travel graphs	Reading and interpreting line graphs	Graph books	ppls bk. pg. 229
	4	"	Travel graphs	By the end of the lesson the learner should be able to read and interpret travel graphs	Reading and interpreting line graphs	Graph books	ppls bk. pg. 231
	5	GEOMETRY	Patterns with shapes	By the end of the lesson the learner should be able to make geometrical patterns using straight lines.	Reading and interpreting line graphs	Geometrical sets	ppls bk. pg. 245
	6	GEOMETRY	Patterns with shapes	By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles.	Making patterns	Examples in pupils text bk Geometrical Chalkboard	Primary maths ppls bk. 8 Pg 246
	7	"	Patterns with shapes	By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles.	Making patterns	"	ppls bk. pg. 247
11	END TERM TWO EXAMS

Published in Class 8 Schemes of Work Term 2 2023

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Thursday, 17 November 2022 12:18

Grade 5 Social Studies Activities - Grade 5 Schemes of Work Term 3 2023

SOCIAL STUDIES ACTIVITIES. GRADE FIVE SCHEMES OF WORK

School					Teacher’s Name			Term		Year
								Three		2023
Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes		Key inquiry Questions	Learning experiences		Learning Resources	Assessment methods	Reflection
1	1	RESOURCES AND ECONOMIC ACTIVITIES	Mining in Kenya: Major minerals	By the end of the sub-strand, the learner should be able to: Identify major minerals found in the Country draw a map of Kenya and locate major minerals appreciate the importance of minerals found in our country		How do we benefit from the minerals found in our country?	Learners are guided to: Brainstorm in pairs and list the minerals found in Kenya (Soda ash, Diatomite , limestone, Salt, petroleum) Identify in groups, minerals found in Kenya using appropriate media Draw a map of Kenya and locate major minerals.		Maps Photographs and pictures Flash cards and posters Vetted digital resources, educational computer games	Oral Questions Teacher made tests Observation
	2		Mining in Kenya: importance of minerals	By the end of the sub-strand, the learner should be able to: examine the importance of minerals in our country discuss problems facing mining in Kenya appreciate the importance of minerals found in our country		How do we benefit from the minerals found in our country?	Engage with a resource person on the importance of minerals. Discuss in groups, problems facing mining in Kenya and do class presentations		Maps Photographs and pictures Flash cards and posters Vetted digital resources, educational computer games	Oral Questions Teacher made tests Observation
	3		Mining in Kenya: importance of minerals	By the end of the sub-strand, the learner should be able to: examine the importance of minerals in our country discuss problems facing mining in Kenya appreciate the importance of minerals found in our country		How do we benefit from the minerals found in our country?	Visit a mining site in the locality/use internet to learn more about importance of mining in our country Prepare a report on the visit/internet search and present in class Create posters on importance of mining in Kenya		Maps Photographs and pictures Flash cards and posters Vetted digital resources, educational computer games	Oral Questions Teacher made tests Observation
	3		Mining in Kenya: importance of minerals			How do we benefit from the minerals found in our country?
2	1	POLITICAL SYSTEMS AND GOVERNAN CE	Leadership and Political Change: Traditional leaders in Kenya	By the end of the sub strand, the learner should be able to; describe the contributions of selected traditional leaders in the country state the roles of traditional leaders appreciate the role of traditional leaders in the community		Why are traditional leaders important in our community?	Learners are guided to: Brainstorm, in groups on who is a traditional leader Find out from parents/guardians the role of traditional leaders in the community and share in class Observe pictures of selected traditional leaders in Kenya using appropriate media (Kivoi wa Mwendwa and Mekatilili wa Menza)		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Leadership and Political Change: Traditional leaders in Kenya	By the end of the sub strand, the learner should be able to illustrate the differences and similarities between the selected traditional leaders in Kenya Name some traditional leaders appreciate the role of traditional leaders in the community		Why are traditional leaders important in our community?	Gather information in groups, and do a write up on the contributions of selected traditional leaders in Kenya Present their findings in class Illustrate the differences and similarities between the selected traditional leaders in Kenya using charts and display in class		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Leadership and Political Change: Traditional leaders in Kenya	By the end of the sub strand, the learner should be able to illustrate the differences and similarities between the selected traditional leaders in Kenya Name some traditional leaders appreciate the role of traditional leaders in the community		Why are traditional leaders important in our community?	Collect and creatively display portraits/ pictures of the selected traditional leaders in Kenya Draw, colour and display in class pictures of selected traditional leaders Share with parents/guardians the contributions of traditional leaders in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
3	1		Early forms of Government	By the end of the sub strand, the learner should be able to; describe early forms of government among selected communities in Kenya state the source of early forms of government among the Maasai and Ameru appreciate the importance of early forms of governance in our country		How was your community ruled in the past?	Learners are guided to: Brainstorm in pairs on forms of leadership in their community and share in class Use appropriate media to describe early forms of government among the Maasai and Ameru Find out from the library or relevant sources the early forms of government among the Maasai and Ameru Present their findings in class		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Early forms of Government	By the end of the sub strand, the learner should be able to; describe early forms of government among selected communities in Kenya state the source of early forms of government among the Maasai and Ameru appreciate the importance of early forms of governance in our country		How was your community ruled in the past?	Learners are guided to: Brainstorm in pairs on forms of leadership in their community and share in class Use appropriate media to describe early forms of government among the Maasai and Ameru Find out from the library or relevant sources the early forms of government among the Maasai and Ameru Present their findings in class		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Similarities and differences in early forms of Government between the Maasai and Ameru	By the end of the sub strand, the learner should be able to; illustrate the differences and similarities in early forms of government between the Maasai and Ameru role play early forms of government among the Maasai and Ameru appreciate the importance of early forms of governance in our country		How was your community ruled in the past?	Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru Role play early forms of government among the Maasai or the Ameru		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
