Displaying items by tag: Term 3

Wednesday, 16 November 2022 12:22

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

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES. GRADE FIVE SCHEMES OF WORK TERM 3 2023

Wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	DEVOTI ONAL ACTS	Nullifiers of saum	By the end of the sub strand, the learner should be able to: Identify the nullifiers of saum to safeguard the validity of saum. differentiate between nullifiers of saum and swalah to strengthen ibadah appreciate fasting as a means of gaining taqwa (piety)	Why should Muslims observe rules and regulation when fasting? What virtues do Muslims learn from fasting?	Individually/in pairs/in small groups, learners are guided to: Discuss the nullifiers of saum and make oral presentation in class Sort nullifiers of saum from of nullifiers swalah Brainstorm on rules and regulations of saum and make presentation in class	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	2		Nullifiers of saum	By the end of the sub strand, the learner should be able to: differentiate between nullifiers of saum and swalah to strengthen ibadah Fast while observing the rules and regulations for spiritual growth. appreciate fasting as a means of gaining taqwa (piety)	Why should Muslims observe rules and regulation when fasting? What virtues do Muslims learn from fasting?	Individually/in pairs/in small groups, learners are guided to: Discuss the nullifiers of saum and make oral presentation in class sort nullifiers of saum from of nullifiers swalah Brainstorm on rules and regulations of saum and make presentation in class	Charts, course books, resource person, flash cards, digital devices, resource persons, personal logs	Oral assessment and observation schedule, written assessments, portfolio, Journals
	3	AKHLAQ (MORAL VALUES)	Virtues: Sabr (Patience)	By the end of the sub strand, the learner should be able to: explain the importance of exhibiting patience in their daily life Practice patience as a virtue necessary for character formation. Appreciate the virtue of patience as a means earning rewards from Allah.	How do you react when annoyed by your schoolmates? Why should a Muslim observe patience? When should a Muslim practise patience?	Individually/in pairs/in small groups, learners are guided to: Narrate short stories portraying patience. Watch/listen to a story on patience and deduce the teachings Discuss the importance of observing patience Participate in activities that involve practising patience e.g.turn taking during games, when queueing. Encourage/show patience.	Charts, course books, Digital devices,	Oral assessment, observation schedule
2	1		Virtues: Sabr (Patience)	By the end of the sub strand, the learner should be able to: explain the importance of exhibiting patience in their daily life Practice patience as a virtue necessary for character formation. Appreciate the virtue of patience as a means earning rewards from Allah.	How do you react when annoyed by your schoolmates? Why should a Muslim observe patience? When should a Muslim practise patience?	Individually/in pairs/in small groups, learners are guided to: Narrate short stories portraying patience. Watch/ listen to a story on patience and deduce the teachings discuss the importance of observing patience participate in activities that involve practising patience e.g.turn taking during games, when queueing. Role play activities that Encourage/show patience.	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Effects of social media	By the end of the sub strand, the learner should be able to: Explain the positive and negative effects of social media on the youth. Outline ways of using social media responsibly to facilitate learning. use social media responsibly to benefit self and others	How can one use social media positively? How can social media enhance learning?	Individually/in pairs/in small groups, learners are guided to: debate on the positive and negative effects of social media discuss how to use social media responsibly and present in class demonstrate how to use social media to facilitate learning	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3		Effects of social media	By the end of the sub strand, the learner should be able to: Explain the positive and negative effects of social media on the youth. Outline ways of using social media responsibly to facilitate learning. use social media responsibly to benefit self and others	How can one use social media positively? How can social media enhance learning?	Individually/in pairs/in small groups, learners are guided to: debate on the positive and negative effects of social media discuss how to use social media responsibly and present in class demonstrate how to use social media to facilitate learning	Charts, course books, Digital devices,	Oral assessment, observation schedule
3	1		Vices: Evils of gambling	By the end of the sub strand, the learner should be able to: explain the evils of gambling to promote responsible citizenship state ways of discouraging gambling in the society appreciate the prohibition of gambling by working hard for halaal (legal) earning	What are the effects of participating in gambling? Why is gambling forbidden in Islam?	Individually/in pairs/in small groups, learners are guided to: discuss the effects of gambling and present in class (loss of property, family break- down) role play the effects of gambling discouraging gambling in the society and display a chart	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Vices: Evils of gambling	By the end of the sub strand, the learner should be able to: explain the evils of gambling to promote responsible citizenship state ways of discouraging gambling in the society appreciate the prohibition of gambling by working hard for halaal (legal) earning	What are the effects of participating in gambling? Why is gambling forbidden in Islam?	Individually/in pairs/in small groups, learners are guided to: discuss the effects of gambling and present in class (loss of property, family break-down) role play the effects of gambling brainstorm on ways of discouraging gambling in the society and display a chart	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: Recite/memorise the selecteddua as a form of ibadah. apply the teachings of the dua (supplication ) for spiritual nourishment appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: memorize and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. brainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
4	1		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: Recite/memorise the selecteddua as a form of ibadah. apply the teachings of the dua (supplication ) for spiritual nourishment appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: memorize and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. rainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
	2		Dua (Supplications) Dua on increase in knowledge	By the end of the sub strand, the learner should be able to: apply the teachings of the dua (supplication ) for spiritual nourishment Explain the importance of the dua to a person seeking knowledge. appreciate the act of supplication as a form of Ibadah (act of worship)	What is the importance of making dua always?	Individually/in pairs/in small groups, learners are guided to: listen and recite the following dua from a digital device/teacher, “Oh Allah make what you teach me beneficial, teach me what is beneficial, and increase me in knowledge.” recite the dua every morning before start of class. brainstorm on the importance of making dua and write notes	Charts, course books, Digital devices,	Oral assessment, observation schedule
	3	MUAMA LAT	Etiquette of Islamic wedding celebrations	By the end of the sub strand, the learner should be able to: describe the etiquette to be observed during Islamic wedding celebrations Outline un-islamic activities that take place during wedding celebrations. Appreciate Islamic wedding celebrations as part of Islamic heritage.	What are the activities that take place during wedding celebrations?	Individually/in pairs/in small groups, learners are guided to: recall a wedding celebration they have attended and note down what they observed/experienced watch an islamic wedding celebration from a digital device and the etiquette observed sort the islamic and un- islamic activities performed during wedding celebrations using flash cards role play the etiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
5	1		Etiquette of Islamic wedding celebrations	By the end of the sub strand, the learner should be able to: describe the etiquette to be observed during Islamic wedding celebrations Outline un-islamic activities that take place during wedding celebrations. Appreciate Islamic wedding celebrations as part of Islamic heritage.	What are the activities that take place during wedding celebrations?	Individually/in pairs/in small groups, learners are guided to: recall a wedding celebration they have attended and note down what they observed/experienced watch an islamic wedding celebration from a digital device and the etiquette observed sort the islamic and un- islamic activities performed during wedding celebrations using flash cards role play the ettiquette to be observed during the celebration e.g. (appropriate dressing, gender separation, avoiding Israaf and music)	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	2		Rights of Neighbours	By the end of the sub strand, the learner should be able to: Outline the rights of neighbours for harmonious living. Demonstrate the awareness of the rights of neighbours as an act of ibadah. Appreciate the rights of neighbours as an obligatory act upon a Muslim.	How should Muslims relate with neighbours? What are the rights of neighbours? What is the significance of upholding good neighbourhood?	Individually/in pairs/in small groups, learners are guided to: search the rights of neighbours in Islam using digital devices/print media and make notes. discuss the significance of treating neighbours well and display on a chart. dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	3		Rights of Neighbours	By the end of the sub strand, the learner should be able to: Outline the rights of neighbours for harmonious living. Demonstrate the awareness of the rights of neighbours as an act of ibadah. Appreciate the rights of neighbours as an obligatory act upon a Muslim.	How should Muslims relate with neighbours? What are the rights of neighbours? What is the significance of upholding good neighbourhood?	Individually/in pairs/in small groups, learners are guided to: search the rights of neighbours in Islam using digital devices/print media and make notes. discuss the significance of treating neighbours well and display on a chart. dramatize the right way of treating neighbours. rights of neighbours and deduce lessons from it using digital devices/ books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
6	12		Islamic rules of buying and selling	By the end of the sub strand, the learner should be able to: State the Islamic rules on buying and selling to promote a healthy business society. State the benefits of observing the Islamic rules on buying and selling. Observe the Islamic etiquette on buying and selling in day to day life. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)	What should Muslims avoid while buying and selling? What are Islamic teachings on buying and selling?	Individually/in pairs/in small groups, learners are guided to: discuss islamic rules on buying and selling and make oral presentation discuss the benefits of observing Islamic rules and regulations search Hadith on buying and selling and write notes on lessons learnt using digital devices/books/resource persons	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	2		Islamic rules of buying and selling	By the end of the sub strand, the learner should be able to: State the Islamic rules on buying and selling to promote a healthy business society. State the benefits of observing the Islamic rules on buying and selling. Observe the Islamic etiquette on buying and selling in day to day life. appreciate Islamic etiquette on the rules and regulations of buying and selling to earn rewards from Allah (Q83: 1-6)	What should Muslims avoid while buying and selling? What are Islamic teachings on buying and selling?	Individually/in pairs/in small groups, learners are guided to: role play the islamic ruleas and regulations on buying and selling. Name commodities that they have bought from the market. Undertake a project of creating a shop corner by collecting items, write a price list and a list of Islamic rules to be observed	Digital devices, realia, shop items.	Oral questions, observation schedule, written assessment, project work
	3	HISTOR Y OF ISLAM	Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
7	1		Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Prophet (s.a.w)’s journey to Taif.	By the end of the sub strand, the learner should be able to: Narrate the story of the Prophet(s.a.w)’s journey to Taifand its implications on Islamic history. practise the virtues demonstrated by the Prophet (s.a.w) in his journey to Taif. Appreciate the virtues demonstrated by the Prophet (s.a.w) while in Taif.	What lessons can Muslims learn from the Prophet (s.a.w)’s journey toTaif? How did the Prophet (s.a.w) relate with the people of Taif?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s journey to Taif from a digital device/ resource persons. Identify the virtues learnt from the Prophet (s.a.w)’s journey to Taif and display them on a chart brainstorm on the situations that require exhibition of the following virtues: (patience, tolerance and perseverance)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: Watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
8	1		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah Role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Pledges of Aqabah	By the end of the sub strand, the learner should be able to: describe the events that led to the signing of the pledges of Aqabah as part of Islamic history identify the terms of the pledges of Aqabah for character formation explain the significance of the pledges of Aqabah in the History of Islam	Why are the pledges of Aqabah important in the life of a Muslim? How did Muslims benefit from the pledges of Aqabah?	Individually/in pairs/in small groups, learners are guided to: watch a video on the pledges of Aqaba from a digital device and write the terms. discuss the events that led to the signing of the pledges of Aqabah role play and present in class (e.g the Prophet (s.a.w) meeting delegates from Yathrib, preaching by Mus’ab bin Umayr in Madina, signing the pledges…) Brainstorm on the significance of the pledges of Aqaba and display on a chart.	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
9	1		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Individually/in pairs/in small groups, learners are guided to: Listen/watch a story on the Prophet (s.a.w)’s migration to Madina from a digital device/teacher Discuss the major events that took place during the Prophet (s.a.w)’s migration to Madina e.g.(the Prophet (s.a.w) leaving Ali in his house ,departure with Abubakar, at cave Thaur, the incident of Suraqah,reception in Madina).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Hijra to Madina	By the end of the sub strand, the learner should be able to: Narrate the events on the Prophet’s migration to Madina and the major events as part of Islamic Heritage. Explain the significance of the Prophet (s.a.w)’s journey to Madina as a milestone in Islam. appreciate the Prophet (s.a.w)’s journey to Madina as the beginning of Islamic civilization	Why did the Prophet (s.a.w) migrate to Madina? What events took place during the Prophet’s journey to Madinah? Why is Hijra important to Muslims?	Sing a aQasida of welcoming the Prophet (S.A.W) i.e Talaal Badru ‘alaynaa) Discuss the significance of Hijra and make short note e.g. end of persecution, unity of the Ummah, beginning of the Islamic calendar).	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: Discuss who are the Muhajirun and the Ansar Listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
10	1		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: who are the Muhajirun and the Ansar listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	2		Unity between the Muhajirun and the Ansar	By the end of the sub strand, the learner should be able to: describe how the Prophet (s.a.w) united theMuhajirun and the Ansar in Madina Explain the role played by the Ansar in the settlement of Muhajirun in Madina. develop a desire to maintain Islamic brotherhood as per the teachings of Islam	How did the Prophet (s.a.w) unite the Muhajirun and the Ansar? What role did the Ansar play in the settlement of the Muhajirun	Individually/in pairs/in small groups, learners are guided to: who are the Muhajirun and the Ansar listen/watch a story on how united the Muhajirun and the Ansar were from a digital device/teacher discuss the role played by the Ansar in settling the Muhajirun (e.g. shared their wealth, assisted them in integration and settlement) Discuss the lessons learnt from the spirit of brotherhood established by the Prophet (s.a.w)(Muslims must be united, assist one another)	Story books on the sirah, course books and digital devices Islamic calendar/charts	Oral questions, observation schedule, project
	3	ASSESSMENT

Published in Grade 5 Schemes of Work Term 3 2023

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Wednesday, 16 November 2022 11:58

Grade 5 Longhorn CRE Activities - Grade 5 Schemes of Work Term 3 2023

Wk.