4	1		Similarities and differences in early forms of Government between the Maasai and Ameru	By the end of the sub strand, the learner should be able to; illustrate the differences and similarities in early forms of government between the Maasai and Ameru role play early forms of government among the Maasai and Ameru appreciate the importance of early forms of governance in our country		How was your community ruled in the past?	Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru Role play early forms of government among the Maasai or the Ameru		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Similarities and differences in early forms of Government between the Maasai and Ameru	By the end of the sub strand, the learner should be able to; illustrate the differences and similarities in early forms of government between the Maasai and Ameru role play early forms of government among the Maasai and Ameru appreciate the importance of early forms of governance in our country		How was your community ruled in the past?	Develop a chart to illustrate the differences and similarities in early forms of government among the Maasai and the Ameru Create a simple journal on what they have learnt about early forms of government among the Maasai and the Ameru Role play early forms of government among the Maasai or the Ameru		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Citizenship in Kenya: Good citizenship	By the end of the sub strand, the learner should be able to: state how one becomes a Kenyan citizen explain ways in which one may lose Kenyan citizenship citizenship in our country demonstrate good citizenship in Kenya		Who is a Kenyan Citizen?	Learners are guided to;- Find out ways of becoming a Kenyan citizen using digital resources Brainstorm in groups, ways of becoming a Kenyan citizen and share in class. Discuss in pairs, the requirements for dual citizenship in Kenya and share in class.		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
5	1		Citizenship in Kenya: Good citizenship	By the end of the sub strand, the learner should be able to: discuss the requirements for dual citizenship in Kenya develop communication messages on good citizenship in our country demonstrate good citizenship in Kenya		Who is a Kenyan Citizen?	Discuss in groups, ways in which one may lose Kenyan citizenship and present in class. Write an essay on what may happen if one lost Kenyan citizenship Create and recite poems on Kenyan citizenship. Sing songs on good Kenyan Citizenship Develop communication messages on good citizenship and share with others in school		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Symbols of Nationals Unity	By the end of the sub strand, the learner should be able to; identify national symbols in Kenya draw and colour the national symbols using locally available materials desire to promote national unity in the country		How can we promote National unity in our country?	Learner are guided to;- Think pair and share national symbols in Kenya. (The Coat of arms. The national flag ,the national anthem and the Public Seal) Use appropriate media to identify the national symbols in Kenya and share with others in class. Draw and colour the national symbols in Kenya using the locally available materials. (The Coat of arms. The national flag and the Public Seal)		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Factors that promote National Unity	By the end of the sub strand, the learner should be able to; discuss factors which promote national unity in the country sing and write the three stanzas of the National anthem desire to promote national unity in the country		How can we promote National unity in our country?	Sing and write down in groups, the three stanzas of the National anthem of Kenya Brainstorm in groups factors which promote national unity in Kenya (National Symbols, National Days and National languages) Use appropriate media to establish factors which promote national unity in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
6	1		Factors that promote National Unity	By the end of the sub strand, the learner should be able to; discuss factors which promote national unity in the country sing and write the three stanzas of the National anthem desire to promote national unity in the country		How can we promote National unity in our country?	Find out from parents/ guardians or elders about the National days in Kenya Write a report and share in class about national days in Kenya Share experiences on national days in Kenya Sing songs on national unity Participate in celebration of national days in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Human rights	By the end of the sub-strand, the learner should be able to; Identify the basic human rights in Kenya explain the importance of human rights in society desire to promote respect for human rights in society		Why is it important to respect human rights?	Learners are guided to: Brainstorm in groups on the meaning of Human Rights and share in class Identify the basic human rights in Kenya using appropriate media and share in class Discuss in groups the importance of human rights in society and do class presentations.		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Human rights	By the end of the sub-strand, the learner should be able to; explain the importance of human rights in society create awareness on the importance of respecting human rights in society desire to promote respect for human rights in society		Why is it important to respect human rights?	Engage with a resource person on the importance of human rights and write a report Recite poems and sing songs on importance of human rights in society. Develop posters to create awareness on the importance of respecting human rights in society		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