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

THE EARLY LIFE OF JESUS

Empowering the Needy – ways in which Christians apply the teachings in the story of the rich young man

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

outline the relevance of the teachings of Jesus in the story of the rich young man and the society
explain how Christians apply the teachings in the story to empower others in the community
appreciate the importance respecting spiritual and material resources

Why did Jesus teach in the story?
Why did the rich young man find it difficult to share with others?
Which projects are carried out in the community to support the needy?

Learners in pairs discuss why people in their
community work together in supporting the needy
Learners explain activities carried out by their
Leaders to empower the poor.
Learners in pairs read Matthew19:16-22 and explain lessons learnt
learners in groups to identify temptations that can keep them away from God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 69-70 Longhorn CRE act. TG. Pg. 84-85

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer – the story of a friend at midnight

By the end of the Sub strand,

the learner should be able to:
Narrate the story of a friend at midnight to understand the importance of persistence
State the qualities of a good friend
Appreciate the importance of prayer for good personal relationship with God

Why did the friend visit at Midnight?
What are the qualities of a good friend?

Learners brainstorm why it good to choose friends wisely
Learners discuss what is the meaning of a mid-night friend
Learners to watch a video clip the story on a friend at midnight
Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in

prayer - the story of a friend at midnight

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

Narrate the story of a friend at midnight to understand the importance of persistence
State the qualities of a good friend
Appreciate the importance of prayer for good personal relationship with God

Why did the friend visit at Midnight?
What are the qualities of a good friend?

Learners brainstorm why it good to choose friends wisely
Learners discuss what is the meaning of a mid-night friend
Learners to watch a video clip the story on a friend at midnight
Learners to read in turns Luke 11:5-13

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71

Longhorn CRE act. TG. Pg. 85-86

Oral
Questions,
Portfolio
Observation schedules
Written Quizzes

Persistence in prayer – the value of friendship

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

State the importance of prayer
explain the value of friendship using lessons from the story of a friend at midnight
Appreciate the importance of prayer for good personal relationship with God

Why did the friend visit at midnight?
What are the qualities of a good friend?

Learners to outline lessons learnt from the story and dramatize the story of a friend at midnight.
Learners to role play the story of a friend at midnight
Learners to discuss in groups the importance of prayer
Learners to sing a relevant song, on the story

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71-73

Longhorn CRE act. TG. Pg. 87-88

Oral Questions,
Portfolio
Observation schedules
Written Quizzes

THE CHURC H

The early Church

– definitions of unity of believers

in the early church

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

Identify different ways of definitions for unity of believers in the early church
Explain the importance of unity among Christians
appreciate the importance of unity of believers in our society today

What brought unity among the early believers?
What is the importance of unity among Christians?
How is the church involved in charity work today?

Learners in groups discuss why unity is important at school, at home and in church
Learners, in pairs, describe various definitions of The term ‘Church’.
Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 74-75

Longhorn CRE act. TG. Pg. 89-90

Journals
Authentic tasks
Written questions

The early Church

– activities which promoted unity

in the early church

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

Discuss the activities that brought unity of believers in the early church
outline activities which promoted unity among early believers in the early church
appreciate the importance of unity of believers in our society today

What brought unity among the early believers?
What is the importance of unity among Christians?
How is the church involved in charity work today?

Learners in groups discuss why unity is important at school, at home and in church
Learners, in pairs, describe various definitions of The term ‘Church’.
Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 75

Longhorn CRE act. TG. Pg. 90-91

Journals
Authentic tasks
Written questions

The early Church

– strategies used

by Christians to promote unity

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

outline activities which promoted unity among early believers in the early church
Explain strategies used by Christians to promote unity among Christians for responsible living
appreciate the importance of unity of believers in our society today

What brought unity among the early believers?
What is the Importance of unity among Christians?
How is the church involved in charity work today?

Learners in groups discuss why unity is important at school, at home and in church
Learners, in pairs, describe various definitions of The term ‘Church’.
Learners in pairs read Acts 2: 42-47 and list activities that brought unity in the early church
Learners in pairs, outline acts of charity/mercy and solidarity done by churches today

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 76

Longhorn CRE act. TG. Pg. 91-91

Journals
Authentic tasks
Written questions

The Lords Supper

– Events that took place during the Lord’s supper

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

Describe the events that took place during the Lord’s Supper to develop spiritually
State the reason why Jesus organized the Lord’s supper
appreciate the importance of remembrance of the Lords’ supper

Why did Jesus organize the lords’ supper
What instructions did Jesus give for celebration of the Lord’s Supper?
Why do we take the Lords Table/ Eucharist today?

Learners discuss how the Lords’ supper is organized in their churches
Learners sing a relevant song and explain the meaning
Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
Learners to watch a video on the Lord’s Supper
Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 77-78

Longhorn CRE act. TG. Pg. 93-94

Journals
Authentic tasks
Written questions

The Lords Supper

– significance of the Lord’s supper

to Christians today

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

Identify the instructions Jesus gave for the celebration of the Lord’s supper
explain the significance of the Lord’s Supper to Christians today
appreciate the importance of remembrance of the Lords’ supper

Why did Jesus organize the lords’ supper
What instructions did Jesus give for celebration of the Lord’s Supper?
Why do we take the Lords Table/ Eucharist today?

Learners discuss how the Lords’ supper is organized in their churches
Learners sing a relevant song and explain the meaning
Learners, in turns, read Luke 22:14-20 and describe the events mentioned in the text
Learners to watch a video on the Lord’s Supper
Learners, in groups, discuss the significance of the Lord’s Supper

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 78-79

Longhorn CRE act. TG. Pg. 94-95

Journals
Authentic tasks
Written questions

The Lords Supper- Values acquired during the celebration of

the Eucharist

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

explain the significance of the Lord’s Supper to Christians today
identity the values required during the celebration of Lord’s Table/Eucharist for application by Christians
appreciate the importance of remembrance of the Lords’ supper

Why did Jesus organize the lords’ supper
What instructions did Jesus give for celebration of the Lord’s Supper?
Why do we take the Lords Table/ Eucharist today?

Learners say the importance of the Lord’s Table/Eucharist to a Christian
Learners to list attitudes/values required when partaking the Eucharist/Lord’s Table
Learners discuss with their parents/guardians or resource person importance of celebrating the Lord’s supper and report to the class

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems

Longhorn CRE act. Learners Bk. Pg. 79-80

Longhorn CRE act. TG. Pg. 95-96

Journals
Authentic tasks
Written questions

The Role of the Holy Spirit - the gift of the Holy Spirit

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

Identify the gifts of the Holy Spirit to promote spiritual maturity
identify how the fruits of the Holy Spirit have helped in promoting God’s work
appreciate the role of the gifts of Holy Spirit in his/her

What is the meaning of gifts of the Holy Spirit
What is the meaning of fruits of the Holy Spirit?
How does the holy spirit inspire
People to offer service to God and others?

Learners in pairs discuss the roles played by religious leaders and their parents for service to God
Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

The Role of the Holy Spirit – How the fruits of the Holy spirit helps in promoting God’s work

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

identify how the fruits of the Holy Spirit have helped in promoting God’s work
discuss the fruits of the Holy spirit
appreciate the role of the gifts of Holy Spirit in his/her

What is the meaning of gifts of the Holy Spirit
What is the meaning of fruits of the Holy Spirit?
How does the holy spirit inspire
People to offer service to God and others?

Learners in pairs discuss the roles played by religious leaders and their parents for service to God
Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 83

Longhorn CRE act. TG. Pg. 98

Journals
Authentic tasks
Written questions

The Role of the Holy Spirit – values that influence the life of Christians from gifts and fruits of the Holy spirit

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

identify how the fruits of the Holy Spirit have helped in promoting God’s work
list values which should influence the life Christians from the gifts and fruits of the Holy Spirit
appreciate the role of the gifts of Holy Spirit in his/her

What is the meaning of gifts of the Holy Spirit
What is the meaning of fruits of the Holy Spirit?
How does the holy spirit inspire
People to offer service to God and others?

Learners in pairs discuss the roles played by religious leaders and their parents for service to God
Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 84-85

Longhorn CRE act. TG. Pg. 98-99

Journals
Authentic tasks
Written questions

Power of Intercessory prayer – the story of Peter’s miraculous rescue

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

Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
explain various ways Christians demonstrate their faith in God appreciate lessons learnt from the
tory of Peter’s rescue by doing what is right

Who was Peter?
How did Peter portray faith in Christ?
How should you demonstrate faith in Christ?
What is the Meaning of intercessory Prayer?

Learners in pairs discuss the importance of prayers in their life
Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
Learners watch a video on Peter’s miraculous rescue
Learners, in pairs, list lessons learnt from this story
Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

Power of Intercessory prayer - the story of Peter’s miraculous rescue

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

Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
explain various ways Christians demonstrate their faith in God
appreciate lessons learnt from the story of Peter’s rescue by doing what is right

Who was Peter?
How did Peter portray faith in Christ?
How should you demonstrate faith in Christ?
What is the meaning of intercessory Prayer?

Learners in pairs discuss the importance of prayers in their life
Learners in turns ,read Acts 12:3-17 about the story of Peter’s rescue from prison and narrate what happened
Learners watch a video on Peter’s miraculous rescue
Learners, in pairs, list lessons learnt from this story
Learners discuss what they have learnt from this story about Peter

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86

Longhorn CRE act. TG. Pg. 99- 100

Journals
Authentic tasks
Written questions

Power of Intercessory prayer – ways in which Christians demonstrate faith in God

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

Narrate the story of Peter’s miraculous rescue to understand the power of intercessory prayers
explain various ways Christians demonstrate their faith in God
appreciate lessons learnt from the story of Peter’s rescue by doing what is right

Who was Peter?
How did Peter portray faith in Christ?
How should you demonstrate faith in Christ?
What is the meaning of intercessory Prayer?

Learners research on different types of prayer from parents/guardians/Sunday /Sabbath teachers and report
Learners to discuss what inspires them about Peter’s rescue by God
Learners engage in activities that strengthen their faith in Christ
Sing a song related to standing firm in the faith
Learners brainstorm activities carried out by Christians to demonstrate their faith in God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 87-89

Longhorn CRE act. TG. Pg. 101- 102

Journals
Authentic tasks
Written questions

CHRIST IAN LIVING

Friendship formation: peer influence – the qualities of a good friend

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

Identify desirable qualities of a good friend for personal development
explain values useful in maintaining good friends to avoid negative influence
appreciate the importance of desirable friendship that please God

How can you avoid negative peer pressure?

Learners in pairs, make a list of qualities of a good friend
Learners in groups read 1 Thessalonians 5:11 and Galatians 6:2;
Learners to share whether their friends possess the qualities mentioned
learners to list what they consider as negative influence from friends and peers

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 90-92

Longhorn CRE act. TG. Pg. 103- 106

Journals
Authentic tasks
Written questions

Friendship formation: peer influence – Causes of poor choice of friends at home and school

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

explain values useful in maintaining good friends to avoid negative influence
identify causes of poor choice of friends at home and school to make right choices
appreciate the importance of desirable friendship that please God

How can you avoid negative peer pressure?

Learners, in groups, discuss how to deal with bullying from unfriendly peers
Learners discuss ways of maintaining good friends to avoid negative influence
Learners, in pairs, discuss causes of poor choice of friends at home and school
Learners to brainstorm on the e importance of desirable friendship that pleases God

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 93-94

Longhorn CRE act. TG. Pg. 106- 107

Journals
Authentic tasks
Written questions

Human sexuality

– changes associated with adolescence in boys and girls and how to cope with them

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

identify changes associated with adolescence in both boys and girls for greater self-awareness
outline how they cope with changes in their bodies to build self-confidence
appreciate positively physical and physiological changes as a Christians

Which issues are faced by adolescents?
How does one get information on physical and emotional Changes?
Who should advice on bodily changes?

Learners brainstorm on where get information for bodily changes
Learners debate why some sources of information on bodily changes are considered unhealthy

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 95-98

Longhorn CRE act. TG. Pg. 108- 110

Journals
Authentic tasks
Written questions

Human sexuality

– Healthy and effects of

unhealthy boy- girl relationship

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

identify changes associated with adolescence in both boys and girls for greater self-awareness
explain the effects of unhealthy boy-girl relationships
appreciate positively physical and physiological changes as a Christians

Which issues are faced by adolescents?
How does one get information on physical and emotional Changes?
Who should advice on bodily changes?

Learners in pairs identify why they should get the right information about themselves as they grow up
Learners, in pairs read 1Corinthians 6: 18-19 and explain lessons from the Bible text
Learners discuss Christian teachings on how to cope with challenges associated with adolescence stage

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 98-99

Longhorn CRE act. TG. Pg. 110- 112

Journals
Authentic tasks
Written questions

The Role of the Holy Spirit – the gift of the Holy Spirit

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

Identify the gifts of the Holy Spirit to promote spiritual maturity
Differentiate between the gifts and fruits of the Holy spirit
appreciate the role of the gifts of Holy Spirit in his/her

What is the meaning of gifts of the Holy Spirit
What is the meaning of fruits of the Holy Spirit?
How does the holy spirit inspire
People to offer service to God and others?

Learners in pairs discuss the roles played by religious leaders and their parents for service to God
Learners in turns read 1 Corinthians 12:1-11 and identify gifts mentioned
Learners in groups discuss why the gifts of the Holy Spirit are important to Christians
Learners read Galatians 5:22- 23 and explain how these fruits promote good relationships among Christians
Learners sing a song relevant to gifts of the Holy Spirit and Fruits of the Holy Spirit

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82

Longhorn CRE act. TG. Pg. 96-97

Journals
Authentic tasks
Written questions

Human sexuality

– Overcoming unhealthy boy – girl relationship

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

explain the effects of unhealthy boy-girl relationships
discuss how to overcome unhealthy boy-girl relationship
appreciate positively physical and physiological changes as a Christians

Which issues are faced by adolescents?
How does one get information on physical and emotional Changes?
Who should advice on bodily changes?

Learners in groups to discuss the meaning of healthy boy-girl relationship
Learners to discuss the meaning of unhealthy boy-girl relationship and their negative effects
Learners in pairs to discuss how to overcome unhealthy boy-girl relationship
Learners compose a poem importance of health boy-girl relationship
In pairs, learners to discuss why they should take positively developmental changes in their bodies

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 100-101

Longhorn CRE act. TG. Pg. 112- 113

Journals
Authentic tasks
Written questions

God the source of life – Christian teachings on God as the only source of life

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

discuss Christian teaching on God as the only source of life
Identify areas of abuse of the right to life
appreciate the importance of life as a gift from God by observing safety

Why is human life sacred?
What does the Bible teach about sacredness of life?
How will you encourage your classmates to respect their own life as well as lives of others?

Learners brainstorm on the importance of safety and security to human life
Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
Learners share examples of violation of human life in life today
Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 101-102

Longhorn CRE act. TG. Pg. 113- 114

Journals
Authentic tasks
Written questions

God the source of life – Causes of violation of human life

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

discuss Christian teaching on God as the only source of life
identify causes of violation of the right to life for awareness
appreciate the importance of life as a gift from God by observing safety

Why is human life sacred?
What does the Bible teach about sacredness of life?
How will you encourage your classmates to respect their own life as well as lives Of others?

Learners brainstorm on the importance of safety and security to human life
Learners, in small groups, learners read Genesis 1: 27; 9:6 Psalms 49:7-8 and Exodus 20:13 and identify Christian teaching on sacredness of life
Learners share examples of violation of human life in life today
Learners to brainstorm on the meaning of right to life and why it should be upheld by all not be violated

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 103

Longhorn CRE act. TG. Pg. 114- 115

Journals
Authentic tasks
Written questions

God the source of life – How to cope with emotions and stress

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

identify the reason why human life is sacred
explain how to cope with emotions and stress to reduce abuse of the right to life
appreciate the importance of life as a gift from God by observing safety

Why is human life sacred?
What does the Bible teach about sacredness of life?
How will you encourage your classmates to respect their own life as well as lives of others?

Learner debate the causes of violation of the right to life
Learners discuss emotions that can lead to violation of one’s life
In pairs learners to discuss how to cope with negative emotions
Learners to discuss consequences of violating life
Learners to compose a poem on sacredness/sanctity of life using a digital device

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 104-105

Longhorn CRE act. TG. Pg. 115- 116

Journals
Authentic tasks
Written questions

Good Health Practices – Alcohol and substance use and reasons why young people engage in alcohol and substance use

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

Explain the meaning of alcohol and substance use for raised awareness
list examples of drugs that are abused today
explain reasons why young people engage in alcohol and substance abuse
Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

Learners discuss the meaning of alcohol and substance abuse
learners in pairs to give examples of commonly abused drugs
Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
Learners to brainstorm lessons learnt from the Bible texts
Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 105-107

Longhorn CRE act. TG. Pg. 117- 118

Journals
Authentic tasks
Written questions

Good Health Practices – effects of alcohol and substance use to the body and relationships

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

outline the effects of alcohol and substance use to the body and relationships for avoidance
list examples of drugs that are abused today
Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the
Effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

Learners discuss the meaning of alcohol and substance abuse
learners in pairs to give examples of commonly abused drugs
Learners read and discuss the following; Proverbs 20:1,; Proverbs 31:6 Ephesians 5:18;
Learners to brainstorm lessons learnt from the Bible texts
Learners to brainstorm on reasons that lead to alcohol and substance use by young people and ways of addressing them

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems

Longhorn CRE act. Learners Bk. Pg. 108

Longhorn CRE act. TG. Pg. 118- 119

Journals
Authentic tasks
Written questions

Good Health Practices – ways of avoiding engaging in alcohol and substance abuse

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

outline the effects of alcohol and substance use to the body and relationships for avoidance
Identify ways of avoiding engaging in alcohol and substance use for healthy living.
Appreciate the importance of the body as the temple of God by avoiding misuse of alcohol and drugs

Which drugs are commonly abused today?
What can lead one to alcohol and substance use?
What are the effects of alcohol and substance use?
How can you avoid alcohol and substance use?
How can you help your peers to
Avoid alcohol and substance abuse?

Learners explain dangers of alcohol and substance
use to his/her health/body
Learners to watch a video clip on the dangers of alcohol and substance use
Learners research on prevention of alcohol and substance use and report to class
Learners to use flashcards to pass different
Messages saying no! to alcohol and substance use
Learners give a brief talk at the assembly on effects of alcohol and substance use

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 109-110

Longhorn CRE act. TG. Pg. 119- 120

Journals
Authentic tasks
Written questions

Appropriate use of Social Media – Meaning of social media awareness and social media platforms commonly used today

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

Explain the meaning of social media for awareness
list social media platforms that are commonly used today
Desire to use social media for positive benefit of self and others.

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

Learners in pairs define the term social media
Learners list social media platforms commonly used today and illustrate their symbols by drawing in their books
Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 111-112

Longhorn CRE Act. TG. Pg. 120- 121

Journals
Authentic tasks
Written questions

Appropriate use of Social Media –

Effects of appropriate and inappropriate use of social media

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

state the effects of appropriate an inappropriate use of social media for choosing responsibly
list social media platforms that are commonly used today
Desire to use social media for positive benefit of self And others.

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

Learners in pairs define the term social media
Learners list social media
platforms commonly used today and illustrate their symbols by drawing in their books
Learners, in small groups, list advantages and disadvantages of social media for children and youth.

Good News Bible, Flash cards, Pictures, Songs,

Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 113

Longhorn CRE act. TG. Pg. 122- 123

Journals
Authentic tasks
Written questions

Appropriate use of Social Media – safety measures to observe when using social media

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

debate about the advantages and disadvantages of social media
discuss safety measures to observe when using social media to use them
Desire to use social media for positive benefit of self and others.

What are social media platforms?
Why should you use them appropriately?
What is cyber bullying?

Learners, in groups, discuss cyber-bullying and how to protect themselves from its harm
Leaners debate on the motion:
:Social media are ruining children and youth
In pairs learners to discuss safety measures when using social media
Learners watch good movies or educative documentaries e.g. the Bible Stories wow

Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 114-116

Longhorn CRE act. TG. Pg. 123- 124

Journals
Authentic tasks
Written questions

Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Tuesday, 15 November 2022 12:27