7	1	Governance in Kenya	Democracy in society: Types of Democracy	By the end of the sub strand the learner should be able to; identify types of democracy in Kenya define the term democracy desire to promote democracy in society		How can we practice democracy in our society?	Learners are guided to: Brainstorm, in pairs to understand the meaning of democracy. Find out types of democracy in Kenya using appropriate media and write short notes (Direct and in direct Democracy)		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Benefits of Democracy	By the end of the sub strand the learner should be able to; discuss benefits of democracy in society develop posters on benefits of democracy in society desire to promote democracy in society		How can we practice democracy in our society?	Discuss in groups and list the benefits of democracy in society Engage with a resource person on the benefits of democracy in society Find out more about benefits of democracy in society using digital resources/appropriate media Recite poems /sing songs on the importance of democracy in society Participate in democratic processes in society		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Electoral Process In Kenya	By the end of the sub strand, the learner should be able to; explain the importance of voting in Kenya identify the elective political positions in Kenya desire to participate in free and fair elections		Why should we vote?	Learners are guided to: Think pair and share on the meaning of voting Brainstorm in pairs, the importance of voting and share in class. Use digital resources to identify elective political positions in Kenya Engage with a resource person on the voting steps in Kenya and write a report		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
8	1		Electoral Process In Kenya	By the end of the sub strand, the learner should be able to; explain the importance of voting in Kenya identify the elective political positions in Kenya desire to participate in free and fair elections		Why should we vote?	Learners are guided to: Think pair and share on the meaning of voting Brainstorm in pairs, the importance of voting and share in class. Use digital resources to identify elective political positions in Kenya Engage with a resource person on the voting steps in Kenya and write a report		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		Electoral Process In Kenya	By the end of the sub strand, the learner should be able to; illustrate the steps of voting in the country identify the elective political positions in Kenya desire to participate in free and fair elections		Why should we vote?	Discuss in groups the voting steps in Kenya Develop a poster on voting steps in Kenya and display in school Role play the voting process in Kenya/elected leaders in Kenya Share with members of the community the voting steps in Kenya Share experiences in class on the elections in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		Electoral Process In Kenya	By the end of the sub strand, the learner should be able to; illustrate the steps of voting in the country identify the elective political positions in Kenya desire to participate in free and fair elections		Why should we vote?	Discuss in groups the voting steps in Kenya Develop a poster on voting steps in Kenya and display in school Role play the voting process in Kenya/elected leaders in Kenya Share with members of the community the voting steps in Kenya Share experiences in class on the elections in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
9	1		The National Government In Kenya: composition of the three arms of National government	By the end of the sub strand the learner should be able to; Describe the composition of the three arms of National Government in Kenya Identify the three arms of Government desire to participate in national governance in the country		What is the work of Government in our country?	Learners are guided to: Brain storm in groups the three arms of National Government in Kenya and share in class (The Executive, The Legislature and The Judiciary) Identify the three arms of government using appropriate media and list them down. Brainstorm in pairs the composition of the National Government in Kenya and share in class		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2		The National Government In Kenya: composition of the three arms of National government	By the end of the sub strand the learner should be able to; Describe the composition of the three arms of National Government in Kenya Identify the three arms of Government desire to participate in national governance in the country		What is the work of Government in our country?	Learners are guided to: Brain storm in groups the three arms of National Government in Kenya and share in class (The Executive, The Legislature and The Judiciary) Identify the three arms of government using appropriate media and list them down. Brainstorm in pairs the composition of the National Government in Kenya and share in class		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	3		The National Government In Kenya: functions of the three arms of national Government	By the end of the sub strand the learner should be able to; illustrate the composition of the three arms of National Government in Kenya explain the functions of the three arms of National Government in Kenya desire to participate in national governance in the country		What is the work of Government in our country?	Find out in groups, the composition of the three arms of government in Kenya using relevant sources Illustrate and display in class the composition of the three arms of National Government in Kenya Discuss, in groups functions of the three arms of National Government in Kenya		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
10	1		The National Government In Kenya: functions of the three arms of national Government	By the end of the sub strand the learner should be able to; illustrate the composition of the three arms of National Government in Kenya explain the functions of the three arms of National Government in Kenya desire to participate in national governance in the country		What is the work of Government in our country?	Engage with a resource person on the functions of the three arms of National Government Respond to a worksheet on the functions of the three arms of National Government and share experiences.		Photographs , pictures and paintings TV/video/films /slides/ Internet sources Live Radio Broadcasts	Oral Questions Teacher made tests Observation Project Work Checklist Portfolio
	2-3	ASSESMENT