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

wk	Ls n	Strand/ Theme	Sub strand	Specific learning outcomes	Key inquiry Questions	Learning experiences	Learning Resources	Assessment methods	Reflection
1	1	LEISUR E TIME ACTIVI TIES : Gramm ar in use	Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill the blank spaces using conjunctions in sentences or paragraphs. Create a display of charts of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentence from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Construct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Conjunctions and, but, or, because, since, also, for, yet, since	By the end of the sub strand, the learner should be able to: Identify conjunctions in texts for effective communication Use conjunctions correctly in communication. Judge the correctness and appropriateness of conjunctions used in oral and written texts.	How do you join words or sentences? Why do you join words and sentences?	Learner is guided to: Listen to short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Make sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of Sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4	Writing	Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or things in text in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their Compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
2	1		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Describe people or things mentioned in a text. Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Creative Writing: Descriptive Composition ((120 -160 words)	By the end of the sub strand, the learner should be able to: Proof read their peers composition Create a descriptive composition related to the theme for effective communication. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.	How do we describe things or events? Why is it important to describe things or events?	Learner is guided to: Read sample composition from print or electronic sources. Talk about people or thing in a text Make Sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. a descriptive composition individually. Proof read their compositions, in pairs or groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	SPORTS - APPREC IATING TALEN TS	Listening and speaking: Listening fluency (Short speeches or dialogues of about 130 words)	By the end of the sub strand, the learner should be able to: Listen to oral presentations Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentation of (dialogues or poems on topical issues) containing words with the sound /aɪ/ Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sound /aɪ/ as in my, mind, ride, wide	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Listen for words with the sound /aɪ/ from an audio text. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/ Identify words with the sound /aɪ/ from texts. Make a three minute speech based on the theme in groups. Recite poems based on the theme.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
3	1		Non-verbal cues	By the end of the sub strand, the learner should be able to: Select words containing the target sound in sentences. Construct sentences orally using words related to the theme. Interpret a speaker’s emotions and feelings correctly during oral presentations.	Why is it important to listen carefully? How can we become better listeners?	Learner is guided to: Practice saying selected tongue twisters in pairs. Make three-minute speech based on the theme in groups. Recite poems based on the theme. Interpret non-verbal cues correctly.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Relate ideas in the text to personal experiences. Creates mental images from the events, characters or places in a text. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Intensive Reading Reading with Technology	By the end of the sub strand, the learner should be able to: Creates mental images from the events, characters or places in a text. Answer factual and inferential questions correctly. Judge the appropriateness of digital texts on the basis word choice, theme and interest.	Why is it important to relate what you read with your experiences? What digital resources can you use in your reading? Why are digital materials more interesting to read than print ones?	Learner is guided to: Infer the meaning of words from context. Make Connections between their experiences and events in the reading text. Create pictures, mimes, videos or crossword puzzles in small groups. search and read texts from the internet in pairs and groups, online. Answer questions in pairs. or role play the stories they have read online. Dramatize stories they have read online. Print the visuals obtained from online sources and share or display in a gallery.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention the words used to ask questions - how, what, when, why, who Use the Wh- words and How to ask questions. Use digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
4	1		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Mention he words used to ask questions - how, what, when, why, who Use e the Wh- words and How to ask questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	2		Use of Interrogatives When, who, how, why, which, how much, what else	By the end of the sub strand, the learner should be able to: Identify interrogatives in sentences correctly. Use interrogatives accurately in sentences. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.	Why do we ask questions? How do we ask questions?	Learner is guided to: Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony? How much more sugar was bought? Use else, much … to complete sentences digital devices to practice constructing questions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion information gap Role play Simulation
	3	Writing	Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write a word from a dictation by the teacher or from an audio- visual recording. Play a spelling games in pairs; for example, scramble or scrabble. Use jigsaw zle to form words correctly in groups. Make words from jumple up letters.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	4		Commonly Misspelt Words Homophones Homonyms	By the end of the sub strand the learner should be able to: Spell selected words correctly for effective communication. Use homophones and homonyms in sentences correctly Advocate the use of correct spelling of words among peers.	Why do we write words correctly? Which words do you find difficult to write? How do we learn to spell words?	The learner should be guided to: Discuss in groups words they find difficult to spell. Make a presentation on correct spelling homophones and homonyms Write words from a dictation by the teacher or from an audio- visual recording. Play spelling games in pairs; for example, scramble or scrabble. Use jigsaw puzzle to form words correctly in groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
5	1	ENVIRO NMENTA POLLUT IONL	Listening and speaking: peaking Fluency (content from other learning) Making a Speech)	By the end of the sub strand, the learner should be able to: Construct sentences orally using words related to the theme. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short specches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Construct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Make short speeches using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	3		Sounds /f/ as purify; as in; and /v/ as in vapour preserve,	By the end of the sub strand, the learner should be able to: Pronounce words with selected sounds accurately for effective communication. Speak accurately, without hesitation and with expression. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.	Why should we speak clearly and confidently? Why do we make speeches?	Learner is guided to: Say words containing the sounds /f/ and /v/ in small groups. Pronounce the words related to the theme correctly. Contruct oral sentences using vocabulary learnt. Listen to recorded speech from a digital device. Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4	Reading	Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Creates mental images from events, characters and places in a text Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch a video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
6	1		Intensive Reading: Poems, Songs and Tongue Twisters	By the end of the sub strand the learner should be able to: Infer information and meaning of words from context. Answer factual and inferential questions correctly for comprehension. Relate events and characters in the reading text to personal experiences.	What can you learn from poems and songs? Which poems and songs do you know? How do you tell the meaning of unfamiliar words while reading?	Learner is guided to: Watch video on environmental pollution and answer questions. Read a poem or song and role play the events, experiences or characters in the text. Answer factual and inferential questions on the poem and song they read.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	2	Gramm ar In use	Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify abd underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	3		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline line nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	4		Nouns which only Occur in Singular or Plural	By the end of the sub strand, the learner should be able to Identify nouns which only occur in singular or plural from given sentences. Use nouns which only occur in singular or plural to make sentences. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.	Why is it important to use words correctly? Which singular nouns end with letter -s?	Learner is guided to: Identify and underline nouns which only occur in singular or plural sentences. Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish, Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs. Watch videos on nouns which only occur in singular or plural and answer questions. Create display charts on nouns which only occur in Singular or plural in sentences.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
7	1	Writing	Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learner is guided to: View a sample diary sample journal/and identify the components. Make journal/diary entries on pairs or small groups. Create a diary in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	2		Functional Writing Personal Diary Journal (3 days)	By the end of the sub strand, the learner should be able to: Identify the key components of a diary/journal. Create a journal/diary to convey desired information in the right format. Collaborate with peers to create personal journals and diaries on varied topics.	Why should we plan our activities in advance? What is the most Memorable experience in your life?	Learners are guided to create a three days journal. And take a gallery walk. Give feedback to the of each group. Search for more examples of diaries or journals on the internet, textbooks or the library. Create diary or journal individually.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3	MONEY - SAVING S AND BANKIN G	Listening and speaking:Intensive Listening (Dialogue containing similes)	By the end of the sub strand, the learner should be able to: Use similes and vocabulary related to the theme correctly in sentences Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an oral text audio visual text. groups. Discuss the dialogue in pairs. entences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	4		Sounds : /m/ as in money; /n/ as in notes, /ŋ/ as in shilling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Say words containing the sound sounds /m/ /n/ /ŋ/ in small groups. Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs. Identify words featuring the target sounds.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
8	1		Digraphs: sn as in sneeze, sl as in sling	By the end of the sub strand, the learner should be able to: Select words and phrases with the target sounds, digraphs and consonant clusters from a text. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation. Interpret a speaker’s feelings and emotions correctly during oral presentations.	Why should we listen attentively? How can you tell someone is attentive?	Learner is guided to: Identify similes from an oral text Use similes and words in sentences in small groups. Identify similes from an audio visual audio visual text. List similes in small groups. Discuss new words found in the dialogue in pairs. Construct sentences using the new words individually. Dramatize the dialogue in small groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitations Role play Debates Oral interviews Dialogues Oral discussions
	2	Reading	Extensive Reading Variety of Texts such as (texts of about 1001 - 1250)	By the end of the sub strand, the learner should be able to: Select suitable reading materials from a variety of texts. Read a variety of materials independently for information and pleasure. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems. Preview reading material to determine suitability. Scan through a text for specific details. Skim through a material to obtain the main idea. Scan through newspapers, magazines among others to find specific information. Skim through a material in small groups. Independently. Promote extensive reading among peers and the greater community.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	3		Newspapers, magazines, class readers and poems	By the end of the sub strand, the learner should be able to: Read a variety of materials independently for information and pleasure. Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.	Why do you read? How do you obtain specific information from a text? What materials do you enjoy reading?	Learner is guided to: colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language look for specific information from a reading material in pairs. read in groups. Make an entry of what they have read in their creative writing diary. Visit library to read online and offline materials	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Question and answer Teacher- made tests
	4	Gramm ar in use	Word Classes Prepositions Time such as: in, on, at Place such as :in, on, at Direction such as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Learner is guided to: Underline prepositions of time, place and direction in sample sentences: time such as in, on, at) place such as :in, on, at direction such as : into, towards, to, through Play preposition games and songs online/offline. Construct sentences using prepositions.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
9	1		Word Classes Prepositions Places such as: in, on, at :in, on, at as : into, towards, to, through	By the end of the sub strand, the learner should be able to: Identify prepositions of time, place and direction in sentences. Use prepositions of time, place and direction appropriately for effective communication. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.	Which words show direction and time? Why is it important to show time and direction?	Use prepositions to perfom classroom task Watch videos and online material on prepositions and in pairs/groups. Create a display charts containing preposition of time and direction. Create crossword puzzles using prepositions. Solve code words and crossword puzzles involving prepositions. Search for prepositions online, from newspapers magazines among others	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue- completion, information gap Role play Simulation
	2	Writing	Spelling Homophones; Words with double consonants	By the end of the sub strand the learner should be able to: Identify homophones, words with double consonants and words with double vowels correctly. Spell homophones, words with double consonants and words with double vowels correctly. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Identify homophones, words with double consonants and words with double vowels from a text. words read by the teacher or from audio recording for example: waist/waste Collect or dropped Write down from a dictation correctly	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals Peer assessment Self- assessment learner Portfolio dictation Standardized writing tests
	3		Words with double vowels	By the end of the sub strand the learner should be able to: Uses homophones, words with double consonants and words with double vowels in sentences correctly. Recommend to peers ways of enhancing their spelling skills for clarity of communication. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or provided documents.	Why should we write words correctly? Which words have the same pronunciation but different spelling?	Learner is guided to: Use jigsaw puzzle to form words correctly in groups. Form sentences from the words they have spelt. Search for homophones, words with double consonants and words with double vowels from the internet.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher- made tests Learner journals peer assessment Self- assessment learner e) Portfolio dictation f)Standardized writing tests
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10	REVISION/ ASSESMENT

Published in Grade 5 Schemes of Work Term 3 2023

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Tuesday, 15 November 2022 12:26

Mathematics Activities - Grade 5 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	MEASUREMENT	Mass	By the end of the sub strand, the learner should be able to; Divide grams and kilogram by whole numbers in real life situations Use IT devices for learning more on mass and for enjoyment Appreciate use of kilograms and grams in measuring mass in real life	What is the importance of measuring mass?	In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations In pairs, groups or as individuals play digital games involving mass	Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Time	By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
2	1		Time	By the end of the sub strand, the learner should be able to; Add minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	2		Time	By the end of the sub strand, the learner should be able to; Subtract minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	3		Time	By the end of the sub strand, the learner should be able to; Multiply minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	4		Time	By the end of the sub strand, the learner should be able to; Divide minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations	How can we read time?	In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches	Analogue clock, digital clock, digital watches, stop watch	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
3	1		Money	By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3		Money	By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	4		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	5		Money	By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
4	1		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	2		Money	By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life	How do you manage your money?	In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services	Price list, classroom shop, electronic money tariffs chart	Written exercise, oral questions, observation, group discussion
	3	GEOMETRY	Lines	By the end of the sub strand, the learner should be able to; Identify horizontal and vertical lines in different situations Draw horizontal and vertical lines in different situations Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals identify lines in the classroom and within the environment. In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	4		Lines	By the end of the sub strand, the learner should be able to; Identify perpendicular lines different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	5		Lines	By the end of the sub strand, the learner should be able to; Identify parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
5	1		Lines	By the end of the sub strand, the learner should be able to; Draw parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life	Where are perpendicular lines used?	In pairs, groups or as individuals draw horizontal and vertical lines, parallel and perpendicular lines to represent real life situations In pairs or groups use IT devices to learn more about lines	Chalkboard, 30 cm ruler, straight edges	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Relate a turn to angles in real life. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	4		Angles	By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	5		Angles	By the end of the sub strand, the learner should be able to; Measure angles using a unit angle. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
6	1		Angles	By the end of the sub strand, the learner should be able to; Identify the degree as a unit of measuring angle Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	2		Angles	By the end of the sub strand, the learner should be able to; Measure angles in degrees in different situations Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life	Where are angles used in the environment?	In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles	Unit angles, protractor, rulers	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. Learners to watch a video on 3-D objects. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	5		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
7	1		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	2		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	3		3-D Objects	By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment	Where are 3-D objects in the environment?	Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects	Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes	Written exercise, oral questions, observation, group discussion
	4	DATA HANDLING	Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
8	1		Data representation	By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	2		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	3		Data representation	By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	4		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
	5		Data representation	By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life.	Why is representing data in tables important?	In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables.	Data from different sources	Written exercise, oral questions, observation, group discussion
9	1	ALGEBRA	Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	3		Simple Equations	By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	4		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	5		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
10	1		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	2		Simple Equations	By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life.	Where are equations used in real life?	In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations	Information from different sources	Written exercise, oral questions, observation, group discussion
	3-5
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Published in Grade 5 Schemes of Work Term 3 2023

Tagged under

Thursday, 27 May 2021 11:23

Biology Form 3 Lesson Plans Term 3 ( week 5 -10)

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: GROWTH IN SEEDLINGS WEEK: 5 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

-Describe the region of growth in seedlings

Identify the regions of growth

-Determine the regions of growth in seedlings

Measure the aspect of growth in a given seedling

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain how growth in seedling takes place.	Taking short notes.	Exercise books. Whiteboard.	-KLB secondary Biology Students book 3 Page 143-144. -KLB teachers book 3 pages 79-98.
30 MINUTES	BODY DEVELOPMENT -Describe the region of growth in seedlings Identify the regions of growth -Determine the regions of growth in seedlings Measure the aspect of growth in a given seedling	- Describing the region of growth in seedlings. -Identifying the regions of growth. -Determine the regions of growth in seedlings by measuring one parameter –height.	- Charts on shoot and root tips. -Potted plants. -Local environment. -Growing seedling -Rulers -Local environment	-KLB secondary Biology Students book 3 Page 143-144. -KLB teachers book 3 pages 79-98.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-KLB secondary Biology Students book 3 Page 143-144. -KLB teachers book 3 pages 79-98.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: PRIMARY AND SECONDARY GROWTH WEEK: 5 LESSON NUMBER: 2 & 3

DATE: _________________________________________ TIME:____________________

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

-Describe growth in plants I.e. Primary and secondary growths.

-Investigate primary and secondary growth in a seedling.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Explain the difference between primary and secondary growth	Taking short notes.	Exercise books. Whiteboard.	-KLB secondary Biology Students book 3 Page 144-145. -KLB teachers book 3 pages 79-98.
60 MINUTES	BODY DEVELOPMENT -Describe growth in plants I.e. Primary and secondary growths. -Investigate primary and secondary growth in a seedling.	Discussion on primary and secondary growth in plants Investigating primary and secondary growth in a seedling	- Bean seeds -Beakers -Cotton wool -Soft board -Piece of wire -Indian ink -Thread -Ruler -Petri dishes	-KLB secondary Biology Students book 3 Page 144-145. -KLB teachers book 3 pages 79-98.
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-KLB secondary Biology Students book 3 Page 144-145. -KLB teachers book 3 pages 79-98.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: THE ROLE OF HORMONES IN PLANT GROWTH WEEK: 5 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Explain the role of hormones in regulation of growth and development in plants.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight the hormones involved in the growth of plants.	Taking short notes.	Exercise books. Whiteboard.	-Comprehensive secondary Biology students Bk. 3 page 121-122. -Teachers bk. 3 pages 46-64. -KLB secondary Biology Students book 3 Page 146-147. -KLB teachers book 3 pages 79-98.
30 MINUTES	BODY DEVELOPMENT -Explain the role of hormones in regulation of growth and development in plants.	- Discussion on the role common hormones in growth and development of plants ethylene Doscisic acid Auxins and gibberellins	- Chart on plant hormones and their effects.	-Comprehensive secondary Biology students Bk. 3 page 121-122. -Teachers bk. 3 pages 46-64. -KLB secondary Biology Students book 3 Page 146-147. -KLB teachers book 3 pages 79-98.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-Comprehensive secondary Biology students Bk. 3 page 121-122. -Teachers bk. 3 pages 46-64. -KLB secondary Biology Students book 3 Page 146-147. -KLB teachers book 3 pages 79-98.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: APICAL DOMINANCE WEEK: 5 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-Explain Apical dominance in plants.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Define dominance.	Taking short notes.	Exercise books. Whiteboard.	-KLB secondary Biology Students book 3 Page 147-148. -KLB teachers book 3 pages 79-98.
30 MINUTES	BODY DEVELOPMENT -Explain Apical dominance in plants	- Discussion on Apical dominance in plants -Explaining Apical dominance in plants -Stating the application of Apical dominance in agriculture	-Photographs of plants Specimen of plants that are pruned and others those are not.	-KLB secondary Biology Students book 3 Page 147-148. -KLB teachers book 3 pages 79-98.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-KLB secondary Biology Students book 3 Page 147-148. -KLB teachers book 3 pages 79-98.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: COMPLETE AND INCOMPLETE METAMORPHOSIS WEEK: 6 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the meaning of metamorphosis.	Taking short notes.	Exercise books. Whiteboard.	-Comprehensive secondary Biology students Bk. 3 page 124-125 -Teachers bk. 3 pages 46-64 -KLB secondary Biology Students book 3 Page 144-150
30 MINUTES	BODY DEVELOPMENT -Define metamorphosis. -Distinguish between complete and incomplete metamorphosis -Describe complete metamorphosis in housefly and anopheles mosquito Describe incomplete metamorphosis in a cockroach	-Defining metamorphosis -Distinguishing between complete and incomplete metamorphosis. -Describing complete metamorphosis in housefly and anopheles mosquito -Describing incomplete metamorphosis in a cockroach -Discussion on the life cycle of a cockroach -Drawing and labeling -Incomplete metamorphic stages	-Chart on the life cycles of housefly and anopheles mosquito. -Chart on the life cycles of a cockroach Preserved specimens showing stages of growth in a cockroach.	-Comprehensive secondary Biology students Bk. 3 page 124-125 -Teachers bk. 3 pages 46-64 -KLB secondary Biology Students book 3 Page 144-150
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-Comprehensive secondary Biology students Bk. 3 page 124-125 -Teachers bk. 3 pages 46-64 -KLB secondary Biology Students book 3 Page 144-150

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: BIOLOGY TOPIC: GROWTH AND DEVELOPMENT

SUB-TOPIC: THE ROLE OF GROWTH HORMONES IN INSECTS WEEK: 6 LESSON NUMBER: 2 & 3

DATE: _________________________________________ TIME:____________________

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

-Describe and explain the Role of growth hormones in metamorphosis in insects.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Highlight the hormones involved in the growth of insects.	Taking short notes.	Exercise books. Whiteboard.	-KLB secondary Biology Students book 3 Page 150-151. -KLB teachers book 3 pages 79-98.
60 MINUTES	BODY DEVELOPMENT -Describe and explain the Role of growth hormones in metamorphosis in insects.	-Discussion of the Role of growth hormones in metamorphosis in insects	-Wall Charts on hormones involved in metamorphosis	-KLB secondary Biology Students book 3 Page 150-151. -KLB teachers book 3 pages 79-98
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		-KLB secondary Biology Students book 3 Page 150-151. -KLB teachers book 3 pages 79-98

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

Published in Form 3 Lesson Plans

Tagged under

Thursday, 27 May 2021 09:55

Physics Form 1 Lesson Plan Term 3 WEEK 5-10

WEEK 5

TEACHER’S NAME: ………………….………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING CURRENT IN A CIRCUIT.

WEEK: 5 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Measure current in a circuit.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MNINUTES	INTRODUCTION review of the previous lesson	Listening and taking short notes	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 266-269
30 MINUTES	BODY DEVELOPMENT Measure current in a circuit.	Measuring Experiments Calculating	Voltmeter Ammeter Switch	Secondary Physics students Book 1 (KLB) pages 266-269
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 266-269

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: PRIMARY CELLS.

WEEK: 5 LESSON NUMBER: 2&3

DATE: …….. TIME: ……….

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

Describe the working of primary cells.
Explain the defect s of primary cells.
Explain how to care for a primary cell.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MNINUTES	INTRODUCTION Explain the meaning of a primary cell.	Listening and taking short notes	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 276-280
60 MINUTES	BODY DEVELOPMENT Describe the working of a primary cell Explain the defects of primary cells Explain how to care for a primary cell	Discussions Experiments Explaining the defects of a primary cell	Primary cells	Secondary Physics students Book 1 (KLB) pages 276-280
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 276-280

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING E.M.F IN PRIMARY CELL.

WEEK: 5 LESSON NUMBER: 4

DATE: …….. TIME: ……….

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

Measure E.M.F in a primary

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MNINUTES	INTRODUCTION Reviewing the measuring of E.M.F.	Listening and taking short notes	Exercise books. Chalk/white board.	Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 276-280
30 MINUTES	BODY DEVELOPMENT Measuring E.M.F in a primary cell	Discussions Experiments Demonstrations Measuring	Primary cells voltmeter Switch	Comprehensive secondary physics Students Book 1 page 106. Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 276-280
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 276-280

SELF-EVALUATION:-

WEEK 6

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: SECONDARY CELLS.

WEEK: 6 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Charge a secondary cell
Discharge a secondary cell
Take care of a secondary cell

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MNINUTES	INTRODUCTION Define a secondary cell.	Listening and taking short notes	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 276-280 Golden tips physics pages 140
30 MINUTES	BODY DEVELOPMENT Charge a secondary cell Discharge a secondary cell Take care of a secondary cell	Explanation on charging and maintenance of simple cells.	Secondary cells	Secondary Physics students Book 1 (KLB) pages 276-280 Golden tips physics pages 140
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 276-280 Golden tips physics pages 140

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: REVISION

SUB-TOPIC: REVISION.

WEEK: 6 LESSON NUMBER: 2&3

DATE: …….. TIME: ……….

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MNINUTES	INTRODUCTION Let learners raise the areas of concern.	Listening and taking short notes	Exercise books. Chalk/white board.
60 MINUTES	BODY DEVELOPMENT Answer questions on cell Answer questions on circuits	Discussions Demonstrations Asking questions Answering questions	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 287-288 Golden tips physics pages 150-151
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

SELF-EVALUATION:-

WEEK 7 TO 10 REVISION AND END TERM EXAMINATION.

Published in Form 1 Lesson Plans

Tagged under

Thursday, 27 May 2021 08:41

Chemistry Form 3 Lesson Plans Term 3 ( week 1-10)

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS

SUB-TOPIC: INDUSTRIAL MANUFACTURE OF NITRIC ACID AND ITS COMPOUNDS WEEK: 1 LESSON NUMBER: 1&2

DATE: _________________________________________ TIME:____________________

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

-Describe industrial manufacture of nitric acid.

-Describe reaction of dilute nitric acid with metals.

-Write equations of reactions of dilute nitric acid with metals.

-Describe action of nitric acid on carbonates and hydrogen carbonates.

-Write equations for reaction of dil. nitric acid with hydrogen carbonates.

-Predict results of reacting dilute nitric acid with metal hydroxides and oxides.

-Describe reactions of nitric acid as an oxidizing agent.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Review the lesson on laboratory preparation of Nitric acid.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 163-170
60 MINUTES	BODY DEVELOPMENT -Describe industrial manufacture of nitric acid. -Describe reaction of dilute nitric acid with metals. -Write equations of reactions of dilute nitric acid with metals. -Describe action of nitric acid on carbonates and hydrogen carbonates. -Write equations for reaction of dil. nitric acid with hydrogen carbonates. -Predict results of reacting dilute nitric acid with metal hydroxides and oxides. -Describe reactions of nitric acid as an oxidizing agent.	Class experiments: - Explain observations made. Group experiments & writing equations for the reactions. Discussion and corresponding equations.	Chart Schematic diagram. Magnesium Zinc Copper Solutions of Na₂CO₃ NaHCO₃ ZnCO₃ CuCO₃ Metal hydroxides. Nitric acid acidified iron sulphate, Sulphur, and copper metal.	K.L.B. BK III 163-170
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 163-170

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS

SUB-TOPIC: USES OF NITRIC ACID AND NITRATES WEEK: 1 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

-State uses of nitrates.

-Describe preparation of nitrates.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight some of the uses of acids and nitrates.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 171
30 MINUTES	BODY DEVELOPMENT State uses of nitrates. Describe preparation of nitrates.	Discussion Equations for the reactions for preparation of nitrates.		K.L.B. BK III 171
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 171

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS

SUB-TOPIC: ACTION OF HEAT ON NITRATES WEEK: 1 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Describe action of heat on nitrates.

-Write equations of decomposition of nitrates on heating.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Set the apparatus.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 171 Longhorn Book III PP 126-129
30 MINUTES	BODY DEVELOPMENT -Describe action of heat on nitrates. -Write equations of decomposition of nitrates on heating.	-Class experiments. -Observe the results before and after heating. -Discussion and writing of relevant equations.	Solutions of NaNO₃, Zn(NO₃)₂, Cu(NO₃)₂ and Al(NO₃)₃.	K.L.B. BK III 171 Longhorn Book III PP 126-129
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 171 Longhorn Book III PP 126-129

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITROGEN AND ITS COMPOUNDS

SUB-TOPIC: TEST FOR NITRATES WEEK: 1 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-Carry out tests on nitrates.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Describe how the test is carried out.	Taking short notes	Exercise books. Whiteboard.	K.L.B. BK III PP 173-174 Longhorn Book III PP 243
30 MINUTES	BODY DEVELOPMENT -Carry out tests on nitrates.	-Class experiments. -Make observations and deductions. -Discuss the brown ring test for nitrates.		K.L.B. BK III PP 173-174 Longhorn Book III PP 243
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: NITORGEN AND ITS COMPOUNDS

SUB-TOPIC: EFFECTS OF NITROGEN COMPOUNDS ON THE ENVIRONMENT WEEK: 2 LESSON NUMBER: 1 & 2

DATE: _________________________________________ TIME:____________________

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

-Explain the pollution of nitrogen compounds in the environment.

-State ways of reducing environmental pollution by nitrogen compounds.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Outline some of the nitrogen compounds which pollute the environment.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 173-174 Longhorn Book III PP 244-6
60 MINUTES	BODY DEVELOPMENT -Explain the pollution of nitrogen compounds in the environment. -State ways of reducing environmental pollution by nitrogen compounds.	Brief guided discussion.		K.L.B.BK III 173-174 Longhorn Book III PP 244-6
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 173-174 Longhorn Book III PP 244-6

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: EXTRACTION OF SULPHUR( THE FRASCH PROCESS) WEEK: 2 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

-Describe the extraction of sulphur by Frasch process.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Show the learners a chart showing the frasch process.	Taking short notes	Chart-the Frasch process	K.L.B. BK III PP.180-181 Longhorn Book III PP 126-129
30 MINUTES	BODY DEVELOPMENT -Describe the extraction of sulphur by Frasch process.	-Illustrate and discuss extraction of sulphur.	Chart-the Frasch process.	K.L.B. BK III PP.180-181 Longhorn Book III PP 126-129
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III PP.180-181 Longhorn Book III PP 126-129

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: ALLOTROPES OF SULPHUR WEEK: 2 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Identify allotropes of sulphur.