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Thursday, 17 November 2022 09:49

Grade 5 Agriculture Activities - Grade 5 Schemes of Work Term 3 2023

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

Wk	Ls n	Strand/Th eme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Refl
1	1	GARDENING PRACTICES	Sowing seeds on a nursery bed	By the end of the sub strand the learner should be able to Establish a nursery bed for vegetables Demonstrate sowing of seeds on a nursery bed Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners to sow vegetable seeds on the prepared nursery bed.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.70-71 MTP Agriculture Grade 5 TG. Pg.112	Oral questions Written quizzes Observation
	2		Care for vegetable seedlings in the nursery bed	By the end of the sub strand the learner should be able to: Identify gardening practices for vegetables. Take care of a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately. In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture Grade 5 TG. Pg. 113-114	Oral questions Written quizzes Observation
	3		Care for vegetable seedlings in the nursery bed	By the end of the sub strand the learner should be able to Identify gardening practices for vegetables. Take care of a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately. In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.72 MTP Agriculture Grade 5 TG. Pg. 113-114	Oral questions Written quizzes Observation
2	1		Preparing the seedbed for planting vegetables	By the end of the sub strand the learner should be able to Take care of a nursery bed for vegetables Prepare the seedbed for planting vegetables Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners prepare a suitable nursery bed for planting vegetables.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.73 MTP Agriculture Grade 5 TG. Pg. 115-116	Oral questions Written quizzes Observation
	2		Procedure of transplanti ng	By the end of the sub strand the learner should be able to Take care of a nursery bed for vegetables Transplant seedlings from a vegetable nursery to a suitable site. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners transplant vegetable into a prepared seedbed.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116	Oral questions Written quizzes Observation
	3		Procedure of transplanti ng	By the end of the sub strand the learner should be able to Take care of a nursery bed for vegetables Transplant seedlings from a vegetable nursery to a suitable site. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners transplant vegetable into a prepared seedbed.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.74-75 MTP Agriculture Grade 5 TG. Pg. 117-116	Oral questions Written quizzes Observation
3	1		Selling surplus vegetable seedlings	By the end of the sub strand the learner should be able to Transplant seedlings from a vegetable nursery to a suitable site. Sell surplus vegetable seedlings to earn income. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	Learners to sell surplus vegetables to the community. Learners to assist parents and guardians in the activities for growing vegetables and maintaining tools and equipment at home. Learners to sell surplus vegetables seedlings to the community.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.76 MTP Agriculture Grade 5 TG. Pg. 120-121	Oral questions Written quizzes Observation
	2		Identifying gardening practices for vegetables	By the end of the sub strand the learner should be able to Identify gardening practices for vegetables. Take care of a nursery bed for vegetables Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners brainstorm and share experience on gardening such as mulching, watering, thinning, weeding, removal of pests and diseased plants or parts.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.77-78 MTP Agriculture Grade 5 TG. Pg. 121-122	Oral questions Written quizzes Observation
	3		Taking care of growing vegetable crops	By the end of the sub strand the learner should be able to Take care of growing vegetable crop after transplanting. Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners take care of the established vegetable crop using correct tools and equipment appropriately. In groups, learners take care of the nursery bed (mulching, watering, thinning, uprooting weeds, removing pests and diseased plants)	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.79-80 MTP Agriculture Grade 5 TG. Pg. 122-123	Oral questions Written quizzes Observation
4	1		Identifying vegetables suitable for harvesting	By the end of the sub strand the learner should be able to Use correct tools and equipment appropriately in taking care of growing vegetables to ensure safety of self and others Determine appropriate stage of harvesting vegetables. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners to brainstorm on appropriate stage of harvesting vegetables. In groups, learners to harvest vegetables for consumption and nutrition.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.81-82 MTP Agriculture Grade 5 TG. Pg. 124-126	Oral questions Written quizzes Observation