-Describe preparation of allotropes of sulphur.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Review the meaning of the allotropes as learnt in form 2.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 182-183 Longhorn Book PP 126-129
30 MINUTES	BODY DEVELOPMENT -Identify allotropes of sulphur. -Describe preparation of allotropes of sulphur.	Discussion and exposition of new concepts.		K.L.B. BK III 182-183 Longhorn Book PP 126-129
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 182-183 Longhorn Book PP 126-129

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: CHEMICAL AND PHYSICAL PROPERTIES OF SULPHUR WEEK: 2 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-List physical properties of sulphur.

-Describe effects of heat on sulphur.

-Investigate and describe chemical properties of sulphur.

-State uses of sulphur.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Ask probing questions.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P.184 Longhorn I Book III PP 253-258
30 MINUTES	BODY DEVELOPMENT -List physical properties of sulphur. -Describe effects of heat on sulphur. -Investigate and describe chemical properties of sulphur. -State uses of sulphur.	-Class experiment: -Solubility of sulphur in water, benzene, e.t.c,. -Class experiments: -Heating sulphur gently then strongly. -Discuss the observations. -Group experiments. -Discuss observations. -Write corresponding equations.		K.L.B. BK III P.184 Longhorn I Book III PP 253-258
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P.184 Longhorn I Book III PP 253-258

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHIR AND ITS COMPOUNDS

SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF SULPHUR (IV) OXIDE WEEK: 3 LESSON NUMBER: 1&2

DATE: _________________________________________ TIME:____________________

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

-Describe laboratory preparation of sulphur dioxide.

-List down physical properties of sulphur dioxide.

-Carry out experiments to determine acidic properties of SO₂.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Set the apparatus.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 193 Longhorn Book III PP 261-3
60 MINUTES	BODY DEVELOPMENT -Describe laboratory preparation of sulphur dioxide. -List down physical properties of sulphur dioxide. -Carry out experiments to determine acidic properties of SO₂.	-Preparation of sulphur dioxide in a fume chamber/in the open. -Carrying out tests on the gas. -Discuss the above tests. -Teacher demonstration to verify acidic properties of sulphur dioxide. Write equations.		K.L.B.BK III 193 Longhorn Book III PP 261-3
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 193 Longhorn Book III PP 261-3

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: SULPHATES AND SULPHITE IONS WEEK: 3 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Distinguish between sulphates from the sulphites.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III P. 195
30 MINUTES	BODY DEVELOPMENT -Verify reducing action of SO_2.	-Class experiments: make observations and draw conclusions. -Write balanced corresponding equations.	Experimental worksheets.	K.L.B.BK III P. 195
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III P. 195

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: THE CONTACT PROCESS WEEK: 3 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Identify raw materials for manufacture of sulphuric acid.

-Describe the contact process.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the meaning of the contact process.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III PP.201-203 Longhorn Book III PP 275-6
30 MINUTES	BODY DEVELOPMENT -Identify raw materials for manufacture of sulphuric acid. -Describe the contact process.	Discussion using schematic flow charts. Writing equations.	Chart-schematic Flow charts.	K.L.B. BK III PP.201-203 Longhorn Book III PP 275-6
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III PP.201-203 Longhorn Book III PP 275-6

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: PHYSICAL AND CHEMICAL PROPERTIES OF CONCETRATED SULPHURIC ACID WEEK: 3 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight the properties of the concentrated sulphuric acid.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P. 206 Longhorn Book III PP 274-8
30 MINUTES	BODY DEVELOPMENT -Investigate properties of conc. H₂SO₄. -Describe properties of conc. H₂SO₄.	-Class / group experiments on worksheets. Enter results in a table. -Discuss above observations. -Write relevant equations. -Teacher demonstration – diluting conc. sulphuric acid. -Discuss use of conc. sulphuric acid as a drying and dehydrating agent. -Discussion and explanations. -Group experiments. – Reaction of metals with dilute H₂SO₄, make observations and relevant deductions; writing corresponding equations.	Concentrated sulphuric acid. Magnesium, zinc, copper metals.	K.L.B. BK III P. 206 Longhorn Book III PP 274-8
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P. 206 Longhorn Book III PP 274-8

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: PROPERTIES OF DILUTE SULPHURIC ACID WEEK: 4 LESSON NUMBER: 1 & 2

DATE: _________________________________________ TIME:____________________

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

-Investigate reaction of dilute H₂SO₄with carbonates and hydrogen carbonates.

-Describe reaction of dilute H₂SO₄with carbonates and hydrogen carbonates.

-Investigate reaction of dilute H₂SO₄with metal oxides and hydroxides.

-Explain reactions of dilute H₂SO₄with metal oxides and hydroxides.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Explain the differences between the concentrated and dilute sulphuric acid.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P. 208 Longhorn Book III PP 279-80
60 MINUTES	BODY DEVELOPMENT -Investigate reaction of dilute H₂SO₄with carbonates and hydrogen carbonates. -Describe reaction of dilute H₂SO₄with carbonates and hydrogen carbonates. -Investigate reaction of dilute H₂SO₄with metal oxides and hydroxides. -Explain reactions of dilute H₂SO₄with metal oxides and hydroxides.	-Class experiment. -Making tabulated observations. -Discussion, writing relevant equations. -Class experiment. -Observing colour changes. -Discussion, writing relevant chemical equations.	Oxides of magnesium, zinc, copper. NaOH Solution.	K.L.B. BK III P. 208 Longhorn Book III PP 279-80
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P. 208 Longhorn Book III PP 279-80

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: PREPARATION AND PROPERTIES OF HYDROGEN SULPHIDE GAS WEEK: 4 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

-Describe preparation of hydrogen sulphide.

-State properties of the gas.

-Write equations for reaction of the gas with water.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Set up the apparatus.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P. 212. Longhorn Book III PP 289-292
30 MINUTES	BODY DEVELOPMENT -Describe preparation of hydrogen sulphide. -State properties of the gas. -Write equations for reaction of the gas with water.	-Theoretical / descriptive approach. -Writing corresponding equations. -Discuss physical properties of the gas and reaction of the gas with oxygen. -Writing chemical equations for the reactions.		K.L.B. BK III P. 212. Longhorn Book III PP 289-292
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P. 212. Longhorn Book III PP 289-292

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: REDUCING PROPERTIES OF HYDROGEN SULPHIDE WEEK: 4 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Demonstrate reducing properties of the gas.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the meaning of the reducing properties.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P. 212. Longhorn Book III PP 291-2
30 MINUTES	BODY DEVELOPMENT -Demonstrate reducing properties of the gas.	-Writing chemical equations for the reactions.		K.L.B. BK III P. 212. Longhorn Book III PP 291-2
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P. 212. Longhorn Book III PP 291-2

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: SULPHUR AND ITS COMPOUNDS

SUB-TOPIC: EFFECTS OF SULPHUR ON THE ENVIRONMENT WEEK: 4 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-Explain environmental pollution caused by sulphur and its compounds.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -State some of the areas where Sulphur has been a pollutant.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P. 214 Longhorn Book PP 293-5
30 MINUTES	BODY DEVELOPMENT -Explain environmental pollution caused by sulphur and its compounds.	-Discussion and explanation.		K.L.B. BK III P. 214 Longhorn Book PP 293-5
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P. 214 Longhorn Book PP 293-5

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF CHLORINE GAS WEEK: 5 LESSON NUMBER: 1& 2

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Set up the apparatus.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 226 -227 Longhorn Book PP 307-8
60 MINUTES	BODY DEVELOPMENT -Describe laboratory preparation of chlorine gas. -State physical properties of chlorine. -Investigate and explain reaction of chlorine with water. -Investigate and explain reaction of chlorine with metals / non-metals. -Investigate and explain reaction of chlorine with reducing agents.	-Teacher demonstration – gas preparation tests on the gas. -Q/A: Relate the properties to the method of collection of the gas. -Write equations for the reaction leading to formation of chlorine. -Teacher demonstration: -Writing chemical equations. -Teacher demonstration: Discussion. Writing chemical equations.	-Moist blue litmus papers. -Conc. HCl, Manganese (IV) oxide. Expt. Worksheets.	K.L.B. BK III 226 -227 Longhorn Book PP 307-8
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 226 -227 Longhorn Book PP 307-8

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: REACTION OF CHLORINE AND ALKALIS WEEK: 5 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

-Investigate and explain reaction of chlorine with alkalis.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION List down some alkalis.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 228 Longhorn Book III PP 313-4
30 MINUTES	BODY DEVELOPMENT -Investigate and explain reaction of chlorine with alkalis.	-Teacher demonstration: Bubbling chlorine with dilute cold / hot NaOH solution. -Make observations and account for them.	Cold / hot NaOH solutions.	K.L.B.BK III 228 Longhorn Book III PP 313-4
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 228 Longhorn Book III PP 313-4

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: TEST FOR CHLORIDES WEEK: 5 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-Carry out tests for chlorides.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Describe how the test is done.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 230 Longhorn Book III PP 318-319
30 MINUTES	BODY DEVELOPMENT -Carry out tests for chlorides.	Class experiments. Discuss observations, results. Write chemical equations for the reactions.	Experiment Worksheets. Zinc chloride, litmus paper, conc. Sulphuric acid.	K.L.B.BK III 230 Longhorn Book III PP 318-319
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 230 Longhorn Book III PP 318-319

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: USE OF CHLORINE GAS WEEK: 5 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-State and explain uses of chlorine.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight some uses of chlorine gas.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 231 Longhorn Book III PP 320
30 MINUTES	BODY DEVELOPMENT -State and explain uses of chlorine.	Teacher elucidates uses of chlorine.		K.L.B.BK III 231 Longhorn Book III PP 320
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 231 Longhorn Book III PP 320

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE NAD ITS COMPOUNDS

SUB-TOPIC: LABORATORY PREPARATION, PHYSICAL AND CHEMICAL PROPERTIES OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 1&2

DATE: _________________________________________ TIME:____________________

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

-Describe Lab. prep of hydrogen chloride gas.

-Investigate and state physical properties of hydrogen chloride gas.

-Prepare aqueous hydrogen chloride

-Determine chemical properties of hydrogen chloride gas.

-Carry out confirmatory test for hydrogen chloride gas.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Set up the apparatus.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 235 -223 Longhorn Book III PP 327-331
60 MINUTES	BODY DEVELOPMENT -Describe Lab. prep of hydrogen chloride gas. -Investigate and state physical properties of hydrogen chloride gas. -Prepare aqueous hydrogen chloride -Determine chemical properties of hydrogen chloride gas. -Carry out confirmatory test for hydrogen chloride gas.	-Teacher demonstration. -Carry out tests on the gas and deduce the properties of the gas. -Class experiment leading to deduction of chemical properties of hydrogen chloride gas. -Class experiment leading to deduction of further chemical properties of hydrogen chloride gas / confirmatory test for hydrogen chloride gas.	Ammonia solution. Distilled water. Sodium chloride crystals, concentrated H₂SO₄	K.L.B. BK III 235 -223 Longhorn Book III PP 327-331
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 235 -223 Longhorn Book III PP 327-331

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: LARGE SCALE PRODUCTION OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 3

DATE: _________________________________________ TIME:____________________

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

-Identify raw materials for manufacture of hydrochloric acid in large scale.