	2		Harvesting vegetables	By the end of the sub strand the learner should be able to Determine appropriate stage of harvesting vegetables. Harvest vegetables crops appropriately to avoid damage. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learners to brainstorm on appropriate stage of harvesting vegetables. In groups, learners to harvest vegetables for consumption and nutrition.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.83 MTP Agriculture Grade 5 TG. Pg. 126-127	Oral questions Written quizzes Observation
	3		Keeping consumptio n and sales record	By the end of the sub strand the learner should be able to Make and keep consumption and sales record Harvest vegetables crops appropriately to avoid damage. Appreciate the importance of growing vegetable for nutrition and food security.	What are the gardening practices for vegetables? Why should we grow vegetables?	In groups, learner brainstorm and share experiences on importance of growing vegetables. Learners to keep record of consumption and sales	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.84 MTP Agriculture Grade 5 TG. Pg. 128-131	Oral questions Written quizzes Observation
5	1		Innovative Gardening: Vertical and Horizontal gardening	By the end of the sub strand the learner should be able to Distinguish between horizontal and vertical innovative gardening. Watch a video clip on innovative gardening practices Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners to brainstorm on the difference between horizontal and vertical innovative gardening. Learners watch or conserve stimulus materials (video clips, pictures, and photographs) on innovative gardening practices showing various crops in innovative gardens (vertical and horizontal gardens)	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.88 MTP Agriculture Grade 5 TG. Pg. 133	Oral questions Written quizzes Observation
	2		Innovative gardening practices	By the end of the sub strand the learner should be able to Distinguish between horizontal and vertical innovative gardening. Identify various innovative gardening practices Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening. In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134	Oral questions Written quizzes Observation
	3		Innovative gardening practices	By the end of the sub strand the learner should be able to Distinguish between horizontal and vertical innovative gardening. Identify various innovative gardening practices Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening. In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134	Oral questions Written quizzes Observation
6	1		Innovative gardening practices	By the end of the sub strand the learner should be able to Distinguish between horizontal and vertical innovative gardening. Identify various innovative gardening practices Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners to identify suitable ways and materials (sacks, wails, plastic pipes and plastic bottles) for practicing innovative gardening. In groups, learners to discuss how innovative gardening can be practiced and where they could locate the innovative gardens	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.89-90 MTP Agriculture Grade 5 TG. Pg. 134	Oral questions Written quizzes Observation
	2		Preparing and establishing innovative gardens	By the end of the sub strand the learner should be able to Prepare innovative gardens for sowing vegetable seeds. Sow vegetable seeds in the innovative gardens. Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners prepare innovative gardens for sowing vegetables. In groups, learners to sow vegetables materials in the innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135	Oral questions Written quizzes Observation
	3		Preparing and establishing innovative gardens	By the end of the sub strand the learner should be able to Prepare innovative gardens for sowing vegetable seeds. Sow vegetable seeds in the innovative gardens. Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners prepare innovative gardens for sowing vegetables. In groups, learners to sow egetables materials in the innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135	Oral questions Written quizzes Observation
7	1		Preparing and establishing innovative gardens	By the end of the sub strand the learner should be able to Prepare innovative gardens for sowing vegetable seeds. Sow vegetable seeds in the innovative gardens. Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners prepare innovative gardens for sowing vegetables. In groups, learners to sow vegetables materials in the innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135	Oral questions Written quizzes Observation
	2		Preparing and establishing innovative gardens	By the end of the sub strand the learner should be able to Prepare innovative gardens for sowing vegetable seeds. Sow vegetable seeds in the innovative gardens. Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners prepare innovative gardens for sowing vegetables. In groups, learners to sow vegetables materials in the innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.91-92 MTP Agriculture Grade 5 TG. Pg. 135	Oral questions Written quizzes Observation