-Describe the manufacturing process.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Review the laboratory preparation of hydrochloric acid.	Taking short notes.	Exercise books. Whiteboard.	K.L.B.BK III 237 Longhorn Book III P 330
30 MINUTES	BODY DEVELOPMENT -Identify raw materials for manufacture of hydrochloric acid in large scale. -Describe the manufacturing process.	Discussion and giving relevant equations.		K.L.B.BK III 237 Longhorn Book III P 330
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B.BK III 237 Longhorn Book III P 330

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: USE OF HYDROCHLORIC ACID WEEK: 6 LESSON NUMBER: 4

DATE: _________________________________________ TIME:____________________

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

-State and explain uses of hydrochloric acid.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight the uses of hydrochloric acid.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III 237 Longhorn Book III P 331-3
30 MINUTES	BODY DEVELOPMENT -State and explain uses of hydrochloric acid.	Brief discussion.		K.L.B. BK III 237 Longhorn Book III P 331-3
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III 237 Longhorn Book III P 331-3

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CHLORINE AND ITS COMPOUNDS

SUB-TOPIC: EFFECTS OF HYDROCHLORIC ACID ON THE ENVIRONMENT WEEK: 6 LESSON NUMBER: 5

DATE: _________________________________________ TIME:____________________

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

-Explain effects of hydrochloric acid on the environment.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the formation of acid rain.	Taking short notes.	Exercise books. Whiteboard.	K.L.B. BK III P 238. Longhorn Book III PP 334-8
30 MINUTES	BODY DEVELOPMENT -Explain effects of hydrochloric acid on the environment.	Discussion and explanation. Assignment.		K.L.B. BK III P 238. Longhorn Book III PP 334-8
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson’s objectives.	Listening and answering questions.		K.L.B. BK III P 238. Longhorn Book III PP 334-8

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

WEEK 7-10 REVISION AND END YEAR EXAM

Published in Form 3 Lesson Plans

Tagged under

Thursday, 27 May 2021 08:31

Physics Form 1 Lesson Plan Term 3 WEEK 1-4

WEEK 1

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1

SUB-TOPIC: CHARGING MATERIALS BY INDUCTION AND CONTACT METHODS.

WEEK: 1 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Explain the charging of materials by induction and contact
Describe origin of charge

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Define charges.	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 245-250.
30 MINUTES	BODY DEVELOPMENT Explain the charging of materials by induction and contact. Describe origin of charge.	Demonstrations. Discussions. Experiments.	Polythene bags Thrust Glass rod	Comprehensive secondary physics Students Book 1 page 89 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 245-250
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : …………………………………………

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1

SUB-TOPIC: LAWS OF CHARGE.

WEEK: 1 LESSON NUMBER: 2&3

DATE: …….. TIME: ……….

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

State the laws of charges.
Describe the electrostatic charge.
Explain the electrostatic charge.
State types of charge.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION State the laws.	Listening and taking short notes.	Exercise books. Chalk/white board.	Teacher’s Book 1 pages 29-32
30 MINUTES	BODY DEVELOPMENT Describe the electrostatic charge. Explain the electrostatic charge. State types of charge.	Discussions. Experiments. Observations	Polythene bags Thrust Glass rod	Comprehensive secondary physics Students Book 1 page 89-91 Teacher’s Book 1 pages 29-32
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Teacher’s Book 1 pages 29-32

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: THE LEAF ELECTROSCOPE.

WEEK: 1 LESSON NUMBER: 4

DATE: …….. TIME: ……….

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

State the unit of charges and construct leaf electroscope

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Show the learners an electroscope.	Listening and taking short notes.	Exercise books. Chalk/white board.	Teacher’s Book 1 pages 29-32
30 MINUTES	BODY DEVELOPMENT State the unit of charges and construct leaf electroscope.	Discussions. Experiments. Constructing an electroscope.	Leaf electroscope Glass rod	Comprehensive secondary physics Students Book 1 page 91-92 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 251-252
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.	Exercise books. Chalk/white board.	Teacher’s Book 1 pages 29-32

SELF EVALUATION:-

WEEK 2

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY CONTACT METHOD.

WEEK: 2 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Charge an electroscope by contact method.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the charges acquired by an electroscope.	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 249-250
30 MINUTES	BODY DEVELOPMENT Explain the contact method of charging an electroscope.	Demonstrations Discussions. Experiments.	Electroscope Glass rod Ebonite rod	Comprehensive secondary physics Students Book 1 page 94-96 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 249-250
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 249-250

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY INDUCTION METHOD.

WEEK: 2 LESSON NUMBER: 2&3

DATE: …….. TIME: ……….

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

Charge an electroscope by induction

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Explain the induction method.	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 248-249
60 MINUTES	BODY DEVELOPMENT Explain how an electroscope can be charged by induction method.	Demonstrations Discussions. Experiments.	Electroscope Glass rod Ebonite rod	Secondary Physics students Book 1 (KLB) pages 248-249
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 248-249

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY SEPARATION METHOD.

WEEK: 2 LESSON NUMBER: 4

DATE: …….. TIME: ……….

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

Charge an electroscope by separation method.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain charging by separation method briefly.	Listening and taking short notes.	Exercise books. Chalk/white board.
30 MINUTES	BODY DEVELOPMENT Explain by demonstration how an electroscope is charged by separation method.	Demonstrations Discussions. Experiments.	Electroscope Tiles Rods of conductors and non-conductors	Comprehensive secondary physics Students Book 1 page 96-97 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 250-251
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 250-251.

SELF-EVALUATION:-

WEEK 3

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY EHT SOURCE.

WEEK: 3 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Charge electroscope by an EHT source.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain the meaning of an EHT source.	Listening and taking short notes.	Exercise books. Chalk/white board.	Comprehensive secondary physics Students Book 1 page 97. Teacher’s Book 1 pages 29-32
30 MINUTES	BODY DEVELOPMENT Explain how an EHT source charges an electroscope.	Descriptions Discussions. Experiments.	Electroscope Tiles Rods of conductors and non-conductors	Comprehensive secondary physics Students Book 1 page 97 Teacher’s Book 1 pages 29-32
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Teacher’s Book 1 pages 29-32

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: REVISION ON ELECTROSTATICS 1

WEEK: 3 LESSON NUMBER: 2 & 3.

DATE: …….. TIME: ……….

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

Answer questions on electrostatics.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Review the areas covered in the topic	Listening and taking short notes.	Exercise books. Chalk/white board.	Principles of Physics pages 527-530
60 MINUTES	BODY DEVELOPMENT Ask learners questions on the topic concepts. Answer questions from the learners.	Questions and answers	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 259-260 Principles of Physics pages 527-530
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.	Exercise books. Chalk/white board.

SELF-EVALUATION:-

TEACHER’S NAME: ………………….………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: SOURCES OF CONTINUOUS CURRENT.

WEEK: 3 LESSON NUMBER: 4

DATE: …….. TIME: ……….

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

State sources of continuous current

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 261-265
30 MINUTES	BODY DEVELOPMENT State and explain sources of continuous current.	Demonstrations. Discussions. Experiments.	Cells Acids Fruits Solar panels Petroleum products	Secondary Physics students Book 1 (KLB) pages 261-265
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 261-265

SELF-EVALUATION

WEEK 4

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: CONNECTING AN ELECTRIC CIRCUIT.

WEEK: 4 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Draw and set up a simple electric circuit.
Identify circuit symbols.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Define an electric circuit.	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 266-273
30 MINUTES	BODY DEVELOPMENT Draw and set up a simple electric circuit Identify circuit symbols.	Identifying circuit symbols. Demonstrations. Discussions. Experiments.	Cells Wires Fruits Charts on circuit symbols	Secondary Physics students Book 1 (KLB) pages 266-273
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 261-265

SELF--EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING OF E.M.F

WEEK: 4 LESSON NUMBER: 2 & 3

DATE: …….. TIME: ……….

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

Describe how he/she can measure the E.M.F of a cell.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Define E.M.F	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 264
60 MINUTES	BODY DEVELOPMENT Describe the procedure of measuring the EMF of a cell by demonstrations.	Measuring. Demonstrations. Discussions. Experiments.	Cell Ammeter Voltmeter Switch.	Secondary Physics students Book 1 (KLB) pages 264
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Secondary Physics students Book 1 (KLB) pages 264

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: PHYSICS. TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: CONDUCTIVITY OF MATERIALS.

WEEK: 4 LESSON NUMBER: 4

DATE: …….. TIME: ……….

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

Investigate the electrical conductivity of materials

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Define conductivity.	Listening and taking short notes.	Exercise books. Chalk/white board.	Secondary Physics students Book 1 (KLB) pages 273-275
30 MINUTES	BODY DEVELOPMENT investigate the electrical conductivity of materials	Testing conductivity Experiments.	Conductors. Non-conductors	Secondary Physics students Book 1 (KLB) pages 273-275
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.

SELF-EVALUATION:-

Published in Form 1 Lesson Plans

Tagged under

Thursday, 27 May 2021 06:23

Chemistry Form 1 Lesson Plan Term 3 WEEK 1-5

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: REVISION.

SUB-TOPIC: REVISION OF THE END TERM 2 EXAMS.

WEEK: 1 LESSON NUMBER: 1 -4

DATE: …….. TIME: ……….

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

Give correct answers to ALL the questions tested in the previous exam

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Review the areas tested in the end of term 2 exam.	Taking notes.	Exercise books.	Exam papers and the marking scheme.
30 MINUTES	BODY DEVELOPMENT Discuss the expected answers to the questions in the exam paper.	Questions and answers. Discussion.	Exercise books. Whiteboard.	Exam papers and the marking scheme.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Exam papers and the marking scheme.

SELF-EVALUATION:-

WEEK 2

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH COLD WATER.

WEEK: 2 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Explain observations when metals react with cold water.
State the products of reactions of cold water with different metals.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Explain how the reaction between metals with cold water takes place.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 102-105
30 MINUTES	BODY DEVELOPMENT Explain observations when metals react with cold water. State the products of reactions of cold water with different metals.	Carrying out experiments to show reaction of water with metals. Discussion.	Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel	KLB BK 1 Pg. 102-105
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 102-105

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND COLD WATER.

WEEK: 2 LESSON NUMBER: 2

DATE: …….. TIME: ……….

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

Write word equations when metals react with cold water.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Deduce a method to write the word equations for the reaction between metals and cold water.	Taking short notes.	Exercise books.	Explore chemistry BK 1 Pg. 87-89.
30 MINUTES	BODY DEVELOPMENT Write word equations when metals react with cold water.	Carrying out experiments to show reaction of water with metals. Discussion.	Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel	Explore chemistry BK 1 Pg. 87-89.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Explore chemistry BK 1 Pg. 87-89.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH STEAM.

WEEK: 2 LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

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

Explain the observations when metals react with steam
State the products of reactions of steam with different metals.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Explain how a metal reacts with steam.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 105-107
60 MINUTES	BODY DEVELOPMENT Explain the observations when metals react with steam State the products of reactions of steam with different metals.	Carrying out experiments to show reaction of steam with metals. Discussion.	Magnesium ribbon, boiling tube, trough, gas jar, delivery tube	KLB BK 1 Pg. 105-107
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 105-107

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND STEAM.

WEEK: 3 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Write word equations when metals react with steam

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Give the difference between the word equation obtained from the reaction of metals and water and that of metals and steam.	Taking short notes.	Exercise books.	Principles Of Chemistry Pg. 177-180.
30 MINUTES	BODY DEVELOPMENT Write word equations when metals react with cold steam.	Carrying out experiments to show reaction of water with metals. Discussion.	Magnesium ribbon, boiling tube, trough, gas jar, delivery tube	Principles Of Chemistry Pg. 177-180.
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Principles Of Chemistry Pg. 177-180.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTIVITY SERIES OF METALS WITH WATER.

WEEK: 3 LESSON NUMBER: 2

DATE: …….. TIME: ……….

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

Arrange metals in order of their reactivity with water in ascending order.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Deduce a method of arranging the metals according to their reactivity series.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 108
30 MINUTES	BODY DEVELOPMENT Arrange metals in order of their reactivity with water in ascending order.	Discussion. Drawing summary table showing reactivity series	Chart	KLB BK 1 Pg. 108
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 108

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: LABORATORY PREPARATION OF HYDROGEN.

WEEK: 3 LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

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

Assemble the apparatus used to prepare hydrogen gas in the laboratory.
Give the chemical test for hydrogen gas.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Set up the apparatus.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 108-111
60 MINUTES	BODY DEVELOPMENT Assemble the apparatus used to prepare hydrogen gas in the laboratory Give the chemical test for hydrogen gas	Teacher demonstration on the preparation and test for hydrogen gas Discussion Notes taking	Flat bottomed flask, thistle funnel, cork, delivery tube, trough, gas jar, splint, water, zinc granules, Dil. HCl.	KLB BK 1 Pg. 108-111
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 108-111

SELF-EVALUATION:-

WEEK 4.

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: PHYSICAL PROPERTIES OF HYDROGEN.

WEEK: 4 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Give at least three physical and chemical properties of hydrogen gas.

LESSON PRESENTATIONS

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Define physical properties.	Taking short notes.	Exercise books.	Explore Chemistry BK 1 Pg. 93
30 MINUTES	BODY DEVELOPMENT Give at least three physical and chemical properties of hydrogen gas.	Class discussion. Note taking	Exercise books.	Explore Chemistry BK 1 Pg. 93
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		Explore Chemistry BK 1 Pg. 93

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: CHEMICAL PROPERTIES OF HYDROGEN.

WEEK: 4 LESSON NUMBER: 2

DATE: …….. TIME: ……….

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

Investigate the reduction property of hydrogen gas.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Differentiate chemical properties from physical properties.	Taking short notes.	Exercise books.	Principles of Chemistry Pg. 183-188
30 MINUTES	BODY DEVELOPMENT Investigate the reduction property of hydrogen gas	Class discussion. Teacher demonstration Drawing	Hydrogen generator, source of heat, CuO, anhydrous CuSO₄, combustion tube	Principles of Chemistry Pg. 183-188
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.

SELF-EVALUATION:-

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: OXIDATION AND REDUCTION.

WEEK: 4 LESSON NUMBER: 3 & 4

DATE: …….. TIME: ……….

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

Define oxidation, reduction and redox in terms of hydrogen.
Explain using equations how hydrogen is a reducing agent.
Use equations to explain redox.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION Explain the difference between oxidation and reduction.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 108-113 CSC BK 1 Pg. 78-79 Explore BK 1 Pg. 96
60 MINUTES	BODY DEVELOPMENT Define oxidation, reduction and redox in terms of hydrogen. Explain using equations how hydrogen is a reducing agent. Use equations to explain redox.	Defining oxidation and reduction. Writing equations. Class discussion.		KLB BK 1 Pg. 108-113 CSC BK 1 Pg. 78-79 Explore BK 1 Pg. 96
10 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 108-113 CSC BK 1 Pg. 78-79 Explore BK 1 Pg. 96

SELF-EVALUATION:-

WEEK 5

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1 TERM: 3 YEAR……………..

NUMBER OF STUDENTS…………………………….. SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: USES OF HYDROGEN.

WEEK: 5 LESSON NUMBER: 1

DATE: …….. TIME: ……….

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

Explain at least three uses of hydrogen.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION Highlight some uses of hydrogen.	Taking short notes.	Exercise books.	KLB BK 1 Pg. 115
30 MINUTES	BODY DEVELOPMENT Explain at least three uses of hydrogen.	Discussion on uses of hydrogen Note taking	Chart	KLB BK 1 Pg. 115
5 MINUTES	CONCLUSION Asking and answering questions from the learners to summarize the lesson's objectives.	Listening and answering questions.		KLB BK 1 Pg. 115

SELF-EVALUATION:-

WEEK 6-10 REVISION AND END YEAR EXAMS.

Published in Form 1 Lesson Plans

Tagged under

Wednesday, 26 May 2021 13:24

Chemistry Form 2 Lesson Plans ( Week 5-10) Term 3

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: ALLOTROPY WEEK: 5 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

-Define allotropes and allotropy.

-Identify allotropes of carbon.

-Represent diamond and graphite diagrammatically.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Define allotropy.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 131-133.
30 MINUTES	BODY DEVELOPMENT -Define allotropes and allotropy. -Identify allotropes of carbon. -Represent diamond and graphite diagrammatically.	-Teacher explains new terms. -Review covalent bond. -Discuss boding in diamond and graphite.		KLB BK 2 PG. 131-133.
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 131-133.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PHYSICAL AND CHEMICAL PROPERTIES OF DIAMOND, GRAPHITE AND AMORPHOUS CARBON WEEK: 5 LESSON NUMBER: 2

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Give examples of substances made of diamond, graphite and amorphous carbon.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 131-133.
30 MINUTES	BODY DEVELOPMENT -Describe physical and chemical properties of diamond, graphite and amorphous carbon. -State uses of carbon allotropes.	-Discuss physical and chemical properties of diamond, graphite and amorphous carbon. -Explain the Physical and chemical properties of diamond, graphite and amorphous carbon. -Discuss uses of carbon allotropes.	-Charcoal, graphite.	KLB BK 2 PG. 131-133.
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 131-133.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: BURNING CARBON IN OXYGEN WEEK: 5 LESSON NUMBER: 3 & 4

DATE: _________________________________________ TIME:____________________

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

-Describe reaction of carbon with oxygen.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION -Give the products of burning carbon in oxygen.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 134-135.
60 MINUTES	BODY DEVELOPMENT -Describe reaction of carbon with oxygen.	-Teacher demonstration- Prepare oxygen and pass dry oxygen into a tube containing carbon. Heat the carbon. Observe effects on limewater.	-Carbon, limewater, tube, limewater stand& Bunsen burner.	KLB BK 2 PG. 134-135.
10 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 134-135.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME ITS COMPUND

SUB-TOPIC: REDUCTION PROPERTIES OF CARBON WEEK: 6 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

-Describe reduction properties of carbon.

-Show reduction properties of carbon.

-Describe reaction of carbon with acids.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Define reduction.	-Taking short notes.	-Exercise books. -Chalk/white board.	-KLB BK 2 PG.126
30 MINUTES	BODY DEVELOPMENT -Describe reduction properties of carbon. -Show reduction properties of carbon. -Describe reaction of carbon with acids.	-Teacher demonstration – Burn strongly a mixture of carbon and CuO on a bottle top. -Observe colour changes and give underlying explanation -Teacher demonstration- reaction of carbon with hot conc HNO₃. Write balanced equations for the reaction.	-CuO, pounded charcoal, Bunsen burner& bottle top -Conc. HNO₃, limewater.	-KLB BK 2 PG.126
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	-KLB BK 2 PG.126

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PREPARATION AND PROPERTIES OF CARBON (IV) OXIDE WEEK: 6 LESSON NUMBER: 2

DATE: _________________________________________ TIME:____________________

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

-Prepare CO₂ in the lab.

-Describe properties of CO_2.

-Write balanced equations for the reactions involving CO_2.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Set up the apparatus.	-Taking short notes.	-Exercise books. -Chalk/white board.	-KLB BK 2 PG. 138-139
30 MINUTES	BODY DEVELOPMENT -Prepare CO₂ in the lab. -Describe properties of CO_2. -Write balanced equations for the reactions involving CO_2.	-Review effects of heat on carbonates. Group experiments/teacher demonstration- preparation of CO_2. -Simple experiments to determine properties of CO_2. -Give examples of reactions. Write corresponding balanced chemical equations.		KLB BK 2 PG. 138-139
5 MINUTES	CONCLUSION - Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 138-139

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: USES OF CARBON (IV) OXIDE WEEK: 6 LESSON NUMBER: 3 & 4

DATE: _________________________________________ TIME:____________________

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

-State and discuss the uses of CO_2.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION -Highlight some of the uses of carbon (iv) oxide.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 140-1
60 MINUTES	BODY DEVELOPMENT State and discuss the uses of CO_2.	-Discuss the uses of CO_2.		KLB BK 2 PG. 140-1
10 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 140-1

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: PREPARATION AND CHEMICAL PROPERTIES OF CARBON MONOXIDE WEEK: 7 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

-Describe preparation of carbon monoxide in the lab.

-Describe chemical properties of carbon monoxide.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Set up the apparatus.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 142-145.
30 MINUTES	BODY DEVELOPMENT -Describe preparation of carbon monoxide in the lab. -Describe chemical properties of carbon monoxide.	-Teacher demonstration: preparation of carbon monoxide in the lab. -Make observations. -Description of properties of carbon monoxide. -Discussion and writing of chemical equations.		KLB BK 2 PG. 142-145.
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG. 142-145.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: CARBONATES AND HYDROGEN CARBONATES WEEK: 7 LESSON NUMBER: 2

DATE: _________________________________________ TIME:____________________

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

-State the difference between carbonates and hydrogen carbonates.

-Describe chemical reactions of carbonates and hydrogen carbonates with acids

-Write chemical equations for reactions of carbonates and hydrogen carbonates with acids.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Distinguish between carbonates and hydrogen carbonates.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG.148-149
30 MINUTES	BODY DEVELOPMENT -State the difference between carbonates and hydrogen carbonates. -Describe chemical reactions of carbonates and hydrogen carbonates with acids -Write chemical equations for reactions of carbonates and hydrogen carbonates with acids.	-Observe reactions of carbonates of Ca, Cu, Zn, NaHCO₃ with HCl, HNO₃, and H₂SO₄. -Record observations in a table. -Discuss the observations above. Write chemical equations for the reactions.	Carbonates of Ca, Cu, Zn, NaHCO₃ with HCl, HNO₃, and H₂SO₄.	KLB BK 2 PG.148-149
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG.148-149

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: HEATING CARBONATES AND HYDROGEN CARBONATES WEEK: 7 LESSON NUMBER: 3 & 4

DATE: _________________________________________ TIME:____________________

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

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION -Assemble the apparatus.	Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG 150-151
60 MINUTES	BODY DEVELOPMENT -Investigate reactions of carbonates and hydrogen carbonates on heating. -Write equations for reaction of carbonates and hydrogen carbonates on heating	-Heat the above carbonates and record observations in a table. -Discuss the above observations. -Write corresponding balanced equations	-Various carbonates and hydrogen carbonates.	KLB BK 2 PG 150-151
10 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG 150-151

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: EXTRACTION OF SODIUM CRABONATE FROM TRONA WEEK: 8 LESSON NUMBER: 1

DATE: _________________________________________ TIME:____________________

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

-Draw schematic diagram for extraction of sodium carbonates.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Explain what trona is.	-Taking short notes.	-Exercise books. -Chalk/white board	KLB BK 2 PG 153-157
30 MINUTES	BODY DEVELOPMENT -Draw schematic diagram for extraction of sodium carbonates.	-Discuss each step of the process. -Write relevant equations.		KLB BK 2 PG 153-157
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG 153-157

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: SOLVAY PROCESS OF PREPARATION OF SODIUM CARBONATE WEEK: 8 LESSON NUMBER: 2

DATE: _________________________________________ TIME:____________________

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

-Draw schematic diagram for extraction of sodium carbonates.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
5 MINUTES	INTRODUCTION -Explain the meaning of the Solvay process.	-Taking short notes.	Exercise books. Chalk/white board.	KLB BK 2 PG 157.
30 MINUTES	BODY DEVELOPMENT -Draw schematic diagram for extraction of sodium carbonates.	-Discuss each step of the process. -Write relevant equations.		KLB BK 2 PG 157.
5 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board	KLB BK 2 PG 157.

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

TEACHER'S NAME: _______________________________ TSC NO:___________________ SCHOOL/ INSTITUTION:_______________________________

FORM: _______________________________________ TERM: ____________________ YEAR: __________________________________________

NUMBER OF STUDENTS: __________________________ SUBJECT: CHEMISTRY TOPIC: CARBON AND SOME OF ITS COMPOUNDS

SUB-TOPIC: IMPORTANCE OF CARBON AND ITS EFECTS ON THE ENVIRONMENT WEEK: 8 LESSON NUMBER: 3 & 4

DATE: _________________________________________ TIME:____________________

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

-Discuss: - Importance of carbon in nature.

-Effects of carbon on the environment.

LESSON PRESENTATION

TIME	CONTENT	LEARNING ACTIVITIES	RESOURCES	REFERENCES
10 MINUTES	INTRODUCTION -Ask probing questions.	-Taking short notes.	-Exercise books. -Chalk/white board.	KLB BK 2 PG 157-158
60 MINUTES	BODY DEVELOPMENT -Discuss: - Importance of carbon in nature. & -Effects of carbon on the environment.	-Discuss the carbon cycle and processes that increase/ reduce amount of CO₂ in the air. -Uses of CO₂ in soft drinks and fire extinguishers.		KLB BK 2 PG 157-158
10 MINUTES	CONCLUSION -Asking and answering questions from the learners to summarize the lesson’s objectives.	-Listening and answering questions.	-Exercise books. -Chalk/white board.	KLB BK 2 PG 157-158

SELF EVALUATION: ________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________

WEEK 9 – 10 REVISION AND END YEAR EXAM.

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