	3		Importance of innovative gardening	By the end of the sub strand the learner should be able to Discuss the importance of innovative gardening Sow vegetable seeds in the innovative gardens. Show interest in growing of crops using innovative gardening.	How can gardening be done on vertical and horizontal spaces? What materials can be used to construct innovative gardens?	In groups, learners discuss the importance of innovative gardening. Learners to collaborate with parents and guardians to establish innovative gardens for growing vegetables at home.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.93 MTP Agriculture Grade 5 TG. Pg. 136-137	Oral questions Written quizzes Observation
8	1		Innovative gardening project	By the end of the sub strand the learner should be able to Find information on innovative gardening. Watch a video clip on innovative gardening project Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners to use digital and print resources to acquire information on innovative gardening. Learners watch video clip on innovative gardening practices carried out on vegetables.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.94 MTP Agriculture Grade 5 TG. Pg. 138	Oral questions Written quizzes Observation
	2		Identifying gardening practices	By the end of the sub strand the learner should be able to Find information on innovative gardening. Identify the gardening practices for vegetables in innovative gardens. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.94-95 MTP Agriculture Grade 5 TG. Pg. 139-140	Oral questions Written quizzes Observation
	3		Identifying gardening practices	By the end of the sub strand the learner should be able to Find information on innovative gardening. Identify the gardening practices for vegetables in innovative gardens. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners discuss and make presentations to share experiences on innovative gardening practices they carried out, harvest and produce made from gardens, importance of innovative gardens and how they resolved encountered challenges.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.94-95 MTP Agriculture Grade 5 TG. Pg. 139-140	Oral questions Written quizzes Observation
9	1		Making a duty schedule	By the end of the sub strand the learner should be able to Carry out the gardening practices for vegetables in innovative gardens. Prepare and make a duty schedule for the vegetable gardens Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners carry out gardening practices in the innovative gardens. Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.95 MTP Agriculture Grade 5 TG. Pg. 140-141	Oral questions Written quizzes Observation
	2		Making a duty schedule	By the end of the sub strand the learner should be able to Carry out the gardening practices for vegetables in innovative gardens. Prepare and make a duty schedule for the vegetable gardens Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners carry out gardening practices in the innovative gardens. Learners to collaborate with parents and guardians to establish innovative vegetable gardens and keep records at home	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.95 MTP Agriculture Grade 5 TG. Pg. 140-141	Oral questions Written quizzes Observation
	4		Photograph records on innovative gardening	By the end of the sub strand the learner should be able to Carry out the gardening practices for vegetables in innovative gardens. Store photos records on activities carried out on innovative gardening. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest. Learners to make pictorial presentations on the various milestones of the innovative garden projects	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.96 MTP Agriculture Grade 5 TG. Pg. 141-142	Oral questions Written quizzes Observation
10	1		Photograph records on innovative gardening	By the end of the sub strand the learner should be able to Carry out the gardening practices for vegetables in innovative gardens. Store photos records on activities carried out on innovative gardening. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learner to use digital devices to keep records on vegetable gardening practices such as practices done and dates of the practices, date of harvest and amount of harvest. Learners to make pictorial presentations on the various milestones of the innovative garden projects.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.96 MTP Agriculture Grade 5 TG. Pg. 141-142	Oral questions Written quizzes Observation
	2		Determinin g the right stage of harvesting vegetables	By the end of the sub strand the learner should be able to Determine the appropriate age for harvesting vegetables from the vegetable gardens Harvest vegetables from innovative gardens. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners harvest vegetables from innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.97-98 MTP Agriculture Grade 5 TG. Pg. 142-145	Oral questions Written quizzes Observation
	3		Determinin g the right stage of harvesting vegetables	By the end of the sub strand the learner should be able to Determine the appropriate age for harvesting vegetables from the vegetable gardens Harvest vegetables from innovative gardens. Show responsibility in growing crops In innovative gardens at home and school	How can we care for innovative vegetable gardens? How are vegetables harvested?	In groups, learners harvest vegetables from innovative gardens.	Pictures Photos Realia Digital devices Video clips MTP Agriculture Grade 5 Leaners Bk. Pg.97-98 MTP Agriculture Grade 5 TG. Pg. 142-145	Oral questions Written quizzes Observation

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Wednesday, 16 November 2022 13:30

Grade 5 Hindu Activities - Grade 5 Schemes of Work Term 3 2023

HINDU RELIGIOUS ACTIVITIES.
GRADE 5 SCHEMES OF TERM 3 2023

Wk	Lsn	Strand/Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Refl
1	PREPARATIONS
2	1	UTSAV (Festivals)	Significance, rites and rituals, prayers/songs Vaisakhi	By the end of the Sub strand the learner should be able to: State the significance of celebrating the festivals for the preservation of traditions. Describe the significance behind the ceremonies performed during the festivals Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated participate in the celebration of festivals write essays on how festivals are celebrated Listen to stories/narrate stories about the significance of celebrating festivals Visit places of worship/community hall/archives for celebration and collecting information Sing Shabads and recite mantras in relation to the festivals.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Significance, rites and rituals, prayers/songs Vaisakhi	By the end of the Sub strand the learner should be able to: State the significance of celebrating the festivals for the preservation of traditions. Describe the significance behind the ceremonies performed during the festivals Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated Participate in the celebration of festivals Write an essay on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals Visit places of worship/community hall/archives for celebration and collecting information mantras in relation to the festivals.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Significance, rites and rituals, prayers/song s Vaisakhi	By the end of the Sub strand the learner should be able to: State the significance of celebrating the festivals for the preservation of traditions. Describe the significance behind the ceremonies performed during the festivals Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated Participate in the celebration of festivals Write an essay on how festivals are celebrated Listen to stories/narrate stories about the significance of celebrating festivals Visit places of worship/community hall/archives for celebration and collecting information Sing Shabads and recite mantras in relation to the festivals.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
3	1		Significance, rites and rituals, prayers/songs Vaisakhi	By the end of the Sub strand the learner should be able to: Describe the significance behind the ceremonies performed during the festivals take part in festivals for social cohesion Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated Participate in the celebration of festivals Write an essay on how festivals are celebrated Listen to stories/narrate stories about the significance of celebrating festivals Visit places of worship/community hall/archives for celebration and collecting information Sing Shabads and recite mantras in relation to the festivals.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Significance, rites and rituals, prayers/songs Vaisakhi	By the end of the Sub strand the learner should be able to: Describe the significance behind the ceremonies performed during the festivals take part in festivals for social cohesion Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch videos on how Vaisakhi, Vesak and Uposatha are celebrated Participate in the celebration of festivals Write an essay on how festivals are celebrated Listen to stories/narrate stories about the significance of celebrating festivals Visit places of worship/community hall/archives for celebration and collecting information Sing Shabads and recite mantras in relation to the festivals.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Significance, rites and rituals, prayers/songs Vaisakhi	By the end of the Sub strand the learner should be able to: Draw different aspects of celebration festivals take part in festivals for social cohesion Appreciate the value of celebrating festivals for spiritual growth	Why do Buddhists celebrate Vesak and Uposatha? Why do Sikhs celebrate Vaisakhi? How do Vaisakhi, Vesak and Uposatha festivals strengthen one’s faith?	Learner could be guided to: Watch a video on how Vaisakhi, Vesak and Uposatha are celebrated Participate in the celebration of festivals Write essays on how festivals are celebrated listen to stories/narrate stories about the significance of celebrating festivals Do charity work Take a project on drawing different aspects of celebration of festivals	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
4	1	YOGA (Wholistic wellness)	Physical aspect of Yoga 8.1.1 Pranaayam Asanas (Breathing	By the end of the Sub strand the learner should be able to: Describe the types of Pranaayam and Asanas for familiarization Practice Pranaayam and Asanas for physical well being Appreciate the importance of Pranaayam and Asanas for healthy living	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: Access Yoga guides using digital devices, like Youtube and demonstrative manuals Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person Visit and participate in the celebration of International Yoga day. Practice asanas in pairs and groups to encourage and help each other	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Bhadra asana, (Ardha utrasana, Sasank asana) (Physical postures)	By the end of the Sub strand the learner should be able to: Describe the types of Pranaayam and Asanas for familiarization Practice Pranaayam and Asanas for physical well being Appreciate the importance of Pranaayam and Asanas for healthy living	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: Access Yoga guides using digital devices, like Youtube and demonstrative manuals Correctly perform Sheetali Pranayaam(cooling breath),Sheet kari Paranayaam (hissing breath) and asanas (Bhadra asana, Ardha utrasana, Sasank asana) under the supervision of an able resource person Visit and participate in the celebration of International Yoga day. Practice asanas in pairs and groups to encourage and help each other	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Communal aspects of Yoga	By the end of the Sub strand the learner should be able to: Participate in collaborative activities for the benefit of society Demonstrate a simple meditation technique for spiritual growth Recite Sankalpa mantra for global wellbeing.	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: Practice asanas in pairs and groups to encourage and help each other Create a Yoga guidance video using digital devices. Participate in cleanup of school and local community Correctly perform Asanaas meditation under the supervision of a resource person. Recite Sankalpa mantra in small groups.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
5	1		Communal aspects of Yoga exercises)	By the end of the Sub strand the learner should be able to: Participate in collaborative activities for the benefit of society Demonstrate a simple meditation technique for spiritual growth Recite Sankalpa mantra for global wellbeing.	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: practice asanas in pairs and groups to encourage and help each other create a Yoga guidance video using digital devices. participate in cleanup of school and local community correctly perform Asanaas meditation under the supervision of a resource person. Recite Sankalpa mantra in small groups.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	2		Spiritual aspects of Yoga Meditation Commitment (Sankalp)	By the end of the Sub strand the learner should be able to: Participate in collaborative activities for the benefit of society Demonstrate a simple meditation technique for spiritual growth Recite Sankalpa mantra for global wellbeing.	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: Practice asanas in pairs and groups to encourage and help each other Create a Yoga guidance video using digital devices. Participate in cleanup of school and local community Correctly perform Asanaas meditation under the supervision of a resource person. Recite Sankalpa mantra in small groups.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
	3		Spiritual aspects of Yoga Meditation Commitment (Sankalp)	By the end of the Sub strand the learner should be able to: Participate in collaborative activities for the benefit of society Demonstrate a simple meditation technique for spiritual growth Recite Sankalpa mantra for global wellbeing.	Why are asanas important in performing Yoga? How does Pranayam help in physical wellbeing? How are aspects of Yoga beneficial to the society? How is meditation helpful in spiritual growth?	Learner could be guided to: practice ice asanas in pairs and groups to encourage and help each other create a Yoga guidance video using digital devices. participate in cleanup of school and local community Correctly perform Asanaas meditation under the supervision of a resource person. Recite Sankalpa mantra in small groups.	Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia	Observation, QA, Essay writing, Role modelling, projects
6- 10		REVISION/ASSESSMENT

Published in Grade 5 Schemes of Work Term 3 2023

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